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:

Apprenticeship Learning Log

Date of Learning: 11/10/2024

Time: 9:30 -12:30

Title of learning activity: Leadership and Collaborative Working: Session 7: Supervising Students

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 NMC, different roles and responsibilities
2. Understand how to assess learning needs and set learning objectives
3. Identify ways of assessing learning in practice
4. Understand how to give effective feedback
5. Identify different skills required and the basic of coaching

What?

This learning concentrated on the responsibilities of the Nursing Associate in the capacity of a Practice Supervisor. Key themes included the understanding of compassionate leadership, the application of Maslow’s Hierarchy of Needs to meet student’s requirements and reflecting on personal experiences as a trainee Nursing Associates. These activities highlighted the significance of delivering constructive feedback, nurturing a supportive educational environment and upholding professional responsibilities.

So what?

Reflecting on these activities, highlighted the vial role of compassionate leadership in guiding students towards success. The examination of Maslow’s Hierarchy of Needs has highlighted the importance of meeting both the professional and emotional requirements of students to foster a secure and effective learning atmosphere. Drawing from my experiences as a trainee Nursing Associates has enabled me to relate to the difficulties students encounter, thereby reinforcing the importance of patience, effective communication, and constructive criticism. This insight has enriched my understanding of responsibilities as a Practice Supervisor, where it is essential to exemplify professionalism while facilitating the development of students.

Now what?

In the future, I intend to incorporate compassionate leadership into my supervisory approach by prioritising the feelings of value and understanding among students. Utilising Maslow’s Hierarchy of Needs, I will evaluate and respond to their unique requirements, thereby cultivating a nurturing environment that promotes both learning and self-assurance. Drawing from my experiences as a trainee Nursing Associate, I aspire to deliver clear and constructive feedback while encouraging open lines of communication, ensuring that students feel at ease when seeking assistance. Ongoing self-reflection and participation in professional development activities will further refine my capacity to lead and support students effectively.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 27/09/2024

Time: 9:30 -16:30

Title of learning activity: Leadership and Collaborative Working: Session 5&6: The Nursing Associate and Leadership Part 1 and Part 2

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 leadership in relation to the role of the nursing associate
2. Understand and apply leadership theory
3. Understand and apply compassionate leadership within your role
4. To develop an understanding of the environmental and human factors impacting leadership
5. Demonstrate the ability to prioritise, manage workload and delegate
6. Apply techniques to develop self as a leader

What?

This learning on leadership explored the role of Nursing Associate in promoting compassionate leadership, managing workload priorities and overseeing delegation processes. The significance of emotional intelligence, self-awareness and proficient communication in effective leadership was underscored. Essential frameworks such as the Johari Window, SWOT analysis, and SMART goals were presented to assist Nursing Associates in cultivating their leadership capabilities. Additionally, the learning brought attention to leadership theories, including transformational and situational leadership, and their relevance in healthcare environments to improve patient-centred care and foster teamwork.

So what?

Reflecting on this learning, I recognised the importance of understanding the different leadership styles and adapting them to particular situations in my role. Emotional intelligence, especially in terms of empathy and self-awareness, surfaced as essential competencies for cultivating trust and collaboration. The emphasis on task prioritisation and delegation illuminated aspect where I require enhancement, including the ability to assign responsibilities with confidence and to manage my time efficiently. The methodologies presented such as the SMART framework and the Johari Window, offered practical approaches to recognised and tackle my strengths and weaknesses as a leader.

Now what?  

In the future, my objective is to implement the principles of compassionate leadership by actively listening to colleagues and patients, while cultivating a nurturing environment. I intent to utilise methodologies such as SWOT analysis and SMART goals to establish realistic personal and professional targets, with an emphasis on enhancing delegation and managing workloads effectively. By employing situational leadership, I will tailor strategies according to the dynamics of the team and the requirements of patients. Ongoing self-reflection and constructive feedback from peers will be essential in advancing my leadership skills and ensuring that my practice is consistent wit the principles of high-quality, patient-centred care.

KBS addressed:

Apprenticeship Learning Log

Date of Learning: 06/12/2024

Time: 9:30 -12:30

Title of learning activity: Leadership and Collaborative Working: Session 5 & 6: Improving Safety and Quality of 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 gain an understand of the requirements for safe and Quality Care
2. Understand how to escalate concern regarding safe and Quality Care
3. To understand what is meant by near misses, serious adverse incidents and major incidents
4. To demonstrate an understanding of the role of the Nursing associate in Safe and Quality Care

What?

This learning focused on the Nursing Associates role in delivering safe and high-quality care. It underscored the significance of governance, the process of incident reporting, and the comprehension of major critical incidents, as well as business continuity. A strong focus was placed on the necessity of following established guidelines, utilising reporting systems such as Datix for incident documentation, and promoting a culture of safety and transparency, exemplified by the duty of candour. Additionally, it detailed the essential nature of conducting staffing reviews and implementing escalation procedures to ensure patient safety.

So what?

This learning reinforced the significance of my position as a Nursing Associate in fostering a safe and high-quality care environment. I came to understand that the responsibility for safety is shared among all team members and requires prompt reporting of incidents, awareness of patient acuity, and the escalation of staffing issues when necessary. The session illuminated specific areas for my improvement, particularly in becoming more proactive in recognising potential risks and ensuring that my documentation is both comprehensive and precise. Familiarity with the tools and procedures for incident reporting, such as Datix, is crucial for enhancing organisational learning and ensuring patient safety.

Now what?

In the future, I intend to concentrate on deepening my understanding of incident management and the essential tools for effective reporting. My objective is to foster a safer environment by diligently following best practices, voicing concerns when appropriate, and actively taking part in safety evaluations. Additionally, I plan to pursue ongoing professional development to enhance my competencies in incident prevention, reporting, and resolution, thereby ensuring a more robust alignment with the principles of quality and safe care in my professional practice.

KSB addressed:

Apprenticeship Learning Log

Date of Learning: 13/12/2024

Time: 9:30 -12:30

Title of learning activity: Leadership and Collaborative Working: Session 10: The Nursing Associate and Integrated 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 consider the policies that govern the direction of care provided to patients
2. To understanding integrated care
3. Develop an understanding of the integrated care systems currently in place
4. To understand this nursing associate’s role in integrated care

What?

This learning examined the role of Nursing Associates within integrated care systems. It emphasised the relevant policies and legislation, including the NHS Long-Term Plan (2019) and Health and Social Care Act (2012), that regulate the provision of care. The significance of interdisciplinary collaboration across healthcare, social care, and community environments was stressed, along with the necessity for patient-centred and cohesive care to mitigate health disparities.

So what?

This learning underscored the importance of my position as a Nursing Associate in facilitation integrated care. By comprehending the policy framework, I am better equipped to align my practice with national objectives, including the improvement of patient outcomes and the consideration of social determinants of health, I acknowledge the critical need for collaboration with multidisciplinary teams to prevent the fragmentation of care, especially for at risk-populations. Furthermore, the session illuminated existing gaps, particularly the difficulties associated with maintaining consistent care delivery across various healthcare settings.

Now what?

To improve my proficiency in integrated care, I intent to deepen my knowledge of Integrated Care Systems and their local application. I will actively pursue opportunities for collaboration across various disciplines and promote the use of evidence- based practices within my team. Furthermore, I plan to remain updated on new policies and guidelines to ensure my practice evolves in response to the changing demands of healthcare. By engaging in reflective practices and ongoing professional development, I aspire to support the fundamental objectives of providing high-quality and equitable care.

KSB addressed: