Author Archives: Samuel Chikowore

PART 3 – PLACEMENT 1 – 2024 SEPT – Handling Time-Sensitive Situations and Urgent Decision-Making in Primary Care

Posted on by
Reply

PART 3 – PLACEMENT 1 – 2024 SEPT – Handling Time-Sensitive Situations and Urgent Decision-Making in Primary Care

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 encountered situations where I had to identify patients requiring urgent escalation and communicate concerns to my assessor and senior colleagues. This included recognising potential clinical deterioration, assisting with patient triage, and ensuring timely intervention in high-risk cases. The experience tested my clinical judgement, prioritisation, and ability to escalate concerns effectively.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that early recognition of clinical warning signs and prompt communication are essential in primary care. Applying Tanner’s Clinical Judgement Model (2006), I became more aware of subtle cues indicating patient deterioration and the importance of relaying information concisely to the GP or senior nurse. Additionally, observing how experienced clinicians assessed and triaged urgent cases reinforced the importance of structured assessment tools like NEWS2 (National Early Warning Score 2) in decision-making.

How did you change or improve your practice as a result?
Following these experiences, I became more confident in identifying at-risk patients and effectively escalating concerns. I refined my clinical observation skills and learned how to communicate urgency while providing relevant clinical details. Moving forward, I plan to engage in additional training in early recognition of deterioration and emergency response protocols to enhance my ability to contribute effectively in urgent situations.

How is this relevant to the Code?

  • Practise effectively: Ensuring that deteriorating patients are identified and escalated appropriately.
  • Preserve safety: Recognising early warning signs and acting promptly helps to prevent adverse patient outcomes.
  • Promote professionalism and trust: Communicating urgent concerns clearly and efficiently strengthens team collaboration and patient confidence.

This reflection highlights the importance of clinical observation, effective escalation, and decision-making in time-sensitive patient care scenarios.

 

Sources Used:

1️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on Learning from Others 2.pdf

  • Observations of senior staff handling urgent cases and how structured frameworks like NEWS2 guided decision-making.
  • Identified best practices in clinical assessment and escalation.

2️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Mid-point Interview – Student Reflection.pdf

  • Reflected on experiences where patients required escalation and how communication with senior colleagues played a role.
  • Supervisor feedback encouraged refining clinical observation skills for early warning signs.

3️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Final Interview – Student Reflection.pdf

  • Feedback from assessors regarding effective escalation and communication in urgent situations.
  • Identified areas for further learning, including emergency response protocols.

PART 3 – PLACEMENT 1 – 2024 SEPT – Managing Patient Expectations and Difficult Conversations in GP Practice

Posted on by
Reply

PART 3 – PLACEMENT 1 – 2024 SEPT – Managing Patient Expectations and Difficult Conversations in GP Practice

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 encountered multiple situations where patients expressed frustration over appointment availability, medication delays, and treatment expectations. As a frontline nursing student, I had to manage these interactions while maintaining professionalism and ensuring the patients felt heard. These experiences challenged my communication, conflict resolution, and de-escalation skills.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that active listening and empathy are crucial in managing difficult conversations. Applying Egan’s Skilled Helper Model (2002), I focused on creating a non-judgemental environment, acknowledging patient concerns, and offering realistic solutions. Additionally, observing senior staff helped me recognise the value of open-ended questioning and de-escalation techniques in diffusing tense interactions.

How did you change or improve your practice as a result?
Following these experiences, I became more confident in handling patient dissatisfaction professionally. I adopted a structured approach by validating concerns, offering clear explanations, and setting realistic expectations regarding NHS service limitations. Moving forward, I plan to refine these skills through formal training in de-escalation techniques and patient communication workshops.

How is this relevant to the Code?

  • Prioritise people: Ensuring that patient concerns are acknowledged and addressed respectfully.
  • Preserve safety: Managing difficult conversations effectively prevents potential conflicts or escalations in care settings.
  • Promote professionalism and trust: Communicating transparently and calmly enhances patient confidence in healthcare providers.

This reflection highlights the importance of communication and de-escalation skills in managing patient expectations and maintaining professionalism in challenging conversations.

Sources Used:

1️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on Learning from Others 2.pdf

  • Documented observations of senior staff managing patient complaints and difficult conversations.
  • Highlighted how staff used de-escalation techniques, open-ended questioning, and active listening.

2️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on Meeting Professional Values.pdf

  • Addressed handling patient frustrations with professionalism and ensuring clear, respectful communication.
  • Reinforced the importance of maintaining trust and transparency in primary care settings.

3️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Final Interview – Student Reflection.pdf

  • Included supervisor feedback on patient interactions and the importance of managing expectations.
  • Acknowledged areas for improvement in de-escalation strategies and patient reassurance.

4️⃣ PART 3 – PLACEMENT 1 – 2024 SEPT – Mid-point Interview – Student Reflection.pdf

  • Provided self-reflection on struggling with difficult conversations in early placement stages.
  • Recognised progress in active listening and patient-centred communication.

 

PART 3 – PLACEMENT 1 – 2024 SEPT – Communication and Patient Education in Chronic Disease Management

Posted on by
Reply

PART 3 – PLACEMENT 1 – 2024 SEPT – Communication and Patient Education in Chronic Disease Management

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 chronic disease self-management, particularly focusing on diabetes and hypertension. This included explaining medication adherence, lifestyle modifications, and the importance of regular monitoring. I engaged in patient discussions, answered questions, and adapted communication techniques based on individual patient needs.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that effective patient education requires clear, tailored communication. Applying Silverman, Kurtz, and Draper’s Calgary-Cambridge Model (2005), I ensured my patient interactions included active listening, clear explanations, and patient involvement in decision-making. I also learned that reassurance and motivational interviewing were key in improving patient engagement and adherence to treatment plans.

How did you change or improve your practice as a result?
Following this experience, I improved my ability to break down complex medical information into simpler, more digestible explanations for patients. I also became more patient-focused, ensuring that I adapted my approach to suit different literacy levels and cultural backgrounds. Moving forward, I plan to engage in further training on health literacy and motivational interviewing techniques.

How is this relevant to the Code?

  • Practise effectively: Ensuring patients understand their condition and how to manage it.
  • Prioritise people: Empowering patients through education to take control of their health.
  • Promote professionalism and trust: Building patient confidence in their care by providing clear and supportive guidance.

This reflection highlights the importance of patient-centred communication in chronic disease management, reinforcing my ability to educate, support, and empower patients for better health outcomes.

Sources Used:

  1. PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on Learning from Others 1.pdf
    • Learning from senior staff on effective patient education.
  2. PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on meeting Professional Values.pdf
    • Demonstrated ability to educate patients while maintaining standards.
  3. PART 3 – PLACEMENT 1 – 2024 SEPT – Final Interview – Student Reflection.pdf
    • Supervisor feedback on communication with chronic disease patients.
  4. PART 3 – PLACEMENT 1 – 2024 SEPT – Episode of Care 1 (Part 3).pdf
    • Hands-on patient education sessions

PART 3 – PLACEMENT 1 – 2024 SEPT – Effective Time Management and Delegation in GP Placement

Posted on by
Reply

PART 3 – PLACEMENT 1 – 2024 SEPT – Effective Time Management and Delegation in GP Placement

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 required to manage multiple patient cases, including vaccination schedules, patient consultations, and administrative tasks. This experience challenged my ability to prioritise effectively and delegate tasks where appropriate. I recognised the importance of maintaining efficiency while ensuring that patient safety and quality care were not compromised.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that effective time management requires structured prioritisation strategies and clear communication when delegating tasks. By applying Covey’s Time Management Matrix (1989), I identified urgent and important tasks, ensuring that high-priority patient care was addressed first. Additionally, I observed how senior nurses delegated tasks strategically to maintain clinic flow, which reinforced the importance of effective delegation as a leadership skill.

How did you change or improve your practice as a result?
Following this experience, I adopted a more proactive approach to workload management, ensuring that I structured my tasks to optimise efficiency. I also practised assertive communication when requesting assistance from colleagues, ensuring that delegation was done clearly and appropriately. Moving forward, I plan to develop these skills further by engaging in leadership training and seeking more structured feedback on my time management effectiveness.

How is this relevant to the Code?

  • Practise effectively: Ensuring that patient care is delivered efficiently and within time constraints.
  • Preserve safety: Managing workload and delegation effectively minimises the risk of errors.
  • Promote professionalism and trust: Demonstrating accountability in time management fosters teamwork and trust within the clinical setting.

This reflection highlights the importance of time management and delegation in primary care settings, reinforcing my ability to handle workload efficiently, prioritise effectively, and lead confidently in patient care.

 

Sources Used:

  1. PART 3 – PLACEMENT 1 – 2024 SEPT – Mid-point Interview – Student Reflection.pdf
    • Supervisor feedback on workload management strategies.
  2. PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on meeting Professional Values.pdf
    • Showcased how time management impacts care quality.
  3. PART 3 – PLACEMENT 1 – 2024 SEPT – Final Interview – Student Reflection.pdf
    • Identified personal improvements in clinical efficiency.

PART 3 – PLACEMENT 1 – 2024 SEPT – Wound Management and Dressing Techniques in GP Placement

Posted on by
Reply

PART 3 – PLACEMENT 1 – 2024 SEPT – Wound Management and Dressing Techniques in GP Placement

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 had the opportunity to enhance my wound care skills by observing and assisting with acute and chronic wound management. This included dressing minor injuries, managing paste dressings, compression bandaging, and identifying early signs of infection. While I was primarily shadowing my supervisor, I was able to apply my learning to support patient care and improve my understanding of primary care wound management.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned the importance of aseptic techniques in preventing infections and promoting wound healing. Additionally, I recognised how different wound dressing materials and techniques impact patient recovery. This experience also highlighted the role of patient education in wound management, as patients needed clear guidance on aftercare to prevent complications. Applying Tanner’s Clinical Judgement Model (2006), I developed my ability to assess wounds systematically and make evidence-based decisions regarding appropriate treatment plans.

How did you change or improve your practice as a result?
Following this placement, I became more confident in my ability to handle minor wound care independently, ensuring that dressing techniques align with best practices. I also improved my ability to provide patient education on wound care, reinforcing the importance of hygiene and follow-up care. Moving forward, I plan to further refine my skills by seeking additional exposure to specialist wound care teams and participating in advanced wound care training.

How is this relevant to the Code?

  • Preserve safety: Applying infection prevention techniques and ensuring wounds are dressed appropriately to promote healing.
  • Practise effectively: Developing my clinical judgement in wound assessment and applying evidence-based techniques.
  • Promote professionalism and trust: Ensuring that patients receive clear and confident guidance on wound care, enhancing their trust in nursing care.

This reflection highlights the importance of practical experience in primary care wound management, reinforcing my ability to apply infection control measures, clinical judgement, and patient education in wound care.

 

Sources Used:

  1. PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on Learning from Others 2.pdf
    • Highlighted learning from senior staff in wound dressing techniques.
  2. PART 3 – PLACEMENT 1 – 2024 SEPT – Final Interview – Student Reflection.pdf
    • Captured personal growth in hands-on clinical skills.
  3. PART 3 – PLACEMENT 1 – 2024 SEPT – Reflection on meeting Professional Values.pdf
    • Outlined how wound care aligns with professional standards.

PART 2 – PLACEMENT 3 – ELECTIVE – 2024 AUG – Learning from Stoma Care Specialist

Posted on by
Reply

PART 2 – PLACEMENT 3 – ELECTIVE – 2024 AUG – Learning from Stoma Care Specialist

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 stoma care nurse specialist elective (August 2023), I had the opportunity to shadow and assist in the management of patients living with stomas. This included wound care, patient education on stoma maintenance, and addressing concerns related to lifestyle adjustments post-surgery. My involvement in this placement allowed me to develop an understanding of the holistic care required for stoma patients, including physical and emotional support.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that stoma care is not solely about the clinical aspect but also requires a high level of emotional intelligence and empathy. Patients undergoing stoma formation often experience significant emotional distress, requiring reassurance, guidance, and support in adjusting to their new lifestyle. Applying Goleman’s Emotional Intelligence Model (1998), I recognised the importance of self-awareness, social skills, and empathy in patient-centred care. I also learned practical techniques for managing stoma-related complications, reinforcing my skills in wound assessment and prevention of infections.

How did you change or improve your practice as a result?
Following this experience, I became more attuned to patient-centred communication and the psychological impact of chronic conditions. I applied active listening techniques to help patients express their concerns and adapted my communication style to provide reassurance. I also improved my understanding of specialist wound care, learning techniques such as the correct use of barrier creams, convex appliances, and paste-based dressings to improve stoma function and comfort.

How is this relevant to the Code?

  • Prioritise people: Ensuring patient dignity, respect, and individualised care when supporting those adapting to life with a stoma.
  • Practise effectively: Applying evidence-based wound care techniques and stoma education to improve patient outcomes.
  • Preserve safety: Recognising complications early and educating patients on self-care to prevent infections and stoma-related issues.

This reflection highlights the importance of emotional intelligence and patient-centred support in specialist nursing care, reinforcing my ability to provide compassionate and evidence-based practice.

 

Sources Used:

  1. PART 2 – PLACEMENT 3 – ELECTIVE – 2024 AUG – Reflection on Learning from Others 1.pdf
    • Documented interactions with stoma care specialists.
  2. PART 2 – PLACEMENT 3 – ELECTIVE – 2024 AUG – Additional Professional Feedback 1.pdf
    • Supervisor feedback on skills observed in wound management.
  3. PART 2 – PLACEMENT 3 – ELECTIVE – 2024 AUG – Initial Interview.pdf
    • Identified personal learning objectives in specialist care.

PART 1 – PLACEMENT 1 – 2022 DEC – Supervisor Feedback on Communication & Delegation

Posted on by
Reply

PART 1 – PLACEMENT 1 – 2022 DEC – Supervisor Feedback on Communication & Delegation

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 surgical ward placement (January 2023), I received feedback from my supervisor on my communication and delegation skills. My supervisor noted that while I was effective in communicating with patients and colleagues, I needed to develop more confidence in assertive delegation when managing patient care. This feedback was instrumental in helping me identify areas for growth in leadership and workload management.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that effective delegation is a critical leadership skill in nursing. Delegation involves matching the right tasks to the right individuals while ensuring that patient safety is maintained. Marquis and Huston’s (2017) delegation model helped me understand that clear communication, accountability, and follow-up are essential components of successful delegation.

How did you change or improve your practice as a result?
Following this feedback, I made a conscious effort to be more proactive in delegation by clearly defining tasks, ensuring that my colleagues were comfortable with assigned duties, and providing follow-up support. I also worked on being more assertive in task allocation, ensuring that workload distribution was fair and efficient.

How is this relevant to the Code?

  • Practise effectively: Developing confidence in delegation has improved my efficiency and ability to manage workloads.
  • Preserve safety: Ensuring tasks are appropriately assigned helps maintain patient safety and care quality.
  • Promote professionalism and trust: Demonstrating accountability in delegation fosters teamwork and professional trust within the nursing team.

This reflection highlights the importance of delegation in nursing leadership, reinforcing my ability to balance communication with confident decision-making in clinical practice.

 

Sources Used:

  1. PART 1 – PLACEMENT 1 – 2022 DEC – Additional Professional Feedback.pdf
    • Supervisor’s feedback on improving delegation skills.
  2. PART 1 – PLACEMENT 1 – 2022 DEC – Peer Feedback.pdf
    • Peer observations on my communication effectiveness.
  3. PART 1 – PLACEMENT 1 – 2022 DEC – Reflection on Learning from Others.pdf
    • Learning through observation of senior nurses in effective delegation.

PART 2 – PLACEMENT 1 – 2023 NOV – Episode of Care 1 (Part 2)

Posted on by
Reply

PART 2 – PLACEMENT 1 – 2023 NOV – Episode of Care 1 (Part 2)

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 main outpatients department placement (November 2023), I collaborated with a fellow student nurse while performing patient care tasks, including triage, observations, and documentation. This experience allowed me to engage in peer-assisted learning, where we shared knowledge, problem-solved together, and supported one another in delivering care. Although I was not in a formal supervisory role, this experience provided insight into peer collaboration and learning in clinical practice.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that collaborative learning fosters confidence and enhances critical thinking skills. By working alongside another student, I was able to reflect on different approaches to patient care, discuss reasoning behind clinical decisions, and reinforce learning through shared discussions. This aligns with Bandura’s Social Learning Theory (1977), which emphasises the role of observation and social interaction in skill acquisition.

How did you change or improve your practice as a result?
Following this experience, I became more proactive in engaging with peers in learning discussions and seeking clarification on clinical uncertainties. I also recognised the value of peer feedback in reinforcing professional development. Moving forward, I plan to apply Gibbs’ Reflective Cycle (1988) more systematically to evaluate collaborative experiences and improve my critical thinking process.

How is this relevant to the Code?

  • Practise effectively: Engaging in peer-assisted learning helped enhance my clinical reasoning and patient care skills.
  • Preserve safety: By collaborating with a peer, we were able to cross-check each other’s work, minimising potential errors.
  • Promote professionalism and trust: Working in partnership with another student fostered mutual respect, teamwork, and effective communication in clinical practice.

This reflection demonstrates the significance of collaborative learning in professional development, reinforcing my ability to engage with peers constructively and apply reflective models to improve learning and practice.

 

Sources Used:

  1. PART 2 – PLACEMENT 1 – 2023 NOV – Episode of Care 1 (Part 2).pdf
    • Outlined the interaction where patient education was delivered.
  2. PART 2 – PLACEMENT 1 – 2023 NOV – Reflection on meeting Professional Values.pdf
    • Highlighted how professional standards were maintained.
  3. PART 2 – PLACEMENT 1 – 2023 NOV – Reflection on Learning from Others 3.pdf
    • Captured moments of observation and learning from senior staff.

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

Posted on by
Reply

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.

PART 1 – PLACEMENT 1 – 2022 DEC – Episode of Care – Formative

Posted on by
Reply

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 surgical ward placement (January 2023), I had the opportunity to develop my leadership and delegation skills in a fast-paced environment. One of the key challenges was managing multiple patient needs while ensuring efficient task delegation to colleagues. I received feedback from my practice assessor highlighting my strong communication skills but also identifying areas for improvement in structured delegation.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?
I learned that effective delegation requires clear communication, confidence, and an understanding of the team’s strengths. Applying Marquis and Huston’s (2017) delegation model, I recognised the importance of matching tasks to colleagues’ competencies and ensuring follow-up to maintain patient safety. Feedback from my supervisor helped me identify strategies to improve my delegation skills, such as prioritising workload strategically and being more assertive when assigning tasks.

How did you change or improve your practice as a result?
Following this experience, I became more intentional in my approach to delegation. I ensured that instructions were clear, concise, and tailored to the competencies of my colleagues. I also made a conscious effort to follow up on delegated tasks to ensure completion and patient safety. This improved the efficiency of patient care and my confidence in managing workloads effectively.

How is this relevant to the Code?

  • Practise effectively: By improving my delegation and workload management skills, I enhanced efficiency in patient care delivery.
  • Preserve safety: Ensuring that tasks were assigned appropriately and completed safely contributed to patient safety and reduced the risk of errors.
  • Promote professionalism and trust: I demonstrated accountability in leadership, fostering trust among my colleagues and contributing to a supportive work environment.

SOURCES USED:

  • PART 1 – PLACEMENT 1 – 2022 DEC – Episode of Care – Formative.pdf
    • Detailed the delegation challenges and learning points.
    • Included self-reflection on workload management.
  • PART 1 – PLACEMENT 1 – 2022 DEC – Mid-point Interview – Student Reflection.pdf
    • Provided feedback from supervisors about time management.
  • PART 1 – PLACEMENT 1 – 2022 DEC – Final Interview – Student Reflection.pdf
    • Included personal development goals in delegation.