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Reflective Account Essay

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Reflective Analytical Account. The aim of the lecture was to explore the role of Compassion within SCPHN practice. Throughout the session we followed and discussed the Francis Report, the Compassion In Practice (6C’s) strategy and the 2016 nursing strategy. In this reflective account I shall be referring to Gibbs (1998) Model of Reflection to enable me to identify how my own practice might develop from discussing compassion in practice in the session. As teams increasingly work across disciplines in an integrated way, the 6 c’s - are being adopted by clinicians and non-clinicians in a development that we call ‘The 6 c’s are for everyone’ (NHS England, 2014). Compassion in practice was launched in December 2012 and reviewed in 2014 to see how the values are spreading across health and social care. Each of the 6Cs – care, …show more content…

According to Hogston and Simpson (2002, p398) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000, p24) includes this is an important process for all nurses wishing to improve their practice. I hope that by using reflection I will be able to identify my strengths and weaknesses. This will enable me to focus on particular learning goals and benefit more from my placements. Driscoll (2000, p17) states that reflective learning will help you become more self-aware in your clinical practice. ‘Compassion in Practice’ is a policy introduced in England to develop a culture of compassionate practice among healthcare staff. By reflecting on compassion in practice, I can raise recommendations for my own practice on how the School Nurse can improve practice relating to evidence-based care. Raelin (2002) states that reflective practice should not only be at a personal level but also as a collective

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Driscoll (2000) model) consists of three stages (What, So what & Now what) completing one cycle help me to improve my caring practice continuously and learning from those experience for better practice in the future. The cycle starts with a description of the situation (“What”), which include analysis of the incident. “So what” evaluate the experience, including the analysis to make sense of the experience, and the final stage “Now what” is a conclusion of what else could I have done better and an action plan to prepare for, if the similar situation arose again. Baird and winter (2005) gave some reasons why reflection is required in the reflective practice. They highlighted that a reflection could generate the practical knowledge, help to adapt

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It enables the student to reflect and consider his/her intentions and actions prior to the incident and prompts the health professional to critically assess the incident and identify the key learning outcomes through a series of questions (Johns, 2013). These two models can be interlinked to enable the student to explore his/her thoughts are feelings without making assumptions whilst creating learning opportunities to change future nursing practice. Due to having two different models of reflection, where Johns (2000) reflective model does not permit the practitioner to delve into their thoughts and feelings, Driscoll (2000) model of reflection enables them to do so to achieve different learning outcomes (Jasper, 2013).

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The case study allows us to question practices or cultures that are embedded within systems. They also shows that compassion is “important to patients and staff alike in order to address socially constructed ways and forces that stop staff feeling and acting upon compassion” (Petit- Zeman, 2006; Gamble and Denning, 2017). This case study also shows that communication is paramount to support in care whereas all staff have to communicate the needs of their patients and theirs in order to facilitate smooth working conditions.

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Reflection is like looking in a mirror and describing what you see. It’s about thinking back to an experience and questioning what I did, and emotions that I felt during the experience, and then reflecting on a better and more sufficient way of doing it in the future (UNISON, 2016). Gibbs Reflective Cycle is the model that I have chosen to use while reflecting back on the module “Learning from service users and carers”, Gibbs believes that this module is useful for helping people learn from what that they experienced. He calls this “Learning by Doing” (Mind Tools, 2016). When finding out that a module I would cover on the social work degree was learning from service users and carers, my initial thought was care homes and carers within them.

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So, the department of health came up with a new strategy, and claimed it as the “compassion in practice”. This strategy had included the 6Cs, and was finalized and released completely within 2016. “the 6Cs are a set of values for all health and social care staff.” (Lesley Baillie, 2017) CARE, COMPASSION AND COMPETENCE Care is the center of the health professional organizations, and the care that we provide to individuals even as practice nurses does help the individual, and help improve the community’s health also. Care defines nurses and defines their work.

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“…the way that we learn from an experience in order to Understand and develop practice” (Jasper 2003) Reflection is a way of going through thoughts and feelings about an incident, or a challenging day and gives us a chance

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Introduction: The ABCD (Attitude, Behaviour, Compassion and Dialogue) of dignity-conserving care is a fundamental tool for use by healthcare professionals (HPCs) to establish empathy with patients and to uphold human dignity (Chochinov, 2007: 184). These 4 key elements will be discussed with reference to the given scenario. The importance of establishing empathy with patients, and how the ABCD aids this, will be outlined. My own thoughts and self-reflection in response to the scenario will be discussed and the process of becoming a future Integrated Health Professional (IHP) will be considered.

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