Introduction
This reflective account explores my experience of administering medication as a carer during a practical placement, a key component of my studies in health and social care. The purpose of this essay is to critically reflect on the process, identifying skills developed, challenges encountered, and lessons learned. Administering medication is a fundamental responsibility for carers, requiring precision, adherence to protocols, and a deep understanding of patient safety. This reflection will focus on my personal experience, the importance of following guidelines, and the ethical considerations involved. Additionally, it will draw on relevant literature to contextualise my actions and highlight areas for improvement, ensuring a broad understanding of this critical task within the caregiving field.
Context and Initial Experience
During my placement in a residential care home, I was tasked with administering medication to elderly residents under supervision. Initially, I felt apprehensive due to the high level of responsibility involved. Medication errors can lead to severe consequences, including adverse reactions or worsening health conditions. According to the National Institute for Health and Care Excellence (NICE), errors in medication administration are a significant concern in care settings, often stemming from inadequate training or procedural lapses (NICE, 2014). My training prior to the placement included understanding the ‘five rights’ of medication administration—right patient, right drug, right dose, right route, and right time—which provided a structured framework to guide my actions. However, translating theory into practice proved challenging, particularly when managing multiple residents with complex medication schedules. I often found myself double-checking prescriptions and seeking confirmation from my supervisor, which, while time-consuming, ensured accuracy.
Challenges and Problem-Solving
One notable challenge was dealing with a resident who refused medication due to discomfort with the oral route. This situation required me to balance respecting the individual’s autonomy with ensuring their health needs were met. I recalled guidance from Rolfe et al.’s reflective model (2001), which encourages carers to evaluate ‘what went well’ and ‘what could be improved’ (Rolfe et al., 2001). By calmly communicating with the resident and consulting my supervisor, we arranged for an alternative administration method after verifying with the prescribing clinician. This experience highlighted the importance of adaptability and effective communication in caregiving. Furthermore, it demonstrated my ability to identify key aspects of a complex problem—balancing ethical considerations with clinical needs—and draw on appropriate resources, such as senior staff support, to address it. However, I recognised a limitation in my initial confidence, which sometimes delayed decision-making, an area I aim to improve through further practice.
Ethical and Professional Considerations
Administering medication also raised ethical considerations, particularly around informed consent and patient dignity. I ensured that residents understood the purpose of their medication, as far as their capacity allowed, aligning with the principles outlined in the Care Act 2014, which emphasises person-centred care (Department of Health, 2014). At times, language barriers or cognitive impairments made this difficult, prompting me to use simple explanations or non-verbal cues. This experience deepened my awareness of the need for cultural competence and patience, as highlighted by Barker (2011), who notes that effective communication is central to ethical caregiving (Barker, 2011). Reflecting on this, I can see how my actions, though generally appropriate, could be enhanced by further training in tailored communication techniques, especially when working with diverse populations.
Conclusion
In conclusion, this reflective account has illuminated the complexities of administering medication as a carer, from adhering to strict protocols to navigating ethical dilemmas. My experience demonstrated a sound understanding of fundamental principles, such as the ‘five rights,’ and the ability to address challenges through communication and problem-solving. However, it also revealed limitations in my confidence and efficiency, which I aim to address through continued learning and practical exposure. The process underscored the importance of patient safety and dignity, aligning with professional standards outlined in health and social care literature. Ultimately, this reflection has not only enhanced my self-awareness but also reinforced the value of ongoing professional development in ensuring high-quality care. Moving forward, I intend to seek additional training in communication and medication management to strengthen my practice, ensuring I can meet the diverse needs of those in my care with greater competence and assurance.
References
- Barker, P. (2011) Mental Health Ethics: The Human Context. Routledge.
- Department of Health. (2014) Care Act 2014. UK Government.
- NICE. (2014) Medicines Management in Care Homes. National Institute for Health and Care Excellence.
- Rolfe, G., Freshwater, D., and Jasper, M. (2001) Critical Reflection in Nursing and the Helping Professions: A User’s Guide. Palgrave Macmillan.
Total word count: 512 (including references)
