Today,  we had a day out of placement and went to university. We completed the apprenticeship survey, which provided an opportunity to reflect on our learning experience and overall progression within the Nursing Associate program. Additionally, we engaged in a discussion on the significance of feedback in nursing and reviewed the feedback given to the Joicy modules.

The apprenticeship survey was a valuable tool for self-assessment and reflection. It allowed me to evaluate different aspects of my learning journey, including the quality of teaching, support from mentors, and workplace experiences. Providing honest and constructive feedback in this survey ensures that the program can identify strengths and areas for improvement, ultimately enhancing future learning experiences for students.

Feedback plays a crucial role in professional development within nursing. It helps individuals identify strengths, recognize areas needing improvement, and continuously enhance their skills and knowledge. Effective feedback, whether given or received, should be constructive, specific, and aimed at fostering growth. During our discussion, we explored how feedback contributes to patient safety, professional accountability, and lifelong learning.

During the session, we also reviewed the feedback provided for the Joicy modules. This exercise highlighted the importance of structured and well-articulated feedback in improving learning resources. It reinforced the idea that feedback should be an ongoing process, rather than a one-time occurrence, and should be used as a tool for continuous learning and development.

Date of Learning: 17/01/2025

Time: 09:30-16:30

Title of learning activity: Care delivery 2

Diary of Learning activity

In the final class of the Care Delivery 2 module, we engaged in practical exercises on the training ward to consolidate our clinical skills and prepare for real-world scenarios. The session covered a range of essential nursing procedures, providing an opportunity to refine techniques and build confidence.

One of the key practices was the insertion of nasogastric (NG) feeding tubes, which required careful attention to anatomical landmarks and patient comfort during the procedure. We also worked on both female and male catheterisation, focusing on maintaining sterility and ensuring accurate placement. This helped to reinforce our understanding of gender-specific anatomy and the importance of infection control.

In addition, we practiced removing clips and sutures, which involved delicate handling to prevent patient discomfort and ensure proper wound healing. Dressing wounds was another critical aspect, where we learned to assess wound types and select appropriate dressing materials to support healing and reduce the risk of infection.

Medication administration was a core component of the session, where we reviewed the “five rights” of medication safety and practiced techniques for oral, topical, and parenteral routes. Injection techniques, including intramuscular and subcutaneous injections, were also covered, emphasising accuracy and patient reassurance.

This practical experience provided a comprehensive review of fundamental nursing skills, highlighting the importance of precision, patient care, and adherence to best practices in clinical settings. It was an invaluable opportunity to integrate theoretical knowledge with hands-on practice, reinforcing our readiness for professional roles.

KSBs addressed:

Date of Learning:10/01/2025

Time: 09:30-16:30

Title of learning activity: Care Delivery 2

Diary of Learning activity

The day began with a comprehensive session led by Jenny, focusing on the theory behind nasal and oral suctioning. She explained the indications, contraindications, and the importance of maintaining a sterile technique to prevent infections. Jenny highlighted the anatomy of the upper airway, the physiology of secretions, and how to assess a patient’s need for suctioning. She also emphasised safety precautions, including monitoring oxygen saturation and avoiding trauma to mucous membranes. This theoretical foundation was supported by evidence-based guidelines and practical tips for effective suctioning. Key takeaways included the importance of assessing the patient’s condition before and after suctioning, recognising signs indicating the need for suctioning such as audible secretions and desaturation, and understanding potential complications like hypoxia and tissue damage and how to mitigate them.

After lunch, we changed into our uniforms and participated in practical scenarios to apply the theory learned in the morning. These scenarios were designed to simulate real-life situations, providing us with hands-on experience in performing care on patients. Jenny guided us through each step, offering constructive feedback and reinforcing best practices. The session also included role-playing to practice communication with patients, ensuring comfort and informed consent during procedures. Key learning points involved proper use of equipment, including selecting the appropriate dressings for medicating wounds and enhancing communication skills to reassure and support patients during procedures. Later in the afternoon, Joicy joined us to sign our tripartite documents. She reviewed our progress and provided clear guidance on what needs to be completed for final sign-off. Joicy’s feedback was encouraging and outlined specific areas for focus, ensuring we meet all competencies by the end of the placement.

KSB addressed:

Date of Learning:13/12/2024

Time: 09:30-16:30

Diary of Learning activity

In our final leadership and management class, Scott led a comprehensive discussion focusing on the role of the Nursing Associate within the context of integrated care. We explored how Nursing Associates can effectively contribute to multidisciplinary teams to enhance patient outcomes. The conversation emphasised the importance of bridging gaps in care delivery, providing continuity, and supporting Registered Nurses. We also examined how integrated care ensures seamless patient transitions by fostering collaboration across primary, secondary, and community settings. Scott highlighted the leadership skills essential for integrated care, including strong communication, building trust, and demonstrating accountability within multidisciplinary teams. The session was engaging and reflective, providing us with real-world scenarios to consider how leadership theories and styles could be applied to enhance teamwork and patient care in integrated settings.

In the afternoon, Lianne guided us through a mock trial for the upcoming Evidence-Based Practice exam. Each student had the opportunity to present their evidence-based project, summarising their methodology, findings, and recommendations. This exercise allowed us to practice articulating our research clearly and confidently. Following the presentations, we received constructive feedback from both our peers and Lianne. The feedback focused on areas such as the clarity of content, the structure of the presentation, and how effectively we linked evidence to clinical practice. Lianne also pointed out the importance of addressing gaps or limitations in our research. This session encouraged us to reflect on our work and identify areas for improvement, such as refining slide design, focusing more sharply on key points, and preparing for potential questions. The mock trial was an invaluable exercise that boosted our confidence and preparedness for the exam while reinforcing the importance of presenting evidence effectively to support quality care initiatives.

KSB Addressed:

On Friday, the session began with Scott introducing guest lecturer Lorna, who delivered a comprehensive lecture about Quality Care. She provided detailed insights into the role of the Care Quality Commission (CQC) and the responsibilities of other regulatory and professional bodies involved in maintaining high standards in healthcare. Her presentation emphasised the importance of accountability and continuous improvement in care delivery, giving a clear understanding of how these organisations work together to ensure patient safety and quality outcomes.

In the afternoon, Lianne took the lead and offered a thorough recap of the Evidence-Based Practice module. She systematically covered the key concepts and learning objectives, ensuring that everyone had a clear grasp of what to expect on the day of the exam. Her detailed explanations and guidance helped clarify any lingering doubts and provided reassurance about the exam preparation process. The session was structured to strengthen confidence and consolidate knowledge, making it a productive and engaging day.

KSBs addressed:

Today’s sessions provided valuable insights and opportunities for academic and professional development. The morning began with a session led by Scott, focusing on exercise marking, which involved reviewing sample assignments. This activity was incredibly helpful in understanding the marking criteria and identifying key elements that contribute to a strong submission. Scott offered detailed clarifications and answered questions about the upcoming assignments, ensuring that we felt supported and confident in our approach. His guidance provided much-needed clarity on structuring arguments and referencing evidence effectively, which was particularly useful as I refine my current work.

In the afternoon, Lianne was joined by Orla as a guest speaker for the evidence-based module. The session centred around the principles of qualitative and quantitative research in evidence-based practice. We explored the differences in data collection and analysis for both methodologies, discussing their respective strengths and limitations in various healthcare contexts. The discussions were engaging and practical, emphasising how each approach can be applied to enhance patient care and inform decision-making in clinical settings. Orla provided a unique perspective, particularly on the nuances of qualitative data, sharing examples that highlighted the importance of capturing patient experiences and narratives.

Overall, the day was both enriching and productive. The combination of academic support in the morning and deep exploration of research methodologies in the afternoon strengthened my understanding of how evidence-based practice underpins quality care. I left feeling more prepared for my assignments and more equipped to critically appraise and apply research findings in my role as a Nursing Associate.