医学评估report代写 护理essay代写 论文代写 paper代写


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医学评估report代写 This module provided me with an opportunity to work with various professional students of health care. Accordingly, this..


Introduction 医学评估report代写

This module provided me with an opportunity to work with various professional students of health care. Accordingly, this essay seeks to reflect on the experiences and lessons acquired from my teamwork performance during the 'Team Observed Structured Professional Encounter (TOSPE)' of a case scenario.

Reflection is considered to be an essential component of nursing students' education and clinical practice and is supported using specific models of reflection (Grobbel 2013). This essay primarily utilises Gibbs' Reflective Cycle to help guide my reflection process, hence demonstrating the knowledge I acquired working in an interprofessional team.

The Gibbs' model of refection follows five main steps: description, feelings, evaluation, analysis, conclusion and action plan (Sibson 2008). In general, the reflection process will enable me to develop my understanding of the process of learning and how I can integrate newly acquired knowledge in my future practice as a nurse. 医学评估report代写



该模块为我提供了与各种卫生保健专业学生一起工作的机会。 因此,本文试图反思案例场景“团队观察的结构化专业遭遇”(TOSPE)期间从我的团队合作中获得的经验和教训。

反思被认为是护理学生教育和临床实践的重要组成部分,并通过特定的反思模型得到支持(Grobbel 2013)。 本文主要利用吉布斯的反思周期来指导我的反思过程,从而展示了我在跨专业团队中获得的知识。

吉布斯的饮食模型遵循五个主要步骤:描述,感受,评估,分析,结论和行动计划(Sibson 2008)。 总的来说,反思过程将使我对学习的过程以及如何将新获得的知识整合到将来的护士实践中有更深入的了解。


Our TOSPE group comprised of six nursing students of different disciplines. Despite this being my third interprofessional module, I found it quite challenging as it mostly involved remote learning and meetings. Moreover, I did not know a single individual in the multidisciplinary team; hence I found it challenging to get in touch with them or introduce myself to the group.

This later encouraged me to create a WhatsApp group chat where we can communicate with each other. The TOSPE scenario was about a 49-year-old gentleman with a moderate learning disability and a history of hypertension. When discussing the scenario, we spoke about the roles each of us could relate to. As I was a Physio student,

I nominated myself to be one of the specialists due to having a significant role in this particular scenario. Others did the same by presenting their strength related to this scenario according to their profession.



我们的TOSPE小组由六名不同学科的护理学生组成。 尽管这是我的第三个跨专业课程,但我发现它颇具挑战性,因为它主要涉及远程学习和会议。 而且,我在多学科团队中不认识一个人。 因此,我发现与他们联系或向小组介绍自己很困难。 后来,这鼓励了我创建一个WhatsApp群组聊天,我们可以在此相互交流。 TOSPE情景是一名49岁的绅士,患有中度学习障碍并有高血压病史。 在讨论场景时,我们谈到了我们每个人可能涉及的角色。 当我是Physio学生时, 我提名自己是专家之一,因为在此特定场景中起着重要作用。 其他人则根据自己的职业介绍了与这种情况有关的力量,做了同样的事情。

Feelings 医学评估report代写

In the first TOSPE scenario, I initially lacked confidence in my skills and knowledge being adequate to help me handle the patient's case to the capacity of those in the team. At the same time, I felt that the team lacked a sense of direction since everyone was trying to take the lead role, which created confusion and let to unstructured communication.

I raised this concern and stated that each member has a responsibility of ensuring that the patient receives the best care and this can only be achieved by combining our different professional skills and knowledge to come up with the best therapeutic solutions. The team members welcomed this insight and immediately suggested that I take the lead role.



在第一个TOSPE场景中,我最初对自己的技能和知识缺乏信心,不足以帮助我以团队中的能力来处理患者的病例。 同时,我感到团队缺乏方向感,因为每个人都试图担当领导角色,这造成了混乱并导致了非结构化的交流。 我对此表示关注,并说每个成员都有责任确保患者得到最佳护理,而这只能通过结合我们不同的专业技能和知识来提出最佳治疗方案来实现。 团队成员欢迎这种见解,并立即建议我担任领导角色。

According to Bosch and Mansell (2015)

role clarity in interprofessional teams is essential as it ensures that every member is aware of the specific value that they add to the goal of therapy. During the initial TOSPE meeting, I noticed that whenever members raised their opinions, they would look to me to validate or approve them. I started to feel that some members were being lazy and too dependent on my ideas despite having different professional backgrounds.

Joynes (2018) states that interprofessional team members may experience challenges sharing information when unsure of their professional identity. Consistently, Lewis (2014) pointed out that conflict can arise when interprofessional teams lack understanding of each other's roles.

As a result, I grew increasingly concerned that I was being forced to do most of the work individually, which was draining. I was not confident enough to point this out as I felt that the members would think I was undermining their ability. The result of the summative assessment showed that we had mixed up our roles. I became dejected.







Evaluation 医学评估report代写

Looking back, I think I had less confidence in my ability in the initial TOSPE discussion because I felt inferior working with individuals with different professional backgrounds. Particularly, I felt that I was inadequately trained and unprepared as a student nurse to manage the case scenario. I believe that I was not the only person experiencing this uncertainty in one's ability.

I say so because of the initial atmosphere of confusion and lack of direction that engulfed the team when the meeting began. Thus, the desire to take the lead role was likely a way for some members trying to show 'confidence' in their abilities in the clinical scenario. Łukasik and Witek (2017) attribute the uncertainty of one's abilities to low self-efficacy,

which leads to anxiety and an inability to communicate effectively during interprofessional collaboration. 医学评估report代写



回顾过去,我认为我对最初的TOSPE讨论的能力信心不足,因为与不同专业背景的人合作时我感觉自卑。 尤其是,我觉得我作为一名学生护士没有得到足够的培训,也没有做好准备来处理案件。 我相信我不是唯一一个经历这种能力不确定性的人。

我之所以这样说是因为会议开始时充满了混乱和缺乏指导的气氛。 因此,对于担当领导角色的渴望可能是一些试图在临床情景中表现出对自己能力的“信心”的成员的一种方式。 Łukasikand Witek(2017)将个人能力的不确定性归因于自我效能低下,



I consider my quick decision to clarify the importance of each members role in managing the scenario to have helped steer the meeting in the right direction. Had I not taken the initiative to clarify roles, the team would have experienced persistent conflicts on who needs to do what. However, this raised my leadership ability among the group and consequently increased the reliance of some members on my input.

Although I did not want to appear dominant over other members, I failed to point this out, which affected our results in the summative assessment. "Idea dominance" has been shown to limit the ability of interprofessional teams to explore solutions to problems from diverse perspectives (Reinders et al. 2018).

I also tend to think that I did not object to being considered the ultimate decision-maker because I loved the sense of authority it created in me. Hence, as a team leader, I got carried away and potentially limited the team's ability to develop well-deliberated solutions.






 Analysis 医学评估report代写

Engaging in this reflection has provided me with important insights regarding working as an interprofessional team. Principally, I have learned that having high perceived self-efficacy in interprofessional collaboration is vital for the achievement of objectives. High self-efficacy enables individuals to understand challenges as opportunities for learning and not as threats.

On the other hand, having low self-efficacy can cause dissatisfaction with one's profession leading to poor performance (Nørgaard et al. 2013). Thus, in healthcare settings, healthcare workers with low efficacy can expose patients to more risks. Low self-efficacy is mostly shown through the lack of confidence in one's abilities. A nurse who lacks confidence can face persistent cases of occupational negligence.

The reflection has also taught me that interprofessional teams can only succeed when members are driven by the desire to develop the best possible outcome for patients and not my personal goals. When working in groups, I have learned that there is no contribution or opinion that is superior to another.






In other words,

members of the interprofessional team should not be viewed as rivals or subordinate but as a part of the healthcare system without whom the patient's ability to achieve the optimum health outcomes is greatly limited (Gordon, Feldman & Leonard 2015). The lack of this understanding explains why in the initial TOSPE meeting, everyone was trying to take a leadership role.

Consistently, I have also learned that role clarification helps prevent conflicts as it directs individuals where their input is mot valuable. Furthermore, I realised that role clarification allowed for workload sharing since members would share ideas and consult with each other on challenging issues. By placing emphasis on the value of each individuals' skills and knowledge on the accomplishment of objectives,

I learned that I increased their confidence in the usefulness of their abilities.



专业团队的成员不应被视为竞争对手或下属,而应被视为医疗保健系统的一部分,没有他们,患者获得最佳健康结果的能力将受到极大的限制(Gordon,Feldman&Leonard 2015)。 缺乏这种理解解释了为什么在最初的TOSPE会议中,每个人都试图扮演领导角色。 一致地,我还了解到角色澄清有助于防止冲突,因为它将角色引导到个人有价值的地方。 此外,我意识到角色澄清可以实现工作量共享,因为成员可以共享想法并就具有挑战性的问题相互协商。 通过强调每个人的技能和知识对实现目标的价值, 我了解到,我增强了他们对自己能力的实用性的信心。

Conclusion 医学评估report代写

Overall, I have learned that I am an adaptive individual who can step up when needed in challenging situations. For example, I united and led a team of different professionals despite having only 20 minutes to discuss and develop a treatment plan for the case scenario. Additionally, I have learned that I work well with teams as opposed to as an individual.

Initially, I doubted my ability to perform when placed alongside professionals from other fields. However, I realised that when collaborating with others, I came up with constructive ideas that significantly influenced the successful achievement of our objective. Through this reflective writing, I have also learned that people have different ways of viewing problems and life in general (Champagne-Langabeer et al. 2019).

Most importantly, I have learned that to create a conducive workplace; employees need to work together as a team guided by respect and tolerance for one another.



总体而言,我了解到,我是一个适应能力强的人,可以在充满挑战的情况下在需要时加强工作。 例如,尽管只有20分钟的时间来讨论和制定针对该案例的治疗计划,但我还是团结并领导了一支由不同专业人士组成的团队。 此外,我了解到与团队合作比与个人合作要好。

最初,我怀疑自己与其他领域的专业人才并肩作战的能力。 但是,我意识到与他人合作时,我想到了一些建设性的想法,这些想法对成功实现我们的目标产生了重大影响。 通过反思性写作,我还了解到人们通常以不同的方式看待问题和生活(Champagne-Langabeer等人2019)。

最重要的是,我了解到要创造一个有益的工作场所; 员工需要在互相尊重和包容的指导下以团队的形式一起工作。

Action Plan

Based on the information above, to increase my self-efficacy as a nurse, I have to become more resilient when faced with challenging situations. When the summative assessment results showed that we had mixed up our roles as a team, I became dejected. I felt that I had failed as a team leader. To overcome this attitude,

I intend to accept every failure as a positive experience. For example, whenever I fail to meet my objectives, I will evaluate the actions that I took and how those actions might have led to the undesired outcome. Consequently, I will identify steps that I ought to have taken and how to integrate these actions in my learning to avoid a repeat of a similar event in the future. More importantly,

I intend to collaborate with more multidisciplinary teams in the profession to increase my experience as a nurse.



基于以上信息,要提高我作为护士的自我效能,面对挑战时,我必须变得更有韧性。 当汇总评估结果显示我们混合了团队的角色时,我感到沮丧。 我觉得我作为团队负责人失败了。 为了克服这种态度, 我打算接受每一次失败都是积极的经历。 例如,每当我未能实现自己的目标时,我都会评估我所采取的行动以及这些行动如何导致不期望的结果。 因此,我将确定我应该采取的步骤,以及如何将这些动作整合到我的学习中,以避免将来再次发生类似事件。 更重要的是, 我打算与该专业中更多的跨学科团队合作,以增加我作为护士的经验。




Bosch, B., and Mansell, H. (2015). Interprofessional collaboration in health care: Lessons to be learned from competitive sports. Canadian pharmacists journal: CPJ = Revue des pharmaciens du Canada: RPC, 148(4), 176–179. https://doi.org/10.1177/1715163515588106

Champagne-Langabeer, T., Revere, L., Tankimovich, M., Yu, E., Spears, R. and Swails, J.L., 2019, June. Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery. In Healthcare (Vol. 7, No. 2, p. 75). Multidisciplinary Digital Publishing Institute.

Gordon, S., Feldman, D. and Leonard, M. eds., 2015. Collaborative caring: Stories and reflections on teamwork in health care. Cornell University Press.

Grobbel, C.C., 2013. The importance of reflective practice in nursing. International Journal of Caring Sciences, 6(3), p.319.

Joynes, V. (2018). Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students. Advances in health sciences education: theory and practice, 23(1), 133–149. https://doi.org/10.1007/s10459-017-9778-x

Lewis, L. ed., 2014. Fundamentals of midwifery: a textbook for students. John Wiley & Sons.

Łukasik, I.M. and Witek, A., 2017. Experiencing Anxiety about Self-Efficacy during Teamwork. Przegląd Badań Edukacyjnych, 1(24), pp.7-20.

Nørgaard, B., Draborg, E., Vestergaard, E., Odgaard, E., Jensen, D.C. and Sørensen, J., 2013. Interprofessional clinical training improves self-efficacy of health care students. Medical teacher, 35(6), pp.e1235-e1242.

Reinders, J.J., Krijnen, W.P., Goldschmidt, A.M., van Offenbeek, M.A., Stegenga, B. and van der Schans, C.P., 2018. Changing dominance in mixed profession groups: putting theory into practice. European Journal of Work and Organizational Psychology, 27(3), pp.375-386.

Sibson, L., 2008. An introduction to reflective practice. Journal of Paramedic Practice, 1(3), pp.121-125.