Fundamentals of Nursing and Midwifery 2e

251 Chapter 13 Thoughtful practice: Self-awareness and reflection

reflective (noticing only that the person’s blood pressure is slightly above normal), then we are likely to be in danger of missing cues that should alert us that we need to take action (and so the person’s condition is not assessed further and their pain continues to increase, as does their blood pressure), resulting in suboptimal care (inadequate pain relief and increased blood pressure). Throughout this text the reflective cue icon will remind you to take time to stop and think about a given situation. By helping you to keep in mind the impor- tance of the person, these reflective cues can help you to think beyond the technical aspects of the situation, and serve as a reminder of the importance of person-centred care. Nurses and midwives who are sincerely committed to quality care learn early to make reflection an integral part of their clinical practice. Reflective skills promote professional development, enhance self-esteem and help develop self- awareness. The critical thinking questions and reflective practice points throughout this text will enable you to develop these skills within everyday practice. Each of these activities provides a particular challenge to your understand- ing and knowledge development, and can be documented within your learning portfolio. (a) What have you learnt about yourself in relation to the information you have uncovered? (b) Will the information you now have assist you in working with the patient in a more person-centred manner? (c) Compare lists with the other student, and explore any differences between the two. 2. Swap patients and repeat the process. Has your previous reflection altered the experience of interviewing the patient? Ahbel-Rappe, S. & Kamtekar, R. (Eds). (2006). A companion to Socrates . Oxford: Wiley-Blackwell. Akerjordet, K., & Severinsson, E. (2007). Emotional intelligence: A review of the literature with specific focus on empirical and epistemological perspectives. Journal of Clinical Nursing , 16(8), 1405–1416. Andre, K. & Heartfield, M. (2011). Nursing and midwifery portfolios: Evidence of continuing competence (2nd ed.). Sydney: Churchill Livingstone. Australian Nursing and Midwifery Council Inc. (ANMC). (2006). National competency standards for the registered nurse (4th ed.). Dickson, ACT: ANMC. Available online via the NMBA at www.nursingmidwifery.gov.au. Brookfield, S. (1995). Becoming a critically reflective teacher . San Francisco: Jossey-Bass Inc. Burton, A.J. (2000). Reflection: Nursing’s practice and education panacea? Journal of Advanced Nursing , 31(5), 1009–1017. Cadman, C. (2001). Emotional intelligence: A vital prerequisite for recruit- ment in nursing. Journal of Nursing Management , 9(6), 321–324. Carpenito-Moyet, L.J. (2003). The power of one nurse. Nursing Forum , 38(4), 3–4. Codier, E. (2010). Is emotional intelligence an important concept for nursing practice? Journal of Psychiatric and Mental Health Nursing , 17, 940–948. Bibliography

BOX 13-6 Reflective cues

• Who is the person? • How is the person feeling? • What meaning does the person hold regarding his or her health issue? • How has the person’s day-to-day life been affected by the health issue? • How do I feel about this person? • How can I help this person? • How can I work with this person? • What is important in order to make the person’s stay in hospital optimal? • What supports does the person have? • How does the person view his or her future?

Source: Johns, 2000.

(e.g. undertake more intensive assessment of the person, which reveals that they are in pain, which may explain the increasing blood pressure). If we are not thoughtful and we are just doing without thinking and are therefore non-

Developing knowledge skills

This chapter has introduced reflective practice, which is the first component of thoughtful practice. As you worked through this chapter you will have become aware that each of these components is essential in delivering person-centred care within an ever-changing healthcare context. Each of the com- ponents is required for you to be able to effectively learn in and from practice. What have you learnt? • Basic knowledge of the importance of developing self- awareness • Methods for developing self-awareness • Knowledge of the various models of reflection • Ability to undertake an individual reflection using critical incident analysis • Recognition of the barriers to and criticisms of reflection.

To enhance your learning and facilitate further understanding of this chapter, refer to thePoint and LNPS online resources.

Developing critical thinking skills

1. Work with another student using the reflective cues in Box 13-6 to help you work with two patients during your next clinical placement. Choose a patient each and inter- view them separately. Try to capture what you know of your patient before you use the cues. Then, after using the cues, capture what you now know about them: