GROUP REFLECTION

GROUP REFLECTION

Introduction

This essay aims to reflect on my experience working as part of a group for the preparation on a clinical stimulation scenario which was carried out in the simulation room with my team who are my courses mates. The scenario was part of the Advanced Nursing Practice module. This essay will be critically analysing my role in the group and my personal development. Reflective group work has been revealed to open an opportunity of an individual in the group to learn in a different way (Bulman & Schultz, 2012).  For instance, through developing various feelings towards the patient experience, create self-knowledge. Moreover, self-reflection enables an individual to develop during the process of reflecting their feeling and learning; this is achieved by thinking about what happened and what could have been done differently. In this reflection, Gibbs (1988) Reflective Cycle will be used. Reflective practice involves thinking from a bird’s eye-view about an event or an aspect of my clinical practice. It has six stages, which are used in the analysis of oneself (Husebø et al., 2015).

Description

On the first day of class of the “Advancing Nursing Practice”, module, the module was introduced to us by the tutor. She gave us a full and effective introduction of the module. During the class session, she said that as part of the module, we were required to present a clinical scenario following our previous module in the simulation room.  To handle the task, we formed a team which involved five students. To manage the task, we started by putting our ideas together and also identified the items we needed for the successful completion of the task. From the direction of our lecture, we choose a name four our group. We named the group – matters.  After discussing our ideas, we chose the best and wrote them down. We came up with a community-based scenario. This was based on the fact that I lacked enough experience with community patient whiles in practice. However, most of the group were fine with it, and I had no choice but to work with them.  According to Bullman (2013), an individual within a group can offer different experiences and idea; many heads are better than one.

As the weeks pass by, we would arrange to meet before the class to put more ideas together and practice our role play to be presented in sim centre.  We would help each other and discussed each part and role allocated to each other.  The experience I have gained from this module, and being a part of the group will be useful in my future career. From the task, I have gained excellent communication skills, teamwork skills and other critical skills, including problem-solving skills and time management. Studies suggest that communication is an essential part of teamwork in a clinical setting (Reeves et al., 2010).

Feelings

This is the second stage of Gibbs (1988) model of reflection. As a student who strives to achieve the best, my feelings were mixed. In the beginning, when we started presenting our ideas, I felt lack of confidence mixed with fear. However, being part of a great team was amazing, and I was optimistic that we would be best. After regaining my strength and realising that the task was easy, I became energetic and encouraged. Besides, the fact that I had no enough experience in community settings, I was first discouraged and doubtful. However, after realising that I could argue well than some of my colleagues based on community-based programs, I become enforced and inspired. In the team, I did the best and made several suggestions and listened to other people’s suggestions, constructive criticism and question. From this experience, I became hopeful that I would gain substantial expertise from the scenario. We also got support from the lecturer, which was extremely helpful. Tough we had challenges in organising all the team members, we managed to work well as a team to complete each task as per the schedules, which increased my confidence further. The learning opportunity that was provided enables me to develop my research and evidence-based skills, which makes me optimistic about my career. Furthermore, after each session of our group task, we would reflect on the feedback given to us by the tutor to improve our next meeting. This act made me knowledgeable and relieved and overjoyed since I knew we would emerge the best. According to the Nursing and Midwifery Council, (2018), providing constructive feedback would help students improve in their conduct and achievement of proficiencies and skills, including where they think progress has been met or could be improved.

Evaluation

This is the third stage of Gibbs (1988) model of reflection. There was a lot of positive aspect of being part of the group at this stage.  We also got constructive feedback from our tutor and other group members as part of our task. I benefited significantly from being a part of the group. For instance, after the task, I realised that my critical thinking skills and time management were improved considerably. In class, we exchange ideas and knowledge together as a group, and by doing so, our social interaction skills were significantly improved. However, we had a challenge in time management. Besides, I notice some members rarely participated actively in the team. From experience, I have come to realise that it was fantastic, and it is my wish to continue to improve my knowledge and practice as a student nurse. The module and task were given to keep me abreast of requirement within the healthcare.  It has challenged me to be fully aware of information that I need from a holistic point of view of a patient, so I can also pass on necessary information to other multidisciplinary teams, to improve the services provided to patients.  From the scenario, I gained critical communication skills which are vital to communicate with health practitioners in the health care sector. More important, I have learned how to enquire information in a multidisciplinary approach. Thus involves drawing appropriately from discipline to explore problems outside of normal boundaries and to reach out for solution based on a new understanding of the complicated situation. (NHS England, 2015). From the team, we successfully drew knowledge and skills from an appropriate multidisciplinary team for the best interest of the patient. I am therefore of the opinion that, the experience I gained would play a significant role in the health sector.

Analysis

This is the fourth of the Gibbs (1988), model. In the scenario carried out a mental state assessment of a patient with both psychological and physical health issue. The focus of our evaluation is to see the presentation of the patient to help out team complete the task. The department of health (2016) state that a holistic approach to managing mental and physical health is needed.  The case study of a patient with psychological and physical health was chosen because it enables us to assess the patient holistically.  Mental health nurses must make sure that people’s physical, social, and psychological needs are assessed and responded to. They must be able to recognise and work within the limits of their competence (Department of Health, 2016). The group work project enabled us to work on our communication skills which are critical to the health sector.  Effective communication protects the patient from potential harm arising from misunderstanding and has a positive effect on staff (Ali, 2017).  Communication error and misunderstanding among team members can lead to possible consequences and harm to a patient.  In our scenario, communication was one of the significant roles we focus on to help us gather the information we needed to support the patient. However, communication between nurses and a patient can be so challenging, especially in mental health.  For instance, patients’ condition such as medication, anxiety or pain can affect their ability to communicate effectively (Ali, 2017). Therefore, developing communication skills can be a significant step in the nursing field. However, the scenario revealed my strength and weaknesses as far as communication skills are concerned.  Communication is useful in developing social skills and relationships, thus the need to continuously improve this skill and knowledge for my profession. Having set up the plan for the scenario, the last feedback that was given to our group shows that we needed to be clear our assessment and its objectives. Ultimately, our group achieved a satisfactory outcome, as we did not quite demonstrate a full understanding of the evaluation. Having heard the feedback, I should perhaps work more on our selected scenario for future purposes.

Conclusion

For this module, I have discovered the importance of the community-based program in maturing students in the nursing field. In my position, I have become confident in assessing and discussing a patient and their needs.  For any assessment and to meet the needs of any patient communication is critical. Therefore, I have seen the need to develop my communication skills. Besides, I have known to analyse and identify the gaps in my knowledge and establish my own learning needs. Gibbs (1988) model of reflection given me the chance to explore my thoughts and feelings, analyse the situation and draw a conclusion for the future.

Action plan

1. From the challenges of time management, in future, I will timely address it so that each member of the group follow schedules.
2. I will also take more notes and interact with mentors to benefit maximum from such learning opportunities.
3. With improved communication skills, in future, I will apply them to enhance the patient experience
4. Taking the role of a team leader will eliminate some of the challenges faced during the participation

DEBRIEFING

References

Bulman, C. and Schutz, S., 2013. Reflective Practice In Nursing. Hoboken: Wiley-Blackwell, p.4.

England.nhs.uk. 2020. MDT Development. [online] Available at: <https://www.england.nhs.uk/wp-content/uploads/2015/01/mdt-dev-guid-flat-fin.pdf> [Accessed 26 May 2020].

 Nursing and Midwifery Council. 2020. Giving Feedback. [online] Available at: <https://www.nmc.org.uk/supporting-information-on-standards-for-student-supervision-and-assessment/practice-supervision/what-do-practice-supervisors-do/givin> [Accessed 26 May 2020].

Reeves, S., Lewin, S., Espin, S., Zwarenstein, M. 2010, Interprofessional Teamwork for Health and Social Care, Wiley-Blackwell, Oxford

Husebø, S.E., O’Regan, S. and Nestel, D., 2015. Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), pp.368-375.