E submission coversheet

School of Health, Science and Wellbeing

Student Number (8 digits): Word Count:

Module Code: NURS60763

Module Title: Peer Learning and Teaching in Professional Nursing Practice
Module Leader: Zoe Broad
Assignment Title (if applicable): Professional Development Plan

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NURS60763

Professional Development Plan

Word Count: 1000 words total

Students will then produce an individual professional development plan that identifies the skills and intended application of skills
involved in supervision and practice learning and discuss how they intend to create a positive learning environment in practice.

Learning outcomes to be met:

LO1 Critically discuss the range of roles, responsibilities, and wider scope of professional nursing practice in relation to the
facilitation of learning and be suitably prepared as a practice supervisor in line with NMC recommendations.

LO3 Analyse own ability to guide, support and motivate individuals throughout learning, teaching, and assessment.

CONTENTS

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Start SWOT Analysis.............................................................................................................................................................................4
End SWOT Analysis..............................................................................................................................................................................5
Professional self-development plan....................................................................................................................................................6
Critical Discussion................................................................................................................................................................................7
References.............................................................................................................................................................................................9

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Start SWOT Analysis
Analysis of your own ability to guide, support and motivate individuals throughout learning, teaching, and assessment – to be
completed at the start of the module (LO3) (not included in word count)
Strengths
 I am a helpful individual. I'm always willing to go out of my
way to help others achieve.
 I'm a highly creative person. I frequently astound my
colleagues with novel approaches to patient care and
comfort.
 I have strong leadership skills and i also take pride in
leading group activities, I can communicate, negotiate, and
compromise.
 I am entirely dedicated to my colleagues' achievement.
Others have my support. If someone needs
encouragement, I'll always be there to provide it.
 I am an excellent assessor and critical thinker. In order to
find the greatest teaching method, I will examine everything
from every viewpoint and try to identify strengths and flaws.
Opportunities
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Weaknesses
 I haven’t developed strong confidence so it will be hard to
get people to follow my vision.
 When I present care plans to colleagues, I am nervous, and
my fear of public speaking often takes the fire out of my
presentations.
 I can communicate effectively, although I am occasionally
shy., when I give a presentation, I become nervous.
 When I have too many duties, this same urge to get things
done causes me stress.
 I often find it difficult to work in groups because I believe I
need complete control over my tasks in order to succeed.
 I have a strong, obsessive drive to complete tasks quickly
and cross them off my "to do" list, and the quality of my
work suffers as a result.
Threats
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 I can further enhance my communication skills through
professional development courses and practice.
 I could improve my productivity by utilizing time task
management tools and techniques to balance my workload
more even when I am working with a group of people.
 I get to form my own team for work, which means I'll be
able to construct a group of people with the necessary
talents to assist me in meeting my objectives.
End SWOT Analysis
Analysis of your own ability to guide, support and motivate individuals throughout learning, teaching, and assessment – to be
completed at the end of the module (LO3) (not included in word count)
Strengths
 I am consistent in what I do. I will continue to deliver help in
others at a high level over time because I take pride in
helping.
 I know nursing needs nurses who are practical, and I
commit myself to that.
 I seek incremental ways to improve my communication and
listening skills and I know its achievable and within my
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 As my duties grow, the possibility of communication
blunders and misunderstandings grows, making ongoing
skill improvement vital.
 A prospective increase in workload could put my present
time management tactics to the test, forcing more efficiency
improvements.
 I'm frequently overworked as a result of growing workload
and study pressure, which has a bad impact on my
creativity.
Weaknesses
 I have trouble speaking in front of groups. I find it
intimidating.
 I have trouble connecting with other people in small groups.
 I am not really sure yet what standards are expected of me
at work.
 I don’t have a group of friends to lean on at university yet.
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 locus of control
Opportunities
 I know there is some upcoming training in my workplace
that I can take to ups-kill in order to be a good assessor.
 I have a professional lecturers who can help me to get over
some hurdles I’m struggling with.
 I am going out for coffee with my colleagues, this might be
able to help me find new ways to meet my peers and
develop my confidence.
 I have found an online course that addresses the hurdles
that I am facing in meeting my goals of supporting others.
Threats
 I worry that I will get anxiety leading up to the presentation I
have to give in a few weeks.
 I’m not sure I’ll be able to make it to be confident everyday
if I am around many people, my confidence might be
impacted..
 I’m not sure where to find information for teaching others.
 The volume and complexity of my work will probably grow,
necessitating constant improvement of my teaching and
support abilities.

Using the SWOT analysis develop a professional self-development plan to improve your skills in supporting and motivating
individuals throughout learning, teaching, and assessment (LO3) (250 words)
SPECIFIC MEASURABLE ACHIEVABLE REALISTIC TIME-BOUND
Objectives identified How do I know if I How will you achieve Is the goal realistic Does my goal have a
from SWOT - What is have reached my it? and within reach? deadline?
the relevance for the goal? What is my What resources are When do you want to
improvement? Justify indicator of progress? required? achieve your goal by?

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1 communication Will use feedback Opportunities such as I plan of making I intend to make
skills. such as direct reports workshops, quarterly review quarterly review
This improves on my conduct, the publications, and presentations to presentations to
interactions with number of times a software applications, leadership, I could leadership, and I
patients, doctors and colleague asks for that could help my focus on improving my would like to improve
nursing assistants, explanation, or the plans. presentation and my presenting and
who contribute to percentage of speech skills. communication skills.
overall patient engagement.
happiness, care, and
experience.
2 competency level. I will take five online I will pursue Making time to take I'll look for viable
Helps me in analyzing courses to develop a certifications, online courses can courses in a week and
a issue, considering teaching and attending workshops, help me advance in apply for one in a
different options, and assessment or volunteering to my work. month.
deciding on a practical competency. improve my nursing
course of action that skills.
will allow me and the
team to attain goals.
3 confidence. By keeping a check on Its achievable since Improving my eye Thirty days which is a
Improve my eye the number of many people with low contact is a critical month worth of
contact with at least seconds I hold eye confidence have aspect of building my practice is to be
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 five people. contact. I will know already achieved it, confidence. accounted.
whether I have and so can I.
accomplished my
target or not.

Critical Discussion
A critical discussion surrounding the roles and responsibilities of a practice supervisor in creating a positive learning environment in
practice (LO1) (750 words)

The revised NMC education and training standards Part 2: Standards for Student Supervision and Assessment (SSSA) (NMC,
2018b) were launched in 2018. The NMC 2018 gives clarity on the roles and responsibilities of a practice supervisor in creating a
positive learning environment in practice. As a practice supervisor, I play a critical role in guiding and assisting students throughout
their learning experience to guarantee safe and effective learning. This involves promoting learning opportunities and making any
reasonable adaptations the students. It is my obligation to contribute to the student's assessment by keeping track of their progress
toward and achievement of the required requirements. To begin with, a practice supervisor must have good e ffective performance
management and this begins with mutual respect and concludes with performance excellence. Marilyn (1963) postulated that it is
the responsibility of supervisors to communicate with their staff on a regular basis. These discussions should be based on open
communication and give personnel with clear role expectations, feedback, and chances for performance improvement,
development, and advancement. Each employee or student is responsible for fully participating in these dialogues, ensuring that
they understand their position responsibilities and expectations, and communicating any hurdles or training needs in order to
perform their role optimally. 'Rewarding to Control' is certainly not promoted by the NMC 2018. Over 50 years of research has
demonstrated that incentives, gold stars, stickers, monetary awards, A's, and other bribes only serve to weaken students' intrinsic

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drive, create relationship problems, and lead to pupils accomplishing nothing unless a promised reward is provided. The human
brain has its own system of rewards. When students complete a difficult job, whether academic (a class presentation) or behavioral
(getting through a class without yelling), their brains release endorphins. Rather of depreciating their accomplishments with stickers
or tokens, talk to students about how it feels to attain competence and appreciate the effort, techniques, and processes that
contributed to those accomplishments. Then they should discuss what they learned this time. Practice supervisors are encouraged
to avoid judging NMC (2018). When nursing pupils feel judged, pigeonholed, and/or labeled, they distrust the person doing the
judging. It's difficult not to judge a nurse who sits in at work doing nothing after you've done everything you can to push her. It's
simple to see how such students could be labeled as lazy. But criticizing and categorizing students isn't just a means to avoid
teaching them ("There's nothing I can do with Nurse Joe. He's simply incorrigible."), but it also utterly sidesteps the core issue.
Instead of passing judgment on students, be inquisitive. Inquire as to why. Inquire as to why. (From where does this dread or
animosity stem?) Once the fundamental cause of the behavior is identified, the issue can be addressed directly, saving time and
energy spent cajoling, coercing, and punishing your team. NMC (2010) added that, as a practice supervisor you are accountable for
aligning individual performance expectations with nursing goals and creating performance objectives in collaboration with their
immediate reports ensuring that performance objectives are well disclosed and up to date. Providing timely, fair, and critical
feedback on performance objectives and goals is expected of the supervisor and these can be achieved by assisting, guiding, and
coaching personnel as needed-ensuring that professional development plans are in place; and conducting performance reviews in
accordance with existing processes and regulations. Almost every unit in the hospital has a specialization, so it's critical for the
supervisor to become acquainted with the procedures of his work unit and strive to become a expert for easy skill transfer to others.
Attending classes can help enhance talents and knowledge and increase competency level in specific techniques. Improved
competency improves teaching practice, student satisfaction, patient safety and happiness NMC (2018). The NMC 2018
recommends maintain constant learning throughout supervision practice. This is because the health care business is evolving, and
individuals must continue to study in order to keep up with the essential adjustments in teaching and practice. Practice supervisor

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nurses should prioritize ongoing learning about their job roles and seek out chances to expand their expertise when teaching and
supporting others. Donald and Harold (2019) proposed that nurse supervisor should be technologically savvy as well, knowing the
newest technical features and breakthroughs in order to provide better care assessment, learning and support others.
Recommendations from NMC (2010) are that supervisors should arrive on time for work and all meetings; follow dress code rules;
ensure all written communications are error-free; and adopt suitable tone that takes into account the many audiences and client
groups that we serve.

References

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Donald M. Medley and Harold E. Mitzel. (April 2019). "A Technique for Measuring Classroom Behavior." Journai of Educational
Psychology 49: 56-62;

Marilyn Raack. (1963) Summary of Studies of Teacher Behavior Based Upon Direct Observation. Program on the Education of
Teachers, University of California, Los Angeles, . (Mimeographed.)

NMC (2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. Available
at: https://www.nmc.org.uk/globalassets/sitedocuments/nmcpublications/nmc-code.pdf. [accessed 09/6/23]

NMC (2018) Standards for student supervision and assessment. Available at https://www.nmc.org.uk/standards-for-education-and-
training/standards-for-student-supervisionand-assessment/ [accessed 09/6/23]

NMC (2010) Standards for pre-registration nursing education. https://www.nmc.org.uk/standards/standards-for-nurses/pre-2018-

standards/standards-for-preregistration-nursing-education/ [accessed 09/6/23]

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