NURBN3023 Clinical Skills Assessment and Reflection

Task:

Learning Outcomes:

On successful completion of the course the students are expected to be able to:

1. Demonstrate in-depth knowledge of a range of complex health problems experienced by patients throughout the lifespan in stages of clinical deterioration;

2.Explore and evaluate the clinical application of nursing research and theoretical literature to the care of patients with complex health issues;

3. Critically analyse the nursing application of diagnostic, therapeutic and preventative techniques associated with caring for a patient with complex health needs;

Skills:

1. Undertake a systematic approach to patient assessment and plan effective strategies in prioritising and managing patients needs from the interpretation of the data;

2. Demonstrate comprehensive, safe, clinical evidence-based practice with consideration of current theoretical knowledge and be able to recognise report and provide timely care to patients whose condition is deteriorating;

3. Demonstrate collaborative and therapeutic practice as part of the multidisciplinary team in the provision of quality patient care and employ clinical and critical decision making skills to identify, analyse and resolve problems in various environments;

Application of knowledge and skills:

1. Develop and implement holistic person-centred health-care plans for patient deteriorating states and critical health situations that developed in partnership with peers and members of multidisciplinary team;

2. Utilise therapeutic communication and interaction principles in the assessment and care of acutely ill patients and their carers; and

3. Practice in accordance with NMBA Registered Nurse Practice Standards (2016), NMBA code of ethics (2013), and NMBA code of professional conduct for Registered Nurses (2013)

Structure your assignment with these headings:

1. Description:

Provide the context for reflective writing. Include background information, such as what it is you’re reflecting on and tell the reader who was involved. It’s important to remember to keep the information provided relevant and to-the-point. For example: “I was required to undertake the role of the Airway Nurse within the context of a deteriorating patient simulation scenario of a patient with increased shortness of breath”. It is important to introduce the reader to the aspect of your skill you are reflecting on.

2. Feelings:

Discuss your feelings and thoughts about the experience of undertaking that particular skill. Consider questions such as: How did you feel at the time? What did you think at the time? What did you think about the event afterwards? Why is it important for nurses to consider their feelings after an incident or challenging situation? What are the potential implications of these thoughts and feelings when faced with a similar situation?

You can discuss your emotions honestly, but make sure to remember at all times that this is an academic piece of writing, so avoid ‘chatty’ text.

3. Evaluation:

What helped or hindered you in undertaking the skill? If you are writing about a difficulty, did you feel that the situation was resolved afterwards? Why/why not? Was there aspects of your skill than needed work? Include whether your undertaking of the skill showed patient centred care. This section is a good place to include the theory and the work of other authors to highlight what are the best practice principles in relation to your aspect of your skill – remember it is important to include references in reflective writing. 

4. Analysis:

Examine the literature. Compare your experience with the literature you have read – what is currently best practice? Ensure you provide the literature to support your statement. This section is very important, particularly for higher level writing. It is important to bring the theory and experience together. Consider how clinical practice has changed? For example: previously we only referred to five rights of medication administration, but risk assessments have identified five more rights which decreases the risk of errors and include the patient in the decision making. Further, how did your skill incorporate patient centred care? For example including family members in care and discussions at the bedside during emergency situations helps to improve patient centered care.