Date of Learning Log: 20/12/2024

Time: 09:30-16:00

Learning Activity 1: Delivering Quality Care through Evidence-Based Practice

Today is the presentation day for the delivering quality care through evidence-based practice. My topic was implementing video surveillance for fall prevention. Overall, I think I have delivered my presentation within the 10 minutes allocation in which I made sure that my points were clear and easy to understand. The presentation was submitted on 19/12/2024.

Date of Learning Log: 18/12/2024

Time: 09:30-16:00

Learning Activity 1: Leadership and Collaborative Working Submission Day

During this time, I used the time to check and submit my assignment via turn it in. I ensured that I double-checked my work and checked for similarities. I submitted my assignment on time and followed the submission instructions.

Date of Learning Log: 13/12/2024

Time: 09:30-16:00

Learning Activity 1: The Nursing Associate and Integrated Care

In this learning activity, I discussed the policies that guide patient care, gained insights into integrated care, explored the existing integrated care systems, and comprehended the role of nursing associates within integrated care.

The delivery of care to patients is guided by various health and social care frameworks established by NHS England, Health Education England, and the Department of Health and Social Care. Key legislation includes the Health and Social Care Act 2012 and national guidelines and protocols issued by NICE. Additionally, local procedures and protocols from trusted employers and guidance from Clinical Commissioning Groups (CCGs) and Primary Care Networks (PCNs) play an essential role. Professional standards are governed by the Nursing and Midwifery Council (NMC) Code, the NMC’s Standards of Proficiency for Registered Nurses, and oversight from the Royal College of Nursing. The Care Quality Commission (CQC) provides regulatory oversight. Together, these governance structures demonstrate a commitment to accountability and continuous improvement in service quality, striving for excellence in all aspects of personal health and social care.

Integrated care aims to provide holistic prevention and treatment that addresses a client’s biological, psychological, and social needs. According to the American Psychological Association, integrated care’s “triple aim” focuses on improving patient access, quality of care, and cost-effectiveness. Integrative health ensures well-coordinated care among providers and institutions by combining conventional and complementary approaches to address the whole person. Integrated care involves sharing patient information (with the patient’s consent), which reduces the chances of unnecessary procedures or conflicting treatments. This coordination ensures that every provider is aligned regarding treatment plans, leading to improved collaboration and a more personalised approach to care. Integrated Care Systems (ICSs) bring organisations together to connect health and care services, enabling individuals to receive the support they need in the right place and at the right time.

Nursing associates will work across all aspects of the nursing process, providing individuals with high-quality, holistic, and person-centred care. They will support registered nurses in assessing, planning, and evaluating patient care. Nursing associates’ duties include undertaking clinical tasks, helping individuals and their families when faced with unwelcome news and life-changing diagnoses, and performing and recording clinical observations such as blood pressure, temperature, respiration, and pulse. Nursing associates contribute to service delivery and patient care by assisting nurses with a broader range of caregiving responsibilities, enhancing patient communication, providing more personalised care, acting as patient advocates, and identifying and escalating cases of deteriorating health.

London has developed five Sustainability and Transformation Partnerships (STPs) to support collaborative working in North West London, North Central London, North East London, South East London, and South West London. All these partnerships have achieved ICS status. An emergency response plan’s primary function is to outline the incident-specific details for the five functional components of the ICS: Command, Operations, Planning, Logistics, and Finance/Administration.

Learning Activity 2: Poster presentation workshop

In this learning activity, I had the opportunity to present my assignment in front of the class as a mock presentation. By doing this I was able to gain knowledge on how to improve my presentation and the delivery. This was a good workshop to identify the strengths and weaknesses of my presentation content and delivery.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 06/12/2024

Time: 09:30-16:00

Learning Activity 1: Improving Safety and Quality of Care

This learning activity will deepen my understanding of the essential requirements for delivering safe and high-quality care in a clinical setting. This includes exploring best practices for patient safety and the protocols that ensure the delivery of care meets established standards. I will learn how to effectively escalate concerns when they arise, ensuring that patient safety issues are communicated promptly and addressed appropriately. Additionally, I aim to clarify the concepts of near misses—incidents that could have led to patient harm but were avoided, serious adverse incidents that result in significant damage or injury, and major incidents that can cause catastrophic outcomes. Through this learning process, I will also demonstrate my understanding of the critical role that Nursing Associates play in maintaining safe and quality care within the healthcare team, contributing to positive patient outcomes and fostering a culture of safety.

Safe and quality care entails preventing harm to patients or individuals receiving care and managing the associated risks of service users. The key principles for enhancing patient and health outcomes include demonstrating respect and gratitude, involving the patient’s family and friends, collaborating with the patient, offering emotional support when necessary, and engaging the patient in discussions about their care plan.

Proper staffing is crucial for delivering safe and effective health and care services, ensuring that the right individuals with the appropriate skills are present in the right place and at the right time for patient safety. Implementing care hours per patient for sustainable staffing levels comes with certain expectations. Recruiting the right staff involves evidence-based workforce planning, professional judgment, and comparing staffing levels with peers. For the expectations of the right skills, staff must complete mandatory training upon being hired in care roles to develop their skills and knowledge. Lastly, efficient deployment and adaptability determine the right place and time for staffing.

To raise concerns about safe and quality care, it is necessary to bring the issue to the attention of a manager or a more senior individual within the organisation. This process can often provide objectivity and oversight to your concerns, as a line manager may need to justify their decisions.

Incidents or adverse events resulting from actions taken (or not taken) that have caused unexpected harm that should have been preventable fall under this category. This includes errors or mistakes in procedure or near misses—situations that could have harmed someone but were avoided by luck or intention. If an incident occurs, it is important to complete a Datix report to help management understand how to escalate the matter and investigate what happened and why. The following steps are essential for ensuring safe work practices.

To illustrate an understanding of the role of Nursing Associates, this means that if the organisation hires nursing associates like me, I must be able to show that we are qualified, skilled, competent, and possess the experience necessary to evaluate the health, safety, and welfare of those utilizing the service, and to address their care and treatment requirements, while also adhering to regulatory standards.

Learning Activity 2: Revision Session, Assignment Guidance, Assignment Presentation Workshop.

In this learning activity, the key concepts from the module were reviewed to consolidate understanding, guidance was provided on presentation logistics using Microsoft Teams, and the plans and expectations for the assessment day were discussed.

The importance of Evidence-Based Practice (EBP) in improving the quality of care is thoroughly examined. In this discussion, I highlighted various definitions of quality care, emphasising its multifaceted nature that encompasses safety, effectiveness, patient-centeredness, timeliness, efficiency, and equity. Additionally, I elaborated on the concept of EBP, defining it as the conscientious integration of the best available evidence, clinical expertise, and patient values in decision-making processes.

I detailed the sources of evidence used in EBP, which include a range of research studies—both randomized controlled trials and observational studies—and the vital role of clinical expertise drawn from practitioners’ experiences. I underscored the significance of incorporating patient values and preferences and the importance of utilizing organisational data to inform practice. Furthermore, I touched upon the role of expert consensus and local resources in shaping evidence-based interventions.

The discussion also clarified the distinction between methods and methodologies, providing insights into how various approaches are applied within research. I offered an overview of qualitative research, which seeks to understand phenomena through interviews, focus groups, and observational studies, and quantitative research, which focuses on numerical data and statistical analysis to draw conclusions. This comprehensive examination aimed at laying a strong foundation for understanding how EBP can be systematically applied to enhance the quality of care delivered to patients.

We discussed the EBP frameworks used in healthcare, and I was reminded of how to use the PICO framework, CRAAP test, and EBP process. Furthermore, we explored different types of literature and identified their strengths and weaknesses. Lastly, we analysed the professional issues involved in implementing EBP to enhance the quality of care.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 29/11/2024

Time: 09:30-16:00

Learning Activity 1: Formative Workshop

In this learning activity, I made significant progress in understanding and applying the module learning outcomes to my assignments. I gained a clearer grasp of the marking criteria associated with the module, which is helping me develop my skills in providing constructive peer support.

The learning activity commenced with a detailed identification of the module’s specific learning outcomes. We explored how these outcomes are integrated into each lecture session, allowing us to see their relevance in real time. During this process, we utilized a Padlet to collaboratively identify and document our insights. This platform enabled me to articulate and reflect on what I had learned thus far, fostering a deeper understanding of the material.

As part of the activity, I was tasked with critiquing two pieces of literature using the established marking criteria. This exercise challenged me to apply my knowledge critically and engage deeply with the texts. Additionally, I participated in group work focused on these critiques, which fostered discussion and allowed me to hear diverse perspectives on the material.

This session proved to be invaluable for my assignment, as it provided me with a benchmark to assess whether my written work was aligned with the expectations of the module. I was able to identify areas that needed improvement and confirm that I was on the right track. Moreover, I had the opportunity to provide peer feedback to my classmates. Through this process, I not only shared my thoughts on their work but also learned from their ideas, which enriched my own writing skills and enhanced my ability to articulate constructive criticism. Overall, the activity was instrumental in my learning journey, equipping me with practical tools and insights for future assignments.

Learning Activity 2: Data collection, Audit and Development of evidence-based guidelines

In this learning activity, I learned about the use of context in evidence-based health policy development, explained what an audit is, identified the audit cycle, and developed my understanding of data collection.

An evidence base in health policy development refers to the collection of research, data, and evaluations used to inform and guide decision-making. It provides the foundational knowledge that policymakers rely on to make informed, effective, and efficient policy decisions that address health issues. The use and context of an evidence base include:

1. Informed Decision-Making: Evidence ensures that health policies are grounded in scientific facts and real-world data rather than assumptions or personal opinions.

2. Improving Outcomes: Utilising evidence from clinical studies, population data, and other research can enhance patient outcomes, public health initiatives, and cost-effectiveness.

3. Addressing Health Inequities: Evidence can identify disparities in health, helping to create policies that meet the needs of underserved or vulnerable populations.

4. Accountability and Transparency: Relying on an evidence base ensures that health policies are transparent and that decisions can be justified to the public and stakeholders.

5. Continuous Improvement: As new evidence emerges, health policies can be updated and refined to respond to evolving health trends, challenges, or technological advancements.

An audit is a structured method utilized to evaluate, assess, and enhance the effectiveness, quality, or results of a specific service or process. In the realm of healthcare, audits are generally carried out to confirm that health services adhere to established standards and regulations, to evaluate the quality of care, and to pinpoint areas needing improvement. There are two main categories of audits in healthcare:

• Clinical Audits: Concentrate on the quality of patient care by comparing actual practices with evidence-based guidelines.
• Health System Audits: Investigate broader processes, such as budgeting, resource allocation, and compliance with policies.

The audit cycle refers to the systematic process of conducting an audit, typically used in financial auditing, internal auditing, or any other type of compliance or performance review. It involves a series of stages that auditors follow to gather evidence, assess findings, and make recommendations for improvement or compliance.

Here are the key steps involved in the audit cycle:

1. Planning
   • Objective Setting: Establish the scope and objectives of the audit, understanding what areas will be reviewed.
   • Risk Assessment: Identify key risks that could affect the accuracy or reliability of the information being audited.
   • Audit Strategy: Develop an audit plan and methodology, including timelines, resources, and approaches to be used.
2. Fieldwork (Evidence Gathering)
   • Data Collection: Gather evidence through various methods like interviews, document reviews, testing, observations, and sampling.
   • Testing: Perform tests to evaluate the accuracy, completeness, and integrity of financial records, transactions, or controls.
3. Analysis
   • Evaluate Findings: Analyze the collected evidence to assess whether it aligns with the objectives of the audit.
   • Identify Issues: Detect any discrepancies, weaknesses, or non-compliance issues.
4. Reporting
   • Audit Report: Summarize findings and provide recommendations for corrective actions or improvements. The audit report typically includes an opinion or conclusion on the subject of the audit (e.g., financial statements, internal controls).
   • Communication with Management: Share the findings with relevant stakeholders, such as management, board members, or regulatory authorities, depending on the type of audit.
5. Follow-Up
   • Action Plan: Ensure that the auditee develops and implements corrective actions based on the audit findings.
   • Review: Revisit the organization after a certain period to assess whether corrective actions have been implemented and whether the audit objectives have been met.
6. Closure
   • Once the follow-up review confirms that necessary actions have been taken, the audit cycle is considered complete.

The audit cycle is usually iterative, as audits are conducted regularly to maintain accuracy, ensure compliance, and improve organizational performance.

Data collection is a crucial step in the audit process, especially in health policy development and clinical audits. It involves gathering information that will provide insights into the effectiveness, quality, and outcomes of health services. Effective data collection must be:

1. Systematic: The process should be structured and consistent, ensuring that data is collected in a way that is reproducible and valid.
2. Relevant: Data should directly relate to the questions being asked or the areas being audited. For example, patient health outcomes, resource utilization, or adherence to clinical guidelines.
3. Accurate and Reliable: Data must be correct, up-to-date, and collected from credible sources to ensure trustworthiness.
4. Quantitative or Qualitative:
   • Quantitative Data: This refers to numerical data, such as the number of patients treated, patient outcomes, or infection rates.
   • Qualitative Data: This includes non-numerical information, such as patient satisfaction or staff opinions, which provide deeper context to the numbers.
5. Ethical: The collection of data must adhere to ethical guidelines, including obtaining informed consent, protecting patient confidentiality, and ensuring the integrity of the data collection process.

Types of data collection methods include surveys, interviews, focus groups, observation, and the review of existing records or databases. Proper data collection ensures that audits are based on accurate and comprehensive evidence, enabling health policies and practices to be based on solid information.

By understanding the role of evidence, audits, and data collection, you can see how these components are interlinked in improving health policy and practice.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 18/10/2024

Time: 09:30-16:00

Learning Activity 1&2: Promoting Health and Preventing Ill Health

In this learning activity, I learned the principles of health promotion and illness prevention in clinical practice, analysed how EBP underpins strategies for promoting health and preventing disease, critically evaluated current health promotion intervention and their effectiveness on research, and lastly, applied EBP to develop plans for health promotion and illness prevention in real-world practice.

Health promotion is about empowering individuals to enhance their control over their health. It extends beyond focusing on personal behaviours to include various social and environmental strategies. The key principles of health promotion are maintaining a nutritious diet, engaging in regular physical activity, balancing work and adequate rest, and fostering a positive mindset. A healthy diet comprises nutrients such as carbohydrates, fats, fibre, minerals, proteins, vitamins, and water.

The principles of health promotion include:

• Empowerment: Enabling people to have more control over the decisions and actions that affect their health.
• Participative: Involving people in decision-making.
• Holistic: Considering the various influences on health and how they interact.
• Equitable: Ensuring that outcomes are fair for service users.
• Intersectoral: Working with other relevant agencies and organisations.
• Sustainable: Ensuring that the outcomes of health promotion activities are sustainable over time.
• Multi-strategy: Working on several strategy areas, such as programs and policy.

Health promotion involves assisting individuals in enhancing their health and gaining greater control over it. It is an affirmative notion that perceives health as a resource for daily living rather than merely a goal to achieve. Health promotion encompasses more than just healthcare and engages policymakers across all sectors and levels.

Health promotion and disease prevention strive to enhance health and well-being across all life stages. While they share numerous objectives and often intersect in their functions, they differ in their emphasis. Health promotion emphasizes empowering individuals to take charge of their health through a range of social and environmental strategies. Its goal is to enhance control over health factors, including diet, physical activity, and tobacco consumption. Additionally, health promotion tackles mental health, injury prevention, and sexual health issues. In contrast, disease prevention concentrates on averting diseases, mainly through healthcare services. Disease prevention encompasses primary prevention, which seeks to eradicate health issues at their origin, and secondary prevention, which focuses on early detection and intervention for negative health conditions.

Group Work:

Our group collaborated on a comprehensive plan aimed at preventing the onset of illness. To ensure its effectiveness, we grounded our strategies in robust, evidence-based research and considered the latest guidelines from reputable health organisations. Each team member contributed insights into relevant studies and data that reinforce our proposed interventions. We meticulously outlined how the selected evidence supports each component of our plan, detailing the rationale behind our choices. Additionally, we established clear criteria for evaluating the plan’s effectiveness, incorporating both qualitative and quantitative measures to assess outcomes and make necessary adjustments. Through this process, we aimed to create a sustainable and impactful approach to illness prevention.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 11/10/2024

Time: 09:30-16:00

Learning Activity 1: Supervising Students

In this learning activity, I engaged in understanding the Nursing and Midwifery Council (NMC) and its various roles and responsibilities. I learned how to assess learning needs and set objectives, identified methods for assessing learning in practice, and explored how to provide effective feedback. Additionally, I examined the different skills required for coaching and the fundamental principles involved.

We understand that everything we do must adhere to the NMC Code of Conduct. The NMC regulates the nursing and midwifery professions. First, it promotes high education and professional standards for nurses and midwives across the UK, including nursing associates in England. Second, it maintains the register of professionals eligible to practice.

It is essential to use both formative and summative assessments to effectively assess students’ learning. These learning processes help identify areas where students may need additional support or guidance to achieve the learning objectives. Formative assessments should be conducted during the learning process to measure progress and highlight any areas in which learners require further assistance.

Effective feedback that supervisor and assessor do:

• Be clear and specific: Provide concrete examples and explain why something was effective or ineffective.
• Focus on behavior: Use “I” statements to address specific actions, and avoid making assumptions about the person.
• Balance positive and negative feedback: Try to give three positive comments for every negative one.
• Be timely: Find an appropriate time to give feedback, and consider it part of a continuous process.
• Encourage conversation: Ask the recipient for their perspective, and use their input to adapt your communication style.
• Be respectful: Show empathy and use a tone that’s appropriate for the situation.
• Be concise: Limit the number of examples and key points you share.

 Essential coaching skills for leaders

• Inclusive leadership.
• Effective communication.
• Psychological safety and trust.
• Emotional intelligence.
• Active listening.
• Ability to give (and receive) feedback.
• Empathy.
• Goal-oriented

Learning Activity 2: Safe Medicate Exam

In this session, I had my Safe Medicate exam in which we were allocated to a computer. The Safe Medicate Exam is an assessment typically used in healthcare education to evaluate a student’s or healthcare professional’s ability to safely calculate and administer medications. It ensures that individuals can demonstrate proficiency in performing mathematical calculations related to drug dosages and understand how to administer medications safely and accurately.

The exam often involves scenarios where students must:

1. Calculate Dosages: Given a patient’s weight, age, or condition, calculate the correct drug dosage and understand how to adjust it based on the specific needs of the patient (e.g., calculating weight-based dosing, adjusting for renal or hepatic function, etc.).
2. Administer Medications: Identify the correct route, form, and time for drug administration, ensuring that medications are given safely and appropriately.
3. Understand Drug Interactions: Recognize how medications may interact with each other, how they work in the body, and the potential risks or side effects.
4. Identify Errors: Spot common errors in medication administration, such as incorrect dosage, wrong medication, or inappropriate timing.

This type of exam is commonly part of nursing, pharmacy, and other healthcare training programs. It ensures that professionals have a strong foundation in safe medication practices, which is critical to patient safety.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 04/10/2024

Time: 09:30-16:00

Learning Activity 1: Critical Thinking and Evidence-Based Decision-Making

In this learning activity, I gained a deeper understanding of how to apply critical thinking skills effectively to analyse and improve the quality of care provided in health and social services. I explored various digital information frameworks and tools utilized in these fields, critically assessing their strengths and weaknesses. This involved evaluating how different technologies can support patient care, streamline communication, and enhance data management while also considering potential limitations, such as accessibility issues and data privacy concerns. Through this process, I have developed a more nuanced perspective on the role of digital tools in fostering improved outcomes for both patients and healthcare providers.

In the early part of the session, the definition of critical thinking and its importance were discussed. Improved Clinical Decision-Making: Critical thinking allows healthcare professionals to assess complex situations, weigh evidence, and make informed decisions. In nursing, this ensures that decisions are not based on assumptions but on a thorough evaluation of the patient’s condition, clinical evidence, and available resources.​ Enhancing Patient Safety: Critical thinking helps nurses identify potential risks and prevent errors, especially in fast-paced environments like hospitals. For example, evaluating patient history, possible drug interactions, and monitoring data allows nurses to foresee complications before they occur​. Adapting to Evolving Healthcare: With constant advancements in medical technology and changes in healthcare protocols, critical thinking skills are crucial for adapting to new situations. Nurses must continually evaluate new research and technologies, determining how best to implement them in their practice​. Evidence-Based Practice: Nursing and healthcare are increasingly focused on evidence-based practice (EBP), where decisions are guided by research and data. Critical thinking is integral to EBP because it enables nurses to appraise research critically, apply it to patient care, and continuously improve practice based on the best available evidence​. In summary, critical thinking is key to making sound clinical decisions, ensuring patient safety, adapting to changes, and delivering evidence-based care—ultimately leading to better patient outcomes and improved healthcare systems.

Barriers of Critical Thinking includes:

1. Cognitive bias refers to a broad set of unconscious errors in thinking that can affect judgments and decisions. These biases occur when the brain tries to simplify information processing, often leading to inaccurate conclusions or assumptions. Cognitive biases include many types of biases, such as confirmation bias, availability bias, and anchoring bias. A patient with cardiac disease has chest pain – nurse believes cardiac – reality reflux.
2. Emotional Influence or attachment may cloud judgment – e.g., the patient reminds the nurse of a relative, clouds the nurse’s judgement, or downplays concerns/signs of deterioration.
3. Time constraints – information may be overlooked in a busy environment.
4. Workplace Culture—If the workplace discourages questioning authority or does not promote open communication, nurses may avoid raising concerns or offering alternative solutions, even when they spot potential errors in a care plan.
5. Overreliance on Authority – A nurse may defer to a doctor’s decision without questioning it, even if they have noticed an inconsistency in the patient’s symptoms or test results.
6. Stress and Fatigue—High stress and physical exhaustion can impair cognitive function, making it difficult to think critically and make sound clinical judgments.

The CRAAP test was introduced to critique articles. CRAAP stands for – currency, relevance, authority, accuracy and purpose. The CRAAP Test is a method used to evaluate the credibility and reliability of sources of information, especially in academic and research contexts. It helps assess whether a source is appropriate and trustworthy.

The PICO framework is used to help structure clinical and research questions, particularly in evidence-based practice. It ensures that the question is specific, focused, and relevant, making it easier to search for and evaluate the best available evidence. PICO means – population, intervention, comparison and outcome.

Professional Challenges in EBP:

• Time Constraints: Limited time to review evidence during clinical shifts.
• Resource Availability: Lack of access to high-quality evidence or clinical tools.
• Ethical Considerations: Balancing patient preferences with evidence-based recommendations.
• Resistance to Change: Overcoming reluctance from colleagues to adopt new, evidence-based practices.
• Patient Preferences and Values: Patients may have preferences that conflict with research evidence, such as choosing alternative therapies over evidence-based treatments.

Learning Activity 2: Nutritional Support and Artificial Feeding.

In this learning activity, the objectives are to learn what constitutes artificial feeding, identify the different types of feeding tubes, observe the insertion of NG feeding tubes, understand the impact of malnutrition on the individual, understand how to assist patients with their nutritional needs, the importance of monitoring and recording dietary and fluid intake, calculate BMI, centiles and height and weights of individual and understand screening tools used.

Artificial feeding refers to providing nutrition to individuals who cannot consume food orally or who cannot meet their nutritional needs through normal eating. This is typically used in medical or clinical settings for patients with swallowing difficulties, digestive disorders, or other conditions impair normal eating and drinking.

The MUST (Malnutrition Universal Screening Tool) is a widely used screening tool designed to identify adults at risk of malnutrition. It is a simple, evidence-based assessment that helps healthcare professionals quickly identify individuals needing further nutritional evaluation or intervention.

BMI (Body Mass Index) is a measure used to assess whether an individual has a healthy body weight relative to their height. It is a simple and widely used tool to categorise weight status in adults and can help identify whether someone is underweight, normal weight, overweight, or obese.

A Food and Fluid Balance Chart (often called an Intake and Output Chart) is a medical tool for monitoring and documenting the amount of food and fluids a patient consumes and excretes. It is commonly used in hospitals, care homes, and other healthcare settings to track a patient’s nutritional intake, hydration status, and fluid balance. This helps healthcare providers assess whether the patient receives adequate nutrition and hydration and whether any imbalances need attention.

Reason for feeding tube insertion:

• Dysphagia- psychological/physical
• Obstruction of G.I. tract- Cancer/growth/acute obstruction
• Reduced oral intake- pain/surgery, depression/MH,
• Stomach decompression
• Surgical requirement- bowel resection, head and neck surgery/reconstruction,
• Injury/trauma
• I bleeding

Types of Artificial Feeding:

• Nasogastric tube
• Nasoduodenal tube
• Nasojejunal tube
• Gastrostomy tube
• Jejunostomy tube
• Gastrojejunal tube

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour:

Date of Learning Log: 27/09/2024

Time: 09:30-16:00

Learning Activity 1: The Nursing Associate and Leadership Part 1

In this learning activity, I delved into various leadership theories and styles that play a crucial role in effective management and team dynamics. I explored the concept of compassionate leadership, which emphasizes empathy, support, and understanding in guiding others. Additionally, I examined the specific responsibilities of nursing associates in the context of leadership, highlighting how they can foster collaboration and advocate for patients while embodying the principles of compassionate care. This comprehensive insight into leadership has enriched my understanding of how different approaches can impact both team performance and patient outcomes in a healthcare setting. The novice to expert by (Benner, 1982) were discussed and an activity was done using the PADLET in which I identified my leadership attributes as an HCA to SNA.

Leadership is the ability to guide and influence people to work toward a common goal. It is a social process that involves a combination of mindsets, behaviors, and interpersonal skills. Leaders can be found in various settings, including the workplace, family, and community.

Some key characteristics of leadership include:

Understanding people – Leaders can understand what motivates people and use that to achieve a common goal.

Working together – Leaders help people work together to accomplish shared goals.

Adapting to change – Leaders help people adjust to changing environments.

Problem-solving – Leaders view problems as opportunities for growth and work with their team to develop solutions.

Recognition of roles – Leaders recognize the roles and functions of each member of their group.

Perception refers to the ability to perceive and comprehend objects, qualities, and experiences through the senses, leading to awareness and understanding. It includes insight and intuition and the capacity for these faculties. Therefore, it is important to have a good understanding of the five themes of clinical governance: patient focus, information focus, quality improvement, staff focus, and leadership.

Attribute of a Leader

1. Interpersonal Competency
2. Contemporary Clinical Knowledge
3. Acting as a role model

Interpersonal competency refers to the ability to effectively interact with others and engage with the community. This includes building and maintaining healthy, mutually beneficial relationships as well as fostering interdependence and collaboration.

Contemporary clinical knowledge refers to developing analytical ability, responding critically to various events, recognising meaningful patterns, working towards expertise, prioritising and escalating care, and making clinical decisions.

Being a role model entails embodying the values and principles of the profession by consistently adhering to the established code of conduct. It involves demonstrating effective communication skills, which means not only conveying information clearly and respectfully but also actively listening to others and fostering an open dialogue. Additionally, it is important to supervise students diligently, providing guidance and support as they navigate their learning experiences. Mentoring junior colleagues is also a key aspect of this role; this includes sharing knowledge, offering constructive feedback, and helping them develop their skills and confidence in their professional journeys. Ultimately, acting as a role model is about inspiring others through exemplary behaviour and a commitment to their growth and success.

Different leadership styles:

1. Autocratic: The leader makes decisions alone, with little input from the team. This style is good for quick decisions but can lead to low morale.
2. Democratic Leaders involve the team in decision-making, fostering collaboration and creativity. This approach can slow decision-making but boost engagement.
3. Transformational: This approach focuses on inspiring and motivating teams to achieve higher goals. It is good for growth and innovation, but it can be unrealistic without proper planning.
4. Transactional: Emphasizes rewards and penalties based on performance. Clear expectations, but can limit creativity and motivation.
5. Laissez-Faire: Leaders provide minimal direction, giving teams autonomy to make decisions. Works well with skilled teams but can lead to confusion without clear guidance.
6. Servant: Leaders prioritize serving and supporting the team’s needs. Builds trust and collaboration but may be seen as lacking authority.
7. Charismatic: Relies on the leader’s personality and enthusiasm to inspire followers. Can be very motivating, but teams may become dependent on the leader.
8. Coaching focuses on developing team members through guidance and feedback. It promotes growth but is time-consuming and requires team openness.
9. Pacesetting: Leaders set high performance standards and lead by example. This approach encourages productivity but can lead to burnout if it is not balanced.

Leadership theory:

1. Trait Theory: Suggests that effective leaders possess certain innate qualities, such as confidence, intelligence, and decisiveness. It focuses on identifying these traits in potential leaders.
2. Behavioural Theory: Emphasizes that leadership is based on learned behaviours rather than traits. It focuses on how leaders act, including their approach to tasks (task-oriented) or relationships (relationship-oriented).
3. Contingency Theory: Proposes that no single leadership style is best. The effectiveness of a leader depends on the situation, including factors like the team, environment, and task complexity.
4. Transformational Leadership Theory: Focuses on leaders who inspire and motivate their teams to achieve extraordinary outcomes by creating a vision and fostering a positive organizational culture.
5. Transactional Leadership Theory: Based on structured exchanges between leaders and followers, where leaders provide rewards or punishments based on performance. It’s focused on maintaining the status quo.
6. Leader-Member Exchange (LMX) Theory: Emphasises the unique relationships between leaders and each team member. It suggests that high-quality leader-member relationships lead to better outcomes for both individuals and the organization.
7. Servant Leadership Theory states that leaders prioritise their team’s needs and focus on service, empowerment, and personal growth. The theory also stresses empathy and community-building.
8. Situational Leadership Theory: Proposes that leaders adjust their style based on the maturity level of their followers and the specifics of the situation (e.g., directing, coaching, supporting, delegating).
9. Authentic Leadership Theory emphasizes the importance of leaders being true to themselves, demonstrating transparency, and leading with integrity. It also emphasises building trust through authenticity.

Characteristics of a compassionate leader:

1. Emotional intelligence
2. Integrity
3. Listening
4. Trust
5. Authenticity
6. Openness
7. Caring
8. Reflectiveness
9. Commitment
10. Genuineness

Delivering compassionate leadership:

• Attending – actively listening to people
• Understanding – understand how someone feels, give them your time
• Empathising – being genuine, avoiding sympathy.
• Helping – solution-focused, practical and give your time.

Learning Activity 2: The Nursing Associate and Leadership Part 2

In this learning activity, I sought to deepen my understanding of the various environmental and human factors that influence effective leadership. I explored how organisational culture, team dynamics, and external pressures can shape leadership styles and decisions. Throughout the process, I demonstrated my ability to prioritise tasks, manage my workload efficiently, and delegate responsibilities to my team members when necessary. This enhanced our productivity and empowered my colleagues to take ownership of their roles. Furthermore, I implemented several techniques for personal development as a leader, such as seeking feedback, engaging in self-reflection, and setting specific growth goals. This experience significantly contributed to my leadership evolution and equipped me with valuable skills for future challenges.

Non-technical skills encompass cognitive decision-making, situational awareness, self-care, care for others, resilience, stress management, and fatigue management. Additionally, social skills such as communication, teamwork, and leadership are essential.

The Swiss Cheese Model is a safety framework that illustrates how accidents occur in complex systems. It is frequently utilized to manage and analyse risk in industries such as aviation, engineering, and healthcare.

Emotional Intelligence (EI or EQ) refers to the ability to recognise, understand, manage, and influence one’s own emotions, as well as the emotions of others. It involves several key components:

1. Self-awareness: Recognizing and understanding your own emotions and how they affect your thoughts and behaviour.
2. Self-regulation: Managing your emotions in healthy ways, staying in control, and avoiding impulsive reactions.
3. Motivation: Using emotions to stay focused, set goals, and persevere in the face of challenges.
4. Empathy is understanding and sharing the feelings of others, which helps build relationships and respond to others’ emotional needs.
5. Social skills: Managing relationships effectively, including communicating, resolving conflicts, and inspiring or influencing others.

Emotional intelligence is essential in leadership, decision-making, conflict resolution, and creating positive social and work environments. It’s often considered just as important, if not more so, than traditional cognitive intelligence (IQ) for success in both personal and professional life.

Delegation assigns responsibility and authority to others to complete a task or make decisions. It involves a leader or manager entrusting a part of their workload to a team member while maintaining accountability for the overall outcome. Effective delegation helps distribute the workload, empowers team members, and fosters skill development, allowing leaders to focus on higher-priority tasks. It is essential for team productivity and leadership development.

The Johari Window is an insightful psychological tool designed to enhance individuals’ understanding of their self-awareness and their relationships with others. Developed in 1955 by psychologists Joseph Luft and Harry Ingham, this model has become a widely utilised framework in personal development, team building, and effective communication.

The Johari Window is structured around four distinct quadrants, each representing different facets of self-awareness and interpersonal perception. These quadrants are:

1. Open Area: This section includes information about the individual that is known both to themselves and to others. It encompasses attributes such as skills, experiences, and feelings that are openly shared and acknowledged, contributing to transparency in communication and relationship building.

2. Blind Area: This quadrant contains aspects of the individual that others perceive but the individual is unaware of. Feedback from peers can help to uncover these blind spots, leading to greater self-awareness and personal growth.

3. Hidden Area: Also known as the “Facade,” this part includes information that the individual knows but chooses to keep hidden from others. This can involve personal experiences, fears, and vulnerabilities, which may affect how they relate to their environment and others.

4. Unknown Area: This quadrant represents information that neither the individual nor others are aware of. It can consist of untapped potential, subconscious drives, or undiscovered talents. Exploration through experiences, therapy, or group dynamics can help bring elements of this area into consciousness.

By engaging with these quadrants, individuals can work towards increasing their Open Area, fostering deeper connections and enhancing collaboration while promoting personal and professional development. The Johari Window encourages a culture of feedback and self-reflection, essential for meaningful growth and improved relationships.

KSB ADDRESSED:

Knowledge:

Skills:

Behaviour: