The learning that has arisen from the information covered during the latest study activities is predominantly associated with the practices of an effective cancer diagnosis. Drawing from Gibbs’ reflective cycle model, the first stage is concerned with describing what happened during learning. Specifically, I have learned about the application of EUS in pancreatic cancer diagnosis, biopsy use in breast cancer, colonoscopy implementation in rectal cancer, CT in lung cancer, as well as a lumbar puncture in leukemia (Aranda and Yates, 2009). Besides, I have created a presentation on PET scan implementation for colon cancer diagnosis. Gibbs suggests thinking about the feelings that one has experienced, and I feel that the learning was instrumental in opening the discussion about the different methods of a cancer diagnosis. The critical discussion that arose from the topics covered during learning is that the appropriate methods of screening enable accurate diagnosis and the further implementation of treatment that aligns with that diagnosis.
The next step is the evaluation stage of Gibbs’ cycle, which suggests analyzing areas that need further improvement. In terms of further questions arising from the topic of PET scan implementation for colon cancer diagnosis, it is important to determine the degree of accuracy that the procedure has. Besides, in some cases, when patients have compromised immunity, PET scans can present some risks, and it is essential to discuss them openly to ensure the principle of beneficence in nursing practice. Patient education considerations are also important to take into account because well-informed individuals are more likely to be aware of the health risks they endure and engage in efforts of diagnosis to determine their health status and possible cancer diagnosis.
The integration of knowledge on diagnostics in nursing practice entails the use of the best evidence-based practices to enhance the quality of care. The knowledge integration part is associated with the stage of analysis in the reflective cycle, which encourages one to think about what sense can be made of the situation in question. Knowing how to diagnose various conditions, including complex ones such as cancer, can result in the improvement in the decision-making processes that depend strictly on the specific clinical situation of the patient in question (Nabelsi and Croteau, 2019). The diagnostic tools can provide nurses with the options that are available to them to facilitate effective professional practice.
The topic of diagnostic measures applied to determining patients’ cancer status is crucial for effective nursing practice. This is the conclusion part of the reflective cycle, which entails the formulation of the complete learning from the situation. Because it is expected that the system of healthcare delivery will continue changing, new methods of cancer diagnosis and treatment will emerge, and nurses must have a broad spectrum of knowledge on the available tools. Finally, the action plan is concerned with the reflection on how the required skills are applied to practice. In practice, I will improve by meeting the specific cancer nursing standards. I will engage in continuous critical thinking and analysis, provide coordinated care based on patient needs, as well as participate in collaborative and therapeutic practice. There is no single approach that can apply to the needs and conditions of all patients, which is why being a nurse in the oncology setting will entail close communication with patients to determine the best approach to their care.
Reference List
Aranda, S. and Yates, P. (2009) EdCan: the national cancer nursing education project. A national professional development framework for cancer nursing. Dickson: Commonwealth of Australia.
Nabelsi, V. and Croteau, S. (2019) ‘An evidence-based health care knowledge integration system: assessment protocol’, JMIR Research Protocols, 8(3), e11754. doi:10.2196/11754.