Nursing Reflective Medication Administration Skill

Question: Discuss about theNursing Reflectivefor Medication Administration Skill. Answer: Introduction I practiced subcutaneous medication administration skill in the school on a manikin due to patient safety. I performed the skill single-handedly after reading broadly and mastering the procedure. I had always felt that the skill was hard especially as it involved inflicting pain on a patient. I was anxious as I was performing the skill in front of my colleagues, but I managed to carry it out successfully without any major challenge except for the few aspects such as consent and rights of drug administration I did not meet in the procedure. Before, I felt nervous and unprepared for the task. After executing the skill, I felt more confident and contented with my ability to administer subcutaneous medication successfully. I felt satisfied and prepared do better in the actual clinical area after carrying out the skill in the right manner except for a few things that I missed out. It was motivating to receive praises from my classmates, making me develop self-confidence. I later realized that confidence and motivation contribute to improved quality care to patients by nurses (Amer, 2013). After the skill, I learned that it requires regular practice to perfect a skill. This is after speaking with a few of my classmates about their experience and feeling of readiness. Additionally, I found it a normal to be anxious while performing an activity for the first time and especially if it is in public. However, the level of anxiety varies from one individual to another due to the level of preparedness, experience and the reaction from the audience (Shahin University of Alberta, 2015). It came to my realization that my exemplary performance in the carrying out of the skill was mostly influenced by my broad reading about the procedure. As stipulated by Jeffreys (2012), theory is an essential part while one is trying to acquire a clinical skill. It informs them on how to perform it better as well as the rationales behind each action. Moreover, I committed errors since I was performing the skill single-handedly and as pointed out by Cloete (2015), team collaboration not only does it minimize medication errors but also it enhances interpersonal communication skills and patient outcome. In retrospect, I would perform various things in a different manner. I was supposed to look for an assistant who could have helped me in checking rights of drug administration besides reminding me to rectify the errors that I was committing all along. I feel that had I communicated earlier to one of my classmates; I would have performed better than I did because I would have been less anxious. However, the experience has taught me that anxiety can be better reduced when one is working as part of a team (Bach Grant, 2011). In future, I will ensure that I have reviewed the procedure of any skill before performing it. I also intend to work closely with my classmates as we can share experiences and learn from each other. We have already formed a discussion group which I think will help other members and me in presentation skills, reducing anxiety, group work, team collaboration and interpersonal communication skills (Bach Grant, 2011). We plan to be practicing clinical skills in the school at least once in a week, which can be helpful in perfecting them. References Amer, K. S. (2013).Quality and safety for transformational nursing: Core competencies. Boston: Pearson. Bach, S., Grant, A. (2011).Communication interpersonal skills in nursing. Exeter England: Learning Matters. Cloete, L. (January 01, 2015). Reducing medication errors in nursing practice.Nursing Standard (Royal College of Nursing (great Britain): 1987),29,20, 50-9. Jeffreys, M. R. (2012).Nursing Student Retention: Understanding the Process and Making a Difference. New York: Springer Pub. Co. Shahin, J., University of Alberta. (2015).An evolutionary model of depression and anxiety in medical students. Alberta: University of Alberta.