Date: 01/10/2025

Time: 09:30am – 04:30pm

Title: Complex Cardiovascular System Conditions/Sepsis, Pre and Pre and Post Operation Care

At the early hours of the day, we discussed the cardiovascular system with a focus of complex respiratory conditions such as acute coronary syndromes (ACS) which include angina, non-ST- segment elevation myocardial infarction (NSTEMI), segment elevation myocardial infarction (STEMI) and cyanotic congenital heart disease which include tetralogy of follow, tricuspid atresia and transposition of great arteries. I learnt about the pathophysiology, signs and symptoms and management of these conditions.

By understanding the cardiovascular system, I have developed a clearer knowledge of how these conditions originate and progress. This teaching has also given me the knowledge to better recognise and interpret what I observe.

Moving forward, I will continue to practice recognising key symptoms such as cyanosis and tachypnoea at my place of work and during placement. I will also seek opportunities to shadow senior staff when caring for patients with cardiac conditions.

During the afternoon, we learnt about sepsis, those who are at risk, signs and symptoms, diagnosis and management including the sepsis 6 (oxygen, blood cultures, antibiotics, fluids, lactate levels and monitoring urine output). We also covered pre and post operative care.

As a nursing associate, understanding sepsis is very important because it is life threatening and can develop rapidly if the early signs are missed. The pre and post op care helps reduce the risk of infection and complications and also ensures early detection of sepsis or any other issues.

Moving forward, I will apply knowledge in practice by being alert to early warning signs of sepsis and using observation chats effectively. I will continue practicing using NEWS2 scoring to help escalate concerns confidently. I will also continue linking theory to practise ensuring I understand not just what to do but also why it matters for patient safety and recovery.

KSB addressed:

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

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

K21: Understand co-morbidities and the demands of meeting people’s holistic needs care

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes

K36: Understand the rules of the different providers of health and care

S2: Keep complete, clear, accurate and timely records

S11: Report any situations, behaviours or errors that could result in poor care outcomes

S24: Perform a range of Nursing procedures and manage devices, to meet people’s need for safe, effective and person-centred care

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

Date: 25/09/2025

Time: 09:30am – 04:30pm

Title: Complex Respiratory Conditions/Introduction to Human Factor, Managing Risk, Theory of decision Making and clinical Judgment

The class began with an overview of the respiratory system and its functions before progressing to exploring a range of complex respiratory conditions asthma, chronic obstructive pulmonary disease (COPD), pneumonia, pneumothorax, cystic fibrosis and pulmonary fibrosis. We explored the causes, pathophysiology and management of these conditions.

Understanding these conditions, their causes, pathophysiology and treatment allow me to make accurate clinical decisions, provide effective care and improve patient outcomes.

Moving forward, I will review and revise the pathophysiology of each condition using case studies. During my external placement, I will pay close attention to patients with complex respiratory conditions and seek opportunities to contribute to their care under supervision.

During the afternoon, we learnt about human factors, managing risks, theory of decision making and clinical judgment. We explored how human factor such as communication, teamwork, cognitive overload, fatigue and stress can influence behaviour at work. We watched Elaine’s story and discussed how lapses in decision making about her care resulted to human factor. We also learnt how structured decision making models can help mitigate these risks.

Human factors play a vital role in enhancing clinical decision making and judgment leading to safer, more effective healthcare delivery. Good clinical judgement involves interpreting signs correctly, prioritising actions and making timely decisions

Moving forward, I will continue to communicate clearly and assertively especially during handovers, team based tasks to avoid misunderstanding. I will take regular breaks, ask for support whenever I am stressed and tired. I will also engage in regular reflection to understand how human factors influenced my decision and how I can improve.

KSB addressed:

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

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

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes

K36: Understand the rules of the different providers of health and care

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

S2: Keep complete, clear, accurate and timely records

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

S11: Report any situations, behaviours or errors that could result in poor care outcomes

S24: Perform a range of Nursing procedures and manage devices, to meet people’s need for safe, effective and person-centred care

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

Date: 17/09/2025

Time: 09:30am – 04:30pm

Title: NEWS Tool Score, A-E Assessment, SBAR and Long-Term Conditions, Immune System

The class started with identifying the six physiological and one non-physiological parameters of the NEWS tool chart which include oxygen saturation, respiratory rate, blood pressure, pulse, temperature, neurological state (AVCPU). We discussed the A-E (Airway, Breathing, Circulation, Disability, Exposure) assessment which is a systematic method used to identify and respond to identify health conditions quickly. The lecturer went on to discuss the SBAR communication tool, an acronym for Situation, Background, Assessment and Recommendation. This is used to improve communication especially when escalating patient concerns to senior staff or doctors.

Understanding the NEWS tool is important because of how its supports early decision making and communication between healthcare professionals. Any single missed observation or incorrect score could delay vital intervention. We practiced completing NEWS chart with sample patient data and discussed how to interpret the scores and escalate appropriately. The A-E assessment ensures life threatening conditions are managed systematically while the SBAR helps prioritise relevant details and communicate more effectively and professionally.

Going forward, I will practice using the NEWS chart, A-E Assessment and SBAR when assessing patients during clinical placements and my place of work to improve my competence. I will also keep an eye on recognising abnormal signs such crackles, wheezing and linking to possible causes and interventions.

During the afternoon, we discussed long-term conditions which are chronic diseases that lasts longer than 6 months but can be managed with ongoing care and support such as COPD, diabetes, cancer, asthma, Parkinson, stroke etc. The teaching also covered factors that increases the risk of LTC, impact of living with LTC and the immune system.

This teaching made me understand why patients with long term conditions are at higher risk of infections and complications which is due to their low or weak immune system. It has also helped me understand the complexity and lifelong nature of managing LTCs.

Moving forward, I will read more on long term conditions, particularly those most common in my place of work and placement areas. I will ask questions and engage more in clinical placements when I encounter patients with LTC. I will also build my confidence in contributing to care planning for patients with long-term conditions.

KSB addressed:

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

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

K21: Understand co-morbidities and the demands of meeting people’s holistic needs when prioritising care

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes

K36: Understand the rules of the different providers of health and care

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

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

S2: Keep complete, clear, accurate and timely records

S11: Report any situations, behaviours or errors that could result in poor care outcomes

S24: Perform a range of Nursing procedures and manage devices, to meet people’s need for safe, effective and person-centred care

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

S35: Accurately undertake risk assessments, using contem

Date: 16/09/2025

Time: 09:30am – 04:30pm

Title: Introduction to the module 211 and 212, Level 5 Academic Writing Skills, Referencing, Plagiarism and Decision Making in Care for Nursing Associates

At the start of the class, the lecturer introduced us to the first module with a brief summary of both the formative and summative assessments. She also went on to discuss the expectations of academic writing at level 5 for Nursing associates. We were informed that writing should demonstrate critical analysis, evidence-based practice, paraphrasing, citation, correct referencing using the Harvard style and avoiding plagiarism.

The importance of this teaching is to advance my academic writing skills to meet the standards expected in professional practice. Writing at level 5, I am expected to analyse, evaluate, and apply knowledge to practice. This requires using evidence to support my ideas. Understanding these expectations is important not only to pass my assignments but also for developing into a competent Nursing Associate who can communicate effectively in clinical and academic settings.

Moving forward, I will improve my academic writing by practising critical analysis and making use of available resources such as online tools like referencing guides and feedback from mentors. I will also ensure that I plan and structure my assignments carefully, proofread my work and use evidence from credible sources to support my points.

During the afternoon, we talked about referencing, plagiarism and decision making in care. The teaching focused on the Harvard referencing style which we are expected to use and how to correctly cite sources in our academic work. We also explored what constitutes plagiarism, including directly copying and self-plagiarism.

The lecturer later introduced us to core elements of clinical decision-making, factors that affect decision making and challenges. We were asked to give scenarios where we made decisions in our place of work or placement considering patient safety and accountability.

Decision-making is not just about choosing the best option but weighing up risks, understanding the patient’s preferences and using evidence based. I am more aware of my role in contributing to decisions, even when working under supervision and how communication can help gather accurate information and reduce risks and errors.

Moving forward, I will continue developing my decision-making skills by actively reflecting on the choices I make at my place of work and during placements, asking for feedback, and studying relevant guidelines and policies. This will help me become more confident and competent in making patient-centred decisions as a Nursing Associate.

KSB addressed:

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

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

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes

S2: Keep complete, clear, accurate and timely records

S11: Report any situations, behaviours or errors that could result in poor care outcomes

S24: Perform a range of Nursing procedures and manage devices, to meet people’s need for safe, effective and person-centred care

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

Date: 20/08/2025

Time: 09:30am – 04:30pm

Title:  External Placement Evaluation/Preparation for Year 2

In class, everyone had an opportunity to give a brief reflection on their experiences from the concluded external placement focusing on both positive and negative aspects. I developed new clinical skills, gained confidence and felt supported by mentors. And even though there was always shortage of staff, I made every effort to do the best I could to support the team. Our lecturer also briefly discussed modules to expect in year two

This discussion allowed me to process and articulate my experiences. Hearing from my classmates helped me realised that some of the challenges I faced in my own placement area were a common part of placement experience.

Moving forward, I will prepare better for placements, not only technically but also emotionally. I will continue to seek feedback and communicate my needs more effectively.

KSB addressed:

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

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes

S2: Keep complete, clear, accurate and timely records

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

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