Date of Learning Log: 19/01/2024
Time: 09:30-16:00
Learning Activity 1: Assessment Tools
Throughout the session, we have delved into various healthcare assessment tools to evaluate a patient’s health status comprehensively. These tools encompass multiple sections that help capture essential information, such as vital signs, medical history, current medications, allergies, physical assessment findings, and patient subjective data. By collecting this information, healthcare professionals can better understand the patient’s overall health and identify any potential health risks or concerns that need to be addressed.
In addition to the general assessment tools, specialised assessment tools are tailored to specific health conditions. For instance, pain assessment scales are used to gauge the severity of a patient’s pain, which can help to determine the appropriate pain management plan. Similarly, depression screening tools are used to identify patients who may be experiencing symptoms of depression, enabling healthcare providers to offer the necessary support and resources. Nutritional assessment forms are also used to evaluate a patient’s dietary habits and identify any nutritional deficiencies that may impact their health.
Overall, these assessment tools are invaluable resources that help healthcare providers deliver high-quality care tailored to each patient’s unique needs and circumstances. They are used for specific conditions, such as pain assessment scales, depression screening tools, and nutritional assessment forms.
Learning Activity 2: Wound Care
During our learning activity, we explored the fundamental principles of the aseptic non-touch technique (ANTT), vital to maintaining infection control and ensuring patient safety during clinical procedures. The session provided a comprehensive overview of wound healing, wound types, cleansing, and dressing. We also discussed the importance of preventing pressure injuries and wound infections.
In the first part of the session, the course convenor gave us a quiz on the skin. We examined the anatomy of skin in detail, including its various layers and their functions. We also learned how to assess the skin for signs of damage or deterioration. Furthermore, we explored the stages of wound healing, types of wounds, and methods for preventing pressure ulcers. We also discussed the TIMES tool, a widely used wound assessment tool.
Toward the end of the session, we explored different types of dressings and their uses, proper skin care techniques, and the importance of cleansing and dressing a wound. We learned about the various factors influencing wound healing, including nutrition, hydration, and overall health.
Acquiring wound care skills is crucial for nursing for several reasons. Firstly, wound care is a fundamental skill that is essential in providing comprehensive patient care. Effective wound care techniques can help prevent infections and complications, ensuring the safety and well-being of patients. Additionally, proper wound care promotes healing and reduces the risk of chronic wounds. Understanding wound care allows nurses to provide holistic care, addressing the wound and the patient’s overall health and well-being. By developing these skills, nurses can provide high-quality care that meets the needs of their patients and enhances their quality of life.
KSB ADDRESSED:
Knowledge:
| 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 |
| K9 | Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people |
| 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 |
| K16 | Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of 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 |
| 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 |
| 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:
| 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) |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| S30 | Recognise when a person’s condition has improved or deteriorated by undertaking health monitoring, interpreting, promptly responding, sharing findings and escalating as needed |
| S35 | Accurately undertake risk assessments, using contemporary assessment tools |
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 |