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Nursing Reflective Practice: John's Model of Reflection

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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 first? The answer to the patient by the buddy was that we would do that later and I went along with this! I had the same query but did not want to sound stupid or oppose the buddy nurse as I thought she had more experience therefore she knew better. This query in my head was because a few days before, we had had a quick lecture from our facilitator about common medications used in the ward

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