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Enhanced professional practice, 334484, Appendix 1 - Coggle Diagram
Enhanced professional practice
Cross-Cutting Themes
Transformative Learning
Development of analytical capabilities
Development of reflective capabilities
Transformation through reflection
Development of evaluative capabilites
Willingness to be challenged
Moving beyond previous limitations
Curiosity and openness to learning
Becoming a critical practitioner
Recognition of potential (Cranton, 2023; Schnepfleitner & Ferreira, 2021)
Becoming an independent thinker (Singer-Brodowski, 2025; Álvarez-Huerta et al., 2022)
Self-regulated Learning
Developing learning strategies
Monitoring
Establishing developmental goals
Self-directed learning
Identifying barriers to progress
Learning through challenge
Using feedback to improve (Williams, 2024; Burgess et al., 2020)
Drawing on support systems (Russell et al., 2022; Theobald, 2021)
Using reflection to improve learning
Sustaining motivation
Self-awareness of learning needs
Supervision
Emotional support
Normalising challenges
Academic guidance
Building confidence
Relational supervision (Casey et al., 2024; Woolston, 2022)
Developing resilience (White et al., 2024; Casey et al., 2024)
Reflective discussion
Challenging limiting beliefs
Personal and professional development
Feedback
Feedback challenging self-belief
Increased self-awareness (Burgess et al., 2020; Carden et al., 2020)
Feedback as a measure of ability (Winstone & Carless, 2022; Akolgo et al., 2025)
Feedback literacy (de Kleijn, 2023; Carless & Young, 2024)
Initial fear of feedback
Using feedback to inform development
Understanding progress through feedback
Transfer of Learning to Practice
Evidence-based decision making
Preparing for advanced leadership responsibilities (Barr, 2026; Viona & Afrianti, 2024)
Applying wellbeing frameworks (Demerouti et al., 2023; Melnyk & Neale, 2021)
Using learning in complex situations
Applying theory to practice
Reflection
Self-regulation
Reflexivity
Personal and professional development
Behavioural change
Increased self-awareness
Self-awareness
Increased motivation to learn (Williams, 2024; Schunk & DiBenedetto, 2020)
Reflection from feedback
Transfer of learning
Changing Relationship with Learning
Self-directed learning
Lifelong learning mindset
Embracing challenges as part of learning
Curiosity and openness to learning
Active engagement with learning
Increased motivation to learn (Schunk & DiBenedetto, 2020; Williams, 2024)
Increased confidence in learning
Commitment to development
Preoccupation with failure
Fear of postgraduate study
Management and leadership in healthcare practice
Critically evaluate the development of my professional identity and leadership capability throughout the programme
Reflection on future aspirations (Trede & Jackson, 2021; Engelbertink et al., 2021)
Successful Head of Nursing appointment
Transfer of learning into practice
Recognition as a credible leader
Recognising leadership potential
Increased leadership confidence
Developing professional identity (Fitzgerald et al., 2023; Fitzgerald & Clukey, 2021)
Strategic influence (Bond et al., 2024; RCN, 2024)
Critically evaluate how my confidence in academia has impacted on my motivation to lean at Level 7
Leadership theory engagement
Application of learning into practice
Confidence through achievement
Self-belief
Learning motivation (Schunk & DiBenedetto, 2020; Williams, 2024)
Recognition of potential (Cranton, 2023; Schnepfleitner &Ferreira, 2021)
Critically evaluate developments in their own practice
Strong strategic voice (Bond et al.,2024; RCN, 2024)
Influencing organisational discussions
Responding to complex workforce challenges
Applied learning during Head of Nursing interview
Transfer of learning to professional practice (Cecilo-Fernandes et al., 2025)
Applied learning to decision making
Evidence-based leadership approaches
Critically evaluate their personal development as a critical practitioner and independent thinker
Challenging assumptions about leadership effectiveness
Evidence-based leadership decison making (Connor et al., 2023; Melnyk & Raderstorf, 2024)
Critical analysis of interview performance (Huffcutt & Murphy, 2023; Sackett et al., 2022)
Transfer of learning into practice
Critical evaluation of leadership capability
Illustrate skills of reflexivity
Leadership identity (Fitzgerald et al., 2023; Kristoffersen, 2021)
Organisational contribution
Challenging self-perceptions
Leadership self-awareness (Kyriakidou et al., 2021; Rhee & Sigler, 2026)
Leadership potential
Managing wellbeing in practice
Critically evaluate their personal development as a critical practitioner and independent thinker
Triangulating evidence from multiple sources
Translating learning into practice (Cecilio-Fernandes et al., 2025)
Developing my own perspective on workforce wellbeing (Bond et al., 2025)
Presenting and defending my own evidence
Challenging organisational assumptions
Confident in independent decision making
Evidenced-based approaches to wellbeing
Publishable standard of work
Evaluating wellbeing literature (Fox et al., 2021; Herz et al., 2024)
Recognition of my potential
Critical analysis of the JD-R Model (Demerouti et al., 2023)
Illustrate skills of reflexivity
Development of personal wellbeing strategies (Tullet et al., 2024)
Viewing challenging with greater objectivity
Recognising my own psychological vulnerability (Casey et al., 2024)
Developing self-compassion (Gilani, 2025)
Increased self-awareness (Gilani, 2025)
Understanding impact of wellbeing on performance
Wellbeing self-assessment
Critically evaluate developments in their own practice
Professional Nurse Forum presentation
Influencing organisational thinking
Using feedback to inform practice
Promoting holistic approaches to wellbeing (Alkan et al., 2024)
Application of wellbeing theory to practive (Demerouti et al., 2023)
Supporting evidence-based workforce decisions (Valimaki et al., 2024)
Secondment opportunity
Critically evaluate how my confidence in academia has impacted on my motivation to lean at Level 7
Confidence in critical analysis
Confidence in applying learning to practice
Publishable standard of work
Confident in defending my own perspective
Recognition of academic potential
Confidence in evidence-based discussion
Critically evaluate the development of my professional identity and leadership capability throughout the programme
Leading workforce wellbeing discussions
Applying wellbeing knowledge to leadership practice
Using evidence to influence senior leaders (Connor et al., 2023)
Increased confidence in organisation influence
Staff wellbeing advocacy (Melnyk & Neale, 2021)
Communication in Practice
Critically evaluate how my confidence in academia has impacted on my motivation to lean at Level 7
Assertiveness
Responding to challenge
Coaching (Brandes & Lai, 2022; Nicolau et al., 2023)
Defending conclusions
Communication confidence
Independent judgement (Rivas et al., 2022; Hart et al., 2021)
Overcoming fear of challenge
Voice and influence (Darawad et al., 2020; McKillen, 2024)
Presenting evidence
Motivation to learn
Critically evaluate developments in their own practice
Professional Nurse Forum discussions
Leading the first nursing establishment review within the division
Adapting leadership practice through reflection (Burchard, 2022; Patel & Metersky, 2022)
Applying critical thinking to workforce planning (Hart et al., 2021; Rivas et al., 2022)
Reducing barriers to engagement (O'Donovan et al., 2021; van Dongen et al., 2024)
Using evidence to influence discussions
Creating psychologically safe environments (Edmondson & Bransby, 2023; Resendiz et al., 2026)
Applying communication theory to practice
Critically evaluate the development of my professional identity and leadership capability throughout the programme
Strengthening leadership effectiveness through communication
Advocating for staff voice and engagement (Bailey & West, 2022; Kalimashe et al., 2025)
Developing adaptive leadership behaviours (Hawley & Wall, 2025; Maritsa et al., 2022)
Trusted and credible leadership (Ouédraogo et al., 2021; Williams et al., 2022)
Recognising leadership responsibility for psychological safety (Bahadurzada et al., 2024; Maritsa et al., 2022)
Strategic influence (Bond et al., 2024; RCN, 2024)
Critically evaluate their personal development as a critical practitioner and independent thinker
Transferring learning to practice
Using evidence to challenge established thinking
Exploring organisational influences on communication culture
Critical evaluation of workforce data
Analysing barrier to staff engagement (Holland et al., 2025; West & Wallbank, 2025)
Challenging my own conclusions
Challenging assumptions regarding staff reluctance to speak up (Lainidi et al., 2023; Kepplinger et al., 2024)
Presenting and defending conclusions under scrutiny
Critically examining communication practices
Illustrate skills of reflexivity
Adapting my communication style through reflection
Ongoing reflection as part of leadership practice (Burchard, 2022; Lane & Roberts, 2022)
Challenging my own thinking and assumptions (Lane & Roberts, 2022; Patel & Metersky, 2022)
Self-regulation through reflective practice (Lane & Roberts, 2022; Patel & Metersky, 2022)
Understanding the impact of communication on trust and engagement
Reflecting on decisions before acting (Rivas et al., 2022; Simonovic et al., 2023)
Increased self-awareness of leadership behaviours (Kyriakidou et al., 2021; Rhee & Sigler, 2026)
Development as a reflective practitioner
Starting your professional development
Critically evaluate their personal development as a critical practitioner and independent thinker
Understanding the difference between description and analysis
Recognising limitations in critical thinking
Identifying critical analysis as a developmental need (Liu & Pullinger, 2021; Mason & Atkin, 2021)
Recognising the expectations of Level 7 study (Lin et al., 2023; Liu & Pullinger, 2021)
Challenging assumptions of personal inadequacy
Understanding the importance of independent learning
Using feedback to identify development needs (Carless & Young, 2024; Williams, 2024)
Critically evaluate developments in their own practice
• Understanding the importance of reflective practice
Developing a foundation for evidence-based practice
• Increased self-awareness
• Beginning to link theory to professional practice
• Identifying learning needs (Helyer et al., 2021)
• Establishing goals for future development
Illustrate skills of reflexivity
Reflection on confidence and self-belief
Understanding barriers to learning
Recognising psychological vulnerability (Casey et al., 2024; Gerson et al., 2025)
Identifying developmental needs
Increased self-awareness
Viewing experiences with greater objectivity
Self-assessment of strengths and weaknesses
Developing self-compassion (Gilani, 2025; Tullet et al., 2024)
Critically evaluate how my confidence in academia has impacted on my motivation to lean at Level 7
Fear of balancing study with personal and professional commitments (Lewis & Stiebahl, 2024; Riva et al., 2024)
Recognising confidence as a developmental need
Fear of failure
Engagement with feedback (Winstone & Carless, 2022; Burgess et al., 2020)
Fear of postgraduate study (Casey et al., 2024; White et al., 2024)
Engagement with supervision (Casey et al., 2024; Woolston, 2022)
Limited self-belief
Increased motivation to learn (Schunk & DiBenedetto, 2020; Williams, 2024)
Low confidence
Critically evaluate the development of my professional identity and leadership capability throughout the programme
Considering future career aspirations
Identifying leadership strengths and weaknesses
Exploring professional identity (Fitzgerald et al., 2023; Fitzgerald & Clukey, 2021)
Recognising opportunities for growth (Tomlinson & Jackson, 2021)
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Appendix 1