Reflective Essay on to give subcutaneous Injections
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 required, for example inslulin, Heparin , Fluids and other substances (Hunter, 2008) . I chose this skill as most of the elderly In-Patient that were admitted on the Ward also presented or diagnosed with type 1 or 2 diabetics and were prescribed insulin which they needed to take before meal. The first stage of Gibb’s model states that the event should be described, prior to my administering SC, I have watched my Mentor on several occasions administering SC injections, my mentor printed injection technique guidelines (NMC, 2007) for me to read and explain the procedure during our reflection time before she talked me through the process of giving SC injections and how to obtain consent from the Patient. The guidelines I read, highlighted the importance of maintaining aseptic procedure; hand hygiene before commencing and following the administration, gloves must be worn (Pratt et at 2007), sharps disposed immediately to avoid blood-borne viruses such as Hepatitis B and C and HIV from contaminated blood on needles (http://www.diabetes.org.uk/) ; patient pre-existing conditions to prevent contraindications, patients prescription chart checked to check correct route, correct dosage of medication, expiry date, hands washed with soap and water to prevent infection, positive patient identification then record the administration on the appropriate chart to avoid any duplication of patients treatment (Dougherty and Lister 2009). The patient was called into the medication room and my Mentor explained to him that I am a student Nurse on the Ward who has been observing Qualified Nurses carryout SC Injections, that I have confirmed my confidence to administer SC, that she will supervise me carry out the process, the Patient agreed and I thanked him for accepting and the opportunity. I washed my hands and wore hand gloves. Before the patient was called into the medication room, I have assembled the equipment: syringe and insulin vial and had examined the insulin for lumps,...
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