{"product_id":"advanced-practice-in-nursing-and-the-allied-health-professions-9781405162395","title":"Advanced Practice in Nursing and the Allied","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAdvanced Practice in Nursing and the Allied Health Professions\u003c\/i\u003e enables nurses and members of allied health professions to effectively diagnose and treat patients, in a wide variety of settings. It is especially relevant in regions where access to other health providers is limited.  \u003cp\u003eThis new, completely revised, third edition shows how advanced practice continues to develop in response to the impact of health service reforms, the introduction of health policies aimed at developing a patient-led service based in primary care and changes in working conditions. \u003ci\u003eAdvanced Practice in Nursing and the Allied Health Professions\u003c\/i\u003e presents an examination of the potential for advanced practitioners, at all levels, to have a significant effect on the health of the population and provide holistic care for the sick. Practice is identified as the central and most important feature of the advanced role in nursing and allied health professions.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eAdvanced Practice in Nursing and \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"This is an excellent book for students from the United Kingdom who are pursuing advanced degrees, as well as for students and educators from other countries who are interested in advanced practice nursing in the United Kingdom.\" (\u003ci\u003eThe Journal of Continuing Education in Nursing\u003c\/i\u003e)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003eContributors xi\u003c\/p\u003e \u003cp\u003eIntroduction xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The Development of Advanced Nursing Practice in the United Kingdom 1\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eHealth policies and reforms 2\u003c\/p\u003e \u003cp\u003eThe UKCC and higher-level practice 4\u003c\/p\u003e \u003cp\u003eThe interface with medicine 4\u003c\/p\u003e \u003cp\u003eThe introduction of new roles 8\u003c\/p\u003e \u003cp\u003eModern matrons 8\u003c\/p\u003e \u003cp\u003eNurse consultants 8\u003c\/p\u003e \u003cp\u003ePhysicians’ assistants 9\u003c\/p\u003e \u003cp\u003eNurse practitioners and the Royal College of Nursing 9\u003c\/p\u003e \u003cp\u003eThe Nursing and Midwifery Council 11\u003c\/p\u003e \u003cp\u003eConclusion 12\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 1 12\u003c\/p\u003e \u003cp\u003eReferences 12\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 UK Health Policy and Health Service Reform 15\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eAlistair Hewison\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 15\u003c\/p\u003e \u003cp\u003eThe policy process 16\u003c\/p\u003e \u003cp\u003eLabour health policy since 1997 17\u003c\/p\u003e \u003cp\u003eUK health policy and its implications for advanced nursing practice 19\u003c\/p\u003e \u003cp\u003eAdvanced nursing practice 20\u003c\/p\u003e \u003cp\u003eAdvanced nurses as policy implementers 23\u003c\/p\u003e \u003cp\u003eConclusion 24\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 2 25\u003c\/p\u003e \u003cp\u003eReferences 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Advanced Practice in Allied Health Professions 29\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee and David Cole\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 29\u003c\/p\u003e \u003cp\u003eThe introduction of the consultant allied health professional 30\u003c\/p\u003e \u003cp\u003ePhysiotherapy 33\u003c\/p\u003e \u003cp\u003eRadiography and sonography 35\u003c\/p\u003e \u003cp\u003eSonography: an example of advanced radiography role 37\u003c\/p\u003e \u003cp\u003eAre these new roles in physiotherapy and radiography\/sonography advanced? 39\u003c\/p\u003e \u003cp\u003eConclusion 41\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 3 41\u003c\/p\u003e \u003cp\u003eReferences 41\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 The Conceptualisation of Advanced Practice 43\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 43\u003c\/p\u003e \u003cp\u003eThe context of the development of advanced practice 43\u003c\/p\u003e \u003cp\u003eThe nature of advanced practice 45\u003c\/p\u003e \u003cp\u003eProfessional maturity 46\u003c\/p\u003e \u003cp\u003eChallenging professional boundaries 46\u003c\/p\u003e \u003cp\u003ePioneering innovations 49\u003c\/p\u003e \u003cp\u003eIs advanced practice a generic term? 53\u003c\/p\u003e \u003cp\u003eConclusion 53\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 4 54\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Advanced Assessment and Differential Diagnosis 56\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 56\u003c\/p\u003e \u003cp\u003eThe nature of advanced assessment 57\u003c\/p\u003e \u003cp\u003eTypes of advanced assessment 58\u003c\/p\u003e \u003cp\u003eConducting an advanced assessment 63\u003c\/p\u003e \u003cp\u003eLimitations of advanced assessment 64\u003c\/p\u003e \u003cp\u003eFormulating a differential diagnosis 64\u003c\/p\u003e \u003cp\u003eConclusion 68\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 5 68\u003c\/p\u003e \u003cp\u003eReferences 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Prescribing and Advanced Practice 70\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eSue Shortland and Katharine Hardware\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 70\u003c\/p\u003e \u003cp\u003eRecent developments in non-medical prescribing 71\u003c\/p\u003e \u003cp\u003ePreparation for prescribing 72\u003c\/p\u003e \u003cp\u003eWho may prescribe what? 73\u003c\/p\u003e \u003cp\u003eNurses 73\u003c\/p\u003e \u003cp\u003eAllied health professionals 73\u003c\/p\u003e \u003cp\u003eControlled medicines 74\u003c\/p\u003e \u003cp\u003ePatient group directions 74\u003c\/p\u003e \u003cp\u003eEmergency situations 74\u003c\/p\u003e \u003cp\u003eThe principles of safe prescribing 75\u003c\/p\u003e \u003cp\u003eSafety and clinical governance 76\u003c\/p\u003e \u003cp\u003eThe future of non-medical prescribing 77\u003c\/p\u003e \u003cp\u003eConclusion 78\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 6 78\u003c\/p\u003e \u003cp\u003eReferences 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Advanced Practice in Dietetics 81\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eLinda Hindle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 81\u003c\/p\u003e \u003cp\u003eReasons for the development of consultant roles in dietetics 82\u003c\/p\u003e \u003cp\u003eThe consultant role 82\u003c\/p\u003e \u003cp\u003eWorking as a consultant in obesity management 83\u003c\/p\u003e \u003cp\u003eRole development 83\u003c\/p\u003e \u003cp\u003eClinical practice 83\u003c\/p\u003e \u003cp\u003eProfessional leadership 84\u003c\/p\u003e \u003cp\u003eEducation, training and professional development 87\u003c\/p\u003e \u003cp\u003eService development, research and evaluation 88\u003c\/p\u003e \u003cp\u003eSetting up a consultant post 89\u003c\/p\u003e \u003cp\u003eExamples of dietetic consultant roles 90\u003c\/p\u003e \u003cp\u003eConclusion – the future for consultant dietitians 93\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 7 94\u003c\/p\u003e \u003cp\u003eAcknowledgements 94\u003c\/p\u003e \u003cp\u003eReferences 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Advanced Practice in Occupational Therapy 97\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eLynne Frith and Janette Walsh\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 97\u003c\/p\u003e \u003cp\u003eAdvanced practice in occupational therapy 98\u003c\/p\u003e \u003cp\u003eSpecialist roles in occupational therapy 98\u003c\/p\u003e \u003cp\u003eClinical caseload and expertise 99\u003c\/p\u003e \u003cp\u003eClinical leadership 99\u003c\/p\u003e \u003cp\u003eClinical teaching and mentoring 99\u003c\/p\u003e \u003cp\u003eSpecialist advisory role 99\u003c\/p\u003e \u003cp\u003eConsultant roles in occupational therapy 100\u003c\/p\u003e \u003cp\u003eExpert clinical practice 100\u003c\/p\u003e \u003cp\u003ePractice and service development 100\u003c\/p\u003e \u003cp\u003eProfessional leadership and consultancy 100\u003c\/p\u003e \u003cp\u003eResearch audit and evaluation 101\u003c\/p\u003e \u003cp\u003eEducation, training and development 101\u003c\/p\u003e \u003cp\u003eThe clinical specialist and consultant occupational therapist as advanced roles 101\u003c\/p\u003e \u003cp\u003eCurrent issues for consultant occupational therapists 103\u003c\/p\u003e \u003cp\u003eThe future for occupational therapists 104\u003c\/p\u003e \u003cp\u003eConclusion 105\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 8 105\u003c\/p\u003e \u003cp\u003eReferences 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Working as an Advanced Nurse Practitioner 107\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMark Radford\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 107\u003c\/p\u003e \u003cp\u003eDefining a need 108\u003c\/p\u003e \u003cp\u003eOrganisational preparation 110\u003c\/p\u003e \u003cp\u003eJob planning 111\u003c\/p\u003e \u003cp\u003eMaintaining focus and delivery 112\u003c\/p\u003e \u003cp\u003eDeveloping strategic influence 113\u003c\/p\u003e \u003cp\u003eConsultancy and entrepreneurship 114\u003c\/p\u003e \u003cp\u003eReview and evaluation 116\u003c\/p\u003e \u003cp\u003eCareer progression 119\u003c\/p\u003e \u003cp\u003eConclusion 121\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 9 121\u003c\/p\u003e \u003cp\u003eAcknowledgements 121\u003c\/p\u003e \u003cp\u003eReferences 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Pioneering New Practice 124\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eKate Gee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 124\u003c\/p\u003e \u003cp\u003eBackground to the quadrant model 124\u003c\/p\u003e \u003cp\u003eThe quadrant model 127\u003c\/p\u003e \u003cp\u003eQuadrant 1: pioneering innovations in technical acute cure cultures 128\u003c\/p\u003e \u003cp\u003eQuadrant 2: pioneering innovations in high-technology\/care cultures 130\u003c\/p\u003e \u003cp\u003eQuadrant 3: pioneering innovation in low-technology\/cure cultures – strategies for patient education and rehabilitation 131\u003c\/p\u003e \u003cp\u003eDevelopment of ICD nursing expertise 132\u003c\/p\u003e \u003cp\u003eDevelopment of heart failure nursing expertise 132\u003c\/p\u003e \u003cp\u003eQuadrant 4: pioneering innovations in low-technology\/care quadrant 134\u003c\/p\u003e \u003cp\u003eConclusion 136\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 10 137\u003c\/p\u003e \u003cp\u003eReferences 137\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Cultural Competence in Advanced Practice 141\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 141\u003c\/p\u003e \u003cp\u003eCulture and equality 142\u003c\/p\u003e \u003cp\u003eCultural relationships among health, illness, treatment and care 145\u003c\/p\u003e \u003cp\u003eTheoretical approaches to culturally competent practice 146\u003c\/p\u003e \u003cp\u003ePapadopoulos, Tilki and Taylor’s theory of cultural competence 147\u003c\/p\u003e \u003cp\u003ePurnell and Paulanka’s theory of cultural competence 149\u003c\/p\u003e \u003cp\u003eMcGee’s theory of cultural competence 150\u003c\/p\u003e \u003cp\u003eRelevance of theory to advanced practice 153\u003c\/p\u003e \u003cp\u003eConclusion 155\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 11 155\u003c\/p\u003e \u003cp\u003eReferences 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Leadership in Advanced Practice: Challenging Professional Boundaries 158\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eSally Shaw\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 158\u003c\/p\u003e \u003cp\u003eLeadership in advanced practice 159\u003c\/p\u003e \u003cp\u003eTheories and characteristics of leadership 160\u003c\/p\u003e \u003cp\u003eWhat leadership is not 160\u003c\/p\u003e \u003cp\u003eLeadership can be learned 161\u003c\/p\u003e \u003cp\u003eWhat is leadership? 161\u003c\/p\u003e \u003cp\u003eTheories of leadership 161\u003c\/p\u003e \u003cp\u003eKey elements of leadership 162\u003c\/p\u003e \u003cp\u003eOther important leadership characteristics 165\u003c\/p\u003e \u003cp\u003eThe setting for leadership 166\u003c\/p\u003e \u003cp\u003eThe followers 168\u003c\/p\u003e \u003cp\u003eLeadership styles and their relevance for advanced practice 169\u003c\/p\u003e \u003cp\u003eSustaining and nurturing leaders 172\u003c\/p\u003e \u003cp\u003eIndicators of effective leadership 174\u003c\/p\u003e \u003cp\u003eConclusion 175\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 12 175\u003c\/p\u003e \u003cp\u003eAcknowledgements 175\u003c\/p\u003e \u003cp\u003eReferences 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Management Issues in Advanced Practice 177\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee and Mark Radford\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 177\u003c\/p\u003e \u003cp\u003eManaging the self 178\u003c\/p\u003e \u003cp\u003eManagement issues and their implications for advanced practitioners 180\u003c\/p\u003e \u003cp\u003eCurrent health service priorities 181\u003c\/p\u003e \u003cp\u003eModernising health professionals’ careers 183\u003c\/p\u003e \u003cp\u003ePatient and public involvement in health care 184\u003c\/p\u003e \u003cp\u003eThe strategic and business plans 185\u003c\/p\u003e \u003cp\u003eManaging advanced practice roles 186\u003c\/p\u003e \u003cp\u003eThe advanced practitioner as manager 188\u003c\/p\u003e \u003cp\u003eConclusion 189\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 13 189\u003c\/p\u003e \u003cp\u003eReferences 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 The Preparation of Advanced Practitioners 192\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 192\u003c\/p\u003e \u003cp\u003eThe concept of competence 193\u003c\/p\u003e \u003cp\u003eCompetencies for advanced practice 195\u003c\/p\u003e \u003cp\u003eThe educational preparation of advanced practitioners 201\u003c\/p\u003e \u003cp\u003eClinical doctorates 204\u003c\/p\u003e \u003cp\u003eConclusion 206\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 14 207\u003c\/p\u003e \u003cp\u003eReferences 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 The Careers of Advanced Practitioners 210\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eChris Inman and Paula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 210\u003c\/p\u003e \u003cp\u003eContext of the survey 211\u003c\/p\u003e \u003cp\u003eFindings 212\u003c\/p\u003e \u003cp\u003eEmployment issues 212\u003c\/p\u003e \u003cp\u003ePerceptions of the role and its effects on practice 214\u003c\/p\u003e \u003cp\u003eEvaluation of the advanced practice role 217\u003c\/p\u003e \u003cp\u003ePerceived helpfulness of the preparation for the advanced practice role 217\u003c\/p\u003e \u003cp\u003eCareer development 219\u003c\/p\u003e \u003cp\u003eConsultant practitioners 220\u003c\/p\u003e \u003cp\u003eDiscussion 221\u003c\/p\u003e \u003cp\u003eConclusion 225\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 15 225\u003c\/p\u003e \u003cp\u003eReferences 225\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 An International Perspective of Advanced Nursing Practice 227\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMadrean Schober\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 227\u003c\/p\u003e \u003cp\u003eFactors contributing to the emergence of advanced nursing practice globally 228\u003c\/p\u003e \u003cp\u003eExtent of international presence 229\u003c\/p\u003e \u003cp\u003eAn international presence marked by confusion 230\u003c\/p\u003e \u003cp\u003eAdvanced nursing practice defined: an international view 231\u003c\/p\u003e \u003cp\u003eCharacteristics 231\u003c\/p\u003e \u003cp\u003eCountry illustrations of development 234\u003c\/p\u003e \u003cp\u003eThe role of international organisations 235\u003c\/p\u003e \u003cp\u003eScope of practice, regulation and standards 236\u003c\/p\u003e \u003cp\u003ePractice settings 237\u003c\/p\u003e \u003cp\u003eInteraction with health professionals 238\u003c\/p\u003e \u003cp\u003eFuture directions in advanced nursing practice 239\u003c\/p\u003e \u003cp\u003eConclusion 240\u003c\/p\u003e \u003cp\u003eKey questions for Chapter 16 240\u003c\/p\u003e \u003cp\u003eAcknowledgements 241\u003c\/p\u003e \u003cp\u003eReferences 241\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 The Future for Advanced Practice 243\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePaula McGee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 243\u003c\/p\u003e \u003cp\u003eAn agenda for research 244\u003c\/p\u003e \u003cp\u003eDirect practice 244\u003c\/p\u003e \u003cp\u003eCollaboration with service users 245\u003c\/p\u003e \u003cp\u003eDiversity and inclusiveness 247\u003c\/p\u003e \u003cp\u003eProfessional regulation and control 248\u003c\/p\u003e \u003cp\u003eEducation and assessment 250\u003c\/p\u003e \u003cp\u003eRecording developments 250\u003c\/p\u003e \u003cp\u003eConclusion 251\u003c\/p\u003e \u003cp\u003eReferences 253\u003c\/p\u003e \u003cp\u003eIndex 255\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default 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