n my third week of simulated practice, my focus was on autism. This allowed me to gain a more thorough understanding of the condition. Autism Spectrum Disorder (ASD) is a neurological condition that affects a person’s ability to communicate and interact with others. Additionally, it can impact their interests, behaviours, and hobbies. It is classified as a spectrum disorder due to the varying intensity and symptoms experienced by individuals. Some individuals with ASD may also have other conditions, such as ADHD, dyslexia, anxiety, or epilepsy. I understand that having autism doesn’t mean you have a sickness or disorder. It means your brain processes information differently than others. Patients are born with it, and symptoms can be noticed early on or later in life. Being autistic is a lifelong condition that can’t be cured like a medical illness, but some individuals may need help with specific tasks.

I want to share a scenario involving a patient with autism based on a case study from my simulated placement. For privacy reasons, I will refer to the patient as Jasmine, as required by nursing and midwifery standards. To integrate theory into practice, I will follow the Driscoll model, which includes three questions about the event, its significance, and how it can inform future actions.

During my simulated placement, I was assigned to work in an intensive care unit. My practice supervisor has requested that I provide a COVID injection to a patient. I introduced myself to the patient and received her permission. Jasmine has reached the age of sixteen. Jasmine was diagnosed with high-functioning autism when she was seven and arrived at the hospital with her mother. Jasmine was standing in the corner of the bed, feeling anxious. So I ask her to sit on the chair, but she sits at the edge of the bed. As a student nurse, I prioritise that patients and families entering the assessment ward deserve to be treated with the utmost care, compassion, respect and understanding of the fearful situation that they find themselves in. I assisted Jasmine in transferring from the bed to a comfortable chair.

To communicate effectively with Austin’s patient, I spoke in simple terms. I informed her that the practice supervisor had requested that I administer the COVID vaccine and asked for her consent. She had concerns about why she needed the injection when her college friends hadn’t taken it yet. I explained that she was at high risk of contracting COVID and that her mother recommended taking the vaccine for safety. After obtaining her consent, I prepared the medication by verifying the expiration date and dosage. I administered the subcutaneous injection in her right arm and assured her that she would feel alright within an hour. However, she still felt numb and asked what to do if it didn’t go away. I advised her that her mother could call the GP for pain relief. I gave Jasmine ample time to express herself and didn’t interrupt her. Communication can be challenging, but it’s essential to keep trying and not let embarrassment interfere. A family member can also help find the best way to communicate if available. As a student nurse, I have learned the importance of building a personal connection with my patients. It is crucial to approach them with care, respect, and compassion while gathering and relaying information. As their advocate, I will stand by them and provide support whenever needed. And I am committed to delivering the essentials of care competently and efficiently.

In addition, I have gained more knowledge on how to manually measure blood pressure and record the results as soon as I hear the first heartbeat. My understanding of the pressure level at which the first Korotkoff sound is detected through simulated practice has dramatically improved. It is important to note that the systolic pressure is determined at this point, while the absence of Korotkoff sounds marks the diastolic pressure.

During Creative Therapy Week, I had the chance to explore different forms of therapy, such as Dance Movement Therapy, Music Therapy, Art Therapy, and Drama Therapy. I learned how innovative therapies can help us express our inner thoughts and feelings through creative means such as art and music. Art therapy, in particular, is a powerful technique that uses creative expression to address psychological disorders and improve mental health. It recognises the healing potential of the arts, allowing patients to communicate, express themselves, and find comfort through artistic expression. As a nursing student, it is essential to approach patients with mental health conditions with respect and acceptance. My experiences taught me how to create a safe, nonjudgmental relationship with patients, allowing for effective communication and comfortable silence. This has helped me better understand their experiences and grow professionally. As student nurses, we must use our internal creative resources to understand better and serve our patients, develop nonverbal communication skills, maintain a nonjudgmental attitude, and understand their unique capabilities and potential. Building trust between patients and their families is also essential, and open communication is vital. By focusing on the patient’s needs, healthcare providers can be resilient to challenges not centred on the patient’s well-being.

Music therapy has been shown to have many benefits, including reducing blood pressure and depression, contributing to self-discovery, heightened awareness, increased self-esteem, and enjoyment of life. Individuals with chronic conditions may benefit from listening to self-selected background music, which can reduce negative behaviours like agitation and aggression and promote positive behaviours like eye contact and smiling. Advocacy for music therapy has helped me understand its positive impact on patients. While it may not improve long-term survival rates for cancer patients, it has been found to have short-term benefits, such as lessening the need for pain medication and reducing rates of depression and sleeplessness in specific individuals. Music therapy is a fast-expanding area in which music interventions are utilised to achieve goals in therapeutic interaction. It has been shown to help patients express their feelings, manage stress, promote well-being, relieve pain, improve memory, and improve communication.

Music comprises two essential elements, rhythm and melody, which are natural human capabilities. Music therapy is a simple and easily accessible treatment that can assist with various health issues, including pain management, emotional regulation, and interpersonal difficulties. Nurses use emotional intelligence, which encompasses personal and social competencies, to provide compassionate care to patients and their families. While nursing courses prioritise cognitive and physical skills, they do not always provide opportunities to cultivate these critical personal and social qualities necessary for effective practice.

Reflecting on the benefits of Art therapy, it is evident that it has aided student nurses and mental health patients in effective communication. Art therapy has enabled a comfortable silence between the two parties, fostering a secure and nonjudgmental alternative. This has helped student nurses overcome their apprehension of speaking while patients can express their emotions and share their experiences. As a result, student nurses have developed a better understanding of mental health patients and have grown professionally by acquiring more efficient techniques for gathering information. Incorporating art therapy into baccalaureate nursing education may improve the therapeutic relationship between student nurses and mental health patients. Art therapy promotes self-expression and fosters trust between the patient and the nurse through comfortable silence. It also helps to improve the communication skills of student nurses. Overall, this placement supports art therapy as a valuable nursing tool and a deliberate communication strategy in nursing education to promote professional development and prepare students for nursing practice demands.

This week, I attended midwifery insight week, where I learned about newborn feeding with a focus on breastfeeding, domestic violence, and sepsis. Through group discussions, I was able to delve deeper into the subject. We discussed the benefits of breastfeeding for both the mother and the baby in the newborn feeding segment, which was incredibly informative. Breast milk is the most nutritious food for newborns and adapts to the child’s nutritional needs as they grow. Breastfeeding also helps prevent short- and long-term illnesses and disorders such as asthma, obesity, type 1 diabetes, SIDS, ear infections, and stomach problems. However, I learned that some mothers with chronic AIDS cannot breastfeed their children because it spreads the disease. In such cases, multidisciplinary teams will provide risk mitigation advice. As a student nurse, I recognize the importance of respecting the mother’s decision and not pressuring her to breastfeed. Instead, I must encourage them to do so because it benefits the baby’s cognitive processes and mental and emotional well-being. To ensure perinatal mental health protection, providing practical breastfeeding assistance and appropriate guidance from healthcare experts is critical. Nurses are essential in providing patients and their families with high-quality, trustworthy, evidence-based information.

Also, we watched a domestic abuse scenario as groups, stimulating practice. A 32-year-old pregnant woman was admitted to the emergency room for a fall. She is 32 weeks pregnant and has had bursts around her face and arms. The practice supervisor has asked the student nurse to take vital signs to check if the patient is okay. The student nurse gained consent from the patient and notified her that she came with her partner, and any time the student wanted to talk to the patient, the partner would not allow the patient to take it, but he would answer the question. Hence, the student recognizes the indicators of domestic abuse. The student escalates to the practice supervisor and says that something is going on with the patient, so the practice supervisor shows up and reassesses the patient.

I learned that the student nurse notes domestic abuse. The patient was terrified of her partner. The patient’s partner was the one to answer all questions and shout at her, Lazy woman. You will stay home for me to come back from work to cook for you. That is why you fall in the kitchen. This is an example of domestic abuse. Take control over everyday life by telling you where you can go, who you can see, what you can wear, and when you can sleep. This would help make the information more relatable and easier to understand for the reader.

The names of the patients and the NHS Trust will be changed to maintain confidentiality.

As a result, I will go over what went well, what I learned, and what I will do differently the next time. Professional relationships in nursing refer to how nurses interact with their patients and other healthcare providers. According to the NMC code of practice, registered nurses must maintain professionalism and trust. Includes adhering to professional values such as honesty, competence, and hard work. The charge nurse directed the student nurse to take the vital signs of a 27-year-old pregnant woman admitted to the ward for the fall. The student approaches a patient to obtain consent, but the patient’s companion refuses to let the patient say so. Her partner began telling the nurse her name was Mary, that she was 32 weeks pregnant, and that she fell in the kitchen. He is concerned because she is sluggish and lethargic; they have been here for two hours, and no one has come to assess them, but he is relieved that a student nurse is here to observe them. The healthcare provider recognized anything that seemed amiss with the partner’s speech and behaviour. The patient appeared uncomfortable and apprehensive, and she only let her companion do most of the talking. Also, the injuries from the fall appear suspicious. At this moment, the student nurse became worried and attempted to communicate with the patient. The patient’s spouse eventually excused himself, and the nurse took advantage of the chance to ask questions to help the patient open up to her. As a nurse, it is critical to focus on your patient to spot any indicators of domestic violence, so safeguarding concerns must be highlighted. In this case, I realized the significance of examining the patient’s general look, mental condition, and posture. This setting made it very simple to recognize indicators of domestic violence since the patient seemed disturbed, nervous, and afraid. I’ve learned how to recognize when a patient is abusing themselves, how to escalate the situation, and how to assist them. I realize that soothing patients and asking closed and open questions are vital since they allow the patient to tell you what happened to her. I learned that I have a personal relationship with my patient and show compassion while obtaining and providing information to her. As a student nurse, I must advocate for, support, and defend patients. I have to make sure I deliver the fundamentals of care effectively. I have learned that Nurses must be cautious and know how to collect information to avoid triggering the patient and complicating matters. I learned that the practice supervisor would refer patients to multidisciplinary teams to safeguard the patient and any information about domestic abuse websites for the sake of the unborn child and the patient’s mental, emotional, and psychological health. MDTs, midwives, and nurses must share information to help mothers and children facing domestic violence and abuse at home and needing urgent care.

Nurses need to understand the relationship between exposure to violence and women’s ill health and be able to respond appropriately.