Additional Information
Book Details
Abstract
New edition of the essential text for senior nursing students transitioning to professional nursing practice.
Now in its third edition, the popular Transitions in Nursing continues to recognise the issues and challenges faced by senior students making the transition to nursing practice.
Transitions in Nursing, 3rd Edition: Preparing for Professional Practice offers motivating discussion and insight to facilitate the shift from university to the workplace.
This third edition is restructured into three sections: From Student to Graduate; Skills for Dealing with the World of Work; and Organisational Environments.
All chapters have been fully revised and updated with consistent pedagogical features. Themes addressed in the text include: learning to work in teams; understanding organisational structure; stress management for nurses; communication with patients and families; and professional development strategies.
Also new to this new edition of Transitions in Nursing are two new chapters on Clinical Leadership and Continuing Competence for Practice. This new content reflects recent changes in Australian clinical practice, policies, procedures and National Registration requirements for nurses.
Transitions in Nursing, 3rd Edition: Preparing for Professional Practice brings together a team of academics and clinical practitioners of the highest calibre.
The text stimulates students’ and nurses’ interest in theory and concepts while providing strategies that can be tested and applied in nursing practice.
• Consistent pedagogical features in each chapter, including:o Learning Objectives
o Key Words
o Introduction
o Activities in body of the text
o Conclusion
o Short Case Studies followed by Reflective questions
o Recommended Readings for further exploration of issues
o Updated References
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | cover | ||
| Transitions in Nursing | i | ||
| Copyright page | iv | ||
| Table of contents | v | ||
| Preface | vii | ||
| Contributors | ix | ||
| Reviewers | xiii | ||
| Section 1 From Student to Graduate | 1 | ||
| Chapter 1 Managing the transition from student to graduate nurse | 1 | ||
| Learning objectives | 1 | ||
| Keywords: | 1 | ||
| Introduction | 1 | ||
| Transition: a process | 5 | ||
| Role ambiguity and role overload | 6 | ||
| Factors affecting role transition | 7 | ||
| New graduates: skills and strengths | 8 | ||
| Strategies to facilitate transition | 8 | ||
| Conclusion | 10 | ||
| Recommended reading | 11 | ||
| References | 12 | ||
| Chapter 2 Becoming a competent, confident, professional registered nurse | 17 | ||
| Learning objectives | 17 | ||
| Keywords: | 17 | ||
| Introduction | 17 | ||
| Competence in nursing practice | 18 | ||
| Skill acquisition | 18 | ||
| Intuition | 19 | ||
| Knowing the patient | 22 | ||
| Reflective practice | 25 | ||
| Conclusion | 26 | ||
| Recommended reading | 27 | ||
| References | 28 | ||
| Chapter 3 Becoming part of a team | 31 | ||
| Learning objectives | 31 | ||
| Keywords: | 31 | ||
| Introduction | 31 | ||
| Career or job aspirations | 32 | ||
| The team profile | 33 | ||
| Knowledge for practice | 35 | ||
| Responsibility and roles | 36 | ||
| Assessing progress | 37 | ||
| Planning and management | 39 | ||
| Conclusion | 40 | ||
| Recommended reading | 42 | ||
| References | 42 | ||
| Chapter 4 Understanding organisational culture in the community health setting | 45 | ||
| Learning objectives | 45 | ||
| Keywords: | 45 | ||
| Introduction | 45 | ||
| Culture | 46 | ||
| Organisational culture | 46 | ||
| Who manages the community health facility where you work? | 47 | ||
| Community nursing and the multidisciplinary team | 48 | ||
| The culture and philosophy of community health nursing | 49 | ||
| Community nursing roles and expectations | 51 | ||
| Community needs assessment | 51 | ||
| Community participation and partnership | 52 | ||
| Community nurse as researcher and evaluator | 53 | ||
| Evidence-based practice | 53 | ||
| Conclusion | 56 | ||
| Recommended reading | 56 | ||
| References | 57 | ||
| Chapter 5 Understanding organisational culture in the hospital setting | 61 | ||
| Learning objectives | 61 | ||
| Keywords: | 61 | ||
| Introduction | 61 | ||
| Designs of health services organisations | 62 | ||
| Functional design | 62 | ||
| Divisional design | 62 | ||
| Matrix design | 64 | ||
| The evolution of the bureaucratic organisation | 64 | ||
| Traditional bureaucratic organisations | 66 | ||
| Professional bureaucratic organisations | 66 | ||
| Public versus private hospital environment | 67 | ||
| Boundaries of work environment | 68 | ||
| Influences on nursing practice in healthcare organisations | 68 | ||
| Career structures | 68 | ||
| Role of nursing unions | 69 | ||
| Role of professional colleges | 69 | ||
| Role of registering bodies | 69 | ||
| Structure of authority in nursing services | 70 | ||
| Role of the senior nursing authority | 70 | ||
| Organisational culture of a health service | 71 | ||
| Types of organisational culture | 71 | ||
| How is an organisational culture spread? | 72 | ||
| Creating a learning culture within a hospital | 72 | ||
| In-service education | 72 | ||
| Organisation-based education courses | 72 | ||
| Support for external courses | 72 | ||
| Developing a learning culture | 73 | ||
| Performance management systems | 73 | ||
| Educators and other resource people | 74 | ||
| Nursing organisational issues and potential conflict situations | 74 | ||
| Balancing the budget | 74 | ||
| Human resources management | 74 | ||
| Organisational performance | 74 | ||
| Variation of policies and procedures | 75 | ||
| Informal and unofficial practices | 75 | ||
| Conflict management | 75 | ||
| Types of conflict | 75 | ||
| Conflict resolution strategies | 77 | ||
| Conflict resolution in the healthcare organisation | 77 | ||
| Conclusion | 77 | ||
| Recommended reading | 78 | ||
| References | 79 | ||
| Chapter 6 Preparing for role transition | 81 | ||
| Learning objectives | 81 | ||
| Keywords: | 81 | ||
| Introduction | 81 | ||
| Roles in society | 82 | ||
| Primary and secondary role acquisition | 83 | ||
| Tertiary role acquisition | 85 | ||
| Role stress | 86 | ||
| Types of role stress | 87 | ||
| Role incongruity | 87 | ||
| Role conflict | 88 | ||
| Role ambiguity | 89 | ||
| Role overload | 89 | ||
| Maintenance of role relationships and self-concept | 90 | ||
| Conclusion | 91 | ||
| Recommended reading | 92 | ||
| References | 92 | ||
| Chapter 7 Processes of change in bureaucratic environments | 95 | ||
| Learning objectives | 95 | ||
| Keywords: | 95 | ||
| Introduction | 95 | ||
| What is an organisational bureaucracy? | 96 | ||
| Bureaucracies in healthcare | 97 | ||
| ‘Oppressed group behaviour’ in nursing: its implications for innovation | 98 | ||
| Some solutions? | 99 | ||
| An alternative to learnt helplessness | 100 | ||
| Solution-focused approaches | 100 | ||
| Leadership and nursing’s future | 101 | ||
| Leadership and change management | 102 | ||
| Lewin’s theory of change | 103 | ||
| Other implications of change | 104 | ||
| Changes for the profession as a whole | 105 | ||
| Conclusion | 106 | ||
| Recommended reading | 107 | ||
| References | 108 | ||
| Section 2 Skills for Dealing with the World of Work | 111 | ||
| Chapter 8 Caring for self: | 111 | ||
| Learning objectives | 111 | ||
| Keywords: | 111 | ||
| Introduction | 111 | ||
| Personal and shared values | 113 | ||
| The personal in the professional – a matter of balance | 114 | ||
| What is health and what is illness? | 116 | ||
| Developing a healthy lifestyle | 117 | ||
| What makes us healthy workers? | 119 | ||
| The culture of the contemporary workplace | 120 | ||
| Conclusion | 122 | ||
| Recommended reading | 124 | ||
| References | 124 | ||
| Chapter 9 Managing approaches to nursing care delivery | 127 | ||
| Learning objectives | 127 | ||
| Keywords: | 127 | ||
| Introduction | 127 | ||
| Models of nursing care | 128 | ||
| Key roles and responsibilities of nurses | 131 | ||
| Workload and time management | 132 | ||
| Setting priorities and planning in clinical practice | 133 | ||
| Clinical learning as a lifelong process | 134 | ||
| Mentorship and preceptorship | 135 | ||
| Taking care of yourself and your colleagues | 137 | ||
| Measuring outcomes of nursing care | 137 | ||
| Conclusion | 138 | ||
| Recommended reading | 139 | ||
| References | 140 | ||
| Chapter 10 Dealing with ethical issues in nursing practice | 145 | ||
| Learning objectives | 145 | ||
| Keywords: | 145 | ||
| Introduction | 145 | ||
| Distinguishing between ethical, legal and clinical issues | 146 | ||
| The nature of ethical issues | 148 | ||
| Taking action to deal with ethical issues | 150 | ||
| Nursing codes of ethics | 150 | ||
| Ethical principlism | 151 | ||
| Autonomy | 151 | ||
| Non-maleficence | 151 | ||
| Beneficence | 151 | ||
| Justice | 152 | ||
| Moral rights theory | 152 | ||
| Review of case scenarios | 153 | ||
| Conclusion | 153 | ||
| Recommended reading | 155 | ||
| References | 156 | ||
| Chapter 11 Communication for effective nursing | 159 | ||
| Learning objectives | 159 | ||
| Keywords: | 159 | ||
| Communication in nursing practice | 159 | ||
| Patient-centred communication and care | 161 | ||
| A focus on solutions | 163 | ||
| Communication competence | 163 | ||
| The importance of clinical context | 164 | ||
| Factors that have an impact on communication effectiveness | 164 | ||
| Cultural competence | 164 | ||
| Expectations of self | 166 | ||
| Dealing with emotions | 166 | ||
| Metacommunication | 167 | ||
| Therapeutic nurse–patient communication | 168 | ||
| Facilitative communication | 168 | ||
| Active listening | 168 | ||
| Sharing observations | 169 | ||
| Open-ended questioning | 170 | ||
| Closed questioning | 170 | ||
| Focused questioning | 170 | ||
| Clarifying | 170 | ||
| Paraphrasing | 170 | ||
| Silence | 171 | ||
| Authoritative communication | 171 | ||
| Offering accessible and relevant information | 171 | ||
| Summarising | 172 | ||
| Empathy | 172 | ||
| Conclusion | 172 | ||
| Recommended reading | 173 | ||
| References | 173 | ||
| Chapter 12 On gender in nursing: | 177 | ||
| Learning objectives | 177 | ||
| Keywords: | 177 | ||
| Introduction | 177 | ||
| Hospitals as male-controlled institutions | 179 | ||
| Men in nursing | 179 | ||
| Nursing and violence | 181 | ||
| Nurses and doctors: an interdependent and problematic relationship | 183 | ||
| The way forward: minimising gender bias in nursing | 185 | ||
| Conclusion | 186 | ||
| Acknowledgment | 187 | ||
| Recommended reading | 187 | ||
| References | 188 | ||
| Chapter 13 Perspectives on quality in nursing | 193 | ||
| Learning objectives | 193 | ||
| Keywords: | 193 | ||
| Introduction | 193 | ||
| Judging quality in nursing | 194 | ||
| The healthcare perspective | 195 | ||
| Performance standards | 195 | ||
| Competency standards | 196 | ||
| Indicators as a measure of quality | 197 | ||
| Credentialling | 198 | ||
| Evidence-based practice guidelines | 199 | ||
| Organisational perspectives | 199 | ||
| Clinical governance, risk management and patient safety | 199 | ||
| Benchmarking | 200 | ||
| Accreditation of facilities | 201 | ||
| Consumer perspectives | 202 | ||
| Consumer feedback | 202 | ||
| Complaints | 202 | ||
| Consumer satisfaction | 203 | ||
| Beyond consumer satisfaction surveys – consumer participation | 203 | ||
| Conclusion | 203 | ||
| Recommended reading | 205 | ||
| References | 205 | ||
| Chapter 14 Managing emotional reactions in patients, families and colleagues | 211 | ||
| Learning objectives | 211 | ||
| Keywords: | 211 | ||
| Introduction | 211 | ||
| Stress and you | 212 | ||
| Emotional reactions in nursing practice | 213 | ||
| Patients | 213 | ||
| Families | 214 | ||
| Colleagues | 215 | ||
| Personal dilemmas | 216 | ||
| Strategies for managing conflict constructively | 217 | ||
| Acknowledge the conflict | 217 | ||
| Take care of yourself | 217 | ||
| Know your rights | 218 | ||
| Use interpersonal skills and build rapport with others | 218 | ||
| Realise your potential as a professional and a person | 219 | ||
| Learn to live with pressure | 220 | ||
| Find your niche | 221 | ||
| Conclusion | 221 | ||
| Recommended reading | 222 | ||
| References | 222 | ||
| Chapter 15 Clinical leadership | 225 | ||
| Learning objectives | 225 | ||
| Keywords: | 225 | ||
| Introduction | 225 | ||
| The leadership relationship | 226 | ||
| Transformational leadership | 226 | ||
| Building transformational leadership capability | 227 | ||
| Get to know your people | 227 | ||
| Help people to learn and develop | 228 | ||
| Give plenty of feedback | 228 | ||
| Give responsibility and status | 229 | ||
| Give your people rewards | 229 | ||
| Communication of information | 229 | ||
| Emotional intelligence | 230 | ||
| Knowing one’s emotions (self-awareness) | 230 | ||
| Self-management (being able to handle feelings appropriately) | 230 | ||
| Social awareness (empathy) | 231 | ||
| Relationship management | 231 | ||
| Conclusion | 231 | ||
| Recommended reading | 233 | ||
| References | 233 | ||
| Section 3 Organisational Environments | 235 | ||
| Chapter 16 Excellence in practice: | 235 | ||
| Learning objectives | 235 | ||
| Keywords: | 235 | ||
| Introduction | 235 | ||
| What is technology? | 236 | ||
| Artifacts and resources | 236 | ||
| Knowledge and skills | 237 | ||
| Technique | 237 | ||
| Nursing and technology | 238 | ||
| Readiness for clinical practice: skills and knowledge | 240 | ||
| ‘They do things different to the way I was taught’ | 242 | ||
| From rules to evidence | 242 | ||
| Troubleshooting: problem-solving technology | 243 | ||
| Technology and clinical assessment | 246 | ||
| Nursing practice with technology | 247 | ||
| Conclusion | 249 | ||
| Recommended reading | 250 | ||
| References | 251 | ||
| Chapter 17 Establishing and maintaining a professional profile: | 255 | ||
| Learning objectives | 255 | ||
| Keywords: | 255 | ||
| Introduction | 255 | ||
| Developing a professional portfolio | 256 | ||
| Preparing your curriculum vitae | 258 | ||
| Applying for nursing positions | 259 | ||
| Preparing for a professional job interview | 260 | ||
| Preparation checklist | 262 | ||
| Research into the hospital, organisation or area health service | 262 | ||
| Review the position specifications and what the job entails | 262 | ||
| Know why you are interested in the job | 263 | ||
| Think about the interview process | 263 | ||
| Anticipate the questions that may be asked | 263 | ||
| Rehearse answers | 264 | ||
| Write the date, time and venue of interview in your diary | 264 | ||
| Interview day | 264 | ||
| After the interview | 264 | ||
| Maintaining lifelong learning throughout your nursing career | 265 | ||
| Strategies for achieving lifelong learning | 265 | ||
| Lifelong learning resources in the workplace | 265 | ||
| Conclusion | 267 | ||
| Acknowledgment | 267 | ||
| Recommended reading | 268 | ||
| References | 269 | ||
| Chapter 18 Dealing with the theory–practice gap in clinical practice | 271 | ||
| Learning objectives | 271 | ||
| Keywords: | 271 | ||
| Introduction | 271 | ||
| What will it be like? | 272 | ||
| What will be expected of you? | 273 | ||
| Who will help you? | 274 | ||
| Developing practice expertise by thinking, doing, reflecting | 275 | ||
| The registered nurse as learner | 276 | ||
| Reflection | 277 | ||
| Ethical and other dilemmas | 279 | ||
| Prioritising care | 280 | ||
| Critical thinking and problem solving | 281 | ||
| Thinking aloud | 282 | ||
| Self-questioning | 283 | ||
| Conclusion | 284 | ||
| Recommended reading | 286 | ||
| References | 286 | ||
| Chapter 19 Reflective practice for the graduate | 289 | ||
| Learning objectives | 289 | ||
| Keywords: | 289 | ||
| Introduction | 289 | ||
| Nursing practice in the first year and beyond | 291 | ||
| The nursing leader and manager | 294 | ||
| Research | 297 | ||
| Reflection and reflexivity in research | 298 | ||
| Conclusion | 300 | ||
| Recommended reading | 302 | ||
| References | 302 | ||
| Chapter 20 Mentoring for new graduates | 305 | ||
| Learning objectives | 305 | ||
| Keywords: | 305 | ||
| Introduction and background | 305 | ||
| The transition to practice | 306 | ||
| Mentoring: what it is and isn’t | 308 | ||
| How mentoring benefits nursing practice | 309 | ||
| Characteristics of mentors/mentees | 310 | ||
| Mentoring approaches | 310 | ||
| One-to-one mentoring | 311 | ||
| Cluster mentoring | 311 | ||
| Distance mentoring | 312 | ||
| Considerations for mentoring | 312 | ||
| Operationalising the mentoring process | 313 | ||
| Getting started | 313 | ||
| Building and developing the mentoring relationship | 315 | ||
| What to do when the mentoring relationship strikes trouble | 315 | ||
| Support for mentors | 316 | ||
| Conclusion | 317 | ||
| Recommended reading | 318 | ||
| References | 319 | ||
| Chapter 21 Professional career development: | 321 | ||
| Learning objectives | 321 | ||
| Keywords: | 321 | ||
| Introduction | 321 | ||
| Defining professional career development | 322 | ||
| The CAPABLE framework: a mechanism for professional career development | 324 | ||
| Exploring context | 325 | ||
| Appraisal of conduct | 329 | ||
| Aligning personal and professional conditions | 331 | ||
| Determining authenticity | 332 | ||
| Enacting beneficence | 333 | ||
| Engaging in lifelong learning | 334 | ||
| Gathering evidence | 335 | ||
| Conclusion | 337 | ||
| Recommended reading | 337 | ||
| References | 337 | ||
| Chapter 22 Continuing competence for practice | 341 | ||
| Learning objectives | 341 | ||
| Keywords: | 341 | ||
| Introduction | 341 | ||
| Regulation | 342 | ||
| What is competence? | 342 | ||
| Continuing competence | 344 | ||
| Continuing competence frameworks | 345 | ||
| Continuing competence framework in Australia | 345 | ||
| Continuing competence framework in Canada | 346 | ||
| Continuing competence framework in New Zealand | 347 | ||
| Competence assessment | 349 | ||
| Continuing competence indicators | 350 | ||
| Self-assessment and self-declaration of competence | 350 | ||
| Recency of practice and hours of practice | 350 | ||
| Continuing professional development | 350 | ||
| Portfolio | 350 | ||
| Learning plan | 351 | ||
| Contributing to the profession | 351 | ||
| Peer review | 351 | ||
| Performance appraisal | 351 | ||
| Document audit | 351 | ||
| Objective structured competence assessment or evaluation (OSCE) | 352 | ||
| Examination | 352 | ||
| Patient feedback | 352 | ||
| Conclusion | 352 | ||
| Recommended reading | 353 | ||
| References | 354 | ||
| Statutes | 356 | ||
| Index | 357 |