Nursing Reflection: Bladder Scan Experience and Patient Safety

This reflective journal details a nursing student's experience during a stage-3 clinical placement involving a bladder scan. The student describes the initial observation of the procedure, followed by performing the scan under supervision. The student recounts feelings of anxiety and devastation when the initial scan result was inaccurate, and the subsequent learning experience when the scan had to be repeated. The reflection follows the Gibbs cycle, encompassing descriptions of the experience, feelings, evaluation of the process, analysis based on nursing standards, and a conclusion with an action plan for future practice. The student emphasizes the importance of accurate assessment and double-checking results to ensure patient safety, referencing relevant literature on reflective practice and nursing standards.

Running Head: NURSING
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Nursing
Reflection
(Student Details: )
9/10/2019

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Reflective Journal
Description
During the first few days of my stage-3 clinical placement, I observed my preceptor
while he was performing post-void bladder scan for one of the patients on continence chart.
Afterward, I started following the directive of my preceptor to do the bladder scan for the
same patient under the supervision of him. When it showed up 0ml, I assumed that I got the
correct results. However, later then I was told to do it again as the scan head is incorrectly
positioned. Throughout the process, based on Heyrup & Bente (2009), I was following my
preceptor’s instructions while prompting to move the probe around slightly between each
scan until I can get some reading. It took me a few movements to find the volume of retained
urine to be right in the center of the scale and then the result I got, was 230ml.
Feelings
I would like to narrate my experience as I felt anxious and devastated while I could
not ensure that I got an accurate result. I was thinking that what could happen if I just
assumed I got 0ml and later on the patient deteriorated because of the overload fluid in the
bladder. It made me realize that it could lead to UTI or even worse. Besides, I felt like I got
failed in performing the skills. Moreover, this task made me feel embarrassed as my
preceptor asked me to do it again. At the same time, I felt grateful for the mistakes I have
made as those mistakes allowed me to redeem myself with a second attempt. In the end, I was
happy as I could successfully perform the task correctly and accurately as well.
Evaluation
I found it good that I got an opportunity to learn by getting accurate location and
results. Based on Heyrup & Bente (2009), I learned that I should ensure moving the scan
head around until I got some reading. However, the bad thing is, I did not get the opportunity
to observe before performing the task in reality. The challenging part was I could not
implement it in my first attempt. Learning is that I should have taken time and not just
stopped scanning when I got 0ml.
Analysis
As per the Nursing and Midwifery Board of Australia (2017), registered nurse (RN)
standards for practice require the nurse to perform a comprehensive and accurate assessment

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of the patient before performing any intervention (Hirsch & McKenna, 2010). In this way,
based on Registered Nurse standards for practice, reflecting on this scenario has improved my
understanding of the importance of standard 1.6. Bladder emptying is assessed by
determining the presence of residual urine in the bladder immediately after voiding. I learned
the importance of bladder scan through (Bassos, 2016).
Conclusion
In whole, this experience has reiterated the importance of assessment for future career
endeavours. Based on Gibbs (2016), I have learned that a registered nurse should always take
time to find the location and also double-check with my preceptor about the result until she or
he feels confident to perform the task independently on patients.
Action plan
Reflecting on this scenario has helped me to get insights into my clinical practice. In
the future, in such situations I will ensure that I build up my confidence and clarify with my
preceptor whenever I am unsure.

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References
Bassos, B. (2016). What is reflective practice? In The reflective practice guide: An
interdisciplinary approach to critical reflection. Oxon: Routledge.
Gibbs, G. (2016). Learning by Doing: a guide to teaching and learning methods. London:
Further Education Unit.
Heyrup, S., & Bente, E. B. (2009). Reflection: Taking it beyond the individual. New York:
Routldge.
Hirsch, P., & McKenna, A. (2010). Using reflection to promote teamwork understanding in
engineering design education. International Journal of Engineering Education, 24(2),
377.