Reflection on the Relationship Between Clinical Skills and Preparation for Clinical Practicum

Reflective Analysis of the Relationship between Clinical Skills and Preparedness for Clinical Practicum using Gibb’s Cycle of Reflection

The Gibb’s (1998) Cycle of Reflection model provides a baseline for clinical reasoning and judgment, problem-solving, critical thinking, and decision-making.in a clinical setting or professional practice. Gibb’s Cycle model guide practitioners in analysing and understanding the problem or situation that faces patients or service providers and providing patient-centered care. At the same time, the model allows for planning and implementation of interventions, evaluation of outcomes, and reflection of the entire engagement in the process. In my involvement in the practical classes, I was able to accomplish new skills in clinical reasoning, principles of quality and safety, quality use of medicine and caring during patient care and clinical responsibilities, and principles of ethical, legal, cultural, and professional patient care. According to Fukada (2018), the skills learned and practised in the practical sessions underline the relationship between the actual clinical skills and the clinical practicum during the nursing study. Through engaging in practising simple wound dressing, I was able to assess my skills and competency while also improving my professionalism.

Application of Gibb’s Cycle of Reflection in Simple Wound Dressing Skills

a) Description of the Incident

In my practise session, I practised on how to dress a simple wound by attending to JK, one of my fellow student. JK had a small injury on the arm sustained during sports. With less practical experience in activity, I decided to help her as I also use the chance to improve my skills. According to Fukada (2018), nursing care should revolve around ethics, capacity to expand professionally, collaboration with others, supportive decision-making, and high-quality care delivery. In my case, I prepared JK well while also allowing enough time and space for the practice. I also gathered materials such as a bandage, wound applicants, gloves, and cleaning agents.

b) Feelings

The actual involvement in the practice during my practical session seemed like an overwhelming experience. I had to focus on all the skills learned in class before I engage in a practice that would define my ability in deploying the skills and principles of ethics, decision-making, collaboration, develop professionally, and provide quality care. According to Benner, Hughes, & Sutphen, (2008), clinical reasoning, which revolves around nursing principles and skills, is the primary step toward high-quality clinical practice. Therefore, it is essential for a practitioner to reflect on their skills and proficiency before engaging in an activity. At the same time, the involvement allows one to progress their ability in participating in actual practice in a clinical setting (Benner et al., 2008). In this case, I instructed the patient to take a seat and relax before I attend to her wound. Also, I washed my hands as a way to prepare for hygienic and quality nursing practice.

c) Evaluation

The wound dressing process involved principles and skills learned previously in the nursing field. However, I used it to assess my proficiency and to determine my degree of professionalism, ethics, and openness to learning. At the same time, being a practical session and first engagement with a patient, I was affected by feelings of self-doubt (Hunter, & Arthur, 2016). The study by Hunter and Arthur (2016) found out that nurse practitioners may have adequate knowledge and skills applicable in practice but lack in the capacity for clinical reasoning skills that guide safe, effective, and quality service delivery. Nonetheless, I appreciated the encounter while also taking it as a foundation for the improvement of my skills and also professional growth (Hunter, & Arthur, 2016). The incidence taught me how to adequately prepare patients before the care process by encouraging their participation. It also boosted my confidence as I secured a chance to practice personal skills and knowledge.

d) Analysis

Paterson and Chapman (2013) state that reflection allows learners to acquire an opportunity to learn from experience and expand their competency in practice. In this case, nurse practitioners can enhance their understanding of the principles and ethics involved in the provision of nursing care (Paterson, & Chapman, 2013). With most of the activities taking place effectively in the process, I was content with my performance in providing wound care and attending my patient as a person. I was able to minimise possible risks by providing her with a comfortable seat and supportive directives throughout the process. During the activity, I carefully washed JK’s wound while applying wound care agents. I also made sure that I wore gloves for increased safety. Since JK’s injury was on the arm, I provided her with an extra stool for support. However, being unsure of the full process requirements and also having low confidence reduced my effectiveness.

e) Conclusion

By reflecting on the overall process, I find that I should have been more effective if I approached the patient and the activity with confidence. However, as a practical class involvement, I still feel that I performed well in taking care of JK’s simple wound. I was able to reflect on the aspects of ethics, encouraging participation, supportiveness, and proper decision-making. Therefore, the process posed little or no risk to the patient.

f) Action Plan

In the future, I am planning to practically engage in more activities for increased reflection on my knowledge, skills, and competency in the field. In this way, I will expand on my professional capacity and experience in dealing with patients in actual clinical settings. As a result, this will translate into improved confidence, better outcomes, and reduced chances for risks among the patients or service users.

Summary

According to the above process, it is evident that the clinical skills are essential for increased preparedness and efficiency in clinical practicum. In most cases, practitioners possess knowledge and skills that are yet to be applied in actual practice or settings. Therefore, engaging in a clinical practicum provides an opportunity for a nurse student to exercise their clinical skills. My participation in providing simple wound care to JK allowed me to boost confidence, develop my professionalism, and practice skills in ethics, decision-making, ethical reasoning, and encouraging others’ participation.

References

Benner, P., Hughes, R. G., & Sutphen, M. (2008). Clinical reasoning, decision-making, and action: Thinking critically and clinically.

Fukada, M. (2018). Nursing Competency: Definition, Structure and Development. Yonago acta medica, 61(1), 1.

Gibbs, G., 1988. The reflective cycle. Kitchen S (1999) An appraisal of methods of reflection and clinical supervision. Br J Theatre Nurs, 9(7), pp.313-7.

Hunter, S., & Arthur, C. (2016). Clinical reasoning of nursing students on clinical placement: Clinical educators’ perceptions. Nurse education in practice, 18, 73-79.

Paterson, C., & Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 14(3), 133-138.