Reflective practice is a significant ability for nurses. With systematic reflection, the nurses are able to manage their professional and personal influences of addressing patients’ health and wellbeing. This paper will cover the definition of reflective practice, its importance in the nursing field, two models of reflective practice and the obstacles of reflective practice in the nursing profession. Reflective practice can be described as the procedure of analyzing circumstances or the ability to reflect and make sense of one’s actions; this helps individuals or nurses in continuous learning. Nurses have a substantial part in addressing the needs of their patients and colleagues on a regular basis, reflective practice is therefore important for them.
During this week of practicum, I help nursing student on the simulation’s lab, I was giving them scenarios with different patients to see if they able to follow instructions and figure out what was wrong with the patients. Problems that occurred were that the students were not able to follow instructions and they got overwhelmed with the orders that they were receiving.
The experience of performing this assignment was enhanced by the true Nurse Educator course, which was mainly applied in the process. As such, I used a revalidation technique that has been used to establish continued competence in the healthcare sector. The approach ensures that the ethical and professional code of healthcare practitioners is enhanced with the primary aim of improving quality care. Continuous professional development (CPD) is a significant way through which healthcare practitioners can achieve a holistic commitment in their practice to allow them to enhance their professional skills throughout their careers (Bristol, Hagler, McMillian-Bohler, Wermers, Hatch & Oermann, 2019). CPD practices, therefore, enable healthcare learning to become proactive and conscious and also influences professional development among medical practitioners.
I think I did a good job teaching them and giving them tips on how to be more organized and have more critical thinking when it comes to follow orders. Throughout this assignment, I was guided by three principles, but first, it is vital to note that I am passionate about organizing. I wanted to succeed no matter what the cost; I also did not want to let my superiors down; this influenced other driving principles within me in many different ways. I was honest with myself regarding my strengths and weaknesses, and this ability helped me develop a system that incorporated people to build compensating strength. Secondly, I was motivated through the entire process. This action drove productivity as well as empowerment, which I passed down the group. I also kept the team members motivated through being supportive and encouraging (Williams, 2019). Lastly, I was focused on the main objective of the team, and I kept the entire team focused as well. I kept track of our progress in order not to diverge off from the main course. By the end of the project, all the staffs, including the medical professional, had understood their core responsibilities; we established new and clear guidelines toward patients care. We did this by making the guidelines easy to digest, making the guidelines clear, and writing the process includes. Finally, we celebrated the team’s success through rewarding the champions and all the team players; it compelled the team players to work hard and achieve their recognition. I learned that leadership takes courage, and the people who are courageous enough to lead are often the best leaders.
The best method of improving clinical skills is through practice, setting specific career goals to improve weak areas will improve the overall job performance and the quality of output. It was important for me to help students to adapt to the educational environment, so I tried my best to be able to communicate the assignment, leave feedback and answer students’ questions when required. The provision of quality health care through standardized practices and self-assessment ultimately improved the services provided by the nursing professionals (Halstead, 2018). Hence, the assessment and evaluation strategies were applied as well.
References
Bristol, T., Hagler, D., McMillian-Bohler, J., Wermers, R., Hatch, D., & Oermann, M. H. (2019). Nurse educators’ use of lecture and active learning. Teaching and Learning in Nursing, 14(2), 94-96.
Halstead, J. (2018). NLN core competencies for nurse educators: A decade of influence. Lippincott Williams & Wilkins.
Williams, C. A. (2019). Nurse educators meet your new students: Generation Z. Nurse Educator, 44(2), 59-60.