Introduction
This essay presents a reflective analysis of a critical incident involving an Alzheimer’s patient, encountered during my nursing placement. Alzheimer’s disease, a progressive neurodegenerative condition, poses significant challenges in care delivery, often leading to complex situations requiring clinical and emotional competence. The purpose of this reflection is to critically examine a specific incident where communication barriers with an Alzheimer’s patient resulted in distress, evaluate my response, and develop an action plan for future practice. Using Gibbs’ Reflective Cycle (1988) as a framework, this analysis will explore the incident’s context, my feelings, evaluation of actions taken, and strategies for improvement. This reflective process is crucial in nursing to enhance personal and professional development while ensuring patient-centered care (Nursing and Midwifery Council, 2018).
Description of the Critical Incident
During a shift in a dementia care unit, I was assigned to assist Mr. Smith (a pseudonym for confidentiality), an 82-year-old patient with advanced Alzheimer’s disease. Mr. Smith often exhibited agitation, particularly during personal care. On this occasion, while attempting to help him with bathing, he became visibly distressed, shouting and resisting assistance. Unfamiliar with his specific triggers, I attempted to reassure him verbally, but my approach seemed to escalate his anxiety. After several minutes of unsuccessful communication, I sought help from a senior colleague who used a calmer tone and familiar gestures to de-escalate the situation. This incident highlighted my limited understanding of non-verbal communication and individualised care needs for Alzheimer’s patients.
Feelings and Evaluation
Initially, I felt overwhelmed and inadequate, questioning my ability to provide effective care. However, reflecting on the incident, I recognised that my response, though well-intentioned, lacked the depth of knowledge required to manage such behaviours. Positively, seeking assistance demonstrated an awareness of my limitations and a commitment to patient safety. Conversely, I failed to consider Mr. Smith’s perspective—his distress likely stemmed from confusion and loss of control, common in Alzheimer’s patients (Kitwood, 1997). This incident underscored the importance of person-centered care, which prioritises understanding the patient’s unique experiences and emotions over a one-size-fits-all approach.
Analysis and Action Plan
Analysing the incident, communication emerged as a central issue. Alzheimer’s patients often struggle with verbal processing, making non-verbal cues and tone vital (Alzheimer’s Society, 2020). My hurried reassurances may have been perceived as dismissive, exacerbating Mr. Smith’s agitation. Furthermore, I lacked prior knowledge of his care plan, which detailed specific calming strategies. To address this, my action plan includes several steps. Firstly, I will undertake further training on dementia-specific communication techniques, focusing on non-verbal methods and patience. Secondly, I commit to reviewing patient care plans thoroughly before interactions to tailor my approach. Thirdly, I will engage in regular reflective practice, using tools like Gibbs’ model, to identify and learn from future challenges. These steps aim to enhance my competence in managing similar incidents, ensuring safer and more empathetic care.
Conclusion
In conclusion, this reflective analysis of a critical incident involving an Alzheimer’s patient revealed significant gaps in my communication skills and preparation. By evaluating my response through Gibbs’ Reflective Cycle, I identified the importance of person-centered care and tailored approaches in dementia nursing. The developed action plan, focusing on training and reflective practice, aims to address these shortcomings, enhancing my ability to provide effective care. Indeed, such reflection is invaluable in nursing, fostering continuous improvement and better patient outcomes. This process not only benefits my professional growth but also underscores the broader importance of adaptability and empathy in healthcare settings.
References
- Alzheimer’s Society (2020) Communicating with People with Dementia. Alzheimer’s Society.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Kitwood, T. (1997) Dementia Reconsidered: The Person Comes First. Open University Press.
- Nursing and Midwifery Council (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. Nursing and Midwifery Council.
