BOOK
Placement Learning in Community Nursing - E-book
Jane Harris | Sheila Nimmo | Karen Holland
(2013)
Additional Information
Book Details
Abstract
Worried about your placement? Will you fit in? Will you have the right skills? What do you need to learn for practice assessments?
This book will help you with all these concerns. It will tell you what to expect from the placement, what you can learn, how to link theory and practice, and how to make the most of your learning opportunities.
- A logical, step-by-step approach to preparing for a medical placement
- Helps make the most of learning opportunities
- Narratives from other students describe what the placement will really be like
- Honest discussion of the challenges of a placement in the community to help avoid problems
- Advice on possible approaches to situations that may arise on a community placement
Series features:
- A unique guide to getting the most from clinical placements
- What to expect before a placement
- What you can expect to learn on placement
- How to consolidate your experience and learning
- Clear links and examples with NMC proficiencies
- Guidance on what to use as evidence for portfolios
- Short case studies to link theory with practice
- Key points reminder boxes
Worried about your next placement? Will you ‘fit in’? Will you have the right skills? What do you need to learn to meet practice assessments?
This series will help you with all these concerns. It will tell you what to expect from each placement, what you can learn, how to link theory and practice, and how to make the most of your learning opportunities.
This is the only series specifically for student nurses undertaking specific practice placements, and will give you all the information you need in a user-friendly format. Each book in the series covers a specific area of practice for a typical placement on a pre-registration nursing course.
Titles in this series:
Surgical nursing
Medical nursing
Cancer and palliative care nursing
Mental health nursing
Community care nursing
Older people nursing
Each book also covers:
- A unique guide to getting the most from clinical placements
- What to expect before a placement
- What you can expect to learn on placement
- How to consolidate your experience and learning
- Clear links and examples with NMC proficiencies
- Guidance on what to use as evidence for portfolios
- Short case studies to link theory with practice
- Key points reminder boxes
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Placement Learning in Community Nursing: A guide for students in practice | iii | ||
| Copyright | iv | ||
| Contents | v | ||
| Series preface | vii | ||
| Student foreword | ix | ||
| Introduction | xi | ||
| Section1: Preparation for the community practice learning environment | xi | ||
| Section2: Placement Learning Opportunities | xii | ||
| Section3: Professional Issues | xii | ||
| Section4: Consolidating learning | xii | ||
| Acknowledgements | xiv | ||
| Section 1: Preparation for practice placement experience in the community | 1 | ||
| Chapter 1: The context of community nursing | 1 | ||
| Introduction | 1 | ||
| Social policy | 1 | ||
| Welfare provision in the UK | 3 | ||
| The public sector | 3 | ||
| The four United Kingdom (UK) countries | 3 | ||
| The National Health Service | 5 | ||
| Social services | 6 | ||
| Reform of health and social services | 8 | ||
| The impact of policy on shaping services | 8 | ||
| Private sector health and social care | 8 | ||
| Third sector | 8 | ||
| Informal, unpaid care | 9 | ||
| What does community mean? | 10 | ||
| Planning services to meet the needs of the population | 13 | ||
| Public health | 13 | ||
| Summary of learning points from this chapter | 16 | ||
| References | 16 | ||
| Further reading | 16 | ||
| Websites | 17 | ||
| Government websites | 17 | ||
| Chapter 2: Introduction to community settings, services and roles | 19 | ||
| Introduction | 19 | ||
| Care settings in the community | 19 | ||
| Clinical settings in the community | 20 | ||
| General practice | 20 | ||
| GP health centres | 20 | ||
| Minor injuries units | 21 | ||
| Treatment room services | 21 | ||
| NHS walk-in centres | 21 | ||
| Community hospital | 21 | ||
| Hospice | 23 | ||
| Care in the hospice | 23 | ||
| Home care | 23 | ||
| Day care | 23 | ||
| Hospice outpatient service | 23 | ||
| Nurse-led services | 23 | ||
| Community settings | 24 | ||
| Childcare and pre-school education | 24 | ||
| Sure Start children's centres | 24 | ||
| School | 25 | ||
| Day care centres for adults | 25 | ||
| Community pharmacies | 26 | ||
| The workplace | 26 | ||
| Home and residential settings | 27 | ||
| Person's own home | 27 | ||
| Nursing home and residential care home | 29 | ||
| Sheltered housing | 30 | ||
| Service provision | 30 | ||
| The roles of practitioners in NHS primary care services | 32 | ||
| General practitioner | 32 | ||
| Dental service | 33 | ||
| General dental practice | 33 | ||
| Community dental service | 33 | ||
| Pharmacist | 34 | ||
| Community pharmacist | 34 | ||
| Primary care pharmacists | 34 | ||
| The roles of community nurses | 34 | ||
| Community nurse | 34 | ||
| District nurse | 35 | ||
| Public health nursing: health visitor | 37 | ||
| Public health nursing: school nurse | 37 | ||
| Health promotion, prevention and early intervention | 38 | ||
| Frameworks for practice in public health nursing | 38 | ||
| Child development | 38 | ||
| Child protection | 40 | ||
| Community mental health nurse | 40 | ||
| General practice nurse | 41 | ||
| Community children's nurse | 42 | ||
| Community learning disabilities nurse | 43 | ||
| Other nursing roles in the community | 45 | ||
| Community matron | 45 | ||
| Community specialist nurses | 45 | ||
| Respiratory or COPD nurses | 45 | ||
| Tissue viability nurses | 45 | ||
| Heart failure nurses | 45 | ||
| Community control of infection team | 46 | ||
| Community midwife | 46 | ||
| Services provided by the community midwife | 46 | ||
| Antenatal care | 46 | ||
| Care for labour and childbirth | 47 | ||
| Postnatal care | 47 | ||
| Allied health professionals (AHPs) | 48 | ||
| Dieticians | 49 | ||
| Occupational therapists | 49 | ||
| Orthoptists | 49 | ||
| Physiotherapists | 49 | ||
| Podiatrists | 50 | ||
| Speech and language therapists | 50 | ||
| Local authority services | 51 | ||
| Environmental health | 51 | ||
| Social worker | 51 | ||
| Home help or home carer | 52 | ||
| Nursing in prisons | 52 | ||
| Summary of learning points from this chapter | 53 | ||
| References | 53 | ||
| Further reading | 54 | ||
| Websites | 54 | ||
| Chapter 3: Practice learning in thecommunity: what to expect | 57 | ||
| Introduction | 57 | ||
| What makes the community setting different? | 58 | ||
| What makes nursing in the community different? | 60 | ||
| Approaches to practice learning in the community | 61 | ||
| What to expect in the community | 63 | ||
| Home visiting | 63 | ||
| Always be the polite guest | 64 | ||
| Opportunities or challenges | 65 | ||
| Specific challenges for students working within the community | 66 | ||
| What is expected of students? | 66 | ||
| Professional conduct | 67 | ||
| Timekeeping and attendance | 68 | ||
| Dress code | 69 | ||
| The care environment | 69 | ||
| Hospitality and gifts | 69 | ||
| Personal safety | 70 | ||
| Student status | 70 | ||
| Relationships | 70 | ||
| Summary of learning points from this chapter | 71 | ||
| References | 71 | ||
| Further reading | 72 | ||
| Websites | 72 | ||
| Chapter 4: Maximising the learning opportunities available in the community | 73 | ||
| Introduction | 73 | ||
| Learning outcomes | 74 | ||
| Be prepared for practice learning before you commence your placement experience | 75 | ||
| Information that the university provides | 75 | ||
| Make sure you know where you are going and how to get there | 75 | ||
| Contacting your mentor | 75 | ||
| Relevant theory and practice | 76 | ||
| Personal learning objectives | 77 | ||
| Find out about the area before you start | 77 | ||
| Meeting with your mentor | 78 | ||
| Planning your learning experience | 78 | ||
| Developing a learning contract | 78 | ||
| Step 1. Identify learning needs | 78 | ||
| Step 2. Learning outcomes | 78 | ||
| Step 3. Action plan | 78 | ||
| Step 4. Evidence of achievement | 78 | ||
| Step 5. Evaluation | 79 | ||
| Developing a learning plan | 79 | ||
| Induction and orientation | 79 | ||
| Activities to enhance your practice learning | 81 | ||
| Being an effective learner | 82 | ||
| The EU Directive | 86 | ||
| 1. and 2. Medical and surgical nursing | 87 | ||
| 3. Care of children | 87 | ||
| 4. Maternity care | 88 | ||
| 5. Mental health | 88 | ||
| 6. Care of older people | 88 | ||
| 7. Home nursing | 88 | ||
| Summary of learning points from this chapter | 88 | ||
| References | 89 | ||
| Further reading | 89 | ||
| Websites | 89 | ||
| Section 2: Practice learning opportunities | 91 | ||
| Chapter 5: Assessing and addressing need in the community | 91 | ||
| Health needs assessment: getting to know your community | 91 | ||
| Assessing `need´ in the community | 92 | ||
| Including service users in the assessment of health needs | 93 | ||
| National targets for improving health | 94 | ||
| Meeting the needs of individual patients and their carers | 95 | ||
| Assessment | 95 | ||
| Assessment frameworks and models of nursing | 97 | ||
| SIGN and NICE guidelines | 99 | ||
| Integrated care pathways | 99 | ||
| Person-centred care | 99 | ||
| Components of person-centred care | 99 | ||
| Dignity in care | 100 | ||
| Tackling inequality | 100 | ||
| Promoting health | 100 | ||
| Summary of learning points from this chapter | 102 | ||
| References | 102 | ||
| Further Reading | 103 | ||
| Websites | 103 | ||
| Chapter 6: Managing long-term conditions in the community | 105 | ||
| Introduction | 105 | ||
| Caring for patients with long-term health conditions | 105 | ||
| Assessment to facilitate the management of long-term conditions | 107 | ||
| The role of the community matron and case manager in the management of long-term conditions | 108 | ||
| Promoting independence in long-term illness | 109 | ||
| Self-care | 109 | ||
| Self-management | 111 | ||
| The `expert patient´ | 112 | ||
| Anticipatory care | 113 | ||
| Different nursing services in the management of long-term conditions | 114 | ||
| The district nursing team | 114 | ||
| The out-of-hours nursing service | 114 | ||
| The practice nurse | 115 | ||
| The occupational health nurse | 115 | ||
| NHS Direct | 115 | ||
| The role of the community pharmacist | 115 | ||
| Carers | 115 | ||
| The information needs of carers | 117 | ||
| Skills needs of family caregivers | 117 | ||
| Emotional needs of carers | 118 | ||
| Summary | 119 | ||
| Rehabilitation and caring for patients with complex care needs | 119 | ||
| Rehabilitation in the community | 119 | ||
| Intermediate care | 120 | ||
| Palliative care | 122 | ||
| Supportive agencies | 123 | ||
| Hospices | 124 | ||
| Support for carers in palliative care | 125 | ||
| The health and social care needs of the older adult in the community | 125 | ||
| Care, compassion and dignity | 127 | ||
| Falls in older people | 128 | ||
| The role of a `falls co-ordinator´ | 129 | ||
| Living with dementia | 130 | ||
| Patient-centered care for the client with dementia | 132 | ||
| Palliative care for people with dementia | 133 | ||
| Summary of learning points from this chapter | 134 | ||
| References | 134 | ||
| Further reading | 136 | ||
| Websites | 136 | ||
| Websites relating to intermediate care | 137 | ||
| Chapter 7: Infection prevention and control in the community | 139 | ||
| Introduction | 139 | ||
| Standard infection control precautions | 142 | ||
| Hand hygiene | 143 | ||
| Personal protective equipment | 143 | ||
| Gloves | 143 | ||
| Aprons | 144 | ||
| Sharps management | 144 | ||
| Clinical waste management | 144 | ||
| Contaminated linen | 145 | ||
| Blood and body fluid spillage | 145 | ||
| Aseptic technique | 145 | ||
| Examples of procedures frequently undertaken in the community | 145 | ||
| Urinary catheter care | 145 | ||
| Intravenous therapy | 145 | ||
| Enteral feeding | 146 | ||
| Notifiable diseases | 146 | ||
| Prevention and control of infection in wound care | 147 | ||
| Identification of wound infection | 147 | ||
| Wound assessment charts and wound measuring | 149 | ||
| Malnutrition and wound care | 149 | ||
| Psychosocial issues and quality of life | 149 | ||
| Points to consider from Mr Jones' case study | 150 | ||
| General aspects of wound care within the home environment | 150 | ||
| Wound cleansing | 150 | ||
| Selecting the appropriate dressing | 151 | ||
| Summary of learning points from this chapter | 152 | ||
| References | 152 | ||
| Further reading | 154 | ||
| Websites | 154 | ||
| The Compendium of Healthcare Associated Infection Guidance | 154 | ||
| Chapter 8: Mental health and care in the community | 157 | ||
| Introduction | 157 | ||
| Role of the community psychiatric nurse (CPN)/community mental health nurse (CMHN) | 159 | ||
| Different types of mental illness | 160 | ||
| Disorders of mood such as depression and bipolar disorder | 161 | ||
| Treatment and care | 162 | ||
| Prognosis for the individual | 162 | ||
| Major depressive disorder (unipolar depression) | 163 | ||
| Symptoms of the illness | 163 | ||
| Treatment and care | 163 | ||
| Prognosis for the individual | 163 | ||
| Psychotic disorders (including schizophrenia) | 165 | ||
| Common characteristics | 165 | ||
| Schizophrenia | 165 | ||
| Symptoms | 165 | ||
| Treatment and care | 165 | ||
| Prognosis for the individual | 166 | ||
| Guidance for answers to the questions on Frank's case study | 167 | ||
| Anxiety disorders | 167 | ||
| Common characteristics of anxiety disorders | 167 | ||
| Disorders in this category | 168 | ||
| Obsessive-compulsive disorder (OCD) | 168 | ||
| Symptoms | 168 | ||
| Treatment and care | 168 | ||
| Prognosis for the individual | 168 | ||
| General anxiety disorder (GAD) | 168 | ||
| Section 3: Professional issues | 183 | ||
| Chapter 9: Communication in community practice | 183 | ||
| Introduction | 183 | ||
| Communicating with clients and carers | 184 | ||
| Information giving | 186 | ||
| Reflecting on your communication skills | 186 | ||
| Collaborative working | 186 | ||
| Effective record-keeping to promote effective communication | 187 | ||
| The importance of accurate written record-keeping: an example | 188 | ||
| Writing and preparing for a case conference | 189 | ||
| Confidentiality and communication | 190 | ||
| Telephone communication within primary care | 190 | ||
| Nurse-led triage in general practice | 191 | ||
| Telemedicine within the community | 193 | ||
| Utilisation of the internet by the patient | 194 | ||
| The use of telehealth and telecare for people with long-term conditions | 195 | ||
| Video-conferencing | 195 | ||
| Self-monitoring for patients with chronic obstructive pulmonary disease | 195 | ||
| Educational skills in community nursing: for patients and healthcare professionals | 196 | ||
| The nurse as teacher | 196 | ||
| Meeting the educational needs of the client with diabetes | 197 | ||
| Meeting the educational needs of the client with hypertension | 198 | ||
| Using your teaching skills in health promotion | 199 | ||
| Nurse's health promotion and nursing activities for Betty and her family | 200 | ||
| Summary of learning points from this chapter | 201 | ||
| References | 201 | ||
| Further reading | 202 | ||
| Websites | 202 | ||
| Chapter 10: Leadership, management and team working in community practice | 203 | ||
| Introduction | 203 | ||
| Leadership, accountability and managing change | 204 | ||
| Defining leadership | 205 | ||
| Styles of leadership | 205 | ||
| Leadership skills | 206 | ||
| Managing the community nursing caseload | 208 | ||
| Managing change | 208 | ||
| Resistance to change | 209 | ||
| Involving everyone from the beginning | 209 | ||
| Teamwork | 210 | ||
| Working in teams | 210 | ||
| Multidisciplinary team working: child protection as an example | 212 | ||
| Team reflection | 213 | ||
| Delegation | 214 | ||
| Team working in community settings | 214 | ||
| Summary of learning points from this chapter | 215 | ||
| References | 215 | ||
| Further reading | 216 | ||
| Websites | 217 | ||
| Chapter 11: Promoting clinical effectiveness and maintaining quality of care | 219 | ||
| Introduction | 219 | ||
| Policy drivers | 220 | ||
| Clinical effectiveness | 221 | ||
| Assuring quality | 221 | ||
| Quality in health care | 222 | ||
| Person-centred care, involving patients and the views of service users | 223 | ||
| The role of the community nurse in promoting quality | 224 | ||
| Quality standards | 224 | ||
| Evidence-based care | 224 | ||
| Clinical guidelines | 225 | ||
| The improvement of work processes to enhance care | 226 | ||
| The productive series: releasing time to care (RTC) | 226 | ||
| Enhancing quality of care at home: the experience of palliative care | 227 | ||
| Utilisation of guidelines to improve care | 227 | ||
| Improving the skills of the practitioner to improve palliative care | 227 | ||
| Clinical audit | 228 | ||
| Significant event audit in primary care | 228 | ||
| Clinical governance | 229 | ||
| Career and development frameworks | 230 | ||
| The image of nursing | 230 | ||
| Pre-registration nursing | 231 | ||
| Preceptorship | 231 | ||
| Leadership | 231 | ||
| Skill-mix | 231 | ||
| Learning from experience | 231 | ||
| Clinical supervision | 231 | ||
| Continuing personal and professional development | 233 | ||
| Action learning sets | 233 | ||
| Creating a positive learning environment for students and colleagues | 234 | ||
| Summary of learning points from this chapter | 236 | ||
| References | 236 | ||
| Further reading | 238 | ||
| Websites | 238 | ||
| Chapter 12: Medicines management in the community | 239 | ||
| Introduction | 239 | ||
| Medicines management in the community | 240 | ||
| Why is medicines management so important? | 241 | ||
| Reporting adverse drug reactions | 242 | ||
| How people get their medicines in the community | 243 | ||
| Prescription-only medicines (POMs) | 243 | ||
| Non-medical prescribing | 243 | ||
| Exemptions | 244 | ||
| Patient group directions (PGDs) | 244 | ||
| Prescribing and prescribers | 244 | ||
| From nurse prescribing to non-medical prescribing | 247 | ||
| Community practitioner nurse prescribers | 247 | ||
| Nurse independent prescribers and supplementary prescribers | 248 | ||
| Patient group directions (PGDs) | 248 | ||
| Over-the-counter medicines | 250 | ||
| Dispensing medicines | 251 | ||
| Administration of medicines | 253 | ||
| Medicines adherence | 256 | ||
| The patient information leaflet (PIL) | 258 | ||
| Medication review | 259 | ||
| Safe storage of medicines in the community | 260 | ||
| Safe disposal of medicines in the community | 262 | ||
| Summary of learning points from this chapter | 263 | ||
| References | 263 | ||
| Further reading | 264 | ||
| Websites | 264 | ||
| Section 4: Consolidating learning | 267 | ||
| Chapter 13: Being an effective student: learning in a community setting | 267 | ||
| Introduction | 267 | ||
| Scenario 1 | 268 | ||
| David: Settling in | 268 | ||
| Discussion points | 268 | ||
| Actions for Scenario 1 - David: Settling in | 268 | ||
| Discussion point 1 | 269 | ||
| Discussion point 2 | 269 | ||
| Discussion point 3 | 270 | ||
| Scenario 2 | 270 | ||
| Nikula: Home visiting | 270 | ||
| Discussion points | 271 | ||
| Actions for Scenario 2 - Nikula: Home visiting | 271 | ||
| Discussion point 1 | 271 | ||
| Discussion point 2 | 271 | ||
| Discussion point 3 | 272 | ||
| Scenario 3 | 272 | ||
| Mary: Dealing with a difficult situation | 272 | ||
| Discussion points | 272 | ||
| Actions for Scenario 3 - Mary: Dealing with a difficult situation | 273 | ||
| Discussion point 1 | 273 | ||
| Discussion point 2 | 273 | ||
| Discussion point 3 | 273 | ||
| Scenario 4 | 274 | ||
| Kevin: Achieving learning outcomes | 274 | ||
| Discussion points | 274 | ||
| Actions for Scenario 4 - Kevin: Achieving learning outcomes | 274 | ||
| Discussion point 1 | 275 | ||
| Discussion point 2 | 275 | ||
| Discussion point 3 | 276 | ||
| Summary of learning points from this chapter | 276 | ||
| References | 276 | ||
| Further reading | 276 | ||
| Websites | 277 | ||
| Chapter 14: Developing competence for person-centred nursing in the community | 279 | ||
| Introduction | 279 | ||
| Scenario | 279 | ||
| Margaret and Harry: Part 1 - Introduction to their life and health | 279 | ||
| A day in the life of Margaret and Harry | 281 | ||
| Scenario | 282 | ||
| Margaret and Harry: Part 2 - Ongoing health needs and decision-making | 282 | ||
| Scenario | 284 | ||
| Margaret and Harry: Part 3 - Managing their healthcare and personal needs | 284 | ||
| Scenario | 286 | ||
| Margaret and Harry: Part 4 - Conclusion: outcome of shared decision-making | 286 | ||
| Summary of learning points from this chapter | 287 | ||
| Conclusion | 288 | ||
| References | 288 | ||
| Further reading | 288 | ||
| Websites | 289 | ||
| Subject Index | 291 |