Nurses are expected to continue developing their skills and gain more knowledge throughout their careers; the RCN (2010) defines this as lifelong learning. Two of the most fundamental contributing areas of learning are clinical placement and theory. Being able to link the two together is an essential skill; this is emphasized by Cope et al (2000). Focusing on these two aspects, this essay is going to explore and analyse the extent of learning in the subject area of personal care and the links to other important factors of nursing.
The student nurse had no previous health care experience, had very little knowledge and no skills of personal care starting the first placement block. Despite this however it was important to keep a positive attitude …show more content…
It was also a chance to analyse and recognise anything that needed to change in order to improve the quality of care provided. One particular reflection produced the opportunity to reflect on confidence. This was an area that had grown considerably within personal care. The reflection process helps to deepen the understanding of the fundamental aspect of building a relationship with the patient; this is something that should not be underestimated like it is by many student nurses as discussed in Bower (2009). An aspect that was identified during reflecting that needed developing was communication with the patient when engaging in personal care, the NMC (2015) states that in order to practice effectively and provide dignity in care you must be able to communicate clearly. This was also highlighted in PDP 1:1 as an area that needed development at the start of module 1. It is useful having the time to reflect and evaluate on areas of weaknesses and strengths as it provides a goal to work towards. One goal decided upon was communicating with patients with a more confident approach. In order to achieve this the student had to stop building barriers and develop interpersonal skills; this is one of the main factors identified by the Department Of …show more content…
In relation to all four it is evident that all objectives have been graded a level 2 which provides evidence that the student has met all the standards of progression point 1 (Placement Quality Lead, 2014). Another example of progression in relation to personal care specifically is the additional skill of “assisting individuals with washing/bathing/bed bathing” (Placement Quality Lead, 2014). This was signed off on the 20/12/14 as level 1 then further signed off as level 2 on the 25/05/15 showing progression over a period of 5 months. Something that was done differently in order to achieve level 2 in the aspect was always asking the individual their routine, how they would like to be washed and promoting their independence. NICE (2012) guidelines states that allowing the patient to actively participate in the care they are receiving will improve their experience of using the NHS service. Something that the student aimed to change by the end of progression point 1 was to not build barriers and also develop interpersonal skills in order to improve the quality of providing personal care. It is evident that this has been overcome as in the self-assessment as the student states they “no longer feel nervous about providing personal care” (Placement Quality Lead,
The student nurse had no previous health care experience, had very little knowledge and no skills of personal care starting the first placement block. Despite this however it was important to keep a positive attitude …show more content…
It was also a chance to analyse and recognise anything that needed to change in order to improve the quality of care provided. One particular reflection produced the opportunity to reflect on confidence. This was an area that had grown considerably within personal care. The reflection process helps to deepen the understanding of the fundamental aspect of building a relationship with the patient; this is something that should not be underestimated like it is by many student nurses as discussed in Bower (2009). An aspect that was identified during reflecting that needed developing was communication with the patient when engaging in personal care, the NMC (2015) states that in order to practice effectively and provide dignity in care you must be able to communicate clearly. This was also highlighted in PDP 1:1 as an area that needed development at the start of module 1. It is useful having the time to reflect and evaluate on areas of weaknesses and strengths as it provides a goal to work towards. One goal decided upon was communicating with patients with a more confident approach. In order to achieve this the student had to stop building barriers and develop interpersonal skills; this is one of the main factors identified by the Department Of …show more content…
In relation to all four it is evident that all objectives have been graded a level 2 which provides evidence that the student has met all the standards of progression point 1 (Placement Quality Lead, 2014). Another example of progression in relation to personal care specifically is the additional skill of “assisting individuals with washing/bathing/bed bathing” (Placement Quality Lead, 2014). This was signed off on the 20/12/14 as level 1 then further signed off as level 2 on the 25/05/15 showing progression over a period of 5 months. Something that was done differently in order to achieve level 2 in the aspect was always asking the individual their routine, how they would like to be washed and promoting their independence. NICE (2012) guidelines states that allowing the patient to actively participate in the care they are receiving will improve their experience of using the NHS service. Something that the student aimed to change by the end of progression point 1 was to not build barriers and also develop interpersonal skills in order to improve the quality of providing personal care. It is evident that this has been overcome as in the self-assessment as the student states they “no longer feel nervous about providing personal care” (Placement Quality Lead,