This assignment is a reflective account on nursing skills that I was assigned while on placement in an Organic Mental Health In-Patient Ward, presented with physical conditions and early stages of dementia. The three skills I want to base my essay on are Subcutaneous Injections, Physiological skill – limited to measurement of blood pressure, Blood Glucose Testing. A brief definition of reflection will be attempted and the importance of reflective account as a student nurse.
The Gibbs (1988) reflective cycle has been chosen as a framework for reflecting on my chosen clinical skills as it is simple, clear, precise and incorporates all the core skills of reflection appropriate for first placement . Debatably, the Gibb’s model is concentrated on reflection on action, but with practice it could be used to focus on reflection in and before action; allowing for description, analysis and evaluation of the experience to help practitioners or student nurse in my case to make meaning of experiences and scrutinise best practice. The model enables the practitioner to gain instant insights into areas that I have they been ignorant and made valuable judgement or conclusions to formulate viable action plans for future practice development.
Jasper (2003) sees reflection as an act of promoting the development of autonomous, qualified and self-directed professionals. In other words, reflecting in this perspective is deliberately engaging a practice to enhance the quality of service delivery by the health professional.( practice is synonymous to improvement). When the student reflects, they analyse past incidents to promote learning and improve safety in care practice.
Subcutaneous (SC) Injection Technique
The first clinical skill I want to reflect on is Subcutaneous Injection (SC), administered in the fatty layer of tissue under the skin, and this technique is chosen when continuous absorption of the drug is
References: Jasper, M. (2003) Beginning Reflective Practice (Foundations in Nursing and Health Care). Cheltenham: Nelson Thomas Ltd. Mamede, S; Schmidt, HG (2004) Somerville, D and Keeling, J (2004) A practical approach to promote reflective practice within nursing: cited in Nursing Times: 100, (12), 42-45. Nursing and Midwifery Council (2002) Data confidentiality, NMC, London Nursing and Midwifery Council (2007) Standard for Medicine Management, NMC, London Gibbs, G (1988). Learning by Doing: A Guide to Teaching and Learning Methods,. Oxford, Oxford Further Unit, Oxford Polytechnic. Hunter, J (2008) Subcutaneous Injection Technique, Nursing Standard, 22, 1, 41-44. Johns, C (2001) Reflective Practice: Revealing the Art of Caring. International Journal of Advanced Nursing. John, C (2009) Becoming a Reflective Practitioner: Third Edition: Wiley-Blackwell. Pratt RJ, Pellowe CM, Wilson JA et al (2007) epic 2: National Evidenced-based Guidelines for Preventing Healthcare –Associated Infections in NHS Hospitals in England. Journal of Hospital Infection, 65, 1, S1-S64. http://www.diabetes.org.uk/Guide-todiabetes/Treatments/Insulin/Disposal_of_sharps/ (assessed on 13/04/2013) Dougherty L, Lister S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures Workman B (1999) Safe injection technique. Nursing Standard 13, 39, 47-53 cited in Hunter (2008) in Art and Science Clinical Skills:34. Leach, R (2009) Acute and Critical Care Medicine at at Glance. Oxford: Wiley-Blackwell. Le Pailleur C, Helft G, Landais P, et al.(1988) The effects of talking, reading, and silence on the “white coat” phenomenon in hypertensive patients. Am J Hypertens 11:203–20 Goldie, L Wallymahmed M (2007) Capillary blood glucose monitoring. Nursing Standard. 21, 38, 35-38. Williams G, Pickup JC ((2004) Handbook of Diabetes. Third edition. Blackwell Publishing, Oxford. Fraise, A.P. and Bradley, T (eds) (2009) Ayliff’s Control of Healthcare-associated Infection: A Practical Handbook, 5th ed, Hodder Arnold, London.