Theory Hours Sheet January 2025 part1& 2

Apprenticeship Learning Log

Date of Learning: 05/02/2025

Time: 9:30 – 16:30

Title of learning activity: Skills Session. Continence Management and Urinalysis.

Medicines management.

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

On today’s session we were able to discuss continence management and urinalysis.

We described the meaning of urinary incontinence.

Urinary incontinence – the loss of bladder control, is a common and often embarrassing problem. The severity ranges from occasionally leaking urine when you cough or sneeze to having an urge to urinate that’s so sudden and strong you don’t get to a toilet in time.

Urinary catheterisation is a procedure used to drain the bladder and collect urine through a flexible tube called a catheter. Urinary catheters are usually inserted by a doctor or a Nurse. They can either be inserted through the tube that carries urine out of the bladder (urethral catheter) A urinary catheter is usually used when people have difficulty peeing, urinating naturally. It can also be used to empty the bladder before or after surgery and to help perform certain tests.

We went to the simulation room to learn and practice catheterising female & male and do deep urine test.

We discussed the importance of the Fluid Balance.

The amount of urine pass by the adult depends on the person weight. For example, if the patient weight is 80 kg, the patient should pass 40 ml of urine per hour, considering the fluid input.

CSU – Catheter Sample Urine.

MSU – Mid Stream Urine.

Second subject on today’s session, Medicines Management.

Nurses play a vital role in medicines management. They are responsible for ensuring that patients receive the right medications, in the correct doses, and at the appropriate times. This includes Collecting comprehensive medication histories.

There are five stages of the medication process:

• Ordering / prescribing
• Transcribing/ verifying
• Dispensing and delivering
• Administering
• Monitoring and Reporting

Today’s session helped me to understand the importance of catheterising male and female and how important is to keep area and the whole process under infection control regulation to prevent infection.

KSBs addressed:

K27: Understand the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies

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

K29: Understand the different ways by which medicines can be prescribed

K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments

S2: Keep complete, clear, accurate and timely records

S33: Maintain safe work and care environments

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

Theory Hours Log Sheet December 2024

Theory Hours Log Sheet November 2024

Apprenticeship Learning Log

Date of Learning:29/01/2025

Time: 9:30 -16:30

Title of learning activity: Principles of Pharmacology.

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Pharmacology -is the science that examines the:

• Composition
• Effect
• Uses of drugs

Pharmacodynamics – what drug do to the body:

• Acting on receptors
• Acting on enzymes
• Acting on transporters

Pharmacokinetics – what body do to the drug:

• Absorption, Distribution, Metabolism, Excretion
• Bioavailability
• Therapeutic Range
• Half-Life
• Peak-plasma concentrations

How the body processes the drug

• Usually broken down to 4 stages:
  1. Absorption
  2. Distribution
  3. Metabolism
  4. Excretion

Routes

Falls into 3 categories:

• Enteral, via the gastrointestinal tract via the portal circulation, to the liver e.g administered via oral, sublingual, buccal or rectal route
• Parenteral, refers to IV, IM or subcutaneous administration
• Topical, application of a medication directly to a site e.g. creams, inhalations, oral rinses

Some drug will be absorbed through stomach lining into the blood

MOST drugs will be absorbed through small intestine

Remember – the small intestines have a large surface area for absorption

Factors affecting absorption:

• Food
  • Sometimes need to take drugs on an empty stomach – check BNF
• Controlled Release Drugs
  • Formulated to be released slowly along GI Tract
  • DON’T CRUSH – destroys slow-release formulation; patient will absorb too quickly = BAD
• Enteric Coated Drugs
  • Special coating to delay absorption – may help to protect the stomach e.g. aspirin
  • DON’T CRUSH – destroys the coating; absorption will not be delayed = BAD

Factors affecting pharmacokinetics

• Disturbances of the gastrointestinal tract e.g. vomiting, diarrhoea
• Circulatory disorders
• Liver disorders
• Kidney disorders
• Interaction between drugs can affect their activity in the body

Today’s session helped to understand the meaning of pharmacology, pharmacodynamic and pharmacokinetics.

Confirmed my thought, that Morphine is a Heroin Drug and all Antibiotic’s stop bacteria from multiplying. From the few first douses our condition doesn’t progress/ won’t get worse. Its very important to complete the whole course of antibiotic.

KSBs addressed:

K27: Understand the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies

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

K29: Understand the different ways by which medicines can be prescribed

Apprenticeship Learning Log

Date of Learning: 22/01/2025

Time: 9:30 – 16:30

Title of learning activity: Reproductive System, pregnancy and foetal development.

Emotional Intelligence and Resistance.

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Humans reproduce sexually. The male and female reproductive system differ anatomically and physiologically, and the new individual develops from the fusion of one male and one female sex cell (gamete)

The male gametes called spermatozoa or singular spermatozoon, and the female gametes called ova or singular ovum.

The Female reproductive organs:

• Uterine tube
• 2 x ovary
• Uterus
• Vagina

Functions of Female Reproductive System:

• Formation of ova
• Reception of spermatozoa
• Provision of suitable environments for fertilisation and fetal development
• Childbirth (parturition)
• Lactation (the production of the breast milk)

Male reproductive system functions:

• Production, maturation and storage of spermatozoa
• Delivery of spermatozoa in semen into the female reproductive tract.

The male has reproductive organs, or genitals, that are both inside and outside the pelvis. The male genitals include:

• the testicles
• the duct system, which is made up of the epididymis and the vas deferens
• the accessory glands, which include the seminal vesicles and prostate gland
• the penis

Pregnancy is the time during which one or more offsprings develops gestates inside a women uterus (womb) A multiply pregnancy involves more than one offspring, such as with twins. Pregnancy usually occurs by sexual intercourse but can also occur through assisted reproductive technology procedures.

A pregnancy may end in live birth, a miscarriage, an induced abortion, or a stillbirth. Childbirth typically occurs around 40 weeks from the start of the last menstrual period (LMP), a span known as the gestational age. This is just over nine months. Counting by fertilisation age, the length is about 38 weeks. Pregnancy is “the presence of an implanted human embryo or foetus in the uterus. Implantation occurs on average 8–9 days after fertilization. An embryo is the term for the developing offspring during the first seven weeks following implantation (i.e. ten weeks’ gestational age), after which the term foetus is used until birth.

Fetal development is an orderly and intricate process. It begins before you even know you’re pregnant and ends with the birth of your baby. Between conception and delivery, there are many detailed steps that must occur. There are three stages of fetal development: germinal, embryonic and fetal.

Second subject discussed on today’s session was Emotional Intelligence and Resistance.

Emotional intelligence is the ability to understand and manage your own emotions and the emotions of the people around you.

Emotional intelligence:

• empathy
• effective communication
• social skills
• self – awareness
• self – regulation
• motivation

In conclusion coordinated female reproduction system and healthy sperm come together at the right time in the menstrual cycle to create a new life. The time frame for fertility in a menstrual cycle is just a few days. It takes a bit of luck and knowledge about when the pregnancy is most likely to occur to get pregnant or avoid getting pregnant, depending on partners wishes.

Resilience is strengthened by self-awareness, the ability to understand our thoughts, feelings, and reactions. Emotional intelligence cultivates self-awareness by encouraging introspection and reflection, enabling us to recognise our strengths, weaknesses, and triggers, ultimately enhancing our resilience.

KSBs addressed:

Apprenticeship Learning Log

Date of Learning:15/01/25

Time: 9:30 – 16:30

Title of learning activity: All Introduction to the Musculo – Skeletal System

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

The Musculo – Skeletal System, consist of the:

– bones of the skeleton

– their joints

– skeletal (voluntary) muscles, which moves the body

Type of bones:

1. Flat (sternum)
2. Short (carpals)
3. Long (femur)
4. Irregular (vertebrae)
5. Sesamoid (patella)

All type of bones contains two types of bone tissue:

• Compact bone is dense and strong, forms outer shell of bones. Makes up about 80% of the body total bone mass.
• Spongy bones fill all or part of the bone interior. Makes up about 20% of the body total bone mass.

Adult body has 206 bones.

Child body has 300 – 350 bones

Infant body has over 300 bones.

Bones stop growing at age 21

The main labelling of the Skeleton in Anterior View:

• Cranium
• Clavicle
• Scapula
• Sternum
• Ribs
• Humerus
• Radius (goes down to the thumb)
• Ulna (next to the Radius)
• Pelvis
• Carpal bones
• Metacarpal bones
• Phalanges
• Femur
• Patella
• Tibia
• Fibula
• Tarsal bones
• Metatarsal bones
• Phalanges

In the Lateral view to above, we need to add:

• Calcaneus bone

Today’s session helps me to understand the main function of the Muscular System such us: movement, support, protection, heat circulation and blood circulation. If Musco – Skeletal System is damages this causes chronic pain and mobility issue.

Musculoskeletal conditions include conditions, which effects:

• joints, such as osteoarthritis, rheumatoid arthritis, psoriatic arthritis, gout, spondylarthritis.
• bones, such as osteoporosis, osteopenia and associated fragility fractures, traumatic fractures.
• muscles, such as sarcopenia.

KSBs addressed:

K9: Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people

K14: Understand the importance of health screening

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

S15: Identify people who are eligible for health screening

S33: Maintain safe work and care environments

Apprenticeship Learning Log

Date of Learning:08/01/2025

Time: 9:30 – 16:30

Title of learning activity: The Digestive System.

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

The Digestive System- describes the alimentary canal, its accessory organs and the digestive process they undertake.

The alimentary canal (gastrointestinal) GI is a long cube/ 10 metres long, begins at the mouth, passes through the thorax, abdomen and pelvis. Ends at the anus.

Alimentary canal parts:

– mouth

– Pharynx(throat)

– oesophagus

– stomach

– small intestine

– large intestine

– rectum

Accessory organs:

• 3 pairs of Salivary Glands
• Pancreas
• Liver
• Biliary track

The main purpose of The Digestive system, is to take in nutrients from our diet, digest them (break them down into small molecules) absorb the nutrients for use by the body cells. Another job of The Digestive system is to eliminate the waste that couldn’t be digested or absorbed and to regulate water excretion to the minor degree.

Today’s session helped me to understand the importance of The Digestive System.

Digestion sounds like a simple process but it’s involving the coordination of many voluntary and involuntary actions. Taking in food and chewing is entirely voluntary but after swallowing reflex, the process of peristalsis and digestion of food is generally involuntary.

KSBs addressed:

S15: Identify people who are eligible for health screening

S26: Meet people’s needs related to nutrition, hydration and bladder and bowel health

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

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Apprenticeship Learning Log

Date of Learning:13/11/2024

Time: 9:30 – 16:30

Title of learning activity: Introduction to Epad / Placement.

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Today we have a session fully dedicated to Placement and introduction to Epad.

We were discussing each part of the epad –  student portfolio regarding our placement.

We established a few common mistakes done by students during their placement.

We discussed very important topics:

• How to communicate with others during our placement
• How to be responsible for paperwork
• How to interact with our new work colleagues and patients
• How to stay positive, friendly and kind.

Today’s session helped to figure out how Epad works. Many important aspects have been highlighted and brought to the students understanding and attention.

By the end of the session, I left the class with confidence and enthusiasm. I was reassured that things will get well during my placement if I will be complaining with all requirements established by the placement officer and Care Home.

Looking forward starting a new adventure and gain more experience during my placement.

KSBs addressed:

K34: Know and understand strategies to develop resilience in self and know how to seek support to help deal with uncertain situations

S2: Keep complete, clear, accurate and timely records