Nursing: Clinical Reasoning Cycle, RLT Model and Patient-Centred Care

Running head: NURSING
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Nursing
Name of the Student
Name of the University
Author note

1NURSING
Description
I have encountered the Roper Logan Tiernary model or RLT, clinical reasoning cycle and
the concept of patient-centred model in nursing through lectures of week 5, 6, and 7. Clinical
reasoning cycle was implemented to address the health issues of Jim Laverty, a 65-year-old man
with experience of fall and injury. The interventions and care delivery for Jim was underpinned
by the principles of patient-centred care. The steps of RLT model were also implemented to
address the patient’s needs considering the psychological, biological, and socio-cultural factors.
Later reflective practice was undertaken to assess patient outcomes using these models.
Reflection will help evaluate how it these models guide future nursing profession.
Feelings
I was comfortable with the concept of the patient-centred care and could easily relate to
the patient. It was easy for me to follow the steps of the clinical reasoning cycle. However, it
was difficult to execute the 12 steps of RLT to the Jim’s health assessment. At the end of
practice I have learned it to be useful framework for assessment, to develop care plan and
implement the same. Each model was easy to implement one at a time. When both the concepts
were to be used together in case of Jim, it turned to be perplexing. However, understanding the
best way to interrelate the concepts from different models would allow caring for patient
systematically. This process however, requires strong understanding of the patient illness, its
pathophysiology, and critical thinking skills to assess needs. Critical thinking and clinical
reasoning are the concepts to be mastered as the activities of daily living are influenced by
multiple factors including psychological, sociocultural, environmental, and politico-economic
factors. I have consumed a lot of time understating and sorting out how to correlate these RLT

2NURSING
model along with CRC and patient-centred care. I had to spend additional time to check online
videos on application of these models as well read additional textbooks during the week, 5 and 6.
Videos helped me learn how to better implement these models and theories in real life practice.
After completing all the three weeks including 7, I have developed clarity on the relating these
concepts to the patient. Although I have earned the concepts I am not confident in implementing
the same in real life setting. I am determined to overcome the anxiety as conceptualising the
nursing means halfway through the nursing goals. I was satisfied on gaining the self-awareness
of the process.
Evaluation
I have developed in-depth insights into the holistic perspective of nursing as well as
factors important for providing the individualised care. With the learning of the RLT model, I
have gained a new perspective of addressing the full range of patient's needs. Initially, I was of
the opinion to take care of most pressing issues of patient's health. The importance of RLT model
is also evident from the department of health, which emphasise on personalised care to return the
patient to the same state as before illness. To address the full range of needs, it is necessary to
consider the patient/s personal, economic, and social life, past medical records, ethnicity, and
mental health and also cultural background (Williams, 2017). When these medical and other
needs are considered, it facilitates patient-centred care as argued by Roter (2017).
It was easy to understand the concepts relating to the patient Jim Laverty. Practical
application was the strength of learning. It gave me the concept of realising the lifespan
continuum integrated with this model. According to Williams (2015), the lifespan continuum
explains the dependency of the individuals at birth, independence at midlife and back to fully