University of Wolverhampton

Faculty of Education Health and Wellbeing

Award: B Nurse (Hons)

Cohort: 121

Student Number:

Module Code: 4NH028

Module Title: The Reflective Practitioner

Module Leader:

Named Marker:

Word Count:

Declaration of originality: I hereby declare that this work is my own and that no
part has been copied from another author, student or individual. I also state that this
work has not formed any other significant part of academic assessment submission.
I understand that in submitting this work it may be subject to anti-plagiarism software
and that it will enter a university quality control system including initial and second
marking, internal moderation, and external moderation.
Introduction

This reflective essay mirrors my understanding and the skills that I developed during
my first day of placement. To enhance my reflection development, Driscoll’s (2007)
model of reflection What, So what, and What Now? will apply ( Adeani et al, 2020).
The model has been described as simple and straightforward. Driscoll made a
connection between these three stem questions and the phases of an experiential
learning cycle, adding trigger questions that needed to be addressed to complete the
cycle of reflection.

Lowenstein, Bradshaw, and Fuszard, (2004) define reflection as a technique for

analysing and reviewing one's nursing practice with the goal of enhancing one's
interpersonal skills with patients and coworkers. Reflection should be applied at all
stages of an experience, thus it is critical to comprehend what it is and how to
conduct it successfully (Dosser and Nicol, 2016). Reflection helps nurses in their
efficient engagement with experiences and examination of them, which helps to
provide substitute tactics for doing things (Howatson-Jones, 2016). Through
reflection, nurses can use their experience in the future implications in order to give
culturally safe, ethical and legal care to patients (McKinnon, 2016). For this
assignment, the pseudonym Amanda shall be used to maintain privacy and
confidentiality in accordance with the Nursing and Midwifery Council's guidelines
(NMC, 2018).

What (357)

On my first day of placement in an acute unit, I encountered an incident where a 19-

year-old girl ‘Amanda’ was exhibiting strange behaviour inside the toilet. I asked the
healthcare assistant the reason behind this behaviour and I was told that she is
suicidal and wanted to commit suicide. When I tried speaking with her, she became
aggressive and yelled "Go!" Go! Leave now. I don't need your assistance. I was
completely frozen by the situation at this point and had no idea what to do. She was
continuously shouting, running around the toilet and hitting herself against the wall.
Knowing that fatal attacks on healthcare providers by mentally ill patients are very
common in hospitals because healthcare providers cannot predict when or how
patients will commit assaults as reported by (Renwick et al.,2018), I exercised
caution and kept a safe distance. Following recommended by the (NMC code, 2018),
which recommends acting correctly in potentially harmful situations, the healthcare
assistant assigned me to ring the emergency buzzer so as to notify other nurses.

While waiting for the nurse to come, I made an effort to build a therapeutic
relationship with the patient by paying attention to what she was saying,
acknowledging her grief, and avoiding being judgmental (Kornhaber, 2016; Hartley
et al., 2020). I tried to comfort her by assuring her that everything was going to be
fine and encouraging her to relax. I made sure to keep a close watch on her as well
staying within my areas of expertise as it is crucial to preserve the patient’s safety
(NMC code, 2018). I was able to attend to the patient's grief without imposing my
own agenda on the patient, demonstrating a combination of empathetic perception
and empathic intelligence (Levett‐Jones and Cant, 2020).

So what?

Self-awareness is achieved through reflection, or what Tanguay, Hanratty and Martin

(2020), call a "knowledge of self" examination. Nurses who are self-aware provide
better care for their patients and have better interactions with them (Younas et al.,
2020). Upon self-reflection, I realised that I was experiencing extreme fear and was
scared that the situation could endanger my life and also that of the patient. I had
never encountered such a scenario before, so my reaction was understandable.
However, from the situation, I learned the value of being vigilant of people under my
care is crucial as nursing care that is of high quality relies heavily on the
professional's constant vigilance in the view of (Carr, 2014; Geyer, 2015).

As it is essential to reflect on our professional practice, I reflect on this scenario so

as to trace areas of weaknesses. In the view of Bulman and Schutz (2013), it is
through reflection that we make sense of the situation and fully comprehend its
implications. Upon self-reflection, I considered the repercussions of my anger and
inability to control my emotions while the patient continuously yelled at me. I also
gave consideration to how this would impact the flow of care delivery if I reacted
negatively. I thought of using emotional intelligence, which is the capacity to identify
one's own moods and sentiments in connection to those of other people and then
utilise that knowledge to shape decisions and actions (Cadman and Brewer, 2001). I
came to understand that using emotional intelligence will allow me to effectively
regulate and control my emotions while giving care and assistance to patients.
Reflecting on what I did well, I was able to master the key value of quick responses
and reporting when a problem arises, in accordance with the Nursing and Midwifery
Council requirements (NMC, 2018).

In addition to helping us identify areas for improvement and incorporate them into
our professional growth reflection also promotes the exchange of ideas and
knowledge with other professionals (Billington, 2013; Coward, 2019). Upon self-
reflection, I realised that I needed to improve my practical skill. This is so because
when I was asked to position the water pack bag on the patient’s neck, I did it
wrongly because of a lack of practice. As suggested by Caldwell and Grobbel
(2013) I reflect on the incident to figure out what went wrong and how to prevent it
from happening again. I realised that because I had a lot to do, I skipped the most
important aspect during the work period which is having breakfast and water. I ended
up dehydrated and feeling migraine. Numerous studies show that hunger and
dehydration can affect social attitudes, energy levels, and attention (Brennan et al.,
2019). If a similar incident had to occur again next time, I would try to set up an alarm
as a reminder for break times.

According to Koshy et al (2017 when nurses reflect on an experience, we can better

our understanding of what we can do if a similar situation, which benefits the patients
we will come in contact with in future. Upon reflecting on this incident, I learned that
impatient suicide is a negative event that poses occupational hazards to healthcare
workers and brings distress to the patient's families as well (Wang et al, 2016).
Numerous research studies have discovered that the bathroom is the most common
place for inpatient suicides in psychiatric hospitals (Knoll, 2012). This is due to the
fact that a bathroom is the one area where a patient can be assured of some privacy
for a certain amount of time (Chammas, Januel and Bouaziz, 2022). Nevertheless,
the key to avoiding inpatient suicide, as nurses or healthcare assistants we should
be vigilant and always keep close surveillance on the patients under our care (Ang,
2018)

My communication skills are worth discussing regarding the scenario. According to

Royal Nursing College (RNC) (2019), effective communication between patients and
healthcare professionals reduces patients' anxiety and boosts their confidence,
whereas poor communication according to Pincock, (2004) and Barber (2016) can
generate negativity, affect service delivery therefore, crippling patients' recovery
process. A patient's concerns may arise from misinterpretation of the messages
delivered, which can confuse, and increase anxiety, and patient dissatisfaction
(Bumb et al, 2017). Having in mind that the patient felt anxious about her condition,
she could speak out of character, and exhibit aggressiveness as she was unsure of
what was happening. As advised by Social Care Institute for Excellence (2020), I
spoke calmly and used a soft touch at all times reassuring her that everything was
going to be fine.

Nurses serve as patient advocates and must strike a balance while providing patient
care (Haddad and Geiger, 2022). As such, when dealing with patients, staff must
take equity into account (Rooddehghan, ParsaYekta and Nasrabadi, 2017). Equity
indicates that a service user's health shouldn't be overlooked due to their sex,
ethnicity, or race (WHO, 2019). Along the same lines, I successfully treated Amanda
equally and fairly throughout the whole time of incident.

This incident infringed on my personal core values because prior to becoming a

student nurse, I get upset when people exhibited thoughts of suicide. I easily get
upset when people tend to disregard the value of their lives. At most times, I had
thought that if it was possible the law should take its full course against those found
attempting suicide. However, being a professional requires treating people with
respect and dignity, without passing judgement on them, and with sensitivity,
regardless of their personal preferences (NMC code, 2018). Therefore, my duty is to
strive to foster empathetic advice to similar patients in a bid to politely change their
line of thought and appreciate life.
Now what

Health is one of the values we hold as a people. I firmly believe that health is a
crucial aspect of our lives because it allows us to live normal lives (De Campos,
2012). Therefore, my line of duty is to ensure that patients maintain good health. On
the other hand, in the view of Hofmeyer, Taylor and Kennedy, (2020) nurses must
treat themselves with the same level of care they give to others since they are the
ones on the frontline of the caring process.
The value of effective communication in nursing practice is unmatched as it is crucial
for creating a therapeutic nurse-patient relationship (Naughton, 2018). The
Department of Health and Social Care (2010) defined communication as the
intentional exchange of information between two or more individuals, including facts,
needs, ideas, emotions, and feelings. But, in order to achieve effective
communication, the message must be clear and succinct, thoroughly understood,
and followed up with feedback to make sure it was properly understood (Jang et al.,
2022).

Self-reflection is a very useful tool in nursing (Oelofsen, 2012). Through self-

reflection, clinical monitoring, and receiving criticism, one can develop self-
awareness (Fearon and Nicol, 2011). Self-reflection allows us to assess our practice,
find areas of growth, avoid pitfalls and make changes for the better (Davies and
Kremer, 2018). I have chosen self-reflection as a coping mechanism for an
emotionally taxing setting (Cova et al., 2019). Knowing what it means to have a
professional identity as a future nurse has helped me shape my own self-perception
in a way that makes me feel, and perhaps one day make a difference in people's
lives, through the care I provide (Philippa et al., 2021). In addition, I discovered that
as a prospective nurse, I am responsible for adhering to the code of ethics
established by the Nursing and Midwifery Council. This code of ethics mandates that
I put my patients' needs first, improve the quality of care they receive, safeguard their
well-being, and foster an atmosphere of professionalism and trust (NMC code,
2018).

The field of nursing requires a great degree of emotional intelligence and resilience,
and I've learned a lot about the factors that contribute to the enormous volume of
emotional labour that nurses must perform (Prezerakos, 2018). It has been brought
to my attention that the strain of providing care might cause nurses to experience
compassion fatigue (Peters, 2018). In the case that I find myself in a situation where
my emotions are negative, I will employ the tools of emotional intelligence to help me
recognise and control those feelings (Szczygiel and Mikolajczak, 2018). Self-
awareness of my feelings enables me to work through my emotions in order to show
a patient that I truly care about them and to stifle negative feelings (McQueen, 2004).
Those who are emotionally intelligent tend to feel better even at times of intense
emotional labour (Karimi et al., 2013). Yet, I've discovered that due to the emotional
demands of upholding self-awareness and control, nurses may experience burnout
(Mudallal, Othman and Al Hassan, 2017). Given the foregoing, it is crucial that
nurses develop healthy coping strategies to protect against burnout, boost morale,
and advance patient-centred care (Back et al., 2016).

Through this research, I discovered that a lack of Work-life balance can be

detrimental to the health of nurses (Phiri et al., 2014). However, in the view of
Kurnat-Thoma et al (2017), work-life balance (WLB) and a sense of personal well-
being can be fostered by adopting a healthy lifestyle that includes regular exercise, a
nutritious diet, and sufficient relaxation. In the view of Afriyie (2020), even the most
resilient nurse might succumb to burnout when confronted with an enormous amount
of responsibility in an unsupportive work environment, making it all the more
important to reduce workload as a means of preventing burnout (Leng et al., 2020).
According to studies by Browne and Braden (2020), increased nurse workload
decreases patient safety and care quality. One such factor that might contribute to
burnout is stress (Khamisa et al., 2015; Dalmolin et al., 2014). So, the value of
mindfulness practice as a stress-reduction strategy cannot be undervalued (Micklitz
et al., 2021). Regular practice of mindfulness has been linked to considerable
reductions in stress and anxiety

This experience was an eye-opener. I can now recognise the physical,

psychological, and social changes that a person with suicidal people and their
families experience (Spillane et al., 2018). Driscoll's reflective cycle has provided a
framework for me to examine various nursing skills and determine which ones will
enhance practices for health promotion. I have been able to learn how the idea of
dignity and confidentiality governs every aspect of nursing practice (Snelling and
Quick, 2022; O’Brien, 2003). Ultimately, I was delighted with the opportunity because
it gave me a sense of accomplishment and I became more confident around
patients.

Reference
Afriyie, D. (2020) ‘Reducing work-related stress to minimize emotional labour and
burn-out syndrome in nurses’, Evidence-Based Nursing, 24(4), pp. 141-141.

Ali, M. (2017) 'Communication skills 1: benefits of effective communication for

patients, Nursing Times, 113(12), pp 18-19

Ang, L.P.A. (2018) ‘Reducing inpatient suicide rates: The success of a suicide
management programme in a general hospital’, General Hospital Psychiatry, 54, pp.
60-61.

Back, A. Steinhauser, K. Kamal, A. Jackson V. (2013) 'Burnout syndrome:

Understanding of nursing professionals who work in the hospital context', Journal of
Nursing, Vol 2, pp. 553-561.

Barber, C. (2016) 'Communication, ethics and healthcare assistants', British Journal

of Healthcare Assistants, 10(7), pp. 332-335. Available at:
https://doi.org/10.12968/bjha.2016.10.7.332

Billington, T. (2013) ‘Promoting self-awareness through reflective practice’, British

Journal of Nursing, 22(1), pp. 45-45.

Bramhall, E. (2014) 'Effective communication skills in nursing practice', Nurs Stand,

29(14), pp. 53-59. Available at: https://doi.org/10.7748/ns.29.14.53.e9355

Browne, J. and Braden, C.J. (2020) ‘Nursing Turbulence in Critical Care:

Relationships With Nursing Workload and Patient Safety’, American Journal of
Critical Care, 29(3), pp.182–191.

Bulman, C. and Schutz, S. (2013) Reflective Practice in Nursing. 5th edn. Wiley-
Blackwell.
Brennan, P. A., Oeppen, R., Knighton, J., and Davidson, M. (2019) ‘Looking after
ourselves at work: the importance of being hydrated and fed’, BMJ, l528.
https://doi.org/10.1136/bmj.l528

Bumb, M., Keefe, J., Miller, L., and Overcash, J. (2017) 'Breaking bad news: an
evidence-based review of communication models for oncology nurses', Clin J Oncol
Nurs, 21(5), pp. 573-580. Available at: https://doi.org/10.1188/17.CJON.573-580

Cadman, C. and Brewer, J. (2001) ‘Emotional intelligence: a vital prerequisite for

recruitment in nursing’, Journal of Nursing Management, 9(6), pp.321-324.

Caldwell, L. and Grobbel, C.C. (2013). ‘The Importance of Reflective Practice in

Nursing’, International Journal of Caring Sciences, 6(3), pp. 319-326. Available at:
https://doaj.org/article/18f6bcac3a004ea3a03c44a5a371e5a7. (Accessed: 28
February 2023).

Carr, J. M. (2014) ‘A Middle Range Theory of Family Vigilance’, Medsurg Nursing,

23(4), pp. 251-255.

Chammas, F., Januel, D., and Bouaziz, N. (2022) ‘Inpatient suicide in psychiatric
settings: Evaluation of current prevention measures’, Frontiers in Psychiatry, 13.
Available at: https://doi.org/10.3389/fpsyt.2022.997974

Cova, F., Garcia, F., Oyanadel, C., Villagran, L., Páez, D., and Inostroza, C. (2019)
‘Adaptive Reflection on Negative Emotional Experiences: Convergences and
Divergence between the Processing-Mode Theory and the Theory of Self-Distancing
Reflection’, Frontiers in Psychology, 10. Available at:
https://doi.org/10.3389/fpsyg.2019.01943

Coward, M. (2019). Importance of reflection in revalidation. Nursing Management,

26(2), pp.37-41.
Dalmolin, G. de L., Lunardi, V. L., Lunardi, G. L., Barlem, E. L. D. and da Silveira, R.
S. (2014) ‘Moral distress and Burnout syndrome: are there relationships between
these phenomena in nursing workers? Revista Latino-Americana de Enfermagem,
22(1), pp. 35-42. Available at: http://www.scielo.br/scielo.php?
script=sci_arttext&pid=S0104-11692014000100035 (Accessed: 20 February 2023).

Davies, M., and Kremer, D. (2016) Reflection: how to reduce the risks. BMJ, i3249.
Available at: https://doi.org/10.1136/bmj.i3249

Department of Health and Social Care (2010) Essence of care 2010: benchmarks for
the fundamental aspects of care. Available at: https://tinyurl.com/y3z8grqe
(Accessed: 10 February 2023).

De Campos T. C. (2012) ‘Health as a basic human need: would this be enough?’,

The Journal of law, medicine and ethics: a journal of the American Society of Law,
Medicine and Ethics, 40(2), pp. 251-267. Available at: https://doi.org/10.1111/j.1748-
720X.2012.00662.x

Driscoll, J. (2007) Practicing Clinical Supervision: A Reflective Approach for

Healthcare Professionals. 2nd ed. London: Elsevier Health Sciences.

Driscoll, J. (2011) Practising Clinical Supervision: A reflective Approach for

Healthcare Professionals. 2nd ed. Edinburgh: Bailliere Tindall Elsevier.

Fearon, C. and Nicol, M. (2011) ‘Strategies to assist prevention of burnout in nursing

staff’, Nursing Standard, 26 (14), pp. 35-39. London: RCN publishing.

Geyer, N. (2015) ‘Vigilance is the Essence of Nursing’, Professional Nursing Today

19(2), pp. 36-27.

Micklitz, K., Wong, G., and Howick, J. (2021) ‘Mindfulness-based programmes to

reduce stress and enhance well-being at work: a realist review’, BMJ Open, 11(3),
e043525. Available at: https://doi.org/10.1136/bmjopen-2020-043525
Haddad, L. M and Geiger, R. A. (2022) Nursing Ethical Considerations. Available at:
https://www.ncbi.nlm.nih.gov/books/NBK526054/ (Accessed: 15 February 2023).

Hartley, S., Raphael, J., Lovell, K., and Berry, K. (2020). ‘Effective nurse-patient
relationships in mental health care: A systematic review of interventions to improve
the therapeutic alliance’, International journal of nursing studies, 102, p. 103490.
Available at: https://doi.org/10.1016/j.ijnurstu.2019.103490

Hofmeyer, A., Taylor, R., and Kennedy, K. (2020) ‘Knowledge for nurses to better
care for themselves so they can better care for others during the Covid-19 pandemic
and beyond’, Nurse Education Today, 94, p. 104503. Available at:
https://doi.org/10.1016/j.nedt.2020.104503

Howatson-Jones, L (2016) Reflective Practice in Nursing: Transforming Nursing

Practice Series. (3rd end). London: Sage.

Knoll, J. L. (2012) 'Inpatient Suicide: Identifying Vulnerability in the Hospital Setting',

Psychiatric Times, 30(6). Available at:
https://www.psychiatrictimes.com/view/inpatient-suicide-identifying-vulnerability-
hospital-setting (Accessed: 12 February 2023).

Jang, H., Lee, M., and Lee, N. J. (2022) 'Communication education regarding patient
safety for registered nurses in acute hospital settings: a scoping review protocol',
BMJ Open, 12(2), e053217.

Jasper, M. (2013). Beginning Reflective Practice. Andover: Cengage Learning.

Karimi, L., Leggat, S.G., Donohue, L., Farrell, G. and Couper, G.E. (2013) ’Emotional
rescue: the role of emotional intelligence and emotional labour on well-being and job-
stress among community nurses’, Journal of Advanced Nursing, 70(1), pp.176-186.
Available at: https://onlinelibrary.wiley.com/doi/abs/10.1111/jan.12185. (Accessed:
16 February 2023).
Khamisa, N., Oldenburg, B., Peltzer, K. and Ilic, D. (2015) ‘Work Related Stress,
Burnout, Job Satisfaction and General Health of Nurses’, International Journal of
Environmental Research and Public Health, 12(1), pp. 652-666. Available at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4306884/ (Accessed: 12 February
2023).

Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and

Development. Upper Saddle River: Prentice Hall.

Koshy, K., Limb, C., Gundogan, B., Whitehurst, K., and Jafree, D. J. (2017)
'Reflective practice in health care and how to reflect effectively', International journal
of surgery. Oncology, 2(6), e20. Available at:
https://doi.org/10.1097/IJ9.0000000000000020

Kornhaber, R., Walsh, K., Duff, J., and Walker, K. (2016) ‘Enhancing adult
therapeutic interpersonal relationships in the acute health care setting: An integrative
review’, Journal of Multidisciplinary Healthcare, 9, pp. 537-546. Available at:
https://doi.org/10.2147/JMDH.S116957

Kurnat-Thoma, E., El-Banna, M., Oakcrum, M. and Tyroler, J. (2017) ‘Nurses’ health
promoting lifestyle behaviors in a community hospital’, Applied Nursing Research,
35, pp.77–81.

Levett‐Jones, T., and Cant, R. (2020) ‘The empathy continuum: An evidenced‐based

teaching model derived from an integrative review of contemporary nursing
literature’, Journal of Clinical Nursing, 29(7-8), pp. 1026-1040. Available at:
https://doi.org/10.1111/jocn.15137

Leng, M., Xiu, H., Yu, P., Feng, J., Wei, Y., Cui, Y., Zhang, M., Zhou, Y. and Wei, H.
(2020). ‘Current State and Influencing Factors of Nurse Resilience and Perceived
Job-Related Stressors’, The Journal of Continuing Education in Nursing, 51(3),
pp.132-137.
Lowenstein, A.J. and Bradshaw, J. M. (2004) Fuszard's Innovative Teaching
Strategies in Nursing. (3rd edn). Boston; London: Jones and Bartlett.

McQueen, A.C.H. (2004) ‘Emotional intelligence in nursing work’, Journal of

Advanced Nursing, 47(1), pp.101–108.

McKinnon, J. (2016) Reflection for nursing life: principles, process and practice. 1st
edn Oxford: Routledge.

Mudallal, R.H., Othman, W.M. and Al Hassan, N.F. (2017). Nurses’ Burnout: The
Influence of Leader Empowering Behaviors, Work Conditions, and Demographic
Traits. INQUIRY: The Journal of Health Care Organization, Provision, and Financing,
[online] 54(1), p. 004695801772494. Available at:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5798741/ (Assessed: 20 February
2023)

Naughton, C. (2018) ‘Patient-Centred Communication’, Pharmacy, 6(1), pp. 18.

Available at: https://doi.org/10.3390/pharmacy6010018

Nicol, J. S., and Dosser, I. (2016) 'Understanding reflective practice', Nursing

standard, 30(36), pp. 34-42. Available at: https://doi.org/10.7748/ns.30.36.34.s44

Nursing and Midwifery Council (NMC) (2018).The code: professional standards of

practice and behavior for nurses, midwives and nursing associates. Available at:
https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf
(Accessed: 12 February 2023).

Oelofsen N. (2012) ‘Using reflective practice in frontline nursing’, Nursing times,

108(24), pp. 22-24.

O’Brien, J. (2003) 'Confidentiality and the duties of care', Journal of Medical Ethics,
29(1), pp. 36-40. Available at: https://doi.org/10.1136/jme.29.1.36
Peters E. (2018) ‘Compassion fatigue in nursing: A concept analyses, Nursing
Forum, 53(4), pp. 466-480. Available at: https://doi.org/10.1111/nuf.12274

Philippa, R., Ann, H., Jacqueline, M., and Nicola, A. (2021) ‘Professional identity in
nursing: A mixed method research study’, Nurse Education in practice, 52, p.103039.
Available at: https://doi.org/10.1016/j.nepr.2021.103039

Phiri, L. P., Draper, C. E., Lambert, E. V., and Kolbe-Alexander, T. L. (2014) 'Nurses'
lifestyle behaviours, health priorities and barriers to living a healthy lifestyle: a
qualitative descriptive study', BMC nursing, 13(1),p. 38. Available at:
https://doi.org/10.1186/s12912-014-0038-6

Pincock, S. (2004) 'Poor communication lies at heart of NHS complaints, says

ombudsman', BMJ, 328. Available at: https://doi.org/10.1136/bmj.328.7430.10-d

Prezerakos, P. E. (2018) ‘Nurse Managers’ Emotional Intelligence and Effective

Leadership: A Review of the Current Evidence’, The Open Nursing Journal, 12, 86-
92. Available at: https://doi.org/10.2174/1874434601812010086

Rasheed, S. P., Younas, A., and Sundus, A. (2019) ‘Self-awareness in nursing: A

scoping review’, Journal of clinical nursing, 28(5-6), pp. 762-774. Available at:
https://doi.org/10.1111/jocn.14708

Renwick, L., Lavelle, M., James, K., Stewart, D., Richardson, M., and Bowers, L.
(2018) 'The physical and mental health of acute psychiatric ward staff, and its
relationship to the experience of physical violence', International Journal of Mental
Health Nursing, 28(1), pp. 268-277. Available at: https://doi.org/10.1111/inm.12530

Rooddehghan, Z., ParsaYekta, Z., and Nasrabadi, A. N. (2019). 'Equity in nursing

care: A grounded theory study', Nursing ethics, 26(2), pp. 598–610. Available at:
https://doi.org/10.1177/0969733017712079

Royal College of Nursing (RNC) (2019) Revalidation requirements: reflection and

reflective discussion. Available at:
https://www.rcn.org.uk/professional-development/revalidation/reflection-and-
reflective-discussion (Accessed: 21 February: 2023).

Snelling, P., and Quick, O. (2022) 'Confidentiality and public interest disclosure: A
framework to evaluate UK healthcare professional regulatory guidance', Medical Law
International, 22(1), pp. 3-32. Available at:
https://doi.org/10.1177/09685332221079124

Social Care Institute for Excellence (SCIE) (2020) Dignity in care. Available at:
https://www.scie.org.uk/dignity/care#:~:text=Dignity%20in%20care%20means
%20providing,with%20adults%20%E2%80%93%20especially%20older%20adults
(Accessed: 11 February 2023).

Spillane, A., Matvienko-Sikar, K., Larkin, C., Corcoran, P., and Arensman, E. (2018)
‘What are the physical and psychological health effects of suicide bereavement on
family members? An observational and interview mixed-methods study in Ireland’,
BMJ Open, 8(1). Available at: https://doi.org/10.1136/bmjopen-2017-019472

Szczygiel, D. D., and Mikolajczak, M. (2018) ‘Emotional Intelligence Buffers the

Effects of Negative Emotions on Job Burnout in Nursing’, Frontiers in Psychology, 9.
Available at: https://doi.org/10.3389/fpsyg.2018.02649

Tanguay, E., Hanratty, P. and Martin, B. (2020) Reflective writing for nursing, health
and social work. London: Macmillan

Togioka, B. M., Duvivier, D. and Young, E. (2022) Diversity and Discrimination in

Healthcare. Available at: https://www.ncbi.nlm.nih.gov/books/NBK568721/
(Accessed: 11 February 2023).

Wang, S., Ding, X., Hu, D., Zhang, K., and Huang, D. (2016) ‘A qualitative study on
nurses' reactions to inpatient suicide in a general hospital’, International Journal of
Nursing Sciences, 3(4), 354-361. Available at:
https://doi.org/10.1016/j.ijnss.2016.07.007
Younas, A., Rasheed, S. P., Sundus, A., and Inayat, S. (2020) ‘Nurses' perspectives
of self-awareness in nursing practice: A descriptive qualitative study’, Nursing and
health sciences, 22(2), pp. 398-405. Available at: https://doi.org/10.1111/nhs.12671