Fostering and Evaluating Reflective Capacity †MyAssignmenthelp.com

Question: Discuss about the Fostering and Evaluating Reflective Capacity. Answer: Introduction Clinical nurses nowadays are expected to give nursing care services of high quality which can be achieved through nursing competency (Langley, Brown, 2010). Thus, nursing students should be taught and guided on how to become competent in their work. The main goal of this work is to investigate about experiences of nursing students in the clinical practice management. I have discovered that what we are been taught in the classroom is a more different experience from the instructions that we have been given in the nursing practice. I have studied many theories in class but come in practice, many of them you cannot do. You can only feel this when you were faced with a clinical situation but you cannot relate it with what you learned in class; that is when you can understand about this gap. The reflective measures to reduce this gap is through reflection by nursing theorists on the realismof clinical life. Again,practice theory development can be exercised whereby theory established from practice is enhanced. Whatever is being taught in theory done practically and through this the gap shall be closed as time goes. These gaps are endorsed to some factors like many people dont have the motivation on becoming medical training teachers and another thing is lack of funds to modernize our nursing programmes (Barnett et al., 2008). These are some of the key issues that are making this gap not to close and furthermore making it wider than it was there before. It mostly happens to many students when getting into real situations of health care and attending to real patients. Many become nervous and anxious in the initial time about giving patients incorrect information. Another thing that causes students anxiety during this time of clinical placement management is fear of patient harming as they say that they dont have that much knowledge to attend the patient while still in year two in college. Fear to fail and to make mistakes regarding nursing processes is another thing that causes anxiety during clinical placement (Wald et al., 2012). This makes one nervous even though you know the process very well but because its the first time you find yourself anxious. In our hospitals there are many incidents that create anxiety for students, the ward is the paramount place to acquire the best and important information but unfortunately, many wards dont meet students needs while learning. Evaluation on how they relate to staff, first experience with real patients are other incidences that make students anxious. If the students can be taken on a regular basis to clinics for learning before placement, it can help them come over this anxiety and fear. Clinical Supervision This one is acknowledged as an opportunity in developing clinical leadership. Supervision of clinical nursing is an ending logical process that supports and inspire better professional practice. Working with the doctors in the settings of clinical supervision is a great approach of allowing students apprehend appropriate practice. Clinical supervisors moral value is elaborated in ones decision-making process (James, Chapman, 2010). Many ward staff doesnt care whether the students have learned something or not but instead, they are busy with what brought them there but not students. This is opposed to their dedicated role of service and education. Despite that, some staff have good relations with students and are more willing to help students but they behave as if they are not conscious of the strategies and skills needed in clinical placement education and not ready to attend to their role as an instructor. An instructor role should be more evaluative than that of a teacher. Clinical supervisors should be the role model for the students through having good characters which motivate many students to the nursing career and encourage those who get discouraged along the way. Many students were confused about what they learn in class and what is estimated for them in the real practice. According to what was done by many in the clinic, made students think that the work that was doing was not actually professional nursing. For example, maintaining patients cleanliness, making patients bed and offering bed baths. Occupation hierarchy and role in the profession are issues that many students expressed. The role of profession comprises of behavior, knowledge, and skills acquired through socialization of profession. Self-concept of profession comprises of self-evaluation professional skills, values and knowledge. The key stages held by society in socialization process are acquirement of motives, values and career attitudes (Nash, Lemcke, Sacre, 2009). The college staff should prepare students for the reality in the exercise. Nurturing self-esteem of the students is an important take in enhancing the process of socialization management. This keep close connection between quality concepts and clinical competency hence play a very crucial part in nurturing practical profession (Moon, 2013).To reserve health of people is the biggest goal of competent nurses who go through nursing education which leads to competency and clinical qualification. Conclusion As I have expressed above about my views, I have mentioned that my worries were about the primary clinical anxiety, clinical supervision, professional role and theory-practice gap. I have come to realize that through the integration of practice and theory with better supervision will enable students to be competent enough to take good care of the patients. This study will help supervisors and teachers to look for a more efficient approach to conduct their clinical teaching where nursing students would be involved in order to solve the problems that they face. Reference Barnett, T., Cross, M., Jacob, E., Shahwan-Akl, L., Welch, A., Caldwell, A., Berry, R. (2008). Building capacity for the clinical placement of nursing students.Collegian,15(2), 55-61. James, A., Chapman, Y. (2010). Preceptors and patientsthe power of two: nursing student experiences on their first acute clinical placement.Contemporary Nurse,34(1), 34-47. Langley, M. E., Brown, S. T. (2010). Perceptions of the use of reflective learning journals in online graduate nursing education.Nursing education perspectives,31(1), 12-17. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Routledge. Nash, R., Lemcke, P., Sacre, S. (2009). Enhancing transition: An enhanced model of clinical placement for final year nursing students.Nurse Education Today,29(1), 48-56. Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., Reis, S. P. (2012). Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.Academic Medicine,87(1), 41-50.