Apprentice Learning Log

Date: 10/11/25

Time: 1300-17:00

Title of learning: Nutrition support and bowel care

Two Wednesdays ago, I had a classroom lesson on nutrition support and bowel care, which helped deepen my understanding of how essential these aspects are in nursing care. The session covered different types of nutritional support, including oral supplements, nasogastric (NG) tubes, and PEG feeding. We also discussed the link between nutrition and bowel function and how important it is to monitor bowel movements, especially in patients who are immobile or on long-term medication such as opioids, which can cause constipation.

We learnt how to use the Bristol Stool Chart as a tool for assessing bowel health and the importance of good documentation. The lesson also explored how poor nutrition and bowel issues can affect a person physically and emotionally, such as through pain, discomfort, low mood, or loss of dignity. What struck me most was how common bowel problems are in clinical settings—and how much of an impact they have on a person’s well-being and recovery.

This lesson made me reflect on how I’ve seen nutrition and bowel care handled in practice. Sometimes, these aspects of care are overlooked when staff are busy or when patients are unable to express how they feel. The session reminded me that nutrition and bowel care are not just routine tasks—they are fundamental to a person’s dignity and comfort.

As a student nursing associate, I realised how important my role is in observing signs of poor nutrition or bowel problems. For example, noticing if a patient hasn’t opened their bowels in a few days, if their abdomen appears bloated, or if they refuse food or fluids. I learnt that I need to be proactive in communicating these concerns to the wider team.

The lesson also touched on the emotional side of bowel care. Patients may feel embarrassed or distressed, especially when needing help with toileting or dealing with incontinence. This made me think more about how I approach these situations—ensuring privacy, maintaining dignity, and showing empathy.

After this lesson, I feel more confident in my understanding of the link between nutrition and bowel health. I will apply this knowledge in practice by paying close attention to patients’ eating and drinking habits and monitoring bowel movements more carefully. I will also make sure I escalate any concerns to the registered nurse or medical team as soon as I notice changes.

I plan to revise the use of the Bristol Stool Chart so I can use it accurately and confidently. I also want to build my communication skills to talk about sensitive issues like constipation and incontinence in a respectful, non-judgemental way. I’ll aim to support patients holistically—not just by meeting their physical needs, but by listening to how they feel and involving them in decisions where possible.

Lastly, this reflection reminded me of the 6 Cs of nursing—especially compassion, care, and communication. Whether assisting someone with feeding or supporting them through bowel care, every small action matters. These basic needs are at the heart of good nursing, and I’m proud to be learning how to meet them with respect and kindness.

Knowledge

K 1-3, 22-30, 33, 34, 36, 39-41

Skills

S 1-36, 39

Behaviour

B 1, 2, 3

Apprentice Learning Log

Date: 28/06/25

Time: 12:00 – 15:00

Title of Learning: Aseptic Non-Touch Technique (ANTT)

Last Wednesday, we had a lesson on Aseptic Non-Touch Technique (ANTT). At first, I thought it would just be another infection control session, but it turned out to be much more than that. We learned how important it is to protect key parts and key sites during procedures like wound care or catheterisation — not just by being clean, but by staying hands-off where it matters. The tutor demonstrated it step by step, and then we had the chance to practise it ourselves. It was hands-on, and a bit nerve-wracking at times, especially when I worried about accidentally contaminating something.

This lesson really made me think. I realised how easy it is to overlook small steps when you’re in a rush or distracted — but those small steps matter. I started to reflect on times in practice where I might not have been fully conscious of my technique. It’s not just about ticking a box or wearing gloves; it’s about protecting the patient from harm. That really hit me. Some of the people we care for are already so vulnerable — the last thing they need is an infection we could’ve prevented. I also appreciated how the tutor made it clear that it’s okay to pause, to reset if you feel something’s been compromised. That gave me more confidence.

Going forward, I’m going to be more mindful in everything I do involving ANTT. I want to slow down when needed, plan my steps properly, and make sure I prepare the right equipment before starting. I’ll ask questions if I’m unsure, and I won’t be afraid to speak up if I notice a break in technique — whether it’s mine or someone else’s. Patient safety comes first. I also want to keep practising until it becomes second nature. This lesson reminded me why I chose this profession — to care, protect, and do no harm. And that starts with the basics, like ANTT.

Knowledge

K 1-3, 22-30, 33, 34, 36, 39-41

Skills

S 1-36, 39

Behaviour

B 1, 2, 3

Apprentice learning Log

Date: 27/06/25

Time; 17:00 – 20:00

Title of Learning: Sexual Health Promotion

Sexual Health Promotion

Last June 18 2025, we had a lesson on sexual health promotion, which covered key topics such as sexually transmitted infections (STIs), contraception methods, consent, and the importance of open communication. We explored how promoting sexual health can prevent disease, support safer relationships, and reduce stigma. The lesson also touched on public health campaigns, safeguarding, and how health professionals can encourage individuals to access sexual health services. We worked through group activities and discussions which helped us understand the wider social and cultural influences on sexual health.

This session made me realise that sexual health is not just a private matter but a public health issue that we as healthcare workers must address with confidence and sensitivity. I learnt that many people still face embarrassment, discrimination, or fear when accessing sexual health support, especially those from minority or LGBTQ+ backgrounds. This reminded me how important it is to use non-judgemental language and maintain confidentiality, which links directly to the NMC Code and the 6 Cs of nursing — especially compassion, care, and commitment.

I also reflected on how promoting sexual health contributes to health equality and how poor education, culture, or fear can be barriers. As a student nursing associate, I need to recognise when someone may be at risk of harm or exploitation and know how to safeguard them appropriately. The session gave me more confidence to speak about this subject and made me realise how I can support patients by offering advice or signposting them to services like GUM clinics or helplines.

In the future, I plan to build on this knowledge by observing experienced staff during discussions with patients about sexual health. I want to become more confident in using appropriate, respectful language when offering advice or asking sensitive questions. I will also take time to read more about local services and national sexual health campaigns so I can offer accurate information. Most importantly, I will continue to reflect on my own values and practice to make sure I treat all individuals with respect, understanding that sexual health is a key part of a person’s overall well-being.

Knowledge

K 1-20, 24, 24,30, 33, 36, 39-41, 43

Skills

S 1, 5, 7-9, 13-16, 35

Behaviour

B 1, 2, 3

Apprentice learning Log

Date: 09/06/2025

Time: 13:00-18:00

Title of Learning: Reflection: Caring for Tracheostomy Patients

Yesterday, I was responsible for looking after seven patients with tracheostomies in my ward. My main tasks included performing suctioning, changing the inner cannula, and accurately recording nursing notes. This was a very hands-on shift, requiring constant monitoring of patients’ airways and maintaining clear documentation. Some patients were alert and able to communicate, while others were more vulnerable and nonverbal, requiring extra care and observation. It was physically and emotionally demanding but also a valuable learning experience.

This experience helped me develop confidence in managing tracheostomy care, which can be complex and high-risk. I realised how important it is to act promptly when a patient shows signs of respiratory distress, such as coughing, agitation, or decreased oxygen saturation. Suctioning, when done correctly and timely, can help prevent complications like blockages or infections. I also learnt that communication and reassurance are vital, especially for patients who cannot speak. I had to rely on nonverbal cues and body language to understand their needs. Recording care accurately on the EPR system was essential to ensure continuity of care and safety. This shift pushed me to be more organised, calm under pressure, and aware of my patients’ individual needs.

I want to continue developing my skills in tracheostomy care by asking questions, seeking feedback, and observing experienced nurses. I will also review the latest guidelines and best practices to ensure I am following safe, evidence-based procedures. I plan to improve my communication with non-verbal patients by learning more about eye-gaze boards and other tools. In future shifts, I will pay more attention to small changes in patients’ behaviour, as early signs of deterioration can be subtle. Overall, this experience has strengthened my confidence and highlighted the importance of safe airway management, clear documentation, and compassionate, patient-centred care.

Knowledge

K 1, 4-13, 15-30, 33, 36, 39-41

Skills

S 1, 2, 5, 17, 18, 21, 23, 25-28, 30, 32, 35

Behaviour

B 1, 2, 3

Apprentice Learning Log

Date: 04/06/2025

Time: 17:00-20:00

Title of Learning: Vulnerable and Complex Care

Last Wednesday, we had a lesson focused on vulnerable and complex care, which is a key aspect of nursing practice. The session explored how to support individuals who are at increased risk due to factors such as age, disability, mental health conditions, learning difficulties, or social circumstances like homelessness or domestic abuse. We also discussed the importance of safeguarding, recognising signs of neglect or abuse, and how to respond appropriately by following correct procedures. The role of the multidisciplinary team (MDT) was highlighted, showing how collaboration between nurses, doctors, social workers, and allied health professionals is essential in delivering safe and effective care to people with complex needs.

This lesson helped me understand that being vulnerable isn’t limited to physical conditions it also includes emotional, cognitive, and social vulnerabilities. It made me realise how important it is to treat every patient as an individual, taking into account not just their medical diagnosis but also their environment, support system, and communication needs. I reflected on how easily some vulnerable patients can be overlooked or misunderstood if we don’t take the time to assess them holistically. The importance of safeguarding and advocating for those who can’t speak for themselves really stood out to me. I also learnt how complex care often requires coordinated support and clear documentation and how poor communication between healthcare professionals can increase the risk of harm.

In my future practice, I will take extra care to observe and assess for hidden vulnerabilities, especially in patients who may struggle to express their needs. I will apply person-centred care by adapting my communication, involving family or carers when appropriate, and always respecting the dignity and rights of the patient. I will also seek support from the MDT when needed and speak up if I have safeguarding concerns. This lesson has reminded me that compassion, attentiveness, and professional responsibility are crucial when caring for vulnerable individuals with complex needs.

Knowledge

K 4-13, 15-30, 33, 36, 39-41

Skill

S1, 2, 5, 17, 18, 21, 23, 25-28, 30, 32, 35

Behaviour

B 1, 2, 3

Apprentice Learning Log

Date: 30/05/2025

Time: 20:00

Title of Learning: Living with Long-Term Conditions and End-of-Life Care

In last Wednesday’s lesson, we explored the experiences of individuals living with long-term conditions and the importance of end-of-life care. The session covered the physical, emotional, social, and psychological impact of chronic illness on both patients and their families. We also discussed palliative care, the principles of holistic support, and the significance of person-centred care during the final stages of life. A key part of the lesson involved case studies and role-play, which helped us understand how to communicate compassionately and effectively with people facing life-limiting conditions.

This lesson helped me to realise how essential it is to treat patients as individuals, not just as people with medical conditions. Long-term illness often means a loss of independence, changes in identity, and emotional struggles. Recognising this reinforced how important it is to offer support that is not just clinical but also emotional and spiritual. I was particularly struck by how much difference good communication can make—being able to listen, show empathy, and offer comfort is just as important as administering medication.

Understanding end-of-life care also challenged some of my assumptions. It’s not just about death—it’s about helping people live as well as possible until the end. This includes managing pain, supporting families, and respecting patients’ choices. The lesson helped me appreciate how sensitive and skilled this area of care needs to be.

I will focus more on developing my communication and empathy skills. I plan to take more time to listen deeply to patients’ concerns and to understand their personal stories, especially those living with long-term conditions. I also want to learn more about advance care planning and the legal and ethical aspects of end-of-life care. In future placements or roles, I will aim to be a comforting presence for patients and families, helping to create a space where they feel heard, respected, and supported. This lesson has deepened my understanding of holistic care and the dignity every person deserves—right up to their final days.

Knowledge

K 1, 4-13, 15-30, 33, 36, 39-41

Skills

S 1, 2, 5, 17, 18, 21, 23, 25-28, 30, 32, 35

Behaviour

B 1, 2, 3

Apprentice Learning log

Date: 24/05/2025

Time: 16:00 – 19:00

Title of Learning: Care of the Child

During our class discussion last Wednesday, we focused on the care of children, including safeguarding and recognising signs of abuse. We talked about the different types of abuse—physical, emotional, sexual, and neglect—and how important it is for healthcare professionals to be alert to the signs. The class also discussed the long-term effects abuse can have on a child’s development, mental health, and trust in adults. It was upsetting to hear how many children in the UK experience abuse, often from people they trust the most. This made me reflect deeply on my own responsibilities when working with children and families.

This discussion made me realise how vital safeguarding is in all areas of health and social care. Children are vulnerable and may not always be able to speak up for themselves. As a student nursing associate, I must be observant and act professionally when I notice any signs of concern, such as bruises, changes in behaviour, fearfulness, or poor hygiene. It also made me think about how easily abuse can be hidden and how crucial it is to follow safeguarding procedures, even if it feels uncomfortable. Our duty is always to protect the child, no matter what.

I will make sure I am familiar with my workplace’s safeguarding policy and know how to report any concerns. I will not ignore any red flags or signs, no matter how small they may seem. I also want to improve my confidence in speaking up and documenting concerns clearly and professionally. I will take every opportunity to learn more about safeguarding, child development, and communication with children and families. This discussion reminded me that protecting children is not just a responsibility—it’s a moral and legal duty for all of us in healthcare.

Knowledge

K  1, 4-13, 15-30, 33, 36, 39-41

Skills

S 1, 2, 5, 17, 18, 21, 23, 25-28, 30, 32, 35

Behaviour

B 1, 2, 3

Apprentice learning Log

Date: 23/05/2025

Time: 15:00-18:00

Title of Learning: Drinking Alcohol

In a recent class discussion, we explored the impact of alcohol consumption on health, social well-being, and patient care. We learnt that the UK Chief Medical Officers recommend that both men and women should not regularly drink more than 14 units of alcohol per week, which is roughly equivalent to 6 pints of average-strength beer or 6 medium glasses of wine. The discussion highlighted how alcohol misuse can lead to liver disease, certain cancers, high blood pressure, mental health issues, and an increased risk of accidents or injuries. It also made me think about the number of patients I’ve encountered who were admitted due to alcohol-related conditions, sometimes combined with dehydration, malnutrition, or mental health crises.

This discussion made me realise the importance of understanding alcohol guidelines not just for myself but for supporting patients as a nursing associate. Many people are unaware of how quickly alcohol units can add up, especially with binge drinking or daily intake. It also helped me understand the long-term effects of excessive drinking, including dependency and its strain on families and the NHS. I learnt that asking about alcohol use in a sensitive, non-judgemental way is vital in building trust and helping patients feel safe enough to open up. It’s also important to promote safer alternatives and educate patients about staying hydrated, particularly since alcohol is a diuretic and increases the risk of dehydration.

 I plan to be more confident when addressing alcohol use with patients, especially during assessments or health promotion conversations. I will familiarise myself with local and national alcohol support services so I can effectively signpost patients. I also want to improve my communication skills when discussing lifestyle choices, using open-ended questions and motivational interviewing techniques to encourage positive change. On a personal level, I’ve become more aware of the importance of monitoring my own alcohol intake, especially in social situations, and modelling healthy behaviours. As part of a healthcare team, promoting safe drinking and hydration is essential in providing holistic, preventative care.

Knowledge

K 1, 4-13, 15-30, 33, 36, 39-41

Skills

S 1, 2, 5, 17-18, 21, 23, 25-28, 30, 32, 35

Behaviour

B 1, 2, 3

Apprentice Learning Log

Date: 22/05/2025

Time: 19:00-22:00

Title of Learning : SMOKING

During a recent class discussion, we explored the harmful effects of smoking on health, including its links to conditions such as chronic obstructive pulmonary disease (COPD), heart disease, stroke, and cancer. This made me think deeply about how often smoking-related illnesses come up in healthcare settings and how many patients continue to smoke despite knowing the risks. It reminded me of a patient I saw on placement who had been diagnosed with COPD but still struggled to quit smoking due to addiction and stress.

This discussion helped me understand that smoking is not just a lifestyle choice but often a complex issue influenced by addiction, mental health, and social circumstances. It reinforced the importance of my role as a future nursing associate in health promotion and patient education. I realised that brief interventions, even a short conversation, can make a difference in encouraging someone to consider quitting. It also highlighted the importance of approaching the topic in a non-judgemental and supportive way, recognising that patients may feel ashamed or defensive.

As I continue my training, I want to be more proactive in supporting patients who smoke. This includes building my confidence to raise the topic sensitively and knowing when and how to refer patients to local stop smoking services. I will also make time to read more about smoking cessation techniques and resources, including advice from NHS and NICE guidelines. By doing so, I can play a small but meaningful role in improving patients’ long-term health and quality of life. Promoting healthier choices is part of the holistic care we are expected to provide, and this discussion has motivated me to take that responsibility seriously.

Knowledge

K 1, 4-13, 15-30, 33, 36, 39-41

Skills

S 1, 2, 5, 17, 18, 21, 23, 25-28, 30, 32, 35

Behaviour

B 1, 2, 3