PART 3 – PLACEMENT 1 – 2024 SEPT – Episode of Care 1 (Part 3)

NMC Reflective Account Form

Reflective account:

What was the nature of the CPD activity and/or practice-related feedback and/or event or experience in your practice?
During my GP placement (October 2024), I was involved in educating patients on proper inhaler techniques as part of chronic disease management. I provided step-by-step demonstrations, ensuring patients understood the importance of correct inhaler use to improve symptom control. While this activity developed my patient education skills, my academic assessor later highlighted that this did not meet the learning outcome for formal supervision, as I was not actively evaluating or guiding a junior colleague. I was advised to repeat the episode with a clearer focus on structured peer supervision.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that patient education differs significantly from supervising a junior learner. Effective supervision requires structured feedback, assessment, and ensuring the learner understands their role in clinical decision-making. The feedback I received made me more aware of the importance of structured evaluation and the difference between educating patients and supervising peers.

How did you change or improve your practice as a result?
Following this experience, I sought opportunities to observe how senior nurses provided structured feedback to students. I also reflected on how I could improve my approach to supervision by incorporating Pendleton’s Feedback Model (1984), which emphasises a balance of strengths and areas for improvement. I plan to actively seek out formal supervision opportunities in future placements to develop my ability to assess and guide junior learners effectively.

How is this relevant to the Code?

• Preserve safety: Ensuring that both patients and junior staff receive accurate education and structured feedback improves clinical outcomes and minimises errors.
• Promote professionalism and trust: Recognising the importance of structured supervision reinforces professional accountability and the need to foster a supportive learning environment.
• Practise effectively: By reflecting on this experience, I refined my understanding of supervision and the role of structured feedback in professional development.

This reflection highlights my evolving understanding of supervision in nursing practice and my commitment to improving my leadership and teaching skills through structured feedback and formal mentorship opportunities.

Sources Used:

1. PART 3 – PLACEMENT 1 – 2024 SEPT – Episode of Care 1 (Part 3).pdf
   • Detailed the patient education session that was evaluated.
   • Included feedback from the academic assessor about not meeting formal supervision criteria.
2. PART 3 – PLACEMENT 1 – 2024 SEPT – Academic Assessor Feedback (14 Nov 2024).pdf
   • Outlined the assessor’s comments that the teaching session focused on patient education rather than peer supervision.
3. PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on Learning from Others 2.pdf
   • Highlighted how observing senior staff helped refine patient communication techniques.
4. PART 3 – PLACEMENT 1 – 2024 SEPT – Mid-point Interview – Student Reflection.pdf
   • Discussed self-awareness of learning gaps and plans to improve formal teaching and feedback delivery.