Date of Learning Log: 13/09/2024
Time: 09:30-16:00
Learning Activity 1: Resilience and Emotional Intelligence
During the session, we delved into the intricate relationship between emotional intelligence and resilience and their profound impact on the development of nursing associates. Throughout the learning activity, we actively explored the physiological processes involved in processing emotions. We defined and discussed the nuanced concepts of emotional intelligence and resilience and delved into the practical aspects of developing these attributes as a nursing associate. Lastly, we focused on fostering self-awareness and reflecting on our emotional intelligence, thereby creating a deeper understanding of its relevance in our professional roles.
Emotional hijacking is a condition in which our feelings dominate, resulting in impulsive responses that we often regret. This hijacking starts with an event that serves as a “trigger.” A trigger might include a co-worker criticising your work in front of others, a conflict with a colleague, or even a personal setback.
Emotional intelligence, often referred to as emotional quotient (EQ), is the capacity to recognise, use, and regulate one’s own emotions constructively to reduce stress, communicate successfully, empathise with others, tackle challenges, and resolve conflicts.
Empathy, intuition, and self-awareness are pivotal in effective leadership. However, developing these traits can be challenging, and applying them carries certain risks that leaders must navigate carefully. A diverse group of eighteen leaders and scholars has come together to delve into the intricacies of managing emotional intelligence within an organisation.
Whether they embrace it or not, leaders are tasked with shaping and managing the emotional atmosphere of their teams and organisations. Emotional intelligence encompasses the ability to recognise, understand, and influence one’s own emotions as well as the emotions of others. The advantages of cultivating this skill set are profound, as it fosters deeper understanding and stronger connections with those around you.
When leaders develop a keen awareness of their emotional states, they are also better equipped to interpret and respond to the emotional cues of others. This heightened sensitivity can lead to stronger relationships, enhanced teamwork, and improved conflict resolution. Additionally, emotional intelligence facilitates healthier interactions with family and friends as individuals become adept at forgiveness and maintaining harmonious connections.
Ultimately, mastering emotional intelligence is not just about personal development; it’s about creating a thriving environment where individuals feel understood and valued, paving the way for greater collaboration and success within organisations.
Emotional intelligence (EI) offers numerous advantages for healthcare professionals, such as enhanced patient care. EI enables healthcare providers to better comprehend their patients’ emotions, leading to improved care quality and increased patient satisfaction. Enhanced teamwork is another benefit, as EI aids healthcare professionals in collaborating effectively, resolving conflicts, and maintaining composure during stressful situations. Additionally, EI assists healthcare professionals in managing their stress levels, which is particularly crucial in high-pressure roles. Furthermore, EI enhances leadership skills, allowing healthcare professionals to become more effective leaders and improving clinical outcomes and job satisfaction. EI also supports healthcare organisations in attracting and retaining skilled talent. Lastly, EI fosters a better work-life balance within healthcare organisations by facilitating flexible scheduling and various support services.
The four main components of emotional intelligence (EQ) are:
- Self-awareness: This refers to the ability to understand your own emotions, strengths, and weaknesses. Self-awareness can lead to better decision-making, improved communication, and more meaningful relationships.
- Self-management is controlling one’s emotions, behaviours, and impulses. Effective self-management allows one to respond appropriately to various situations and maintain a positive outlook.
- Social awareness: This involves the ability to interact well with others. Social awareness helps you build meaningful relationships and better understand yourself and those around you.
- Relationship management: This is the ability to identify, analyse, and manage relationships with individuals inside and outside your team. Strong relationship management skills can aid in successful negotiation and conflict resolution.
Emotionally intelligent people have control over their emotions and are adept at navigating social interactions.
Emotions are intricately connected to leadership and oversight in various ways, including emotional intelligence. Leaders with high emotional intelligence can significantly influence their employees’ job satisfaction, performance, and overall well-being. They can foster a positive work atmosphere by developing strong relationships, communicating effectively, and mediating conflicts. Emotions can also spread among individuals and groups, known as emotional contagion. Through emotional leadership, leaders can promote positive emotions in their employees, such as joy, hope, and pride. They can achieve this by expressing emotions, maintaining open communication, and providing supportive care. Employees who manage their emotions effectively might face lower job satisfaction and heightened stress levels. Conversely, those with supervisors exhibiting transformational leadership are less likely to undergo these negative experiences. Leaders can strategically utilise emotions to inspire their teams and offer meaningful feedback. For instance, they may leverage positive emotions to motivate their team or adopt negative emotions to convey a sense of urgency.
Learning Activity 2: Evidence-based Practice in Healthcare
This learning activity deepened my understanding of the importance of evidence-based practice (EBP) in healthcare. I learned how EBP ensures patient safety and allows for more personalised care. I also explored the barriers to implementing EBP and how it informs clinical judgment. We also discussed the NMC Code and its role in ensuring that information and advice align with the best available evidence.
Evidence-based practice (EBP) plays a crucial role in healthcare. It ensures that professionals utilize the most current and effective methods of care, rooted in the latest research findings. By relying on rigorous scientific evidence, EBP significantly enhances patient safety and improves health outcomes, as it minimizes the risks associated with outdated or ineffective treatment options.
Furthermore, EBP fosters an environment of critical thinking and continuous professional development among nursing staff. It encourages them to stay informed about advancements in medical research and question traditional practices. This ongoing learning process allows healthcare providers to refine their skills and adapt their approaches based on evolving evidence, ultimately leading to higher-quality care.
In addition, EBP integrates patient preferences and values into the decision-making process, resulting in more personalised, patient-centric care. Healthcare providers can tailor treatments that align with individual needs and preferences by considering what matters most to patients, enhancing patient satisfaction and engagement.
Finally, by prioritising evidence-based interventions, EBP supports cost-effective care by reducing the likelihood of unnecessary or ineffective treatments. This not only conserves healthcare resources but also contributes to the overall efficiency of healthcare delivery, ensuring that patients receive the most appropriate and effective care for their conditions.
Barriers to Implementing EBP:
- Lack of Time – Busy workloads limit time for research.
- Limited Access to Research – Difficulty accessing journals and databases.
- Lack of Knowledge/Skills – Insufficient training in appraising and applying evidence.
- Resistance to Change – Preference for traditional practices.
- Lack of Leadership Support – Management may not prioritise EBP.
- Resource Limitations – Insufficient equipment or staffing.
- Conflicting Research Findings – Uncertainty about the best evidence.
- Lack of Confidence – Hesitation in adopting new methods.
- Organisational Culture – Environments not focused on research.
- Patient Preferences – Patient choices may not align with evidence.
Where to get evidence from:
- Research Studies, e.g. A randomised controlled trial (RCT) published in the BMJ (British Medical Journal) comparing the effectiveness of different interventions in reducing hospital-acquired infections in UK hospitals.
- Systematic Reviews and Meta-Analyses, e.g., A Cochrane Review evaluating multiple studies on the effectiveness of vaccination programmes in reducing seasonal flu among older adults in the UK.
- Clinical Guidelines, such as those of NICE (National Institute for Health and Care Excellence), are widely used to manage hypertension in NHS trusts in the UK.
- Professional Experience and Expertise, e.g. A senior nurse practitioner’s expertise in managing long-term conditions, combining their experience of treating patients in a local NHS trust with the latest guidelines and evidence.
- Patient Preferences and Values: In shared decision-making, a UK cancer patient chooses between treatment options, informed by their preferences and the latest evidence from the NHS Cancer Patient Experience Survey.
- Healthcare Databases, e.g. CINAHL (Cumulative Index to Nursing and Allied Health Literature) or PubMed, provide access to a wide range of UK-based peer-reviewed articles relevant to nursing and healthcare.
- Institutional Data and Audits, e.g., a clinical audit conducted by an NHS trust in England to assess the outcomes of a new falls prevention programme in a local hospital.
- Textbooks and Expert Opinion, e.g., UK nursing textbooks such as “The Royal Marsden Manual of Clinical Nursing Procedures” are often used to guide nursing practice based on expert consensus.
- Grey Literature, e.g. A report from The King’s Fund, a UK-based think tank, on the challenges faced by the NHS in adopting digital technologies in nursing care.
- Local or National Health Statistics, e.g. Data from Public Health England on obesity rates, inform local public health interventions across the UK.
Process of EBP:
- Asking the Question
Formulate a straightforward clinical question to address a specific patient problem. - Acquiring the Best Evidence
Search for the most relevant and up-to-date research to answer the question. - Appraising the Evidence
Critically assess the quality, validity, and relevance of the research. - Applying the Findings to Clinical Practice
Integrate the evidence into clinical decision-making, considering patient needs and preferences. - Evaluating the Outcomes of Change
Monitor and assess the impact of the applied evidence on patient outcomes and practice.
A systematic review is a comprehensive and organised approach to identifying, assessing, and summarising all available research evidence on a particular topic or question. It adheres to a defined protocol for collecting studies, rigorously evaluating their quality, and synthesising the findings to offer an in-depth understanding of the subject. Systematic reviews are regarded as highly trustworthy because they reduce bias and guarantee that healthcare decisions, such as those in nursing, are grounded in the most reliable evidence available.
We emphasize evidence-based practice (EBP) because it significantly enhances patient outcomes. Research-supported interventions are more likely to be effective and safer for individuals. Utilizing the best available evidence guarantees that patients receive validated care. This results in improved recovery rates, reduced complications, and an overall superior quality of care.
EBP also helps utilize resources more efficiently, subsequently lowering costs. By adopting evidence-based practices, we avoid unnecessary procedures and treatments that might not yield effective results, thus conserving both time and money. For example, administering antibiotics only when there is sufficient evidence for their necessity helps prevent overprescription and contributes to the fight against antibiotic resistance, conserving resources and minimizing harm.
Healthcare organisations, such as the NHS, actively endorse the adoption of EBP because it is consistent with national guidelines and regulatory standards. It also helps fulfil the expectations of regulatory bodies like the Nursing and Midwifery Council (NMC), highlighting the importance of safe and effective practices. By embracing EBP, we align ourselves with best practices and diminish the legal risks linked to outdated or ineffective care.
Integrating EBP allows us as healthcare professionals to stay abreast of the latest research and advancements. It fosters lifelong learning and critical thinking, enabling us to continuously enhance our practice. This means we are not merely adhering to protocols—we comprehend the rationale behind our actions and how they benefit the patient.
Thus, when discussing EBP, we refer to making informed decisions that improve patient care, more effective resource utilisation, and ongoing professional development. In essence, valuing EBP is synonymous with valuing the quality of care we deliver daily.
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 |
| 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 |
| 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 |
| 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 |
| K30 | Understand the principles of health and safety legislation and regulations and maintain safe work and care environments |
| 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 |
| 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 |
| 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 |
| S31 | Act in line with any end of life decisions and orders, organ and tissue donation protocols, infection protocols, advanced planning decisions, living wills and lasting powers of attorney for health |
| 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 |
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 |