Reflection on Ansat clinical tool-2 PDF

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ASSESSMENT 2: Reflection on ANSAT Clinical Tool NRSG139 SEMESTER 1, 2019

Lecture in charge: Jenny Penny Student Name: Lan Anh Huynh Student ID Number: S00218268

Word count: 1064

Reflection has been acknowledged as an essential element to healthcare professionals as it facilitates and assists them to self-improvement and exploration deeper understanding by critical analysis of past events and experiences, which can improve clinical practice (Mlinar Reljić, Pajnkihar & Fekonja, 2019). This paper aims to reflect on one of the skills that have been introduced in the first semester, which is the measurement of blood pressure (BP), and the developing abilities to satisfy domain four of the Australian Nursing Standards Assessment Tool (ANSAT). Gibbs Cycle of Reflection (1988) will be used as a structural framework which has six stages: description, feelings, evaluation, analysis, and action plan.

Description Measurement of BP has been introduced to us in week five. The lecturer in charge of integrating practice 1 (NRSG139) has introduced and explained to us what BP is, how to measure the BP and the essential equipment will be used in measuring BP. Additionally, the theories of systolic and diastolic have been given, and the differences between systolic and diastolic. Subsequently, in the tutorial class, we observed measurement of BP which is performed step-by-step and serve as a model by tutorial teachers, and they also explained to us how to use the equipment of BP measurements such as stethoscope and sphygmomanometer. Furthermore, the teachers have verbally explained all the action, and significant technique has been utilizing at each step. After the procedure, blood pressure was recorded on a clinical chart. After that, I have a chance to practice taking BP with my classmate. Hence, I have kept practice to measure BP for the next few weeks to keep in mind the procedure.

Feelings Initially, the measurement of blood pressure (BP) seemed complicatedness. Therefore, I felt quite anxious, nervous and overwhelmed.

I endeavoured to

remember all the new information which I have given. During practice with my classmates, I have started the procedure with a quick conversation which was quite effective and natural to collect precise information. I felt comfortable after the communication and my classmate enthusiasticed engagement in my assessment. Additionally, I saw my classmate clinical practice, I liked the way my classmates asked patient about the history related to BP. However, I felt quite dissatisfied at the end of the measurement process because of my classmate forget to state the results to patient verbally.

Evaluation According to ANSAT (2016), there are two things on the ANSAT clinical tools that I have done appropriately. Firstly, I have questions effectively, uses assessment techniques to systematically collect accurate information and data and I utilized efficiently therapeutic communication. Secondly, I have memorised the importance of person-centred care, I have focused on each patient's manifestations (Crisp, Douglas, Rebeiro & Waters, 2017). Therefore, I ensured that my patient was feeling comfortable and I have encouraged the patient to involve in my assessment to complete the data. Therefore, I can explore the patient's blood pressure relatedproblem and form a general idea about their circumstances.

However, there are numerous areas that I have not done effectively, and I should improve. Firstly, I am unconfident that the way I read the systolic and diastolic number of BP was accurate, and I did not get the correct result in the first week of practice. Additionally, I have faced with the difficulty in finding the artery and how to control the equipment. Numerous patients may feel concern about the results. Therefore, explaining to them with the appropriate posture, voice and therapeutic communication can minimise their anxiety and stress. Besides, anxiety can increase BP, to ensure accurate results, patients must be kept in a state of comfort and relaxation. Providing a comfortable and safe environment is also an essential tool in the assessment (Jarvis, Forbes, Watt, Thomas & Strandberg, 2016).

Analysis Nursing in Australia is guided by Registered Nurses Standards for Practice (NMBA, 2016), and was assessed by the ANSAT tool. The standard four in ANSAT has emphasises that nursing student should “complete comprehensively and systematic assessment”. There are major two components to a “comprehensively conducts assessment” which are "completed comprehensive and systematic assessment using appropriate and available source" and "accurate analyses and interprets assessment data to inform practice" (ANSAT, 2016). To achieve the requirement of the standard four in ANSAT tool, nurses must develop and support person-centred care approaches. Utilising the latest evidence and previous experience of clinical practice, collecting subjective data about patients to explore the history and present health issues, and using a variety of evaluation techniques to gather relevant

information is to improve accuracy regarding potential health problems (Ossenberg, Henderson, & Dalton, 2015).

Conclusion This reflection has assisted me to identify and understand my weaknesses and strengths in practice and communication with patients in clinical practice. Moreover, it is likely to enable nursing students like me to develop the ability to rethink, identify and analyse my problem and to explore the new way to address the problems. Besides, I realised the importance of comprehensive and systemic assessment and analysed

information.

Nurses

should

perform

comprehensive

assessments

accurately, analyse, and utilise information and evidence to provide a basis for practice. As a consequence, it assists students to develop critical thinking, apply critical reasoning and critical judgment in a healthcare career. Furthermore, this health assessment is an excellent platform for nursing students to reflect upon themselves and further improve their nursing competencies.

Action plan In the future, I will consistent in my learning to expand the knowledge and improve nursing skills to satisfy the requirement of the ANSAT clinical tool, especially standard four. Furthermore, I will focus on improvement of weakness and the requirement that I have not complete. For example, searching and explaining information that is relevant to the patient's condition; communicating and interpreting the patient's results; using the appropriate resources to assess the effectiveness of care and treatment plan (Ossenberg, Henderson & Dalton, 2015).

In conclusion, being capable of performing a clinical skill in practice which was approved by qualified nurses has made me feel that my professional development is progressing, and my awareness of evidence-based practice has improved by the use of reflection.

This reflection has assisted me to identify and understand my

weaknesses and strengths in clinical practice. The ANSAT tool standard four has emphasised that nurses should perform comprehensive assessments accurately, analyse, and utilise information and evidence to provide a basis for practice. By using Gibbs Cycle of Reflection, I have identified, analysed, evaluated, and planned to improve my skills.

References Australian Nursing Standards Assessment Tool. 2016. ANSAT Behavioural Cues Retrieved from http://www.ansat.com.au/home/tools

Crisp, J., Douglas, C., Rebeiro, G., & Waters, D. (2017). Potter and Perry's fundamentals of nursing (5th ed.). Chatswood, NSW: Elsevier.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Brookes University.

Jarvis, C., Forbes, H., Watt, E., Thomas, P., & Strandberg, K. (2016). Jarvis's physical examination & health assessment (pp. 112-119; 2nd edition; Australian and New Zealand ed.). Chatswood, N.S.W.: Churchill Livingstone/Elsevier.

Mlinar Reljić, N., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse Education Today, 72, 61-66. doi: 10.1016/j.nedt.2018.10.019

Nursing and Midwifery Board of Australia. 2016. Registered nurse standards for practice. Retrieved from https://www.nursingmidwiferyboard.gov.au/CodesGuidelines-Statements/Professional-standards/registered-nurse-standardsfor-practice.aspx

Ossenberg, C., Henderson, A., & Dalton, M. (2015). Determining attainment of nursing standards: The use of behavioural cues to enhance clarity and transparency in student clinical assessment. Nurse Education Today, 35(1), 12-15. doi: 10.1016/j.nedt.2014.09.002...