NRSG140 Clinical Skills Reflection: Experiences and Learning

This report presents a student's reflection on the clinical skills acquired during the NRSG140 module, utilizing Gibbs's reflective cycle to analyze experiences. The reflection covers the description of the learning process, including feelings, evaluation of the experiences, and analysis of the skills. The report highlights key aspects such as the importance of aseptic techniques, communication skills, and the administration of IM injections. The student discusses the anxieties experienced during clinical trials and the importance of patient observation. Furthermore, the report emphasizes the need for continuous learning and improvement in clinical practice, including an action plan for future clinical attachments. The student acknowledges the limitations and the need to sharpen observational skills while following guidelines.

Running head: REFLECTION ON CLINICAL SKILLS 1
Clinical Reflection
Student’s name
Professor’s name
Institution of Affiliation
Date

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Introduction
This assignment reflects on the new clinical skills acquired during my study. The
reflection will use Gibbs's reflective cycle. Reflection means to learn from experiences (Jacobs,
2016). This cycle gives a clear explanation of the circumstances (Fowler, 2015). It analyzes the
feeling, evaluating experiences, and analysis of my clinical experiences to reflect actions that
would be taken if the same situation arose later.
Description
During my NRSG140 classes this semester, our lecturer informed us that we needed to
learn the concept of clinical skills to prepare us for our attachment program. The NRSG140
module was near completion, and students couldn't wait to start their placement program. The
exhilarating feeling was anxious as clinical skills acquired were to be used in healthcare centers,
to impact and transform lives. The instructor notified us that we would be spending a lot of time
with patients, and the environment will provide the chance to observe the patients and
understand their problems. Ever since I joined this university, I've always dreamt of the day I
will use my acquired skills in a real situation. I couldn't contain my joy. Some of my course
mates were caught off guard by the news, but I hope they will adapt with time.
Feelings
During my clinical skills study in the NRSG140 class, I was able to learn a lot of
information. I feel the module generally introduces me to what was expected as a clinical nurse.
At one time, the lecturer informed us that the skills acquired were to be applied to community
care and enhance our communication skills (Korhan, Yilmaz, Celik, Dilemek, & Arabaci, 2018).
For me, the routine skills taught were my best part. Although, at some point, I found it hard to

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keep up with the professor's pace, he made sure I was able to understand the concept. He always
made sure that we strictly followed the bedside training, where we focused on the guidelines
given. This session greatly influences me to yearn for the actual day I will begin to apply my
clinical skills
Evaluation
From the NRSG140 study, I learned that most of the tasks ahead involved numerous
clinical observations. I followed the professor's instructions on administering IM injection to the
patient. This method of medication is used to pass medicines deep into the muscles of a patient
(Stevens, 2016). Most of the time, I was anxious. The reason why I was troubled with the clinical
trial was to do with my communication skills. Phases of the clinical trials were exhilarating
because they involved more than scientific research (Ness & Royce, 2017). What I think was
terrible with my experience, like I said, was communication. I would have questioned more
about the effectiveness of my clinical skills. There was also a time I failed to consider the
importance of aseptic techniques during my study. However, my professors kept on reminding
me, and I hope the same won't repeat itself during my attachment.
Analysis
Clinical observation skills lead to examination and treatment (Korhan, Yilmaz, Celik,
Dilemek, & Arabaci, 2018). I was able to differentiate between visual observations and make a
verdict from those observations. We were taught that we needed to observe the patient wholly
rather than a specific part of the body. By doing so, we would be able to make judgments from
our observations and communicate them to our patients. In my practicum, I would incorporate
this skill in my assessment of the patient to fully discharge my healthcare role. Because my

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communication skills were my biggest challenges, I was able to boost my confidence by
presenting most of the group projects and lab reports. I believe I will be able to communicate
confidently with the patient and explain various s medical problems and solutions to build an
excellent patient-nurse relationship. As my attachment near, the mistake of forgetting the aseptic
techniques won't be repeated. The day our professor taught us clinical trials, he kept or repeating
that aseptic techniques should be the first line of defense against contamination (Male, 2018).
These techniques help a patient from the infection that may come from a health practitioner. This
skill acquired will help me to safeguard a patient's health from healthcare-associated diseases
(HCAIs) (Male, 2018). Next time I won't forget to use sterile gloves, gowns, masks, and drapes.
Conclusion
By using this reflective cycle, I have come to understand that clinical skills are
mandatory and primary for health practitioners. I have also appreciated the fact that the need for
taking caution and following guidelines should always be at the top for nurses. Besides, without
my diffident, building my confidence would have been a problem. However, I need to sharpen
my observational skills and prevent any malpractices during my practicum.
Action plan
I can't overlook the fact that I will be performing most of the clinical skills in my
profession. I won't forget to consider aseptic techniques whenever ill be attending the patients. In
my upcoming attachment, I will strive to apply my newly attained communication skills and
engage the patient throughout the diagnosis and treatment processes. What I have realized is that
as health practitioners, we are not always perfect, we have limitations, and the field will give us
the room to improve. Learning is a continuous process.

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References
Fowler, J. (2015). Reflection. Part 1: the importance of reflection. Dental Nursing, 11(3), 168–
170. https://doi.org/10.12968/denn.2015.11.3.168
Jacobs, S. (2016). Reflective learning, reflective practice. Nursing, 46(5), 62–64.
https://doi.org/10.1097/01.nurse.0000482278.79660.f2
Korhan, E., Yilmaz, D., Celik, G., Dilemek, H., & Arabaci, L. B. (2018). The Effects of
Simulation on Nursing Students Psychomotor Skills. International Journal of Clinical
Skills, 12(1). https://doi.org/10.4172/clinical-skills.1000132
Male, E. (2018). Aseptic techniques in dental implantology. Dental Nursing, 14(3), 148–149.
https://doi.org/10.12968/denn.2018.14.3.148
Ness, E. A., & Royce, C. (2017). Clinical Trials and the Role of the Oncology Clinical Trials
Nurse. Nursing Clinics of North America, 52(1), 133–148.
https://doi.org/10.1016/j.cnur.2016.10.005
Stevens, M. (2016). IM injection. Nursing Standard, 30(29), 61–62.
https://doi.org/10.7748/ns.30.29.61.s48