SNPG917 Evidence into Practice: The Practice Of Critical Reflection

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Learning Outcomes

1. Formulate a well-structured, person centred, clinical question;
2. Critically evaluate the nature of evidence and its’ relevance to healthcare that is person-centred and based upon the best available evidence;
3. Develop literature searching and retrieval strategies to answer a formulated question;
4. Critically review a range of sources of evidence to answer a person-centred health care challenge;
5. Demonstrate a critical understanding of the process for utilisation, dissemination and implementation of evidence into practice.

Description

Answer:

Introduction:

Why do you think they occurred?

I believe these instances primarily occurred because of my inability to comply with the NMBA guidelines and nursing professional ethics. I feel that theoretical understanding of the professional knowledge is not sufficient until and unless a professional incorporates the understanding in the practicum (Dang & Dearholt, 2017,p.74). I believe I have not been able to successfully integrate the same in my professional practice and that has primarily led to the development of the problem.

What might you share with colleagues (now or in the future) to enable/influence them to improve their practice?

I would like to share with my colleague the importance of identifying key strengths and weaknesses so as to facilitate a scope of improvement. It is important to be aware of the professional lacunas as it helps in developing ways to improve on the same (Garneau,2016,p.128) In my case, I have indentified the two major obstacles that have served as major obstacles in my professional life. In the same way, I believe early identification of strengths and weaknesses can help in building an excellent professional career and also avoid failures.

Introduction:

Reflection:

Knowledge and Skills required:

One of arenas where I need to work upon is my communication skills. I need to join workshops so that I can develop both verbal and non-verbal communication skills as they are important foundation for person centred care and effective teamwork.

Another skill that I need to develop is my self-regulation skills. I need to join therapy sessions like mindful-based therapies and also engage in meditation and yoga. Moreover, I will also engage in reflective practices to ensure that the workshops and therapies are helping me or not. These two arenas will make sure that I not only provide care in a competent manner but also act as effective team members in healthcare teams (Naber & Wyatt,2014, p.34).

Strategies to be undertaken:

Impact of achievements:

Conclusion:

References:

Arnold, E.C. and Boggs, K.U., 2015. Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences.https://books.google.co.in/books?hl=en&lr=&id=7DAxBgAAQBAJ&oi=fnd&pg=PP1&dq=skills+required+in+nursing&ots=uYuFP1uEQq&sig=54YlX3ivtVkmUozSqPApVG2CI-I#v=onepage&q=skills%20required%20in%20nursing&f=false

Barton, G., Bruce, A., & Schreiber, R. (2017). Teaching nurses teamwork: Integrative review of competency-based team training in nursing education. Nurse education in practice. https://doi.org/10.1016/j.nepr.2017.11.019

Felton, A., & Royal, J. (2015). Skills for nursing practice: Development of clinical skills in pre-registration nurse education. Nurse education in practice, 15(1), 38-43. https://doi.org/10.1016/j.nepr.2014.11.009

Gandhi, S., & Vajrala, B. (2018). A Study to Evaluate the Effectiveness of Structured Psychomotor Clinical Module on Knowledge and Attitude among Nursing Students in Selected Colleges. International Journal of Nursing Education, 10(3). https://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=09749349&AN=132143659&h=xBrjl8S%2bUSuCRjQwhzyWe9hzdpNZVvALEu1pjYR5o%2bMCe8ggVKtnNRO%2fFDb00nGzGIslRwreFPOSDUh8C8Nvmg%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d09749349%26AN%3d132143659

Naber, J., & Wyatt, T. H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34(1), 67-72. https://doi.org/10.1016/j.nedt.2013.04.002

Nguyen, C. M., Jansen, B. D. W., Hughes, C. M., Rasmussen, W., & Weckmann, M. T. (2015). A qualitative exploration of perceived key knowledge and skills in end-of-life care in dementia patients among medical, nursing, and pharmacy students. Journal of palliative medicine, 18(1), 56-61. https://www.liebertpub.com/doi/abs/10.1089/jpm.2014.0029

Waugh, A., Smith, D., Horsburgh, D., & Gray, M. (2014). Towards a values-based person specification for recruitment of compassionate nursing and midwifery candidates: a study of registered and student nurses' and midwives' perceptions of prerequisite attributes and key skills. Nurse Education Today, 34(9), 1190-1195. https://doi.org/10.1016/j.nedt.2013.12.009

Yan, Y.E., Turale, S., Stone, T. and Petrini, M., 2015. Disaster nursing skills, knowledge and attitudes required in earthquake relief: Implications for nursing education. International nursing review, 62(3), pp.351-359. https://doi.org/10.1111/inr.12175