Handbook for Student Nurses, fourth edition

Gill Jordan qualified as a registered nurse in 1978. She completed her Orthopaedic Nursing Certificate and moved to New Zealand where she worked in a large orthopaedic teaching hospital, ultimately as a ward sister of a trauma orthopaedic ward. On her return to the UK in 1988, Gill moved into nurse education. Since then, she was involved in a variety of courses and professional development programmes, as both a teacher and programme leader. These included courses leading to professional registration, Return to Practice, Overseas Nurses Programme, conversion courses and various post-registration undergraduate and postgraduate programmes. Most recently Gill was Framework Leader for CPD Programmes at Bournemouth University before retiring in 2019.The late Anneyce Knight, who died in 2021, had retired earlier that year from her role as Associate Dean for Global Engagement and Senior Lecturer in Adult Nursing at Bournemouth University, where she was also the Programme Leader for the Return to Nursing Practice course. She qualified as a registered nurse in 1982 and worked in orthopaedics and oncology, then trained as a midwife. She continued to practise in a variety of nursing and midwifery clinical settings before moving into Higher Education in 2000. Prior to taking up her role at Bournemouth University in 2015, Anneyce was the Course Lead for the innovative Foundation Degree in Health and Social Care (clinical) for Associate Practitioners, a joint NHS and Southampton Solent University collaboration. Previously she was at the University of Greenwich, where she held a number of positions. She was passionate about the need for compassionate care, thereby enhancing the quality of patient care, particularly at the end of life. Her primary research interests focused on public health and wellbeing, areas in which she has published and presented nationally and internationally.Sara qualified as a registered nurse in 1986, after which she worked in Acute Trauma and Orthopaedics before moving to Intensive care (ICU) and Coronary care. She worked in a number of ICUs in London and the south of England and gained multiple qualifications (including General Intensive Care Nursing, Principles of Intensive Care (Paediatrics), BSc (Hons) Nursing Studies and Diploma in Health Service Management). Having spent ten years as an ICU Sister she moved into Higher Education where she has been for twenty years. During her time in HE she has facilitated the learning of many thousands of students at both undergraduate level and postgraduate level, whilst at the same time continuing her own education to Doctorate level. She believes that as a nurse educator she should strive to enable students to fuse their learning and integrate education, professional practice and research in order to develop as future nurses and enhance the care they offer patients.

• Preface to the fourth edition; Preface to the third edition; About the authors1. Nurse education, practice supervision and assessmentIntroductionPre-registration nurse educationNurse education todayStandards of proficiency for registered nursesStandards for educationPractice placementsRegistration2. CommunicationIntroductionCommunication definedThe communication processInterpersonal skillsIntercultural communicationEmotional intelligenceNon-verbal interactionBarriers to effective communicationListening skillsAdvocacy and empowermentDigital literacy3. Legal and professional issuesProfessional accountabilityArenas of professional accountabilityDisclosure and Barring Service (DBS)Compassion in PracticeDelegationThe Code in more detailConsentSafeguardingConfidentialityRecord-keepingAnd finally...4. Values and healthcare ethicsValues and rightsPatients' rightsHuman rightsProfessional considerationsRespect, dignity and privacyHealthcare ethics5. Cultural awarenessIntroductionCultureAssociated cultural terminologyLegislation and policyCulture in practiceReligious awareness6. Quality careDefining quality assuranceA brief history of the organisation of quality assurance in UK healthcareNational quality assuranceLocal clinical levelFurther aspects of quality assurance7. Evidence-based practiceIntroductionEvidence-based practice in nursingCarrying out evidence-based practiceClinical effectiveness and evidence-based practiceImplementing evidence-based practice8. Professional roles in healthcareIntroduction to interprofessional practiceDefinitionsInterprofessional workingChallenges to successful interprofessional workingChanging roles in nursingNursing in the 21st century in the UKCareers in nursing9. Reflection and clinical supervisionReflectionModels of reflectionUsing reflective frameworksThe benefits of practising reflectivelyReflective writing – keeping a journal or reflective diaryPreceptorshipMaintaining professional knowledge and competence (revalidation)Continuing professional development and lifelong learningClinical/professional supervisionResilience in nursing10. Study skillsStudy skillsReadingTaking notesWriting essaysElectronic learning (e-learning)Researching onlineNumeracy11. Public health and promoting health and wellbeingWhy is public health and promoting health and wellbeing relevant to nursing?The context of public healthDeterminants of health and health inequalitiesLocal public healthWellbeingHealth promotionIndex

Excellent book to support nursing degree.‘This book covers many different areas of the nursing degree. It covers many areas which are included in lectures and assignments, and references as to where I can find further information. This book is excellent in supporting learning and helps with writing assignments.’Amazon reviewer