(Bola/sola) This is a virtual learning placement from 01/02/21 to 26/02/21 Instructions for Virtual Learning Placement XXXXXXXXXXto XXXXXXXXXX Dear Student, A timetable has been put together to...

1 answer below »
(Bola/sola) This is a virtual learning placement from 01/02/21 to 26/02/21





Instructions for Virtual Learning Placement



01.02.21 to 26.02.21



Dear Student,


A timetable has been put together to cover you for the placement period 1st
February to 26th
February. The content includes topics and subjects pivotal to your Professional Values in Practice (See APPENDIX 1) that you will be assessed on when you start the physical placement.


You will need to keep a daily
record of hours
and an
E-Portfolio
of your learning.
Hours are entered in the Practice Assessment Document (PAD)

and you must complete an
EVIDENCE OF LEARNING CONFIRMATION SHEET
(See APPENDIX 2). These daily evidence of leaning conformation sheets along with the E-portfolio will form the evidence of learning for your Assessor against the Professionals Values when you attend the physical placement.



HOURS – Monday to Friday 8hrs per day


In the first week between students in the South West, South East and MID you all have differing commitments to attendance at the Trusts for Induction days. Please remember that these days are MANDATORY and therefore must be attended. You need to

record in your PAD 8hrs of learning for each day
, whether that be at the actual physical induction in person, or through online learning that has been set on the timetable. So, for example.


SOUTH WEST students – have a full 5 days of induction training set by Basildon Hospital & NELFT, so there 40hrs for the week.


SOUTH EAST & MID students – you have just 1 day face to face induction, so you need to make the rest of the daily hours up from online learning which is indicated on the timetable.


SOUT EAST (Southend) students also have a Manual Handling morning on the 16.2.21






REFELCTIVE WRITING in The Practice Assessment Document (PAD)


It is expected that over the course of the four weeks you will have recorded a minimum of 8 reflective writing accounts in your PAD. The opportunities for these are indicated on the timetable in RED. You can do more and are encouraged to do so for learning days you have via the face-to-face induction. You will not have a supervisor’s signature for these, as your supervisor in the physical placement can review and sign.






Evidence of Learning Confirmation Sheets (APPENDIX 2)


These need to be completed daily, and stored. Its advisable to complete them electronically. They do not have to be greatly detailed, just a clear summary of what you undertook, and the learning that you acquired.






E-Portfolio


The E-Portfolio is your personal electronic copy of learning materials you have gathered, notes you have taken, and activities you have undertaken. It will also include the
Evidence of Learning Confirmation Sheets
that you will complete for each day. How you put the portfolio together is entirely up to you. It can just be an electronic folder where you store the information. Please just ensure that it is organised and that you can access it easily. Maybe look at a free Dropbox account to store, or similar. It would be helpful to be able to access from your phone, so therefore easier to take into the physical placement to show your assessor.





































































































DATE




Morning




Afternoon




W/C 1.2.21






40hrs




INDUCTION WEEK



Students based in the SOUTH WEST you need to attend two inductions programmes one is 4 days, one is a day.



ACUTE HOSPITAL -Basildon & Thurrock University Hospial - 1st February & also 3rd, 4th & 5th February



COMMUNITY -North East London Foundation Trust (NELFT)2nd February





Students based in the SOUTH EAST you need to attend one induction day at this point.



ACUTE HOSPITAL -Southend University Hospital1st February





Students based in MID ESSEX you need to attend an induction over two days.



ACUTE HOSPITAL
– MID Essex Hospital Services NHS Trust - 1st February & 3rd
February




As there are a number of variants between student’s attendance this week due to differing inductions, the Inductions hours will all count towards the 40hrs for this week. Plus, self-directed work on Clinical Skills.net
https://www.clinicalskills.net/


So, Southend & MID based students will need to do more on Clinical Skills.net this week to reach their 40hrs.


Please undertake self-directed study on
COVID-19
on
https://www.clinicalskills.net/


And Sections –
PUTTING ON AND TAKING OFF PPE / MEDICAL GASES Pts 1,2,3 / OXYGEN THERAPY Pts. 1,2,3



Monday 8.2.21


8hrs



GROUP WORKSHOP & setting of learning Objectives.


ZOOM
https://essex-university.zoom.us/j/93927210869



10-12pm Privacy & Dignity / TASKS – Iain, Alison & Wendy



12-2pm Individual learning



GROUP TUTORIAL


ZOOM
https://essex-university.zoom.us/j/93927210869



2pm – 4pm Privacy & Dignity REVIEW – Iain Keenan – Wendy



4-6pm – self direct follow up reading and Reflective writing (PAD) #1



Tuesday 9.2.21


8hrs



SELF DIRECTED – HYGIENE & PRIVACY & DIGNITY



https://www.clinicalskills.net/



SELF DIRECTED – DIABETES



Explore the Diabetes UK e-learning via the link (you need to register as a new user).



https://www.diabetesinhealthcare.co.uk/lnt/Login.aspx



Wed 10.2.21


8hrs



GROUP WORKSHOP HYGIENE


ZOOM
https://essex-university.zoom.us/j/94770332488



10-12pm HYGIENE / TASKS – Iain Keenan



12-2pm Individual learning



GROUP TUTORIAL


ZOOM
https://essex-university.zoom.us/j/94770332488



2pm – 4pm FEEDBACK from HYGIENE – Iain Keenan



4-6pm – self direct follow up reading and Reflective writing (PAD) #2



Thurs 11.2.21


8hrs



GROUP TUTORIAL & setting of learning Objectives.


ZOOM
https://essex-university.zoom.us/j/95141122775



10-12pm Communication / TASKS – Iain Keenan & Alison



12-2pm Individual learning – Patient Stories (Appendix 4)



https://southendccg.nhs.uk/get-involved/patient-stories







Self Directed -
Reflective writing (PAD) #3
from patient stories





Fri 12.2.21


8hrs



SELF DIRECTED – ALL ASPECTS OF OBSERVATIONS SECTION ON
https://www.clinicalskills.net/








DATE




Morning




Afternoon



Monday 15.2.21


8hrs



GROUP WORKSHOP & setting of learning Objectives.
(C.Cronin)


ZOOM
https://essex-university.zoom.us/j/97692475387



10-12pm ACUTE CARE – MATT OSBOURNE ED Charge Nurse



12-2pm Individual learning



GROUP TUTORIAL


ZOOM
https://essex-university.zoom.us/j/97692475387



2pm – 4pm FEEDBACK from ACUTE CARE – MATT OSBOURNE



4-6pm – self direct follow up reading
and Reflective writing (PAD) #4



Tuesday 16.2.21


8hrs



GROUP WORKSHOP & setting of learning Objectives. *RECORDED


ZOOM
https://essex-university.zoom.us/j/97692475387



10-12pm o2 Therapy Kathy Burke / C.Cronin



12-2pm Individual learning




*(Manual Handling - Southend Students 830am-1130am)




GROUP TUTORIAL . *RECORDED


ZOOM
https://essex-university.zoom.us/j/97692475387



2pm – 4pm FEEDBACK from o2 Therapy – Kathy Burke & Alison



4-6pm – self direct follow up reading and Reflective writing (PAD) #5




*(Manual Handling - Southend Students 1pm – 4pm)




Wed 17.2.21


8hrs



GROUP WORKSHOP & setting of learning Objectives. (J. Sumpter)


ZOOM
https://essex-university.zoom.us/j/97692475387



10-12pm MANAGING DIFFICULT SITUATIONS



RACHEL KEENAN Clinical Nurse Specialist Gynae Oncology



12-2pm Individual learning



GROUP TUTORIAL


ZOOM
https://essex-university.zoom.us/j/97692475387



2pm – 4pm FEEDBACK from MANAGEING DIFFICULT SITUATIONS – RACHEL KEENAN (& J. Sumpter)



4-6pm – self direct follow up reading and Reflective writing (PAD) #6



Thurs 18.2.21


8hrs



GROUP WORKSHOP & setting of learning Objectives.


ZOOM
https://essex-university.zoom.us/j/97692475387



10-12pm MEDICINES MANAGEMENT – Iain Keenan (J.Sumpter)



12-2pm Individual learning



GROUP TUTORIAL


ZOOM
https://essex-university.zoom.us/j/97692475387



2pm – 4pm FEEDBACK from MEDICINES MANAGEMNT – J. Sumpter & Alison



4-6pm – self direct follow up reading and Reflective writing (PAD) #7



Fri 19.2.21 8hrs



SELF DIRECTED – ALL ASPECTS OF A-G ASSESSMENT ON
https://www.clinicalskills.net/




W/C 22.2.21 - IN THIS WEEK YOUR PERSONAL TUTOR WILL ARRANGE A GROUP TUTORIAL WITH YOU TO REVIEW WORK COMPLETED



Mon 22.21


8hrs



GROUP WORKSHOP & setting of learning Objectives.


ZOOM
https://essex-university.zoom.us/j/94211298006



10-12pm A-G Assessment & HANDOVER – I. Keenan / C. Cronin



12-2pm Individual learning



GROUP TUTORIAL


ZOOM
https://essex-university.zoom.us/j/94211298006



2pm – 4pm FEEDBACK from A-G Assessment & HANDOVER – Iain & Wendy



4-6pm – self direct follow up reading and Reflective writing (PAD) #8



Tues 23.2.21


8hrs



Morning for review of COVID learning on
https://www.clinicalskills.net/




1pm GROUP DISCUSSION – COVID 19



https://essex-university.zoom.us/j/94211298006



Wed 24.2.21


8hrs



SELF DIRECTED – Review of placement area, pre reading for the placement area you are going in to. Common conditions, procedures and investigations.



Thurs 25.2.21


8hrs



FINAL PRE PLACEMENT MEETING – 1pm ZOOM
https://essex-university.zoom.us/j/94211298006
(IK, ATL)



Fri 26.2.21


8hrs



Review of learning material and completion of 8 reflections, Learning hours confirmation sheets and learning portfolio.






APPENDIX 1










Professional Values in Practice (Part 1)





Students are required to demonstrate high standards of professional conduct at all times during their placements. Students should work within ethical and legal frameworks, and be able to articulate the underpinning values of The Code (NMC, 2018). Professional Values reflect a number of proficiency statements and are captured under the four sections of The Code.




The practice assessor has responsibility for assessing Professional Values though the mid-point review can be completed by a practice supervisor in liaison with the practice assessor.





Yes = Achieved, No = Not Achieved (Refer to Criteria for Assessment in Practice)









































































































































Achieved Mid-Point



Yes/No




Initial/Date




Achieved Final



Yes/No




Initial/Date (Final)




Prioritise People



1. The student maintains confidentiality in accordance with the NMC code.















2. The student is non-judgemental, respectful and courteous at all times when interacting with patients/service users/carers and all colleagues.















3. The student maintains the person's privacy and dignity, seeks consent prior to care and advocates on their behalf.















4. The student is caring, compassionate and sensitive to the needs of others.















5. The student understands their professional responsibility in adopting and promoting a healthy lifestyle for the well-being of themselves and others.
















Practise Effectively




6. The student maintains consistent, safe and person-centred practice.















7. The student is able to work effectively within the inter-disciplinary team with the intent of building professional relationships.















8. The student makes a consistent effort to engage in the requisite standards of care and learning based on best available evidence.
















Preserve Safety



9. The student demonstrates openness (candour), trustworthiness and integrity.















10. The student reports any concerns to the appropriate professional member of staff when appropriate, e.g. safeguarding.















11. The student demonstrates the ability to listen, seeks clarification and carries out instructions safely.















12. The student is able to recognise and work within the limitations of own knowledge, skills and professional boundaries and understand that they are responsible for their own actions.
















Promote Professionalism and Trust



13. The student's personal presentation and dress code is in accordance with the local policy.















14. The student maintains an appropriate professional attitude regarding punctuality and communicates appropriately if unable to attend placement.















15. The student demonstrates that they are self-aware and can recognise their own emotions and those of others in different situations.
















APPENDIX

2 – Evidence of Learning Confirmation Sheet



Evidence of Learning Confirmation Sheet



This CONFIRMATION sheet must be completed following completion of each VLP day..























Name





Bola Adejobi




Date





05/02/21




Completed Hours




8 hours




Topic/s




Covid 19




Please List below the activities you completed today and provide a short reflective summary of learning how this relates to your nursing practice


I learnt how to put on and take off PPE kits for patients as well as medical gases such as oxygen.


I learnt about the supply and safe administration of gases.


The staff training included:


- the overview of supply and safe use of gasses in hospital setting
































APPENDIX 3 – Example of the section in your PAD to complete reflections





























Record of working with and learning from others/inter-professional working








Student Reflection:
Reflect on your learning in outreach/short placements or with members of the multi-disciplinary team who are supervising your learning and summarise below.

















Student's Name: bola adejobi






Signature: b adejobi Date:05/02/21






Practice Supervisor's Comments:



















Practice Supervisor's Name:






Signature: Date:





















APPENDIX 4 – Patient Stories



COPD Stories



https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fwww.blf.org.uk%2fsupport-for-you%2fcopd%2fstories-and-videos&c=E,1,0sLPSL7YBcPh1_5kRDzEIMRpea8S2kjk83dWCRrbV8J_9aUOaT7tPPK8NRr7WqV73F14CsJt217KZZwCdTZcavIjjaJGc19BDKCeL5ls3w,,&typo=1





Living with COPD



https://youtu.be/OzOXiM-0dtA





Parkinson’s story



https://youtu.be/USEjZHPBLrg





Living with dementia



https://youtu.be/loksPQ7Q8tM









SOUTHEND CGC



https://southendccg.nhs.uk/get-involved/patient-stories


The files are the example and the main work to be done from 1 of feb to 26 of feb she has done part of it.

















Answered 21 days AfterMar 09, 2021

Answer To: (Bola/sola) This is a virtual learning placement from 01/02/21 to 26/02/21 Instructions for...

Dr. Vidhya answered on Mar 30 2021
142 Votes
VIRTUAL LEARNING PLACEMENT
E-PORTFOLIO: REFLECTIONS OVER NURSING PLACEMENT ACTIVITY AND LEARNING MATERIAL
Table of Contents
Introduction    3
First Learning Phase: Initiation of Tutorials and Application in Nursing (8th to 12th Feb.)    3
The Second Phase of Learning: Self-Assessment, Group Tutorials and PAD (15th to 19th    5
The Third Phase of Learning: Final Placement Meeting and Covid19 Protocols    6
Conclusion    7
References    8
Appendix    10
Introduction
During the entire course activities, the placement into various hospital settings as well as in community service centres gave insightful views about three major concepts that are applicable to
future nursing practices. The first one is closely linked with understanding the value of dignity and respect for elderly patients in particular. Secondly, it is important to follow the guidelines associated with the maintenance of personal hygiene level especially with the patients of COPD and dementia.
Finally, it is significant to pursue the highest norms of care for the patients of diabetes, dementia and COPD (Toot et al. 2017). The entire course of field activity was like a professional journey to understand the real time placement to deal with the practical issues and apply the conceptual frameworks, which were learnt in the class. The following is a brief overview of the placement activity, under which the group’s tutorials and self-directed actions were taken in the morning and afternoon shifts in the hospitals.
First Learning Phase: Initiation of Tutorials and Application in Nursing (8th to 12th Feb.)
At first, it is important to note here that the first learning phase initiated from Monday, 8 February when the group learning objectives and placements were directed. On this day, the process of self-assessment as well as current standing in achieving learning objectives was revised. For the students of South West, the group learning objectives were discussed on Zoom meeting. I could view there that the emphasis was on the first conceptual framework of learning and application of the values of dignity and respect for patients.
There were three stories covered during this period of Iain, Wendy and Alison who were suffering from COPD and dementia. Additionally, as there were two shifts throughout this placement phase namely morning and afternoon, the directions were different for the two shifts accordingly. In the morning session of hospital based activity, the self-assessment or group tutorial, whichever was applicable to the context of the care provided, was delivered to us. On personal note, I would reckon the viewpoints of Dufournet et al. (2019), that the values of personal respect and dignity of a patient matters the most when it comes to serve him or her by identifying his or her needs and expectations from the healthcare system.
Moreover, as the nursing professional, I will be applying the learned concepts into practice in future as well. For me, what I have learnt so far is to understand that every patient has different anticipations from the system even though they suffer from the same disease—in case of Wendy and Alison, their symptoms were similar but their needs should be deemed as different. Due to being a nursing professional, it is very significant to look for the pressing concerns of the patients in terms of managing their dignity and respect. It is important because patients should not be made to realise that they have been put to the procedural care due to some shortcomings of their own. Lack of care is something that affects their morale and it is up to the nursing professionals that how skilfully they apply the motivational techniques in dealing with the problems related to the dignity and respect (Perlman et al. 2019).
In the same week from Tuesday to Friday, the eight-hour workshops were inducted in the form of group tutorial and self-directions received through course learning material. These days of the week were dedicated to provide support to the patients while carrying out the role of nursing professional as the caretaker of hygiene level. The maintaining of hygiene, overall, is one of the major issues that the patients of dementia and COPS go through. While learning about their stories (appendix attached), it was observed that the personal hygiene is one of the major issues that the patients of dementia go through and at the same time, they require support based on the same.
In the same context, it is worth noticing that these four days—Tuesday to Friday—were driven positively by the perspectives of the holistic care provided to the in hospital patients. Their initial conditions and knowledge both about hygiene was analysed and processed well. Especially in Tuesday, 9 February, the morning shift brought forwards the self-directed goals of learning about observation of the personal hygiene level of the patients. It was closely linked with their personal approach to maintain hygiene at various intervals of the treatment process and the way; nursing professionals intervene at the right time, thus, as supported by Birks et al. (2017), ensuring that the highest degree of personal hygiene is attained by the patient only.
In the afternoon shift of same day, we received group tutorials over managing the diabetes care, which is, again, one of the significant concerns at all levels. What I could learn on Tuesday and on the consecutive days followed it was associated with the professional application of the learning objectives into practice. It is very important to frame alignment of the theoretical knowledge gained in the classroom with what nursing professionals see during such placement activities. Due to being a nursing professional, the nourishment of the skills happens in placement activities where real time encounter with the basic issues of the patients is observed closely. What I preferred is the process of taking individual decisions in terms of carrying out personal dignity and hygiene both at the same time for patients.
The Second Phase of Learning: Self-Assessment, Group Tutorials and PAD (15th to 19th Feb.)
During this week’s learning and PAD, the focus was kept over the self-assessment of the skills and development of the future goals for becoming nursing professional. A combination of the evaluation was applied in terms of seeing how the level of efficacy in the previous week was achieved through meetings attended over the Zoom app. During this week, some advanced skills were applied in field learning first. For...
SOLUTION.PDF

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here