Stereotyping in Nursing Care | Reflection

Stereotyping in Nursing C be ReflectionPLACEMENT REFLECTION cosmosReflection has been defined within wellnesscare as the active adjoin of reviewing, analysing and evaluating have sexs, drawing upon theoretical concepts or previous erudition, in order to depose future acts (Reid, 1993). A reflective practitioner often reflects on experience and is capable of reflecting-in-action, continually learning from experience to the benefit of future actions (Schon, 1983). This stress is a reflective account based on the recurrence of an hap that took place during my spatial relations in a forensic and an acute ward as part of my mental health nursing training. This verbalism is based on Gibbs (1988) definition of reflection which is shown in his reflective cycle in the draw below. The model will be used to describe the resultant, my feelings following the incident and an rating of my experience. An analysis of what sense can be made of the placement and thoughts of what else cou ld have been done under the circumstances. The final stage is an action throw for what has to be done if the incident eventuates in future during place (NHS, 2006). In accordance with the NMC code of conduct (2008) on confidentiality, the names used for the diligents are pseudonyms.Reflection in nursing is grievous as it generates practice knowledge, enhances the strength to adapt to new situations, develops self-esteem, organizes to satis particularion and remediates professional practice (Baird and Winter, 2005, p.156). Similarly, Siviter (2004, p.165) explain that reflection is close to gaining self-confidence, identifying when to improve, learning from own mistakes and behaviour, looking at otherwise lots perspectives, creation self-aware and amend the future by learning from the past.Description of the incidentDuring my first week of placement at a forensic ward, I was cautioned to be careful of twain(prenominal) uncomplainings whom the values had labelled as di fficult. This was a perception I carried with me till the end of my placement, unfortunately. At one instance I was with a withstand in the assurance when Yosef, one of the so-called difficult patient ofs came to demand for the patients phone to make a call. The fellate appeared to be very(prenominal) busy and ignored the patient. As the patient kept knocking at the window, I asked the nurse if I could promote the request, except I was told the patient had to wait because he has a consumption of always making requests. Yosef walked away after waiting for a a couple of(prenominal) much minutes without help. He was fuming and very upset. I looked at the nurse in despair as I really could not discover what he had to wait for in the first place since in my view, the request could have easily been facilitated. I felt a sense of delinquency because at that moment I felt we had let down a service user as facilitators of service. I carried this guilt with me to my second placem ent which was a female acute admissions ward. I demonstrate that here too, the labelling of some patients as difficult existed. Bridget, a 59 year old patient who presented as isolative, interacting minimally with peers and staff was also labelled as such. During a plan of the day contact which all patients and staff are judge to attend, Bridget was surprisingly very forthright. She spoke about staff negative attitudes towards patients during the any(prenominal) other business session. After lunch that day, I determined to have a communion with her. I started by introducing myself and congratulated her for being vocal at the meeting, empathising with her on some of the concerns she raised at the meeting. This was meant to make the prospect of engaging her more appealing to her. The conversation took off slowly, but I had to adopt emphatic listening which according to Wold (2004, p.73) is about the willingness to understand the other person and not just judging the persons events.During the conversation, I maintained eye contact in order to express a sense of interest in what she was saying (Caris-Verhallen et al, 1999).To my surprise, Bridget was participative, and very pleasant end-to-end the conversation, dispelling the earlier impression I had been given about her. At the meeting that morning, she had mentioned nurses insensitivity which I wanted her to elaborate on. In her response, she saidNurses must(prenominal) know that mental illness is invisible unlike physical illness. The therapy is not all about medication, but it is also about relationships that show fervency towards us as patients. simply some nurses feel so important and insensitive their attitude sometimes makes me feel slighted and frustrated. This can easily lead me on to kick off and explode when I shouldnt.She was very thankful and said she felt lifted after the conversation.My feelingsI had interracial feelings after this conversation a feeling of disappointment and regret. The disappointment was associated with the fact that there appeared to be a thread of a culture of dismiss instead of support at the two wards towards patients. My regret was borne out of the fact that I had allowed some nurses to colour my perceptions of some of the patients. It was clear after this conversation that some nurses have failed to understand and respond to the motivations of some patients because they failed to compliance sound therapeutic alliances with patients which is an essential component of all therapeutic interventions with hard-hitting discourse Stevenson (2008, p.109).It is important in a mental health setting that nurses promote a therapeutic rapport with patients that is underpinned by a sense of trust, respect and mutual understanding. According to Harkreader and Hogan (2004, p. 245) these are ingredients that would raise the patients self-esteem and personal growth. Even more important, according to Arnold and Boggs (2007, p.200) is the need for ef fective therapeutic communication which can improve the patients ability to function. In order to establish therapeutic nurse-patient interaction, a nurse must demonstrate caring, empathy and trustworthiness (Kathol, 2003, p.33). These involve the implementation of interpersonal skills which Johnson (2008) defines as the total ability to communicate effectively with patients and all those involved in their care. Communication is the exchange of information, and effective communication must involve both verbal and non-verbal communication through the use of gestures, postures, facial expressions, tone and take of volume. I had a feeling that this intervention was a good startle point to develop my communication and interpersonal skills in future.military ratingI realised that through communication, I got to know how some patients feel about nurses and the kind of interaction that they expect would contribute to their therapy. At least, my intervention had helped to conciliate her stress to some extent, calmed her frustration and anger through the use of effective communication skills which underpins the promotion of therapeutic relationships necessary to handle aggression more effectively (Duxbury 2002).AnalysisCaring which consists among other things of the provision of comfort, concern and support, the phylogenesis of trust and the alleviation of stress (Leninger, 1994) is a primary duty of nurses. But arguably, caring can wholly be demonstrated when people interact with each other and get to understand their needs. My interaction with Bridget was part of my duty to provide nursing care, and this was achieved by putting her at the centre of the conversation by way of making herfeel listened tofeel that her concerns are being validated and not trivialisedfeel emotionally supportedfeel understood.A conducive atmosphere for effective communication was created which enabled her to express her feelings. The Department of wellness (DH) (2004) and the National wellness Service (NHS) Modernisation Agency (2003) lay vehemence on the importance of patient-focused communication in the midst of health professionals and patients. This is seen as snappy to achieving patient satisfaction, inclusive decision making in caregiving and an efficient health service. Nursing literature also promotes these concepts as indicative of best practice. For example, McCabe and Timmins (2006) and Charlton et al. (2008) found that, by using a person-centred approach in the interaction between nurses and patients, care outcomes were meliorate inpatient satisfactionadherence to discourse optionspatient health.Effective communication is also essential to practice and improving interpersonal relationships in the workplace between professional groups and peers (Grover, 2005)ConclusionThe nurse is seen as the therapeutic agent in the nurse-patient relationship. This involves the application of effective communication and interpersonal skills which can lead to a s ense of safety and protection, improved levels of patient satisfaction and greater adherence to treatment options and increased recuperation rates. Furthermore, a successful communication through a patient-centred approach also serves to reassure relatives that their loved ones are receiving the necessary treatment.Action PlanMy action plan for future clinical practice is to avoid stereotyping of some patients, but to try to understand them as individuals and treat them with the care that ensures recovery. This can only be done by forming therapeutic alliances with them through effective communication and interpersonal skills.REFERENCESArnold, E. C. and Boggs, K. (2007) Interpersonal Relationship Professional Communication Skills for Nurses, Copyright 2006, Elsevier, London.Baird, M. and Winter, J. (2005) Reflection, practice and clinical education in Philadelphia ElsevierChurchill Livingstone.Caris-Verhallen, W. M. C. M., Kerkstra, A. and Bensing, J. M. (1999) Non-verbalbehaviour in nurse-elderly patient communication. Journal of progress Nursing, 29 (4), 808-818.Charlton, CR, Dearing, KS, Berry, JA and Johnson, MJ (2008) Nurse practitionerscommunication styles and their impact on patient outcomes an unified literature review. Journal of the American Academy of Nurse Practitioners, 20 3828.Duxbury J.A. (2002) An evaluation of staff and patients views of and strategies employed to manage patient aggression and violence on one mental health unit. Journal of Psychiatric and Mental Health Nursing 9, 325337.Gibbs, G (1988) Learning by doing a guide to inform and learning methods. Oxford Further EducationGrover, S. M. (2005). Shaping Effective Communication Skills and remedy Relationships at Work, The foundation of Collaboration. AAOHN Journal, 53(4), 177-182.Harkreader, H. and Hogan, M. A. (2004) Fundamental of Nursing Caring andClinical Judgment.Johnson, D. (2008) Interpersonal skills onlinehttp//www.mtsu.edu/jsanborn/iskills/interpersonal.htmAccessed on 21 March 2014Kathol, D. D. (2003) Communication in Kockrow, E. O. and Christen, B. L. (eds) Foundation of Nursing, Missouri Mosby.Leninger, M. (1994). Evaluation criteria and critique of qualitative evaluation studies. (Ed.), Critical issues in qualitative inquiry methods (pp. 95-115). Thousand Oaks, CA Sage.McCabe C, Timmins F. (2006) Communication Skills for Nursing Practice, Palgrave MacMillanNHS Modernisation Agency (2003) operable at http//www.institute.nhs.uk/index.php?option=com_joomcartmain_page=document_product_infoproducts_id=230cPath=67 Accessed on April 2014Nursing and Midwifery Council. (NMC). (2008). The recruit Standards of Conduct, Performance and Ethics for Nurses and Midwives. London NMCReid, B. (1993) But were already doing it Exploring a response to the concept of reflective practice in order to improve its facilitation. Nurse Education Today. 13 pp. 305-309.Schon, D.A. (1983) The reflective practitioner. New York prefatory Books.Siviter, B. (2004) The Student Nurse Handbook. USA Baillere Tindall.Stevenson (2008, p.109). Unit, Oxford Polytechnic.Wold, G. H. (2004, p.73) Basic Geriatric Nursing third ed. USA Mosbyhttps//www.gov.uk/government/publications/amending-the-national-health-service-act-2006