Reflective Essay on Personal Performance



This essay is a reflective bank account on the improvement I have made through the on-going nursing training programme I have embarked upon. The areas I intend to cover include the usefulness of assessment opinions for facilitating expansion and then for understanding the areas that require to be advanced in my own learning, the scope of the introduction of key transferable skills, a synopsis of meetings with my personal development teacher and issues related to my personal learning. Finally, areas for future development will be recognized with a view about how to handle them, tending to go towards improving my personal and even professional development.

Individuals may spend a lot of time thinking over activities they have had and things they need to do. However, within medical it is presumed that in order to advance, these thoughts should be turned into guided reflection permitting one to improve them in the future. The essential purpose of reflective practice is to enable the practitioner to gain access to, understand and find out through, his / her lived encounters and, as a result, to adopt 'congruent action towards growing increasing performance within the context of what is understood as appealing practice' (Johns 2000, p3).

As a mature student with experience of an gain access to course I felt I needed developed self-discipline, which is very important to effective learning. Throughout this program I have slowly but surely developed power and confidence in every the transferable skills, such as communication, effective learning, and teamwork and it. These skills have been developed through both coursework and the location. . I felt comfortable about my verbal communication whereas I had been concerned about my literacy skills which are impeded by my dyslexia. In my case dyslexia ends up with poor spelling, grammatical mistakes and difficulties with organising work. It should not have an impact on my understanding of my subject, although it can take me time to absorb what I read.

The course has helped me to recognize the importance of most areas of communication, both verbal and non-verbal, such as body language, touch, facial appearance and eyes contact. It shows me how important non-verbal communication can maintain expressing meaning. During my position visit at the hospital I apply my communication skills which empowered me to interact with people from different ethnicities and backgrounds. For example, while I was employed in the ward with a staff nurse, I witnessed through facial appearance that a patient was in pain. I travelled over to ask her what the problem was. She explained she was at pain. I immediately reported it to the nurse in control. Following this, I made her comfortable and extended to communicate with the patients. Out of this scenario I have learnt that good communication skills are important in delivering health care services. Good therapeutic communication can help reduce patient pain and stress.

I believe the best way of learning is to become an autonomous learner which in itself requires good communication skills and self-control. During this course, I've developed good time management skills, especially for get together deadlines in distribution of assignments as well as for combining studying with domestic requirements. Initially, being able to access the internet and using the digital searching method was a lttle bit difficult but it became clearer with the help of the IT workshop. It also helped greatly when finding articles needed for annotated bibliography project. Having to do presentations is another effective way of learning since it provides an possibility to research this issue and then train others. I well prepared a research presentation and I recognized little about the components that would make the sort of display successful. I experienced some nervousness because I find it difficult to face an audience and deliver a talk but with the help of the tutor's opinions I am beginning to focus on my fears and self-confidence by becoming involved in group discussion.

My IT skills have better quite considerably since the beginning of the module. I realized how to use e-mail, Microsoft term and different ways to search for information. The IT sessions have added greatly, much, will have the self-assurance to make an online search regularly. I've also learned how to use databases and PowerPoint I am going to continue to build on what I've learnt and improve on it because the technology is updating frequently which is necessary to match this tendency. (See appendix).

Carrying out a literature search during an task, taught me how to use the search engines using keywords in order to find relevant articles. Conducting a literature review has given me an understanding into what research includes the ways in which research can be carried out and the various methodology that is used. I now recognize that educational articles are peer analyzed before being released in reputable publications.

Assessment feedback is an important part of learning. It offers the student an awareness of what they can do and what needs to be advanced, in both written and useful work Whilst assessing my responses sheet on the role and function of health related organization, Component IPH1625, I sensed that the draw received was above my anticipations which kept me sensing positive and enthusiastic to continue the good steady progress. I came across the research portion of the essay quite challenging and put in many hours planning my essay. Thankfully the organization that we had chosen was of great interest to me as British center foundation was a business that dealt and helped people from all walks of life. The actual fact that this topic was appealing to me managed to get much easier personally to go over and reveal it with love, and I could really express can certainly make money felt about the issues involved. From the responses received, I recognized that I had developed addressed all areas of the marking conditions to a highly effective level. Having not recently shown my work to my module head, to my surprise the material of my work was above standard and incredibly done well. My dyslexia is a worry regarding typographical errors which I may well not notice. To battle this I used the computer systems grammatical and spelling checkers as well as showing my essays to my dyslexia tutor who helped me to proof reading. I had been thrilled to notice that in the feedback given, my grammar, spelling and punctuation had not been regarded as a problem. It is very motivating to receive this kind of feedback and the do it yourself satisfaction left me with a positive feeling that i hoped to maintain. (See appendix)

My first learning stage was the newbie level which Benner (2001, p20) described as 'beginners who acquired no experience or skills to practice in the problem in which they are expected to perform'. At this stage of my learning I put limited knowledge and knowledge of patient condition as well as the environment in which health care is provided. This made me troubled and stressed. My culture (which forbids me from responding to an elderly person by name) inhibited my potential to communicate effectively with patients and various members of staff. This problem was scheduled to insufficient previous experience in caring for patient and lack of understanding of the problem in which am likely to perform. My knowledge regarding patient's disorder or disease process was missing. Hence I did not know how to assess or perform patient admissions or pain assessments. For example, when patients complained of pain I usually informed my coach instead of conducting a pain assessment to recognize factors which might be contributing to the pain.

However, I constantly relied on my coach for assistance. Through advice, opinions on my shows and by observing my mentors and other users of staff, I could develop strategies about how to get over communication problems on my next positioning. During this position I was able to reassure patients, carry out pain assessment, keep an eye on and record essential signs (under specialized medical supervision) as well as understand their implications for patients' attention. Although I had developed developed self-confidence in clinical skills in my first placement, there was an increase in my confidence within my second. There was an increase in learning, however, my skills and knowledge in this domain were still limited. I still relied on basic suggestions or instructions directed at me by my coach about how to execute some of the tasks delegated if you ask me. Because of this I possibly could not use my initiatives to prioritize or plan caution correctly or make sound judgment regarding the care that i was offering to patients. My communication skills also advanced as I could hear and reassure patients, carry out pain assessments. In the future I hope to ensure effective communication in my day to day activities, building on my advantages until I become qualified in my communication skills, and able to identify potential problems and challenges and ways to find answers to the trouble. (See appendix)

The advanced beginners' level was the next degree of my learning. As explained by Benner (2001, p22) 'the move forward beginner is person who can display marginally accepted performance; one who has coped with enough real situations to notice the reoccurring meaningful situational components'. With regards to performing as of this level, the position quo is the fact that the theory classes are in the final stages, after which we would move into placement, where just as before I would have the opportunity to associate attained theoretical knowledge to apply.

Personally, I have found that the many placements were the largest learning curve for me personally and influenced my learning greatly. Personally i think that I've performed well, as I've done things that we acquired never done before such as taking measurements of blood pressure, giving shots, and administrating the right medication. The largest impact on me was the training disability position. I felt that is where I must say i put my communication skills into practice. I found learning disability extremely interesting and at the same time challenging. Among the major troubles I encountered was the ambitious behavior of the patient. I learnt the importance of being patient and also to try to know very well what is making them angry to be able to relax them down. Sometimes medication is needed for this. (See appendix)

Meeting with my own development teacher (PDT) has been extremely useful; at the first appointment we satisfied as an organization which we had an open dialogue on learning, instructing strategies and available learning support. My second meeting was one to one and I was able to express the issues I confronted with modules in conditions of understanding possible projects and in selecting books which are user-friendly to facilitate launch to new areas of knowledge. It had been also a good opportunity for me to discuss issues came across during placement, with regards to my experiences, including problems as well. I generally found these assembly to be useful because it was and still is an avenue for me to go over and analyse both personal and professional development. (See appendix)

On reflection I can observe that I could achieve the above mentioned medical needs of patient scheduled to 12 months of obtained knowledge and experiences. In progressing through the phases of skill acquisition, reflecting allowed me to get new ideas, insights, understanding of specialized medical practice and I was able to change and improve my practice as I progressed. This capability is essential for personal and professional development. By reflecting I developed reflective skills such as self-awareness, capability to describe, critically analyze, synthesize and evaluate (Bulman and Schutz 2004, p10).

'Self improvement builds on understanding' (Moon 1999, p14). Learning is a lifelong process of discovering what's not known and reputation of learning needs is the basis for further development. NMC code of do and the life long learning record requires one to be able to identify when further learning and development may be required. The NMC's PREP (2001, p7) requires documented nurses to keep up as of yet with new development and go for training that are relevant to the practice area in order to 'deliver care based on current evidence, best practice and, where applicable, validate research when it is available (NMC 2002, p5).

I wish to continue building on my nursing competency in order to increase my knowledge and skills. Reaching this will be through practice and self-directed learning, as well as through medical supervision which provides support for the pupil; this will help me in further development of skills, knowledge and enable me to improve my understanding used area. I'll also further my education to degree level.

In conclusion, I have critically shown how my learning has developed from amateur to advanced starter of nursing. I've also planned to keep to maintain my personal and professional development by engaging in regular learning activities and also upgrading my professional stock portfolio. Furthermore, I'll continue to acquire more knowledge to get ready me to handle professional challenges, especially in the region of decision making, and the capability to place opportunities and utilise them. I've a knowledge of and assurance in my chosen job as adult nurse. I want to see learning within me; learning new skills everyday is a lifelong experience. Reflective practice will not only increase the quality of care and attention I give but also improve my own and professional development thus assisting me to close the difference between theory and practice.


Benner, P. (2001). From Beginner to Expert. Quality and Electricity in Clinical Nursing Practice. (commemorative release). New Jersey: Prentice Hall.

Bulman, C. & Schutz, S. (2004). Reflective Practice in Nursing. (3rd ed. ). Oxford: Blackwell Publishing.

Johns, P. (2004). Becoming a Reflective Specialist. (2nd ed. ). India: Blackwell Publishing.

Moon, J. A. (1999). Reflection in Learning and Professional Development. London

Kogan Webpage.

NMC. (2001). The PREP handbook. London: NMC.

NMC. (2002). Code of Professional Conduct. London: NMC.

Appendix 1: Use of key transferable skills.

Appendix 2: Feedback sheet.

Appendix 3: Evidence of learning from practice analysis / skill development in practice.

Appendix 4: Duplicate of ending up in Professional Development Tutor.


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