Assignment task: Using subcutaneous injection clinical placement experience, reflect on demonstrated effective written and verbal communications skills within a clinical setting. (Gibbs Model for reflective writing must be adopted to guide reflection. Reflection must include a minimum of three references demonstrating application of the evidence-base to the learning experience.) Reference to the evidence-base and professional standards 1, 3 and 7 from NMBA.
1. Description (What happened? Describe the event in detail, including who was there; what were you doing; what happened; in what context did it happen; what part did everyone involved play in the event) Word count: 50
2. Feelings (Describe own feelings, thoughts and perceptions. Think about how the event made you feel; how do you think the others involved felt; how were you feeling prior to the event; how do you feel about the outcome) Word count: 50
3. Evaluation (Evaluate the situation. What was good or went well; what was bad or what didn't go well) Word count: 100
4. Analysis (Analyse the situation. What sense can you make out of the experience; if things didn't go so well how did you or others contribute to this; why did things not turn out as perhaps they should have done; what questions have been raised from the encounter) Word count: 300 (Reference only needed in this section: only use academic references like journal articles or edu websites please and needs to be within last 7 years please).
5. Conclusion (In this stage conclusions are drawn from the information that has already been analysed. It is here that self-awareness and insight into own and others behaviour expands. Think about what you or others have done to contribute to the outcome of the event and what could have been done differently) Word count: 100
6. Action Plan (Develop a plan of action for the future should a similar situation occur again. Think about whether or not you would act differently) Word count: 150
EXAMPLE: Professional Reflection Effective Verbal and Written Communication
Description:
This reflection is based on my performance in effective verbal and written communication skills in a clinical setting. I demonstrated these skills whilst completing a blood glucose level (BGL) assessment on a resident during week three of an aged care facility placement.
Feelings
I felt confident in my verbal and written communication skills to be able to complete the residents' BGL assessment competently. To prepare I practised simulated BGL assessments and observed the registered nurses, paying particular attention to the verbal therapeutic communication between the registered nurse and the resident. I familiarised myself with the facilities documentation requirements. I was pleased with my performance.
Evaluation
I noted down instructions communicated by the registered nurse and performed a read-back to confirm understanding of details, demonstrating effective inter-professional communication skills to ensure safe, quality practice (Nursing and Midwifery Board of Australia [NMBA], 2016, Standard 6.1; 6.5). A positive therapeutic relationship was developed with the resident as I explained the procedure in a confident, professional but approachable way (NMBA, 2016, Standard 2.1; 2.2).
On completion of the BGL reading, I immediately reported the results to the registered nurse. Using the facilities documenting protocols, I charted the details and updated the resident's progress notes in line with the registered nurses standards of practice (NMBA, 2016, Standard 4.2; 6.1; 6.5).
Analysis
Effective written and verbal communication is an essential skill for registered nurses to promote the health and wellbeing of clients, thus it underpins all nurses do (Stein-Parbury, 2016). Developing good teamwork and interprofessional collaboration through communication is key to reducing patient harm (Stein-Parbury, 2016). By using the shared mental model technique, described by Stein-Parbury (2016), in this case, the ISOBAR tool, information was effectively passed from the registered nurse to me. After performing the BGL test I reported the results to the registered nurse in a timely manner, the key to safe monitoring of diabetes mellitus (Dickenson & Whitbread, 2017). Building a therapeutic relationship with the resident is crucial by communicating in a professional, friendly, caring way the intention was to help the resident feel confident in my ability to explain and carry out the procedure correctly (Feo, 2016). I identified myself and the resident and made sure they were comfortable. Informed consent was obtained in accordance with 2.3 of the code of conduct for nurses (NMBA, 2018). The resident appeared relaxed and happy to discuss how they felt and indicated to me the preferred location for the finger prick when I asked. My respect for the client was demonstrated through listening and allowing him some control over his care (Feo, 2016). Accurate written documentation is important as it serves many purposes. Client notes are not only a legal document but it's a medical history and aid continuity of care, assessments, education, research (Cummings & Macdonald, 2016). Multidisciplinary teams rely on the accuracy and information recorded in the residents' notes to inform their care plans, otherwise, patient harm can occur (Stein-Parbury, 2016). In this instance, I used the focused charting format of DAR and signed the end of the entry (Cummings & Macdonald, 2016). BGL monitoring is an integral part of diabetes mellitus management, thus accurate data input in the BGL chart is needed for continuity and planning of care (Dickenson & Whitbread, 2017).
Conclusion:
This reflection has given me a deeper understanding of the importance of effective verbal and written communication particularly for its role in delivering safe, effective health care to clients. I have learnt how the quality of verbal and written communication from an individual health care worker can influence how other health care workers perform their roles. Building a therapeutic relationship with clients through appropriate communication is key to developing mutual trust and respect in the healthcare setting. Whilst I believe I demonstrated effective verbal and written communication in this particular circumstance, I understand that I can always do better.
Action Plan
Effective verbal and written communication skills are essential for registered nurses to ensure the delivery of safe, quality health care to clients. I recognise the importance particularly as without the skills to communicate effectively adherence to the registered nurses standards for practice and the code of conduct for nurses would not be possible (NMBA, 2016; NMBA 2018). Gutierrez-Puertas et al. (2020) explain that student nurses must be actively trained to be effective communicators. As a student I am taking advantage of every learning opportunity by studying the latest literature from educational resources such as Crisp (2016), actively participating in the clinical tutorial role-plays and utilising mixed media such as the podcast Ask the Specialist (Kerrigan et al., 2020-present). During placements, I observe how health professionals communicate in the clinical environment and practice what have learnt. I am committed to self-reflection and lifelong learning in developing my written and verbal communication skills (NMBA, 2016, Standard 2).