Date: 26/02/2025

Time: 09:30am – 04:30pm

Title: Health Behaviours and Motivational Interviewing/Injection Technique

At the early hours of the day we learnt about health behaviours, the various models of change and motivational interviewing. To me, being healthy is a state of complete physical, mental, social wellbeing. There so many ways health can be promoted such as eating less sugar, avoiding smoking and alcohol, practicing safe sex, regular exercise, having a social life etc. Our choices and changes can be influenced due to our beliefs, attitudes, income, environment etc. There are four model of change and they include transthoretical model, COM-B model, health belief model and theory of planned behaviour. Behaviour change is essential because it directly impacts individual in terms of health improvement, economic benefits, prevention and risk management etc.

Motivational interviewing is a technique aimed at helping individuals explore and resolve ambivalence about their behaviour change. It is useful in situations where a person is uncertain about making a change and it makes the individual feel heard and understood rather than being judged or pushed into action.

Moving forward, I will continue to listen to patients, allow them to express their own motivations and barriers. Using motivational interviewing will allow me to help patients make lasting change by respecting their autonomy, acknowledging their struggles and offering a supportive space. I will also make every contact I get with each patient count.

At the later part of the day, we had a skill session, injection technique. We looked at the different injections and as a Nursing Associate we are only allowed to give two types of injection they are:

Intramuscular injection (IM) – This is injected into the muscle at a 90 degree angle. Sites for IM injection include buttock, upper arm, hip and lateral thigh

Subcutaneous Injection (SC) – This is injected under the skin at a 45 degree angle. Sites for SC injection include arms, abdomen and thighs.

Some of the reasons intramuscular injections are given could be:

1.        Patient cannot take oral medicine due to swallowing difficulties or patient is nil by mouth
2.        Rapid action is required

3.        Medicine is unavailable in oral form

Injection technique is essential not only for ensuring that the medication is delivered correctly but also for minimising discomfort and preventing complications like infection or tissue damage

Moving forward, I will enhance my clinical skills, improve patient care and promote safe practice in administering injections. I would also plan to attend additional training sessions to ensure I stay updated on best practice for injection techniques especially regarding the correct choice of sites for different types of injections.

KSB addressed:

K1: Understand the code: Professional standards of practise and behaviour for Nurses, Midwives and Nursing Associates in ( NMC, 2018) and how to fulfil all registration requirements

K3: Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care

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

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes

K26: Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld

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

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

S6: Act as an ambassador for their profession and promote public confidence in health and care services

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

S14: Promote preventive health behaviours and provide information to support people to make informed choices to improve their mental, physical, behavioural health and well-being

S16: Promote health and prevent ill health by understanding the evidence base for immunisation, vaccination and herd immunity

Date: 19/02/2025

Time: 09:30am – 04:30pm

Title: The Nursing Process and Care Planning/Health Promotion

At the early hours of the day we learnt about the Nursing process, Roper, Logan and Tierney’s activities of daily living model. The nursing process is a systematic method used to ensure this delivery of individualised and effective care. It involves several stages ADPIE

A-  Assessment- This involves collecting comprehensive data about a patient’s health status.

D-  Diagnosis- This is the actual health issues currently being experienced after gathering assessment data.

P-  Planning- This involves collaboration of the nurse, patient and healthcare team to address the identified diagnosis. The goal should focus on improving the patient’s health outcomes.

I-  Implementation- This involves carrying out the interventions identified in the planning step. This could be administering medication or coordinating care with other healthcare providers such as arranging consultations or therapies.

E-    Evaluation- This is the final step where assessment is carried out to see whether patient’s goals are met or not. The patient’s condition is also reviewed to compare it to the expected outcomes.

Care planning is an essential process in Nursing that contributes to effective, personalised and coordinated care. This is an ongoing process that requires constant reflection, reassessment and adjustment to achieve the best outcomes for patients. The Roper, Logan and Tierney’s activities of daily living model considers factors which comprise daily living in a holistic and systematic way. The model proposes 12 areas which include Maintaining a safe environment, communicating, breathing, eating and drinking, eliminating, personal cleansing and dressing/hygiene, controlling body temperature, mobilising, working and playing, expressing sexuality, sleeping and dying.

The nursing process and care planning essential in ensuring that care is individualised and holistic. By actively involving the patient in the planning process and ensuring they understand their care plan, there is always an increase in engagement and compliance. The success of a care plan depends on timely communication, regular updates and accurate documentation.

Moving forward, at work I will actively engage with nurses to see how care plans are being done. I will also continue to reflect on my communication with patients to evaluate whether they are being listened to and their preferences are being met.

Health promotion is essential because it’s not only prevent illness but also empowers individuals reduce inequalities and support economic and societal well-being. It also creates a healthy community and sustainable healthcare systems.

However, there are several barriers to effective health promotion such as time constraints, lack of motivation, financial costs, lack of knowledge and many others. Addressing these barriers is critical for effective health promotion. This includes improving access to resources, increasing public awareness of the importance of healthy behaviours, creating supportive environments.

The Transtheoretical model (TTM) also known as the stages of change model is a widely used framework for understanding how individuals change their behaviours over time. There are 5 stages true which an individual typically moves from changing behaviour; precontemplation, contemplation, preparation, action, maintenance, relapse(optional).

Moving forward, I plan to adopt a more holistic approach to health promotion. This includes not only focusing on individual behaviour change but also considering the broader social, economical and cultural context that shape people’s health.

KSBs addressed:

K3: Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care

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

K6: Understand and apply relevance legal, regulatory and governance requirements, policies and ethical frameworks, including any mandatory reporting duties, to all areas of practice

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

K10: Understand the principles of epidemiology, demography and genomics and how this may influence health and well-being outcomes

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes

K14: Understand the importance of health screening

K20: Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met

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

S10: Provide, promote and where appropriate advocate for, non discriminatory, person centred and sensitive care at all times, reflecting on people’s values and beliefs, diverse backgrounds, cultural characteristics, language requirements, needs and preferences, taking account of any need for adjustments

S13: Apply the aims and principles of health promotion, protection and improvements and the prevention of ill health when engaging with people

S14: Promote preventive health behaviours and provide information to support people to make informed choices to improve their mental, physical, behavioural health and well-being

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

S25: Meet people’s needs for safety, dignity, privacy, comfort and sleep

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

Date: 18/02/2025

Time: 09:30 – 04:30

Title: Introduction to Public Health, Principles of Health Promotion and my Role as a Nursing Associate/Person-Centred Care

We looked at definitions of health, health education, public health and my role as a Nursing Associate. Being healthy is whereby a person is free from disease and in a good physical and mental condition. There are various dimensions of health which include emotional, spiritual, mental, social, sexual, intellectual and social.

Health education refers to the process of providing knowledge and skills to individuals or communities about their health and wellbeing. The goal is to promote healthy behaviours and prevent diseases. While public health is concerned with with improving and protecting the health of the public through preventive measures, health promotion and education. By adhering to this, health promotion seeks to reduce health disparities and encourage communities to make sustainable health changes.

As a Nursing Associate, I should be involved with working along side other health professionals to assess needs of patients, act as an advocate, provide health education and promote healthy lifestyles. It is also important to communicate health informations in a way that is understandable and relatable to the diverse communities  as cultural and language differences can be a barrier in health promotion.

Moving forward, I will continue to build on my experiences by further developing my communication and engagement skills especially in multicultural settings in other to meet the unique needs of various groups.

At the later part of the day, we looked at person-centred care. This is attending to a person’s needs, preferences and values. It involves treating patients as active participants in their own care, taking time to understand their unique circumstances, beliefs, desires and tailoring care to suit them. This can enhance trust between the patient and healthcare provider and when patients feel that they are treated as individuals, with dignity and respect they are more likely to be open and cooperative in their care. They are also more likely to engage with treatment plans, follow recommendations and experience better health outcomes.

Some of the core values of person-centred care include rights, privacy, choice, respect, dignity, individuality, independence and partnership. Several barriers can prevent the effective implementation of person-centred care which include time, listening skills , resources limitations, communication, knowledge and so many others. Overcoming these barriers requires effort from healthcare leaders, staff and organisations to prioritise person-centred practices, invest in training, allocate appropriate resources and respect patient’s needs and preferences.

Moving forward, I will continually reflect and seek out additional training on various aspects of patient care and specific techniques for improving patient engagement. I would also improve my communication skills to better understand and meet patient’s needs such as active listening, asking open-ended questions and confirming understanding.

KSBs addressed:

K3: Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care

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

K6: Understand and apply relevance legal, regulatory and governance requirements, policies and ethical frameworks, including any mandatory reporting duties, to all areas of practice

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

K10: Understand the principles of epidemiology, demography and genomics and how this may influence health and well-being outcomes

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes

K14: Understand the importance of health screening

K20: Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met

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

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

S10: Provide, promote and where appropriate advocate for, non discriminatory, person centred and sensitive care at all times, reflecting on people’s values and beliefs, diverse backgrounds, cultural characteristics, language requirements, needs and preferences, taking account of any need for adjustments

S13: Apply the aims and principles of health promotion, protection and improvements and the prevention of ill health when engaging with people

S14: Promote preventive health behaviours and provide information to support people to make informed choices to improve their mental, physical, behavioural health and well-being

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

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

S25: Meet people’s needs for safety, dignity, privacy, comfort and sleep

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

Date: 05/02/2025

Time: 09:30am – 04:30pm

Title: Continence Management and Urinalysis/Medicines Management

During the early hours of the day we had skills session where we talked about fluid balance both input and output, incontinence and urinalysis. Fluid balance is the process of maintaining a balance of water intake and output. This is important in managing hydration levels. Fluid balance is done by observing intake such as fluids consumed, IV fluids and outputs such as urine, vomit etc. As a student Nursing Associate, understanding the principles of fluid balance ensures that I can respond promptly to deviations and alert the necessary care professionals. I can also be able to identify signs of dehydration or fluid retention early. Moving forward, as a Nursing Associate I will prioritise regular fluid balance assessments especially in high risk patients such as those with renal impairment. I will also ensure accurate documentation is done to help prevent errrors and ensure timely administration of interventions.

Urinary incontinence is the inability to hold urine in the bladder due to loss of voluntary control over the urinary sphincters while faecal incontinence is the involuntary loss of faeces that is a social or hygienic problem. This is where continence management comes in  to help maintain control over their bladder and bowels. This could be through lifestyle, exercises or the use of continence products such as pads, conveen or catheters. But before all these is done an assessment needs to be carried out to reach a diagnosis and to decide the most appropriate treatment. Continence management is not only important for maintaining hygiene and comfort but also for promoting dignity and independence. A failure to address incontinence can lead to skin breakdown, urinary tract infections and psychological dust such as loss of self esteem and embarrassment. Moving forward, as a student Nursing Associate I will be more mindful of the emotional impact of incontinence on the patient and approach personal care with sensitivity, always maintaining their dignity. I will also communicate effectively with the team, sharing observations and concerns.

Lastly, we talked about urinalysis which involves testing urine for various parameters such as specific gravity, ph, glucose, protein the presence of substances like blood or bacteria. It is an essential tool that provides quick and important insights into a patient’s health. Abnormal result can indicate issues such dehydration or infections. In future, I will improve my ability to interpret urinalysis results. I will ensure that I am familiar with the signs of urinary issues such as UTI or renal impairment so I can act quickly if abnormal results are found.

After the lesson we all went into the clinical area to practicalise all what that has been taught such as how to input datas on the fluid chart (input and output), how to insert a male and a female catheter, how to take out urine from a catheter, testing urine and interpreting.

At the later part of the day, I did a self study on medicines management, the different categories of medicines, controlled drugs, rights of medication, routes of administration and reporting medication errors. Medication management is the safe, effective and appropriate use of medications. It includes prescribing, dispensing, administering and monitoring the use of medication to ensure that the right  patient receives the right medication, in the right dose at the right time via the right route. This is important to prevent advanced drug reactions and medication errors. And if an error should occur, the safety of the patient should be put first, then reporting it quickly, writing an incident report, then an incident investigation may occur and finally reflecting on the incident.

Clear communication, careful documentation and verification process such as checking allergy, drug interactions, indication and contra-indictations are essential in the medication management process. Moving forward I will take regular refresher courses on medicines management that can keep me up to date to reduce errors and improve patient care. I will also increase my vigilance in medication checks, this includes cross referencing patients allergies, current medications and medical history before administering any new medication.

KSB addressed:

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

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

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

K20: Know how people’s need for safety, dignity, privacy, comfort and sleep can be met

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

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

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

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

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

Date: 29/01/2025

Time: 09:30am – 04:30pm

Title: Pharmacology/Communication with Learning Disabilities

I learnt about pharmacology, its principles, factors that affect drug metabolism in the body, different routes of medication which include tropical, oral, intravenous, sublingual, transdermal etc

Pharmacology has significant implications for patient care and safety . By understanding the effects of drugs on the body (pharmacodynamics) and the movement of drugs through the body (pharmacokinetics), healthcare professionals can anticipate and prevent potential side effects, drugs interactions and other risks associated with medications. With pharmacological knowledge, treatment plans can also be adjusted based  on the patient’s specific needs. This ensures that patients are receiving medication that are most likely to benefit them, with minimal risks of harm.

Moving forward, I will enhance patient safety and improve clinical practise, and we deep in my understanding of pharmacology, especially in terms of drug interactions and adverse effects. I will also ensure that I assess each patient’s medication  carefully, considering any potential interactions, contra interdictions and individual health factors. Furthermore, I will aim to participate in continuous professional development activities such as attend pharmacology related workshops so I can remain up-to-date on new pharmacological advancement.

At the later part of the day, I did a self study on communication with learning disabilities where I looked at the meaning of learning disability, what causes it, conditions associated with learning disabilities and how to communicate with anyone with learning disabilities. Learning disability is a condition that affects how a person process, understands and retain information. Some of the causes are infections before birth, genetic factors, brain injury before and after birth. Signs of learning disability can include memory loss, communication problems, difficulty focusing, timing troubles etc. Some conditions associated with learning disabilities include epilepsy, down syndrome, cerebral palsy, autism and Aperger syndrome.

Understanding the importance of communication with patients with learning disabilities is paramount. Communicating with them is not only essential for their safety and wellbeing but also for ensuring they are able to participate actively in their care.

Moving forward, I will ensure I broaden my knowledge on learning disabilities and how well to communicate with them. I will also engage in further trainings to enhance my competence and confidence in delivering care.

KSB addressed:

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

K6: Understand and apply relevant legal, regulatory and governance requirements, policies and ethical frameworks including any mandatory reporting duties to all areas of practice

K11: Understand the factors that may lead to inequalities in health outcomes

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

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

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

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

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

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

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

S16: Promote health and prevent ill health by understanding the evidence base for immunisation, vaccination and herd immunity

S19: Recognise when capacity has changed and how a person’s capacity affects their ability to make decisions about their own care and to give or withhold consent

Date: 26/01/2025

Time: 10:30pm – 02:30am

Title: Genomics

I did self study on genomics, this refers to the study of genomes the complete set of genes present in an organism. Genomics studies the genetic makeup of individuals, uncovering variations that contribute to health, disease and individual’s traits. All living things has a genome. It is written in a chemical code called DNA.

Deoxyribose Nucleic Acid (DNA): This is the molecule that carries the genetic instructions for the development, functioning, growth, and reproduction of all living organisms. It is often described as the blueprint for life. It is a long, double-stranded helix. The two strands of DNA are complementary:

Adenine(A) always pairs with Thymine(A)

Cytosine (C) always pairs with Guanine (G)

These base pairs are held together  by hydrogen bonds, and the sequence of these bases encodes genetic information.

Chromosomes: Chromosomes are structures within cells that contain the genetic material (DNA) essential for biological inheritance. They are long thread like structures made of DNA and proteins (mainly histones) that are found in the nucleus of eukaryotic cells. In humans, most cells contain 46 chromosomes (23 pairs), where one chromosome in each pair comes from the mother and the other from the father.

1.        Autosomal: These are 22 pairs of chromosomes that are the same in males and females.

2.        Sex Chromosomes: The 23rd pair determines biological sex. Females typically have two X chromosomes (XX), while this males have one X and one Y chromosome (XY)

Protein Synthesis: This is essential for cell function because proteins are involved in almost every process in the body. This includes cellular structure, immune responses, enzymatic reactions transport of molecules and more.

Genomics plays a crucial role in understanding the origins of diseases, such as cancer, where mutations in the DNA can cause abnormal cell growth. By identifying the genetic markers associated with these conditions, researchers can develop targeted therapies that directly address the molecular causes of diseases such as using specific drugs to inhibit the new talent stated proteins

Moving forward, I will ensure I deepen my understanding of genomics and its implications to allow me as a student Nursing Associate understand a patient’s genetic predisposition to certain diseases, which can help with personalized care plans including preventive measures, diagnosis, treatments and medication management. And also ensuring the information is used for the benefit of the patient.

KSB addressed:

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

K10: Understand the principles of epidemiology, demography, and genomics and how this may influence health and well-being outcomes

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

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

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

S37: Participates in data collection to support audit activity and contribute to the implementation of quality improvement strategies

Date: 24/01/2025

Time: 10:30pm – 02:30am

Title: The Integumentary System

I did self study on integumentary system which is the body’s outermost layer of protection. It consists of the skin, hair, nails and various glands such as sweat and sebaceous glands. The skin is the largest organ in the body and serves many functions including protection from pathogens, regulation of body temperature, sensation and vitamin D synthesis. The different layer of skin include epidermis, dermis and hypodermis. The hair, nails, sweat and sebaceous glands are also protective barriers for the body, composed of keratin and contribute to maintaining homeostasis

The Integumentary system does not only serve as a defence against external threat but also has crucial sensory functions. As a Nursing Associate understanding the skin and its functions is essential especially when treating dermatological issues and how the integumentary system’s ability to regulate temperature affects the body’s response to external stressors, or how poor skin health can signal nutritional deficiencies or weakened immune system.

Moving forward, I will ensure I promote skin health through proper hydration, hygiene and using of sunscreen for protection. I will also consider learning more about dermatological conditions and their management. And lastly working in a care home where most residents are immobile  or have compromised health learning more about wound care and pressure ulcer prevention would be crucial for me.

KSB addressed:

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

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

K23: Know how to meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity

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

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

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

S27: Meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity

Date: 22/01/2025

Time: 09:30am – 04:30pm

Title: Reproduction / Growth and Development / Emotional Intelligence and Resilience

We had two separate lessons today. First was reproduction, growth, and development where we talked about the male and female reproductive systems, the various structures, and their functions, understanding child’s growth and development. The reproductive system is made up of organs involved in sexual reproduction. It plays a key role in the continuation of life. Organs like the ovaries, uterus and breasts are found in the female reproductive system while the testes, penis are found in the male reproductive system. Growth refers to the physical changes in the body while development refers to the progression in cognitive, emotional, and social capabilities. This process occurs in stages throughout life starting from the foetal development, throughout infancy, childhood, adolescent, adulthood and into old age.

Understanding human reproduction can help inform decisions around family planning, sexual health, and addressing challenges like infertility or reproductive disorders. Growth and development also highlight how individuals progress from birth to adulthood and this understanding can inform medical practices and education. For instance, knowledge of adolescent development can help healthcare providers address issues like puberty related health changes and emotional well-being.

Moving forward, it will be useful to deepen my understanding of how factors like nutrition, stress, and societal influences impact growth and reproductive health. Knowing this can help in the prevention, diagnosis, and treatment of issues related to reproductive health. Additionally, continued reflection on this topic can influence how I approach education, ensuring young people are informed about their bodies in a holistic, supportive way.

Second, we talked about emotional intelligence and resilience where we discussed about the elements to balancing emotional intelligence which include empathy, social skill, self awareness, self regulation and motivation.

Emotional intelligence helps in maintaining stability and achieving success in challenging situations. Emotional intelligence would not only help me manage my own emotions but also understand and navigate the emotional states of others. Resilience on the other hand is an essential tool for staying adaptable and focused rather than being paralysed by setbacks.

Moving forward, I plan to focus to further developing my emotional intelligence, particularly in stressful situations. I will take the time to check in with my emotions more regularly and practice self care. I also want to be more proactive in supporting my team by recognising their emotional needs early on and offering empathy, which will build stronger relationships.

KSB addressed:

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

K5: Understand the meaning of resilience and emotional intelligence, and their influence on an individual’s ability to provide care

K12: Understand the importance of early years and childhood experiences and the possible impacts on life choices, mental, physical, and behavioural health, and well-being

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical, and behavioural health outcomes

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

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

K17: Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care

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

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

S7: Communication 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 behaviour health challenges

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

S19: Recognise when capacity has changed and how a person’s capacity affects their ability to make decisions about their own care and to give or withhold consent

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

B2: Show respects and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practise

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