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Reflective writing is a crucial nursing skill and promotes critical thinking and analytical abilities. His reflective journal will follow Gibbs Model of Reflection (Wain, 2017). This model of reflection has been chosen as it is descriptive and inclusive.
As a nursing student at Mannequin University, we were instructed to participate in a practical class that focused on Nasogastric tube insertion. The aim of the class was to inform the students about the process of Nasogastric tube insertion, provide a demonstration, and ensure application in the clinical setting. We were instructed to carefully observe the demonstration of Nasogastric tube insertion with a focus on the patient position an insertion indication. While applying the learnings from the study, I forgot to focus on the gastric decompression at the time of intubation and was immediately informed by my supervisor who helped with the technique and thus assisted in successful Nasogastric tube insertion during the practical class.
I was feeling nervous while performing Nasogastric tube insertion as this was my first experience and I had limited knowledge of the procedure. Even though I had seen a demonstration by my supervisors and was in guidance of my seniors I was constantly trying to remember each step to avoid any errors. When I was corrected by my supervisor to follow the gastric decompression while performing Nasogastric tube insertion, I felt relieved as a clinical error was avoided. Further, I also felt informed and acknowledged the need for improvement of my practical skills.
While providing the demonstration, we were informed that the patient must be sitting upright with a partially flexed neck (Chen et al., 2017). The patient is also asked to lubricate the distal tip of the Nasogastric tube. The eternal tube is flushed with the positioning of the patient in an upright position. When the patient is lying or in supine position of the patient during feeding, there as an increased risk of aspiration (Taslakian et al., 2016). Having noted the details of the demonstration and practice, I was ready to perform Nasogastric tube insertion but I was feeling nervous as this was my initial experience with intubation. . Gastric decompression is crucial and is achieved through Nasogastric tube insertion and is included with the maintenance of the decomposed stated after endotracheal intubation through the oropharynx (Taslakian et al., 2016). Nasogastric tube insertion is a crucial procedure and its mismanagement can cause severe complication. Therefore, When I was finally supervised regarding the gastric decompression, I was relieved
Through this incidence and practical lesson in Nasogastric tube insertion, I learned and analyzed that pulmonary aspiration is one of the major complications associated with Nasogastric tube insertion (Chen et al., 2017). I also learned the need for properly following the instructions and ensuring critical steps. The purpose of Nasogastric tube insertion is to reach the gastric contents and be able to decompress the stomach, introduce passage in the gastrointestinal tract and help patients that face gastric immobility, bowel obstruction or any other forms of complications (Taslakian et al., 2016). Through this incidence, therefore, I analyzed that there is a need to focus on my practical skills and perform with undivided attention to achieve the desired results.
Through this reflection, I have realized that I need to improve my attention and practical skills to advance my knowledge into Nasogastric tube insertion.
To develop the required knowledge for Nasogastric tube insertion I will ensure to read the provided materials before the class and apply the learnings through practice. I will also focus on active listening in the class with a special focus on how theoretical learnings are applied to practical experimentation (Maneval et al., 2015). Practice through concept mapping and analysis (Raymond et al., 2016). I will also work on enhancing my observational skills and focus on how to improve my practice by looking at my seniors and demonstration by the supervisors. I will also ensure to clear all my doubts and seek the assistance of my seniors, batchmates, or supervisors whenever needed to limit any ambiguities or errors in practice (Maulidta et al., 2017).
This essay provides a reflective analysis of an incident from a practical incident where a lesson about Nasogastric tube insertion was being provided using the Gibbs model of reflection. This paper thus includes a brief description of the incidence with acknowledgement of feelings in the process, Discussion over the evaluation of feelings. Further, analysis and future action plan to improve the practice and to overcome the limitations have also been identified in this essay.
Chen, Z. H., Lin, S. Y., Dai, Q. B., Hua, J., & Chen, S. Q. (2017). The effects of pre-operative enteral nutrition from nasal feeding tubes on gastric outlet obstruction. Nutrients, 9(4), 373. https://www.mdpi.com/2072-6643/9/4/373
Maneval, R. E., Filburn, M. J., Deringer, S. O., & Lum, G. D. (2015). Concept mapping: Does it improve critical thinking ability in practical nursing students?. Nursing Education Perspectives, 32(4), 229-233. https://journals.lww.com/neponline/Fulltext/2015/07000/CONCEPT_MAPPING__Does_It_Improve_Critical_Thinking.7.aspx
Maulidta, M. (2017). Influence learning quality laboratory practices against nursing learning outcomes practical nursing students. Nurscope: Jurnal Penelitian dan Pemikiran Ilmiah Keperawatan, 3(1), 35-42. http://jurnal.unissula.ac.id/index.php/jnm/article/view/1532
Raymond, J., Medves, J., & Godfrey, C. (2016). Perspectives on Patient Safety Among Practical Nursing Students. Canadian Journal of Nursing Research, 48(2), 41-47. https://journals.sagepub.com/doi/abs/10.1177/0844562116664260
Taslakian, B. (2016). Nasal/Oral Feeding Tube Insertion. In Procedural Dictations in Image-Guided Intervention (pp. 101-104). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-319-40845-3_26
Wain, A. (2017). Learning through reflection. British Journal of Midwifery, 25(10), 662-666. https://www.magonlinelibrary.com/doi/abs/10.12968/bjom.2017.25.10.662
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