The purpose of this assignment is to discuss my role in providing seamless care to a patient regarding a safe effective transfer. This shall be achieved through reflection from my standpoint as a 3rd year Student Nurse. This shall include and incorporate priorities and aims of The Healthcare Quality Strategy for NHS Scotland (Scottish Government, 2010) (furthermore referred to as the HQS) I have chosen Gibbs recognised reflection model to discuss and critically analyse events and outcomes (Gibbs, 1988). This incorporates six stages of reflection which are: description, feelings, evaluation, analysis and conclusion and formulate an action plan for future practice.

Gibbs model was chosen as it facilitates critical analysis of an event by provoking thoughts, feelings and actions encountered during the reflection process. This model also allows for a future action plan in light of the conclusions made. This aids in enhancing knowledge vital for continued professional development as a 3rd year Student Nurse in the transition to Staff Nurse.

In relation to the safe effective transfer, a transfer involving a patient I encountered whilst in clinical placement in an acute stroke ward shall be analysed. In line with the Nursing and Midwifery Council code of professional conduct, confidentiality shall be upheld and the patient referred to as the pseudonym Mr Brown (NMC, 2009).

Description
Mr Brown was to be transferred to the rehabilitation ward from the acute stroke unit where he was admitted after suffering a stroke. He was aphasic. It was evident that he was anxious about the transfer immediately prior to the event. He had spent two weeks in the acute stroke unit.

Feelings
I felt disappointed that this was not discovered earlier and a responsibility and priority to ensure that any worries Mr Brown was experiencing were addressed and resolved.

Evaluation
Communication within the multidisciplinary team regarding transfer was good. It was evident that communication with Mr Brown prior to transfer could have been improved upon to address any worries he was experiencing early on in the admission process. This would ensure continuity of care and clear communication about treatment and conditions (Scottish Government, 2010).

Analysis
The HQS (Scottish Government, 2010) encompasses several priorities in the delivery of excellent standards of care within the National Health Service in Scotland. For the purpose of this reflection, clear communication about treatment and conditions, continuity of care, and caring and compassionate staff and services shall be discussed within this analysis of events. Quality ambitions set out by the HQS shall enhance priorities in delivering safe, patient centred, timely healthcare.

I discovered that Mr Brown was anxious around two hours prior to transfer to the rehabilitation ward. Body language displayed and non verbal communication suggested that he was not himself. I got to know Mr Brown well over the past two weeks since admission and recognised his anxieties through a change in his normal demeanor. I approached Mr Brown in private to uncover any issues with the view to resolve and reassure him.
This was achieved through the implementation of releasing time to care (NHS Education for Scotland, 2010). It is a programme which focusses on improving the patient experience within NHS Scotland by improving processes and environments to spend more time on patient care which in turn improves safety and efficacy (NHS Education for Scotland, 2010). Evidence has shown that this programme improves patient satisfaction and enables an increase in the provision of direct patient care by staff and subsequently improved clinical and safety outcomes (Wilson, 2009). This echoes the HQS aims (Scottish Government, 2010).
A barrier identified in this process is Mr Browns aphasia, most likely the reason that his worries had not been identified earlier. In order to facilitate a