Foreword | |
Preface | |
Acknowledgements | |
Dedication | |
List of contributors | |
Setting the Scene of Practice and Walk-in-Centre Nursing | |
The historical development of practice nursing and walk-in-centre nursing | |
Introduction | |
Learning Outcomes | |
Background | |
Practice nursing | |
WiC nursing | |
Extended role in PN and WiC nursing | |
Conclusion | |
References | |
Practice nursing: the unique nature of practice nursing | |
Introduction | |
Learning Outcomes | |
Background | |
The GMS contract | |
Practice nursing: a roller-coaster ride | |
Education and training: are today's PNs equipped for their role in primary care? | |
Carpe Diem | |
Conclusion | |
References | |
PM | |
Walk-in-centre nursing: the unique nature of walk-in-centre practice | |
Introduction | |
Learning Outcomes | |
Background | |
What is the clinical role of the nurse in the WiC setting? | |
Communication interactions | |
Promoting health and well-being in a WiC setting | |
Clinical decision-making support | |
Non-medical prescribers | |
Clinical supervision | |
Educating nurses in a WiC | |
A nurse-led service | |
Establishing a WiC | |
Urgent care environment | |
Patient satisfaction with WiC health care | |
Conclusion | |
References | |
The context of practice nursing and walk-in-centre nursing: domains of practice and competencies -setting the scene | |
Introduction | |
Learning Outcomes | |
Background | |
Origins of the advanced practice role in the UK | |
Delineation of advanced practice | |
Role of the advanced practice nurse | |
Educational preparation | |
RCN (2002, 2008) and NMC (2005) Domains of Practice and Competencies | |
Practice and WiC nursing and future directions of advanced clinical practice nursing | |
Conclusion | |
References | |
Domains of Practice | |
Management of Patient Health/Illness Status | |
Critical thinking and diagnostic reasoning in clinical decision-making | |
Introduction | |
Learning Outcomes | |
Background | |
What is a decision? | |
Theories of decision-making | |
The analytical stance on decision-making11/18/2010 9:23AM | |
The middle ground | |
Knowledge within decision-making | |
Errors within clinical decision-making | |
Systems that improve decision-making | |
Clinical decision support systems | |
Reflective practice | |
Conclusion | |
References | |
Health education and health promotion | |
Becoming a health-promoting nurse in general practice and walk-in centres: Introduction | |
Learning Outcomes | |
Background | |
Integrate with public health and health improvement strategies | |
Ensure the nursing care structure enables all opportunities for health promotion to be taken for every patient | |
Develop one-to-one skills of conversation and motivating behaviour change | |
Settings-based health promotion - working towards a healthy organisation | |
Involve local support groups and reach out to the local community | |
Keep up to date with news and take opportunities to study | |
Conclusion | |
References | |
The Nurse-Patient Relationship | |
Working with individual patients and groups: creating and strengthening relationships | |
Introduction | |
Learning Outcomes | |
Background | |
Verbal or vocal behaviours | |
Barriers to communication | |
Working with individual patients and clients | |
Working with groups | |
Conclusion | |
References | |
Confidentiality, privacy and dignity: ethical, legal and cultural issues | |
Introduction | |
Learning Outcomes | |
Background | |
Domain of practice area with specific competencies | |
Key points in relation to the competencies for Domain 2 | |
Conclusion | |
References | |
Education Function | |
Anticipatory guidance: National Service Frameworks | |
Introduction | |
Learning Outcomes | |
Background | |
The education function | |
How does anticipatory guidance relate to the NSFs? | |
Knowledge of preventive strategies | |
Pre-requisites for giving anticipatory guidance | |
Conclusion | |
References | |
The creation of an environment for effective learning | |
Introduction | |
Learning Outcomes | |
Background | |
Adult learning theories | |
Adult learning | |
The Education Function | |
Creating a learning environment | |
Conclusion | |
References | |
46 PM | |
The Professional Role | |
Clinical supervision: reflective practice; learning through experience | |
Introduction | |
Learning Outcomes | |
Background | |
Reflective dialogue | |
Deeper reflection | |
Reflection | |
Burford reflective and holistic model | |
Conclusion | |
References | |
Use of theory and research to inform practice | |
Introduction | |
Learning Outcomes | |
Background | |
Domain of practice | |
Health care research in practice | |
Conclusion | |
References | |
Managing and Negotiating the Health Care Delivery System | |
Collaboration and working with the multidisciplinary team and agencies | |
Introduction | |
Learning Outcomes | |
Background | |
Communication and partnership working | |
Interprofessional discourses | |
Factors promoting effective collaboration | |
Organisational theories and collaboration | |
Using metaphor to understand collaborative working | |
Using metaphor to promote team reflexivity | |
Putting it all together | |
Conclusion | |
References | |
PM | |
Leadership and organisational decision-making: the nurse's role in implementing policy and practice | |
Introduction | |
Learning Outcomes | |
Background | |
The big picture | |
A critical approach | |
Policy formation, implementation and analysis | |
Policy and organisational decision-making | |
The sources and dynamics of power | |
The current policy environment | |
Looking back at leadership in the NHS | |
New leadership agendas for PNs - linking theory and practice | |
Transformational and transactional leadership | |
Leading advanced practice in primary care | |
The 'dark side' of practice | |
Shifting dysfunctional cultural patterns | |
Conclusion | |
References | |
Monitoring and Ensuring Quality of Health Care Practice | |
Implications of the new GMS contract | |
Introduction | |
Learning Outcomes | |
Background | |
Domain of practice area content with specific competencies | |
PNs and the new GMS contract | |
The QoF | |
The new GMS contract: is it working? | |
Practice nursing and the new GMS contract: implications of role development and expansion | |
Conclusion | |
References | |
Art and science of providing quality nursing care in general practice and WiC settings | |
Introduction | |
Learning Outcomes | |
Background 47 PM | |
A framework for practice | |
Conclusion | |
References | |
Respecting Culture and Diversity | |
Meeting the cultural and spiritual needs of patients in general practice and WiCs | |
Introduction | |
Learning Outcomes | |
Background | |
Key concepts | |
Key concepts and diversity | |
A framework for care | |
Conclusion | |
References | |
Cultural diversity within the general practice and walk-in-centre settings | |
Introduction | |
Learning Outcomes | |
Background | |
Nature, nurture, culture | |
Nursing in a diverse and multicultural NHS | |
How does multiculturalism and diversity impact on health? | |
What can nurses in primary care do to improve health care in a multicultural society? | |
Conclusion | |
References | |
Index | |
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