Reflection on Commnication Stroke Patient

The assignment is based upon a critical incident that occurred in clinical practice. Dimond (2008) believes critical incidents allow nurses to explore and reflect on situations in clinical practice which are good or bad, which will help them to learn and recognise what, could have been done differently. Benner (1984) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Using Driscoll’s (2000) model of reflection the main focus of this assignment is to discuss the communication skills used in the critical incident. This will include; definition of communication, the use of non-verbal and verbal communication skills, the barriers that affected communication with the patient and how these were overcome to return the patients autonomy. Driscoll’s (2000) identifies three processes when a nurse reflects on practice. They are: ‘What’ (returning to the situation), ‘So What’ (understanding the context) and ‘Now What’ (modifying future outcomes). By applying Driscoll’s model of reflection it will enable me to link theory to practice. The Nursing and Midwifery Council (NMC, 2004), outlines the importance of reflection for nurses stating that it will enable nurses to learn and develop from their experiences in-order to be able to provide patients with necessary quality of care (Taylor, 2006). This reflective account will highlight the knowledge and understanding I have gained and how I intend to continuously improve my communication skills for future practice. As outlined in NMC Code of Conduct the patient’s real name will not be used to maintain his confidentiality (NMC, 2008).

Communication is about the reciprocal process in which messages are sent and received between two or more people (Charlton et al, 2008). The NMC stipulates that the communication skills of nurses must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and