Reflection using Borton model of reflection and action plan. The Reflection should be about a palliative patient who had a second grade pressure sore and the nursing staff continuously forgot to change is dressing. I was a student assigned to that patient during my placement, whenever I was off the nursing staff wouldn\'t change is dressing and when I came on duty I was the only one doing is dressing.
Template for your Personal Effectiveness in Professional Practice Module essay
Introduction (150 words)
Part 1: Reflective Commentary (800 words using Borton’s (1970) model of structured reflection)
What? (This is your description of events that happened. Ask yourself questions starting with what, e.g. what happened? What did I do? What did others do? What was I trying to achieve? What was good or bad about the experience?)
So what? (This is where you start analysing and evaluating the experience. Ask yourself questions like: So what is the importance of this? So what more do I need to know about this? So what have I learnt about this?)
Now what? (Here you start to think about other courses of action and to decide what to do next. E.g. Now what could I do? Now what do I need to do? Now what might I do? Now what might the consequences of this action be?)
How does this link to The Code (NMC, 2018)? (Think about the different sections in the code. Prioritise people; practise effectively; preserve safety; promote professionalism and trust. Which section(s) does this relate to and why?)
Part 2: Development Plan (400 words)(Adapted from Esterhuizan, 2019, p 173)
| What is your personal effectiveness development need? (State what your development need is and goals for achieving it) (MLO 3 Formulate a plan for ongoing development in personal effectiveness)
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| What do you want to gain from this development? (MLO 3 Formulate a plan for ongoing development in personal effectiveness)
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| What support and feedback will you need and from whom? (MLO 1 Demonstrate through self-reflection the ability to seek support and feedback aimed at developing personal effectiveness)
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| How will you evaluate and when will you review your development? (MLO 3 Formulate a plan for ongoing development in personal effectiveness)
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Conclusion (150 words)
Reference list
Summative Assessment Guidelines for the Personal Effectiveness for Professional Practice Module: Reflective Commentary and Development Plan (1500 words)
You are required to write a single document including: Part (1) a reflective commentary based on your experiences in one of the module sessions identifying an aspect of personal effectiveness that you need to develop and Part (2) a development plan which details how you will improve on the aspect of personal effectiveness identified in the commentary.
The reflective commentary and development plan must demonstrate achievement of the Module Learning Outcomes and make links to NMC Code (2018).
Guidelines in Respect of Confidentiality e.g. in group discussions and written assessments
During the module you will be required to draw on and reflect on your experiences and use these in group discussions and formative and summative assessments. It is therefore important that service user and peer (e.g. student, health care professional, lecturer, etc) confidentiality should be maintained at all times. It is your responsibility to ensure that information that would identify an individual, group or placement is omitted from all written assessments. You can achieve this by being selective and only using information which is absolutely essential, and by using appropriate pseudonyms e.g. ‘a service user’, ‘a children’s ward’.
Introduction (150 words)
State the aims of the reflective commentary and development plan.
Include which module session and aspect of personal effectiveness is the focus of the reflective commentary and development plan
Borton (1970) reflective framework will be used to structure the reflective commentary
Part 1: Reflective Commentary (800 words)
Use the stages of the chosen reflective framework to structure the commentary and demonstrate reflection
In your reflection demonstrate an understanding of the effect of emotions on behaviour and the potential impact on others (MLO 2).
In your reflection discuss what support and feedback will be needed to develop the selected aspect of personal effectiveness
Part 2: Development Plan (400 words)
Use the template provided to write a development plan that details how you will improve on the aspect of personal effectiveness discussed in the commentary (MLO 3).
Conclusion (150 words)
Summarise the key issues in your reflective commentary and development plan.
Identify implications for future reflective practice and personal development.
Personal Effectiveness in Professional Practice Module Essay
Nurses are expected to combine the knowledge and skills acquired through training with research-based evidence to provide the best possible care to patients. They are required to demonstrate personal effectiveness in various competency areas, especially those that align best with the issues that they are facing at any given time (University of Calgary, 2022). The University of Calgary (2022) defines personal effectiveness as an approach to success whereby one utilizes his or her energy, knowledge, skills, and motivation to set goals and identify strategies to accomplish them. Professional guidelines such as the Nursing and Midwifery Council Code of Practice guide nurses to evaluate their abilities and rate their levels of personal effectiveness based on professional practice issues that they encounter (Aldred, 2022). This essay will use Borton’s Model of Reflection to describe a reflective commentary based on a professional practice experience identifying an aspect of personal effectiveness that needs to be developed. The essay will also describe a development plan which details how improvement will be done on the aspect of personal effectiveness identified in the commentary.
Part 1: Reflective Commentary: Using Borton’s (1970) Model of Structured Reflection
Borton’s model of structured reflection is a framework that describes “What, So What, Now What” in a sequence in relation to a practice experience. This reflective commentary will utilize the model to analyse an issue encountered in practice.
What?
Patients who require repositioning can develop pressure sores when they are left to lie in one position for a prolonged period of time. The scenario that will be the centre of focus in the reflective commentary involves a palliative patient who had a second-grade pressure sore, and the nursing staff continuously forgot to change his clothes and dress the wound. I was a student assigned to that patient during my placement. Whenever I did not report to the workplace, the nursing staff at the facility would not change his dressing. When I came on duty, I was the only one doing his dressing. The work environment was very stressful such that I did not escalate further to the management. Poor stress management resulted in the lack of care towards the patient. I felt so stressed that I was not even capable of thinking properly.
I was concerned about what was going on at the facility. The reason is that the pressure sores were a great source of pain for the patient. Additionally, they extended his length of stay at the facility, a factor that led to an increased financial burden for both the patient’s family and the organization (Siotos et al., 2022; Triantafyllou et al., 2021). I reacted to the issue by informing my supervisor about it. Other members of the nursing staff did not take any action to improve the situation. The bad thing in the experience is that the nursing staff at the facility ignored a patient who needs their services to recover from their illnesses. By reporting to the supervisor, the goal that I was trying to achieve is to ensure that nursing staff is called upon and reminded about their duty of caring for patients.
So What?
The scenario had significant implications for nurses, especially those working with patients who require repositioning. The events surrounding the scenario are important in that they show how nurses can easily violate the professional standards for nurses and midwives when they are charged with the responsibility of caring for patients. The Nursing Midwifery Council (NMC) code of conduct requires nurses to practice with compassion while respecting the worth and dignity of every patient based on their unique health problems (Nursing & Midwifery Council, 2018). Nurses in the facility violated this requirement by failing to recognize the patient’s unique needs and not providing compassionate care to address his health problems. Additionally, the same code indicates that nurses should work with teams in the practice setting to address the needs of their patients. In order to provide care that adequately addresses the needs of the patient, nurses are expected to work in collaboration with their colleagues in a practice environment (Nursing & Midwifery Council, 2018). Nurses at the facility failed to show their commitment to the patient while on duty. Besides, they failed to display collaborative practice when the student nurse did not report to work.
Based on the experiences, one might want to know the competency levels of the nurses employed at the facility. Registered nurses are expected to possess certain competencies that will enable them to perform their roles effectively. The key competencies applicable to the scenario include safety competencies, patient-centred care, evidence-based practice, as well as teamwork and collaboration (QSEN Institute, 2020). The actions of the nurses proved that they lack these key competencies. An important lesson learned from the scenario is that organizations should frequently train their nurses, reminding them about their role in the life of a patient.
Now what?
While nurses normally utilize their expertise to provide care to patients, their decisions and actions are significantly influenced by organizational policies. From the issues observed in the scenario, it is evident that there are no policies in place to influence the nurses to take care of patients when their colleagues are away. The best course of action to take in the scenario is to propose an improvement of the organizational policy to encourage collaborative practice and periodic employee training. Such a move will have positive consequences for the organization. For example, it will influence nurses to join hands in promoting patient safety in the facility (Brubakk et al., 2021; Shenoy, 2021). Additionally, perioding training will equip nurses to perform their roles effectively and provide patient-centred care.
Relationship with The Code (NMC, 2018)
The scenario can be evaluated in terms of the principles of NMC. The four themes or principles supported by the code include “prioritise people; practice effectively; preserve safety; and promote professionalism and trust” (Nursing & Midwifery Council., 2018). All the four sections relate to the scenario. Precisely, the nurses failed to prioritize the need of the patient while on duty. Additionally, they did not practice effectively as they violated the professional standards for nurses and midwives. Again, they failed to preserve patient safety and professionalism as stipulated by the NMC (Nursing & Midwifery Council., 2018).
Part 2: Development Plan
| What is your personal effectiveness development need? (State what your development need is and goals for achieving it) (MLO 3 Formulate a plan for ongoing development in personal effectiveness)
I was able to learn, from the professional practice experience, that I possess a number of personal effectiveness skills that I can utilize to demonstrate respect and dignity for my patients. However, my personal effectiveness development need that I should addresses is learning to cope with the stress that different practice situations present. Effective stress management requires that one adequately understands self, including the strengths and weaknesses that define personal abilities (Velana & Rinkenauer, 2021). The primary goal that I intend to accomplish in order to improve my stress management skills is obtaining training in emotional intelligence. According to Molero et al. (2022), emotional intelligence boosts a person’s self-esteem which subsequently promotes better stress management. |
| What do you want to gain from this development? (MLO 3 Formulate a plan for ongoing development in personal effectiveness)
I believe that the proposed development will improve my stress management competency, a key skill that enhances personal effectiveness in clinical practice. Clinical placements give nursing students an opportunity to identify their strengths and weaknesses and to develop skills that they need for effective professional practice (Dou et al., 2022). Improving my personal stress management skills will improve my clinical performance as I work with patients with different health needs. |
| What support and feedback will you need and from whom? (MLO 1 Demonstrate through self-reflection the ability to seek support and feedback aimed at developing personal effectiveness)
I will need support and feedback from my supervisors and colleagues. Nursing students should be in ready and willing to seek support and feedback from people around them to enable them to improve their skills and enhance their professional attitudes (Dou et al., 2022). According to Nuuyoma (2021), nursing students usually perceive feedback as a teaching and learning process which also creates an opportunity to improve. Dempsey et al. (2022) further assert that nursing students utilize the support and feedback that they obtain from senior nurses as coping strategies, especially when faced with clinical practice challenges. |
| How will you evaluate and when will you review your development? (MLO 3 Formulate a plan for ongoing development in personal effectiveness)
Evaluation of personal skills helps learners to assess whether the actions taken to improve personal effectiveness have generated meaningful results. I will evaluate my skills and review my development after completing the emotional intelligence training. To assess the effectiveness of the training, I should be able to manage stress effectively when working with patients (Can et al., 2020). Effective stress management should translate to reduced psychological distress (Callus et al., 2020). |
Conclusion
As nursing students engage in personal reflection, they are able to understand their strengths and weaknesses, including the key skills that they need to develop to enhance their personal and professional effectiveness. The reflective commentary has utilized Borton’s framework of reflection to describe the “What, So What, Now What” concepts in relation to a professional practice experience. An important lesson learned from the scenario is that healthcare organizations should periodically train their nurses to remind them about their role in the life of a patient. One area that I need to develop to enhance my personal effectiveness is stress management. I will meet this goal by obtaining emotional intelligence training and relying on my supervisor and colleagues for feedback and support.
References
Aldred, L. (2022). Who does the NMC regulate? https://www.sanctuarypersonnel.com/blog/2020/05/who-does-the-nmc-regulate?source=google.com
Borton’s, T. (1970). Reflection Model. https://www.researchgate.net/figure/Bortons-1970-Reflection-Model-Retrieved-from_fig17_329573841
Brubakk, K., Svendsen, M. V., Deilkås, E. T., Hofoss, D., Barach, P., & Tjomsland, O. (2021). Hospital work environments affect the patient safety climate: A longitudinal follow-up using a logistic regression analysis model. PloS One, 16(10), e0258471. https://doi.org/10.1371/journal.pone.0258471
Callus, E., Bassola, B., Fiolo, V., Bertoldo, E. G., Pagliuca, S., & Lusignani, M. (2020). Stress reduction techniques for health care providers dealing with severe coronavirus infections (SARS, MERS, and COVID-19): A rapid review. Frontiers in Psychology, 11, 589698. https://doi.org/10.3389/fpsyg.2020.589698.
Can, Y. S., Iles-Smith, H., Chalabianloo, N., Ekiz, D., Fernández-Álvarez, J., Repetto, C., Riva, G., & Ersoy, C. (2020). How to relax in stressful situations: a smart stress reduction system. Healthcare (Basel, Switzerland), 8(2), 100. https://doi.org/10.3390/healthcare8020100
Dempsey, L., Gaffney, L., Bracken, S., Tully, A., Corcoran, O., McDonnell-Naughton, M., Sweeney, L., & McDonnell, D. (2022). Experiences of undergraduate nursing students who worked clinically during the COVID-19 pandemic. Nursing Open, 10.1002/nop2.1289. Advance online publication. https://doi.org/10.1002/nop2.1289
Dou, S., Han, C., Li, C., Liu, X., & Gan, W. (2022). Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model. BMC Nursing, 21(1), 149. https://doi.org/10.1186/s12912-022-00933-y
Molero, J., M., Pérez-Fuentes, M., Martos Martínez, Á., & Gázquez Linares, J. J. (2022). Emotional intelligence and self-esteem: Personal competencies necessary for physicians. Frontiers in Medicine, 9, 965417. https://doi.org/10.3389/fmed.2022.965417
Nursing & Midwifery Council. (2018). The code of conduct: Professional standards for nurses and midwives. https://www.cddft.nhs.uk/media/246880/05.13.44%20-%20code%20of%20conduct.pdf
Nuuyoma V. (2021). Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia. Curationis, 44(1), e1–e12. https://doi.org/10.4102/curationis.v44i1.2147
QSEN Institute. (2020). QSEN competencies. https://qsen.org/competencies/pre-licensure-ksas/
Shenoy A. (2021). Patient safety from the perspective of quality management frameworks: a review. Patient Safety in Surgery, 15(1), 12. https://doi.org/10.1186/s13037-021-00286-6
Siotos, C., Bonett, A. M., Damoulakis, G., Becerra, A. Z., Kokosis, G., Hood, K., Dorafshar, A. H., & Shenaq, D. S. (2022). Burden of pressure injuries: findings from the global burden of disease study. Eplasty, 22, e19.
Triantafyllou, C., Chorianopoulou, E., Kourkouni, E., Zaoutis, T. E., & Kourlaba, G. (2021). Prevalence, incidence, length of stay and cost of healthcare-acquired pressure ulcersin pediatric populations: A systematic review and meta-analysis. International Journal of Nursing Studies, 115, 103843. https://doi.org/10.1016/j.ijnurstu.2020.103843
University of Calgary. (2022). Personal effectiveness. https://www.ucalgary.ca/hr/training-development/connect-perform/performance-management/personal-effectiveness#:~:text=Personal%20Effectiveness%20is%20the%20ability,personal%20coping%20and%20wellness%20strategies.
Velana, M., & Rinkenauer, G. (2021). Individual-level interventions for decreasing job-related stress and enhancing coping strategies among nurses: A systematic review. Frontiers in Psychology, 12, 708696. https://doi.org/10.3389/fpsyg.2021.708696