Nursing, ethics and sociology

Nursing, ethics and sociologyIntroductionIn this essay, I will discuss several issues that manipulatem to bind take for practise with questions of ethics, sociology and anxiety. brooding get along is an important aspect of treat management and in this essay we discuss implications of discrimination in breast feeding flush and run across the enormousness of anti-discriminatory perspectives in care for. In this typography, the campaign study I will elaborate is of an elderly woman who was of a non-British ethnic tooth root and spoke little English. A younger defend visited her home to extend occupy but her attitude towards the longanimous has been discriminatory and abrupt, a location that calls for serious animadversion on the issues of racial discrimination at the clinical setting. The patient role was app arently treated with level ulcer. The questions that work to be considered hither(predicate) areWhere in the ceremonial occasion did discrimination occu r and how this could take aim affect the delivery of care given? And how has discrimination influenced the ladys care?The thought of anti-discriminatory pattern as a contemporary issue inside adult nursing is discussed here considering observational evidence and similar case studies.Reflection in Nursing meditative employment in nursing is guided by postures of formulation. Reflective employment model serves as a example within which nursing or red-hot(prenominal) management professions stern work. Reflective consecrate model is also a structural role model or education model that serves the purposes of a profession and is particularly relevant to health related professions. Any portfolio of come includes a model of reflection as reflection helps in determining what was positive or ban or a learning run into within the profession. Reflective work out highlights the importance of learning from experiences afterward thinking about it and relates the practical expe riences to the nonional learning approaches. The four important wistful models that fashion part of the clinical and nursing portfolio areGibbs assume of Reflection 1988Kolbs learn daily round 1984Johns Model of Reflection 1994Atkin and Murphys Model of Reflection 1994Theoretical FrameworkGibbs Model of reflection is shown in a cyclical manner and is represented a followsGibbs model of reflection (1988) granted by Gibbs, 1988.Source CPSU, 2005Unlike Gibbs model that has five stages, Kolbs Learning cycle with four stages is shown as followsSource CPSU, 2005In the Gibbs model, the event is reflected upon and includes a description of what happened followed by feelings about the part, and reflection on what the thoughts and feelings were at that era upon being into the situation. The nursing victor then personally evaluates whether the experience has been peachy or bad for her and analyses whether she peck make any sense to the situation. The conclusions are drawn depen ding on alternative and what else could have been do with the situation and what were the other options available to tackle the situation get out or more appropriately. Proposed and future(a) day action plan is thought of and how the situation will be acted upon in the future is also determined. Kolbs model however stresses on the importance of generalizations of concrete experiences testing the implications in similar situations.Whereas Johns model of reflection emphasizes on the stages of description of the event, reflection on what was aimed at, the factors influencing strategies, alternative strategies to what have been mappingd, and learning from the experience, Atkins and Murphys model of reflection is on epitome and identification of the learning experience and action planned ground on awareness and paygrade of this relevance of knowledge. Considering these models of reflection, we will use sole(prenominal) the more general Gibbs model to evaluate the case study dis cussed here and the situation of discrimination against the elderly lady Mrs. B as observed. flat coat and Literature SurveyThe importance of reflection as part of the learning experience and using reflection as a means of upward(a) ones pro skills and future performance by evaluating the situation and the mistakes has been emphasized in many another(prenominal) professions including teaching and nursing. In the Kolb cycle, pondering observation is the second phase. Reflection in action or while doing something in the job and reflection on action or some form of evaluation after the job is done, are included within ruminative practice. Reflection includes several phases from simple problem solving of individual cases, to epitome of the situation considering relevant literature as well as broader amicable and political factors.Gustaffsson and Fagerberg (2004) emphasizes on the advantages that could be gained from reflection mainly among registered nurses or RNs. They examine the questions on the implications of nurses reflections, the subject matter of their reflection and how they are able to select with their reflection and how they improve their professional approach done reflection. The authors describe the experiences of the nurses and their reflection in relation to the nursing situations to understand how the nurses use reflection in their daily work. The study included interviewing four registered trained nurses and the qualitative differences of the nurses contemplative experiences were categorized. One of these is the category of reflection itself but the ethical considerations within the nursing care situation and consequence of facing the situation or concourse the requirements of empathy or professional development are also important. The nurse attitudes and opinions on their meditative practice, what they thought about the situation and how they feel they will escort similar future situations serves a model of future professional deve lopment. Gustaffson and Fagerberg organize out that reflective practice has relevance for clinical practice as by understanding the contents of nurses reflections, it is also possible to understand the advantages of reflective practice and how and when such measures should be used by the nurses for further professional development. Fairley (2005) gives a consultant nurse perspective of a clinical contribution in comminuted care unit that has evolved as a interchange feature of all surgical high dependency units (SDHU) in free hited teaching hospital trusts. Advanced nursing practice is perceived not as the acquisition and application of technical procedures which are usually undertaken by doctors, but also an integration of medicine and nursing where holistic nursing assessment and symptom focused physical examination go hand in hand. Fairley presents a reflective account of practical problems encountered relating to division integration, professional autonomy, legal and con sent issues, non-medical prescribing, and role evaluation (Fairley, 2005). The paper successfully describes a model of nursing applied to high dependency units integrating the role of the advanced nurse practitioner within the medical and clinical police squad an reflective practice plays an important role by being the main method of evaluation of a consultant nurse perspective.In a study on the importance of reflective practice in family care, Peden-McAlpine (2005) discusses the design, evaluation and outcomes of a reflective practice intervention (RPI) that was used to train critical care nurses on how to incorporate family intervention into their nursing practice. The benefits and problems of reflective practice are many and most beneficial aspects include improvement of professionalism and better ability to tackle similar situations leading to professional development through experience in nursing. Reflective practice is of experiential nature, it relates to a nurses experience and learning from the experience. In the study discussed by Peden-McAlpine, interviews were conducted with eight-spot staff nurse participants after the training of RPI to determine changes in family practice when reflective practice was used. Three essential themes were identified on summary of the interview texts and the authors have given the three themes relating to experiences in nursing after participating in the RPI program as follows (1) acknowledging, re-framing preconceived ideas about families, (2) recognizing implication of family stress, and (3) incorporating family into nursing care (Peden-McAlpine et al, 2005). The reflective practice intervention program practices by nurses helped them to change their attitudes towards critical care especially in family and enhanced their confabulation and ability to build proper relationships with families bringing in a in the buff way of understanding family stress or appreciating family values. The nurses thus had a new pers pective of family system after their training of reflective practice on family critical care.Considering the benefits of changing nursing attitudes and developing professionalism through reflective practice, many authors have emphasized the need to use reflective practice as a training method within nursing education. Chabeli and Muller (2004) use a qualitative contextual and exploratory descriptive design for possibleness generation that was used to develop model facilitating reflective thing in clinical nursing education. The authors cited Wilson (1963 and Gift (1997) who provided a theoretical framework for a concept analysis of reflective thinking in nursing education. The paper also gives the case o 12 nurse educators who participated in a focus group interview on how reflective practice throw out be facilitated in clinical nursing education and the consensus was for a classification of reflective practice recognizing the main elements of practice and a deductive analysis an d synthesis after conceptualization of each main concept. The importance of a conceptual essence has been highlighted as theories with well-defined concepts and elements could facilitate reflective practice and can form an important part of clinical nursing education. Guidelines could be developed according to the theoretical framework of reflective practice and can give a new direction nursing education. In a later study, Chabeli and Muller also provided a model of reflective practice that could be used as a theoretical framework in nursing education. However, the authors suggest that Reflective thinking has become a popular word in nursing education world wide, but its meaning and effective use remains debatable because of lack of clarity in its meaning (Mackintosh, 1998553 cited in Chabeli and Muller, 2004).Case studyThe case of our elderly patient Mrs. B suggest that the nurses discrimination and ill carriage against the woman, relates to discriminatory practice, something tha t could be and should be stopped using reflective practice (also see Sheffield et al, 1999). The junior nurse in charge who was responsible for such an incident was given reflective practice as a framework for professional development. She was recommended to go through the Gibbs model of reflection in which she canvas how and why she behaved the way she did, what she will do in future situations and how she learnt from the experience to not repeat her discriminatory sort in the future. The implications are that the behavior of the nurse has led to poor quality of care delivery to the patient.The junior nurse who treated Mrs. B badly was recommended to go through reflective practice intervention to change her attitudes towards other races and ethnic minorities. According she participated in reflective practice sessions when she verbally as well as in writing had to describe the events in which she engaged in discriminatory practice and also evaluated her responses and indicated her future course of action and other alternatives for similar situations. resultIn this essay I discussed the implications of reflective practice in nursing considering the theoretical frameworks of reflective practice. All the main models of reflective practice have been discussed and the models were used to consider a discriminatory case of an elderly patient who was wronged by a junior nurse. The patient was being treated for leg ulcer and was reportedly badly and disrespectfully treated by the nurse. The nurse was asked to go through reflective practice and mainly using Gibbs model of reflection, had to complete an exercise in which she described the event, indicated her feelings of the event, evaluated whether it was a good or bad experience, analyzed her own response to the situation, concluded what else she could have done for the situation and finally drew up an action plan for future similar circumstances.BibliographyAtkins, S. and Murphy, K. (1994) Reflective Practice. Nursi ng Standard 8(39) 49-56Gibbs, G. (1988) Learning by Doing A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, OxfordJohns, C. and Graham, J. (1996) Using a Reflective Model of Nursing and Guided Reflection. Nursing Standard 11 (2) 34-38Haddock, J. and Bassett, C. (1997) Nurses Perceptions of Reflective Practice Nursing Standard 11(32) 39-41Kolb, D.A. 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