Block 3 Lecture Reflection: Protocol Presentations (29 August)

Block 3 Lecture Reflection: Protocol Presentations (29 August)
(Gibbs’ Reflective Cycle, 1988)
1. Description
The final day of Block 3 was dedicated to protocol presentations, where each student had to present their research proposal before the convenors and peers. I was the second to present in the morning. The atmosphere was formal yet supportive, as the convenors assessed our understanding of research concepts and the quality of our proposals. The session provided an opportunity to showcase the progress made from the beginning of the module and to receive constructive feedback before submitting the final proposal.
I arrived early that morning the first student to arrive because I wanted to calm my nerves and make sure everything was ready. Standing in front of the convenors and classmates felt surreal, it was a moment that represented how far I had come since starting the programme. As a nurse from KwaZulu-Natal now studying at Stellenbosch University, it was both humbling and empowering to realise that I could present my own research topic in an academic setting.
2. Feelings
Before my presentation, I was nervous but excited. My heart was racing, and I remember practising my opening lines several times in my head. I wanted to make sure I spoke clearly and confidently. I felt proud of myself for overcoming the fear of speaking in front of professors and researchers. As someone with a nursing background, I had never imagined being in this academic space, confidently discussing my own research work. The realisation filled me with gratitude and accomplishment.
When the convenors started asking questions, I initially felt nervous again, but their tone was professional and encouraging. They provided insightful feedback and constructive points that helped me view my proposal with fresh eyes.
3. Evaluation
This experience was one of the most rewarding moments of my academic journey. It tested not only my knowledge but also my confidence and presentation skills. The convenors feedback helped me identify areas for refinement, particularly in clarifying my research question and tightening my discussion around the study limitations.
Their comments were practical and respectful, which made the process feel like a genuine learning opportunity rather than an evaluation. The feedback I received during this session directly contributed to improving my final research proposal, where I later achieved a mark of 79%, a result that validated all my hard work and perseverance.
4. Analysis
Through reflection, I realised that academic presentations are not just about public speaking and they are about self-belief and clarity of thought. This experience showed me how essential it is to be able to communicate research findings effectively to both academic and non academic audience. It also highlighted how far I had grown since the start of the module. In the beginning, I often doubted whether I belonged in this space, but through consistent feedback, mentorship, and practice, I learned to trust in my capabilities. The convenors questions helped me think more critically about the alignment between my objectives, methods, and expected outcomes.
This session also reinforced that confidence comes from preparation and understanding your topic deeply. The process of anticipating questions, structuring my slides clearly, and rehearsing helped me deliver my presentation with purpose and professionalism.
5. Conclusion
I concluded that this day marked a turning point in my academic confidence. Standing before my peers and convenors, presenting my proposal, and receiving positive, constructive feedback was a proud moment that reaffirmed my decision to pursue postgraduate research. It reminded me that growth often begins with fear and that overcoming that fear leads to transformation.
The improvement from my Assignment 1 score to my final mark demonstrated the value of taking feedback seriously and applying it constructively. I learned that persistence, humility, and preparation are key ingredients for success in research and academic development.
6. Action Plan
Going forward, I plan to:
• Continue improving my presentation and communication skills by participating in academic seminars and conferences.
• Use feedback from this experience to guide my writing and presentation style in future postgraduate studies.
• Maintain regular mentorship sessions with my supervisor for continuous academic growth.
• Reflect after every major academic milestone to identify lessons learned and areas for improvement.
• Encourage other nursing colleagues to embrace research opportunities and academic growth with confidence.
This presentation was not only an academic requirement it was a personal victory. It symbolised resilience, transformation, and the belief that no matter where one starts, with dedication and humility, it is possible.