Reflecting on my experience in venepuncture and cannulation in simulation practice as a second-year student nurse at Roehampton Campus.

my experience as a second-year student nurse, engaged in venepuncture and cancellation during simulation practice at Roehampton main campus was a significant experience which was a knowledge field. I had a better understanding of venepuncture in calculation and ensured all my questions were answered, including the challenges, skills acquired, and overall impact on my professional development.

I approached this simulation with a mixture of anticipation and nervousness. Initially, the prospect of performing venepuncture in calculation was exciting. The lecturers were very helpful and willing to help by taking their time explaining all the guidelines regarding venepuncture and calculation. They explained the importance of these skills in clinical practice. In preparation for the steady, I thoroughly reviewed the anatomy of veins, the principles of the aseptic technique, and the procedural steps involved. I ensured to carry out pre-reading on Moodle which built my confidence and readiness for the practical application.

The simulation practice provided a controlled environment to develop and refine my skills under the guidance of experienced lecturers.

1. I practice patency and visualizing veins, understanding the importance of selecting an appropriate site for venepuncture or cannulation.

2. I learnt about how important it is to ensure the aseptic technique is carried out throughout the procedure. I learned to prepare the equipment, clean the in-session site, and avoid contamination effectively.

3. I carried out this procedure using a mannequin arm. I practice inserting the needle at the correct angle (45 degrees), observing the flashbacks of blood, and drawing blood samples.

4. I learned to advance the cannula into the vein, secure it properly, and check for patency, ensuring it was correctly positioned for fluid administration.

The main challenges were managing my anxiety in ensuring a steady hand during the procedure. The fear of causing pain or discomfort to a real patient made me initially cautious. However, repeated practice on simulation models allowed me to build muscle memory and gain confidence in my technique.

This simulation practice also highlighted the importance of communication and empathy during calculation. Even though I was working with mannequins, I practiced explaining the procedure to an imaginary patient who was our lecturer, addressing potential concerns and providing reassurance. Reflecting on this experience, I recognize significant growth in my technical skills and self-assurance. Initially, my hands were unsteady, and my movements were hesitant. But with much practice I gained more confidence in finding veins, inserting needles, and handling equipment confidently and efficiently.

This experience also underscored the importance of continuous learning in practice. To be more competent in venepuncture and calculation requires ongoing practice and adaptation to different patient scenarios. This simulation practice provided a safe space to make mistakes, learn from them, and improve without the pressure of a real patient situation. I feel more prepared to perform venepuncture and calculation on actual patients, understanding, and the importance of technique, and patients communication.

In conclusion, venepuncture cannulation in simulation practice as a second-year student nurse was a transformative experience, we had the opportunity to be signed off by our lecturers, who supervised and observed us on different occasions performing this procedure. Reflecting on this journey, I am grateful for the opportunity to practice in a safe environment and feel better prepared to apply these essential skills in clinical practice. This experience has reinforced my commitment to providing high-quality, compassionate care and highlighted the value of ongoing learning, and skills development in nursing, in other future placements.

simulation practice – reflecting on ECG practice

Posted on June 8, 2024 by Priscilla Martha Nyarko

Reflecting on my learning experience at Roehampton main campus simulation placement, using an electrocardiogram machine as a student nurse. I had the opportunity to join other students in class to learn how to read ECG and how to paste the stickers for correct and accurate reading. This boosted my knowledge and confidence, as I was able to ask all questions about carrying out an ECG on the patient, even though this simulation, was carried out on a mannequin and a few students volunteered. The first session was theoretical knowledge. I learned about the basic principles of cardiac electrophysiology, the components of an ECG waveform, and the clinical significance of various ECG patterns. I comprehended the theoretical elements, including the P wave, QRS complex, and T wave, and identified both normal and abnormal rhythms. This laid a strong foundation for my practical application of ECG.

It was an exciting transition from theory to practice, both exciting and challenging. My first-hand experience involved setting up and operating the ECG machine under my lecturer’s supervision. Practicing with fellow students and mannequins allowed me to become familiar with electrode placement, LED connections, and troubleshooting common issues. Repeated practice was critical to developing my proficiency and confidence in performing ECGs accurately.

Conducting ECG on actual patients in clinical settings when I was in a community placement and ward placement gave me the confidence to carry out this task on a mannequin and on my colleagues who volunteered. This experience emphasised the importance of effective communication and patient-centered care. Explaining the procedure to patients, addressing their concerns, and then sharing their comfort were crucial steps in gaining their cooperation and trust.

The most beneficial aspect of the learning process was the critical aspect of interpreting ECG results. I began to identify common arrhythmias and other abnormalities. Learning and interpreting ECGs requires a systematic approach, attention to detail, and continuous practice. Our lecturer supervised us as we participated in a scenario where I discussed findings and conducted an A-E assessment on mannequins. Reviewing case studies helped develop my understanding and diagnostic skills.

This skill has been immensely rewarding. Recognising the clinical indications of ECG, understanding its role in patient assessment, and collaborating with the healthcare team to manage patients based on ECG findings have been crucial aspects of my growth as a student nurse. My previous placement experience has improved my ability to contribute meaningfully to patient care. I am committed to pursuing further education and training for my proficiency, as well as staying abreast of best practices in cardiac care.

In conclusion, learning and using ECG as a student nurse has been a transformative journey, marked by theoretical learning, hands-on practice, patient interaction, and continuous reflection. This experience has significantly contributed to my clinical skills by giving me confidence and the ability to provide high-quality patient care. It has also instilled in me a commitment to lifelong learning and professional growth, for a successful nursing career.

Simulation practice – reflecting on wound care

Posted on June 8, 2024 by Priscilla Martha Nyarko

REFLECTING ON SIMULATION PRACTICE AROUND WOUND CARE

Participating in wound care simulation has been a life-changing and educational experience as a student nurse. My knowledge of wound care, self-assurance, and practical abilities have all improved greatly due to this experience gained at simulation practice in Roehampton’s main campus. Below are a few thoughts and knowledge gained:

Learning about the various kinds of wounds, the phases of wound healing, and the numerous wound care products and treatments was how I first became familiar with wound care. Prior to performing any practical work, it was essential to comprehend the theoretical underpinnings, including wound assessment, aseptic technique, and the use of suitable dressings.

I studied through Moodle and my notes, watched training videos, and became acquainted with the tools and supplies used in wound care to get ready for the simulation. Throughout the simulation, I worked on a number of wound care techniques, such as:

Wound Assessment: By analysing a wound’s size, depth, exudate, odour, and infection indicators, I have learned how to methodically examine wounds. We also put knowledge into practice by answering a few set-up questions and had a thorough discussion and answers led by the lecturer.

During the simulation, I practiced several wound care methods, including:

Wound Assessment: I’ve learnt how to carefully inspect wounds by evaluating their size, depth, exudate, odour, and infection indications. Using standardised evaluation tools, I created appropriate interventions and recorded my findings.

We also covered:

the wound healing process
factors affecting wound healing
wound assessment
wound cleaning
wound dressings
the practical skills of back wound management.

This simulation provided a safe space to make mistakes, learn from them, and build confidence. It also highlighted the need for ongoing learning and adaptation, as wound care is a dynamic and evolving field.

In conclusion, this experience has reinforced my commitment to providing high-quality, evidence-based care to patients, and underscored the importance of continuous learning and professional development in nursing practice.