Numerous frameworks for facilitating reflection have been developed. Gibbs (1988) reflection cycle demonstrates a strong link between reflection and learning. This reflective cycle takes the practitioner through six stages. At each stage there is a cue to help them reflect upon an experience. From the very onset practitioners are encouraged to write clear descriptions of their experiences. Johns (2004) outlines that the emphasis of feelings is very significant because most reflection is triggered by feelings and more importantly a decision is also highly influenced by feelings. This demonstrates how important reflection is in practice. Gibbs cycle encourages the practitioner to consider their normal way of thinking and responding within the situation towards gaining insights into their self and practice. This is highlighted in the feelings and evaluation sectors of the cycle. Other reflective cycles also highlight these sections; however Gibbs cycle is a lot easier to understand. For example Boyd and Fales (1983) describe this as changed perceptions, whilst Mezirow (1981) outlines it as perspective transformation.
There are also some disadvantages to using Gibbs cycle. Hull etal (2005) argues that Gibbs cycle represents a false picture. The cycle implies that one stage leads to another, but in reality all experiences are not transformed into general sections and not all experiences and analysed. Sheckley and Keeton (1994) realised this weakness and built their cycle upon this. Their cycle is based around four actions that do not lead onto one another, unlike Gibbs’ clockwise rotating cycle.
Walsh et al (2000) explains that one area that reflection draws upon is your personal strengths and weakness’. However for the purpose of this essay I am only going to outline one strength and weakness.
In my opinion one of my strength as a student nurse is my verbal and non verbal communication. Communication is a transferable skill that we use on a day to day basis; however emphasis is placed on communication in nursing. Effective communication with service users enables the professionals to understand their concerns, gather relevant information, and to explain and plan treatment to a higher standard. On a whole efficient communication reflects the NHS outcomes, for example Moonie et al (2000) explains that it leads to greater patient satisfaction, shorter hospital stay and reduced litigation. Furthermore the NMC (2004) clarifies that you must communicate effectively while sharing your knowledge and expertise with your team members to benefit your patients.
I would consider myself to be a natural communicator and I feel I am able to communicate to the public, regardless of any age, gender, race successfully. I am a part time care worker and are often faced with new or challenging situations; I often find that I can easily overcome these by using my communication skills to my advantage. For example see appendix one. In this situation I used my rapport with Rose alongside skilful questioning, active listening and verbal encouragement in order for her to develop her mobility.
I therefore believe I am an advanced beginner in accordance to Benner’s model. In order to move towards the competent stage I can build on these skills during my clinical placement by observing other professionals and their techniques.
However it could be argued that communication is also my weakness, in particular written communication. Academically I struggle with my written skills. I feel like there is a barrier between what I want to say and how I write it. In the past it’s left me feeling frustrated and lowered my self confidence which therefore means I leave the essay until the last minute and is often rushed with careless mistakes. Consequently I am a novice in this area. In order to move towards an advanced beginner Sheffield Hallam offers drop in sessions for essay writing and there is also key skills online. In future I need to take advantage of these services. Also to ask my tutor for help and advice, if I improve these skills it should be reflected in my marks.
Written skills will also be needed in my placement. Siviter (2004) identifies that the main written work in nursing is the record keeping. Furthermore nurses have to record and remember every detail of the care carried out for the patient. A record is a legal document and if a delivery of care is not recorder as been carried out then the care has not be given. Record keeping is the only proof of your given care. This is why before my placement I also need to concentrate on my written skills. This can be achieved by further reading. Also when on my placement, as a novice, it will be my duty to follow instructions. I therefore must seek advice from my learning mentor if I feel I need extra help in this area.
Overall, communication is vital to be a successful student nurse. As outlined in my essay it is my strength but yet my weakness. I can build on these skills by gaining advice from my academic tutor and learning mentor.
References
BENNER P, (2001), From Novice to Expert, Prentice Hall
BOLTON G, (2005), Reflective Practice, Writing and Professional Development, 2nd Ed, Sage
BOYD E & FALES A, (1983), Reflective Learning: Key to Learning from Experience, Journal of Humanistic Psychology, 23, 2, 99-117
DEPARTMENT OF HEALTH, (2003), Developing a Shared Framework for Health Professionals Learning Beyond Registration [online] Last accessed 7th December 2007 at:
GIBBS J, (1988), Learning by Doing, A Guide to Teaching and Learning Methods, Oxford Brookes
HULL C etal, (2005), Profiles & Portfolios: A Guide for Health & Social Care, 2nd ed, Palgrave
JOHNS C, (2004), Becoming a Reflective Practitioner, 2nd ed, Blackwell
MEZIROW J, (1981), A Critical Theory of Adult Learning and Education. Adult Education, 32, 1, 3-24
MOONIE N etal, (2000), Health & Social Care, Heinemann
NMC, (2004) The NMC Code of Professional Conduct: Standards for Conduct, Performance & Ethics
SHECKLEY B & KEETON M (1994) Learning From Experience, Washington
SIVITER B, (2004) The Student Nurse Handbook, Elsevier
WALSH M etal, (2000) Health & Social Care, Collins
Appendix
The name of the service user has been changed for confidentiality reasons.
This happened 3 months ago during my part time work as a care worker.
Rose is 87 years old and lives on her own and is dependant on care workers due to limited mobility. Rose had recently had a fall resulting in no serious injuries but left with the fear of falling again. Since then Rose had been permanently been sat in her chair for a month 24 hours a day, seven days a week. She slept in her chair, toileted in her chair and every daily activity was carried out there.
I had been her care worker before the fall and I knew her capabilities.
I was aware that Rose had a deteriorating illness, but I felt upset because she would deteriorate even more rapidly if she did not receive regular encouragement to help herself with movement.
It was frustrating to think that Rose might have become institutionalised.
I wondered whether she was happy to let the staff do everything for her, or whether she simply never had the opportunity to help herself.
I knew that unless Rose received the encouragement she needed, her mobility would lessen, making her even more dependent on her carers. On the days that I cared for Rose, I helped her to maintain some independent mobility. Often, after she had successfully transferred herself, I praised her and she felt good about it.
I discussed Roses situation with the senior carers, who agreed that she could benefit from seeing a physiotherapist. The referral took some time to arrange but it resulted in a great improvement in Rose, physically and psychologically.