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The Significance of Critical Analysis and Incidents

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The Significance of Critical Analysis and Incidents
Need help? ☎ 0115 966 7955 The purpose of this essay is to reflect and critically study an incident from a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced and then I will examine issues raised in light of the recent literature relating to the incident. My essay will include a discussion of communication, interpersonal skills used in the incident, and finally evidence based practice. I will conclude with explaining what I have learned from the experience and how it will change my future actions. The Gibbs model (1988) of reflection cycle will be attached as appendix 1 and description of incident will be attached as appendix 2.
In accordance with the 2004 Nursing and Midwifery Council, the clients' details and placement setting has not been disclosed in order to maintain confidentiality.
Critical incidents are snapshots of something that happens to a patient, their family or nurse. It may be something positive, or it could be a situation where someone has suffered in some way (Rich & Parker 2001). According to Hogston and Simpson (2002) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000) includes this is an important process for all nurses wishing to improve their practice. This will be investigated using a reflective nursing model.
I am going to use Gibbs (1988) Reflective Cycle. This because Gibbs is clear and precise allowing for description, analysis and evaluation of the experience helping me to make sense of experiences and examines my practice. However Ghaye and Lillyman (2006)

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