Date of Learning: 13/04/2023
Time: 09:30-16:30
Learning Activity 1: Introduction to Academic Writing at Level 4
This learning log will focus on what we learned about academic writing at level 4. There are different levels when it comes to academic writing, today we identified the requirements and differences of each levels, importance of referencing and stages of writing an assignment. Guidance was given by our lecturer throughout which made us understand the concept of our reflective report assignment.
I was introduced to Bloom’s taxonomy system which is used to identify levels of learnings. There are 6 categories in Bloom’s taxonomy and as a level 4 student I am expected to use at least the three bottom categories which are remember, understand and apply. This means I should be able to recall and describe a certain knowledge, understand by demonstrating it and applying it to a new learning or situation. This system gives a clarification of what is expected from me when doing my reflective report.
Another fundamental lesson I learned today was essay planning and time management. Having plenty of time means I will be gathering more relevant information and more time to research and critically think about the contents of my reflective report. Making sure I have plenty of time to edit, have someone to proofread it so that my report will be understandable, written properly and to minimise mistakes.
Paragraphing is another topic we covered today. It was a good reminder of how paragraphing should be structured when it comes to academic writing. When it comes to layout of essay, paragraphing is important because it organises ideas in logical order. It also separates each point and shows how it can relate together to form a structure.
The whole class were given tips to carefully look and understand our learning outcomes on our written assignment. Our learning outcomes should be in context of our assignment. It is important to fully understand those learning outcomes so I can use the right reading materials for references and apply all the knowledge, skills and behaviour when writing my report. Guidance and support were given when it comes to referencing. Harvard referencing should be always used and record sources when writing to work efficiently.
The last learning activity with academic writing is structuring our report. This includes introduction, main body, and conclusion. I also need to make sure that paraphrasing and quotations are used properly to avoid plagiarism. Also, if paraphrasing or quoting it should be referenced properly and it should relate back to the point of my topic. The last structure of my report should be the action plan, I am required to use SMART approach.
Learning Activity 2: NMC and The Code, The 6C’s and Professionalism.
In this learning activity I will be discussing the NMC and The Code, The 6C’s, Professionalism and Values. I will be demonstrating my understanding of what the Nursing, Midwifery and Council do, The Code’s four series of statements, The 6C’s and Professionalism.
The NMC are regulators for nurses, midwives in the UK and nursing associates in England. In this lesson we discussed about what the NMC do and how they promote high education and professional standards for nurses, midwives and nursing associates. The NMC also maintains the register of professionals who are eligible to practice. They consider issues or concerns and act when needed.
The NMC has some set of professional standards for nurses and midwives in UK and nursing associates in UK this is called The Code. The series of statements are set by the NMC alongside the members of the public. The standards that are set in the code are expectations of service users during their visit with health professionals. The Code is set to protect the public and only the professionals who met the NMC requirements are allowed to practice. The code has four statements which are prioritising people, practice effectively, preserve safety and promote professionalism and trusts. Learning the code as a nursing associate apprenticeship is important during this stage of the course so that I can give the highest standard of care and can apply these professional standards during my practice.
The 6C’s are care, compassion, competence, communication, courage and commitment. The purpose of the 6C’s is to make sure that professionals are competent and that the patients are well looked after. It is important and essential when it comes to providing an excellent standard of care.
Professionalism is another topic we looked at during this class. We looked back on our previous class session with developing professionals and academic skills for nursing associates. I also mentioned what I understood of the meaning of professionalism and how it connects to being accountable. Being committed and dedicated to my career. Also, making sure that use of effective communication is applied. Time management and behaviour also matter as being professional and building good relationships with others.
KSB ADDRESSED:
Knowledge:
| 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 |
| 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 |
| 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 |
| K5 | Understand the meaning of resilience and emotional intelligence, and their influence on an individual’s ability to provide care |
| K6 | Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice |
| K7 | Understand the importance of courage and transparency and apply the Duty of Candour |
| K8 | Understand how discriminatory behaviour is exhibited |
| K9 | Understand the aims and principles of health promotion, protection and 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 |
| K17 | Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care |
| K18 | Understand and apply the principles and processes for making reasonable adjustments |
| K19 | Know how and when to escalate to the appropriate professional for expert help and advice |
| K20 | Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met |
| 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 |
| K25 | Know how to deliver sensitive and compassionate end of life care to support people to plan for their end of life |
| K26 | Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld |
| K27 | Understand the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies |
| K30 | Understand the principles of health and safety legislation and regulations and maintain safe work and care environments |
| K32 | Understand what constitutes a near miss, a serious adverse event, a critical incident and a major incident |
| K33 | Understand when to seek appropriate advice to manage a 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 roles of the different providers of health and care |
| K37 | Understand the challenges of providing safe nursing care for people with complex co-morbidities 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 |
| K40 | Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings or services |
| K41 | Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it |
| K42 | Understand and apply the principles of human factors and environmental factors when working in teams |
Skills:
| 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 |
| S3 | Recognise and report any factors that may adversely impact safe and effective care provision |
| S4 | Take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills |
| S5 | Safely 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 2018) |
| 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 |
| S8 | Recognise signs of vulnerability in self or colleagues and the action required to minimise risks to health |
| S9 | Develop, manage and maintain appropriate relationships with people, their families, carers and colleagues |
| 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 |
| S11 | Report any situations, behaviours or errors that could result in poor care outcomes |
| S12 | Challenge or report discriminatory behaviour |
| S13 | Apply the aims and principles of health promotion, protection and improvement 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 wellbeing |
| S15 | Identify people who are eligible for health screening |
| S16 | Promote health and prevent ill health by understanding the evidence base for immunisation, vaccination and herd immunity |
| S17 | Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance |
| S18 | Apply knowledge, communication and relationship management skills required to provide people, families and carers with accurate information that meets their needs before, during and after a range of interventions |
| S19 | Recognise when capacity has changed recognise and how a person’s capacity affects their ability to make decisions about their own care and to give or withhold consent |
| S20 | Recognise people at risk of abuse, self-harm and/or suicidal ideation and the situations that may put them and others at risk |
| S21 | Monitor the effectiveness of care in partnership with people, families and carers, documenting progress and reporting outcomes |
| S22 | Take personal responsibility to ensure that relevant information is shared according to local policy and appropriate immediate action is taken to provide adequate safeguarding and that concerns are escalated |
| 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 need for safe, effective and person-centred care |
| S25 | Meet people’s needs for safety, dignity, privacy, comfort and sleep |
| S26 | Meet people’s needs related to nutrition, hydration and bladder and bowel health |
| S27 | Meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity |
| S28 | Support people with commonly encountered symptoms including anxiety, confusion, discomfort and pain |
| S29 | Give information and support to people who are dying, their families and the bereaved and provide care to the deceased |
| S30 | Recognise when a person’s condition has improved or deteriorated by undertaking health monitoring, interpreting, promptly responding, sharing findings and escalating as needed |
| S32 | Work collaboratively and in partnership with professionals from different agencies in interdisciplinary teams |
| S33 | Maintain safe work and care environments |
| S34 | Act in line with local and national organisational frameworks, legislation and regulations to report risks, and implement actions as instructed, following up and escalating as required |
| S35 | Accurately undertake risk assessments, using contemporary assessment tools |
| S36 | Respond to and escalate potential hazards that may affect the safety of people |
| S37 | Participate in data collection to support audit activity, and contribute to the implementation of quality improvement strategies |
| S38 | Prioritise and manage own workload, and recognise where elements of care can safely be delegated to other colleagues, carers and family members |
| S39 | Recognise when people need help to facilitate equitable access to care, support and escalate concerns appropriately |
| S40 | Support and motivate other members of the care team and interact confidently with them |
| S41 | Monitor and review the quality of care delivered, providing challenge and constructive feedback when an aspect of care has been delegated to others |
| S42 | Support, supervise and act as a role model to nursing associate students, health care support workers and those new to care roles, review the quality of the care they provide, promoting reflection and providing constructive feedback |
| S43 | Contribute to team reflection activities to promote improvements in practice and services |
| S44 | Access, input, and apply information and data using a range of methods including digital technologies, and share appropriately within interdisciplinary teams |
Behaviour:
| B1 | Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences |
| B2 | Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice |
| B3 | Be adaptable, reliable and consistent, show discretion, resilience and self-awareness |