Reflecting on Practices in Medicine Administration

Reflecting on Practices in Medicine nerveThe ability to become reflective in answer has become a necessary skill for health professionals. This is to tally that health professionals be keep with their daily learning and improving their example. thoughtful send plays a mammoth part in healthcare to daylight and is becoming increasingly noniced. judgeship of medicines is a key element of nursing care. E precise day few 7000 doses of practice of medicine are administered in a typical NHS hospital (Audit missionary work 2002). So by dint ofout this essay I will be evaluating and spotlight the learning that took place whilst on placement at a day unit.Drug administration forms a major part of the clinical nurses intent. Medicines are prescribed by the doctor and dispensed by the pharmacist save responsibility for correct administration rests with the registered nurse (OShea 1999). So as a student nurse this has become my duty and something that I need to practice and bec ome competent in carrying it out. Each registered nurse is accountable for his/her practice. This practice ac realiseledges preparing, checking and administering medications, updating knowledge of medications, monitoring the effectiveness of treatment, reporting adverse drug reactions and teaching patient roles about the drugs that they receive (NMC 2008). Accountability also goes for students, if at any(prenominal) point I felt I was not competent large to dispensing a certain drug it would be my responsibility in public speaking up and let the registered nurses know, so that I could shadow them and buzz off the chance to learn help me in future practice and administration.The reflective baffle I have chosen to determination is Gibbs model (Gibbs 1988). Gibbs model of comment incorporates the following description, feelings, evaluation, and conclusion. (Gibbs 1988). The model will be applied to the essay to facilitate critical thought, relating theory to practice where t he model allows. Discussion will include the knowledge underpinning practice and the evidence base for the clinical skill, that I have learnt and supporting this with available belles-lettres.DescriptionThe rootage stage of Gibbs (1988) model of reprimand requires a description of events. I was asked to administer a drug to a patient named in hereafter as Mrs. A for confidentiality purposes (NMC 2008).I had observed this clinical skill on a number of occasions and had previously administered medication under supervision. On this occasion I was organism observed by two qualified nurses, cardinal of which was my mentor. The drug had been dispensed and was ready to be administered and Mrs. A consented to have a student administer the medication. My mentor talked me through the procedure step by step, and informed me that they have struggled with Mrs. A and her re positioningnce with medication before so I should keep an eye and ensure that she swallows her medication and that she does not keep it her mouth.The medication that Mrs. A is on is Clozapine. The termination to use clozapine is not taken lightly because of the potentially smell threatening side effect. An alive(predicate)ness of side effects is important to particular care practitioners because they have most contact with the patients.I learnt that using anti-psychotics is salutary a component of a holistic approach to a patient with psychotic illness and that care should also include psychological treatments and well-disposed care. Mrs. A does not have any issue with the drug it self but with the staff, as she is in a very psychotic state. helper users have requested strategies from services providers to manage the risk of using psychiatric medication to inform their choice about which psychiatric medication to use (DOH,1999). However evidence suggests that, at that place is choice, but generally by practitioner experience (Hamann et al. 2005). In non compliance of medication I had to e ncourage Mrs. A to make her choice to take the medications and that it was in her care plan and as part of her treatment. A nurse who has built a good blood with a patient by informing and empowering them will be in a strong position to have a non judgmental chat with them about the importance of adherence (Mc Lellan. 2009).My thought and feelingsI was aware of being under the supervision of two qualified nurses and this made me feel very nervous and self conscious and I had to ensure that I was doing everything aright and that I made no errors. Once my mentor questioned my practice, concerning if I knew the side effects of the drug I was about to administer, I became even much aware of feeling nervous and under pressure. The patient was present and I did not want the patient to feel that I did not know what I was doing. So I had to ensure before administering that I was free the medication to the right patient and at the correct dose that it was at the right time and route. Al l of these had to be done to guarantee that I am competent in my ability to administer medication under the supervision of a registered nurse. This also gave me the opportunity to carry out this job in order to achieve this so I could get it write off by my mentor in my essentials skills cluster.The nurse patient relationship is by many considered the core of nursing. This stooge be done to chassis a good relationship and rapport with patients (Framer.et al 2001). When I was first orientated to the ward, I took it upon myself to read the patients notes so that I had more shrewdness to the patients and their illness and index offences if any. After this I went and introduced myself to the patients because it is vital that the patients are aware of who I am and my status if I am to provide nursing care for them. (Berlo, 1960) puts great emphasis on dyadic talk, therefore stressing the role of the relationship between the source and the receiver as an important unsettled in the c ommunication process.EvaluationAdministering medication and how this combined with care, compassion and communication forms the bases of a holistic approach to care, and with the knowledge I got from supporting literature formed the foundation of my learning and practice. Burnard (2002) suggests that a learner is a passive recipient of received knowledge, and that learning through activity engages all of our senses.Reflective practice is becoming an essential skill that is incorporated into clinical practice and CPD and it is therefore important that the nurse understand the role and the potential of reflection. contrasting ways to reflect in practice can be approached however, there are evident barriers to reflection within a care background signal including time because of the busy environment a hospital encompasses or insufficiency of motivation if the vast majority of health care practitioners are not undertaking it. The NHS has to implement ways in which all healthcare prof essionals can reflect in their practice to enhance patient care, as one of the NHSs main aims is to improve the care of patients.