Podiatrist
Introduction to Professional Issues: Reflective Account
This essay will discuss and reflect about what I have learnt from working as a group during this module. Reflection is characterised as learning through experience toward gaining new insights of self and practice (Ref Johns 2004).
In this module, I have had the opportunity to learn about other professions in order to collaborate and recognise the importance of other professions and their contributions. I have also had the experience of working in small groups towards a goal, and to explore some common issues that have an impact on interprofessional work.
To discuss my experience, I will use Gibbs’ model of reflection (1988) which includes the description, feelings, evaluation, analysis, conclusion and action plan. The first stage of Gibbs’ reflection model is to describe what happened. Our group consisted of a student nurse, student physiotherapist and a student podiatrist. We shared information on what each profession do, the codes of conduct, and about our professional bodies. I found out that we share key values on the codes of conduct such as accountability and the same framework for health care ethics such as moral judgements, rules, principles and theories. As a group, we were also presented with different scenarios of issues of concern about ethical and legal frameworks for practice which we were asked to consider the possible outcomes.
We were put into groups and each group was asked to do a presentation on a chosen topic where each one of us was supposed to contribute. We then exchanged our contact details so that we could discuss our topic and arrange any meetings in preparation for our presentation. We all agreed to talk about communication for this is the start of practitioner-patient relationship (Swash 2002). One member of the team asked everyone to meet at a particular time to discuss what each of us would contribute. Unfortunately, I had a clinic and would not be able to attend
This essay will discuss and reflect about what I have learnt from working as a group during this module. Reflection is characterised as learning through experience toward gaining new insights of self and practice (Ref Johns 2004).
In this module, I have had the opportunity to learn about other professions in order to collaborate and recognise the importance of other professions and their contributions. I have also had the experience of working in small groups towards a goal, and to explore some common issues that have an impact on interprofessional work.
To discuss my experience, I will use Gibbs’ model of reflection (1988) which includes the description, feelings, evaluation, analysis, conclusion and action plan. The first stage of Gibbs’ reflection model is to describe what happened. Our group consisted of a student nurse, student physiotherapist and a student podiatrist. We shared information on what each profession do, the codes of conduct, and about our professional bodies. I found out that we share key values on the codes of conduct such as accountability and the same framework for health care ethics such as moral judgements, rules, principles and theories. As a group, we were also presented with different scenarios of issues of concern about ethical and legal frameworks for practice which we were asked to consider the possible outcomes.
We were put into groups and each group was asked to do a presentation on a chosen topic where each one of us was supposed to contribute. We then exchanged our contact details so that we could discuss our topic and arrange any meetings in preparation for our presentation. We all agreed to talk about communication for this is the start of practitioner-patient relationship (Swash 2002). One member of the team asked everyone to meet at a particular time to discuss what each of us would contribute. Unfortunately, I had a clinic and would not be able to attend
References: Caulfield, H. 2005. Vital Notes for Nurses: Accountability: Oxford: Blackwell: 19-20. Gerrard, B.A., W.J. Boniface., B.H. Love. 1980. Interprofessional Skills for Health Professionals. Virginia: Reston: 18, 182, 239, 263. Ghaye, T and S. Lillyman. 1997. Learning Journals and Critical Incident: Reflective Practice for Health Care Professionals. Wilts: Mark Allen Publishing Ltd: 6. Gosbee, J. 1998. Communication in Health Care. London. Harcourt: 93, 155-166, 216, 226-227. Johns, C. 2002. Guided reflection: Advancing Practice. Oxford: Blackwell: 3, 16. Miller, C., Ross, N. and Freeman, M. 1999. Shared Learning and Clinical Teamwork: New Directions in Education for Multi-professional Practice. London: English National Body for Nursing, Midwifery and Health Visiting: 11 Tadd, G. V. 1998. Ethics and Values for Care Workers. Oxford: Blackwell: 16. Sully, P. and J. Dallas. 2005. Essential Communication Skills for Nursing. London: Mosby: 21. Swash, M., ed. 2002. Hutchison’s Clinical Methods. 21st ed. London: W.B. Saunders: 2-3.