Introduction
This essay critically examines key theories and practices related to learning, teaching, supervision, and assessment within the context of nursing education. It explores the roles of practice supervisors and assessors, reflects on personal abilities in managing challenging situations such as underperforming or failing students, and analyses the Nursing and Midwifery Council (NMC) standards for student supervision alongside the NMC Code and Future Nurse Proficiencies. Furthermore, it discusses competency in teaching practical skills, as well as appraises approaches to motivational coaching, role modelling, and team working. By integrating theoretical perspectives with personal reflection and professional standards, this essay aims to provide a comprehensive understanding of the complexities of nursing education and supervision, highlighting both strengths and areas for development.
Theories of Learning, Teaching, Supervision, and Assessment
Learning and teaching in nursing are underpinned by several educational theories. Behaviourist approaches, such as those proposed by Skinner, focus on reinforcement and repetition to shape student behaviour and skill acquisition (Bastable, 2019). While effective for teaching procedural tasks like handwashing, this theory may lack depth in fostering critical thinking. In contrast, constructivist theories, inspired by Piaget and Vygotsky, emphasise active learning and the role of social interaction in knowledge construction (Woolfolk, 2019). These are particularly relevant in nursing, where students build on prior experiences during clinical placements. However, their application can be limited by inconsistent supervision or resource constraints in busy clinical environments.
Supervision and assessment theories also play a critical role. Proctor’s model of clinical supervision, which includes formative, normative, and restorative functions, provides a framework for supporting students’ professional growth, ensuring accountability, and addressing emotional challenges (Proctor, 1987). Yet, applying this model can be challenging when supervisors face time pressures. Assessment in nursing often aligns with Bloom’s taxonomy, progressing from knowledge recall to evaluation (Anderson and Krathwohl, 2001). While this framework ensures comprehensive evaluation, it may not fully capture students’ emotional intelligence or resilience, which are vital in nursing practice.
Personal Reflection on Managing Challenging Situations
Managing underperforming or failing students is a significant challenge in nursing education. Reflecting on my own abilities, I recognise strengths in communication and empathy, which allow me to address performance issues constructively. For instance, in a simulated scenario during my training, I supported a struggling peer by providing structured feedback using the ‘sandwich’ technique—highlighting positives, addressing areas for improvement, and concluding with encouragement. However, I acknowledge limitations in confidence when delivering difficult news, particularly regarding potential failure. Emotional involvement can cloud objectivity, a concern echoed in literature on mentorship (Duffy, 2003). To address this, I aim to develop resilience and seek mentorship from experienced educators to handle such situations more effectively.
Critical Analysis of NMC Standards for Student Supervision
The NMC Standards for Student Supervision and Assessment (SSSA), introduced in 2018, outline the roles of practice supervisors and assessors in supporting nursing students (NMC, 2018a). These standards, aligned with the NMC Code (NMC, 2015), emphasise accountability, professionalism, and prioritising patient safety. Practice supervisors provide day-to-day guidance, while assessors evaluate overall competence, ensuring students meet the Future Nurse Proficiencies, which focus on holistic, person-centered care (NMC, 2018b). A strength of the SSSA is its flexibility, allowing multiple supervisors to contribute to student learning. However, a limitation arises in ensuring consistency across different supervisors, as variations in feedback could confuse students. Moreover, the emphasis on patient safety in the NMC Code can create tension when students require autonomy to learn from errors, highlighting a potential gap between theory and practice.
Roles of Practice Supervisor and Assessor
The practice supervisor supports students in clinical settings, offering real-time feedback and fostering reflective practice (NMC, 2018a). This role is crucial for bridging theoretical knowledge with practical application. Conversely, the practice assessor conducts formal evaluations, ensuring students achieve required competencies over time. While distinct, these roles must be collaborative to provide cohesive support. Indeed, effective communication between supervisors and assessors is essential to avoid discrepancies in student progress reports. Reflecting on my potential in these roles, I believe my observational skills would aid supervision, though I must develop greater assertiveness to address performance issues decisively as an assessor.
Competency in Teaching Practical Skills
Teaching a practical skill, such as taking blood pressure, requires a structured approach to ensure competency. Using Peyton’s four-step model—demonstration, deconstruction, comprehension, and performance—I can guide students through each stage (Peyton, 1998). First, I demonstrate the skill silently, then explain each step, allow the student to describe the process, and finally, observe their independent performance. This method ensures clarity and builds confidence. However, challenges arise when students have varying learning paces, requiring adaptability and patience. My limited experience in teaching skills highlights the need for further practice to refine my instructional techniques.
Approaches to Motivational Coaching, Role Modelling, and Team Working
Motivational coaching conversations are vital for inspiring students. Using GROW (Goal, Reality, Options, Will) model, I can structure discussions to help students set achievable goals and explore solutions (Whitmore, 2009). For instance, encouraging a student to reflect on their strengths can boost self-efficacy. Role modelling, meanwhile, involves embodying professional behaviours, such as empathy and ethical decision-making, as outlined in the NMC Code (NMC, 2015). By demonstrating resilience in high-pressure situations, I can inspire students to emulate these traits. Team working, essential in nursing, requires collaboration and communication, aligning with Tuckman’s stages of group development—forming, storming, norming, performing (Tuckman, 1965). My strength lies in fostering inclusivity within teams, though I must improve conflict resolution skills to manage disagreements effectively.
Conclusion
This essay has critically explored theories of learning, teaching, supervision, and assessment, highlighting their applicability and limitations in nursing education. Personal reflection revealed strengths in empathy but identified areas for growth in handling failing students. Analysis of the NMC SSSA, alongside the NMC Code and Future Nurse Proficiencies, underscored the importance of structured supervision while noting challenges in consistency. Understanding the distinct yet interconnected roles of practice supervisors and assessors, coupled with competency in teaching practical skills, is essential for effective education. Finally, motivational coaching, role modelling, and team working are integral to fostering professional development. The implications of this analysis suggest a need for continuous professional development to address personal limitations and align with evolving standards in nursing education.
References
- Anderson, L.W. and Krathwohl, D.R. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman.
- Bastable, S.B. (2019) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. 5th edn. Jones & Bartlett Learning.
- Duffy, K. (2003) Failing Students: A Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students’ Competence in Practice. Glasgow Caledonian University.
- NMC (2015) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. Nursing and Midwifery Council.
- NMC (2018a) Standards for Student Supervision and Assessment. Nursing and Midwifery Council.
- NMC (2018b) Future Nurse: Standards of Proficiency for Registered Nurses. Nursing and Midwifery Council.
- Peyton, J.W.R. (1998) Teaching and Learning in Medical Practice. Manticore Europe Limited.
- Proctor, B. (1987) ‘Supervision: A Co-operative Exercise in Accountability’, in Marken, M. and Payne, M. (eds.) Enabling and Ensuring: Supervision in Practice. Leicester: National Youth Bureau.
- Tuckman, B.W. (1965) ‘Developmental Sequence in Small Groups’, Psychological Bulletin, 63(6), pp. 384-399.
- Whitmore, J. (2009) Coaching: Developing Potential with Performance. 4th edn. Nicholas Brealey Publishing.
- Woolfolk, A. (2019) Educational Psychology. 14th edn. Pearson Education.
