Essay on Reflective - Model of Reflection

Running head: REFLECTIVE ESSAY
REFLECTIVE ESSAY
Name of the student:
Name of the university:
Author note:

REFLECTIVE ESSAY
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Introduction:
The assignment aims to involve in the reflective practice with the assistance of Driscoll
model of reflection. Griggs et al. (2018) highlighted that reflective practice is a beneficial tool
for professional development in the clinical setting for analysing various clinical incidents so that
clinical practice can be improved. Moreover, it allows health care professionals to involve in the
necessary skills, knowledge and approaches to achieve the best outcome for the patient. The
professional skill improvement will allow professionals to safeguard the safety of patients by
providing the best possible care (Mal, Garg and Kaur 2017). This paper will use Driscoll model
of reflection established by John Driscoll. Driscoll model of reflection uses three stages for
reflecting on the clinical incident such as what? So what? And now what? To link theory to the
practice (Driscoll et al. 2019). The assignment will focus on a clinical incident experienced
during the placement in the mental health ward as a student nurse to assess the patient in the
nurse. In order to comply with the NMC Code of Conduct of confidentiality and confidentiality
act 2018, the patient to be discussed in this assignment will be referred to as Ms Anjali
(Www.nmc.org.uk 2020).
What:
During my placement in the mental health ward as a student nurse, I encountered a patient
of 24 years girl, Anjali who has the education of university level. I was instructed by my
supervisor to involve the patient in the care provision. While collecting the past history of the
patient, medical history suggested that she had the previous contact with crisis assessment and
treatment team (ECCT) since she was experiencing cannabis-induced psychosis after involving
with substance abuse. She was treated on 5mg Olanzapine in the past. Moreover, she became

REFLECTIVE ESSAY
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none - compliant with her medication for over 2 weeks which worsen her mental and physical
health. She exhibited poor engagement with ECCT which directly impacted her quality of life. I
introduced myself to Ms Anjali and greeted her warmly in order to respect him and develop a
therapeutic relationship with him.
While I instructed to assess her health condition, her physical health assessment
suggested that she has been involved in the deliberate self-harm behaviours such as pulling her
hair, kicking, and punching and head-butting walls. One prominent example is hitting the staff of
the mental health ward. Moreover, she exhibited restricted food and fluid intake after admission
which impacted her physical health and subjected her to the severe metabolic disorder such as
refeeding syndrome. I was feeling nervous and remorseful considering her situation, I contacted
my supervisor regarding her current situation and my supervisor instructed me to involve her in
the immediate care provision under the supervision.
Considering the case scenario of Ms Anjali, I was feeling apprehensive initially whether
I will be able to deliver quality care to the patient according to his physical and mental health
need or not. However, the positive aspect of the incident is that I was provided with an
opportunity to involve in the assessment of the patient. Being a student of mental health nursing
practice, this clinical incident will enable me to gather essential skills of identifying the cues of
refeeding syndrome and involve in intervention the collaboration of the supervisor for preventing
the refeeding syndrome and self-harm. These skills will further enable me to exhibit my skills
when I will encounter a similar clinical incident in the future.
As discussed by Reed (2019), refeeding syndrome is considered as the process of reintroducing
food to the individuals after a prolonged period of starvation. Refeeding syndrome is considered
as the serious as well as a potentially life-threatening situation which occurs during refeeding