Clinical Observation Reflection Essay Sample
Introduction
The episode of care can be described as services delivered to patients throughout their treatment period. This involves monitoring and documenting their health status to treat their clinical condition. This essay is going to reflect on the clinical observation skill where the competency has been carried out. In order to reflect on this skill, the reflective model of Driscoll (2006) is going to be used. This model consists of three typical parts, which are “What?”, “So What?”, and “Now What?” link with the phases of demonstrating the lifecycle of an experience (Driscoll, 2006). It is also deemed as the simplest reflection model as it helps to build a better-structured way to represent an experience reflectively.
The clinical observation skill is one of the fundamental factors that is going to be reflected. Reflection is an important element that helps one to analyze situations, modify skills, and achieve deeper understanding. In such a way, it promotes professional growth, clinical aptitude acquisition, theoretical knowledge integration, and ethical awareness with valuable experience. Confidentiality will be maintained based on the NMC Code (2018) by bypassing patient information. This essay will involve the analysis of the importance of communication, quick decision-making, handover, supervision, and learning during patient care to ensure prompt, safe, and high-quality patient care.
What?
In the episode of care, I was accountable for performing the clinical observation on a patient. The patient was transferred to the ward where I work because of a hip injury. The patient had a NEWS 2 score of 3 and was handed over by the night staff at the time of handover, requiring constant monitoring. NEWS 2 refers to an assessment tool that is mainly used to recognize severe deterioration by assessing symptoms like respiratory rate, blood pressure, oxygen saturation, heart rate, etc. A higher score always indicates that there is an emergency need for medical interventions. This further underscores the significance of accurate and timely observations.
After the patient’s handover, the nurse took the responsibility for rechecking the clinical observation of the patient. This is to determine if the condition of the patient improved or became more worsened. Thus, I was assigned the task of clinical observations, and my documentation is going to be displayed below.
- Based on the operation and respiration rate of the patient was 11 breaths/min
- The Oxygen saturation rate (SpO2) was 92%
- The Blood pressure was 105/65 mmHg, and
- The Pulse rate was 109 bpm
These resulted in a total NEWS 2 score of 4, which reflects deterioration in the condition (intermediate risk). This is also caused due to its low blood sugar (1.6 mmol/L). I had asked to bring the upper arm monitor by the nurse to check the blood sugar of the patients, which was found to be low. The nurse communicates this with the patient and explains what needs to be done to manage it. Thus, I was assigned to bring orange juice to help raise the blood sugar fast. However, the patient got confused, and I used my communication skills effectively and convinced her to drink the juice. At that time, I observed an improved blood glucose level of about 2.5 mmol/L after 2 minutes and 4.2 mmol/L after 10 min after drinking Forticiep. Then, I continuously monitored and noticed that her blood sugar reached a safe and stable level (5.7 mmol/L). During this procedure, I not only hoped but also learned the significance of the NEWS 2 score, decision-making, timely intervention, effective communication, and proper supervision. I likewise observed the way the nurse confirmed her safety by disallowing me to provide further drinks to prevent the rise of blood sugar beyond the safe BM level. Overall, the episode underscores clinical observations’ implications as a mechanism for identifying dangerous conditions and thereby prompt and appropriate care initiation.
So What?
In the episode of care clinical observation, I have highlighted my strengths in effective communication and understanding the scoring system of NEWS score. However, improvement in the key areas is still needed for effective clinical observations. The comprehensive discussions of the key points are as follows
The application of the NEWS 2 scores
The National Early Warning Score 2 (NEWS2) refers to a scoring method, the established trigger and track system to examine illness severity. It also detects the deterioration risk for patients within acute care episodes (Welch et al., 2022). My competence in measuring and explaining the NEWS 2 score depicts my strength in understanding the function of this standardized instrument to assess the acute condition of patients. According to the research conducted by Welch et al., (2022), it has been understood that NEWS 2 effectively takes part in informing clinical judgments and practical contextual understanding of patients’ conditions. I effectively comprehend the patient’s NEWS 2 score of 4 as an escalation trigger for condition deterioration. Aligning with this condition I was also deeply apprehended that the way her type 1 diabetes influenced her condition and resulted in several manifestations (e.g., heart rate and blood sugar). These enable me to review the situation and the condition in a more holistic way. Benner's Novice to Expert Model suggest clinical competence phases from where nurses grow by developing their skills (internationaljournalofcaringsciences.org, 2020). Reflecting on this framework, I identify that I am learning to integrate the clinical cues that I have experienced in the clinical observation episode of care into my practical decision-making. Hence, additional practice and training in this area can help my interpretation better not only based on a snapshot of the score but also the trends of signs in a patient.
Effective communication
Effective communication refers to the exchange method that allows both the receiver and the sender to understand information clearly. In clinical observation practices, it is critical to encounter the needs and information of the patients, especially when they get hesitant and confused about cooperating. According to the research conducted by Alotaibi et al., (2022), it has been understood that non-verbal communication with clarity and empathy is crucial for effective interaction and communication with patients. In the clinical observation, I was approached to reassure and convince the patient to drink the orange juice. This highlights my capability to create rapport and professional trust. However, I have used particular techniques of therapeutic communication, which involve active listening to the concerns of the patient and repeating them to validate the feelings of the patient. Following the person-centered approach of Carl Rogers, active listening, repeating the concerns of patients, validating emotions, and managing non-judgmental sentences can create a safe room for them to communicate and explore their feelings and thoughts without hesitating (ncbi.nlm.nih.gov, 2023). In addition to these, in situations where confusion is involved, a simple explanation and proper review can help in understanding the condition. These further lines up with the best practices and that can improve the overall patient-centered care.
Rapid decision-making
The quick reaction in situations where the condition of the patient continuously deteriorates underscores the impotence of decision-making. The clinical judgment model of Tanner outlines the effectiveness of decision-making in critical situations stemming from the “Four Domains”. This involves “noticing,” “responding,” “interpreting,” and “reflecting”. In this regard, I had noticed the deteriorating condition of the patient and responded on time by checking her levels of blood sugar and providing a glucose drink. This action highlights the development of competence, specifically in the responses to emergencies. Regarding best practices, I could have been proactively prepared in advance to escalate the care to my coworker (the nurse). I could have demanded further interventions aiming to stabilize the condition of the patient. Moreover, by building predictive thinking into the practice, I can be exposed to identical cases. However, this needs a deliberate reflection to identify the areas that need to be modified.
Supervision and learning
Supervision and learning is the approach where experienced professionals support and guide learners actively in clinical practices in acquiring adequate skills and knowledge. The function of supervision in the clinical scenario was paramount to ensure the safety of the patient. By actively engaging in this scenario, all the actions help me in my development as a nursing student in a significant way. The social learning theory of Bandura (1977) underscores the significance of guided practices and observational learning in clinical settings and patient-centered care (Devi et al., 2022). I had experienced this when I was under the supervision of my nurse-in-charge. I was capable of refining the whole approach that I have followed and learning from the communication way of the nurse. In other words, the way the nurse communicates and provides care to the patient reflects a more refined way to tackle a critical situation effectively. The reflective practice theory of Donald Schon highlights the “reflection-on-action” type, which explores how nurses reflect on their experience while experiencing critical situations. Also, what steps do they take to assess alternative paths to enhance the practices (content.iriss.org.uk, 2025). Based on this approach, I have recognized the requirements to take further initiatives to collect feedback from the patient to modify practices and lead to further improvements. Regarding best practices, requesting feedback in real-time and clarification from the patient can improve my learning as well as help me manage further uncertainties in clinical scenarios.
Now What?
The experience highlights the areas for improvement in my skills in clinical observations. I have recognised different practices and actions that will assist me in developing more confidence and competence in clinical settings.
Deepen understanding
I need to reinforce my understanding regarding the use of different clinical assessment tools. It also needs to enhance my capability in interpreting manifestations based on NEWS 2 scores. In order to do this, I would engage in a learning session, and by attending workshops regularly, I can develop my understanding. Being involved in simulation exercises can also help me deal with acute scenarios. The experiential learning theory of Kolb suggests that hands-on practices are vital for the transformation of theoretical insights into practical aptitudes (Nurunnabi et al., 2022). I will also include learning case studies in my practices regarding type 1 diabetes and chronic conditions. This is to develop a more critical understanding of the subjects which can further help me to comprehend their impacts on physiological parameters. By doing these, I can be more proficient in early detecting th signs and help patients by initiating quick initiatives.
Improve communication skills
I will work on my communication skills by exploring training plans that mainly focus on therapeutic communication. This is because such practices can help me to interact with patients who are in confusion or distress effectively (Seo et al., 2021). I will further practice breaking my complicated medical explanation into a patient-friendly simple language to promote understanding in acute situations. A feedback session with supervisors and peers can deliver opportunities to refine these aptitudes for further betterment.
Reinforce decision-making
In order to enhance my clinical decision-making, I need to focus on the clinical judgment model of Tanner. As per the four domains, I need to first break down the scenarios into “noticing,” “responding,” “interpreting,” and “reflecting”. This can help me anticipate the possible complications in a clinical setting. Based on the evaluation, it can help me to implement proactive measures that can prevent deterioration in the patients’ conditions. In addition to these, I will also pursue opportunities to partake in simulation practices as this kind of atmosphere would allow for quick decision-making even in a high-pressure situation. This can be done by receiving feedback from supervisors and other experienced healthcare professionals.
Conclusion
In conclusion, I have engaged in a clinical setting to observe the condition of a patient having a total NEWS 2 score of 4. This highlights the deteriorated condition of the patient who needs proper clinical observation. Under the supervision of the nurse, I properly address the needs of the patient by giving her orange juice to increase her blood glucose level. However, from my engagement, I have addressed the significance of news 2 scores, effective communication, rapid decision-making, and supervision and learning. I have also planned practices that will further help improve my skills by deepening my understanding of clinical assessment tools, reinforcing decision-making, and improving my communication skills. By attending workshops, training agendas, and peer and supervisor feedback, the reflection helps in improving the overall expertise aiming for betterment.
Writing a structured clinical reflection using models like Driscoll’s, supported by theory and evidence, can be academically demanding. If you’re struggling to link practice with theory, apply reflective frameworks correctly, or meet university marking criteria, best assignment help can ensure clarity, coherence, and high academic standards—saving time while boosting your grades.
Reference list
Welch, J., Dean, J. and Hartin, J., 2022. Using NEWS2: an essential component of reliable clinical assessment. Clinical Medicine, 22(6), pp.509-513.
internationaljournalofcaringsciences.org, (2020). The Development of Nurses’ Individualized Care Perceptions and Practices: Benner's Novice to Expert Model Perspective. Available at: https://internationaljournalofcaringsciences.org/docs/81_ozdemir_special_12_2.pdf [Accessed on: 05-02-25]
ncbi.nlm.nih.gov, (2023). Person-Centered Therapy (Rogerian Therapy). Available at: https://www.ncbi.nlm.nih.gov/books/NBK589708/ [Accessed on: 05-02-25]
Devi, B., Pradhan, S., Giri, D. and Baxodirovna, N.L., 2022. Concept of Social cognitive theory and its application in the field of Medical and Nursing education: framework to guide Research. Journal of Positive School Psychology, pp.5161-5168.
content.iriss.org.uk, (2025). The reflective practitioner. Available at: https://content.iriss.org.uk/reflectivepractice/practitioner.html [Accessed on: 05-02-25]
Nurunnabi, A.S.M., Rahim, R., Alo, D., Mamun, A.A., Kaiser, A.M., Mohammad, T. and Sultana, F., 2022. Experiential learning in clinical education guided by the Kolb’s experiential learning theory. Int J Hum Health Sci (IJHHS), 6(2), p.155.
Seo, W., Buyuktur, A.G., Verma, S., Kim, H., Choi, S.W., Sedig, L. and Park, S.Y., 2021, May. Learning from healthcare providers’ strategies: Designing technology to support effective child patient-provider communication. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-15).
Driscoll, J., 2006. Practising clinical supervision: A reflective approach for healthcare professionals. Elsevier Health Sciences.
