REFLECTION ON MY DEVELOPMENT AND IMPACT AS A SUPERVISOR
| Reflective account: |
| What was the nature of the CPD activity and/or practice-related feedback and/or event or experience in your practice? |
| This CPD activity focused on supervising a second-year nursing student during a wound care session for a diabetic patient with a chronic shin wound. The wound’s slow healing was a direct result of the patient’s diabetes. As part of my third-year nursing tasks on the renal ward, I had prepared a PowerPoint presentation on wound care, which was particularly relevant given the number of diabetic patients on the ward with similar wounds. The student, after attending the presentation, expressed a keen interest in being involved in practical wound care. Following a discussion with my assessor, we decided to organize a supervised practical learning session. During this session, I demonstrated the key aspects of wound care and involved the student actively, from preparing the patient for care to performing the wound dressing.
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| What did you learn from the CPD activity and/or feedback and/or event or experience in your practice? |
| From this experience, I learned several important lessons that have shaped my role as a practice supervisor. First, I discovered the importance of structuring teaching sessions to ensure both the patient and the student receive optimal care and support. I was able to explain the wound care process clearly to the student, breaking down each step into manageable tasks while maintaining a patient-centred approach. This included emphasizing the significance of infection prevention techniques, such as proper hand hygiene and aseptic non-touch technique (ANTT), which were crucial for managing diabetic wounds.
I also learned how diabetes affects wound healing—specifically, how poor circulation and reduced immune function can impair healing and increase infection risk. This session deepened my understanding of the physiological challenges that diabetic patients face. The student’s insight was valuable here as she shared with me that, prior to the session, she had engaged in self-directed learning, reading up on diabetes and wound care. I was impressed by her proactive approach, as she felt prepared with some theoretical knowledge. However, I quickly realized that while self-directed learning had provided her with a solid foundation, she needed more hands-on experience to develop her clinical skills and confidence.Furthermore, I gained confidence in supervising a junior student during clinical procedures, providing clear instructions and observing their practice. During the session, I made sure to involve the student in every step, such as preparing materials, explaining the rationale behind each action, and observing her as she applied a dressing. I also encouraged her to ask questions and reflect on her actions, which I believe helped her process the experience and solidify her learning. |
| How did you change or improve your practice as a result? |
| This episode of care strengthened my ability to provide holistic, patient-centred care while teaching and supervising a junior student. I learned to maintain clear communication with both the student and the patient, ensuring everyone understood each step of the process. While I initially felt pressured to balance my teaching role and patient communication, I gradually adapted by taking a more structured approach.
This experience was pivotal in refining my approach to teaching and supervising in clinical settings. One of the key improvements I made was in structuring my teaching to be more interactive. Initially, I had relied heavily on theoretical teaching, particularly using my PowerPoint slides to guide the session. While this approach helped convey essential knowledge, I recognized that the student needed more opportunities for hands-on involvement to develop clinical competence. For example, I actively involved the student in preparing the patient and setting up a sterile field, which gave her more ownership of the process. I also began to provide more targeted feedback throughout the session, rather than waiting until the end. This immediate feedback helped her refine her technique in real-time, such as adjusting the dressing application and ensuring the sterile technique was maintained. I identified areas for improvement, specifically in her technique for applying the dressing. I explained what needed to be changed and why, focusing on how she could improve next time. For instance, I suggested she pay closer attention to the edges of the wound to ensure the dressing adhered better, which would promote healing. Finally, we discussed how she would approach similar cases in the future, and we set an action plan for her to review additional wound care materials in her own time. |
| How is this relevant to the Code?
Select one or more themes: Prioritise people – Practise effectively – Preserve safety – Promote professionalism and trust |
| Prioritise People: I maintained the patient’s dignity by ensuring privacy, obtaining informed consent, and involving them in their care plan.
Practise Effectively: I demonstrated evidence-based techniques in wound care and infection prevention while guiding the junior student in applying these practices. Preserve Safety: By upholding strict infection control measures and providing detailed supervision, I ensured the safety of the patient and the student. Promote Professionalism and Trust: I acted as a role model for the junior student, demonstrating professionalism, critical thinking, and patient-centred care, while receiving feedback from my assessor to improve my teaching skills further.
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