Category Archives: Year 3

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

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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

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

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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.