Date: 15/01/2025

Time: 09:30am – 04:30pm

Title: Mock Exam Review / Musculoskeletal System

The day started with reviewing all the questions from the mock exam, assessing each question and options given. It went well and I saw the mock exam as an opportunity to know how to prepare and what to expect during the main exam.

I learnt about the musculoskeletal system, functions of the skeleton, key bones of the human skeleton, bone mass, types of bones and bone diseases. Understanding this system is important in assessing patient’s mobility, preventing injuries, supporting recovery, and having knowledge of musculoskeletal disorders.

Moving forward, I will engage in clinical scenarios and simulations to apply theoretical knowledge in practice. Also, I will continue learning about common musculoskeletal conditions, focusing on rehabilitation and pain management.

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

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

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

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

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

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

Date: 08/01/2025

Time: 09:30am – 04:30pm

Title: Digestive System / Referencing

I learnt about the functions of digestive system, the different components responsible for digestion which include the alimentary canal and the accessory organs. I also learnt about the steps of digestion starting from the mouth and ending at the anus and some common issues related to digestive system.

Understanding the digestive system is crucial because digestive health affects overall well-being. Being familiar with common digestive problems allows me monitor and respond appropriately for example recognising signs of dehydration in patients with diarrhoea or knowing when to escalate concerns about chronic constipation.

Moving forward, I will continue studying the anatomy and physiology of the digestive system including how diseases like gastroenteritis affects the system. I will also apply the knowledge in critical practice by assisting patients with feeding, monitoring their intake and output, and reporting digestive issues to the nurse in charge.

At the later hours of the day, we discussed about my assignment, using the Gibbs model of reflection we talked about each heading starting from the description, feelings, evaluation, analysis, conclusion, action and most especially referencing.

Referencing plays a crucial role in academic writing. Poor or incorrect referencing can result in loss of marks, or even failure in assignment. To improve my referencing skills, I will attend more referencing workshops to strengthen my understanding of proper citation techniques and use referencing tools to help manage and format citations consistently.

KSBs addressed

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

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

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

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

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

S18: Apply knowledge, communication and relationship management skills required to provide people, families and carers with accurate information that meets their needs before, during an after a range of interventions

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

Date: 04/12/2024

Time: 9:30am – 04:30pm

Title: Placement Experience / Assignment Discussion

We were all given an opportunity to speak about our placement and how it is going. For me I spoke about how well the nurses and healthcare assistants has been so helpful and supportive. I have been able to learn a lot from the team because it is quite different from what I do at my place of work. Both my practice assessor and supervisor have been doing their best to ensure I learn as much as possible from this placement.

Having this discussion is a great way of easing all the stress, sharing positive and negative experiences. And again, what could be done to help with the negatives. And knowing where mistakes have been made on the Epad and how to correct them. Going forth in my placement, I will ensure I continue to be a great support to the team and again communicate to my practice assessor on areas on the Epad where he needs to assess.

Assignment was also discussed specifically on the episode of care. Reminding us on the model of reflection to use which is the Gibbs model. Points were made on each of the headings starting from the introduction, description, feelings, evaluation, analysis, conclusion, and finally the action plan. Having this discussion gives me a better understanding of the assignment, enables me to ask questions on areas I am not quite sure about. With the understanding I had today I will be able to correct areas of my assignment I already started that does not go in line with what I was taught today.

KSB addressed:

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

K7: Understand the importance of courage and transparency and apply the duty of candour

K18: Understand and apply the principles and processes for making reasonable adjustments

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

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

K35: Understand own role and the roles of all other staff at different levels of experience and seniority in the event of a major incident

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

S2: Keep complete, clear, accurate and prompt records

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

Date: 15/11/2024

Time: 9:30am – 04:30pm

Title: Electronic Practice Assessment Document (ePAD)

Today we looked at the ePAD, which is used by student Nursing Associates to document their progress, skills, and competencies throughout the placement. It includes various sections like placement orientation, initial interview, allocation of practice assessor and supervisor, professional values in practice, midpoint interview, assessment of proficiencies, obtaining feedback from service users, mentors, and other students.

The ePAD ensures I develop competencies to deliver safe and effective care. It also supports clear communication between students and mentors regarding progress and areas needing improvement. Using the ePAD also allows me to take ownership of my learning, identify my strengths and weaknesses and continually improve.

At my practice placement, I will ensure I set specific and measurable, attainable, relevant and time bound goals for each practice area. For instance, if a skill requires further development, I will arrange additional practice with my practice assessor. I will also consistently update and reflect in my ePAD.

Later, each of us were asked where our placement was and what we expect to learn from them. I will be working in a neuro-behavioural unit, and I expect to learn the behaviour and neurological conditions, how to identify these behaviours and how to communicate with them effectively.

KSB addressed:

K1: Understand the Code: Professional standards of practice and behaviour for Nurses, Midwives and Nursing Associates (NMC, 2018), and how to fulfill all registration requirements

k7: Understand the importance of courage and transparency and apply the Duty of Candour

S1: Act in accordance with the Code: Professional standards of practice and behaviour for Nurses, Midwives and Nursing Associates (NMC, 2018), and fulfill all registration requirements

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

S5: Safety demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for Nursing Associates Annex A & B (NMC 2028)

Date: 11/11/2024

Time: 10:30pm – 03:30am

Title: Immune/Lymphatic System

The immune and lymphatic systems work together to protect the body from infection and maintain fluid balance. The lymphatic system includes lymph nodes, lymph vessels, lymphatic organs which filter and destroy micro-organisms. The immune system consists of white blood cells, antibodies, lymphatic systems that identify and destroy pathogens. There are two types of immunity:

Non-specific/Innate Immune System: This is the body’s first line of defence against pathogens and harmful substances. It’s acts quickly on pathogens and does not require activation.

·      Physical Barriers – These are the parts of the body that first come in contact with potential pathogens. They include skin, mucous membranes.

·      Chemical Barriers – These are bodily secretions that contains enzymes like lysozyme, stomach acid, sweat.

·      Complement System – These are chemicals that are always circulating in the blood and when they are triggered, they form a membrane attack complex.

·      Inflammatory Response – When tissues are injured or infected, chemicals like histamine are released. Cardinal signals of inflammation include redness, swelling, heat, pain.

Specific/Adaptive Immune System: They respond to specific pathogens and requires activation. It also forms memory cells to protect from future attacks. The adaptive immune system does not respond as quickly as innate immune systems. Keys components of the adaptive immune system include B cells (which produce antibodies) and T cells (which help destroy infected cells or coordinate immune responses)

Recognising the roles of immune and lymphatic systems is essential for effective care planning. As a student Nursing Associate, observing symptoms like fever, unusual inflammation could indicate infections or Immune related disorder requiring timely intervention. It also underscores the importance of infection control practices to prevent pathogens from compromising these systems.

Moving forward, I will work on developing my skills in clinical observation regarding immune health. Reflecting on future experiences and incorporating lessons learnt into my practice will strengthen my ability to care for patients who may have conditions affecting these systems.

KSB addressed:

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

S39: Recognise when people need help to facilitate equitable access to care, support and escalate concerns appropriately

Date: 07/11/2024

Time:10pm – 02:00am

Title: Sensory Systems

Sensory systems are responsible for processing information from our environment, and they include five senses: sight, taste, smell, hearing, and balance. Each sense has specialised organs and neural pathways that work to interpret stimuli. For example, the visual system involves the eyes and optic nerves, translating light into images while the auditory system uses the ears to process sound waves.

As a student Nursing Associate, learning and understanding the sensory systems is important for providing holistic care and are vital for everyday functioning and their impairment can significantly impact an individual’s quality of life. Working with elderly patients, I may frequently encounter age related changes in sensory functions such as reduced taste perception or hearing loss, which can impact diet and social interaction. And so, recognising the early signs is very crucial.

In future, I will look out for patients who are at higher risk of sensory loss focusing on sensory assessments, so that adequate care can be given as soon as possible. I will also learn and practice effective strategies with patients who have sensory impairments, ensuring they feel understood and supported.

KSB addressed:

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

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

S39: Recognise when people need help to facilitate equitable access to care, support and escalate concerns appropriately

Date: 06/11/2024

Time: 09:30 -04:30

Title: The Renal/Urinary System and Basic Life Support

The renal/urinary system consists of two kidneys, two ureters, one bladder and one urethra. It is responsible for maintaining fluid and electrolyte balance, filters blood and regulate blood pressure. There are three processes by which urine is formed. Filtration is where blood is filtered to remove solutes and produce filtrate. Selective reabsorption is whereby useful substances from the filtrate are reabsorbed back into the blood. Secretion is whereby harmful substances are secreted from the capillaries into the renal tubule.

The renal system is important for assessing and monitoring patient’s blood pressure and fluid balance. It also maintains homeostasis by regulating the amount of hydrogen ions, making sure we excrete the right amount of sodium/chloride ions.

In future, I will need to recognise signs of distress such as reduced urine output and respond quickly to prevent serious conditions. I will also observe renal assessment practices in my clinical placements to gain experience.

Later in the afternoon, we all went into the clinical area to practice basic life support using the acronym DRSABC

D- Danger

R- Response

S- Shout

A-Airway

B- Breathing

C- Call for help/Compression

For adults, 30 compressions and 2 breaths while for children is 15 compressions and 2 breaths. Cardiopulmonary resuscitation should only be stopped-

·      When help arrives

·      When the person wakes up

·      When exhausted

·      When do not resuscitate (DNR) form is in place

·      When there is danger

Basic life support skills are important for responding to life threatening situations. As a student Nursing Associate, knowing how to perform basic life support enables me to act quickly and confidently when someone is unconscious and stops breathing.

I will practice my basic life support regularly through stimulations and refresh my skills frequently to ensure I am prepared for any emergency. Observing code blue situations, if possible, in my place of placement will allow me to observe experienced professionals manage emergency responses.

KSB addressed:

K14: understand the importance of health screening

k16: Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of care

k22: Know how to meet people’s needs related to nutrition, hydration and bladder and bowel movement

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

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

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

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: 30/10/2024

Time: 09:30 -04:30

Title: Equality, Diversity, and Inclusivity / A-E Assessment

During the lesson i learnt in nursing, equality, diversity, and inclusivity are essential in ensuring that all patients receive, fair, individualised, and respectful care regardless of their age, sex, race, disability, religion/belief, marriage/civil partnership, pregnancy/maternity, sexual orientation, gender re-assignment.

Understanding patient’s diverse needs is critical for delivering high quality care. Equality in nursing means ensuring that all patients are being given equal opportunities and treated fairly while diversity involves recognising and valuing the unique background of each patient such as race and sexual orientation. Inclusivity is about creating a healthcare environment where everyone is included, valued, and respected irrespective of their differences. A failure to consider equality, diversity and inclusivity can lead to misunderstanding, reduced patient satisfaction and health disparities.

In future, I will avoid making assumptions and create safe environments for patients to express their needs and make an effort to understand and respect diverse cultural practices. I will also commit myself in attending workshops and training sessions.

During the afternoon, we looked at A-E Assessment which is an approach used evaluate a patient’s condition and respond promptly to any life-threatening issues.

A-Airway (Patent)

B- Breathing (Respiratory rate and oxygen saturation(spo2))

C- Circulation (Heart rate, blood pressure and capillary refill time (crt))

D- Disability (debrain, blood sugar, drug & allergy and disability)

E- Exposure (Check every surface of the body)

Each step is a systematic check, often repeated as necessary, to assess and prioritise life saving interventions. Using this structured approach helps Nursing Associates quickly identify and respond to changes in a patient’s condition, ensuring patient safety and effective care.

Moving forward, I will aim to practice more with experienced staff, refresh my knowledge on specific interventions for each step and attend more stimulations to build confidence.

KSB addressed:

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

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

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

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

S39: Recognise when people need help to facilitate equitable access to care, support and escalate concerns appropriately