Date of Learning Log: 09/08/2024
Time: 09:30-16:00
Learning Activity: Delivering Quality Care through Evidence-Based Practice – Introduction to the module.
This learning activity introduced me to delivering quality care through an evidence-based practice module. We discussed the learning outcomes and summative assignment deadline and participated in questions and answers.
During the session, we engaged in a group activity where we analysed and discussed a video on innovation, improvement, and the evolution of changes in healthcare services. We also explored the significance of evidence-based practice in ensuring the quality and safety of nursing. This approach provides a strong foundation for clinical decisions based on the best available evidence. By aligning nursing practices with evidence, evidence-based practice ensures practical and safe care and promotes standardisation and continuous improvement, all of which are crucial elements of high-quality healthcare.
Implementing interventions should be based on the latest and most robust evidence available in healthcare. It is crucial to ensure that the care provided is patient-centred, respecting and responding to individual patient preferences, needs, and values. Effective communication is essential in promoting transparent, accurate, and timely exchange of information among the healthcare team, patients, and their families. Interprofessional collaboration involves working closely and cooperatively with other healthcare professionals to optimise patient outcomes. Additionally, continuous quality improvement (CQI) is vital, requiring ongoing assessment and improvement of healthcare processes and outcomes to ensure the highest standard of care.
The 10 ways to choose a service improvement are as follows: Personal Experience: positive or negative. Experiences can involve the care they receive as patients, interactions with healthcare providers, or witnessing how colleagues handle certain situations. E.g. A nurse who experienced poor communication during a family member’s hospital stay may be motivated to implement better communication protocols in their practice, ensuring that patients and families are kept well-informed throughout their care journey.
Personal Interest: A healthcare professional’s interest in a specific area of medicine or patient care can drive them to improve services related to that interest. This passion often leads to deeper engagement and a commitment to excellence.
Curiosity About Something in the Media: Covering healthcare issues, innovations, or patient stories can spark curiosity and inspire healthcare professionals to explore new ideas or improve existing services.
State of Practice in a Particular Area: The current state of practice in a specific area of healthcare can highlight the need for improvements, especially if the standard of care is outdated or inconsistent. A mental health practitioner may notice that the state of care in their region is heavily reliant on medication with limited access to therapy. This could lead them to advocate for and develop more comprehensive mental health services that include a balance of medication, therapy, and community support.
Solving a Problem: Identifying and addressing a problem in healthcare services is a common motivation for improvement e.g. increased falls, pressure damage.
Hot Topics Under Discussion: Emerging trends or topics within the healthcare community can drive improvements as professionals seek to stay current and address new challenges or opportunities. Example: With the increasing focus on patient-centred care, a hospital might review and improve their patient engagement strategies, ensuring that patients are actively involved in their care decisions and treatment plans.
Personal Values: Healthcare professionals’ values, such as a commitment to compassion, equality, or excellence, often guide their efforts to improve services. These values drive a desire to provide the best possible care for all patients. An HCP who values social justice might work to improve access to care for underserved populations, developing outreach programs that ensure all patients, regardless of background, receive the care they need.
Gaps in Practice: when there is a discrepancy between the ideal standard of care and the care currently provided. Identifying these gaps can lead to targeted improvements to bridge them.
Healthcare Policy: Changes in healthcare policy, whether at the local, national, or international level, can prompt service improvements as healthcare organisations adapt to new regulations or guidelines. For example, a new policy mandating the use of electronic health records (EHRs) might lead a hospital to overhaul its data management system, improving accuracy, efficiency, and coordination of patient care.
Epidemiological/Demographic/Other Data: Data from epidemiological studies, demographic reports, or other sources can highlight trends or issues that require service improvements. This data-driven approach ensures that changes are based on evidence and actual need. If epidemiological data shows a rising incidence of diabetes in a community, a healthcare provider might introduce new diabetes education and prevention programs to address this growing health concern.
Learning Activity 2: Group Activity
During the afternoon session, our cohort was split into three groups, each assigned a specific scenario to discuss. In my group, we were tasked with addressing the issue of improving hand hygiene compliance. To start our discussion, each member shared insights into our organisation’s existing policies and procedures related to hand hygiene. We delved into a thorough examination of various strategies aimed at boosting compliance rates, discussing potential interventions such as staff training, visual reminders, and the implementation of monitoring systems. Additionally, we explored methods for assessing the effectiveness of these strategies, considering factors such as data collection and analysis methods.
Following the completion of the group work, the summative assignment was thoroughly deliberated upon. It was emphasised that the assignment entails the creation of either a poster or a PowerPoint presentation, lasting approximately 10 minutes, for the purpose of presentation. The content of the presentation should focus on discussing an area of improvement in practice, delving into the associated learning outcomes. Furthermore, it should effectively demonstrate an understanding of management, leadership, and behaviour within the context of the chosen area of improvement.
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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| S38 | Prioritise and manage own workload, and recognise where elements of care can safely be delegated to other colleagues, carers and family members |
| S43 | Contribute to team reflection activities to promote improvements in practice and services |
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 |