Personal and Professional Development in Nursing Mentorship

This report details a comprehensive nursing mentorship plan, structured across five sections. It begins with an introduction outlining the importance of personal and professional development for nurses, emphasizing the role of mentorship in enhancing clinical practice and patient care. Section 1 focuses on personal and professional development, including a SWOT and SNOB analysis to identify learning needs, strengths, weaknesses, opportunities, and barriers. Section 2 discusses the development of learning and teaching, exploring various learning theories and their influence on nursing mentorship. Section 3 delves into the facilitation of learning, presenting teaching strategies. Section 4 covers assessment and feedback mechanisms, including building effective relationships. The final section is dedicated to reflection, evaluating teaching sessions and the overall development plan. The report utilizes the VARK model to identify learning preferences and provides insights into how to overcome barriers and leverage opportunities for professional growth in nursing.

Section 1 to 5

Table of Contents
INTRODUCTION...........................................................................................................................1
SECTION 1......................................................................................................................................2
Personal and professional development.................................................................................2
SECTION 2....................................................................................................................................11
Development of learning and teaching.................................................................................11
SECTION 3....................................................................................................................................19
Facilitation of Learning........................................................................................................19
SECTION 4....................................................................................................................................32
Assessment and feedback.....................................................................................................32
SECTION 5....................................................................................................................................39
Reflection.............................................................................................................................39
CONCLUSION..............................................................................................................................42
REFERENCES..............................................................................................................................43
APPENDIX....................................................................................................................................46

INTRODUCTION
Personal and professional development plan is termed as a formal mean through which
particular individual that is either working with mentor, teacher or supervisor sets some basic
goal, and strategies in terms of learning and training1. Thus, full report is based on identification
of learning needs and also implementation on it for the future success as a role of Nursing
mentorship which will help in developing this setted role in the future and also in development of
mentorship. Nurses are those who are performing job of informing and supporting patients
regarding procedure or any other detail that may be related to the care. The portfolio has been
divided into 5 sections.
In the following report, personal and professional development plan will be made that
will be analysed with help of SNOB analysis in order to explore opportunities related to
mentorship development in field of nursing. Personal development is termed as life long process
and a way for individual in order to assess their own skills and also qualities. It is also a way in
order to consider their aims in life and later set goals so that they can realise and maximise their
potential2. Further, in an individual it is termed as the learning process in continuous way that
helps everyone in their personal life and also in inter personal relationship development. In order
to gain this advantage there is requirement of huge time, effort and also practice in order to learn
and develop own skills continuously.
Further, development of learning and teaching will be done in which different learning
theories has to be discussed that may influence mentorship in nursing. For this, evidence will be
provided that will help in analysing meeting between learning outcome and clinical practice.
Then in section 3, facilitation of learning will be further done in which different strategies related
to teaching will be discussed in deeply. In section 4, introduction of elements of assessment and
feedback will be provided in detail in which concept of building effective relationships is further
highlighted. The last section will be whole on reflection in which evaluations of teaching
sessions will be done.
1 Hildebrand, J., 2018. Bridging the gap: A training module in personal and professional
development. Routledge.
2 Rønnestad, M. H., Orlinsky, D. E. and Wiseman, H., 2016. Professional development and
personal therapy.
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SECTION 1
Personal and professional development
Personal development is referred to as that which covers all those activities that are
important in order to improve self awareness and also in terms of identity. It also helps in
developing talents, skills and potential of someone so that human capital has been build and also
facilitate employability3. Further, personal development also takes place in terms of enhancing
quality of life and in contributing towards realisation of dreams and aspirations.
On the other hand, professional development may be used basically in reference to wide
variety of training in specialised manner and also education that is formal and also advanced in
terms of profession. Further, learning that intend in helping administration in order to improve
their professional knowledge, skills and also effectiveness4.
The main aim of personal and professional development is to manage and build learning
and growth of self in respective career.
As nursing is termed as developing profession in continuous manner so it becomes essential for
nurse to maintain confidence and also in remaining collaborated and evaluated in order to attain
the best care towards particular patient. Therefore, it becomes significant for nurse to improve
their skills and talent through lifelong learning which will further lead them in development of
mentorship5. This will further help in developing most professional service to customers and
clients. It helps in increasing retention as employers are cutting their cost for various
opportunities that may help employees in improving their skills and talent by training and
development. This in turn increase retention level of particular Health and social care. It also
plays important role in building confidence and credibility as training and development allows
staff to build confidence in their respected work as they are gaining with new set of skills and
also certificates.
3 Olsen, B., 2015. Teaching what they learn, learning what they live: How teachers'
personal histories shape their professional development. Routledge.
4 Perry, M., 2017. Personal Professional Development Plans. Canadian Journal of Medical
Laboratory Science. 79(1). p.8.
5 Ramia, E., Salameh, P., Btaiche, I.F. and Saad, A.H., 2016. Mapping and assessment of
personal and professional development skills in a pharmacy curriculum. BMC medical
education. 16(1). p.19.
2

It also helps in making succession planning easier which is done by professional
development that helps in shaping development of future leaders.
Professional development also allows staff opportunities in order to learn from others with help
of training. This helps staff to pick ideas and perspectives.
The main importance is also to become highly educated in profession that has been desired.
It also plays significant role in energizing educators as it introduces them with new, unique and
creative ideas methods that will benefit everyone in day to day life.
Identification of learning needs
My learning needs will be identified with the help of VARK model. In this model
questionnaire is been prepared that will help me in understanding about my learning needs. For
which survey had to be undertaken with 10 people out of which it was easy for me to find out
that I have multi-model learning preference in terms of oral and Reading skills. It has been
therefore proved that I can develop my skills related to clinical practice by listening or reading
and writing and can grasp the information related to this easily with this ability.
Thus, to develop my mentorship in clinical practice the learning needs that is required is
discussed as below. This will help me in overall planning in terms of learning opportunities.
Different learning needs are as mentioned below:
 Through reflective Practice: It is the technique or a process of reflecting on action
which has been taken during an activity. For example, mid way during a project, the
reflection can be undertaken by either interrupting and stopping the activity without
interrupting it. Thus it helps to enhance the learning.
 Through Feedback and Performance appraisal: This learning needs help to identify
the strength and weaknesses because it has been analysed that feedback enhances
performance. For example, taking feedback from peers or subordinate will help o
improve the weaknesses and through performance appraisal, the working efficiency of
the employee will also raised (Grant, 2015).
 Through Individual Assessment: It is another method for evaluating the potential or for
assessing the current status in the management or job position, thus, through this need, a
candidates evaluated their own suitability for some specific position. For example, as I
posses good communication skills, then it helps me to speak properly and on the other
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side, as I have lack of confidence which is consider as a weaknesses and this can be
identify through individual assessment.
 Through Patient care: the learning needs are also analysed through patient care such
that I make myself fit in order to serve patients in future. Further, it has been analysed
that I can identify my learning needs through this, like, improving my communication
skills and have effective skills related to clinical practice by listening or reading.
 Observation, Practice and documentation: it has been analysed that through
continuous observation, practice and documentation, the learning needs can be easily
identify such that having a good monitoring practice will help to determine the needs
(Whitttemore and Mecca, 2018).
 Through critical Incident Review: It is the situation, that creates a significant risk of
substantial or serious harm to a person's mental and physical health. Thus it helps to
explore the feeling on particular subject as well. For example, in past, some critical
incident happens then through that situation, a person learn good as well as bad learning
which can be applied in future.
1.1 SELF ASSESSMENT
Self assessment is termed as the process to view oneself in order to bring out important
factors that is significant to the identity of a particular person. The main aim of self assessment
term, is to drive self evaluation along with self enhancement and self verification. Thus, self
assessment has been done by taking SWOT analysis into consideration.
SNOB analysis.
It is a tool that is basically used in order to evaluate the actual position of person by
identifying strengths, Needs or requirements, opportunities and Barriers. Thus, it has been
described as per below context-
Strengths
 I have good listening skills. This was
identified with the help of VARK
model in which survey had undertaken.
This allows me to make sense of and
also leads me in understanding what
other person wants to tell me. This aids
Needs
 I have lack of awareness in terms of
clinical practice that creates difficulty
for me in finding out about various
information related to work as a nurse.
This also creates difficulty in order to
manage my task on time and due to
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me in grasping all kind of information
related to nursing easily. This also aids
me in developing effective relations
that will later direct me in my future
and make my mentee to trust me and
follow me the way I want them to.
 I also have good leadership skills. This
skill helps me in directing my followers
easily and smoothly. I also have
flexible nature that leads me in
changing my leadership style as per the
situation.
 In addition to this, my husband is also
supportive and also helps me in finding
out new opportunities and this makes
my work easy. This is a huge strength I
have.
 Another strength is that I am very much
punctual which is very important in
terms of clinical practice as it leads in
required care that has to be given to
patients in health care service.
which my work gets delayed.
 I am also lacking up with time
management skills. As this skill is very
much important to get work done on
time and give maximum time to the
work that is extremely important. Thus,
lack of these skills can bring huge
failure for me in the future. So it is
essential for me to enhance this quality
as soon as possible for me so that I can
achieve long term success.
 The another learning needs that is
required in order to become effective
mentor and also to develop mentorship
is to have effective environment which
will aid me in learning important things
related to clinical practice easily and
smoothly.
Opportunities
 Good listening and communication
skills plays important role in bring high
opportunities for me. As this will
further assist me in building and
maintaining good relationship with my
followers which in turn will make them
to work in effective and efficient
manner. Further, leadership skills will
Barriers
 The major barrier that comes in my path
towards success is not getting Wi-Fi
connection that creates difficulty in
finding any innovative information
related to clinical practice.
 Social media is also termed as the
barrier as much information are
nowadays discovered online which I
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may also help me in building up my
career in various reputed.
 Furthermore, the opportunities that
would be developed is in terms of
working in ER and ICU with help of
identifying maximum number of signs
and symptoms.
 Other than this, working in workshop
will be the
cannot reach easily due to lack of Wi-Fi
connection.
 The major Barrier that I have to
undergo due to lack of time
management skill is that I have to rush
for my work due to which important
work gets delayed. I may also have to
go through poor punctuality and also
poor performance which may affect me
in future to a large extent. In addition to
this, perfectionism gets affected which
may later result in lack of energy.
 In addition to this, work load will be the
major barrier that I have to face due to
lack of time management skills.
Thus, to overcome and enhance my skills that is termed as my weakness has to be
upgraded in order to become good or excellent mentor. The upgraded skill will further help me
in personal and also in professional development.
Assessment documentation
Assessment Document
Name Title: Position Number:
Employee / I.D. Number: Supervisor’s Name: Supervisor’s Position
Department: Duration of employment in current position:
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List your work-related accomplishments and/or contributions for this performance
cycle.
Technical training,
Development of Nursing practices
Patients care
What areas of your performance have you been most successful?
Taking care of patients
Are there any aspects of your work where you have not done as well as hoped
and why?
I was not much effective while working in a team, I thought I can be a good
leader or mentor by due to high work pressure I was not able to perform
much better. The nursing department needs to provide better training to the
nurses so that they do not need a mentor while practicing.
List any training and/or developmental activities that would help you improve your
work performance or enhance your career objectives.
Nursing practices in ICU or OPT can help me to improve my work
performance.
List a particular goal/achievement(s) you would like to complete in the next
performance year. What guidelines have you set up to accomplish these and how
can your supervisor and the department assist you in achieving these goals?
My main goal is to become a head nurse, I have set guidelines such as
attending seminars, consulting my seniors and getting on job training.
Does your current Employee Work Profile accurately reflect the duties of your
position?
Yes
Additional Employee's Comments
Supervisor’s Comments
7

Supervisor’s Signature: Supervisor’s Name Date
Employee's Signature: Employee's Name Date
1.2 Learning Contract
Learning contract is termed as an agreement that is basically negotiated between both
learner and also teacher or supervisor in order to ensure that some of the activities has to be
undertaken6. This will further help in achieving determined learning goal, specific evidence that
will be produced in order to identify that setted goal has been reached.
While, nursing is termed as the practised profession therefore learning in areas related to
these plays an important part in the whole programme7.
Thus, learning contract has been determined as per below context-
Learning opportunities Agreed Targets Review date
I will work at staying healthy
so that I remain present in
future for all clinical days.
I have to attend a meeting
related to clinical practice. In
that meeting I will have to give
a speech so for that I will have
to look that I am able to
connect with people so I will
have to be present during these
days.
April 1, 2019
I will facilitate the patients In clinical practice there are June 3, 2019
6 Vangrieken, K., Meredith, C., Packer, T. and Kyndt, E., 2017. Teacher communities as a
context for professional development: A systematic review. Teaching and teacher
education. 61. pp.47-59.
7 Walsh, R. and Craig, A., 2016. Radiation Therapists’ and Diagnostic Radiographers’
participation in continuing professional development and knowledge of Regulatory Body
Registration. Journal of Radiotherapy in Practice. 15(2). pp.150-160.
8

care and that everyone had a
specific role.
many cases where we have to
go through number of
difficulties. I have to take care
of a patient who is serious so
for that to complete my task
effectively I will have to
provide everyone with specific
role and will review it further
as is this strategy works or not.
I will gain opportunity in order
to participate if any kind of
difficult situation arose in
clinical practice.
In my clinic I have to attend
patient that is suffering with
serious disease and there is
limited chance of him to be
alive. So I will try to cure him
and take chance of making him
healthy again.
July 7, 2019
I will facilitate opportunity of
keeping up with current
nursing and healthcare
technologies.
Healthcare and nursing
technologies are must for
patients so I have to keep up to
date information related to
this.
September 5, 2019
I will facilitate a learning
experience for students for
more advanced equipments.
I have to perform mentorship
role for my students so it
becomes important to have up
to date knowledge of all
equipments that are significant
in clinical practice. This
information and knowledge
regarding equipments will help
me in providing knowledge to
December 8, 2019
9

my students in clinical
practice.
Contact Schedule
Contact schedule Contact Dates Outcome
Learning Contract 12th December 2018 Learning contacts helped me in
reviewing and achieving
desired targeted goals that I
had decided before in terms of
effective mentorship.
Lesson planning 1st January 2019 In this I planned accordingly to
discover my learning needs
and tried to achieved it. I set a
time-frame and made things
possible within that date.
Observed teaching 8th February 2019 Teaching helped me in meeting
my needs related to learning
and also related to mentorship
development. I observed my
teacher when I attended course
related to this which I observed
very deeply and started
grasping accordingly.
Formative Reflection 9th March 2019 All this helped me in analysing
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my requirements in order to
learn in clinical practice which
I developed further that will
help me in the future.
Learning outcomes for the placement
Learning outcomes has to be basically broken down into individual pieces of both
knowledge and also skills that a particular person expects while acquiring on that placement.
This also means outcomes that has been derived by the learning process.
Further, the learning outcome statement includes some of the following concept-
 The behaviour that demonstrates learning
 The complexity of situations
 The degree of independence
 How well the learning has to be demonstrated
Willingness to take responsibility for learning
A willingness in order to take full responsibility in terms of learning in clinical practice is
the responsibility that is taken for their efforts, actions and results. Thus, person must himself
take ownership right from training to process and also in terms of actions and results that comes
from them. Individual must also take help of various courses that will help them in acquiring
their learning needs in clinical practice.
Personal concerns
Personal concern is that term which is included with things that is associated with a
physical body of a person either being a part or having intimate contact to the body.
My personal concern is that I cannot work in night shift as I am married. This leads me in
lacking back to acquire the needs that I have to get in terms of learning. My another personal
concern is that I must work for maximum hours so that I can develop my mentorship skills Since
my husband is supportive and this is the major strength I have but I cannot extend my work
because of various other family issues that I am going through these affects my learning needs to
a great extent in clinical practice. In addition to this, I also cannot visit patients outside clinic as
it wont be possible for me to manage my time and is the most severe problem that I may face.
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SECTION 2
Development of learning and teaching
Learning and teaching is termed as a process that includes number of variables. These
variables are those that interacts as learners work in order to achieve specific goals and also
incorporate upcoming knowledge, behaviours and also skills that basically add to their range in
terms of learning experience8. Thus, the main aim of this section is to explore about the different
theories of learning and also teaching has influence on mentorship development in the clinical
practice.
2.1 Learning theories
Learning is that term which basically allows individuals in order to adapt demands and
also circumstances that are changing which plays crucial part in health care either for patients or
families that are struggling to improve their health and also those are adjusting with various
medical conditions9. Thus, there are various types of learning theories, but the most important
has been discussed as per below context-
1. Behaviourist learning theory- This learning theory only focus on behaviours that are
objectively observable behaviours and also discounts any independent activities of the
mind. Currently in clinical practice this theory is used more likely in combination with
other theories. In order to encourage people for learning new information or for changing
their attitudes, it is basically recommended altering conditions in respective environment
and also to reinforcement of positive behaviours just after their occurrence. Further, there
are two ways that are involved in order to change behaviour and to encourage learning to
use behaviourist principles as respondent conditioning and operant conditioning.
 Respondent conditioning- this principle basically emphasises the importance of
conditions that is stimulus in an environment and also the associations that is formed in
8 Achmad, M., Tintin, S., Aziz, A. and Hidayat, A., 2018. Nurse Performance Analysis
Based on Gibson Performance Theory on Voluntary Nurse in Sampang Regency
Community Health Center.
9 Oguri, S., Allen, D.P. and Kato, T., 2016. Practice in Practice, Not in Theory: How
blended learning supports intake in EFL classes. In Seventh CLS International Conference
ClaSIC.
12

process of learning. In clinical practice this is used in order to extinguish chemotherapy
patients.
 Operant conditioning- This is also another principle that has its focus on behaviour of
organism and also on reinforcement that mainly occurs after some response. This is also
termed as the techniques that helps in providing effective and quick ways for changing
behaviour.
2. Cognitive theory- The main aim of cognitive theory is to focus on what is going inside
the mind of a particular individual or learner. According to this theory, rewarding people
is not essential to make them learn, rather they must focus on their goals and expectations
that leads in creating tensions in their mind which in turn motivates them to take actions.
Thus, mentors must try to influence the process of learning and must also recognise that
the situation related to learning is basically influenced by past experiences of learners and
also their perceptions. Further, the main challenge in mentorship is basically to identify
level of learners in terms of cognitive development in clinical practice. In addition to this,
his or her expectations or goals and ways in which processing information and social
influence that has a great impact on learning.
3. Humanistic theory- This theory is termed as an assumption that every individual that is
involved in clinical practice is unique and has a desire to grow themselves in a positive
way. It is compatible with nurses that focus to care the patient. It has been further
discussed with the help of self Maslows hierarchy needs. According to this, besides
personal needs, humanists majorly believe that self concept and self esteem are very
much essential considerations in any kind of situation related to learning. In addition to
this, this theory focus on principles discussed as below-
 The role of mentor is to assess and also to encourage changes in the needs, self concept,
and also feelings of particular learners. This can be further done by providing them
support, giving them freedom to choose and also opportunities for spontaneity and
creativity.
 Having focus on desire of learners towards growth in positive way, choices in life and
inter personal relationships.
Activity
Examples of how each of them relate to practice.
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1. Behavioural theory: the theory says that it only focus on behaviours that are objectively
observable behaviours and also discounts any independent activities of the mind. Currently in
clinical practice this theory is used more likely in combination with other theories. In order to
encourage people for learning new information or for changing their attitudes, it is basically
recommended altering conditions in respective environment and also to reinforcement of
positive behaviours just after their occurrence.
 Example 1: Someone without much experience in hospitals visit a relative who is ill.
While in their room, there will be offensive odour that can be smelled by the visitor. So
they will feel queasy and light headed. Therefore, after first visit hospitals may become
associated with feeling of anxiousness and nauseated. This will be specially if that odour
will be smelled by visitor to those encountered during first experience. Thus, respondent
conditioning highlights importance of what is going on in environment in clinic and
associations is made in terms of experiences.
 Example 2: unpleasant jokes in healthcare may be handled by showing no reaction.
After several experiences, the joke-teller who more likely wants attention may stop his
use of offensive humour.
2. Cognitive theory: cognitive theory is to focus on what is going inside the mind of a particular
individual or learner. According to this theory, rewarding people is not essential to make them
learn, rather they must focus on their goals and expectations that leads in creating tensions in
their mind which in turn motivates them to take actions. Thus, mentors must try to influence the
process of learning and must also recognise that the situation related to learning is basically
influenced by past experiences of learners and also their perceptions.
 Example 1: patients with certain religious views or some particular type in order to bring
their child up may believe that their disease will be termed as a punishment for their
sins.
 Example 2: by hearing some complex disease that they have they change their facial
expression. Thus, the main thing that they require includes detail explanation about the
disease they are suffering from and later settle their uncertainty.
3. Humanistic theory
 Example 1: Patients that are undergoing with painful procedures are first taught with
relaxation exercises and thus while experiencing any kind of pain they are encourged to
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imagine beautiful things. In this the staff members are respectful and emotionally
supportive and also take time to listen to their fear.
 Example 2: If a nurse of healthcare is being prejudiced against patients having AIDS,
then it will be little healing or therapeutic in the relationship of a particular nurse until
she genuinely can feel respect for each patient as a human.
2.2 The Learning Environment
The environment of learning basically refers to that of diverse physical locations,
contexts and also cultures in which followers learn10. It is that platform where users engage and
also interact in order to learn mew skills. Thus, the quality of clinical teaching mainly depends
on the following as are-
 Good facilitation of learning for promoting active learning- active learning means
students gets participated or engaged with the material in clinic and also collaborate with
each other. Therefore, good mentorship is to facilitate independent, critical and creative
thinking on them. They must also undertake debates that helps them in developing active
learning skills. In addition to this, small group discussions and peer instruction exercises
also plays essential role in promoting active learning11.
 The skills of mentor- Mentorship helps in fostering leadership skills that is required in
clinical practice for securing larger roles in designing, developing and also delivering
health care. Thus, skills of mentor plays essential role in clinical study as it helps in
allowing them to model out important clinical skills, attitudes and also communication in
terms of care of a patient and also to observe their mentees sills in this field.
 Setting shared achievable goals that give variety and also frequency of learning
opportunities- Setting objectives is extremely essential for learners so that they can make
a target and deadline to reach those desired goals. They must also provide them with
number of opportunities that will motivate them in field of clinical practice.
10 Meireles, F.P.D.S., 2015. Effect of time pressure in behavioural compliance with
warnings: a study with virtual reality (Doctoral dissertation).
11 Oguri, S., Allen, D.P. and Kato, T., 2016. Practice in Practice, Not in Theory: How
blended learning supports intake in EFL classes. In Seventh CLS International Conference
ClaSIC.
15

Activity
Whilst at work examined the environment of learning and identified the following:
1. Opportunities that are available for learning
 Formal teaching: This type of education provided by trained teachers and this creates
positive impact upon the students as they easily enhance their learning skills with the
help of trained teachers.
 Practical demonstrations
 online and distance learning programs
2. Variety of these opportunities
 Basic and trade skills is learned in formal teaching
 practical demonstration is a step by step process
3. Learners are whether encouraged to be proactive in seeking out learning opportunities
 Yes, the learners are encouraged to being a proactive in seeking out opportunities that is
related to learning. This is because they can enhance their skills which motivates them to
perform their task.
4. The environment is positive one for the learners?
 Yes, the environment is positive for the learners as it is full of care, supportive, safe and
safe environment.
5. List of 4 key points that is related to learning environment.
 Learner centred
 Knowledge centred
 Assessment centred
 Community centred
Thus, effective quality placements require active management and maximum amount of effort in
order to establish and maintain them. Some of the requirements has been identified as per below
context-
 Adequate staff members- They must have adequate staff members in order to have
effective quality placements. As nurses plays vital role in health care system. Therefore,
adequate nurse staffing is a key for care of a patient.
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 Commitment to learn and keep up to date- Staffs of healthcare must also be provided
with proper training so they can easily commit themselves to learn and also in keeping
their skills up to date.
 Their commitment in teaching peers and others- the training that is provided must be in
such way that they can teach their followers easily bu using mentorship skills.
 Ensuring student learning outcomes can be met- they must also ensure that the students
met with targeted objectives in terms of learning that later helps them in mentorship
development.
2.3 Learning styles
Learning style is defined as the consistent way of a student in order to respond to and also
in using stimuli in terms of learning12. Thus, everyone has different type of learning preferences
as below-
 Stand back and observe- this means to observe something and learn through observance.
This is simplest and effective way in order to learn and adopt new things.
 Read and research before making any decision- This means the learner must first read
and find out the actual information and learn accordingly.
 Jump straight in and learn as you go- this means to learn and adopt everything that comes
in the way of an individual.
 Listen- this means to listen to someone and grasp things accordingly.
VARK model of learning style
This is one of the mostly used model that leads in differentiating various types of learning
styles13. This includes-
 Visual learners- This type of learners are those who has preference for seeing aids
visually that helps in representing ideas by using methods rather than using words.
Graphs, diagrams and charts are involved in this preference.
 Auditory learners- This type of learners are those who can learn by listening someone.
12 Flott, E.A. and Linden, L., 2016. The clinical learning environment in nursing education: a
concept analysis. Journal of advanced nursing. 72(3). pp.501-513.
13 Carless, D.R., 2017. Conceptualising and developing feedback literacy. In International
Assessment in Higher Education Conference, AHE 2017.
17

 Reading writing preference learners- This type of learners are those who can understand
and learn only by reading or by writing something.
 Kinaesthetic learners- they are the one who prefer to learn with help of experience they
had.
 From the questionnaire I found that I am good in Aural because my score is as follows:
 Visual – 4
 Aural – 5
 Read/ write – 4
 Kinesthetic - 3
2.4 Learning outcomes
These are referred as a statement that leads in describing important learning that
individual has achieved14. This is demonstrated at the end of a particular program. Thus, it is
further discussed with the help of Blooms Taxonomy.
It is a set of three hierarchical models that is been used in order to classify educational learning.
It is a classification of various objectives and skills. It has been updated and includes 6 levels
which is based in structuring of learning objectives lessons and also assessments.
Level Behavioural description Verbs Learning outcomes
Remembering It means to retrieve, recognize
and recall the knowledge that is
relevant from that of long term
memory.
To ask, to choose,
to describe, to
follow
In the end of the
session the staff
identifies the newly
introduced individuals.
Understanding This basically means to construct
that means from oral, written and
graphic messages with help of
interpretation, exemplifying
classifying, summarising, etc
To identify, to
interpret, draw,
represent, describe,
discuss
At the end, learner will
easily understand and
raise their
understanding skills as
well.
Applying this means to carry out or use a
procedure that relates to execution
Apply, relate,
develop, translate,
At the end, the learner
will easily increases
14 Ke, F., Lee, S. and Xu, X., 2016. Teaching training in a mixed-reality integrated learning
environment. Computers in Human Behavior. 62. pp.212-220.
18

and implementation. calculate, show the ability to use
learned material.
Analysing it states to break down the
material into parts and later
identification of relation between
that divided part to one another.
Analyse, compare,
contrast, dissect,
separate
At the end, it will be
easy for a learner to
break down or
distinguish parts of a
material into some
components to
understand
organizational
structure.
Evaluating to make judgements which is
based on the criteria and
standards with help of checking.
Judge, compare,
conclude, consider,
argue decide.
The learner will raise
its ability of judging.
Creating to put elements together in order
to form functional or coherent
whole and later reorganise it into
new patterns or structure by
planning and producing.
Compose, set up,
construct.
At the end, the staff
raise the ability to put
parts in order to form a
unique new whole.
SECTION 3
Facilitation of Learning
Learning is termed as an activity in order to gain or acquire knowledge with help of
studying, practising or by experiencing something15. Thus, facilitation of learning means to
encourage people so that they can take maximum control in terms of learning process. While in
15 Salamonson, Y., and et.al., 2015. Unravelling the complexities of nursing students'
feedback on the clinical learning environment: A mixed methods approach. Nurse
education today. 35(1). pp.206-211.
19

this, role of a trainer is to facilitate and also top organise that provides resources and also support
to their learners. Further, they also have an ability of setting their own objective and also in being
responsible for that of learning assessment.
3.1 Skills Acquisition
Skills acquisition is refereed to as a specific form that is involved in terms of learning. It
is the ability in terms getting trained on a particular task until that individual becomes an expert
in that skill16. Further, it is discussed with the help of Conscious competence model.
The Conscious competence model
This model is defined with four stages of competence, therefore it is also known as four
stages of learning. Therefore, the whole model is based on premise that before a beginning of an
experience in terms of learning, the one who is learning are not aware about how much they
know about something. Further, as they start learning, they go through four states that are in
psychological manner till they finally reach the unconscious competence stage.
Competence Incompetence
Conscious Stage 3
In this stage, individual who is
in the process of learning
knows to use their skills and
also to perform their task
accordingly17. But there is
huge requirement of practice,
conscious though and hard
work in this stage in clinical
practice.
Stage 2
This is the stage where learner
is actually aware about the gap
that is existed between skill
and knowledge. Therefore,
they understand that it is
important for them to acquire
new skills and here the
learning process begins.
16 Hegenbarth, M., and et.al., 2015. Establishing and maintaining the clinical learning
environment for nursing students: a qualitative study. Nurse education today. 35(2).
pp.304-309.
17 Topping, A., and et.al., 2015. Towards identifying nurse educator competencies required
for simulation-based learning: A systemised rapid review and synthesis. Nurse Education
Today. 35(11). pp.1108-1113.
20

Unconscious Stage 4
In this stage, learner has got
enough experience so it
becomes easy for them to
perform any kind of task in
clinical practice.
Stage 1
In this stage, an individual who
seeks to learn is not at all
aware about the existence
between skill and knowledge
gap.
3.2 Teacher/ facilitator framework
Framework is termed as the basic structure that if adopted by facilitator may help them in
becoming an effective mentor. This also helps them in terms of mentorship development in
clinical practice. Thus, it has been discussed as per below context-
The above figure is a structure which can followed by mentor so that it can help them in
achieving their objectives of enhancing knowledge of their followers. Thus, to make it a simple
work, they must first decide of what they have to do like they have to analyse their aims and
objectives18. Further, they must execute them in front of their followers or mentees by giving
general introduction on it. This will lead them in identifying the actual content of a particular
session and also review or link to any past learning.
Methods of teaching in clinical practice.
18 Hegenbarth, M., and et.al., 2015. Establishing and maintaining the clinical learning
environment for nursing students: a qualitative study. Nurse education today. 35(2).
pp.304-309.
21

 Brainstorming- This method helps in discovering new ideas and responses in quick
manner. It is a good way as it leads in achieving fresh ideas. Further, participants or
learners are encouraged in such way that they let their ideas and views flow freely and
can build and improve their previous ideas. It is significant for collecting new answers to
the question repetition is expected in a response in high manner.
 Self learning- In this method of learning, the topics related to clinical practice will be
selected by student and also investigate on topic that is personally chosen by them. Thus,
often using methods, the sources of information or tools that they been selected before for
themselves. This method assist followers to be get motivated and engaged as they select
that topic in which they have personal interest.
 Gamification- It is an approach that is basically used in technical way. This leads mentor
of clinical practice in motivating learners by using elements of game in learning
environment. The main aim of this method is to increase engagement level of learners by
capturing their interest and also leads in inspiring them so that they continue in their
learning process in clinical practice.
Advantages and disadvantages of teaching methods
Activity
Brainstorming
Advantages
 It leads towards a session that is very animated and energising.
 There are huge number of reserved participants that feels free in contributing their ideas
and views.
Disadvantages
 It leads in consuming huge amount of materials which includes writing materials or flip-
charts.
 There is huge requirement of high level of facilitation skills. As being a large group, it is extremely time consuming method.
Self learning
Advantages
 It helps in increasing self confidence and also in feeling good.
 There is no fear of any kind of criticism.
22

 The sense of responsibility is build and further assists them in accepting those
responsibilities easily.
Disadvantages
 There is lack of face to face interaction
 There is lack of transformational power. There is lack of flexibility
Gamification
Advantages
 It helps in improving knowledge of absorption and retention.
 It also helps in providing with immediate feedback so that individual or learners can
adjust to challenges that is related to learning.
Disadvantages
 Requires access of computers and internet.
 It leads in distracting learners from objectives that actually has to be learned.
 Does not meet learning needs of every individual.
3.3 The Experiential Taxonomy
This is a theory which is underpinned by constructivist conceptions in terms of teaching
and learning19. It is not presumed in order to answer to question of what is actually good teaching
experience and also experience related to learning. These are the strategies that is easier for
mentors as it helps in-
 Planning objectives that are suitable to needs of a particular learner of clinical practice as
mentor can easily deal with requirements in some kind of logical way.
 In self evaluating their professional development.
Thus, Experiential taxonomy further leads in proposing a sequence to the act of learning and
teaching that basically starts when follower or mentee is exposed first to a experience that is
related to learning and also continues to that point where they have internalised it. This process is
there sequenced into five levels. In addition to this, it also identifies those roles of mentor and
learner that are changing across all these levels and also the sub process that leads in facilitating
19 Glen, S., 2017. Problem-based learning in nursing: A new model for a new context.
Macmillan International Higher Education.
23

the higher order experiential learning. Those five levels has been discussed in the below activity
table.
Activity
Facilitating learning by using Experiential Taxonomy.
Mentor of Clinical practice Follower
Exposure Here, the role of a mentor is of
motivator. In this level, the
mentor of clinical practice
invites the interest of that of a
particular learner with the help
of structured introduction to a
particular topic in health and
care service.
In this the role of a learner is
of an attender.
Here, the one who is a learner
has a passive role and is
introduced to a particular topic
and later starts in order to
demonstrate that particular
topic that has been introduced.
Participation This is the level where mentor
remains in control of the
environment of learning and
also bringing opportunity for
learning experience to
Learners.
This is level where learner
begins to become aware of
outcomes that is being
expected by them in clinical
practice.
24

Identification Learner are helped by mentor
so that they can easily
negotiate new situations or
problems that may arise in
health and care services.
Here, there is a beginning of
making an emotional and
intellectual commitment to
experience. Therefore,
engagement is developing.
Internalisation Wide range of opportunities
are being planned and
implemented by mentor of
nursing in terms of
reinforcement of skills,
ranging from drill for creative
expression.
Here, preplanned behaviour
gets demonstrating with help
of bring their own experience
into consideration.
Dissemination In dissemination stage, mentor
of clinical practice is taking a
role of critiquor that later
assist learner in putting their
experience in new context and
also evaluate readiness of
learning experience that is
fresh with help of further
exposures.
This is that stage where
learner of clinical practice
starts to put experience they
get into new context and can
further become a motivator.
They are engaged deeply in
new sights formulation and
also their understanding.
3.4 Lesson Planning and Observed teaching
A lesson plan is defined as or referred to as the detailed description of a teacher that
contains a course of instruction or learning trajectory for a particular lesson20. This lesson plan is
generally developed by a mentor of clinical practice in order to guide class learning. Thus,
details that are involved in this plan may vary according to the preference of a particular mentor
20 Flott, E.A. and Linden, L., 2016. The clinical learning environment in nursing education: a
concept analysis. Journal of advanced nursing. 72(3). pp.501-513.
25

or a subject that is being covered and also the requirement of an individual or a learner. Thus,
there are number of components of a lesson plan that has been discussed as per below context-
Components of a lesson Plan
 Lesson Aim- The aim of a lesson is that which tends in focusing more on the results that
are intended of teaching. This also leads in describing what is intended to achieve in
terms of clinical practice.
 Learning outcomes- The aim of the lesson related to clinical practice must be defined in
clear manner. Further, the goal in order to set particular objectives' means that they have
to make sure what they actually want to accomplish as a nursing in health and care
service. These are those statements that highlights skills and knowledge of followers
which has to be acquired by them in the end of a particular lesson that is related to
clinical practice in health and social care.
 Learning environment- This is one of the setting that is done or conducted in terms of
an education. This component of lesson plan is one of the great attribute that is required
for a learners' success. Thus, it leads in offering ambiance in positive way so that they get
motivated and engaged in terms of learning of clinical practice.
 Ascertain learner needs- The needs of a learner must be considered as per their
physical, social, intellectual and development in terms of emotional. Therefore, it is
essential for mentors of clinical practice to find out the actual requirement of learners and
accordingly lead them to acquire those needs.
 Assessment strategies- This section is one of the most important one in lesson plan.
Thus, this component helps in assessing the final outcome of a particular lesson related to
clinical practice and also to find out the extent to which objectives of learning has been
achieved.
 Step by step guide- Further, step by step guide is also essential by mentor to that of
followers so that they feel easy to gain skills and knowledge that is required in terms of
clinical practice at high level. This is one of the most significant components that is
involved in lesson plan.
 Assessor consideration e.g. risk management- Assessor is an official local government
that leads in determining the value of a property for purpose of taxation process. They are
the one who are responsible in estimating value of real property within a boundary.
26

 Direct instruction- While writing a lesson plan, mentor must decide how they will
present their concepts of clinical practice to their followers. This can include reading
book, displaying of diagrams, showing examples that are based on real life or using
props. Thus, creativity can sometime pay off in terms of engaging individual and also in
assisting them to understand the material.
Activity
Benefits of creating a lesson plan
 It helps in avoiding frustration and unpleasant surprise and leads in being on track so
that they can achieve their targeted objectives easily and smoothly without any
difficulties in clinical practice.
 It also assists mentor of health and social care to visualise each and every step that is
involved in teaching process that too in advance. This further aids in increasing the
success of mentor and also leads in development of mentorship at high level.
 This lesson plan is therefore recorded which further leads in saving time in the future as
they can refer back to old lesson plan.
 They also help novice mentor in order expertise themselves and develop their
mentorship.
 This lesson plan also leads in providing guidance or direction to the substitute.
 It also assists in conveying about what is important for followers when it comes to
learning process and is very much easy to perceive.
 This also helps mentor of clinical practice to prepare the materials that is requyired for a
particular lesson. It also becomes possible to identify relevant information that can be
used by a mentor.
 It also helps in solving possible problems that might arise due to lack of preparedness
for a particular lesson.
Lesson Plan: Peer student mentor
Date on which the event occurred: 2nd March 2019
Title of session:
27

 Stress and Time management
Learning Outcomes: By the end of this session the student will be able to:
 Identifying factors that may cause stress
 Identifying personal methods through which stress can be managed.
 Determining barriers that may lead to effective time management strategies
Preparation of the learning environment
 Group discussions
 Group activities
 Training
The learners previous experience and their learning styles:
 Lack of ability in prioritising activities
 Learning style that was used was observation method that helped in setting the
objectives as per their priority.
The learning event including assessment type and assessment criteria
 Quiz
 Background knowledge probe
 Stress assessment
Assessor consideration
Teaching and assessing
Time frame in
minutes
Content Teaching
methods
Resources Assessment
methods
60 minutes time management Discussion boards Canvas tool and
spotlight.
Quiz
30 minutes Stress
management
Clinical
experiences
Written
information
Stress reducing
activity
28

29

Observed Learning: peer student mentor
Intake Observer name:
Peer (Student mentor)
Supervising mentor
Student name Title of session- “Community Health
Promotion”
date-
Criteria
A. Excellent
B. Very Good
C. Satisfactory
D. Needs improvement
Assessed elements Grade Comment
Learning outcome A This element is excellent
Prepares learning environment C Satisfactory but has to
imp[rove more.
Engages learner B Very good.
Coherent and well paced
session
A Excellent. No need of change.
Integrates theory and practice A Excellent
Creative ideas B Very good.
Use of resources C The resources that are used are
of satisfactory level so this can
be improved
30

Manages the affectivity D Needs lot of improvement
Assesses attainment B Very good.
One idea for improvement They must adopt various methods of learning or must try self
learning. This will help them in increasing confident level and
learn the things in effective manner.
Constructive overall comment The learner is having great skill of learning and adopting
things. But he/she can improve himself with help of training
session.
Lesson Plan: peer Supervising mentor
Date on which the event occurred:
Title of session:
 Stress and Time management
Learning Outcomes: By the end of this session the student will be able to:
 Discussing importance of identifying goals and also of setting priorities.
 Describing consequences of stress
 Identifying methods that can be used in managing stress.
 Defining strategies for effective time management
Preparation of the learning environment
 Poster sessions
The learners previous experience and their learning styles:
finding out objectives
The learning event including assessment type and assessment criteria
Assessor consideration
Teaching and assessing
Time frame in Content Teaching Resources Assessment
31

minutes methods methods
45 minutes Learning needs Team based
learning
Team members Group discussion
30 minutes Collaborative
quiz reviews
Key informant
interviews
Observed Teaching: Supervising mentor
Intake Observer name:
Peer (Student mentor)
Supervising mentor
Student name Title of session
date
Criteria
A. Excellent
B. Very Good
C. Satisfactory
D. Needs improvement
32

Assessed elements Grade Comment
Learning outcome A Excellent
Prepares learning environment B Very Good
Engages learner D Needs improvement
Coherent and well paced
session
A Excellent
Integrates theory and practice C Satisfactory
Creative ideas B Very Good
Use of resources C Satisfactory
Manages the affectivity A Excellent
Assesses attainment A Excellent
One idea for improvement They must adopt new teaching methods so that they can easily
make followers learn.
Constructive overall comment Lots of improvement is required.
SECTION 4
Assessment and feedback
Assessment is the term that refers to as various methods and tools that is basically used
by the learners or educators in order to evaluate, measure and document the academic readiness,
progress of learning, skills acquisition and also requirements of students in terms of education21.
While feedback is a term that refers to as the transmission of correct and evaluative information
21 Dimotakis, N., Mitchell, D. and Maurer, T., 2017. Positive and negative assessment center
feedback in relation to development self-efficacy, feedback seeking, and
promotion. Journal of Applied Psychology. 102(11). p.1514.
33

in terms of any action, event and also process to the original and also controlling source22. Thus,
both of them has been discussed as per below context-
4.1 ASSESSMENT
Assessment is an instance or an action in order to make any kind of judgement about
something. In other words it is also known as the act of assessing something. It is also defied as a
process in order to collect, measure and interpret information that is related to students23. Thus,
responsibility in terms of assessing students progress as a mentor are as follows-
 They must ensure that students practices meet the policies and guideline of healthcare.
 They must also provide encouragement to learners of clinical practice.
 They must complete necessary documents.
 The main responsibility is to be up to date with equality and diversity training.
 They must also advise and prioritise the development of skills of learners in terms of
clinical practice.
 They are also very much responsible in order to provide feedback to their students related
to the level of performance and also achievements so that they can take actions for further
improvements24.
In addition to this, there are various types of assessment which has been discussed as below-
Types of assessment
22 Carruthers, C., and et.al., 2015. ‘I like the sound of that’–an evaluation of providing audio
feedback via the virtual learning environment for summative assessment. Assessment &
Evaluation in Higher Education. 40(3). pp.352-370.
23 Debuse, J.C. and Lawley, M., 2016. Benefits and drawbacks of computer‐based assessment
and feedback systems: Student and educator perspectives. British Journal of Educational
Technology. 47(2). pp.294-301.
24 Havemann, L., Sherman, S. and Higgins, C., 2017. Assessment, feedback and technology:
contexts and case studies in Bloomsbury.
34

 Formative- This type of assessment is used usually in the first attempt in order to
develop instruction. The main aim of formative assessment is to monitor the learning
process of student so that they can provide them with feedback related to this. Further, it
also helps in identifying that gaps that are present in instruction. Hence, this feedback that
is provided to the learners leads them in focusing on area of improvement and expand
themselves in the future25. In addition to this, it is the range of informal and formal
assessment procedures that is used by the mentor in terms of clinical practice during
process of learning. This therefore helps them or assist them in order to modify activities
related to teaching and learning so that it creates improvement in attainments of educatee.
 Summative- This is extremely a formal process that is designed basically for assessing
specific learning outcomes at a particular point in a learning of a student specially at the
end of a study. Thus, it measures effectiveness of learning more including reactions on
instructions and also advantages on a long term base. This long term benefits can be
further determined by those students who basically attend course or test related to clinical
practice. In other words, it may be defined as an assignment, examination, objectives
structured clinical examination, discussions in questions and answers form, observation,
25 Burgess, A. and Mellis, C., 2015. Feedback and assessment for clinical placements:
achieving the right balance. Advances in medical education and practice. 6. p.373.
35
Illustration 1: Types of Assessment
(Source: Types of assessment, 2018)

portfolio of evidence or even indicators of performance level that may includes skills and
knowledge26.
 Diagnostic- This is that type of assessment which is basically used in order to determine
strengths, areas that requires improvement and also informing of next step of an
individual or a student of clinical practice. Thus, it is completed when specific stage of
learning is started by a student. This can initially involve self assessment and SLOT
analysis of a student so that it can be easy to determine strengths, weakness, opportunities
and also threats27. Thus, all this will be therefore related to the current knowledge, skills
and attitudes of student. In addition to this, there is also involvement of students of
clinical practice initial observations, discussions on specific areas of practice and also
preliminary questioning. This will help in giving a baseline in building and also in
developing action plans and also various strategies and approaches related to learning.
Activity
Examples from the following Methods of assessment
Before learning and competence students of clinical practice must get involved in some self
assessment form. Thus, this will help them to become aware of their own capabilities. Thus, the
process of self assessment will lead in encouraging the opportunity in terms of plan learning.
This helps in discussing with students about their base of knowledge, strengths, limitations and
also their confidence.
 Direct observations- Direct observation is one of the most significant method in terms of
competency based assessment. In this method, candidates are required in order to
demonstrate their knowledge related to this and also their scope in this. This also leads
in directly knowing the actual doing of individual. This also helps in knowing about
26 Bostock, J., 2018. Keynote 2: Assessment, Feedback and Student Engagement.
27 Carless, D.R., 2017. Conceptualising and developing feedback literacy. In International
Assessment in Higher Education Conference, AHE 2017.
36

requirements of a particular learner. This also helps in analysing about the nervousness
of student when they are observed directly.
 Questioning of related evidence based practice- it helps in knowing about understanding
of a student about the underpinning theory that is mainly related directly to skills or
other competence that is performed.
 Working alongside the student during an episode of care or period of placement-
Holistic assessment that may be remain for longer period than it may give a context to
that of required competence. Thus, examples of care settings can include care or setting
of community in acute manner. In addition to this, it also includes service users home,
health promotion setting. Further, attitudes and values of a learning individual can be
monitored in a clinical practice.
 Feedback from colleagues, other mentors and service users- If overall standards of
various practices related to clinical practice have been achieved than it further adds to
the reliability of identities and process of decision making.
 Oral presentation- this is that type of presentation that must be conducted in a supportive
type of environment. In addition to this, oral presentation also students to take time in
researching and preparing themselves. Further, this can also lead to shared learning and
also new insights.
 Reflective discussion/ writing- This method of assessment can be useful in order to
promote self awareness and also leads in encouraging critical analysis of various
episodes of care. Further, it also helps in demonstrating knowledge learned, what
actually went well and also what can be done differently in future care interventions.
 Problem based scenarios or patient stories- This method of assessment can be termed as
useful in order to discuss those scenarios that may not have been observed by the mentor
of clinical practice28. Further, it may also lead in determining the understanding of
learners and also they way they apply their knowledge of nursing to various situations
and must also involve holistic care of people with disabilities and also needs of learning
in clinical practice. It includes difficulties of visual and hearing that may not be real
physically.
28 Smith, M. J., and et.al., 2015. A training, assessment and feedback package for the trainee
shoulder sonographer. Ultrasound. 23(1). pp.29-41.
37

4.2 FEEDBACK
Feedback is one of the most essential part in both education and training programmes.
Further, it helps the learner in such way that they can maximise their potential at various stages
related to training. In addition to this, it may also help them in raising their awareness of
strengths and also areas that requires huge improvements. Further, feedback is that term which
leads in identifying actions to be taken so that they can improve their performance level in
clinical practice29. Feedback totally means to give information to others in such way that it leads
in encouraging the other person so that they can accept it, reflect on it, learn from it and
hopefully make changes accordingly so that they can do best in the future. Giving feedback is
also termed as an important skill that may be useful in both personal and professional life. It
plays most important role in the ongoing development of learners in clinical practice. There are
number of clinical situations that involve the integration of knowledge, skills, behaviours in that
environment that can be stressful and complex. It is known as a central to develop the learners'
competence and also confidence at all stages of the careers that is related to medical.
If feedback is not being given to the learners than they will assume that everything is OK
and is no need of improvement in specific term. Feedback will be valued if it has been given to
students with someone who they think as a role model and must also be related to their
knowledge, attitudes and also clinical competence. Feedback is that module which provides
suggestions to students or learners of clinical practice on how they can improve themselves and
also increase their self awareness30. In other words, feedback that is given to them can either be
positive or negative. And both types is beneficial for them as positive feedback leads in
motivating them to perform in better manner and negative feedback leads in making learners
aware about the requirements for further development that may lead them towards success. Thus,
as a skill feedback also needs practice in order to improve. The benefits of feedback has been
discussed as per below context-
29 Rowe, A.D., 2017. Feelings about feedback: The role of emotions in assessment for
learning. In Scaling up assessment for learning in higher education (pp. 159-172).
Springer, Singapore.
30 McQueen, S.A., and et.al., 2016. Examining the barriers to meaningful assessment and
feedback in medical training. The American Journal of Surgery. 211(2). pp.464-475.
38

 Clarifying good performance
 help in developing self assessment
 Delivering high quality information
 Encouraging dialogue
 Encouraging belief of motivation and also self esteem.
 It also leads in providing opportunities to close the gap that is essential.
 It also provides information to mentor of clinical practice so that they can improve their
teaching process.
Activity
Pendleton's rules
Pendleton rules is referred to as the clear structure that is provided in order to organise
feedback. These can be applied to feedback from individual or group on the performance that
has been observed a first hand or on video31. This rules have been discussed as per below
context-
 Clarifying points of information or the fact.
 Asking learner of what they did in well manner. They must also ensure that learners
identify the strength of their own performance and not get isolated into weakness or
limitations.
 Discussing about positive things that happen and teachers or mentors must also add their
own observations into this. They must also recommend in related to this.
 They must also ask the learner to discuss about negative things and what gone wrong in
this process related to learning in clinical practice. Learners are allowed to discuss about
what differently can be done and will do the next time.
 Mentors of clinical practice also have to discuss about what went less well and must add
their observations and also recommendations for further improvement.
Strengths of Pendleton's Rules
 The main strength of these rules of Pendleton is that it offers the opportunity to the
learners in clinical practice so that they can evaluate their own practice and also allows
31 Rotsaert, T., Raes, A. and Schellens, T., 2015. Formative peer assessment/feedback using
anonymous mobile response technology: Exploring interpersonal variables and teacher
guidance. AERA Online Paper Repository.
39

even critical points to be the matters of agreement.
 It also allows observation of initial learners to be built upon by that of observer.
 The another strength is that it ensures that strengths are given parity with weakness.
 In addition to this, it also deals with specifics.
Difficulties with Pendleton's Rules
 The major difficulty of these rules are that people may find difficult to separate the
strengths and weakness in the way it has been actually prescribed. Thus, insisting upon
this formula, it can also interrupt the thought processes and perhaps can also loss the
important and specific points.
 It is termed as an artificial though it sets out in protecting learner of clinical practice.
 Thus, feedback on those areas where it is actually needed or required in high manner are
held back until part way through the session and this is done even if the learners are
anxious and wants to explore these as that of priority. Further, this may also lead in
reducing the effectiveness of feedback on that of strengths.
 In addition to this, holding four separate conversations or talks that may cover the same
topic or performance may lead to the time consuming process and also reduce the
efficiency. It may also prevent more considerations that are in depth of priorities.
SECTION 5
Reflection
People think that they learn best from the experience they had in the past. These people
think in the way through which they can bring improvement in the future32. In order to write the
reflection there are many models which can be used in order to explain those situations into other
words. Thus, this part is further explained with the help of Gibbs reflective cycle as per the
below context-
Gibbs Reflective cycle
This is a framework that is really useful in making ourself think through all phases of an
experience or an activity. This is one of the most common method which helps to describe the
32 Carey, P., Milsom, C., Brooman, S. and Jubb, E., 2017. Student views of assessment and
feedback. Innovations in Practice. 2(2). pp.123-131.
40

actual situation which a researcher feel at the time of preparing the research. The present model
also encourages a person to think systematically about all the phases of an experience or an
activity using a particular heading. This is the cycle of reflection that can be used in everyday
situations that will occur33. However, as I am playing a role of mentor in clinical practice I will
apply this to the situation in which I find myself. Hence, it includes various stages as per the
following-
Description
The whole research is based on clinical practice and all this happened in a Health and
care service. I was there just to perform the task that was assigned to me from my boss. I was
not alone, there were something 5 members along with me who were give the task to research on
learning needs in terms of clinical practice. I took a survey with mentors and also the learners
33 Lee, I., 2017. Technology in Classroom L2 Writing Assessment and Feedback.
In Classroom Writing Assessment and Feedback in L2 School Contexts (pp. 123-146).
Springer, Singapore.
41
Illustration 2: Gibbs Reflective Cycle
(Source: Gibb’s Reflective Cycle, 2019)

who were involved in that health and social care. This survey helped me a lot in identifying the
learning needs of a learner and also additional skills that are required in clinical practice.
Feelings
I was really feeling nervous to face the learners and mentors of health and social care and
also to question them in terms of clinical practice and their learning needs. The other feeling
those who were grouped with me were also feeling the same as I. I was thinking that this is really
a tough task to do this and determine the needs. But after survey was undertaken, I felt it easy
and interesting to face them and they were also coping up with us in this situation.
Evaluation
It has been evaluated that the feedback plays very essential role in this. Because this help
both mentor and learner to identify the improvements that is required and also to motivate them
to perform well and increase the level of performance in their task. The negative thing is that
clinical practice is tough and has to manage in proper manner so that it wont create any kind of
difficulties. Me and my group gave lot of time and also money for gathering various information
in terms of teaching and learning needs in clinical practice. I also had lack of awareness in this
field so it was really difficult for me in searching information related to this. But my
communication skill was really good which helped me in easily communicating with all the
members and participants that were involved in the survey which made my project easy.
Moreover, it has been further evaluated that as feedback plays an effective role in both
but on the other side, it also helps a learner to identify a variety of some improvements methods
which can be opted by a learners so that it directly enhances the performance level of the person
as well. Apart from this, it also helps to motivate them so that they helps to attain the defined
goals in prescribe manner as well. But on the other side, it is also hard or difficult for the
practitioners to operate this in their working place.
Analysis
In this research it has also been analysed that there is a huge requirement to fulfil the
learning needs of an individual in order to develop the mentorship level and also increase the
performance level. Further, there are number of assessment methods that can help students in
determining and measuring the amount of skills they have and also the area where improvement
is actually needed in the future. Apart from this, I also analysed that by applying effective
learning styles, our team will perform better and as we all are working as a team then it will be
42

more important for us to work as a team in order to overcome many problems. Tough I realised
that we face some adverse situation as well but because of our hard work and effective
communication and learning styles, we even overcome those situations as well. This shows that
working in a team and having a huge amount of knowledge will help to attain the defined goals
at right time.
Conclusion
I must have also used other strategies so that it would have helped me in providing with
effective outcomes of the research. In addition to this, I will have to improve my self awareness
skills and also communication skills in high manner so that it would be easy for me to gather
information from internet and many other sources and also through communicating with learners
and analyse their requirements. From the above, I concluded that having different learning styles
is quite helpful for the learner to raise their current knowledge and working as a group so that the
experience will be shared with each other for their growth will be more beneficial. As stated that
I also raise my communication and research skills that helps to conduct the project in better way
in coming future.
Action plan
Other than these, training and development can also be provided to the learners of clinical
practice in order to increase their level of learning and knowledge in area of clinical practice. It
has been realised that by providing proper trainings sessions, the weaknesses related to it will be
minimized and the learner can achieve the goals in defined manner.
CONCLUSION
From the above report, it can be concluded that personal and professional development
plays essential role in both teaching and learning in clinical practice. VARK model is being used
that helped in finding out the own learning needs through which it has been analysed that I have
multimodal learning preference. Further, learning and teaching has been discussed in deep
manner with the help of various theories related to learning. This means that if this theory is
adopted by the mentor than it may lead them in high level of mentorship development. This
report also helps is analysing the importance of learning environment and learning style through
which it has been determined that they both play very essential role in fulfilling learning needs.
In addition to this, this study also summarises the importance of assessment and feedback
in learning and mentorship development. Through this, it has been concluded that assessment is a
43

tool that is used in measuring the effectiveness and also in finding areas for improvement and
feedback helps in either motivating individual to increase their effort and also level of
performance or to make them aware of the area where improvement is actually required. Further,
this assignment also highlights on various types of assessment as formative, summative and
diagnostic with help of various examples.
Further, reflection is done on own experience with the help of Gibbs Reflective cycle
which helps in analysing the outcome of the research that has been undertaken in terms of
clinical practice. Thus, Gibbs reflective cycle is termed as the best and extremely effective
framework that leads in sharing own experience which is basically related to the topic of nursing.
44

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47

APPENDIX
Activity
VARK Questionnaire
1. When I operate new equipment I generally:
 read the instructions first
 listen to an explanation from someone who has used it before
 go ahead and have a go, I can figure it out as I use it
2. You have a problem with your heart. You would prefer that the doctor:
 Used a plastic model to show what was wrong.
 Showed you a diagram of what was wrong.
 Gave you something to read to explain what was wrong.
 Described what was wrong.
3. Do you prefer a teacher or a presenter who uses:
 Demonstrations, models or practical sessions.
 Diagrams, charts or graphs.
 Question and answer, talk, group discussion, or guest speakers.
 Handouts, books, or readings.
4. If I am explaining to someone I tend to
 show them what I mean
 explain to them in different ways until they understand
 encourage them to try to talk them through my ideas as they do it
5. You are going to cook something as a special treat. You would:
 Cook something you know without the need for instructions.
 Use a cookbook where you know there is a good recipe.
 Look on the Internet or in some cookbooks for ideas from the pictures.
 Ask friends for suggestions.
6. You are planning a holiday for a group. You want some feedback from them about the plan.
You would:
 Describe some of the highlights they will experience.
 Phone, text or email them.
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 Use a map to show them the places.
 Give them a copy of the printed itinerary.
7. A website has a video showing how to make a special graph. There is a person speaking,
some lists and words describing what to do and some diagrams. You would learn most from:
 Watching the actions.
 Listening.
 Reading the words.
 Seeing the diagrams.
From the above questionnaire it has been analysed that I have a Multimodal quality of learning
preferences
Advantages of learning style
 it is successful learning style
 different tools to use for learning
 Stimulation
 Flexibility for multimodal students
Disadvantages of learning style
 It is multimodal
 Inability to accommodate students
Result:
 Visual – 4
 Aural – 5
 Read/ write – 4
 Kinesthetic – 3
Advantages Disadvantages
Visual  Helps to provides exact
information and learner can also
pause or rewind it that allows the
learning flexibility.
 There may be chances that
learner minds will tends to
wonder.
 The learners are less
organized
49