More Information
Module 1 - eBook Next: 2. Lecture: Reflective Practice ► 1. Introduction In your transition from student to Registered Nurse (RN) or Registered Midwife (RM), your ability to critically reflect will continue to guide you in your practice so that you are able to deliver and advocate for informed evidenced based and person-centred care to patients and the wider national and global healthcare community. Reflecting on the care that you and other health care professionals provide and is an important factor in identifying if care is person-centred and meets the level required by the National Safety and Quality Health Service Standards (2017). The importance of the ability to critically reflect has been adopted by the Nursing and Midwifery Board of Australia (2016) as the essential nursing practice standard ‘critical thinking and analysis’. Within this standard nurses and midwives demonstrate through critical reflection that they are able to deliver evidence-based care which is based on research, critical reflection of self and of every day practice. In nursing practice, reflection occurs at different levels, and in different ways at each level. These levels expand out from a focus on you as an individual practitioner to a wider focus as you become more confident in your transition to the workplace. As your experience deepens you get a sense of your capacity to influence health practice and outcomes in the wider world. It could be represented like this: · Self-management At the core of your professional practice is your own health and well-being. Nursing can be stressful: the work can be challenging, demanding, even distressing. It’s important that you take time to keep yourself well, physically and emotionally. Notice and reflect on your own feelings about the work and debrief as you need with friends, peers, or others. Find healthy ways to unwind. Work with mindful awareness; notice how you work best to manage tasks effectively and efficiently. · Daily practice/ skills and relationships Reflect on the work itself, your own skill development and what you need to improve upon or do differently. Think about your relationships with patients, peers and supervisors. Notice positive relationships that you would like to emulate. Imagine and work towards your best self. · The work environment, processes and wider health issues Reflect on the context you are working in: e.g. hospital, aged care facility, health centre, school. There will be some things your workplace does well and some things they could do better. What can be related from your work with individuals to the wider community you are practising in. How can you be most strategic to give most benefit? What are the recurring issues? What is the wider socio-political context—current thinking in the field or issues in the media; e.g. person-centred care; domestic violence. Where does this fit with your experience? · Influencing change – advocating for a healthier society or world As you become more experienced you might think about avenues for wider change. What can you do to have real positive impact on how things work? You might find feedback channels, do research, write articles, join or run advocacy groups internally, or join a union. How could you influence society as a whole to advocate for better health outcomes? Module 1 - eBook ◄ Previous: 2. Lecture: Reflective PracticeNext: 4. Using a Reflective framework to Appraise practice ► 3. Reflective Practice To this point in your nursing or midwifery course you have been assessed on your critical reflection skills both in theory and in practice, however the reflective processes you have undertaken have been more of self-discovery as you have journeyed towards the goal of Registered Nurse or Midwife. The focus has been reflecting on how you manage personally and professionally in your practice as a student nurse/midwife. Before you move onto the next part of this module, take a few moments to reflect upon the following: Self-management: · How do you maintain your own health and well-being? · What are the most challenging aspects of the study/work? · What structures do you use for unwinding and "letting go" of the day? · Who do you, or could you, debrief with? · What are the formal and informal support structures you could use? Daily practice/relationships: · What skills do you need to improve? · What are the most challenging aspects of communication? · What strategies have you found to be effective? · Do you relate differently to patients/peers and supervisors? In what way? · Who do you see as a good communicators? · What do you notice about different teams and how they relate to each other? · Module 1 - eBook · ◄ Previous: 3. Reflective PracticeNext: 5. Applying a Reflective Lens to Your Practice ► · 4. Using a Reflective framework to Appraise practice · As nurses, we use evidence and our knowledge, skills and experience to improve the health experiences of people in our care. It is important to appraise and reflect on our knowledge and practice to identify our current level of achievement, and areas for improvement. In your studies to date you have been asked to complete a variety of formal and informal reflective activities. The following resources and activities are provided to assist you to review some Models of Reflection, and to identify how those frameworks may be used to improve your critical reflection skills, and therefore your level of professional practice. This preparation will also be useful in the development of your professional portfolio. · · Read: Reflective practice: a tool to enhance professional practice. Health Simulation Centre ECU Edith Cowan Univeristy · · Review: Gibbs' Reflective Cycle and these other models which you may find helpful in assisting you to reflect on your practice: · Johns' model of reflection (1994) DIEP model · Compare the above three reflective frameworks. Can you identify situations in your clinical practice where you might use either of these models? Jot down your thoughts. · Each of the reflective models may be useful in assisting you to organise and document your thoughts about clinical situations/ issues in which you have been involved. Either of these reflective models may assist you in completion of your assessment tasks. Previous: 1. IntroductionNext: 3. Reflective Practice ► 2. Lecture: Reflective Practice This lecture presents the key concepts for this topic. Module 1 - eBook ◄ Previous: 4. Using a Reflective framework to Appraise practiceExit book ▲ 5. Applying a Reflective Lens to Your Practice If you think about your own practice experiences so far you should be able to identify how you would do things differently to improve. As discussed in the module on reflective practice, nurses are required to reflect and be critical thinkers, continually looking for ways to develop their practice and improve the patient experience. Each of the reflective models revised previously may be useful in assisting you to organise and document your thoughts about clinical situations/ issues in which you have been involved. PRACTICE your reflective skills. 1. Think back over your clinical placement experiences. Choose one situation that you found confronting/ challenging/ difficult or positive/ rewarding/ uplifting. Choose one of the Reflective models and apply it to your reflection of the circumstances. Jot down your reflection for inclusion in your pebblepad record. PRACTICE your reflective skills. 2. Think back over the list of abilities (psychomotor or cognitive) you have developed since commencing your degree. There are likely to be several that you have had only limited opportunities to practice and develop. Select one skill to consider more deeply. [Examples for those needing inspiration- Venepuncture, Calculating Complex medication doses, Communicating with an agitated family member, Advocating for a patient to a Doctor/ medical team etc]. Choose one of the Reflective models and apply it to your reflection of the situation. What is the underlying issue? Is it lack of knowledge/ lack of skill/ lack of confidence/ or? How will you improve this on your next placement? Jot down your reflection for inclusion in your pebblepad record. ◄ Previous: 4. Using a Reflective framework to Appraise practiceExit book ▲ ◄ Wshp 4 resources Top of Form Module 2-1 eBook Introduction- Delegation and Supervision According to ACSQHC (2017) "The delivery of safe and quality health care is dependent on the effective organisation of the health workforce". Clinicians are accountable for their practice and are required to use the best available evidence to provide safe, high-quality care. As a result of the evolving skill mix in hospitals and other health care organisations, you as a Registered Nurse (RN) or Midwife (RM) will increasingly need to delegate aspects of nursing care to enrolled nurses, health assistants and other health care workers. According to Marquis & Huston (2015), delegation occurs when you give someone else the authority and to complete an aspect of nursing care on your behalf. Delegation requires clinical leadership skills and an understanding of the role, scope of practice and skill level of the person to whom you are delegating. Safe and effective delegation also requires the RN/ RM to have an understanding of their own role and responsibilities, scope of practice and skill level. This learning module and the enquiry based workshops will give you the opportunity to explore your responsibilities as a RN/ RM and to develop skill in decision making about appropriateness of delegation of specific nursing care requirements for each of the patients described in the enquiry caseload. Module 2 -2 eBook What is delegation? and What is supervision? View the video below: Delegation & Supervision for Victorian Nurses & Midwives introductory video (1.28 min) Readings · Please read pages 11-12 of State of Victoria, Department of Health. (2014). Delegation and supervision guidelines for Victorian nurses and midwives. [Electronic document] (Download this document and save for further activities including workshops) · Please read Chapter 20 - Delegation in Marquis, B & Huston, C. (2017) Leadership Roles and Management Functions in Nursing: Theory and Application, 9th Edition [Ebook] Activity Take some time to make dot point notes on the important elements of delegation and supervision you have learned in this section (in preparation for your workshop). Module 2-3 eBook These readings emphasise the importance of having current knowledge of the role and scope of practice of the person who is delegating nursing care (delegator) and the person who will accept the delegation (delegatee). In Australia, this is most likely to be an enrolled nurse or health assistant/personal care worker, but may also be another RN or midwife. Context – how the health care context may impact on delegation. Reading Please read pages 6-10 of State of Victoria, Department of Health. (2014). Delegation and supervision guidelines for Victorian nurses and midwives. [Electronic document] What are the responsibilities in delegation? Reading Please read page 13 of State of Victoria, Department of Health. (2014). Delegation and supervision guidelines for Victorian nurses and midwives. [Electronic document] The following readings will emphasise the background knowledge you need to understand the role and scope of practice of registered nurses, enrolled nurses and unlicensed health personnel. The Nursing and Midwifery Board of Australia define the requirements that applicants, registrants or students need to meet to be registered in Australia. When in clinical practice you should also always check the local governance and clinical policies for specific requirements about role and scope of practice within the health care organisation. The ACSQHC (2017) National Safety and Quality Health Service (NSQHS)