Date of Learning: 19/05/23
Time: 09:30-16:30
Learning Activity 1: The Nervous System
In this learning activity we looked at the anatomy and physiology of the nervous system. We discussed about the importance of other organ system which work together and coordinate with nervous system to maintain homeostasis. It is responsible for detecting and responding to internal and external changes in our body this is to maintain a constant internal environment. The nervous system is subdivided into two parts: the central nervous system (CNS) and the peripheral nervous system (PNS).
The central nervous system consists of the brain and spinal cord. It coordinates body activities and act as integrating and command centre of the body. Other nerves cells then send and receive signals to our brain then our body responds to that activity. The peripheral nervous system is part of nervous system outside the brain and spinal chords which is mainly made of nerves. I learned from this class that the nerves are the one that carries messages or information to the central nervous system. The central and peripheral nervous system works together to send information between the brain and the rest of the body.
I learned the fundamental function of neurons in the nervous system. It generates and transmit cells that conducts impulses which is called action potentials. I also learned what myelinated neurons are and how it insulates neuron and improve the speed of transmission of impulses. Neurons provide communication between cells and subdivided into three parts. Sensory neurons are impulses that are carried to the central nervous system which informs the brain about what is happening in and out of our body. Interneurons are found in the CNS which connects motor and sensory neutrons to allow communication with one another. Lastly, I learned about motor neurons which carries impulses away from the CNS which the brain sends information to our muscles to carry out functions such as speaking, moving etc.
The brain was also studied during the class. We explored the components of the brain and how each components have different functions. It is the largest and most complex mass in the nervous tissue in our body. Functions of the brain is segregated by cerebral lobes which are the frontal lobes, parietal lobes, occipital lobes, and temporal lobes. Each cerebral lobes have different functionality which controls our conscious activities, muscles, language, memory and visuality. I learned that the cerebellum is where the muscle coordination is developed. The brain stem is in the lower part of the brain and connected to the spinal cord. It sends messages to the rest of our body to regulate balance, breathing, heart rate, blood pressure, wake and sleep cycle and our consciousness.
Personally, for me the nervous system is the most complex system I have learned so far. The class delivery gave me a good understanding but having to read my anatomy and physiology book made me understand the system even better.
Learning Activity 2: The Musculo-skeletal System
In this learning activity I will be discussing what I learned about musculoskeletal system during our class session today. I will be discussing the functions of skeleton and identify categories of bones. The characteristics and properties of joints and muscle tissues will be discussed in this learning activity. I will also explore some factors that may affect the health of bones and discuss about clinical application we explored during the class.
The function of the skeleton is to protect internal organs and tissues. It provides structural framework of the body and giving muscles and tendons to attached with. The red bone marrow is where the cell production is taken place where it produces red blood cells. The femur is filled with bone marrow which is made mostly of fat cells, blood cells and immune cells. The skeletal stores minerals such as salts and calcium which is fundamental for providing homeostasis by maintaining blood calcium levels. I learned during this class activity that the strongest bone is the femur which is in the thigh area and the smallest bone is found in the ear. There are 206 bones in the human body but not everyone has 206 bones. I learned that some people are born with extra bones and sometimes it develops during their lifetime.
I learned that there are three types of bone cells which are the osteoblast, osteocyte, and osteoclasts. Osteoblasts are bone-building cells that deposits osteoid and inorganic salts in bone tissue. The osteoblasts are present during growth, repair, and remodel of the bone. Osteocytes are matured bone cells which monitor and maintain mature bones tissues. Osteoclasts are cells that break down bones to realise calcium and phosphate. The minerals such as calcium and phosphate are measured and contained in a certain volume of bone. In the class I learned that this measurement is called ‘Bone Mass’. There are two types of bone tissues which are the trabecular/cancellous and compact bone tissue. Trabecular makes up the inner layer of the bone, it is spongy structure whilst the compact bone is denser and more compacted, and it forms in the outer layer of the bone.
In the class we looked at musculoskeletal disorders and injuries. Clinical applications were also presented to fully get a good understanding on how to manage those disorders and injuries. We discussed about general rules for splinting and common complications that can occur. Applying clinical applications on the class delivery is always helpful for me as a nursing associate student as it gives me idea and clarity if situation occurs.
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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |