Liana King, David Stonehouse
This reflective article explores a teaching session delivered by a student nursing associate to a second-year nursing student on preparing an aseptic dressing trolley. Using Driscoll's reflective model, the author examines the coaching and teaching skills required to support practice learning and considers how learning theories informed the session. The article highlights the value of communication, feedback and evidence-based teaching in developing both learner competence and educator confidence.