Position Statement Critique for Education Level-myassignmenthelp

Question: Discuss about thePosition Statement Critique for Education Level. Answer: Reflective practice is an imperative strategy especially for health specialists who seek to adopt lifelong learning. There is a constant transformation of medical knowledge, therefore, necessitating this important practice. The major aim of reflective practice is to enhance learning from either negative or positive incidences so as to promote or prevent the possibility of similar circumstances. The position statement on reflective practice only emphasizes that health practitioners should evaluate themselves during each situation. On the contrary, the reflective practice involves two dimensions, that is, reflection on and in action. Reflection in action which is a process in which a clinician identifies a new challenge and analyses it when still acting is what has been discussed. Contrariwise, reflection on action involves the reconsideration of practice already undertaken so as to discover additional knowledge (Moon, 2013). Furthermore, this is done on a specific situation by examining and interpreting information which can be remembered. The sixth standard that guides the nurses practice requires that healthcare providers deliver care that is appropriate, responsive and safe. Standard 6.3 further states that a registered nurse can delegate some aspects to enrolled nurses. Therefore, the position statement only considers that reflective practice should be an individual practice. Nonetheless, the reflective practice can be done either in a group or privately (Collin, Karsenti and Komis, 2013). Personal reflection is when a registered nurse does not delegate duties. Similarly, group reflection is when work is delegated. Moreover, group reflection is achievable through maintaining a reflective journal or diary, mentoring or consultations with colleagues. The position statement does not underscore the significance of boosting reflective practice with evidence for future reference. The fifth standard compels nurses to establish relevant plans during their practice. In the same token, standards 5.1 and 5.3 require that assessment data be utilized to develop effective plans and the plans are to be modified accordingly to facilitate improved outcomes. Subsequently, through the utilization of reflective practice, medical practitioners can plan their actions to constantly benefit their patients. Reflection is essential in developing self-directed, qualified and autonomous professionals (Lawrence, 2011). It also establishes more efficient healthcare teams in cases where work is delegated. The involvement in reflective practice is related to better-quality care, stimulating professional and personal growth and consequently reducing the gap between practice and theory (Bulman and Schutz, 2013). Therefore, medical experts ought to use checklist s while conducting reflective practice when necessary to lessen diagnostic error and to enhance future reference. In conclusion, the position statement recognized that reflective practice enhances further comprehension of own attitudes, values, and beliefs. Additionally, nurses identify professional and personal strengths and areas that need improvement. It also promotes deeper learning and understanding of the medical practice through the acquisition of new skills and knowledge. On the other hand, the position statement on reflective practice failed to appreciate that not all health specialists may comprehend the process of reflection. Consequently, the process could be time-consuming hence hinder the delivery of quality medical care. Moreover, some nurses may feel uncomfortable evaluating and challenging their own practice. Others may be indecisive on which experiences or situations to reflect upon. Subsequently, the reflective practice may not be sufficient to resolve all clinical problems. References Bulman, C., Schutz, S. (Eds.). (2013). Reflective practice in nursing. John Wiley Sons. Collin, S., Karsenti, T., Komis, V. (2013). Reflective practice in initial teacher training: Critiques and perspectives. Reflective practice, 14(1), 104-117. Lawrence, L. A. (2011, October). Work engagement, moral distress, education level, and critical reflective practice in intensive care nurses. In Nursing forum (Vol. 46, No. 4, pp. 256-268). Blackwell Publishing Inc. Moon, J. A. (2013). A handbook of reflective and experiential learning: Theory and practice. Routledge.