Introduction:
In the words of Howatson-Jones (2016), it has been mentioned that reflection forms an important process of learning that improvises the scope of nursing practice. A number of theories and models are used for writing reflective accounts. This paper intends to present a reflective account on the learning experience throughout the unit using the LEARN model. The LEARN model can be defined as a cyclic reflective model that majorly comprise of the stages of description, assessment of feelings, evaluation, analysis and creation of an action plan (Dubé & Ducharme, 2015; Mal, Garg & Kaur, 2017). The model would be used for reflecting upon the experience throughout the unit.
Discussion:
The learning experience throughout the unit had been an incredible one. Unit 1 commenced with knowledge on infection prevention, communication process, standard precautions, vital sign assessment and transfers. I was able to follow the instructions during the simulation session and develop an understanding about the provided resources. The Unit 2 focused on the topic of medication administration and by the completion of the week I was able to develop a thorough knowledge on oral and sublingual medication, medication rights, medication orders and medication administration records. The unit 3 comprised of developing knowledge on administering intramuscular injections, performing calculations and land marking. The end of Unit 3 was marked by a lab quiz where I could perform well. Unit 4 was rough where we were taught about subcutaneous injections for administering insulin and heparin, mixing insulin, using slide scale and land marking. I took time to master the route of subcutaneous injections. Unit 5 concerned learning about different route of administration that included, topical, eye, ear, vaginal. Inhaler and rectal. The learning outcome of Unit 6 was related to learning IV monitoring and site management, rate calculation and reviewing medication administration. Unit 7 marked the commencement of the mid-term OSCE where in order to pass, it was essential to score a minimum of 70%, I was able to successfully clear the assessment in the first attempt. Unit 8 focused on learning about blood and blood by product transfusion, piggy back medication and monitoring and documentation process and fluid and electrolyte replacement. I learnt this is lab but was not able to implement it practically as for my clinical placement, I was placed in a nursing home. Unit 9 focused on learning about respiratory modalities, administration of oxygen simulation, the use of nebulizers and anaphylactic simulation which had to be done apart from the class time. This module was critical, but I was able to develop thorough understanding regarding the same. The last unit marked vacuum dressing, wound care and packaging, sterile and clean technique and documentation. I was able to exhibit competence in each of the mentioned techniques. In accordance to de Souza Teixeira et al. (2015), practical demonstration and simulation help to improve associated learning outcome.
On analysing the overall experience, I feel apart from Unit 4 and Unit 9, I was able to grasp the remaining unit with convenience and develop improved understanding regarding the same.
Conclusion:
Therefore in conclusion, it can be mentioned that the overall learning experience was a positive one however I was also able to discover that my concept related to the different route of administration needed to be improved. In order to improve my knowledge in relation to the identified area of weakness, I would adhere to the following action plan.
Action Plan:
For strengthening the concepts I would go through informative resources online about medication administration and would attend workshops to improve my scope of practice.
References:
de Souza Teixeira, C. R., Alves Pereira, M. C., Kusumota, L., Pirani Gaioso, V., Lima de Mello, C., & Campos de Carvalho, E. (2015). Evaluation of nursing students about learning with clinical simulation. Revista brasileira de enfermagem, 68(2).
Dubé, V., & Ducharme, F. (2015). Nursing reflective practice: An empirical literature. Journal of Nursing Education and Practice, 5(7).
Howatson-Jones, L. (2016). Reflective practice in nursing. Learning Matters.P.57-63
Mal, H. K., Garg, A., & Kaur, G. (2017). Importance of reflective thinking in nursing education. Baba Farid University Nursing Journal, 13(2), 1-2.
