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Name some healthy boundaries you would like to set in your workplace (This can be with your colleagues, patients, bosses with yourself). Give a few examples where boundaries have been crossed.
For example I have previous skills in phlebotomy and have been asked to take a patients blood as a year 1 student nurse. What do I do?

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Student nurse first day in clinical placement

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Situation: You are a first-year nursing student about to start your first placement as a student nurse.
Background: You may or may not have been exposed to clinical practice.
Assessment: You are feeling excited and nervous about the course
Recommendation: You are working on a ward with your practice supervisor.
Decision: Write what kind of nurse you want to be by the end of the course.

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What does accountability mean to you?
As a student nurse, who would you consider you are accountable to, and for what?

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Today we have covered a lot of information, we have explored areas that may have challenged your thoughts or beliefs. Let us use this time now to debrief.

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You think you maybe late for work. Who should you inform?

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Take 10 mins to discuss this in your group. Make notes and then return to these notes after your first day. One person from each group spends 5 minutes presenting what your group has discussed.

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Yvonne Gardner is a student nurse in her second year of training. She is currently on placement in the care of the elderly home. Maude Jones an 89-year-old woman has just arrived for a period of respite. Maude is sitting in the lounge and as Yvonne enters the room Maude laughs and points at Yvonne saying she's black, she's black look! look she's black.

Yvonne approaches Maude smiling, she goes down to Maude's level smiling saying yes I am black. My name is Yvonne what's your name, welcome.

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As a student nurse, what does professionalism mean to you? Take 10 minutes to discuss this in your groups. Be prepared to share your group's thoughts with the wider group.

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student nurses and professionalism - Bing

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Intelligent search from Bing makes it easier to quickly find what you're looking for and rewards you.

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Lesson Goal
To gain knowledge and understanding of preparing for clinical practice. Using scenario-based learning and discussion consider the professional standards of practice and behaviour.

Outcomes

1.  Students will develop a working knowledge and
understanding of The NMC Code and will be able to
identify the 4 P's.

2. Working through a scenario identify how to be prepared
for clinical placement.

3. Explore feelings relating to starting clinical placement.

4. Explore issues around conscious and non-conscious bias.

5.  Participate in peer discussions and self-reflection.

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Althea is a very experienced nurse. She has been assigned as your practice supervisor. English is not Althea's first language. You like Althea's energy and feel you could learn a lot from her. However, you find it difficult at times to pick up what Althea says, you feel that Althea talks quickly.

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Intelligent search from Bing makes it easier to quickly find what you’re looking for and rewards you.

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Q1)

You should ring your place of work as soon as possible/ahead of time and let them know you are running late, also email your ward manager/supervisor and cc your university to notify them.

Reflection: Influence of Language

Being mindful of the words you use as they can influence outcomes.

Being aware of stigmatising, and not discriminating any group of people.

Being aware of your tone in speech and body language.

First Day

Introduction: Name, University, Course (Year), Experience

Fears/Anxieties: Lack of experience, Having pre-judgements of area of work, risk and safety, not fitting in, not knowing how to cope or manage time, how to deal with stress.

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In groups, please discuss

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How are you feeling about your first day?

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1. Consider how you are going to introduce yourself to your practice supervisor.
2. Do you have any fears or anxieties?
Take some time before you go into practice to write about any fears/anxieties and think about what you could do to help alleviate some of them.

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Wendy Samuels has been working in the mental health hospital in the admissions ward it is her first day as a first-year student nurse. Her practice supervisor has asked her to introduce herself to Paul Holland and inquire about his symptoms and how he is feeling. Paul is a 45-year-old man who has been admitted with schizophrenia.

When Wendy goes in to see Paul and introduce herself, he says he is God reincarnated and he can turn water into wine. He is very animated, he wants you to follow him as he performs his miracles.

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Patient Perspective: Uncompassionate care and suspicion

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Paul is going into his 2nd year and has come to you as his peer, Paul is concerned about his handwriting and documentation. He has confided in you that he has been finding it difficult with the academic side of his training, he states that he has been succeeding within the clinical placement. Paul is fearful that he may not complete the academic side of his course.

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https://www.nhs.uk/conditions/gender-dysphoria/treatment/

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Treatment for gender dysphoria aims to help people live the way they want to, in their preferred gender identity or as non-binary.
What this means will vary from person to person, and is different for children, young people and adults. Waiting times for referral and treatment are currently long.

Treatment for children and young people

If your child is under 18 and may have gender dysphoria, they'll usually be referred to the Gender Identity Development Service (GIDS) at the Tavistock and Portman NHS Foundation Trust.

GIDS has 2 main clinics in London and Leeds.

Your child or teenager will be seen by a multidisciplinary team at GIDS including a:

clinical psychologist

child psychotherapist

child and adolescent psychiatrist

family therapist

social worker

The team will carry out a detailed assessment, usually over 3 to 6 appointments over a period of several months.

Depending on the results of the assessment, options for children and teenagers include:

family therapy

individual child psychotherapy

parental support or counselling

group work for young people and their parents

regular reviews to monitor gender identity development

referral to a local Children and Young People's Mental Health Service (CYPMHS) for more serious emotional issues

a referral to a specialist hormone (endocrine) clinic for hormone blockers for children who meet strict criteria (at puberty)

Most treatments offered at this stage are psychological rather than medical. This is because in many cases gender variant behaviour or feelings disappear as children reach puberty.

Hormone therapy in children and young people

Some young people with lasting signs of gender dysphoria who meet strict criteria may be referred to a hormone specialist (consultant endocrinologist) to see if they can take hormone blockers as they reach puberty. This is in addition to psychological support.

Puberty blockers and cross-sex hormones

Puberty blockers (gonadotrophin-releasing hormone analogues) pause the physical changes of puberty, such as breast development or facial hair.

Little is known about the long-term side effects of hormone or puberty blockers in children with gender dysphoria.

Although GIDS advises this is a physically reversible treatment if stopped, it is not known what the psychological effects may be.

It's also not known whether hormone blockers affect the development of the teenage brain or children's bones. Side effects may also include hot flushes, fatigue and mood alterations.

From the age of 16, teenagers who've been on hormone blockers for at least 12 months may be given cross-sex hormones, also known as gender-affirming hormones.

These hormones cause some irreversible changes, such as:

breast development (caused by taking oestrogen)

breaking or deepening of the voice (caused by taking testosterone)

Long-term cross-sex hormone treatment may cause temporary or even permanent infertility.

However, as cross-sex hormones affect people differently, they should not be considered a reliable form of contraception.

There is some uncertainty about the risks of long-term cross-sex hormone treatment.

Transition to adult gender identity services

Young people aged 17 or older may be seen in an adult gender identity clinic or be referred to one from GIDS.

By this age, a teenager and the clinic team may be more confident about confirming a diagnosis of gender dysphoria. If desired, steps can be taken to more permanent treatments that fit with the chosen gender identity or as non-binary.

Treatment for adults

Adults who think they may have gender dysphoria should be referred to a gender dysphoria clinic (GDC).

Find an NHS gender dysphoria clinic in England.

GDCs have a multidisciplinary team of healthcare professionals, who offer ongoing assessments, treatments, support and advice, including:

psychological support, such as counselling

cross-sex hormone therapy

speech and language therapy (voice therapy) to help you sound more typical of your gender identity

For some people, support and advice from the clinic are all they need to feel comfortable with their gender identity. Others will need more extensive treatment.

Hormone therapy for adults

The aim of hormone therapy is to make you more comfortable with yourself, both in terms of physical appearance and how you feel. The hormones usually need to be taken for the rest of your life, even if you have gender surgery.

It's important to remember that hormone therapy is only one of the treatments for gender dysphoria. Others include voice therapy and psychological support. The decision to have hormone therapy will be taken after a discussion between you and your clinic team.

In general, people wanting masculinisation usually take testosterone and people after feminisation usually take oestrogen.

Both usually have the additional effect of suppressing the release of "unwanted" hormones from the testes or ovaries.

Whatever hormone therapy is used, it can take several months for hormone therapy to be effective, which can be frustrating.

It's also important to remember what it cannot change, such as your height or how wide or narrow your shoulders are.

The effectiveness of hormone therapy is also limited by factors unique to the individual (such as genetic factors) that cannot be overcome simply by adjusting the dose.

Find out how to save money on prescriptions for hormone therapy medicines with a prescription prepayment certificate.

Risks of hormone therapy

There is some uncertainty about the risks of long-term cross-sex hormone treatment. The clinic will discuss these with you and the importance of regular monitoring blood tests with your GP.

The most common risks or side effects include:

blood clots

gallstones

weight gain

dyslipidaemia (abnormal levels of fat in the blood)

elevated liver enzymes

polycythaemia (high concentration of red blood cells)

hair loss or balding (androgenic alopecia)

There are other risks if you're taking hormones bought over the internet or from unregulated sources. It's strongly recommended you avoid these.

Long-term cross-sex hormone treatment may also lead, eventually, to infertility, even if treatment is stopped.

The GP can help you with advice about gamete storage. This is the harvesting and storing of eggs or sperm for your future use.

Gamete storage is sometimes available on the NHS. It cannot be provided by the gender dysphoria clinic.

Read more about fertility preservation on the HFEA website.

Surgery for adults

Some people may decide to have surgery to permanently alter body parts associated with their biological sex.

Based on the recommendations of doctors at the gender dysphoria clinic, you will be referred to a surgeon outside the clinic who is an expert in this type of surgery.

In addition to you having socially transitioned to your preferred gender identity for at least a year before a referral is made for gender surgery, it is also advisable to:

not smoke

lose weight if you are overweight (BMI of 25 or over)

have taken cross-sex hormones for some surgical procedures

It's also important that any long-term conditions, such as diabetes or high blood pressure, are well controlled.

Surgery for trans men

Common chest procedures for trans men (trans-masculine people) include:

removal of both breasts (bilateral mastectomy) and associated chest reconstruction

nipple repositioning

dermal implant and tattoo

Gender surgery for trans men includes:

construction of a penis (phalloplasty or metoidioplasty)

construction of a scrotum (scrotoplasty) and testicular implants

a penile implant

Removal of the womb (hysterectomy) and the ovaries and fallopian tubes (salpingo-oophorectomy) may also be considered.

Surgery for trans women

Gender surgery for trans women includes:

removal of the testes (orchidectomy)

removal of the penis (penectomy)

construction of a vagina (vaginoplasty)

construction of a vulva (vulvoplasty)

construction of a clitoris (clitoroplasty)

Breast implants for trans women (trans-feminine people) are not routinely available on the NHS.

Facial feminisation surgery and hair transplants are not routinely available on the NHS.

As with all surgical procedures there can be complications. Your surgeon should discuss the risks and limitations of surgery with you before you consent to the procedure.

Life after transition

Whether you've had hormone therapy alone or combined with surgery, the aim is that you no longer have gender dysphoria and feel at ease with your identity.

Your health needs are the same as anyone else's with a few exceptions:

you'll need lifelong monitoring of your hormone levels by your GP

you'll still need contraception if you are sexually active and have not yet had any gender surgery

you'll need to let your optician and dentist know if you're on hormone therapy as this may affect your treatment

you may not be called for screening tests as you've changed your name on medical records - ask your GP to notify you for cervical and breast screening if you're a trans man with a cervix or breast tissue

trans-feminine people with breast tissue (and registered with a GP as female) are routinely invited for breast screening from the ages of 50 up to 71

Find out more about screening for trans and non-binary people on GOV.UK.

NHS guidelines for gender dysphoria

NHS England has published what are known as service specifications that describe how clinical and medical care is offered to people with gender dysphoria:

Review of gender identity services

NHS England has commissioned an independent review of gender identity services for children and young people. The review will advise on any changes needed to the service specifications for children and young people.

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Treatment for gender dysphoria aims to help people live the way they want to, in their preferred gender identity or as non-binary.

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Bobbie is a 16-year-old who has been admitted to A&E with severe abdominal pain. Bobbie is undergoing gender reassignment. In your group discuss your feelings and thoughts.

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https://www.gov.uk/apply-gender-recognition-certificate/who-can-apply

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You can apply if you meet all of the following requirements:

you're aged 18 or over

you've been diagnosed with gender dysphoria in the UK

you've been living in your affirmed gender for at least 2 years

you intend to live in this gender for the rest of your life

You can apply even if you have not had any gender affirming surgery or treatments, or you do not plan to have any.

If you've got a Gender Recognition Certificate or something similar from an approved country or territory, you only need to meet the following requirements:

you're aged 18 or over

you have a document showing your affirmed gender is legally recognised in that country or territory

If you do not have a gender dysphoria diagnosis

You might still be able to apply, but only if you meet all of the following requirements:

you currently live in England, Wales or Scotland

you were in a marriage or a civil partnership on 10 December 2014 and living in England or Wales, or on 15 December 2014 and living in Scotland

you had been living in your affirmed gender for at least 6 years before those dates, and you have evidence of that

you have had gender affirmation surgery

If this applies to you, contact the Gender Recognition Panel admin team to find out how to apply. It's a different process to the one described in the rest of this guidance.

You can still apply through this route even if you do have a gender dysphoria diagnosis, so long as you meet all the requirements. However, you do not need to have had any gender affirmation surgery.

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Apply for a Gender Recognition Certificate

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Apply for a Gender Recognition Certificate to legally change your gender.

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https://www.gov.uk/government/news/stronger-protection-from-violence-for-nhs-staff

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The NHS violence reduction strategy includes measures to better protect staff and prosecute offenders more easily.

Secretary of State for Health and Social Care Matt Hancock is announcing the first ever NHS violence reduction strategy.

The new, zero-tolerance approach aims to protect the NHS workforce against deliberate violence and aggression from patients, their families and the public, and to ensure offenders are punished quickly and effectively.

The strategy includes:

the NHS working with the police and Crown Prosecution Service to help victims give evidence and get prosecutions in the quickest and most efficient way

the Care Quality Commission (CQC) scrutinising violence as part of their inspection regime and identifying trusts that need further support

improved training for staff to deal with violence, including circumstances involving patients with dementia or mental illness

prompt mental health support for staff who have been victims of violence

Matt Hancock is making the announcement in a speech to the Royal College of Nursing.

The most recent NHS staff survey showed that more than 15% of NHS employees have experienced violence from patients, their relatives or the public in the last 12 months - the highest figure for 5 years.

To understand the reasons behind the rise in reported violence, the strategy will allow staff to more easily record assaults and other incidents of abuse or harassment.

Trusts will be expected to ensure every incident is investigated in full and lessons used to protect staff from future incidents.

The government is also drawing up plans for violence and abuse data from across the NHS to be reported nationally. This should allow the government and NHS England to determine which staff are most vulnerable to violence and allow for appropriate action to be taken.

The new plans follow the Assaults on Emergency Workers (Offences) Act, which was recently brought into law and will see the maximum prison sentence for assaulting an emergency worker double from 6 months to a year.

Matt Hancock, Secretary of State for Health and Social Care, said:

NHS staff dedicate their lives to protecting and caring for us in our times of greatest need and for any one of them to be subject to aggression or violence is completely unacceptable.

I have made it my personal mission to ensure NHS staff feel safe and secure at work and the new violence reduction strategy will be a key strand of that.

We will not shy away from the issue - we want to empower staff and give them greater confidence to report violence, knowing that they will see meaningful action from trusts and a consistent prosecution approach from the judicial system.

Sara Gorton, UNISON Head of Health, and Social Partnership Forum Staff Side Chair, said:

NHS staff spend their working days caring and saving lives, and their safety should be paramount.

No one should be abused, threatened or attacked at work ‒ especially when all they're trying to do is help people.

It is encouraging that the government has listened to unions and agreed to review measures in place to ensure staff safety. This includes a more joined-up approach between the NHS, police and CPS.

Anyone who threatens or abuses NHS staff should be prosecuted under the new law protecting health care workers.

Thank you for your feedback

Report a problem with this page

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Stronger protection from violence for NHS staff

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The NHS violence reduction strategy includes measures to better protect staff and prosecute offenders more easily.

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Caring for a person experiencing hallucinations

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Caring for a person experiencing hallucinations

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Caring for a person experiencing hallucinations (health.qld.gov.au)

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How can I communicate with someone experiencing psychosis? - Practical strategies and tips for effective support (nsw.gov.au)

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How can I communicate with someone experiencing psychosis?

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The best way to communicate with someone with psychosis is to be supportive and not judgemental.

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1) Arrange Ward visitation before commencement of placement.

2) Agree off duty if possible.

On the day.

1) Orientation and induction to the ward, staff and patients, policies.

2) Dress code: uniforms, smart casual.

3) Attitude: humility, ask lots of questions, receptive, patience.

4)

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Knowing background research of your trust.

Know your personal tutor/mentor.

Having knowledge of your shift pattern and services available within your trust.

Knowing different routes to get to work.

Making sure you’re dressed appropriately for work (Dress code).

Not being afraid to ask questions when needed.

Knowing how to use ePad.

Knowing what responsibilities and task’s your role requires you to do but being open to taking on extra task’s to help the team which are within your capabilities.

Remaining punctual to show professionalism.

Knowing your boundaries/limitations

Knowing how to risk assess.

Familiarise yourself with company policies.

Knowing how to be proactive and take initiative when you find yourself having nothing to do.

Knowing how to self reflect and know your limitations.

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Accountability;

Taking ownership for your own actions.

As a student nurse we are accountable to our supervisor or anyone in charge. We are accountable for all our actions and activities during our placement.

We are meant to be professional and have the right knowledge and skills, be confident in making decisions that affect other people, having practice knowledge and updating our skills, reflecting on what we do and learning from our mistakes.

We need to act in accordance to the NMC code.

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Preparation for placement

. To contact the ward for placement and arrange for a visit.

.Getting a personal RIO card. and attend the training section.

. Attend all your stimulation sections.

.Update OH.

Order your uniform.

.Planning your journey ahead of the day.

. Prepare yourself for an induction.

. Arrange your shift with the ward manager.

.Familiarise yourself with the ePAD.

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Q1) What does accountability mean to you?

Taking ownership of your own actions.

Being open and honest about your shortcomings.

Being responsible for any action conducted and ensuring you’re able to explain clearly.

Knowing how to make good clinical judgements by weighing the good/bad.

Documenting accurately and clearly.

Knowing how to stay respectful to everyone you come across (Staff/Pt).

To practice EBP to result in positive pt outcomes.

Accepting correction/feedback from supervisors and knowing how to act upon it when needed.

Q2) As a student nurse who do you think you are accountable to, and what for?

You are accountable for your colleagues/staff, patients, trust, supervisor, yourself, actions due to your duty of care in line with the NMC code.

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What is Accountability:

An individual is responsible and answerable for their actions.

According to NMC: Nurses must able to justify their decisions and actions and only delegate tasks that are within the competence of others.

To who:

NMC: everything

Colleagues: sharing best practice, teamwork and collaboration, safety, punctuality, honesty, effective communication, respect.

Patients: truth and trust, quality care, right information, attentive communication, confidentiality, consent in everything (dignity), patient centred care.

The public: care, help and support someone in need, return on investment.

Patient's family: Care update, Care, respect and hospitable, tactical in answering their questions.

To ourselves: fit and own practice (knowledge up to date, training, safety, promote trust.

Honesty: being accountable for actions and decisions taken during practice.

Proper documentation.

To the Trust:Adhere to protocols, guidelines and policies.

Standard of excellence in appearance and practice.

Accountability: (1) Professionalism, (2) Ethical, (3) Law, (4) Employment.

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1) Accountability is about taking responsibility for any of your actions and may be required to explain them to others.

2) As a student nurse you are accountable to the practice assessor and ensure that you take responsibility for your actions and that you are competent to do the activity you are asked to perform, always putting service users interests first.

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Find out the preferred method of communication at our work place and use accordingly to pass on any important information such as being late.

1st day of placement

Introduction; Name, university, previous experience, goals for the placement.

Fears/Anxieties;

1. Fear of uknown ; to reduce this we can familiarise ourselves with the settings, routine, the people (patient and staff) their needs and expectations. Don't expect that clinical settings would be the same thing as simulated settings so prepare your mind.

2. Making mistakes ; We shouldn't be scared to ask questions and clarify things we are unsure of. Observe unfamiliar procedures before attempting. Accept the fact that it's okay to make mistakes as we are students and we are there to learn. Make our fear a challenge that we aim to overcome.

3. Clash of personalities ; Accept that you may find people that you may not see eye to eye with. Remain professional regardless of the situation, and treat everyone equally irrespective of any differences.

4. Failing to complete the required tasks; Stick to deadlines, watch tutorial videos, ask questions, familiarise yourself with the Epad. Break down required tasks such as what you need to do before, during and after placement. Take notes for reflection Don't be afraid to escalate any issues

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Interacting with others.

when running late:

(1) Call the Ward

(2) apologise to colleagues on arrival

Feelings on first day

Q1) Hallo my name is ....and I am here on placement as a student nurse! Smile, firm handshake.

Q2) Anxiety: not knowing what to expect, aka environment, pressure to be accepted.

Q3) Try to keep calm, Listen more

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Definition: having confidence in your decision and action as a professional especially in difficult circumstances.

1) Competent

2) Self development in the respective field

3) Code of conduct: prioritising people, practice effectively, preserve safety and promote professionalism and trust.

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1) Call the ward to inform them that you are running late or any of your staff who is on duty.

Q2) Mind your language, and body language while on the ward and be professional and boundaries(Both colleagues and patients).

.

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What kind of nurse would you want to be?

(1) Caring, compassionate, competent, confident, courageous, good communicator.

2) Nurse whose practice upholds the NMC code of conduct.

3) Nurse continually reflecting on practice.

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What kind of nurse would you like to be at the end?

Competent, understanding, reliable, and flexible able to have skill to work in various nursing sectors.

Able to work as a team, have team-working skills.

Keeping aware of opportunities available to consistently learn and progress/upskill.

Keeping informed of policy changes to keep up to date of current trends within nursing practice in the UK and internationally.

Willing to learn and follow procedures within my trust, making sure taking accountability for whoever is delegated to me.

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What kind of nurse do we want to be;

1. Achieved all our learning objectives for each placement.

2. Achieve the nursing skills and knowledge needed to be a successful nurse

3. A nurse that everyone trusts and has confidence in.

4. Confident in evidence based practice

5. A nurse that prioritises patient care.

6. Have built professional relationships and network

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Situation

First year nursing student.

Background

No clinical experience

Assessment

Nervous and excited about the first day on the ward

Recommendation: Observing the nurses and other professionals to help in building confidence and both MDT and ward round meetings to help in the knowledge needed.

To be proactive in learning from all members of the MDT team.

Decision : Stick to 6Cs according to the NMC.

Critical thinking in decision making.

.Strengthen the organisation skills.

.Keeping up-to-date with trust policies.

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Yvonne Gadner's case

how would you deal with this.

(1) Look at risk assessment.

(2) Calm and professional

How does that make you feel?

(1) Self control

Althea's scenario

(1) Encourage Althea to speak slowly.

(2) Ask to repeat.

(3) learn to cope with different accents.

How does that make you feel?

(1) Awkward

Wendy Samuels scenario

(1) active listening.

(2) record notes

How does that make you feel?

(1) Empathetic

Paul's dyslexia

(1) Refer Paul to University personal tutor

(2) Enquire university support (student Union).

How does that make you feel?

(1) Empathetic

Bobbie Scenario.

(1) render professional care

(2) Be open minded.

(3) Be patient

How does make you feel

(1)

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Maude’s Scenario

How would you feel/react?

I would raise awareness of the remarks made by the pt to my manager/NIC and approach the situation in a calm and collected manner and ask the pt questions to get an understanding on why they made that statement and help educate them on how making certain statements could be perceived in an offensive manner. I would remain professional and calm like Yvonne.

It would make me feel confused as to why they were pointing and laughing.

Althea’s Scenario

I would raise awareness on the fact you enjoy her teaching method but sometimes find difficulty in understanding what she say’s sometimes as she speaks fast, in a polite and respectful manner. I would reflect back to what she had said and check with her if that is what she had said just to be clear.

I would feel confident in raising awareness to the difficulty so we could work effectively and everyone has clear understanding of one another.

Paul Holland’s Scenario

I would approach Paul in a respectful manner keeping his integrity and reflect back on what he had addressed and enquire further to gain further information about his ritual and reason behind it. I would politely let them know I will not be following them but are willing to know more about their plan.

If I feel I’m finding difficulty in engaging in conversation with Paul, I will politely excuse myself and let them know I will be back to hear more and raise my concerns with NIC/Ward manager.

Paul’s Scenario

I would reassure them that I would help to the best if my abilities and help guide them to the right department that could help them with their writing and documenting skills. I would not raise his issue with another person unless they have told me it is okay to do so.

I would encourage them annd reassure them that they anre capable and provide moral support to help empower them and tackle their fears of not passing.

Bobbie’s scenario:

I would ask them what pronoun they would like me to use when addressing them and look at the presenting problem and help get to the root cause of the abdominal pain to help treat it.

I would open dialogue with Bobbie and get insight on how they are feeling with the process and keep an open-mind.

I would keep my personal judgement’s aside and approach the situation in a very understanding manner making sure Bobbie is not left feeling offended.

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Name some Boundaries for Student Nurses.

(1) Observe and learn: no participation in anything outside.

(2) Friendly but not friends.

(3) Colleagues: encrypted information sharing.

(4) Bosses: Respect,

(5) Follow male/female Trust guidelines.

(6) Avoid romantic relationships if possible.

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Yvonne

1. We will approach the situation with calmness and professionalism.

2. We should ignore the comment.

Based on how we feel about her comment?

feel hurt, shock and speechless. However, it has to be overlook

Althea

We will kindly ask her to speak slowly and repeat herself.

Feeling.

1. lost

2. anxious to ask question to repeat her self and slow down.

Wendy

1. Introduce yourself.

2. Read the risk assessment

3. Ask him how he is feeling?

4. Tell him what you are there for.

5. Stay calm and professional

Feeling

1. Feel nervous to approach him

2. I will empathize with him

Paul

1. Recommend him to get in touch with learning enhancement team

2. Reassure and encourage him.

3. Recommend him to get in touch with the dyslexia team for assessment and support.

4. Tell him to contact his tutor.

Feeling

1. Empathetic

2. worry

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Scenario 1

As a student nurse, i will deal with it in the same way as Younde, demonstrating a high level of professionalism. Also, report this to my practice assessor and document this in the RIO.

Scenario 2

Talk to her on one to one and advise her to always slow down when talking to you, so that you can understand the information trying to pass on or advice to write it down in a kind in of advice in a polite way.

Scenario 3

Listening to him and asking him why he believes his god.

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I would raise awareness to the fact although I have prior experience in phlebotomy I am here as a student nurse and can not carry out the task as I would be going against the NMC code of conduct.

Boundaries set:

Making sure my personal time (breaks, end of shift time) aren’t jeopardised.

Making sure I am not crossing personal boundaries.

Making sure no personal information is disclosed to keep privacy and confidentiality.

Making sure every member of team is carrying out their duty and no one is overworked. Keeping fair practice.

If gift’s are given from pt’s, letting them know you are very thankful they have bought this for you but making it clear that you will let the ward manager know and it will be distributed for the whole team to avoid building inappropriate relationships and keeping a professional relationship.