NRS.

218 Reflection on Practice Clinical Learning Appraisal Tool (CLAT)

Year 2

Student Reflection on Clinical Practice Experiences using the Gibbs Reflective Cycle, 1988 LEVEL ONE Name: ___Nomhle Ncube________________________ AGENCY/UNIT:____________________WEEK(S): _11____Clinical Teacher/Faculty Name: ________________ S Satisfactory ND Needs Development U- Unsatisfactory STUDENT S ND U FACULTY / CLINICAL TEACHER S ND PLEASE INDICATE THE COMPETENCY TO WHICH YOU ARE BEING BEING REFERRING EG: BEING # 2 Guidelines for Reflection Description: Being #7 - Value co-learning, actively sharing experiences What happened? with peers and other members of the Health Care Team. Feelings: What were The past two weeks of my clinical placement were you thinking and fascinating. I had the opportunity to learn from my feeling? fellow students and shared my ideas and experiences Evaluation: What was good and bad about the during the conferences. As a group we were each given experience? opportunities to make a research on assigned topics and Analysis: What sense so far we ach did amazingly on the presentations. As my can you make of the topic was on group B streps, I found it so intriguing to situation? Identify and comment on the learning make a research particularly on this topic as it turned out outcome to which this that initially I had no slightest idea what this was all applies. about. Information on the definition, the screening, Conclusion: What else diagnosis, symptoms and treatment of group B strep was could you have done? researched emailed to each group member. Action Plan: If it arose It was a wonderful experience because we all worked again what would you do? Goals are SMART: cooperatively as a group and acquired knowledge from S= specific each other within a short space of time and expressed our M=measurable feeling regarding each presentation. A= achievable I also had a chance to identify my strengths and areas R: realistic of weakness in regard to presentations. I would like to T = time sensitive

think that I also improved in my critical thinking skills. I could have done my presentation using question and answering technique so as to involve everybody in the discussion instead of listeners. In my next group presentation I would like elaborate on points that need to be explained so that the whole group is on the same page.

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NRS.218 Reflection on Practice Clinical Learning Appraisal Tool (CLAT) Year 2

Student Reflection on Clinical Practice Experiences using the Gibbs Reflective Cycle, 1988 LEVEL ONE Name: _Nomhle Ncube__________________________ AGENCY\ UNIT:____________________WEEK(S): _____Clinical Teacher/Faculty Name: ________________ S Satisfactory ND Needs Development U- Unsatisfactory STUDENT S ND U FACULTY / CLINICAL TEACHER

ND

KNOWING Guidelines for Reflection Description: What happened? Feelings: What were you thinking and feeling? Evaluation: What was good and bad about the experience? Analysis: What sense can you make of the situation? Identify and comment on the learning outcome to which this applies. Conclusion: What else could you have done? Action Plan: If it arose again what would you do? Goals are SMART: S= specific M=measurable A= achievable R: realistic T = time sensitive

PLEASE INDICATE THE COMPETENCY TO WHICH YOU ARE REFERRING EG: KNOWING # 5

KNOWING

Doing #1 Conducting Health Assessment I had an opportunity to assess the postpartum mothers and their babies as a group and each one of us had a special task to carry out. On this particular day I was assigned to assess the vital signs and of course I got confused in placing the B.P. as it turned out to be of different make from the ones that we normally use. On another occasion I was assigned to my own client where I was entitled to make a mothers head to toe assessment and her baby. I assessed the fundus height and located and realized that it was 1cm below the umbilicus but above symphysis pubis. This was an indication of the uterine contractions and its return to its natural state. When the nurse I was assigned to asked me to assess the laceration and episiotomy I felt nave, however it turned out to be an intriguing experience for me as it was the first time I have seen laceration. The nurse was very understanding and keen to teach me and this motivated me to want to learn more. From this experience it became clear to me how vital in the field of nursing assessment is. That it is meant to collect baseline data from clients that help in the plan of care, interventions and the best possible outcome. From this experience I was able to differentiate between lacerations and episiotomy and how what nursing interventions help in the treatment of each one of them.

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Faculty/Clinical Teacher Signature:

Date:

NRS.218 Reflection on Practice Clinical Learning Appraisal Tool (CLAT) Year 2 Student Reflection on Clinical Practice Experiences using the Gibbs Reflective Cycle, 1988 LEVEL ONE Name: ___________________________ AGENCY\ UNIT:____________________WEEK(S): _____Clinical Teacher/Faculty Name: ________________ S Satisfactory ND Needs Development U- Unsatisfactory STUDENT S N U FACULTY / CLINICAL D TEACHER

ND

DOING Guidelines for Reflection Description: What happened? Feelings: What were you thinking and feeling? Evaluation: What was good and bad about the experience? Analysis: What sense can you make of the situation? Identify and comment on the learning outcome to which this applies. Conclusion: What else could you have done? Action Plan: If it arose again what would you do? Goals are SMART: S= specific M=measurable A= achievable R: realistic T = time sensitive

PLEASE INDICATE THE COMPETENCY TO WHICH YOU ARE REFERRING EG: DOING # 4

DOING

Knowing #11 Identify and discuss formal and informal support available to families with young children.
On Wednesday this week, I was assigned to a client who was supposed to be discharged during the afternoon and it turned out she was a social services recipient. I therefore had opportunity to discuss with my nurse regarding the services available to the needy postpartum mothers and their babies after they are discharged from the hospital. We had a further discussion on this particular topic during our conference as a group and I understood that the Public Health Care Department provides these families with assistance in terms of family health and social assistance. This compounds regular visits to the family physicians office that supposedly provides an ongoing evaluation to the family. The assistance received and gained by families are through both formal and informal services in the community and are there to guide as well as to offer information which is believed to be of vital importance to the well-being of these families as a whole. As mentioned by the nurse, the public health nurse assist to connect these postpartum mothers to the community through the healthy baby healthy children initiative which I realized was a amazing program I think it is an awesome move the way the health care system in the community is set up and connected. I have no doubt that the needy mothers and their neonates do not face severe problems as they are entitled to health care assistance. I felt relieved knowing the resources available, and realized how this was rewarding to such needy mothers.
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