Reflection is an act of training that is adaptable or a method which encourages independent knowledge that points to progress learners mind and analytical thinking abilities. It aims to link the space amongst model and exercise, express the interaction of services, information and the context of health care ( Mamede, et al., 2012).
As a student, it is good to have a bright reflection to balance what’s actually going on around; at times it might require lots of recollecting and time. Some many aims are called for reflecting on procedure, like improving practice healthy, making others understand that their thoughts or doing are not effective as it ought to be given satisfaction. The reflection could also be an experience where one can recall knowledge and think how to assess it to solve a solution. The importance of reflection in many professions such as nursing, doctors and teaching has helped the profession services to improve their level of skills for future functioning by assessing the state, level of errors that has occurred previously and find a better solution to it against the future. It has given stronger thoughts around the caring of a lifetime and work they desire, better assurance in the selections they desire. It has created better self-confidence in the services, potentials and qualities they produce for the profession of their choice. It has also made professional life remaining in a progress side to contest for occupations as well as giving the sense and abilities to examine their skills, private abilities and capabilities with managers. Finally it has help in good problem-solving and design services.
Reflection is the heart of effective learning to the development of all professionals simply because it allows everyone to learn from practice. Reflective practice has different methods of dealing with issues such as self and peer assessment, problem-based knowledge; personal development planning and assembly work can altogether be expanded to back a reflective methodology.
In discussing how reflective practice can be used in professional body to ensure continuing professional development. When the concept of reflective practice was initiated by Donald Schon (1983) schools, colleges and every education area started planning educator teaching and professional development plans centered on this idea. The significance of reflective in educational module is to ensure more planning and it will expose a choice of styles. It will identify different way in which team partners select to reflect on specific actions. Action study is an instrument of program training containing of continuous response that aims particular problems in a specific group setting (Hopkins & Antes, 1990). By means of this, it develops a standard idea in teacher learning curriculums. The trainer mentor as academic and role example inspires students to place philosophies they’ve studied into practice in their schoolrooms.
Involving myself in a professional development institutions is a way to combine reflection into practice. The reflective medical health method has been introduced in some occupation area and it has developed into the work series in one way to the other, all the way through appraisals or assessment. Normally, it’s a ways of accepting personal accountability for issues like:
Their continuous practiced development (CPD).
Creating a reasonable and sensible assessment of their personal work.
Distinguishing their personal powers and anywhere they want to make a values influence to a team or workforce.
Knowing their personal limits and recognizing the education they want to advance my working.
Be aware of their own performance with others and accepting accountability for their activities.
The ability to know when they should make a valuable impacts to a group dialogs and when not and seeing ways of educating individual also team functioning.
The question about reflective practice is how does it delivery and improve quality care when change is introduced with a service or management or how can one understand if these changes benefit the service users. Everyday group and monitoring of client information can be a good practice for this. The procedure of measuring and evaluating the benefit can be signified to as the performance pointers subject to what is about to be measured. Some of the tools used to measure the results of therapy can support organization to see the importance of incoming information if this data are exercised to recover client care. This information needs to be interpreted into significant evidence that could notify choice creation at home and organization level if they are going to implement good practice.
Performance pointers are goals set by a team, sector or service, at time it may be detailed to success of standards, lessening the time of waiting or client release. The performance pointers can be amended over time and reflect the development of correction in a team and this has been witnessed in the change of models used in different sectors. Being reflective in a team, it will help to prove that health worker, professionals are vigorously worried around the goals and penalties of the labour they are responsible for, allows all individuals to screen, assess and study their own training constantly. It makes them to be observed sensibly at training, instruction to acquire new competencies and empathetic and the needs for unbiased approach. It also improves professional knowledge and individual satisfaction throughout teamwork and conversation between practitioners.
In a precise case of the nursing professions in a care home setting (Appendices 1.), it is advised that the professional to recognize, respect and perform actions that will protect the person’s right to make a decision about their health, cure, and well-being, turning them excused from any kind of unfairness (Gardiner, 2003). It also compels them to execute or contribute to health care without the approval of the patient, apart from in cases of looming risk of death (Volbrecht, 2002). Hence, any nursing intervention is required to be voted on the bioethics principles of malfeasance, non-malfeasance, beneficence, and autonomy and it can only be conducted with the permission of involving person, based on sufficient information (American Nurses Association, 2001).
The need for bathing in this case certainly has created an ethical dilemma to the care giver, because this procedure involves the collision of two fundamental rights: the basic right to health and the right of denial due to personal values or past experience. Caregivers know that force bathing is basically acting against the patients’ rights according to nursing guidelines and realization of the fact is also imperative that experience of force bathing will create even more complexities in the future care management of Mr. James. Although, bathing him very important for his health yet this situation requires health care giver professional to make a decision in favor of the pervasiveness of the dignity as the boundary and bottom for her other rights these dilemmas in the case of Mr. James can be solved by means of alternative counseling. Caregivers in such a situation require to make deepening understanding of Mr. James mental block and difficult behavior.
As a caregiver first task was to collect complete information about this difficult behavior of Mr. James from him and his family members, Mr. James was encouraged to speak of his previous bad experience; it requires patients to bear harshness and indecent language. After gathering the fact related to his behavior next step was to evaluate the situation which required the identification of problem, solution and alternative option. The caregiver decides to convince Mr. James to have a bath continuously. The strategy adopted was instead of making him bath care givers started to ask him on routine would he like to have a bath, the advantages of having a bath and disadvantages of not having were lightly and repeatedly presented to him. Being a care givers professional I decided that an ongoing attempt to persuade Mr. James to have a bath will keep going till he himself agree to have a bath but he will not be forced bath and his personal dignity will be kept supreme.
MR. James was admitted in the care care Home where I am doing my placement suffering from memory loss. He was accompanied by family and was skeptical about my ability to give him bed bath as a result of some abuses he had received in the past and competency. However , after much talk and the senior carer appeal to him to allow me to give him bed bath that he will okay yet Mr. James was just behaving funny using swearing words and turns deaf ear. Some family of Mr. James member also joins to talk to him but he refuses.