Introduction

This essay aims to provide an analytical reflection on an experience that occurred during clinical
placement involving a patient. This patient's actual name has been withheld in this reflective
essay for confidentiality because it is the patient's right to have their information kept private
(NMC, 2018).
The Gibbs' Reflective Cycle (Gibbs, 1988) will be used to analyse the occurrence to determine
how effectively it provides a means of sequencing learning circumstances to get the most out of
the experience.
This analysis will be carried out to determine how effective it is. The essay describes the
environment in which the incident took place, and the incident involved the patient. The
discussion will center on the interactions’ emotions and an assessment of the experience from a
professional standpoint. The experience will be analysed, and conclusions will be reached
regarding the necessity for nursing professionals to maintain professional behavior.
The act of thinking analytically about any element of your professional practice is known as
reflection, and it is a process that can help you acquire insight into your professional practice.
It is imperative that students engage in self-reflection for them to acquire and comprehend care,
their development as human beings capable of compassion, and their capacity to interact with
patients in a compassionate manner. Consequently, to aid the growth of nursing students into
professionals, there is a need for learning support that places an emphasis on comprehending
the concept of caring and becoming caring nurses. (Jaastad et al., 2022.)
Reflection is an effective method for enhancing, modifying, and controlling nursing practice
(Aston et al 2010). Understanding the dangers, challenges, and possibilities in a clinical setting
is critical to nurses' ability to make sense of their work environment (Price and Harrington 2013).
Additionally, it's a criterion for revalidation under the Nursing and Midwifery Council (NMC) of
the United Kingdom. Knowledge and expertise in the appropriate field are necessary for
reflective thinking to be effective (Hatlevik 2012). As a student, critical thinking may be a
powerful learning tool, therefore developing the ability to think critically begins (Sharples 2009).
Reflection can be done by asking three basic questions: "What?" "So?" and "Now?" (Rolfe et al,
2011). The paradigm promotes critical reflection of nursing practice in a meaningful way, which
leads to the identification of areas for improvement.

Description
As a student nurse, I was assigned to a nursing home. I'd only been there for one week, so I still
felt slightly unsure of my position within the team. My mentor was on the first floor attending to
other patients when I noticed one of the residents and their caregiver making their way to the
restroom. The residence demanded she needed some privacy because she was about to use
the bathroom. Suddenly, the lady screamed. That drew my attention, so I rushed to the incident
scene. She was in a state of distress when I arrived at the scene. I noticed she was in a lot of
pain. She would not let anyone touch her. I immediately called the nurse in charge of the ward.
The nurse observed the patient and then summoned paramedics. We waited for them for
several hours, while waiting my mentor performed many medical procedures to make sure the
patient was ok. I didn’t know what to do.
The paramedics arrived after several hours. They were accompanied to the scene of incident.

The paramedics eventually took her to the hospital. When I returned to duty the next day, I was
informed that she had a broken arm and a fractured hip, according to what her Colleague told
me.

Feelings
Ultimately, I was not confident or experienced enough to deal with this situation at all. I think that
my increased level of anxiety meant that I struggled to intervene, this also altered my learning in
the ward. However, it is still clear that both my colleagues and I should have intervened more
quickly to ensure that the patient was dealt effectively. Moreover, I was surprised when we were
told by paramedics not to pick the patient up from the floor since this could lead to more
damage than good. I failed to take into consideration the individual needs, as the distress
caused both me and the service user a whole handful of stress. This could off easily be avoided
if I had more confidence and trust in myself.

Evaluation
In hindsight, the experience had both good and bad elements which have led to a deeper
understanding in nursing practices. My role was to give physical examinations and evaluate the
patients' health. I feel like I did not fulfill this job to my best extent, nor take responsibility for my
actions. My duty to protect Services providers and service users was not fulfilled. My lack of
knowledge caused the incident to escalate, however this teaches induvial who want to get into
nursing the right and wrong, and this scenario paints a clear picture of right and wrong.
Analysis
A patient's physical, social, and psychological needs must be constantly assessed in order to
promote the patient's well-being (Nursing and Midwifery Council, 2018). According to TheCode,
professional conduct entails practising effectively by providing prompt preventative care while
communicating the best and most up-to-date information that is evidence-based. (NMC, 2018)

Conclusion
From this experience, I am now more mindful of the importance of being more alert and more
professional while in the ward (and not feel as though I cannot do something because of my
position within the team or length of experience) if similar situations were to arise in the future.
The insight I have gained from this experience means that I am now more aware of the
implications of not acting immediately and the importance of acting in the best interests of the
patient, even when this may take courage. I have learnt to be confident in myself and trust
myself no matter the situation.
Action Plan

Reference List
1) Aston, L., Wakefield, J., & McGown, R. (2010). EBOOK: The Student Nurse Guide To
Decision Making In Practice. McGraw-Hill Education (UK
2) Jaastad, T. A., Ueland, Venke , & Koskinen, Camilla . (2022, April 1). The meaning of
reflection for understanding caring and becoming a caring nurse - PubMed. PubMed;
pubmed.ncbi.nlm.nih.gov. https://pubmed.ncbi.nlm.nih.gov/35362565/
3) Nursing & Midwifery Council. (2018). The code: Professional standards of practice and
behaviour for nurses, midwives and nursing associates.
http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-
code.pdf
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Learning Matters.
5) Nursing and Midwifery Council. (2018). The Code: Professional standards of practice
and behaviour for nurses and midwives. Nursing and Midwifery Council (NMC).
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tool for detecting moral distress: the Moral Distress Thermometer. Journal of advanced
nursing, 69(1), 167-174.
7) Sharples, K. (2009). Learning to learn in nursing practice. Learning Matters.
8) Rolfe, G., & Freshwater, D. (2020). Critical reflection in practice: generating knowledge
for care. Bloomsbury Publishing.
9) Nursing & Midwifery Council. (2018). The code: Professional standards of practice
and behaviour for nurses, midwives and nursing associates.