Nurse–Physician Communication in Long-Term Care Assignment Sample

• Subject Name : Nursing

Reflective Journal

Table of Contents

Introduction.

Reflective Practice.

References.

Introduction to Nurse–Physician Communication in Long-Term Care

This study is intended to provide a critical reflection of the occurrence in the context of the nurse. This study first gives a brief analytical consideration of the importance and nature of reflection. The Gibbs Cycle model is used to make available the structure for reflective practice. The background of this study gives a description of the issues, personal reflection on the issues, evaluation, analysis, conclusion, and action plan.

Reflective Practice for Nurse–Physician Communication in Long-Term Care

Description

From working in a team, I learned that communication between social and health care depends on what specialists do and how they can measure the service quality that patient gets. Poor communication among interprofessional team members influence the quality of care received by patients and can lead to many bad experiences for the patient. I understand that many factors pay to poor communication, such as the use of professional jargon, poor handwriting, and abbreviation. So, I set a personal goal to avoid this kind of behavior and uncertainty, I did, such as use jargon I ensured its universal so as to that no confusion occurs (Punshon, et al. 2017).

During the time of placement, I can be able to participate and witness in the multidisciplinary team meeting and have had the chance to work with various health specialists like physiotherapists and have been included in ward rounds with nurses and doctors. The ward I work in is a good team. Also, I have always felt a part of the team as well as I make meaningful contributions with the interest and information and support to accept what is embedded in me (Vilanova-Sanchez, et al. 2019).

My roles and relationships with other people in the clinical setting are very important to me because it helped to build understanding and trust with other team members. While reflecting on my weaknesses and strengths with respect to my roles and relationship with people, I feel that when I start to look more closely at the role of nurses in patient care I feel that there is a lack of knowledge about the role of healthcare specialists that I work alongside in the patient care. I chose high as a moderate priority because I think it can’t be a collaborative health member without knowing about the role of other people with whom I am working with. In case, there is a lack of knowledge about other people’s roles, I feel that this might be problematic to realize why they are involved in my patient care, or even be consistent with other health specialists, certainly lead to the excellence of care for the patients to agonize. Therefore, I find it my more interest to talk to other people at the time of placement because I can work together with them positively and achieve the same goal (Dempsey, et al. 2016).

In an acute care environment, the type of problem-solving that I incline to solve is an instant problem rather than a long-term problem. For example, patients who do not wake up who should have a clean sponge and cloth on their bed. But every patient is varied and often I can’t only do the task without thinking. The problem-solving process guides me to find a solution to the problem. I have learned that this procedure is effective and assists me to make the accurate decision. I can also think about my decision as to which decision is best suited for the situation. To help me to solve the problem in a more complex situation, I asked my counselor to give me some incentive to solve the problem so that I can develop the problem-solving skills that are great for my learning process (Norouzinia, et al. 2016).

Feelings

After reflection, I feel that at the beginning of the condition did both seem and feel new and challenging, my communication skills with the patient are not aided by the fact that I am not able to think about the new way to express the question that I have. Before that happened, I thought the nurses themselves showed three members of the community in the ward as a part of the job advertising procedure. During the incident, I had been working in the oncology ward for 6 months, therefore, I still felt uncertain about my position in the team. In the end, I don’t feel experienced or confident at all to manage the circumstance autonomously. I think the increased level of my anxiety means I’ve tried to interfere, but it’s still clear that me and my colleagues need to intervene more rapidly to make sure patients can be treated effectively. Also, when nurses fail to consider the individual needs of service users during ward visits, I am very surprised, because the distress began to both the community members and service users is absolutely unnecessary (Streeter & Harrington 2017).

Evaluation

From this experience, I have learned that it is important for young patients, especially children, to communicate with their parents, because the patient will not be able to give information about themselves. It is owing to parents when a child has a circumstance like Cystic Fibrosis, it is often the patient who will be concerned and worried about it. Also, it is the parents who take care of the children. With uncertainty, there are two good and bad experiences that give insights into the experience of service users and my role as a nurse practitioner in the multidisciplinary team (Crawford, Candlin & Roger 2017). My role is to perform physical examinations and assess the health of service users, recommend and manage medications, prescribe diagnostic and laboratory test/reading results, manage treatment side effects and assist patients - these include in their top interests. I think that I didn’t fulfill my next responsibility to secure service users’ full privacy and ensures that the nurses shown to community members in the ward are conscious of the service users’ communication problems and consequential concern is not fulfilled. By sharing information and stepping in prior to the situation intensified, my disappointment to perform as a team showed that there is a low level of group cohesiveness.

Analysis

There is more to this experience than just taking the basic acquisition of methodological information. The emotional and physical responses include in this circumstance and these are all important portions of the learning process. As a student nurse, proper repetition procedures are very important. Lots of information is collected, processed, and studied during the training sessions. This information can have a detrimental effect on the client's health, resulting in more partnerships than other professions. For this reason, it is an important part of the practical nurse training process. Through practice, nurses learn a variety of ways, especially visual and dynamic learning exercises. If that is the case, then the training phase of the training is followed by a specific method at a specific time (Renz & Carrington, 2016).

My experience has trained me in order to enhance my communication skill with patients in various languages, I must improve my communication with patients in various local languages and such who cannot speak English. It will be achieved through increased experience to patients in my clinical placement. I will effort to confirm that I improved my exposure to people in a variety of races were possible in my placement. This interview with the patient and his family highlights the obligation to become accustomed not only to the language used in the interview, but also the kind of my body language and language tone through the assessment.

Then again, not all practical experience in the nursing profession is perfectly performed. Some people are not professional about their tasks, and some people enhance the experience of becoming unconscious even though everyone is working efficiently. It may not be pleasant in the nursing environment but it requires measured feedback and analysis. Being able to think feet are an important part of a nurse's experience. This transfer provides a good example of a situation where there are multiple activities to consider and select. Thus, it provides an important example of a practice that is shown to be critical. But the most important thing is to learn about personal emotional reactions to the circumstances. Also, the feeling of insecurity is a problem because it threatens to detach you from other professional responsibilities. It is worth noting that other interesting nursing tasks such as taking blood pressure readings, so do not worry about not being removed. In this situation, insecurity is a vital lesson to learn from knowing the expected personal responses, because different practices can be done to solve these potential problems (Henderson, Barker & Mak, 2016).

Finally, the importance of having the support of a counselor during this experience is documented. So far, it has been considered as a consultant who cares about solving more complex processes. It is the first state where colleagues were questioned about their professionalism and they were somewhat embarrassed to take the course they could take. Understanding how counselors can offer advice on how to respond to ethical situations is a beneficial lesson (Rainer, Schneider, & Lorenz 2018).

Conclusion

From this exercise, I can now learn more about the importance of exerting and assertive professionalism in practice (and I don’t think the situation will happen even if I can do something due to the length of my position or experience in the team). The understanding that has been gained from this experience means that I can better understand the effects of not working directly as well as the importance of acting for the best interest of the patient, even after the need. Strong working relationship between health workers should also be emphasized in a multidisciplinary team to increase the level of group involvement.

Action plan

In the future, I intend to be more positive in dealing with circumstances face on despite my role in the level of experience, or the team. It includes dealing with worried service users, confirming the information is conveyed to relevant staff, and prevailing when I feel there is a hazard to the service users’ health or mental wellbeing. In addition, I will address the requirements and make changes to ensure that in the future we use a variety of ways to communicate and to conduct independent research on specific needs; Information that can be used in my nursing practice.

These experiences show that I need to develop my coping strategies and communication skill in various clinical circumstances. So, my goal is to increase exposure levels for patients of all ages by attending various patient care and talking to patients in the future. It would help to develop of such skills and create experiences like this, making it easier to manage effectively
(Rathert, May & Chung 2016).

I will not accept that other staff members will always be mindful or aware of individual requirements or triggers of service users. I will not believe that other staff members will necessarily act professionally. I will continue to have consistent professional reflections with the model proposed by Gibbs. Also, I intent to confidently and consistently execute the policies and standards set by the “National League for Nursing”, which is related to the personal needs of service providers:

• To admire the dignity and moral integrity of each individual without limitations or conditions.
• To confirm the difference and uniqueness among people, their values, ethnicities, and ideas.

References for Nurse–Physician Communication in Long-Term Care

Crawford, T., Candlin, S., & Roger, P. (2017). New perspectives on understanding cultural diversity in nurse–patient communication. Collegian, 24(1), 63-69.

Dempsey, L., Orr, S., Lane, S., & Scott, A. (2016). The clinical nurse specialist's role in head and neck cancer care: United Kingdom National Multidisciplinary Guidelines. The Journal of Laryngology & Otology, 130(S2), S212-S215.

Henderson, S., Barker, M., & Mak, A. (2016). Strategies used by nurses, academics and students to overcome intercultural communication challenges. Nurse Education in Practice, 16(1), 71-78.

Norouzinia, R., Aghabarari, M., Shiri, M., Karimi, M., & Samami, E. (2016). Communication barriers perceived by nurses and patients. Global journal of health science, 8(6), 65.

Punshon, G., Endacott, R., Aslett, P., Brocksom, J., Fleure, L., Howdle, F., ... & Leary, A. (2017). The experiences of specialist nurses working within the uro-oncology multidisciplinary team in the United Kingdom. Clinical nurse specialist CNS, 31(4), 210.

Rainer, J., Schneider, J. K., & Lorenz, R. A. (2018). Ethical dilemmas in nursing: An integrative review. Journal of clinical nursing, 27(19-20), 3446-3461.

Rathert, C., May, D. R., & Chung, H. S. (2016). Nurse moral distress: A survey identifying predictors and potential interventions. International journal of nursing studies, 53, 39-49.

Renz, S. M., & Carrington, J. M. (2016). Nurse–physician communication in long-term care: literature review. Journal of gerontological nursing, 42(9), 30-37. 

Streeter, A. R., & Harrington, N. G. (2017, December). Nurse handoff communication. In Seminars in Oncology Nursing (Vol. 33, No. 5, pp. 536-543). WB Saunders.

Vilanova-Sanchez, A., Halleran, D. R., Reck-Burneo, C. A., Gasior, A. C., Weaver, L., Fisher, M., ... & Williams, C. (2019). A descriptive model for a multidisciplinary unit for colorectal and pelvic malformations. Journal of pediatric surgery, 54(3), 479-485.

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