Reflection: Supporting a Struggling Student Nurse

Submitted by: Rachel T., Children's Nurse working on a paediatric ward

What was the nature of the CPD activity and/or practice-related feedback and/or event or experience in your practice?

I was assigned as practice supervisor to a second-year student nurse on our busy paediatric ward. During her first week, I noticed she appeared anxious and was struggling with basic tasks that I would have expected her to manage at this stage of her training. She was hesitant to engage with families, made several documentation errors, and seemed to lack confidence in her clinical skills.

Rather than focusing solely on her performance issues, I arranged a private conversation to explore what might be affecting her practice. During this discussion, she disclosed that she was experiencing significant personal difficulties and was considering leaving her course. She felt overwhelmed and believed she wasn't "good enough" to be a nurse.

I realised that my role as her supervisor wasn't just about assessing competencies—it was about providing holistic support to help her succeed. Over the following weeks, I worked closely with her, providing structured learning opportunities, regular feedback, and emotional support. I also connected her with the university's student support services.

By the end of her placement, she had made significant progress, achieved her learning outcomes, and regained her confidence. She thanked me for believing in her when she didn't believe in herself.

What did you learn from the CPD activity and/or feedback and/or event or experience in your practice?

This experience taught me that effective mentorship requires more than clinical expertise—it requires empathy, patience, and the ability to recognise when students need additional support beyond clinical teaching.

I learned that students' performance issues often have underlying causes that need to be addressed before they can fully engage with learning. By taking time to understand her circumstances and providing appropriate support, I was able to help her overcome barriers to her learning.

I also recognised the importance of creating a psychologically safe learning environment where students feel comfortable admitting when they're struggling. My initial approach of simply correcting her errors wasn't helping—she needed support, not criticism.

This experience highlighted the significant impact that practice supervisors can have on students' professional development and wellbeing. It reinforced my responsibility to support the next generation of nurses, particularly during challenging times.

Following this experience, I completed additional training in coaching and mentoring skills and attended a workshop on supporting students' mental health and wellbeing.

How did you change or improve your practice as a result?

Following this experience, I have made several changes to my practice as a practice supervisor:

• I now have an initial conversation with all students at the start of their placement to understand their learning needs, any concerns, and what support they might need
• I've developed a more structured approach to supervision, including regular check-ins and opportunities for students to raise concerns in a safe environment
• I pay closer attention to students' wellbeing, not just their clinical performance, recognising that personal circumstances can significantly impact learning
• I've improved my feedback skills, ensuring I provide constructive, supportive feedback that builds confidence rather than undermining it
• I've developed better knowledge of support services available to students and actively signpost them when needed
• I've become more patient and understanding, recognising that students develop at different rates and may need different types of support

These changes have improved my effectiveness as a practice supervisor. I've received positive feedback from subsequent students who have appreciated the supportive learning environment I create. I've also noticed that students are more willing to ask questions and admit when they're unsure, which ultimately leads to better learning outcomes.

I've shared this learning with colleagues during our practice supervisor meetings, encouraging a more holistic approach to student support across our ward.

How is this relevant to the Code?

This reflection relates directly to several aspects of the NMC Code:

• Section 8.5: Work with colleagues to preserve the safety of those receiving care - By supporting the student's development, I was helping to ensure safe future practice
• Section 9.4: Support students' and colleagues' learning to help them develop their professional competence and confidence - This is the core of my role as a practice supervisor
• Section 20.8: Act as a role model of professional behaviour for students and newly qualified nurses, midwives and nursing associates to aspire to - I demonstrated compassion, patience, and professionalism in my supervisory role
• Section 1.1: Treat people as individuals and uphold their dignity - I treated the student with respect and dignity, recognising her individual circumstances and needs
• Section 5.4: Share information with colleagues to identify and reduce risk - I appropriately shared concerns with the university and connected her with support services
• Section 6.2: Maintain the knowledge and skills you need for safe and effective practice - I recognised the need to develop my mentoring skills and sought additional training

Continuing Development

I plan to continue developing my skills as a practice supervisor by completing the Practice Supervisor and Practice Assessor preparation programme and attending regular updates on supporting students' mental health and wellbeing.

I'm also working with our ward manager to develop a more structured induction programme for students that includes wellbeing support and clear expectations from the start of their placement.

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