Reflection on Uncomfortable Experience Bed Bath

Reflection on Uncomfortable Experience Bed cleanPeople Personal Development.IntroductionThe development of ruminative skills is a recognise piece of in-person and professed(prenominal) development for care for and health apportion supply (Smith, 1998). However, it is important to be able to develop effective skills in face, which incorporates practically more than simply check intoing mishaps, but forms part of a process of ongoing development of self certifiedness and insight into the actions of self and others (Rolfe et al, 2001). Ac electric cording toJones (1995), reflection is also an important part of developing clinical skills and understanding the affinity between evidence and quality of healthcargon approach pattern. This operator that reflection is also part of master key development and provision of the best possible standards of care (Gustafsson and Fagerberg, 2004 Higgs and Titchen, 2001). Some authors suggest that reflection is both flawed and biased , and because of this, is non needfully a useful activity, but this is usuall because if reflection is not focused properly, it does not achieve what it is supposed to achieve (Burnard, 2002). Any reflection could be poentially biased, as it is an indiviudal and personalized action applying critical hark backing to essentially subjective experiences (Jones, 1995). However, the assess of reflection has been repeatedly demonstrated in the literature as providing elements of personal development through insight and learning, and professional development, through reflecting on testify practice in the light of best practice (Cottrell, 2003 Gibbs, 1988 Schon, 1987).Reflection oft focuses on distinct elements of nursing experience, such as critical incidents or significant occurrences within clincal practice (Minghella and Benson, 1995 Smith, 1998). This smorgasbord of reflection is important to abandon nurses to understand the experience and their experience role within the bo ldness, and to consider how to transfer their behaviours to remediate prospective practice (Gibbs, 1988 John and Freshwater, 1998). It is this capacity to change and improve practice which is the real value and goal of reflection (Rolfe et al, 2001). This essay focuses on an experience caring for a long-suffering with a spinal injury, who was unshakable and had suffered incontinence of faeces, which required nursing care to help oneself with personal hygienics. The elect model for the reflection is Gibbs(1998) model (see extension) which is a cylical model which allows for a review of the incident and an evaluation of the experience, followed by development of a plan for future practice improvement. establishionDescriptionIn this element of the model, Gibbs (1988) encourages the practitioner to portray the incident, to say what happened. In this case, the unhurried was immobile within an acute hospital facility, had been incontinent of faeces, and was, understandably, upse t and embarassed by what had happened. In particular, the tolerant, who was a young cock-a-hoop male, was genuinely cognizant of the olfactory property. I assisted the qualified nurse in attending to his hygiene needs, using appropriate manual handling equipment. The patient was upset by the experience.Simply by describing this incident in a few lines, I have been able to highlight key elements of the incident which start to emerge as important for considering future practice.FeelingsIn this element of the Gibbs (1988) cycle, the practitioner is encouraged to describe how they were feeling. In this case, I was also embarassed, and do even more so by the awareness of the faecal odour and the fact that this was a young male, who was being given a line bath by two women. I also felt very muddied for the young man, who was immobile due to an accident and spinal cord injury.Here, reflecting on my feelings makes me realise that my feelings may have been transmitted to the patient, and that a professional approach is needed because the patient is already embarassed and self-conscious. I was aware that we had a lot of power, because the patient could not help himself, and that how I behaved was important in reducing the effect on the patient.EvaluationIn this element of the reflective cycle, the practitioner is required to consider what is good and what is bad about the experience. In this case, it was good that working with an experienced nurse, the whole procedure was managed swiftly and professionally, and that conference with the patient was maintained throughout. The qualified nurse had cared for the patient before, and they seemed to have a good nurse-patient relationship. Her manner was professional but warm, not patronising. The negative move of the experience included my own feelings getting in the way of my professional relationship with the patient, and the fact that I am sure he was aware of my reaction to the military position.AnalysisThis is t he key instalment of the Gibbs (1988) cycle, because it encourages the nurse to analyse the situation, and it is here that critical analysis skills come to the fore. In relation to caring for a patient in this kind of situation, the complexity of the emotional/psychological and personal dimensions of the patients experience means that professional approaches to their care are very important (Slater, 2003). The use of different hygiene aids and approaches, such as, for example, planning to check for hygiene needs very frequently, might assist in preventing this situation occurring. However, as a junior student, I was not really aware of what other options there might be. Further sermon with my mentor revealed that the patient had been considering a stoma bag, because this would give him some tone down over managing faecal incontinence and would allow the patient some independence. The patient was paraplegic, not quadraplegic, and would, with the stoma back, be able to manage his o wn hygiene needs in relation to bowel function. The implications of this kind of surgery would be considerable. I didnt realise until after the incident, whilst discussing it with my mentor, that this was on the patients mind, and that much of his response to the situation was due to frustration and that these experiences were contributing to his desire to have surgery to have a stoma formed.ConclusionThis section of the reflective cycle asks the nurse what else they could have done. In this situation, I think I could have perhaps discussed more of the patients case with the nurse prior to the incident, or could have asked the patient, sensitively, what we could have done to computer backup him better. I could also have spent more time considering the kind of impact that spinal cord injury would have on a young, otherwise fit man, in terms of the social impact, and the lack of independence. for certain I had never considered major surgery as a means of providing some personal ind ependence.Action PlanHere the nurse writes weed points of action for future practice. In the future I willDiscuss cases in more detail with the qualified nurseBe aware of my own emotional responses and try to act more professionally.Listen to the patient and encourage them to talk frankly with me.Try to develop better converse skillsSpend more time after even seemingly innoccuous incidents public lecture with my mentor about cases, to become more aware of the complexities of patient experiences. general ConclusionThis reflective cycle has provided me with a deeper insight into a situation which for me, was at first all about my response and feeling sorry for the patient. Gibbs (1988) provides a good cycle for reflection, because it moves the individual on towards changing their own practice, not just becoming aware of it.References 2Burnard P (2002) learnedness human skills an experiential and reflective guide for nurses and health care professionals, quaternary edition Oxford B utterworth-HeinemannCottrell, S (2003) Skills for Success The Personal Development HandbookBasingstoke, Palgrave Macmillan.Gibbs, G. (1988) development by Doing. A Guide to Teaching and Learning Methods Further direction Unit, Oxford Polytechnic, OxfordGustafsson, C. and Fagerberg, I. (2004) Reflection the way to professional development? journal of Clinical nursing 13 271-280.Higgs J, Titchen A (2001) Professional practice in health, education and the original arts Oxford Blackwell ScienceJohn C and Freshwater D (1998) Transforming nursing through reflective practice Oxford Blackwell Publishing.Jones, P.R. (1995) Hindsight bias in reflective practice an empirical investigation. Journal of Advanced Nursing 21 (4) 783788.Minghella E, Benson A (1995) exploitation reflective practice in mental health nursing through critical incident analysis, Journal of Advanced Nursing, 21, 205-213.Rolfe G, Freshwater D, Jasper M (2001) scathing Reflection for Nursing and the Helping Professio ns A User Guide. New York Palgrave Macmillan.Schn, D A (1987) Educating the reflective practitioner San Francisco Jossey-BassSlater W (2003) Management of faecal incontinence of a patient with spinal cord injury. British Journal of Nursing, 12(28), 727-734.Smith A (1998) Learning about reflection. Journal of Advanced Nursing, 28(4), 891-898AppendixGibbs (1988) Cycle of Reflectionhttp//www.nursesnetwork.co.uk/images/reflectivecycle.gif