Apprenticeship Learning Log

Date of Learning: 28/07/2023

Time: 09:30 – 16:00

Title of learning activity: Visit to London

Museum

Diary of Learning activity

BEING HUMAN

We visited a London Museum called Being Human. Being human museum explores what it means to be human being in 21^st century   defines our hopes and fear. Is a new form of medical knowledge that explores how we think and feel about ourselves, our bodies, and our relationship with the world.

The gallery has four sections.

Genetics

Mind and bodies

Infection

Environmental breakdown

GENETICS:

Genetics is the blueprint of life. It provides instruction that shape every cell in the body. Revolutionary in research are transforming our understanding of how our bodies are made and why diseases occur. Genome editing the ability to make precise change to tiny section of the genome, is opening the hope of innovative medical treatments.

Minion Gene sequencer: is a device the first ultraportable genetic sequencer to be used in NHS hospitals. Identifying viruses and bacteria from their genetic material means patients receive the right treatment quicker. This can help hospitals to find the source of infection such as MRSA, Portable sequencers also allow scientist to conduct research in remote location such as the Ecuadorean rainforest or the international space station.

Vaccine Confidence project Installation 2019:

Vaccines are one of the most effective health interventions of all time and have saved countless lives. Despite clear evidence of effectiveness and safety, however, many people are hesitant to vaccinate their own children. This installation explores the ways in which government communication, news stories, social media and rumours in Japan affected trust in the HPV vaccine which prevent cervical cancer.

MIND AND BODIES:

This section explains the challenges, assumptions about disability and difference. What do we see when we look at ourselves or at other people? Why do we sometimes act as if we value some lives more than others? We are all unique in our body, our mind, and identities. Despite being so diverse, we sometimes depict one body-shape or way of thinking as being normal even though few of us would describe ourselves in this way.

We look at a range of collection.

These collections represent a wide range of health experiences. The owners describe their thoughts and feelings about their prosthetic.  Some time in life the use of prosthetic might be needed inside the body that helps with a particular function people view their prosthetics differently for some it becomes part of their body whereas for others it is a tool or fashion accessory.

INFECTION:

Most of the time we live in harmony with bacteria   our skin and in our gut, they contribute to our immune system helping to keep us healthy. However, some bacteria and viruses are hazardous, causing infections. How do we react to infection, what decision do we make to keep our ourselves healthy? What do we see as being dangerous` and how do our thought and feeling about infection change our relationship with one another?

WE explore an object Bronze and perfume, 2019. The Heart Milk Bank

It was designed to evoke the smell of human breast milk; the scented sculpture celebrates bifidobacterial. Transferred from mother to child and nurtured through breastfeeding, this bacterium is found in babies’ digestive system and aid the breakdown of sugar in breast milk.

Environmental Breakdown

Talks about, how we find it hard to act on the devastating consequences of the climate breakdown? The effects are rising global temperatures, strange weather patterns, impacts on plants, animals, insect, and human health.

KSB

K1. Understand the code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K12. Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K15. Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes.

K17. Understand human development from conception to death, to enable delivery of person-centred safe and effective care.

S1. Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.

S17. Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance.

B1. Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences

B2. Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3. Be adaptable, reliable and consistent, show discretion, resilience and self-awareness.

Apprenticeship Learning Log

Date of Learning: 19/05/2028

Time: 09:30 – 16:00

Title of learning activity:  The Nervous System and Musculoskeletal System

Diary of Learning activity

The nervous system

The role and function of the peripheral and the central nervous system in the body.

The Peripheral Nervous System (PNS) included all the neural tissues outside the central nervous system.

The central nervous system (CNS) consists of the brain and spinal cord and is responsible

for integrating sensory data and motor commands.

Function of peripheral nervous system (PNS) sensory division (or afferent division) consist of nerve (composed of nerve fibres) that convey impulses to the central nervous system from sensory receptors location various part of the body. The skin,

Skeletal muscle and joints are called somatic sensory fibres

Visceral sensory fibres that transmit impulses from the visceral organ are called visceral sensory fibres

Central Nervous System

Motor division (or efferent division) carries impulses from the CNS to effector organ the muscles and glands: the motor division has two subdivision the somatic nervous system and the autonomic nervous system.

Somatic nervous system allows us to consciously or voluntarily control our skeletal muscles

Autonomic Nervous system- regulate events that are automatic or involuntary: this sub division commonly called involuntary nervous system has two part : the sympathetic and parasympathetic which typically bring about opposite effects.

The structure and function of the Nerve cells

The cell body is the metabolic centre of the neuro: it has a transparent nucleus with a conspicuous nucleolus: the rough ER called NISSL substance and neurofibrils are particularly abundant in the cell body.

Processes- the arm like processes or fibres vary in length from microscopic to 3 to 4 feet dendrons convey incoming messages toward the cell body while axons generate nerve impulses and typical conduct them away from the cell body

Axon hillock – Neuron may have hundreds of the branching dendrites depending on the neuron type, but each neuron has only one axon which arise from a clonelike region of the cell body called the axon hillock.

Axon terminals: contain hundreds of tiny vesicles, or membranous sac that contain neurotransmitters

Synaptic cleft: each axon terminal is separated from the next neuron by a tiny gap called synaptic cleft

Myelin sheaths most long nerve fibres are covered with a whitish fatty material called myelin, which has a waxy appearance, myelin protect and insulates the fibres and increases the transmission rate of nerve impulses

Nodes of Ranvier because the myelin sheath is formed by many individual Schwann cell it has gaps/indentation called node of Ranvier.

The main component of the brain and its functions

The brain is the largest and most complex mass of nervous tissue in the body.

It is commonly discussed in term of its four major regions

Cerebral hemispheres

Diencephalon

Brain stem

Cerebellum

Functions of the brain

Frontal lobe:  help with problem solving, judgment, inhibition of behaviour, planning, anticipation speaking, (expressive language) emotional expression

Parietal lobe: sense of touch, tase and smell differentiation size, shape, colour spatial perception. Visual perception, academic skills, math calculation, reading and writing

Occipital lobe: visual reception area visual interpretation reading (perception and recognition)

Cerebellum: coordination or voluntary movement balance and equilibrium some memory for reflex motor acts.

Brain stem: sense of balance (vestibular function) reflexes to seeing and hearing. Autonomic nervous system blood vessel control breathing heart control digestion, heart rate swallowing

Temporal lobe understanding language organisation and sequencing information retrieval, musical awareness memory, hearing, learning, feelings.

The canal nerves and their functions

Olfactory fibres arise from the olfactory receptors in the nasal mucosa and synapse with the olfactory bulbs: its function is purely sensory, and it carries impulses for the sense of smell

Optic: fibres arise from the retina of the eye and from the optic nerve: its function in purely sensory and carries impulses for vision

Oculomotor fibres run from the midbrain to the eye it supplies motor fibres to four of the six muscles (superior, inferior, medial rectus and inferior oblique) that direct the eyeball to the eyelid and to the internal eye muscle controlling lens shape and pupil size.

Trochlear: fibres run from the midbrain to the eye: its supplies motor fibres for one external eye muscle (superior oblique)

Trigeminal: fibre emerge from the pons and from three division that run to the face: it conducts sensory impulses from the skin of the face and mucosa of the nose and mouth also contain motor fibres that activate the chewing muscles.

Abducens: fibres leave the pons and run to the eye: it supplies motor fibres to the lateral rectus muscle, which rolls the eye laterally.

Facial: fibres leave the pons and run to the face: it activates the muscles of facial expression, and the lacrimal and salivary gland carries sensory impulses from the taste of the anterior tongue.

KSB

K1. Understand the code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K10. Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes

K17. Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care

K24. Know how to support people with commonly encountered symptoms including anxiety, confusion, discomfort and pain

K28. Understand the effects of medicines, allergies, drug sensitivity, side effects, contraindications and adverse reactions

S1. Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements

S17. Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance

B1. Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences

B2. Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3. Be adaptable, reliable and consistent, show discretion, resilience and self-awareness

Apprenticeship Learning Log

Date of Learning: 26/05/2028

Time: 09:30 – 16:00

Title of learning activity: Introduction to multi professional working 

Diary of Learning activity

Multidisciplinary working is a group of health and care staff who are member of different organisations and professions (e.g., GPS, Social workers, nurses), that work together to make decision regarding the treatment of individual patients and service users. MDTS are used in both health and care settings.

Interprofessional working is the process by which different professions and agencies work with each other and patients to provide integrated health/and or social care.

The NMC states that all nurses must be able to play an active and equal role in the interdisciplinary team, collaborating and communicating effectively with a range of colleagues. (NMC 2018)

The benefits of interprofessional working enhance shared decision making for patients, improves quality of service, combines the expertise of a range of professionals, enhances mutual understanding and respect of roles and meets government initiatives.

K1. Understand the code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC 2018), and how to fulfill all registration requirements

K10. Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K11. Understand the factors that may lead to inequalities in health outcomes.

K15. Understand human development from conception to death, to enable delivery of person-centred safe and effective care.

K16. Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of care.

K17. Understand commonly encountered mental, physical, behavioural, and cognitive health conditions as applied to delivery of care.

K22. Know how to meet people’s needs related to nutrition, hydration and bladder and bowel health.

S1. Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.

S17. Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance.

B1. Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences

B2. Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3. Be adaptable, reliable, and consistent, show discretion, resilience and self-awareness.

Apprenticeship Learning Log

Date of Learning: 05/05/2023

Time: 09:30 – 16:30

Title of learning activity: Communication across the lifespan and the role of effective communication

Diary of Learning activity

Effective communication according to NMC; 2018 is central to the person-centred care. The ability to communicate and manage relationship with people of all ages with the range of mental, physical cognitive and behavioural health challenges.

Good communication includes active, listening, verb communication, nonverbal communication, personal connection, patient education, presentation skills cultural awareness, written communication, and trust.

Verbal communications are spoken word, often written word, tone of voice, clarify of speech. The techniques can be open question or closed.

Nonverbal communication includes all aspect of body language, eye contact, posture, gesture, facial expression. We are often unaware of the massages we are transmitting via nonverbal communication.

Active listening is the main key of communication skilled a health and social care professional it required your full attending listening.

Active listening involves listening to the content but also observing nonverbal communication and then integrate this to assess emotional state.

Staff should be able to paraphrase to ensure they have understood correctly.

Barriers to effective communication

1. Difficulties with speech, foreign languages, or dialect
2. Confusion capacity, sensory deprivation
3. Cultural differences
4. Emotional difficulties
5. Environmental issues

Ethical and legal considerations for nursing associates

Ethical principles

1. Autonomy
2. Beneficence
3. Non maleficence
4. Justice

To understand the ethical professional and legal mechanism that inform the nursing profession

The NMC code (2018) says.

11, Be accountable for your decision to delegate task and duties to other people

11.1 says only delegate tasks and duties that are within the other person’s scope of competence making sure that they fully understand your instructions.

11.2 make sure that everyone you delegate tasks to is adequately supervised and supported so they can provide safe and compassionate care.

11.3 confirm that the outcome of any task you have delegated to someone else meet the required.

2. To consider the principles of accountability and responsibility and their application to the Nursing re

Nursing Associate is responsibility relates to the acceptance and carrying out of a task or duty within a person sphere of competence.

Accountability can be defined as being required or expected to justify action or decision.

3. To understand the implication of negligence with particular relevance to the nurse associate

There are useful terms that tells us the implication of negligence.

In extreme cases the health professional may be liable to prosecution for manslaughter

Gross negligence is attempting to avoid a known risk that can be punished.

Under contract law your employer will pay any damages for liability in negligence through

the principle of vicarious liability.

4.To discuss the concepts of consent capacity and confidentiality and their application to the nursing associate role.

Professional misconduct

If found guilty of professional misconduct

1. Judgment may be postponed.
2. Referral may be made.
3. The nurse / nursing associate may be suspended.
4. The nurse/ nursing associate may be cautioned.
5. The nurse/ nursing associate may be removed from the register.

Consent

It is a general legal and ethical principal that valid consent must be obtained before commencing an examination starting treatment or physical investigation or providing care RCN (2017)

A person who has capacity can provide or withhold consent for examination, treatment or care.

Confidentiality individuals have the right to expect that any information they provide is used only for the purposes for which it was given and not disclosed without their permission.

K1. Understand the code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K2. Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health.

K3. Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care.

K8. Understand how discriminatory behaviour is exhibited.

K12. Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical, and behavioural health, and well-being.

K26. Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.

S1. Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.

S7. Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive, and behavioural health challenges.

S8. Recognise signs of vulnerability in self or colleagues and the action required to minimise risks to health.

S18. Apply knowledge, communication and relationship management skills required to provide people, families and carers with accurate information that meets their needs before, during and after a range of interventions.

B1. Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences

B2. Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3. Be adaptable, reliable and consistent, show discretion, resilience and self-awareness

Apprenticeship Learning Log

Date of Learning: 02/06/2023

Time: 09:30 – 16:30

Title of learning activity: Preparing for placement, Introduction to EPAD/ BLS, SBAR and practice in the stimulation room.

Diary of Learning activity

Today we were introduce to the Electronic Practice Assessment Document (EPAD),  by Mariama,  the document is designed to support and guide your in successfully achieving the criteria set out for the Nursing Associate and standard for education and training (NMC, 2018)

I learnt my responsibilities as a student to show a sources of  an evidence that encompass knowledge, skills,  and attitude of those receiving care. I understand I will be supervised by practice assessor  and practice Supervisor, who can be a Registered Nurse, Nursing associate, midwife or any other register health/ social care professional. I also understand that in every placement i make a reflection on an Episode of care (formative and summative) medicines management and reflection on meeting medicine management to demonstrate and show my understanding.

BREAK

Back from break we add a session on BLS and SBAR

Basic life support and we discuss about how we can response or intervene in a saturation to save life. we talks about when we encounter  unresponsive person.

firstly I learnt  safety: look at the environment and ensure the person and pass by are safe, check  for response, to check for response, I will approached the person and gently shake his shoulders and ask loudly ‘Are you all right’ if responses or not, in a situation where there is no response I will call for help, and  check  the airways I will place hand on the fore head and gently tilt head back to open the airways and listen for normal breathing not more than 10 seconds, when patient is not breathing I will to dial 999 and start CPR, I will explain patient location and saying whether the person is breathing or not. I will continue CPR till help arrive.

Apprenticeship Learning Log

Date of Learning: 12/05/2023

Time: 09:30 – 16:00

Title of learning activity:  Introduction to Reflection and Assignment Workshop

INTRODUCTION TO REFLECTION AND ASSIGNMENT WORKSHOP

We learnt about how to write reflective essay. Reflective writing encourages us to think, and reflect on an event.

Gibbs reflective cycles (1988) help break it down in 6 stages where you give:

DESCRIPTION: what happened? Feelings, what were you thinking and feeling?

EVALUATION: what was good and bad about the experience.

ANALYSIS: What can you make of the situation.

CONCLUSION: What else could you have done and make action plan if it rose again.

WHAT WOULD YOU DO?

Reflective writing develops our knowledge, understanding and intellectual development. It provides an opportunity to think deeply about your beliefs and attitudes and understand the values that underpin nursing practice. We also look at tips.

A-E ASSESSMENT

We learnt the importance of ABCDE assessment approach in prevention of clinical deterioration where:    A- Airway and Oxygenation

B- Breathing and Ventilation

C- Circulation and Stock management

D- Disability due to neurological deterioration

EXPOSURE AND EXAMINATION

• Airway (is patient breathing)

B- Respiration and saturation

C- Pulse, BP and CRT

D- The brain, diabetes, drug and allergies diseases.

We look at a scenario when a nursing staff use A-E assessment to attend to a deteriorating patient and called the doctors when prescription was needed.

THE PRINCIPLES OF

-Prefer initials ABCDE survey at the beginning of each assessment (5 minutes).

-Instigate treatment for life threatening conditions as you find them.

-Call for help if needed.

-Reassess when any treatment is completed.

-Perform more detailed history including investigation only when the patient is stable.

-If the patient’s condition deteriorates repeat the ABCDE assessment.

HOW TO CHECK AND ASSESS

• Airway: can be assess by listening to patient and the sound they are making

-clear (if the patient is talking)

-partially obstructed (if an entry is diminished and noisy)

-completely obstructed (if there are no breath, sound at the mouth or nose) e.g sound that are …….. Of breathing ……. snoring, gurgling, wheeze and stridor

B- Breathing: The breathing assessment focuses on ensuring there are no condition that are impacting the lungs. How to check and assess is to look, listen and feel.

C- Circulation: Inadequate circulation can cause a person’s blood pressure to drop. To check and assess is look at skin colour, examine peripherals, capillary refill time (CRT) pulse, BP, Hypertension (late sign) and urine output.

D- Disability: Assessment focus on the main causes of reduced consciousness, nurses also need to check the medication chart. Looking for any drug-induced effects to check and assess patient alert, new confusion responds to voice respond to pain, unresponsive.

Pupil size/response

Posture

Blood sugar

Pain relief

E- Exposure: To ensure a complete assessment has been taken, a visual inspection of the patient from head to toe and, front and back should be performed. Look for anything that is not immediately obvious rashes, blood loss or excessive fluid loss, stomach distention calf swelling, bruising, injuries or wounds and infection, or cannular/catheter/drain sites.

SBAR is a communication tool that help you to structure your conversation when you call for help.

It enables you to get concerns across in a meaningful and professional way.

SITUATION: State your name & department, reason for your call.

BACKGROUND: Admission, diagnosis, date of admission

A: The assessment of the patient using the ABCDE approach.

R: Recommendation- record the name and contact number of your contact.

K1. Understand the code: Professional standards of practice and behavior for nurses, midwives, and nursing associates (NMC 2018), and how to fulfill all registration requirements.

K8. Understand how discriminatory behavior is exhibited.

K12. Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical, and behavioral health, and well-being.

K20. Know how people’s needs for safety, dignity, privacy, comfort, and sleep can be met.

K26. Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.

S1. Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.

S3. Recognise and report any factors that may adversely impact safe and effective care provision.

S4. Take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.

S6. Act as an ambassador for their profession and promote public confidence in health and care services.

S9. Develop, manage, and maintain appropriate relationships with people, their families, carers, and colleagues.

B1. Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences

B2. Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3. Be adaptable, reliable, and consistent, show discretion, resilience, and self-awareness.

Apprenticeship Learning Log

Date of Learning: 28/04/2023

Time: 0900-1600

Title of learning activity: The Digestive System and The Integumentary System

Diary of Learning activity

We learnt about the anatomy of the digestive system, which is made up of the mouth, pharynx(throat), oesophagus, stomach, small intestine, duodenum, jejunum and ileum, large intestine- caecum, colon and rectum and anus. Its also includes the salivary glands – submaxillary, sublingual, and parotid, liver, gallbladder & biliary tract, and pancreas, these make digestive juices and enzymes that helps the body digest food and liquids.

Ingestion is eating and drinking, taking of food to the digestive system, the food goes through the digestive system, mastication (chewing) the mechanical breaking down of the food, the chemical breaking down of food into smaller molecules by action of enzymes secreted by glands and accessory organ of the digestive system and absorbed across the intestinal wall into the blood  and lymphatic circulation for use by the body cells, food that cannot be broken down, digested or absorbed is excreted from the digestive tract in form of faeces via defecation and the process is known as elimination.

Some conditions that occur in the digestive system are stomach disorder that is Peptic ulcer disease it involves the full thickness of gastrointestinal mucosa and penetrate muscle layer caused by disruption to balance between corrosive gastric juice and protective mucus. Most common sites are stomach and duodenum.

Vital Sign And NEWS

Vital signs are the measurement of the body basic functions that are help tools in detecting or monitoring health condition. It consists of Blood pressure, heart rate, respiration rate, oxygen saturation, temperature, and level of conscious(   ACVPU).

A healthy adult blood pressure ranges from systolic 100-140 and diastolic is 60-90, pulse 60- 100 Beat per minute, respiration rate is 12- 20 Beat per minute, pulse oximetry 94-98%, temperature 36-37.5’c (low grade pyrexia 37.6- 37.9’c, pyrexia 38.c+) conscious level using the

A: Alert, C: confusion, V: voice, P: pain, U: unresponsive

The national early warning score NEWS is a standardised system that generate a score in relation to patients’ acute illness, clinical response, and frequency of monitoring patient. It’s also provided an easy way to recognise a deteriorating patient. Sometimes high score may not trigger a response  may be patient is on end of life.

The steps required to undertake vital sign measurement are.

1. Give patient at least 5 minutes to rest.
2. Follow infection control procedures.
3. Explain procedure to patient and gain consent.
4. Select appropriate cuff.
5. Choose which arm to use. Blood pressure should not be taken in a patient’s affected arm that has for example. Any form of vascular access e.g., PICC line, venous cannula if the patient has an arteriovenous fistula e.g., for dialysis if the patient has lymphoedema, e.g., caused by mastectomy. If the patient arm cannot be accessed e.g., plaster of Paris splint. has any paralysis in the affected arm or impaired sensation.

K1. Understand the code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K2. Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health.

K3. Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care.

K10. Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K11. Understand the factors that may lead to inequalities in health outcomes.

K15. Understand human development from conception to death, to enable delivery of person-centred safe and effective care.

K17. Understand human development from conception to death, to enable delivery of person-centred safe and effective care.

K20. Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met

K22. Know how to meet people’s needs related to nutrition, hydration and bladder and bowel health.

S1. Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.

S17. Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance.

S36. Understand the roles of the different providers of health and care.

S39. Understand the principles and processes involved in supporting people and families with a range of care needs to maintain optimal independence and avoid unnecessary interventions and disruptions to their lives

B1. Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences

B2. Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3. Be adaptable, reliable, and consistent, show discretion, resilience and self-awareness.