Date of Learning Log: 04/04/2024
Time: 09:30-16:00
Learning Activity 1: Introduction to the Modules.
This session introduced us to the Understanding Complex Care Needs, Decision-making in Care for Nursing Associates, and Care Delivery modules. We also discussed our topic timetable for year two modules and assignments. We were introduced to the module learning outcomes and given ideas and advice in Level 5 Academic Writing. The Level 5 Academic Writing session was beneficial. We were advised on developing our assignment, including structuring, evaluating, and planning it. I also learned about students’ common mistakes when creating assignments and how to write critically.
This session further discussed the Understanding Complex Care Needs module. We introduced Crocus Avenue and looked at the different types of case studies for the assignment (Case studies 1, 5, and 6 for Understanding Complex Needs). We briefly discussed a formative assessment due on May 17th, 2024.
Learning Activity 2: Complexities of Complex Conditions & Policies Underpinning LT/Complex Conditions
During the afternoon session, we discussed what constitutes a long-term condition (LTC) and its implications. We learned about the relevant policies that apply to health and social care. We delved into the complexities of assessment and management of LTC and discussed the significance of this process. We also discussed the assignment’s learning outcomes and how we will achieve them.
Long-term conditions cannot be cured and require management. Genetics, lifestyle choices, socioeconomics, obesity, stress, and environmental factors influence them. Living with a long-term condition can have physical and psychosocial impacts. An assessment is essential when identifying and defining the patient’s problems. This allows nursing associates to evaluate patients’ wishes, preferences, and needs. It clearly explains what the patient can do and the available resources or treatment. Regular and continuous assessments must be carried out to enable the detection of multiple LTCs and symptoms. Assessments allow healthcare providers to meet patient’s care holistically and person-centred.
The nursing process is an approach to assessing and planning care for service users with LTC. APIE, ADPIE, or ASPIRE is a framework used to organise or analyse the steps involved in assessment and care planning. We discussed different skills we may use when assessing individuals, such as interviewing skills, listening, observing, measuring, communicating, etc.
Several factors must be considered when evaluating individuals with long-term conditions (LTC). These include understanding the pathophysiology of the condition, recognising the emotional and psychological impact of being diagnosed with an LTC, providing a more intensive period of care and support, promoting integrated working, and considering the needs of relatives, families, and carers.
Nursing models are conceptual frameworks that guide nursing practice. They outline the fundamental principles, values, and beliefs that form the basis of nursing care. The Roper-Logan-Tierney model includes the activities of living (ALS) framework, essential for maintaining an individual’s health and well-being. This framework assists nursing associates in assessing patients’ needs comprehensively and developing personalised care plans to promote health and independence.
Introducing modules to my learning process has proven to be beneficial for me. The structured approach helps me focus on one topic at a time, allowing me to interact and engage more deeply with the material. This leads to a better understanding and retention of the topics. Learning about level 5 academic writing clarifies the expected writing standard for me to develop during this stage of my studies. It includes advanced critical thinking through structured and analytical engagement with complex ideas and arguments. This will enable me to synthesise information from multiple sources and better understand the subject. To excel academically, prepare for success in my future career, and develop critical thinking skills, I must attain Level 5 proficiency in academic writing.
When dealing with complex medical conditions, it’s essential to understand the policies behind their treatment. This will help individuals comprehend the many factors contributing to these conditions, such as biological, psychological, and social factors. Understanding these complexities makes it possible to develop a more holistic approach to treatment and management. Knowing the policies surrounding long-term conditions can help individuals navigate healthcare systems more effectively, advocate for themselves or others, and participate in policy discussions to improve healthcare delivery and support services. Knowing these complexities can also foster empathy and sensitivity towards those affected by long-term conditions, promoting inclusivity and support within communities. By using simple, everyday language and keeping sentences short and to the point, it’s possible to deliver this information directly and concisely.
KSB ADDRESSED:
Knowledge:
| 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 |
| 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 |
| 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 |
| K30 | Understand the principles of health and safety legislation and regulations and maintain safe work and care environments |
| K33 | Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |