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Students will be required to develop an individual position statement related to the topic given below.?
Topic Reflective practice is more than just thinking about practice, it is an active process of reflecting, analyzing and learning. Reflection is a necessary attribute for the development of autonomous practice. Reflective practice should be a continuous cycle in which experience and reflection on experiences are inter-related.
Hint:?Clinically how is reflective practice applied? How does the patient benefit from reflective thinking of the nurse? What are the key components of reflective practice in nursing?
Advanced Nursing Technological Development Skills Sample Answer
Introduction
With technological advancement and increase in patient acuity, the healthcare environment is increasingly becoming sophisticated. This implies a greater need for nurses to think critically and independently. Reflective practice is important for the continuous development of nursing skills in healthcare (Mansah et al., 2014). Reflection in healthcare practice involves focusing on their daily interactions with their environment and colleagues in order to get a clear picture of them. In addition, it helps develop professional practices that are aligned with personal values and beliefs. In addition, it helps uncover some assumptions, values or beliefs that construct the healthcare maps (Thompson & Pascal, 2012). With the dawning of reflective practice in healthcare, this paper will explore the concepts of critical reflection, its key components, and its benefits in clinical practice.
Advanced Nursing Technological Development Skills and Clinical Application of Reflective Practice
Errors in medical practice have been attributed to the lack of reflective practice among medical practitioners, particularly nurses. Although reflecting on medical practice is currently recognized as one that improves healthcare delivery, there is no one standard defining how it should be carried out. Nonetheless, incorporating reflective practice in healthcare is deemed effective in lowering failure rates in clinical reasoning, particularly in highly-complicated cases (IpAC Unit, n.d.). Technological developments in healthcare, alongside the greater need to become more attentive to patient, needs due to an increasingly aging population, have called on nurses to become more independent-thinking – reflective practice enables just that, given that it enables them to think about their past experiences on the job as a way of improving or rectifying healthcare delivery (Boykins, 2014; IpAC Unit, n.d.).
Clinically applying reflective practice should involve both positive and negative experiences, in that it such provides an impetus on how past successes can be replicated, even improved, in the future, as well as how failures can trigger necessary reforms to processes designed to deliver optimal healthcare (IpAC Unit, n.d.). Patient care, in the process, improves due to fortifications to clinical reasoning, as reflective practice remains expansive as long as its potential to further impact healthcare delivery is concerned (Caldwell & Grobbel, 2013). Reflective practice also serves to improve learning in the workplace, particularly when combined with leadership facets such as goal-setting and social learning (Matsuo, 2012). Furthermore, better analysis of impacts of healthcare decisions best describe the essence of reflective practice, particularly through debriefing – a process that involves a synchronized application of both theory and evidence coming from the fields of educational research and the social sciences, as well as experiences on the conduct and teaching of the field itself (Maestre et al., 2014).
Understandably, patients are at the center of reflective practices. Nurses practicing reflective practices are asked to take a good clear look at themselves to check on whether past experiences can teach them useful enhancements or solutions to any given medical procedure. Nonetheless, such shouldn’t be made as simplified and non-complex as the entire concept seems to be, given that healthcare delivery varies in intensity per every given situation (Thompson & Pascal, 2012). In that sense, it makes sense to provide a further discussion on how reflective practice is done – particularly through “reflection in action” and “reflection on action.” “Reflection in action” requires the use of past experience in crafting solutions when confronted with a specific medical problem, while “reflection on action” applies after the situation has passed, prompting nurses to think about what they’ve done to what happened and see for themselves if it’s suitable for repetition or needs to be improved for future use (IpAC Unit, n.d.). For that, the use of history is essential for making true professionals out of nurses. Applying reflective practice through the use of history is essential, particularly in providing thorough assessments on how nursing has contributed to several aspects of healthcare delivery (Smith et al., 2015).
Moreover, a theoretical approach to reflective practice is critical to improving healthcare delivery involving the nursing profession. The Interprofessional Ambulatory Care Unit (IpAC Unit) of Edith Cowan University (n.d.) cited two learning cycles – the Kolb’s Experiential Learning Cycle and Gibb’s Reflective Cycle, in order to explain reflective practice thoroughly. The Kolb’s Experiential Learning Cycle involves the following stages in a continuous cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Nurses under said learning cycle utilize reflective practice through absorbing experiences, taking note of their observations, conceptualizing on their experiences, and actively experimenting what they’ve learned when given a particular healthcare situation (IpAC Unit, n.d.; Osman & Koh, 2013). The Gibb’s Reflective Cycle, which similar to the Kolb’s Experiential Learning Cycle incorporates the following stages in a cyclical fashion: description, feelings, evaluation, analysis, conclusion, and action plan. Ultimately, Gibb’s Reflective Cycle seeks to create an action plan for a particular healthcare situation based on the nurses’ past experiences, as laid out by the five preceding stages (Husebo et al., 2015; IpAC Unit, n.d.).
Advanced Nursing Technological Development Skills and the Benefits of Reflective Practice to Patients
Patients, as emphasized earlier on, are at the center of reflective practice. The fact that reflective practice treats nurses as independent-thinking agents meant to deal with problem-solving situations with as less rigidity as possible only means that innovation formed with the help of past experiences is highly needed to make reflective practice an effective driver of excellent healthcare service. With that, foremost to the benefits reflective practice has on patients is the idea that it enables nurses to exhaust whatever knowledge they have in their profession as appropriated by healthcare situations confronting them, without entailing them to deal with unnecessary restrictions. As nurses are given the opportunity to reflect on their past experiences, they have the choice to tailor-fit or avoid specific processes within their knowledge in healthcare delivery. Patients, in turn, are afforded with the best possible form of healthcare they deserve (Boykins, 2014; Caliendo & Abraham, 2016; IpAC Unit, n.d.; Maestre et al., 2014).
Secondly, patients benefit from the attitude of openness imparted by reflective practice unto nurses. Under reflective practices, nurses aren’t just restricted to whatever their past experiences tell them to do. In fact, the rigors of reflective practice – as seen in both the Kolb’s Experiential Learning Cycle and Gibb’s Reflective Cycle, train them to become more flexible in the name of their key purpose – to help save patients’ lives and lead them towards better health. In the process, nurses become more independent-thinking – reflective practice explicitly provides that their agency should increase as a matter of increasing their efficiency (Husebo et al., 2015; Osman & Koh, 2013).
Lastly, patients have a more therapeutic respite from reflective practice. Nurses using reflective practice constantly communicate with their patients, in a bid to provide them with immense psychological improvements that go well with their physiological well-being (Boykins, 2014; Mansah et al., 2014). Humor, for instance, is best delegated to patients by nurses as it allows them to experience lower problems with anxiety and stress (Tremayne, 2014). In that way, patients become even more interactive as they learn to forget about the fear and uncertainty brought forth by their respective illnesses.
All told, reflective practice stands to provide patients with healthcare from nurses with a more human touch. As nurses gain greater learning opportunities from reflective practice, patients benefit from the further expansion of their knowledge, them being the recipients. Protocols are by no means prevalent when it comes to reflective practice – nurses are therefore not limited to delivering healthcare according to a strict set of rules. What is expected of nurses in reflective practice is their prioritization of patient care. For that, one may regard reflective practice in healthcare as a truly pro-patient approach that also helps nurses – alongside other medical professionals, grow to their fullest (Jayasree & John, 2013; Thompson & Pascal, 2012).
Advanced Nursing Technological Development Skills and the Key Components of Reflective Practice in Nursing
Boykins (2014) aptly provided for the key components that characterize reflective practice in nursing. Firstly, recognizing patient differences is essential for nurses to adjust their healthcare delivery with the help of reflective approaches. Nurses can reflect on their multiple experiences in dealing with patients subject to differences brought forth by the nature of illnesses, physiological and psychological limitations, and other circumstantial elements are borne out of varying personal backgrounds (Asselin & Fain, 2013). Although nurses aren’t necessarily advised to be intrusive of their patients’ peculiarities, their reflective stance should allow them to keep an observing eye on crucial healthcare needs and details (Boykins, 2014; Parrish & Crookes, 2014). Secondly, a reflective perspective on patient care should focus on relieving pain and suffering. Nurses should always be attentive to their patients’ physiological and psychological needs, in a bid to help them ease the burden brought forth by their illnesses (Boykins, 2014; Mansah et al., 2014). Thirdly, nurses should help promote healthy lifestyles to their patients, subject to provided peculiarities of course. Patients should always receive treatment that promotes their overall well-being so that they’d be able to get out of their illnesses as they make sure to become healthier (Boykins, 2014). Fourthly, patient education should be thoroughly practiced by nurses, as part of their bid to promote healthier living. Constant communication with nurses helps empower patients with greater knowledge of how to treat themselves from their illnesses. Lastly, involving patients in decision-making is an approaching nurse should prioritize. That would entail the passage of reflectiveness from nurse to patient, with the latter becoming more empowered (Boykins, 2014).
Advanced Nursing Technological Development Skills Conclusion
There is sufficient empirical evidence which proves that reflective practice improves quality of care and patient outcomes. Nurses are encouraged to engage in reflection promotes critical inquiry because it enables the practitioner to learn through their experiences making the healthcare practice to be task oriented. Central to its values in nursing, reflective practice enables the nurses to develop clinical expertise towards attaining the desirable healthcare practice through collaborative research and aids in establishing a valid nursing knowledge that is grounded in a nurse personal knowledge. From this analysis, it is evident that critical reflection helps healthcare provider focus on effective strategies that improve their knowledge, cultural competence and nurse skills to meet the complex demands of this dynamic environment.
Advanced Nursing Technological Development Skills References
Asselin, M., and Fain, J. (2013). Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: A pilot study. Journal for Nurses in Professional Development, 29(3), 111-119.
Boykins, A. (2014). Core communication competencies in patient-centered care. The ABNF Journal, Spring, 40-45.
Caldwell, L., and Grobbel, C. (2013). Review Paper: The importance of reflective practice in nursing. International Journal of Caring Sciences, 6(3), 319-326.
Caliendo, J. M., and Abraham, J. (2016). Use of reflective practice to increase diagnostic accuracy: An integrative interview. Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care, 5(1), 134-139.
Husebo, S. E., O’Regan, S., and Nestel, D. (2015). Reflective Practice and Its Role in Simulation. Clinical Simulation in Nursing, 11(8), 368-375.
Interprofessional Ambulatory Care Unit (IpAC Unit). (n.d.). Reflective practice: A tool to enhance professional practice. Australia: Edith Cowan University.
Jayasree, J., and John, S. S. (2013). Learning to become a nurse: Nursing student’s perceptions of reflective practice. International Journal of Nursing Care, 1(1), 33-38.
Maestre, J. M., Szyld, D., de Moral, I., Ortiz, G., and Rudolph, J. W. (2014). The making of expert clinicians: Reflective practice. Revista Clínica Española (English Edition), 214(4), 216-220.
Mansah, M., Coulon, L., Brown, P., Reynolds, H., and Kissiwaa, S. (2014). Tailoring dementia care mapping and reflective practice to empower assistants in nursing to provide quality care for residents with dementia. Australian Journal of Advanced Nursing, 31(4), 34-44.
Matsuo, M., (2012). The leadership of learning and reflective practice: An exploratory of nursing managers. Management Learning, 43(5), 609-623.
Osman, G., and Koh, J. (2013). Understanding management students’ reflective practice through blogging. The Internet and Higher Education, 16), 23-31.
Parrish, D., and Crookes, K. (2014). Designing and implementing reflective practice programs – Key principles and considerations. Nurse Education in Practice, 14(3), 265-270.
Smith, K., Brown, A., and Crookes, P. (2015). History as reflective practice: a model for integrating historical studies into nurse education. Collegian: The Australian Journal of Nursing Practice, Scholarship, and Research, 22(3), 341-347.
Thompson, N., and Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325.
Tremayne, P. (2014). Using humor to enhance the nurse-patient relationship. Nursing Standard, 28(30), 37-40.
