Category Archives: Year 2

NMC Approval Direct Entry

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Apprenticeship Learning Log

Date of Learning: 17/05/2024

Time: 13:00 to 13:30

Title of learning activity: Attended NMC panel for approval of Direct Entry

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)

I had the privilege of being invited to participate in a team meeting organised by the NMC panel, where I attended as a student representative for the approval of the Direct Entry Nursing Associate program. During the meeting, I , along with other learners from different cohorts, were posed several questions. I confidently responded to all the inquires and also provided my valuable feedback regarding the level of support I receive from the University throughout my apprenticeship course.The meeting was truly enjoyable, and I am optimistic that it will have a positive outcomes.

As a TNA, this opportunity holds important significant as it allows me to actively contribute to crucial decision-making processes. Being included in such discussion not only makes me feel valued and heard by the University, but also by an independent body. This signify the principles of fairness and transparency that I aspire to embody and practice once I qualify.

KBS addressed:

K             Knowledge

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

K9           Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people

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

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

K13        Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes

K14        Understand the importance of health screening

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

K18        Understand and apply the principles and processes for making reasonable adjustments

K19        Know how and when to escalate to the appropriate professional for expert help and advice

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

K21        Understand co-morbidities and the demands of meeting people’s holistic needs when prioritising 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

K31        Understand how inadequate staffing levels impact on the ability to provide safe care and escalate concerns appropriately

K32        Understand what constitutes a near miss, a serious adverse event, a critical incident and a major incident

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

K35        Understand own role and the roles of all other staff at different levels of experience and seniority in the event of a major incident

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

K37        Understand the challenges of providing safe nursing care for people with complex co-morbidities and complex care needs

K38        Understand the complexities of providing mental, cognitive, behavioural and physical care needs across a wide range of integrated care settings

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

K42        Understand and apply the principles of human factors and environmental factors when working in teams

K43        Understand the influence of policy and political drivers that impact health and care provision

S Skills

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, in order 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

S38        Prioritise and manage own workload, and recognise where elements of care can safely be delegated to other colleagues, carers and family members

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

B             Behaviours

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

 

11/10/2024: Leadership and Collaborative Working: Session 7: Supervising Students

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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:

Knowledge 1-2, 4-8, 11-13, 18-20, 26, 30-34, 36,38, 40-43
Skills 1, 3-4, 7, 9, 38, 43,
Behaviours 1, 2, 3,

 

27/09/2024 Leadership and Collaborative Working: Session 5&6: The Nursing Associate and Leadership Part 1 and Part 2

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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:

Knowledge 1-2, 4-8, 11-13, 18-20, 26, 30-34, 36,38, 40-43
Skills 1, 3-4, 7, 9, 38, 43,
Behaviours 1, 2, 3,

 

 

06/12/2024 Leadership and Collaborative Working: Session 9: Improving Safety and Quality of Care

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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:

Knowledge 1-2, 4-8, 11-13, 18-20, 26, 30-34, 36,38, 40-43
Skills 1, 3-4, 7, 9, 38, 43,
Behaviours 1, 2, 3,

 

13/12/2024: Leadership and Collaborative Working: Session 10: The Nursing Associate and Integrated Care

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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:

Knowledge 1-2, 4-8, 11-13, 18-20, 26, 30-34, 36,38, 40-43
Skills 1, 3-4, 7, 9, 38, 43,
Behaviours 1, 2, 3,