Introduction
This essay presents a reflective account of my experience during a clinical placement in an adult medical ward. It focuses on interprofessional working and service user involvement, drawing upon a selected scenario from my reflective journal. Using Gibbs’ reflective cycle, the discussion explores roles within the multidisciplinary team, communication skills, and professionalism. The aim is to analyse how these elements contribute to safe and effective care, while considering relevant literature and identifying areas for future improvement.
Description
During placement I worked alongside a range of professionals including doctors, occupational therapists, pharmacists and care assistants. The team met daily to discuss patient progress and plan discharges. On one occasion a patient with complex mobility needs required coordinated input from several disciplines. I observed how each member contributed distinct expertise while keeping the patient at the centre of discussions. This mirrored the collaborative approach described in similar ward settings, where shared input supports comprehensive care planning.
Feelings
I initially felt uncertain about my place within the team, concerned that limited experience might hinder meaningful contributions. As discussions progressed I noticed that my observations from bedside care were valued by others. This created a sense of professional acceptance and reinforced the importance of voicing relevant information. The positive response from colleagues increased my confidence in participating, demonstrating how inclusive team dynamics can reduce anxiety for students and improve information exchange.
Evaluation
The team demonstrated effective collaboration through structured handovers and joint assessments. However, time pressures occasionally limited deeper patient involvement in decision-making. Literature highlights that genuine partnership with service users enhances adherence to care plans and reduces adverse events. In this instance the patient appeared passive during meetings, which limited opportunities for shared decisions. The experience showed both strengths in professional coordination and weaknesses in consistently including the individual’s perspective.
Analysis
Interprofessional working relies on clear communication and mutual respect for differing roles. Effective models stress that each profession brings unique knowledge essential for holistic care. In the scenario observed, the occupational therapist’s input on home adaptations complemented medical recommendations, leading to safer discharge arrangements. Yet limited patient engagement risked overlooking personal preferences, potentially affecting overall outcomes. This analysis aligns with evidence that balanced team dialogue and service user participation together reduce errors and promote person-centred practice.
Conclusion
The placement experience clarified how interprofessional collaboration supports safe care when communication remains open and inclusive. It also revealed that student nurses can play an active role by sharing observations and advocating for patient views. Areas requiring further attention include ensuring patients are supported to express preferences during team discussions. Overall, the reflection deepened understanding of how teamwork and involvement interact to maintain high standards in contemporary practice.
Action Plan
In future placements I will prepare brief summaries of patient feedback before team meetings to encourage greater service user representation. I also intend to seek guidance from mentors on phrasing questions that invite patient participation without disrupting clinical flow. These steps should strengthen both professional relationships and the delivery of safe, effective care.
References
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit, Oxford Polytechnic.
- Nursing and Midwifery Council (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. Nursing and Midwifery Council.
- Reeves, S., Perrier, L., Goldman, J., Freeth, D. and Zwarenstein, M. (2013) Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews, Issue 3.
- World Health Organization (2010) Framework for Action on Interprofessional Education and Collaborative Practice. World Health Organization.
