Date of Learning: 24/09/25

Time: 09:00-16:30

Title of learning activity: AM:  Respiratory system PM: Human factor

Diary of Learning activity

In the morning session, we studied the respiratory system, focusing on both structure and function. I was reminded that the system is divided into the upper tract (nasal cavity, pharynx, larynx) and the lower tract (trachea, bronchi, bronchioles, alveoli, lungs). Understanding the anatomy helped me appreciate how air travels from the outside environment into the lungs for gas exchange.

We also discussed the functions of the lungs, particularly their role in oxygen delivery and carbon dioxide removal. The lesson emphasised the two main types of respiratory failure:

• Hypoxemia (low oxygen in the blood)

• Hypercapnia (excess carbon dioxide in the blood).

I found it useful to connect these failures with conditions such as asthma, COPD, pneumonia, pneumothorax, cystic fibrosis (CF), and pulmonary fibrosis (PF). A key takeaway was the distinction between asthma (reversible) and COPD (irreversible), as well as the role of peak flow meters in monitoring asthma. I also noted the structural difference between the right and left lungs, which supports their slightly different functions.

In the afternoon session, we moved on to human factors in decision-making. I realised that understanding human factors is essential in healthcare because it explains why mistakes occur, often due to cognitive overload, communication issues, or system design flaws. By studying this, I gained insight into how to improve performance, reduce errors, and enhance patient safety.

Personal reflection

This session helped me connect clinical knowledge of the respiratory system with the practical importance of human decision-making in healthcare. For example, knowing how to identify and manage respiratory conditions is vital, but equally important is understanding how human factors can influence diagnosis, treatment decisions, and patient outcomes. Together, both areas support safer and more effective practice.

KSBs

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

K19: Know how and when to escalate to the appropriate professional for expert help and advice

K37: Understand the challenges of providing safe nursing care for people with complex co-morbidities and complex care needs

K38: Understand the complexities of providing mental, cognitive, behavioural and physical care needs across a wide range of integrated care settings

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

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

S23: Work in partnership with people, to encourage shared decision making, in order to support individuals, their families and carers to manage their own care when appropriate

S43: Contribute to team reflection activities to promote improvements in practice and services

S44: Access, input, and apply information and data using a range of methods including digital technologies, and share appropriately within interdisciplinary teams

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

Date of Learning: 17/09/25

Time: 09:00-16:30

Title of learning activity: AM: Decision Making in care for NA PM: Understanding Complex Needs

Diary of Learning activity

In today’s learning activity, I gained a deeper understanding of the NEWS (National Early Warning Score) chart, which includes seven important parameters: alertness, temperature, pulse, blood pressure, oxygen saturation, heart rate, and respiration. This tool is very useful in identifying early signs of patient deterioration.

We also studied the ABCDE assessment. I learned that:

• A (Airway): It is important to check for any airway blockage.

• B (Breathing): We assess for normal breathing patterns and identify conditions such as bradypnea or tachypnea.

• C (Circulation): This involves checking blood pressure and heart rate to ensure they are within normal ranges.

• D (Disability): This focuses on neurological assessment, checking the level of consciousness, and monitoring blood sugar levels to ensure they remain in the normal range.

• E (Exposure): This includes checking body temperature, which should normally be between 36–37.7°C.

We also learned about ABG (Arterial Blood Gas) and BBG (Venous Blood Gas), including the differences between them and how they are used to evaluate a patient’s condition.

In the afternoon, we shifted to the topic of the immune system. I learned the difference between innate immunity (the body’s first line of defense) and adaptive immunity, which can be either active (developed after exposure or vaccination) or passive (received through antibodies from another source, such as maternal antibodies).

This session helped me connect theoretical knowledge with practical clinical skills. I realized the importance of systematic patient assessment using the NEWS chart and ABCDE approach, and how understanding immunity strengthens my ability to apply these concepts in patient care. Moving forward, I aim to practice interpreting these assessments more confidently and to strengthen my clinical judgment in identifying abnormal findings early.

KSBs

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

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

K39: 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

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

S2: Keep complete, clear, accurate and timely records

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

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

S28: Support people with commonly encountered symptoms including anxiety, confusion, discomfort and pain

S30: Recognise when a person’s condition has improved or deteriorated by undertaking health monitoring, interpreting, promptly responding, sharing findings and escalating as needed

S42: Support, supervise and act as a role model to nursing associate students, health care support workers and those new to care roles, review the quality of the care they provide, promoting reflection and providing constructive feedback

S43: Contribute to team reflection activities to promote improvements in practice and services

Date of Learning: 16/09/25

Time: 09:00-16:30

Title of learning activity: AM: Understanding Complex Needs PM Decision Making in care for NA

Diary of Learning activity

The session began with an introduction by the lecturer, who explained how she can be contacted for support. Various channels were highlighted, including email, Microsoft Teams chat, and Teams calls. This provided reassurance about accessibility and ongoing guidance.

Understanding Complex Needs

A key focus was on Understanding Complex Needs within the Nursing Associate Standards. The lecturer emphasised that Properties 1, 5, and 6 are especially relevant for our upcoming written assessment. Importantly, all assessments should be written in the third person.

Linking to Practice

We were reminded that it is essential to demonstrate how patients’ needs can be linked to the different roles within the multidisciplinary team (MDT), including:

• Nurses

• Doctors

• Social workers

• Service users

• Carers

This highlighted the importance of integrated care and collaborative practice when addressing complex needs.

Assessment Guidance

The lecturer explained the two main assessments:

• Summative Assignment which requires at lest:

  1. The use of 25 references. 2. Must clearly demonstrate integration of theory and practice.

• Formative Presentation:

  • A preparatory task designed to build confidence before the summative work.

Afternoon Session

In the afternoon, we focused on the Electronic Practice Assessment Document (EPAD), identifying areas for professional development that we should concentrate on.

Decision-making was introduced, along with an explanation of the specific properties that will be assessed. This reinforced the need to apply critical thinking and professional judgement in practice.

Reflection

Overall, the session was informative and well-structured. It not only clarified the expectations for assessments but also deepened my understanding of complex needs, the role of the MDT, and the significance of decision-making in nursing practice. I feel more confident about approaching the assignments and linking theory to practice through reflection and critical analysis.

KSBs

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

K4: Understand the principles of research and how research findings are used to inform evidence-based practice

K41: Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it

K42: Understand and apply the principles of human factors and environmental factors when working in teams

K43: Understand the influence of policy and political drivers that impact health and care provision Skills

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

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

S29: Give information and support to people who are dying, their families and the bereaved and provide care to the deceased

S32: Work collaboratively and in partnership with professionals from different agencies in interdisciplinary teams

S34: Act in line with local and national organisational frameworks, legislation and regulations to report risks, and implement actions as instructed, following up and escalating as required

S43: Contribute to team reflection activities to promote improvements in practice and services