NURSING 6: Reflection on Clinical Handover and Resilience Strategies

This assignment presents a reflective analysis of a nursing student's clinical placement experience, focusing on the development of key nursing skills and personal resilience. The student outlines specific learning goals related to clinical handover, progress note writing, and managing negative feedback. The reflection details the student's feelings, evaluation of strategies used, and analysis of their progress. The student employed strategies such as practicing handover with increasing patient loads, seeking feedback, and embracing positivity to overcome challenges. The assignment includes references to evidence-based practices and resilience-building techniques, concluding with action plans for continued professional development and the ability to accurately complete handover processes. This student assignment covers the ability to manage time and multiple patients.

Running head: NURSING
Nursing
Name of the student:
Name of the University:
Author’s note

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1. Goal: Clinical Handover
Description: Initially, I was not confidence in giving handover to my upper level nurse and I
was incapable of providing accurate details during handover. However, after completing my
placement in a palliative acute rehabilitation acute stroke unit and using my person plan of
developing handover skills and harnessing my unique strengths, I was able to achieve the
goal of completing clinical handover process completely.
Feelings: I was very anxious during my placement, as I knew I lacked the skill to complete
accurate handover process. However, I approached my placement with confidence and was
very focused on going ahead according to my personal plan.
Evaluation: To gradually develop my handover skills, my plan was to foster resilience to
overcome my weakness in clinical handover. I tried to be a creative problem solver and used
the strategy of giving handover to at least one patient in the first week and increase the
workload to at least 3 patients. Single patient handover is an evidenced based strategy as
many simulation process focus on single patient handover instead of multiple-patient
handovers so that appropriate skills is developed first (Gordon ., Hill, Stojan & Daniel,
2018). Students nurse can then automatically develop confidence to increase the handover
workload. I utilized my person strength of being a focussed nurse to ensure that I develop
resilience and gradually learn about key skills for handover. I utilized the strategy of gaining
all information about my allocated patient and then accordingly writing handover notes.
Hence, I started with a confidence and took proactive steps to enhance my handover skills.
Analysis: From the evaluation of my strategies used to develop my confidence in handover
skills, I can say that adapting that focusing on problem solving are relevant with the attributes

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of resilience approach. Staying calm and positive helps to circumvent stress response and
promote problem solving. Because of this approach, I was able to make realistic plan for
improvement in my skills. Being optimistic is the key to overcome challenges and adversity
in professional practice (McAllister, 2013).
Conclusion: Reflecting on my clinical placement experience, I can say that I am now
confident in accurately completing handover process.
Action plan: As in real practice setting, I need to engage in multiple patient handover
process, my action plan is to learn time management skills so that I can accurately complete
handover process for multiple patients.
2. Goal: Nursing progress notes
Description: Writing progress note of patients is an important responsibility in nursing
practice. During my placement at the rehabilitation unit, I got the opportunity to write
progress note for my allocated patients. To evaluate my progress in achieving the goal, I took
feedback from my allocated nurse regarding my notes and any improvements needed.
Feelings: I was focussed on writing as much notes as possible to develop my skills and I was
excited and confident to gradually develop my writing skills in relation to personal notes.
Evaluation: One of the strength of my learning experience during the placement was my
approach to develop achievable targets and taking feedback from my allocated nurse
regarding my writing skills. I searched about important components to be included in
progress notes to ensure that continuity is maintained. This strategy is relevant with the
methods to develop good clinical records as Mathioudakis et al. (2016) supports that

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continuity in clinical notes is vital for patient care and safety. It facilitations quick decision
making for patient and allocating more time to other patients in need of care.
Analysis: To build my resilience during writing progress notes, I planned not to get anxious
about my writing skills and instead maintaining positivity to overcome adversities during the
activity. Embracing positivity is one of the resilience building strategies used by nurses
which help them to feel confident about their role (McDermid et al., 2016). In addition, the
significance of taking feedback from nurse and reflecting on it to improve my skills also
helped to evaluate my clinical performance and learn from the gaps identified (Hardavella et
al., 2017).
Conclusion: To conclude, the strategy of embracing positivity and taking feedback from my
senior nurse was effective in developing my competence in writing progress notes.
Action plan: My future plan is to learn about evidenced based protocols so that can be used
to make accurate progress notes.
3. Goal: Resilience on negative feedback
Description: During my learning contract, I used the negative feedback I received to identify
my weakness and accurately work on them to improve my performance. To ensure that I get
positive feedback from my mentors after my clinical practice experience, I used the strategy
of interacting with my senior nurse to improve each component of nursing practice. This
feedback along with my problem solving approach helped to ensure that I get best possible
outcomes from my placement.

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Feelings: I had a focussed attitude and I wanted to take the negative feedback from my
lecturer in a positive manner. Hence, instead of being upset and feeling low about the
feedback received, I focused on reflecting on the feedback and developing plans to improve
my performance during the placement.
Evaluation: By using the strategy of asking nurses to provide feedback on my work after
each shift, I was able to improve my performance. After receiving feedback, I reflected on
what things were done right and wrong. Positive aspects increased my confidence and
negative aspects gave me the opportunity to reflect and make changes. Reflection was a key
factor in developing my resilience as it helped me to learn from my experiences and move
forward (McDermid et al., 2016). In addition, the benefit of using feedback is that it is an
effective approach to improve learner’s knowledge and skills and reduce the gap between
actual and desired performance. It is an integral part of learning process (Burgess &Mellis,
2015).
Analysis: Based on my strategy used to work on negative feedback by lecturer, it can be said
that the use of appropriate resilience strategies helped me to achieve the learning goals. This
is said because by using feedback, I used reflective skills to identify my strength and
weakness. This form of critical thinking is an important nursing attribute to deal with the
change process (McAllister, 2013).
Conclusion: I was able to achieve positive outcome during my placement experience and
eventually I received good grade for my practice during the rehabilitation experience.

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Action plan: My future action plan is to never get distressed by receiving negative feedback
in workplace and also focus on ways to identify weakness and work on that so that I can
impress my seniors.

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References:
Burgess, A., & Mellis, C. (2015). Feedback and assessment for clinical placements: achieving
the right balance. Advances in medical education and practice, 6, 373.
doi: 10.2147/AMEP.S77890. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4445314/
Gordon, M., Hill, E., Stojan, J. N., & Daniel, M. (2018). Educational interventions to improve
handover in health care: an updated systematic review. Academic Medicine, 93(8), 1234.
doi: 10.1097/ACM.0000000000002236.. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6092095/
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give
and receive feedback effectively. Breathe, 13(4), 327-333.
DOI: 10.1183/20734735.009917. Retrieved from:
https://breathe.ersjournals.com/content/breathe/13/4/327.full.pdf
Mathioudakis, A., Rousalova, I., Gagnat, A. A., Saad, N., & Hardavella, G. (2016). How to keep
good clinical records. Breathe, 12(4), 369-373.
doi: 10.1183/20734735.018016 .Retrieved from:
https://breathe.ersjournals.com/content/breathe/12/4/369.full.pdf
McAllister, M. (2013). Resilience: a personal attribute, social process and key professional
resource for the enhancement of the nursing role. Professioni infermieristiche, 66(1). doi:
10.7429/pi.2013.661055. Retrieved from:
http://www.profinf.net/pro3/index.php/IN/article/viewFile/18/14

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McDermid, F., Peters, K., Daly, J., & Jackson, D. (2016). Developing resilience: Stories from
novice nurse academics. Nurse Education Today, 38, 29-35. doi:
10.1016/j.nedt.2016.01.002. Retrieved from:
https://researchdirect.westernsydney.edu.au/islandora/object/uws:33696/datastream/
PDF/view