Apprenticeship Learning Log

Date of Learning: 03/05/2024

Time: 13:30 to 16:30

Title of learning activity: Care Delivery 2: Session 2: Venepuncture

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

1. Identify the indications, contraindications and risks of venepuncture
2. Recall the anatomy and physiology of the peripheral vasculature
3. Identify veins appropriate for venepuncture
4. Obtain a blood sample using a vacutainer system from a manikin

What

In this session, we discussed the practices of venepuncture and phlebotomy, emphasising on important principles such as legal and professional accountability, the anatomy and physiology of veins, infection control, and risk management. I learned about the importance of vein selection, procedural preparation, and post procedure care to ensure the patient safety and avoid complications such as haematoma, nerve damage, or infection. The discussion also focussed on the need of obtaining consent, understanding patient history, and using proper equipment and techniques to perform phlebotomy safely.

So what?

This session highlighted significant of combining the technical skills with professional accountability in clinical practice. I gained knowledge the importance of using proper equipment, techniques, preparation of the site, vein selection while maintaining infection control and accurately documenting the procedure ensures legal and professional responsibility including post-procedure care to ensure patient safety and preventing problems like infection, haematoma or nerve injury. This session made me more conscious of the risk involved and the careful attention required in each step of the process and the importance of getting consent including understanding the patient’s medical history and preferences.

Now what?

In the future, I will concentrate on enhancing my venepuncture skills by learning to locate the ideal veins for phlebotomy based on patient’s specific criteria and by practicing probing techniques. I will make sure to follow to the recommended infection control procedures that include cleaning the area and refraining from palpating the skin again after is cleansed.  Additionally, I will improve my awareness of possible complications such as infection, haematoma and nerve damage. I will continue to reflect on my practice, making sure that I follow the legal and professional standards, obtain valid consent, and keep a record of all aspects of the procedure to provide safe and accountable care.

KBS addressed:

Knowledge:

K1, K4, K6, K7, K9, K14, K18, K24, K30

Skills:

S1, S2,  S4, S5, S6, S32, S33,

Behaviours:

B1, B2, B3

Apprenticeship Learning Log

Date of Learning: 08/08/2024

Time: 9:30 to 12:30 (online session)

Title of learning activity: Leadership and Collaborative Working: Session 1: Module Introduction & Reflecting Critically

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

What?

Session 1 provided an overview of the module on leadership and collaborative working, highlighting the importance of critical reflection in fostering professional growth. Key topics included the comprehension of learning outcomes which included effective leadership, management of workload, interprofessional collaboration, and supervision of students. Additionally, the session highlighted the application of reflective models such as Gibbs’ reflective cycle, as instruments for examining personal experiences and enhancing professional practice. Student engaged in self-assessments activities and group discussion that focused on previous learning experiences, placements, and the impact of reflection on clinical practice.

So what?

This session highlighted the importance of reflection as a dynamic instrument for enhancing self-awareness and fostering professional development. Reflecting on m practice highlighted how my understanding of leadership and teamwork has evolved since starting the programme. Engaging with self-assessment exercises helped me identify areas of strength, such as being a self-aware learner, and as well as areas needing improvement, such as enhancing my critical thinking skills during clinical tasks. Furthermore, group discussions highlighted the potential of reflection to enhance patient outcomes by facilitating a thorough analysis of my actions and enabling adaptation for improved results.

Now what?

In the future, I aim to incorporate reflective techniques into my daily practice, using tools such as Gibbs’ reflective cycle to evaluate clinical scenarios and refine my decision-making processes. I aim to engage actively in discussions and seek feedback from peers to enhance my self-awareness and understanding of collaborative efforts. Furthermore, I will focus on connecting theory to practice by applying module concepts such as leadership strategies, to my role as a Nursing Associate. Continuous engagement with reflective exercises will support my professional development and enhance the quality of care I provide.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 06/09/2024

Time: 13:30 to 16:30

Title of learning activity: Leadership and Collaborative Working: Session 3: Providing and Monitoring Care

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

• 1. To demonstrate how professional values can impact upon care delivery
  2. To demonstrate the importance of shared decision making and partnership working when delivering care
  3. To understand the importance of and how to follow safeguarding protocols

What?

Session 3 focused on providing and monitoring care with a particular emphasis on the importance of professional values, collaborative decision-making, partnership approaches, and safeguarding measures in the provision of high-quality care. Central to the session were the concepts of person-centred care, which prioritises the individual over their condition and the biopsychosocial model that promotes holistic care. Shared decision-making was highlighted with the principles of ‘no decision about me without me,’ emphasising collaboration between patients and healthcare providers. Additionally, the session addressed the principles of partnership working, promoting community involvement and the need to tackle health disparities, alongside safeguarding protocols designed to protect vulnerable populations (NHS England, 2023).

So what?

This session highlighted the necessity of aligning care delivery with professional values such as empathy, respect, and accountability. It illustrated the role of shared decision-making in building trust and empowering patients, which ultimately contributes to improved health outcomes. Reflecting on the principles of collaborative practice led me to acknowledge the importance of effective partnership with patients, communities, and multidisciplinary teams. Discussions surrounding safeguarding highlighted the essential duty of recognising and addressing risk faced by vulnerable populations. Additionally, I also recognised areas for personal development opportunities, particularly in enhancing my communication skills and developing my understanding of social determinants of health to promote person-centred and equitable care.

Now what?

In the future, I aim to incorporate these principles into my role as a Nursing Associate, I will engage patients in the decision-making process by presenting evidence-based alternatives and respecting their individual preferences. I intend to enhance my knowledge of safeguarding protocols and implementing them rigorously to ensure the protection of vulnerable patients. Additionally, I will focus on cultivating trust and collaboration with community partners and colleagues to tackle health disparities. Regular reflection on my professional values, along with continuous improvement in communication and partnership skills, will empower me to provide safe, person- centred care wile promoting a culture of shared responsibility and learning.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 13/09/2024

Time: 9:30 to 12:30

Title of learning activity: Session 4: Resilience and Emotional Intelligence

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

1. Understand where emotions are processed
2. Define and understand what is meant by the terms emotional intelligence and resilience
3. Understand the role emotional intelligence and resilience in your development as a nursing associate
4. Develop an awareness of and reflect on your own emotional intelligence.

What?

I gained knowledge on resilience and emotional intelligence in this session and their importance in nursing practice.  EQ involves self-awareness, self-management, social awareness and relationship management. The session covered how understanding and managing emotions are key to becoming an effective nursing associate, as well as how resilience helps nursing associate cope with the challenges of their role. The concept of emotional hijacking, empathy, and resilience were discussed alongside Johari’s window which is a tool that help increase self-awareness by understanding how we and others perceive our behaviour.

So what?

I learnt from this session that my emotional responses and resilience directly impacted my capacity to provide high -quality of care. For example, emotional hijacking, may lead in rash choices that may impact patient outcomes. It is significant to be conscious of my own emotions, control them and understand the emotion of others, especially in high stress situations. Additionally, the importance of empathy in patient care was emphasised by understanding patients’ emotions, I can improve their experience and make sure improve health results. In order to cope with the pressure of the job, resilience is also critical. By building emotional resilience, I can be able to handle challenging circumstances and remain calm and effective, ensuring that I provide to give the best care possible.

Now what?

In the future, I will focus on improving my self-awareness and emotional resilience, especially in stressful situations. I will practice analysing my emotions, identifying when I am at risk of emotional hijacking, and use techniques to pause and respond more thoughtfully. Additionally, I will actively seek feedback from colleagues to better understand my “blind spots” as highlighted by Johari’s Window. I will also prioritise empathy in patient care, ensuring I remain sensitive to their emotional states. Developing my resilience will help me manage challenges more effectively, making sure I maintain a calm and professional behaviour especially in crisis situations. This had made it clearer to me how significant it is to include emotional intelligence and resilience into my everyday practice in order to enhance patient care and my personal development as future nursing associate.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 18/10/2024

Time: 9:30 to 12:30

Title of learning activity: Delivering Quality Care through Evidence Based Practice: Session 7: Promoting health and preventing ill health

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

• Understanding the principles of health promotion,
• Protection and improvement of health
• Inequalities in health outcomes
• Importance of early years and childhood experiences on the impact of life choices
• The determinants of health, illness and wellbeing in a global context.

What?

Session 7 focused on health promotion and illness prevention within the framework of evidence-based practice (EBP). These sessions highlighted the principles of health promotion and illness prevention with a particular focus on empowering individuals and reducing disease risks. Various concepts were examines, including health promotion initiatives such as public health campaigns, and illness prevention strategies, like vaccination programs. Additionally the session analysed the importance of clinical guidelines, including those provided by the NICE, in ensuring that interventions are grounded in evidence. Case studies, such as smoking cessation initiatives, were utilised to illustrated effective application of EBP. Collaborative activities involved the formulation of prevention strategies for chronic diseases, leveraging research evidence to inform the design of interventions.

So what?

The sessions highlighted the essential function of evidence-based practice (EBP) within nursing, especially in promoting health and preventing illness. I realised how interventions supported by research evidence, like vaccination and screening initiatives, contribute to significant advancement in public health outcomes. the case studies illustrated the necessity of different populations, all while utilising strong evidence. In reflecting on my responsibilities as a Nursing Associate, I acknowledged that grasping and implementing these principles is vital for effective patient education, minimising risks and enhancing health promotion efforts. Furthermore, the collaborative group activities underscored the importance of teamwork and innovative thinking in the development of interventions.

Now what?

In the future, I will actively engage with existing clinical guidelines and research to guide my health promotion initiatives. For instance, I intend to employ evidence- based approaches. I aspire to enhance my capacity for critically assessing evidence and applying it to distinct patient populations, with an emphasis on prevention strategies tailored to individual requirements. In addition, I will engage in collaborative effots to execute and evaluate health promotion programs, ensuring that interventions are both effective and consistent with the most recent standards. Ongoing reflection and professional growth will be instrumental in advancing my contributions to health promotion and the prevention of disease.

KBS Addresssed:

Knowledges: 1, 4, 6-8, 10-11, 30, 33, 37, 43

Skills: 1, 3, 5, 7, 9, 11, 43

Behaviours: 1, 2, 3

Apprenticeship Learning Log

Date of Learning: 04/10/2024

Time: 9:30 to 12:30

Title of learning activity: Delivering Quality Care through Evidence Based Practice: Session 6 Critical thinking and Evidence Based Decision Making

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

1. Apply critical thinking skills to describe and enhance the quality of care
2. Demonstrate an understanding of strengths and weaknesses of different forms of digital information frameworks and tools used in health and social care services

What?

Session 6 highlighted the importance of critical thinking and evidence-based decision-making within the healthcare sector. It characterised critical thinking as the objective analysis of issues to form informed judgements, emphasising its contribution to enhancing clinical decision-making and ensuring patient safety. The session introduced various tools such as CRAAP test, for assessing the quality of evidence as well as the PICO framework for formulating clinical questions. A case study illustrating inadequate critical thinking was presented, demonstrated the consequences of neglecting patient reassessment, overreliance on authority and lacking collaborative efforts. Additionally, the discussion addressed obstacles to critical thinking and proposed strategies for implementing evidence-based intervention in clinical practice.

So what?

This session demonstrated the significance of critical thinking in my position as a Nursing Associate, particularly concerning patient safety and the delivery of effective care. The case study illustrated the potential serous consequences that can arise from deficiencies in critical thinking, leading me to reflect the importance of regular reassessing patient conditions and engaging in teamwork. The presentation of the CRAAP test and PICO framework offered valuable methodologies to enhance my capacity for evaluating evidence and making well-informed decisions, These insights highlighted gaps in my practice, such as need to enhance my critical appraisal skills and confidence in challenging decision when evidence suggests otherwise.

Now what?

In the future, I will incorporate critical thinking and evidence-based decision making into my professional practice, I will utilise the PICO framework to formulate clinical inquires and employ the CRAAP test to evaluate the credibility of the evidence. I aim to develop these competencies through engagement in team discussions, analysis of case studies, and securing feedback from peers. Furthermore, I recognise the need to overcome obstacles such as time limitations by allocating specific periods for reflection and evaluation of evidence. By implementing these approaches, I will improve my capacity to provide safe, effective, and patient-centred care, while also fostering a culture of ongoing improvement within my workplace.

KSB addressed:

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 20/09/2024

Time: 09:30-16:30

Title of learning activity: Delivering Quality Care through Evidence Based Practice: Session 4 & 5: Introduction to research methods and methodologies and hierarchies of evidence

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

• Discuss the need for evidence-based practice to enhance the quality of care
• Discuss evidence-based practice frameworks utilised in health and care
• 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-base practice to enhance the quality of care
• Conduct a literature search using different strategies
• Understand hierarchies of evidence
• Evaluate literature to use as evidence in practice

What?

Session 4 & 5 focused on research methods, methodologies, and hierarchies of evidence in healthcare. The session defined key concepts such as qualitative and quantitative research and their significance in nursing practice. the discussion also highlighted the value of mixed methods in providing comprehensive insights. A strong emphasis was placed on the role of systematic reviews, randomised controlled trails and evidence synthesis in the developing evidence-based care. Engaging activities such as formulating research questions and examining various methodologies, contributed to a deeper understanding. Furthermore, frameworks like PDSA (Plan, Do, Study, Act) were connected to the enhancement of clinical practice.

So what?

The sessions clarified the importance of utilising strong evidence to guide clinical decision-making. I have gained a deeper understanding of the advantages and limitations of different research methodologies and their relevance to my responsibilities as a Nursing Associate. For example, qualitative research yields valuable insights into patient experiences, whereas quantitative research delivers quantifiable results regarding interventions. The discussion on evidence hierarchies underscored the necessity of prioritising systematic revies and randomised controlled trials in the decision-making process, while also emphasising the need for critical approach to their application in individual patient care. This experience has reinforced the importance of integrating research findings with clinical expertise and the preferences of patients.

Now what?

In the future, I aim to incorporate research methodologies into my professional practice to systematically evaluating evidence and identifying the most relevant findings to resolve clinical inquiries. I intend to enhance my proficiency in performing literature searches through databases such as CINAHL and Cochrane, with an emphasis on high-quality evidence. Furthermore, continuous reflection and professional development will help me refine my skills, ensuring that my care aligns with the principles of evidence-based practice and improve patient outcomes.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 13/12/2024

Time: 12:30-16:30

Title of learning activity: Delivering Quality Care through Evidence Based Practice: Session 10 & 11: Revision Session, Assignment Guidance, Assignment presentation workshop

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

• Discuss the need for evidence-based practice to enhance the quality of care
• Discuss evidence-based practice frameworks utilized in health and care
• 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-base practice to enhance the quality of care

What?

I delivered a practice presentation in class on the topic of pelvic floor muscle training (PFMT) as part of the module Delivering Quality Care through Evidence-Based Practice. The presentation aimed to highlight the effectiveness of PFMT in managing urinary incontinence, supported by research evidence. I explained the benefits, evidence from systematic reviews and meta-analyses, and the challenges in implementing PFMT in clinical practice. Feedback from peers and the lecturer focused on the clarity of my delivery, my use of evidence and my ability to engage the audience.

So what?

This practice session helped me realise the importance of translating research findings into understandable and practical information for an audience. While I was confidence in the content, I identified areas for improvement, such as speaking more slowly, reducing reliance on slides and managing time effectively. The feedback also made me aware of the importance of emphasising the clinical relevance of PFMT and its direct impact on patient outcomes, which resonates with the module’s focus on delivering quality care through evidence-based practice.

Now what?

To improve for the final presentation, I will rehearse my delivery to enhance fluency and confidence, ensuring I maintain eye contact and engage the audience. I will focus on clearly linking the evidence to practical applications in nursing, particularly for the Nursing Associate role. Additionally, I will refine my visual aids, to ensure they are concise and support my key points. By seeking further feedback and practising frequently, I am to deliver a polished presentation that effectively conveys the importance of PFMT in improving patient care through evidence-based practice.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 06/12/2024

Time: 13:30-16:30

Title of learning activity: Delivering Quality Care through Evidence Based Practice: Session 9: Data collection, Audit and Development of evidence-based guidelines

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

Learning outcomes:

1. Understand the use and context of an evidence base in health policy development
2. Explain what an audit is and identify the audit cycle
3. Develop your understanding of data collection

What?

This learning concentrated on two fundamental components of my responsibilities as a Nursing Associate: data collection and clinical audits. The session on data collection highlighted the importance of choosing suitable methodologies, differentiating between primary and secondary data sources, and maintaining ethical standards, particularly in relation to GDPR compliance. Conversely, the session on clinical audits emphasised the audit cycle’s function in assessing and enhancing patient care by measuring practice against established standards and enacting required modifications. Collectively, both sessions reinforced the critical role of evidence-based practice in ensuring the provision of high-quality care.

So what?

This learning discussed highlighted the essential relationship between data collection and clinical audits in enhancing patient outcomes. I came to appreciate the importance of understanding data collection methodologies to guarantee the accuracy and reliability of evidence utilised in audits. Upon reflecting on the audit process, I acknowledge its significance in uphold accountability, fostering patient safety, and ensuring that clinical practices adhere to established standards. Furthermore, the conversations surrounding ethics and stakeholders’ engagement emphasised my obligation to prioritise patient confidentiality and to collaborate effective with multidisciplinary teams.

Now what?

In the future, I intend to utilise these insights by engaging in data collection and auditing activities within my professional practice. My objectives is to enhance my abilities in choosing and applying suitable data collection techniques, as well as leveraging audit results to facilitate significant improvements. I will pursue avenues for professional growth to deepen my understanding of clinical governance and evidence-based practice, ensuring that my efforts contribute to the overarching aim of providing safe, high-quality, patient-centred care. Through ongoing reflection and collaboration, I will strive to advance my skills in these essential domains.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 09/08/2024

Time: 9:30 -16:30

Title of learning activity: Delivering Quality Care through Evidence Based Practice: Introduction to Module & Assessment

Diary of Learning activity

(itemise learning activity and reflect on the main points of learning from each. You should identify for each entry the relevant KSB)

Reflection on Learning Activity (include model of reflection e.g. Driscoll or Gibbs):

What?

The first session of the module, Delivering Quality Care through Evidence-Based Practice, introduced the foundational principles of evidence-based practice (EBP). It highlighted the significance of combining research findings, clinical practice and patient preferences to enhance the quality of care. Furthermore, the session detailed various resources, including library tools, search methodologies and academic database, emphasising their importance in identifying credible evidence for clinical practice. additionally, it clarified key assignments and expectations, such as development of a presentation aimed at showcasing leadership and evidence-based strategies.

So what?

This session clarified how evidence-based practice role in ensuring high-quality, patien-centred care. It highlighted the necessity of critically appraising research and utilising credible academic resources to guide clinical decision-making. As a Nursing Associate, I recognised that the successful implementation of EBP requires not just the understanding theoretical concepts but also the development of practical competencies such as database searching, evidence evaluation, and the communication of findings. The emphasis on the incorporation of evidence into clinical judgements reaffirmed the significant of my position in providing safe and effective care.

Now what?

To implement this learning, I will enhance my abilities in identifying and assessing evidence through the utilisation of suggested library resources and databases, including CINAHL and the Cochrane Library. My emphasis will be on cultivating confidence in delivering research findings by engaging in oral presentation practice and improving visual aids, such as posters and slides. in the future, I intend to consistently integrate EBP principles into my professional activities by remaining informed about contemporary research and applying it to inform clinical decision-making, thereby promoting improved patient outcomes. regular-self reflection on my development will enable me to detect areas needing enhancement and ensure alignment wit the objective of the module

KSB addressed: