Reflection on Obtaining Vitals: Simulation and Nursing Practice

This assignment is a reflective report on the process of obtaining vital signs from a patient, employing the Gibbs' reflective cycle. The student describes the simulation practice, where they acted as a nurse and a classmate as the patient, detailing the steps taken to assess temperature, pulse rate, and blood pressure. The report outlines the student's initial feelings of worry and confusion, followed by increased confidence as the assessment progressed. The analysis section identifies mistakes made during the process, such as using an inverted thermometer and recording blood pressure in the wrong format, alongside the tutor's corrections and guidance. The evaluation highlights the positive experience, emphasizing the tutor's supportive feedback. The conclusion stresses the importance of confidence and technical skills in a multidisciplinary team, and the action plan outlines strategies for improved communication, adherence to nursing protocols, and accurate documentation. The report references relevant literature and emphasizes the importance of hands-on experience for clinical practice.

RUNNING HEAD: REFLECTION ON OBTAINING VITALS 1
Reflection on obtaining vitals
Name:
Institution:
Tutor:
Date:

REFLECTION ON OBTAINING VITALS 2
Reflection on obtaining vitals
DESCRIPTION
In this particular assignment, I will reflect on how to take vital signs from a
patient .During the reflection, I will also use the Gibbs mode of reflection which is preferred by
majority of the nursing students because it is a convenient model (Williams, Woolliams, &
Spiro, 2012). This simulation practice took place in a classroom where one of my classmates was
acting as the patient while I was the nurse. The first step was to identify my patient. I then
obtained consent from the patient then went ahead to record the body temperature using a
thermometer. I then conducted a second assessment of the temperature to confirm the initial
readings. I then noted down the temperature readings in the assessment sheet. After assessment
of temperature, I determined the pulse rate of the patient which also recorded on the same
assessment sheet .Finally, I determined the blood pressure and recorded in the same assessment
sheet. During the assessments, I made sure that I explain to my patient the importance of the
vitals.
FEELINGS
Since this was my first practical on obtaining vitals, I was a bit worried. Besides fear, I
was also confused as I was not sure of which vital I should begin with. I was also very anxious
with the whole process. The tutor and other students however encouraged me that there is
nothing that I should be worried about. After obtaining the initial vital, I became confident
enough and went ahead to obtain other vitals without much worries and anxiety.

REFLECTION ON OBTAINING VITALS 3
ANALYSIS
Nurses are supposed to utilize an array of assessment methods that are in line with
holistic and culture of the patient. Before a nurse conducts any assessment, there should be
planning so as to prevent potential errors (Weiner et al., 2016). During my assessment, there are
somethings that were done in the wrong way. One of the mistakes I made was obtaining
temperature with an inverted thermometer. However, my tutor intervened and taught me how to
make temperature readings with the thermometer in an upright position. Another minor mistake I
made was recording the blood pressure in the wrong format. I recorded the temperature with
systolic pressure as the numerator and diastolic pressure as a denominator. The tutor also
corrected me that it should be the other way. Standard 4 dictates accurate vitals since they are the
basis for nursing interventions (Judkins-Cohn, Kielwasser-Withrow, Owen, & Ward, 2013). It is
therefore very important to obtain accurate results during the whole process.
EVALUATION
The overall experience was positive. During the estimation of the pulse rate, I used the
first figure but the tutor responded in a positive manner and told me that I should instead use the
three fingers. During recording of the blood pressure, I initially used the wrong format but the
tutor was quick to realize and taught me the right way of recording. The tutor was responding in
a very positive manner and this made the whole experience positive and interesting.

REFLECTION ON OBTAINING VITALS 4
CONCLUSION
Nurses should be able to work within a multidisciplinary team. This requires a lot of confidence
as well as technical skills. I therefore need to improve on this two key areas so that the patients
can get maximum benefit from my expertise .Research has established that confidence is key to
effective clinical outcome and I would therefore get prepared well enough to ensure that I
eventually have a successful clinical practice during the clinical placements.
ACTION PLAN
In future, I will ensure that I communicate effectively with the patients. One thing that I
learnt during the assessment is that I lack confidence when communicating with the patient and
this could make the patient lose confidence in me as their healthcare provider. I should stick to
the nursing protocols when recording the vitals from the patient (Leong et al., 2014). This
includes the correct format of obtaining pulse rate using the correct figures and recording blood
pressure using the correct format. I would also ensure that I make the correct documentation of
all the vitals since they form the basis of the nursing interventions. Such hands on experience is
very important and I feel that the knowledge and skills I have got in the simulation exercise will
be of importance during my clinical placement.

REFLECTION ON OBTAINING VITALS 5
References
Judkins-Cohn, T. M., Kielwasser-Withrow, K., Owen, M., & Ward, J. (2013). Ethical
Principles of Informed Consent: Exploring Nurses’ Dual Role of Care Provider and
Researcher. The Journal of Continuing Education in Nursing, 45(1), 35-42.
doi:10.3928/00220124-20131223-03
Leong, C., Louizos, C., Frankel, G., Ng, S., Iacovides, H., Falk, J., … Renaud, R. (2014). A
Physical Assessment Skills Module on Vital Signs. American Journal of
Pharmaceutical Education, 78(7), 137. doi:10.5688/ajpe787137
Williams, K., Woolliams, M., & Spiro, J. (2012). Using a framework for reflection: Gibbs’
reflective cycle. Reflective Writing, 90-102. doi:10.1007/978-0-230-37724-0_16