Experienced based

Nursing Reflection
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Table of Contents
Introduction ..................................................................................... 2

Overview of Situation ........................................................................ 2

Situation ....................................................................................... 3

Feelings ........................................................................................ 4

Evaluation of Experience ................................................................. 5

Learning Opportunities ................................................................... 6

Conclusion ....................................................................................... 7

References ...................................................................................... 9
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Introduction

Mc Caffery and Pasero (1999) has provided that pain is explainable by he

patient. This aspect is required to be acknowledged as the nurses are

required to investigate the pain of patient along with the report of

encounters. These two points are not considered to be same. The patients

can reflect the in assortment of passages subjecting to the nature and

force of pain within the considered environment. Their concerns on pain is

considered to be more while incorporating the meaning of pain for them.

It further highlights the reasons for pain in any scenario as it reflects the

body of patients and the aspects it can recommend the occurrence of it.

This paper is providing the record of pain by the patient in the form of a

story based in Compassionate Care on which the intention of reflection

can be considered (Mishler et al. 2006).

Overview of Situation

In this paper, I am intended to reflect the assessment of pain for the

patient of sixty years of age named Mrs Drew in Compassionate Care.

This paper is providing the assessment of a single patient for which I am

providing certain inquiries on pain assessment in Compassionate Care.

Mrs Drew enabled me to consider different patients that my future

assessments as a nurse are required for helping patients. For structuring

this paper, I have used the model of Gibbs 1998. The scenario concerned

is related to the phase in which sickness of Mrs Drew is revolving her

treatment convention, which is further incorporating the portion of

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contemplations and recollections that considered patient alludes to her

ailment and previous methods to adapt to the pain. It incited me to

further question the level of the nurse required to prescribe the pain

reflecting the aspects I learned about the control of pain. I further

discovered that it was important to control the pain without pursuing it

(Mann and Carr, 2006; Forbes, 2007).

Mrs Drew determined to have the growing long since the last year and the

disease was treated with the chemotherapy. This enabled her to

accomplish the reduction of this health issue for about ten months (Hunt

et al, 2009). The growth of lung again returned while being spread to her

spine because of which Mrs Drew encountered severe pain. At this phase,

the specialists highlighted her care to be coordinated towards her comfort

to which she responded the palliative care. Mrs Drew was supported at

home by her husband and went through all the sessions together to which

I felt connected as the element of my training as a student nurse along

with which she can select t internal points of confinement to use different

medications in the twenty four hour span.

Situation

I visited Mrs Drew on different occasions over the month in

Compassionate Care when community nurse and I were standing by the

patient, who commented that she did not want to have any oral sedatives

as prescribed. She held her husbands hand firmly while talking to us as

she stated her experiences and feelings about the concerns. Certainly,
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there were certain painful days when she woke up due to intense pain and

she needed to sit and watch tv for diverting herself. The pain obviously

made her sick with frightening at the way when she took the pain

medications and the ways through which she was affected. In any case

with the appropriate implication of medicine, it did not feel safe to be

dependent completely on medications. The pain management functions

significantly when Mrs Drew took medications but the personal

satisfaction was not required.

Feelings

I know that this situation of Mrs Drew reflected the blend of perplexity,

inaptitude, and outrage. She astounds me through the way with which

she talked as her arranged declaration. I had practiced for this aspect in

Compassionate Care in the condition in which nurses clearly attempted to

highlight the scenario of patient. I had experienced such event for the

first time in which I found community nurses were attending Mr and Mrs

Drew while I acted as the observer of the scene. With the continuation of

the examination, I made steady comments regarding how valuable

warmth packs were and looking over at Jane, who appeared to move that

I should leave the level of discussion. I attempted to peruse Mrs Drews

responses were focusing on the aspect that I failed to bolster the

contentions of patient at the point I should remain quiet. There were

certain issues that I might fail to understand the bargaining in any sort

event of this scenario.

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My feelings of weakness were related to my insufficient clinical

experience. I have experienced this point recently regardless of the

arrangements I did without considering the ways through which the

coaching I received. I continued fulfilling the situations where I am not

certain about reaching the next level.

I feel younger, less proficient than I should be at this phase in my

preparation. I need to comfort patients, to strengthen associates and to

give solid guidance, yet there is insufficient conviction. On the off chance

that I felt anxious and, questionable about the reaction of Jane to the

Drews reaction. I could not offer a momentarily feeling while being not

recommending a consideration that may help encourage the patient. To

my inconvenience, I could not deal with that either as we went out. Jane

had made some rational concerns, she plainly reflected to be worried

about the patient's needs, yet maybe she failed to recognize the required

privilege as for Mrs Drew to make decisions how she managed her

sickness.

Evaluation of Experience

After some time, this scene incited questions and civil arguments around

a few critical parts of nursing for me. Setting aside the conduct of learning

in clinical practice, not testing a qualified medical caretaker before a

patient, there were issues here associated with supporting patient

balance, with my suppositions relating to absence of agony and torment

control approaches, and I comprehended, with my suppositions about

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sorts of torment and who had the inclination to describe these. Regard is

more than fundamentally using the fitting terms of address, guaranteeing

the assurance of patients and dealing with their imparted concerns (Price,

2004). It is about enlightening the courses in which they live and suit

disease or treatment. It is about finding what benchmarks they use to

express that 'yes, I am doing incredible here, this makes me like myself'.

Upon reflection, I sense that we on this occasion had not locked

adequately in to discover how Mr and Mrs Drew describe individual

fulfillment, or being responsible for their situation. We were more

stressed with giving resources, sharing examination or theory about

solution and investigating the unmistakable confused judgments

associated with morphine. Basically, we were 'feeling the passing of a

trap', examining the experience as something that had happened

generally beforethe report of issues or pressures, an interest for help,

instead of a decision that the patient and her carer had starting at now

come to. Examining conditions all around showed up, with the benefit of

learning of the past, to be the foremost purpose behind noteworthy care.

'What is happening here, what will help the patient most?' were request

that we possibly expected that we starting at now knew the reaction to.

Learning Opportunities

The scene with Mrs Drew left me cumbersome in light of the way that my

past approach to manage torment organization was theoretical in

Compassionate Care. I (and I trust Jane too) much of the time made use

of science to pick what should be possible as regards torment cause and

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to acknowledge that patients would wish to achieve those points of

interest. This wasn't about close-by uses of warmth versus morphine, Mrs

Drew could use both, it was about choice and how patients settled on

choiceswhy they accomplished the decisions that they did. It was for

me, about enduring before long, that giving that patients are given all the

germane realities, forewarned to the options, that they genuinely can

settle on choices that work for them. The very conviction that Mrs Drew's

disorder was right now genuine, that she and her life partner customarily

took care of torment together, inferred that her response for the test was

unmistakable to those that various diverse patients connected at. Having

dealt with this torment for a long time, understanding that it could and

apparently would break down, inferred that she was favoured arranged

over various less experienced patients to settle on a decision here.

Conclusion

It can be reasoned that that being persistent focused is never simple and

requires genuine listening and translation aptitudes. My feedback of what

Jane did, to attempt and deters Mrs Drew from a game-plan, suggesting

further evaluation of the circumstance, is a simple one to make. Medical

attendants go up against circumstances, for example, this generally ill-

equipped and respond as kindly as could be allowed. It is simple looking

back to suggest different reactions, a further investigation of what

propelled Mrs Drew's agony administration inclinations in Compassionate

Care.
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References

Forbes, K (2007) Opiods in cancer pain, Oxford, Oxford University Press

Hunt, I., Muers, M and Treasure, T (2009) ABC of lung cancer, Oxford,
Wiley-Blackwell/BMJ Books

Gibbs G (1988) Learning by doing: a guide to teaching and learning

methods, Oxford, Oxford Polytechnic Further Education unit

Mann, E and Carr, E (2006) Pain management, Oxford, Blackwell

McCaffery, M and Pasero, C (1999) Pain: Clinical manual, Mosby,

Philadelphia

Mishler, E., Rapport, F and Wainwright, P (2006) The self in health and
illness: patients, professionals and narrative identity, Oxford, Radcliffe
Publishing Ltd

Price, B (2004) Demonstrating respect for patient dignity, Nursing

Standard, 19(12), 45-51