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Reflection on Intramuscular Injections

Keywords: nursing injections representation, intramuscular injection

Introduction

This paper specifically focuses on my experience of learning from representation on giving intramuscular (IM) injections, using Gibbs's (1988) reflective model. I display how practice anxiousness, as students nurse, can be handled through effective mentoring. I chose the seminal theory of Gibbs representation on practice, as it illustrates six significant periods; description, feelings, evaluation, examination of the occurrence, finish and an action plan Ghaye and Lillyman (1997). Gibbs circuit can be used throughout the procedure of reflecting on the occurrence to help me make sense of my practice and understand what l could do differently to enhance good practice. I take advantage of my experience from a location simulation as I could not be on actual placement credited to unforeseen circumstances.

Reflection is an activity through which medical care experts and students can study from experience and use the data to see and improve practice Schon, (1983). The ability to reflect on one's actions is specially imperative in clinical practice and discourse. As Jarvis (1992) asserted, there is absolutely no consensus on this is of representation as it is a broad strategy. Reid (1993, p305. ) define representation as; "a plan of action reviewing an event of practice to spell it out, analyse, evaluate and so inform studying practice" Schon (1983) recognized two types of representation which are; reflection in action, which occurs through the event where in fact the practitioner may not be aware that it is happening and representation on action, which occurs following the event. Jasper (2003) concluded after the vitality of reflecting on action, as it changes experience into knowledge which boosts good specialized medical practice.

Description

During my first position simulation, I practised offering intramuscular injection, is the best tolerated form or injections, and the safest way of injecting medication into a patient Shepherd, (2002). Within the first week of my position simulation, I was offered the chance to practise administering an shot over a dummy. However, as a student, I was cautious and anxious, feeling that I was not skilled enough. I discussed my concerns with the lecturer who was simply empathetic and helped formulate a plan to overcome my doubts. The plan engaged a step-by-step chat of the task of administering intramuscular medication, getting ready the medication on numerous events and practising the injections technique over a dummy. Throughout these phases I was presented with the chance to discuss any questions, thoughts or concerns that arose. Once assured enough to do so, under the guidance of the lecturer, I administered an IM injection to a dummy. I registered my involvement in a reflective journal. After providing the shot, I was given responses and the opportunity to discuss my emotions that was valuable and of significance.

Feelings

As a novice, I hardly ever really enjoy giving shots, but after my second practise, good compliments from fellow workers and lecturer my self-confidence increased. Most importantly, l kept considering, if l gave the injection with an unwilling patient, how awful would Personally i think? I reminded myself, ethically, what is it like to carry out a therapeutic treatment that inflicts pain on another human being? All these obstacles emerged to my head before presenting the treatment. I started out to feel quite anxious and nervous, wanting to delay the task for as long as possible hoping my stress would decrease. I really believe the build up of nervousness beforehand is common, specifically for beginners like me. I ready the injection using the necessary mathematical calculations, selected the right syringe and the right injection for the procedure. I then given with my lecturer observing my technique, confidence and competence.

Evaluation

My preliminary stress about administering the treatment was normal but as students nurse, I must learn the strategy and process of IM shots. This anxious behaviour could be described in relation to the Johari's Window (Luft 1969). Such as Johari's screen, before being met with having to administer treatment, I experienced an 'anonymous area', whereby my fears and anxieties were private to me and to others [my lecture]. Because I lacked self-awareness regarding these anxieties, I had been unable to commence dealing with my anxieties around administering the treatment. This made me continue steadily to avoid this area of practice, and as a result I did not develop this specialized medical skill before this event. By the finish of the occurrence, my thoughts were known to me as well as others [my lecturer]. By disclosing my anxieties and anxieties to my lecturer and receiving feedback, my awareness of these issues increased. My lecturer commented on what l does right, wrong and what l could have done in another way. Resultantly, I could address my thoughts, areas of talents, weaknesses and get started to develop the skill of administering injections.

Analysis

Department of Health (2008) recognized lecturers as qualified nurses, who help learning and supervise students. Mentoring also includes the diagnosis of the student in the practice setting NMC (2008). The discussion between coach/lecturers and students is answer to minimise practice panic and professional intervention is often necessary to reduce any anxieties. This was resonant in my experience with my mentor while undertaking this process. Critically reflecting and understanding my feelings around giving the IM and following the procedure makes me think and assess what l ought to do differently in the future. This will boost my strategy and practice while also benefiting patient care and attention. I am now aware of my competence as my mentor highly commended on my self-confidence, strategy quality and the communication that l managed with her throughout the task.

Conclusion

The explanation given in this newspaper is a general and subjective one that attempts to handle my sense and experience of giving the IM. It also aims at indentifying patterns and plans in the knowledge of individuals in an identical context of supplying IM for the first time. I believe, my experience will help educators to better understand the meaning of the stress and anxiety that is noticed as students take on the action of supplying their first injections. It will help other students echo and come to comprehend the meaning of that experience rather than feel confused by this important original experience.

Action Plan

I created an action intend to improve my practice and lay out a plan of action should an identical incident occur? Recording an access in a reflective journal enabled me to record areas of practice that I wish to develop and can let me track my improvement regarding the supervision of IM shots (Jack and Smith 2007). I also developed being attentive skills. Stickley and Freshwater (2006) claim that effective communication, that involves active listening, is an essential medical skill, due to its beneficial results on the patient's experience.

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