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Book Details
Abstract
The new edition of this popular nursing text introduces students to the theory, language and scholarship of contemporary nursing. Contexts of Nursing, 4th edition continues to challenge and extend nursing students by exploring the key concepts underpinning contemporary nursing practice.
This exceptional nursing textbook incorporates diverse views and voices and sometimes-controversial topics, encouraging student nurses to reflect, discuss and debate various issues, and ultimately helping them to develop their own positions.
Contexts of Nursing, 4th edition features abundant new and updated content – developed in consultation with practicing nurses and nursing students – yet remains based on the same aims and objectives of the popular first edition.
Written by expert contributors, all of whom are helping shape contemporary nursing in Australia and New Zealand, this latest edition of Contexts of Nursing reflects the dynamic nature of nursing scholarship.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover\r | Cover | ||
| Contexts of Nursing: An Introduction | iii | ||
| Copyright Page\r | iv | ||
| Table of Contents | v | ||
| CONTRIBUTORS | vii | ||
| REVIEWERS | x | ||
| PREFACE | xi | ||
| CHAPTER 1. Presenting nursing … a career for life | 1 | ||
| WHY NURSING? | 2 | ||
| NURSING: MYTHS, LEGENDS AND STEREOTYPES | 2 | ||
| HOW TO DEFINE NURSING? | 5 | ||
| CHOOSING NURSING | 6 | ||
| NURSING: WHAT SUSTAINS US | 7 | ||
| TYPES OF NURSE IN AUSTRALIA AND NEW ZEALAND | 9 | ||
| PROFESSIONAL REGULATION AND CONDUCT | 11 | ||
| CONCLUSION | 11 | ||
| RECOMMENDED READINGS | 12 | ||
| REFERENCES | 12 | ||
| CHAPTER 2. Visioning the future by knowing the past | 15 | ||
| HISTORY AND ITS RELEVANCE TO NURSING | 16 | ||
| THE ROOTS OF MODERN NURSING | 17 | ||
| HEALTHCARE IN EARLY AUSTRALIA AND NEW ZEALAND | 18 | ||
| SOME HISTORICAL INFLUENCES ON NURSING | 23 | ||
| MILESTONES IN AUSTRALIAN AND NEW ZEALAND NURSING | 25 | ||
| HISTORY AND IDENTITY | 29 | ||
| THE FUTURE | 33 | ||
| CONCLUSION | 33 | ||
| RECOMMENDED READINGS | 34 | ||
| REFERENCES | 34 | ||
| CHAPTER 3. Nursing as art and science | 39 | ||
| NURSING: AN ART AND SCIENCE? | 40 | ||
| WHAT IS AN ART? WHAT IS A SCIENCE? | 40 | ||
| ART, SCIENCE AND MODERN NURSING | 41 | ||
| CONCLUSION | 49 | ||
| RECOMMENDED READINGS | 50 | ||
| REFERENCES | 50 | ||
| CHAPTER 4. Heroines, hookers and harridans: exploring popular images and representations of nurses and nursing | 53 | ||
| INTRODUCTION | 54 | ||
| NURSING’S EARLY ICONOGRAPHY | 54 | ||
| NURSING’S STEREOTYPES | 56 | ||
| NURSING’S IMAGE: BLAME THE MEDIA? | 59 | ||
| NURSING’S IMAGE: DEPICTING ‘REALITY’? | 61 | ||
| NURSING’S IMAGE: FROM AFFRONT TO ACTION | 63 | ||
| CONCLUSION | 64 | ||
| RECOMMENDED READINGS | 65 | ||
| REFERENCES | 66 | ||
| CHAPTER 5. Nursing care and nurse caring: issues, concerns, debates | 71 | ||
| NURSING AND CARING | 72 | ||
| CARING AS A THEORETICAL CONCEPT | 72 | ||
| EXPERIENCING NURSE CARING: WHAT DO PATIENTS SAY? | 75 | ||
| CARE AND CURE | 77 | ||
| CARING AS THE BASIS OF THE DISCIPLINE OF NURSING | 79 | ||
| THREATS TO CARING | 80 | ||
| CONCLUDING THOUGHTS | 82 | ||
| RECOMMENDED READINGS | 83 | ||
| REFERENCES | 83 | ||
| CHAPTER 6. The growth of ideas and theory in nursing | 87 | ||
| INTRODUCING THEORY | 88 | ||
| NURSING AS SOCIAL PROCESS: THE ROLE OF SOCIAL THEORY IN UNDERSTANDING NURSING | 88 | ||
| MODERNITY AND POSTMODERNITY: HOW SOCIAL THEORY INFORMS THE WAY WE THINK | 89 | ||
| IMPLICATIONS FOR THE DEVELOPMENT OF A BODY OF KNOWLEDGE | 92 | ||
| THE META-PARADIGM OF NURSING: IDENTIFYING A DISTINCT BODY OF KNOWLEDGE | 94 | ||
| CONCLUDING THOUGHTS | 97 | ||
| RECOMMENDED READINGS | 98 | ||
| REFERENCES | 98 | ||
| CHAPTER 7. Becoming a critical thinker | 101 | ||
| WHAT IS CRITICAL THINKING? | 102 | ||
| THE RELATIONSHIP BETWEEN CRITICAL AND CREATIVE THINKING | 103 | ||
| THE CHARACTERISTICS OF CRITICAL THINKING | 104 | ||
| WHAT IS AN ARGUMENT? | 105 | ||
| CRITICAL THINKING IN NURSING | 107 | ||
| THINKING ABOUT ETHICS | 112 | ||
| THE ETHICS OF CRITICAL THINKING | 114 | ||
| DEVELOPING CRITICAL THINKING SKILLS | 115 | ||
| CONCLUDING REMARKS | 115 | ||
| RECOMMENDED READINGS | 116 | ||
| REFERENCES | 116 | ||
| CHAPTER 8. Reflective practice: what, why and how | 117 | ||
| INTRODUCTION | 118 | ||
| WHY BE REFLECTIVE? | 118 | ||
| WHAT IS REFLECTION OR REFLECTIVE PRACTICE? | 120 | ||
| THE ROOTS OF REFLECTIVE PRACTICE | 121 | ||
| THE BENEFITS OF REFLECTION | 123 | ||
| STRATEGIES FOR REFLECTION | 124 | ||
| PROBLEMS, CRITICISMS AND RESPONSES | 130 | ||
| CONCLUSION | 131 | ||
| RECOMMENDED READINGS | 132 | ||
| REFERENCES | 132 | ||
| CHAPTER 9. Research in nursing: concepts and processes | 137 | ||
| RESEARCH IN NURSING | 138 | ||
| WHAT IS RESEARCH? | 138 | ||
| WHERE DO WE FIND RESEARCH? | 140 | ||
| DEVELOPING RESEARCH AIMS, OBJECTIVES OR QUESTIONS | 143 | ||
| NURSING RESEARCH PROCESSES | 144 | ||
| CONCLUSION | 154 | ||
| RECOMMENDED READINGS | 155 | ||
| REFERENCES | 155 | ||
| CHAPTER 10. Ethics in Nursing | 157 | ||
| PROFESSIONAL ETHICS | 158 | ||
| NURSING ETHICS | 158 | ||
| ETHICAL AND UNETHICAL PROFESSIONAL CONDUCT | 159 | ||
| ‘EVERYDAY’ ETHICAL ISSUES IN NURSING | 160 | ||
| PATIENT SAFETY ETHICS | 161 | ||
| NURSING ETHICS AND PATIENT SAFETY | 163 | ||
| CONCLUSION | 164 | ||
| RECOMMENDED READINGS | 165 | ||
| REFERENCES | 165 | ||
| CHAPTER 11. An introduction to legal aspects of nursing practice | 167 | ||
| INTRODUCTION | 168 | ||
| THE COMMON LAW BASIS | 168 | ||
| CIVIL LAW | 170 | ||
| CRIMINAL LAW | 180 | ||
| VICARIOUS LIABILITY | 182 | ||
| PATIENT RECORDS | 183 | ||
| REGULATION OF DRUGS | 184 | ||
| REGULATION OF NURSING PRACTICE | 185 | ||
| COMPLAINTS | 188 | ||
| CONCLUSION | 190 | ||
| RECOMMENDED READINGS | 191 | ||
| ONLINE RESOURCES | 191 | ||
| REFERENCE | 191 | ||
| CHAPTER 12. The gendered culture of nursing: a historical review | 193 | ||
| INTRODUCTION | 194 | ||
| CHANGING VIEWS OF THE NATURE OF FEMINISM | 194 | ||
| THE GENDERED NATURE OF NURSING WORK | 194 | ||
| THE WORK OF NURSING | 197 | ||
| THE INFLUENCE OF FEMINISMS ON THE DISCIPLINE OF NURSING | 201 | ||
| MEN IN NURSING: THE DEBATE CONTINUES | 205 | ||
| CONCLUSION | 208 | ||
| RECOMMENDED READINGS | 209 | ||
| REFERENCES | 209 | ||
| CHAPTER 13. Power and politics in the practice of nursing | 217 | ||
| NURSING AND POLITICS | 218 | ||
| UNDERSTANDING POWER | 219 | ||
| POLITICS AND POWER | 220 | ||
| NURSES’ COLLECTIVE POLITICAL POWER | 221 | ||
| POWER IN PRACTICE | 222 | ||
| CONCLUSION | 228 | ||
| RECOMMENDED READINGS | 229 | ||
| REFERENCES | 229 | ||
| CHAPTER 14. Becoming a nurse leader | 233 | ||
| INTRODUCTION | 234 | ||
| HEALTHCARE IN CONTEXT | 235 | ||
| OPPORTUNITIES FOR CLINICAL NURSING LEADERS | 236 | ||
| POLICY FRAMEWORKS FOR NURSING PRACTICE | 237 | ||
| CHANGING MODELS OF CARE DELIVERY | 238 | ||
| WHAT IS LEADERSHIP? | 240 | ||
| WHAT MAKES A CLINICAL LEADER? | 241 | ||
| PROMOTING LEADERSHIP IN THE PRACTICE SETTING | 243 | ||
| LEADERSHIP IN EVIDENCE-BASED PRACTICE | 245 | ||
| LOOKING TO THE FUTURE | 246 | ||
| CONCLUSION | 247 | ||
| RECOMMENDED READINGS | 247 | ||
| REFERENCES | 247 | ||
| CHAPTER 15. Becoming part of a multidisciplinary healthcare team | 253 | ||
| INTRODUCTION | 254 | ||
| WHAT IS A MULTIDISCIPLINARY TEAM? | 254 | ||
| SOCIAL CAPITAL | 257 | ||
| EDUCATION AND TRAINING FOR TEAMWORK | 263 | ||
| BUILDING YOUR RESILIENCE TO THRIVE IN TEAMS | 264 | ||
| CONCLUSION | 266 | ||
| RECOMMENDED READINGS | 267 | ||
| REFERENCES | 267 | ||
| CHAPTER 16. Technology and professional empowerment in nursing | 271 | ||
| NURSING AND TECHNOLOGY | 272 | ||
| INTERPRETING TECHNOLOGY | 273 | ||
| TECHNOLOGY, NURSING AND PROFESSIONAL EMPOWERMENT | 278 | ||
| CONCLUSION | 283 | ||
| RECOMMENDED READINGS | 284 | ||
| REFERENCES | 284 | ||
| CHAPTER 17. Nursing and informatics: a transformational synergy | 287 | ||
| INTRODUCTION | 288 | ||
| ORIGINS OF NURSING INFORMATICS | 289 | ||
| INFORMATICS SKILLS FOR NURSES | 292 | ||
| INFORMATICS BENEFITS TO NURSES | 295 | ||
| ELECTRONIC HEALTH RECORD | 297 | ||
| CONCLUSION | 299 | ||
| REFERENCES | 300 | ||
| CHAPTER 18. Healthy communities: the evolving roles of nursing | 305 | ||
| INTRODUCTION | 306 | ||
| CONCEPTUALISING COMMUNITY | 306 | ||
| PRIMARY HEALTHCARE | 309 | ||
| PUBLIC HEALTH IN THE COMMUNITY | 310 | ||
| ASSESSING THE COMMUNITY | 310 | ||
| COMMUNITY NURSING ROLES | 312 | ||
| CONCLUSION | 319 | ||
| RECOMMENDED READINGS | 320 | ||
| REFERENCES | 321 | ||
| CHAPTER 19. The challenges of rural and remote nursing | 325 | ||
| RURAL NURSING | 326 | ||
| INTRODUCING RURAL AND REMOTE POPULATIONS | 326 | ||
| THE HEALTH OF RURAL AND REMOTE COMMUNITIES | 328 | ||
| THE CHALLENGE OF PROVIDING HEALTH SERVICES IN RURAL AND REMOTE LOCATIONS | 330 | ||
| THE NATURE OF RURAL AND REMOTE NURSING | 331 | ||
| CONCLUSION | 334 | ||
| RECOMMENDED READINGS | 335 | ||
| REFERENCES | 335 | ||
| CHAPTER 20. Diversity in the context of multicultural communities: implications for nursing and midwifery practice | 339 | ||
| THE CONCEPT OF CULTURE AND ITS RELATIONSHIP TO NURSING AND MIDWIFERY PRACTICE | 340 | ||
| AUSTRALIA’S DIVERSE POPULATION | 342 | ||
| NEW ZEALAND’S DIVERSE POPULATION | 344 | ||
| CULTURAL INFLUENCES ON ACCESS TO HEALTHCARE SERVICES | 344 | ||
| CONSIDERATIONS FOR NURSING AND MIDWIFERY CARE IN MULTICULTURAL COMMUNITIES | 348 | ||
| CONCLUDING REMARKS | 349 | ||
| RECOMMENDED READINGS | 350 | ||
| REFERENCES | 350 | ||
| CHAPTER 21. Cultural awareness: nurses working with Indigenous Australian people | 355 | ||
| INTRODUCTION | 356 | ||
| WHAT DOES IT MEAN TO BE INDIGENOUS IN AUSTRALIA? | 356 | ||
| THE EFFECT OF CULTURE, RACE AND CLASS ON HEALTH | 357 | ||
| USE OF HEALTH SERVICES BY ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE | 361 | ||
| CULTURALLY COMPETENT NURSING PRACTICE | 364 | ||
| CULTURAL SAFETY | 365 | ||
| PLANNING YOUR OWN JOURNEY TOWARDS CULTURAL COMPETENCE AND SAFETY | 366 | ||
| CONCLUDING REMARKS | 366 | ||
| RECOMMENDED READINGS | 368 | ||
| REFERENCES | 369 | ||
| CHAPTER 22. Connecting clinical and theoretical knowledge for practice | 373 | ||
| THE CLINICAL AREA: THE SITE OF NURSING PRACTICE | 374 | ||
| CONNECTING CLINICAL AND THEORETICAL LEARNING TO BECOME KNOWLEDGE-ABLE | 377 | ||
| HOW TO BEST DEVELOP KNOWLEDGE-ABILITY | 379 | ||
| KNOWLEDGE-ABILITY AS ACTIVE LEARNING | 382 | ||
| APPRAISAL AS A STRATEGY FOR KNOWLEDGE-ABILITY | 385 | ||
| GAINING THE MOST FROM EXPERIENCE | 385 | ||
| THE IMPORTANCE OF OTHER RESOURCES IN LEARNING | 387 | ||
| CONCLUDING THOUGHTS | 388 | ||
| RECOMMENDED READINGS | 389 | ||
| REFERENCES | 389 | ||
| GLOSSARY | 393 | ||
| INDEX | 401 |