How You Are Using Reflective Practice Nursing Essay

How You Are Using pensive Pr boutice breast feeding EssayThe aim of this assignment is to discuss how I am using broody radiation diagram and calculates of stock in my travel to becoming a health victor. Through this discussion, the relationship between reflection, politys of conduct, and lord study entrust be demonstrated. For the purposes of this assignment, references to a reflection on an conniption of my clinical practice namely maintaining patient of confidentiality, will be do (see appendix). This reflection is guided by Gibbs Reflective Cycle (1988) (cited in Jasper, 2003, p. 77). I selected this framework as it allows one to reflect in a magisterial manner on positive aspects of the have got as well as areas for improvement. Indeed, this aspect of my clinical practice will form the context of this assignment, as well as other relevant standards of conduct (Nursing Midwifery Council (NMC), 2008). The spare-time activity paragraphs will discuss codes of conduc t and the process of reflection with reference to my headmaster suppuration.Nursing practice is underpinned by clear regulatory formulas (the NMC code of conduct, 2008). The code provides standards of conduct, performance and ethics for nurses and midwives and is a tool in safeguarding the wellbeing of the public. As Goldsmith (2011, p. 12) states, the code should be drug abused to guide daily practice. However, Sutcliffe (2011) argues that the code can be difficult to implement in practice. Sutcliffes principle is support by first-hand get wind during my placement. The following excerpt summarizes the experience on which I reflectedDuring visiting hours on the ward a gentleman approached me to ask for the whereabouts of a patient (this patient had recently gone to theatre). In a right-hand manner, I proceeded to inform the gentleman of the patients location. However, the conversation was interrupted by a member of staff who correctly established the identity of the visitor. In these circumstances, I did not uphold a key principle of the code to applaud peoples right to confidentiality (NMC, 2008, p.3) in spite of the fact that I had learnt about this principle prior to going on placement. This key standard of conduct is reiterated in the focusing published by the Department of health (DH, 2003) and by the Caldicott topic (1997) (cited in Crook, 2003). Whilst reflecting-on-action following this experience, the code offered a benchmark against which I evaluated my pro conduct. As a developing health professional I learnt that I must respect a persons right to confidentiality and I must act as an advocate for those who I am helping to trade for.My contemplative process highlighted the importance of regularly referring to the code and other supporting guidance so as to develop my professional practice in this area. In my reflection, I propose an action picture for managing subsequent situations. This action plan applies other pertinent aspects of t he code, for example, to work in effect as part of a team, to share information with your colleagues (NMC, 2008, p.5) and to keep clear and accurate records (NMC, 2008, p. 6). With reference to applying these principles to my practice hereafter, I would consult the patients notes to confirm next of kin and patients location (i.e. theatre) and effectively communicate with colleagues about this situation. Furthermore, confidentiality is underpinned by trust (Pattison Wainwright, 2010). Gibbs action plan (1988) functioned as an aid to my encyclopaedism and development. Throughout my career I plan to examine and reflect on the fundamentals of the code whenever I am sentiment of my learning objectives and professional development (Goldsmith, 2011).Johns (2004, p. 1) proposes that the meditative process is a right smart of being within everyday practice. To illustrate this further, the technique allows the practitioner to bewilder mindful of self within the context of a particular experience. The conception is to resolve incongruity between a practitioners own vision and echt experience (Johns, 2004). Schn (1987) (cited in Johns, 2004, p.1) distinguishes between reflection-on-action (as shown by my reflection) and reflection-in-action. For example, reflection-in-action refers to occasions when a practitioner takes a momentary pause during a particular experience in order to make sense of it and to consider how best to proceed. Consequently, as we become accustomed to thoughtfully analysing our practice following an event (on-action), the index to reflect-in-action becomes a part of everyday practice (Johns, 2004). Mention should be make here of an absence of conventional research to support this argument although anecdotic evidence has been found (Johns, 2004).These two layers of reflection namely in-action and on-action, are the creation of professional development. For me, reflection as a learning process will facilitate the move from a novice learner to an original expert, by means of developing implicit friendship accumulated from past experiences (ORegan Fawcett, 2006). As I reflect on subsequent experiences in the remit of patient confidentiality, I will develop practical and professional knowledge. The benefits of using reflective practice have been well documented. ORegan Fawcett (2006) explains that the process reduces the gap between conjectural knowledge and nursing practice and fosters the development wisdom and implicit knowledge. Fawcetts argument has been illustrated by my reflective process.It is important to discuss what it means to be a professional nurse in order to evaluate its significance to the reflective process and codes of conduct. A registered nurse acquires a body of specialist knowledge from the educational and practical setting. However, the idea of holding a body of knowledge is arguably less important than the ability to draw on intuitive knowledge, tuned through previous practical experimentat ion and reflection (Schn, 1987 Stevenson, 1990). My personal experience of the reflective process is that it facilitates the move from reflection-on-action to reflection-in-action. Similarly, this sophisticated skill reduces the perceived theory-practice gap. (To summarise this discussion, I have used Gibbs reflective cycle to reflect on an aspect of my clinical practice namely patient confidentiality. The code (NMC, 2008) has functioned as a benchmark against which I have evaluated my professional knowledge and behaviour. Indeed, the NMC advocates the use of reflective practice for professional growth. I can conclude that an better skill in reflective thinking will drive my professional growth. Similarly, the values highlighted by the code are equally essential for the development of my professional accountability. It is important to note that the mutual function of reflective practice, codes of conduct and professional development is to ultimately deliver excellent nursing care t o our patients.ReferencesCrook, M. A. (2003) The Caldicott report and patient confidentiality. Journal of Clinical Pathology, 56 (6) 426-428.Department of wellness (DH). (2003) Confidentiality NHS code of practice. Leeds DH.Gibbs, G. (1988) Learning by doing a guide to teaching and learning methods. Oxford Further Education Unit, Oxford Brookes University.Goldsmith, J. (2011) The NMC code conduct, performance and ethics. Nursing Times, 107 (37) 12-14.Institute of Health Records and Information Management. (1997) The Caldicott Report. London IHRIM.Jasper, M. (eds.) (2003) Beginning reflective practice. Cheltenham Nelson Thornes.Johns, C. (2004) Becoming a reflective practitioner. 2nd ed. Oxford Blackwell Publishing.Nursing Midwifery Council (NMC). (2008) The code standards of conduct, performance and ethics for nurses and midwives online. available from http//www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf Accessed 25 February 2013.ORegan, H. Fawcett, T. (2006) Learnin g to nurse reflections on bathing a patient. Nursing Standard, 20 (46) 60-64.Pattison, S. Wainwright, P. (2010) Is the 2008 NMC code ethical? Nursing Ethics, 17 (1) 9-18.Schn, D. (1987) Educating the Reflective Practitioner. San Francisco Jossey-Bass.Stevenson, J. S. (1990) The development of nursing knowledge accelerating the pace. In Chaska, N. I. (ed.) The nursing profession turning points. St Louis The C.V. Mosby Company. pp. 597-607.Sutcliffe, H. (2011) concord the NMC code of conduct a student perspective. Nursing Standard, 25 (52) 35-39.