Gibbs (1988) consists of six stages to complete one cycle which is able to improve my nursing practice continuously and learning from the experience for better practice in the future. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again (NHS, 2006).
Reflection is an active process that enables health care professionals gain a deeper understanding of their experiences (Conway 1996) and serves to extend our professionalism and develop our confidence in a bid to make sense of clinical experiences (Ghaye, Gillespie and Lilyman 2000) . Mason 1991 suggested that empowerment includes enabling people to recognise their strengths, abilities and personal power (Mason, 1991). Description The first stage of Gibbs (1988) model of reflection requires a description of events.
Analysis of feelings and knowledge During the assessment I practiced in accordance with the Nursing and Midwifery Council (NMC) Code of conduct, performance and ethics to ensure the privacy, interest and well-being of the patient was being met. I feel I acted in a professional way when interacting with the patient as I explained what I wanted to do and gained consent as stated by the NMC (2009a) “You must ensure that you gain consent before you begin any treatment or care”.
I maintained a professional caring relationship that focused on meeting the patient’s needs within professional boundaries by utilising a range of effective and appropriate communication and engagement skills. When communicating with the patient e. g. gaining consent, introducing myself and explained what I was going to do I gave the patient all the relevant information in an understandable way. The NMC (2008) states that it is essential that nurses ensure that they share with people, in a way they can understand, the information they want or need about their health.
I documented what I had said and done clearly and accurately into the patient’s care notes. I recorded what tests had been carried out and the treatment given. This was dated, timed and signed. As stated by the NMC (2009a) “You must keep clear and accurate records of the discussions you have, the assessments you make, the treatments and medicines you give, and how effective these have been” and “You must ensure any entries you make in someone’s paper records are clearly and legibly signed, dated and timed”. I felt a mix of emotions as this was a new experience for me.
I felt nervous but at the same time a sense of confidence. I had the fear of going into the classroom and my mind just going blank and not being able to think of anything to say. I felt a huge sense of pressure, however I felt a lot calmer when we started and as the discussion starting flowing I was comfortable. In addition with the reassurance and encouragement from my fellow students in my opinion it went successful. Conclusion Reflecting on assessment has helped me to identify my own strengths and weaknesses, explore my feelings and expand my knowledge and skills by participating in further learning.
Engaging in reflective practice is associated with the improvement in the quality of care, stimulating personal and professional growth, and closing the gap between theory and practice (NHS, 2006). In conclusion, despite my concern and lack of confidence about taking part in the assessment under pressure has in turn boosted my self confidence and enhanced my communication skills and the importunacy of administering drugs effectively. This will therefore help me in the future. I’ve learnt good communication skills require a high level of self-awareness.
By understanding your personal style of communicating, you will therefore as a result create a therapeutic relationship (Mind Tools, 2010). The experience was definitely positive overall as it has made me self aware. It was a helpful and educating experience as it not only skilled me to administer medication effectively and actively use various interpersonal skills, but also gave me an insight of how to behave as a responsible professional and the various communication skills needed to form a professional therapeutic and holistic relationship.