Introduction
As a student nurse, clinical placements provide invaluable opportunities to bridge theoretical knowledge with practical application. One such placement on a surgical ward has underscored the critical importance of aseptic techniques in preventing infections and ensuring patient safety. This reflective essay explores my experiences on the surgical ward, focusing on the significance of aseptic practices, through the framework of Kolb’s Experiential Learning Cycle (Kolb, 1984). Kolb’s model, comprising four stages—Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation—offers a structured approach to learning from real-world encounters. This essay will outline personal experiences of applying aseptic techniques, critically reflect on challenges encountered, and evaluate how these experiences have shaped my understanding and future practice. By integrating academic literature and personal insights, I aim to demonstrate the necessity of aseptic techniques in surgical settings and the relevance of reflective learning in professional development.
Concrete Experience: Encountering Aseptic Techniques on the Surgical Ward
My placement on a surgical ward exposed me to the fast-paced environment of post-operative care, where maintaining a sterile field during procedures such as wound dressings and catheter insertions was paramount. On one particular occasion, I assisted a senior nurse in changing a surgical wound dressing for a patient recovering from an appendectomy. I was tasked with preparing the sterile equipment and ensuring that no contamination occurred during the procedure. Initially, I felt overwhelmed by the strict protocols, such as handwashing for a full three minutes and donning sterile gloves without touching non-sterile surfaces. However, witnessing the meticulous attention to detail by the senior nurse highlighted the direct link between aseptic techniques and patient safety. The patient’s wound showed no signs of infection, reinforcing the practical impact of these measures. This hands-on experience served as the foundation of my learning, aligning with Kolb’s first stage, as it provided a tangible context for understanding the importance of sterility in preventing hospital-acquired infections (HAIs).
Reflective Observation: Challenges and Observations in Practice
Reflecting on this experience, I recognised several challenges in adhering to aseptic protocols. For instance, the time pressure on the ward often tempted staff to take shortcuts, such as reusing equipment or skipping steps in hand hygiene. I observed that while some nurses strictly followed guidelines, others occasionally faltered under workload constraints, which raised concerns about consistency. Additionally, I noticed my own initial hesitation in maintaining a sterile field, particularly when adjusting equipment or responding to interruptions. According to the Nursing and Midwifery Council (NMC) Code (NMC, 2018), nurses must prioritise patient safety, yet these observations revealed how external factors can undermine best practices. Furthermore, I reflected on the patient’s perspective; although they could not see the intricacies of our actions, their trust in our competence was implicit. This stage of Kolb’s cycle allowed me to step back and critically assess not only my actions but also the broader ward dynamics, highlighting areas for improvement in both personal and systemic practices.
Abstract Conceptualisation: Linking Theory to Practice
Drawing from academic literature, I began to conceptualise why aseptic techniques are non-negotiable in surgical settings. HAIs, such as surgical site infections (SSIs), are a significant concern in healthcare, with data suggesting that up to 5% of surgical patients in the UK develop an SSI post-operation (Public Health England, 2020). Aseptic techniques, including sterile equipment use and proper hand hygiene, are evidence-based methods to reduce microbial contamination and infection rates (Loveday et al., 2014). Indeed, Gould et al. (2017) argue that consistent application of these techniques can decrease infection incidence by up to 30%. However, compliance remains a challenge, often due to inadequate training or high staff turnover, as I observed on the ward. This stage of Kolb’s cycle encouraged me to connect my concrete experiences with broader research, deepening my understanding of why aseptic practices are vital. Moreover, it revealed the limitations of theoretical knowledge alone; while I understood the principles, applying them under pressure required skill and vigilance beyond what textbooks could teach.
Active Experimentation: Applying Learning to Future Practice
The final stage of Kolb’s cycle involves testing new approaches based on reflection and conceptualisation. Following my experiences, I resolved to improve my adherence to aseptic techniques by seeking additional training opportunities, such as workshops on infection control offered by the hospital. I also plan to practice time management skills to ensure that workload pressures do not compromise my focus on sterility. For example, during future placements, I intend to prepare all necessary equipment in advance to avoid unnecessary interruptions during procedures. Furthermore, I aim to act as an advocate for best practices by gently reminding peers of protocols when deviations occur, aligning with the NMC’s emphasis on accountability (NMC, 2018). Research by Weston (2013) suggests that reflective practice, as facilitated by models like Kolb’s, enhances clinical competence over time, and I am committed to integrating this approach into my ongoing development as a student nurse. This stage not only solidifies my learning but also prepares me to address similar challenges more effectively in future clinical settings.
Conclusion
In conclusion, my placement on a surgical ward has been instrumental in highlighting the paramount importance of aseptic techniques in safeguarding patient outcomes. Through Kolb’s Experiential Learning Cycle, I have navigated the stages of concrete experience, reflective observation, abstract conceptualisation, and active experimentation to critically evaluate my practice. The hands-on encounter of performing wound dressings revealed the practical necessity of sterility, while reflection exposed personal and systemic barriers to compliance. By linking these experiences to evidence-based research, I gained a deeper appreciation of the role of aseptic techniques in preventing HAIs, and I have outlined actionable steps to enhance my future practice. Ultimately, this reflective process has not only improved my clinical skills but also underscored the value of continuous learning in nursing. As I progress in my studies and career, I will carry forward these lessons, striving to prioritise patient safety through meticulous adherence to infection control protocols. The implications of this reflection extend beyond personal growth, reminding me of the shared responsibility within healthcare teams to uphold standards that protect vulnerable patients.
References
- Gould, D. J., Moralejo, D., Drey, N., Chudleigh, J. H., & Taljaard, M. (2017) Interventions to improve hand hygiene compliance in patient care. Cochrane Database of Systematic Reviews, (9). DOI: 10.1002/14651858.CD005186.pub4.
- Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
- Loveday, H. P., Wilson, J. A., Pratt, R. J., Golsorkhi, M., Tingle, A., Bak, A., Browne, J., Prieto, J., & Wilcox, M. (2014) epic3: National evidence-based guidelines for preventing healthcare-associated infections in NHS hospitals in England. Journal of Hospital Infection, 86(S1), S1-S70. DOI: 10.1016/S0195-6701(13)60012-2.
- Nursing and Midwifery Council (NMC). (2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. Nursing and Midwifery Council.
- Public Health England. (2020) Surveillance of Surgical Site Infections in NHS Hospitals in England: 2019 to 2020. Public Health England.
- 西on, D. (2013) Fundamentals of Infection Prevention and Control: Theory and Practice. 2nd ed. Chichester: Wiley-Blackwell.
