Date of Learning: 17/05/2024
Time: 09:30-16:30
Title of learning activity: Paediatric emergencies
Diary of Learning activity
During the morning session, we completed our formative assessment. We had to prepare a presentation based on the case study chosen for the assignment. We also had to present our case study in front of the class and get feedback from Joicy. I thought it was a great activity because helped the class to understand if we are in the right track of the writing process. During The afternoon session we had a guest lecturer, Lorna. She is A DND for the paediatric department at St. Helier hospital and the topic she came to discuss was about paediatric emergencies. Paediatric emergencies encompass a wide range of acute conditions and injuries that require immediate medical attention to prevent significant morbidity and mortality in children. These emergencies can be categorized into several types, including respiratory distress, cardiovascular emergencies, neurological crises, trauma, and other critical conditions like sepsis and anaphylaxis. We discussed the various stages of life and practiced with PEWS based on different clinical case studies. We discussed about how important is to Identify signs of shock (hypotension, tachycardia, delayed capillary refill, and altered mental status) and cardiac arrest (unresponsiveness, abnormal breathing, and absence of pulse) is vital. We discussed about trauma and the importance of conducting a primary evaluation (ABCDE: Airway, Breathing, Circulation, Disability, Exposure) to identify life-threatening injuries. We identified the most common traumas including head injuries, abdominal trauma, fractures, and burns. Each requires specific interventions, such as immobilization, fluid resuscitation, and surgical consultation if necessary. Another important aspect of the discussion was about sepsis. Early signs include fever, lethargy, tachycardia, and poor perfusion. Septic shock can rapidly progress if not treated promptly. We also explored about anaphylaxis and the importance of rapid identification of symptoms like urticaria, angioedema, respiratory distress, and hypotension.
KSBs addressed:
| K9 | Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people |
| K10 | Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes |
| K15 | Understand human development from conception to death, to enable delivery of person-centred safe and effective care |
| K16 | Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of care |
| K17 | Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care |
| 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 |
| K21 | Understand co-morbidities and the demands of meeting people’s holistic needs when prioritising care |
| K22 | Know how to meet people’s needs related to nutrition, hydration and bladder and bowel health |
| K23 | Know how to meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity |
| 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 |
| S2 | Keep complete, clear, accurate and timely records |
| S3 | Recognise and report any factors that may adversely impact safe and effective care provision |
| S18 | Apply knowledge, communication and relationship management skills required to provide people, families and carers with accurate information that meets their needs before, during and after a range of interventions |
| S19 | Recognise when capacity has changed recognise and how a person’s capacity affects their ability to make decisions about their own care and to give or withhold consent |
| S20 | Recognise people at risk of abuse, self-harm and/or suicidal ideation and the situations that may put them and others at risk |
| S21 | Monitor the effectiveness of care in partnership with people, families and carers, documenting progress and reporting outcomes |
| S22 | Take personal responsibility to ensure that relevant information is shared according to local policy and appropriate immediate action is taken to provide adequate safeguarding and that concerns are escalated |
| S23 | Work in partnership with people, to encourage shared decision making, in order to support individuals, their families and carers to manage their own care when appropriate |
| 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 |