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NMC Registration: A Healthcare Professional's Reflection Assignment Sample by Native Assignment Help
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The term lifelong learning has been addressed as a voluntary, self-motivated and ongoing pursuit regarding the extracted knowledge which is required for either professional or personal reasons. In addition, it is crucial for all individuals in terms of improving competitiveness and employability. In spite of that, it is enhancing active citizenship, personal development and social inclusion. This assignment has shed light on the evaluation of commentary reflection regarding the responsibilities and roles of a healthcare professional who is trying to register name on the Nursing and Midwifery Council. Additionally, it has been discussed the action plan which is developed depending on the strengths and weaknesses of the registered NMC healthcare staff.
The strengths, weaknesses, threats and opportunities have been highlighted in the appendix segment which is showing the positive and negative aspects of the NMC nursing staff. As depicted by Ingham-Broomfield, (2021), the NMC nursing staff is required highly well-trained and skilled healthcare staff to improve patient care and the quality of patient care. Apart from that, having improper clinical skills is affecting the healthcare organisational working performance and care quality. On the other hand, as expressed by Becky Ingham, (2021), operating advanced technologies in the healthcare sector is considered an opportunity in terms of improving the professional and personal skills of the registered NMC healthcare staff. Therefore, it has been evaluated that the SWOT analysis of the registered NMC nursing staff is highlighting the threats and the opportunities to cover up all threats and weaknesses.
Gibb’s Reflective Framework has been selected in order to evaluate the entire scenario of taking registration of healthcare staff in the Nursing and Midwifery Council. The reflective framework has been discussed below:
Specific | Measurable | Achievable | Relevant | Timebound |
To provide safety and accurate care | It can be measured by observing the patient satisfaction rate | It can be achieved by providing high quality and safe care | It may relevant by delivering accurate patient care and reducing the risks regarding safety issues | It can be accomplished within 3 months |
To show more empathy and compassion to patients | It can be measured by interacting and communicating with patients regarding their experiences | It can be achieved by supporting to the patients and expressing empathy | It can be relevant with showing personal interest and acknowledging their feelings | It can be accomplished with 2 months |
To learn about the advanced technology operation | It can be measured by taking lessons regarding the session of operating advanced technology in the NMC institute | It can be achieved by providing high quality care and treatment to patients specially pregnant women to recover quickly | It can be relevant with providing crucial data regarding the patients and their health needs | It can be accomplished within 4 to 6 months |
Table 1: SMART Goals
On Each Order!
Conclusion
The entire assignment has summarized that during the registration session in NMC, several kinds of skills are required for healthcare staff. Clinical skills, communication skills and therapeutic skills are required for developing healthcare professional skills. In addition, healthcare professionals have a consistent and judicious combination of knowledge, attitudes, communication and skills. As a result, it helps the registered NMC staff in order to improve both their personal and professional skills for taking special care of the patients. Moreover, the highlighted SMART Goals are effective in terms of increasing working efficiency and improving the quality of patient care by maintaining the guidelines of the Nursing and Midwifery Council.
References
Journals
Becky Ingham, B., (2021). A nurses’ guide to using models of reflection.
Hawley, G. and Tuckett, A., (2020). ‘Using reflection. Mentoring midwifery students in India’. Health Education in Practice: Journal of Research for Professional Learning, 3(2).
Ingham-Broomfield, B., (2021). ‘A nurses' guide to using models of reflection’. TheAustralian Journal of Advanced Nursing, 38(4), pp.62-67.
Stonehouse, D., (2020). ‘Reflection and you’. British Journal of Healthcare Assistants, 14(11), pp.572-574.
Sundgren, M.K., Millear, P.M., Dawber, C. and Medoro, L., (2021). ‘Reflective practice groups and nurse professional quality of life’. TheAustralian Journal of Advanced Nursing, 38(4), pp.49-67.
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