Nursing
INTRODUCTION
Critical incidents are snapshots of something that happens to a patient, their family or nurse. It may be something positive, or it could be a situation where someone has suffered in some way (Rich & Parker 2001). Reflection and analysis of critical incidents is widely regarded as a valuable learning tool for nurses. The practice requires us to explore our actions and feelings and examine evidence-based literature, thus bridging the gap between theory and practice (Bailey 1995). It also affords us the opportunity of changing our way of thinking or practicing, for when we reflect on an incident we can learn valuable lessons from what did and did not work. In this way we develop self-awareness and skills in critical thinking and problem solving (Rich & Parker 2001).
Therefore, to ensure his reflection was productive, in terms of encouraging synthesis, analysis, critical thinking and evaluation, along with guidance on the reflective journey, I chose Gibbs (1988) reflective model as a framework for my reflective practice on a clinical incident happened in my organization. Gibbs model of reflection incorporates the following: description, feelings, evaluation, analysis, conclusion and an action plan. I have chose this Gibbs (1988) model because I believed his cyclical process provides a structured analysis, highlighting the reflective journey as a continual process, in which reflective skills grow and develop as new situations arise and the context of practice changes.
DESCRIPTION
It is a Sunday morning; I was on duty as an on call manager for the day. I have been called by a junior nurse from maternity ward to set a peripheral line for her patient under her care. As a junior nurse she is not confident to set a line by looking at patient condition that is very weak. Without delaying, I went to visit that particular patient to help my nurse.
This patient is a 40 years old Malay lady, who had done Total Abdominal Hysterectomy and Bilateral
Critical incidents are snapshots of something that happens to a patient, their family or nurse. It may be something positive, or it could be a situation where someone has suffered in some way (Rich & Parker 2001). Reflection and analysis of critical incidents is widely regarded as a valuable learning tool for nurses. The practice requires us to explore our actions and feelings and examine evidence-based literature, thus bridging the gap between theory and practice (Bailey 1995). It also affords us the opportunity of changing our way of thinking or practicing, for when we reflect on an incident we can learn valuable lessons from what did and did not work. In this way we develop self-awareness and skills in critical thinking and problem solving (Rich & Parker 2001).
Therefore, to ensure his reflection was productive, in terms of encouraging synthesis, analysis, critical thinking and evaluation, along with guidance on the reflective journey, I chose Gibbs (1988) reflective model as a framework for my reflective practice on a clinical incident happened in my organization. Gibbs model of reflection incorporates the following: description, feelings, evaluation, analysis, conclusion and an action plan. I have chose this Gibbs (1988) model because I believed his cyclical process provides a structured analysis, highlighting the reflective journey as a continual process, in which reflective skills grow and develop as new situations arise and the context of practice changes.
DESCRIPTION
It is a Sunday morning; I was on duty as an on call manager for the day. I have been called by a junior nurse from maternity ward to set a peripheral line for her patient under her care. As a junior nurse she is not confident to set a line by looking at patient condition that is very weak. Without delaying, I went to visit that particular patient to help my nurse.
This patient is a 40 years old Malay lady, who had done Total Abdominal Hysterectomy and Bilateral