13,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Serie: Student Survival Skills
- Sprache: Englisch
Reflective Practice for Nurses Become a reflective clinical practitioner and prepare for successful revalidation with this practical nursing guide Reflective practice is increasingly being regarded as an essential tool for improving nursing practice, and since reflective practice is not always intuitive, there is an urgent need for an accessible guide for nurses wishing to incorporate best practices into their role. Reflective Practice for Nurses meets this need and introduces the core concepts and principles of reflective practice. Designed for busy nursing professionals in want of a speedy overview and with jargon-free language, this is the easiest way to begin learning about reflective practice and how it can be used to support revalidation. It promises to become an indispensable tool for nursing students and professionals looking to turn the sometimes-fraught process of professional reflection into an asset to their practice. Reflective Practice for Nurses readers will also find: * An introduction to 14 different models of reflection * Easy-to-read format for nurses in high-pressure professional situations * Pocket-sized presentation for portability and use on-the-go Reflective Practice for Nurses is essential for nursing students and practicing nurses looking to become more reflective and effective clinical practitioners.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 198
Veröffentlichungsjahr: 2023
Ähnliche
Table of Contents
Cover
Series Page
Title Page
Copyright Page
Preface
Introduction
WEB RESOURCES
Acknowledgements
Section One: UNDERSTANDING REFLECTION
Chapter 1: WHAT IS REFLECTION?
DEFINITION OF REFLECTION
TYPES OF REFLECTION
GIVING PRAISE
REFLECTIVE TERMINOLOGY
WHY DO WE NEED TO REFLECT IN NURSING?
WHY DO WE USE REFLECTION IN NURSING?
BEGINNING OUR ENGAGEMENT WITH THE REFLECTIVE PROCESS
ATTITUDINAL QUALITIES AND SELF‐AWARENESS
LEARNING AND REFLECTION
USING REFLECTION IN ASSIGNMENTS/CASE STUDIES
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
REFERENCES
Chapter 2: HUMAN FACTORS
WHAT MAKES YOUR WORKING DAY DIFFICULT?
WHAT IS HUMAN FACTORS?
HUMAN FACTORS APPLICATIONS IN HEALTHCARE
WHY DO MISTAKES OCCUR IN HEALTHCARE?
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
Chapter 3: MODELS OF REFLECTION
WHICH REFLECTIVE MODEL SHOULD I USE?
GIBBS REFLECTIVE CYCLE (1988)
JOHNS MODEL OF REFLECTION (1995)
SCHÖN MODEL OF REFLECTION – BEFORE, DURING, AND AFTER ACTION (1983)
THE REFLECT MODEL (2015)
ATKINS AND MURPHY'S REFLECTIVE CYCLE (1994)
BOUD, KEOGH, AND WALKER'S MODEL OF REFLECTION (1985)
KOLB'S EXPERIENTIAL LEARNING CYCLE (1984)
MEZIROW'S 10 STAGES OF REFLECTIVE PRACTICE (1983)
ROLF, FRESHWATER, AND JASPER'S MODEL OF REFLECTIVE PRACTICE (2001)
PAAR MODEL OF REFLECTION (2008)
ERA CYCLE OF REFLECTION (2013)
HOLM AND STEPHENSON MODEL OF REFLECTION – A STUDENT'S PERSPECTIVE (1994)
WHAT ARE THE PROS AND CONS OF USING REFLECTIVE MODELS?
EXAMPLE USING THE ROLF ET AL. MODEL OF REFLECTION
LEARNING DISABILITIES – MOULSTER AND GRIFFITHS MODEL
MIDWIFERY – THE HOLISTIC REFLECTIVE MODEL
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
REFERENCES
Chapter 4: REFLECTION AND NMC REVALIDATION
THE CODE
PROFESSIONAL PORTFOLIO
TOOLS USED IN THE REFLECTIVE PROCESS
ANNUAL WORKPLACE APPRAISAL
360‐DEGREE FRAMEWORK (FEEDBACK)
MIND MAPS
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
Section Two: LEARNING THROUGH REFLECTION
Chapter 5: WRITING REFLECTIVELY
WHAT IS REFLECTIVE WRITING?
WHERE ELSE IS REFLECTIVE WRITING USED?
BEWARE OF USING OPINIONS IN REFLECTIVE WRITING
WRITING STYLE USED IN REFLECTIVE WRITING
BOLTON'S THROUGH THE LOOKING GLASS MODEL (2010)
REFLECTIVE DISCUSSION
COMMON MISTAKES IN WRITING REFLECTIVELY
EXAMPLE USING KOLB'S EXPERIENTIAL LEARNING CYCLE MODEL (1984)
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
REFERENCES
Chapter 6: IMPROVING CARE THROUGH REFLECTION
DO I HAVE TO USE A REFLECTION MODEL?
REFLECTION – THE POSITIVES AND THE NEGATIVES
NMC REFLECTIVE ACCOUNT
LIFE‐LONG LEARNERS
REFLECTIVE LEARNING
LEARNING IN PRACTICE
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
Chapter 7: CRITICAL REFLECTION
WHAT IS CRITICAL REFLECTION?
CRITICAL INCIDENTS
HOW IS CRITICAL REFLECTION DIFFERENT TO DESCRIPTION OR REFLECTION?
CRITICAL REFLECTION MODELS
WHAT IS CRITICAL THINKING?
DEFINING CRITICAL THINKING
FEATURES OF A CRITICAL THINKER
THE STAIRWAY TO CRITICAL THINKING
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
RESOURCES
Chapter 8: REFLECTIVE ASSIGNMENTS
WHAT SORT OF WRITER ARE YOU?
MARKING CRITERIA
UNDERSTANDING THE QUESTION: PROCESS THE WORDS
AN EXAMPLE OF A REFLECTIVE ASSIGNMENT – LEVEL 3
APPENDIX 1 EXAMPLES OF ADAPTING THE LEADERSHIP STYLE TO FIT THE SITUATION
APPENDIX 2 ACTIONS TO ENHANCE OWN LEADERSHIP BEHAVIOUR
TEST YOUR KNOWLEDGE
USEFUL WEB RESOURCES
REFERENCES
Section Three: REFLECTION IN PRACTICE
Chapter 9: CASE STUDY 1 – NEWLY QUALIFIED NURSE
NMC HEARINGS AND SANCTIONS
USING BOLTON'S THROUGH THE LOOKING GLASS REFLECTIVE WRITING MODEL
USEFUL WEB RESOURCES
Chapter 10: CASE STUDY 2 – NURSING ASSOCIATE
NMC HEARINGS AND SANCTIONS
USING THE ERA MODEL OF REFLECTION
USEFUL WEB RESOURCES
Chapter 11: CASE STUDY 3 – MENTAL HEALTH NURSE
NMC HEARINGS AND SANCTIONS
USING THE ROLF ET AL. MODEL OF REFLECTION
USEFUL WEB RESOURCES
Chapter 12: CASE STUDY 4 – QUALIFIED NURSE
NMC HEARINGS AND SANCTIONS
USING THE REFLECT MODEL OF REFLECTION
USEFUL WEB RESOURCES
Chapter 13: CASE STUDY 5 – LEARNING DISABILITY NURSE
NMC HEARINGS AND SANCTIONS
USING THE GIBBS REFLECTIVE CYCLE
USEFUL WEB RESOURCES
Chapter 14: CASE STUDY 6 – MIDWIFE
NMC HEARINGS AND SANCTIONS
USING THE NMC REFLECTIVE ACCOUNT MODEL
USEFUL WEB RESOURCES
Chapter 15: REFLECTION IN PRACTICE – REFLECTIVE JOURNAL EXTRACT
OBSERVE
DISCUSS
ANALYSE
REFLECT
USEFUL WEB RESOURCES
Answers
CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8
Index
End User License Agreement
List of Tables
Chapter 1
Table 1.1 Reflective terminology.
Table 1.2 Life‐wide, life‐deep, and life‐long learning.
Chapter 2
Table 2.1 Human Factors applications in healthcare.
Table 2.2 High‐profile adverse events in healthcare.
Chapter 4
Table 4.1 NMC revalidation requirements.
Chapter 6
Table 6.1 RCN tips to improve your reflection.
List of Illustrations
Chapter 1
Figure 1.1 Some of the benefits of reflection.
Figure 1.2 Johari window.
Chapter 2
Figure 2.1 Mistake now able to get through to a patient as the holes align....
Figure 2.2 Drug administration errors (1/4/2015 – 31/3/2020). From a patient...
Figure 2.3 An example of a reflective account using the Gibbs Reflective Mod...
Chapter 4
Figure 4.1 Mind map – what are the essential components of reflection?
Chapter 6
Figure 6.1 The back of two medication packages.
Figure 6.2 The front of the two medication packages.
Chapter 7
Figure 7.1 The critical stairway.
Guide
Cover Page
Series Page
Title Page
Copyright Page
Preface
Introduction
Acknowledgements
Table of Contents
Begin Reading
Answers
Index
WILEY END USER LICENSE AGREEMENT
Pages
ii
iii
iv
vii
ix
xi
xii
xiii
1
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
131
132
133
134
135
137
138
139
140
141
142
143
144
145
146
147
148
149
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
171
172
173
174
175
Student Survival Skills Series
Survive your nursing course with these essential guides for all student nurses:
Medicine Management Skills for Nurses, 2nd EditionClaire Boyd9781119807926
Clinical Skills for Nurses, 2nd EditionClaire Boyd9781119871545
Study Skills for NursesClaire Boyd9781118657430
Care Skills for NursesClaire Boyd9781118657386
Communication Skills for NursesClaire Boyd and Janet Dare9781118767528
Acute Care for NursesClaire Boyd9781119882459
Calculation Skills for Nurses, 2nd EditionClaire Boyd9781119808121
Wellbeing Strategies for NursesClaire Boyd9781119893554
REFLECTIVE PRACTICE FOR NURSES
Claire Boyd
RGN, Cert Ed
Practice Development Trainer
This edition first published 2023© 2023 John Wiley & Sons Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Claire Boyd to be identified as the author of this work has been asserted in accordance with law.
Registered OfficesJohn Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USAJohn Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.
Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.
Trademarks: Wiley and the Wiley logo are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley & Sons, Inc. is not associated with any product or vendor mentioned in this book.
Limit of Liability/Disclaimer of WarrantyThe contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data Applied for
Paperback: 9781119882480
Cover Design: WileyCover Images: © rambo182/Getty Images
Preface
Reflective Practice for Nurses is part of a series of books for the student nurse. The books are, however, designed for any healthcare professional requiring a little assistance in the topic matter – in this case, nursing reflection.
The whole book series is designed to be easy to read, with short, snappy explanations.
As with other books in this series, the book has been divided into three sections:
Section One
– ‘Understanding Reflection’, where we will look at 14 models of reflection.
Section Two
– ‘Learning through Reflection’, where we will look at how reflection can improve our care
Section Three
– ‘Reflection in Practice’, where we will look at some real‐life case studies and a reflective journal extract
Each chapter is laid out in a simple‐to‐follow, step‐by‐step approach and ends with a ‘Test Your Knowledge’ section to assist your understanding. The aim of the book is to start you on a journey of using reflection in your practice, from day one to qualification and beyond. It has been compiled using quotes and tips from student nurses themselves.
Introduction
I began my nursing career at the age of four. I had a ward full of patients to care for: unfortunately, despite my best efforts, Panda did not make it.
My elder brother came into my ward and stole away one of my patients. I had three options:
Cry and call out for ‘Mummy’!!
Calmly talk to the kidnapper, discussing the error of his ways
Run after my brother, and bite him as hard as I could
With hindsight, option 3, the option I went for, was probably not the best choice!
More recently, sitting at my brother's bedside as he approached his end of life, we laughed at this childhood incident and the bite scar on his stomach, which he carried for the rest of his life.
As I grew up, my nursing career continued, starting off by working for a nursing agency as a nursing auxilliary, which fitted in well with my family and fostering children. I then undertook my training at the University of the West of England to become a registered general nurse, followed by undertaking a certificate in education to teach those in the nursing profession. I have now been a nurse and practice development trainer for 40 years.
Throughout my career, I have made mistakes, but learning from these mistakes has made me a better nurse. Reflection has been an important part in this process. As a student nurse/midwife, you will also gain an understanding of this reflection process; choosing the correct model of reflection to use will be an important step in this direction.
An important element to our professional development for our Nursing and Midwifery Council (NMC) is revalidation, which includes five written reflective accounts. We will look into this and the other NMC requirements of revalidation in Chapter 4.
RevalidationThis is the mechanism used to confirm or establish the continuing competence of health practitioners by proving that their skills are up‐to‐date and that they remain fit to practice. The intention of revalidation is to reassure patients, employers, and other professionals and to improve patient care and safety.
If this all seems a little daunting, don't worry: this book will guide you through the reflective practice in nursing, showing real‐life case studies and how reflective practice can assist you by allowing you to identify areas for learning and development and how you can put changes or improvements into action in your everyday practice as a result. This book includes hints and tips from healthcare professionals just like you, helping you to make sense of reflective practice in nursing.
Perhaps as a nursing student this will be your first foray into the world of reflection (and you may have even wondered why we have information on revalidation): I can assure you, it will be no time at all until you qualify and will therefore have a heads‐up of the process of reflection and revalidation.
Reflection is a life‐long process whereby you will learn the foundations of the process before applying it to practice; this book aims to give you these building blocks.
Lastly, there are boxes titled ‘Student Tips’, ‘Glossary’, ‘Did You Know?’ and ‘Web Resources', with a dash of humour, as I fully understand that textbooks can be a bit heavy sometimes and there is nothing wrong with a quick change of pace!
DID YOU KNOW?
I went to casualty yesterday and said to the nurse, ‘I've been stung by a wasp! Have you got anything for it?’
Nurse asked, ‘Whereabouts is it?’
I said, ‘I don't know, it could be miles away by now!’ LOL.
—Claire BoydBristol
WEB RESOURCES
Reflection:https://www.nursingtimes.net/roles/nurse‐educators/a‐new‐model‐of‐reflection‐for‐clinical‐practice‐17‐08‐2015/
NMC Code of Conduct:https://www.nmc.org.uk/standards/code/
This site will also direct you to online revalidation forms and templates:
Practice hours log template
CPD log template
Feedback log template
Reflective accounts form
Reflective discussion form
Confirmation form
Combined revalidation forms and templates
Completed forms and templates
‘Support to help you revalidate’ guidance sheet
Acknowledgements
Acknowledgements go first and foremost to the student nurses from the University of the West of England (UWE) and others from North Bristol NHS Trust who contributed to the contents of this book. Your reflections are, as promised, confidential adaptations and anonymous.
Thanks also go to all those behind‐the‐scenes professionals at Blackwell’s Wiley – Tom Marriott (commissioning editor), Ella Elliott (editorial assistant), Tiffany Taylor (copyeditor), Sathishwaran (Content Refinement Specialist) Anne Hunt (publishing assistant), and everyone else at Blackwell’s: thank you all for helping me to develop this series of books, which I know through feedback from the readers have helped in their studies and/or professional development.
Lastly, thanks go to my family (husband Rob and son Simon) for supplying food and cups of coffee when I had my head deep in research notes and interview tapes and knowing when to ‘leave me to it’. Thanks also to Louise and David, and grandsons Owen and Rhys, who I never minded disturbing me and making Granny laugh! Loved your joke, Owen, about ‘What is black and white, black and white, black and white? A penguin rolling down a hill!’ What made me laugh more was seeing how both you and Rhys laughed hysterically at the joke – and baby Rhys didn't even understand the joke! Never lose your sense of humour, boys, no matter what life throws at you.
Section OneUNDERSTANDING REFLECTION
Chapter 1WHAT IS REFLECTION?
LEARNING OUTCOMES
By the end of this chapter, you should have a working knowledge of the different types of reflection and how the process of reflection can enhance our nursing practice and learning.
Training in healthcare, you will find the skill of using reflection deeply embedded in the learning process of nurse education and practice.
When I began my nursing career (no, not alongside the pioneers of nursing, Mary Seacole and Florence Nightingale – cheeky!), the concept of ‘reflection’ as a learning aid was still considered quite new and in its infancy. I can remember some of my colleagues stating that reflection was ‘a flash in the pan’ and would be replaced by the ‘next new thing’: it was obvious that they had not yet fully understood the value and importance of reflection as an aid to enhance their learning and their nursing practice.
Reflection has been used in nursing and midwifery for many decades in many different guises – nurses with many years of experience under their belts all remember the SWOT (Strength, Weakness, Opportunities, Threats) analysis, still used today in many appraisals (we will look at a SWOT analysis and appraisals in Chapter 4). Reflection is also a process that we all engage in naturally to some extent; we may encounter a patient and wonder to ourselves, ‘Why did he respond that way to me?’
Today, reflection in nursing and many other professions (such as teaching) is recognised for its benefits in helping us to learn and in professional development.
DID YOU KNOW?
Reflection is not just to do with the subject matter of what we are thinking about or learning but how we think about it and how we learn.
As a student nurse/midwife, and even after we have qualified in the nursing profession, we may be asked to produce the following, all containing one or more elements of reflection:
DEFINITION OF REFLECTION
So what exactly is reflection? A definition of ‘reflection’ may mean different things to different people, but it can be said to describe learning from experience or even thinking with a purpose.
Today, nurses engaging in the revalidation process (which we will explore in Chapter 3) understand how the reflective practice can be an aid in learning and promoting good practice.
Research (Clarke 2014) tells us that there are 10 essential ingredients for successful reflection:
Academic skills
Knowledge
Attitudinal qualities
Self‐awareness
Being person‐centred
Being empathic
Communication
Mindfulness
Being process‐orientated
Being strategic
TYPES OF REFLECTION
Reflection may be said to be informal or formal.
Informal Reflection
This provides recognition that learning has taken place. It could take the form of spending a little time at the end of each day to write in a log and consider what you have learned, identifying further learning you want to undertake, or considering how you want to understand or think about how you may improve your practice. No one else ever needs to see this personal account unless you wish to share it with someone you trust to gain another perspective.
As informal learning may be unstructured, it may be a good idea to bring some structure to the process. This is often achieved by asking yourself
What went well today?
What did not go so well?
What would you do differently next time?
Informal learning is a valuable learning aid even if it often results in superficial learning. More meaningful reflection and learning can be undertaken by the formal approach to reflection.
Formal Reflection
Formal reflection may be used during the capability process, perhaps after making a mistake in the workplace, to establish your learning from this mistake. Examples of these can be seen in Chapters 9–14.
Formal reflection is also the approach we need to undertake during revalidation (Chapter 4): as part of the revalidation process (every three years), it is mandatory that we produce five reflective accounts and demonstrate that we have learned from events. These reflections will be seen by and discussed with your confirmer so that we are able to develop our practice. The Nursing and Midwifery Council (NMC) reflective account must be based on one or more of the following:
An instance of your continuing professional development (CPD)
A piece of practice‐related feedback you have received
An event or experience in your own professional practice and how this relates to the code
We will look at the process of revalidation more closely in Chapter 4, but it should be understood that revalidation only applies once you have qualified.
The five pieces of reflection can contain what is good about your practice. Following is a reflective piece used in my own revalidation some time ago; it concerns receiving feedback (praise) from a group of first‐year student nurses who attended a calculations master class I was delivering.
Reflective Account: Calculations Master Class (Evaluation Form Feedback)
What was the nature of the CPD activity and/or practice‐related feedback and/or event or experience in your practice?
I delivered a Calculations Master Class to year 1 student nurses and am aware that mathematics is often a problem to participants with a ‘fear of maths’ for many individuals. I therefore try to add humour to diffuse the teaching sessions in order to relax them and aid their learning.
