Critical Incident

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Within this essay, the author will reflect on a critical incident using a reflective model. In order to guide the author undertake this reflection, Johns (2002) reflective model will be utilised. As the first stage of Johns reflective model asks for the description of the event, the descriptive part will be attached (see appendix A). In accordance with the NMC Code of Professional Conduct (2008) the names of the individual involved have been changed using pseudonym in the form of James, Jennifer and Christina for the purpose of maintaining confidentiality. This reflection has been chosen as it has shown the author the inadequacies on her part as a student nurse. Also to highlight the need for the author and professionals to have an accurate documentation as it plays an important role in providing effective nursing care. Therefore, this provides me with the opportunity to have a better understanding and ways to improve my documentation skills. Nursing documentation is written information about patient care and is a tool of communication with other health care professionals. Documentation is also a legal duty of nurses as it is an evidence of the care provided by the nursing team. (Dimond 2005) Williams and Lowes (2001) suggests that reflection can be understood as a process of analysing, reconsidering and questioning personal experiences. This may be a way of opening something up into smaller pieces and thinking about it on a deeper level. In nursing, context-reflection helps nurses to learn about the actual practice of the profession and help them to evaluate their own practice and performance. This enables the individual to be self aware and enables them to analyze feelings and gain deeper understanding of the incidence. Moreover, critical incident is defined as a significant event that raises important questions in relation to the experience (Gould and Baldwin 2004). In order to reflect, one has to be able to think critically. Critical thinking allows the person to critically look at the incidence into its smallest components thus considering the incident from every angle. It also gives us the opportunity to change our way of thinking. Hence when we reflect on an incident we can learn valuable lessons from what did and did not work. In this way self-awareness can be developed along with skills in critical thinking and problem solving (Prize 2004).

There are many reflective models the author could adapt to help with this reflection. These include Gibbs’ (1988), Johns’ (1995), Atkins’ and Murphy’s (1993), and Kolb’s (1984). I have chosen John’s model of reflection, because it is simple and straightforward to follow and uses cue questions. The cue questions ensure that the important questions are answered and that deep thought takes place. Moreover, Duffy (2008) state that Johns model is suitable for students, because it allows them to reflect on action. This takes place after the event and encourages the student to revisit an experience, with the intention of critically exploring and learning from the incident. For this incident, reflection on action will be discussed. Furthermore, Nash (2000) suggests that Gibbs reflective cycle is not sufficiently constructed to offer detailed reflection. Whereas, Jasper (2003) advises that when a nurse reflects he or she must be aware of the dangers of reducing their experiences to a series of questions, posed by a model of reflection; as this might prevent real reflection. Aesthetic

The second stage of Johns model requires the person to examine what they were trying to achieve and the consequences of their actions (John's 1995). At the time of the incident under examination my co-mentor instructed me to assist James with admitting Christina the patient. I was there to only return an Electrocardiograph (ECG) machine and had no intention of staying in the resuscitation room as I was not allocated there. However, upon reflecting I accepted the instruction because I felt powerless as...
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