Nursing: Psychiatric and Mental Health Nursing
Discuss about the Nursing for Psychiatric and Mental Health Nursing.
Introduction
This paper is a classical example of a reflective record exposition that depicts nursing abilities that I attempted while doing my PEP and my nursing practice. Driscoll model is a perceived system for reflection to show a medical caretaker’s capacity to think about various nursing expertise. Driscoll’s model encompases three phases to dissect nursing practice; that is, what happened (giving a portrayal of the occasion), what you have learned (giving a record of your feelings at the time and your realization in the wake of returning to the experience, and finally your proposed activities for the future) and how you are going to execute what you have gained from checking on the experience. The action of doing a proper critical reflection is to permit me to investigate, via experience, a good field for advancement in giving the important piece of consideration. Reflection is a huge piece of accomplishing learning and comprehension, to ponder good encounters which could be certain or negative taking into account personal feedback.
Situation Analysis
Driscoll’s model experience has underlined the significance of interprofessional cooperating as it urges all attendants to the patient to be conveyed. The kind of experience I felt was bound to affect my PEP practice in different regions that incorporate correspondence and compassion. I have learnt a lot about Driscoll’s model which gives direction with reference to what components ought to be mulled over when settling on a choice to somebody’s greatest advantage. Driscoll’s reflective model dictates that the involved nurses ought to examine the patient veryb well to determine every possible cause of patient’s ailment and conduct at the time when the patient is brought to the hospital. I used Driscoll’s model to ask the patient everything thata led to his present condition. Having heard about the patient’s clinical experience in the hospital, I went ahead to describe how the patient was feeling and his reaction to everything around him. I then embarked on reflecting on the selected aspects of that experience. I had to discover the appropriate kind of learning that should be involved in the process of reflection. Regarding thje proposed actions that should follow the event, I actioned the new learning that accompany the experience in clinical practice.
Once in the side room, I disclosed to Shelley what might happen. I urged Shelley to be as free as would be prudent. Be that as it may, Shelley could just do minimal activity because of diminished portability. I ensured poise was kept up at all times by uncovering just the part of the body I was cleaning. As Shelley was less portable, Shelley could not completely help with rolling; be that as it may, with backing from myself and the medical attendant, we could move quiet. To empower this to happen; I put Shelley’s arms over their mid-section and tenderly moved Shelley onto their side, I gave backing to Shelley while the attendant cleaned and put clean sheets on the bed. Amid the assignment I spoke with Shelley to guarantee they felt agreeable, and to keep Shelley educated of what myself and the medical caretaker where doing.
The Need for Self Medication
In the future, in case there would be any need of isolating a patient, I feel I would be more confident as I now understand the importance of infection prevention and control procedures such as wearing protective clothing to prevent spreading infections and the process of discarding contaminated waste (NMC, 2007). Based on the experience I gained from handling the patient, I feel I would be more certain as I now comprehend the significance of disease counteractive action and control systems, for example, wearing defensive dress to avert spreading contaminations and the way of disposing of debased waste. On assessment of this experience, I feel that my relational abilities on my second situation have enhanced extraordinarily from my first position, as I am presently feeling better with speaking with various individuals to set up a helpful relationship, as this is imperative while conveying understanding consideration.
The arrangement for self-medication was created by a little group of medical attendants and a drug specialist. Connections are a basic piece of nursing and human services, and pharmaceuticals services include an assortment of orders to guarantee protected and powerful practice (Calnan, Woolhead, Dieppe & Tadd, 2005, p. 41). On reflection, it was maybe an oversight not to incorporate a doctor, whose commitment would have offered an advantageous and alternate point of view, especially when the organization of meds might be seen as the major domain of nursing. Since the origin of self-medication in jurisdiction, the way of life of medicinal services has dramatically changed. There is more noteworthy contribution from clients and their voice should be heard as the beneficiaries of our practice. Review assessment and remarks from past patients and their relatives required with self-medication may require some approach to accomplish this (Nursing and Midwifery Council, 2004). I was tasked with the role of making the patient recognizing that practice improvements done on hear should reflect progresses in practice as well as the changing culture of medicinal services.
Action from Learning Experience
The doctrine of informed patient rules that all the nurses attenting to the patient should disclose treatment information that the patient may require in this particular context. I was thus responsible to answer any questions posed by this patient and also share with the patient all the proposed intervention treatment. My team and I had to embrace the patient’s welfare as out number one professional responsibility. Another ethical directive we took was to respect Shelley’s rights and also protect her interests, especially the moment I realised that the patient was not able to make fully decisions by herself.
Driscoll’s model now requests that I dissect my emotions and what I have realized (Fraser & Kerr, 2003, p. 15). In any case, when I was on my first position at a surgical ward I was requested that bed shower a patient with the help of a Health care aide, I felt extremely restless as I had never been in direct patient contact and this was the first occasion when I had been in a consideration domain. Despite the fact that I had found out about the prerequisites of individual qualities and how to advance poise and self-rule which is expected to help with individual consideration in addresses at University, I had never placed them into practice until my first position (Barker, 2004, p. 17).
The Kind of Learning that Emerged from the use of Driscoll’s Model
The utilization of a model of reflection has been valuable in guiding the written work of this report. Mostly, this learning venture has been a positive affair for me as it has permitted me to gain a positive experience regarding technological development a mechanical development as well as given me opportunity to think about my input practice in general. Nursing happens inside a given setting and pharmaceuticals administration will keep on being an essential piece of nursing consideration (Bassot, 2013). The utilization of practice advancement procedures to find suppositions, qualities, and convictions with respect to the reason for self-medication would have been important from the beginning to energize more enthusiastic staff investment (Calnan, Woolhead, Dieppe & Tadd, 2005, p. 40).
For me, the learning that emerged focused on the need for having community oriented and comprehensiveness throughout the patient’s medical journey, and the need to invest more energy in advancing the idea of self-medication. Learning was shown through the fulfillment of day-by-day assessments, communicating with the patients included, and understanding what the task planned to accomplish through examination. I felt staff could verbalize their emotions, whilst perceiving the need for having more preparation by method of working through the related printed materials and the reason for presenting the task would have upgraded learning (Ferris-Taylor, 2007, p. 20). Self-medication has proceeded, yet on a little scale for the known reasons, which has guaranteed progressive learning, more noteworthy comprehension, and the sharing of qualities by staff – thus supporting the practice advancement standards of being proficient, viable, and diligent. I have additionally esteemed the advancement of the core nursing skills that are intrinsic to the project through evaluation, being with the patient and improving the group ethos of patient-centered care (Godsell & Scarborough, 2006, p. 21).
Throughout my stay at the hospital, I understood that the major hindrance to execution of Driscoll’s Model was the time and requisite effort required to maintain self-medication. In that capacity, the appraisal was made as straightforward as could reasonably be expected and there was sufficient time given allowed for clarification and backing. Nevertheless, I acknowledge that this perspective was underestimated because of my enthusiasm and is a component to take forward when considering rehearse improvements together with gathering progression. By reflecting upon learning, I would propose that a portion of the potential advantages of an orderly, continuous, and facilitative procedure of practice development have been accomplished. These included group viability, cross-boundary working, and improving the learning and attitudes of the nurse attendants. Barker (2004) writes that it is significant that practice developments are shown to be viable and important within the context in which they are found.
Reference List
Barker, P.J. (2004). Assessment in Psychiatric and Mental Health Nursing: In search of the whole person. 2nd edition. Cheltenham: Nelson Thornes.
Bassot, B. (2013). The reflective journal. Houndmills, Basingstock, Hampshire ; New York, NY : Palgrave Macmillan.
Calnan, M, Woolhead, G, Dieppe, P. & Tadd, W. (2005) Views on dignity in providing health care for older people. Nursing Times, 101, 38-41.
Driscoll J. (1994) Reflective practice for practise. Senior Nurse. Vol.13 Jan/Feb. 47 -50.
Fraser, W & Kerr, M. (2003). Seminars in psychiatry of learning disabilities. 2nd ed. London: The Royal College of Psychiatrists.
Ferris-Taylor, R. (2007) Communication. In: Gates, B. (Ed) Learning Disabilities: Toward Inclusion. 5th edition. Edinburgh: Churchill Livingstone.
Godsell, M. and Scarborough, K. (2006) Improving communication for people with learning disabilities. Nursing Standard 20(30) 12 April : 58-65.
MacDonald, H. (2007) Relational ethics and advocacy in nursing: literature review. Journal of Advanced Nursing 57(2): 119-126.
Nursing and Midwifery Council (2004) Code of professional conduct: standard for conduct, performance and ethics. NMC, London.
Nursing and Midwifery Council (2007) Code of professional conduct: standards for conduct, performance and ethics.NMC London.
Royal College of Nursing (2008). Defending Dignity: Opportunities and Challenges for Nursing. RCN, London.
Woolhead, G, Calnan, M, Dieppe, P. & Tadd, W (2004) Dignity in older age- what do older people in the United Kingdom thinks? Age and Ageing, 33, 165-169.
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