Nurse Education in Practice - Articles in Press

Does specialist respiratory education make a difference to practice? - Corrected Proof

Carol Kelly — 2010-03-17

Summary: 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.

A focus group study of the use of video-recorded simulated objective structured clinical examinations in nurse practitioner education - Corrected Proof

Julian Barratt — 2010-03-04

Summary: The objective structured clinical examination (OSCE) is a common method of clinical skills assessment used for advanced nurse practitioner students across the United Kingdom. The purpose of an advanced nursing OSCE is to assess a nurse practitioner student’s competence and safety in the performance of commonly used advanced clinical practice skills. Students often feel nervous when preparing for and participating in an OSCE. Consideration of these identified anxieties led to the development of an alternative method of meeting students’ OSCE learning and preparation needs; namely video-recorded simulated OSCEs. Video-recording was appealing for the following reasons: it provides a flexible usage of staff resources and time; OSCE performance mistakes can be rectified; it is possible to use the same video-recordings with multiple cohorts of students, and the recordings can be made conveniently available for students with video streaming on internet-based video-sharing sites or virtual learning environments. The aim of the study was to explore the value of using such recordings amongst nurse practitioner students, via online and face-to-face focus groups, to see if they are a suitable OSCE educational preparation technique. The study findings indicate that simulated OSCE video-recordings are an effective method for supporting nurse practitioner educational development.

Using the Benner intuitive-humanistic decision-making model in action: A case study - Corrected Proof

Cynthia Ann Blum — 2010-03-04

Summary: 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.

(W)riting across and within: Providing a vehicle for sharing local nursing and midwifery projects and innovation - Corrected Proof

2010-03-04

Summary: Introduction: This paper describes the development and outcomes of a locally-based journal that is contributed to and managed by nurses, midwives and academics within an area health service (AHS) in NSW, Australia.Background: Nurses and midwives are often engaged in scholarly and rigorous activities aimed at improving practice and patient outcomes. However, often these endeavours remain unreported, unpublished and hence not shared for the benefit of others.Reasons given for nurses’ and midwives’ persistent reluctance to publish are well documented in the literature. Lack of expertise and understanding of the publication process, together with lack of confidence and opportunity are the reasons most often cited. To overcome these barriers we developed a local journal called Handover that provides a non-threatening, supportive opportunity for nurses and midwives to develop skills in writing and reviewing articles for publication. Handover was established and is managed by editorial committee members from the area health service and the two local universities. Each institution agreed to co-fund the journal which is published twice yearly. Two editions of the journal have been published with wide ranging content and contributions from across the AHS. Writing mentorship and support systems have been established. Reviewers workshop have been conducted and novice reviewers mentored by experienced reviewers.Conclusion: Our experience indicates that a locally based and owned journal can motivate and support novice writers and offers one solution to many of the barriers to publication identified in the literature.

Corrected Proof

Julian Barratt — 2010-03-02

With 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.

An exploratory evaluation of an action learning set within a mental health service - Corrected Proof

Scott Lamont, Scott Brunero, Ron Russell — 2010-02-26

Summary: 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.

Overcoming mixed messages on alcohol consumption: A teaching strategy - Corrected Proof

Kerre A. Willsher — 2010-02-24

Abstract: 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.

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Susan Hughes — 2010-02-22

The 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.

Corrected Proof

Jan de Vries — 2010-02-22

Patricia 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.

Acute nursing episodes which challenge graduate’s competence: Perceptions of registered nurses - Corrected Proof

Irene Hartigan, Siobhan Murphy, Angela V. Flynn, Nuala Walshe — 2010-02-18

Summary: 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.

Change and the NHS workforce: Ambivalence, anxiety and anger - Corrected Proof

Elaine Ball, Paul Regan — 2010-02-12

Working in a healthcare system defined by change necessitates, at the least, some degree of intermittent observation. Being committed to change to ensure delivery of 21st century care asks for much more. It means trusting and believing in change. Yet sometimes change in the National Health Service evokes amongst staff a view that reforms are not always thought through from implementation to evaluation, and are determined by overriding political agendas which results in NHS users are exhibiting an ambivalent or anxious response to change measures (). As a result, implementation can be hampered; and impacts further when a sense of mistrust is inculcated within an institution and change is viewed sceptically (). This is not helped when reform from 2007 to 2009 came with job freezes and financial budgeting deficits, rather than reform to improve quality (). Such strategies may or may-not have long-term cost effective outcomes, but what worries practitioners is that a reduction in the provision of services made available to patients might ensue (). It is feared that the tension between quality and budgeting constraints will only increase in the current climate. It is therefore timely that change is debated when reform frameworks and market-style initiatives are in such proliferation.

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) - Corrected Proof

Fiona Paul — 2010-02-10

Abstract: 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.

The Connected Learning Model for disseminating evidence-based care practices in clinical settings - Corrected Proof

Deborah Lekan, Cristina C. Hendrix, Eleanor S. McConnell, Heidi White — 2010-01-25

Summary: Clinical practice guidelines have been developed to improve patient care and outcomes. Guideline implementation is often stymied by the complexity of patients’ conditions, complex care environments, and limited advanced clinical training of nursing staff. To translate key elements of heart failure guidelines into practice in a nursing home, the Connected Learning Model was developed based on the diffusion of innovations framework. An advanced practice nurse in geriatrics fostered greater interaction and collaboration among key administrative, medical, and nursing staff to promote awareness of heart failure guidelines and to translate key practices from those guidelines into the nursing home setting. Direct care staff skills for early recognition and reporting of signs and symptoms of acute heart failure were enhanced through a learner-centered educational program which included classroom and unit-based instruction and bedside clinical teaching. The Connected Learning Model is a promising method to mobilize advanced nursing expertise to bridge research/practice gaps through implementation of clinical practice guidelines that are systematically adapted to accommodate diverse health care contexts.

Strengthening and updating supervising staff nurses in educational workshops – An international partnership project - Corrected Proof

Anna Löfmark, Ingrid Thorell-Ekstrand — 2010-01-04

Summary: 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.

Inter-professional work based learning within an MSc in Advanced Practice: Lessons from one UK higher education programme - Corrected Proof

Lynne Gaskell, Susan Beaton — 2009-12-25

Summary: 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 ().

Corrected Proof

Jacqui Rattray — 2009-12-23

This 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.

Implementation and sustainability of the nursing and midwifery standards for mentoring in the UK - Corrected Proof

2009-12-21

Summary: 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.

Application and student evaluation of a Clinical Progression Portfolio: A pilot - Corrected Proof

Marie Cooke, Marion Mitchell, Wendy Moyle, Amanda Henderson, Jenny Murfield — 2009-12-18

Summary: Clinical practicums are often limited by a lack of meaningful communication between nursing students and registered nurses (RNs). This pilot study evaluated the utility of the Clinical Progression Portfolio (CPP) to enable students to learn how to initiate engagement with their RNs and to develop their capacity as students to learn. The study employed a descriptive survey design, with a convenience sample of second-year Bachelor of Nursing (BN) students in Brisbane, Australia. Questionnaires were completed by 129 students from 20 clinical practicum groups. Students who used the CPP were more favourable in their usefulness ratings (−rpb=0.531, p<0.001) and, furthermore, those that used the CPP most frequently were also more favourable (r=0.555, p<0.001). Students thought the CPP helped clarify learning and target appropriate practicum opportunities. When used, the CPP was an important part of practicum, used frequently and considered useful. The CPP format met the needs of students as it was pocket-sized. Overall, students reported that the CPP was a useful learning and communication tool as it provided them direction in how they might maximise opportunities to address their learning needs.

Corrected Proof

Gemma Stacey — 2009-12-18

This 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.

Being reasonable: Supporting disabled nursing students in practice - Corrected Proof

2009-12-17

Summary: Aim: To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes.Background: Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor’s (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice.Method: An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts.Findings: The evaluation illustrates the need for support throughout the student’s programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations.Conclusion: Implementing adjustments in practice requires a multi-disciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised.

Comparing the effects of two educational methods of intravenous drug rate calculations on rapid and sustained learning of nursing students: Formula method and dimensional analysis method - Corrected Proof

Hamidreza Koohestani, Nayereh Baghcheghi — 2009-12-17

Summary: Accurate calculations of flow rate of intravenous medication are crucial to safe patient care. Flow rate of these medications can be calculated using either the formula or dimensional analysis method. However, few studies have assessed the effectiveness of this teaching method or any other method of calculating drug dosages. The purpose of this study was to compare the effects of formula and dimensional analysis educational methods of intravenous drug rate calculations on nursing students’ rapid and sustained learning. This was an experimental study in which 42s year nursing students participated. They were divided randomly into two groups, control and experimental and the drug calculating skills were taught to them through formula method (control group) and dimensional analysis method (experimental group), respectively. Before the education, immediately, and three months after the teaching intervention, the students’ skills were examined using a drug calculation test. The results showed that no significant difference between the two groups in pre-test and post-test 1 scores (P>0.05), but did show a significant difference between the two groups in post-test 2 scores (P<0.05). The mean of the scores differences of pre-test and post-test 2 were 9.8±3.34 and 12.85±3.07 in formula method group and dimensional analysis group, respectively, which showed significant difference between two groups. This study showed that immediate post education intervention learning was significantly better in both groups, but, in the dimensional analysis method group, the sustained learning rate was significantly better than in the formula method group.

Corrected Proof

Brian Keogh — 2009-12-17

Introduction 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.

Anatomy for nurses: Providing students with the best learning experience - Corrected Proof

Amy N.B. Johnston — 2009-12-16

Summary: A good understanding of human anatomy is clinically relevant for many health care professionals. A detailed knowledge of where, as well as how, to palpate, percuss or auscultate is essential for adequate assessment, provision of treatment and ongoing care of patients. Thus, the linking of human anatomy and clinical assessment is essential. However, Australian nursing students are often excluded from experiences, such as exposure to cadaveric material, which might enable them to gain a good working knowledge of internal human anatomy. Herein systematic student feedback from nursing students who were provided with a single exposure to prosected human anatomical material and were able to manipulate and interact with that material is presented, in the context of the integrative educational aims and goals of this learning and teaching activity. Thus, this study aims to add to the literature informing ongoing dialog regarding the best set of tools to teach anatomy to students of nursing.

Nurse education in a resource limited environment: An evaluation of an educational teaching package on intramuscular injections, in Blantyre, Malawi - Corrected Proof

Marie Walters, Jeremy Furyk — 2009-12-16

Summary: 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.

Learning features in computer simulation skills training - Corrected Proof

Eva Johannesson, Mats Olsson, Göran Petersson, Charlotte Silén — 2009-12-16

Summary: 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.

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Gayatri Nambiar-Greenwood — 2009-12-14

This 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.

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Ruth Doyle — 2009-12-14

Everybody 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.

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Samantha Chenery-Morris — 2009-12-14

This 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.

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Patricia Williams — 2009-12-14

As 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.

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Anne Felton — 2009-12-04

This 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.

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Sarah Burston — 2009-12-04

Increasing 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.

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Louise Daly — 2009-12-02

Caring 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.

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Paul P. Corrigan — 2009-11-12

This 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.

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Daniel Gill — 2009-10-30

This 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.

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Colin Griffiths — 2009-10-30

This 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.

Developing discharge practice through education: Module development, delivery and outcomes - Corrected Proof

Liz Lees, Denise Price, Amanda Andrews — 2009-10-28

Summary: In England (UK) the discharge of patients from hospital is a source of constant scrutiny from primary care trusts in order to reduce the patient length of stay in Hospital. To support nurses in practice a part time, post registration discharge practice education module was developed entitled Facilitating Timely Patient Discharge. It was the first of its kind to be accredited at degree level (level 6) during 2006.University evaluation of the module involved an academic assignment based on a 3000 word case study. Projects in practice were integrated to enable the students to apply theories to clinical practice. This aspect was driven by an organisational impetus to demonstrate learning back in practice to the benefit of Heart of England Foundation Trust (HEFT). Students self assessed their individual ability pre and post the discharge module using questionnaires citing 17 areas of discharge practice analysing knowledge and ability. They demonstrated an increase in knowledge and ability in key areas such as; ‘understanding complex discharge’ and ‘teaching discharge practice to peers’. Although these were not formally included in the outcomes or evaluations they may inform future module development and design of delivery. The questionnaires were designed and developed with support for projects in practice from the Foundation of Nursing Studies in London.

Contemporary issues relating to assessment of pre-registration nursing students in practice - Corrected Proof

Michelle Fitzgerald, Faith Gibson, Kirsten Gunn — 2009-10-26

Summary: Clinical placements are an essential part of pre-registration nurse education. Mentors have a vital role in providing constructive feedback and assessing the student throughout their placement. There have been reports of failing to fail students in practice, however, little evidence has been provided to support this. This paper provides an insight into apparent mismatches between mentor feedback given to students in their practice assessment documents and feedback given to university and Trust staff anonymously. Our findings appear to illustrate issues of inconsistency and a lack of ability to give accurate feedback on professional values and behaviours. This is in contrast to the feedback on clinical skills – in which the mentors appeared to be in agreement, with the written comments being supported by congruent scores in the relevant competencies.

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Christine M. Thorp — 2009-10-23

Pharmacology Condensed is intended to be a companion book to Rang and Dale’s Pharmacology. Both these books are written for medical and pharmacology undergraduates and as such they go into some depth on drug action at a molecular level and the chemistry of drugs in relation to their interaction at sites of action.

The role of the nurse lecturer in clinical practice in the Republic of Ireland - Corrected Proof

Edel McSharry, Helen McGloin, Anne Marie Frizzell, Lisa Winters-O’Donnell — 2009-10-22

Summary: Undergraduate nurse education in Ireland transferred into the third level sector in 2002. As a result nurse lecturers are expected to develop a model of clinical practice that enables them to be involved in practice and its development while maintaining their own nursing expertise and credibility [An Bord Altranais, 2005. Requirements and Standards for Nurse Registration Education Programmes, third ed. An Bord Altranais, Dublin]. In light of this the researchers set out to explore the perceptions of the nurse lecturers’ role in clinical practice among nurse lecturers, preceptors, clinical nurse managers, clinical placement co-ordinators and students. A qualitative research design using focus groups was chosen. A purposive sampling strategy generated the sample for 5 in-depth focus group interviews with the aforementioned key stakeholders and the data was thematically analysed. Five themes emerged which centred on the maintenance of lecturers’ clinical credibility, the lecturers’ role as a resource to clinical staff, teaching and assessing students in practice, the value of fostering relationships in practice and role duplication. The findings from this study supports the anecdotal evidence that confusion exists around the role but more importantly it gives the nurse lecturer population guidance on how to develop the role in partnership with the various stakeholders in a way that supports the nursing students and clinical staff in practice in an effective manner.

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Mary Tod Gray — 2009-10-19

Three concepts central to mental health nursing appear throughout Fundamentals of mental health nursing: an absolute focus on person-centered care and empowerment of the individual to manage his or her mental illness; collaboration with multiple disciplines to plan and implement care for these individuals; and care plan development through interactive engagement with fictionalized service users (patients), illustrated in online video clips and learning activities which facilitate students’ knowledge application.

The essence of professional competence experienced by Norwegian nurse students: A phenomenological study - Corrected Proof

Kari Thorkildsen, Maj-Britt Råholm — 2009-10-09

Summary: This paper reports a study, which explored the lived experiences of the essence in developing nursing students’ professional competence. Nursing students experience a high level of stress due to unexpected, uncontrolled and uncertain aspects in the clinical learning environment. A purposeful sampling technique was used to select 18 participants from all second year students. Focus group interviews were conducted for collection of data. The data was analyzed by applying the Giorgi method of analyzing phenomenological data.Experience of responsibility is central to professional development. A secure relation with nurse consultants is the basis for learning. Students wish to see contexts and reach a holistic understanding. Continuous guidance as well as students’ continuous supervision of patients is vital for understanding the larger context of care. Educators and professional nurses with supervision responsibility must display the knowledge and skills required to promote the development of nursing students’ professional competence. This study also highlights the importance of the ethical dimension inherent in the concept of competence. Group supervision can offer an opportunity for students to address their experiences of their ability to deal with unfamiliar and existential demands of practice. These fundamental presuppositions comprise collective requirements for education and competence development in practice.

Academic staff perspectives of formative assessment in nurse education - Corrected Proof

Lai Chan Koh — 2009-10-09

Summary: High quality formative assessment has been linked to positive benefits on learning while good feedback can make a considerable difference to the quality of learning. It is proposed that formative assessment and feedback is intricately linked to enhancement of learning and has to be interactive. Underlying this proposition is the recognition of the importance of staff perspectives of formative assessment and their influence on assessment practice. However, there appears to be a paucity of literature exploring this area relevant to nurse education. The aim of the research was to explore the perspectives of twenty teachers of nurse education on formative assessment and feedback of theoretical assessment. A qualitative approach using semi-structured interviews was adopted. The interview data were analysed and the following themes identified: purposes of formative assessment, involvement of peers in the assessment process, ambivalence of timing of assessment, types of formative assessment and quality of good feedback. The findings offer suggestions which may be of value to teachers facilitating formative assessment. The conclusion is that teachers require changes to the practice of formative assessment and feedback by believing that learning is central to the purposes of formative assessment and regarding students as partners in this process.

Transitioning a master’s of nursing course from campus to on-line delivery: Lessons learned - Corrected Proof

Frances Fothergill Bourbonnais — 2009-10-08

Summary: Distance education continues to expand in nursing programs to service students in urban as well as rural areas in Canada. This article discusses the author’s experience with transitioning a master’s course in nursing from a traditional seminar format with 7–8 students to one that included distance students joining the classroom in real-time. The course, ‘Nursing in Tertiary Health Care’ which covers the fall and winter semesters addresses issues and concepts associated with advanced practice nursing for clients of all ages in tertiary care settings. The associated practicum selected by the student with the assistance of the faculty member provides an opportunity to examine the five domains of the Clinical Nurse Specialist role (consultation, education, research, leadership and practice) as one example of advanced practice nursing. The author has taught this course for 12years in a traditional seminar format. During 2006–2007, a synchronous on-line version of this course was also offered whereby distance students joined the classroom at the same time as the other students in house at the university. This was done using personal computers from home or office, and a bridging program called ‘Bridgit’. Lessons learned in making this transition will be discussed.

Translation of the Nursing Clinical Facilitators Questionnaire (NCFQ) to Norwegian language - Corrected Proof

Maj-Britt Råholm, Kari Thorkildsen, Anna Löfmark — 2009-10-07

Summary: The translation and adaptation of English instruments to be used with populations speaking other languages is an important and complex process which is attracting increased attention in nursing and health-related research. The aim of this article is to describe the translation process of the Nursing Clinical Facilitators Questionnaire (NCFQ) for testing in Norway. The instrument is a 28-item-questionnaire with a Likert-type (1–5) scale ranging from the descriptions “strongly agree (1) to strongly disagree (5)”. The aim of the instrument is to measure the efficiency of, and satisfaction with the supervision received from the nurse students’ perspective. The NCFQ questionnaire was translated in six phases. The translation process was conducted systematically by applying the three methods described in the literature: the methods of forward-translation, back-translation and comparison followed by an empirical study (pilot test). The methods were chosen to test the quality of translation, establish semantic equivalence of the translated instrument and to estimate the cross-cultural relevance of the instrument. The translation process has given prerequisites to use the NCFQ questionnaire in a larger study and a possibility to compare different models for supervision of nursing students in the clinical part of their education.

Corrected Proof

Fiona Timmins — 2009-09-22

Nicky Stanton has impressive curriculum vitae, placing her in a good position to write this textbook. She worked in both industry and education; and currently serves as a management consultant; trainer and coach in management and communication (among other topics); in addition to authoring two previous titles “What do you Mean, Communication?” and “The Business of Communicating”. This current text is in its 5th edition, thus proof of not only her abilities in this area, but her audience appeal.

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Anne Felton — 2009-08-28

‘Virtual Clinical Excursions’ provides an electronic resource for student nurses. The package includes a CD-rom and accompanying workbook. The CD-rom introduces the reader to the ‘Pacific View Regional Hospital’. This is a virtual hospital with four different wards, medical–surgical, paediatrics, obstetrics and skilled nursing. Each ward has a number of patients with a variety of needs. Within each setting there is a virtual nurse’s station where the user is able to access detailed information relevant for each patient which includes admission paperwork, nursing assessment and baseline observations. Within this virtual environment the user is able to visit the patients in their rooms, view interactions with them through digital clips, conduct assessments and document their activities. There is also a medication room where medication can be collected according to the drug card and then administered. Upon starting the program you are asked to log in as a student nurse and then work through a specific period of care with a patient and guided through this by the workbook.

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Jacqui Rattray — 2009-08-26

This American publication contains comprehensive information on nutritional health promotion, assessment and care for children through to the older adult. The book is soft bound and as it states, a pocket sized guide.

Student nurses experience of learning in the clinical environment - Corrected Proof

2009-08-25

Summary: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students’ opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions “premises of nursing care” and “premises of learning” indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a “personal mentor” that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning.

WITHDRAWN: Kee, J, Hayes E. and McCuistion L (2009) Pharmacology: A Nursing Process Approach, Sixth Edition (and accompanying study guide), Saunders Elsevier, St. Louis - Corrected Proof

Brian Keogh — 2009-08-25

The Publisher regrets that this article is an accidental duplication of a Book Review that has already been published, doi: 10.1016/j.nepr.2009.07.002. The duplicate article has therefore been withdrawn.

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Simon Daniel O’Grady — 2009-08-21

From the outset this dictionary was appealing. The presentation was excellent and lettering on the spine was extremely attractive. The layout within the lettering was also exceptionally presented, giving the reader text which was big enough to read without straining.