Date of Learning: 02/06/2023

Time: 09:30-16:30

Learning activity 1: Introduction to EPAD

In this class session I was introduced to an electronic practical assessment document (EPAD). The EPAD is an assessment software tool that I must use during my placements in the nursing associate programme. The EPAD is designed to support and guide me towards successfully achieving the criteria set out by the NMC.

The EPAD is an assessment tool where I must document evidence for my achievements within the external placements. My responsibilities as a student are to make sure that I engage in all learning activities and opportunities. I must work and receive feedback with range of staff and allocate practice assessors and practice supervisors. Within this session I have a clarity of what is expected from me and what I expect to gain within my external placement.

There are several components on how I am going to be assessed in practice assessment. In the EPAD session, discussion about the content of the EPAD was thoroughly explained. I must complete the orientation lists and evidence this through the EPAD. Nominate a person who will support me and address any concerns. Allocate practice assessors and practice supervisors. I must complete an initial interview with my practice assessor, and I must identify learning and development needs. I will also be assessed on my professional values, reflect on my progress, and evaluate my experiences towards the end of the external placement.

I was anxious at first when the EPAD was introduced because it was a new software and a new learning tool. Since it was thoroughly explained and explored during the session, I have now had a good understanding on how to use it. Overall, the advice and support from the session was informative and useful for me.

Learning Activity 2: Basic Life Support and SBAR

In this learning activity we discussed about principles of basic life support (BLS), recognising signs of anaphylaxis, choking and identify what actions to take when it occurs. This lifesaving first aid techniques was delivered theoretically and practically. In this class session, I learned about SBAR which is a communication tool that enables information to be transferred accurately to the relevant health professional.

The class begun by explaining and discussing the theoretical approach of the subject. It was explained that BLS aims to maintain ventilation and circulation until cardiac arrest can be reversed, it is to preserve life. It was interesting to know that 3-4 minutes of fail circulation can result irreversible brain damage. I find it fascinating to learn about the topic as I have attended few BLS training from work trust and it usually focus more on techniques or interventions rather than learning the principles of it.

A person may need basic life support intervention if they collapsed, unresponsive or unconscious. We discuss what interventions we must do when a person is unresponsive. A useful reminder of the intervention is Danger, Response, Shout, Airway, Breathing and Call/Circulation/Cardiopulmonary Resuscitation (CPR) also known as DRSABC. The intervention consists of ensuring that the environment and the people involved are away from danger. Check the person for response by gently shaking their shoulder and asking loudly if he/she is alright. Shout for help if the person is still unresponsive. The intervention also includes checking and opening the airway by placing hand on the forehead and gently tilting their head back with fingertips under the person’s chin. Breathing must be checked by looking and listening for maximum of 10 seconds. If the person is breathing normally, he/she can be placed in recovery position. The last intervention will be calling emergency service such as ambulance and commence cardiopulmonary resuscitation.

The required actions when an adult is choking is to encourage them to cough, give 5 back blows, abdominal thrusts and if unsuccessful commence CPR. It is suggested that if abdominal thrusts have cleared the airway a further examination in the hospital is needed. For children there are modification depending on their age. Five back blows can be given to both under the age of 1 and over the age of 1. The only difference is that when giving back blow to under the age of 1 support on their head is needed. If back blow is unsuccessful, for under the age of 1 chest thrusts should be given and abdominal thrusts for over the age of 1. If airway is still obstructed, a sequence of back blows and chest/abdominal thrusts should be continuous. If the child become unconscious due to choking, then calling for help from emergency services or ambulance is needed. Ensure that the child’s mouth is open and if object is visible then it can be removed. If object cannot be removed, then start CPR.

Anaphylaxis can be caused by an allergy. Our immune system and the body’s natural defence system overreacts to a trigger. Anaphylaxis can be life threatening if not acted immediately. In the class we discussed common causes of anaphylaxis which could be from food, medicines, insect stings, latex etc. Anaphylaxis can give airway, breathing, circulation problems. Another indication of anaphylaxis are changes to the skin such as rashes, patches, swelling and hives. I learned that treating anaphylaxis can be adrenaline(epinephrine) shots or adrenaline auto-injectors which should be given by intramuscular injection. Other treatments that may be given can be oxygen, IV fluids, antihistamines, steroids, bronchodilators, and cardiac drugs.

Being in the simulation centre I get to practice my BLS. I was reminded of how a good quality CPR should be and how chest compression should be done properly. It was also discussed the importance of not interrupting resuscitation until a health professional arrives or until I become exhausted. I was also reminded about the modification of doing CPR to children. Chest compression for an infant under the age of 1 is using two fingers and one or two hands for over the age of 1.

A communication tool known as SBAR (suggestion, background, assessment, and recommendation) was introduced in the simulation centre. To put in practice, we had a group activity in which we assessed a mannequin. We used SBAR to inform our course convenor about the condition of our mannequin. The communication tool is clear and concise which is very focus and brief.

Overall, the whole class session developed my knowledge and skills that I already gained from my work trust. In the end of the class, the skills are more improved and enhanced due to having more clarity and understanding of the procedures. I have always enjoyed the care delivery module as it gives me opportunity to learn and develop my nursing skills physically.

KSB ADDRESSED:

Knowledge:

Skills

Behaviours:

Date of Learning: 26/05/2023

Time: 09:30-16:30

Learning activity 1: Introduction to Multi-Professional Working

In this learning activity we discussed some define terms related to multi-professional and inter-professional working. We then discussed different roles within the multidisciplinary team and identified benefits to both staff and patients when working in collaborate. At the end of the class, we then had a group work in which we created a scenario where a range of multidisciplinary professionals work together for relevant aspects in patient care.

The class begins by looking and defining different types of multi-professionals. Multidisciplinary team (MDT) are specialised professionals from different professional fields who work together to support the patient’s needs. The MDT generates shared ideas and knowledge which benefit most for people with complex needs and long-term conditions. Interprofessional working are multiple health workers from different professional backgrounds such as agencies working together to provide patients the highest standard of care. Collaborative working is working together with different professions in which cannot be achieved alone. Partnership working means engaging with other professionals to achieve a common purpose.

To clearly understand the topic, we had a group activity in which we were allocated to create a scenario within healthcare setting. The groups are divided by adult, mental health, child, and learning disability. In this group activity my group was assigned to create a scenario within adult healthcare setting. We developed and delivered a 20-minute presentation in which we had to answer questions from the class member. In this group activity we explored multi-professional roles and how they contribute within patient centred care. Within creating the scenario our group also acknowledge some barriers in which can affect when working with multi-professionals. We also looked at some strategies to reduce or stop this barrier from occurring.

In the end of the presentation, I was very satisfied with the effort and teamwork we all contributed. Analysing the importance of multi-professionals in healthcare was also discussed. Working in collaboration with allied professionals can deliver highest standard care for the patients and improves quality of life.

Learning Activity 2: Endocrine System

In this class we learned about the endocrine system. Endocrine system is made of glands that produces and releases hormones which are the body’s chemical messengers. This chemical messenger carries information and instructions from one cell to another.

In this learning activity we looked at the anatomy of endocrine system. It composed of many different glands which serves different purposes. It has major organs of the body which are the pituitary, thyroid, parathyroid, adrenal, pineal and thymus glands, the pancreas, and the gonads.

We discussed about the functions of the Endocrine System. Our water equilibrium is controlled by our endocrine system, it regulates the concentration of the blood. It also controls the growth of tissues, metabolism, and tissue maturation. Homeostasis is maintained partly by our endocrine system and autonomic nervous system.

The endocrine system control and involved in slower and more precise adjustments when it comes to internal environment changes. Our endocrine system manages heart rate and blood pressure, immune system by helping regulates production and function of immune cells, reproductive function controls, uterine contractions and milk release, ion management, blood glucose levels, direct gene activation and second messenger system.

In the end of the class, I will have to do some independent study around the topic to have a deeper understanding of the endocrine system. The class convenor gave a lot of information and readings about the topic. Diagram labelling was also given to have a good insight of where the glands are in the body. Overall, the topic is quite broad and a proper read through is necessary.

KSB ADDRESSED:

Knowledge:

Skills

Behaviour

Date of Learning: 19/05/23

Time: 09:30-16:30

Learning Activity 1: The Nervous System

In this learning activity we looked at the anatomy and physiology of the nervous system. We discussed about the importance of other organ system which work together and coordinate with nervous system to maintain homeostasis. It is responsible for detecting and responding to internal and external changes in our body this is to maintain a constant internal environment. The nervous system is subdivided into two parts: the central nervous system (CNS) and the peripheral nervous system (PNS).

The central nervous system consists of the brain and spinal cord. It coordinates body activities and act as integrating and command centre of the body. Other nerves cells then send and receive signals to our brain then our body responds to that activity. The peripheral nervous system is part of nervous system outside the brain and spinal chords which is mainly made of nerves. I learned from this class that the nerves are the one that carries messages or information to the central nervous system. The central and peripheral nervous system works together to send information between the brain and the rest of the body.

I learned the fundamental function of neurons in the nervous system. It generates and transmit cells that conducts impulses which is called action potentials. I also learned what myelinated neurons are and how it insulates neuron and improve the speed of transmission of impulses. Neurons provide communication between cells and subdivided into three parts. Sensory neurons are impulses that are carried to the central nervous system which informs the brain about what is happening in and out of our body. Interneurons are found in the CNS which connects motor and sensory neutrons to allow communication with one another. Lastly, I learned about motor neurons which carries impulses away from the CNS which the brain sends information to our muscles to carry out functions such as speaking, moving etc.

The brain was also studied during the class. We explored the components of the brain and how each components have different functions. It is the largest and most complex mass in the nervous tissue in our body. Functions of the brain is segregated by cerebral lobes which are the frontal lobes, parietal lobes, occipital lobes, and temporal lobes.  Each cerebral lobes have different functionality which controls our conscious activities, muscles, language, memory and visuality. I learned that the cerebellum is where the muscle coordination is developed. The brain stem is in the lower part of the brain and connected to the spinal cord. It sends messages to the rest of our body to regulate balance, breathing, heart rate, blood pressure, wake and sleep cycle and our consciousness.

Personally, for me the nervous system is the most complex system I have learned so far. The class delivery gave me a good understanding but having to read my anatomy and physiology book made me understand the system even better.

Learning Activity 2: The Musculo-skeletal System

In this learning activity I will be discussing what I learned about musculoskeletal system during our class session today. I will be discussing the functions of skeleton and identify categories of bones. The characteristics and properties of joints and muscle tissues will be discussed in this learning activity. I will also explore some factors that may affect the health of bones and discuss about clinical application we explored during the class.

The function of the skeleton is to protect internal organs and tissues. It provides structural framework of the body and giving muscles and tendons to attached with. The red bone marrow is where the cell production is taken place where it produces red blood cells. The femur is filled with bone marrow which is made mostly of fat cells, blood cells and immune cells. The skeletal stores minerals such as salts and calcium which is fundamental for providing homeostasis by maintaining blood calcium levels. I learned during this class activity that the strongest bone is the femur which is in the thigh area and the smallest bone is found in the ear. There are 206 bones in the human body but not everyone has 206 bones. I learned that some people are born with extra bones and sometimes it develops during their lifetime.

I learned that there are three types of bone cells which are the osteoblast, osteocyte, and osteoclasts. Osteoblasts are bone-building cells that deposits osteoid and inorganic salts in bone tissue. The osteoblasts are present during growth, repair, and remodel of the bone. Osteocytes are matured bone cells which monitor and maintain mature bones tissues. Osteoclasts are cells that break down bones to realise calcium and phosphate. The minerals such as calcium and phosphate are measured and contained in a certain volume of bone. In the class I learned that this measurement is called ‘Bone Mass’. There are two types of bone tissues which are the trabecular/cancellous and compact bone tissue. Trabecular makes up the inner layer of the bone, it is spongy structure whilst the compact bone is denser and more compacted, and it forms in the outer layer of the bone.

In the class we looked at musculoskeletal disorders and injuries. Clinical applications were also presented to fully get a good understanding on how to manage those disorders and injuries. We discussed about general rules for splinting and common complications that can occur. Applying clinical applications on the class delivery is always helpful for me as a nursing associate student as it gives me idea and clarity if situation occurs.

KSB ADDRESSED:

Knowledge:

Skills

Behaviour

Date of Learning: 12/05/23

Time: 09:30-16:30

Learning Activity 1: Introduction to Reflection Assignment

The learning outcome of todays class was to discuss the concept of reflection and reflective practice within healthcare. We explored reflective models and critically think about our assignment for this module. Reflection is critically analysing an experience in which I can learn and improve when it arises again. There are three different models of reflection we looked at today and I will be exploring and discussing further in this learning log.

In our assignment we are required to submit a reflective report based on an interaction with a service user where effective communication and professional relationship occur at my work practice. I am required to write a 2000 words reflective report where I must identify three elements of communication skills and be able to expand it further in my report. The class looked at different examples of elements of communication these are active listening, eye contact, body language, use of touch, social space, and tone of voice. The class tutor gave us tips and guidance during this class session and broke down each section of the assignment learning outcomes and what each section of assignments should contain. We also looked at three models of reflection during the class where the module convenor explained further on how to develop or create our reflection based on these models.

The three models of reflection we looked at was the What? So what? Now what? (Driscoll, 2007), Reflective Cycle (Kolb 1984) and Gibb’s Reflective Cycle. (Gibbs, 1988) Today we focused on Gibb’s reflective cycle because it was suggested to be used for my assignment. It is a cyclical model that contains six stages which are description, feelings, evaluation, analysis, conclusion, and an action plan. In our introduction I must discussed about the model of reflection that I am going to use, what type of interaction I will be reflecting on, how and why I am reflecting to that experience. The Gibb’s reflective cycle first stage is description, in this section I will provide a brief description of the interaction. The second stage is feelings and thoughts about the experiences. Then I must evaluate the interaction by critically thinking of what was good and bad about it. An analysis of the interaction is the next stage where I can expand more of what else can I or could have make of the situation. I can then apply academic literature in this section and reflect on barriers or factors that relates to the topic or interaction. To summarise the whole report, I must add a conclusion in which I can demonstrate what I learn from the experience and how I can improve in future when it arises once again. Towards the end of the reflective report, I must create an action plan. It was suggested to use SMART objectives to plan how it could be done differently if the similar experience arise again. Lastly, I am required to reference properly towards the end of my report.

In this class session, I am given clarity of what the assignment is about. It also reduced my anxiety as I was becoming anxious about the assignment. After this class I identified what my assignment is going to be and what interaction I am going to write about. Going through stages of the Gibb’s model of reflection gave me an understanding on where to section the information for my report. The tips and guidance of the module convenor has really helped me to understand how to construct my assignment.

Learning Activity 2: A-E Assessment and Managing Blood Glucose

An A-E assessment is used as a systematic assessment for patient’s vital system. The class consist of both theoretical and practical delivery. I learned how to undertake an A-E assessment, analyse case studies and practically assessing mannequins in the clinical simulation.

The A-E approach consist of assessing patient’s airway, breathing, circulation, disability, and exposure. When assessing a patient, the first approach is the airway. This can be open, at risk which is partially obstructed or completely obstructed. Effective way to assess the airway is by listening to patient breathing if there is a snoring, gurgling, wheezing or stridor sound which are indications of breathing difficulties. There are basic interventions when airway is obstructed such as tilting head and lifting the chin, jaw thrust, suctioning orally or through nasal airways or applying bag valve mask. Breathing is next approach that needs to be considered when conducting an a-e assessment. Respiratory rate and saturation should be checked and assessed, listening to the patient’s breaths and if any sound may indicate breathing difficulties and lastly assess by feeling the chest expansion or the central trachea. Circulation is assessed by the heart rate, blood pressure and capillary refill time. Disability is assessed by the neurological deterioration, ACVPU, pupil response, blood sugar and drug allergies or toxins. Any past medical history should also be explored. It is also important to know if a patient is diabetic. Testing the blood glucose in a safe and accurate manner is essential when conducting the a-e assessment. Exposure is another assessment approach which involves checking the patient from head to toe for any other rashes, bruises, wounds, infection etc.

After learning about the theoretical concept of the A-E assessment, the class went to the simulation centre where three mannequin was set up. In this class activity we were grouped into four and we discussed what abnormalities and normalities we identified to each mannequin. My group did the a-e assessment to the mannequin and did NEWs Score to have a clear understanding of each patient’s conditions. Each of the person in the team asked questions to each other and shared our own opinions and knowledge. The class convenor was answering all our questions which made it easier for us to understand certain procedures. I gained another fundamental skill and learned about A-E assessment during this class delivery.

KSB Addressed:

Knowledge

Skills

Behaviour

Date of Learning: 05/05/23

Time: 09:30-16:30

Learning Activity 1: The Role of Effective Communication

In this learning activity we discussed the importance of effective communication in nursing care. Communication is exchanges of message or information by using different communication methods. Effective communication can both benefit the patient and the staff as it improves quality of care and service. In the class we also discussed how vital communication is during and after the nursing associate apprenticeship.

The 6C’s and NMC the code indicates the importance of communication for both service users and staff. Being compassionate and by communicating using range of communication methods and considering cultural sensitivities are essential when delivering care. It also gives positive effect on health outcomes for patients as they can participate in decision making. (The 6Cs, 2017 & NMC, 2018) In order to fully understand communication, the class looked at two basic communication models which are Transmission Model of Communication (Shannon & Weaver,1949) and Transactional Model of Communication. (Barnlund,1970) The transmission model of communication uses five components in which the message or information is transferred by information source the sender, encoder is where the message is transmitted, channel, decoder and destination the receiver. (Shannon & Weaver,1949) The transactional model of communication is a circular process which is a continuous loop between the sender and receiver. It is more of understanding information in a shared context rather than transmitting a message to one person. (Barnlund,1970) In terms of nursing care, using the transactional model of communication allows staff to create or build professional relationship as it reduces miscommunication.

There are different factors and barriers that affects communication but there are also different skills to use when barriers occur. Skills such as verbal, non-verbal and listening skills is used to transmit information. In this class, I learned more in depth what effective communication is. The topic covered importance of communication on daily basis, during and after my nursing associate apprenticeship. Verbal, non-verbal and being an active listener are skills I want to enhance further so that it can give a positive effect to my service users. By learning different skills and learning more in depth in effective communication allows me and others to understand accurately and decreases misunderstanding.

References:

• Nursing & Midwifery Council. (2018). The code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf
• National Health Services UK. (2017) The 6C’s. https://www.england.nhs.uk/6cs/wp-content/uploads/sites/25/2015/03/introducing-the-6cs.pdf
• Transmission Model of Communication (Shannon & Weaver,1949)
• Transactional Model of Communication (Barnlund, 1970

Learning Activity 2: Ethical and Legal Considerations for Nursing Associates 

Understanding about ethical and legal considerations for nursing associates are another topic covered today. In the class we also discussed the learning outcomes of the session which are principles of accountability, responsibilities and implications of negligence, concepts of consents, capacity and confidentiality in relevance to nursing associates.

There are four components in ethical principles which are autonomy, beneficence, non-maleficence and justice. These ethical principles are moral ethics that are implicated for nursing associates professionals to promote high levels of care. It simply means autonomy is about giving choices to individuals, beneficence is to do good, non-maleficence is to not harm and justice is treating individual fairly and equal. In relation with ethical principles, we looked at our accountability and responsibility as nursing associates.

In the class we looked at some examples of conscientious objections. These objections allow nursing professionals to express their reasons on not participating in a particular procedure. Nursing associates must be accountable and responsible to let others know when they cannot participate on a particular procedure as they are covered with legal consideration. To be accountable means I am required or expected to provide a reasonable explanation on my behaviour, actions and decisions. I also must accept responsibilities for patients and care I provide. (Cornock, M. 2011) Also, to be responsible and competent when doing the task such as attending to trainings or study days.

Another topic we addressed was negligence, professional misconduct, consent and confidentiality. When the care provided fails to meet the standard level and results a patient or individual suffer both physically and mentally is negligence. If the professional is found guilty of misconduct removal from the register, suspension or referral must be in place. Consent is another legal and ethical principle which must be always obtained specially when patient is receiving care. The patient has the right to give a valid consent before starting procedures or treatments. A person lacks capacity means they are unable to decide at that certain time. (Simpson,O. 2011)

Confidentiality is about respecting individuals right to privacy. This means disclosure of information must be kept private and restricted unless permitted by the individual. An exemption of confidential would be if the patient may be at risk of harm. As a nursing associate I have a duty of confidentiality to those who are receiving my care. The information should be shared appropriately and to others that are involved with providing care. (NMC, 2018)

References:

• NMC (2018) The Code: Professional standards of practice and behavior for nurses, midwives and nursing associates
• Cornock, M. (2011) ‘Legal definitions of responsibility, accountability and liability’, Nursing Children and Young People, 23(3): 25–6.
• Simpson, O. (2011) ‘Consent and assessment of capacity to decide or refuse treatment’, British Journal of Nursing, 20(8): 510–13.

KSB Addressed:

Knowledge

Skills

Behaviour

Date of Learning: 28/04/2023

Time: 09:30-16:30

Learning Activity 1: The Digestive System

In this class I learned about the structures and functions of the digestive system that extends from mouth, pharynx, oesophagus, stomach, small intestines, large intestines and anus. I have developed a deeper understanding of the activities of digestive system, the accessory glands and some clinical applications and why certain procedures are performed. A group activity also happened during this class session which is also excellent for team building.

The class started by an activity where we had to draw our own diagram of the digestive system and named down each organ. I’ve also learned the physiological process in consumption of nutrients during this session. Eating food through the mouth also known as ingestion is the first activity of the digestive system. The food move along the digestive tract and the process is called propulsion. The gastrointestinal tract (GI tract) breaks down food where nutrients are digested and absorbed. The body then eliminates waste products from digestion through the rectum and anus.

My understanding of the digestive system has expanded after learning about the other organs that works with the GI tract. An example of this are the salivary glands and how it helps to moisten and lubricate food to enter the pharynx. Having a deeper understanding of the structure and function of each organ made me understand the process of it and how it is linked to work together. It is also very interesting for me to learn about pathological abnormalities or stomach disorders. I am appreciative that my lecturer includes clinical applications in each session of this module as we get to look at causes, symptoms, how it may be assessed or diagnosed.

Learning Activity 2: Vital Signs and NEWs

A presentation about vital signs and NEWs was set and it gave me a good understanding of the importance of conducting clinical observations. Vital signs are clinical measurements of the body, and it is helpful in monitoring health or conditions. We then continued the class in the simulation centre where we conducted some set of observations with each other and on the mannequins.

I discovered different clinical measurements during this class and understand further what the measurements are for. In this class we looked at the normal and abnormal ranges of vital signs and how to escalate after undertaking sets of observations. The clinical observation we did was blood pressure, heart rate, respiratory rate, oxygen saturation, temperature and level of consciousness. During the clinical simulation, we conducted different results on our observations. We used the national early warning score also known as NEWs. This is a recorded tool which detects and responds any health concerns by scoring the six common physiological measurements.

I always enjoy being in the clinical simulation centre. This gives me an opportunity to learn and practice my clinical skills. I have learned a lot of new skills during this class session such as learning how to use manual blood pressure machine and how accurate it is compared to the automatic device. In the simulation centre I get to practice pre-procedure guidelines before gathering clinical observation. This is where I introduce myself and identifying my patient by checking or verifying with them or in the documentation. Gaining informed consent by explaining the procedure and ensuring that correct equipment is gathered. This is also an opportunity to practice infection prevention and control and the use of PPEs to avoid cross contamination. What I like about the care delivery module is that I am learning and practising both theoretical and practical skills that are essential for nursing associates.

KSB Addressed:

Knowledge:

Skills:

Behaviour:

Date of Learning: 21/04/2023

Time: 09:30-16:30

Learning Activity 1: The Renal/Urinary System

In this learning activity I learned about the renal/urinary system. The class focused on kidneys, adrenal glands, renal arteries, renal veins, ureters, bladder and urethra. I also learned the vital part of urinary system in homeostasis.

I learned about the structure and function of the kidney and how it produces urine which contains water and waste substances. The kidneys maintain water and electrolytes that our body needs. It is also discussed that kidney is important for production of red blood cells and how it controls our blood pressure.

The lecturer included some clinical application where urinalysis may be conducted, we were also given some examples of why it may be done. By doing urinalysis it can detect variety of disorders such as kidney diseases, diabetes and urinary tract infections. Appearance of urine, concentration and content can be checked to detect and diagnose any problem.

Learning Activity 2: Infection Control and Use of PPE

In this class we learned about infection control and effective use of personal protective equipment. We started the class by looking at good and bad bacteria and how bacteria are transmitted.

The class is a refresher of what I already learned in my practice workplace. Infection control is a fundamental principle in order to reduce risk of transmitting bacteria to others. It was a good reminder of the importance of hand hygiene and the right use and disposal of PPE.

I enjoyed physical activity of this class. I had to demonstrate how to properly use PPE and how to dispose it. I also did demonstration of hand hygiene and how it should be properly done. Although this has been done frequently at practice workplace, it still a good reminder of how it should be done correctly.

Learning Activity 3: Personal Hygiene and Manual Handling

In this class we had a group activity of face washing and oral hygiene. We then continued our class by bed bathing a mannequin. Another part of the class was manual handling.

The class looked at the importance of effective communication and maintaining independence during personal hygiene. I learned about maintaining privacy, dignity and comfort when giving personal hygiene to patients. It is also a fundamental step of nursing care as we can then assess patient’s skin integrity.

During the group activity we were paired into two in which we had to do each other’s face washing and mouth care. I now understand how uncomfortable it is to not be able to do the things you know you can do and when someone else steps on personal boundaries. That is why effective communication is fundamental when conducting personal hygiene, so each task is explained which anticipates what is being done.

The last learning activity was Manual Handling. This is another refresher for me as I have been doing manual handling several times in my practice workplace. It was good to be reminded of how manual handling should be demonstrated and if not done correctly can result injuries.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning: 14/04/2023

Time: 09:30-16:30

Learning Activity 1: Respiratory System

In today’s class we learned about respiratory system. I had an overview and good understanding of its anatomical structures and functions of the respiratory system. I learned about gas exchange, diffusion and the role of respiratory in homeostasis. I had a good understanding of the importance of knowing a healthy respiratory and the effects of respiratory disorder.

I learned about primary function of respiratory system and its main role to our body system. The role of the respiratory system is to exchange gas by inhaling oxygen from nose or mouth and waste gas is then processed from blood stream to lungs where we exhale carbon dioxide. Respiratory system brings air for body temperature and moisturises to the right level of humidity. Without respiratory and circulatory system oxygen cannot travel through our whole-body system. For example, the heart needs oxygen to function and cells requires oxygen to make energy. The role of respiratory in homeostasis is exchanging gas and by removing waste gas it neutralises the bloods pH.

I was extremely excited to learn about the respiratory system as I had no experience with patients with respiratory disorder. I have also done several respiratory observations during my work practice and have no idea why it is being done. In this class we were showed clinical applications and why it may be carried out such as tracheotomy and laryngectomy. In my understanding the procedures may be carried out for patients who struggles to breathe normally and needs assistance to deliver oxygen to the lungs. It also reduces the risks of aspirations. Laryngectomy is a procedure in which requires removing a part or all the larynx maybe due to cancer or larynx being damage.

Learning Activity 2: The Structure and Function of Blood

The blood is responsible in transporting gases, nutrients and waste products in our body. It also removes toxins in our body, help fight infections and maintains body temperature. In this learning activity we focused on structure and function of Blood, how it maintains homeostasis, understanding blood cell disorders and blood transfusions.

In this class we learned about the three types of cells which the blood consists of and its functions to our body. The three types of cells in blood are red blood cells, white blood cells and platelets. Our blood’s main role is to bring oxygen and nutrients to all part of our body and carries out carbon dioxide and other waste substances. White blood cells are disease fighting agents to fight off infections. The blood prevents blood loss after injury by its clotting factors. Blood maintains the body homeostasis by stabilising pH, temperature, osmotic pressure and eliminates excess heat.

The class delivery was excellent as we had plenty of time to ask different questions about the topic. It was also good that our lecturer included different type of blood diseases or disorders. Overall, I had a good understanding of the topic and the importance of knowing its structure and functions to be able to understand the whole anatomy of the body as it all linked to different parts.

Learning Activity 3: Cardiovascular System

In this class I had an overview of the structure and function of the cardiovascular system. We looked at the structure of the heart and its position, circulation of blood through heart and blood vessels of the body. We also looked at arteries, veins and capillaries and some clinical applications such as heart rate, pulse, blood pressure and ECG. I also participated in a group activity where we learned about using manual blood pressure machine.

The class begun by learning what cardiovascular system consists of which are the heart, blood vessels, blood and its circulation circuits. We were then showed where our heart is located and its anatomical position in our body. It was also discussed how normal heart rate can varies with age. I then understood the importance of systolic and diastolic in cardiac cycle.

Blood pressure monitoring is important in my workplace and conducting these observations would analyse risks that may occur. However, during my practice I have only used an automatic blood pressure machine as I never had a chance to use a manual blood pressure machine. I enjoyed the group activity and that I learned how to use the manual blood pressure machine, monitoring pulses and saturations. This made the class delivery more practical rather than knowing its theory. Doing the practical clinical application made me understand the topic more and just by physically doing it I get to learn about doing it properly and what is expected during the observations.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning: 13/04/2023

Time: 09:30-16:30

Learning Activity 1: Introduction to Academic Writing at Level 4

This learning log will focus on what we learned about academic writing at level 4. There are different levels when it comes to academic writing, today we identified the requirements and differences of each levels, importance of referencing and stages of writing an assignment. Guidance was given by our lecturer throughout which made us understand the concept of our reflective report assignment.

I was introduced to Bloom’s taxonomy system which is used to identify levels of learnings. There are 6 categories in Bloom’s taxonomy and as a level 4 student I am expected to use at least the three bottom categories which are remember, understand and apply. This means I should be able to recall and describe a certain knowledge, understand by demonstrating it and applying it to a new learning or situation. This system gives a clarification of what is expected from me when doing my reflective report.

Another fundamental lesson I learned today was essay planning and time management. Having plenty of time means I will be gathering more relevant information and more time to research and critically think about the contents of my reflective report. Making sure I have plenty of time to edit, have someone to proofread it so that my report will be understandable, written properly and to minimise mistakes.

Paragraphing is another topic we covered today. It was a good reminder of how paragraphing should be structured when it comes to academic writing. When it comes to layout of essay, paragraphing is important because it organises ideas in logical order. It also separates each point and shows how it can relate together to form a structure.

The whole class were given tips to carefully look and understand our learning outcomes on our written assignment. Our learning outcomes should be in context of our assignment. It is important to fully understand those learning outcomes so I can use the right reading materials for references and apply all the knowledge, skills and behaviour when writing my report. Guidance and support were given when it comes to referencing. Harvard referencing should be always used and record sources when writing to work efficiently.

The last learning activity with academic writing is structuring our report. This includes introduction, main body, and conclusion. I also need to make sure that paraphrasing and quotations are used properly to avoid plagiarism. Also, if paraphrasing or quoting it should be referenced properly and it should relate back to the point of my topic. The last structure of my report should be the action plan, I am required to use SMART approach.

Learning Activity 2: NMC and The Code, The 6C’s and Professionalism.

In this learning activity I will be discussing the NMC and The Code, The 6C’s, Professionalism and Values. I will be demonstrating my understanding of what the Nursing, Midwifery and Council do, The Code’s four series of statements, The 6C’s and Professionalism.

The NMC are regulators for nurses, midwives in the UK and nursing associates in England. In this lesson we discussed about what the NMC do and how they promote high education and professional standards for nurses, midwives and nursing associates. The NMC also maintains the register of professionals who are eligible to practice. They consider issues or concerns and act when needed.

The NMC has some set of professional standards for nurses and midwives in UK and nursing associates in UK this is called The Code. The series of statements are set by the NMC alongside the members of the public. The standards that are set in the code are expectations of service users during their visit with health professionals. The Code is set to protect the public and only the professionals who met the NMC requirements are allowed to practice. The code has four statements which are prioritising people, practice effectively, preserve safety and promote professionalism and trusts. Learning the code as a nursing associate apprenticeship is important during this stage of the course so that I can give the highest standard of care and can apply these professional standards during my practice.

The 6C’s are care, compassion, competence, communication, courage and commitment. The purpose of the 6C’s is to make sure that professionals are competent and that the patients are well looked after. It is important and essential when it comes to providing an excellent standard of care.

Professionalism is another topic we looked at during this class. We looked back on our previous class session with developing professionals and academic skills for nursing associates. I also mentioned what I understood of the meaning of professionalism and how it connects to being accountable. Being committed and dedicated to my career. Also, making sure that use of effective communication is applied. Time management and behaviour also matter as being professional and building good relationships with others.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning: 31/03/2023

Time: 09:30-16:30

Learning activity 1: Clinical Simulation: Respiratory and Pulse Rate

In today’s class we sorted and ordered our uniform. We had a quick presentation from Simon, the person who gave us advice and tips when it comes to ordering our uniforms. We also had another IT session as all the student was finding Moodle and ePortfolio confusing and we found out that there were problems in the system.

We then went to continue or learning activity about respiration and pulse rate. I enjoyed being in the clinical simulation centre. We were introduced to a patient simulator, a breathing mannequin where we monitored its respiratory rate. Being in teams during this learning activity made it more interesting as we had to do respiration and pulse rate to each other. We both made sure we practiced professionally and introduced ourselves as a nursing associate. This is a good opportunity for us to gain real experience using real equipment (pulse monitor oxymeter) as we did it to the simulation centre. We also discussed the differences between rates or an adult and a child. Knowing the importance of the observation and how to assess the result is what interest me as I have been doing observations in my workplace but does not really know the importance of it.

Learning Activity 2: Vark Results, SWOT, SMART Objectives

On Tuesday 28^th of March 2023, we were given a task to look at VARK questionnaire and bring the result today. My VARK result are Visual 15, Aural 7, Read/write 16 and Kinesthetic 14. Identifying my learning style during my academic course is a key to help me understand my weakness and strength. Since my aural is my weakness, I can then enhance my listening skills. Also, by identifying my strengths I can find a way to learn and work efficiently. It was also good that my academic tutor introduced this learning styles as we had more understanding of each student on how they learn and process information differently. For me this is a great way to improve my independent study and revision as now I know my preferred learning style.

SWOT analysis a strategic planning to help analyse strength, weakness, opportunities and threats. Each students gave different statements about the 4 topics. In this learning activity I learned that doing SWOT analysis is about identifying your strengths and reducing weakness by making it more of a strength or an opportunity rather than making it a threat. A good example is if time management is your weakness you can focus on making it a strength by making sure you come on time also this could be an opportunity as it is possible to do for personal development.

SMART objectives are specific, measurable, achievable, realistic and timely. During this learning activity, I remember doing SMART objectives at work. It is an effective tool to use when trying to reach and achieve your goals. By using SMART objectives, I can focus on setting and defining each objectives so that I can achieve my goals.

KSB Addressed:

KNOWLEDGE:

SKILLS:

BEHAVIOURS: