 Ac rwy'n haydd yn bach i'n gwybod. Felly rwy'n rhaid i'n ddysgu'n gwybod hynny, rwy'n ddim yn arfod ac yn i gynnwys. Rwy'n meddwl, rydyn ni'n ddweud, rydyn ni'n gwybod yn gwybod. Mae'n cyfwyr, ond rydyn ni'n gwybod rydyn ni'n gwybod. Rydyn ni'n gwybod. Rydyn ni'n gwybod yr hynny'n ddag i gyd, a'r hynny'n gwybod i chi'n gwneud hynny ac yn gwneud hynny. Rydyn ni'n gwybod i chi'n gwybod. ar ychwaith, rydyn am ychydig gyda arwod rhan hyn i gerchwyno ff mor hyn acnder ymddangos a'i casad. Rydyn ni'n hoffi yn ydyn nhw wedi yn ymarfod. Rydyn ni'n gwahodd o'r brudd yma, dwi wedi bod ni wedi gwneud bod wedi bod yn fwyddin heddiw am ddwy'r cynghreffydd, roeddwn ni wedi ati chi ddwy'r cynghreffydd yr ysgolc, roeddwn ni'n r hyn i ddysgu'r ysgolc yw ni, rydych chi'si gallwch ei odd. Felly, rydyn ni'n cael ei chans oedd y flog i chi, rydyn ni'n rhaid i'w ddweud, felly rydyn ni'n cael ei ddweud犯wch hynny, rydyn ni'n cael ei wneud am ychydig, i ddweud a'r gwahyn sy'n rhai coflodau ar ddweud. Felly, ddwy ffordd, ond mae'r ddweud, rydyn ni'n cael ei gyrdd, rydyn ni'n gweithio'r bwyll, felly rydyn ni'n gweithio'r ddweud o'r bêdd,ol i gael ni wneud bod wedi bod yn fydwar i'n bwysig. Oni'n ddweud i'r bwysig i'w ei gael i ni'n bwysig, ac rwy'ch edrych i'n cymryd yn ei gael ei bod arall i fi allan o gewddaeth gweld mewn ar ôl, iddyn nhw'r llef wedi'u meddwl i'n meddyl iawn. Rwy'n meddwl i'r bod ni'n meddyl wedi'u meddwl i'u ei rôl. Gwyddo i wedi'u meddwl yn ddim yn ni'n gweld i'u meddwl i'r meddl, gan ddefnyddio'r gweithio a atdraesio bod yn nich yn dangos ar gyfnodi arllun ystyried ar y gallwn iawn. Ond y peth g bipolarol, chefnodd yn gallu cael eu cysylltu i'w cihwt i'r yw gyllid a'r gwzbarth. Rydyn ni'n cael ei fydd yn cyftaer o'i gael ei berydd i'w gweithio'r gwahoddiol, i wneud o'r awrad i'w gweithio, i wneud o'r awrad sydd yn cyfraith llunio, visi y gallwn ni'n golygarau i'w gweithio ar y gweithio'r gilg rahyd. gyda'r bod wedi cael pob, gyda'r gwreiddau, yn eu gweithi, gyda'r pinys. Haid i ddweud nad o'r bydd gwybod o gyda'r pob, mae'n have to helpwyd ni. Ond y gall y gall o'r byd gyda'r dicell hynbyn, yn dy wahanol ar y ddiwedd ac yn ôl, bydd y bydd'i rhaid ar y grannu, y bydd y bydd ar hyn ar ei cwbl bydd deilliar o'r clwg. O bobl nid ydych yn y gwwybol iddyn nhw ac yn unig i gyd, o bobl sydd wedi bod ni'n mynd i'r cystin ydy ydych wedi sicrhau i'w ddfastydd o gweithio, ychydig oedden nhw'n gweithio, ychydig o cyflrefio a gweithio gweithio. Fy fydd gennych nhw'n gwneud o ddefnyddoedd, ychydig o holl o gweithio gyda'ch gweithio, mae'n cyfle o'r cyfrifiadau, felly roedden nhw hynny ei hynny, felly rwy'n meddwl, y peth yn ei wneud dod yn ychydig o lefynnol, dwi'n rhoi sylfaen wedi bod ni'n holl o'r prifrofiadau ar hyn sy'n gweithio. a gwahodd y ddefnyddio'r cyfnod hynny, ac mae'r ddefnyddio'r gwael dros bwrdd ddweud. Ond ydych yn benodol mae hwn yn hymrwng. Mae gennym y cysylltu hynny'n hynny. Cymru gael ar gael cael eu lleol. Ac rwy'n ddim yn fawr. Mae cyfnodd y rhai, cydwch chi'n gweithio'r gwaith, cyfnodd y cyfnodd, cydwch chi'n gweithio'r gyfnodd, yn fawr yn ychydig i'r bach. Felly mae'n dweud yw'r cyfleoedd, yn ei chynyddu'r cyffredig a'r byd yn ychydig i'r bwyd. Ond o'r cyffredig yma, mae'r cyffredig yma yw'r cyffredig yma, ond mae'n edrych i'r bwyd yn ymddi'r bwyd yn ymddi, ond mae'n rwy'n sicr o'r bwyd yn ei syniad. Mae'n cyffredig yma mae'r risg o hemihwynt. Mae'r bwyd yn ei ffordd, mae'n bwyd yn ei ffordd, mae'n ei ffordd, ac ymddwch chi'n gweithio ymddiad ar gyfer y bwyd, o'r voliwn i wneud yn gyfodol oherwydd o'r llos llwyffol ddweud. Felly, y tynnu'r llos llwyffol yn y gweithio, fel yw'r hyn yn ôl i'n meddwl i'r llos llyfydd ac yn ei wneud a'r hyn i'r llos llyffydd i'r llos llyffydd, i'r llefydd yn ymgwrs, i'r llos llyffydd yn ymgyrchu llwyddiad. Felly, mae'n ddweud dros y bwrdd o'r ysgrifennu llwyddiad, ond o'r 24 oed yn ei ddyf yn ddweud, a morhaen yn ymlaen, ac yn wych i gyda'r caffi'r hyffordd ac os ydych yn ôl. Ond yn ddesgref, mae'r caffi ar hyn yn o Pi Ffyrdd yn digwydd, a'r hoffd ar hyn a'r cyfrifyddiadau a'r hoffod ar hyd. O'r hoffodd, mae'r hoffod a'n ddech chi'n ddechrau nad o'r hoffod yn dod o'r hoffod ar hyn. Mae'n dweud o'r hoffod, a'r hoffod y twyl sy'n hoffod, yna o bheithgfawr, a'r hoffod mae'n wyf yn ni'n gofynu, Is it a good amount, is it a small amount, if they're going regularly as well? So there's a lot of really assessments with this surgical ward. You're constantly assessing and monitoring everybody and that's the main thing that you do on this ward. So then once you've done all of that it's usually about half past 10, depending on what sort of day it is, sometimes things go wrong so you are a little bit later. So, around about between 10 and half past 10 you sort of have a tea break. ardi cyfnod o'r cyfnod fynd. Mae gyd yw'r cyfnod yn ymwyb chi, felly o'r gyrsau'r gyrsau'r gyrsau, o'r gyrsau'r cyfnod, felly yn ymwyb i gyd, yn y same ymddangos, mae wedi'i gyrsau'r gyrsau, ac mae'n gyd nifer yw'r cyfnod yn y gyrsau'r cyfnod yw'r cyfnod. Felly, mae'n gyrsau'r cyfnod yw'r cyfnod. A gweld yn gyrsau'r cyfnod. pan oedd o wneud fynd yn eich 10. Ac eich tynna'n dechrau'n gwybod. Yn 11 on 12, rwnnw'n go i gwybod ac yn wirio'r adrodd. Fynd i eich llwystopeth, eu gwerthu, roedd yn ddechrau, gyda'u ddweithbryd åty pan yn gweithio, haith yw'r adroddau tynnu mae rhywbeth i'r meddwl ac rydyn ni'n gweithiau rydyn ni'n gweithiau, rydyn ni'n gweithiau, eich ddweithiau. Ond mae'n gweithiau i'r ddweithiau sylw煰 trains. Mae'r ex-gylay i'r gwrdd, mae'i ddynnu a'r drinfodau gyda'r meddwl. Mae'n gweithio, mae'n gweithio, mae現istau, mae'n gweithio0gwr, mae'n gweithio'r gweithio'r gweithio'r ddarparu. Rydyn ni'n gweithio'r g катrafen, mae'n gweithio'r cyfonau, mae'n gweithio'r gwell ar gyfer y cyfaint. inherently every single thing you can think of for that patient you have to had to put down in the documents because if it wasn't documented it did not happen document everything and don't think that you're writing too much if you're writing pages and pages and pages and pages on that patient I'm sorry it's better to be safe and sorry document it documented if you don't take anything away from this video that's the one thing you have to do is document it. yn ysgol astud o'i'r ffordd yw gwirio'r flasig ar sanaig yw ffordd yw'r flasig... Ielgrwych yn wir i ddadw'r flasig. Ysgol am ddod y flasig ar sanaig... ...ach dweud i ddatblygu'r gweithbeth o'r gw Leadion. Dwi'n gobeithio'n gwneud yma oherwydd cyflwyso iawn, bobi'r gweithio deimlo, yw ei'n gobeithio, yn gweithio'n gobeithio, mae'n opos i chi gan gweithio'r ffordd yma? Bydd yn gweithio'n gobeithio'n gweithio'n gobeithio'n gwneud. ond y gallwch yn y gwast agnodd, ti'n go i ddweud â'r newid a dwi ddim i gael yn cymhyng receive, ond i ddim yn cael ychydig ar y wlad, yn mynd i'r gwaith, a'i ddweud nad yna'n olyw, dwi'n ddiwedd i gael ei byd. Mae yna ddim yn nghymru, peu allwn i'n gwam peth yn y ddechrau, felly mae'n fawr gweld i gael gwneud y peth yn ddewch, ond ond mae'n rhai bod yn gweithio a yn culio roi chi, i'w'n jyst yn gwag oes i'r ddweud i'r ddweud o'r ddweud i'r ddweud o'r ddweud i'r ddweud, ond, wedi cymryd, ei ddweud, rhai allan, rhai allan. Cwyd yw'n mynd i ddweud beth yw gwybod gyntaf yng ngyfaint, dwi'n ddweud i'w gwybod gyda'r ddweud yna, wedi ddweud i'r ddweud i'r ddweud i'r ddweud. A rydych chi'n rhaid i'r siwr o'r lluns, gyda siarad a'r trolion gyda'r llunig, felly rwy'n helpu, rwy'n mynd i'ch ddaeth eu ddysgu'r llunig. Ie, a'r ddaeth chi'r ddweud i'r sysfaeth ac i'r ddweud i'r ddweud, rydw i'r ddweud i'r ddweud. I'r ddweud i'r ddweud i'r ddweud, rydyn ni'n gychydig i'r ddweud, felly i'r ddweud i'r ddweud i'r ddweud i'r ddweud. gyda'r llunio a'n oedb i'r llunio ychydig sydd wedi'u gwychio'r llunio. Mae'r ddau'r gwybod Aunt Iedd, y porcentaig neu y ddau'r ddau'r gwybod Aunt Iedd. Rwy'n gydig y bau, ychydig ymlaen chi'n ddangos ei, ychydig ymlaen chi'n ddau, ychydig ymlaen chi'n ddau, yn ddau'r gwybod Aunt Iedd i'r llunio i'r ystod gyda'r ei oedb, ychydig ymlaen chi'n ddau'r gyda'r gwybod Aunt Iedd. ond dim nhw'n dweud y siarad yma wir i'ch cynnig i gyd yn awr gennym hwn hwnbwyr am ddullion hanes hwnnaeth eich bod i'r archifigodd.. Felly dda'r ffordd yn gweithiwch ac rwyf ar weld y ddiwyddoedd sy'n dda'r ddrygu ond mae'r ddrygu'r ddrygu i'ch cyffredinexcwydd i ddysgu allan mewn. Roedd yn cael ei ddrygu'r ddrygu a tynnu i'n ddrygu'r hwn, dreunos fel wir тебя dwyn. Egyptian your going to check for redness around the dressing as well because if there's high red- area around the dressing your going to want to report that because that means there's infection. If it is hot to touch as well if it's got a temperature with it there are all signs of infection and you see all signs. There is only one I had to change actually and that was only because that way that someone had put their dressing on there was a sticky bit over the staples and I was like I'm pretty sure that should be covered with something dry and not sticky patch on theidenwch yn ystafell. Dydw i roi'r arnydd yn r interpreting Roedd rwy'n ddiwedd mewn siarad. Rwy'n roi'n ddiwedd y diwynedd yn ddamoddiad, a rwy'n roi'n ddiwedd siarad di'n rnairesion diwyd. Rwy'n ddiwedd pan olaf, ond rwy'n ddiwedd i'n gwrsio, roi'n roi'n ddiwedd yn llwyniad. Roi'n roi'n adnoddiad oherwydd mae es i chi wedi'r edrych a llydd yn ardill. D Anyways, yr unerwyr eich teulu,OR oeddwn iddiwch eich teulu with woons a'r risgu os yw eichmateb A chael eich teulu, mae y bydd yn gwybod, arall yn cael sferol, felly mae'r troll rhai sy'n cael rhai yn teulu, mae'n sferol, yn credu i'r gweld, mae rhai sy'n gweld i ddweud sy'n nid yw'r hanf. mae'r troll yn cael i dweud sy'n ni ddweud yn credu y pach. felly maen nhw'n gwleitwch y gallwch yn gyllewyr. Rydyn mae'r gwleitwch yn gyllewyr, yna'r gwleitwch dda'r wahanol. Rydyn mae'r gwleitwch yn gyllewyr, ond mae'n gwleitwch yn gyllewyr, ac mae'n cael eu hwnnw i'r rhan o'r sefyll ynghylch yn rhoi'r technic aceptic, felly ddim yn rwyf am gweinio'r technic aceptic, dwi'n gweinio'r gyllewyr, dwi'n gweinio'r cyllewyr, dwi'n gweinio'r cyllewyr, felly byddem yn dweud o'r ddweud o'n ddweud o'r ddweud o'u llwyddoedd. Ond roi'n rydyn ni'n meddwl am fawr o'r ddweud, yn gweithio'r ffordd arall awr, mae'n gweithio'r llwyddon yn rhoi'r rydyn llwyddoedd i'r ddweud o'r ddweud i'r llwyddoedd ffluyd a'r llwyddoedd i'r llwyddoedd o'r llwyddoedd i ddweud o'r ddweud a'i ddweud o'r cydnod ac mae'n gweithio'r wneud alloy monitor, ond rwy'n gobeithio sy'n gyda hipon hydradir, rhai diddodd yn enw yn nutrition. It's all about educating them? Because if they understand what you're doing something they're more likely to follow your lead. Also some of the elderly patients I've spoke to the minute you say instead of pressure source the minute you say bed source, just changing that language it puts the frightners into them I had one lady and she's like what? and I was like you know like bed source Betwsawd ni wedi gynnw'n urch. Os felly... noon ni wnaeth'n tyんだ ni. Rwy'n mynd i gyd. Ond o'n meddwl, rydych chi i mi i feddwl i mi! Rwy'n meddwl i mi i feddwl i mi. Rwy'n meddwl i mi. Rwy, rydych chi i mi. Rwy'n meddwl i mi. Rwy abaith, rydyn ni'n meddwl i fi. Rydyn ni'n meddwl i siŵr, rydyn ni'n meddwl i mi. ynghylch am y cyfgoseddymi nhw i rydych pan nhw i dda i ddim yn dda i ddim. Dyna gweithio'r cyfieith pwysig, gan y pwysig, i ddim yn dd emphasis. Mae arnes ein bod yw'r ddim yn ddysg ac mae'n ddim yn ddysg. Ac mae'n meddwl bod y cwrdd ac mae'n meddwl i ddim yn dda. Ddydd y gweithio'r cyfieith hynny ac mae'n ddim yn ddysg ac mae'n ddysg arnau ychydig â'i dddangos y cael eu gweld ymlaen. Mae'n ddysg am gyhoedd jegoedd y cyfieith o'i ddarparu hynny. mae'n dda'i ridech yng Nghymru, ac mae'n ddalai i hanes ein bod yn ddatblygu'r honnogion hwnna'n gwybod, mae'n gwybod ddim y mae'n ddalol oherwydd mae'n ddillnogion i'r ddillnogion i holl oherwydd mae'n ddadodio'r wahanol oherwydd mae'n ddillnogion ac mae'n ddillnogion i hefyd. Rwy'n angen i chi, rhaid i chi i mi. Felly mae'n ardent i sut ymgwrdd y'r berthynahol yw'n gweithio ardeddol Talw i'r erbyn i'r meddwl, ychydig i'r meddwl i'r meddwl ynddo i chi arall gyda'r meddwl ac i'r meddwlAllegiwyno yw ychydig i ddim yn gwybod arweithio i'r meddwl. Pwysig i'r meddwl, dydy ring nefanyl ym ni. Yn yr ymddydd hyn yn gwneud ar gyfer y gynnig. Er ates, dyna'r любanau ei gwn i'w gwneud. Mae'r meddwl i'r meddwl yn y brifysgwr. Mae'n meddwl i chi'n meddwl i chi. a'r ddyn nhw'n defnyddio cyfans ar hyn, ddyn nhw hi ddim llwy i? treu, mae yma ar four? Fe ac roedd four cyfans fel rydych chi'n ddweud mae rydyn o'r gyfans ac mae yna trafodydol tynnu'r cyfans pan mae'r cyfans o'r llwy wneud y cyfans ac yn fwy fwy iawn ac mae'n cyfans y same Mae'r cyflomysgol i'r cyffanedd yr hyn yn cyfans a'r cyfans yr un i dîm os yn ymdd Spider yw, ond ten Arturwch, a'r cyfans mor siaradau rydyn ni'n ddweud y mynd i'w gynnwyddi. Felly, rydyn ni'n ddweudio y cyfoethau ychydig y ddweudio y goddess iawn official fel ffordd y cerdennol, fel 4 odd o 30 o mwyn, yna'n gymhyn sy'n ddweudio fel 30 o mwyn, 30 o mwyn, 30 o mwyn, fel 2 owos. A wneud ydych chi fod 4 odd o ffordd Llywog, fel efallai 5 odd yn 4 owos. A dŵr o'n gynnwyddwch fod y cerdennol, mae'r 3 owos o 8 o'i. Felly, efallai 5 odd o, rwy'n rwy'n odd o, four lots of 30 minutes, four lots of one hours and four lots of two hours. Does that make sense? I hope that makes sense. If not, I'm going to put the little, here, let me show you this. This is what they need post up basically. So you've got four lots of 30 minutes obs, four lots, it's four lots of hourly after the 30 minutes and then four lots of two hourly obs, but that's what you need basically. You go through all of this checklist, that's what you're going to do. Got a few flashcards made. I've got this one. I've got post up procedure. I've got documentation. I've got the discharge. I've got admissions. So those are all of my little flashcards that really helps me when I'm out on the wards. So don't need to keep asking people. I've got it there. I can just have a quick glance and then get on with it. So yeah, it really helps. And then in between everything else, you are answering the call bells. The call bell will go off all of the time. People want their jug filling up. People want to know updates about the surgery. They want to know when they're going down to theatre. They want to know when the relatives are coming. They want to know if you can ring their relatives. They want to get you to sort out their TVs. They want assistance with their bags and things. They want the toilet. They might have been sick. The bandage might have come off. The wound dressing might have come off. They do buzz a lot. So you'll be getting the buzzers going off as well as trying to do everything in between. The phone will be ringing. So there'll be relatives calling you. There'll be other wards calling you. The bed manager will be calling you. You've got so many things going on. You are literally just here there and everywhere when you're out there on placement. And then by the time you come to five o'clock, you've got the dinner time coming round. So you've got more food coming round. And then once all the dinners are out, I go round and I do the medications with my mentor. So as a student nurse, you have to be supervised by your mentor to give you medications. I think I said this on my last vlog. So my mentor supervises everything I do and she asks me questions as I'm going round as well. And actually something really funny. You know, I had some of you, sorry, some of you might know. Some of you might not know. So some of you that have watched my maths calculations vlog and my drugs calculations maths exam that I had. On what day was it? Wednesday? Thursday? No, it was Thursday. On Thursday. So we had a very interesting patient that had a penicillin allergy. And this patient was, he needed penicillin basically. I don't want to go into too much details because patient confidentiality and things like that. But the patient needed penicillin. And so they have to assess, they have to bring in the allergy nurse who assesses the risk of, okay, is the infection going to be worse than the reaction of the penicillin that he's already had? Does that make sense? So this patient, his allergic reaction when he had it when he was younger, he had a rash. So he didn't go into anaphylactic shock. It was just a rash, even though it's an allergy, it's not the worst type of reaction that he's had to penicillin. So the risk that he's got at the minute outweighs the risk of just having a rash. And okay, a rash might be really devastating to some people, but the fact that if he doesn't have the penicillin and the infection doesn't resolve, he could potentially pass away, resulting in death. I think, give it a go with the penicillin is what they were saying. So basically, this allergy nurse came and she said, okay, so to do this, what you have to do when someone has a penicillin allergy or any allergy to any drugs, they give it bit by bit at different stages and in between you giving it, you have to do all of their observations to make sure they're not having a reaction. So what we did was we gave so much of the drug and then half an hour later, I did all the observations, observations were fine so you could give just a higher level, just a slightly higher level dose of the drug. Do it again, half an hour later. Do all the observations. If the patient's okay, you give it the double, the dose. And again, do all the observations half an hour later. Patience okay. Patience cured. He's all right on penicillin, so we can now treat him with penicillin. Basically, I hope that makes sense. I hope it makes sense. What was I even say? I wasn't even going on about this. I'm really sorry. That was a really interesting case and I've just gone off topic about drugs calculations. But anyway, I was in the room, in the drugs room with my mentor and the allergy nurse and they're like, let's test Claire, the student nurse on her drugs calculations. I was like, oh my God, why? Why would you do this to me? I'm tired. I'm not ready for this. And then what was the question? I can't even remember the question. There's 250 grams in five millilitres. He only needs 50 grams. How much of the drug in millilitres does he need as an initial dose? And I was there like, my brain went blank. And I was like, I know this. I know this. I'm really good at drugs calculations. I've just got 100% on my maths exam. Come on. And I said, can I just write this down on a paper because it's really baffling me right now. And then I was like, okay, 250. How many fifties are in that? And then I just, I went on and on. I went a really long way about it anyway. And then I was like, one meal. And they're like, yes, one meal. So we gave him one meal of penicillin to start with. And then we increased it to 150 milligrams. So then she was like, question me again. Okay, so we've got 250 milligrams. You only need 150 milligrams. How many millilitres are you going to give? And I was like, wait, okay. So there's only there's 50 milligrams in one meal. So we need three because then 350 fifties is 150. So I was like three mills. And they're like, yeah, well done. I was like, yes, I've got this. I've nailed it. My patient's going to survive this. And then they were like, okay, so now you need 300 milligrams. How many millilitres you need? I was like, well, we've already got 150. So we'll just double it because it's 300. So we need six mills. And they're like, yeah, that's it. Yes. Come on. I was all right with my drugs calculations on the day to start with. I did need a paper and pen because sometimes I just need to write it down and see it, then hearing it. But you know where your brain just goes and someone fires a question at you that you're not expecting. I was just there like, oh, I'm just a student. Leave me alone. Come on. So the drugs round went well. I got tested on my drugs knowledge and I was all right. I did good to be fair. And then she gave me, oh my God. So I'm sure it's the same in most universities. I don't know what every university does and how they work, the drugs. But with our university and a few people from other universities that I've spoke to, you have to get tested on your drugs knowledge because obviously we're given medications as nurses. So we need to be on the ball with our medications and know what we're giving a patient and why it's given. So for our university in year two, we are given 10 medications that we have to learn. We need to learn the side effects, the dose, the contraindications, the precautions, all of that. What the drugs for, so the uses because different drugs do different things. And they test you on 10 different drugs. So my mentor gave me 10 drugs to revise. And on the last two, she put two down, but on the last two I've noticed she's just put on the side. What is the reason we would give these particular drugs to patients? And I've looked at them. One of them is vitamin B and C, I think. And the other one is thiamine. Is it? Let me check this. Yes. So vitamin B and C and thiamine, this is what she's put. But yeah. She put, why do we use them? So I'm just going to have a hazard of guess without doing, I haven't done my research on this yet. I've literally just got them out since she's given them to me. So my guess would be vitamin B and C is to do with, it's all got to be to do with wound healing. Thiamine, oh, I'm assuming that's the same. What does thiamine do? I am going to research this, but my guess with vitamin B and C is it's all to do with the immune system. So boosting the immune system because you need that for the wound healing. Thiamine, I've got a feeling that thiamine's to do with blood and I think is I know the name and I know it. So I'm thinking, I know it, but it's just picking your brain and trying to throw it out there. Thiamine. But B and C is definitely, it's got to be for the immune system and boosting the immune system and just to help with the wound healing process. And I'm assuming that's what thiamine's for as well. But I'm thinking thiamine's got to be something to do with more blood related, but I'm not sure what, but I will let you know when I find out because I'm going to google it. Shall I google it now? Let me google it now and I'm going to get back to you. Okay, I'm back. So just having a quick glance at Google, not that we should ever google things. Thiamine is used for a couple of things. So it can be used to for heart failure because it regulates the heart, but it also helps with memory and brain function. But I think one of the main things I'm going to guess with the surgery and wound healing process for thiamine for this particular ward, I'm guessing that thiamine is used because it breaks down and processes carbohydrates, fats and proteins and the body needs those things to make ATP in the body. So you need the energy basically. It helps that. So you need ATP for your cells to work and function and for your immune system to be good for your heart to be functioning for organs and everything to function properly. You need that energy to keep going and keep processing and get that wound healing on the move. Keep that wound healing on the move and everything. Does that make sense? That's what I get from Google. I literally took five minutes having a look. So I will look into it a lot more and hopefully have a proper answer for my mentor. So then to end my shift, once I've done all the medications, I go round again, check all of my patients, make sure they're drinking, make sure the food diaries have all filled out, make sure all of the catheter bags are draining properly, make sure there's no blood in the catheter bags, make sure they don't need empty in. If anyone needs the toilet, take them to the toilet. Just doing that last check before I leave and then updating my mentor if there's any problems or anything because she will do the handover and sometimes you will do the handover. I have done a handover before. I haven't done one recently to be honest. Yeah, sometimes you will be that person that gives the handover to the night staff so you need to tell them any important information about your patients and just all of their back history, what they've had done, what's expected, what the plan is for them, all of that jazz so that they know what to do in the night and what to monitor a little bit more closely sometimes if you need to monitor a patient a little bit more closely. And then I go home and that's it. So yes, when you get home it is lovely. I do love coming home and putting my feet up after a long day. It's 12 and a half hours and it is, it goes fast but it is a long day and you just, when you get home and you put your feet up honestly, there is no feeling like it. It's just, yeah, it's really nice to put your feet up and just be like, that's it. And then my long goes off and then I have to do it all over again. Good job I love being a nurse, isn't it? So yes, the wards are busy, they are manic, they are crazy but overall I love nursing and I love patient care and I love assessments and I love wounds. You all know I love wounds so I love doing the dressings and I hope this is helping people. If you've not been on a ward before, if you don't know anything about orthopedics or surgery, patients, anything like that, I hope it's helping you a little bit to give you a little bit more insight of what you're going to be doing out there in the ward. But as always, if you've got any questions, please feel free to ask me because I've probably forgot half the things that we do in this vlog and I'll probably have to do another vlog. But just ask me if you need anything. I'm always about, I'll always reply to your messages even if it takes me a little bit longer sometimes because I'm on placement or I'm working. So yeah, just let me know and as always, thank you so much for watching and that's it really. I've not got much else to say. I think I've talked away too much in this video as always. I'm really sorry if you're bored by the end of it but I hope that it helps someone out there because that's why I do this. I hope that it helps give a bit more of an insight and get you really passionate and motivated about nursing. So I'm going to stop talking now. I'll see you all later. Have a great day, have a great week and yeah, see you next week.