Clinical Skill Reflection Education Facilitating

Question: Discuss about the Clinical Skill Reflection for Education Facilitating. Answer: Introduction Critical thinking is perceived as an important aspect of education facilitating the learning outcomes. In clinical context, it is of surmountable importance due to the seminal influence it imparts upon the learners by virtue of integrating ideals, concepts and theories acquired from professional knowledge and academic sources to put into effective practice (Chan 2013). Studies suggest the efficacy of certain approaches like concept map as a cognitive too, to enhance the critical thinking ability in the learners (Lee et al. 2013). In the following assignment, an overview regarding the value and importance of personal reflection for nursing profession will be discussed relating to the analysis of specific clinical skill of documenting and recording blood glucose level (BGL) that has been performed in a previous timing. Personal reflection pertaining to performing the clinical skill of BGL will be done with proper supporting data and information provided from relevant sources and exampl es. The scopes of improvement in performing the clinical skill will be analyzed as well. In fine a conclusion indicating a comprehensive synopsis of the discussed topic has been provided for summarizing the entire proceeding of the assignment. Importance of personal reflection in Nursing Personal reflection in the healthcare sector is a coveted and essential prerequisite to attain optimum professional competency and accountability. Critical thinking and personal reflection is often used interchangeably to address the key concepts and improvisation of treatment modalities in nursing practice where the patient cases are of diverse nature. Therefore it necessitates on the part of the nurses to possess specific case oriented skills in order to successfully deal with the patient conditions congruently with the ethical and legal guidelines as proposed by the competent authority. Among the desirable skills, observation, analysis, interpretation, reflection, evaluation, inference, rationalization, problem solving and decision making abilities are of main significance (Kong et al. 2014). Relevant literatures and researches highlight the importance of quality based care in relation to critical thinking to obtain better patient outcomes. Quality based care includes evidence bas ed practice and electronic health record keeping facility. Interpersonal as well as intrapersonal relationships in addition with the experience of the individual are found to contribute and mediate the critical thinking abilities in the nurses. Critical thinking is indicated to be an amalgamation of cognitive skills and mental habits. The attributes that are found to impact personal reflection include the ability to analyze, discriminate, utilize the standards of practice, seek information, reason logically, predict and finally transfer knowledge. Intellectual integrity, inquisitiveness, confidence, perseverance, flexibility, creativity and reflection are other pivotal domains of critical thinking that profoundly influence the nursing practice in generating desired results in the patients (Lunney 2013). Hence, in clinical context specifically in the nursing profession personal reflection accounts for immense value in developing person centered care management strategy for the diseas ed patients. Identification of clinical skill and personal reflection During the proceedings of the Clinical Skills Intensive Workshops, I being a nursing professional performed a clinical skill of blood glucose level (BGL) monitoring. In my assessment I performed the clinical skill well. The standardized protocol for blood glucose monitoring was followed in the process. Glucose is an essential nutrient for cellular metabolism and acts an important indicator of cell functioning (Hollis, Glaister and Anne Lapsley 2014). The normal range of blood glucose of 4-7 mmols/L is required for optimum cellular function and deviation from these values implies hypoglycaemia or hyperglycaemia. Therefore, proper and effective monitoring of the BGL at regular intervals is imperative to manage the health status in people particularly suffering from diabetes. BGL is also indicative of several other clinical conditions like seizures, head injuries, liver disorders, stroke, alcohol or drug intoxication, sepsis. In my pursuit for performing this clinical skill I abided by all the steps and procedures as defined in the nursing manual for clinical procedures. Skin preparation, skin puncture and application of test strips were all done in accordance to the existing policies and guidelines (Dougherty and Lister 2015). All necessary information regarding the medical history of the concerned patient was taken as well and then the method of blood glucose monitoring was performed. Thus I opine that I completed the clinical skill task of BGL diligently and as conveniently as was possible from my end. As part of my assigned task I performed BGL monitoring with the objective of supervising the diabetes condition in patients and to improvise an effective management strategy thereafter. Checking the BGL is the best way to allay further complications due to this chronic ailment thereby providing a link between blood glucose, diet, and exercise as well as insulin therapy. I carried the BGL with the aid of blood glucose meter, a lancet device with lancets and test strips (American Diabetes Association 2015). I recorded the patients BGL in two occasions, one before breakfast in fasting condition and the other in postprandial condition of two hours after a meal. Nowadays although the blood glucose meters are equipped with inbuilt memory chips that can generate data at later hours for reference, yet I made sure that the time and day of the BGL monitoring was noted down appropriately at all circumstances so as to eliminate the possibility of omission of any relevant information that would a ugment the treatment strategy at later instances. Moreover, while taking into account the BGL of the diabetic person, I took consent from him and made sure that he is feeling comfortable by making him aware of all the steps that I would engage in so as to acquire data about his BGL. Throughout the monitoring regime I emphasized on patient safety and insisted on generating accurate and reproducible data by means of abiding by the standard procedure for blood glucose testing (Brazg, Klaff and Parkin 2013). Important information pertaining to lifestyle choices and medication, clinical decision making gets influenced through BGL monitoring. I took utmost care to respect the patients autonomy while performing the skill and tried to persuade the patient politely through politeness and conversation in case he refused to receive the clinical intervention. A person centered approach was followed in this context. The effectiveness and necessity of BGL was clarified to the patient so that he u nderstood its importance that is in turn related to his expected clinical outcomes. The initial reluctance of the patient to undergo medication and BGL was eventually properly resolved through mutual interactions and communication. Therefore, taking clues from the patients present condition and his expression of willingness to co-operate with the healthcare providers in planning his treatment regime, I think that I have accomplished the skill well. In course of my performance of clinical skill of BGL monitoring, I came across the impression that certain things could have been done differently that would have actually improved implication in the patient. First of all, I believe that an additional test of glycosylation of hemoglobin (HbA1c) detecting the three month average plasma glucose concentration would have made the BGL status more clearer thereby accounting for preparation of better treatment regime. Studies reveal that there is a strong association between BGL monitoring frequency and lower HbA1c levels (Miller et al. 2013). I also feel that monitoring of BGL alone would not suffice the problem of effectively addressing the menacing issue of diabetes. The self management education to mitigate diabetes should be parallel conducted to recording BGL to harbor long term benefits and elicit positive outcomes in patients with diabetes (Stellefson 2013). Conclusion The experience and lesson gained out of performing the clinical skill task of BGL monitoring enriched my personal understanding and knowledge pertaining to the mentioned clinical skill. Cross examining my performance from a neutral perspective, I felt that overall my performance was satisfactory as I expressed sufficient critical thinking ability and applied personal reflection, prudence and pragmatism to deal with the patient. In depth documentation and record keeping was done in every encounter. The patient safety and autonomy was preserved throughout the process. However, an additional test related to BGL monitoring termed as HbA1c analysis would have contribute more information related to the diabetic patient health status. A well planned community health education program as a measure to control diabetes is also recommended for further improvement. Therefore I feel constant critical thinking and reflection on the clinical skill performed will ensure better provision of quality h ealthcare by the nurses and other healthcare professionals, simultaneously promoting continuous professional development in the nurses specifically. References: American Diabetes Association, 2015. 13. Diabetes Care in the Hospital, Nursing Home, and Skilled Nursing Facility.Diabetes Care,38(Supplement 1), pp.S80-S85. Brazg, R.L., Klaff, L.J. and Parkin, C.G., 2013. Performance variability of seven commonly used self-monitoring of blood glucose systems: clinical considerations for patients and providers. Journal of diabetes science and technology, 7(1), pp.144-152. Chan, Z.C., 2013. A systematic review of critical thinking in nursing education.Nurse Education Today,33(3), pp.236-240. Dougherty, L. and Lister, S., 2015.The Royal Marsden manual of clinical nursing procedures. John Wiley Sons. Hollis, M., Glaister, K. and Anne Lapsley, J., 2014. 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Evidence of a strong association between frequency of self-monitoring of blood glucose and hemoglobin A1c levels in T1D Exchange clinic registry participants. Diabetes Care, 36(7), pp.2009-2014. Stellefson, M., 2013. The chronic care model and diabetes management in US primary care settings: a systematic review. Preventing chronic disease, 10.