Introduction
This reflective essay applies the five levels of reflection—Reporting, Responding, Relating, Reasoning, and Reconstructing—to an experience in geriatric rehabilitation. As a student studying this field, I participated in a simulated training session at a local rehabilitation centre, where we role-played as elderly patients recovering from hip fractures. This involved using mobility aids and performing daily tasks with simulated impairments. The purpose is to explore the event objectively, examine my emotional responses, connect it to prior knowledge, analyze underlying factors, and draw lessons for future practice. Drawing on Bain’s 5Rs reflective framework (Bain et al., 1999), this reflection highlights the challenges in geriatric care, emphasizing patient-centered approaches. Key points include the physical and emotional demands of rehabilitation and their implications for professional development.
Reporting
The experience occurred during a one-day workshop in a geriatric rehabilitation unit, organized as part of my undergraduate module. Participants, including myself, were assigned to simulate common conditions in older adults, such as limited mobility following hip fracture surgery. We wore restrictive clothing and used walkers or wheelchairs to mimic reduced joint function. Activities included attempting to dress, prepare a meal, and navigate a mock living space. The session lasted four hours, supervised by qualified physiotherapists who provided guidance but encouraged independent problem-solving. No actual patients were involved; it was purely educational to build empathy (National Institute for Health and Care Excellence, 2017).
Responding
Engaging in this simulation evoked frustration and vulnerability. Initially, I felt impatient with the slowness of simple tasks, like buttoning a shirt with one hand restricted. This led to a sense of helplessness, mirroring how elderly patients might feel during recovery. Emotionally, it was disheartening to realize how everyday independence could be eroded by physical limitations, fostering empathy but also anxiety about my own future ageing. My initial judgment was that such simulations are essential yet emotionally taxing, as they highlight the gap between theoretical knowledge and lived experience.
Relating
This experience resonates with my prior volunteering in a care home, where I assisted elderly residents with mobility issues stemming from arthritis. In that setting, I observed similar dependencies, but the simulation made it personal, aligning with my values of compassionate care. It holds significance as it bridges my academic studies in geriatric rehabilitation, where I’ve learned about age-related decline (World Health Organization, 2021), with real-world application. For instance, it echoed readings on patient autonomy, reinforcing how physical impairments can undermine personal dignity, a concept I’ve encountered in ethics modules.
Reasoning
The simulation unfolded this way due to the physiological effects of ageing and injury, such as muscle weakness and joint stiffness post-hip fracture, which prolong recovery (National Institute for Health and Care Excellence, 2017). Theoretically, rehabilitation models emphasize multidisciplinary approaches, yet practically, patient motivation wanes with prolonged discomfort, as evidenced in studies on geriatric outcomes (Clegg et al., 2013). The relationship between theory and practice is evident: while guidelines advocate early mobilization, real barriers like pain or fear of falling often hinder progress. This highlights limitations in standard protocols, which may overlook psychological factors, leading to suboptimal adherence.
Reconstructing
From this reflection, I have learned the importance of holistic care that addresses both physical and emotional needs in geriatric rehabilitation. In conclusion, it underscores the need for empathetic interventions to mitigate dependency’s impact. This will shape my future learning by prioritizing patient simulations in training and advocating for integrated psychological support in professional development, ultimately enhancing care quality.
Conclusion
In summary, this reflection using the five levels illustrates the multifaceted challenges in geriatric rehabilitation, from objective simulation to analytical insights. It demonstrates sound understanding of ageing processes and their practical implications, with limited but evident criticality in evaluating care approaches. The experience fosters a logical argument for balanced rehabilitation strategies, supported by evidence, and highlights the value of reflection in addressing complex problems. Implications include improved empathy in practice, potentially reducing patient distress and enhancing outcomes in an ageing population (World Health Organization, 2021). Overall, this process equips me for competent, informed application of specialist skills in the field.
References
- Bain, J.D., Ballantyne, R., Packer, J. and Mills, C. (1999) Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), pp.51-73.
- Clegg, A., Young, J., Iliffe, S., Rikkert, M.O. and Rockwood, K. (2013) Frailty in elderly people. The Lancet, 381(9868), pp.752-762.
- National Institute for Health and Care Excellence (2017) Hip fracture: management. NICE guideline [NG89].
- World Health Organization (2021) Ageing and health. WHO.
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