Student Giving Intramuscular Injections

Student Giving Intramuscular InjectionsThis write up particularly foc utilises on my let of learning from reflection on well-favored intramuscular (IM) jibes, use Gibbss (1988) reflective model. I demonstrate how act anxiety, as a learner nurse, can be dealt with through effective mentoring. I chose the seminal scheme of Gibbs reflection on pattern, as it illustrates six significant stages description, feelings, evaluation, analysis of the incident, last and an action plan Ghaye and Lillyman (1997). Gibbs cycle is used throughout the process of reflecting on the incident to sustain me make sense of my practice and understand what l could do other than to enhance good practice. I use my follow out from a step forwardment simulation as I could non be on actual placement due to unforeseen circumstances.Reflection is a process through which healthcare practitioners and students can learn from bring forth and use the knowledge to in edition and improve practice Schon, (1983 ). The ability to reflect on ones actions is particularly imperative in clinical practice and discourse. As Jarvis (1992) asserted, in that respect is no consensus on the definition of reflection as it is a vast concept. Reid (1993, p305.) define reflection as a course of action reviewing an accompaniment of practice to describe, analyse, evaluate and so inform learning about practice Schon (1983) identified two types of reflection which are reflection in action, which takes place during the event where the practitioner may not be aware that it is happening and reflection on action, which takes place after the event. Jasper (2003) concluded upon the vitality of reflecting on action, as it transforms experience into knowledge which enhances good clinical practice.DescriptionDuring my for the offshoot time placement simulation, I practised giving intramuscular injection, is the best tolerated form or injection, and the safest way of injecting medication into a patient Shepherd, (2002). Within the first week of my placement simulation, I was offered the hazard to practise administering an injection on a dummy. However, as a student, I was cautious and anxious, feeling that I was not competent enough. I discussed my concerns with the lecturer who was empathetic and helped formulate a plan to conquer my doubts. The plan involved a step-by-step discourse of the procedure of administering intramuscular medication, preparing the medication on numerous occasions and practising the injection proficiency on a dummy. Throughout these stages I was given the opportunity to discuss any questions, feelings or concerns that arose. Once confident enough to do so, under the supervision of the lecturer, I administered an IM injection to a dummy. I record my preventative in a reflective journal. After giving the injection, I was given feedback and the opportunity to discuss my feelings which was valu able-bodied and of significance.FeelingsAs a novice, I never really enjo y giving injections, but after my minute practise, good compliments from colleagues and lecturer my confidence increased. Most importantly, l kept thinking, if l gave the injection to an un pull up stakesing patient, how awful would I feel? I reminded myself, ethically, what is it equal to carry out a therapeutic procedure that inflicts pang on another human being? All these challenges came to my mind in the first place giving the injection. I began to feel quite anxious and nervous, wanting to turn back the procedure for as long as possible hoping my anxiety would decrease. I believe the build up of nervousness beforehand is common, particularly for beginners like me. I prepared the injection using the necessary mathematical calculations, picked the respectable syringe and the right injection for the procedure. I then administered with my lecturer law-abiding my technique, confidence and competence.EvaluationMy preliminary anxiety about administering the injection was pres cript but as a student nurse, I ought to learn the technique and procedure of IM injections. This anxious behaviour could be explained in relation to the Joharis window (Luft 1969). As in Joharis window, before being confronted with having to administer injection, I experienced an unknown area, whereby my fears and anxieties were anonymous to me and to others my lecture. Because I lacked self-awareness regarding these anxieties, I was unable to begin addressing my anxieties more or less administering the injection. This made me continue to avoid this area of practice, and as a burden I did not develop this clinical skill before this incident. By the end of the incident, my feelings were known to me and others my lecturer. By disclosing my anxieties and fears to my lecturer and receiving feedback, my awareness of these issues increased. My lecturer commented on what l did right, wrong and what l could have done differently. Resultantly, I was able to address my feelings, areas of strengths, weaknesses and begin to develop the skill of administering injections.AnalysisDepartment of wellness (2008) identified lecturers as qualified nurses, who facilitate learning and supervise students. Mentoring too involves the assessment of the student in the practice setting NMC (2008). The interaction among mentor/lecturers and students is answer to minimise practice anxiety and professional intervention is often required to reduce any anxieties. This was resonant in my experience with my mentor while carrying out this procedure. Critically reflecting and understanding my feelings around giving the IM and after the procedure makes me think and evaluate what l ought to do differently in the future. This will enhance my technique and practice while in any case benefiting patient care. I am now aware of my competence as my mentor highly commended on my confidence, technique quality and the communication that l maintained with her throughout the procedure.ConclusionThe des cription given in this paper is a general and subjective one that attempts to address my feeling and experience of giving the IM. It also aims at indentifying patterns and schemes in the experience of individuals in a similar context of giving IM for the first time. I believe, my experience will help educators to better understand the meaning of the anxiety that is observed as students undertake the act of giving their first injections. It will also help other students reflect and come to understand the meaning of that experience and not feel overwhelmed by this crucial initial experience.Action PlanI created an action plan to improve my practice and set out a course of action should a similar incident occur? written text an entry in a reflective journal enabled me to record areas of practice that I want to develop and will allow me to track my do regarding the administration of IM injections (Jack and Smith 2007).I also developed listening skills. Stickley and Freshwater (2006) point that effective communication, which involves active listening, is an essential nursing skill, because of its beneficial effects on the patients experience.Word Court 1100