How You Are Using Reflective Practice Nursing Essay

How You Are Using Reflective Practice defy striveThe aim of this assignment is to discuss how I am using wistful practice and jurisprudences of air in my journey to becoming a health passe-partout. through and through this discussion, the relationship between reproof, autographs of conduct, and passe-partout development depart be demonstrated. For the purposes of this assignment, references to a reflection on an aspect of my clinical practice namely maintaining patient confidentiality, will be made (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 systematic manner on positive aspects of the picture 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 side by side(p) paragraphs will discuss codes of conduct and the process of reflection with reference to my professional development.Nursing practice is underpinned by sop up regulatory principles (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 used to guide daily practice. However, Sutcliffe (2011) argues that the code can be difficult to implement in practice. Sutcliffes argument is supported by first-hand experience during my placement. The following excerpt summarises the experience on which I reflectedDuring visiting hours on the ward a gentleman approached me to ask for the where almosts of a patient (this patient had recently bygone to theatre). In a helpful 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 visit or.In these circumstances, I did not uphold a key principle of the code to respect 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 guidance published by the Department of Health (DH, 2003) and by the Caldicott piece of music (1997) (cited in Crook, 2003). Whilst reflecting-on- carry out following this experience, the code offered a benchmark against which I evaluated my professional conduct. As a developing health professional I learnt that I moldiness respect a persons right to confidentiality and I must act as an advocate for those who I am helping to care for.My reflective process highlighted the splendor 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 body process plan for managing subsequent situations. This action plan applies other pertinent aspects of the code, for example, to work effectively 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 learning and development. Throughout my career I plan to consider and reflect on the fundamentals of the code whenever I am thinking of my learning objectives and professional development (Goldsmith, 2011).Johns (2004, p. 1) proposes that the reflective process is a way of being within mundane practice. To illustrate this further, the technique allows the practitioner to nonplus mindful of self within the context of a particul ar experience. The intention is to resolve incongruity between a practitioners own vision and actual 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 parliamentary procedure 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 ability to reflect-in-action becomes a part of everyday practice (Johns, 2004). Mention should be made here of an absence of conventional research to support this argument although anecdotal evidence has been found (Johns, 2004).These two layers of reflection namely in-action and on-action, are the cornerstone of professional development. For me, reflection as a learning process will facilitate the move from a novice student to an intuitive expert, by means of developing implicit knowledge accumulated from past experiences (ORegan Fawcett, 2006). As I reflect on subsequent experiences in the slack of patient confidentiality, I will develop virtual(a) and professional knowledge. The benefits of using reflective practice have been well documented. ORegan Fawcett (2006) explains that the process reduces the gap between hypothetical 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 operable setting. However, the idea of holding a body of knowledge is arguably less important than the ability to draw on intuitive knowledge, tuned through previ ous practical experimentation 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 improved skill in reflective thinking will exact 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 del iver excellent nursing care to our patients.ReferencesCrook, M. A. (2003) The Caldicott report and patient confidentiality. Journal of Clinical Pathology, 56 (6) 426-428.Department of Health (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. capital of the United Kingdom 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 Feb ruary 2013.ORegan, H. Fawcett, T. (2006) Learning 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) Understanding the NMC code of conduct a student perspective. Nursing Standard, 25 (52) 35-39.