Demonstrate a contextual understanding of the knowledge and skills required to provide general care for people and their families in diverse situations.

Module code and title:

NS522 Broadening Perspectives on Practice

This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
LO1	Demonstrate a contextual understanding of the knowledge and skills required to provide general care for people and their families in diverse situations.
LO 2	Demonstrate a critical understanding of the ways of working that teams and individual colleagues employ to promote anti-discriminatory practice, the assessment and management of risk or safeguarding individuals and the public.
LO 3	Provide evaluative evidence of the application of knowledge in an alternative field of practice.
Assignment Brief
Task requirements
Summative Assessment CW1: Written Evidence This is a 2,000 word reflection. Using Driscoll’s (2007) reflective model, you will demonstrate critical understanding of an area of practice (Anti-Discriminatory Practice OR Risk OR Safeguarding). This reflection must start by considering an alternative area of nursing and end by contextualising the discussion into the student’s own field of nursing. The reflyection should include: Title: Develop a title – reflecting the scenario, which alternate area of nursing, the area of practice and your own field of nursing. Briefly rationalise the relevance of reflection within healthcare, then follow the stages of Driscoll’s (2007) model of reflection. Marks will be deducted on Presentation and Knowledge and Understanding if another reflective model (other than Driscoll’s (2007) model of reflection is applied in this assignment. The overall structure of this assessment should consist of Introduction, Main Body and Conclusion. N.B. Remember you need to apply the lessons learnt to your own field of nursing. You must declare your own field of nursing and select an alternate area of nursing.

Sample Answer

Safeguarding Vulnerable Adults: Reflections from Mental Health Nursing into Adult Nursing Practice

Introduction

Safeguarding is a crucial responsibility for nurses in every field, ensuring that individuals are protected from abuse, neglect, and exploitation. As a student nurse in Adult Nursing, I have been exposed to several situations involving vulnerable adults. For this reflection, I will draw on an experience I observed in the field of Mental Health Nursing, which provided me with valuable insights into safeguarding procedures and multidisciplinary teamworking. I will use Driscoll’s (2007) reflective model (What? So What? Now What?) to structure my analysis. This model promotes critical thinking and application of knowledge to future practice, helping practitioners develop professionally through evidence-based reflection.

Reflection is an essential part of nursing practice, enabling professionals to learn from real-life situations, improve decision-making, and enhance patient care (Jasper, 2013). According to the NMC Code (2018), nurses must be able to think critically, reflect, and improve continuously. By engaging with reflection, I aim to improve my understanding of safeguarding and apply this to my current and future roles in adult nursing.

Driscoll’s Model of Reflection (2007)

What?

During a placement in a Mental Health Inpatient Unit, I observed a situation involving a young adult patient with schizophrenia who had been sectioned under the Mental Health Act. The patient, whom I will refer to as Mr X for confidentiality, displayed signs of neglect and self-harm. He had not bathed for several days and had untreated wounds on his arms. He often refused care and had become isolated.

During a multidisciplinary team (MDT) meeting, concerns were raised by a healthcare assistant about Mr X’s refusal to engage and potential risks to himself. However, another staff member believed it was his right to refuse care. There was uncertainty over how much intervention was appropriate before it became coercive. The safeguarding lead was consulted, and it was agreed to implement a risk management and safeguarding plan involving mental health nurses, social workers, and his family.

As an observing student, I felt uncertain about how autonomy and safeguarding should be balanced, particularly when dealing with mental health issues. I wondered how this situation would be handled in adult care, where mental capacity and physical health are key considerations.

So What?

This experience highlighted several important aspects of safeguarding and interprofessional collaboration. Firstly, safeguarding is not only about protecting patients from external harm but also recognising self-neglect and internal risks. According to the Care Act 2014, self-neglect is a safeguarding concern and includes refusal of basic care that can lead to serious health problems.

In mental health settings, safeguarding is often more complex because patients may lack insight into their condition or treatment needs. This experience showed me the importance of Mental Capacity Assessments (MCA 2005), which determine whether a person can understand, retain, and weigh up information to make decisions. In Mr X’s case, an assessment was carried out, and it was concluded that due to his current mental state, he lacked capacity regarding his personal care.

This reflection also deepened my understanding of multi-agency working, which is essential for safeguarding (DoH, 2015). It was encouraging to see how the MDT collaborated effectively, showing professional respect and a person-centred approach. Different perspectives were discussed, and the final care plan balanced Mr X’s autonomy with his safety.

Finally, this case raised ethical dilemmas, especially around autonomy versus protection. The NMC Code (2018) emphasises the duty to promote independence while also acting in the best interests of those who may be at risk. The team avoided a paternalistic approach by involving Mr X’s family and keeping him informed as much as possible, despite his mental state.

This situation made me reflect on how I would respond to similar concerns in Adult Nursing, especially when working with older patients who may also refuse care or show signs of neglect. I realised that I must be confident in recognising safeguarding concerns, even when they are subtle, and be prepared to escalate them through the appropriate channels.

Continued...