It Seems Like Your Text Got Cut Off At The End


The evaluative scrutiny of the personal perspective and thoughts could be termed as reflection. In this context, the practitioners focus on the interaction with both the patients and the environment so as to ascertain the most accurate understanding the efficacy of their personal activities (Cheng et al. 2016). The process involves gaining of self-awareness in a gradual manner through appraising the social conditions from a critical perspective with acknowledgement of the transformational effect of it on personal thinking (Johns, 2017). Radiography students could ascertain one relevant definition of reflection in the manner of it being a contextual and intellect based learning process of the impactful activities in which various individuals could engage to undertake reminiscence of their experiences so as to develop more effective appreciative understanding of such earned experiences (Boud et al, 1985). Professional skill development closely depends upon the utilisation of reflection as a strategic tool to enable oneself to establish the necessary linkage between theoretical constructs and the practical realisation of the same concerning learning processes. This also assists any new learner to elevate him or herself to the level of a learning practitioner (Edmonstone, 2017). The objective is to improve self-awareness through identification of capabilities and shortcomings on through proper reflection of the experiences gathered. The perception related to experience based knowledge could as well be termed as reflection and it is necessary for nursing students to utilise reflection to evaluate and learn from the progressively accumulated experience in the nursing field (Ashley and Stamp, 2014). The formulation of better understanding through the process of metacognition regarding the situation and personal self could be comprehended as reflection as well. The purpose is to make informed decisions regarding the future through the better understanding of the gained experiences from the field of profession (sandars,2009). Hamilton & Druva (2010) opined that reflective learning could be an opportunity for learners to improve themselves in terms of cognitive and analytical capability growth and this could assist them in the future. Reflection has been consistently being projected as the primary method through which, the measurement of the extent of improvement of capabilities of healthcare providing professionals, could be performed. Another definition of reflection as a process could be the method through which the description provision, analysis, evaluation and gathering of information could be performed (Bulman & Schutz, 2013, p1943). As has been outlined by Jasper (2013), the model of John could be understood to be an effective tool in the healthcare profession since this assists trainees to associated theoretical constructs with practices and helps in development of learning through making the earned experience as the bedrock on which the entire learning process could be commenced. Reflection on experiences regarding healthcare profession could assist the students in comprehending existing values and belief mechanisms and could as well make the learners to understand new ideas and inculcate the same (Jasper, M.2013). It could as well assist the teaching staff to ascertain the level of practical environment management capability of the students regarding diversified conditions. I would be using John’s model in the essay to evaluate reflection of my experiences gathered during my tenure as the radiography student. This would include x-ray handling involving general department patients with advanced age (Fernández-Peña et al. 2016).



Amid my preparations at the department of Diagnostic Radiography, I had the opportunity to attend to placements at the clinic to develop effective understanding and work practices regarding imaging methods in different modalities of visual. The module of placement furnished me with extensive knowledge in the conditions of hospitals and helped me to widen my clinical abilities in an assortment of clinical situations. During my training in handling of X-ray in a general manner, I was joined by a radiographer who was exceptionally useful to me. I derived confidence and trust in my capabilities through my comfort levels. He behaved impressively and has much respect for me (Zori, 2016). Majority of the patients used to be transferred from the orthopaedic clinic at the commencement of the shift and I found it better suitable to move patients to the X-ray table if the patients were cooperative with sound physical conditions. The radiographer was pleased with our flawless work. I undertook study of the medical history related information of a patient in the afternoon after receiving an X-ray request. This old patient had undergone two hip replacement surgeries involving both the left and right hip joints. The X-ray had to be performed on the right hip joint as the patient had suffered a fall two days previously. The radiographer attested his trust in me and I brought the patient on a wheelchair to the radiography facility and assisted her onto the table after going through the full medical data.The right lower limb of the patient tilted towards the right with excruciating pain as she attempted to lay herself down on the table. She asked for help from me to handle her right foot to straighten her femur so as to alleviate the pain. Her inability of controlling her right lower limb seemed to me the outcome of the right hip joint having been displaced from the appropriate point. I placed a sand bag beside the right foot of the patient to straighten the same. However the patient consecutively suffered difficulties since her pelvic region had not been balanced since the hip joint was displaced.I requested that the patient coordinate with me as much as she can in endeavoring to make her center adjusted so the two hips will be at equidistant position on the table, However, this was impractical in light of the twisting that happened in view of the separation of the supplanted right hip joint. At that point I could only scan the patient in her present position since the most basic movements were causing excruciating pain for her.

At the point when the picture showed up in the screen, obviously the supplanted hip had been broken and dislodged, yet the image was not the ideal model due to the patient's position.


During the early hours of the duty shift, I held discussions with the radiographer regarding patient care concerning the patients who generally had to attend to the facilities of X-ray division from the orthopedic and emergency departments with concerning serious traumatic fracture conditions and how might we manage them. He disclosed to me the information that these cases are subjected to situational changes regarding the physiological conditions and age of the patients and the severity of damage. Be that as it may, he had also advised me not to stress and to maintain my composure and confidence expertise to determine the most suitable position through the utilisation of consistent adjusting methods so as to garner the most optimised resolution concerning the X-ray based images. At the point when the radiographer allowed me the chance to perform the X-ray test, I was exceptionally reluctant to do in light of the fact that I had previously read the details of the concerned patient in the CRIS system framework and I knew that the patient had undergone two previous hip joint replacement surgeries. However, I made the decision to perform the necessary task procedure through the implementation of all of the essential safeguards and I asked for assistance from the radiographer whenever I had to confront any trouble. I was exceptionally stunned regarding the shape of the lower extremity at the right side of the patient which appeared to be somewhat elongated in comparison with the left one. I undertook multiple attempts to adjust the position of the patient in straight alignment and I had placed a non-rigid pad beneath the pelvis at the right side. However, the problems remained. I had continued difficulties in taking of proper images of the anterior and posterior sections of the pelvis of this patient and thus had to ask for help from the radiographer concerning positioning the patient in the most suitable manner. The radiographer advised me to attempt to shift the patient to a more suitable position and also instructed me to alternately shift the X-ray tube towards the opposite angular position of the direction of the patient. The radiographer inspected the image as it was taken to inspect the utility of it and to determine the subsequent course of action. The consultant attested about the effectiveness of the image and negated any necessity for repetition and advised us to remain with the patient till the doctor and the nurse could arrive to inform the patient of her physical conditions and the necessity to utilize trolley for movement instead of any wheelchair due to the risk of greater complication arising from wheelchair based movements.

Influencing factor:

The critical condition of the patient complicated my tasks as I was under the impression that moving the patient could be troublesome as this could have engendered greater complications. As swift action was necessary, I had to engage myself in assisting the patient despite the situation not being much conducive at the time. It is necessary that the effective image taking process has to be swift, in-depth and detailed and also such processes have to be effective, in identification of the injuries which could prose threats to the lives of patients, in a most instantaneous and systematic manner. My level of professional confidence is the factor which limits my capability of response in diverse manner to the situations and knowledge variations based experiences in which I might find myself. I expected to gain varied working experiences through my collaborative working with the experienced radiography practitioners. My involvement and learning levels regarding situational knowledge acquisition could be enhanced as I could ask greater number of questions to clear my doubts. Such systems could also assist the development of clarified knowledge acquisition with much greater measure of thinking regarding the prevailing situation (Howatson-Jones, 2016).

Could I have dealt with the situation butter?

I am satisfied with my performance with the information which was at my disposal, however, it was necessary for me to prepare the X-ray table earlier to accommodate the fractures of the patient. The realisation of the severity of injury of patients causing problems to have them properly exposed to the X-rays dawned upon me. It is all the more necessary to disregard any confusion while one could be exposed to any injury or distortion in the physique of the patient and to perform what is necessary in the optimised manner.


I garnered the experience that concentrating of efforts in formulation of decisions in the most prompt manner while assisting geriatric patients which severe fractures and pain could be the most effective measure of operating as a healthcare professional. This involves swift actions and avoidance of movements which could lead to the risks of injury or extension of pain for the patients. I did make the mistake of assuming that the patient could lie down without any tribulation. I learnt to consider every possibility and the significance of avoiding troublesome situation where the patients could suffer more pain from preexisting injuries of illnesses (Redmond, 2017).


John’s Model has assisted me in reflecting upon my gathered experience. I have been able to analyse my activities and this has enabled me to accurately learn from my experience and I would be able to utilise the same in the future while executing different practical and scientific responsibilities. As per the research of Maggs & Biley (2000), various advantages could be brought forward regarding the practice of evaluation of previously garnered experiences on a personal level. The primary contention lies in the problems of first recognising and then utilisation of these advantages in tandem with the particular information which could be generated by the same (Williams and Burke, 2015). My experience enabled me to better understand the methods which could be effective in tending to the necessities of the elderly patients in the form of becoming careful handling of such patients and through avoidance of complications and damages. The requirements in this regard could be identified as concentration of greater effective focus, ability to think faster and formulation of more accurate decisions in cases such as this since these could enable anyone to preclude and repetition of imaging and could curtail consumption of time and reduce the necessity to administer greater doses of radiation. These could lead to the safeguarding of the lives of such patients.

Order Now

Reference List

  • Sandars, J., 2009. The use of reflection in medical education: AMEE Guide No. 44. Medical teacher, 31(8), pp.685-695.
  • Hamilton, J. & druva, R. 2010, Fostering appropriate reflective learning in an undergraduate radiography course, Radiography, Vol. 16, pp 339-345.
  • Jasper, M., Dawsonera, & Askews. (2013). Beginning reflective practice (2nd ed., Foundations in nursing and health care). Cengage Learning.
  • Bulman, C. and Schutz, S. eds., 2013. Reflective practice in nursing. John Wiley & Son
  • Redmond, B., 2017. Reflection in action: Developing reflective practice in health and social services. Routledge. Fernández-Peña, R., Fuentes-Pumarola, C., Malagón-Aguilera, M.C., Bonmatí-Tomàs, A., Bosch-Farré, C. and Ballester-Ferrando, D., 2016. The evaluation of reflective learning from the nursing student's point of view: A mixed method approach. Nurse education today, 44, pp.59-65.
  • Cheng, A., Grant, V., Robinson, T., Catena, H., Lachapelle, K., Kim, J., Adler, M. and Eppich, W., 2016. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) approach to health care debriefing: a faculty development guide. Clinical simulation in nursing, 12(10), pp.419-428. Williams, M.G. and Burke, L.L., 2015. Doing learning knowing speaking: How beginning nursing students develop their identity as nurses. Nursing education perspectives, 36(1), pp.50-52.
  • Howatson-Jones, L., 2016. Reflective practice in nursing. Learning Matters. Zori, S., 2016. Teaching critical thinking using reflective journaling in a nursing fellowship program. The Journal of Continuing Education in Nursing, 47(7), pp.321-329. Johns, C. ed., 2017. Becoming a reflective practitioner. John Wiley & Sons.
  • Ashley, J. and Stamp, K., 2014. Learning to think like a nurse: The development of clinical judgment in nursing students. Journal of Nursing Education, 53(9), pp.519-525. Edmonstone, J., 2017. Action learning in healthcare: a practical handbook. CRC Press.

Google Review

What Makes Us Unique

  • 24/7 Customer Support
  • 100% Customer Satisfaction
  • No Privacy Violation
  • Quick Services
  • Subject Experts

Research Proposal Samples

It is observed that students take pressure to complete their assignments, so in that case, they seek help from Assignment Help, who provides the best and highest-quality Dissertation Help along with the Thesis Help. All the Assignment Help Samples available are accessible to the students quickly and at a minimal cost. You can place your order and experience amazing services.

DISCLAIMER : The assignment help samples available on website are for review and are representative of the exceptional work provided by our assignment writers. These samples are intended to highlight and demonstrate the high level of proficiency and expertise exhibited by our assignment writers in crafting quality assignments. Feel free to use our assignment samples as a guiding resource to enhance your learning.

Live Chat with Humans
Dissertation Help Writing Service