Date of Learning: 09/08/2024

Time: 09:30 – 16:30

Title of learning activity:  Leadership and collaborative working

Diary of Learning activity

Today, we were introduced to the new module on the delivery of quality care, and we met our new lecturer, Lianne. Lecture took place online. She provided an overview of the module, focusing on the critical influences on safety and quality in healthcare. The session highlighted how various factors, such as policy, practice standards, and patient outcomes, play a crucial role in delivering high-quality care. We discussed the module learning outcomes thoroughly and during the morning session Lianne stressed the importance of Evidence based decision making. We focused on the concept of evidence-based decision-making and its application in healthcare interventions. The discussion emphasized the importance of integrating the best available research evidence with clinical expertise and patient values when making decisions about patient care. We explored how evidence-based practice not only improves patient outcomes but also ensures that interventions are grounded in the most current and reliable evidence.

The session also covered different methodologies for evaluating the quality of evidence, including systematic reviews and clinical guidelines, which are essential tools in supporting healthcare professionals’ decisions. We learned about the challenges of implementing evidence-based interventions in practice, such as resource constraints and the need for ongoing professional development to stay updated with the latest research. Overall, the session highlighted the critical role that evidence-based decision-making plays in enhancing the quality and effectiveness of healthcare interventions.

During the afternoon session, a guest speaker from the library team gave us a comprehensive tutorial on how to search for academic resources and effectively use the online library, which will be vital for our studies. We also delved into the concept of evidence-based practice in healthcare, exploring different frameworks that guide high-quality care delivery. Towards the end of the session, the assessment for this module was explained, which will involve creating a PowerPoint presentation accompanied by a 10-minute oral presentation. This assessment will allow us to demonstrate our understanding of the material covered in the module.

KSBs addressed:

Date of Learning: 08/08/2024

Time: 09:30 – 16:30

Title of learning activity:  Leadership and collaborative working

Diary of Learning activity

During today’s session we received the delivery of the lecture online via teams. I thought was good and very well organised. We met Scott the lecturer for our new leadership module. Was nice to meet him again, he previously thought us the module delivery of safe and effective care. The day started smoothly and on time. During the morning session we had an overview of the module and we received a thorough explanation of the assessment. In this module for the Nursing Associate program, the focus is on developing essential leadership skills, critical thinking, professionalism, and accountability. This module is designed to prepare Nursing Associates to take on leadership roles within their healthcare teams, enhancing their ability to influence and guide clinical practices effectively.

The assignment for this module is a reflection and requires a comprehensive understanding of the core leadership concepts taught throughout the course. It involves both theoretical and practical elements, asking you to critically analyse and reflect on various leadership aspects, how they impact nursing practice, and how they can be applied to improve patient care outcomes. We are expected to engage with the literature on leadership theories and models, comparing these with your own experiences in clinical settings. We are also required to create a SMART action plan to improve our leadership skills further.

During this session we discussed the importance of reflecting critically. Reflecting critically means that we are not only summarising what you have learned but also analysing and questioning how these leadership theories apply to nursing roles. You should consider how these concepts align or conflict with your own professional experiences and the challenges you face in practice. During the afternoon session, we were separated into groups and asked to prepare a presentation based on different topics. With my group the topic to discuss was accountability.

Professionalism and accountability are central themes in this module. we need to demonstrate an understanding of what it means to be a professional in the context of nursing leadership. This includes adhering to ethical standards, maintaining patient confidentiality, and displaying a commitment to ongoing professional development. Accountability involves taking responsibility for your actions and decisions, both as a Nursing Associate and as a leader. At the end of the session, we presented to the class our works and given each other’s feedback.

KSBs addressed:

Date of Learning: 26/07/2024

Time: 0930-1630

Title of learning activity: Care Delivery

Diary of Learning activity

During today’s session we spent all day with Jenny, and we had all day lecture of the care delivery module. The topics discussed during the day were wound care in the morning session, and history taking in the afternoon. We started the day in time and we all were wearing uniforms. I thought it was a very good day, because we practised some new skills. During the morning session, we explored the principles of wound care, starting with the different types of wounds. We looked into the stages of wound healing, including haemostasis, where immediate clotting occurs, inflammation, which involves immune cells removing debris and pathogens, proliferation, characterized by the formation of new tissue and blood vessels, and maturation, where the tissue remodels to strengthen the wound site. Infection control was emphasized, highlighting the importance of sterile techniques to prevent infection and recognizing infection signs such as redness, warmth, swelling, and pus. For wound assessment techniques, we focused on documenting key parameters like size, depth, colour, exudate presence, odour, and pain levels. We learned to use documentation tools such as photographs, measurement charts, and detailed descriptive notes to track wound progression effectively. We also covered various types of dressings and their indications, including gauze, which is versatile but may require frequent changing, hydrocolloids that promote a moist healing environment suitable for non-infected wounds, alginates that are highly absorbent and good for wounds with heavy exudate, and foams that provide cushioning and absorption for various wound types. After the lecture we moved to the ward and practiced wound care, using aseptic technique and practiced how to remove surgical clips.  During the afternoon session, we discussed about history taking. We explored the essential components of patient history taking. We began with the complaint , which is the primary reason for the patient’s visit. We then discussed the history of present illness, which requires a detailed account of the development of the patient’s current condition. The importance of past medical history was emphasized, covering previous illnesses, surgeries, and allergies, alongside the patient’s current medications, dosages, and adherence. Social history was also covered, highlighting lifestyle factors such as smoking and alcohol use that might affect the patient’s health. Family history was discussed to identify any genetic predispositions. We learned effective techniques for patient interviews, focusing on asking open-ended questions and actively listening to the patient’s responses. Summarising the information provided by the patient to ensure accuracy and clarity was another key point. The session also covered documenting patient information accurately. The use of electronic health records for efficient documentation and interprofessional communication was introduced to enhance collaboration within the healthcare team.

KSBs addressed:

Date of Learning: 19/07/2024

Time: 0900-1630

Title of learning activity: Care Delivery 2

Diary of Learning activity:

In today’s class we treated the care delivery module. In the morning session we discussed about ECG with Joicy and Jenny, and in the afternoon, we spent time with Jenny and Luke. We started on time, and we all worn our uniforms. The primary objectives of the morning session were to understand the purpose and importance of ECG in clinical settings, identify the basic components of an ECG waveform, learn the steps involved in performing an ECG, and interpret basic ECG readings while identifying common abnormalities. ECG is used to detect and monitor heart conditions by measuring the electrical activity of the heart. It helps diagnose arrhythmias, myocardial infarction, and other cardiac abnormalities. The key components of an ECG waveform include the P wave (atrial depolarization), the QRS complex (ventricular depolarization), the T wave (ventricular repolarization), and occasionally the U wave, which represents the late repolarization of Purkinje fibres. The process of performing an ECG involves several steps. Preparation is crucial and includes ensuring the patient is relaxed and in a supine position and cleaning the skin where electrodes will be placed to reduce interference. For electrode placement, electrodes are positioned on the limbs (RA, LA, RL, LL) and chest (V1-V6) according to standard positions. During the recording phase, the electrodes are connected to the ECG machine, the machine is set to the correct calibration, and the ECG is recorded for a sufficient duration to capture necessary data. Normal sinus rhythm is characterized by a regular rhythm with a rate of 60-100 bpm and P waves before each QRS complex. Bradycardia is identified by a heart rate less than 60 bpm, while tachycardia is noted by a heart rate exceeding 100 bpm. Arrhythmias are irregular heart rhythms, with examples including atrial fibrillation and ventricular tachycardia. Through practical sessions, we practiced identifying normal and abnormal ECG patterns, emphasizing the importance of accurate electrode placement for reliable results. I learned to correlate clinical symptoms with specific ECG findings, enhancing my diagnostic skills and understanding of cardiac conditions. During the afternoon session, we spent time with Luke. The neurological assessment aims to evaluate the nervous system and detect any abnormalities. It helps diagnose conditions like stroke, multiple sclerosis, and head injuries. The main components of a neurological assessment include the mental status examination, cranial nerve examination, motor function assessment, sensory function evaluation, and reflex testing. The mental status examination assesses consciousness, orientation, memory, and cognitive functions. The cranial nerve examination tests the function of all 12 cranial nerves. The motor function assessment evaluates muscle strength, tone, and coordination. The sensory function evaluation assesses sensation to touch, pain, temperature, and vibration. Reflex testing checks deep tendon reflexes and pathological reflexes, such as the Babinski sign. We practiced performing a full neurological examination on peers, identifying key signs and symptoms of neurological conditions through case studies. This reinforced the importance of a systematic approach to ensure no aspect of the assessment is overlooked. This session was very good and enhanced my understanding of ECG and neurological assessments, recognizing their importance in diagnosing and monitoring various health conditions. I gained practical skills through hands-on practice and simulations.

KSB addressed:

Date of Learning: 12/07/2024

Time: 09:30 – 16:30

Title of learning activity: MH disorders and pre & post-op care

Diary of Learning activity

During Today’s session at university, we had a guest lecturer during the morning and spent the afternoon with Joicy. Today’s session marks the final classes for the complex care module and decision making. During the morning session we spent time with Ali, a mental health nurse that works in education and we discussed about mental health disorders. I thought the session was very well organised and it was pleasant because we completed different group activities, and the topics were interesting. Ali stressed the importance of MH disorders and progression, and she explained thoroughly about different conditions. Depression is a mood disorder characterised by persistent feelings of sadness and loss of interest. The symptoms are different, depression can cause changes in sleep and appetite, fatigue, feelings of guilt or worthlessness, difficulty concentrating, and suicidal thoughts. Depression can be treated with medications (antidepressants), psychotherapy (cognitive-behavioural therapy), lifestyle changes (exercise, diet). Anxiety Disorders are a group of mental health disorders characterised by significant feelings of anxiety and fear. It can manifest in different types: Generalized Anxiety Disorder (GAD), Panic Disorder, Social Anxiety Disorder, Specific Phobias. Main symptoms are restlessness, rapid heartbeat, sweating, trembling, feeling of impending doom. We also discussed about bipolar disorder, which is a mental health condition causing extreme mood swings that include emotional highs (mania or hypomania) and lows (depression). Schizophrenia is a severe mental disorder affecting how a person thinks, feels, and behaves. Some of the symptoms are delusions, hallucinations, disorganized thinking, lack of motivation, reduced ability to function. I feel this session was great and helped me to expand my knowledge in mental health conditions. During the afternoon session we spent time with Joicy. She explained how the exam on the 1^st of August will be structured and we discussed about Pre and post operative care for patients. We Discussed thoroughly the importance of continuously monitoring our patients, A to E assessment and how important is to assess and complete pre op checklist. We discussed the importance of airway management, checking skin, wounds, and operation sites of our patients. Joicy stressed the importance of PONV and post op symptoms and how to manage them. Pre-operative and post-operative care require meticulous planning and execution to ensure patient safety and promote optimal recovery. Addressing both physical and psychological needs of patients leads to better outcomes and enhances overall patient well-being.

KSBs addressed:

Date of Learning: 05/07/2024

Time: 09:00-16:30

Title of learning activity: Long term MH conditions

Diary of Learning activity:

During Today’s session we had two guest lecturers. During the morning session we spent time with Heather, A mental health nurse which discussed long term mental health conditions. In detail she spoke about self-arm and suicide. In the afternoon we received the lecture from Martin Smith, still discussing the impact and the importance of recognising mental health issues at early stage in life. When talking about Self-Harm, we mean intentional injury to oneself, often as a coping mechanism for emotional distress. When we talk about Suicide, we referring to the act of intentionally causing own’s death. We looked into statistics and the prevalence rates, demographics and trend in self-harm and suicide. We discussed the contributing factors, these can be psychological, social, environmental and biological. We also discussed the importance of recognising early signs, and the way we can assess and support patients throughout this complex pathway. During today’s class I feel I have gained a deeper understanding of the complexities surrounding self-harm and suicide. Realised the importance of a compassionate and non-judgmental approach when dealing with individuals in distress. I have Improved ability to recognise warning signs and confidently apply intervention strategies. Enhanced communication skills for discussing sensitive topics with at-risk individuals. I thoroughly enjoyed today’s session which has given me a wider understanding of complex long-term mental health comorbidities.

KSB addressed:

Date of Learning:24/05/2024

Time: 09:00- 16:30

Title of learning activity: Preparation for placement

Diary of Learning activity

During today’s class we spent time with Joicy and Jenny. We started the day reviewing the placement University Guidance and we’ve gone through the Epad requirements. I thought this review was useful, however after three placements I thought everyone in the class should’ve been on board. During the afternoon session we were meant to have the exam of meds calculation. Joicy decided to post-pone the exam as few people in the class were not feeling confident and prepared enough to sustain it. After a group review of a test we completed a mock exam to practice for the summative.

KSB Adressed:

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: