Author Archives: Gloria Justina Ayodele Lusanie
3RD Tripartite
LEARNING LG FOR LEADERSHIP & COLLABORATIVE WORKING.
THE NURSING ASSOCIATE AND INTEGRATED CARE.
The lesson started with an introduction of the topic, followed by the learning objectives, that is:
- To consider the policies that govern the direction of care provided to patients.
- To understanding integrated care.
- To develop an understanding of the integrated care systems currently in place.
- To understand the nursing associate’s role in integrated care.
We had a quick session on the Padlet, this deals with the first learning objective how and why we deliver care? Considering both nationally and locally. Nationally, there are some ideas that we discussed, they are as follows:
- Health and social care policy, we looked at the NHS England (5 years forward view (2014), Delivering the forward view, (2016), NHS Long Term Plan (2019).
Health Education and the Department of Health and Social Care.
- Legislation (Health and social care Act (2014).
- National guidelines / Protocol (NICE).
- Investigatory Report (Darzi Report (2008) and Francis Report (20213)
For the local guidelines/protocols, we discussed the following:
- Trust/employer guidelines.
- CCG guidelines.
- PCN guidelines.
We also discussed the definition of integrated care, this is also known as integrate Health, coordinated care, comprehensive care, seamless care, or transmural care, is a worldwide trend in health care reforms and new organisational arrangements focusing on more co-ordinated and integrated forms of care provision.
According to Health Education England 2019, “It is care that is planned with people who work together to understand the service user and their carer(s), put them in control and coordinates and delivers services to achieve the best outcomes”.
Integrated care is about giving people the support they need, joined up across local councils, the NHS, and other partners.
Integrated care systems (ICSs) is about new partnerships between the organisations that meet health and care needs across an area, to coordinate services and to plan in a way that improves population health and reduces inequalities between different groups.
Amendment to the Health and Social Care Act: the recent amendments to the health and social care act 2008 (regulated Activities) Regulations 2014 require that all those over 18 years of age (who have direct, face to face contact with patient s or service users for the purpose of the provision of a CQC regulation activity), must evidence that they have been vaccinated with a completed course of a medicines and Healthcare products Regulatory Agency (MHRA) approved COVID -19 vaccine, subject to limited exceptions, by no later than 1st April, 2022.
We discussed about Nurses and Politics – there is a misconception that care, and politics do not mix. I learnt that an essential nursing skill is to understand how national politics impacts on commissioning, care provision and delivery, and evaluation of that services (RCN,2020).
I also learnt that Political advocacy and understanding how health politics can impact on an individual’s care experience is not always seen as part of the nursing role and education is key to enabling this. The nursing profession needs to understand how it can lobby for legislative change, and how embedded legislation can enhance care. (RCN, 2020)
And there are 26 candidates for the general election in 2019 had a nursing background which may suggest nursing adds value to politics. (Mitchell, 2019)
KSBs ADDRESSED.
K1: Understand the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and how to fulfil all registration requirements.
K2: Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health.
K3: Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care.
K4: Understand the principles of research and how research findings are used to inform evidence-based practice.
K11: Understand the factors that may lead to inequalities in health outcomes.
K12: Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical, and behavioural health, and well-being.
K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours, and lifestyle choices to mental, physical, and behavioural health outcomes.
K18: Understand and apply the principles and processes for making reasonable adjustments.
K19: Know how and when to escalate to the appropriate professional for expert help and advice.
K20: Know how people’s needs for safety, dignity, privacy, comfort, and sleep can be met.
K26: Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.
K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.
K31: Understand how inadequate staffing levels impact on the ability to provide safe care and escalate concerns appropriately.
K32: Understand what constitutes a near miss, a serious adverse event, a critical incident, and a major incident.
K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.
K34: Know and understand strategies to develop resilience in self and know how to seek support to help deal with uncertain situations.
K36: Understand the roles of the different providers of health and care.
K38: Understand the complexities of providing mental, cognitive, behavioural, and physical care needs across a wide range of integrated care settings.
K40: Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings, or services.
K41: Know the roles, responsibilities, and scope of practice of different members of the nursing and interdisciplinary team, and own role within it.
K42: Understand and apply the principles of human factors and environmental factors when working in teams.
K43: Understand the influence of policy and political drivers that impact health and care provision Skills.
SKILLS
S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.
S3: Recognise and report any factors that may adversely impact safe and effective care provision.
S4: Take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.
S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive, and behavioural health challenges.
S9: Develop, manage, and maintain appropriate relationships with people, their families, carers and colleagues.
S38: Prioritise and manage own workload and recognise where elements of care can safely be delegated to other colleagues, carers and family members.
S43: Contribute to team reflection activities to promote improvements in practice and services.
BEHAVIOURS
B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences.
B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.
B3: Be adaptable, reliable, and consistent, show discretion, resilience and self-awareness.
INTRODUCTION TO DATA COLEECTION – EVIDENCE BASED PRACTICE.
INTRODUCTION TO DATA COLLECTION
The lesson started with a recap of the last session, and continued with an introduction of today’s session which is Introduction to Data Collection. We discussed the learning objectives of the session, and they are as follows:
Understand the elements of data collection for both qualitative and quantitative research.
- Become more aware of data collection methods and their pros and cons.
- Explore some common methods of data analysis.
The critical appraisal is about been able to distinguish between opinionated, one-sided arguments or good research on the other.
We also discussed the purpose of data collection, that data is meaningless by itself as it does not explain or change. The aim of gathering and summarising data is to transform this into information in order to:
- Identify variables/ facts.
- Measure variable/phenomena.
- Describe behaviour.
- Obtain evidence.
We discussed the sources of data collection; they are primary sources and secondary sources. With regards primary sources, they are document /record containing first-hand information or original data or topic.
In the secondary source, data already collected by someone else, and which have already been analysed.
The following are the considerations for the selection of data collection methods:
- Nature of phenomenon under study.
- Type of research study.
- Type of research subject.
- Purpose of the research study.
- Size of the study sample
- Distribution of target population
- Time frame of the study.
- Literacy level of subjects.
- Availability of resources and manpower
- Researcher’s knowledge level and competence.
We had a recall of quantitative research and the types of quantitative data collection. The types of data collection are as follows:
- Surveys/ Questionnaires – (close-ended questions, scales, multiple choice questions, yes/no questions).
- Observations – (this r3equires skills and senses for getting the numerical data).
- Structured interviews – (face-to-face, telephone/ video interviews, (CAPI) Computer-Assisted Personal Interview)..
- Document review – (Public records annual reports, census, and personal documents eg patients notes, registration forms).
- Biophysiological methods in healthcare – (collection of physiological data from subjects to determine the biological and physical status of subjects e.g. BP measurement).
We also had a recall on qualitative research, its types and in assessing the trustworthiness in this type of research method. The trustworthiness deals with the following.
- Credibility
- Dependability.
- Confirmability.
- Transferability.
- Flexibility.
The types of qualitative data collection are as follows:
- Focus groups –(Their aims is to create an open and relaxed environment and to promote interactions between participants).
- Surveys or questionnaires
- Observation
- Case studies and
- Document review.
The qualitative observational methods involve direct, systematic detailed observation and recording of people, their actions, events, behaviours, talk and interaction.
The observational methods attempt to observe things as they are without any intervention or manipulation of the situation itself by the researcher.
KSBs ADDRESSED.
KNOWLEDGE.
K1: Understand the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and how to fulfil all registration requirements.
K4: Understand the principles of research and how research findings are used to inform evidence-based practice.
K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.
K7: Understand the importance of courage and transparency and apply the Duty of Candour.
K8: Understand how discriminatory behaviour is exhibited.
K10: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.
K11: Understand the factors that may lead to inequalities in health outcomes.
K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.
K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.
K37: Understand the challenges of providing safe nursing care for people with complex co-morbidities and complex care needs.
K43: Understand the influence of policy and political drivers that impact health and care provision Skills.
SKILLS.
S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.
S3: Recognise and report any factors that may adversely impact safe and effective care provision.
S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).
S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive, and behavioural health challenges.
S9: Develop, manage, and maintain appropriate relationships with people, their families, carers, and colleagues.
S11: Report any situations, behaviours or errors that could result in poor care outcomes.
S43: Contribute to team reflection activities to promote improvements in practice and services.
BEHAVIOURS.
B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences.
B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.
B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness.
2nd Tripartite form for Year2
2 YEAR THEORY HOURS APRIL – DEC 2024
CRITICAL THINKING AND EVIDENCE BASED DECISION MAKING.
The lesson started with a recap of the previous lesson. The recap was quite helpful because this prepared me for the next session. We briefly discussed the modules outcomes. and focused on the learning objectives.
The lesson was introduced, we discussed the definition of critical thinking in the context of nursing and healthcare.
We also discussed the importance of critical thinking in clinical decision-making and evidence-based practice, and to understand and apply the CRAAP model to research.
Critical thinking can be defined as the objective analysis and evaluation of an issue to form a judgement. In order words it is all about to clarify, identify, analyse, evaluate, and to create.
Critical thinking is important in healthcare for the following reasons:
- To improve clinical decision-making.
- To enable patient safety
- Adopting to evolving healthcare and to
- Promote evidence-based practice.
We discussed some barriers to critical thinking; they are as follows:
- Cognitive bias,
- Emotional influence,
- Time constraints,
- Stress and fatigue,
- Workplace culture,
- Overreliance on authority.
Some examples of critical thinking are:
Medication Administration
Patient Assessment
Prioritisation of Care
Evaluating Evidence-Based Research
Ethical Decision-Making.
A simple critical thinking framework Currency Relevance Authority Accuracy and Purpose (CRAAP)
We discussed some key concept with regards critical thinking in nursing.
- Improve clinical decision-making – evaluating patient data, weighting evidence, and considering.
- Enhancing patient safety – to prevent errors by assessing risks and considering all variables before actions.
- Adapting to evolving healthcare – critical thinking is crucial for integrating new researching, technology, and guidelines.
- Evidence -Based Practice – apply research critically to make informed, patient centred decision.
- Identify and overcoming bias – recognising cognitive biases to improve objective reasoning.
We also discussed the evidence-based decision-making and defined it as an Integrating clinical expertise, patient preferences, and the best available evidence to make informed decisions. We say this is importance because it ensures that clinical decisions are based on high-quality, up to date evidence. We use PICO (Population, Intervention, Comparison, Outcome) framework to structure clinical questions.
We had a scenario where in example: You are caring for a patient with chronic back pain and want to find the best intervention to reduce pain. Physical Therapy Vs Pain Management
PICO Framework:
P (Population): Adult patients with chronic back pain
I (Intervention): Physical therapy
C (Comparison): Pain medication
O (Outcome): Reduction in pain levels.
In evaluating the outcomes of interventions, you asked yourself a question why you evaluate? The answer to this question is to ensure the chosen intervention is effective in improving patient outcomes, and the following methods are used to evaluate the intervention.
- Clinical audits
- Patient feedback and satisfaction surveys
- Monitoring vital signs and recovery rates
- Performance metrics (e.g., reduction in readmission rates)
There are professional barriers or challenges in Evidence Based Practice, they are as follows:
- Time Constraints: this means with 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.
KSBs ADDRESSED.
KNOWLEDGE
K1: Understand the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and how to fulfil all registration requirements.
K4: Understand the principles of research and how research findings are used to inform evidence-based practice.
K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.
K7: Understand the importance of courage and transparency and apply the Duty of Candour.
K8: Understand how discriminatory behaviour is exhibited.
K10: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.
K11: Understand the factors that may lead to inequalities in health outcomes.
K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.
K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.
K37: Understand the challenges of providing safe nursing care for people with complex co-morbidities and complex care needs.
K43: Understand the influence of policy and political drivers that impact health and care provision Skills.
SKILLS
S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC, 2018), and fulfil all registration requirements.
S3: Recognise and report any factors that may adversely impact safe and effective care provision.
S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).
S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive, and behavioural health challenges.
S9: Develop, manage, and maintain appropriate relationships with people, their families, carers, and colleagues.
S11: Report any situations, behaviours or errors that could result in poor care outcomes.
S43: Contribute to team reflection activities to promote improvements in practice and services.
BEHAVIOUR.
B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy, and preferences.
B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.
B3: Be adaptable, reliable, and consistent, show discretion, resilience, and self-awareness.
LEADERSHIP AND THE NURSING ASSOCIATE 27/09/2024
LEADERSHIP AND THE NURSING ASSOCIATE LEARNING LOG 27/09/2024
The lesson started with a recap from the last session and was focussed on the assignment with some queries. Later we looked at the learning outcomes and defined leadership as being a positive role model, with very high good values, being licensed, and it is based on values.
Leadership can also be defined as an act of leading a group of people. It inspired and guided individuals towards a shared objective. Some examples of leadership qualities are to protect, head, mentor, teach etc. The public perception that impacts individuals is long wait times, poor performance on health at the A&E, Nurses/ Dr strike actions, lack of trust, burnout to name but a few.
The NHS Constitution states that:
- The NHS should provide a comprehensive service, available to all.
- Access to the NHS service is based on clinical need, not an individual’s ability to pay.
- The NHS aspires to the highest standard of excellence and professionalism.
- The patient will be at the centre of everything the NHS does.
- The NHS works across organisational boundaries.
- The NHS is committed to provide best values for taxpayers’ money
- They are accountable to the public, communities and patients that they serve.
According to NHS England, 2024, Clinical governance is the system through which NHS organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care by creating an environment in which clinical excellence will flourish.
There are 5 themes of clinical governance, they are as follows:
- Patient focus – this means focussing on the safety of the patient, by reducing errors and minimising harm. These will be carried out by patient and public involvement (partnership working), risk assessment, safety briefings,and safety toolkits.
- Information focus – information is held lawfully (bridging confidentiality), the principles of General Data Protection Regulation (GDPR) are upheld. These can be done by audits, ensure digital literacy and implement data protection and legislation (mandatory training).
- Quality improvement – this means improving patient experience, improving patient safety, and improving clinical effectiveness. They can be carried out by collecting data from both patient and their family members (feedbacks), questionnaires, patient advice and liaison service (PALS), friends and family test (FFT)
- Staff focus – safe and appropriate recruitment and management of staff, appreciate education and training. They can be carried out by appraisals, performance management, learning opportunities and training, access to resources to undertake roles.
- Leadership – empowering, valuing and supporting staff, by improving patient safety and experiences, drives the key performance indicators (KPIs). These can be done by open and transparent leadership, appropriate leadership styles and undertake KPIs.
We had an activity in class regarding the definition of a leader, how is the student nursing associate/ nursing associate as a leader.
I thought of being a positive role model, being supportive, sharing experiences of good practice, to protect both the patient and colleagues, to monitor the day to day affairs.
We looked at three attributes of a leader.
- Interpersonal competency(building relationships, clear communication with colleagues).
- Contemporary clinical knowledge ( keeping on up to date affairs)
- Acting a role model ( be a good example)
We also had an activity on the padlet that was very educational. Leadership (skills) and management (position) differences and the types of leadership theories and styles were also discussed.
We looked at some characteristics of a compassionate leader:
- Emotional intelligence
- Integrity
- Listening
- Trust
- Authenticity
- Openness
- Caring
- Reflectiveness
- Commitment
- Genuineness
And in delivering compassionate leadership always be:
- Attending – actively listen to people.
- Understanding – understand how people feel, give them your time.
- Empathising – being genuine, avoiding sympathy.
- Helping – be solution focused, be practical and give your time.
KSBs ADDRESSED.
KNOWLEDGE
K1: Understand the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and how to fulfil all registration requirements.
K2: Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health.
K4: Understand the principles of research and how research findings are used to inform evidence-based practice.
K11: Understand the factors that may lead to inequalities in health outcomes.
K12: Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical and behavioural health and well-being.
K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes.
K18: Understand and apply the principles and processes for making reasonable adjustments.
K19: Know how and when to escalate to the appropriate professional for expert help and advice.
K20: Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met.
K26: Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.
K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.
K31: Understand how inadequate staffing levels impact on the ability to provide safe care and escalate concerns appropriately.
K32: Understand what constitutes a near miss, a serious adverse event, a critical incident and a major incident.
K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.
K34: Know and understand strategies to develop resilience in self and know how to seek support to help deal with uncertain situations.
K36: Understand the roles of the different providers of health and care.
K38: Understand the complexities of providing mental, cognitive, behavioural and physical care needs across a wide range of integrated care settings.
K40: Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings or services.
K41: Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it.
K42: Understand and apply the principles of human factors and environmental factors when working in teams.
K43: Understand the influence of policy and political drivers that impact health and care provision Skills.
SKILLS
S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.
S3: Recognise and report any factors that may adversely impact safe and effective care provision.
S4: Take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.
S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges.
S9: Develop, manage and maintain appropriate relationships with people, their families, carers and colleagues.
S38: Prioritise and manage own workload, and recognise where elements of care can safely be delegated to other colleagues, carers and family members.
S43: Contribute to team reflection activities to promote improvements in practice and services .
BEHAVIOURS
B1: Treat people with dignity, respecting an individual’s diversity, beliefs, culture, needs, values, privacy and preferences.
B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.
B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness.
SEARCH STRATEGIES AND HIERARCHIES OF EVIDENCE
PM SESSION. 20/09/2024
SEARCH STRATEGIES AND HIERARCHIES OF EVIDENCE
We looked at the learning outcomes, the search strategies. We consider key words, synonyms, inclusion and exclusion, criteria, publication date to name but a few. For the resources we looked at the :
- library catalogue,
- a book- useful for background check
- Journal articles( most published articles research is found in peer reviewed journals) (key journals cover specific topic reports).
- Government or organisational reports (NHS, King’s Fund).
The database search mainly focuses on searching electronic data to find search papers that can be applied to the practice and used as evidence.
The database search has 4 steps approach to searching electronic data:
- Key words
- Decide on appropriate databases to search.
- Search using index terms and text searching. Combine search terms and apply appropriate limits.
- Evaluate and revise the search strategy, follow up results.
We used CINAHL as a demo on a search example. This was quite helpful, though I need more practice for this.
The consequences of flawed research. A case study on the MMR vaccine controversy. Andrew Wakefield’s 1998 study linking MMR vaccine to Autism. The study design flaws sample size was based on 12 children, no control group, making results unreliable and inconsistent and flawed data collection methods.
The conflicts of interest were funded by lawyers preparing lawsuits against vaccine manufacturers, creating bias.
The ethical violations – unethical procedures on children without proper approval.
The following were the implication of poor research:
- Vaccine Hesitancy – Sparked a global movement of parents refusing the MMR vaccine, leading to disease outbreaks.
- Public Health Impact – measles and other preventable diseases resurged as vaccination rates dropped.
- Damage to Trust in Science – eroded public trust in vaccines and scientific research. Misinformation continues to spread, influencing public health.
KSBs ADDRESSED.
KNOWLEDGE
K1: Understand the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and how to fulfil all registration requirements.
K4: Understand the principles of research and how research findings are used to inform evidence-based practice.
K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.
K7: Understand the importance of courage and transparency and apply the Duty of Candour.
K8: Understand how discriminatory behaviour is exhibited .
K10: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.
K11: Understand the factors that may lead to inequalities in health outcomes.
K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.
K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.
K37: Understand the challenges of providing safe nursing care for people with complex co-morbidities and complex care needs.
K43: Understand the influence of policy and political drivers that impact health and care provision Skills.
SKILLS
S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.
S3: Recognise and report any factors that may adversely impact safe and effective care provision.
S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).
S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges.
S9: Develop, manage and maintain appropriate relationships with people, their families, carers and colleagues.
S11: Report any situations, behaviours or errors that could result in poor care outcomes.
S43: Contribute to team reflection activities to promote improvements in practice and services.
BEHAVIOURS
B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences
B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice
B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness
INTRODUCTION TO RESEARCH METHODS AND METHODOLOGIES
LEARNING LOG FOR EVIDENCE BASED PRACTICE 20/09/2024
INTRODUCTION TO RESEARCH METHODS AND METHODOLOGIES.
The lesson started with a recap of the last lesson. We looked at the meaning of evidenced based practice deals with a clinical expert, patients values and it is the best evidenced based practice (random ice control trial). We also briefly discussed the importance of evidence based practice, the barriers to implementing EBP for nurses, and so on.
We continued with the lesson for the day by going through the learning outcomes and we are focusing on the these two listed below:
- Demonstrate an understanding of strengths and weaknesses of different forms of evidence for use in health and social care research and service evaluation.
- Analyse professional issues that arise when implementing evidence-based practice to enhance the quality of care.
We defined research methodology as the method used in conducting research.( surveys, interviews, experiments).
Research methodology is the process of using specific techniques to identify, select, process, and analyse information about research topics.( quantitative or qualitative approach).
Quantitative – deals with quantity that is numbers and it focuses on quantity- counting things, measuring things, analysing numerical data etc.
Qualitative – deals with quality that is words and it all about understanding the quality of experiences or phenomena – words , interviews, observations, and narratives.
The systematic review deals with a thorough review of all available research on a specific topic, using the structured methods to assess the quality and findings of each study.
An example of systematic reviews is assessing the impact of physical activity, interventions on preventing type 2 diabetes in a high risk population.
The method- comprehensive database search, critical appraisal of studies, synthesis of findings.
We had a group activity in class to describe the object quantitatively and qualitatively. My group was to describe a book. As a group we did the research both quantitatively and qualitatively and present the findings in class and the findings are as follows:
For quantitatively:
- The pages of the book are 261.
- The weight is 337 cm
- Length is 30cm
- Width is 19cm
- Breath is 4.5 cm
- Cost is £9.99
For qualitatively:
- The book is of facts of mind
- Name of the author
- The book is colourful, eye-catching and has nice content.
- Motivational pictures
- potable.
The research methodology tree was discussed, I learnt about the it is divided into four groups and they are follows:
- The methods – this deals with how data are exactly collected.
- The methodology – deals with the best way we should be collecting data.
- Epistemology – this deals with how we should investigate the world.
- Ontology – this deals with how we view the world.
We discussed the common research methodologies in Healthcare and as follows:
- Phenomenology focuses on lived experiences eg, understanding the patient experiences with chronic illness.
- Ethnography these are studies of cultures and communities e.g. understand how a healthcare practice works within a group.
- Randomised controlled trials (RCT) Test the effectiveness of intervention by random assigning participant in the groups( testing new medication)
- Cohort studies follow a group over time to observe outcomes ( studying long term effects of healthcare, smoking effects).
In making sense of literature, the following needs to be considered:
- A literature review is the comprehensive study and interpretation of literature that relates to a particular topic.
- When undertaking a literature review, you identify a research question then seek to answer this by searching for analysing the relevant literature.
- Primary research articles are generally the main focus of literature reviews.
- It is important to consider carefully what types of evidence are relevant to the reviewed question.
The key point for evaluating literature are briefly discussed below:
- The generation of themes cannot be objective, this is because it depends on the experience and the insight of the researcher.
- This means that the researcher must take steps to ensure their credibility and their trustworthiness.
- The results of qualitative research cannot be generalised, but rather give deeper understanding to a topic.
- Sample sizes are small and there is not the emphasis on random sampling as there is within quantitative research.
We looked at research road map, and the following steps:
- We start by generating research ideas, the things we need to improve.
- Conducting a literature review by looking at a piece of literature( a piece of research).
- Refine research question.
- Plan research questions.
- Create research proposal
- Develop a study budget and apply for funding
- Obtain research ethics and operational approval.
- Regulatory task (legal requirement are met)
- Conduct study and collect data.
- Analyse data and disseminate knowledge
- Study closure and achieving and publishing.
KSBs ADDRESSED.
KNOWLEDGE.
K1: Understand the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and how to fulfil all registration requirements.
K4: Understand the principles of research and how research findings are used to inform evidence-based practice.
K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.
K7: Understand the importance of courage and transparency and apply the Duty of Candour.
K8: Understand how discriminatory behaviour is exhibited .
K10: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.
K11: Understand the factors that may lead to inequalities in health outcomes.
K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.
K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.
K37: Understand the challenges of providing safe nursing care for people with complex co-morbidities and complex care needs.
K43: Understand the influence of policy and political drivers that impact health and care provision Skills.
SKILLS
S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.
S3: Recognise and report any factors that may adversely impact safe and effective care provision.
S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).
S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges.
S9: Develop, manage and maintain appropriate relationships with people, their families, carers and colleagues.
S11: Report any situations, behaviours or errors that could result in poor care outcomes.
S43: Contribute to team reflection activities to promote improvements in practice and services.
BEHAVIOURS
B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences
B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice
B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness