Reflection Activity 1:

Consider a patient/client that you have treated recently.

  • Break down the session –  assessment, planning/goal setting, treatment, review and reflection.
  • Assessment – what information did you collect and why?
  • Planning/goal setting – how did you develop a problem list/goals/plan? What information did you use to arrive at these?
  • Treatment – Why did you choose the treatment you chose? What influenced your decisions?
  • Review – How did you review the effect of the treatment?
  • Reflection – Looking back, what went well, would you do anything differently? Did you learn anything from this experience?
  • When working with a student, consider how you could facilitate this process?

Reflection Activity 2:

Patient Centred Care is an approach to the planning, delivery, and evaluation of healthcare that is grounded in mutually beneficial partnerships among healthcare providers, patients and families (Australian Commission on Safety and Quality in Health Care,2011).

From a patient’s perspective, it involves:

  • Respect for patients preferences and values
  • Emotional support
  • Physical comfort
  • Information, communication and education
  • Continuity and transition
  • Co-ordination of care
  • The involvement of family and friends
  • Access to care

Ask your student to pick a treatment they have used with a patient recently. Prepare a table with the above dot points of what patient centred care is about from a patient perspective. Ask the student to write down what aspects of the treatment apply to each dot point.

Ask the student why they decided to use each aspect under each dot point. (Thus their clinical reasoning)

Are there any headings which have nothing written under them?

Would it have been appropriate for the student to have addressed these areas? If so, consider what could have been done to address these areas? Could something have been added to the assessment to give more information to enable these areas to be addressed?

You can perform the same exercise for yourself as a reflection exercise to identify the involvement of patient centred care in your patient/client management. Remember, there may be times when a heading may not apply in a particular circumstance and it is your role as the Clinical Educator to guide the student to identify this.

Reflection Activity 3:  

  • How do you reason?
  • Do you have a particular style/favored method?
  • Do you change according to the circumstance?
  • Consider for each approach, if your student used that approach in your setting, would it pose any particular challenge? If a student demonstrated this approach, would you attempt to modify their approach? If so, why and how would you do it?
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