GIBBS’ REFLECTION CYCLE
A. Description
Paida is 50 years old lives alone and has a history of bipolar disorder. Paida when she is not well pulls herself at risk by inviting male strangers into her home whom she then entices into sexual relations. Paida also tends to withdraw large amounts of money that she gives away to those hosting her at home; this of course puts Paida at high risk of abuse. and (2004) state that common symptoms of maniac are usually sexually inappropriateness, pressured speech and flight of ideas. A further behavioural manifestation is termed significant indulgence in sensual activities that can be related with painful results; for instance, sexual immorality ( 2000). This unexplainable negligence of planning with regards to sexual behaviour puts the sexual health of individuals afflicted with mental disorders in peril, with possibly catastrophic outcomes (. 1997). These outcomes include the possibility of contracting STDs and unwanted pregnancy.
The author thinks that it is not enough to cite a particular experience in order to gain significant learning. If the process of reflection is neglected in this experience it might easily be forgotten or the lessons that can be derived from it can be lost (. 1996). It is from the observation and perceptions that comes from this reflection that evaluations or ideas can be acquired. And it is evaluations which make it possible for new instances to be discussed properly.
Likewise, if it is a purpose or an objective that learning be used to alter behaviour, it is not enough to understand new ideas and formulate fresh evaluations. This understanding must be further evaluated in fresh instances (, 1994). One must learn to integrate theory and action through the process of preparing for that action, executing it, and then having a process of reflection, examining what transpires back to the theory.
It is not sufficient only to perform something, and neither is it sufficient only by thinking. Doing both at the same time is also not enough. Gaining significant learning from experience must include the integration between the performance and the analysis. The six-stage model of learning by doing and thinking is discussed in detail in that of (1993). Some experts have established various models in order to provide pertinent explanations regarding how individuals learn from experience, but all of them possess the critical factors of model which is itself like derived from . Learning from experience includes six stages, which follow each other in a cycle.
According to (1997), reflective practice is ‘Potentially both a way of learning and a mode of survival and development once formal education ceases’. (1997) refers to reflective practice as ‘thoughtful practice’, performing actions that are based on the known theory and monitoring consciously these actions, questions why the outcome occur and so identifying a widening legitimate knowledge base for the individual. If those involved in the heath acre arena are to gain knowledge and move their practice forward then it is suggested that reflective practice must play an active role in the development of their practice.
The development of reflection assists the individual to gain self-awareness, insight, ability to express emotion and problem solving skills, which are all desirable for professional growth according to (1995)
The reflective module I chose to use as a tool to reflect on my experience of a hospital placement was (1998) I found this more appropriate and uncomplicated to follow. It also follows six stopping points that I will use as a guide to fully reflect on this incident. A potential negative point with utilizing the experiential cycle in this manner is that learners are not able to establish a solid basis for evaluations to fresh dilemmas, but have to discuss every new event as if it were unique (, 1992). The following step of development of this course will include finding and using a standard model of the communication process to create a solid foundation for the evaluation of reflections based on experience. This would make the learning cycle process a complete success and also supports to integrate the experience to theory, which established a comprehensive learning of the communication process as well as enhancing competence in particular events involving communication skills (, 1995).
B. Feelings
Communication in this incident was paramount. Upon hearing the situation I could only feel empathy for Paida as she was clearly becoming a maniac. The male strangers were acting in a non-professional manner and I felt angry at the fact that they were abusing Paida’s position. Contrary to this, there was also a feeling of gratification on my part. Reflecting in action, I knew that if I could make a dialogue with Paida, this would put me in a position where I could approach her properly and have the opportunity to examine her. I felt that this situation was not instigated by myself, but I could turn this to my advantage.
I issued my feelings like these because I believed that I had to:
A) Remain in control of the situation. Being in control of that particular situation would enable me to command the respect and confidence of the public, especially my superiors. Thus, I would be able to expand my responsibilities through continuous improvement in other aspects of my profession (, 2000).
B) Gain more confidence and experience. The actions that I laid down in trying to pacify the condition of Paida were able to somehow increase my confidence and experience handling unexpected situations like that.
C) Thrive and learn in emergency cases; and
D) Answer my call of duty. Being a nurse care practitioner myself, I realized that I must not fail to help others especially in cases of emergencies. I realized that I had to be ready always.
While it may be true that experiences are necessary for learning to occur, I firmly believe that learning brought about by experiences cannot make me a complete Nurse Care practitioner. I am fully aware that it is through reflecting on experiences that certain concepts and ideas can be created. And it is generalizations, which enable new situations to be tackled effectively. Similarly, if it is intended that learning should change behavior, it is not sufficient simply to learn new concepts and develop new generalizations (. 2000). This learning must be tested out in new situations. One must make the link between theory and action by planning for that action, carrying it out, and then reflecting upon it, relating what happens back to the theory.
It is not sufficient only to perform something, and neither is it sufficient only by thinking. Doing both at the same time is also not enough. Gaining significant learning from experience must include the integration between the performance and the analysis. The six-stage model of learning by doing and thinking is discussed in detail in that of (1993). Some experts have established various models in order to provide pertinent explanations regarding how individuals learn from experience, but all of them possess the critical factors of model which is itself like derived from . Learning from experience includes six stages, which follow each other in a cycle.
Current thinking in nursing advocates the need for some nurses to be educated in ways that develop their autonomy, critical thing, sensitivity to others and their open-mindedness (, 1991). There have been many books written on this subject and each author expresses their variations in different ways. Once we have decided what reflection is we can then look at reflective practice.
Evaluation of Feelings
A. Good Points
The good point about my feelings was that a good opportunity presented itself to me to determine my readiness to help somebody in case of emergency. Having been neglected by a nurse care practitioner, it would be really tough to regain the trust and confidence of the patient. But as long as an opportunity like these would come along, it’s always nice to take advantage of it.
B. Bad Points
The bad point about my feelings is the fact that Paida might have developed a bad image on most nurse care practitioners. Therefore, the patient might have the tendency to refrain from cooperating with me.
C. Analysis
Biopsychosocial Issues
A. Biological Issues
The real cause of the maniac syndrome of Paida was yet to be determined. Apparently, it just occurred as an end result of Paida losing sanity. It is important first to determine the main health problem that’s been bothering Paida before any specific course of action can be done. This will prevent any further damage that might occur as a result of a wrong diagnosis. The maniac syndrome of Paida obviously was only a secondary issue. The underlying health problem of Paida can be determined by determining if she had any history of diseases or conditions that can somehow be related to her getting maniac.
B. Social Issues
It is alarming to know that there are people like Paida who in spite of their age are still exhibiting the maniac syndromes. These people need to be guided and apprehended since their attitude poses a great danger to the lives of innocent people.
C. Psychological Issues
Definitely, it is Paida who’s the one that’s more psychologically shocked than anyone else, based on the treatment she got from those male strangers who took advantage of her. She will always remember the fact that once in her lifetime, there were people who caused her so much fear and pain at a time she badly needed help. She will also somehow develop a bad impression regarding most males as a result of this bad experience. On the other hand, we, the general public, would also worry that someday, this incident might also happen to us.
Contribute to public protection by creating and maintaining a safe environment of care through the use of quality assurance and risk management strategies
Quality assurance provides a framework for a coherent, local program of quality improvement and an opportunity to share best practice. For nurses, quality assurance will be about building upon and linking together many of the activities that they are already involved in, which help to promote and improve standards of patient care.
Quality assurance involves the development of a culture and ways of working that continually improve quality, allowing good practice to be shared, lessons to be learnt from mistakes, and encouraging patient participation. For many nurses, clinical governance will afford the opportunity to formally link together and enhance existing quality improvement activities such as implementing evidence-based practice and care pathway development.
Quality assurance can be divided into four key components: clinical effectiveness, human resources, professional self-regulation and risk management.
Quality assurance is about doing the right thing at the right time for the right patient. It enables nurses to reflect on why they do what they do for patients and to systematically find and implement better ways of providing care. The activities involved in clinical effectiveness include finding out what is best known practice, appraising the available evidence, changing practice if necessary, and confirming through clinical audit that actual practice is consistent with best practice.
The human resources component of the quality assurance framework is about ensuring that healthcare professionals have the right education, adequate training and development, skills and competencies to provide quality patient care. It is also about workforce planning and lifelong learning.
Professional self-regulation protects the public as it requires registered practitioners to practice within a code of conduct and is supported by the promotion of good practice, prevention of poor practice, and intervention when practice is poor. Professional self-regulation supports the clinical governance framework by setting professional standards and guidelines that contribute to the creation of an environment in which clinical excellence will flourish. In practice, many nurses have experienced real and substantial problems with regulation.
Risk management is about identifying, measuring and controlling those risks that threaten quality or performance in the delivery of patient care. Every day, nurses help patients through education, empowerment and expertise to avoid the recognized complications associated with various illnesses. This is a proactive risk management strategy that involves the recognition and identification of things that can go wrong as part of a systematic approach to patient care. Patients are empowered to respond appropriately in a risky situation.
Implementation of shared quality assurance initiatives or other structures that promote autonomy, control of practice, and empowerment of nurses have been identified as key strategies to continue to improve the work environment of nurses. This could in turn improve how the nurse delivers care to the clients.
In a quality assurance model, each person has an obligation to ensure that his or her skills and knowledge make a positive contribution and to work efficiently and effectively. Quality assurance is a collaborative team process in which team members share key leadership roles. Shared leadership is empowering employees to act autonomously, be decisive at the point-of-service, and create a shared vision aligned with organizational goals. Shared leadership development and autonomously practicing nurses appear to be the equation for success in delivering quality patient outcomes in today’s organized health care delivery systems.
For a quality assurance model to work, the nursing leaders must develop skills that go beyond facilitating team and group decision making and assume a transformational role of disrupting the status quo, particularly in situations where evidence-based practice clearly points to a need for rapid change and improvement. Nursing leaders must translate the demand for change into a clear, understandable plan, as well as help staff members handle the chaos and uncertainty that accompany rapid change.
REFERENCES
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