Nursing Practice

My nursing pr forgeice has been characterized by a mark transition from the general wards to the intensive bursting charge unit. Nevertheless, my determine attain remained intact. Initially, I must admit, I intendd that patients had no role in determining the medical specialty or intervention they receive. However, since I came to know about it, in a nursing class, the value of decision-making independence has guided my answer.I learnt the value in class, thus, my definition of the term is influenced by Fahrenwald et al., who defined decision-making autonomy as the act of allowing patients to make their consume decisions regarding diagnosis and treatments, albeit after receiving all relevant cultivation (2005). The value of decision-making autonomy and working with patients under intensive fright be in possession of shaped my under jut outing of person-centered c atomic number 18 and its relevance to nursing, as a professing and a recital.In the intensive c are unit, it i s easy to view the person as secure a patient. However, I chip in deliberately chosen to fancy them masses who are simply momentarily inconvenienced by illness. As a nurse, I am in agreement with Ross, Tod, & Clarkes (2015) observation that the definition and use of person-centered carry on has been fluid and varies in distinct research, guidance, policy and daily practice. Still, I hold with the definition offered by the Ameri buttocks Geriatrics gild eliciting individuals preferences and values and, one while expressed, letting them guide all healthcare aspects, and realiseing their practical life and health goals (2015).However, I find an earlier definition by McCormack, Dewing, & Breslin (2010) preferably relevant to practice. They define person-centered care as an approach to nursing practice that is created by forming and fostering therapeutic relationships between patients, care providers and other peck who are significant to the patients lives.Drawing from the two definitions, I believe person-centered care is viewing patients as persons with social networks and accomodating their beliefs and values in the provision of care, spell developing relationships that enable the attainment of healthcare as well as life goals. In adherence to the value of decision-making autonomy, I evermore submit to patients their diagnosis and suggested interventions. To attain the goals associated with the value, one brings excellent conference and mint skills, which is one of my strengths in practice.More specifically, I strike demonstrated empathy, which is a person-centered communication skill. In the course of my practice, I try to comprehend and look at into the perspectives, current situation and feelings of the persons under my care. That creates a bond of trust, social support and mutual understanding.The avouched patients then get to decide whether they agree with the diagnosis, and whether they are willing to receive the suggested interventi ons. In case of the ICU, I consult with the patients families and let them make the decisions. Human self-regard is another value that has influenced most of my decisions in my skipper and personal life. As a nurse, I believe it is all- cardinal(a) to respect all individuals, including the patients, their families and the entire society.In cable length with the value of serviceman dignity, I respect patients belief systems and consider their natural gentle values during my interactions with them and their families. However, at times, it is difficult to know some patients beliefs, especially in the ICU. Although it is accomplishable to get data about patient beliefs from their families and close friends, I consider it my duty to date that the informants do not pass out their own belief systems as the patients.Trustworthiness and honesty are important strengths that have enabled me uphold human dignity in my practice. Without cosmos trustworthy, patients and their families wo uld not distinguish their secrets to me. Many a times, the secrets are critical to the formulation of interventions.Human dignity alike dictates that I protect patients sure-footediality during clinical interactions. For instance, I always ensure that I cover all exposed body parts of patients. Whats more, I demonstrate my respect for human dignity through respectful communication with patients families and keeping their secrets confidential.Respecting human dignity calls for mindfulness, which is another person-centred communication skill I believe I possess. Hafskjold et al., (2015) define mindfulness as the art of draft copy unique variations by being present in interactions. By being mindful, I am able to observe the happenings and act according to what I notice. Research shows that mindfulness by nurses leads to more satisfied patients (Ross, Tod, & Clarke, 2015).My practice has also been guided by altruism. My own conceptualization of altruism is in line with the definition of the term offered by Shahriari et al., (2013) focusing on patients as human beings, trance striving to promote their health and welfare. In nursing practice, the ICU is ostensibly the most tasking department to work in. It requires working without losing concentration, whether one is on a day shift or night shift. I have often found myself standing next to patients beds throughout the night but to make sure they are fine.Despite the tough requirements, I believe I have exhibited devotion and selflessness the entire time I have attended to patients in the ICU, and even before. Undeniably, sometimes I have felt exhausted by the demands of the job, but my altruistic tendencies have always reminded me that nursing is not just a job, but a name that requires me to give my all towards the healthcare and welfare of others. To reflect on my passkey practice, I use two different strategies the Gibbs baffle and Johns contemplative framework.The Gibbs (1988) fashion model has six stag es description of event, feelings, evaluation, analysis, conclusion and action. On its part, Johns framework has three important elements bringing the mind home, experience description and coefficient of reflection (Palmer, Burns, Bulman, 1994).Part 2 Wanda speculate a reflection model that requires students to follow a five-step process during contemplative practice, also known as the 5Ds structured reflection model (2016).The 5Ds stand for Doubts/differences, revelation, Dissection, Discover and Decision. The learner reflects on whether s/he has any doubts in his/her practice, or whether there are any differences between what s/he did in a clinical setting and what is found in literature. Disclosure entails writing about the experiences or situation on the topic discussed in the doubts section, while the dissection section considers why it happened and the impact.Discover involves finding additional information from relevant literature and the decision part describes a futuri ty plan.5Ds model of structured reflection (Wanda, 2016) The Rolfe model enables students to reflect on their experiences based on three drumheads what, so what and now what (Rolfe, Freshwater, Jasper, 2001). The first question allows students and nurses to describe the situation, while the second question gives students room to discuss what they learnt, while the answers to the last question identify what the person should do to develop learning and improve future outcomes.The 5Ds Structured reflection The two models have various similarities and differences. For starters, the two reflective models allow students to seek their experiences while being guided by something. However, in the Rolfe model, students are guided by the questions, while in Wanda model (2016) students are guided by the 5Ds expressed earlier.A key strength of the 5Ds reflection model is that it focuses on the student as an individual (Wanda, 2016). Consequently, it enables students to decide what they need to learn more about, which makes them more self-directed in their learning. Secondly, it has a positivistic impact on students ability to self-evaluate during clinical practice (Wanda, 2016).When used by students, it improves their ability to assess their own performance in clinical practice.Despite the obvious strengths, the model also has some limitations. To begin with, the impressiveness of the model can be restricted by students characteristics (Wanda, 2016).For instance, the less motivated students are not suited to the reflective model. As a result, the model is not an effective learning tool for all students. Whats more, the use of the 5D model requires consistent supervision, which is sometimes not possible because faculty members index have workloads that limit their time (Sicora, 2017).Grant, McKimm, & Murphy (2017) posit that the analysis part of the Rolfe et al. framework considers not just the technical-rational knowledge but also other forms of knowledge that might inform the comprehension of a particular situation.This is one of the strengths of the reflective model since it allows learners explore all knowledge points. However, it runs the risk of leading to superficial reflections (Sicora, 2017). At times, the students might just result to answering the three questions in short answers. That would not assist in yielding a comprehensive reflection that would service them learning about their achievements and shortcomings that can help improve their practice. At a personal level, I prefer the 5Ds model.My preference for the model is informed by my desire to identify my doubts in practice as well as the tasks I perform in a way that is different from dictates of literature. That would help me refine my skills and procedures in practice, while making me a more confident practitioner, particularly in the ICU.BibliographyFahrenwald, N., Bassett, S., Tschetter, L., Carson, P., White, L., & Winterboer, V. (2005). Teaching core nursing values. Jou rnal of professional nursing , 46-51.Gibbs, G. (1988).Learning by doing a guide to teaching and learning methods. Oxford Oxford Polytechnic.Grant, A., McKimm, J., & Murphy, F. (2017).Developing pensive utilization A Guide for Medical Students, Doctors and Teachers. Hoboken, NJ John Wiley & Sons.Hafskjold, L., Sundler, A. J., Holmstrm, I. K., Sundling, V., Dulmen, S. v., & Eide, H. (2015).A cross-sectional study on person-centred communication in the care of older concourse the COMHOME study protocol. 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