Gibbs cycle

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Nov 24, 2024

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Communication Skills for Health and Social Care Professions (Gibb’s Reflective Cycle) State the scenario You are a healthcare professional working in a busy open ward. A Doctor approaches you and asks…………………………….says he will come back later and departs. You are left to comfort the patient. Description I am a healthcare professional employed in a crowded open ward. The patient reads in the bedside chair when the doctor and I visit. The doctor was acting a little agitated, wringing his hands nonstop, and not looking the patient in the eye. Due to the design of the ward environment, other patients in the area can see the interaction. The doctor proceeds to deliver the bad news to the patient without taking a seat. The patient may only have three months to live because they have a terminal illness. The patient has not yet realized how serious his condition is. While the doctor continues to describe the treatment options, the patient sobs, and I am also shocked. The doctor quickly says that he will return later after observing that the patient is not paying attention (Bannigan and Moores, 2009). Feelings I allowed the situation to be beyond repair at the time, so I wasn't sure if I should have tried to console the case. I felt awkward and in some ways helpless in the face of the man's sorrow. I had faith that no amount of sympathy or words would make her feel better. The lack of tact the multidisciplinary platoon displayed in handling the circumstance as well as the woman's abrupt departure also caught me off, guard. Generally speaking, I had doubts about my ability to handle the situation and whether my intervention would be useful. The suffering was gratuitous for both the service stoner and the general public, so I was shocked that the health professional didn't take the service stoner's unique needs into account when she visited the ward (Finlay, 2008).

Evaluation Reflecting on the experience has helped me better understand the service stoner experience and my role as a health professional in the oncology platoon by allowing me to see both the positive and negative aspects of it. I perform physical exams, assess patient health, write and administer conventions for details, recommend individual and laboratory tests, interpret the results, manage treatment's ancillary items, and provide patient support. Acting in their fashionable interests was one of them. I don't think I've done enough to fulfill this final obligation. Weak group cohesion was evident from our inability to cooperate by exchanging information and mediating before the effects spiraled out of control. In retrospect, I suppose it helped me reevaluate the role that remedial communication plays in my line of work (Grant and Kinman, 2012). Before this incident, I didn't believe it was my duty as a medical professional to keep an eye out for patients' emotional needs. I considered all of the tasks I performed—including giving medications and treatments, performing tests, compiling medical histories, educating patients, etc to be essential. Nevertheless, I failed to complete another crucial task in the aforementioned circumstance. to comprehend that therapeutic interactions are presented by a holistic approach to care. As a health professional, showing compassion and comfort to patients is a crucial responsibility that is occasionally neglected. This incident also demonstrates a lack of cooperation between the medical platoon and the health professional because communication was necessary to ensure that the patient's emotional reaction to the amputation was minimized (Harerimana, 2018). Analysis Some medical professionals find it challenging and unprepared psychologically to break bad news. Patients may suffer worse health outcomes, experience more stress, and have less time to adjust psychologically due to a lack of skills in this area. The way the news is presented can also affect how well people understand the situation and stick with treatment. Given the drawbacks, several protocols, methods for delivering bad news, and strategies for handling the fallout were developed. In a case- and family-centered approach, the procedure is based on the case's requirements as well as the parties' artistic and religious convictions. When conveying information, a medical professional must show empathy and consider their audience's appreciation. When using an emotion-based approach, a medical professional must acknowledge the sadness of the situation and promote patient-medical professional relationships based on

empathy and compassion. However, a case- and family-centered approach appears to be more effective because excessively compassionate tendencies can be cunning and facilitate information sharing (Howatson-Jones, 2016). The most crucial and final step in breaking bad news to a patient is managing their reaction. Managing emotional responses is a common task for health professionals and involves several duties: 1. Health professionals can find more pertinent information and share it with patients. 2. Those who cannot accept the information should receive additional emotional support. 3. If bad news is delivered poorly, health professionals are supposed to improve the situation. Since losing a limb alters one's quality of life, the patient should receive more emotional support in the case of amputation. The six stages of grief (denial, anger, bargaining, depression, and acceptance) are typically experienced by these patients, who also develop anxiety, depression, and body image issues. Therefore, it is crucial to connect the patient with community resources after reporting mutilation so they can cope with the emotional and psychological effects ( Husebø, Regan and Nestel, 2015). According to Nursing Times Clinical, people with learning disabilities frequently struggle to adapt to new situations, which causes problems when dealing with situations that are outside of their comfort zone (2004). It will probably carry. However, as stated by Nursing Times Clinical (2004), medical professionals should regularly reflect on their work and be wary of the fashionable ways to interact with patients who have literacy disabilities. Before the case is admitted to the sanitarium, it is advised that medical staff become familiar with the case's communication preferences and likes and dislikes. Relieve any underlying fears, whether through conversation or by allowing the case to visit the ward and meet the health professionals. To meet the needs of cases with learning disabilities, daily interactions should also include case- centered/holistic care in addition to verbal and written forms of communication. Because of this, professionals need to be patient, look and listen intently, spend more time with the case, and communicate effectively. Professionals with experience working with people who struggle with literacy in some cases should also be on the lookout for the case (Maxwell., et.al. 2013).

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According to MENCAP, one of the biggest challenges people with literacy disabilities encounter when attempting to access healthcare is poor communication. This can be assisted by providing the service stoner with a representative who can speak on their behalf and by providing information in a variety of forms, including visually. They continue to promote the idea that healthcare professionals should value each individual differently, adapt their services to accommodate diverse needs, and celebrate the fact that each person has unique requirements. The Nursing and Midwifery Council(NMC) (2015) elaborates on this in its "Code," which authorizes that all registered nurses and midwives adhere to a set of professional standards, including prioritizing cases and employing efficient methods to implement, avoid danger, and promote professionalism and tone-assurance. If another health professional disregards the case's particular requirements, the professional code of conduct isn't broken; in the end, they failed to recognize the case's torture and respond sympathetically, promoting the service stoner's well- being, and using a variety of verbal and non-verbal communication methods. The "6cs," which were first introduced in 2012, are benchmarks and values regarded as indicators of the caliber of healthcare services. They are mindfulness, empathy, aptitude, communication, Courage, and tenacity. One of the "6cs" is compassion. To ensure that cases are always prioritized first, the 6Cs should be incorporated into every step of the service delivery process (Mulder, 2018). Conclusion This reflection will come to an end with a case study from my professional experience in which I applied Gibbs' reflective cycle to an analysis of a communication situation. This demonstrates that I need to focus on honing my communication skills to deal with the difficult situation of sharing bad news. The discussion above also demonstrated how Gibbs' reflective cycle, a useful and important model with substantiation, can be used to resolve patient problems. I now have a better understanding of how crucial it is to be assertive and professional in practice (instead of feeling as though I cannot do commodity because of my position on the platoon or position of experience) if other analogous situations should arise. As a result of the knowledge I gained from this experience, I am now more aware of the negative effects of waiting to act and the importance of acting in the case's best interests, even when doing so requires courage. It's also critical to emphasize the growth of stronger working relationships between medical professionals to improve the situation of group cohesion in the oncology ward (Paterson and Chapman, 2013).

Action plan In the future, regardless of my position or position of experience in the platoon, I want to be more visionary in how I handle any situation. This covers managing a frazzled service stoner, ensuring that information is shared with the appropriate staff, and intervening if I think the service stoner's physical or mental well-being is in danger. To meet the demands and concerns of how I approach a case with literacy difficulties in the future, I'll also make sure to use a variety of communication methods and I'll do some independent research on their specific requirements. Information. I can use it in my role as a health professional. I won't assume that other employees will always be aware of a service stoner's specific needs and/or provocations or that they'll always handle themselves completely professionally. will continue utilizing Gibbs' ongoing model to reflect professionally regularly (1988). My goal is to consistently and confidently uphold the values and standards set forth by the National League for Nursing about the unique service conditions of drug addicts (Mulder, 2018).

Reference list Bannigan, K. and Moores, A. (2009). A Model of Professional Thinking: Integrating Reflective Practice and Evidence-Based Practice. Canadian Journal of Occupational Therapy , 76(5), pp.342–350. doi:10.1177/000841740907600505. Finlay, L. (2008). Reflecting on ‘Reflective practice’ . [online] Available at: http://oro.open.ac.uk/68945/1/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper- 52.pdf. Grant, L. and Kinman, G. (2012). Enhancing Wellbeing in Social Work Students: Building Resilience in the Next Generation. Social Work Education , 31(5), pp.605–621. doi:10.1080/02615479.2011.590931. Harerimana, B. (2018). Reflective Practice for Professional Development Among Nursing Instructors. Teaching Innovation Projects , 8(1). doi:10.5206/tips.v8i1.6216. Howatson-Jones, L. (2016). Reflective Practice in Nursing . [online] Google Books . Learning Matters. Available at: https://books.google.com.pk/books? hl=en&lr=&id=0OaICwAAQBAJ&oi=fnd&pg=PP1&dq=Explain+Gibbs+reflective+cycle+with +an+example+of+a+scenario&ots=1lUKuInTeB&sig=GQjjAqzykrmiWQzadsJ7QU_X_eM&red ir_esc=y#v=onepage&q&f=false [Accessed 9 Jan. 2023]. Husebø, S.E., O’Regan, S. and Nestel, D. (2015). Reflective Practice and Its Role in Simulation. Clinical Simulation in Nursing , 11(8), pp.368–375. Maxwell, M., et.al. (2013). A qualitative study of primary care professionals’ views of case finding for depression in patients with diabetes or coronary heart disease in the UK. BMC Family Practice , 14(1). doi:10.1186/1471-2296-14-46. Mulder, P. (2018). Gibbs Reflective Cycle: learning through personal reflection | ToolsHero . [online] ToolsHero. Available at: https://www.toolshero.com/management/gibbs-reflective-cycle- graham-gibbs/ .

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Paterson, C. and Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport , 14(3), pp.133–138. University of Cumbria (2020). Gibbs’ reflective cycle . [online] University of Cumbria , University of Cumbria, p.1. Available at: https://my.cumbria.ac.uk/media/mycumbria/documents/ReflectiveCycleGibbs.pdf .

Gibbs cycle

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