Date of Learning Log: 08/03/2024

Time: 09:30-16:00

Learning Activity 1: Course Debrief and Introduction to Year 2 Modules.

During this session, we discussed and reviewed our completed modules for the whole academic year. This helped me reflect on how well the academic year has been and gave me insight into improving further in the second year. We also discussed several issues we encountered, such as completing theory hours and learning logs and reminded us of the importance of documenting protected learning hours.

This was the first time we all gathered after the last placement. We also had the opportunity to discuss issues or concerns during our last placement area. We were advised on handling problems or situations if they occur in the future. British values and prevention strategies were also discussed, and we were required to create a reflection on the topics. We were reminded of British values and how these correlate to the NMC code.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 26/01/2024

Time: 09:30-16:00

Learning Activity 1: Clinical Simulation – Scenario and Placement Preparation

We recently participated in a clinical simulation during our care delivery session. In this learning activity, we were each assigned a role – either a trainee nursing associate or a patient. Towards the end of the simulation, we were required to provide feedback to one another regarding our experience.

During the simulation, I played the role of a patient who experienced a seizure-like episode, fell to the ground, and hit their head against the wall. The patient was taken to the Accident and Emergency (A&E) department and was conscious but had a throbbing headache. I also had a wound on my left arm. Due to the pain, I became difficult, declining to have observations taken and not wanting my family and friends to know about the situation. I insisted on an MRI scan and paracetamol to ease the pain.

I observed how my peer nursing associates handled the situation during the learning activity. They introduced themselves and gave me plenty of reassurance as their patient. They maintained clear and open communication and explained the procedures, treatment, and expectations, encouraging me to ask questions and address any uncertainties. They gave me choices regarding my treatment and educated me on the importance of having a set of observations taken. They worked collaboratively within the healthcare team and coordinated with the registered nurse. The nursing associates informed me of their care plan and always involved me in decision-making.

Developing clinical skills in a clinical simulation is a crucial aspect of mastering evaluation, diagnosis, and treatment planning. It allows us to practice our skills in a safe and controlled environment, where we can receive immediate feedback from experts, refine our techniques, and improve patient care. Peer feedback is an essential part of this process as it provides a valuable perspective on clinical practice and helps identify blind spots that we may not have noticed on our own.

By leveraging their experience and observations, peers can provide valuable insight into our communication, clinical skills, and patient care strategies. This feedback helps us to refine our techniques, improve our patient care, and foster continuous improvement. Additionally, peer feedback encourages professional growth, promotes accountability, and enhances the quality of patient care by fostering a culture of learning and collaboration.

Practising clinical assessment in a clinical simulation with peer feedback is a powerful way to develop clinical skills, improve patient care, and ultimately enhance healthcare quality.

Towards the end of the session, we discussed placement preparation, the use of Epads, and the forms that needed to be completed. During this time, we had the opportunity to discuss our placement area and our expectations.

KSB Addressed:

Knowledge:

Skills:

Behaviours:

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:

Skills:

Behaviours:

Date of Learning Log: 12/01/2024

Time: 09:30-16:00

Learning Activity 1: Nutritional Support

During this session, the topic of malnutrition and the role of a student nursing associate in reducing impact were introduced. Potential difficulties and accurately acknowledging the importance of completing food and fluid and its associated challenges were also discussed. Malnourished individuals are more susceptible to diseases and tend to recover from illnesses more slowly due to the negative impact of poor nutritional status on overall body function and well-being. Malnutrition can lead to issues with the immune system and muscles, impaired wound healing, kidneys, brain, temperature regulation, and reproduction.

We commenced the class by discussing various ways to assist patients with their eating and drinking needs. Our focus was on different food and drink textures, such as puree, minced and moist, and levels of thickened drinks. The instructor also presented various types of nutritional supplements, which we had the opportunity to sample. One significant aspect we discussed was the importance of providing patients with ample choices and alternatives to promote good nutrition and hydration. Additionally, we went over a food and fluid chart for further reference.

I have gained insight into the process of determining body mass index and other screening methods like MUST or STAMP, which aid in evaluating the risk of malnutrition for individuals of all ages. Recognising the importance of nutritional support is paramount, as it significantly impacts patient health and recovery. By understanding how to assess and meet a patient’s dietary needs, healthcare professionals can provide optimal care and enhance overall well-being. Inadequate nutrition can impact recovery, weaken the immune system, and negatively affect overall health, underscoring the necessity of comprehensive nutritional knowledge to provide effective nursing care.

Learning Activity 2: Bowel Care

In this session, I acquired fundamental insights into bowel care, including the ability to perform a comprehensive evaluation of bowel function. We delved into the causes and treatments of constipation and engaged in hands-on practice administering suppositories. The session was conducted in a clinical simulation centre, where the instructor offered a variety of activities to deepen our understanding and provide ample opportunity for practice.

We engaged in a couple of activities during our time at the clinical simulation centre. One involved categorising the Bristol Stool Chart by identifying different types and matching them with corresponding images. The second activity entailed safely administering suppositories into a mannequin while adhering to proper procedures and infection control policies. Additionally, the instructor provided insights on the assessment and performance of digital rectal examinations.

It is crucial to comprehend the significance of maintaining proper bowel function for patients’ overall well-being. A thorough understanding of bowel care can prevent complications such as constipation or impaction, which can cause discomfort and hurt the patient’s health. Addressing bowel-related issues, promoting regularity, and contributing to the holistic care of individuals are all essential aspects. The clinical simulation centre provides a realistic environment for applying theory to practice.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 22/12/2023

Time: 09:30-16:00

Learning Activity 1: Vulnerable and Complex Care

In our recent study session, we had a collaborative meeting with the Promoting Health and Well-being and the Delivery of Safe and Effective Care module. We talked about the significance of vulnerable and complex care. The session was conducted virtually on Microsoft Teams. Our discussions focused on examining complex care and vulnerable groups, emphasising the importance of person-centred care and shared decision-making.

We engaged in a thoughtful discussion regarding our comprehension of complex care and exchanged valuable insights on our experiences with delivering such care. Our group then analysed a video presentation that delved into the complex care needs of an individual. Additionally, we explored the topics of homelessness and social exclusion. We personally reflected on our own understanding of the meaning of home and shared any experiences we may have had with homelessness.

This discussion highlighted the importance of nurses in addressing the multifaceted health challenges faced by homeless individuals, including complex medical issues, mental health struggles, and barriers to healthcare access. By deepening our understanding of this vulnerable population, we can cultivate empathy, cultural competency, and the skills necessary to provide holistic and compassionate care.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 15/12/2023

Time: 09:30-16:00

Learning Activity 1: Health Promotion in Older People and Benefit of Physical Activity

The progress made in health care has significantly increased the lifespan of individuals in England. This has resulted in a notable rise in the number of older people, which is anticipated to accelerate over the next two decades. Consequently, the NHS faces the challenge of providing adequate health and social care to an ageing population with a higher likelihood of developing long-term conditions. This session addressed older people’s health promotion needs, focusing on improving physical and mental well-being.

During this learning session, we covered the impact of ageing on physical and mental health in a comprehensive manner. We identified various health promotion activities that can enhance the well-being of older people. We also discussed the challenges the more senior population experiences and understood how nurses can help in such situations. Lastly, we explored the benefits of exercise for all age groups in health promotion.

Encouraging physical activity in older adults is vital for maintaining their health and well-being. Regular exercise benefits cardiovascular health, muscle mass maintenance, and flexibility enhancement. Furthermore, it reduces the risk of chronic illnesses like heart disease, osteoporosis, and diabetes. Promoting physical activity also positively impacts mental health by alleviating stress, anxiety, and depression while enhancing cognitive function. It helps older adults maintain their independence and improve their quality of life as they age.

Learning Activity 2: Delivering Care in Alternative Settings Workshop

During the learning activity, the group engaged in a thoughtful discussion about the various settings in which care is delivered. Each student shared their unique experiences working in different environments, such as rehabilitation centres, hospitals, and nursing homes. This exchange gave us a deeper understanding of the importance of person-centred care and decision-making across diverse settings.

We engaged in a collaborative session wherein we deliberated on the quality of care we offer in our settings. We took a moment to compare our approaches to determine if there were any disparities. We also took an opportunity to explore the distinction between private and public care and whether any of us had personal experience in a private care facility. One of our group members emphasised that the care and nursing interventions provided were essentially the same in both settings, with the only notable differences being the availability of a private room, food, and types of furniture.

It is essential to learn about this topic as it will help me prepare for diverse healthcare environments. This knowledge will enable me to adapt to different situations and develop broader skills. By doing so, I can effectively meet the needs of patients outside of traditional hospital settings. Additionally, it promotes a comprehensive understanding of patient care and emphasises the importance of community-based and preventative approaches, which are becoming increasingly important in modern healthcare.

KSB ADDRESSED:

Knowledge

Skills:

Behaviour:

Date of Learning Log: 08/12/2023

Time: 09:30-16:00

Learning Activity 1: Sexual Health Promotion

In this learning activity, we explored the prevalence of sexually transmitted infections in the UK. We identified groups at risk and discussed possible interventions to support those groups. Additionally, we were joined by a lead nurse for integrated sexual health and HIV in Brighton to discuss more of her experiences in promoting sexual health.

The session started by discussing and defining the meaning of sexual health. Resources from the World Health Organisation and Public Health England were discussed to express what is meant. During this time, we looked at the trends of sexually transmitted infection to understand how the UK is currently facing high rates of sexual illness and how effective commissioning and delivering high-quality care are the keys to improving health outcomes. We also discussed different types of sexually transmitted infections and how they result in poor sexual health.

The primary responsibility of healthcare professionals is to offer a non-judgmental and empathetic approach, creating a safe and comfortable environment for patients to discuss their needs. Nursing associates, in particular, must be aware of the needs of individuals concerning sexual health, reproductive health, and HIV. Several resources and services are available within the health and well-being system, aimed at promoting good sexual and reproductive health and guiding individuals who require support.

Understanding and promoting sexual health is crucial in equipping nursing associates to provide comprehensive and sensitive care to individuals throughout their entire lifespan. It enables nursing students to address sexual health concerns, educate patients on safe practices, and contribute to preventing sexually transmitted infections. Additionally, promoting sexual health fosters practical communication skills, allowing nursing professionals to create a supportive and non-judgmental environment for patients to discuss intimate matters. Overall, incorporating sexual health into nursing education enhances students’ ability to deliver patient-centred, holistic care.

Learning Activity 2: Living with Long-term Conditions

During this session, the topic focused on living with long-term conditions (LTC) and end-of-life care. We discussed the potential impact living with LTC can have on individuals and explored how healthcare professionals should plan care for those living with LTC. The session also aimed to increase awareness about what constitutes a long-term condition. Towards the end of the session, we delved into the principles of person-centred care and shared decision-making in end-of-life care. We described the different aspects of these principles to ensure that individuals receive the best possible care.

The class session involved active participation, as it was mostly a discussion about what we know and what we don’t know about long-term conditions. As we all have experience with the healthcare profession, we dig deeper into how it affected our patients or known relatives. LTC impacts all aspects of a person’s life: physically, emotionally, socially, and psychologically. It is widely acknowledged that being able to accept and take ownership of a long-term condition (LTC) can contribute to patients’ feelings of well-being. However, the level of condition acceptance can vary and change over time, moving from acceptance to non-acceptance and vice versa throughout the course of the LTC. This perception can also vary among those affected, with some finding it easy to assimilate the condition into their life, while others may struggle.

As a nursing associate, it is crucial for me to learn about living with long-term conditions. This knowledge will aid me in providing well-rounded and continuous care to patients. By comprehending the physical, emotional, and social impacts of chronic illnesses, I can assist individuals in effectively managing their conditions. This entails developing expertise in symptom management, patient education, and promoting self-care strategies. The session has provided me with valuable insights into the challenges faced by people with long-term conditions. It has also taught me how to work collaboratively with multidisciplinary teams to improve the quality of life for patients with chronic health issues.

Learning Activity 3: End-of-Life.

During our recent learning activity, we discussed our experiences with end-of-life care. Each student had an opportunity to share their personal and professional experiences regarding what they perceive as a good or bad death. We also talked about our feelings and emotions while taking care of someone at the end of their life and whether we have any concerns about delivering end-of-life care. The lecturer ensured that we only shared information if we felt comfortable doing so. Those who were not comfortable sharing were reassured that they did not have to participate.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 01/12/2023

Time: 09:30-16:00

Learning Activity 1: Discussion about Assignment

In the first session of the class, we discussed the assignment. As a group, we discussed our concerns and questions to clarify what was expected in the assignment. We had the opportunity to express our ideas and were guided on ensuring we met the assignment criteria. During this time, I understood what was expected to present on my leaflet and report.

Learning Activity 2: Health Promotion for Babies and Children – Safeguarding care of a child

This learning activity aims to provide knowledge on government public health initiatives that promote health and well-being from antenatal care through adolescence. The role of school nurses and health visitors in delivering this care will be explored. Additionally, the impact of parental or personal choices on long-term health outcomes, focusing on health literacy, will be discussed.

Health promotion for infants and children is arguably one of the most crucial areas of public health, as the experiences during pregnancy and early childhood significantly impact their physical and emotional health. When considering young people’s health, it is essential to consider the whole family, as learned health behaviours can develop in the home through modelling and social norms. This session aims to emphasise the importance of focusing on the early years, both in terms of physical health and mental well-being, by identifying risk factors and exploring the role of nurses in promoting better health outcomes for infants and young children.

Learning and understanding how to promote infant and children’s health is extremely important. As I have less experience with children, this is an excellent learning opportunity because it lays the foundation for providing adequate care. Early interventions can help prevent health issues, promote proper growth and development, and contribute to the overall well-being of children. As a nursing student, learning how to assess, educate, and support families in maintaining a healthy environment, fostering optimal development, and preventing potential health challenges in the paediatric population is crucial.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 24/11/2023

Time: 09:30-16:00

Learning Activity 1: Promoting Mental Health Across the Lifespan

During the learning activity, we discussed the importance of promoting mental health at various stages of life. A university lecturer shared her experiences of living with mental health challenges. We explored the factors that can impact mental well-being at different stages of life and gained knowledge of the specific challenges that certain groups might face. Additionally, we discussed the role of nurses in promoting mental well-being and learned about the effectiveness of social prescribing. Overall, this learning activity was an excellent opportunity to understand mental health promotion comprehensively.

In this session, we had a group discussion about the topic, which made me more active and participative. As a group, we discuss the difference between mental health and mental illness. Several definitions of mental health and mental illness were discussed; we then identified what good mental health is and looked at resources such as the Mental Health Foundation to define good mental health. It was then discussed how mental health problems develop from infancy to adulthood. Furthermore, I gained knowledge of health and social inequalities in mental health.

This class session I attended was essential for my assignment about promoting mental health. During the session, the lecturer shared their personal experience with mental illness, which helped me understand the significance of challenging stigma and discrimination. Additionally, this experience helped you realise the importance of advocating for patients as a nursing associate.

Learning Activity 2: Preventing long-term conditions

During our session, we talked about two important topics: drinking alcohol safely and quitting smoking. I gained a better understanding of the potential risks that come with consuming alcohol above the recommended levels. I also learned about the safe levels of drinking and how nurses can help guide individuals in making healthier choices regarding their alcohol intake. Moreover, we touched upon various factors involved in smoking and how quitting smoking can help prevent long-term health conditions.

The class session discusses the impact of smoking on health across the lifespan. It also describes the effects of smoking on the respiratory system and identifies what cigarettes contain and why they damage health. Additionally, it highlights the knowledge needed to provide adequate care to someone who smokes or lives with a smoker. Finally, it looks at the impact of smoking from a bio-psychosocial perspective, considering the biological, psychological, and sociological factors involved.

Acquiring knowledge about the effects of long-term medical conditions and preventive measures is a crucial skill for nursing associates. As an advocate, individuals need to make necessary changes to their lifestyle per their preferences. Therefore, a nursing associate should guide and advise them on the right path. They should act appropriately by providing information, directing them to the right resources, or referring them to the required support.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviours:

Date of Learning Log: 17/11/2024

Time: 09:30-16:00

Learning Activity 1: Communication Skills for Nursing Practice

During this session, we explored the necessary communication skills for effectively assessing service users. We identified potential barriers to communication and learned strategies for overcoming them to improve care delivery. Through this learning activity, I have acquired valuable knowledge regarding communication skills, effective communication strategies, and the adverse effects of poor communication.

This session was valuable, as I learned the importance of accurately gathering patient information to promote collaboration between patients and healthcare professionals. Effective communication is essential for ensuring patient safety, gathering comprehensive assessments, facilitating timely interventions, and providing holistic care. Furthermore, proper record-keeping is crucial for maintaining continuity of care and legal compliance and as a valuable reference for future healthcare decisions. These fundamental skills are essential for achieving successful patient outcomes and maintaining professional excellence in healthcare practice.

Learning Activity 2: Caring for people with mental health, behavioural and cognitive needs.

It is essential to ensure that individuals with learning disabilities receive appropriate support as they age. To do so, staff members must consider everyone’s unique wants and needs rather than solely focusing on their age or learning disability. By taking a person-centred approach, staff can better provide tailored support to help individuals with learning disabilities lead fulfilling and independent lives. This session increased my knowledge and understanding of learning disabilities, the services available, and considerations in care planning and assessment within this population.

Nursing students must learn to care for individuals with mental health, behavioural, and cognitive needs. This training helps foster empathy, compassion, and a holistic approach to patient care. By understanding and addressing the unique challenges that people with mental health issues face, it is possible to provide person-centred care. This aspect of nursing education instils in students the ability to honour the dignity of every patient, promoting awareness of mental health and reducing stigma. Mastering these skills is essential to establish therapeutic relationships and achieve favourable outcomes for individuals with diverse healthcare needs.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour: