Reflection On Care Assignment Sample

In-Depth Reflection on Care Assignment

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Introduction Of Reflection On Care

The aim of this assessment is to design a reflective report on the episode of care in the final year of the study. Additionally, in this reflective report, the focus will also be given to the decision-making skills, leadership skills, and knowledge that have been acquired throughout the episode of care and healthcare coursework. More specifically, in this reflective report, the highlight will be given on the demonstration of the knowledge and understanding of local, national, and international guidelines about healthcare policy and approaches along with the understanding of the importance of delivery and coordination of care. In this reflective report, the process of recognizing treatment and referral for patients, safeguarding vulnerable individuals at the healthcare setup, and de-escalation of the situation related to the mental health crisis, have to be included with an in-depth analysis.

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For this proposed assessment, Rolfe's reflective model has been used to shed light on the personal experiences and knowledge being acquired through the final years of care study. Rolfe's reflective model is based on three simple questions: what? So what? Now What? In this assessment, the personal experiences and knowledge related to the management of fetal bradycardia or haemorrhage, mental health crisis, and fluid balance.

Discussion Episode of Care - (Final Year)

What?

In Year 1, I have asked to study the case scenario of Patient A. When went through the case scenario of Patient A, I came to understand that this patient is going through malnutrition, and that is why she is taking Fortisip as medication in her dietary management process. Additionally, Patient A is also taking medication for antipsychotic disorders. In the First episode, I got scope to gather knowledge and understanding about Section 2 of the Mental Health Tribunal. As per this rule, a patient can appeal a petition for restricting the hospital staff from assessing the patient's mental health and giving any treatment, that the patient might need. During this Year 1 episode of care, I realized that Patient A was unaware of this section and her rights to file an appeal (Ellimoottil et al., 2017).

In year 2 of the episode of care, I came through another case scenario. During the second year of an episode of care, the case scenario was based on a client who was overcharged at Sainsbury, while availing of services online. I contacted the customer care service of the respective retail brand on the client's behalf and I got assurance from Sainsbury that they would look after this matter. However, the patient refused to talk to the customer service of Sainsbury and refused to provide them CC but wanted a refund. During this coursework, I observed that my client has an aggressive behavioural approach. Additionally, while communicating with my client, I came to realize that every organisation follows the rules and regulations of maintaining the confidentiality of customers' information and it was impossible to divulge the order specificity for that reason for Sainsbury (Fusar?Poli et al., 2017). As a healthcare counsellor of my client, I had ended my conversation with an agreement that I would talk to my client to return her supplies and a copy of the order receipt and shopping list that was sent to her home address. A week later the CC and I went to my client's house and convinced her to talk to the Sainsbury CC to rectify the miscommunication.

Episode of Care 3

During this episode, I met a patient or client who used to be agitated and used to showcase distress while communicating with neighbours. Interaction with the occupational therapist of my client assisted me that my client has the delusion that people used to isolate or discriminate against her and her cat; her family members used to feel terror by her and her pet. In such a scenario, as a mental healthcare therapist, I had suggested my client take admission to any recreational class like piano class. Thus I contacted the Age Link Southwark recreational centre. I also started to follow up on the mental health and status, sleep, and appetite status of my client along with her behavioural approach, and cognitive behavioural approach to others.

So What?

Considering all the case scenarios into consideration, in the final year of an episode of care, I have enough scope of developing my knowledge and understanding of the local, national, and international guidelines related to the health care policy and safeguarding vulnerable individuals within a society. For example, Section 2 of the Mental Health Act Tribunal is a legal power that can allow an individual to be placed in a mental hospital without any person's consent or against their will (Shields et al., 2022). According to Section 2 of the Mental Health Act, the hospital authorities can admit any person to the hospital based on her mental health status and level of emergency up to 28 days from the date of detention. Similarly, From this episode of care, I have learned about the Mental Health Act, 1983 as the national and federal healthcare policy, under which it states that people with any mental health problem have the right to get proper assessment and treatment from a hospital, community and safeguard from civil and tribunal court.

Apart from the national and internal guidelines of health policy and delivery of coordinated care support to the patient, this episode of care has helped me to develop my roles and responsibilities as a mental healthcare provider and caregiver. As a student, the final year episode of care made me understand that as an occupational therapist, the role and responsibilities of the caregiver in a multidisciplinary team is to assess the patient's level of function, including her mobility, mental health status, physical wellbeing, cognitive behavioral approach and so on. As a speech and language therapist, the role and responsibility in the multi-disciplinary team will be to work coordinately with nurses and healthcare providers, understand the needs and requirements of the patients, and maintain liaise with MDT regarding the ability of the patient to understand the information, medication plan and so on (Nyashanu et al., 2022). The role and responsibility of a healthcare provider in a multi-disciplinary team in health care will be to deliver person-centric and coordinated care support to people with needs. The coordinated working policy will include the work with doctors, social care workers, residential caregivers of the clients, staff of the local authorities, family members of the patient, and voluntary organization. The final year episode of care made me realize that, as a health care giver, it should be my responsibility to understand the needs and requirements of the patients, along with her family members and communities. For example, it should be my responsibility to understand the requirements of the patient in the Year 1 care study, or the needs of the client who wanted to return her money from Sainsbury without being convinced to share her shopping detail with the CC. on the other hand, as per the last episode of care made me realize that as a care provider it should be my responsibility to understand that why that particular individual has had in delusion or having aggressive behavioral approach towards her family members and surroundings. By going through the case scenario thoroughly, it made me clear that, the feeling of stigma and social isolation from their surroundings, the delusion that her family member might feel terror from her and her cat triggered that individual to develop aggressive and delusional cognitive behavior and feeling of self-isolation (Campion et al., 2022). The common element in multi-disciplinary teamwork in healthcare is to identify the manager and practice leader whose responsibility is to facilitate the work for the entire team, facilitate communication and share electronic records of interaction within the tea for further assessment intervention. This case scenario or episode of care study has also helped me to develop a deep insight into the leadership style and management approach in healthcare.

Through the in-depth analysis of care management and an episode of care, I came to understand that as a healthcare leader, it should be important to work in a dynamic field that can be characterized by a constant push to deliver effective, safe, and high-quality case support to the patient. Another important role of leader and management in healthcare is to lead the administrative team and clinical team all together while managing the resources, effectively. From this episode of care, in my final year, I came to the realization that effective leadership is important when it comes to providing a cultural shape in the organisation (Brewster et al., 2022). For example, as an effective leader or manager, I can set up policies and regulative principles to not top-practice discrimination by the nurses or care accessors based on age, nationality, ethnicity, or point of view. Additionally, as a leader, it will be my responsibility to motivate the healthcare team, nurses, and carer givers to tackle complex issues related to the delivery of healthcare support and services.

From the final year episode of care, I have got enough scope to learn different skills which are necessary to become a clinical supervisor. For example, throughout the episode of care, I have developed good listening skills, and the ability to problem-solving and ideate the policy and process to provide the best support to the clients.

Now What?

Considering the final year episode of care, I have developed various skills and abilities which are essential for decision-making. For example:

In an episode of Care 1, in-depth communication or interaction with the patient has helped me to develop ideas about the way to identify the patient's needs and how to instigate the treatment or referral. During this episode of care, I came to understand that maintaining positive physician referral relations is one of the important approaches when it comes to ensuring success in healthcare practice. At the time of the first episode of care, I provide a referral to the patient to the mental care and wellbeing unit based on her health status and based on the Mental Health Act, section 2. On the other hand, for the third episode of care, I have tried to carry out my role in coordination with an occupational therapist of my client to help her for developing cognitive behavioral skills, get rid of delusion, and develop the confidence to cope with their surroundings and family without any stigma. In difficult circumstances, I have used translation services for specific clients like in an episode of Care 3, where I set up the new landline and fixed the mobile phone and radio for the client (Ahmad et al., 2022).

During the final year episode of care, I also learned about the treatment and management of fetal bradycardia. This patient needs treatment and medication for speeding up their heart rate. I also learned how to manage the emergency hemorrhage for the patients. For example, call 911 or the local emergency number, process to stop bleeding, and use of tourniquets to control the life-threatening bleeding in an emergency situation.

Conclusion

To conclude this reflective assessment, the focus has been given to the in-depth analysis of series or episodes of care for different patients and clients. In this reflective assessment, the focus has been given to what I have learned in the final year of study from this episode of care. The final year of study from the Episode of Care will help me to develop my skills and knowledge regarding the delivery of care support and services by complying with local, and national healthcare policies and regulation.

References

  • Ellimoottil, C., Ryan, A.M., Hou, H., Dupree, J.M., Hallstrom, B. and Miller, D.C., 2017. Implications of the definition of an episode of care used in the comprehensive care for joint replacement model.JAMA surgery,152(1), pp.49-54.
  • Fusar?Poli, P., McGorry, P.D. and Kane, J.M., 2017. Improving outcomes of first?episode psychosis: an overview.World psychiatry,16(3), pp.251-265.
  • Shields, G.E., Buck, D., Varese, F., Yung, A.R., Thompson, A., Husain, N., Broome, M.R., Upthegrove, R., Byrne, R. and Davies, L.M., 2022. A review of economic evaluations of health care for people at risk of psychosis and for first-episode psychosis.Bmc Psychiatry,22(1), p.126.
  • Nyashanu, M., Pfende, F. and Ekpenyong, M.S., 2022. Triggers of mental health problems among frontline healthcare workers during the COVID?19 pandemic in private care homes and domiciliary care agencies: Lived experiences of care workers in the Midlands region, UK.Health & social care in the community,30(2), pp.e370-e376.
  • Campion, J., Javed, A., Lund, C., Sartorius, N., Saxena, S., Marmot, M., Allan, J. and Udomratn, P., 2022. Public mental health: required actions to address implementation failure in the context of COVID-19.The Lancet Psychiatry,9(2), pp.169-182.
  • Brewster, L., Jones, E., Priestley, M., Wilbraham, S.J., Spanner, L. and Hughes, G., 2022. ‘Look after the staff and they would look after the students' cultures of wellbeing and mental health in the university setting.Journal of Further and Higher Education,46(4), pp.548-560.
  • Ahmad, K.A.B., Khujamatov, H., Akhmedov, N., Bajuri, M.Y., Ahmad, M.N. and Ahmadian, A., 2022. Emerging trends and evolutions for smart city healthcare systems.Sustainable Cities and Society,80, p.103695.
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