Additional Information
Book Details
Abstract
Contexts of Nursing 3e builds on the strengths of previous editions and continues to provide nursing students with comprehensive coverage of core ideas and perspectives underpinning the practice of nursing. The new edition has been thoroughly revised and updated. New material on Cultural Awareness and Contemporary Approaches in Nursing has been introduced to reflect the realities of practice. Nursing themes are discussed from an Australian and New Zealand perspective and are supported by illustrated examples and evidence. Each chapter focuses on an area of study within the undergraduate nursing program and the new edition continues its discussions on history, culture, ethics, law, technology, and professional issues within the field of nursing.
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update and revised with strong contributions from a wide range of experienced educators from around Australia & New Zealand
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new Chapter 17 Becoming a Nurse Leader has been introduced into the third edition to highlight the ongoing need of management in practice
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Chapter 20 Cultural Awareness Nurses working with indigenous people is a new chapter which explores cultural awareness, safety and competence
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Chapter 22 Using informatics to expand awareness engages the reader on the benefits of using technology
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evidence-based approach is integrated throughout the text
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learning objectives, key words and reflective questions are included in all chapters
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover\r | Cover | ||
| Contexts of nursing An introduction 3e | iii | ||
| Copyright\r | iv | ||
| CONTENTS | v | ||
| CONTRIBUTORS | vii | ||
| REVIEWERS | x | ||
| PREFACE | xi | ||
| CHAPTER 1\rPresenting nursing … a career for life | 1 | ||
| WHY NURSING?\r | 2 | ||
| NURSING: MYTHS, LEGENDS AND STEREOTYPES | 2 | ||
| HOW TO DEFINE NURSING? | 5 | ||
| CHOOSING NURSING\r | 6 | ||
| NURSING: WHAT SUSTAINS US\r | 6 | ||
| TYPES OF NURSE IN AUSTRALIA AND NEW ZEALAND\r | 8 | ||
| PROFESSIONAL CONDUCT\r | 10 | ||
| REGULATION OF PRACTICE\r | 11 | ||
| CONCLUSION\r | 11 | ||
| RECOMMENDED READINGS\r | 12 | ||
| REFERENCES\r | 12 | ||
| CHAPTER 2\rVisioning the future by knowing the past | 15 | ||
| HISTORY AND ITS PURPOSE\r | 16 | ||
| THE ROOTS OF MODERN NURSING\r | 18 | ||
| HISTORICAL INFLUENCES ON NURSING\r | 25 | ||
| rMILESTONES IN AUSTRALIAN AND NEW ZEALAND NURSING\r | 28 | ||
| HISTORY AND IDENTITY\r | 32 | ||
| THE FUTURE\r | 33 | ||
| CONCLUSION\r | 34 | ||
| RECOMMENDED READINGS\r | 34 | ||
| REFERENCES\r | 35 | ||
| CHAPTER 3\rNursing as art and science | 38 | ||
| NURSING: AN ART AND SCIENCE?\r | 39 | ||
| WHAT IS AN ART? WHAT IS A SCIENCE?\r | 39 | ||
| ART, SCIENCE AND MODERN NURSING\r | 40 | ||
| NURSING AND CONTEMPORARY HEALTHCARE\r | 46 | ||
| CONLCUSION \r | 48 | ||
| RECOMMENDED READINGS\r | 49 | ||
| REFERENCES\r | 49 | ||
| CHAPTER 4\rHeroines, hookers and harridans: exploring popular images and representations of nurses and nursing | 51 | ||
| INTORDUCTION\r | 52 | ||
| NURSING’S EARLY ICONOGRAPHY\r | 52 | ||
| NURSING’S STEREOTYPES\r | 54 | ||
| NURSING’S IMAGE: BLAME THE MEDIA?\r | 57 | ||
| NURSING’S IMAGE: DEPICTING ‘REALITY’?\r | 58 | ||
| NURSING’S IMAGE: FROM AFFRONT TO ACTION\r | 60 | ||
| CONCLUSION\r | 60 | ||
| RECOMMENDED READINGS\r | 61 | ||
| REFERENCES\r | 61 | ||
| CHAPTER 5\rPhilosophy and nursing? Exploring the truth effects of history, culture and language | 65 | ||
| PHILOSOPHY AND NURSING?\r | 66 | ||
| WHAT’S IN A NAME? LANGUAGE AND THE POWER TO DEFINE\r | 67 | ||
| THE ESSENTIAL NURSE\r | 68 | ||
| (HU)MANKIND AND ITS PHILOSOPHIES OF SELF-DEFINITION AND WORLDLY DEFINITION\r | 70 | ||
| THE TYRANNY OF ‘ISMS’: POSTMODERN PHILOSOPHY AS LIBERATOR\r | 73 | ||
| TOWARDS A FEMINIST POSTMODERN PHILOSOPHY FOR NURSES\r | 76 | ||
| RECOMMENDED READINGS\r | 77 | ||
| REFERENCES\r | 78 | ||
| CHAPTER 6\rNursing care and nurse caring: issues, concerns, debates | 80 | ||
| NURSING AND CARING\r | 81 | ||
| CARING AS A THEORETICAL CONCEPT\r | 81 | ||
| EXPERIENCING NURSE CARING: WHAT DO PATIENTS SAY?\r | 83 | ||
| CARE AND CURE\r | 86 | ||
| CARING AS THE BASIS OF THE DISCIPLINE OF NURSING\r | 88 | ||
| THREATS TO CARING\r\r | 88 | ||
| CONCLUDING THOUGHTS\r | 90 | ||
| RECOMMENDED READINGS\r | 91 | ||
| REFERENCES\r | 92 | ||
| CHAPTER 7\rThe growth of ideas and theory in nursing | 95 | ||
| INTRODUCING THEORY\r | 96 | ||
| NURSING AS SOCIAL PROCESS: THE ROLE OF SOCIAL THEORY IN UNDERSTANDING NURSING\r | 96 | ||
| IMPLICATIONS FOR THE DEVELOPMENT OF A BODY OF KNOWLEDGE\r | 101 | ||
| THE META-PARADIGM OF NURSING: IDENTIFYING A DISTINCT BODY OF KNOWLEDGE\r | 103 | ||
| IMPLICATIONS FOR CONTEMPORARY NURSING PRACTICE: THEORETICAL PLURALISM\r | 106 | ||
| CONCLUDING THOUGHTS\r | 106 | ||
| RECOMMENDED READINGS\r | 107 | ||
| REFERENCES\r | 107 | ||
| CHAPTER 8\rReflective practice: what, why and how | 110 | ||
| INTRODUCTION\r | 111 | ||
| WHY BE REFLECTIVE? | 111 | ||
| WHAT IS REFLECTION OR REFLECTIVE PRACTICE?\r | 112 | ||
| THE ROOTS OF REFLECTIVE PRACTICE\r | 114 | ||
| THE BENEFITS OF REFLECTION\r | 116 | ||
| STRATEGIES FOR REFLECTION\r | 117 | ||
| SELF-AWARENESS AND CLINICAL SUPERVISION\r | 121 | ||
| PROBLEMS, CRITICISMS AND RESPONSES\r | 122 | ||
| RECOMMENDED READINGS\r | 124 | ||
| REFERENCES\r | 124 | ||
| CHAPTER 9\rResearch in nursing: concepts and processes | 128 | ||
| RESEARCH IN NURSING\r | 129 | ||
| WHAT IS RESEARCH?\r | 129 | ||
| WHERE DO WE FIND RESEARCH?\r | 131 | ||
| DEVELOPING RESEARCH QUESTIONS\r | 133 | ||
| NURSING RESEARCH PROCESSES\r | 135 | ||
| HOW NURSES CAN USE RESEARCH\r | 140 | ||
| CONCLUSION\r | 142 | ||
| RECOMMENDED READINGS\r | 142 | ||
| REFERENCES\r\r | 143 | ||
| CHAPTER 10\rEthics in nursing | 145 | ||
| NURSING AND ETHICS\r | 146 | ||
| WHAT IS NURSING ETHICS?\r | 147 | ||
| NURSING ETHICS AND ITS RELATIONSHIP WITH BIOETHICS\r | 147 | ||
| IDENTIFYING AND RESPONDING EFFECTIVELY TO ETHICAL ISSUES IN NURSING\r | 148 | ||
| ISSUES AND RECOMMENDATIONS\r | 151 | ||
| CONCLUSION\r | 152 | ||
| RECOMMENDED READINGS\r | 153 | ||
| REFERENCES\r | 153 | ||
| CHAPTER 11\rAn introductionto legal aspects ofnursing practice* | 155 | ||
| INTRODUCTION\r | 156 | ||
| THE COMMON LAW BASIS\r | 156 | ||
| CIVIL LAW\r | 158 | ||
| CRIMINAL LAW\r | 167 | ||
| VICARIOUS LIABILITY\r | 168 | ||
| PATIENT RECORDS\r | 169 | ||
| REGULATION OF DRUGS\r | 170 | ||
| REGULATION OF NURSING PRACTICE\r | 170 | ||
| MAKING COMPLAINTS\r | 171 | ||
| CONCLUSION\r | 172 | ||
| RECOMMENDED READINGS\r | 173 | ||
| REFERENCE\r | 173 | ||
| CHAPTER 12\rThe gendered culture of nursing | 174 | ||
| INTRODUCTION\r | 175 | ||
| THE GENDERED NATURE OF NURSING WORK\r | 175 | ||
| THE WORK OF NURSING\r | 177 | ||
| THE INFLUENCE OF FEMINISMS ON THE DISCIPLINE OF NURSING\r | 181 | ||
| MEN IN NURSING\r | 185 | ||
| CONCLUSION\r | 187 | ||
| RECOMMENDED READINGS\r | 188 | ||
| REFERENCES\r | 188 | ||
| CHAPTER 13\rPower and politics in the practice of nursing | 193 | ||
| NURSING AND POLITICS\r | 194 | ||
| UNDERSTANDING POWER\r | 195 | ||
| POLITICS AND POWER\r | 196 | ||
| NURSES’ POLITICAL POWER\r | 197 | ||
| POWER IN PRACTICE\r | 198 | ||
| CONCLUSION\r | 204 | ||
| RECOMMENDED READINGS\r | 205 | ||
| REFERENCES\r | 206 | ||
| CHAPTER 14\rBecoming part of a multidisciplinary healthcare team | 208 | ||
| INTRODUCTION\r | 209 | ||
| WHAT IS A MULTIDISCIPLINARY TEAM?\r | 209 | ||
| WHY DO MULTIDISCIPLINARY TEAMS EXIST IN HEALTHCARE?\r | 210 | ||
| MEMBERSHIP OF MULTIDISCIPLINARY HEALTHCARE TEAMS\r | 211 | ||
| DYNAMICS OF MULTIDISCIPLINARY HEALTHCARE TEAMS\r | 211 | ||
| THE IMPACT OF TRADITION\r | 212 | ||
| HEALTHCARE CULTURE\r | 212 | ||
| EFFECTIVENESS OF MULTIDISCIPLINARY HEALTHCARE TEAMS\r | 213 | ||
| THE NATURE OF CONFLICT\r | 216 | ||
| CONCLUSION\r | 218 | ||
| RECOMMENDED READINGS\r | 219 | ||
| REFERENCES\r | 219 | ||
| CHAPTER 15\rTechnology, skill development and empowerment in nursing | 223 | ||
| NURSING AND TECHNOLOGY | 224 | ||
| INTERPRETING TECHNOLOGY | 225 | ||
| TECHNOLOGY, NURSING AND PROFESSIONAL EMPOWERMENT | 230 | ||
| CONCLUSION | 234 | ||
| REFERENCES | 236 | ||
| CHAPTER 16\rDealing with distance: rural and remote area nursing | 239 | ||
| RURAL AND REMOTE NURSING | 240 | ||
| RURAL COMMUNITIES | 240 | ||
| RURAL POPULATIONS | 241 | ||
| RURAL AUSTRALIA: A HEALTHY PLACE TO LIVE? | 242 | ||
| RURAL AND REMOTE AREA NURSING | 246 | ||
| CONCLUDING REMARKS | 253 | ||
| REFERENCES | 254 | ||
| CHAPTER 17\rBecoming a nurse leader | 258 | ||
| INTRODUCTION | 259 | ||
| HEALTHCARE IN CONTEXT | 259 | ||
| OPPORTUNITIES FOR CLINICAL NURSING LEADERS | 260 | ||
| POLICY FRAMEWORKS FOR NURSING PRACTICE | 261 | ||
| CHANGING MODELS OF CARE DELIVERY | 264 | ||
| WHAT IS LEADERSHIP? | 265 | ||
| WHAT MAKES A CLINICAL LEADER? | 266 | ||
| PROMOTING LEADERSHIP IN THE PRACTICE SETTING | 267 | ||
| LEADERSHIP IN EVIDENCE-BASED PRACTICE | 269 | ||
| CONCLUSION | 270 | ||
| REFERENCES | 272 | ||
| CHAPTER 18\rHealthy communities: the evolving roles of nursing | 274 | ||
| HEALTHY COMMUNITIES | 276 | ||
| COMMUNITY ASSESSMENT | 276 | ||
| PUBLIC HEALTH | 278 | ||
| ‘OLD’ AND ‘NEW’ PUBLIC HEALTH | 278 | ||
| POPULATION-FOCUSED PRACTICE VERSUS INDIVIDUAL-FOCUSED PRACTICE | 278 | ||
| EARLY INTERVENTION | 280 | ||
| HEALTHY COMMUNITIES: NURSING INITIATIVES | 280 | ||
| CONCLUSION | 284 | ||
| REFERENCES | 285 | ||
| CHAPTER 19\rDiversity in the context of multicultural Australia: implications for nursing practice | 287 | ||
| INTRODUCING MULTICULTURAL AUSTRALIA | 288 | ||
| CHARACTERISTICS OF DIVERSITY | 290 | ||
| CULTURALLY COMPETENT NURSING CARE FOR CULTURALLY DIVERSE POPULATIONS | 295 | ||
| IMPLICATIONS FOR PROVISION OF CULTURALLY COMPETENT NURSING AND HEALTHCARE | 296 | ||
| CONCLUDING REMARKS | 297 | ||
| REFERENCES | 298 | ||
| CHAPTER 20\rCultural awareness: nurses working with Indigenous peoples | 301 | ||
| INTRODUCTION | 302 | ||
| WHAT DOES IT MEAN TO BE INDIGENOUS IN AUSTRALIA? | 302 | ||
| THE EFFECT OF CULTURE, RACE AND CLASS ON HEALTH | 303 | ||
| USE OF HEALTH SERVICES BY ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE | 306 | ||
| CULTURALLY COMPETENT NURSING PRACTICE | 308 | ||
| CULTURAL SAFETY | 308 | ||
| PLANNING YOUR OWN JOURNEY TOWARDS CULTURAL COMPETENCE AND SAFETY | 310 | ||
| CONCLUDING REMARKS | 310 | ||
| REFERENCES | 312 | ||
| CHAPTER 21\rBecoming a critical thinker | 314 | ||
| WHAT IS CRITICAL THINKING? | 315 | ||
| THE RELATIONSHIP BETWEEN CRITICAL AND CREATIVE THINKING | 316 | ||
| THE CHARACTERISTICS OF CRITICAL THINKING | 316 | ||
| WHAT IS AN ARGUMENT? | 317 | ||
| WHAT MAKES A SOUND ARGUMENT? | 318 | ||
| CRITICAL THINKING IN NURSING | 320 | ||
| USING SOFTWARE TO PRACTISE REASONING | 327 | ||
| DEVELOPING CRITICAL THINKING SKILLS | 327 | ||
| CONCLUDING REMARKS | 328 | ||
| REFERENCES | 328 | ||
| CHAPTER 22\rUsing informatics to expand awareness | 330 | ||
| NURSING AND INFORMATIONTECHNOLOGY | 331 | ||
| HEALTH INFORMATICS OR E-HEALTH | 332 | ||
| INFORMATICS AS A TOOL FOR NURSING | 333 | ||
| GATHERING EVIDENCE TO AID DECISIONMAKING | 334 | ||
| THE COLLECTIONOF DIGITISED HEALTH INFORMATION | 334 | ||
| NURSING DATA, INFORMATION, KNOWLEDGE AND EVIDENCE | 335 | ||
| THE STORAGE AND USE OF DIGITISED HEALTH INFORMATION | 338 | ||
| SEARCHING FOR AND SHARING KNOWLEDGE | 343 | ||
| CONCLUDING REMARKS | 346 | ||
| RECOMMENDED READINGS | 347 | ||
| RESOURCES | 348 | ||
| REFERENCES | 348 | ||
| CHAPTER 23\rConnecting clinical and theoretical knowledge for practice | 351 | ||
| THE CLINICAL AREA: THE SITE OF NURSING PRACTICE\r | 352 | ||
| CONNECTING CLINICAL AND THEORETICAL LEARNING TO BECOME KNOWLEDGE-ABLE | 354 | ||
| HOW TO BESTDEVELOP KNOWLEDGE-ABILITY | 357 | ||
| KNOWLEDGE-ABILITY AS ACTIVE LEARNING | 361 | ||
| APPRAISAL AS A STRATEGYFOR KNOWLEDGE-ABILITY | 363 | ||
| THE IMPORTANCE OF OTHER RESOURCES IN LEARNING | 365 | ||
| CONCLUDING THOUGHTS | 366 | ||
| RECOMMENDED READINGS | 367 | ||
| REFERENCES | 367 | ||
| GLOSSARY\r | 370 | ||
| INDEX | 379 |