Critical Thinking Skills for Your Nursing Degree by Bottomley Jane;Pryjmachuk Steven;
Author:Bottomley, Jane;Pryjmachuk, Steven;
Language: eng
Format: epub
Publisher: Book Network Int'l Limited trading as NBN International (NBNi)
Discussion of task
The reflection corresponds to many elements of the reflective models (Borton, 1970; Gibbs, 1988, Johns, 2009) discussed earlier in the chapter. There is:
â¢Description of a particular situation (placement in a secondary school) and the feelings that arose in the student (âwasnât really looking forward to itâ, âunnerved meâ). There is then a description of a critical incident (self-harming) and the studentâs immediate reaction to and feelings about the incident (instinct to intervene, feeling uncomfortable and inadequate).
â¢Insightful analysis and evaluation of the outcomes of the incident itself, the actions of a more experienced colleague, and, importantly, the opportunity the situation affords for observation and reflection. What initially seemed like a negative â feeling paralysed and helpless â comes to be recognised as a positive â an opportunity to really see whatâs going on and to think about it objectively: âbeing rooted to the spot turned out to have a significant advantage for my learning and future practiceâ. The writing moves between description of the treatment process and analysis of the studentâs feelings and developing understanding. She is able to identify her own assumptions, in particular about what kind of conversation is acceptable with such a patient, and explain how these assumptions are challenged by what she experiences.
â¢Effective analysis of the follow-up to the incident and the learning experience â talking to the experienced colleague about what happened and how certain feelings and reactions might have originated and can be effectively managed.
â¢Implications for future practice: reading around relevant issues, contact with mental health services, a possible placement and dissertation related to this area of nursing.
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