ALAMY
CPD reflective account get the prescribed dose. While on placement I have met staff who were not aware that in this situation, air should not be dispelled before administering subcutaneous injections.
Updated procedures
Subcutaneous injection A CPD article enhanced nursing student Amy Smith’s confidence in her subcutaneous injection technique As a third-year nursing student, I found the CPD article on subcutaneous injections informative. This technique is studied and practised within our curriculum at university. The article supported the knowledge I gained from my course and the nurses that I have worked alongside. The article clarified good injection technique, discussed the risks involved and offered recommendations for safer practice. It provided an overview of the subcutaneous injection skill, focusing on two common drugs for injection: insulin and heparin. Although delivered via the same route, the rationale for the injection technique and the patient assessment before administering these injections differ. It was explained that it is important to rotate the injection site to prevent irritation, scarring, tissue hardening and pain. This may not be done always as frequently as it should. Nurses should be thorough when completing the patient’s notes and state exactly where the injection has been
administered. This will inform the next shift of nurses of where the previous injection was given and enable them to administer the patient’s next injection on the opposite site, in line with best practice. As a nursing student I am fortunate that we are taught using evidence-based information. The CPD article highlighted a knowledge gap in relation to subcutaneous injections. The air bubble should not be expelled from pre-filled syringes as it is designed to remain next to the plunger to ensure the whole dose is administered. Without this ‘airlock’ the patient would not
This reflective account is based on NS761 Ogston-Tuck S (2014) Subcutaneous injection technique: an evidence-based approach. Nursing Standard. 29, 3, 53-58.
Nurses tend to work in a way they are familiar with, which may not reflect the most recent research. It can sometimes be difficult to share updated information about changes in clinical practice with qualified staff. However, often they are grateful to hear about updated procedures of which they may not have been aware. The article emphasised the importance of lifelong learning as techniques can quickly change. All healthcare professionals should take responsibility for keeping their knowledge up to date and be familiar with new legislation and policies. We should be making procedural changes once the evidence becomes available. On qualifying, I intend to work in a critical care environment where subcutaneous injections are given daily to prevent deep vein thrombosis. I will use this article in conjunction with the latest clinical guidelines to share best practice with colleagues to ensure our practice follows the best available evidence. This article has helped me gain confidence in administering subcutaneous injections to patients in clinical practice NS Amy Smith is a nursing student at Northumbria University, Newcastle upon Tyne, England
Write your own reflective account You can gain a certificate of learning by reading a Nursing Standard CPD article and writing a reflective account. Turn to page 50 for this week’s article and on page 62 you can find out how to present and submit your reflective account.
Visit the RCN Learning Zone The RCN Learning Zone is a FREE online service to help RCN members with their continuing professional development and professional portfolio management. The RCN Learning Zone can be found at www.rcn.org.uk/members/learningzone.php
NURSING may No 20 other :: voluses 29 no 38 ::permission. 2015 61 DownloadedSTANDARD from RCNi.com by ${individualUser.displayName} on Dec 06, 2015. For personal use only. without Copyright © 2015 RCNi Ltd. All rights reserved.
CPD reflective account get the prescribed dose. While on placement I have met staff who were not aware that in this situation, air should not be dispelled before administering subcutaneous injections.
Updated procedures
Subcutaneous injection A CPD article enhanced nursing student Amy Smith’s confidence in her subcutaneous injection technique As a third-year nursing student, I found the CPD article on subcutaneous injections informative. This technique is studied and practised within our curriculum at university. The article supported the knowledge I gained from my course and the nurses that I have worked alongside. The article clarified good injection technique, discussed the risks involved and offered recommendations for safer practice. It provided an overview of the subcutaneous injection skill, focusing on two common drugs for injection: insulin and heparin. Although delivered via the same route, the rationale for the injection technique and the patient assessment before administering these injections differ. It was explained that it is important to rotate the injection site to prevent irritation, scarring, tissue hardening and pain. This may not be done always as frequently as it should. Nurses should be thorough when completing the patient’s notes and state exactly where the injection has been
administered. This will inform the next shift of nurses of where the previous injection was given and enable them to administer the patient’s next injection on the opposite site, in line with best practice. As a nursing student I am fortunate that we are taught using evidence-based information. The CPD article highlighted a knowledge gap in relation to subcutaneous injections. The air bubble should not be expelled from pre-filled syringes as it is designed to remain next to the plunger to ensure the whole dose is administered. Without this ‘airlock’ the patient would not
This reflective account is based on NS761 Ogston-Tuck S (2014) Subcutaneous injection technique: an evidence-based approach. Nursing Standard. 29, 3, 53-58.
Nurses tend to work in a way they are familiar with, which may not reflect the most recent research. It can sometimes be difficult to share updated information about changes in clinical practice with qualified staff. However, often they are grateful to hear about updated procedures of which they may not have been aware. The article emphasised the importance of lifelong learning as techniques can quickly change. All healthcare professionals should take responsibility for keeping their knowledge up to date and be familiar with new legislation and policies. We should be making procedural changes once the evidence becomes available. On qualifying, I intend to work in a critical care environment where subcutaneous injections are given daily to prevent deep vein thrombosis. I will use this article in conjunction with the latest clinical guidelines to share best practice with colleagues to ensure our practice follows the best available evidence. This article has helped me gain confidence in administering subcutaneous injections to patients in clinical practice NS Amy Smith is a nursing student at Northumbria University, Newcastle upon Tyne, England
Write your own reflective account You can gain a certificate of learning by reading a Nursing Standard CPD article and writing a reflective account. Turn to page 50 for this week’s article and on page 62 you can find out how to present and submit your reflective account.
Visit the RCN Learning Zone The RCN Learning Zone is a FREE online service to help RCN members with their continuing professional development and professional portfolio management. The RCN Learning Zone can be found at www.rcn.org.uk/members/learningzone.php
NURSING may No 20 other :: voluses 29 no 38 ::permission. 2015 61 DownloadedSTANDARD from RCNi.com by ${individualUser.displayName} on Dec 06, 2015. For personal use only. without Copyright © 2015 RCNi Ltd. All rights reserved.
