Nursing Progress Log Book: NPL - Student Veterinary Nurses Logbook - A5 - Veterinary Technicians Form Sheet - Register & Tracker - Beautiful Cover ... ID, Description ( Student Nurse Gift )

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These updates are part of the revision of the Day-one Skills for veterinary nurses for which an open consultation was held in the summer of 2015. The new skills are designed to be in closer alignment with the revised Day-one Competences, and to make the required skills more relevant to clinical practice. The patient’s temperament - you’ll need to be able to demonstrate to your clinical coach that over time you are competent at handling a range of temperaments. Also mention if any restraint aids such as towels or muzzles were used. Review definition of quality improvement and guidance provided by RCVS Knowledge, discuss unexpected medical or surgical complications with the veterinary team, examples of which may include serious complaint, accident or anaesthetic death; Consider circumstances; Ensure effective protocols are in place; Discuss proposed improvements with the practice veterinary team I put the wet floor sign out multiple times a day. I understand H+S regs and have no difficulties with this I feel confident performing TPR on anaesthetised patients, but I still struggle with conscious patients

There is no requirement for the student to log any more experiences of using a wet floor sign. The student should focus on other H+S tasks / legislation Measure temperature, heart rate, central and peripheral pulse, respiratory rate, blood pressure; Evaluate depth of anaesthesia; Monitor equipment (systems/circuits and tube, gases and volatile agents, patient monitors); Interpret and report observations to the directing veterinary surgeon (Inconsistencies, patient monitors); Calculate the fresh gas flow and administer inhalation anaesthesia under veterinary direction (Change the depth or level of inhalation anaesthesia under veterinary direction), Disconnect patients from anaesthetic equipment and materials;The clinical coach should be making the decision as to who are appropriately qualified witnesses for supporting the student in any given skill. This will likely include utilisation of staff with particular expertise, for example: The reflective comments box should NOT be used as an explanation / narrative of how the skill was executed. This detail should be in the patient description box, and the reflective comments should be purely reflective and suggestive of how the student progresses with this skill moving forward, e.g. add further experiences (what might these be) or is the student ready to claim competence. Examples of reflective comments (2016-2022 NPL) Section Fact: the use of a witness must be planned in advance and appropriate witnesses should be indentified at this stage. A clinical coach’s rationale when confirming a student’s competence must clearly explain how the decision was reached. It may be appropriate to record discussion with a witness and/or the practice team regarding the student’s performance. I feel comfortable restraining any dog, of any temperament for any procedure, and my earlier experiences show this. I now need to build my confidence and focus on cats Exceptional content that fits around your daily routine with convenient, flexible training to take with you, anywhere

Fact: the reflective comments box is there for students to include a reflective account i.e. feelings about their performance and the situation. It is not necessary to describe in detail how the activity was completed. It can be useful to plan for this from the start of training – making a list of tasks which are deemed ‘rare’ so that the team can be made aware that if such a case comes into the practice, the student can be called to get involved. Course providers do usually ask clinical coaches to wait until a student has learnt the necessary underpinning knowledge at college/university before opening a task, but where rare cases are concerned, the more cases a student can get involved in, the better. Simulation Ensure that you document an appropriate range of points so that across all of your experiences you show a good breadth of experience: We do ask that students only attempt those tasks for which they have covered the underpinning knowledge for at university, as this underpinning knowledge will ultimately form part of their overall competency. Providing the students previous experiences cover a range of dogs (as suggested), the student should avoid logging any more dogs, and focus solely on cats.Position patients appropriately on the operating table in accordance with the planned procedure considering patient condition We have recently made a number of improvements to our Nursing Progress Log (NPL), an optional online assessment tool for student veterinary nurses. To help students prepare for their practical training, we have provided them with an induction form for use with the clinical coach at their first meeting. Students have been asked to complete the first section of this which provides the clinical coach with details about the students learning and any NPL tasks in which they have previous experience. We hope that this assists clinical coaches in the early planning stages and getting started with the NPL. I have just started monitoring anaesthetics and was really nervous. There were no problems with the anaesthetic (ASA risk 1) and the vet was really helpful in giving me some hints and tips. I am looking forward to monitoring more anaesthetics over the coming week. Dispose of hazardous and non-hazardous waste, safely and correctly according to current legislation

Obtain written and verbal informed consent; Respond appropriately to economic status of clients to include insurance and referrals; develop care plans as appropriate. Once you gain access to your NPL you will be able to use the next available case to open the skill and sign it off. This could potentially be done in the same day providing you have sufficient, valid evidence in your written/electronic record to support this when audited by either CAW staff or the awarding body. Analysis for Innovators (A4I) enables innovation and improves productivity and competitiveness for UK businesses. It is led by Innovate UK, in partnership with NPL and other laboratories. This popular funding programme is launching its eighth round and has so far funded more than 270 projects. History taking and appropriate examination; Identifying patients for referral to a veterinary surgeon or veterinary nurse; Application of treatments; Programmes of preventative medicine. NPL e-Learning courses available, includes modules covering General Measurement science applications, Dimensional Measurement and a range of Specialist Measurement courses across a variety of applications. Course modules provide participants with the opportunity to develop or extend their industry-applicable skills – across metrology, measurement and testing, and calibration in both general and specialist applications.

In their first year, students will cover the underpinning knowledge to enable them to start the following tasks: Section Records to include: patient records and reports, laboratory reports, admission and consent forms, client home care plans and instructions. I now feel confident to position cats, and dogs for lateral chest and abdominal x-rays. I now need to focus on limb and spine x-rays as I struggle more with these. Communicate with clients, work colleagues, other veterinary professionals, and the public, considering their diverse needs and requirements. Students will have had practical tutorials in basic experience relating to these tasks. For example, students will have been taught how to set up IV fluids, but will not have covered placing an IV cannula.