Clinicians are encouraged to develop preparedness when practicing the profession. The social ties should be enhanced to enhance peaceful coexistence among the practitioners. It motivates them to work and share ideas that help to improve on how they can improve the industry (Perry, A., Potter, P., Ostendorf, W., 2014). The five Rs if applied can work for the holistic development of the persons and the improvement on how they respond to disasters. The five Rs of reflection are; reporting, reasoning, relating, reconstructing and lastly responding.
During my attachment period at a certain health facility, I was up for a responsibility I thought was meant for the already qualified clinician. I had been given the responsibility of administering certain drugs to a patient through injection by a nurse who was about ten tears older in the profession. I had that fear of not being up to the task but he insisted that I should put into practice whatever I had learnt in theory. He later left me with the patient and went to attend an emergency case (Roberts, A., & Yeager, K., 2004). I was required to respond accordingly and inject the patient carefully without causing any harm.
Before administering the drugs, I had to look for another qualified nurse to come and administer the drug himself since; he was familiar with the task. However, I had to reason and employ my mind fully to be able to scrutinize all the possibilities on the decision made. The situation was critical since; I thought that there must be something that the nurse wanted me to learn from it before assigning me the task. However, I encouraged myself to go on with the duty and not involve the other nurse because I would be required to do it in the future.
I first had to relate the task with the theory that I had learnt in class. I had to make sure that I had proper understanding of how injections should be conducted (Bottoms, B.., Kovera, M., & McAuliff, B., 2002). I employed both my personal understanding on the issue and combined with what I had learnt in class and, it was successful as I injected the patient without any problems.
After the whole process, I sat down to first congratulate myself for doing it. it was then my task to bring together all that has transpired during the process and I had some conclusions on the whole situation. I found out that the medical practitioners must be encouraged to perform their practical sessions and, sometimes be left alone for the task (Zonneveld, L., Dijstelbloem, H., & Ringoir, D., 2008). It helps instill strength because; there is no other option for it. The qualified nurses should give room for the practitioners to apply what they have been learning in school. For future improvements, the students are expected to perform some duties that revolve around the hospitals to become familiar with the surroundings.
As new medical practitioners, we should be introduced to the nursing field where we are given a rough idea on what the profession is all about. Advanced clinical skills labs should be availed to us, the practitioners, to help in the practicality of knowledge on the events that transpire in hospitals. The instructors ought to incorporate the theories used in medicine and the hands-on assignments to help the students connect what they are reading from the books and the application in the real world (Cottrell, S., 2012). At this stage, students are given a holistic training on the career such that they can be able to apply it in the outside world after completion of studies. The training touches on all areas of life since; the nursing services should be availed to the people who are in need of it. It instills more knowledge in the students rendering them suitable for the task.
Evans, C., & Tippins, E. (2008). Foundations of nursing: An integrated approach. London: McGraw-Hill Higher Education. Perry, A. G., Potter, P. A., Ostendorf, W., & Perry, A. G. (2014). Skills performance checklists for clinical
nursing skills & techniques. Maryland Heights, MO: Elsevier Mosby.
Roberts, A. R., & Yeager, K. (2004). Desk reference on evidence-based practice in health care and human services. New York: Oxford University Press.
Tollefson, J. (2004). Clinical psychomotor skills: Assessment tools for nursing students. Tuggerah, NSW: Social Science Press.
Cottrell, S. (2012). The study skills handbook. New York: Palgrave Macmillan.
Zonneveld, L., Dijstelbloem, H., & Ringoir, D. (2008). Reshaping the human condition: Exploring human enhancement. The Hague: Rathenau Institute.
Bottoms, B. L., Kovera, M. B., & McAuliff, B. D. (2002). Children, social science, and the law. Cambridge: Cambridge University Press.
Brandsford, J. D., Pellegrino, J. W., Donovan, S., & National Research Council (U.S.). (1999). How people
learn: Bridging research and practice. Washington, D.C: National Academy Press.
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