Additional Information
Book Details
Abstract
This convenient Handbook will be invaluable when starting out on your pre-registration nursing course. Covering a broad range of topics, from helping you to understand what tutors and mentors expect from you, how to plan your work, and coping with stress, it will support you across all aspects of student life.
This book will help students to:- Write assignments
- Cope with stress
- Make the most of clinical placements
- Reflect on practice
- Understand nursing models, theories and philosophies
- Understand medical terminology and nursing jargon
- Deal with legal and ethical issues.
- Fully updated in line with changes in nursing practice e.g. the revised NMC Code of Professional Conduct, the Disability Discrimination Act, Agenda for Change and the Knowledge and Skills Framework, Essence of Care.
- Expanded section on nursing models
- More help with drug dosage calculations to assist students in developing their numeric skills.
- More on help on writing assignments and how to use research, including applications to practice
- Expanded appendices on children’s nursing and mental health branches.
- Template forms to assist with course applications, planning assignments and a check list for placements
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | Cover | ||
| The student nurse handbook third edition | iii | ||
| Copyright page | iv | ||
| Table of contents | v | ||
| Preface | ix | ||
| Acknowledgements | xi | ||
| 1 Becoming and being a nurse | 1 | ||
| In this chapter | 1 | ||
| What is nursing? | 2 | ||
| Nursing defined | 2 | ||
| Nursing heroes | 2 | ||
| Vocation vs profession: the evolution of nursing | 3 | ||
| New pre-registration standards | 3 | ||
| Nursing as a career | 5 | ||
| The NMC | 5 | ||
| What is the NMC? | 5 | ||
| The code of practice: May 2008 | 9 | ||
| The register | 10 | ||
| What kinds of jobs and career paths can start with nursing? | 12 | ||
| Agenda for change | 16 | ||
| Banding | 16 | ||
| KSF: Knowledge and skills framework | 17 | ||
| Who can become a nurse? | 18 | ||
| What are the paths to becoming a nurse? | 20 | ||
| Funding | 20 | ||
| I can’t afford to live on the bursary . . . | 21 | ||
| Choosing your university | 22 | ||
| I have got on to a course – now what happens? | 23 | ||
| FAQ | 25 | ||
| Contacts | 26 | ||
| Relevant organizations | 27 | ||
| References | 26 | ||
| 2 Nursing models | 29 | ||
| In this chapter | 29 | ||
| Nursing | 31 | ||
| Nursing process | 32 | ||
| Holism | 33 | ||
| Holistic care | 34 | ||
| Philosophy | 35 | ||
| Transcultural care | 36 | ||
| Family-based care | 36 | ||
| Nursing theory | 36 | ||
| Framework | 37 | ||
| Models | 37 | ||
| Roper: The activities of living model | 39 | ||
| Activities of daily life (12 specific areas) | 39 | ||
| Lifespan: What part of life is this person experiencing, and how does that impact their independence, activities of living, etc? | 40 | ||
| Dependence/independence continuum | 40 | ||
| Factors influencing activities of living | 40 | ||
| Individuality in living | 41 | ||
| The role of the nurse | 41 | ||
| Assessment | 41 | ||
| Planning | 41 | ||
| Implementation | 42 | ||
| Evaluation | 42 | ||
| Access model of transcultural nursing | 43 | ||
| Abdellah’s 21 problems | 43 | ||
| Casey’s model of nursing | 44 | ||
| Ecology of health model | 45 | ||
| Fitzpatrick’s rhythm model | 45 | ||
| King’s model | 46 | ||
| Leininger: The transcultural nursing model | 46 | ||
| Levine: Conservation model | 46 | ||
| Neuman | 46 | ||
| Nightingale: Environmental adaptation model | 47 | ||
| Boykin and schoenhofer: Nursing as caring | 47 | ||
| Orem: The self-care deficit model | 48 | ||
| Parent–staff interaction model of paediatric care | 48 | ||
| Peplau: The interpersonal relations model | 48 | ||
| Peplau’s six nursing roles | 49 | ||
| Peplau’s developmental stages of the nurse–client relationship | 49 | ||
| Rogers: Unitary healthcare model | 49 | ||
| Roy: Adaptive model | 50 | ||
| Watson: Theory of caring | 50 | ||
| Assessing yourself | 50 | ||
| References | 52 | ||
| Further reading | 52 | ||
| 3 Academic work | 54 | ||
| In this chapter | 54 | ||
| Referencing | 55 | ||
| What doesn’t need to be referenced? | 56 | ||
| What does need to be referenced? | 56 | ||
| Plagiarism | 56 | ||
| Writing an assignment | 58 | ||
| Answering the question | 59 | ||
| Structuring your assignment | 60 | ||
| Introduction | 61 | ||
| Timing it right | 62 | ||
| Preparing for your assignment | 63 | ||
| When you get your assignment back . . . | 64 | ||
| Confidentiality and privacy | 64 | ||
| Basic it skills | 66 | ||
| Which are you? | 66 | ||
| References | 67 | ||
| 4 Clinical placements | 69 | ||
| In this chapter | 69 | ||
| Nurse education changes in the late twentieth century | 70 | ||
| The peach report | 70 | ||
| Making a difference | 71 | ||
| The branches of nursing | 72 | ||
| Clinical placements | 73 | ||
| What kind of student are you? | 75 | ||
| What if things go wrong? | 77 | ||
| Supernumerary status | 79 | ||
| Becoming a nurse one placement at a time | 81 | ||
| Mentorship | 81 | ||
| Other people who help you learn | 83 | ||
| References | 86 | ||
| 5 Basics of nursing | 89 | ||
| In this chapter | 89 | ||
| Basic nursing qualities | 89 | ||
| Vignettes | 90 | ||
| Let’s do lunch | 90 | ||
| ‘Do you really want to hurt me?’ | 91 | ||
| What went wrong? | 92 | ||
| Communication skills | 93 | ||
| Verbal communication | 94 | ||
| Mr Brown | 94 | ||
| Improving communication | 95 | ||
| Body language | 97 | ||
| 6 Tools of the trade | 100 | ||
| In this chapter | 100 | ||
| Assertiveness | 100 | ||
| Are you assertive? | 101 | ||
| How do you frame an assertive confrontation? | 101 | ||
| Boundaries | 104 | ||
| What are good boundaries? | 104 | ||
| Coping with stress | 106 | ||
| Delegation and organization | 108 | ||
| Ethics | 112 | ||
| Leadership | 116 | ||
| Norms | 118 | ||
| Governance | 119 | ||
| Standards: Essence of care and standards for better health | 121 | ||
| References | 122 | ||
| Website | 122 | ||
| 7 Cracking the code | 123 | ||
| In this chapter | 123 | ||
| Introduction to the language of nurses | 123 | ||
| Nursing/medical jargon | 124 | ||
| Medical terminology in general | 126 | ||
| Anatomical positions and descriptions | 127 | ||
| Word root basics | 129 | ||
| Common suffixes and prefixes | 130 | ||
| 8 Safe and accurate administration of medicines | 131 | ||
| In this chapter | 131 | ||
| Medication errors | 131 | ||
| Safe and responsible administration of medication | 132 | ||
| The seven rights | 133 | ||
| Nursing responsibilities | 136 | ||
| Special considerations | 137 | ||
| Numeracy | 138 | ||
| Basic maths | 139 | ||
| Hints and tips for basic maths | 141 | ||
| Dosage calculations | 141 | ||
| References | 152 | ||
| Website | 152 | ||
| 9 Reading and understanding research | 153 | ||
| What this chapter is | 153 | ||
| In this chapter | 154 | ||
| Why is research important to evidence-based practice? | 154 | ||
| Research basics | 156 | ||
| Clinical audit | 156 | ||
| Reading research critically | 157 | ||
| Author | 158 | ||
| Title | 158 | ||
| Where is the article? the name of the journal | 158 | ||
| Abstract and key words | 159 | ||
| Introduction | 159 | ||
| Literature review | 159 | ||
| Method | 160 | ||
| Sample | 160 | ||
| Ethical issues | 160 | ||
| Data collection | 161 | ||
| Validity/reliability/rigour | 161 | ||
| Results/discussion | 162 | ||
| Acknowledgements | 163 | ||
| Referencing | 163 | ||
| Applying research to practice | 163 | ||
| The power of research | 163 | ||
| The application of research | 165 | ||
| Approaching research | 166 | ||
| Writing a research proposal | 166 | ||
| 10 Reflective practice and portfolios | 171 | ||
| In this chapter | 171 | ||
| What is reflection? | 171 | ||
| Reflective models | 173 | ||
| Gibbs’ (1988) model of reflection | 173 | ||
| John’s (1994) model of reflection | 173 | ||
| Why reflection is important to practice | 174 | ||
| Portfolios | 175 | ||
| Student portfolios | 175 | ||
| Prep (post-registration education and practice) | 177 | ||
| References | 179 | ||
| 11 Legal issues for students | 180 | ||
| In this chapter | 180 | ||
| Records and record-keeping | 181 | ||
| Disability and the disability discrimination act (ni) or equality act (GB) | 183 | ||
| The data protection act | 186 | ||
| The health and safety at work act | 187 | ||
| Duty of care | 189 | ||
| Consent | 190 | ||
| Implied consent | 190 | ||
| Expressed consent | 190 | ||
| Informed consent | 191 | ||
| Accountability | 192 | ||
| Fitness for practice | 192 | ||
| Negligence | 193 | ||
| Bullying | 194 | ||
| The mental capacity act | 195 | ||
| Who the mental capacity act affects | 195 | ||
| References | 198 | ||
| Websites | 198 | ||
| Final Thoughts | 199 | ||
| Useful Books, Journals and Other Resources | 201 | ||
| Suggested books and resources | 201 | ||
| Bullying | 201 | ||
| Clinical skills | 202 | ||
| Common foundation programme | 202 | ||
| Ethics | 203 | ||
| Health promotion | 203 | ||
| Leadership | 203 | ||
| Learning styles | 203 | ||
| Legal issues | 203 | ||
| Models and theories | 203 | ||
| Nursing practice | 204 | ||
| Research | 204 | ||
| Reflection | 204 | ||
| Social policy | 205 | ||
| Study skills | 205 | ||
| Magazines and journals | 206 | ||
| Appendix 1 The national union of students – nus | 207 | ||
| Appendix 2 Nursing and midwifery council (NMC) standards for pre-registration nursing education (2010) | 210 | ||
| Introduction | 210 | ||
| Fields | 210 | ||
| Standards for competence | 210 | ||
| Essential skills clusters (escs) | 211 | ||
| Reference | 211 | ||
| Appendix 3 Tips for mental health nursing | 212 | ||
| References | 215 | ||
| Appendix 4 Learning disabilities nursing | 216 | ||
| History | 216 | ||
| The present day | 217 | ||
| The role of the learning disability nurse | 218 | ||
| Always read client care plans | 218 | ||
| Always read trust policies | 219 | ||
| Being a student nurse | 219 | ||
| The forensic service | 220 | ||
| Helpful books and resources | 221 | ||
| Becoming qualified | 221 | ||
| References and bibliography | 222 | ||
| Websites | 223 | ||
| Appendix 5 Tips for childrens nursing | 224 | ||
| Appendix 6 Nursing older people | 226 | ||
| Appendix 7 Knowledge and skills framework | 228 | ||
| References | 230 | ||
| Appendix 8 Root words, prefixes and suffixes | 231 | ||
| Root words | 231 | ||
| Prefixes | 235 | ||
| Suffixes | 237 | ||
| References | 239 | ||
| Appendix 9 Normal values | 240 | ||
| Blood (haematology) | 240 | ||
| Blood – venous plasma (biochemistry) | 241 | ||
| Cerebrospinal fluid | 242 | ||
| Urine | 243 | ||
| Faeces | 243 | ||
| Index | 244 | ||
| A | 244 | ||
| B | 244 | ||
| C | 244 | ||
| D | 245 | ||
| E | 245 | ||
| F | 245 | ||
| G | 245 | ||
| H | 245 | ||
| I | 246 | ||
| J | 246 | ||
| K | 246 | ||
| L | 246 | ||
| M | 246 | ||
| N | 247 | ||
| O | 247 | ||
| P | 248 | ||
| Q | 248 | ||
| R | 248 | ||
| S | 249 | ||
| T | 249 | ||
| U | 249 | ||
| V | 249 | ||
| W | 249 |