While I haven't yet had the opportunity to personally supervise students in the clinical area, I’ve encountered a challenging learning situation in an academic setting that closely mirrors what can happen during clinical practice.
In one of my RLE-integrated discussions at Dr. Yanga’s Colleges Inc., a student was noticeably disengaged during a simulated family health teaching activity. When asked to participate, she hesitated and gave minimal responses. Initially, I assumed it was a lack of preparation, but after speaking with her privately, I learned that she was feeling overwhelmed and unsure of how to apply what she learned in class to a "real-life" scenario—even in a simulated one.
This experience helped me understand how fear of making mistakes and lack of confidence can become barriers to learning, especially in high-stakes environments like the clinical setting. It reminded me of the importance of creating a safe and supportive space, where students feel comfortable asking questions, expressing uncertainties, and trying, even if they’re unsure.
To address the situation, I paired her with a more confident peer for the next activity and offered more structured guidance. During our feedback session, I focused on encouraging reflection and affirming progress, rather than pointing out what was lacking. By the end of the RLE period, she became more engaged and began participating more actively.
Though not in an actual hospital setting, this experience taught me a lot about what students might feel during clinical duties, and how important it is for us, as educators, to be patient, observant, and responsive to their emotional and learning needs.
