Assignment Front Sheet

Nursing Programmes (School of Life and Health Sciences)

Module Name

Module Code

Assignment Title Critical reflection

Date of Submission

Word Count 3084 words

Declaration
By submitting this assignment, I am confirming the following:
 This is my own original work and I have referenced all source material
 I have kept within the published word limit +/-10%
 I have maintained the confidentiality of any people and organisations referred
to within this assignment – no original names or identifiers have been included

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 Critical Reflection

Introduction

This project is a reflective account of my professional development as a leader. It also

shows my personal contribution to the development of others while exploring my ability to

manage workloads and responsibilities. A SWOT analysis highlights my major areas of

strengths and where improvement is required. A subsequent section covers my contribution

to the growth of those around me in healthcare. Aspects of leadership explored include

supervision, delegation, teamwork, providing feedback empathetically, and prioritization of

patients in line with the NMC code. These aspects are discussed with help from Appendix 1-4

which covers learning from others (1), confidence and decision-making under pressure (2),

and providing feedback (3). A subsequent SWOT analysis and BEEF planning (Appendix 4)

section showcases my strengths and areas that require more effort to improve. In compliance

with the NMC (2015) code on patient confidentiality and privacy, all patient names and

personal information are omitted.

Section 1

Effective leadership is integral to quality healthcare. Patient outcomes, population

wellness, and organizational standards are among the major purposes of healthcare structures.

Effective leadership and management can help reach these objectives. According to Restivo

et al. (2022), healthcare workers can raise their compliance by working in an effective

leadership context. Similarly, patient outcomes also improve in high-level leadership

frameworks. Nurse leaders go as far as serving as role models and influence healthcare at all

levels. During my practice time, I have learnt and showcased several leadership skills to help

me conduct my duties and responsibilities while positively impacting those around me.

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 A major aspect of my development as a leader and manager in modern healthcare

settings involves my ability to learn from others’ experiences. Experience is perceived as the

best way to learn even if it is not one’s own experience. This makes it possible to learn as

much as possible by leveraging other people’s experience and seeking learning opportunities.

This approach helps student leaders acquire knowledge, skills, and abilities to enable them in

practice. In my journey as a nursing student, I have had many opportunities to learn from a

diverse range of individuals, including experienced nurses and other healthcare professionals.

Each interaction has contributed to my growth and development.

My placement at the Pediatric Intensive Care Unit (PICU), as depicted in Appendix 1

where I shadowed physios, provided me with the opportunity to observe and listen to the

daily life of experienced nurses and healthcare professionals. Shadowing the physiotherapists

in the PICU has instilled several leadership skills, including discipline, preparedness, and

resilience. According to Manomenidis, Panagopoulu, and Montgomery (2018), resilience is

crucial in healthcare as it can be a protective factor against negative outcomes, such as

burnout and anxiety. They add that the basis of resilience is good control and effective coping

skills. I acquired these skills by observing various aspects of PICU physiotherapists’ work,

including respiratory therapy, mobility interventions, and rehabilitation techniques.

For leaders, intuition and gut feelings are important. However, they must also

showcase discipline enough to thrive among the facts, context, and actions necessary for the

provision of healthcare where precision and accuracy are major aspects. I have learnt to

always prepare questions to build up my knowledge in anticipation of being asked for

opinions. In this sense, I always listen to others, which enables me to understand different

perspectives. This stance is supported by Mishra (2020) who adds that listening enables

leaders to develop better rapport with subordinates, which leads to more positive and fruitful

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interactions. In my time at PICU, I also noticed the possibility that leaders might face

questions beyond their knowledge. My experience in this facility showed me to always fill

that knowledge gap to enable preparedness, an attribute that I learnt is a major aspect of

respected leaders.

Successful leaders have more than intuitive knowledge, which necessitates significant

effort to perform duties properly. Sufficient effort makes a leader knowledgeable through

position, experience, and education. The accuracy and precision I witnessed in the ward

reinstated the need to often review the material several times to create confidence in my

understanding of facts, situations, issues, or decisions. From this, I learnt to lead by example

and work harder than my subordinates.

Similarly, observing the PICU physiotherapists’ interactions with patients highlighted

the importance of clear communication and empathy. Communication skills are among the

acquired skills that help me conduct my duties. In healthcare, communication is a crucial

leadership skill that promotes trust and collaboration towards a common goal (Kumar, Ismail,

and Sheriff, 2021). In an organizational setting, effective communication ensures employees

are aware of individual and organizational goals, which enables them to deliver the desired

results. According to Kumar, Ismail, and Sheriff (2021), effective communication is key in

healthcare as it ensures patients receive the highest standard of care.

This sentiment, as demonstrated in Appendix 2, was echoed by Kwame and Petrucka

(2021) who positively linked the provision of patient care and recovery with effective

communication between patients and healthcare providers. The authors also establish

miscommunication and poor communication skills as major communication barriers

undermining care provision and the patient’s perception of care quality. By clearly

understanding patients’ diagnoses and care instructions, I can enhance patient outcomes as I

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can engage them adequately during diagnosis and treatment plan discussions. Kourkouta and

Papathanasiou (2014) highlight the importance of conveying clear and concise information

compassionately as this is key to a successful provider-patient relationship. They add that

nurses have to understand the patient and their experiences.

Concurrently, as depicted in Appendix 2, I have also understood the importance of

feedback for personal and professional growth. Burgess et al. (2020) define feedback as

specific information about the comparison between a trainee’s observed performance and a

standard, given with the intent to improve the trainee’s performance. The authors add that

feedback supports and promotes learning by communicating to the learners their progress and

learning needs for improvement while motivating them. The fact that my supervisor

employed feedback to motivate me and highlight my learning needs also informs me, as a

leader, of the need to create a supportive environment for feedback as a form of active

learning. Seeking feedback from mentors and colleagues has been crucial to my development

during this placement. By remaining open to constructive criticism, I have identified areas for

improvement and made adjustments to my practice. This proactive approach to learning has

enhanced my skills and strengthened my commitment to providing the best possible care to

my patients.

Similarly, perseverance and resilience are major skills that I learnt first-hand in my

placement. Resilience involves positively adapting to difficult and trying situations, which

enables nurses to deal with any workplace issues or trauma to ensure patients have the best

survival chances. In my placement, as shown in Appendix 2, I encountered a diverse range of

pediatric cases, which exposed me to the complexities involved in day surgery care. Each

case had unique challenges, and I had to showcase perseverance and resilience to effectively

adapt my approach based on the patient’s specific needs. This adaptability has been a critical

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area of growth, as I learned to tailor care plans that accommodate the varying recovery paths

of young patients. In my placement, I also learned to stay composed and focused, especially

during the initial hours following surgery, when patient stability must be closely monitored.

This experience has reinforced my ability to make timely, informed decisions, critical in

healthcare settings where patients' conditions can change rapidly.

My placement at PICU also reinforced the value of continuous self-reflection and

learning. The dynamic nature of a pediatric day surgery ward means there is always

something new to learn, and I have embraced each challenge as an opportunity to grow. I

understand that the Nursing and Midwifery Council (NMC) code emphasises the need for

lifelong learning and professional development, and I am committed to upholding these

standards in my practice.

Section 2

This section is a reflection of my development and impact as a supervisor of practice

in modern healthcare. It considers my contribution to the evaluation of the performance of

others as well as my ability to provide constructive feedback and promote reflection in others.

Evaluating subordinates’ performance and providing feedback is a major aspect of leadership

that must be done correctly to maximize results. According to Alsadaan et al. (2023), both

direct and indirect nursing leadership behaviours affect nurse’s performance. In this sense, it

is important for leaders to comprehend factors that motivate nurses to perform well, from

where they can facilitate them through leadership styles. Alsadaan et al. (2023) also find that

workplace incivility from supervisors affects nursing performance negatively.

Significant attention has gone to exploring nursing leadership styles and their impact

on workplace aspects, such as satisfaction, burnout and resilience. Multiple researchers,

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including Ajanaku, Lubbe, and Adufe (2022) recommend the transformational leadership

style as the most effective approach in healthcare settings as it cultivates a supportive and

empowering environment.

In my placement at the PICU, my dealing with a junior nurse showed I have several

aspects of transformational leadership. In this scenario, one junior nurse was tasked with

managing a post-op patient. The patient had undergone cardiac surgery but now required

close monitoring of vital signs while the nurse also had to manage the patient's medication

and at the same time ensure proper documentation. As the nurse undertook this task, I noticed

several instances where she missed crucial information, including heart rate changes and

saturation levels. As a leader, I approached the nurse after the shift and applauded the steps

she took, but at the same time gently highlighted the parts she missed out. My approach was

calming the nurse, reassuring her, and then telling her the wrong aspects by emphasizing the

need to get it right and communicate effectively with the team.

Leadership in such instances can foster positive growth, as seconded by Zamroni and

Rahmawati (2024) who linked exercising leadership with increased job satisfaction,

productivity, as well as organizational commitment. The authors argue that the success of

leadership is dependent on the relationship between the leader and follower. In the

transformational leadership style, leaders and followers fuse their purposes so that they work

in pursuit of jointly held goals. In this sense, transformational leadership involves mutual

stimulation and uplifting that positively affects both parties. This was the case in the scenario

with the junior nurse, as shown in Appendix 3, as both I and the nurse benefited from our

interaction. In that scenario, in the process of highlighting the parts of her task that she did

not get, I first calmed her down and reassured her. In this state of mind, she was ready to

receive feedback on what she had done wrong. Through the use of effective communication,

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together we discussed strategies to improve. In the process, I encouraged reflection by asking

open-ended questions, from where the nurse opened up about her struggles with multitasking.

Together, we came up with helpful strategies and alternatives, including checklists and

reminders.

Both parties benefited from this experience. I gained a richer understanding of the

importance of constructive feedback in fostering personal and professional growth. A major

lesson was using empathy while providing feedback, which enabled me to balance

appreciating the nurse's strength while exploring areas in her practice that required

Improvement. Showing empathy when providing feedback is critical as it showcases the

leader’s ability to feel what the second party feels, especially when they are defensive. My

leadership skills showed in my approach, which involved helping the junior nurse improve

while ensuring not to damage her confidence or hurt her feelings. I encouraged her feedback

and input, listening keenly as she explained her challenge with multitasking. In this sense,

empathetic feedback can transform relationships and boost productivity by facilitating

learning.

On the other hand, the junior nurse benefitted from the interaction, as it enabled her to

incorporate options that helped improve her performance in such instances. Acquiring these

benefits from our interaction aligns with NMC (2018), which notes that the benefits of

supervision include protecting the public and contributing to the ability of the student nurse to

develop competent skills and professionalism in practice. At the same time, it also mandates

nurses to share their skills, knowledge, and experience with others seeking care and their

nurse colleagues. In a similar activity in the PICU ward, I supervised her when undertaking a

similar activity as before and it was clear she had learned and was no longer making the same

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mistakes as before, which shows the effectiveness of transformational leadership and the

positive impact of constructive feedback on personal and professional growth.

This interaction with the junior nurse also enabled me to notice my learning style,

which is a combination of theorists' and reflectors' learning styles. This was crucial for my

development as a leader. This interaction aligns with the social learning theory, which

according to Firmansyah and Saepuloh (2022) involves learning by observation, imitation,

and modelling. It also aligns with the Social Cognitive Theory (SCT) that supports inter-

learning between people, environment, and behaviour (Andre Carillo, 2010). In this sense,

the junior nurse and I were part of the learning group considering the incidence benefitted

both parties in what was a show of how group learning contributes to the multi-modal

assimilation of knowledge. The supervision exercise therefore informed me I have done

commendable work in acquiring the required knowledge, which enabled me as a leader to

transfer and share with others, which is a requirement of the NMC code.

However, I also noticed I had similar issues as the nurse with multitasking as I also

tend to try to do multiple tasks simultaneously. Multiple scholars, including Halim and Halim

(2023) are against multitasking as they assert can decrease productivity while increasing

stress and the chances for errors and mistakes. The collaborative healthcare environment

facilitated two-way learning that benefited both parties as we shared adaptive approaches,

such as task checklists, reminders, prioritization and the ABCDE approach, with the latter

involving ranking tasks based on urgency and patient safety. Similarly, the incorporation of

approaches, such as time management and task delegation in my approach will boost my

leadership skills. At the same time, task delegation to give out non-urgent tasks to others will

also encourage teamwork and the spirit of achieving objectives collectively. Evidently, my

interaction with the junior nurse showcased the importance of constructive feedback which

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must be provided empathetically for maximum results while improving reflection and overall

practice development.

Section 3

Drawing on the attributes highlighted in the SWOT analysis in Appendix 4, this

section covers my future development plans as a leader of health and care teams and

supervisor of practice. As identified in the SWOT analysis, communication is a major

attribute of my leadership. Feedback from my supervisors and peers shows significant

communication skills. For instance, my clarity during communication has been applauded for

conveying messages clearly and concisely, ensuring the receiver understands my messages

effectively. However, learning is a life-long process, which necessitates the assimilation of

further approaches to improve. Improvement will help me effectively advocate for patients

and create effective employees. I therefore intend to participate in communication training

and explore further feedback and input from external sources, including patients, lecturers,

and workmates. At the same, I will employ tools such as 360 degrees and the Hogan

Assessment System to acquire further feedback so as to avoid causing chaos and incivility,

which according to Guppy et al. (2023) are effects of poor communication.

My plan is also to keep on learning from observation, modelling, and mimicking my

mentors and more experienced nurses and supervisors, as facilitated by the social learning

theory, which establishes this behaviour as a particular learning opportunity. This will match

my open-mindedness and transparency when it comes to learning and receiving instructions.

According to Bergestedt and Wei (2020), leaders should be ready to provide regular and

transparent feedback to help subordinates not only establish their competencies but also

improve their performances.

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 Multitasking is a major weakness highlighted in the SWOT analysis. Research shows

that it can impact productivity negatively. However, multitasking is the nature of nurse’s

work, which necessitates a deeper understanding to maximize results. The authors argue that

measuring multitasking can improve efficiency, workflow, quality and safety. The authors

find that interruptions and multitasking were common occurrences for nurses during medical

administration. Similarly, over 10% of nurses’ time is spent on delegable and non-nursing

activities, which shows the need for adopting more efficient approaches as well as embracing

a teamwork approach so that only urgent tasks and patient safety determine task priority. My

plan is to use adaptive approaches, such as task checklists, reminders, prioritization, time

management, delegation, and the ABCDE approach to help reduce discomfort and ensure

patients receive care as required.

My approach to improving my strengths and eliminating my weaknesses aligns with

Chivaka's (2024) assertion that cohesive and well-coordinated teams lead to reduced medical

errors, enhanced patient safety, and increased overall performance, which he terms a

transformative leadership model. Therefore, my plan is to investigate the transformative

leadership model further to improve my current approach while eliminating my weaknesses. I

will also pursue a trusting relationship with teammates and subordinates and base it on

mutual trust, constructive criticism, and inspiring subordinates and trainees so that they can

achieve the best version of themselves.

Conclusion

In summation, this project has depicted a personal reflection account of my

professional development as a leader and my contribution to the professional development of

others as a supervisor of practice. Section 3 documents my plans for future development as a

leader of health and care teams. This paper shows my ability as a leader to manage workloads

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and responsibilities as depicted in sections 1 and 2, which reflected my placement at the

Pediatric Intensive Care Unit (PICU) where I shadowed more experienced professionals

while also getting a chance to showcase my leadership skills by offering constructive

feedback to a junior nurse. As shown in the paper, I have developed critical leadership skills,

including learning from others, teamwork, effective communication, and empathy, which will

help me in my practice. Similarly, the paper has also showcased the need to improve on these

skills especially considering that learning is a life-long process and that one can always

improve. On the other hand, a SWOT analysis pinpoints multitasking as a weakness that I

should work to improve on. This paper has listed future plans to improve my strengths while

eliminating my weaknesses. I am confident in my leadership skills but at the same time

acknowledge the need to keep learning through practice and feedback from others.

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 Reference List
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Halim, T., and Halim, S. (2023) Multitasking and impacts on 21st century professionals. Accessed 10

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listening skills of effective leaders. Journal of Xidian University, 14(6): 1410-1417.

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 student-supervision-and-assessment/practice-supervision/what-do-practice-supervisors-do/

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 Reflections and appendices
Appendix 1

Please fill in a page for each of your reflective accounts, making sure you do not include any information
that might identify a specific patient, service user or colleague. Please refer to our guidance on
preserving anonymity in the section on non-identifiable information in How to revalidate with the NMC.

Reflective account: Learning from others

What was the nature of the CPD activity and/or practice-related feedback
and/or event or experience in your practice?
In my placement, I was working with physiotherapists on the Paediatric Intensive Care Unit (PICU). I
observed various aspects of their work, including respiratory therapy,
mobility interventions, and rehabilitation techniques. Throughout the
shadowing experience, I gained valuable insights into the
physiotherapist's contributions to patient care. I observed their expertise
in respiratory management, including airway clearance techniques and
ventilator optimization strategies. Witnessing their interactions with
patients and families highlighted the importance of clear communication,
empathy, and individualised care.

What did you learn from the CPD activity and/or feedback and/or event or
experience in your practice?
Shadowing the physiotherapists on PICU has given me a deeper
understanding of their role within the multidisciplinary team caring for
critically ill children. I was eager to learn and gain a deeper
understanding of their role in supporting the recovery of paediatric
patients. However, I also experienced a degree of apprehension,
recognising the challenging, and sometimes distressing nature of the
PICU environment.

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 Shadowing the physios on PICU, emphasises the critical role they play in
promoting respiratory function, mobility, and overall well-being in
critically ill children. I got to understand the complexity of their work and
the multi-faceted approach required to address the unique needs of each
patient. It also highlighted the importance of collaboration within the
healthcare team to ensure holistic care delivery.

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

I plan to apply the knowledge and insights gained from shadowing the
physiotherapist to my practice as a healthcare professional. Learning
from others is an ongoing process that will solidify my foundation. As I
continue on my journey to becoming a registered nurse, I am committed
to embracing learning opportunities, fostering collaboration, and
reflecting on my experiences to continually enhance my practice and
provide compassionate, high-quality care to those in need.

How is this relevant to the Code?

Select one or more themes: Prioritise people – Practise effectively – Preserve safety – Promote
professionalism and trust

Prioritise people: My time with the PICU physios align with the prioritise people concept. This requires
treating others with kindness, respect, and compassion. By prioritising the patient, I can provide
effective care while prioritising my workmates help solve issues such as time scarcity to avoid feelings
of frustration and burnout.

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 Appendix 2

Please fill in a page for each of your reflective accounts, making sure you do not include any information
that might identify a specific patient, service user or colleague. Please refer to our guidance on
preserving anonymity in the section on non-identifiable information in How to revalidate with the NMC.

Reflective account: confidence and decision making under pressure

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

Working in the paediatric intensive care unit (PICU) was very challenging
but also a great learning experience. I was able to help care for very sick
and complex children who needed close monitoring and advanced
treatments within an intensive care environment. At first, this felt
overwhelming, but I embraced the opportunity which helped me acquire
and build up my nursing knowledge and skills.

Throughout my time in the unit, I experienced challenging situations. One

of my biggest challenges was seeing children regress from CPAP to
BiPAP; as this suggested a deterioration in their health. On the other
hand, I also had immense satisfaction when I could make a positive
impact on a child's recovery and get them to a nasal cannula or best case
scenario self-ventilating in room air.

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

I was able to learn everyday tasks such as monitoring vital signs,

administering medications, and helping to keep airways clear/open under
the guidance of experienced nurses and healthcare professionals. I

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 observed first-hand the intricacies of paediatric critical care and the
holistic approach required to meet the diverse needs of young patients
and their families.

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

While it was an intense learning environment, PICU built up my

confidence to stay focused and make quick decisions under pressure. I
feel better prepared to handle complex patients or pieces of equipment
skilfully. Most importantly, I developed a deep appreciation for how PICU
care supports vulnerable patients and families through the most
vulnerable and critical times in their lives.
I have gained confidence in my clinical skills and decision-making
abilities.

I received constructive feedback from colleagues and other health

professionals, which empowered me to identify areas for improvement,
such as time management and communication strategies with families
during stressful situations which I will apply going forward.

How is this relevant to the Code?

Select one or more themes: Prioritise people – Practise effectively – Preserve safety – Promote
professionalism and trust

Practice effectively
My interaction with physios at PICU aligns with the practice effectively aspect, which requires the use
of several verbal and non-verbal communication methods as well as cultural sensitivities to better
understand and respond to people’s personal and health needs. It also requires practitioners to share
their skills, knowledge, and experience for the benefit of people receiving care and colleagues.

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 Appendix 3

Please fill in a page for each of your reflective accounts, making sure you do not include any information
that might identify a specific patient, service user or colleague. Please refer to our guidance on
preserving anonymity in the section on non-identifiable information in How to revalidate with the NMC.

Reflective account: providing feedback

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

In this scenario, one junior nurse was tasked with managing a post-op
patient. The patient had undergone a cardiac surgery but now required
close monitoring of vital signs while the nurse also had to manage the
patient's medication and at the same time ensure proper documentation.
However, I noticed several instances where the nurse missed crucial
Information including heart rate changes and saturation levels. any
mishap at this stage Is unwanted due to subsequent delays and adjusting
care. The nurse missed these points despite undertaking the other tasks
diligently. As a prospective leader, I approached the nurse after the shift
and applauded the steps she took, but at the same time gently
highlighted the parts she missed out, including documentation. my
approach was calming the nurse down, reassuring her, then tell her the
wrong aspects my emphasizing the need to get It right and communicate
effectively with the team. I have spent significant time on my
communication skills, which enabled us discuss strategies to Improve. I
encouraged reflection by asking open ended questions, from where the
nurse opened up about her struggles with multitasking. together, we
came up with helpful strategies and alternatives, including checklists and
reminders.

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 What did you learn from the CPD activity and/or feedback and/or event or
experience in your practice?
I have gained a richer understanding of the importance of constructive
feedback in fostering personal and professional growth. a major lesson
was using empathy while providing feedback, which enabled me balance
appreciating the nurses' strength while exploring areas in her practice
that required Improvement.

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

This scenario changed my practice enormously as I gained significant

confidence in assessing colleagues’ performance and give feedback. this
Instance triggered further research on including reflection aspects in
debriefings. Similarly, I also adopted an approach based on good
practices to act as a role model, which greatly Impacted me as a mentor.

How is this relevant to the Code?

Select one or more themes: Prioritise people – Practise effectively – Preserve safety – Promote
professionalism and trust

This experience with the junior nurse aligns with the preserve safety code concept, which
requires nurses to always offer help If an emergency arises during which they are to act
without delay if they believe that there Is risk to a patient safety or public protection.

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 Appendix 4
SWOT analysis and BEEF Planning
What are my Strengths? How can I Build on my strengths?
Communication
Communication is a major aspect of nursing profession that I intend to build on this strength by using input from various sources,
I have spent a significant amount of time practising and including patients, lecturers, and workmates. I will also use inputs
trying to improve. Feedback from my supervisors and peers
from tools such as 360 degrees and the Hogan Assessment system
showed significant communication skills. My clarity was
also applauded for conveying a message clearly and
concisely, ensuring the other party understands everything.

What are areas of Weakness? How can I Eliminate the weaknesses?

I am dealing with this by using the ABCDE method to rank tasks based
Multitasking on urgency and patient safety.
I noticed that I tend to try and do multiple tasks I am also working on my time management skills by using checklists
simultaneously, which studies have shown can decrease and reminders. I am also working on task delegation to give out
productivity and increase stress while increasing the
non-urgent tasks to subordinates or other workers.
chances for errors and mistakes.

What Opportunities are there? How can I Exploit (make good use of) the opportunities?

Technological advancements I intend to use recent advancements in technology in healthcare to

stay informed through continuous education. From this, I can attend
Technology is constantly evolving, which provides several
workshops and training sessions while attending online classes. This
options in practice. Tools such as AI, telehealth platforms,
and EHRs can help enhance patient outcomes. will make me a more efficient and valuable practitioner. I can also
employ technology for patient education and engagement through
apps and virtual reality tools, which can help improve patient outcome.

What are the Threats? How can I Face or reduce the threats?
Burnout and stress I plan to reduce burnout and stress by prioritizing physical health. This
The current 1:8 nurse-patient ratio is a red flag, which is achievable through regular exercise, meditation, and adequate
when coupled by long working hours can cause burnout. sleep. While the job is very demanding and can reduce time for this, I
This can reduce performance and mental health. intend to advocate for regular breaks during working hours to facilitate
recharging while maintaining long term productivity.
Technological disruptions I can reduce the aforementioned technological disruptions by staying
Recent technologies require significant and timely training, updated on software updates as well as best practises. At the same
failure to which errors, mistakes, and delays can occur. time, I can come up with contingency plans in case of common
technological failures. Similarly, I intend to form close connections
with the IT team to ensure everything is done on time and conveniently

2023 version, JR and JH