Article

Learning from practice--reflections on a critical incident.

Centre for Nurse Education, Mater Misercordiae University Hospital, Nelson Street, Dublin 7, Ireland.
Accident and Emergency Nursing 08/2007; 15(3):128-33. DOI: 10.1016/j.aaen.2007.03.004
Source: PubMed

ABSTRACT Reflective practice is considered not only as a valuable tool for providing appropriate levels of care but also as an important prerequisite for the provision of professional nursing. Indeed, there appears to be consensus in the literature that reflections have the potential to assist practitioners to tap into knowledge gained from experience and connect theory to practice. However, evidence suggests that nurses, including emergency nurses, neglect reflective techniques. This paper outlines how the processes of reflection led to one emergency nurse developing new insights and understandings on nursing practice.

4 Bookmarks
 · 
640 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: The aim of the present study was to describe three case studies that exemplify decision making by a nursing leader related to retention of expert clinical nurses in the Emergency Department. Further understanding of decision-making processes that help nursing leaders to retain (or let go of) expert clinical nurses is needed so that sufficient numbers of expert nurses are available in the workforce to provide high-quality and safe patient care. Decision processes related to retention of expert clinical nurses are exemplified in three case studies. Orienting nurses to specialty areas is costly and retention of nurses is an important international issue. Expert clinical nurses across the skill continuum need guidance from nursing leaders related to their work behaviours and best choice for employment. Nursing leaders who are well acquainted with the skills and motivations of their employees are in the best position to promote the health of individual nurses and of specialty nursing units.
    Journal of Nursing Management 01/2011; 19(1):92-7. · 1.45 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: A common feature of prehospital emergency care is the short and fragmentary patient encounters with increased demands for efficient and rapid treatment. Crucial decisions are often made and the premise is the specialist ambulance nurse's ability to capture the situation instantaneously. The assessment is therefore a pre-requisite for decisions about appropriate actions. However, the low exposure to severe trauma cases in Sweden leads to vulnerability for the specialist ambulance nurse, which makes the assessment more difficult. Our objective was to describe specialist ambulance nurses' perceptions of assessing patients exposed to severe trauma. METHODS: This study had a phenomenographic approach and was performed in 2011 as an interview study. 15 specialist ambulance nurses with a minimum of 2.5 years of experience from praxis were included. The analysis of data was performed using phenomenography according to Marton. RESULTS: The perceptions of assessing patients exposed to severe trauma were divided into: To be prepared for emergency situations, Confidence in one's own leadership and Developing professional knowledge. CONCLUSIONS: This study reveals that the specialist ambulance nurse, on the scene of accident, finds the task of assessment of severe trauma patients difficult and complicated. In some cases, even exceeding what they feel competent to accomplish. The specialist ambulance nurses feel that no trauma scenarios are alike and that more practical skills, more training, exercise and feedback are needed.
    Scandinavian Journal of Trauma Resuscitation and Emergency Medicine 09/2012; 20(1):67. · 1.68 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Self-assessment is an important skill necessary for continued development of a health care professional from student pharmacist throughout their professional career. This paper reviews the literature on student and practitioner self-assessment and whether this skill can be improved upon. Although self-assessment appears to be a skill that can be improved, both students and professionals continue to have difficulty with accurate self-assessment. Experts' external assessment of students should remain the primary method of testing skills and knowledge until self-assessment strategies improve. While self-assessment is important to lifelong learning, external assessment is also important for practitioners' continuing professional development.
    American journal of pharmaceutical education 06/2010; 74(5). · 1.21 Impact Factor