Date of Learning: 02/06/2023

Time: 09:30-16:30

Learning activity 1: Introduction to EPAD

In this class session I was introduced to an electronic practical assessment document (EPAD). The EPAD is an assessment software tool that I must use during my placements in the nursing associate programme. The EPAD is designed to support and guide me towards successfully achieving the criteria set out by the NMC.

The EPAD is an assessment tool where I must document evidence for my achievements within the external placements. My responsibilities as a student are to make sure that I engage in all learning activities and opportunities. I must work and receive feedback with range of staff and allocate practice assessors and practice supervisors. Within this session I have a clarity of what is expected from me and what I expect to gain within my external placement.

There are several components on how I am going to be assessed in practice assessment. In the EPAD session, discussion about the content of the EPAD was thoroughly explained. I must complete the orientation lists and evidence this through the EPAD. Nominate a person who will support me and address any concerns. Allocate practice assessors and practice supervisors. I must complete an initial interview with my practice assessor, and I must identify learning and development needs. I will also be assessed on my professional values, reflect on my progress, and evaluate my experiences towards the end of the external placement.

I was anxious at first when the EPAD was introduced because it was a new software and a new learning tool. Since it was thoroughly explained and explored during the session, I have now had a good understanding on how to use it. Overall, the advice and support from the session was informative and useful for me.

Learning Activity 2: Basic Life Support and SBAR

In this learning activity we discussed about principles of basic life support (BLS), recognising signs of anaphylaxis, choking and identify what actions to take when it occurs. This lifesaving first aid techniques was delivered theoretically and practically. In this class session, I learned about SBAR which is a communication tool that enables information to be transferred accurately to the relevant health professional.

The class begun by explaining and discussing the theoretical approach of the subject. It was explained that BLS aims to maintain ventilation and circulation until cardiac arrest can be reversed, it is to preserve life. It was interesting to know that 3-4 minutes of fail circulation can result irreversible brain damage. I find it fascinating to learn about the topic as I have attended few BLS training from work trust and it usually focus more on techniques or interventions rather than learning the principles of it.

A person may need basic life support intervention if they collapsed, unresponsive or unconscious. We discuss what interventions we must do when a person is unresponsive. A useful reminder of the intervention is Danger, Response, Shout, Airway, Breathing and Call/Circulation/Cardiopulmonary Resuscitation (CPR) also known as DRSABC. The intervention consists of ensuring that the environment and the people involved are away from danger. Check the person for response by gently shaking their shoulder and asking loudly if he/she is alright. Shout for help if the person is still unresponsive. The intervention also includes checking and opening the airway by placing hand on the forehead and gently tilting their head back with fingertips under the person’s chin. Breathing must be checked by looking and listening for maximum of 10 seconds. If the person is breathing normally, he/she can be placed in recovery position. The last intervention will be calling emergency service such as ambulance and commence cardiopulmonary resuscitation.

The required actions when an adult is choking is to encourage them to cough, give 5 back blows, abdominal thrusts and if unsuccessful commence CPR. It is suggested that if abdominal thrusts have cleared the airway a further examination in the hospital is needed. For children there are modification depending on their age. Five back blows can be given to both under the age of 1 and over the age of 1. The only difference is that when giving back blow to under the age of 1 support on their head is needed. If back blow is unsuccessful, for under the age of 1 chest thrusts should be given and abdominal thrusts for over the age of 1. If airway is still obstructed, a sequence of back blows and chest/abdominal thrusts should be continuous. If the child become unconscious due to choking, then calling for help from emergency services or ambulance is needed. Ensure that the child’s mouth is open and if object is visible then it can be removed. If object cannot be removed, then start CPR.

Anaphylaxis can be caused by an allergy. Our immune system and the body’s natural defence system overreacts to a trigger. Anaphylaxis can be life threatening if not acted immediately. In the class we discussed common causes of anaphylaxis which could be from food, medicines, insect stings, latex etc. Anaphylaxis can give airway, breathing, circulation problems. Another indication of anaphylaxis are changes to the skin such as rashes, patches, swelling and hives. I learned that treating anaphylaxis can be adrenaline(epinephrine) shots or adrenaline auto-injectors which should be given by intramuscular injection. Other treatments that may be given can be oxygen, IV fluids, antihistamines, steroids, bronchodilators, and cardiac drugs.

Being in the simulation centre I get to practice my BLS. I was reminded of how a good quality CPR should be and how chest compression should be done properly. It was also discussed the importance of not interrupting resuscitation until a health professional arrives or until I become exhausted. I was also reminded about the modification of doing CPR to children. Chest compression for an infant under the age of 1 is using two fingers and one or two hands for over the age of 1.

A communication tool known as SBAR (suggestion, background, assessment, and recommendation) was introduced in the simulation centre. To put in practice, we had a group activity in which we assessed a mannequin. We used SBAR to inform our course convenor about the condition of our mannequin. The communication tool is clear and concise which is very focus and brief.

Overall, the whole class session developed my knowledge and skills that I already gained from my work trust. In the end of the class, the skills are more improved and enhanced due to having more clarity and understanding of the procedures. I have always enjoyed the care delivery module as it gives me opportunity to learn and develop my nursing skills physically.

KSB ADDRESSED:

Knowledge:

Skills

Behaviours: