Nurse Education in Practice RSS feed: Articles in Press. 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//inpress?rss=yesElsevier Inc.en © 2012 Elsevier Ltd. All rights reserved. Nurse Education in Practice1471-59532012-05-18 © 2012 Elsevier Ltd. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000698/abstract?rss=yesAbstract: This paper describes a project to establish and evaluate online study partnerships, using social networking applications, between final year Canadian nursing students at the University of British Columbia (UBC) and second year undergraduate science education students at the University of Plymouth (UoP) in the UK. The project took place between 2009 and 2010 and evaluated the use of social networking applications with international interdisciplinary partnerships between Canadian and UK students. A multi-method evaluation strategy incorporating questionnaires, online focus groups and web analytics was used to explore the value of social media to promote the exchange of ideas and discussion of scientific philosophy in different contexts, between students working in disciplines with differing philosophical perspectives principally modern/post-modern, quantitative/qualitative, empirical/theoretical. This project resulted in a very successful collaborative partnership between UK and Canadian students.Using social media to promote international student partnerships - Corrected ProofBernard M. Garrett, Roger Cutting10.1016/j.nepr.2012.04.003Nurse Education in Practice (2012)2012-05-18Nurse Education in Practice2012-05-18http://www.nurseeducationinpractice.com/article/PIIS1471595312000868/abstract?rss=yesDescribed in the preface as ‘an introduction to service user research which will be useful for anyone working in, or learning about, nursing or healthcare research’, the authors have complimentary backgrounds in nursing and healthcare research. Additional contributors reflect personal, professional, organisational perspectives.Corrected ProofKevin J. Rowswell10.1016/j.nepr.2012.04.007Nurse Education in Practice (2012)2012-05-17Nurse Education in Practice2012-05-17BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS147159531200087X/abstract?rss=yesNursing, as relative newcomer to the university campus, has at times struggled to come to terms with the established workings of the academic institution. In return, nursing programmes have brought a new raft of challenges to the university, especially in the domains of competence and fitness to practice in healthcare. As nurses, sometimes we struggle to come to terms when our experiences cross disciplines, so it is nice when we encounter people whose expertise spans these areas. In this book with Mabel Smith, we find an excellent guide to navigate potentially troubled waters, having experience as both a senior faculty member and practicing attorney. The book is comprehensive considering the educator role across college, community and profession. It marks an update of the 2005 edition and is ideal for faculty members, nursing school administrators and post-graduate students of nursing education.Corrected ProofMark Monahan10.1016/j.nepr.2012.04.008Nurse Education in Practice (2012)2012-05-17Nurse Education in Practice2012-05-17BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000674/abstract?rss=yesAbstract: Education providers globally use various models for undergraduate nurse clinical education. This paper presents the major findings of a research project conducted by a rural university in Australia that aimed to explore the Clinical Facilitation Model of undergraduate nursing education from a rural perspective. In particular how the Clinical Facilitators enacted their role within the rural environment and to identify any barriers to the provision of effective clinical learning during facilitated clinical experience within this context.This qualitative study used a phenomenological approach to explore the experiences of Clinical Facilitators. Individual in-depth interviews were conducted with eight Clinical Facilitators. Data was analysed using thematic analysis and several themes emerged from the study. This paper will report two of the major findings which are based on how Clinical Facilitators enacted their role within the rural environment.Whilst this study has a rural focus the findings will add to the limited body of knowledge internationally regarding the Clinical Facilitation model used as a result of balancing educational needs of the student with the care needs of the patients in the current health policy climate. The findings will be useful for informing undergraduate curricula, and will assist faculty and health services in planning and implementation of models of clinical education that meet the needs of the student and that are specific to the rural environment. In addition, the findings will provide insight into strategies that the rural Clinical Facilitator can utilise to assist in fulfilling their teaching role.Implementation of the Clinical Facilitation model within an Australian rural setting: The role of the Clinical Facilitator - Corrected ProofHelena Sanderson, Jacqueline Lea10.1016/j.nepr.2012.04.001Nurse Education in Practice (2012)2012-05-14Nurse Education in Practice2012-05-14http://www.nurseeducationinpractice.com/article/PIIS1471595312000613/abstract?rss=yesAbstract: Background: This paper highlights the relevance of psychology for nurses and the issues around the inclusion of psychology as an essential part of nursing education. Considerable international variations in the extent to which psychology is incorporated in nursing education suggest a need for discussion and reflection on this topic.Aim: This paper aims to (a) examine and reflect on scholarly literature in English addressing psychology of nursing in education and (b) present and reflect on an example of psychology teaching in a school of nursing and midwifery in Ireland.Methods: A review of the literature took place, which included a search of various databases and an analysis of emerging psychology for nursing textbooks over the period 1906–2011. Findings were used as a framework for reflection on a local example.Findings: The literature review yielded numerous commentaries, discussion papers, textbook reviews and editorials but very few empirical studies. Three topics were identified as appearing most frequently in the literature: the relevance of psychology in the nursing curriculum; depth and content of coverage; and whether integrated or separate instruction of psychology should be chosen.Conclusion: Findings suggest that overall the relevance of psychology to nursing education is not contested, but debates have emerged regarding how best to approach and integrate psychology. The outcomes of these debates are mostly inconclusive at present. Educators are encouraged to become active in these discussions and reflections, which are hampered by lack of empirical evidence.Psychology teaching in nursing education: A review of and reflection on approaches, issues, and contemporary practice - Corrected ProofJan M.A. de Vries, Fiona Timmins10.1016/j.nepr.2012.03.007Nurse Education in Practice (2012)2012-05-07Nurse Education in Practice2012-05-07http://www.nurseeducationinpractice.com/article/PIIS1471595312000595/abstract?rss=yesAbstract: Nurse educators recognize that many nursing students have difficulty in making decisions in clinical practice. The ability to make effective, informed decisions in clinical practice requires that nursing students know and apply the processes of critical thinking. Critical thinking is a skill that develops over time and requires the conscious application of this process. There are a number of models in the nursing literature to assist students in the critical thinking process; however, these models tend to focus solely on decision making in hospital settings and are often complex to actualize. In this paper, Paul’s Model of Critical Thinking is examined for its application to nursing education. I will demonstrate how the model can be used by clinical nurse educators to assist students to develop critical thinking skills in all health care settings in a way that makes critical thinking skills accessible to students.Critical thinking in clinical nurse education: Application of Paul’s model of critical thinking - Corrected ProofE. Andrea Sullivan10.1016/j.nepr.2012.03.005Nurse Education in Practice (2012)2012-04-23Nurse Education in Practice2012-04-23http://www.nurseeducationinpractice.com/article/PIIS1471595312000625/abstract?rss=yesAbstract: The administration of medicines is a role that fundamentally impacts on the wellbeing of the patient and has been described as one of the highest risk activities that a nurse undertakes. This article reports on the Medicine with Respect Project where collaborating organisations sought to improve the education and training of Mental Health Nurses toward safe and competence practice. Focus groups were used to evaluate stakeholders experiences and what emerged was overall satisfaction but with specific suggestions in how to improve the effectiveness of the project. All groups emphasised that all nurses in administering medicines should undergo a rigorous assessment of their medicines administration performance. This would make the ultimate aim of competent and safe practice more achievable.The Medicine with Respect Project: A stakeholder focus group evaluation - Corrected ProofSteve Hemingway, Jacquie White, James Turner, Kate Dewhirst, George Smith10.1016/j.nepr.2012.03.008Nurse Education in Practice (2012)2012-04-16Nurse Education in Practice2012-04-16http://www.nurseeducationinpractice.com/article/PIIS1471595312000637/abstract?rss=yesAbstract: Following the Bologna initiative in the 1990s, schools of nursing across Europe began considering ways in which they might collaborate with each other in educating nurses in advanced/post-bachelor programs. There were various levels of success which led the writers to explore if such collaboration was possible with similar programs in the United States.Spearheaded by the Institute of Nursing at the Oslo and Akershus University College of Applied Sciences (HiOA), a consortium was established in 2010 to explore the possibilities of international collaborations in this area. In the process, recognition of subtle and more obvious barriers to such collaborations emerged. Consortium members agreed that there was a need to explore the origins and effects of these barriers and the assumptions which seemed to underpin them.The identified barriers were often caused by assumptions about the content of educational programs and about individual and collective approaches to teaching and learning. Several participants experienced a shift in consciousness about nursing education following the consortium's initial meeting in Oslo. For some, there was a feeling of finding ‘like-minded thinkers’ and for others it was like viewing a new landscape.This article details the evolution of the consortium and the philosophic underpinnings which guide its continued deliberations.Curriculum Meeting Points: A transcultural and transformative initiative in nursing education - Corrected ProofSarah Sheets Cook, Fintan Sheerin, Suzanne Bancel, José Carlos Rodrigues Gomes10.1016/j.nepr.2012.03.009Nurse Education in Practice (2012)2012-04-16Nurse Education in Practice2012-04-16http://www.nurseeducationinpractice.com/article/PIIS1471595312000583/abstract?rss=yesThis book provides an insightful and informative read for nurses and healthcare professionals engaged in the delivery of care to patients diagnosed with multiple sclerosis (MS). The book, which succeeds the ‘Advanced Concepts in Multiple Sclerosis Nursing Care’ by Halper (2007), is specifically dedicated to providing guidance to nurses on caring for people multiple sclerosis.Corrected ProofMargarita Corry10.1016/j.nepr.2012.03.004Nurse Education in Practice (2012)2012-04-05Nurse Education in Practice2012-04-05BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000571/abstract?rss=yesThe intended audience for this book is first year pre-registration nursing degree students. This book is of great value as the importance communication and interpersonal skills (CIPs) in nursing practice cannot be underestimated. As a nurse, if one is going to be successful at using themselves as a therapeutic tool, they need to have the appropriate CIPs. This book has the benefit that it reminds the reader that there is a difference between communication in a social situation and professional situation. It highlights the fact that the appropriate communication and interpersonal skills for nurses are acquired through learning and practice and helps the reader to develop these skills.Corrected ProofFortune Mhlanga10.1016/j.nepr.2012.03.003Nurse Education in Practice (2012)2012-04-04Nurse Education in Practice2012-04-04BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS147159531200039X/abstract?rss=yesResearch for Advanced Practice Nurses provides a comprehensive resource for nurses to implement evidence based practice. Although primarily aimed at advanced practice nurses, this book would also be useful for graduate nurses, nurse researchers and practice development nurses.Corrected ProofGerard White10.1016/j.nepr.2012.02.005Nurse Education in Practice (2012)2012-03-09Nurse Education in Practice2012-03-09BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000406/abstract?rss=yesThis is a 10 chapter book which aims to introduce readers to the key transferable, intellectual and graduate skills required in preparation to becoming a registered nurse. Each of the chapters begin by identifying specific domains from the Standards for Pre-registration Nursing Education (NMC 2010) and Essential Skills Clusters (NMC 2010) to be addressed in that particular chapter.Corrected ProofSeán Welsh10.1016/j.nepr.2012.02.006Nurse Education in Practice (2012)2012-03-09Nurse Education in Practice2012-03-09BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000388/abstract?rss=yesAlthough current practices in mental health advocate for a greater emphasis on psychosocial interventions, medication management remains a crucial aspect of the psychiatric nurses’ role. The administration of medication in a variety of settings is a daily practice for many nurses and the complexities of psychopharmacology can sometimes be underestimated. Despite this, nursing students often complain that pharmacology is inadequately covered in the undergraduate curriculum. Mutsatsa’s (2011) Medication Management in Mental Health Nursing primarily aims to meet the needs of students in this area by providing clear and essential information about psychopharmacology. Furthermore, the theoretical components of the book are linked and applied to mental health nursing practice in an interesting, easy to follow but rigorous way. The book is divided into twelve chapters starting with a comprehensive introduction to drug calculations using many worked examples and activities. The majority of the chapters are concerned with specific disorders and provide specific information about the pharmacokinetic and pharmacodynamic principles associated with the drugs used in their treatment. They also provide information about how and why the drugs are used in practice and help the student to understand specific management issues that they need to be aware of including helping the service user to recognise drug related adverse effects. Specific issues are illustrated using case studies and students are encouraged to learn through the use of critical thinking exercises and activities. Clear and well labelled diagrams and figures also assist the student to navigate though some complex pharmacological processes. A chapter devoted to essential anatomy and physiology of the brain also introduces the student to key neurotransmitters and sets the scene for the biological interpretation of mental illness as the basis for psychopharmacology. The book also covers the legal and ethical issues associated with medication management as well as an examination of the various models of medication adherence which focuses on the therapeutic alliance between the service user and the nurse. Overall this is a well written and well presented book which successfully and simply relates the necessary information required for undergraduate students who need to practically apply pharmacological principles. More importantly this is done in a manner that does not compromise detail. In addition there are a range of interesting features that make the book easy to digest. Although primarily aimed at undergraduate students, this book would be a welcome addition to any mental health nurses library.Corrected ProofBrian Keogh10.1016/j.nepr.2012.02.004Nurse Education in Practice (2012)2012-03-05Nurse Education in Practice2012-03-05BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000455/abstract?rss=yesHindle and Coates (2011, p. vi) state that “Nursing older people is not only about treating illness; it is also undeniably about caring with dignity, and delivering personalised and responsive holistic care”. The increasing availability of texts addressing care for older persons and related subjects is one indicator of the coming of age of this aspect of health and social care. However, while recognising the dynamic and expanding nature of the field, and the expanse of potential caring contexts, the editors of this text highlight the stability that exists in terms of the underpinning principles of caring for older persons. As such, this evidence-based and practical guide to meeting the needs of older people ticks many of my requirement boxes. The book's content conveys the impression that it has been carefully chosen to address key nursing concerns and fundamental principles of nursing care for all older persons, while still emphasising the importance of adopting a person-centred approach. In consequence, this is a book with an appealing twist in that nurses will not only find it informative, they will enjoy reading it.Corrected ProofLouise Daly10.1016/j.nepr.2012.02.007Nurse Education in Practice (2012)2012-03-02Nurse Education in Practice2012-03-02BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000340/abstract?rss=yesMeleis conceptualises theoretical development and progress in nursing as a ‘journey’. Although this analogy might be considered by some to be over-used in nursing discourse, the fifth edition of this seminal text exemplifies the notion of journey. This is evident in how the continually changing landscape of theoretical nursing has been reflected in every edition since the first in 1985. Because of this, for those who are interested in or who are studying theoretical development and its relationship with research and practice this book is a key text. It is a comprehensive examination of nursing, its theoretical history, its present and its future. Much of the book is situated within the context of developments within the United States, which is not surprising given that most theoretical development in nursing has emanated from there. Nonetheless, the content does have international applicability.Corrected ProofPatricia Cronin10.1016/j.nepr.2012.02.002Nurse Education in Practice (2012)2012-02-17Nurse Education in Practice2012-02-17BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000248/abstract?rss=yesNow in its third edition, this book is undoubtedly a popular seminal text; well positioned in the now vast array of books addressing this topic. Written by a nurse, with several years experience in the field, and also a background in psychoanalysis, the book provides an unusual insight into the topic. The author’s relaxed, conversational style is attractive and engaging for the reader. However at times, the logical flow of ideas through the book is disjointed by the use of multiple and numerous short paragraphs. This staccato style, together with an attempt to cover an array of topics, leads to a superficial approach to some elements. At times the book seems to wander, this, together with the breadth of material covered, makes it difficult to keep track of the book’s key messages. One rather distracting feature, relates to the book’s presentation. Word spacing varies considerably between paragraphs.Corrected ProofFiona Timmins10.1016/j.nepr.2012.01.022Nurse Education in Practice (2012)2012-02-16Nurse Education in Practice2012-02-16BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000182/abstract?rss=yesThis review uniquely provides two perspectives on this title. Firstly from a Lecturer’s perspective and subsequently a student offers their views on the usefulness of the publication.Corrected ProofJacqui Rattray, Dale Embleton10.1016/j.nepr.2012.01.016Nurse Education in Practice (2012)2012-02-10Nurse Education in Practice2012-02-10BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000212/abstract?rss=yesSleep is essential for health and healing (), thus, sleep promotion is a fundamental component of nursing practice. Professional nurses play integral roles in managing sleep disruption, a widespread and distressing health problem. This comprehensive, scholarly text provides a rich resource for nurse educators, nurse scientists, advanced practice nurses, and clinicians in a variety of practice settings. Recognized by the American Journal of Nursing (AJN), Book of the Year Award (2011) in the gerontologic nursing category, Drs. Redeker and Phillips McEnany (editors) present a well written text with relevance to all patients. This book is written by nurses for nurses and is an ideal resource for those wishing to gain or increase knowledge in the field of somnology. The importance of understanding sleep and the impact of sleep disorders cannot be understated.Corrected ProofMichaela S. McCarthy, Ellyn E. Matthews10.1016/j.nepr.2012.01.019Nurse Education in Practice (2012)2012-02-10Nurse Education in Practice2012-02-10BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000224/abstract?rss=yesThis book is a practical guide for pre-registration nursing students, qualified practitioners and teachers within higher education that encourages the reader to engage and question how to nurse in partnership with carers, considering influencing factors that may impact on this relationship. The book is easy to navigate and use of language is appropriate.Corrected ProofRebecca Jones10.1016/j.nepr.2012.01.020Nurse Education in Practice (2012)2012-02-10Nurse Education in Practice2012-02-10BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000339/abstract?rss=yesI am sure we all remember those nervous moments when we walked onto the ward, no longer the student, but now the fully fledged Registered Nurse. The lapels may no longer sit on the shoulder but the transition from student to staff nurse is just as daunting. In this book Sharples and Elcock provide seventeen chapters full of theoretical guidance and practical advice which will help steer newly registered nurses thorough the initial preceptorship period. Although the content will be familiar, as it builds on pre-registration programme syllabus, each chapter aims have been mapped to the Preceptorship and Knowledge and Skills Frameworks. This will help practitioners make links to their formal preceptorship programme.Corrected ProofEvelyn McElhinney10.1016/j.nepr.2012.02.001Nurse Education in Practice (2012)2012-02-10Nurse Education in Practice2012-02-10BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595312000236/abstract?rss=yesThere is no doubt that family violence is a worldwide problem. Nurses and Midwives are key players in the prevention, detection and management of individuals affected by violence due to the nature of their contact with victims either in the community or in the healthcare setting (). Family Violence and Nursing Practice is an edited book which serves dual purposes. One of its purposes is to provide a background understanding of the diverse theoretical perspectives and underpinning theories surrounding the topic of family violence. Its other purpose is to provide practicing nurses and midwives with a resource to recognize, respond to and refer those who are experiencing abuse appropriately.Corrected ProofMelissa Corbally10.1016/j.nepr.2012.01.021Nurse Education in Practice (2012)2012-01-30Nurse Education in Practice2012-01-30BOOK REVIEWhttp://www.nurseeducationinpractice.com/article/PIIS1471595311001582/abstract?rss=yesAbstract: The rationale for Interprofessional Education (IPE) is based on the assumption it will improve practice. Despite evidence that it may modify attitudes and provide knowledge and skills for collaboration, there is little evidence about whether these skills can be transferred to practice. The aim of this research was to explore how midwifery students apply pre-qualification IPE learning to practice and to understand the factors in the clinical workplace that facilitate or hinder this application. A purposive sample of students, educators, Heads of Midwifery and new midwives from four universities throughout the United Kingdom participated in semi-structured interviews and focus groups. Emerging themes were developed using the principles of Grounded Theory. Participants articulated ways in which the clinical environment either promoted or prevented IPE in practice. The extent to which the clinical institution promoted IPE was made visible through the support for students during placements; the support for new midwives; and the evolution of professional roles. Buy-in for the IPE agenda in the workplace influences the ability of new midwives to apply IPE competencies to professional practice. The benefits of a theoretical foundation in interprofessional skills may be lost if students and new midwives find themselves working in contexts that do not make collaboration a priority.From school to work: Promoting the application of pre-qualification interprofessional education in the clinical workplace - Corrected ProofBeth Murray-Davis, Michelle Marshall, Frances Gordon10.1016/j.nepr.2011.10.009Nurse Education in Practice (2011)2011-11-16Nurse Education in Practice2011-11-16http://www.nurseeducationinpractice.com/article/PIIS1471595311001545/abstract?rss=yesThe Publisher regrets that this article is an accidental duplication of an article that has already been published, doi:10.1016/j.nepr.2011.10.004. The duplicate article has therefore been withdrawn.WITHDRAWN: Effective Communication with Patients - Corrected ProofFiona Timmins10.1016/j.nepr.2011.10.005Nurse Education in Practice (2011)2011-11-10Nurse Education in Practice2011-11-10http://www.nurseeducationinpractice.com/article/PIIS1471595309001243/abstract?rss=yesThe 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.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 ProofBrian Keogh10.1016/j.nepr.2009.07.004Nurse Education in Practice (2009)2009-08-25Nurse Education in Practice2009-08-25