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

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