Reflective Writing for Learning Disability Nurse

Reflective Writing for Learning Disability Nurse thick reflection modules 5 9Working as a culture disability nurse, poses a c beer fraught with many interesting and often frustrative ch wholeenges. However, this is a population that cannot be ignored or slighted medically just because they present with special needs (DOH 2001). Emerson et al. (2001) state that 2.5 3% of the population in the UK are among the learning dis opend, with 30% of these individuals presenting with categorically severe or profound learning disabilities. Emerson et al. (2001) also tell us that frequently multiple learning disabilities present in the same individual, including physical and/or sensory impairments, physical or sensory disability and/or behavioural difficulties.The five modules presented an opportunity to explore various aspects of this specialization area and reflect on the experience on a module by module basis. The act of revisiting the individual reflection pieces to present the current u nofficial essay allowed for not only intellectually experiencing what I wrote, but it also allowed me to re-experience each seat and gain a new appreciation for the patients I worked with, the team ups I took part in, the pros and cons of each situation and what I have learned that will be immediately applicable to a real world work environment. impressiveness of reflectionDriscoll and Teh (2001) tell us that practitioners can gain a stronger understanding about various interventions and protocols used, as s thoroughly as reviewing the situation specifics of each incident, through and through the process of reflection. In particular, Foster (1985) stressed the importance of using a journal for purposes of written reflection on nursing practices and procedures in order to facilitate clarify issues and make them more real and visual. Gardiner and Lawley (1995) suppose that self awareness, one of the outcomes of nursing reflection, can enable staff to recognise the skills they emp loy and add signification to their interactions with peers, team members and lymph glands/patients.There were many positives and negatives I experienced on a module by module basis, but in summary, these will be presented thematically.AchievementsModule Five offered the opportunity to gain insight into the lifestyle experienced by those with learning disabilities. Similarly, Module Seven provided much needed and interesting information on the role of special health needs observed in those with special needs. This enabled me to make a difference for a client with diabetes through the development of a health upkeep action plan that included the clients smoking cessation something the hearty worker assigned to the case was no intimate of.It was quite exciting to improve my parley skills throughout the five modules. For example, I was able to improve my rapport with other colleagues and various multidisciplinary healthcare professionals as well as clients as I achieved Module Nin e communication based learning objectives. Godsell and Scarbrough (2006) comment communication skills are essential for healthcare practitioners. I believe they are even more critical for those working with the learning disabled. Another example was the ability to communicate effectively myself and help others, such as residential home trouble, communicate with a specific autistic client experiencing difficulty in choosing daily activities based on his disability. I was able to include this client in the decisions made which is critical to empowering the client with a sense of self. Similarly, during Module Five, I worked with a cerebral palsy client who was screaming due to innervation that was her mode of communication, which at the time I failed to recognise, but upon reflection now know actions as well as words are important modes of communication for those with learning disabilities.ShortcomingsIn general, a major negative I encountered was feeling I was used as the help rath er than as a educatee nurse during my placement. This limited my ability to contribute and to grow personally and professionally. This was particularly evident during Module Five. Similarly, during Module Eight I was faced with a situation creating a significant amount of stress with no stress management advice or training opportunities from which to learn how to effectively cope. Contrary to Davidsons (2001) research, there were no in-house stress management training opportunities to take advantage of.There was a sharp discrepancy in Module Nine when reviewing the Valuing People (2001) discourse in relation to bulk with learning disabilities (PWLD) between what was written in the document and what I experienced at work whereas the document stresses the rights inherent for all people be extended to PWLD, it was my experience that daily patients and clients were denied access to services due to budgetary measures rather than expressing interest in peoples rights to quality healthca re and a quality standard of life. Gates (2003) tells us those with learning disabilities have rights and should be encouraged to attain respect and reach their potential.Challenges/Learning opportunitiesOne of the master(prenominal) challenges I experienced in the module series, particularly with Module Five, was relating theory to practice. However, through additional research and self motivated learning I was able to bridge the gap.I also experienced a number of personal and professional challenges that I believe helped me become a stronger person and future professional. For example, at the beginning of Module Six, my mentor informed me he would not be available to me. This was very frustrating and upsetting as I knew without the help of a mentor, it would be very difficult to achieve the specific learning objectives outlined. However, I was able to turn this situation into a positive by becoming an quick contributor to my own educational process by learning, understanding and solving real life problems (Kaufman, Mann Jennet 2000). Similarly, in Module Nine, I found some(prenominal) of the teaching styles challenging, but that helped to develop my research skills and allow me to make contributions in the group and EBL sessions. This also helped to develop my learning and presentation skills.An additional challenge in Module Nine was situation I encountered when viewing a medication administration concern at work. While I informed my manager of the situation, the team had a negative reaction rather than positive which would have been consistent with concern over patient/client care. Thomas, Mason and Ford (2003) tell us it is difficult for workers to become whistleblowers, especially in situations related to patient/client care or maintaining standards of care. This was an even more difficult challenge for me as I was only a student with limited status in the work environment. This was similar to the situation I found myself in during Module Seven when the confederacy care social worker appeared to be neglecting the clients diabetes, which is inconsistent with the General Social Care Council (2002) code of practices. I felt I was caught in the middle being a student making suggestions and pointing out care inconsistencies. Through the increased communication skills I developed, I was able to participate with the social worker in the role Gates (2003) identified as a learning disability nurse educator and facilitate changes.In conclusion, through the have effects of achieving the modules learning objectives, reflection on the positive and negative events as well as challenges I encountered throughout modules 5 9 have compound my skill development of working with the learning disabled, improved my problem solving skills, allowed for improved communicative ability both on interdisciplinary teams as well as working with learning or developmentally challenged persons. The added use of written reflection as a tool will further my ab ility to transmit these skills into practice in my future placement and allow me to be effective in my nursing capacity on day one of my engagement.ReferencesDavidson, J. 2001. Stress management Minute 10 guide. New York Macmillan, USA.Department of Health. 2001. Valuing People A new strategy for learning disability for the 21st century. White Paper CM5086. Great Britain.Driscoll, J Teh, B. 2001. The potential of reflective practice to develop individual orthopaedic nurse practitioner and their practice. Journal of Orthopedic Nursing, 5, 95 103.Emerson, E, Hatton, C, Felce, D Murphy, A. 2001. Fundamental facts. London The world of People with a Learning Disability.Gates, B. 2004. Learning disabilities Towards inclusion (4th ed). London Churchill Livingstone.General Social Care Council. 2002. Code of utilisation for Social Care Workers andCode of Practice for Employers of Social Care Workers. Online. Retrieved from http//www.gscc.org.uk/NR/rdonlyres/8E693C62-9B17-48E1-A806-3F6F 280354FD/0/CodesofPractice.doc Accessed 20 September 2008.Godsell, M Scarbrough, K. 2006. Improving communication for people with learning disabilities. Nursing Standards, 20(30), 58 68.Kaufman, DM, Mann, KV Jennet, P. 2000. Teaching and learning in medical education How theory can inform practice. London Association for the Study of Medical Education Monograph.Gardiner, A Lawley, K. 1995. Health and social care Longman advanced GNVQ test and assessment guide. London Longman Publishing Group.Thomas, A, Mason, L Ford, S. 2003. Care management in practice for the registered manager award Essential reading for all care managers (2nd ed). Oxford Heinemann Educational Publishers