Primary Care Nursing Series. All registered nurses are required to keep portfolios which demonstrate their competence in clinical practice in order to receive re-registration with the Nursing and Midwifery Council. In addition, they are encouraged to seek individual annual appraisals which highlight their progress and areas the require development. This book provides examples and ideas on how to document learning, competence, performance or standards of service delivery. Presented in an easy-to-read style, with practical suggestions to improve clinical care, it enables readers to expand their clinical knowledge as well as enabling them to demonstrate their level of expertise through portfolio work, focusing on the area of women’s health. It highlights the most appropriate evidence to prove competency and expertise, and provides the information to identify areas of strength and weakness, suggesting ways in which clinical care can be improved and explains how to gather evidence for clinical interactions and other aspects of daily work. All nurses working in primary care with an interest in women’s health, including practice nurses, health visitors, community midwives, school nurses, district nurses, occupational health nurses and sexual health nurses will find this book essential reading. For more information on other titles in this series please click here

This work is intended for those already in working in community care, including nurses, nursing students and social workers. It is aimed at those who have to provide palliative care from time to time, and at those who are considering a career shift into this field.

All registered nurses are required to keep portfolios which demonstrate their competence in clinical practice in order to receive re-registration with the Nursing and Midwifery Council. In addition, they are encouraged to seek individual annual appraisals which highlight their progress and areas the require development. This book provides examples and ideas on how to document learning, competence, performance or standards of service delivery. It takes an important clinical theme throughout, providing key information on clinical management from the outset, followed by structured examples of evidence of performance and application of learning in practice, individualised for each clinical theme, focussing on cardiovascular and neurological conditions. It explains how to gather evidence from clinical interactions and other aspects of daily work. All nurses working in primary care with an interest in chronic disease management, especially those who are looking for a more ‘first contact’ work within their role will find this book valuable reading.

Evidence-based medicine draws on terminology used in biostatistics epidemiology health economics philosophy ethics logic and the social sciences. In this unique compendium the author defines the common terms used in evidence-based medicine and provides useful notes and references to help the reader understand this terminology and explore further if necessary. The book explains statistical formulae commonly used in evidence-based medicine. It is ideal for doctors nurses and pharmacists who are not familiar with statistical terms and statisticians and health economists who are not familiar with pharmaceutical or clinical terminology. The definitions explanatory notes and references are clear and easily understandable.

This volume, focusing on breast cancer, is part of a survey of health care needs for specific conditions, published on behalf of the Department of Health. This study overall considers questions such as the population's needs, the services available or unavailable to them, the effectiveness of these services, and other perspectives in disease and service areas. This is the second series of needs assessment reviews.

This volume, focusing on dermatology, is part of a survey of health care needs for specific conditions, published on behalf of the Department of Health. This study overall considers questions such as the population's needs, the services available or unavailable to them, the effectiveness of these services, and other perspectives in disease and service areas. This is the second series of needs assessment reviews.

This fully revised third edition provides research-based protocols enabling nurses to manage a wide range of conditions based upon up-to-date research.

The transition from student to newly registered nurse can be daunting but with the right preparation, you can step into your new role with confidence. This book provides valuable guidance on what to expect, practical strategies for easing the transition and advice for supporting your ongoing personal and professional development. Key features o Each chapter is mapped to the new 2018 NMC standards o A new chapter on contemporary trends in nursing covers digital skills, peer facilitation, integrated working and more o Self-assessment tools and reflective activities help you to examine your competencies and identify goals for your development o A chapter on health and wellbeing illustrates the importance of self-care and recommends strategies to reduce stress and build resilience

The text uses a number of features to help the reader get the most from it, including activities, reflection points, case studies and annotated further reading. There are also a number of useful appendices including a simple guide to reference and citation systems.

This book is intended for those who are now, and those who intend to become, clinical teachers in the health professions. Its primary focus is the teaching of medical students and residents, but the principles discussed apply equally to teaching students in other health professions. The main focus is on the process of teaching--the strategies and tactics involved in helping others learn--and the authors discuss the generic steps, strategies, and principles of effective teaching that apply in any clinical setting. They do, however, draw numerous examples from clinical education in a variety of settings. The authors specifically stress the notion of collaboration, an issue closely related to the public's considerable dissatisfaction with the modern health care system. to create a more effective, responsive system, they argue, there is a need to change the ways that health care is provided and the way it is taught. A collaborative approach is needed in both health care and medical education, one that involves partnerships between clinicians and patients, and between teachers and learners. Also prominent throughout the book is the idea that clinical education can be planned and conducted in far more systematic ways than is now common. An overarching goal of the book is to provide readers with an enlarged set of options to consider using when faced with the inevitable multiciplicity of decisions confronting cllinical educators.