Nurse Education in Practice RSS feed: Current Issue. 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. It is supportive of new authors and will be 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 bridge the theory - practice gap between academia and clinical practice. Case studies that demonstrate how nurse educators teach and facilitate learning, together with reflection and action that seeks to transform nursing i.e. praxis will be promoted. The online version of the journal promotes innovation in the practice of education by publishing papers that include interactive material. 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 © 2010 Published by Elsevier Inc. All rights reserved. Nurse Education in Practice1471-5953105September 2010 © 2010 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationinpractice.com/article/PIIS1471595310000727/abstract?rss=yesEditorial Board10.1016/S1471-5953(10)00072-7Nurse Education in Practice 10, 5 (2010)2010-09-01Nurse Education in Practice2010-09-01105S1471-5953(10)X0005-1IFCIFChttp://www.nurseeducationinpractice.com/article/PIIS1471595310000995/abstract?rss=yesThe overarching premise of this editorial is that we need a United Kingdom (UK) evaluation of teaching and learning in practice. This includes establishing a rigorous evidence base on the role activities of all those involved with the education of student nurses, (especially that of the mentor) in order to meet the challenges brought about as a result of political and professional agendas and to enable new models of practice education engagement to be developed.The education of student nurses in practice: The impact of professional and workforce changeKaren Holland10.1016/j.nepr.2010.07.002Nurse Education in Practice 10, 5 (2010)2010-09-01Nurse Education in Practice2010-09-01105S1471-5953(10)X0005-1Editorial249250http://www.nurseeducationinpractice.com/article/PIIS1471595309001826/abstract?rss=yesSummary: There is growing emphasis on developing sounder processes for ensuring that nursing and midwifery students are appropriately supported and assessed in practice settings, so that they are fit to practice at the point of registration. To support this, the Nursing and Midwifery Council (NMC) in 2006, introduced new mandatory standards for practice education ().The standards outline mentor responsibility for developing and ensuring the practice competence of students and provide a more defined statement regarding accountability for the decisions that lead to entry to the professional register (). Integral to the standards is the creation of a new role final placement mentors; the ‘Sign-off’ mentor. The concept of the ‘Sign-off’ mentor is new and the arrangements for implementing a sustainable approach will be challenging for placement providers. Equally challenging for universities, is the development of a framework that can support, monitor and provide evidence, that regulatory requirements have been met.This paper outlines the complexities associated with maintaining mentor competence, discusses some of the challenges for Sign-off mentors and is intended to contribute to the general discussion about specific aspects of the Nursing and Midwifery Council (NMC) standards and their sustainability in practice.Implementation and sustainability of the nursing and midwifery standards for mentoring in the UKMargaret Andrews, Melanie Brewer, Teresa Buchan, Alan Denne, Jennifer Hammond, Grahame Hardy, Lorraine Jacobs, Lucille McKenzie, Sue West10.1016/j.nepr.2009.11.014Nurse Education in Practice 10, 5 (2010)2009-12-21Nurse Education in Practice2009-12-21105S1471-5953(10)X0005-1Issues for Debate251255http://www.nurseeducationinpractice.com/article/PIIS1471595309001838/abstract?rss=yesSummary: This paper describes the implementation and evaluation of a pilot nursing education package of best practice guidelines involving intramuscular injections in a developing world setting. We briefly examine what is known about intramuscular injection techniques through reviewing the evidence on the topic, and disseminate best practice guidelines, in order to update and improve nursing technique in the paediatric departments of The Queen Elizabeth Central Hospital.Methodology: A teaching package of safe intramuscular injection techniques was implemented in October/November 2008. All paediatric wards were involved, and consisted of a 30min structured package, with theory and then practical sessions. The effectiveness of the intervention was evaluated by a knowledge based questionnaires and non-participant observations of intramuscular injections taking place, to see if new techniques were being used.Results: Theory based learning tested was at a high level and showed the nurses had a good scientific and evidence based understanding for their practice change. A convenience sample of 223 intramuscular injections was observed over December and January. Overall 188 (84.3%) took place in the thigh, the remainder in other locations.Conclusions: Theory with practical teaching can have an impact upon the care given, possibly reducing the complications associated with intramuscular injections. Further plans include ensuring sustainability of the programme and extention of the project to other developing countries.Nurse education in a resource limited environment: An evaluation of an educational teaching package on intramuscular injections, in Blantyre, MalawiMarie Walters, Jeremy Furyk10.1016/j.nepr.2009.11.015Nurse Education in Practice 10, 5 (2010)2009-12-16Nurse Education in Practice2009-12-16105S1471-5953(10)X0005-1Articles256261http://www.nurseeducationinpractice.com/article/PIIS147159530900184X/abstract?rss=yesSummary: As part of a collaborative project involving Tanzania and Sweden, workshops were arranged for staff nurses in order to develop a forum for discussing the raised demands for supervision of nursing students during their clinical education. The aim was to meet nurses in educational workshops to initiate a dialogue on their views and experiences of supporting and supervising nursing students in their clinical studies. Their experiences of the workshops were also requested. Two groups of nurses in Tanzania (n=30), and six groups in Sweden (n=60) participated. The content, which was agreed between the project leaders in Tanzania and Sweden was carried out either on a whole day workshops or divided at three different occasions. Questionnaires were given before and about two months after, and workshops were also evaluated with an open-ended question immediately after. The nurses both in Tanzania and in Sweden appreciated the workshops as a possibility to create a dialogue and to discuss challenges in the supervision of students. Their views and experiences of the supervision role showed awareness of staff nurses as role models and teachers. Accomplishment of this partnership co-operation through arranging workshops has shown to be an easy and simple way of giving support to staff nurses for the supervision task.Strengthening and updating supervising staff nurses in educational workshops – An international partnership projectAnna Löfmark, Ingrid Thorell-Ekstrand10.1016/j.nepr.2009.11.016Nurse Education in Practice 10, 5 (2010)2010-01-04Nurse Education in Practice2010-01-04105S1471-5953(10)X0005-1Articles262267http://www.nurseeducationinpractice.com/article/PIIS1471595309001863/abstract?rss=yesSummary: New simulation tools imply new opportunities to teach skills and train health care professionals. The aim of this study was to investigate the learning gained from computer simulation skills training. The study was designed for optimal educational settings, which benefit student-centred learning. Twenty-four second year undergraduate nursing students practised intravenous catheterization with the computer simulation program CathSim. Questionnaires were answered before and after the skills training, and after the skills examination. When using CathSim, the students appreciated the variation in patient cases, the immediate feedback, and a better understanding of anatomy, but they missed having an arm model to hold. We concluded that CathSim was useful in the students’ learning process and skills training when appropriately integrated into the curriculum. Learning features to be aware of when organizing curricula with simulators are motivation, realism, variation, meaningfulness and feedback.Learning features in computer simulation skills trainingEva Johannesson, Mats Olsson, Göran Petersson, Charlotte Silén10.1016/j.nepr.2009.11.018Nurse Education in Practice 10, 5 (2010)2009-12-16Nurse Education in Practice2009-12-16105S1471-5953(10)X0005-1Articles268273http://www.nurseeducationinpractice.com/article/PIIS1471595309001851/abstract?rss=yesSummary: This paper will describe the implementation of inter-professional work based education (IPE) in one postgraduate Advanced Practitioner programme in the UK. The concept of Advanced Practice has developed as a response of a number of drivers including change in junior doctor training; government policy and increasing demands on the central government funded UK health service (the NHS). The programme was commissioned by the then greater Manchester Strategic Health Authority (now NHS North West) to meet service needs.The educational philosophy underpinning the MSc Advanced Practice (health and social care) provided by the University of Salford is IPE linked to work based learning. The process of work based learning (WBL) and inter-professional learning underpinning the programme will be discussed in relation to feedback from university staff, Advanced Practitioner (AP) students and employer feedback taken from programme and module evaluations.We argue that IPE at this level facilitates a greater understanding of the connectivity between professionals working in the health care system in the UK; a better understanding of the skills and knowledge base of colleagues; more inter-professional working and appropriate referrals in the work place. This has raised the profile of Advanced Practice (AP) in the region and ultimately resulted in better patient care with more effective and efficient use of resources ().Inter-professional work based learning within an MSc in Advanced Practice: Lessons from one UK higher education programmeLynne Gaskell, Susan Beaton10.1016/j.nepr.2009.11.017Nurse Education in Practice 10, 5 (2010)2009-12-25Nurse Education in Practice2009-12-25105S1471-5953(10)X0005-1Articles274278http://www.nurseeducationinpractice.com/article/PIIS1471595310000041/abstract?rss=yesAbstract: The aim of this discussion paper is to outline the teaching of nursing students using a health promotion approach to guide young people on issues involving alcohol consumption. Health promotion uses a holistic approach involving the individual, attempts to understand complexities of human behaviour and attempts to address environmental and social issues which impact upon health. There are several models of health promotion but the health assessment tool chosen was HEEADSSS which focuses upon assessment of the Home environment, Education and Employment, eating disorders, peer related activities, Drugs, Sexuality, Suicide/depression and Safety from injury or violence .Society’s approach to alcohol consumption is considered ambiguous therefore it is essential to teach health promotion. Research based on demographic and epidemiological information and anecdotal media reports indicates a high incidence of binge drinking among young people on the Eyre Peninsula. The plan was to develop and provide developmentally appropriate health promotion using the Australian National Health and Medical Research Council Recommendations on alcohol consumption and the Australian Nursing and Midwifery Council Competencies for the Registered Nurse.Overcoming mixed messages on alcohol consumption: A teaching strategyKerre A. Willsher10.1016/j.nepr.2010.01.003Nurse Education in Practice 10, 5 (2010)2010-02-24Nurse Education in Practice2010-02-24105S1471-5953(10)X0005-1Articles279284http://www.nurseeducationinpractice.com/article/PIIS1471595310000053/abstract?rss=yesAbstract: Cardiopulmonary resuscitation (CPR) is an essential skill taught within undergraduate nursing programmes. At the author’s institution, students must pass the CPR objective structured clinical examination (OSCE) before progressing to second year. However, some students have difficulties developing competence in CPR and evidence suggests that resuscitation skills may only be retained for several months. This has implications for practice as nurses are required to be competent in CPR. Therefore, further opportunities for students to develop these skills are necessary. An action research project was conducted with six students who were assessed by an examiner at a video-recorded mock OSCE. Students self-assessed their skills using the video and a checklist. Semi-structured interviews were conducted to compare checklist scores, and explore students’ thoughts and experiences of the OSCE. The findings indicate that students may need to repeat this exercise by comparing their previous and current performances to develop both their self-assessment and CPR skills. Although there were some differences between the examiner’s and student’s checklist scores, all students reported the benefits of participating in this project, e.g. discussion and identification of knowledge and skills deficits, thus emphasising the benefits of formative assessments to prepare students for summative assessments and ultimately clinical practice.An exploration of student nurses’ thoughts and experiences of using a video-recording to assess their performance of cardiopulmonary resuscitation (CPR) during a mock objective structured clinical examination (OSCE)Fiona Paul10.1016/j.nepr.2010.01.004Nurse Education in Practice 10, 5 (2010)2010-02-10Nurse Education in Practice2010-02-10105S1471-5953(10)X0005-1Articles285290http://www.nurseeducationinpractice.com/article/PIIS1471595310000065/abstract?rss=yesSummary: On successful completion of nurse education programmes new graduate nurses are expected to meet the requirements for registration as a professional practitioner. Nurse educators need to collaborate with clinical colleagues to be responsive to changes in health care. Identifying challenging acute nursing episodes (CANE) that nurses’ encounter in clinical practice and the aspect of competence that new graduate nurses require to manage these episodes effectively can inform undergraduate nursing curricula. Thus a qualitative, descriptive design was employed when undertaking a study to identify challenging acute nursing episodes which new graduates will encounter in clinical practice. Six focus groups were conducted in three university teaching hospitals in Ireland where a total of 28 registered nurses were recruited. Thematic analysis was used to extract themes from the focus group data. The results of this study identified 41 challenging acute nursing episodes and 4 key aspects of competence namely; patient assessment, technical/clinical skills; interactions and communications and clinical decision making. Findings of this study identify both the episodes which challenge new graduates and aspects of competence required by new graduates. These findings provide evidence for nurse educators to develop and deliver curricular content which is congruent with the realities of current day nursing practice.Acute nursing episodes which challenge graduate’s competence: Perceptions of registered nursesIrene Hartigan, Siobhan Murphy, Angela V. Flynn, Nuala Walshe10.1016/j.nepr.2010.01.005Nurse Education in Practice 10, 5 (2010)2010-02-18Nurse Education in Practice2010-02-18105S1471-5953(10)X0005-1Articles291297http://www.nurseeducationinpractice.com/article/PIIS147159531000003X/abstract?rss=yesSummary: Collaborative processes which enable problem solving and decision making are reported as being essential to professional practice within contemporary health care. Action learning is a process reported on as a systematic approach to effective problem solving, whilst action learning sets are increasingly being reported within the literature as conduits for learning. The essential elements involved in these processes are reported to be that of reflective inquiry and critical thinking to stimulate effective learning. This paper discusses the development of an action learning set within an acute mental health setting and evaluates the experience of participants within the set. Six participants completed a questionnaire regarding their experience of the action learning sets over a 6month period. In general, participants found the sets; relevant to their working practice; important experiences of facilitation; important for engaging in reflective inquiry and critical thinking and effective for increasing problem solving abilities. The participants found creating a balance between high challenge and high support the most difficult part of the action learning process.An exploratory evaluation of an action learning set within a mental health serviceScott Lamont, Scott Brunero, Ron Russell10.1016/j.nepr.2010.01.002Nurse Education in Practice 10, 5 (2010)2010-02-26Nurse Education in Practice2010-02-26105S1471-5953(10)X0005-1Articles298302http://www.nurseeducationinpractice.com/article/PIIS1471595310000326/abstract?rss=yesSummary: Nurse educators make decisions that affect students in profound ways. This decision-making process may follow an intuitive-humanistic decision-making model. The author most connected with developing the intuitive model and the distinction between theoretical knowledge and experiential knowledge in the discipline of nursing is Patricia Benner (). Educators use intuition in forming judgments regarding educational planning. The educator may not be aware of subtleties that influence the decision but rely on a ‘gut’ instinct as they determine the appropriate action. Utilizing six key concepts identified by Dreyfus and Dreyfus () this process utilizes what is known to the educator from previous situations to determine a course of action appropriate for the given situation. This paper describes a method one nursing educator used and identifies outcomes that could impact the career path for the student when determining if they were safe to continue in a practice based course.Using the Benner intuitive-humanistic decision-making model in action: A case studyCynthia Ann Blum10.1016/j.nepr.2010.01.009Nurse Education in Practice 10, 5 (2010)2010-03-04Nurse Education in Practice2010-03-04105S1471-5953(10)X0005-1Articles303307http://www.nurseeducationinpractice.com/article/PIIS1471595310000351/abstract?rss=yesSummary: Introduction: Chronic obstructive pulmonary disease (COPD) poses a huge burden to society. Continued professional development can be regarded as a requisite for implementing quality care. Within the literature the effectiveness of COPD care is evident, yet it is seldom attributed to the educational attainment of healthcare professionals. This study aimed to examine whether a nationally delivered COPD module is perceived to impact on clinical practice.Methods: As part of a mixed methods study (), qualitative data were gathered post-intervention from 68 students utilising a semi-structured, self-completed questionnaire. Data were analysed using a themed content analysis and a quasi-statistical approach.Results: The major themes that emerged from the analysis were: changes in personal practice, evidence of changes implemented and changes in participants’ personal views regarding disease management. These findings suggest that when students gain knowledge they use it to the benefit of patients.Discussion: Overall students reported an increase in knowledge and confidence regarding COPD management and an impact on practice was reported. The findings will add to a mounting body of evidence that supports the value of continuing professional learning and will aim to satisfy consumers of education of the efficacy of knowledge in terms of direct patient impact.Does specialist respiratory education make a difference to practice?Carol Kelly10.1016/j.nepr.2010.02.001Nurse Education in Practice 10, 5 (2010)2010-03-17Nurse Education in Practice2010-03-17105S1471-5953(10)X0005-1Articles308315http://www.nurseeducationinpractice.com/article/PIIS1471595309001632/abstract?rss=yesThis is a handy sized book designed to provide guidance for nursing students during the practice component of their nursing education. Written by two nurses with broad management and educational backgrounds, the book is laid out in six chapters, as detailed below.Daniel Gill10.1016/j.nepr.2009.10.001Nurse Education in Practice 10, 5 (2010)2009-10-30Nurse Education in Practice2009-10-30105S1471-5953(10)X0005-1Book Reviews - e onlye43e43http://www.nurseeducationinpractice.com/article/PIIS1471595309001656/abstract?rss=yesThis timely book examines the current state of inclusion of people with intellectual disability in the United Kingdom. Service provision, in the light of the differing policy documents that have been developed in England, Scotland and Northern Ireland, is described and to some extent a critical analysis of the success of the policies is enunciated. For some reason the state of play in Wales is not covered.Colin Griffiths10.1016/j.nepr.2009.10.002Nurse Education in Practice 10, 5 (2010)2009-10-30Nurse Education in Practice2009-10-30105S1471-5953(10)X0005-1Book Reviews - e onlye44e44http://www.nurseeducationinpractice.com/article/PIIS1471595309001681/abstract?rss=yesThis dictionary is an abridged version of the full dictionary by the same publisher. It is a guide to the varied language used by the range of health professionals. However, to call it a “pocket dictionary” is perhaps ambitious. A volume that runs to 1478 pages would struggle to fit in anybody’s pocket, but would be a useful reference for students and qualified staff in the clinical environment.Paul P. Corrigan10.1016/j.nepr.2009.10.003Nurse Education in Practice 10, 5 (2010)2009-11-12Nurse Education in Practice2009-11-12105S1471-5953(10)X0005-1Book Reviews - e onlye45e45http://www.nurseeducationinpractice.com/article/PIIS1471595309001693/abstract?rss=yesCaring for older people is a cornerstone of contemporary nursing practice, pertinent to nurses across a range of practice settings. The importance of this aspect of nursing continues to grow particularly when demographic projections anticipating an increase in the number of adults living longer into later life are appreciated. Touhy and Jett’s text is designed to equip nurses with knowledge of the current evidence base underpinning gerontological nursing. While some texts may have historically focused on illness focussed approaches to ageing, this text laudably adopts a health and wellness approach. It is thus well positioned to assist nurses working in a variety of practice contexts across the continuum of care.Louise Daly10.1016/j.nepr.2009.11.001Nurse Education in Practice 10, 5 (2010)2009-12-02Nurse Education in Practice2009-12-02105S1471-5953(10)X0005-1Book Reviews - e onlye46e46http://www.nurseeducationinpractice.com/article/PIIS147159530900170X/abstract?rss=yesThis book developed following the publication of the Chief Nursing Officers Review of Mental Health Nursing () and the Report of the Review of Mental Health Nursing in Scotland (). The values, competencies and central themes of these reviews provide the core focus for this book. The authors aim to provide a resource for mental health nursing students that reflects the future direction of the profession chapters are themed into three parts; putting values into practice, improving outcomes for service users and a positive modern profession. As such the book includes chapters on a diverse range of subjects relevant to contemporary mental health nursing practice including fostering guided self-help, recovery and social inclusion and personal and professional development. These are produced by some of the leading mental health professionals and academics.Anne Felton10.1016/j.nepr.2009.11.002Nurse Education in Practice 10, 5 (2010)2009-12-04Nurse Education in Practice2009-12-04105S1471-5953(10)X0005-1Book Reviews - e onlye47e47http://www.nurseeducationinpractice.com/article/PIIS1471595309001711/abstract?rss=yesIncreasing patient complexity, technological advances and workload issues all contribute to student nurses anxiety. Added to this is the anxiety experienced in regard to skill development particularly in regard to performing skills for the first time in the clinical setting. The ambition of this book is to assist nursing students who have completed the first year of the standard nursing program. With their clinical skills development providing a comprehensive description of at adult and general nursing clinical skills. This book is afforded credibility by the wealth of experienced contributors from a variety of clinical specialities with contemporary experience to draw upon.Sarah Burston10.1016/j.nepr.2009.11.003Nurse Education in Practice 10, 5 (2010)2009-12-04Nurse Education in Practice2009-12-04105S1471-5953(10)X0005-1Book Reviews - e onlye48e48http://www.nurseeducationinpractice.com/article/PIIS1471595309001723/abstract?rss=yesThis book is aimed at mainly final year students and newly qualified teachers (NQT’s). Each chapter is introduced in a set pattern which contains realistic advice, accompanied by the theory that underlies good practice. The simplicity of the practical set-up cleverly disguises the in-depth discussion in a very user-friendly manner.Gayatri Nambiar-Greenwood10.1016/j.nepr.2009.11.004Nurse Education in Practice 10, 5 (2010)2009-12-14Nurse Education in Practice2009-12-14105S1471-5953(10)X0005-1Book Reviews - e onlye49e49http://www.nurseeducationinpractice.com/article/PIIS1471595309001735/abstract?rss=yesEverybody from the student nurse to the experienced nurse practitioner finds that their memory can fail them when trying to recall information essential to everyday nursing practice. For these sticky situations the “Clinical Pocket Reference for Nurses” is an excellent resource. This compact little book is packed with useful information for best practice care. The information is laid out clearly in an easy to read style with multiple examples and illustrations to aid understanding.Ruth Doyle10.1016/j.nepr.2009.11.005Nurse Education in Practice 10, 5 (2010)2009-12-14Nurse Education in Practice2009-12-14105S1471-5953(10)X0005-1Book Reviews - e onlye50e50http://www.nurseeducationinpractice.com/article/PIIS1471595309001759/abstract?rss=yesThis short text book aims to help improve students’ writing as many study skills texts do. Although primarily aimed at undergraduate students, there were a several sections that are applicable to students at all levels.Samantha Chenery-Morris10.1016/j.nepr.2009.11.007Nurse Education in Practice 10, 5 (2010)2009-12-14Nurse Education in Practice2009-12-14105S1471-5953(10)X0005-1Book Reviews - e onlye51e51http://www.nurseeducationinpractice.com/article/PIIS1471595309001760/abstract?rss=yesAs and adult lecturer for pre registration nurses I found this book an invaluable asset for student learning. Each chapter is complete in itself and broadens the outlook of the reader to encompass all aspects of care. To enhance the aspect of total nursing care each chapter has clear links to other chapters which provides the student with opportunities to cross reference information to enhance their knowledge.Patricia Williams10.1016/j.nepr.2009.11.008Nurse Education in Practice 10, 5 (2010)2009-12-14Nurse Education in Practice2009-12-14105S1471-5953(10)X0005-1Book Reviews - e onlye52e52http://www.nurseeducationinpractice.com/article/PIIS1471595309001875/abstract?rss=yesThis blended text and online learning package aims to support pre-registration mental health nurses practice development through discussion of the role, skills and values which are viewed as essential in mental health nursing. I am extremely encouraged by the way the package is grounded in service user experience which emphasises powerful and inspirational messages. The stories instantly grabbed my interest and gave relevance to theoretical discussions.Gemma Stacey10.1016/j.nepr.2009.11.019Nurse Education in Practice 10, 5 (2010)2009-12-18Nurse Education in Practice2009-12-18105S1471-5953(10)X0005-1Book Reviews - e onlye53e53http://www.nurseeducationinpractice.com/article/PIIS1471595309001887/abstract?rss=yesIntroduction to Clinical Pharmacology is primarily written for undergraduate nursing students within the American LPN/LVN education system. Consequently this book targets mainly American and Canadian audiences. As a result, student nurses reading this book should be aware that the legislation and in some cases the drug names and their licence for use may differ in Ireland and Great Britain. The book is divided into three units; principles of pharmacology, principles of medication administration and finally the largest section, drug groups. Each of the chapters is written using a nursing process approach and there are learning objectives at the beginning of each chapter. The units are written in a clear, user friendly way and there are countless colourful diagrams and tables throughout the book which are useful in making the often complex pharmacological principles easier to digest. There is also a strong patient/client focus throughout the book with specific chapters devoted to patient teaching and health literacy, lifespan and cultural modifications as well as patient teaching sections related to the class of drug under discussion.Brian Keogh10.1016/j.nepr.2009.11.020Nurse Education in Practice 10, 5 (2010)2009-12-17Nurse Education in Practice2009-12-17105S1471-5953(10)X0005-1Book Reviews - e onlye54e54http://www.nurseeducationinpractice.com/article/PIIS1471595309001991/abstract?rss=yesThis Australian publication contains information on the theory and practice of nursing and aims to support the education of Enrolled Nursing students and their facilitators in Australia and New Zealand. The book is large, heavy, soft bound and comprises of 974 pages.Jacqui Rattray10.1016/j.nepr.2009.11.021Nurse Education in Practice 10, 5 (2010)2009-12-23Nurse Education in Practice2009-12-23105S1471-5953(10)X0005-1Book Reviews - e onlye55e55http://www.nurseeducationinpractice.com/article/PIIS1471595310000260/abstract?rss=yesThe title, Using Health Data: Applying Technology to Work Smarter, accurately represents what the book offers the reader. An accompanying CD is not an additional ‘extra’, rather it is integral to the book. Using Health Data is a practical guide that aims to engage all health care professionals, clinical and non-clinical, in using information technology to assist in collecting, reporting and presenting findings drawn from health care data to different audiences.Susan Hughes10.1016/j.nepr.2010.01.006Nurse Education in Practice 10, 5 (2010)2010-02-22Nurse Education in Practice2010-02-22105S1471-5953(10)X0005-1Book Reviews - e onlye56e56http://www.nurseeducationinpractice.com/article/PIIS1471595310000272/abstract?rss=yesPatricia Barkway’s (Ed.) Psychology for Health professionals is intended to provide an introduction to psychology with specific relevance for undergraduate students of medicine, nursing, and other health care professions for the Australian and New Zealand market. In 13 chapters, Barkway and her Australian collaborators provide a text to assist healthcare students in understanding the complexities of the psychological factors affecting health behaviours and outcomes. The general focus on psychology is represented mainly in the first three chapters (introduction to psychology and two chapters on lifespan development). The other 10 chapters highlight health research and health psychology and specific topics of interest to health care practitioners.Jan de Vries10.1016/j.nepr.2010.01.007Nurse Education in Practice 10, 5 (2010)2010-02-22Nurse Education in Practice2010-02-22105S1471-5953(10)X0005-1Book Reviews - e onlye57e57http://www.nurseeducationinpractice.com/article/PIIS1471595310000284/abstract?rss=yesWith the recent media emphasis on standards of nursing care and the educational preparation of student nurses, a book such as this is a prescient introduction to the different types of applied healthcare knowledge student nurses needs to gain proficiency in. The content of this book implicitly tells us that modern nursing is very much still concerned with caring for patients, but that medical technological advances have moved at such a pace that nurses are no longer solely confined to providing personal care, but are also directly involved in the team-led coordination of care. The usage of such skills requires registered nurses to be able to think critically about what they are doing, and to apply problem solving skills in practice, both of which are key professional skills, which degree-level nursing education enables with a concurrent focus on gaining competence in caring skills, as is seen in this pre-registration nursing textbook.Julian Barratt10.1016/j.nepr.2010.01.008Nurse Education in Practice 10, 5 (2010)2010-03-02Nurse Education in Practice2010-03-02105S1471-5953(10)X0005-1Book Reviews - e onlye58e58