May 30, | nursing, med, NURS, Paper
Gibbs’ model of reflection
Gibb’s model of reflection focuses on the self-reflecting ability of the actions of an individual with the view to engage in a continual learning process (Wilding, 2008). It is a framework for evaluating various experiences to understand specific areas which need improvement. Gibbs’ reflective cycle is considered one of the most popular cyclical reflection models. In this article, we will discuss what is Gibbs’ reflection model, among other vital insights. Therefore, read on to learn more. Gibbs’ model of reflection:
What is Gibbs’ reflective cycle?
Before we delve deeper into Gibb’s model of reflection, it is essential first to try and understand what is meant by Gibbs’ reflective cycle. In his book “Learning by Doing 1988,” Professor Graham Gibbs shows how important for people to learn through different situations they experience daily, especially when conditions are not favoring them.
From his book, you can learn that the reflective cycle is about self-reflection and a control mechanism that can aid people in figuring out things clearly and systematically. There are various things humans undergo daily that they can draw conclusions about.
Gibb’s reflective model’s plan was to implement various stages to explain the situation, and the cycle sounds sensible. In his reflective model, he believes people should learn from past experiences to figure out life afterward.
Gibb’s model of reflection is the best teaching method that defines situations and helps people reflect and adjust appropriately next time.
Gibbs reflective model
So, now that you understand what is Gibbs’s reflective cycle, it is equally vital for you to understand Gibbs’s reflective models and the various stages. As you have seen, the Gibbs model is cyclical with a framework that focuses on reoccurring events.
It involves six stages whereby each stage aids in reflecting and engaging in a particular learning experience. However, Gibb’s reflective model is easy to use as a guide for learning in a coaching class to examine a situation and draw conclusions.
Gibb’s model of reflection takes the form of six stages: feelings, description, evaluation, analysis, action plan, and conclusion. Below we will discuss each stage in detail.
Description
The first stage of the Gibbs reflective cycle is termed description. In this reflective phase, people can describe their situation or their experiences. However, this phase is not for drawing conclusions but for understanding what has happened.
The focus here is mainly on important information that can offer a factual description of the condition. Therefore, this stage is vital as it helps develop a suitable foundation for understanding the incident.
To understand this stage better, you can apply the following questions to understand more about the situations in the Gibbs model of the reflection description phase.
Who was present?
Why were you there?
When and where did it happen?
What actually happened?
What did you do?
According to you, what did you intend to happen?
What was the result of the situation?
What actions did other people take?
Feelings
Feelings are the second stage of the Gibbs reflective cycle. Here, people can describe their description feelings and thoughts and the way it has shown an effect on their experiences. Feelings are usually the state of mind of an individual.
The importance of this stage is to understand your thoughts about the different situations and to question yourself on some crucial aspects.
Here are questions that can help you understand the feelings about a certain situation clearly.
What were your feelings like before this situation happened?
What were your feelings at the time of that situation?
What and how did you feel after experiencing this situation?
What and how do you think other people felt when this situation occurred?
What are your thoughts about the situation right now?
How do you think other people will feel about this situation currently?
What do you think other people will feel after this situation?
Evaluation
Evaluation is the third and most crucial phase in the Gibbs model of reflection. Evaluation is marked by people evaluating their experiences either positively or negatively or either good or bad about the circumstance.
Evaluation is the stage where you need to be more objective and know what worked to your advantage and what did not.
You can take the help of the questions below to understand the circumstance in the evaluation phase described in the Gibbs model of reflection.
What went according to the plan in this situation?
What did not go so well in this situation?
What was the negative aspect of this situation?
What was the positive aspect of this situation?
What and how was your contribution to the success of this situation (it can either be positive or negative)
What and how was the participation of other individuals in the success of this situation (either positively or negatively)
Analysis
Another significant and fourth stage of the Gibbs reflective cycle is analysis. The analysis takes various forms to understand a particular situation. In this context, people can use analysis to feel, think and try to make the relevance of the situation and know what transpired.
In the past, an individual was aimed at details, but analysis allows thinking and drawing relevance from the experience and situation. You can do this at this phase if you want to incorporate academic literature.
This is the step to understanding the things that went well and aided the situation or the reason it did not succeed. Here are important questions you can apply to understand the situations in the Gibbs model of the reflection analysis stage.
Why did everything go as planned in this circumstance?
Why did things not go as planned in this situation?
What meaningful explanations can you make of the situation?
What knowledge and understanding can aid in unearthing this situation?
What skills of other people can be crucial to understand this situation better?
Conclusion
The conclusion is the fifth stage of the Gibbs reflective cycle. It comes after the above stages have been implemented to understand a situation clearly. In conclusion, people can figure out what they have learned and what can possibly be done differently next time.
The conclusions are the section where people can agree through understanding and concluding the actions that can be improved to better the results in the subsequent encounter.
Before drawing a conclusion, essential questions can help understand the situation better. Here are highlights
What did this situation teach me?
What did this circumstance teach other people?
What could have been done to make the situation more positive for everyone?
What activities could I do to improve the experience?
What skills and knowledge do I need to learn to cope with this situation better in the future?
Action plan
The action plan is the sixth and last stage of Gibb’s model of reflection. After learning all these phases, action is needed for the teachings to be effective.
In this stage, people can describe their thoughts on what they have learned and how they can implement the teachings to deal with similar situations in subsequent encounters. Therefore, this is the step to make adjustments and develop a plan to handle things differently in the future.
You can take the questions below to understand better the situations involved in the action plan.
What can I do to ensure that I will respond differently to situations the next time it happens?
How can I learn various skills required to deal with similar situations in the future?
If I had the chance to do the same things again, what could be my action plan, and what can I do differently?
The Gibbs model of reflection has been applied in different situations to boost understanding of a circumstance or an encounter to help people learn. The process is, however, considered an important tool that adapts so well to several situations and aids. Participants reflect appropriately on a situation and apply suitable action in the future.
Are there differences between Gibb’s and John’s reflective models?
We have discussed Gibb’s model of reflection above; however, other scholars contributed to nursing reflective models. One of them is John’s model of reflection. His model offers a pattern of actions that gives the means for reflective practice.
There are various phases involved in this model. For example, in the first stage of the activity, there exists a descriptive recalling experience and understanding of the major issues related to a particular experience.
John’s reflective model, as well as Gibb’s model of reflection, takes different approaches which are significant for a study. However, they have similarities in terms of how they describe certain situations. So, what are the differences between Gibb’s and John’s reflective models?
The differences between Gibb’s and Johns’ reflective models
The two models show differences in how they approach different parts of the reflective activity. Gibb’s model of reflection gives more attention to the individuals and experiences or sentiments of each person involved in the experience (Davies, Finlay & Bullman, 2000).
John’s model of reflection, on the other hand, is more individual-oriented and focuses more on internal as well as external elements and situational factors.
Gibbs’ model of reflection begins with the experience being considered, simply a description of the event as it occurred. The intricacies of the event and an emphasis on the participants, from the individual to the other participants in the event, are addressed.
John’s model of reflection, in contrast, begins with reviewing the event rather than just giving a rundown of its events and participants’ roles. It necessitates a thorough examination of the justifications for the actions taken in light of the goals pursued.
Gibb’s reflective cycle in nursing
You may be asking about the relevance of Gibb’s reflective cycle in nursing. The Gibbs reflective practice models play a significant role in nursing assignments. The nursing doctors and other staff can use the model to discuss the situation of the patient.
After examining the situation or the status of the patient, the nurses can consider other options to check whether they are other treatment alternatives that can be offered to the patient. Alternatively, they can go for an action plan for dealing with a similar situation differently.
Gibb’s reflective practice models
The Gibbs reflective cycle 1988 contends that in order to be successful, contemplation must be systematic and follow a set of predetermined procedures.
This model of reflection is an example of formal reflection; it is based on research and offers a theory of how to implement the process of reflection in the most effective way.
Reflective writing models Gibbs
How can Gibb’s model of reflection be applied in writing? From his teachings, as seen in his cycle, there are various lessons that you can draw to help you in reflective writing models Gibbs. As described in the form of stages, these theories can help predict the future.
You can draw conclusions about what happened by using highlights from past experiences.
Bottom line
Hopefully, you have learned about Gibb’s model of reflection and how it can be used effectively in one’s favor. You can agree that Gibbs’ reflective model is a feature that aids professionals learn and grow from their past encounters. Therefore, if a situation in the future faces you, you can apply these techniques to help cool demonstrative conditions and curb escalating tensions. For more information on reflective models, visit onlinenursingpapers.com, or if you have concerns or would like to outsource your assignment, we can help you.
May 30, | nursing, med, NURS, Paper
NURS 6051 Assignment: The Nurse Leader as Knowledge Worker
NURS 6051 Assignment: The Nurse Leader as Knowledge Worker
The Nurse Leader as a Knowledge Worker
Transforming Nursing and Healthcare Through Technology
The Concept of Knowledge Workers
Greatly related to the purpose of nursing and its process
A serial and goal-oriented endeavor that involves:
Steps and actions
Operations
Performance
The concept has evolved consistent with healthcare reform’s emphasis on:
More access
Higher quality
Lower costs
Today, knowledge workers utilize technology and data systems to:
Engage in evidence-based decision making
Speed up diagnosis and treatment NURS 6051 Assignment: The Nurse Leader as Knowledge Worker
The Concept of a Knowledge Worker
The concept is significantly related to the purpose of nursing. According to Conrad and Sherrod (2011), any exploration of the epistemological foundation of the profession must consider nursing as a process. It is a serial and goal-oriented endeavor that involves various steps, actions, operations, and performance between a patient and a practitioner. The concept of a knowledge worker has evolved consistent with healthcare’s reform emphasis on more access, higher quality, and lower costs (Pritchard, 2006). These factors have incentivized the application of technology and the creation of systems for data aggregation and analysis. Furthermore, the concept of knowledge workers has changed as the need for standardization has grown. Today, knowledge workers are required to utilize technology and data systems to engage in evidence-based decision-making. They should also use the technology to speed up diagnosis and treatment through better medical and nursing information sharing NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
Nursing Informatics
Combines nursing with information and analytical sciences
Supports identification, description, administration, and representation of data
Nursing informatics plays roles, such as:
Aiding in healthcare promotion
Dealing with current challenges like an aging population or nurse shortages
Most value stems from documentation
Nursing Informatics
As a specialty, nursing informatics combines nursing with information and analytical sciences to support identification, description, administration, and representation of data, information, and knowledge in practice. According to Darvish et al. (2014), nursing informatics plays numerous roles. It aids in healthcare promotion. Tellingly, a technologically rich environment facilitates a higher quality of care and improves patient safety. Nursing informatics also helps healthcare institutions and organizations better deal with current challenges, including an aging population, shortage of doctors and nurses, and incidence and prevalence of chronic conditions through the provision of data. Majorly, value has been realized through documentation – electronic charting – which ensures that nurses can obtain information quickly and efficiently to improve workflow NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
Nurse Leaders as Knowledge Workers: Their Role
Nurse leaders need skills to gather and analyze data.
They play key roles, including:
Harnessing the potential of electronic systems
Translating patient findings
Advocating for the integration of technology
Empowering others to aggregate data and recognize patterns
Technology role models and change agents
The Role of a Nurse Leader as a Knowledge Worker
Nurse leaders need to develop skills for gathering data, its analysis and have the capacity to identify clinical trends and patterns. In patient-care delivery and decision making, they should possess essential knowledge worker skills, including data gathering and knowledge usage and building. The nurse manager should also be equipped with the required tools necessary to harness the potential of electronic data systems. They should be ready and prepared to translate patient findings and associated information into knowledge to inform and drive positive patient outcomes (Westra et al., 2015). Nurse leaders should also advocate for integrating electronic technologies in their departments, motivate adoption by instilling a sense of excitement for the changes and promote literacy. Additionally, the nurse leader must empower others to aggregate data and recognize patterns to deliver seamless and effective patient-care services. As technology role models, nurse leaders must possess competence in dealing with data, EMRs, and online research. They are also change agents and departmental gatekeepers regarding the need to implement new systems or not. Finally, as critical communicators, nurse leaders appraise others of data findings, benchmarks, and the outcomes posted by a department or unit NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
Hypothetical Scenario
Involves a male patient
Complained of a cough after visiting the psychiatric medical surgical unit
Patient had labored breathing, limited oxygen, and elevated respiration
Data that could be used in the scenario includes:
Values from the DynaMap, vitals machine, or respiratory rate
Images from the x-ray
Numeric data from digital monitors and magnetic resonance imaging outputs
Other data includes the patient’s complaints and any further assessment
The hypothetical scenario involved a personal experience, where a male patient complained of a cough after visiting the psychiatric medical unit. The patient experienced labored breathing, oxygen was on the lower end, and the respiratory rate was elevated. A chest x-ray was ordered. Data that could be used in the scenario includes values from the DynaMap, vitals machine, and the respiratory rate. Other data includes the x-ray image, graphic monitor displays, and a magnetic resonance imaging output. Furthermore, the patient’s complaints and further assessment can be done to provide more data. The EMR provides an archive for future reference NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
Hypothetical Scenario Cont’d
The data can provide knowledge, such as:
Steps or actions needed to identify the cause of the problem
The condition presented by the patient, such as pneumonia or pulmonary embolism
Whether presented symptoms are just a false alarm and inconsequential
Knowledge-based systems can show steps to be taken or evidence-based practice
New or entry nurses can rely on knowledge based software, including:
Mosby Nursing Skills
Lippincott Nursing
Knowledge provided by the data includes steps to identify the problem facing the patient, the exact condition they suffer from, or establishment of a false alarm. Nurses can use knowledge-based systems to identify the steps to follow or evidence-based practice. Common systems used by entry level nurses include Mosby Nursing Skills and Lippincott Nursing NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
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References
Conrad, S., & Sherrod, D. (2011). Nurse managers as knowledge workers. Nursing Management, 42(2), 47-48.
Darvish, A., Bahramnezhad, F., Keyhanian, S., & Navidhamidi, M. (2014). The role of nursing informatics on promoting quality of health care and the need for appropriate education. Global Journal of Health Science, 6(6), 11.
Pritchard, A. M. (2006). Leadership, innovation, and knowledge workers in health-care reform. The Canadian Nurse, 102(5), 13.
Westra, B. L., Clancy, T. R., Sensmeier, J., Warren, J. J., Weaver, C., & Delaney, C. W. (2015). Nursing knowledge: Big data science—Implications for nurse leaders. Nursing Administration Quarterly, 39(4), 304-310.
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Include one slide that visually represents the role of a nurse leader as knowledge worker.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
NURS_5051_Module01_Week02_Assignment_Rubric
Grid View
List View
Excellent
Good
Fair
Poor
Develop a 5- to 6-slide PowerPoint presentation that addresses the following:
· Explain the concept of a knowledge worker.
· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
32 (32%) – 35 (35%)
The presentation clearly and accurately explains the concept of a knowledge worker.
The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker.
Includes: 3 or more peer-reviewed sources and 2 or more course resources.
28 (28%) – 31 (31%)
The presentation explains the concept of a knowledge worker.
The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker.
Includes: 2 peer-reviewed sources and 2 course resources.
25 (25%) – 27 (27%)
The presentation inaccurately or vaguely explains the concept of a knowledge worker.
The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker.
Includes: 1 peer-reviewed sources and 1 course resources.
0 (0%) – 24 (24%)
The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing.
The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing.
Includes: 1 or fewer resources.
· Develop a simple infographic to help explain these concepts.
14 (14%) – 15 (15%)
The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.
12 (12%) – 13 (13%)
The presentation provides an infographic that helps explain the concepts related to the presentation.
11 (11%) – 11 (11%)
The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.
0 (0%) – 10 (10%)
The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.
· Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.
32 (32%) – 35 (35%)
The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data NURS 6051 Assignment: The Nurse Leader as Knowledge Worker.
28 (28%) – 31 (31%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.
25 (25%) – 27 (27%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.
0 (0%) – 24 (24%)
The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_5051_Module01_Week02_Assignment_Rubric NURS 6051 Assignment: The Nurse Leader as Knowledge Worker
