Reflection on a Paediatric Pain Assessment Using Gibbs' Model

This document presents a reflective account of a clinical experience involving the pain assessment of a six-year-old girl post-appendicitis surgery, utilizing Gibbs' Reflective Cycle. The reflection encompasses the initial feelings of nervousness and anxiety due to the child's distress, followed by an evaluation of the successful application of prior knowledge in pain assessment using the Wong-Baker FACES scale. The analysis highlights the importance of effective communication and ethical practice in nursing. The conclusion acknowledges the success in performing the assessment while identifying areas for improvement, such as managing personal anxiety and enhancing skills in addressing children's concerns. The action plan outlines strategies for professional development, including independent research, online courses, and participation in a personal development plan with regular feedback to build confidence and competence in future clinical practice. This reflective piece emphasizes the value of continuous learning and self-improvement in providing holistic nursing care.

Running head: GIBBS REFLECTION CYCLE
Gibbs reflection cycle
Name of the Student
Name of the University
Author note

1GIBBS REFLECTION CYCLE
Description
The incident took place during my clinical placement when I was in paediatric ward at
the hospital. I was assigned to undertake a physical assessment of a young baby girl who
underwent acute appendicitis surgery. The atmosphere was such that she was suffering from
acute pain and crying. The baby was six year old and it was important to assess her pain level.
My mentor supervised and instructed me so that I undertake the physical assessment
successfully. As I had prior knowledge about pain assessment in paediatrics, I chose Wong baker
tools as an appropriate pain assessment tool for the young girl.
Feelings
Firstly, I was feeling nervous. There was screaming and crying that made me really
anxious and induced fear in me. On witnessing the young girl in pain, I was fidgeting in order to
relief her form pain. As the patient is a young girl with acute pain after appendicitis surgery, I
was panicking. However, I tried to comfort her by explaining her that each face represented a
person denoting face 0 to 10 from no pain to worst pain. I noticed she was able to demonstrate
her pain level by gradually pointing out to the face that best depicted the pain that she was
experiencing.
Evaluation
This incident made me realize that my prior knowledge in pain assessment helped me to
evaluate the pain of the young girl’s post-appendicitis surgery. I put my basic pain assessment
knowledge into clinical practice and that helped me to provide a safe and nurturing environment
in the paediatric ward. I did not rush into the assessment and used non-verbal communication
skills to engage the young girl into pain assessment procedure using Wong Baker tool.

2GIBBS REFLECTION CYCLE
Analysis
I analysed that having sufficient knowledge help a nurse to perform ethically without
undermining one’s own authority. I communicated efficiently with the young girl and that helped
me in completing my physical assessment. I was successful in identifying the best pain
assessment tool and came out with measurable outcomes that was exclusive for my client, the
young girl and was adaptable. This pain scale is useful for all children as they may not be able to
rate their pain on 0-10 pain scale (Garra et al. 2013).
Conclusion
I concluded that I was successful in carrying out the pain assessment for the young girl
post surgery. I demonstrated successful physical assessment; however, need further practice in
addressing children and their concerns. I need to develop my self-esteem and widen knowledge
in order to overcome my incompetency like fear and anxiousness to provide holistic nursing care
(Iacobucci et al. 2013).
Action Plan
To overcome my fear and anxiousness in nursing practice, I will indulge in independent
and extensive research and heavy reading so that I gain confidence in my clinical practice. I
enrol in courses and discuss with experts online so that I sharpen my skills and implement them
in my professional practice (Löfmark et al. 2012). I will indulge in personal development plan
(PDP) training with regular feedback from my mentors and colleagues to evaluate my
performance and overcome my fear if I encounter such situation in the future (Lammintakanen
and Kivinen 2012).

3GIBBS REFLECTION CYCLE
References
Garra, G., Singer, A.J., Domingo, A. and Thode, H.C., 2013. The Wong-Baker pain FACES
scale measures pain, not fear. Pediatric emergency care, 29(1), pp.17-20.
Iacobucci, T.A., Daly, B.J., Lindell, D. and Griffin, M.Q., 2013. Professional values, self-esteem,
and ethical confidence of baccalaureate nursing students. Nursing ethics, 20(4), pp.479-490.
Lammintakanen, J. and Kivinen, T., 2012. Continuing professional development in nursing: does
age matter?. Journal of workplace learning, 24(1), pp.34-47.
Löfmark, A., Thorkildsen, K., Råholm, M.B. and Natvig, G.K., 2012. Nursing students’
satisfaction with supervision from preceptors and teachers during clinical practice. Nurse
Education in Practice, 12(3), pp.164-169.