This assignment will concentrate on one psychomotor skill in which competency has been achieved, as well as reflection. This assignment will also outline the rationale for the choice of skill and will describe the model of reflection and skill acquisition chosen, development of the process and reflection on the effect for future learning in terms of knowledge and skill acquisition. The evidence for the accomplishment of this skill has been documented within the skill Development Profile at the level of competent. DEFINITION
A psychomotor skill is defined by Chapelhow et al (2005) as “a term used in nursing in relation to carrying out a procedure or series of coordinated steps when performing a clinical skill.” In reference to this I will be concentrating on the measuring of respiration rates, as well as focusing on rate, rhythm and volume of each breath. RATIONALE + 100 WORDS
Developing the ability to measure and record respiration rates accurately is an important fundamental skill to obtain competency in accordance to indication of patient physiological health in accordance to Castledine (2006) Respirations rates are vital observations that are either miss-interpreted or missed altogether by staff. National Confidential Enquiry into Patient Outcome and Death (NCEPOD) (2005) cited by Nursing times (July 2008) discusses that respiration rate are a vital sign that is often omitted however it is deemed one of the most sensitive indicators for critical illness. I feel that competency needs to be achieved for this fundamental nursing skill to help prevent the neglection of taking and interpreting of respiration rates. In order to accomplish this, the nurse needs to achieve this competency, The Nursing and Midwifery Council (NMC) (2010) defines competency as, "possessing the skills and abilities required for lawful, safe and effective professional practice without direct supervision." SKILL ACQUISITION MODEL AND REFLECTION MODEL
In order to develop competency this process follows a model of skill acquisition. The Dreyfus model is widely known but he developed this model on chess players and airline pilots in ‘1980’ then in (1984 and 2001) Benner adapted the model to describe the different levels of performance in nursing. She explains that the progression from Novice to Expert depends on the ability to learn from experience, applying theory to practice. Five levels of proficiency are defined; Novice, Advanced Beginner, Competent, Proficient and Expert. The model takes a student from the beginning where there is no knowledge at the `Novice level’, where the student is starting to learn from Observing and being Supervised, `Advance Learner’. In these two stages a student starts absorbing little experience from the situations. Within two to three years of training they start to link theory to practice with increasing confidence, through experience in practice which is where `Advanced Learning’ will become evident with progression towards achievement. Dracup and Bryan- Brown (2004) compare the competent and proficient nurse by stating they rely on conscious, deliberate, analytic problem solving. They are starting to view a patient in a holistic manor rather that a single task, on achievement; the expert nurse is thought to fully understand the situation and no longer needs any rules and guidelines, this is due to the large quantity of experience which can take years of repetition for the nurse to develop. Benner (1984) suggests that reflection is the way student nurses convert into qualified nurses and later how we transform from novice to expert Reflection is a tool to help enable individuals to learn from experience According to Siviter (2008) reflection is as a process of objectively looking at your practice with the integration of theory in order to grow as a professional. t. There are numerous models to follow such as, Gibbs, Johns and Rolfe. According to Sellman and Snelling (2010) Gibbs and...