NUR3799 – Written Reflection

Description / Introduction

In this reflective discussion, Mrs. Edna, a 56-year-old woman who had a cardiac arrest while camping in Roma, is the subject of a crucial clinical episode. She was transferred to Brisbane Hospital. Gibb's Reflective Cycle will be used to examine the situation, which includes the stages of Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. Through this process of reflection, the essay will carefully examine the occurrence, consider the feelings associated, evaluate the actions of nurses, consider the underlying reasons, come to insightful conclusions, and create an action plan to enhance how nursing professionals respond to future situations.

Personal and Professional self-reflection

As a novice clinician, Mrs. Edna's cardiac arrest caused me anxiety and highlighted the importance of quick thinking and teamwork. It emphasised the value of lifelong learning and the value of human life. The necessity for mentoring, continual education, and self-improvement was highlighted by this experience, which strengthened my dedication to the well-being of patients.

Evaluation

The clinical reflection is supported by the body of research emphasizing the critical need for efficient cooperation, quick action, and communication in critical circumstances, particularly cardiac emergencies (Kim, 2018). Additionally, it strengthens the notion that providing high-quality patient care requires lifelong learning and staying current with medical advancements (Lucey et al., 2018). This is consistent with my personal experience, emphasising the benefits of rapid, well-coordinated healthcare delivery. The emotional toll on physicians was one of the obstacles and pressures of high-stress clinical situations that were also made evident (Grover et al., 2018).

Analysis

Mrs. Edna's cardiac arrest incident highlighted the critical importance of quick thinking and effective teamwork in high-stress clinical scenarios. Implementing the Situation-Background-Assessment-Recommendation (SBAR) model, a widely recognized communication structure in healthcare, could have facilitated clear and concise information exchange among the healthcare team, improving response efficiency (Shahid & Thomas, 2018). Moreover, acknowledging the stages of grief, such as shock and denial, is essential for healthcare providers and patients' families facing such situations (Oates & Maani-Fogelman, 2018). In addition, comprehending NMBA guidelines and adhering to ethical codes such as the ICN code for nurses, particularly beneficence and non-maleficence, is essential (Atkins et al.,2023). To enhance future responses to cardiac emergencies, healthcare institutions should prioritise ongoing education, training, and simulation exercises to inform healthcare providers about the latest resuscitation and emergency care advancements (Davis & Warrington, 2023). Furthermore, real-time post-incident debriefing sessions can aid healthcare professionals in managing the emotional toll and mitigating burnout (Arriaga et al., 2020).

Conclusion

In high-stress clinical settings, notably during cardiac emergencies, I have learned the crucial need for good communication and teamwork. I will implement the SBAR model, stay current with evidence-based recommendations like NMBA, and develop my emotional support abilities to meet the stages of grieving experienced by patients and families to improve my nursing practice. I must improve my communication, engage in continuous learning, and increase my emotional intelligence and empathy to implement these techniques. Upon reflection, I realised I should have prioritised organised communication and emotional support and continued my education and training to develop my skills further.

Action Plan

I will improve my emergency response abilities by actively participating in simulations, receiving ongoing mentoring, and attending regular debriefing sessions (Lee et al., 2019) The goal will be to maintain best practices knowledge and engage in ongoing professional development. To improve patient care and lower errors, I will prioritise clear communication, assertive role allocation, protocol adherence, and technology in case of a similar situation (Gabr, 2019).

Conclusion

In conclusion, Mrs. Edna's cardiac arrest was a crucial teaching moment highlighting the critical value of effective communication, cooperation, and emotional support in high-stress healthcare settings. This reflection has encouraged a dedication to lifelong learning, adherence to moral standards, and adoption of best practices to improve future handling of cardiac emergencies and guarantee patient well-being.

References

Arriaga, A. F., Szyld, D., & Pian-Smith, C. M. (2020). Real-Time Debriefing After Critical Events: Exploring the Gap Between Principle and Reality. Anesthesiology Clinics , 38 (4), 801-820. https://doi.org/10.1016/j.anclin.2020.08.003

Atkins, K., Ripperger, B., & Ripperger, R. (2023). Ethics and law for Australian nurses . Cambridge University Press. https://books.google.co.in/books

Davis D., & Warrington, J.S. (2023). Simulation Training and Skill Assessment in Emergency Medicine. UK: StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK557695/

Gabr, A. K. (2019). The Importance of nontechnical skills in leading cardiopulmonary resuscitation teams. Journal of the Royal College of Physicians of Edinburgh . https://doi.org/10.4997/jrcpe.2019.205

Grover, S., Sahoo, S., Bhalla, A., & Avasthi, A. (2018). Psychological problems and burnout among medical professionals of a tertiary care hospital of North India: A cross-sectional study. Indian Journal of Psychiatry , 60 (2), 175-188. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_254_17

Kim, E. (2018). Effect of simulation-based emergency cardiac arrest education on nursing students' self-efficacy and critical thinking skills: Roleplay versus lecture. Nurse Education Today , 61 , 258-263. https://doi.org/10.1016/j.nedt.2017.12.003

Lee, C., Mowry, J. L., Maycock, S. E., Colaianne-Wolfer, M. E., Knight, S. W., & Wyse, D. M. (2019). The impact of hospital-based in situ simulation on nurses’ recognition and intervention of patient deterioration. Journal for Nurses In Professional Development , 35 (1), 18-24. https://doi.org/10.1097/NND.0000000000000507

Lucey, C. R., Thibault, G. E., & Ten Cate, O. (2018). Competency-based, time-variable education in the health professions: crossroads. Academic Medicine , 93 (3S), S1-S5. https://doi.org/10.1097/ACM.0000000000002080

Oates, J. R., & Maani-Fogelman, P. A. (2018). Nursing grief and loss. https://europepmc.org/article/NBK/nbk518989

Shahid, S., & Thomas, S. (2018). Situation, background, assessment, recommendation (SBAR) communication tool for handoff in health care–A narrative review. Safety in Health , 4 (1), 1-9. https://doi.org/10.1186/s40886-018-0073-1