Additional Information
Book Details
Abstract
Are you thinking about studying nursing? Do you have an upcoming
interview? Or have you just been accepted on a course? Do you need a
guide? Then this book is for you.
The number of students applying for nursing is increasing every year,
making each place more competitive and more precious. This book will
give you the edge in your application, knowledge for your interview, and
support throughout your course.
This trusty companion will answer your queries and settle your concerns,
giving you an insight into the world of nursing. The experienced team of
authors:
? introduce the different branches of nursing
? define the key concepts you will study on your course
? give you an insight into specialist study skills
? help you to understand research
? offer advice on professional development and life after university.
Using case studies, activities and incorporating four end-of-part glossaries,
this one-stop resource will prepare you for the experience of being a
student nurse and equip you for the challenges of the profession.
The Nursing Companion is an essential text for those beginning their journey towards professional qualification. It introduces the branches of nursing, core concepts and research. This preparatory reader also includes specialist study skills, helping students to balance learning in lectures and on placement.
PETER BIRCHENALL Professor and Independent Consultant in Nurse Education. He has a background in Learning Disability Nursing, Adult Nursing and Nurse Education. He has authored and co-authored several successful nursing textbooks. He has a background in nurse teacher education as well as leading courses in undergraduate and post graduate nursing. Peter has also worked as an Education Officer with the former English National Board for Nursing, Midwifery and Health Visiting. Until his retirement Peter held the Chair in Health Studies at the University of Lincolnshire and Humberside, UK. For nine years he was Editor-in-Chief of Nurse Education Today, a position he relinquished in 2002.
NICOLA ADAMS is Professor of Rehabilitation, School of Health, Community& Education Studies, Northumbria University, UK.
We are thrilled with this text and intend to make it a required reading for all Pre Registration Nursing students BEFORE they start the course.' - Jeanne Landon-Campbell, School of Nursing & Midwifery, Cumbria University, UK
'This proved such a useful book to help with interview/application for Nurse Training that most of the students bought it the instant I referred to it as soon as it was first published. As the course progressed the students continued to find this a useful source of reference for a number of subject areas - it truly became their "companion". I could not recommend this highly enough.' - Moira Jessup, School of Arts and General Education, Llandrillo College, UK
'I like this book. It does particularly well to focus on things from a students' perspective. Not many books manage to do this.' -Russell Harrison-Paul, School of Nursing, University of Nottingham, UK
'I would recommend this book to students who want a flavour of the kind of demands that nursing brings' - Anthea Wilson, Lecturer in Health and Social Care, Faculty of Health & Social Care, The Open University, UK
'A commendable piece of work; this is a very useful reference text that takes a different approach to nursing. It is a very exciting book and I am grateful for having had the opportunity to read it.' - Dr. Graham Thurgood- Senior Lecturer, Division of Acute Care, Department of Health Sciences, School of Human and Health Sciences, University of Huddersfield, UK.
'...brings together material by top academic nurse educators and is aimed at beginner nurses or those who are contemplating a nursing career' - Writers' News
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| cover | Cover | ||
| contents | vii | ||
| acknowledgements | xiii | ||
| 1 studying nursing | 1 | ||
| Introduction | 2 | ||
| 1 the context of nursing | 3 | ||
| Introduction | 3 | ||
| What do nurses do? | 4 | ||
| How will I learn about nursing? | 8 | ||
| What factors influence my role as a nurse? | 11 | ||
| Conclusion | 19 | ||
| Useful resources | 19 | ||
| References | 19 | ||
| 2 your nursing course | 21 | ||
| Introduction | 21 | ||
| The Nursing and Midwifery Council | 22 | ||
| Key access routes into nursing | 22 | ||
| Selection of candidates to pre-registration nursing | 24 | ||
| Academia | 28 | ||
| Practice | 32 | ||
| Conclusion | 39 | ||
| References | 40 | ||
| 3 key skills for nursing students | 41 | ||
| Key skills | 41 | ||
| Managing time | 42 | ||
| Academic skills | 46 | ||
| Learning in the practice setting | 56 | ||
| Conclusion | 59 | ||
| Further reading | 60 | ||
| Acknowledgement | 60 | ||
| References | 60 | ||
| part 1 glossary | 61 | ||
| 2 core topics | 65 | ||
| Introduction | 66 | ||
| 4 health promotion and public health | 67 | ||
| Introduction | 67 | ||
| Health education versus health promotion | 67 | ||
| Strategies for health promotion | 70 | ||
| Individual approaches versus societal approaches | 72 | ||
| The nurse's role in promoting positive public health within a social context | 78 | ||
| Conclusion | 79 | ||
| Further reading | 80 | ||
| References | 80 | ||
| 5 interpersonal and professional skills | 82 | ||
| Introduction | 82 | ||
| Code of practice and ethics | 82 | ||
| Therapeutic communication | 84 | ||
| Diversity | 90 | ||
| Confidentiality | 92 | ||
| Positive image of nursing | 93 | ||
| Conclusion | 94 | ||
| Useful resources | 95 | ||
| References | 95 | ||
| 6 user involvement and user perspectives | 96 | ||
| Introduction | 96 | ||
| What do we mean by user involvement? | 96 | ||
| User/carer involvement within care planning | 97 | ||
| Why is user involvement important? | 100 | ||
| The political context | 101 | ||
| The difference between tokenism and participation | 101 | ||
| Ways of enhancing user involvement | 104 | ||
| Hearing the voices of users | 105 | ||
| Conclusion | 106 | ||
| Useful resources | 106 | ||
| Acknowledgement | 106 | ||
| References | 106 | ||
| 7 understanding the social context of healthcare | 108 | ||
| Introduction | 108 | ||
| Imagination | 109 | ||
| Globalisation | 112 | ||
| Medicalisation | 114 | ||
| Madness | 117 | ||
| Sexuality | 118 | ||
| Conclusion | 120 | ||
| References | 120 | ||
| 8 the psychological context of healthcare settings | 122 | ||
| Introduction | 122 | ||
| Approaches to the study of psychology | 122 | ||
| Health-related thoughts and behaviours | 128 | ||
| Memory | 130 | ||
| Stress and coping with stress | 133 | ||
| Child development in healthcare settings | 135 | ||
| Conclusion | 139 | ||
| References | 139 | ||
| 9 helping people to manage pain | 141 | ||
| Introduction | 141 | ||
| What is pain? | 142 | ||
| Nurses' role in pain management | 145 | ||
| Pain assessment | 146 | ||
| Pharmacological management of pain | 149 | ||
| Non-drug approaches to pain management | 152 | ||
| Conclusion | 153 | ||
| Further reading and resources | 153 | ||
| References | 154 | ||
| 10 contemporary preoperative and postoperative care | 155 | ||
| Introduction | 155 | ||
| Day and short-stay surgical nursing | 157 | ||
| Contemporary physical aspects of care | 159 | ||
| Management of postoperative nausea and vomiting | 161 | ||
| Patient psychoeducational experiences | 163 | ||
| Conclusion | 172 | ||
| Further reading and resources | 173 | ||
| References | 174 | ||
| 11 death and dying | 179 | ||
| Introduction | 179 | ||
| What is death? | 179 | ||
| Death and existentialism | 182 | ||
| Caring for dying patients: a student nurse's perspective | 185 | ||
| Beliefs and practices regarding death and dying | 186 | ||
| Grief and bereavement research | 189 | ||
| Care for the dying within hospice settings | 193 | ||
| Assisted dying | 194 | ||
| Conclusion | 197 | ||
| References | 198 | ||
| part 2 glossary | 201 | ||
| 3 studying nursing | 205 | ||
| Introduction | 206 | ||
| 12 adult nursing | 207 | ||
| Introduction | 207 | ||
| The nature of adult nursing | 207 | ||
| The origins of, and key influences on, adult nursing | 208 | ||
| Cancer nursing | 208 | ||
| Cerebrovascular accident | 210 | ||
| Community nursing | 211 | ||
| Coronary heart disease | 212 | ||
| Dementia | 213 | ||
| Emergency nursing | 215 | ||
| Endocrinology | 216 | ||
| Infection control | 218 | ||
| Older people | 220 | ||
| Operating theatres | 221 | ||
| Orthopaedic nursing | 222 | ||
| Rheumatology | 224 | ||
| Conclusion | 225 | ||
| Further reading and resources | 225 | ||
| Acknowledgement | 226 | ||
| References | 226 | ||
| 13 nursing children and young people | 229 | ||
| Introduction | 229 | ||
| Background to children's nursing | 230 | ||
| Models and contexts of children's nursing | 231 | ||
| Promoting health for children and young people | 234 | ||
| Issues at specific stages of childhood | 236 | ||
| Preparation for hospital and procedures | 241 | ||
| Children and young people undergoing surgery | 244 | ||
| Children and young people experiencing pain | 246 | ||
| Safeguarding children | 249 | ||
| The mental health needs of children and young people | 251 | ||
| Healthcare needs of children with profound and multiple disabilities | 252 | ||
| Palliative care | 254 | ||
| The future of children's nursing | 255 | ||
| Conclusion | 256 | ||
| References | 257 | ||
| 14 caring for people with learning disability | 263 | ||
| Introduction | 263 | ||
| What is learning disability? | 263 | ||
| Normalisation and social role valorisation | 265 | ||
| Community care | 266 | ||
| Challenging behaviour | 276 | ||
| Dual diagnosis | 279 | ||
| Person-centred planning | 279 | ||
| Genetics | 280 | ||
| Conclusion | 284 | ||
| Further reading and resources | 284 | ||
| References | 284 | ||
| 15 Mental health nursing | 287 | ||
| Introduction | 287 | ||
| The recovery approach | 288 | ||
| Social inclusion | 289 | ||
| Services | 293 | ||
| Working systemically | 301 | ||
| Family therapy | 301 | ||
| Self-awareness and emotional intelligence | 302 | ||
| Working within boundaries | 303 | ||
| Conclusion | 308 | ||
| References | 308 | ||
| 16 caring for older people | 311 | ||
| Introduction | 311 | ||
| Physiological context of ageing | 312 | ||
| The psychosocial context of ageing | 316 | ||
| Recognising and dealing with abuse | 321 | ||
| Conclusion | 325 | ||
| Further reading | 326 | ||
| References | 326 | ||
| part 3 glossary | 327 | ||
| 4 research and nursing | 331 | ||
| Introduction | 332 | ||
| 17 the relevance of research to nursing | 333 | ||
| Introduction | 333 | ||
| Research origins | 334 | ||
| Research today | 336 | ||
| A literature review | 340 | ||
| Component parts of a research study | 342 | ||
| Conclusion | 348 | ||
| References | 349 | ||
| 18 quantitative research | 350 | ||
| Introduction | 350 | ||
| Quantitative designs | 351 | ||
| Methods of collecting data | 353 | ||
| Organisation and analysis of data | 354 | ||
| Inferential statistics | 357 | ||
| Conclusion | 358 | ||
| References | 358 | ||
| 19 qualitative research | 360 | ||
| What is meant by qualitative research? | 360 | ||
| Key parts of any qualitative research study | 363 | ||
| Example of a qualitative research method | 368 | ||
| Conclusion | 369 | ||
| Further reading | 369 | ||
| References | 370 | ||
| 20 getting research into practice | 371 | ||
| Introduction | 371 | ||
| Keeping up to date | 371 | ||
| Accessing the relevant literature | 373 | ||
| Reading the literature | 375 | ||
| Critiquing research | 376 | ||
| Conclusion | 383 | ||
| References | 383 | ||
| part 4 glossary | 384 | ||
| 5 careers and professional development | 387 | ||
| Introduction | 388 | ||
| 21 career pathways | 389 | ||
| Introduction | 389 | ||
| Long-term conditions | 390 | ||
| The nurse's role | 390 | ||
| Lifelong learning | 396 | ||
| Agenda for Change | 398 | ||
| Career opportunities outside the NHS | 400 | ||
| How to get on in your career | 405 | ||
| Conclusion | 409 | ||
| Useful resources | 409 | ||
| References | 410 | ||
| Index | 412 |