Introduction
This essay critically reflects on the personal and professional development of my knowledge and skills through engagement with the Return to Practice (RTP) module in nursing. The RTP module is designed to support nurses who have taken a career break to update their competencies and re-enter clinical practice with confidence, aligning with the Nursing and Midwifery Council (NMC) standards in the UK. The purpose of this reflection is to evaluate how the module has enhanced my theoretical understanding, practical skills, and professional attitudes while identifying areas for further growth. The essay explores three key areas: the enhancement of clinical knowledge, the development of practical skills, and the reinforcement of professional values and behaviours. By critically analysing my learning journey, supported by academic literature and personal experiences, this essay aims to demonstrate the impact of the RTP module on my readiness to return to nursing practice.
Enhancement of Clinical Knowledge
Engaging with the RTP module has significantly updated and expanded my clinical knowledge, aligning it with current evidence-based practices. Upon returning to nursing after a hiatus, I initially found myself lacking familiarity with recent guidelines and protocols, such as those related to infection control and patient safety. The module addressed this gap by providing structured learning on contemporary healthcare policies, including the NHS Long Term Plan (NHS England, 2019) and updated NMC standards (NMC, 2018). For instance, revisiting topics such as antimicrobial stewardship highlighted the evolving challenges of antibiotic resistance, a critical issue in modern healthcare (Public Health England, 2020). This learning was reinforced through case studies and group discussions, which encouraged me to critically evaluate the applicability of such knowledge in real-world settings.
However, while my understanding of theoretical concepts has broadened, I sometimes struggled to connect these with the specific nuances of my former clinical environment. This limitation suggests that knowledge acquisition, though sound, requires ongoing contextual application to be fully effective. As Rolfe et al. (2001) argue, reflective practice is essential for bridging the gap between theory and practice, a process I intend to continue post-module. Generally, the RTP module has provided a solid foundation of up-to-date clinical knowledge, equipping me to approach patient care with renewed competence.
Development of Practical Skills
Beyond theoretical learning, the RTP module has been instrumental in rebuilding my practical nursing skills, particularly through simulated environments and supervised clinical hours. One of the most valuable components was the opportunity to practice clinical procedures, such as venepuncture and medication administration, in a controlled setting. These sessions not only refreshed my technical abilities but also highlighted areas of rustiness, such as time management during high-pressure scenarios. According to Benner (1984), nurses progress from novice to expert through experiential learning, and the module’s emphasis on hands-on practice allowed me to regain confidence in my procedural competence.
Moreover, feedback from facilitators during simulations was crucial in identifying specific weaknesses. For example, I initially struggled with maintaining sterile technique during wound care, a fundamental skill in preventing infections (Loveday et al., 2014). With targeted guidance, I was able to refine my approach, demonstrating the module’s role in fostering skill development through constructive critique. While my skills have improved consistently, I recognise that full proficiency will require further exposure in live clinical settings. Indeed, the module has served as a stepping stone, preparing me to tackle complex patient care tasks with greater assurance, though I remain mindful of the need for continuous practice.
Reinforcement of Professional Values and Behaviours
Arguably, one of the most transformative aspects of the RTP module has been its impact on my professional values and behaviours, particularly in relation to communication and ethical decision-making. The module included workshops on patient-centered care and interprofessional collaboration, which reinforced the importance of empathy and teamwork in nursing (NMC, 2018). Role-playing exercises, for instance, challenged me to navigate difficult conversations with patients and families, enhancing my ability to communicate effectively under emotional stress. This aligns with research by Silverman et al. (2013), who assert that communication skills are central to building trust in healthcare relationships.
Furthermore, the module encouraged critical reflection on ethical dilemmas, such as balancing patient autonomy with safety concerns. Engaging with frameworks like the Gibbs Reflective Cycle (Gibbs, 1988) during these discussions helped me structure my thoughts and evaluate my responses to challenging situations. Although I developed a stronger awareness of professional accountability, I occasionally found it difficult to apply ethical principles in hypothetical scenarios without real-world context. This limitation indicates a need for further experiential learning. Overall, the RTP module has reshaped my understanding of professional conduct, ensuring that I approach practice with a renewed commitment to the core values of nursing.
Conclusion
In conclusion, the Return to Practice module has been a pivotal experience in revitalising my knowledge, skills, and professional outlook as a returning nurse. It has enhanced my clinical knowledge by aligning it with current healthcare standards, developed my practical skills through targeted training, and reinforced the importance of professional values in delivering compassionate care. While the module provided a robust foundation for re-entering practice, I acknowledge limitations in fully contextualising theoretical learning and achieving complete proficiency in practical skills without ongoing clinical exposure. Therefore, I intend to build on this foundation by engaging in continuous professional development and seeking mentorship in active practice settings. The implications of this learning extend beyond personal growth, contributing to improved patient outcomes and safer care environments. Ultimately, the RTP module has equipped me with the tools to resume my nursing career with competence and confidence, while highlighting the importance of lifelong learning in an ever-evolving field.
References
- Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Addison-Wesley.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Loveday, H. P., Wilson, J. A., Pratt, R. J., Golsorkhi, M., Tingle, A., Bak, A., Browne, J., Prieto, J., and Wilcox, M. (2014) epic3: National Evidence-Based Guidelines for Preventing Healthcare-Associated Infections in NHS Hospitals in England. Journal of Hospital Infection, 86(Suppl 1), S1-S70.
- NHS England (2019) The NHS Long Term Plan. NHS England.
- Nursing and Midwifery Council (NMC) (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. NMC.
- Public Health England (2020) English Surveillance Programme for Antimicrobial Utilisation and Resistance (ESPAUR) Report. Public Health England.
- Rolfe, G., Freshwater, D., and Jasper, M. (2001) Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Palgrave Macmillan.
- Silverman, J., Kurtz, S., and Draper, J. (2013) Skills for Communicating with Patients. 3rd ed. Radcliffe Publishing.
