I model to Sheila when I confidently

I was able to act as a rolemodel to Sheila when I confidently took charge and managed the bay even thoughI was still a student nurse.

Robinson et al. (2012) states that it is importantto act professionally at all times and display behaviours that students canemulate.  I was able to instil confidencein Sheila and provide clear direction on an ambiguous situation such asrepeating the observations when the guidelines stated differently. Doherty (2016)states that role modelling enables educators or trainers to show theirknowledge, attitude or skills, thus establishing their roles as more experiencedclinicians and gaining the respect of less experienced student nurses. This wasevident in my case because Sheila understood my reasons for requesting sherepeat the observations. A role model is one whoexemplifies positive behaviour or social roles for others to emulate (Price & Price, 2009).

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They further stated that inclinical settings, role modelling is an integral part of the teaching andlearning process which occurs between the newly qualified nurse and theeducator. As the experienced and final year student nurse, having spent 2months on the ward, I assumed the role of the educator and had to model dealingwith a situation that could compromise patient safety if certain decisions werenot taken and relevant skills applied. This was evident when I escalated the situationand involved the ward doctor for a further assessment of Joan.Being assertive helped me to takecharge, be more effective in my work and allowed me act as a role model,showing a way of working that will support Sheila to do the same in the future (Huggetts, 2011). I confidently escalated thesituation and didn’t just pace around not knowing what to do. As a 3rd yearstudent nurse, I was more confident due to the quality of nursing education receivedand sufficient clinical experience (Güner, 2014).Furthermore, Podmore (2012)states that assertiveness is an essential skill which enables student nurses toeffectively advocate on behalf of patients. In the given scenario, I advocatedon behalf of Joan because her health was deteriorating and strictly adhering tothe set guidelines without taking into consideration my observations would haveput her life at risk.

    I demonstrated assertivenesswhen I carefully explained to Sheila why the observations should be repeated.This is supported by Dahlkemper (2017), who asserts that assertiveness is theability to express oneself using the right words without a violation of therights of others. Similarly, Warland (2014) states that assertive individualsare able to get their points across without upsetting others or becomingaggressive. As a 2nd year nursing student, I expected Sheila to understanddeterioration in patients and the need for further assessment, but she did not.This was upsetting to me as Joan was obviously very unwell. After my carefulexplanation, she understood and repeated the observations without objections.

Faganet al. (2016) states that in clinical situations, assertive communications isspeaking up or questioning with appropriate persistence, which is linked topatient safety. I also demonstrated assertiveness when I politely insisted thatSheila should repeat the observations. Rad et al.

(2015) states that assertivenessis the quality of self-confidence and trust an individual has in themselveswithout exhibiting any aggressiveness.  I identified three majorissues which impacted on the incident above, Assertiveness, Effective Communicationand Role Modelling. Immediately the Doctor arrivedand commenced his assessment on Joan, she lost consciousness. The Doctor raisedthe alarm quickly and all the Doctors and Nurses nearby ran to the scene of theincident with the Crash trolley and Joan was revived.

Sheila carried out theobservations and the National Early Warning Score (NEWS) was 0. According to NICE(2017) guidelines, the observations should be repeated after 12 hours. However,looking at Joan, I observed she was restless and clammy. I therefore instructedSheila to repeat the observations after one hour but she stated that my actionswere contrary to the NICE (2017) guidelines and needed to be repeated after 12hours. I was visibly upset but insisted she repeats the obThis essay will focus onessential skill 38 which is a critical reflection on how I inspired confidence,provided clear direction and acted as a positive role model. I will criticallyreflect on an incident which took place while I was on placement in my final yearas a student nurse. I will reflect on how the incident will affect my futurepractice, Rolfe et al.’s (2001) reflective model will be used and pseudonymswill be used to maintain confidentiality according to the Nursing and MidwiferyCouncil (NMC) (2015) guidelines.

I was assigned to manage ahospital bay with Sheila, a 2nd year Student Nurse who was also on placement. Sheilaand I admitted a 90year old patient named Joan to the ward and I delegated Sheilato carry out a set of observations and record the vital signs which wasaccording to the National Institute for Health and Care Excellence, (NICE)(2017) guidelines and hospital policy.Sheila carried out theobservations and the National Early Warning Score (NEWS) was 0. According to NICE(2017) guidelines, the observations should be repeated after 12 hours.

However,looking at Joan, I observed she was restless and clammy. I therefore instructedSheila to repeat the observations after one hour but she stated that my actionswere contrary to the NICE (2017) guidelines and needed to be repeated after 12hours. I was visibly upset but insisted she repeats the observations after onehour explaining to her that deterioration in patient’s conditions can occurwith the vital signs remaining normal due to Homeostasis, hence the need tophysically assess patients (Page & Mckinney, 2012). Similarly, McCallum etal. (2012) states that identifying clinical deterioration early is of vitalimportance in acute care settings.

After conducting the second observation, herNEWS was 2. I then escalated this to the Doctor in charge of the bay, who camequickly to assess Joan.Immediately the Doctor arrivedand commenced his assessment on Joan, she lost consciousness. The Doctor raisedthe alarm quickly and all the Doctors and Nurses nearby ran to the scene of theincident with the Crash trolley and Joan was revived.I identified three majorissues which impacted on the incident above, Assertiveness, Effective Communicationand Role Modelling. I demonstrated assertivenesswhen I carefully explained to Sheila why the observations should be repeated.

This is supported by Dahlkemper (2017), who asserts that assertiveness is theability to express oneself using the right words without a violation of therights of others. Similarly, Warland (2014) states that assertive individualsare able to get their points across without upsetting others or becomingaggressive. As a 2nd year nursing student, I expected Sheila to understanddeterioration in patients and the need for further assessment, but she did not.

This was upsetting to me as Joan was obviously very unwell. After my carefulexplanation, she understood and repeated the observations without objections. Faganet al.

(2016) states that in clinical situations, assertive communications isspeaking up or questioning with appropriate persistence, which is linked topatient safety. I also demonstrated assertiveness when I politely insisted thatSheila should repeat the observations. Rad et al. (2015) states that assertivenessis the quality of self-confidence and trust an individual has in themselveswithout exhibiting any aggressiveness.   Furthermore, Podmore (2012)states that assertiveness is an essential skill which enables student nurses toeffectively advocate on behalf of patients. In the given scenario, I advocatedon behalf of Joan because her health was deteriorating and strictly adhering tothe set guidelines without taking into consideration my observations would haveput her life at risk.    Being assertive helped me to takecharge, be more effective in my work and allowed me act as a role model,showing a way of working that will support Sheila to do the same in the future (Huggetts, 2011).

I confidently escalated thesituation and didn’t just pace around not knowing what to do. As a 3rd yearstudent nurse, I was more confident due to the quality of nursing education receivedand sufficient clinical experience (Güner, 2014).A role model is one whoexemplifies positive behaviour or social roles for others to emulate (Price & Price, 2009).

They further stated that inclinical settings, role modelling is an integral part of the teaching andlearning process which occurs between the newly qualified nurse and theeducator. As the experienced and final year student nurse, having spent 2months on the ward, I assumed the role of the educator and had to model dealingwith a situation that could compromise patient safety if certain decisions werenot taken and relevant skills applied. This was evident when I escalated the situationand involved the ward doctor for a further assessment of Joan.

I was able to act as a rolemodel to Sheila when I confidently took charge and managed the bay even thoughI was still a student nurse. Robinson et al. (2012) states that it is importantto act professionally at all times and display behaviours that students canemulate.

  I was able to instil confidencein Sheila and provide clear direction on an ambiguous situation such asrepeating the observations when the guidelines stated differently. Doherty (2016)states that role modelling enables educators or trainers to show theirknowledge, attitude or skills, thus establishing their roles as more experiencedclinicians and gaining the respect of less experienced student nurses. This wasevident in my case because Sheila understood my reasons for requesting sherepeat the observations after onehour explaining to her that deterioration in patient’s conditions can occurwith the vital signs remaining normal due to Homeostasis, hence the need tophysically assess patients (Page & Mckinney, 2012). Similarly, McCallum etal.

(2012) states that identifying clinical deterioration early is of vitalimportance in acute care settings. After conducting the second observation, herNEWS was 2. I then escalated this to the Doctor in charge of the bay, who camequickly to assess Joan.I was assigned to manage ahospital bay with Sheila, a 2nd year Student Nurse who was also on placement. Sheilaand I admitted a 90year old patient named Joan to the ward and I delegated Sheilato carry out a set of observations and record the vital signs which wasaccording to the National Institute for Health and Care Excellence, (NICE)(2017) guidelines and hospital policy.This essay will focus onessential skill 38 which is a critical reflection on how I inspired confidence,provided clear direction and acted as a positive role model.

I will criticallyreflect on an incident which took place while I was on placement in my final yearas a student nurse. I will reflect on how the incident will affect my futurepractice, Rolfe et al.’s (2001) reflective model will be used and pseudonymswill be used to maintain confidentiality according to the Nursing and MidwiferyCouncil (NMC) (2015) guidelines.