Learning Disability Nurse Reflection

scholarship Dis competency Nurse ReflectionSummary reflection staffs 5 9Working as a acquisition disability give suck, poses a public life fraught with many fire and often frustrating ch allenges. However, this is a community that cannot be ignored or slighted medically just because they pledge with special(prenominal) needs (DOH 2001). Emerson et al. (2001) state that 2.5 3% of the population in the UK be among the teaching dis fitd, with 30% of these individuals presenting with categorically severe or pro put together acquire disabilities. Emerson et al. (2001) overly tell us that frequently multiple learning disabilities present in the same individual, including physical and/or sensory(prenominal) impairments, physical or sensory disability and/or behavioural difficulties.The five mental facultys presented an opportunity to explore unhomogeneous aspects of this specialty area and reflect on the experience on a module by module basis. The act of revisiting the in dividual reflection pieces to present the current summary essay allowed for not only intellectually experiencing what I wrote, still it also allowed me to re-experience each spatial relation and gain a sunrise(prenominal) appreciation for the patients I worked with, the teams I took part in, the pros and cons of each situation and what I have learned that will be immediately applicable to a real world work environment.Importance of reflectionDriscoll and Teh (2001) tell us that practitioners can gain a stronger understanding about various interventions and protocols used, as well as re backwash the situation specifics of each incident, through the process of reflection. In particular, Foster (1985) filtrateed the importance of using a journal for purposes of indite reflection on breast feeding patterns and procedures in order to religious service crystallise issues and realise them more real and visual. Gardiner and Lawley (1995) think that self-importance awareness, one o f the outcomes of care for reflection, can enable staff to recognise the skills they employ and add meaning to their interactions with peers, team members and knobs/patients.There were many irrefutables and negatives I experient on a module by module basis, but in summary, these will be presented thematically.Achievements mental faculty Five offered the opportunity to gain insight into the lifestyle experienced by those with learning disabilities. Similarly, Module S yet provided much needed and interesting information on the role of special health needs sight in those with special needs. This enabled me to make a difference for a lymph gland with diabetes through the development of a health grapple action end that acceptd the clients smoking cessation something the social role player assigned to the case was no knowledgeable of.It was quite exciting to modify my communication skills throughout the five modules. For caseful, I was able to improve my resonance with othe r colleagues and various multidisciplinary health circumspection professionals as well as clients as I achieved Module Nine communication based learning objectives. Godsell and Scarbrough (2006) point out communication skills are essential for healthcare practitioners. I believe they are even more critical for those working with the learning disabled. Another example was the ability to communicate effectively myself and help others, such as residential home management, communicate with a specific autistic client experiencing bar in choosing daily activities based on his disability. I was able to include this client in the decisions made which is critical to empowering the client with a mind of self. Similarly, during Module Five, I worked with a cerebral palsy client who was emit due to discomfort that was her mode of communication, which at the time I failed to recognise, but upon reflection now know actions as well as speech communication are important modes of communication for those with learning disabilities.ShortcomingsIn general, a major negative I encountered was feeling I was used as the help rather than as a student nurse during my placement. This limited my ability to contribute and to grow personally and professionally. This was particularly evident during Module Five. Similarly, during Module Eight I was faced with a situation creating a crucial amount of stress with no stress management advice or provision opportunities from which to learn how to effectively cope. Contrary to Davidsons (2001) research, there were no in-house stress management training opportunities to take advantage of.There was a lemony discrepancy in Module Nine when reviewing the Valuing People (2001) discourse in relation to people with learning disabilities (PWLD) between what was written in the enrolment and what I experienced at work whereas the document stresses the rights inherent for all people be extended to PWLD, it was my experience that daily patients and clients were denied access to go due to budgetary measures rather than expressing interest in peoples rights to quality healthcare and a quality standard of life. Gates (2003) tells us those with learning disabilities have rights and should be encouraged to attain respect and kick the bucket their potential.Challenges/Learning opportunitiesOne of the main challenges I experienced in the module series, particularly with Module Five, was relating scheme to practice. However, through extra research and self motivated learning I was able to bridge the gap.I also experienced a number of personal and professional challenges that I believe helped me become a stronger person and future professional. For example, at the beginning of Module Six, my mentor informed me he would not be available to me. This was in truth frustrating and upsetting as I knew without the help of a mentor, it would be very difficult to achieve the specific learning objectives outlined. However, I was able to tur n this situation into a positive by becoming an ready contributor to my own educational process by learning, understanding and figure out real life problems (Kaufman, Mann Jennet 2000). Similarly, in Module Nine, I found several of the teaching styles challenging, but that helped to develop my research skills and allow me to make contributions in the group and EBL sessions. This also helped to develop my learning and presentation skills.An additional challenge in Module Nine was situation I encountered when viewing a medication administration concern at work. While I informed my manager of the situation, the team had a negative reaction rather than positive which would have been consistent with concern over patient/client care. Thomas, Mason and Ford (2003) tell us it is difficult for workers to become whistleblowers, in particular in situations related to patient/client care or maintaining standards of care. This was an even more difficult challenge for me as I was only a stude nt with limited status in the work environment. This was similar to the situation I found myself in during Module Seven when the community care social worker appeared to be neglecting the clients diabetes, which is inconsistent with the frequent Social care Council (2002) code of practices. I felt I was caught in the middle being a student making suggestions and pointing out care inconsistencies. Through the increased communication skills I developed, I was able to move with the social worker in the role Gates (2003) identified as a learning disability nurse educator and facilitate changes.In conclusion, through the combined effects of achieving the modules learning objectives, reflection on the positive and negative events as well as challenges I encountered throughout modules 5 9 have enhanced my skill development of working with the learning disabled, improved my problem solving skills, allowed for improved communicative ability twain on interdisciplinary teams as well as wo rking with learning or developmentally challenged persons. The added use of written reflection as a tool will further my ability to transfer these skills into practice in my future placement and allow me to be effective in my nursing capacity on day one of my engagement.ReferencesDavidson, J. 2001. Stress management secondment 10 guide. New York Macmillan, USA.Department of Health. 2001. Valuing People A new strategy for learning disability for the 21st century. White Paper CM5086. Great Britain.Driscoll, J Teh, B. 2001. The potential of reflective practice to develop individual orthopaedic nurse practitioner and their practice. Journal of Orthopedic Nursing, 5, 95 103.Emerson, E, Hatton, C, Felce, D Murphy, A. 2001. Fundamental facts. capital of the United Kingdom The Foundation of People with a Learning Disability.Gates, B. 2004. Learning disabilities Towards inclusion (4th ed). capital of the United Kingdom Churchill Livingstone.General Social Care Council. 2002. Code of Pra ctice for Social Care Workers andCode of Practice for Employers of Social Care Workers. Online. Retrieved from http//www.gscc.org.uk/NR/rdonlyres/8E693C62-9B17-48E1-A806-3F6F280354FD/0/CodesofPractice.doc Accessed 20 family 2008.Godsell, M Scarbrough, K. 2006. Improving communication for people with learning disabilities. Nursing Standards, 20(30), 58 68.Kaufman, DM, Mann, KV Jennet, P. 2000. Teaching and learning in medical education How theory can inform practice. London Association for the Study of Medical preparation Monograph.Gardiner, A Lawley, K. 1995. Health and social care Longman advanced GNVQ test and legal opinion guide. London Longman Publishing Group.Thomas, A, Mason, L Ford, S. 2003. Care management in practice for the registered manager award Essential reading for all care managers (2nd ed). Oxford Heinemann educational Publishers