Introduction
This reflective account explores my experiences and learning as a student studying SQA Level 6 Social Services and Healthcare, focusing on the critical role of assisting in the administration of medication. The purpose of this essay is to critically reflect on my practical involvement in this task, considering the ethical, legal, and professional frameworks that underpin it. Medication administration is a core responsibility within healthcare settings, requiring precision, empathy, and adherence to strict guidelines to ensure patient safety and wellbeing. In this essay, I will outline my personal experiences, evaluate the challenges encountered, and analyse the importance of relevant policies and training. The discussion will be structured around key themes: understanding the role and responsibilities, addressing challenges and ethical considerations, and reflecting on personal and professional development. By drawing on academic sources and professional guidelines, this account aims to demonstrate a sound understanding of the field while critically evaluating my own practice.
Understanding the Role and Responsibilities
Assisting in the administration of medication, as part of my training in social services and healthcare, involves supporting qualified professionals to ensure that service users receive their prescribed treatments safely and effectively. This role requires a foundational understanding of the principles of medication management, including the ‘five rights’: the right patient, right medication, right dose, right time, and right route (Elliott and Liu, 2010). During my placement, I observed how these principles were applied in a care home setting, where I supported residents with varying levels of dependency. My responsibilities included preparing medication under supervision, double-checking dosages with a registered nurse, and documenting administration accurately.
Importantly, I learned that this task is governed by stringent regulations, such as those outlined by the Care Quality Commission (CQC) in the UK, which emphasises safe handling and storage of medicines (CQC, 2019). My understanding of these guidelines developed through coursework and practical exposure, although I initially found the volume of information overwhelming. However, by consistently referring to policies and seeking guidance from mentors, I gained confidence in my ability to contribute to safe practice. This experience highlighted the relevance of theoretical knowledge in real-world settings, though I also became aware of its limitations when faced with unpredictable human factors, such as a service user’s refusal to take medication.
Challenges and Ethical Considerations
One of the primary challenges I encountered was balancing clinical accuracy with person-centred care. For instance, during my placement, a resident with dementia repeatedly refused their prescribed medication due to confusion and anxiety. This situation presented an ethical dilemma: while it was my duty to ensure they received necessary treatment, I also had to respect their autonomy and dignity. The principle of informed consent, as discussed by Beauchamp and Childress (2013), became particularly relevant here. I collaborated with my supervisor to employ non-coercive strategies, such as explaining the purpose of the medication in simple terms and offering reassurance. However, resolving such tensions required time and patience, resources that are often limited in busy care environments.
Furthermore, I faced practical challenges related to my limited experience. On one occasion, I nearly overlooked a potential contraindication due to my unfamiliarity with a resident’s full medical history. This incident underscored the importance of thorough communication and teamwork, as highlighted by the NHS’s emphasis on integrated care (NHS England, 2019). Reflecting on this, I recognised the need to ask questions and verify information, even if it felt repetitive. These challenges revealed the limitations of my current knowledge but also motivated me to adopt a more critical approach to my learning and practice.
Personal and Professional Development
Engaging in medication administration has been instrumental in shaping my personal and professional growth. Initially, I lacked confidence in handling even basic tasks, such as reading prescription charts. However, through repeated practice and feedback from supervisors, I developed a more systematic approach. Gibbs’ Reflective Cycle (1988) has been a useful framework for structuring my reflections. For example, evaluating my feelings of anxiety during initial tasks helped me identify the need for further training in pharmacology and communication skills. Consequently, I sought additional resources, including online modules recommended by my course, to strengthen my understanding.
Moreover, I have become more aware of the importance of accountability in healthcare. The Nursing and Midwifery Council (NMC) Code (2018) stresses the need for professionals to act with integrity and prioritise patient safety. Although I am not yet a registered practitioner, adhering to these standards during my placement reinforced my commitment to ethical practice. Indeed, reflecting on my actions has encouraged me to consider how I can address complex problems in the future, such as advocating for service users who may struggle to voice their needs. This experience has also highlighted the value of interdisciplinary collaboration, as I frequently worked alongside nurses, pharmacists, and social workers to ensure holistic care.
Implications for Future Practice
Reflecting on my role in assisting with medication administration has revealed both strengths and areas for improvement. One key implication is the need for continuous professional development. The healthcare field is dynamic, with guidelines and best practices evolving regularly. As such, I intend to stay informed by engaging with current research and attending training sessions. Additionally, my experience has underscored the importance of empathy in addressing service users’ emotional as well as physical needs. In future practice, I aim to refine my communication skills to better support individuals who may be resistant or anxious about medication.
Another consideration is the broader applicability of the skills I have developed. For instance, the problem-solving abilities I honed when addressing medication refusal can be applied to other care scenarios, such as managing dietary preferences or personal care routines. However, I remain mindful of the limitations of my current role as a student; I must continue to operate within my scope of practice and seek supervision when necessary. This reflective process has therefore not only enhanced my understanding of medication administration but also prepared me for the complexities of a career in social services and healthcare.
Conclusion
In conclusion, this reflective account has provided an opportunity to critically evaluate my involvement in assisting with the administration of medication as part of my SQA Level 6 studies in Social Services and Healthcare. Through exploring my responsibilities, the challenges faced, and the ethical considerations inherent in this role, I have gained a deeper appreciation for the complexities of safe and person-centred care. The process has highlighted the importance of adhering to legal and professional frameworks, such as those set by the CQC and NMC, while also addressing individual needs with empathy and patience. Reflecting on personal and professional development has further revealed the value of continuous learning and interdisciplinary collaboration. Ultimately, these experiences have equipped me with foundational skills and a critical mindset that will inform my future practice in healthcare. As I progress, I aim to build on this foundation by seeking further training and remaining attuned to the evolving demands of the field. This reflective journey, therefore, serves as both a record of my current capabilities and a roadmap for ongoing improvement.
References
- Beauchamp, T. L. and Childress, J. F. (2013) Principles of Biomedical Ethics. 7th ed. Oxford University Press.
- Care Quality Commission (2019) Medicines in Health and Adult Social Care. CQC.
- Elliott, M. and Liu, Y. (2010) The nine rights of medication administration: an overview. British Journal of Nursing, 19(5), pp. 300-305.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- NHS England (2019) The NHS Long Term Plan. NHS England.
- Nursing and Midwifery Council (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. NMC.
