There are a number of different models of reflection that are utilised by professionals to evaluate past experiences. The two main types of professional reflection are reflection-on-action and reflection-in-action Somerville and Keeling, Reflection-on-action encourages individuals to re-live past events, with an emphasis on developing a more effective action plan for any future, similar events that may occur.
However, this type of reflection does tend to focus more on the negative aspects of our actions rather than the positive behaviours that were demonstrated during the event that is being reflected upon Somerville and Keeling, Reflection-in-action is a deeper and more interactive form of reflection that encourages individuals to observe and reflect on past situations from the point of view of themselves and of others around them at the time of the event.
Self-reflection and reflection upon events that happened within a work environment are important for individuals within the nursing profession Paget, Reflection allows medical professionals to challenge and develop their existing knowledge, maximising the opportunity for learning and to avoid mistakes that may have been made in the past Royal College of Nursing, The Gibbs model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful.
This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection. The process can be broken down into six key steps:. The Royal College of Nursing believes the Gibbs model of reflection to be particularly superior because emphasises the role of emotions and acknowledges their importance in the reflection process. Nursing can often be an emotionally charged career, especially for nurses working in areas such as psychiatric health and palliative care.
Therefore, reflection on these emotions and exploration of how to manage them and improve management of them in the future is of particular importance in the nursing profession. A young male patient aged 16 years came into the clinic around three days ago.
He complained of low self-esteem and is feeling fed up and depressed because of pimples and spots on his face. The consultation took place with just myself present, no other nurses were in the room at the time of the appointment. The consultation lasted around half an hour, during which time myself and the patient discussed the history of his problems with his skin and the emotional distress that the spots were causing him.
The patient disclosed that he had begun to get spots at around age 14 when he had started puberty and that it had begun to make him feel extremely self-conscious.
The patient described the negative effect that the acne was having. For example, he has been bullied at school and is feeling apprehensive about starting sixth form in September because he believes that he will be the only sixth former with spots. Based on the reasonably lengthy history of the acne, the presence of acne on the face and the negative emotional effect that the acne was having, a three month dosage of oxytetracycline was prescribed for the patient. During the consultation I had a number of feelings.
Primarily I felt sympathy for the client because his situation reminded me of my own time as a teenager. I suffered from bad skin from the ages of 14 to about 20 and it severely affected my own self-esteem. However, the review also found that acne treatment may lead to improvement of the psychological disorder that are so often co-morbid.
This made me feel re-assured that prescribing oxytetracycline had been the right thing to do. My own experiences of acne also meant that I was able to relate well to the patient. I also felt some anger during the consultation. I also felt regret and guilt. I regretted not referring the patient onwards for emotional support and for not exploring the psychological impact of the acne in more detail. I also felt a sense of pride that this young man had the courage to come to the clinic by himself to seek help for his acne.
I remembered how upsetting acne was as a teenager and I remembered that I would have been too embarrassed to have ever gone to a clinic or to have sought help from an adult.
In turn, I also felt happiness. I felt happy that this young man had come to the clinic and I felt happy that I was able to help him. On evaluation, the event was good in a number of ways. Firstly it added to my experience of dealing with young people and in dealing with the problems that are unique to this population of patients. I have not had many young patients during my nursing career and I welcome the opportunity to gain experience with this group.
Furthermore, it re-affirmed my career choice as a nurse. During your career you always have doubts as to whether you have chosen the correct path. However, there are points in your career when you feel sure that you have made the right choice.
However, there were also some negative elements. Firstly, the appointment was quite short and I am worried that this may have made the patient feel rushed and uncomfortable. After the consultation I did some research into the effects of acne in young people. In particular, the authors found that directly asking about suicidal thoughts should be encouraged during consultations with young people. This information only served to make me feel more anxious and I wished that I had bought this up with the patient.
On reflection, being able to relate to the patient increased my ability to deal more effectively with the situation. I feel that the patient was able to open up more to me because he sensed my sympathy for him and his situation.
It was found that the ability to connect to them was extremely important and so I think this is why the patient felt comfortable opening up to me. On reflection, I am also now convinced that the patient coming to see me was a very positive event. End your description in a neat way. Did you see them again? Did they return home?
Did they thank you for helping them? Was the family pleased? A short little sentence just to end the experience nicely for the reader. But as a good rule:. I helped Patient May to see the importance of drinking more water than she had been to help her blood pressure. This made me feel proud, experienced, and competent.
Now, write WHY you felt that. I felt proud because I gave information in a simple and clear way. I felt proud because I gave information in a simple and clear way, information I had learnt from my bioscience lectures. I felt experienced because I knew I could do it again. I felt competent because my mentor allowed me to help the lady without supervision. Talk about why you felt that way. For point three, acknowledge the effects others have on your feelings.
I felt scared, but my mentor reassured me which helped me feel a little more courageous. I felt confident, but my patient was nervous about her injection, which made me feel like I wanted to reassure her. This is up to you. But if you felt proud, then identify how you could do better next time. How will you improve yourself to help other people? How will you adapt to get a better placement grade?
How will your experience help you be a better team player? This is time to focus on the good stuff, and also the stuff that needs a little bit of work. Break it down into bite-sized chunks. Create a picture of your patient.
Create a simple breakdown of the description. Read through your description and note down your feelings. Note down why you felt that way, what and who influenced you thinking that way. How to stay sane at university.. How to write a reflective es Which model of reflection is best for my reflective essay? What should I reflect on in my essay?
Your reflective essay description a. The patient Introduce us to the main star. The context Now, start with where you were placed again, no names , the setting e. The event You might only be talking about giving your first successful IM, or helping someone off the loo.
Feelings The feelings part comes in the main body of reflection, so try and keep these to a minimum within the actual description itself. Conclusion End your description in a neat way. But as a good rule:
Student Nurse Reflective Essay In order to help me with my reflection I have chosen Gibbs (), as the model to help guide my reflective process. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident.
Reflection Of Clinical Practice Nursing Essay. Print Disclaimer: This essay has been submitted by a student. This is not an example of the work written by our professional essay writers. You can view samples M., Gerrish, K., and Ermami, A. Student nurse's experiences of communication in cross cultural care encounters.
Nursing Reflection as a Student Nurse Words 3 Pages The following essay is a reflective account on an event that I, a student nurse encountered whilst . Reflective: Patient and Student Nurse. Topics: Nursing, This is a reflective essay which will address a recent experience gained from the Intensive Treatment Unit (ITU) that occurred during my placement and while under the Overseas Nurses Programme. This will utilize John’s Model for Structured Reflection (MSR).
Student nurse tips: Learning and moving on, ending your reflective essay neatly Ok, so you’ve talked about the ethics of care, and the importance of the 6Cs. You’ve applied these to your experience, and you know why you felt like you did. Database of FREE nursing essays - We have thousands of free essays across a wide range of subject areas. Sample nursing essays!