In this essay I will be discussing a teaching activity that I carried out in clinical placement which was breathing exercises and relaxation techniques for a client who suffers from anxiety. I chose this activity because in my clinical placement many clients in the services suffer from anxiety. I researched on methods which could be used for clients who suffer from anxiety such as:- breathing exercises, yoga, anxiety management, massages, taking up exercises, CBT(Cognitive behavioural therapy), having a healthy life style and talking about feelings and thoughts which all help to reduce the symptoms of anxiety. I chose a 66 year old lady who suffers from anxiety and will be naming her Catherine to maintain confidentiality. The code: Standards of conduct, performance and ethics for nurses and midwives’ (2008) states: "You must respect people's right to confidentiality”. I will be using a Gibbs (1988) reflective model as his model incorporates: - “description, feelings, evaluation, analysis, conclusion and action plan” (Gibbs, 1988).
Catherine suffers from anxiety and would feel anxious in the morning and if she would have to go out to the shops or for a day out to the park. Catherine feels she can’t go out due to changes in her life because she lives alone and her husband passed away a year ago; they use to go out together, everywhere. Catherine does not feel anxious when she is accompanied by a friend or a team member from services, but tends to feel anxious when she is alone. Catherine breaths quite rapidly and can also feel light headed. She also tends to feel pins and needles in her hands and feet which is why I suggested in the activity to focus on her breathing, hands and feet. Catherine feels that people will laugh at her when she goes out as she finds it difficult to do this and was able to go out when her husband was alive.
In the activity I will be using Gibbs model to enable critical thoughts relating to the teaching activity I carried out. I will discuss my reflection skills, competence and my development throughout my practice during the exercise.

The first section of Gibbs (1988) model is the description of breathing exercises and relaxation techniques that I carried out to benefit Catherine from her anxiety. The activity was carried out at Catherine’s house with my mentor present and I also asked Catherine for her consent to join in with the exercises and techniques which I demonstrated. I discussed the aim and outcome of the exercise to the client and made sure that we found a quiet room where she felt comfortable and relaxed. I then gave the client a choice whether to stand or sit down whilst taking part in the activity, she chose to sit down. I then demonstrated and spoke through the breathing exercise slowly and at a pace where Catherine would be able to understand and listen. I asked her if she wanted me to demonstrate the breathing exercise again so she would be able to join in when we both did it together, which she decided she would like. I then demonstrated the muscle techniques. Catherine then took part in the activity and we did it several times so she would know how to use the exercises when she is alone to reduce her anxiety levels. I gave guidance throughout the activity to Catherine so she wouldn’t feel she needed to remember it all at once as it takes practice to become fluent at the exercise I also reassured Catherine to make sure she felt okay and relaxed whilst taking part in the activity.
After the exercise I handed out a leaflet with a step by step of the breathing exercises and muscle techniques to give her the choice of whether she would like to do the exercise again when she is alone at home if she felt that it benefited her with her anxiety levels. I chose to close the activity by clarifying any point or answer questions that the client may raise. The client had no questions at present time. My mentor stated that I followed my plan and the demonstration of the session flowed and that it was a well prepared session.

The second stage of Gibbs model (1988) is my feelings and thoughts during and after the activity I carried out. During the activity I felt nervous as I was aware that my mentor would be observing me whilst I carried out the breathing exercises and muscle techniques. I also did not have a lot of practice with the exercises so I felt self-conscious whether I was going to make a mistake and carry out the activity incorrect. I wanted Catherine to feel comfortable and feel like I knew what I was doing and not feel like this would be a waste of time as I had not practiced much. As I progressed through the activity my confidence started to build as Catherine joined in with the exercises and techniques I did not feel like everyone was watching me, I also reassured her and asked her whether she was comfortable and she said she did. After the activity I felt a sign of relieve as I was glad the activity went well and that I went through the steps of the exercises and techniques correctly.
After the activity was carried out, Catherine stated that she felt comfortable and relaxed throughout the exercises. She felt that it helped her to feel relaxed as I spoke at a tone that Catherine would feel relaxed and at a reasonable pace. I also reassured her which made her feel that if she was struggling throughout the activity that it would be easy to approach me and ask me to demonstrate the exercise again to her. Catherine voiced that the exercises were taught well and that I knew what I was speaking about and demonstrating. Catherine was also glad I had produced a leaflet with a step by step guide of the exercises as she stated she wouldn’t have remembered how to do the exercises when she is at home alone