Summative Assessment for module:HS197-6-AU: Mental

Health Nursing

Studernt ID: rl18864

SUPERVISED LEARNING IN CLINICAL PRACTICE

Word count :2000

While on placement I supervised student A who was suffering from working

memory deficit which according to Alloway & Gathercole (2006) is a term

commonly used in psychology and neuroscience to describe difficulties in the

ability to temporarily hold and manipulate information needed for cognitive

tasks.I am aware that according to the NMC code(2018) personal identities

have to be kept confidential at all time and I will rightly do so in my reflection

for my placement.

Stage 1(Descriptive Stage):

This essay describes my own experience by using Bassot’s Integrated

Reflective Cycle(2013). Moreover, it is a four step reflection and as a clinical

practice supervisor , I will be involve in mentoring, giving feedback, and

evaluating the anonymous student A. It was important to offer essential

guidance that would promote productive learning experiences, as it had been

found that student A ,a first year student was struggling with working
memory deficit during patient interactions. This lead to incomplete handovers

and lapses in patient care. Student A expresses frustration and a fear of

making many mistakes. According to Armstrong(2009) recognizing and

leveraging different types of intelligence from Gardner's theory can be used to

remember medical information for patients based on their individual strengths

and preferences.

Applying the Multiple Intelligence Learning theory, I, as the coach, used the

Bassot integrated reflective cycle to guide student A through the coaching

process. In order to gain a deeper insight into the student’s learning

preferences, I reached out to the student’s supervisor about the preferred

learning style of student A. This viewpoint influenced my approach, leading

me to guide the student with recalling back medical terms and hence,making

him advance in the learning process, thereby cultivating a reflective learning

style, according to Bjork et al(2013).

My initial focus in addressing student A learning challenges was to establish

well-defined objectives that would guide the intervention. This strategy was

used according to the Multiple Intelligence theory, a framework proposed by

Howard Gardner, which suggests that individuals possess diverse cognitive

abilities and excel in various domains.

Gardner's theory(1983) identifies eight distinct intelligences, including

linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,

interpersonal, intrapersonal, and naturalistic. By considering these different

intelligences, we aimed to create a tailored learning experience that would

resonate with student A's unique cognitive profile. In the context of medical

education, this would entail integrating instructional tactics designed to suit

students' eight distinct intelligences, such as hands-on experiences,

interactive simulations, and kinesthetic learning methodologies. The study

would likely assess how these instructional strategies improve students'

engagement, grasp of medical ideas, and overall academic success

according to Suhadi et al(2020).

In reference to the Multiple Intelligence theory, the strategies for coaching

were designed to tap into new student's specific strengths and preferences.

For instance, if he exhibited a strong interpersonal intelligence, group

discussions and collaborative learning activities were integrated into his plan.

Alternatively, if his bodily-kinesthetic intelligence was prominent, hands-on

experiences and simulations were incorporated to enhance his understanding

in remembering of medical concepts, according to Suhadi et al(2021)

Furthermore, by establishing clear goals and employing the Multiple

Intelligence theory as a guiding framework, this was aimed not only to

address immediate learning challenges but also to foster a long-term, holistic

development approach for the fresh year student. This comprehensive

strategy sought to not only improve his academic performance but also to

cultivate a deeper understanding and appreciation for the subject

matter(Jones, 2019).

At this stage it becomes a safe space for the student to express his

frustrations and uncertainties, giving him the opportunity to gather feedback

and reflect on his own actions. Further on, student A starts to develop a

deeper understanding of his strengths and limitations, paving the way for

growth and improvement.

Additionally, my instructional approach prioritized empathy, fostering a

supportive learning environment conducive to the holistic development of

nursing student.This holistic approach resulted in the student showing

willingness to listen without judgment which created a dynamic exchange that

fosters communication and trust between us (Nicoll & Dudley-Brown,2014).

Through this ongoing dialogue, I was able to provide constructive feedback

and guidance to help the first year student navigate his challenges and

ultimately become a more effective and confident nurse.

This stage serves as a catalyst for self-exploration and personal development,

which allowed both of us to engage in meaningful conversations that lead to

positive changes in our practices. By acknowledging the importance of open

dialogue and active listening, according to Smith & Doe (2019),we were able
to demonstrate the power of effective communication in promoting a culture of

collaboration and continuous learning within the healthcare setting.

The progress went on with various interventions, continuous assessment and

feedback mechanisms which was implemented to enhance the effectiveness

of the tailored coaching strategies. This iterative process allows for ongoing

adjustments and refinements to ensure that the first year student's learning

experience remains dynamic, engaging, and aligned with his evolving

needs,Johnson & Smith(2020). The reference to the Multiple Intelligence

theory serves as a foundational principle in shaping various approaches,

emphasizing the importance of recognizing and maintaining the diverse ways

in which individuals learn and comprehend information which was suggested

by Johnson ( 2021).

Discussing Current Reality(2nd stage):

During our continued interaction with the student, we found that practising

through SimConverse, a virtual simulation platform, proved to be highly

beneficial in enhancing his learning and understanding. As we entered this

phase, I, as the supervisor, encouraged student A to reflect on his current

learning experience in a thoughtful manner. Our dialogue delved deeper into

his preferred ways of learning and how it aligned with Howard Gardner's

theory of multiple intelligences.

According to Miller and Johnson (2022) when using SimConverse, a virtual

simulation platform, affects students' capacity to communicate and structure

medical information during patient interactions. By conducting a thorough

analysis, students can take notable advantages of consistent engagement

with such platforms in mitigating memory challenges. This will benefit

according to the study in incorporating virtual simulation technologies into

medical education programs to enhance student readiness for clinical

practice.

This reflective exploration not only helped identify his unique learning

preferences but also highlighted the need for a tailored approach to education

that caters to his individual strengths and challenges. By acknowledging these

obstacles and taking them into account, the goal was to pave a pathway that

fosters a more effective and personalized learning journey based on the

student's unique cognitive profile, ultimately facilitating a more enriching

educational experience for this particular learner.

The TGROW model define the goal clearly and helped alleviate the

drawbacks of student A. It's valuable for personal and professional

development alike.The TGROW model made learning more personal for

Student A .There was a better cohesion and understanding when we worked

together. TGROW helped us set goals, look at reality, explore choices, and

build willpower to reach targets. It made sure that working together was

focused and effective for Student A's growth, according to Dev et al. (2019).
Step 3: Redefinitional Stage:

In the pursuit of mitigating student's learning challenges, a personalized

strategy together with Fleming’s (2001)view that to tailor one’s study strategy

is to align with the preferred learning modality, thus improving comprehension,

retention, and overall learning effectiveness. By identifying the first year

student's predominant strengths in these areas, the tailored approach aimed

to leverage his innate abilities for enhanced learning outcomes.

The recommended interventions drew inspiration from various educational

models such as concept mapping which Novak & Gowin (1984) describes as

learning by graphical diagrams that illustrate relationships between medical

terms, diseases, symptoms, and treatments, facilitating meaningful learning,

knowledge retention, and critical thinking skills that emphasize differentiated

instruction and diverse learning modalities. Visual aids, such as diagrams and

charts, were strategically employed to cater to the first year student's visual-

spatial intelligence, facilitating a more vivid understanding of complex

concepts. Integrating collaborative discussions into his study routine

leveraged his interpersonal intelligence, tapping into the power of social

interaction for knowledge reinforcement.

Further inspired by learning strategy models, such as the VARK (Visual,

Auditory, Reading/Writing, Kinesthetic) model, the incorporation of visual aids

and group discussions was aligned with evidence-based practices catering to

diverse learning preferences (Fleming & Mills, 1992). The utilization of mind

maps and drawing as techniques for visual learners aligns with literature on

effective instructional design (Mayer, 2009).

I invested time in guiding the student through a transformative perspective on

his experiences. Engaging in a reflective and meaningful dialogue,we

explored the pivotal role of addressing his shortcomings . Recognizing these

skills as essential for success, we delved into the significance of structured

conversations and maintaining a neat and orderly work environment. I

underscored that these practices contribute to nurses delivering optimal care.

Furthermore, I highlighted the inevitability of challenges in any job and

emphasized their potential for learning and progress. Rather than viewing

difficulties as hindrances, we discussed the importance of facing hardships

with an open mind. As a supervisor , I conveyed the idea that navigating

challenges provides opportunities for growth and skill development. The

conversation centered around the concept that setbacks, when approached

with patience and determination, serve as stepping stones rather than

obstacles,Yukl, (2013).
This dialogue was influenced by principles from cognitive psychology

emphasizing the importance resilience, and a growth mindset (Luthans &

Youssef-Morgan, 2017; Yukl, 2013). By encouraging the first year student to

view difficulties as valuable learning experiences, the experience gained will

aim to foster a mindset that transforms setbacks into opportunities for

professional development and improvement for student A in his nursing

practice.

Step 4: Establishing Specific Action-Oriented Plans.

Before going to the action plan we brainstormed options, including creating a

structured handover template, practicing with a mentor, and attending

workshops on effective cognitive behaviour therapy. The session concludes

with a summary of the action plan. Anderson(2015) reemphasizes the

importance of consistent reflection and offers ongoing support to ensure

student A is in continuous development in these critical nursing skills.Through

the integration of the Bassot Reflective Model, Multiple Intelligence styles of

learning, and the T-GROW model, I provided a tailored supervision to address

the student specific difficulties. This approach promotes a reflective and

personalized learning journey and monitoring his crucial development for a

better progress.

Building on our exploration, we developed specific action plans tailored to

student's unique learning style. We worked together to create visual aids,

including mind maps and diagrams, to represent complex medical concepts.

This appealed to student A visual-spatial intelligence, making it easier for him

to understand and remember information. Recognizing his interpersonal

intelligence, we encouraged him to participate in group study sessions.

Collaborating with peers allowed him to discuss and reinforce his

understanding of medical concepts through social interaction. Leveraging the

first year student’s affinity for technology, we explored educational apps and

online resources that incorporated interactive visuals and simulations. This

enhanced his learning experience and catered to his logical-mathematical

intelligence. The Bassot integrated reflective cycle was crucial in this process.

We regularly reflected on the effectiveness of the implemented strategies,

assessed student A’s progress, and made necessary adjustments to optimize

his learning experience.

By aligning coaching strategies with student A's multiple intelligences, we not

only addressed his learning challenges but also empowered him to take

ownership of his education in a way that suited his unique strengths and

preferences. The reflective cycle ensured a continuous feedback loop,

fostering ongoing improvement and adaptation to his evolving needs as a

learner (Luthans & Youssef-Morgan, 2017).

By using SWOT Analysis Integration we can see the strengths and

weaknesses of student A, here I can conduct a thorough analysis of his

internal strengths and weaknesses related to his learning style, cognitive

abilities, and personal attributes. Concerning various opportunities and threats

,this will enable analysis of external factors influencing student's learning

journey, which will include opportunities for growth and potential obstacles. A

constructivist Learning Theory (CLT) Integration will also be useful to help

improve the plight of the student where a design learning activities that

actively engage the latter in constructing his understanding on to how to

remember medical concepts. Implementing problem-solving tasks,

discussions, and real-world applications will also be useful to foster active

participation. we will also work together to help emphasize collaborative

learning experiences, allowing him to interact with peers, share insights, and

collectively construct knowledge. This aligns with the social and collaborative

nature of CLT. In order to provide a holistic approach I will liaise with other

professional nurses for things that I am not sure. This will enable to help

student A further, Vygotsky (1978).

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