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In class, we were divided into three groups, each assigned four residents with varying health conditions. As a team, we allocated one resident to each group member to review their cases, then came together to discuss the issues and decide who should be the priority for care. Initially, setting priorities was challenging, as most residents required emotional support and were experiencing anxiety. However, as we received updates on their conditions, things became more complex, with fluctuating vital signs, deteriorating blood work, and specific needs such as respiratory support and fluid administration. Ultimately, we decided that John should be the top priority due to his high temperature of 40°C, dropping blood pressure (100/70), and multiple episodes of diarrhea. Rose was next, as her condition was worsening, requiring respiratory support. Mary followed, as she was becoming more dehydrated. Lastly, we prioritised Paul the least since his condition was improving.

NMBA Standard 6, which focuses on providing safe, appropriate, and responsive quality nursing practice, is essential in this context. It emphasises the importance of prioritizing care based on the patient’s condition and ensuring timely and appropriate interventions. Adhering to this standard helps ensure that the most critical patients receive immediate care, which can prevent complications and improve outcomes.

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In our last practical session at the Willowbrook Residential Lodge, we were divided into two groups, with my group assigned to the east wing. My first patient was Mrs. Davis, who had a range of health concerns, including recent gastroenteritis, low blood pressure due to a history of hypertension, chronic kidney disease stage 3, osteoarthritis, and progressive cognitive impairment. Mrs. Davis had been refusing fluids, leading to reduced urine output, dark and concentrated urine, poor skin turgor, and dry mucous membranes. She also had mild pitting edema in her ankles, and her creatinine levels were alarmingly high at 238 mmol/L. In response, I checked her vital signs for signs of further deterioration and requested the GP to chart IV fluids since she was refusing oral fluids. I also administered oxygen via nasal prongs as her oxygen saturation dropped to 92%. I communicated the situation to my team leader and provided a thorough handover.

As a soon-to-be graduate nurse, the experience was stressful, especially since I was managing the patient on my own without a buddy nurse, and my team leader was occupied. Reflecting on this scenario, I realised the importance of enhancing my skills in patient assessment, collecting accurate information, and working with the interprofessional team, particularly in handling deteriorating patients.

I believe that NMBA Standard 4, "comprehensively conducts assessments," is highly relevant in this scenario. It highlights the importance of gathering thorough and accurate patient data, conducting timely assessments, and recognising early signs of deterioration. I remembered my placement where I answered a nurse call bell and saw the patient struggling to breathe, I had to get myself together and perform vital signs to collect information and let my nurse what is happening. After we supplied oxygen and repositioning the patient and nothing was improving, we had to call the MET team and had to provide a detailed handover. Those information helped save and provide comfort to the patient's life that time. To adhere to this standard, I will focus on improving my clinical reasoning skills by engaging in more simulation training, which will help me become more confident in assessing and responding to changes in patient conditions. Additionally, I will work on improving my communication and collaboration with the healthcare team to ensure that I can escalate issues promptly and coordinate care effectively. Seeking feedback from senior nurses and participating in case discussions will further develop my ability to provide safe and comprehensive patient care.

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During Week 6, we practiced self-simulation at home and had our practical session at UCH. During this session, we watched a couple of videos highlighting the experiences of mental health patients when nurses provide neglectful or inappropriate care. These videos were meant to encourage reflection and empathy toward patients. In the first video, we saw a patient with schizophrenia being mistreated during a bedside handover. The nurses used rude and dismissive language, speaking as though the patient could not understand, calling her “hopeless,” and referring to her as "schizophrenic," as if she were defined by her illness. They also excluded her from her own care plan. If I were that patient, I would feel deeply upset and hurt, especially since I would expect healthcare professionals to treat me with care and respect. This experience reinforced the importance of providing compassionate and holistic care. When we genuinely care for patients, we empathise with their feelings, which leads to better outcomes.

In the second video, we watched a female patient who wanted to go outside for a smoke but was prevented from doing so by two male healthcare workers. They repeatedly told her, "We will fix you," as if she were broken. One of the staff members followed her closely, making her even more uncomfortable. This situation clearly showed a disregard for her autonomy and personal space, and no consideration was given to how safe or comfortable she felt. If I were in her position, I would feel powerless and dehumanised, as if my choices and emotions were being ignored. This highlighted the critical need for a therapeutic environment where patient autonomy and safety are respected, ensuring they feel heard, valued, and treated with dignity.

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In our Week 9 simulation, we explored the topic of pediatric burns. The scenario involved a 4-year-old female patient, Yasmin, who suffered burns on her neck, chest, and both hands after holding a bowl of boiling noodle soup. While in the hospital, Yasmin continued to cry and displayed signs of distress, despite receiving pain medications that were not relieving her discomfort. Her mother, feeling overwhelmed and unsure of what to do, called in the registered nurses (student volunteers) for assistance. She explained that even her attempts to distract Yasmin with videos were unsuccessful.

The RNs responded well by reviewing the medication chart, assessing her airway, performing a pain assessment using the Wong-Baker pain scale, and even checking her abdomen. They demonstrated effective communication by actively listening to both Yasmin and her mother and bending their knees down to Yasmin’s level to avoid intimidating her. After these evaluations, the RNs recognised that the situation needed to be escalated and called the MET team. The challenge in this scenario came from the overwhelming environment, lack of immediate medication availability, feelings of helplessness, and the complexities of conducting assessments on a child, which differ significantly from adult care. According to NMBA Standard 4, RNs must perform comprehensive and systematic assessments accurately, which ensures high-quality care and timely interventions.

To continuously adhere to this standard and improve in similar cases, several strategies can be employed. These include regularly practicing pediatric assessments in simulations, becoming familiar with pediatric pain scales, and enhancing communication skills to ensure effective interaction with both the child and their caregivers. It is also important to stay up-to-date on policies and protocols for pediatric emergencies and to build confidence in managing stressful situations. Reflective practice after each case can help identify areas for improvement and solidify learning experiences, ultimately enhancing the care provided to pediatric patients like Yasmin.

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In our practical skills lab, we reviewed a case involving an 18-kilogram child who sustained burns on the right side of the body, including the face, neck, and arms. We learned how to calculate the total body surface area affected and determine the appropriate fluid volume needed to ensure proper hydration. Additionally, we practiced calculating the dosage of intranasal fentanyl for a child of this weight. By adhering to the provided policy, we collaborated, checked each other's actions, and offered feedback to improve our skills in medication administration like with intranasal fentanyl. According to NMBA Standard 6.5, registered nurses must practice in line with relevant policies, guidelines, standards, and regulations. Following these ensures patient safety, upholds professional standards, and delivers high-quality care.

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During our seminar, we discussed a pediatric burn injury case where a child accidentally spilled boiling water on his right side. We focused on the critical importance of first aid, such as cooling the burn by running cold water over the affected area for at least 20 minutes. We also examined the potential for airway compromise if the burn involved the face or neck, due to swelling. Beyond the physical trauma, we talked about the emotional impact on the parents, particularly the mother. She shared how, as both a nurse and a mom, she felt torn between those roles, expressing guilt and stress, while also wanting to ensure her team provided the best possible care for her child. This case reminded me of a personal experience when my friend suffered a large wound from a bike accident. As a second-year nursing student at the time, I instinctively acted as both a concerned friend and a student nurse. I assessed the wound, cleaned it with saline and gauze from my first aid kit, wrapped a bandage on it, and managed the bleeding until we could seek further care. I later called my sister, a nurse, who educated my friend on proper wound care and the importance of a clinic visit for further assessment.

Though this wasn’t part of my placement, I believe it aligns with NMBA Standard 6.1, which focuses on providing comprehensive, safe, and quality care that meets patient needs. In both scenarios, I see a similarity between myself and the mother, we both had to think critically and act swiftly to ensure our loved ones received the best care. Balancing emotional involvement with clinical decision-making adds an extra layer of pressure. To improve, I think I could benefit from trusting our colleagues and keeping a calm demeanor, as excessive stress can hinder the quality of care. Moving forward, I believe that practicing emotional regulation, fostering teamwork, and relying on collective expertise would enhance the quality of care we provide in such challenging moments. Lastly, continuous learning and self-reflection can strengthen our ability to navigate these dual roles effectively.

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During our simulation, we could all feel the intensity of the scenario building. We had a patient named Sam, who had fallen approximately four meters from a roof while at work. When paramedics arrived, they performed a primary survey and identified a fracture on his right side, particularly the right ribs. Now in the hospital ward, Sam’s nurse was on break, and the students who volunteered for the simulation stepped in as his temporary nurses. The registered nurses in the simulation had only received a brief handover from a first-year student nurse, who had been left alone in the room. It became clear that Sam was in significant pain, and his vital signs were deteriorating. The registered nurses were excellent in their assessments, conducting vital sign checks, neurological observations, and the Glasgow Coma Scale (GCS). They worked effectively as a team, delegating tasks and communicating to solve problems together. However, we recognised the challenges they faced, including inappropriate handover, missing documentation, the pressure of the situation, and some delays in responding.

This scenario ties directly to NMBA Standard 4, which emphasises the need for comprehensive assessments, and Standard 6, which highlights the importance of effective communication and accurate documentation. Strategies I could adopt in future practice include ensuring that I always gather and document thorough patient information, even under pressure, and practicing concise, clear handovers. Regularly participating in simulation exercises and shadowing experienced nurses during handovers will help me build these skills and confidence.

In one of my placements, I encountered a similar situation where I observed that a patient’s handover was incomplete, leading to confusion during care. The nurse team had to backtrack to gather critical details, which slowed down care delivery. This experience reinforced the importance of detailed handovers and the need to consistently document all relevant patient information, ensuring smooth transitions between healthcare providers and timely patient care.

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In our laboratory session, we were taught how to conduct a thorough primary survey on an injured patient using the A-G assessment, which includes airway, breathing, circulation, disability, exposure, fluids, and glucose. We learned that evaluating each of these areas provides crucial insights into the patient's condition and helps us identify priorities in their care. As a student, I recognise that I still need more practice in performing accurate primary surveys, especially in real-life situations where the pressure of assessing patients can be intense. To improve my skills, I plan to focus on simulation training and seek opportunities to observe experienced nurses in action during placements. This will allow me to gain confidence and refine my technique in assessing patients under pressure. I think this aligns with NMBA Standard 4, which emphasises the need to collect comprehensive and accurate information, and Standard 5, which focuses on developing plans of care. By improving my primary survey skills, I will be able to contribute more effectively to patient care and safety.

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In our seminar, the case of the 49-year-old female who sustained a head strike and right-sided injury after falling from a truck highlighted several critical aspects of patient care, including reviewing her medical history, current medications, and conducting a thorough primary survey. We explored potential medical interventions and the healthcare professionals we would refer her to. Physiotherapists and occupational therapists in the discussion highlighted the pivotal role nurses play in patient care, as they often only see the patient once or twice in a 24-hour period, while nurses are present more frequently. This means detailed observations and assessments provided by nurses are essential in ensuring coordinated care. This approach aligns with NMBA Standard 4, which emphasises the need for registered nurses to gather comprehensive patient information, and NMBA Standard 7, which focuses on monitoring patient progress and ensuring care aligns with established goals and outcomes.

During my recent PEP placement, I witnessed the importance of this collaboration firsthand. We had a patient who had undergone a right foot amputation and was understandably anxious about his recovery. Recognising the need for multidisciplinary support, we involved a social worker, occupational therapist, diabetes educator, and physiotherapist to provide comprehensive care tailored to his physical, emotional, and practical needs. By working together, we ensured that his rehabilitation plan addressed not only his immediate medical concerns but also his long-term recovery and well-being.

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In our seminar session, we were divided into four groups to explore various topics. The group I joined focused on collaborative mental health teams. I firmly believe that when a member of this team is missing, it becomes challenging to achieve the patient's target goals or outcomes, as each professional brings expertise in different areas of the patient's care. For example, if a patient is at risk of self-harm or harming others, the ACT Civil and Administrative Tribunal may issue a legal order, such as restrictive practices, for the safety of the patient and others. These legal measures are essential to prevent harm while ensuring the patient receives appropriate care.

During my placement, I encountered a patient who had previously experienced the loss of two pregnancies and was returning to the hospital for a check-up as she was expecting for her third attempt. The patient was extremely anxious and worried that her past experiences might repeat. Without a referral to a psychologist or therapist, it would have been very difficult to support her emotional well-being and help her achieve a positive outcome in her pregnancy. This patient did not just need the assistance of nurses and her GP, but she also required mental health support from an expert. This aligns with NMBA Standard 7.3, which emphasises the importance of determining and communicating further priorities, goals, and outcomes with relevant team members such as the mental health care team. This highlights the necessity of cooperation and communication within the healthcare team to improve patient outcomes.

To adhere to NMBA Standard 7.3 in future clinical practice, I plan to actively engage in multidisciplinary meetings and discussions to ensure that all necessary professionals are involved in the patient's care. I will take the initiative to communicate with relevant team members, such as psychologists, social workers, and medical staff, to prioritise the patient's holistic needs. Additionally, I will continuously assess the patient's progress and promptly raise any concerns that may require adjustments in care, ensuring that care plans are tailored to evolving patient goals. This collaborative approach will help ensure comprehensive and patient-centred care, promoting the best possible health outcomes.

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In addition, respecting patients' rights is crucial in upholding their autonomy and ensuring they receive appropriate care as consumers in healthcare. As outlined in the image above, patients have the right to access healthcare, receive education, maintain dignity and privacy, and refuse treatment, procedures, or medications and more. Trauma-informed care aligns with these rights by acknowledging the patient's autonomy and avoiding actions that could compromise their emotional well-being. Upholding patients' rights is also fundamental in maintaining therapeutic relationships and fostering trust. This approach aligns with NMBA Standard 6.1, which highlights the importance of providing safe and high-quality care that meets patients’ agreed-upon goals and outcomes, responding to their unique nursing needs.

In my future practice as a new graduate nurse, I will ensure that I continue to adhere to NMBA Standard 6.1 by actively respecting patients' rights in every aspect of care. This includes involving patients in decision-making processes, educating them about their treatment options, and encouraging them to voice their concerns or preferences. By doing so, I will create a care environment that supports autonomy, safety, and person-centered care. Additionally, I will strive to continuously assess and reflect on my practice to ensure that the care I provide is both responsive and aligned with patients' individual needs, while also fostering a sense of dignity and respect throughout their healthcare experience. In my previous PEP experiences, nurses always showed me the importance of informed decision making and why patients must always be included in discussions of their treatment plans. This is because they are a person who has the right to decide for themselves and who are the experts in the experiences of their own life.

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Moreover, we discussed the importance of establishing therapeutic relationships with patients experiencing mental health issues. Building trust, demonstrating respect, and being sensitive to the patient's history are essential for effective care and treatment. According to NMBA Standard 2, nurses must recognise that patients are the experts of their own life experiences, and this must be respected throughout care. Creating a safe and supportive environment not only improves health outcomes but also strengthens the nurse-patient relationship. Furthermore, respecting patients' rights fosters trust and encourages their active participation in their care. Collaborative efforts within the mental health care team are crucial in providing holistic and cohesive care that is tailored to the patient's individual needs.

As I transition into my role as a new graduate nurse, I am committed to continuously adhering to NMBA Standard 2 in my practice. I will actively listen to patients, respect their autonomy, and involve them in care planning to ensure they feel heard and valued. By fostering a compassionate, person-centered approach, I will aim to create an inclusive environment that supports their mental health recovery. Additionally, I will seek opportunities for collaboration with interdisciplinary teams, ensuring a comprehensive approach to care that upholds the patient's dignity and rights at all times. Lastly, I think being empathetic to patients is crucial to building therapeutic relationship. It because it helps me understand where the patient is coming from and what they are feeling. During my PEP experiences, I think I adhere to NMBA standard 2 naturally. I am always empathetic towards the patients, therefore I also help make a healthy, safe and non-judgmental environment for them.

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Another topic we were encouraged to explore is trauma-informed nursing care. As future healthcare providers, especially nurses who often work closely with patients, it is crucial that we adopt this approach. Trauma is common among people, and many patients may not disclose their trauma due to fear, distrust, or simply not being ready to share their experiences. We must not rely solely on a patient's disclosure to guide our care. Therefore, as healthcare providers, we should consistently practice trauma-informed care by always asking for consent before any procedure, communicating clearly and effectively, and educating patients in a respectful and culturally appropriate manner. This involves being mindful of the words we use, our body language, and our tone of voice. Respecting the patient's autonomy and personal boundaries allows us to foster a sense of safety and trust, which ultimately leads to better patient outcomes. Trauma-informed care aligns with NMBA Standard 6, which emphasises delivering safe, high-quality care that is responsive to the patient's needs. To consistently adhere to NMBA Standard 6, I plan to implement several strategies. First, I will stay updated on policies and procedures related to trauma-informed care, ensuring I practice within established guidelines to protect patient safety. This includes familiarising myself with hospital protocols on patient consent, confidentiality, and the management of patients with a history of trauma. Secondly, I will actively seek feedback from colleagues and supervisors during clinical placements to enhance my clinical decision-making and responsiveness to patient needs. I also aim to participate in continuing education and training focused on trauma-informed care, mental health support, and culturally sensitive care. By integrating ongoing learning with reflective practice, I will improve my ability to offer individualised, patient-centered care that meets NMBA standards.

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In Week 5, we focused on a previous patient named Avery, who had experienced an opioid overdose. In this scenario, Avery returned to the hospital and was cared for by a first-year nursing student before the arrival of the nurses. When the student volunteers entered the scenario, the student nurse reported that the patient had become unconscious and was desaturating to 89% on room air. While the volunteers responded, I observed that they prioritised gathering information from assessments and demonstrated strong teamwork, delegating tasks such as administering oxygen, calling the MET, performing an A-G assessment, and handing over to the MET team. According to Registered Nurse Standards for Practice, particularly Standard 4, nurses must perform assessments, gather data, and communicate outcomes to inform their practice (Nursing and Midwifery Board of Australia, 2016). During the simulation, the volunteers displayed critical thinking and made a decisive choice to call the MET and quickly assess the patient, noting the unresponsiveness and performing an A-G assessment. Moreover, Standard 6.3 emphasises that registered nurses should delegate tasks to other team members within their scope of practice (NMBA, 2016). The volunteers effectively delegated tasks to each other, but I realised they could have engaged the student nurse in the scenario, considering her psychological safety. If I were in the situation, I would have asked the student if she felt comfortable observing or offered her the opportunity to step away and take a breather. While I may not know which task to delegate to the student, I would aim to make her feel included. Furthermore, if I were in the scenario, I would have struggled with the pressure of not knowing how to respond, especially with others expecting me to take charge as a registered nurse. This pressure could lead to self-doubt, recognising that my actions could impact a human life. I know this is an area I need to improve, particularly in high-stress situations like the one in the simulation. However, I also understand that I can always ask for assistance.

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In our skills lab, we focused on administering Naloxone to Avery, who had experienced an opioid overdose, improving oxygen saturation, and practicing the ISBAR handover. While practicing, we made sure to monitor each other closely to ensure Naloxone was administered safely and in line with hospital policy. According to the policy, we had to draw 3 mL of sodium chloride and mix it with Naloxone, which had a concentration of 400 mcg/mL. This gave us a total of 4 mL, which needed to be administered slowly to allow for a gradual reversal of opioid effects. Standard 6.5 emphasises that registered nurses must follow relevant policies, guidelines, regulations, and legislation to ensure patient safety (NMBA, 2016). I believe it is important for student nurses to rely on hospital policies and familiarise ourselves with following instructions. After administering the medication, we monitored Avery's vital signs and observed a drop in oxygen saturation. In response, we repositioned her as she was lying down flat and applied an oxygen mask, in accordance with policy and guidelines. This aligns with Standard 4.3, as we gathered information and prioritised her oxygen levels. Once Avery was stable, we practiced writing an ISBAR handover and exchanged it among ourselves. While we performed well, we realised we could improve by focusing on the most relevant information about Avery, rather than including minor details.

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In our seminar, we explored implicit bias by comparing and describing photos of different individuals, then uncovering the stories behind each person. This exercise highlighted how easy it is to make judgments based solely on appearances, without understanding the challenges or experiences someone has faced. It became evident that while we all hold biases, how we express them through our words and actions can significantly impact others. As we learned more about the people in the photos, the weight of our judgments grew, emphasizing the need for empathy and understanding. I believe this is highly relevant in healthcare, where biases can flow both from nurses to patients and vice versa.

In healthcare, implicit bias can affect patient care, communication, and trust. This underscores the critical need for ongoing training in cultural competence and diversity. Nurses must be equipped not only to recognise their own biases but also to respond appropriately to patients who may act out of prejudice. This is particularly important when dealing with aggressive or difficult patients who may be reacting from their own unconscious biases.

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In the second week, we were encouraged to prepare by revisiting our knowledge of Module 2, which covers Diabetic Ketoacidosis (DKA) and the associated roles of potassium, sodium, magnesium, and phosphate. Prior to my review, the module suggested assessing my current understanding of DKA, for which I rated myself a 2/10 due to my lack of recall on the topic. However, I was confident that a refresher would quickly restore my comprehension. The resource link embedded is the video I used to recall DKA. I find it very informative and helpful to fully understand my week 2 lessons and activities. Moreover, I used google to search the associated electrolytes. However, I knew that I needed more help in classes to clarify their roles and importance in the context of DKA. Therefore, after my self review, I was glad to at least rate myself a 7/10.

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Diabetic Ketoacidosis: DKA Pathophysiology and Nursing Interventions (Step-By-Step)

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During our initial simulation practice, we encountered a scenario involving a patient newly diagnosed with diabetes, who was experiencing significant distress due to the overwhelming amount of information they needed to process. The patient expressed a lack of confidence in self-monitoring blood glucose levels, self-administering medication, and relying on their limited knowledge of the chronic condition. The two student nurses who volunteered for the simulation performed exceptionally well. They introduced themselves, performed hand hygiene, and communicated effectively with the patient. They also provided education with empathy, reassurance, and confidence. Reflecting on this experience through the lens of the Nursing and Midwifery Board of Australia (NMBA) standards, I noted how the student nurses effectively applied Standard 2, which emphasises the importance of engaging in therapeutic and professional relationships with patients and their families. I recognise that alleviating the patient’s anxiety and providing education in age-appropriate terms while maintaining confidence and emotional stability is challenging. This experience reinforced the importance of my values as a future nurse, particularly the priority of ensuring the patient's well-being, which is central to my role. Therefore, it is essential to continually develop my communication skills, empathy, and ability to manage stressful situations effectively.

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In our practical laboratory, I was glad to refresh my understanding of infusions. We practised fluid resuscitation using 1000mL of normal saline and calculated insulin infusions according to hospital policy. In alignment with NMBA Standard 6.5 (2016), registered nurses must practice safely and in accordance with established policies and guidelines. We adhered strictly to the policy when preparing saline for the patient and calculating and administering insulin, ensuring the proper procedure was followed. I believe this adherence is crucial, as even a single error in medication calculation can have life-threatening consequences for the patient.

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During our seminar, we completed a quiz and engaged in a discussion about DKA. With our instructor’s guidance, we revisited the roles and significance of potassium, sodium, magnesium, and phosphate in the context of DKA. These electrolytes are vital for the proper functioning of essential organs, but they are depleted during DKA due to frequent urination, which occurs when the kidneys are overwhelmed by excessive glucose in the bloodstream. I believe that consistently studying and refreshing our knowledge of common chronic diseases like DKA is vital for developing safe and high-quality nursing practices (NMBA, Standard 1, 2016).

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During the first week of my final semester, I experienced a blend of excitement, nervousness, and eagerness as I prepared to embark on this crucial phase of my degree. However, I also harbored fears about potentially failing and not excelling in the unit. During the workshop session, the unit convenor addressed these concerns by discussing the support available to us, how to build confidence, and the strategies for bridging the gap between being a student and becoming a professional nurse within six months. This pep talk boosted my confidence, enabling me to connect with my peers and actively participate in class. Additionally, we discussed about Bandura's social learning theory, which suggests that we learn by observing peers, teachers, mentors, and our environment. Therefore, I believe that by observing and actively participating in our simulation practices, I will improve my clinical skills. Lastly, I enjoyed touring the simulation lab with my classmates and felt more excited about the new experiences ahead of us.

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In the laboratory, I confidently joined random groups, engaging more fully with my peers and taking the initiative to practice my skills. We refreshed our knowledge on administering schedule 8 medications and antibiotics for both pediatric and adult patients. This hands-on practice was incredibly beneficial, as it focused on calculations, drawing medication, and administration techniques. It served as an excellent refresher, especially since my upcoming placement will be in a medical ward. This practical laboratory experience significantly prepared me for my upcoming placement by shaping my practical skills.

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During the seminar session, we were introduced to an activity where we assessed and rated our own confidence in clinical and communication skills. This exercise revealed areas where I needed further improvement, motivating me to enhance my skills. We also discussed strategies for excelling in our assessments, emphasising the importance of planning ahead, particularly with the six weeks of placements and other unit assessments approaching. The orientation week left me feeling well-prepared and equipped to face the challenges ahead.