NURBN3031: Critical Analysis of learning & leading in Clinical Practice Essay Assignment Help
Question
NURBN3031: This Federation University Australia assignment corresponds to the assessment of the learnings of Nursing Context 8- Teaching, Learning, and Situational Leadership for Health Practice. In this essay-based assignment, the students are required to demonstrate their understanding as a learner and a leader in the clinical context by applying important concepts from this course to their learning path. This assessment task 2 demands the students to complete their end-of-module activities to articulate their concept-related learning of each of the modules. The student is then required to use this end-of-module activity to answer the questions of this assignment task and present it in an essay format. The questions relate to the assessment of one’s learning needs, strategies for positive learning, and leadership in clinical practice.
Solution
The solution for this assignment includes a comprehensive essay based on a thorough assessment of the student’s learning and leadership experience in their clinical practice journey. For this assessment, our experts have completed eight end-of-module activities to allow for a critical analysis of the student’s learnings related to their clinical experience.
The essay is based on the reflections from these end-of-module activities. Our experts have structured the essay into the following sections:
Introduction
The solution begins by providing a brief introduction to clinical learning and leadership and discusses the significance of mapping out the learning journey of a nursing student. You can read a snippet of the introduction below.
The process of influencing point-of-care innovation and improvement in both organizational procedures and specific care practices to attain quality and safety of care outcomes is referred to as clinical leadership (Gunalan, 2021). Although research has shown that nursing students lack practical clinical experience. Clinical leadership has been widely hailed as a major element impacting the quality of patient care delivered (Mianda & Voce, 2018). Various attributes of effective clinical leaders are influencing, providing feedback, respecting, and supporting their team members (Nieuwboer et al., 2019).
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Meeting Your Learning Needs
In this section, our experts have identified and described three of the student’s learning needs based on an analysis of their learning styles and prefrences. Our experts have provided evidence-based strategies that can be put into practice to improve the student’s learning both now and when they are licensed nurse in the future.
As per the third module, learning needs are identified on the basis of my learnercharacteristics, preferences, and styles. The first identified need is to develop active and evaluative thinking. An active listener pays attention to a speaker, understand what is being told to them, and reflects on what is being said, retains the information, and then responds (Croft et al., 2022). Similarly, evaluative listening, also known as critical listening, is when the listener pays attention to what is being said and critically analyses what they hear, and then makes any judgement (Wyatt-Smith & Adie, 2021). I inculcated the skill of active listening to clearly process the information that the patient has provided and avoid or minimize the incidences of miscommunication (Mianda & Voce, 2018). I will analyse patient’s condition clearly and will be able to provide patient-centredcare (Stanley & Stanley, 2018). To become an attentive clinical leader, I will earn the trust of the patients (Drollinger, 2018). An evidence-based strategy to develop active listening is to regularly engage in online activities based on active listening where I would be able to watch videos and answer associated questions (Haley et al., 2017). To develop active listening skills, such videos encourage participants to carefully listen to and interpret situations, thereby increasing their attentiveness (Hickman et al., 2020). Similarly, I will be able to deliver improved medical outcomes by possessing a skill of evaluative listening (Gauld, 2017). I will critically examine the information that they have gathered and will recognize and build an in-depth understanding about the problems that the patient might be facing (Moule et al., 2017).
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Learning in Clinical Practice
The next section outlines some supportive strategies that were utilized by the registered nurse. Our experts have also highlighted how these approaches encourages constructive learning in the setting of clinical practice as supported by evidence from relevant and credible literature sources.
One of the first supporting strategies that can be identified from fifth module is that theclinical leader, preceptor or the clinical educator opted for providing constructive feedback. Constructive feedback is a supportive advice given to individuals to help them identify areas that needs betterment and helps in improving the areas of opportunity for an individual person, team, relationship, or environment (Abi-Esbar et al., 2022) (Whitney & Ackerman, 2020). A clinical leader would understand the learner’s progress and use a sincere language and tone of voice (Nurachman & Irawan, 2020). The clinical preceptor avoidedbeing personal while giving feedbacks as it would have impacted negatively on an individual (Altimiller et al., 2018). A constructive feedback with balanced positive and negative aspectswould motivate the learners to focus on their shortcomings without being disheartened (Abi-Esbar et al., 2022). A successful preceptor would ensure a regular flow of feedback in both directions because feedback maintains a smooth work process flow(Prastiyani et al., 2020). Bi-directional feedbacks established mutual respect and trust between the clinical leader and the preceptor (Harvey & Green, 2022). Trust helped in setting a tone for future conversations and helped in delivering feedback more efficiently as the clinical leader was able to positively consider the advice given and reflected on it by analysing their practice gaps (McLeskey et al., 2022). Along with giving a constructive feedback, the clinical preceptor/educator ensured a positive outcome of the feedback by advising the clinical leader with several strategies to refine the areas that needed improvement (Boënne et al., 2023). This encouraged the leaders to effectively work on the areas that requiredbetterment with a relevant strategy (Aritajati & Rosson, 2021). Regular constructive feedbacks also helped the leaders gain confidence, self-awareness and enthusiasm about what they were learning (Waggoner Denton, 2018). Therefore, constructive feedback elicit positive intentions and is used as a supportive tool/strategy to address specific issues or concerns.
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Leading in Clinical Practice
This section presents a critical analysis of leadership in nursing by remarking on the strategies that can help the nursing student to exhibit team leadership roles in their clinical journeys respectively.
From the eighth module, first strategy that I identified, which will ensure high quality care for patients and team support is emotional intelligence. Emotional intelligence is defined as the ability to understand and manage one’s emotions as well as recognise and influence the emotions of those around them. In nursing practice, emotional intelligence helps the me in developing skills like self-management, social awareness and relationship management. Emotional intelligence is also important in leadership because it will help me improve selfawareness and increases accountability, fosters communication and buildtrusting relationships. By fostering emotional intelligence, I will be able to develop a positive work culture for the enrolled nurses, which will in turn increase their efficiency and productivity. By being emotionally intelligent, I will carefully understand the situations and emotions of the enrolled nurses and will influence them accordingly. This will enable me to ensure that the patients receive high quality care and support their team members. Second strategy that will help me to ensure good quality care and team support is working with effective supervising skills. Skills that are necessary for managing and supervising others are known as supervising skills and are important for effective leadership (Falender & Shafranske, 2017). Effective supervisors are those who possess the relevant clinical knowledge to assist team members in their work, provide emotional support and develop positive inter-personal relationships (Bearman et al., 2017). My words and actions have a great impact on the behaviour of the team members and their performance (Ismail et al., 2017). With effective supervising skills, I would assess the areas of improvement in enrolled nurses and make them perform their duties under my supervision to avoid any situations of harm (Bearman et al., 2017).
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Conclusion
Lastly, a brief concluding section summarises all the important points of the essay. Keep reading to know how our experts have written a brief yet informative conclusion.
The above essay critically reflects on the learning journey and applies key concepts from the module to demonstrate an understanding to enhance a lifelog learner’s success. As identified from the third module, a clinical leader can have various learning needs based on their learner’s characteristics, preferences and styles. Inculcating skills like active and evaluative listening, reflective thinking and effective communications are the three learning needs identified above. Evidences depict that a learner can watch videos, participate in online activities, and enrol in workshops and various short-courses that focuses on developing active and evaluative listening, reflective thinking and effective communication.
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