Apprenticeship Learning Log

Date of Learning: 29/09/2023

Time: 9:30 to 12:30

Title of learning activity: Nursing Process and Care Planning

Learning outcomes are:

1. To develop an understanding of the process used in nursing to assess, plan and deliver care
2. To explore the use of nursing models in the assessment, planning and delivery of care
3. To identify how these nursing models apply to the nursing process
4. To apply the nursing process to case study examples and formulate care plans

In this lesson we discussed the nursing process and care planning.

We discussed the process used in nursing to assess, plan and deliver care (APIE or refined version ‘ADPIE) but we focused more on APIE.

Assessment, Planning, Implementation and Evaluation (APIE)

Patient assessment is identifying the aims and purpose like patient issues/problem, any changes and impact of the problem. Providing a complete holistic assessment,

Role of nurse in assessment is to work with service user and also an advocate to other professionals in gathering information in a person centered care in identifying service users preferences, nursing needs and come up with plan of nursing intervention.

A comprehensive assessment is done with new patient and this provides fundamental and personalised knowledge about the patient that will create thorough physical examination and provides basis for assessing patient concerns and future assessment (nursing process and models-OREM,Roper, Logan & Tierney model, Neuman’s System Model and the disease-illness model (MCWhinnney, 1998)  while focused assessment is with established patient for routine or emergency care (ABCD and NEWS2).

There are two kinds of data; subjective data are information provided verbally by the patient, patient’s perception which put in “Quotes” and the objective data which are factual data (age, sex, allergies), can see, hear, smell, feel or measure, came from physical inspection, physical, psychological, socio cultural or factors that may affect health status, past health history and  current or present problems.

Date of Learning: 29/09/2023

Time: 13:30 to 12:30

Title of learning activity: Planning and Monitoring Care-Formative Workshop

Learning objectives are:

1. To apply the RLT model to identify the patients care needs and prioritise care

2. To demonstrate the understanding of evidence based care when planning and monitoring care

3. To demonstrate an understanding of the important monitoring care

We were group into 3 groups and was given a case study to plan and monitor care.

My group was given a patient that is mobile but with grade 2 pressure ulcer.

I attached pdf file on the case study allocated on my group and I amended it according to the feedback from peers. RLT case study hema RLT case study hema1

This learning gave me clarity on my assignment for this module, it helps me created a scenarios where I need to understand what is important or urgent. I learned that I don’t need to overthink it and just focus on what information was given. It was also highlighted the important of evidence base (references) and the importance of monitoring care.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 22/09/2023

Time: 9:30 to 12:30

Title of learning activity: Social determinants of health, epidemiology, demographics and disease surveillance and Group presentations

Demography is the way in which we study population to determine the causes of health and diseases while the study of demography is study of human population with respect to their size, structure and dynamics.

Epidemiology is the study of a population and how often the disease occurs in differing groups within the population .]

Social determinants are economic and social factors that have a profound effect on health.

Health inequalities are the avoidable and unfair differences in health status between groups of people who are united by their shared socio-economic status or gender than by any health-related attributes.

I have learnt that there are other factors that can affect people’s health because of social determinants and health inequalities.

There are people who are fortunate to access all help they can get but others are struggling to even ends met. There are also because of cultural beliefs.

We had a group presentation about why is it worse for health to live in north East  than in deprived area in London.

KBS addressed:

Date of Learning: 22/09/2023

Time: 13:30 to 16:30

Title of learning activity:  Introduction to Oxygen therapy

In this session we aim to learn the following:

1. Identify different methods of administering oxygen therapy; and
2. Discuss the use of oxygen therapy in practice, including indications and cautions.
3. Become familiar with equipment used for delivering oxygen

This session taught me a lot, working on a ward gave me a lot of skills, but oxygen therapy was explained thoroughly.

Instead of treating breathlessness, oxygen therapy targets hypoxaemia, and the goal is to maintain patients’ oxygen saturation within an appropriate range.

It is important to check for abnormalities in breathing, such as the use of accessory muscles, intercostal recession, wheezing/other noises, coughing, nasal flare-ups, and level of consciousness. When checking oxygen levels, it is important to consider the patient’s position, but people with COPD have a specific position that is comfortable for them to breathe. Pulse oximetry and blood gas analysis are both used to determine oxygen levels, and I am familiar with them both.

As a medicine, oxygen should be prescribed before being administered, but in an emergency, it should be given as soon as possible and documented appropriately afterward.

The target for some people is 94-98% since they are not at risk of carbon dioxide retention, while for others, like those with chronic asthma, cystic fibrosis, or bronchiectasis, the target is 98-92% and others are lower, such as 85-90%, but it must be specified on the prescription.

The following oxygen delivery devices were shown to me, some of which I am familiar with and some of which I haven’t seen before:

1.       Nasal cannulae – up to 4Liters/min of oxygen but do not deliver consistent concentration of oxgen-23-30%

2.       Hudson mask (simple mask) at least 5-10 liters/min

3.       Venturi mask

4.       Nonrebreather mask -min 10liters/min and standard flow rate of 15liters/min

5.       CPAP

6.       Venturi mask

The importance of cautions not just in the hospital setting but at home was also discussed, such as how oxygen therapy can dehydrate respiratory membranes, the use of a preventative dressing for pressure sores, the use of lubricants such as petroleum jelly, no smoking, how oxygen supports combustion, avoid naked flames, static, electricity, alcohol gel, certain oils, greases, and recently moisturised (with paraffin oil) skin.

I had the chance to see the oxygen delivery devices including the humidification which is used if patient experience upper airway dryness or require high flow oxygen for over 24 hours, continuous positive airway pressure (CPAP) mask, oxygen concentrator machines  and to practice some scenarios which helped me understand more about what to look for when administering oxygen to the patient.

This learning helps me think of my role as a future nurse associate in making sure I am knowledgeable about oxygen therapy and makes me understand the harm it will cause to patients and follow the right guidelines according to policies in place.

KBS addressed:

Apprenticeship Learning Log

Date of Learning:15/09/2023

Time: 9:30 to 12:30

Title of learning activity: Health Promotion, Physical and Mental Wellbeing as Nurses

Learning outcomes:

• Understand the importance of maintaining your own physical and mental wellbeing as a student nurse.
• Recognise your own stress levels, how to manage these and when and how to access help and support if required.
• Consider your impact as a role model to patients, service users and the wider community.

We discussed what stress is, how we recognise or trigger stress, and how we manage stress. It was very interesting to know how other people recognise their own stress and how they deal with it. Some can be easily shown but others can linger longer.

It is important to recognise stress to know that something is not right and needs to be resolved as it can cause ill health. According to 2021/22 stress and anxiety survey of the Health and Safety Executive in 2022; 50% of all self-reported work-related ill health (Health and Safety Executive, 2022).

I recognise my own stress but sometimes I cannot find a way, so I try to distract or take my mind off. This helps me reduce my stress level. In making sure my own personal, mental health and well-being are well managed, I can effectively make sure people around me like patients in my care will be well treated and looked after.

KBS addressed:

Date of Learning: 15/09/2023

Time: 13:30 to 16:30

Title of learning activity: Medicine Management and Injection Technique

We  had a recap on what we read about Medication management. The 6th right of administering drugs, how to do drug calculations, how safely administered medication, the adverse reactions and how to report medication errors.

We discussed the injection technique which is  an essential nursing skills and its a clinical procedure taught during preregistration training and that competency skill of a healthcare professionals is expected by the public and the Nursing and Midwifery Council.

We discussed the safe way on how to do injection,

We had the chance to practice on a dummy, the correct way of administering injections.

This session help me understand both topic and also practice on injection technique.

KBS addressed:

Apprenticeship Learning Log

Date of Learning: 11.08.2023
Time: 9:30 to 16:30

Title of Learning Activity: Self-directed Learning of Medicine Management part 1, 2 and 3.

The following are the learning outcomes:

• Part 1 – Explain the ethical, legal and professional issues involved in the administration of medication.
• Part 2 – Identify processes involved in safe administration of medications.
• Part 3 – Discuss actions required should an error or adverse event occur.

I have read the Medicine Management part 1, 2 and 3 slides.

Medication Management part 1

A professional person like a registered nurse administers medication in compliance with their organization, and  Nursing and Midwifery Council standards and policies with a written prescription from a medical practitioner and also requires thought and exercise of professional judgment. It requires knowledge, skills, and competence. They are also bound by law, personal and professional accountability in their action, and any omission in care. Being competent in administering medication requires knowledge and skills for safe and effective practice. Assessing, referring, or seeking assistance if an action or procedure is beyond the limits of your competence is important.
It is very important to get patient consent prior to administration of medication. Explaining what the medication is for and why the patient needs it is part of the responsibilities of the person administering the medication.

It is important to be honest with the patient. Decisions must reviewed regularly and be patient-specific and not routine-specific.  Tricking or disguising medication in food and drink is not allowed though there may be times when it is necessary and this decisions must be made with the multi-disciplinary team to ensure safe, legal, professional, and ethical practice.
Medicine categories are very important in medication administration and there are some useful resources like the British National Formulary (BNF), which is a pharmaceutical reference book that contains advice and information on prescribing and pharmacology with specific facts and details about medications available on the UK National Health Service.

Medicine Management part 2

In medicine management part 2, the 6 rights was tackled;

• right patient -checking the identity of the patient (name, date of birth, nhs number), patient wristbands matches the details on the prescription chart and also asking the patient to confirm their details verbally. If patient’s identity does not match the prescription chart or cannot confirm the patient’s identity do not administer the medication and report it.
• right medicine- make sure to know the patient, their allergies, prescription clearly written, no abbreviations, be cautions where brand names are used, medicine appropriate for the patient, making sure to check the medication name on the back of the blister pack strip, not just the box and the expiration date too.
• right dose- this is to safely measure the right amount as prescribed.
• right route – where to administered it
• right time – some medication have specific times
• right documentation – it is important to make sure medication are given and not to overdose

Medicine Management part 3

This tackles about patient safety and reporting when patients experience adverse reactions to medication and the process of reporting including medication errors.

This is also part of Assessment week for our essay assignment and anatomy exam.

This part of the module will help me in compliance and completion of my apprenticeship course and making sure I have the right knowledge and skills  in safely professionally administering medication.

KSB addressed:

Date of Learning: 23.06.2023
Time: 9:30 to 12:30

Title of Learning Activity: Communication with the Learning Disability, Mental Health Population,

We discussed mental health and how it is perceived. Comparing men or women, who have a higher rate of suicide and who are at-risk groups.

Individuals with mental health issues are perceived as being more violent (80-90% of suicides with mental distress result in suicide), have negative impacts on their personal and social lives, and live shorter lives.

The most common mental health diagnoses are anxiety disorders, mood disorders (depression, mania, and bipolar disorder), mood disorders as a continuum, psychosis, schizophrenia, and personality disorders (borderline or emotionally unstable).

It also discussed the different forms of communication (verbal or para-verbal, nonverbal, written, and electronic) and how eye contact, empathy, open communication, interest, and active listening can help build rapport.

As I continued reading the Learning Disabilities and Communication: Core Considerations for the Nursing Associate July 2023 on my own time, I learned the proper terms, definitions, and diagnostic approaches that came from the Department of Health and Social Care and Mencap. It gave me clarity on what causes and degrees of learning disability are.

I gain a better understanding of mental health and learning disabilities through this topic. Learn and respect what other people are going through without judgment and discrimination. This will help me understand my role and how to work with people suffering from mental health and learning disabilities. To help them and support them in living as normally as possible without prejudice and discrimination.

KBS addressed:

K1 Understand the code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K2 Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health­­­.

K3 Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care.

K4 Understand the principles of research and how research findings are used to inform evidence-based practice.

K5 Understand the meaning of resilience and emotional intelligence, and their influence on an individual’s ability to provide care.

K6 Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.

K7 Understand the importance of courage and transparency and apply the Duty of Candour

K8 Understand how discriminatory behaviour is exhibited.

K12 Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical and behavioural health and well-being.

K20 Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met.

K26 Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.

K30 Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.

K33 Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.

K34 Know and understand strategies to develop resilience in self and

K36 Understand the roles of the different providers of health and care.

K41 Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it

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.

S4 Take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.

S6 Act as an ambassador for their profession and promote public confidence in health and care services.

S9 Develop, manage, and maintain appropriate relationships with

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.

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.

Date of Learning: 23.06.2023
Time: 13:30-16:30

Title of Learning Activity: Fluid Balance, Catheter care and Urinalysis (Continence Management and Urinalysis)

The following are the learning outcomes for this lecture:

• To understand the meaning of different types of incontinence and the factors that contribute
• To understand how to promote skin integrity for the patient with incontinence including an awareness of aids/products
• To gain a basic understanding of the reasons for catheterisation and how to provide care to the patient with a catheter
• To understand the rationale for urinalysis and how to perform the skill and interpret the results

The lecture covered urinalysis, fluid balance, and catheter care.

Faecal incontinence is the involuntary loss of solid or liquid stool that involves social or hygiene problems. Urinary incontinence is caused by loss of or voluntary control over the urinary sphincters. In order to determine the most appropriate treatment, a comprehensive assessment must be performed. As part of the care, bladder training, medication, devices such as urinals, and lifestyle changes can be provided, along with conveens/sheaths and catheters. Incontinent patients are at risk of developing moisture lesions if their skin integrity is not checked. Skincare and approved products are available to keep the patient’s skin dry and intact.

A urinary catheter is a very invasive procedure and should only be used as a last resort after considering alternative methods.

Catherisation is used to drain the bladder during and post-operatively, monitor unwell patients with acute urinary retention, measure urine output accurately, and improve comfort during end-of-life care.  Patients should be given all information regarding the benefits and risks of catherisation and how to care for and change drainage bags. It is important to carefully assess the patient’s bladder function by offering a catheter valve instead of a continuous drainage bag. Healthcare professionals or their carers need to do it in case of a lack of mobility. When the patient’s bladder feels full they can release the catheter valve which needs to be emptied and a continuous drainage bag can be attached overnight. The catheter should be removed as soon as possible as prolonged inserted catheters are at risk of infection.

Fluid balance is crucial to monitor fluid intake and output, especially in critically ill or vulnerable patients. It is vital for health to maintain an adequate fluid balance. Minerals in the body like electrolytes help the body function properly. Accurately recording fluid balance is imperative in assessing and planning any kind of intervention.

Urinalysis checks the concentration, appearance, and content of urine. It is performed to check for indications of infection and the presence of various compounds that pass through urine and colour and smell can contribute to it.

We went to the simulation room and were shown how to do catheterisation, clean and change a bag or catheter valve. Additionally, we performed urinalysis on different urine samples, interpreted the results, and accurately calculated fluid balance.

This lecture gave me knowledge and understand the importance of Fluid Balance, Catheter care and Urinalysis (Continence Management and Urinalysis). This will help me making sure that I am aware of  what to look for or be confident to conduct any test knowing I have proper training and skills.

KBS addressed:

K1 Understand the code: Professional standards of practice and behaviour for nurses, midwives, and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K2 Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health­­­.

K3 Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical 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.

K24 Know how to support people with commonly encountered symptoms including anxiety, confusion, discomfort, and pain.

K25 Know how to deliver sensitive and compassionate end of life care to support people to plan for their end of life.

K26 Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.

K27 Understand the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies.

K28 Understand the effects of medicines, allergies, drug sensitivity, side effects, contraindications, and adverse reactions.

K29 Understand the different ways by which medicines can be prescribed.

K30 Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.

K33 Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.

K34 Know and understand strategies to develop resilience in self and know how to seek support to help deal with uncertain situations.

K36 Understand the roles of the different providers of health and care.

K39 Understand the principles and processes involved in supporting people and families with a range of care needs to maintain optimal independence and avoid unnecessary interventions and disruptions to their lives.

K40 Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings, or services.

K41 Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it

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.

S4 Take responsibility for continuous self-reflection, seeking and responding to support and feedback to develop professional knowledge and skills.

S5 Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018)

S6 Act as an ambassador for their profession and promote public confidence in health and care services.

S7 Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive, and behavioural health challenges.

S8 Recognise signs of vulnerability in self or colleagues and the action required to minimise risks to health.

S9 Develop, manage, and maintain appropriate relationships with people, their families, carers, and colleagues.

S10 Provide, promote, and where appropriate advocate for, non-discriminatory, person-centred, and sensitive care at all times, reflecting on people’s values and beliefs, diverse backgrounds, cultural characteristics, language requirements, needs and preferences, taking account of any need for adjustments.

S11 Report any situations, behaviours or errors that could result in poor care outcomes.

S12 Challenge or report discriminatory behaviour.

S13 Apply the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people.

S14 Promote preventive health behaviours and provide information to support people to make informed choices to improve their mental, physical, behavioural health and wellbeing.

S15 Identify people who are eligible for health screening.

S16 Promote health and prevent ill health by understanding the evidence base for immunisation, vaccination, and herd immunity.

S17 Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance.

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, to support individuals, their families, and carers to manage their own care when appropriate.

S24 Perform a range of nursing procedures and manage devices, to meet people’s need for safe, effective, and person-centred care.

S25 Meet people’s needs for safety, dignity, privacy, comfort, and sleep.

S26 Meet people’s needs related to nutrition, hydration and bladder and bowel health.

S27 Meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity.

S28 Support people with commonly encountered symptoms including anxiety, confusion, discomfort, and pain.

S29 Give information and support to people who are dying, their families and the bereaved and provide care to the deceased.

S30 Recognise when a person’s condition has improved or deteriorated by undertaking health monitoring, interpreting, promptly responding, sharing findings, and escalating as needed.

S31 Act in line with any end-of-life decisions and orders, organ and tissue donation protocols, infection protocols, advanced planning decisions, living wills and lasting powers of attorney for health.

S32 Work collaboratively and in partnership with professionals from different agencies in interdisciplinary teams.

S33 Maintain safe work and care environments.

S34 Act in line with local and national organisational frameworks, legislation, and regulations to report risks, and implement actions as instructed, following up and escalating as required.

S35 Accurately undertake risk assessments, using contemporary assessment tools.

S36 Respond to and escalate potential hazards that may affect the safety of people.

S37 Participate in data collection to support audit activity and contribute to the implementation of quality improvement strategies.

S39 Recognise when people need help to facilitate equitable access to care, support and escalate concerns appropriately.

S40 Support and motivate other members of the care team and interact confidently with them.

S41 Monitor and review the quality of care delivered, providing challenge and constructive feedback when an aspect of care has been delegated to others.

S42 Support, supervise and act as a role model to nursing associate students, health care support workers and those new to care roles, review the quality of the care they provide, promoting reflection and providing constructive feedback.

S43 Contribute to team reflection activities to promote improvements in practice and services.

S44 Access, input, and apply information and data using a range of methods including digital technologies and share appropriately within interdisciplinary teams.

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.

Apprenticeship Learning Log

Date of Learning: 28/07/2023

Time: 9:30 to 16:30

Title of learning activity:  Museum visit (Wellcome Collection)

Diary of Learning activity :Visit the Welcome Collection museum featuring the ‘Being Human’ exhibition.

I met up with my lecturer and the rest of the group in the Wellcome  Collection museum where we saw and learn a lot about the Being Human exhibition.

Being Human explores what it means to be human in the 21^st century. It features artworks and objects, and the gallery is divided into four sections: genetics, minds & bodies, infection, and environmental breakdown. The following are some of the artworks and bodies that caught my eye.

1. 1. Foecal transplant kit – where poo from a healthy person is swallowed or inserted into the gut to increase the variety of bacteria. This is used medically to tread antibiotic resistant. It can be dangerous and potentially carrying disease and can have side effects like influencing weight gain. The kit consist of a electric blender, sieve, vapor rab, sterile eye wash and enema kit.
   2. Transparent Woman (anatomical Figure ) -anatomical model with wire inside that light up around the different organ of the body.
   3. DIY bacterial Gene Engineering CRISPR Kit – enables purchasers to use a technique called CRISPR to edit DNA .
   4. Prosthetics – different kinds like leg, breast, and hearing aids.
   5. Magic Circle Variation is a scripture model made from paper images of bacteria, viruses and fungi what it might be like for us to see such a microbial community close up.

KBS addressed:

K4 Understand the principles of research and how research findings are used to inform evidence-based practice.

K10 Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K11 Understand the factors that may lead to inequalities in health 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.

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.

K24 Know how to support people with commonly encountered symptoms including anxiety, confusion, discomfort, and pain.

K28 Understand the effects of medicines, allergies, drug sensitivity, side effects, contraindications, and adverse reactions.

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.

S17 Protect health through understanding and applying the principles of infection prevention and control, including communicable disease surveillance and antimicrobial stewardship and resistance.

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.