A Nurse's Reflective Journey Through Driscoll's Model

A Nurse's Reflective Journey Through Driscoll's Model

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It takes more than clinical skills to be a great nurse—it takes being able to look back on what's happened and learn from it. Driscoll's reflective model provides clinicians with an easy but effective guide with three questions: What happened? So what does it mean? Now what should I do differently? It closes the gap between nursing theory and practice in the real world, providing a road map to development and improved patient care.

Dismantling the Reflection Process

The "What" stage is similar to hitting a pause button on experience. Here, I merely told what occurred with our nursing promotion project without judgment or analysis. This provided a distinct snapshot that I could probe further later.

During the "So What" stage, I reflected on my emotions and linked them to nursing theory. This intermediate step converted raw experience into professional insight by recognizing patterns and areas for development. I also recognized my emotional reactions, which assisted in building my empathy and resilience.

The last "Now What" step was to develop action plans. Instead of simply dwelling on what had happened, this step forced me to establish concrete changes I would implement in the future. This proactive attitude makes Driscoll's model especially useful for ongoing improvement in nursing care.

Communication: The Heart of Compassionate Care

Our group assignment brought out the importance of communication, particularly with vulnerable patients. Communicating with Mrs. Childs, who suffered from dementia, made me realize that conventional communication strategies do not work for patients with cognitive impairments.

We learned that modifying our approach—using visual aids, signs, and non-verbal methods—completely enhanced our relationship with Mrs. Childs. This wasn't merely a matter of imparting information; it was maintaining her dignity and autonomy. As we discovered useful ways of communication, we showed respect for her value and her right to engage in her decisions regarding care.

This realization changed how I view nursing practice. I now understand that good nursing goes beyond clinical procedures—it creates spaces where all patients feel respected and understood, regardless of their communication abilities.

Learning from Team Dynamics

Working with our team taught me significant lessons in teamwork. My colleagues and I disagreed at some point, especially concerning patient-focused interventions. When I insisted that we should let Mrs. Childs have extra time to talk, others came up with other solutions.

Divergent views caused tension initially but eventually enriched us. What I learned was that professional development sometimes arises from handling different opinions while maintaining the welfare of patients at the forefront.

I was occasionally frustrated when participation wasn't equal among team members. In reflection, I realized that this experience provides wisdom for my future work in healthcare teams—I need to champion inclusive processes with regard for all voices, just as I champion patients.

Creating Empowering Healthcare Environments

The reflective exercise explained how healthcare environments affect patient well-being. Health care workers need to design spaces that acknowledge and include all patients, irrespective of their conditions. This involves being innovative and flexible to accommodate differences.

Patients with conditions such as dementia feel disconnected when places are not specially constructed for them. I understood that "environment" involves not only physical spaces but also the way we communicate with patients and among ourselves.

My future practice will focus on developing environments in which all patients feel respected and welcomed, and in which communication adaptations are routine practice and not extraordinary accommodations.

Moving Forward with Reflective Practice

The lessons learned from this reflection will inform my future nursing practice. I now see it as my responsibility to advocate for patients—especially those who have difficulty communicating. This advocacy is a basic moral obligation in nursing.

For patients with cognitive impairments, effective advocacy will change their healthcare experience, enabling them to express needs and be fully involved in care decisions.

Driscoll's reflective cycle provides more than a method to reflect back—it gives a model for ongoing development throughout a nursing career. Through analyzing systematically, relating to knowledge, and putting improvements into action, nurses can continually develop their practice.

This reflective process has synchronized my emerging practice with fundamental values of patient dignity and efficient healthcare. As I move forward towards becoming a professional nurse, this reflective process will continue to be vital—connecting theory and practice, and finally professional care and true human interaction. If you wish to delve further, go to desklib's website and investigate further on this subject using our AI researcher tool.

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