Melanie Jones blog entry 4 Ethical Reflection in Practice

Ethical Reflection in Practice

Ethical reflection is imperative to resolving problems and making informed decisions. Beauchamp and Childress (2019) emphasise the importance of balancing principles such as autonomy, beneficence, non-maleficence, and justice. In everyday practice, I have seen situations where these principles were in tension.

During my observation of a service user initially refusing cataract surgery, I experienced conflicting emotions. On one hand, I respected her autonomy; on the other, I felt concerned for her safety due to deteriorating vision and associated risks, including falls and social isolation. Using Gibbs’ Reflective Cycle (1988), I explored my feelings of frustration, empathy, and concern. I critically analysed the dilemma, questioning if the patient fully understood the implications of her decision and how communication could influence outcomes.

Through reflection, I noticed that ethical decision-making needs careful consideration of multiple factors: the patient’s values and beliefs, professional responsibilities, legal frameworks such as the Mental Capacity Act (2005), and collaborative problem-solving within the team. This experience reinforced my understanding that ethical practice is not about achieving a single “right” answer but navigating complex situations thoughtfully and with integrity (Johnstone, 2016).

Emotional Resilience and Professional Judgement

Care work often involves exposure to diversity of challenging situations which bring to mind strong feelings, such as empathy, frustration, or moral distress. Therefore, maintaining emotional resilience is imperative for effective practice. Without resilience, these emotions could cloud thoughts and compromise professional conduct.

Reflecting on my own experiences, I have developed strategies to enhance emotional resilience. These include:

• Regular reflective practice: Reviewing challenging situations to identify personal triggers and biases.
• Seeking feedback from colleagues: Engaging in groups about ethical dilemmas to gain diverse perspectives.
• Setting personal limits: Understanding when to step back from emotionally demanding situations to keep professional objectivity.

For example, watching the patient who initially refused cataract surgery highlighted the need for emotional support. I consciously managed my feelings of concern, then I could observe the team’s approach objectively and learn from their empathetic yet professional handling of the situation. This reflection strengthens my ability to respond to future ethical dilemmas with clarity and professionalism.

Application To Future Practice

 Reflecting on professional boundaries, ethical dilemmas, and emotional resilience informs my ongoing growth as a thoughtful practitioner. I have learned that:

• Keeping professional boundaries protects both the practitioner and service user.
• Ethical reflection ensures decisions align with professional standards, legislation, and the values of care.
• Emotional resilience supports professional judgement, lowering the risk of over-involvement or ethical compromise.

Moving forward, I plan to continue engaging in structured reflective practice, finding supervision, and applying ethical frameworks to guide my practice. This will enable me to maintain professionalism, safeguard service users, and provide person-centred care in all areas.

Conclusion

 

This reflective entry blog has demonstrated the intertwined roles of professional boundaries, ethical reflection, and emotional resilience in health and social care practice. I will keep critically examining my experiences and values, I have developed a stronger understanding of how ethical factors influence professional judgement. Reflective practice remains an imperative tool for personal and professional growth, helping me to understand complex situations ethically and compassionately. Ultimately, this ongoing reflection supports my development as a responsible, thoughtful, and competent health and social care practitioner.

References

Beauchamp, T.L. and Childress, J.F. (2019)

Principles of Biomedical Ethics. 8th edn. New York: Oxford University Press.

 

Gibbs, G. (1988)

Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic.

 

Johnstone, M-J. (2016)

Bioethics: A Nursing Perspective. 6th edn. Sydney: Elsevier.

 

UK Government (2005)

Mental Capacity Act 2005. London: The Stationery Office.