Additional Information
Book Details
Abstract
Contexts of Nursing: An Introduction, 5th edition provides comprehensive coverage of the key ideas underpinning contemporary nursing practice in Australia and New Zealand. Each chapter introduces nursing students to the big issues in nursing and healthcare, highlighting the theory, language, research and debate in a way that will challenge the reader and encourage reflection and discussion.
- Highly respected editorial team and contributors who are at the forefront of nursing practice
- Revised and updated learning objectives, key words, reflective questions, recommended readings and references
- Emphasis on the different levels and roles in nursing, nursing specialisations and scope of practice to help students understand the ever evolving landscape of nursing
- Content updated to reflect national registration and standards for practice of the NMBA and NCNZ
- ‘Stories’ throughout – featuring case studies on chapter content
- Reflection points throughout the chapters to encourage personal reflection
- New chapters, including: - Nursing and social media - Health disparities: the social determinants of health - Mental health promotion - Global health and nursing
- Includes eBook with print purchase on evolve
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| Inside Front Cover | ifc1 | ||
| Contexts of Nursing | i | ||
| Copyright Page | iv | ||
| Table Of Contents | v | ||
| Contributors | vii | ||
| Reviewers | x | ||
| Preface | xi | ||
| 1 Presenting nursing … a career for life | 1 | ||
| Key words | 1 | ||
| Learning objectives | 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 | ||
| Enrolled Nurse | 10 | ||
| Registered Nurse | 10 | ||
| Assistant in Nursing or Nurse’s Aide | 11 | ||
| Professional regulation and conduct | 11 | ||
| Conclusion | 12 | ||
| Recommended readings | 12 | ||
| References | 13 | ||
| 2 Visioning the future by knowing the past | 17 | ||
| Key words | 17 | ||
| Learning objectives | 17 | ||
| History and its relevance to nursing | 18 | ||
| Traditional Views of History | 18 | ||
| An Enlightened View of the History of Nursing | 19 | ||
| The roots of modern nursing | 19 | ||
| Pre-Modern Nursing | 20 | ||
| Healthcare in early Australia and New Zealand | 20 | ||
| Establishing Institutions | 21 | ||
| Institutional nurses | 21 | ||
| Care Provided in the Community | 22 | ||
| Worldwide Calls to Reform Nursing | 23 | ||
| Institutional training schemes | 24 | ||
| Some historical influences on nursing | 25 | ||
| Voluntary Regulation | 26 | ||
| Statutory Regulation | 27 | ||
| Milestones in Australian and New Zealand nursing | 28 | ||
| War | 28 | ||
| The Anglo-Boer War, World Wars I and II | 28 | ||
| The sinking of the Vyner Brooke and the Bangka Island massacre | 29 | ||
| The sinking of the Australian Hospital Ship Centaur | 29 | ||
| On the home front | 30 | ||
| Developing Education | 31 | ||
| Streams of specialisation | 32 | ||
| History and identity | 32 | ||
| The Identity of Midwifery, Not ‘Nursing’ | 33 | ||
| Religious nurses | 34 | ||
| The Australian Inland Mission | 35 | ||
| Aboriginal nurses | 35 | ||
| The future | 36 | ||
| Conclusion | 37 | ||
| Reflective questions | 38 | ||
| Recommended readings | 38 | ||
| References | 38 | ||
| 3 The gendered culture of nursing | 43 | ||
| Key words | 43 | ||
| Learning Learning Objectives | 43 | ||
| Introduction | 44 | ||
| Feminism: changing perspectives | 44 | ||
| The gendered nature of nursing work | 46 | ||
| The work of nursing | 48 | ||
| Feminism, science and nursing | 51 | ||
| Men in nursing | 54 | ||
| Conclusion | 56 | ||
| Recommended readings | 56 | ||
| References | 56 | ||
| 4 Nursing and social media | 61 | ||
| Key words | 61 | ||
| Learning objectives | 61 | ||
| Introduction | 62 | ||
| What is social media? | 62 | ||
| Relevance to nursing and modern healthcare | 63 | ||
| Social media ethics and e-professionalism | 65 | ||
| Guidance, policy and regulation | 65 | ||
| Contemporary application in nursing | 65 | ||
| Patient Support and Nursing Interventions | 65 | ||
| Web publishing, blogging and online communities | 66 | ||
| Health promotion | 68 | ||
| Patient Services and Workforce | 69 | ||
| Education and Professional Development | 69 | ||
| Development of clinical skills | 70 | ||
| Policy, Procedure and Research | 72 | ||
| Conclusion | 75 | ||
| Reflective questions | 75 | ||
| Recommended resources | 75 | ||
| Recommended readings | 75 | ||
| References | 76 | ||
| 5 Key concepts informing nursing | 77 | ||
| Key words | 77 | ||
| Learning objectives | 77 | ||
| Introduction | 78 | ||
| Nursing as art and science | 78 | ||
| Science and Nursing | 78 | ||
| Art and Nursing | 82 | ||
| Care, humanism and holistic nursing practice | 83 | ||
| Caring Through Engagement | 84 | ||
| Threats to Empathy and Compassion | 85 | ||
| Caring competence in nursing | 87 | ||
| Conclusion | 88 | ||
| Reflective questions | 89 | ||
| Recommended resources | 89 | ||
| Recommended readings | 89 | ||
| References | 89 | ||
| 6 Becoming a critical thinker | 93 | ||
| Key words | 93 | ||
| Learning objectives | 93 | ||
| What is critical thinking? | 94 | ||
| The characteristics of critical thinking | 95 | ||
| Critical Thinking and Habits of Mind | 96 | ||
| An Holistic Definition of Critical Thinking | 96 | ||
| What is an argument? | 97 | ||
| What Makes a Sound Argument? | 98 | ||
| Critical thinking in nursing | 100 | ||
| Clinical Practice | 100 | ||
| Clinical Reasoning | 101 | ||
| The phases of clinical reasoning represented as an argument | 102 | ||
| Thinking Critically About Research | 103 | ||
| Thinking about ethics | 105 | ||
| The Situation | 105 | ||
| The Principles | 106 | ||
| Action | 107 | ||
| The ethics of critical thinking | 107 | ||
| Developing critical thinking skills | 107 | ||
| Conclusion | 109 | ||
| Reflective questions | 109 | ||
| Recommended readings | 109 | ||
| References | 109 | ||
| 7 Reflective practice | 111 | ||
| Key words | 111 | ||
| Learning objectives | 111 | ||
| Introduction | 112 | ||
| Why be reflective? | 112 | ||
| What is reflection or reflective practice? | 113 | ||
| The roots of reflective practice | 115 | ||
| The benefits of reflection | 117 | ||
| Strategies for reflection | 118 | ||
| Writing | 118 | ||
| Journalling | 118 | ||
| Ethical and legal issues related to journalling | 120 | ||
| Critical incident analysis | 121 | ||
| Photography, Drawing and Other Forms of Creative Expression | 122 | ||
| Self-Awareness and Clinical Supervision | 122 | ||
| Problems, criticisms and responses | 123 | ||
| Conclusion | 124 | ||
| Reflective questions | 125 | ||
| Recommended readings | 125 | ||
| References | 125 | ||
| 8 Research in nursing | 129 | ||
| Key words | 129 | ||
| Learning objectives | 129 | ||
| Introduction | 130 | ||
| What is research? | 131 | ||
| Nurses’ involvement in research | 131 | ||
| Nursing research approaches | 133 | ||
| Quantitative Research | 134 | ||
| Qualitative Research | 134 | ||
| Mixed Methods Research | 135 | ||
| The Research Process | 136 | ||
| Evidence-Based Practice | 137 | ||
| Critical Appraisal | 137 | ||
| Using Evidence in Practice | 138 | ||
| Where do we find research? | 139 | ||
| Peer-Reviewed Journals | 139 | ||
| Grey Literature | 139 | ||
| Online Portals | 139 | ||
| Conclusion | 140 | ||
| Recommended readings | 140 | ||
| References | 140 | ||
| 9 Ethics in nursing | 143 | ||
| Key words | 143 | ||
| Learning objectives | 143 | ||
| Professional ethics | 144 | ||
| Nursing ethics | 144 | ||
| Ethical and unethical professional conduct | 145 | ||
| ‘Everyday’ ethical issues in nursing | 146 | ||
| Future ethical challenges | 148 | ||
| What can nurses do? | 149 | ||
| Conclusion | 150 | ||
| Reflective questions | 151 | ||
| Recommended readings | 151 | ||
| References | 151 | ||
| 10 An introduction to legal aspects of nursing practice | 153 | ||
| Key words | 153 | ||
| Learning objectives | 153 | ||
| Introduction | 154 | ||
| The common law basis | 154 | ||
| Civil law | 157 | ||
| Patient Safety | 157 | ||
| Defences | 161 | ||
| Negligent Advice | 162 | ||
| Patient Consent | 163 | ||
| Mental health patients | 164 | ||
| Intellectually impaired patients | 165 | ||
| Children | 165 | ||
| Defences | 166 | ||
| Patient Freedom of Movement | 167 | ||
| Defences | 167 | ||
| Patients’ Property | 168 | ||
| Criminal law | 169 | ||
| Criminal Assault | 169 | ||
| Defences | 170 | ||
| Criminal Negligence, Manslaughter and Murder | 170 | ||
| Vicarious liability | 171 | ||
| Patient records | 172 | ||
| Regulation of drugs | 174 | ||
| Regulation of nursing practice | 174 | ||
| Complaints | 178 | ||
| Conclusion | 180 | ||
| Reflective questions | 181 | ||
| Online resources | 181 | ||
| Recommended readings | 181 | ||
| References | 181 | ||
| 11 Power and politics in the practice of nursing | 183 | ||
| Key words | 183 | ||
| Learning objectives | 183 | ||
| Nursing and politics | 184 | ||
| Understanding power | 185 | ||
| Politics and power | 186 | ||
| Nurses’ collective political power | 187 | ||
| Power in practice | 189 | ||
| Advocacy | 191 | ||
| Whistleblowing | 193 | ||
| Conclusion | 195 | ||
| Reflective questions | 195 | ||
| Recommended readings | 195 | ||
| References | 195 | ||
| 12 Becoming a nurse leader | 199 | ||
| Key words | 199 | ||
| Learning objectives | 199 | ||
| Introduction | 200 | ||
| Healthcare in context | 202 | ||
| Opportunities for clinical nursing leaders | 205 | ||
| Policy frameworks for nursing practice | 206 | ||
| Changing models of care delivery | 207 | ||
| Leadership in action | 208 | ||
| What makes a clinical leader? | 210 | ||
| Promoting leadership in the practice setting | 211 | ||
| Professional Societies and Organisations to Promote Clinical Leadership | 212 | ||
| Leadership in evidence-based practice | 214 | ||
| Significance of Expert Clinical Practice | 215 | ||
| Looking to the future | 215 | ||
| Conclusion | 216 | ||
| Reflective questions | 216 | ||
| Recommended readings | 216 | ||
| References | 216 | ||
| 13 Integrated care and multidisciplinary teamwork | 219 | ||
| Key words | 219 | ||
| Learning objectives | 219 | ||
| Introduction | 220 | ||
| What is integrated care and why is it important? | 220 | ||
| Chronic Care Model | 221 | ||
| Patient-centred care | 222 | ||
| Mead and Bower’s Patient-Centredness Conceptual Framework | 222 | ||
| What is the role of the nurse in multidisciplinary, interdisciplinary and transdisciplinary teamwork? | 223 | ||
| What attributes do nurses require to be effective integrated care team members? | 225 | ||
| Partnering with patients and families and developing shared goals | 228 | ||
| Developing collaborative team practices | 228 | ||
| Creating clearly defined roles | 229 | ||
| Foster mutual trust | 229 | ||
| Effective communication | 230 | ||
| The benefits of integrated care | 232 | ||
| Conclusion | 232 | ||
| Recommended readings | 233 | ||
| Recommended viewing | 233 | ||
| References | 233 | ||
| 14 Technology and professional empowerment in nursing | 235 | ||
| Key words | 235 | ||
| Learning objectives | 235 | ||
| Nursing and technology | 236 | ||
| Interpreting technology | 237 | ||
| Artifacts and Resources | 238 | ||
| Knowledge and Skills | 239 | ||
| Technique | 240 | ||
| Technology, nursing and professional empowerment | 242 | ||
| Technology and Nursing Is Political | 243 | ||
| People Have a Right to Quality Care | 244 | ||
| Technology Is Not Neutral and Always Influences Nursing Practice | 246 | ||
| Good Healthcare Matters Because People Matter | 247 | ||
| Conclusion | 248 | ||
| Reflective question | 249 | ||
| Recommended readings | 249 | ||
| References | 249 | ||
| 15 Nursing and informatics | 253 | ||
| Key Words | 253 | ||
| Learning objectives | 253 | ||
| Introduction | 254 | ||
| Origins of nursing informatics | 254 | ||
| Evolution of nursing informatics discipline | 255 | ||
| United States | 256 | ||
| Australia and New Zealand | 256 | ||
| Challenges in the evolution of nursing informatics | 258 | ||
| Innovative technology available to nurses delivering direct care | 259 | ||
| Articulation of nurses with HIT | 261 | ||
| Conclusion | 266 | ||
| Reflective Questions | 267 | ||
| Recommended resources | 267 | ||
| Recommended readings | 267 | ||
| References | 267 | ||
| 16 Healthy communities | 271 | ||
| Key words | 271 | ||
| Learning objectives | 271 | ||
| Introduction | 272 | ||
| What do we mean by community? | 272 | ||
| Community nursing roles | 274 | ||
| Home Visiting | 275 | ||
| Nurse Navigators | 278 | ||
| Community Child and Family Health Nurses | 278 | ||
| School Health Nurses | 280 | ||
| Occupational Health Nurses | 281 | ||
| Practice Nurses | 282 | ||
| Community Mental Health Nurses | 283 | ||
| Nurse Practitioners | 283 | ||
| Goals for community health | 284 | ||
| Conclusion | 285 | ||
| Reflective questions | 285 | ||
| Recommended readings | 285 | ||
| References | 285 | ||
| 17 Health disparities | 287 | ||
| Key words | 287 | ||
| Learning objectives | 287 | ||
| Introduction | 288 | ||
| Health disparities | 288 | ||
| Framing disparities within a social justice–rights–equity nexus | 289 | ||
| Social determinants of health | 290 | ||
| Effects of disparities in healthcare | 292 | ||
| Responding better to those belonging to groups commonly affected by disparities | 294 | ||
| Indigenous Peoples | 294 | ||
| Older People | 295 | ||
| LGBTQI People | 296 | ||
| Families Affected by Violence | 297 | ||
| Youth | 298 | ||
| Conclusion | 300 | ||
| Recommended readings | 300 | ||
| References | 300 | ||
| 18 Mental health promotion | 303 | ||
| Key words | 303 | ||
| Learning objectives | 303 | ||
| Introduction | 304 | ||
| Population health | 304 | ||
| Social determinants of health | 305 | ||
| Employment and Income | 305 | ||
| Housing and Food | 306 | ||
| The Environment | 306 | ||
| Education | 307 | ||
| Health promotion | 308 | ||
| Mental health promotion programs | 309 | ||
| Stigma, recovery and health promotion | 311 | ||
| Barriers to mental health promotion | 312 | ||
| Education and mental health promotion | 312 | ||
| The role of media in mental health promotion | 313 | ||
| The role of the nurse | 314 | ||
| Conclusion | 315 | ||
| Reflective questions | 316 | ||
| Online resources | 316 | ||
| Recommended readings | 316 | ||
| References | 317 | ||
| 19 The challenges and rewards of rural and remote nursing | 321 | ||
| Key words | 321 | ||
| Learning objectives | 321 | ||
| Introduction | 322 | ||
| Rural nursing | 322 | ||
| Introducing rural and remote populations | 322 | ||
| The tyranny of distance and population sparsity | 323 | ||
| The health of rural and remote communities | 324 | ||
| The challenge of providing health services in rural and remote locations | 326 | ||
| The nature of rural and remote nursing | 327 | ||
| Scope of practice | 328 | ||
| Extended, advanced and solo nursing roles | 329 | ||
| The challenge of sustaining the rural and remote workforce | 330 | ||
| Conclusion | 331 | ||
| Reflective questions | 333 | ||
| Recommended readings | 333 | ||
| References | 333 | ||
| 20 Cultural safety in nursing and midwifery | 337 | ||
| Key words | 337 | ||
| Learning objectives | 337 | ||
| Before reading this chapter | 338 | ||
| Culture | 338 | ||
| The concept of culture and its relationship to nursing | 338 | ||
| Culture Is Dynamic | 338 | ||
| Cultural safety | 339 | ||
| Culturally competent or culturally capable? | 339 | ||
| Australia’s First Peoples | 340 | ||
| New Zealand’s first peoples | 341 | ||
| Multicultural Australia | 342 | ||
| Multicultural New Zealand | 343 | ||
| Correlations between culture and the social determinants of health | 345 | ||
| Refugees and asylum seekers | 345 | ||
| Providing culturally safe nursing care | 346 | ||
| Language | 346 | ||
| Belief Systems | 346 | ||
| Conclusion | 347 | ||
| Reflective questions | 347 | ||
| Recommended readings | 347 | ||
| References | 347 | ||
| 21 Connecting clinical and theoretical knowledge for practice | 351 | ||
| Key words | 351 | ||
| Learning objectives | 351 | ||
| Introduction | 352 | ||
| Connecting clinical and theoretical learning to become knowledge-ABLE | 352 | ||
| Developing knowledge-ABILITY | 355 | ||
| Knowledge-ABILITY as action-oriented active learning | 357 | ||
| Appraisal as a strategy for knowledge-ABILITY | 360 | ||
| Connecting clinical and theoretical knowledge in clinical settings | 361 | ||
| Connecting clinical and theoretical knowledge to transition to practice | 364 | ||
| Connecting clinical and theoretical knowledge in ‘classroom’ learning | 365 | ||
| Conclusion | 366 | ||
| Reflective questions | 367 | ||
| Recommended readings | 367 | ||
| References | 368 | ||
| 22 Global health and nursing | 371 | ||
| Key words | 371 | ||
| Learning objectives | 371 | ||
| Introduction | 372 | ||
| How global health strategies and policies are developed | 373 | ||
| Universal Health Coverage | 374 | ||
| The Millennium Development Goals | 374 | ||
| The Sustainable Development Goals | 375 | ||
| Health policy at a country and regional level | 377 | ||
| Current global and regional priorities in the health sector | 378 | ||
| Human Resources for Health | 378 | ||
| Ethical migration in line with the WHO code of practice on international recruitment | 380 | ||
| How nursing leaders influence global health planning | 381 | ||
| Governance | 381 | ||
| Associations | 383 | ||
| Regulation | 383 | ||
| Education | 384 | ||
| Conclusion | 385 | ||
| Reflective Questions | 386 | ||
| Recommended readings | 386 | ||
| References | 387 | ||
| Glossary | 391 | ||
| Index | 401 | ||
| A | 401 | ||
| B | 402 | ||
| C | 402 | ||
| D | 405 | ||
| E | 406 | ||
| F | 407 | ||
| G | 407 | ||
| H | 408 | ||
| I | 410 | ||
| J | 411 | ||
| K | 411 | ||
| L | 412 | ||
| M | 412 | ||
| N | 414 | ||
| O | 417 | ||
| P | 417 | ||
| Q | 419 | ||
| R | 419 | ||
| S | 421 | ||
| T | 422 | ||
| U | 423 | ||
| V | 423 | ||
| W | 423 | ||
| Y | 424 |