Date of Learning: 31/03/2023
Time: 09:30-16:30
Learning activity 1: Clinical Simulation: Respiratory and Pulse Rate
In today’s class we sorted and ordered our uniform. We had a quick presentation from Simon, the person who gave us advice and tips when it comes to ordering our uniforms. We also had another IT session as all the student was finding Moodle and ePortfolio confusing and we found out that there were problems in the system.
We then went to continue or learning activity about respiration and pulse rate. I enjoyed being in the clinical simulation centre. We were introduced to a patient simulator, a breathing mannequin where we monitored its respiratory rate. Being in teams during this learning activity made it more interesting as we had to do respiration and pulse rate to each other. We both made sure we practiced professionally and introduced ourselves as a nursing associate. This is a good opportunity for us to gain real experience using real equipment (pulse monitor oxymeter) as we did it to the simulation centre. We also discussed the differences between rates or an adult and a child. Knowing the importance of the observation and how to assess the result is what interest me as I have been doing observations in my workplace but does not really know the importance of it.
Learning Activity 2: Vark Results, SWOT, SMART Objectives
On Tuesday 28th of March 2023, we were given a task to look at VARK questionnaire and bring the result today. My VARK result are Visual 15, Aural 7, Read/write 16 and Kinesthetic 14. Identifying my learning style during my academic course is a key to help me understand my weakness and strength. Since my aural is my weakness, I can then enhance my listening skills. Also, by identifying my strengths I can find a way to learn and work efficiently. It was also good that my academic tutor introduced this learning styles as we had more understanding of each student on how they learn and process information differently. For me this is a great way to improve my independent study and revision as now I know my preferred learning style.
SWOT analysis a strategic planning to help analyse strength, weakness, opportunities and threats. Each students gave different statements about the 4 topics. In this learning activity I learned that doing SWOT analysis is about identifying your strengths and reducing weakness by making it more of a strength or an opportunity rather than making it a threat. A good example is if time management is your weakness you can focus on making it a strength by making sure you come on time also this could be an opportunity as it is possible to do for personal development.
SMART objectives are specific, measurable, achievable, realistic and timely. During this learning activity, I remember doing SMART objectives at work. It is an effective tool to use when trying to reach and achieve your goals. By using SMART objectives, I can focus on setting and defining each objectives so that I can achieve my goals.
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 | |||
| K10 | Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes | |||
| K11 | Understand the factors that may lead to inequalities in health outcomes | |||
| K12 | Understand the importance of early years and childhood experiences and the possible impact 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 | |||
| K14 | Understand the importance of health screening | |||
| 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 of care | |||
| 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 | |||
| K22 | Know how to meet people’s needs related to nutrition, hydration and bladder and bowel health | |||
| 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 | |||
| 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 | |||
| K30 | Understand the principles of health and safety legislation and regulations and maintain safe work and care environments | |||
| K31 | Understand how inadequate staffing levels impact on the ability to provide safe care and escalate concerns appropriately | |||
| 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 | |||
| K38 | Understand the complexities of providing mental, cognitive, behavioural and physical care needs across a wide range of integrated care settings | |||
| 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 | |||
| K43 | Understand the influence of policy and political drivers that impact health and care provision |
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 | |||
| 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 | |||
BEHAVIOURS:
| 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 |