Nursing Clinical Skill Reflection Life Threatening Situations

Question: Discuss about theNursing Clinical Skill Reflection for Life Threatening Situations. Answer: Introduction In order to provide quality treatment and care to the patient, the nurses need to be equipped with reasoning skills from the clinical aspect. Clinical based practice helps the nurses in avoiding adverse, life threatening situations while treating a patient. Only experiences along with learning, the nurses can develop their ability to assess a situation clinically and critically and provide a remedy (Bulman, Lathlean Gobbi 2012, pp. 9). The values and importance of personal reflection in nursing have been briefed in the following report. This report primarily deals with the strategies and skills that have been incorporated into nursing. The reflection of the clinical skill, which had been applied to carry out Blood Glucose Level (BGL) recording and monitoring, has been analyzed in this report. A single clinical skill has been used and discussed which was applied for assessing the BGL by recording the observations. The clinical skill that has been chosen is measurement of BGL. An exam ple was considered to discuss how the clinical skill was used to efficiently measure the BGL of a patient. Value and Importance of Personal Reflection in Nursing The personal reflection in nursing is of great importance and value, concerning the treatment and care to be provided to the patient. Personal reflection skills only develop through experiences by handling cases of multiple patients. Both critical as well as clinical skills are necessary for the nurses to add the aspect of personal reflection in their work (Tashiro et al. 2013, pp. 173). The implementation of good clinical skills in nursing can raise the bar about the treatment provided to the patient. It is necessary for a nurse to comprehend as well as reflecting upon the health based needs of the patients and consequently provide with an intervention to sort the issue (Chan 2013, pp. 239). Personal reflection or the reflective approach towards nursing was introduced to make sure the gap between theory and real time practice (Abbott, Mc Sherry Simmons 2013, pp. 80). During practice, nurses come across a stark difference in the reality where they not only require critical appraisal skills in every step they take, they also require to make swift interventions and apply them, yielding successful outcomes (Levett-Jones 2011, pp. 67). Responsibilities like these makes the nurses more confident of their own personal appraising skills and this helps them in providing competent care to the patients. Reflection of a Clinical Skill for Recording BGL During the treatment of a patient who has diabetes, the BGL needs to be monitored. The variation in the levels of glucose in the body needs to be monitored carefully so that the necessity of external aid required to stabilize it can be assessed. In order to measure BGL, several digital monitors are available. However, before measuring the blood sugar, it is important to know whether the patient has recently contracted an infection, the lapse in time post meals (Bunescu 2013, pp. 139) Both these situations can be responsible in giving false positive results while measuring BGL. Therefore, prior knowledge of the paraphernalia while assessing the condition of the patient is a necessary and an important clinical skill and I have identified this chosen clinical skill while monitors BGL of a patient. I had to monitor the BGL of a patient and I feel that I have carried out the task, competently. I am confident that I have performed the skill well, because I made sure to be briefed on the details regarding the physiology of the patient. I asked him certain questions pertaining to his last meal, if he had a bout of an infection recently, or whether he has a wound, which is not willing to heal (Cant, McKenna Cooper 2013, pp. 165). The answers to these questions helped me to judge how far the results might vary in the given scenario. The patient mentioned that he did not have any recent bouts of infection. He also mentioned that he does not have any wounds in any part of his body, which is reluctant to heal (Berman et al. 2014, pp. 200). In the end, he had mentioned that the last meal that he had was at least 8 hours ago. This detail helped me in deducing the expected outcome of the BGL monitoring of the patient. After all the pre-prandial glucose level, which is the fasting blood glucose level needs to be measured and the diagnosis would be based on the result itself. If the p atient at all had an infection, then the BGL would not have been monitored in the first place because in such situations, there is a tendency of the BGL reading showing a false positive result (American Diabetes Association 2016, pp. 17). Common flu like infection can also increase the BGL and result into a false positive result too (Embo et al. 2014, pp. 605). During such situations, the stress hormones elevates the BGL and it also makes the body resistant to insulin. I am aware that there exists further room for improvement in this particular clinical skill. While monitoring the BGL of the patient, his readings reflected that the pre-prandial BPL was well within the limits ( Conclusion Reflective skill is an important criterion for determining the competency of a nurse. Clinical skills are an important part of reflective nursing which is responsible in establishing a healthy nurse-patient relationship. Measuring BGL with the help of prior experience of clinical skills will help in proper assessment of the condition of the patient. Clinical skills also allow the nurse to understand if at all the results are being false positive or not. A proper assessment will result into a relevant diagnosis and treatment, when incorporated with clinical skills on the part of the nurse. Without proper skills and knowledge, it is difficult to perform the nursing steps competently. Hence, in this way the treatment meted out to the patient is compromised. References: Abbott, P, Mc Sherry, R Simmons, M eds., 2013,Evidence-informed nursing: A guide for clinical nurses. Routledge. American Diabetes Association, 2015, Classification and diagnosis of diabetes.Diabetes care,38(Supplement 1), pp.S8-S16. American Diabetes Association, 2016, Classification and diagnosis of diabetes.Diabetes Care,39(Supplement 1), pp.S13-S22. 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