...NURSING REFLECTIVE PRACTICE USING JOHN’S REFLECTIVE MODEL: On a particular occasion during my placement in a surgical and medical ward at a local hospital, I had been buddied with a nurse for an evening shift. We had just had handover from the nurse on the previous shift and among the information handed-over, the patient, in addition to her current diagnosis, also had a history of other co-morbid diseases including heart and blood pressure abnormalities. As such, she was on a number of heart regulating medications which included some beta blockers. As part of time management, we went through the patient's care plan and medication charts to determine what needed to be done and at what time regarding this patient. This guided how we were to execute care during the shift and in a timely manner. Her care plan had indicated that the patient's observations were to be done TDS (three times a day) It was during this process that we decided that it was not necessary, at this point, to take the patient's vital signs as these had been done just a few hours before we had started. When the time for the medication round came, we went to the patient's bed side drawer to collect and give her her medications following the seven rights to medication administration. As a result of our earlier time plan, we did not take her observations. Somehow, the patient asked us curiously why we were not taking her reading as, previously and always before, other nurses seemed to take her readings...
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...Learning Team Reflection: Supply Chain and Demand Model Team A ECO/372 June 11, 2014 Learning Team Reflection: Supply Chain and Demand Model What is a Supply Chain? Supply Chain Management? A supply chain is a network of companies and services that have products available to consumers. For example, grocery stores hire farmers to raise vegetables and contract with different transportation agencies to bring them fresh into the stores. The supply chain gets “a good or service from the supplier to the customer (“Supply Chain”, 2014). Goods are often produced anywhere in the world, not necessarily at the local level; supply chain management makes them available in local neighborhood stores so we don’t have to travel overseas just for a pair of jeans, coffee, etc. They make sure we get the best quality and prices. What is the Supply and Demand Model? Supply and Demand is one of the most frequently used terms in economics (Heakal, 2014). More specifically, demand is referring to a quantity and how much of a product or service is desired by its consumers. Demand does not factor in want or desire; it is based on the number that consumers are ready and willing to actually pay money for. Supply is representative of how much the market can offer. Sufficient supply to meet steady demand leads to an equal balance in Supply and Demand. What is the law of supply? Law of demand? Law of supply is explained as the price of a good or service increases, the quantity of those goods or...
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...Assessment Task 1: Written Reflection This reflection utilises Driscoll’s “What?” Model of Structured Reflection to consider the application of inter-professional communication in the ‘Pregnant Stroke’ video; “Handover”. Inter-professional communication is defined as clear, quality information that aids in the delivery of excellent health care. (Arnold & Boggs, 2011) Handovers between healthcare workers that use inter-professional practices succeed in providing quality health. In the example video of a handover, the paramedic is telling the nurse the history of the patient that is being transferred to the nurse’s care. The paramedic introduces himself and the patient to the nurse and then delves in to the patient’s history. We find out the patient’s name is sally, a 35 year old pregnant female, who is 28 weeks pregnant. She has a family history on hypertension and stroke, and Sally’s husband, David tells the paramedic that sally is not currently on any medication, and she has no known allergies. David called the ambulance because at breakfast, Sally appeared to faint/ lose consciousness, and David supported her to the ground. Sally did not hit her head on the way down to the ground, and the paramedics found her on the ground when they arrived, and David had made sally comfortable with a cushion. Upon the paramedic’s examination, Sally was found to be hypertensive – her blood pressure was 180/110. Sally showed signs of tachycardia, and had a Glasgow Coma Scale (GCS) reading...
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...resolve the doubt, settle and dispose of the perplexity’. (Dewey, 1933 p.12) Part 1: With this in mind, consider critically and analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading. Chloe Carter-Miles 6th November 2012 Contents Main Body of Text Page 3 References Page 11 Bibliography Page 13 Appendices Page 16 List of Appendices Appendix 1 Kolb’s Cycle of Experiential Learning Appendix 2 Gibbs Model of Reflection (1988) Appendix 3 Moon’s Model of Reflection Appendix 4 Blooms Taxonomy; original and revised This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published, and they all have variations, however the one consistency among all of the models is that the process of reflection has to begin with an experience. Whilst reflective practise can be applied to all aspect of life, Dewey’s definition of education as being inherently based on experience...
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...al 2002). Reflection is a necessary process in order to comply with Post-registration education and practice (PREP), continuing professional development standard, as required by the NMC (2006). Reflection can therefore be regarded as a fundamental process for all professionals registered within the NMC. This essay specifically focuses upon reflection in relation to the student Specialist community public health nurse (SCPHN). Reflective practice in nursing can be guided by models of reflection. Using a model or framework can be beneficial in aiding practioners and students of nursing and health care to, reflect upon incidents, and critically analyse those incidents, therefore helping the practioner to learn and move on (Ashby 2006). This essay aims to explore the concept of reflection. It will discuss and critically analyse Gibbs (1998) theoretical model of reflection whilst also considering other models and their use in relation to the role of a student SCPHN working within a children and family community setting. Reflective practice is not a new concept. It originated in the 1930's from work carried out by American educationalist John Dewey. Dewey (1933) developed the idea of reflection as a way of learning in education. This idea has since been drawn upon in the works of many others; Schon (1983) similarly highlights the idea of reflection as a way of bridging the gap between theory to underpin professional practice. Other definitions include: “Reflection is a process...
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...(Deakin, 2010) Reflective practice highlights the importance of learning from experiences after thinking about it and relates the practical experiences to the theoretical learning approaches (Oxbridgewriters, 2011). Definition Cont’d It is a process by which practitioners focus on how they interact with their colleagues and environment in order to obtain a clearer picture of their own behaviour, thus building on existing strengths. Reflective Practitioner is usually engaged in some kind of activity (often professional) which they can use to reflect on their strengths, weaknesses and areas for development (Somerville & Keeling, 2004) Definition Cont’d Critical reflection includes questioning routines, habitual practice, challenging “conventional wisdom”, being able to ask others and ourselves “why-type” questions . Such as: 1What is my nursing care like? 2 Why is it like this? 3 How has it come to be this way? 4 What aspect of it would I like to improve? 5 Whose interest are being served (or denied) by my job? (Scribid, 2010) Benefits of Reflective Practice Increases confidence and allows one to become a more proactive professional; Improves the quality of care given and close the gap between theory and practice; It provides a deeper understanding of our approach to nursing and leads to greater effectiveness as a...
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...Chapter 1 Expanding the Gates of Perception Christopher Johns Aldous Huxley (1959) reflected on his experience of taking mescalin and its impact in enabling him to access the greater ‘mind at large’ and in doing so to circumvent the brain and nervous system as some sort of reducing valve. In other words, taking mescalin blew fuses and opened Huxley’s mind to perceive things in new and different ways. Hence the title of his book, The Doors of Perception. As we go about our everyday business we take the world largely for granted and respond habitually. Meaning is projected into events that enable us to take things in our stride, and in doing so, reinforce our sense of self. Thus the multiple doors of possibility are not always visible: instead, existing knowledge and experience are defended as if the ego itself is threatened. The more we know, the more threatened we become when that knowing is challenged. A certain degree of anxiety and fear is useful for learning (see Joyce 1984; Casement 1985; Freshwater 2000). However, too much fear and anxiety is not conducive to learning. Perhaps we all need mescalin in the morning to heighten our perceptions, to lower our defences and open ourselves to possibility. From a Buddhist perspective we are caught in a world of samsara, depicted by the cock, the snake and the pig – craving, aversion and delusion respectively – who chase one another around and around, locked into a world of greed, hate and ignorance. It is a restless world of...
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...The Study on Stealth Design Technology Abstract—In this report we study some basic ideas on stealth technology. Loosely speaking, the stealth technology can be divided into two categories: the study on target shape design and the study on radar absorbing materials. In this report, we explain the basic principles of these two categories, and give some simulations by CST Microwave Studio and Feko to show the effects of stealth technology. I. I NTRODUCTION The purpose of stealth design is to protect the target from being detected by the enemy’s radar and to increase the target survivability. Ideally, for an object to be ”stealth”, it needs to have a low optical visibility in addition to being low observable in the infrared spectrum and at all radar frequency bands, also the emission of acoustic noise should be low. However, this goal is difficult to achieve, and the recent research is mainly focus on the low observability in a certain radar bandwidth. In some degree, the term ”stealth design” is equivalent to the technology of reducing target’s the Radar Cross Section (RCS). RCS is the parameter to characterize the strength of backward scattering of the target, the formal definition is σ = lim 4πR2 R−>∞ Fig. 1: B-2 stealth bomber |Es |2 , |Ei |2 (1) Fig. 2: F117 stealth fighter plane where, R is the distance from target to radar, |Es | is the scattered electric field intensity and |Ei | is the incident electric field intensity. Radar equation can be used to estimate...
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...objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning Knowledge base ...
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...Critically discuss the importance of reflection in the practice of management Student ID:20583416 Course: The reflective manager (MD4046) Lecturer: Dr. Elias Hadjielias Fall 2012 Assignment no. 1 Table of Contents Introduction Page 1.1 General Introduction to Reflection 3 1.2 Objectives and Purpose of the essay 3 Main Body 1.3-1.6 Review of Literature 3-4 1.7 Personal opinion of the writer 4 1.8 A practical example of Reflection in a certain case 4 1.9 Recommendations from the writer 5 Conclusion 2.0 Summary pg.3 5 2.1 References ...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms of structured...
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...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...case study I will elaborate is of an elderly woman who was of a non-British ethnic origin and spoke little English. A junior nurse visited her home to provide care but her attitude towards the patient has been discriminatory and abrupt, a situation that calls for serious reflection on the issues of racial discrimination at the clinical setting. The patient was apparently treated with leg ulcer. The questions that have to be considered here are: Where in the observation did discrimination occur and how this could have affected the delivery of care given? And how has discrimination influenced the lady’s care? The concept of anti-discriminatory practice as a contemporary issue within adult nursing is discussed here considering observational evidence and similar case studies. Reflection in Nursing: Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Any portfolio of practice includes a model of reflection as reflection helps in determining what was positive or negative or a learning experience within the profession. Reflective practice highlights the importance of learning from experiences after thinking about it and relates the practical experiences to the theoretical learning approaches...
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...1 Reflection Reflection is an everyday process. We reflect on a range of everyday problems and situations all the time: What went well? What didn’t? Why? How do I feel about it? We don’t usually follow a formula for this, it just happens as feelings, thoughts and emotions about something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms...
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...Examples of Reflective Writing Example 1 I arrived on the ward at 7:30 ready to begin a 12-hour shift. After receiving handover, my mentor assigned me the job of bathing Mr B with the help of a healthcare assistant. Mr B has Creutzfeldt-Jakob disease (CJD), a progressive disease of the nervous system with rapid deterioration due to spongiform encephalopathy. He is not expected to live to Christmas, even though he is only 19 years old. He is mentally aware of what is going on but is physically unable to demonstrate activities of daily living, including eating and drinking, has limited communication skills and is doubly incontinent. He is unsafe on his feet so mobilises with a wheelchair. I approached Mr B’s bed and asked his consent to take him for a bath. While the bath was running we began helping him to undress. He looked rather nervous. At the thought of myself being in his position, being the same age as him, I began to feel embarrassed too. I thought that I could not possibly be a professional individual if I let my embarrassment and sympathy get in the way of my nursing care. We assisted Mr B into the bath and started his wash. I knew he was uncomfortable and wanted to be able to wash himself, but was unable to do so. I was finding it difficult to look him in the eye, especially when it came to washing his genitalia. I tried to ease this by making conversation, but in a way this made matters worse. After the bath we dried Mr B, dressed him and returned him...
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