Critical Incident Analysis Using Bortons Framework

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Nursing & Midwifery
Feedback on Coursework – First Submission

PART A: TO BE COMPLETED BY STUDENT AND SUBMITTED AS PAGE 1 OF ASSIGNMENT

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STUDENT NUMBER – 40077813
MODULE CODE – MID3081
ACADEMIC LEVEL 3
PATHWAY – BSC IN MIDWIFERY STUDIES
TITLE – CRITICAL INCIDENT ANALYSIS
COURSE DIRECTOR – SHIRLEY STRONG
SUBMISSION DATE – 31ST MAY 2012
WORD COUNT - 2740

Critical Incident Analysis

Reflection is more than a simple thinking exercise, it is used to help professionals critically analyse an experience, learn from it, develop their skills based on the best available evidence, and therefore improve future practice (Bulman, 2008). Reflection is one of the main learning methods for midwives, which is supported and promoted by professional bodies such as the Nursing and Midwifery Council (NMC) and the Royal College of Midwives (RCM). It is viewed as a way of developing autonomous, self-regulating, educated professionals. It is also associated with better quality of care, and the provision of professional growth which leads to the marriage of theory and practice (Jasper, 2003). For this critical incident analysis Bortons’ framework for reflective practice will be used (Borton, 1970). Bortons’ framework uses a simple cycle asking the professional three questions; What? So what? Now what? Using this cycle, a description of the incident is given, leading on to a critical analysis and evaluation, enabling the professional to consider the evidence and decide on alternative courses of action for future practice (Borton, 1970). What?

During a shift on placement a student was looking after a woman in spontaneous labour. For the purpose of confidentiality the woman will be called Sarah – a pseudonym (NMC, 2008). Sarah was a parous woman with 3 previous normal deliveries. When Sarah was admitted to the labour ward she was asked to get onto the bed for an abdominal palpation and to commence continuous cardiotocograph (CTG). She had previously been mobilising and having intermittent auscultation. Sarah was experiencing a lot of pain and discomfort and requested further pain relief, and after some discussion she then received pethidine. The student noticed after a while that Sarah still seemed to be in a great deal of discomfort; she asked Sarah if she would like a change of position, to which Sarah replied that she would like to stand up and mobilise. The student’s mentor was not keen on this idea, due to the fact she had recently had pethidine as well as the CTG which was in progress. She then...
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