Benchmark: Reflective Analysis

Benchmark: Reflective Analysis

Preceptor’s Feedback

According to my preceptor, the lesson plan was quite successful and practical. The preceptor acknowledged my efforts to use different types of teaching styles during the lesson. Using diverse teaching styles is suitable because different types of learners have different learning needs. The preceptor suggested that there are different types of learners such as visual students, auditory learners, and kinesthetic learners. Therefore, it is important to combine different teaching styles during learning. The preceptor highlighted the need to use strategies to engage learners during teaching. One example that the preceptor emphasized is asking learners questions to assess their level of engagement and forming small discussion groups during learning so that the learners can discuss the learned content. The preceptor further highlighted the need to create a positive learning environment and providing an enriching learning experience by providing experiential exercises, encouraging student participation, and showing enthusiasm during learning.

Feedback from Students

Learners felt that it would be important to allow technology use during learning and encourage them to do self-learning. A majority of learners suggested they would love the lesson content to be posted on the student discussion board before the lesson so that they can get a chance to analyze the content before the lesson. They argued that this would help to be prepared better during the lesson.


Comparison of the Feedback and my Reflection

The feedback from my students and the preceptor offered different types of information essential in improving the teaching and the learning experience for the students as well. The feedback from the preceptor was particularly similar because, in my reflection, I suggested the need to use different types of teaching strategies in order to cover different types of learners. For example, it is important to use different teaching strategies like simulation, reflection, discussion groups, and use modes such as photos, videos, and note projections to address different types of learners (Cathy & Cathy, 2016). However, the preceptor noted the need to create a positive learning experience by the use of experiential exercises something I never thought of before. According to Carbogim et al (2017), experiential learning strategies can be used to create a condition where learners learn by engaging in interactive activities in order to deepen their understanding of the learned content. It was also important to note the feedback from students where they suggested the need to engage more using technology.

How to Use the Feedback

I will use the feedback from the respective stakeholders to improve my teaching strategies and the learning experience of students. For example, I intend to use different types of teaching strategies when teaching and also integrate technology during learning. Integrating the feedback will help me improve my teaching skills. I plan to also assess if learners have understood the taught content by asking questions.

Plan for Continuing Professional Development and Practice

I plan to participate in seminars and workshops organized to facilitate professional and leadership development. Some examples of training include workshops held to equip nurse educators with the best-available evidence-based teaching strategies. Additionally, I also hope to consult more experienced nurse educators in order to be mentored and gain knowledge on how to improve my teaching skills. I will also continually reflect on my teaching styles in order to identify the areas of weaknesses and improve on them appropriately (Bing-You et al., 2018).


Bing-You, R., Varaklis, K., Hayes, V., Trowbridge, R., Kemp, H., & McKelvy, D. (2018). The feedback tango: An integrative review and analysis of the content of the teacher-learner feedback exchange. Academic Medicine, 93(4), 657-663.

Cathy C & Cathy P. (2015). New Graduate Nurses, New Graduate Nurse Transition Programs,    and Clinical Leadership Skill: A Systematic Review. Journal for Nurses in Professional Development, 31(3), 128 – 13.

Carbogim, F., Oliveira, L., Campos, G., Nunes, E., Alves, K., & Puschel, V. (2017). Effectiveness of teaching strategies to improve critical thinking in nurses in clinical FEEDBACK SIMULATION 21 practice: A systematic review protocol. Joanna Briggs Institute of Systematic Reviews and Implementation Reports, 15(6), 1602-1611.


The effective nurse educator reflects on their practice through analysis of feedback from mentors, peers, and students. Feedback from all stakeholders within education guide a nurse educator towards effective instruction, the realization of career goals, and success in student learning.

The purpose of this assignment is to analyze the lesson plan feedback provided by your preceptor and students in the practicum setting. Write a 500-800 word analysis with the following information:

  1. A description of the lesson plan feedback from your preceptor.
  2. A description of the instructor feedback from your students.
  3. A comparison of preceptor feedback, student feedback, and your own reflection.
  4. An explanation of how you will use the feedback from stakeholders to engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.
  5. Plan for continuing professional development and refinement of practice.   

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Nursing with Emphasis in Nursing Education

6.4: Engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.

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