Nurse Education in Practice RSS feed: Current Issue. 4th International Nurse Education Conference will take place at the Renaissance Baltimore Harborplace Hotel, Baltimore, USA • 17-20 June 2012 • visit www.netnep-conference.elsevier.com for forthcoming details and further information. Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments, that is both in the University/faculty and clinical settings. It is supportive of new authors and is at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice. Nursing is a discipline that is grounded in its practice origins - nurse educators utilise research-based evidence to promote good practice in education in all its fields. A strength of this journal is that it seeks to promote the development of a body of evidence to underpin the foundation of nurse education practice, as well as promoting and publishing education focused papers from other health care professions which have the same underpinning philosophy. Case studies and innovative developments that demonstrate how nursing and health care educators teach and facilitate learning, together with reflection and action that seeks to transform their professional practice will be promoted. The opportunity to stimulate debate is encouraged as is the promotion of evidence-based nursing education internationally. Submit your paper online at http://ees.elsevier.com/nep To order this journal online, visit http://intl.elsevierhealth.com/journals/nepr http://www.nurseeducationinpractice.com/?rss=yesElsevier Inc.en © 2011 Published by Elsevier Inc. All rights reserved. Nurse Education in Practice1471-5953121January 2012 © 2011 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001703/abstract?rss=yesEditorial Board10.1016/S1471-5953(11)00170-3Nurse Education in Practice 12, 1 (2012)2012-01-01Nurse Education in Practice2012-01-01121S1471-5953(11)X0007-0IFCIFChttp://www.nurseeducationinpractice.com/article/PIIS1471595311001612/abstract?rss=yesThis Editorial Review focuses on the experiences of lecturers at The University of Nottingham in developing an interprofessional learning (IPL) initiative jointly between graduate entry to nursing (GEN) and graduate entry to medicine (GEM) programmes. We discuss the underpinning rationale for the development of this IPL initiative and reflect on our experiences and some of the challenges to date.Interprofessional education: Innovation in actionChristine Simpson, Julie McGarry10.1016/j.nepr.2011.11.001Nurse Education in Practice 12, 1 (2012)2011-11-17Nurse Education in Practice2011-11-17121S1471-5953(11)X0007-0Guest editorial12http://www.nurseeducationinpractice.com/article/PIIS1471595311000539/abstract?rss=yesAbstract: Teachers in higher education are faced with unique challenges associated with contemporary learners. Students entering college today have enjoyed a technology rich environment that has socialized them towards expectations of rapid information exchange, instant gratification, and a tendency towards reduced or non-textbook reading. Furthermore, the No Child Left Behind Act of 2001 in the USA has imprinted the notion that education should be directed towards teaching to the examination. Advances in technology have also provided educators with a host of gadgets to augment instruction. However, the majority of nursing faculty members are from a generation that may be resistant to welcoming newfangled electronic tools. The purpose of this article is to discuss the pedagogical method of using clicker technology in theory courses to achieve desired learning outcomes. A paradigm case and narrative are included to describe a resulting effect on teaching.To click or not to click: Learning to teach to the microwave generationBrenda B. Broussard10.1016/j.nepr.2011.03.013Nurse Education in Practice 12, 1 (2012)2011-04-07Nurse Education in Practice2011-04-07121S1471-5953(11)X0007-0Issues for debate35http://www.nurseeducationinpractice.com/article/PIIS1471595311000606/abstract?rss=yesAbstract: Introduction: Good practice demands a clinical practice culture positively disposed to students with disabilities. Equality legislation seeks to protect those with a disability from either direct or indirect discrimination. The balance between providing “reasonable adjustments” for the student, whilst ensuring “Fitness to Practice”, and ultimate employability, requires a close partnership between higher education and practice mentors.Methods: This paper reports on the development and evaluation of a range of interactive resources, used in the preparation of mentors to help them address the specific learning needs of disabled students.Results: The evaluation revealed the benefit of student ‘stories’ in helping mentors to understand the support needs of disabled students and ensure reasonable adjustments are implemented in compliance with disability legislation. The interactive resources have been helpful in promoting positive action towards disabled students’ learning, empathic understanding of mental health issues and knowledge and skills acquisition in support of dyslexic students.Conclusion: Implementing reasonable adjustments in practice requires a close working partnership between HEI’s and mentors who appreciate support in understanding the development and application of coping strategies to overcome disabilities. Effective preparation of mentors is essential to ensure that opportunities for disabled students to succeed are maximised.Supporting students with disabilities – Promoting understanding amongst mentors in practiceStephen Tee, Michelle Cowen10.1016/j.nepr.2011.03.020Nurse Education in Practice 12, 1 (2012)2011-04-22Nurse Education in Practice2011-04-22121S1471-5953(11)X0007-0Articles610http://www.nurseeducationinpractice.com/article/PIIS1471595311000928/abstract?rss=yesAbstract: Australia is a geographically unique country with large areas classed as rural. Nurses providing emergency care in rural hospitals face a number of challenges, with rural communities expecting multi-skilled nurses, prepared for a wide range of unannounced situations. Using a mixed method approach, involving questionnaires and focus groups, the study was undertaken in two rural health services in Victoria, Australia. The aim was to explore the experiences of general nurses working in rural hospital settings, with regards to their emergency department responsibilities. The findings indicate that nurses lacked confidence, which they attributed to the sporadic nature of working in the area and the diversity of people who presented. A resultant ‘skills rusting’ was described and nurses identified the need to be a diverse ‘specialist’. Some lack of confidence, particularly in the mental health area, was related to feelings of isolation and lack of context specific education and training. While some excellent emergency specific education and training is available for rural nurses, access is limited by a multitude of constraints. This study found there is an urgent need for local emergency education and training; with nurses showing a strong preference for ongoing professional development incorporating scenario based and context specific education.The experience of general nurses in rural Australian emergency departmentsTracy Kidd, Amanda Kenny, Terri Meehan-Andrews10.1016/j.nepr.2011.05.001Nurse Education in Practice 12, 1 (2012)2011-05-30Nurse Education in Practice2011-05-30121S1471-5953(11)X0007-0Articles1115http://www.nurseeducationinpractice.com/article/PIIS147159531100093X/abstract?rss=yesAbstract: The ageing population is currently one of the main issues facing UK healthcare systems. Nurses of the future will be faced with the task of caring for this elderly population. Meanwhile, care standards and government policies have emphasized the need for preparing students to care for the older people. Preparing nursing students to meet the care needs of an expanding ageing population is a challenge for nursing education. Moreover, caring for older people are often not seen by students as an attractive option, a perception that exerts a considerable influence on the values that inform their future professional practice. This paper examines the literature related to the students’ perceptions of caring for older people and suggests the need for specific curricular content, teaching and a structured approach to the educational preparation and support of students for their practice experience. If students are provided with the relevant preparation and support, they can engage in enriched learning experiences, deliver quality care and develop positive attitudes in caring for older people in their professional practice.Student attitudes and educational support in caring for older people – A review of literatureLai Chan Koh10.1016/j.nepr.2011.04.007Nurse Education in Practice 12, 1 (2012)2011-05-25Nurse Education in Practice2011-05-25121S1471-5953(11)X0007-0Articles1620http://www.nurseeducationinpractice.com/article/PIIS1471595311000941/abstract?rss=yesAbstract: Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students’ learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students’ learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students’ autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class.Role-playing in the problem-based learning classZenobia C.Y. Chan10.1016/j.nepr.2011.04.008Nurse Education in Practice 12, 1 (2012)2011-05-25Nurse Education in Practice2011-05-25121S1471-5953(11)X0007-0Articles2127http://www.nurseeducationinpractice.com/article/PIIS1471595311000953/abstract?rss=yesAbstract: This research sought to evaluate the contribution of simulation to the development of a fundamental nursing skill, blood pressure measurement. Year one nursing students at UCOL, New Zealand (n = 75) and the University of Huddersfield, England (n = 55) completed questionnaires about their confidence/competence levels in blood pressure measurement at the conclusion of the simulation sessions, and again after their first clinical placement. Registered nurses who worked with those students (n = 22 UCOL, n = 21 University of Huddersfield) also completed assessments of the students’ competence with both electronic and manual blood pressure during their placement.On completion of the simulation sessions 60% of the UCOL students considered themselves competent or confident/competent in blood pressure measurement compared with just 16% of those at the University of Huddersfield. Reports of registered nurse supervision of students undertaking blood pressure measurement on clinical placement varied, but it was clear that students often undertook blood pressure measurement without a registered nurse in attendance to check technique, or the accuracy of their recording.Preparing students to competently measure blood pressure in the real-world environment: A comparison between New Zealand and the United KingdomMarian Bland, Karen Ousey10.1016/j.nepr.2011.04.009Nurse Education in Practice 12, 1 (2012)2011-06-06Nurse Education in Practice2011-06-06121S1471-5953(11)X0007-0Articles2835http://www.nurseeducationinpractice.com/article/PIIS1471595311000989/abstract?rss=yesAbstract: This discussion will examine the complexities of implementing group clinical supervision in pre-registration nurse education. Exploration is based upon the authors’ experiences of facilitating clinical supervision with mental health branch students on the Diploma/BSc program at one higher education institution in the UK. It will provide the history and context of clinical supervision in nursing and apply this to the educational setting.This discussion aims to move beyond the rhetoric surrounding clinical supervision to expose the underlying tensions which we propose influence the clinical supervision process in pre-registration nurse education. These include the potential confusion of role for the supervisor, conflict of responsibilities and the potentially vulnerable position they may adopt. However, despite these tensions it is proposed that clinical supervision has a key role within graduate pre-registration nursing education.Exposing the tensions of implementing supervision in pre-registration nurse educationAnne Felton, Fiona Sheppard, Gemma Stacey10.1016/j.nepr.2011.05.004Nurse Education in Practice 12, 1 (2012)2011-06-08Nurse Education in Practice2011-06-08121S1471-5953(11)X0007-0Articles3640http://www.nurseeducationinpractice.com/article/PIIS1471595311000990/abstract?rss=yesAbstract: A survey of 246 pre-registration nursing students in a University in the South West of England was carried out to explore the impact of course related travel on the student experience. Results from the survey indicated that students’ main mode of transport to practice placements was by car which reflects the rural nature of the South West and the relative paucity of public transport. Long distances that many students travel to their study centre and to placements, and the concurrent financial strain that this creates, impacted negatively on the student experience. Students recognised the need to travel to a place of study and clinical placements and suggestions of minimising the negative impact of travel were offered. These included the increased use of electronic delivery of lectures, attendance at local university premises, the provision of shared transport to placements and placements closer to the student’s home. Few students, however, considered the environmental impact of travel. Higher Education Institutions need to address issues of sustainability through promoting student wellbeing and taking steps to reduce greenhouse gas emissions. It is therefore important that student awareness of sustainability related issues is increased as well as focusing on reducing the environmental impact through organisational change.Health, sustainability and student travelGill Green, Jenny Morris, Margaret Wade10.1016/j.nepr.2011.05.005Nurse Education in Practice 12, 1 (2012)2011-06-10Nurse Education in Practice2011-06-10121S1471-5953(11)X0007-0Articles4145http://www.nurseeducationinpractice.com/article/PIIS1471595311001004/abstract?rss=yesAbstract: A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education ().This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment.Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups.This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme.Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership developmentJ.A. Leigh, J. Rutherford, J. Wild, J. Cappleman, C. Hynes10.1016/j.nepr.2011.05.006Nurse Education in Practice 12, 1 (2012)2011-06-20Nurse Education in Practice2011-06-20121S1471-5953(11)X0007-0Articles4651http://www.nurseeducationinpractice.com/article/PIIS1471595311001016/abstract?rss=yesAbstract: Constructive alignment theory has been used to underpin the development of curricula in higher education for some time (), however, its use to inform and determine skills curricula in nursing is less well documented.This paper explores the use of constructive alignment theory within a study of undergraduate student nurses undertaking clinical skill acquisition in the final year of a BSc (Hons) Nursing course.Students were followed up as newly qualified nurses (NQN) (n = 58) to ascertain the impact of skill acquisition in this way. Comparisons were made with newly qualified nurses who did not participate in a constructively aligned curriculum.This mixed methods study reported skill identification within the immediate post-registration period and evaluated the constructively aligned curriculum as having positive benefits for NQNs in terms of confidence to practice. This was supported by preceptors’ views. The study recommends two process models for nursing skills curriculum development and reports that constructive alignment is a useful theoretical framework for nurse educators.Using constructive alignment theory to develop nursing skills curriculaSundari Joseph, Charles Juwah10.1016/j.nepr.2011.05.007Nurse Education in Practice 12, 1 (2012)2011-06-10Nurse Education in Practice2011-06-10121S1471-5953(11)X0007-0Articles5259http://www.nurseeducationinpractice.com/article/PIIS1471595311001028/abstract?rss=yesAbstract: This paper considers the issues which will ensure practice learning excellence in the future and in particular how these will impact on the delivery of high quality nursing and midwifery care in Scotland in the United Kingdom (UK). This will include the inter-dependency of learning in practice for undergraduate pre-registration students and qualified practitioners, in particular continuing professional development as a lifelong experience and its link to quality care provision. We contend that the practice learning environment is the whole of an organisation which values and supports the development of its workforce through education. Partnership working between education and service providers is central to ensuring an educated and professionally prepared workforce. Both nursing and midwifery are practice-based professions which are accountable for, and charged with assuring, effective public health and safety. The initial paper which established the key issues discussed here was initially written as one of the key background papers for a consensus conference to inform NHS Education for Scotland’s nursing and midwifery workforce development over the next five years ().A review of evidence for the practice learning environment: Enhancing the context for nursing and midwifery care in ScotlandKaren Holland, William Lauder10.1016/j.nepr.2011.05.008Nurse Education in Practice 12, 1 (2012)2011-07-11Nurse Education in Practice2011-07-11121S1471-5953(11)X0007-0Articles6064http://www.nurseeducationinpractice.com/article/PIIS1471595311000709/abstract?rss=yesAlso available directly from the publishers at www.insight-media.com, this 36-minute DVD, is a companion to the first in the series (History of Nursing: The Early Years). History of Nursing: The Development of a Profession acts as a perfect accompaniment to the first DVD and continues the theme of the historical development of nursing. It focuses on the professional development of nursing from 1873 to the present time. Primarily US based, by its own admission it is a “case study” of the professional development of nursing in this country. However it still has much relevance internationally, as there are many references to international developments such as the influence of Florence Nightingale and the “Nightingale School” both in the USA and other countries. It is also very interesting to hear about this and other international developments in early establishment of nurse training schools. The documentary covers the development and growth of “hospital based training schools for nurses”, developments in the reform of nursing and the growth of professional organisations. It outlines particular US contexts especially the influence of the two major World Wars on the nursing profession. Of particular historical interest are the discussions related to racial segregation that operated in the USA in the past and also discussions of the interface between the suffragette movement and nursing in the USA. In addition to discussing current trends in nursing in the USA, the film outlines interesting historical trends therein including mandatory licensing, increased specialisation the move of nursing into the university sector. UK and European audiences will also find these latter interesting, as these trends, in some cases, occurred much earlier in the USA than elsewhere.History of Nursing: The Development of a ProfessionFiona Timmins10.1016/j.nepr.2011.03.027Nurse Education in Practice 12, 1 (2012)2011-04-20Nurse Education in Practice2011-04-20121S1471-5953(11)X0007-0Book reviews (e-only)e1e1http://www.nurseeducationinpractice.com/article/PIIS1471595311001053/abstract?rss=yesMeeting the medication management needs of sick child can be complex and challenging, and requires specific skilled and competencies. Children’s nurses need to have the practical knowledge and a skills base to undertake this complex task. Medicines Management in Children’s Nursing is an excellent learning resource for children’s nursing students and registered staff on the management of medicines in children and young people. The introduction to the book gives a clear guide to the book and the outline of the chapters is a very detailed signposting for the reader to the books contents. Each chapter has ‘activities’ and ‘worked examples’ in the text which assists the reader make sense of and learn from the material presented in the book. This requires the reader to take a break for the book to think through the issues presented and to undertake some independent study.Medicines Management in Children’s NursingM. Murphy10.1016/j.nepr.2011.05.011Nurse Education in Practice 12, 1 (2012)2011-06-20Nurse Education in Practice2011-06-20121S1471-5953(11)X0007-0Book reviews (e-only)e2e2http://www.nurseeducationinpractice.com/article/PIIS1471595311001077/abstract?rss=yesThomas’ pedigree in the publishing, education and research on stress and anger management places her in the ideal position to be writing this interesting book. The preface and the introduction of the book place the third edition in an up-to-date context and illustrate clearly its applicability to this era. It is felt her description of Nightingale’s expressions of anger, the continued professional frustration over the decades and the more recent continued (yet monitored) levels of stress experienced today, reduces, partly, the demeaning external rhetoric of how ‘things were good once’ tune that somewhat diminishes nurses morale in present day practice.Transforming Nurses’ Stress and Anger-Steps toward Healing (third ed.), Sandra P. Thomas, Springer Publishing Company: New YorkGayatri Nambiar-Greenwood10.1016/j.nepr.2011.06.002Nurse Education in Practice 12, 1 (2012)2011-07-04Nurse Education in Practice2011-07-04121S1471-5953(11)X0007-0Book reviews (e-only)e3e3http://www.nurseeducationinpractice.com/article/PIIS1471595311001181/abstract?rss=yesAs economies contract, so do budgets and funding for research grants, and the competition increases and successful grant writing becomes critical. There are few texts available that provide practical guidance for novice and experienced healthcare professionals on grant writing. This text is intended for health and human service professionals who need to know the principles of successful grant writing and is written for an American audience primarily.Successful Grant Writing: Strategies for Health and Human Service ProfessionalsImelda Coyne10.1016/j.nepr.2011.07.001Nurse Education in Practice 12, 1 (2012)2011-07-26Nurse Education in Practice2011-07-26121S1471-5953(11)X0007-0Book reviews (e-only)e4e4http://www.nurseeducationinpractice.com/article/PIIS147159531100120X/abstract?rss=yesI looked forward to reading this book, as child protection is everyone’s business in health and social care. I was eager to see how this book, written by a former social worker- now a Professor in Social Policy, would enhance my knowledge and practise of child protection and be useful in teaching undergraduate healthcare students. This is the second edition of this text book, which was first published in 2002. The author states the changes in this edition include a deeper understanding of reasoning skills and practise judgements.Effective Child ProtectionSamantha Chenerey-Morris10.1016/j.nepr.2011.07.002Nurse Education in Practice 12, 1 (2012)2011-08-10Nurse Education in Practice2011-08-10121S1471-5953(11)X0007-0Book reviews (e-only)e5e5http://www.nurseeducationinpractice.com/article/PIIS1471595311001211/abstract?rss=yesThe Study Skills Handbook offers the student a comprehensive collection of strategies to aid study in higher education for students of all ages. The book is soft bound and as the title suggests, it is a handbook; a book that lends itself to offering solutions to new and experienced students who may need help to focus on a wide variety of long and short term study issues.The Study Skills HandbookJacqui Rattray10.1016/j.nepr.2011.07.003Nurse Education in Practice 12, 1 (2012)2011-08-05Nurse Education in Practice2011-08-05121S1471-5953(11)X0007-0Book reviews (e-only)e6e6http://www.nurseeducationinpractice.com/article/PIIS1471595311001259/abstract?rss=yesThe multifaceted problem of violence in the Emergency Department (ED) is something which is of international interest, particularly in relation to the negative health effects identified by the World Health Organization (). Because workplace violence against nursing staff in EDs is poorly researched (), this book adds to a relatively small body of literature surrounding this topic. This book, primarily written for a North American audience, attempts to educate the reader about a broad spectrum of issues related to violence and the emergency department. However, its ambitious scope has unfortunately resulted in a book which touches upon many pertinent issues yet fails to discuss them in depth. In terms of focus, this book tries to do too much.Violence in the Emergency Department: Tools and Strategies to Create a Violence-Free EDMelissa Corbally10.1016/j.nepr.2011.07.007Nurse Education in Practice 12, 1 (2012)2011-08-22Nurse Education in Practice2011-08-22121S1471-5953(11)X0007-0Book reviews (e-only)e7e7http://www.nurseeducationinpractice.com/article/PIIS1471595311001284/abstract?rss=yesThis textbook aims to provide an accessible introduction to ethical issues in clinical practice in health and social care. The book divides into two main parts. Part one presents an overview of personal values and beliefs and considers the impact of cultural and social values on both behaviour and ethics. Together these provide an introduction to ethical and moral belief systems and their importance in health and social care. This overview is developed with an exploration of patients’ rights; Eastern and Western ethical and philosophical theory; and a number of fundamental issues such as inter-professional care; pain; suffering; illness and loss. These issues are summarized in a concluding chapter that applies these issues within an ethical model developed throughout Part one. In Part two, the general ethical issues are applied to specific clinical practice areas and situations. The chapters in this part examine practical issues in primary health care; mental health care; emergency departments; and research settings. Other chapters examine resource allocation and sexuality.Ethics in Clinical Practice: An Interpersonal ApproachDónal O’Mathúna, Seamus Farrell10.1016/j.nepr.2011.07.010Nurse Education in Practice 12, 1 (2012)2011-08-16Nurse Education in Practice2011-08-16121S1471-5953(11)X0007-0Book reviews (e-only)e8e8http://www.nurseeducationinpractice.com/article/PIIS1471595311001296/abstract?rss=yesThis book provides an overview of the core skills integral to counselling work. It has a broad audience and aims to be of benefit for lecturers teaching in this (and related) areas, counselling students, as well as people working in varied areas where counselling skills and roles may be employed such as youth work and educational settings.Introduction to Counselling SkillsAnne Felton10.1016/j.nepr.2011.07.011Nurse Education in Practice 12, 1 (2012)2011-08-11Nurse Education in Practice2011-08-11121S1471-5953(11)X0007-0Book reviews (e-only)e9e9http://www.nurseeducationinpractice.com/article/PIIS1471595311001302/abstract?rss=yesThis is an interesting book which discusses the historical development of the differing American Advanced Nursing Practice Doctoral programmes. Both authors are established researchers and educators in the field of advanced practice. The book has twenty-four chapters which are interestingly structured. Each chapter begins with an analysis of the differing historical components which have been important to the development of American Advanced Practice Nursing Doctorates. Each chapter is followed by a number of reflective narratives from key stakeholders from nursing practice and academia.Role Development for Doctoral Advanced Nursing PracticeEvelyn McElhinney10.1016/j.nepr.2011.07.012Nurse Education in Practice 12, 1 (2012)2011-08-04Nurse Education in Practice2011-08-04121S1471-5953(11)X0007-0Book reviews (e-only)e10e10