{"product_id":"the-advanced-practitioner-9781119882039","title":"The Advanced Practitioner","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eContributors xviii\u003c\/p\u003e \u003cp\u003ePreface xxv\u003c\/p\u003e \u003cp\u003eAcknowledgements xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Advanced Clinical Practice 1\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSadie Diamond-Fox and Vikki-Jo Scott\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 1\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eThe Concept and History of Advanced-Level Practice 3\u003c\/p\u003e \u003cp\u003eFrameworks and Toolkits for Advanced Clinical Practice 3\u003c\/p\u003e \u003cp\u003eEnsuring Quality and Governance in Advanced Practice 3\u003c\/p\u003e \u003cp\u003eHow to Use this Book 5\u003c\/p\u003e \u003cp\u003eConclusion 5\u003c\/p\u003e \u003cp\u003eReferences 7\u003c\/p\u003e \u003cp\u003eFurther Reading 8\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 8\u003c\/p\u003e \u003cp\u003eGlossary 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 The Advanced Clinical Practice Curriculum 10\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRachael Daw and Ollie Phipps\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 10\u003c\/p\u003e \u003cp\u003eIntroduction 10\u003c\/p\u003e \u003cp\u003eCurriculum Development 12\u003c\/p\u003e \u003cp\u003eUnderstanding the Context of ACP 14\u003c\/p\u003e \u003cp\u003eThe Clinical Practice Curriculum 14\u003c\/p\u003e \u003cp\u003eThe Leadership and Management Curriculum 15\u003c\/p\u003e \u003cp\u003eThe Education Curriculum 15\u003c\/p\u003e \u003cp\u003eThe Research Curriculum 16\u003c\/p\u003e \u003cp\u003eAssessment for ACP 16\u003c\/p\u003e \u003cp\u003eSpecialist Curriculums, Credentials and Capability Frameworks 18\u003c\/p\u003e \u003cp\u003eFirst Contact Practitioners and Advanced Practitioners – Roadmaps to Practice 19\u003c\/p\u003e \u003cp\u003eSupervision and CPD Strategies 19\u003c\/p\u003e \u003cp\u003eConclusion 21\u003c\/p\u003e \u003cp\u003eReferences 22\u003c\/p\u003e \u003cp\u003eFurther Reading 23\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 24\u003c\/p\u003e \u003cp\u003eGlossary 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Scope of Practice and Management of Patient Care 25\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eOllie Phipps\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 25\u003c\/p\u003e \u003cp\u003eIntroduction 25\u003c\/p\u003e \u003cp\u003eThe Multi-Professional Framework (MPFFACP) 26\u003c\/p\u003e \u003cp\u003eGovernance 27\u003c\/p\u003e \u003cp\u003eLegal Issues 27\u003c\/p\u003e \u003cp\u003eRegulation Statements of Standards and Code of Conducts 28\u003c\/p\u003e \u003cp\u003eNursing and Midwifery Council (NMC) 28\u003c\/p\u003e \u003cp\u003eHealth and Care Professions Council (HCPC) 28\u003c\/p\u003e \u003cp\u003eGeneral Pharmaceutical Council (GPhC) 28\u003c\/p\u003e \u003cp\u003eScope and Capability 28\u003c\/p\u003e \u003cp\u003eDefining Scope of Practice 28\u003c\/p\u003e \u003cp\u003eCompetency vs Capability 29\u003c\/p\u003e \u003cp\u003eKnowledge, Skills and Behaviours 29\u003c\/p\u003e \u003cp\u003eCompetence 29\u003c\/p\u003e \u003cp\u003eMultiprofessional Registrations and Scope of Practice 30\u003c\/p\u003e \u003cp\u003eExpanding Scope and Scope Creep 30\u003c\/p\u003e \u003cp\u003eResponsibility and Accountability 30\u003c\/p\u003e \u003cp\u003eDunning–Kruger Effect 31\u003c\/p\u003e \u003cp\u003eImposter Syndrome 31\u003c\/p\u003e \u003cp\u003eProfessional Issues 31\u003c\/p\u003e \u003cp\u003eIndemnity 33\u003c\/p\u003e \u003cp\u003eIndemnity Insurance 33\u003c\/p\u003e \u003cp\u003eNegligence 34\u003c\/p\u003e \u003cp\u003eDuty of Care 34\u003c\/p\u003e \u003cp\u003eBreach of Duty 34\u003c\/p\u003e \u003cp\u003eCausation 34\u003c\/p\u003e \u003cp\u003eMental Health Act 1983 and Sections 35\u003c\/p\u003e \u003cp\u003eMental Capacity Act 36\u003c\/p\u003e \u003cp\u003eEthics 37\u003c\/p\u003e \u003cp\u003eAutonomy 37\u003c\/p\u003e \u003cp\u003eNon-maleficence 38\u003c\/p\u003e \u003cp\u003eBeneficence 38\u003c\/p\u003e \u003cp\u003eJustice 38\u003c\/p\u003e \u003cp\u003eThe Right to Life and the Right to Dignity 38\u003c\/p\u003e \u003cp\u003eConsent 39\u003c\/p\u003e \u003cp\u003eGillick Competence 39\u003c\/p\u003e \u003cp\u003eConfidentiality 39\u003c\/p\u003e \u003cp\u003eDevelopment and Regulation 39\u003c\/p\u003e \u003cp\u003eConclusion 40\u003c\/p\u003e \u003cp\u003eReferences 40\u003c\/p\u003e \u003cp\u003eFurther Reading 42\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 42\u003c\/p\u003e \u003cp\u003eGlossary 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Principles of Physiology for Advanced Practice 44\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eColin Chandler, Alison Wood, and Robin Hyde\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 44\u003c\/p\u003e \u003cp\u003eIntroduction 45\u003c\/p\u003e \u003cp\u003eHow the Body Adapts to Different Situations 47\u003c\/p\u003e \u003cp\u003eKey Concepts of the Cell 52\u003c\/p\u003e \u003cp\u003eContents vii\u003c\/p\u003e \u003cp\u003eControl – How the Body Allows us to Achieve Action and Participation in Society 55\u003c\/p\u003e \u003cp\u003eChanges to Physiology Through the Life Course 57\u003c\/p\u003e \u003cp\u003eMicrobiome\/Microbiota and Interactions with the Microbiological Environment 61\u003c\/p\u003e \u003cp\u003eConclusion 62\u003c\/p\u003e \u003cp\u003eReferences 63\u003c\/p\u003e \u003cp\u003eFurther Reading 64\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 64\u003c\/p\u003e \u003cp\u003eGlossary 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Principles of Pathophysiology 66\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSarah Ashelford and Vanessa Taylor\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 66\u003c\/p\u003e \u003cp\u003eIntroduction 67\u003c\/p\u003e \u003cp\u003eThe Main Disease Mechanisms 68\u003c\/p\u003e \u003cp\u003eCancer 69\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Cancer 70\u003c\/p\u003e \u003cp\u003eClinical Investigations 72\u003c\/p\u003e \u003cp\u003eLearning Events 72\u003c\/p\u003e \u003cp\u003eClinical Effects of Cancer 72\u003c\/p\u003e \u003cp\u003eLearning Event 72\u003c\/p\u003e \u003cp\u003eCardiovascular Disease and Stroke 73\u003c\/p\u003e \u003cp\u003eInvestigations 73\u003c\/p\u003e \u003cp\u003ePathogenesis of Atherosclerosis 73\u003c\/p\u003e \u003cp\u003ePharmacological Principles 76\u003c\/p\u003e \u003cp\u003eInvestigations 76\u003c\/p\u003e \u003cp\u003eDiabetes 76\u003c\/p\u003e \u003cp\u003eClinical Presentation 76\u003c\/p\u003e \u003cp\u003eLearning Event 77\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Type 1 Diabetes 77\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Type 2 Diabetes 78\u003c\/p\u003e \u003cp\u003eAcute Complications of Diabetes 79\u003c\/p\u003e \u003cp\u003eRespiratory Disease 81\u003c\/p\u003e \u003cp\u003eAsthma 81\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Asthma 81\u003c\/p\u003e \u003cp\u003ePharmacological Principles 83\u003c\/p\u003e \u003cp\u003eLearning event 83\u003c\/p\u003e \u003cp\u003eChronic Obstructive Pulmonary Disease 83\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of COPD 83\u003c\/p\u003e \u003cp\u003eConclusion 86\u003c\/p\u003e \u003cp\u003eReferences 86\u003c\/p\u003e \u003cp\u003eFurther Reading 89\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 89\u003c\/p\u003e \u003cp\u003eGlossary 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Principles of Pharmacology 90\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eIhab Ali and Phil Broadhurst\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 90\u003c\/p\u003e \u003cp\u003eIntroduction 90\u003c\/p\u003e \u003cp\u003ePharmacotherapy 91\u003c\/p\u003e \u003cp\u003ePharmacokinetics (PK) 91\u003c\/p\u003e \u003cp\u003eVIII Contents Pharmacodynamics (pd) 93\u003c\/p\u003e \u003cp\u003ePharmacodynamics: Drug–Receptor Interactions 94\u003c\/p\u003e \u003cp\u003ePharmacodynamics: Drug Concentration 94\u003c\/p\u003e \u003cp\u003eTherapeutic Drug Monitoring (TDM) 96\u003c\/p\u003e \u003cp\u003ePlasma Protein Binding 98\u003c\/p\u003e \u003cp\u003eDrug-induced Adverse Effects 100\u003c\/p\u003e \u003cp\u003eDrug Interactions 103\u003c\/p\u003e \u003cp\u003eContraindications 103\u003c\/p\u003e \u003cp\u003eExcipients 104\u003c\/p\u003e \u003cp\u003eAdherence 104\u003c\/p\u003e \u003cp\u003eConclusion 107\u003c\/p\u003e \u003cp\u003eReferences 107\u003c\/p\u003e \u003cp\u003eFurther Reading 111\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 111\u003c\/p\u003e \u003cp\u003eGlossary 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Supplementary and Independent Prescribing 113\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBrigitta Fazzini, Esther Clift, and Jill Bentley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 113\u003c\/p\u003e \u003cp\u003eIntroduction 113\u003c\/p\u003e \u003cp\u003eEducation 115\u003c\/p\u003e \u003cp\u003eGeneral Pharmacological Principles 115\u003c\/p\u003e \u003cp\u003ePrescribing in Paediatrics 115\u003c\/p\u003e \u003cp\u003ePrescribing in Mental Health 116\u003c\/p\u003e \u003cp\u003ePrescribing in Critical Care 117\u003c\/p\u003e \u003cp\u003eAbsorption 117\u003c\/p\u003e \u003cp\u003eDistribution 117\u003c\/p\u003e \u003cp\u003eMetabolism 118\u003c\/p\u003e \u003cp\u003eExcretion 119\u003c\/p\u003e \u003cp\u003eAssessing Drug Therapy in Critical Illness 119\u003c\/p\u003e \u003cp\u003ePrescribing in Older People 120\u003c\/p\u003e \u003cp\u003eMedication Reviews 120\u003c\/p\u003e \u003cp\u003ePharmacokinetics 121\u003c\/p\u003e \u003cp\u003eGuidelines on Drug Prescription for Older People 122\u003c\/p\u003e \u003cp\u003eAntibiotics Stewardship 123\u003c\/p\u003e \u003cp\u003eAuthorisation of Blood Components and Products 125\u003c\/p\u003e \u003cp\u003eLegal Aspects and Governance 125\u003c\/p\u003e \u003cp\u003ePatient Consent 126\u003c\/p\u003e \u003cp\u003eClinical Decision Making 126\u003c\/p\u003e \u003cp\u003eDe-Prescribing 127\u003c\/p\u003e \u003cp\u003eHealth Promotion 127\u003c\/p\u003e \u003cp\u003eWhy is This Important to Us as Prescribers? 128\u003c\/p\u003e \u003cp\u003eSo What Can We Do? 128\u003c\/p\u003e \u003cp\u003eSocial Prescribing 129\u003c\/p\u003e \u003cp\u003eConclusion 130\u003c\/p\u003e \u003cp\u003eReferences 130\u003c\/p\u003e \u003cp\u003eFurther Reading 131\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 131\u003c\/p\u003e \u003cp\u003eGlossary 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Core Procedural Skills 132\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMark Cannan, Kirstin Geer, and Stuart Cox\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 132\u003c\/p\u003e \u003cp\u003eIntroduction 132\u003c\/p\u003e \u003cp\u003eConsent\/Assent 133\u003c\/p\u003e \u003cp\u003eClinical Competence for Procedures 134\u003c\/p\u003e \u003cp\u003ePreparation: Positioning 135\u003c\/p\u003e \u003cp\u003eCore Procedural Skills 137\u003c\/p\u003e \u003cp\u003eAirway: Basic Manoeuvres and Adjuncts 137\u003c\/p\u003e \u003cp\u003eAirway: Supraglottic Airway Devices 137\u003c\/p\u003e \u003cp\u003eBreathing: Intercostal Drain Insertion 137\u003c\/p\u003e \u003cp\u003ePreprocedure Set-up and Equipment for ICD Insertion 137\u003c\/p\u003e \u003cp\u003eProcedure for ICD Insertion (Seldinger) – Small Bore 139\u003c\/p\u003e \u003cp\u003eProcedure for ICD Insertion – Large Bore (Lloyd 2019) 141\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 141\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 141\u003c\/p\u003e \u003cp\u003eCirculation: Venepuncture 142\u003c\/p\u003e \u003cp\u003ePractitioner Safety 142\u003c\/p\u003e \u003cp\u003eTechnique 143\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 144\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 144\u003c\/p\u003e \u003cp\u003eCirculation: Peripheral Intravenous Cannulation 144\u003c\/p\u003e \u003cp\u003eTechnique 145\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 146\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 146\u003c\/p\u003e \u003cp\u003eCirculation: Arterial Puncture and Cannulation 147\u003c\/p\u003e \u003cp\u003eTechnique 148\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 149\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 149\u003c\/p\u003e \u003cp\u003eCirculation: Central Venous Access Via Central Venous Catheter 149\u003c\/p\u003e \u003cp\u003eTechnique 150\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 151\u003c\/p\u003e \u003cp\u003eCirculation: Intraosseous Needle Insertion 152\u003c\/p\u003e \u003cp\u003ePreprocedure Considerations 152\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 152\u003c\/p\u003e \u003cp\u003eDisability: Lumbar Puncture 153\u003c\/p\u003e \u003cp\u003eTechnique 154\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 155\u003c\/p\u003e \u003cp\u003eExposure: Nasogastric Tube Insertion 156\u003c\/p\u003e \u003cp\u003eTechnique – Awake Patient 156\u003c\/p\u003e \u003cp\u003eTechnique - Unconscious\/Anaesthetised\/Intubated Patient 157\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 157\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 157\u003c\/p\u003e \u003cp\u003eLearning From Patient Safety Events 158\u003c\/p\u003e \u003cp\u003eConclusion 158\u003c\/p\u003e \u003cp\u003eReferences 159\u003c\/p\u003e \u003cp\u003eFurther Reading 161\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 161\u003c\/p\u003e \u003cp\u003eGlossary 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Clinical History Taking and Physical Examination 162\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSadie Diamond-Fox, Rebecca Connolly, Alexandra Gatehouse, and John Wilkinson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 162\u003c\/p\u003e \u003cp\u003eIntroduction 162\u003c\/p\u003e \u003cp\u003eThe Consultation as a Diagnostic Tool 163\u003c\/p\u003e \u003cp\u003eCommunication 164\u003c\/p\u003e \u003cp\u003eThe Cone Technique 164\u003c\/p\u003e \u003cp\u003eIdeas, Concerns and Expectations (ICE) 165\u003c\/p\u003e \u003cp\u003eTriggers to Consultation 165\u003c\/p\u003e \u003cp\u003eConsultation Models 165\u003c\/p\u003e \u003cp\u003eCalgary-Cambridge Guide to the Medical Interview 167\u003c\/p\u003e \u003cp\u003ePatient Perspective of Consultation 168\u003c\/p\u003e \u003cp\u003eKinesics Interviewing 168\u003c\/p\u003e \u003cp\u003eAspects of Obtaining a Medical History 169\u003c\/p\u003e \u003cp\u003eHistory Taking in Special Circumstances: Time-Critical Situations 171\u003c\/p\u003e \u003cp\u003eHistory Taking for Neurodiverse and Non-verbal Populations 172\u003c\/p\u003e \u003cp\u003eHistory Taking for Ethnic Minority Populations 173\u003c\/p\u003e \u003cp\u003eHistory Taking for LGBTQIA+ Populations 173\u003c\/p\u003e \u003cp\u003eClinical Assessment – Aspects of Physical Examination 175\u003c\/p\u003e \u003cp\u003eIntroduction 175\u003c\/p\u003e \u003cp\u003eGeneral Inspection 176\u003c\/p\u003e \u003cp\u003eVital Signs 176\u003c\/p\u003e \u003cp\u003ePhysical Examination Techniques 177\u003c\/p\u003e \u003cp\u003eHands and Nails 177\u003c\/p\u003e \u003cp\u003eUpper Limbs 181\u003c\/p\u003e \u003cp\u003eHead and Neck 181\u003c\/p\u003e \u003cp\u003eThorax 185\u003c\/p\u003e \u003cp\u003eAbdomen 188\u003c\/p\u003e \u003cp\u003eLower Limbs 190\u003c\/p\u003e \u003cp\u003eClosing the Consultation 190\u003c\/p\u003e \u003cp\u003eConclusion 191\u003c\/p\u003e \u003cp\u003eReferences 191\u003c\/p\u003e \u003cp\u003eFurther Reading 194\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 194\u003c\/p\u003e \u003cp\u003eGlossary 194\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Clinical Decision Making and Diagnostic Reasoning 195\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eHelen Francis-Wenger and Colin Roberts\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 195\u003c\/p\u003e \u003cp\u003eIntroduction 195\u003c\/p\u003e \u003cp\u003eClinical Reasoning and Clinical Decision Making 197\u003c\/p\u003e \u003cp\u003eRecognition 200\u003c\/p\u003e \u003cp\u003eProbability 200\u003c\/p\u003e \u003cp\u003eReasoning 200\u003c\/p\u003e \u003cp\u003eWatching and Waiting 200\u003c\/p\u003e \u003cp\u003eSelective Doubting 201\u003c\/p\u003e \u003cp\u003eIteration and Reiteration 201\u003c\/p\u003e \u003cp\u003eThinking, Growing and Evolving 201\u003c\/p\u003e \u003cp\u003eContents xi\u003c\/p\u003e \u003cp\u003eDecision-Making Theories 203\u003c\/p\u003e \u003cp\u003eNormative, Prescriptive and Descriptive Interactions 203\u003c\/p\u003e \u003cp\u003eDescriptive Approach 203\u003c\/p\u003e \u003cp\u003eNormative Approach 203\u003c\/p\u003e \u003cp\u003ePrescriptive Approach 204\u003c\/p\u003e \u003cp\u003eIntuition 204\u003c\/p\u003e \u003cp\u003eHypothetico-Deductive Reasoning 205\u003c\/p\u003e \u003cp\u003eCue Acquisition Stage 205\u003c\/p\u003e \u003cp\u003eHypothesis Generation 205\u003c\/p\u003e \u003cp\u003eCue Interpretation 206\u003c\/p\u003e \u003cp\u003eHypothesis Evaluation 206\u003c\/p\u003e \u003cp\u003eThe Cognitive Process 206\u003c\/p\u003e \u003cp\u003eBiases 207\u003c\/p\u003e \u003cp\u003eAssistive Tools and Concepts: Risk Assessments\/Probability Scores\/Risk Stratification 210\u003c\/p\u003e \u003cp\u003eOdds Ratios 210\u003c\/p\u003e \u003cp\u003eNumbers Needed to Treat 210\u003c\/p\u003e \u003cp\u003eBayes’ Theorem: Sensitive (Rule Out) and Specific (Rule In) 210\u003c\/p\u003e \u003cp\u003eRisk Stratification 211\u003c\/p\u003e \u003cp\u003eConclusion 211\u003c\/p\u003e \u003cp\u003eReferences 211\u003c\/p\u003e \u003cp\u003eFurther Reading 213\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 213\u003c\/p\u003e \u003cp\u003eGlossary 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Diagnostic Interpretation 214\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eColin Roberts, Christine Eade, and Helen Francis-Wenger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 214\u003c\/p\u003e \u003cp\u003eIntroduction 214\u003c\/p\u003e \u003cp\u003ePrinciples to Follow 216\u003c\/p\u003e \u003cp\u003ePrinciples of Ordering and Interpretation 216\u003c\/p\u003e \u003cp\u003eReference Ranges 217\u003c\/p\u003e \u003cp\u003ePatient and Clinician Factors to Consider When Interpreting Results: Context 217\u003c\/p\u003e \u003cp\u003eThe Full Blood Count 217\u003c\/p\u003e \u003cp\u003eHaemoglobin 217\u003c\/p\u003e \u003cp\u003eA Stepwise Approach 218\u003c\/p\u003e \u003cp\u003eWhite Cells (Leucocytes) 219\u003c\/p\u003e \u003cp\u003ePlatelets (Thrombocytes) 219\u003c\/p\u003e \u003cp\u003eRaised Platelets (\u0026gt;400) 219\u003c\/p\u003e \u003cp\u003eLow Platelets (\u0026lt;150) 219\u003c\/p\u003e \u003cp\u003eInflammatory Markers 220\u003c\/p\u003e \u003cp\u003eC-Reactive Protein 220\u003c\/p\u003e \u003cp\u003ePlasma Viscosity 220\u003c\/p\u003e \u003cp\u003eRenal Function 220\u003c\/p\u003e \u003cp\u003eRange 220\u003c\/p\u003e \u003cp\u003eCreatinine (Cr) 221\u003c\/p\u003e \u003cp\u003eUrea (U) 221\u003c\/p\u003e \u003cp\u003eAcute Kidney Injury 221\u003c\/p\u003e \u003cp\u003eChronic Kidney Injury 221\u003c\/p\u003e \u003cp\u003eElectrolytes: Sodium and Potassium 221\u003c\/p\u003e \u003cp\u003eElectrolytes: Calcium and Magnesium 223\u003c\/p\u003e \u003cp\u003eLiver Function Tests 225\u003c\/p\u003e \u003cp\u003eAlanine Aminotransferase (ALT) 225\u003c\/p\u003e \u003cp\u003eAlkaline Phosphatase (ALP) 225\u003c\/p\u003e \u003cp\u003eBilirubin (Br) 225\u003c\/p\u003e \u003cp\u003ePatterns of Liver Disease 225\u003c\/p\u003e \u003cp\u003eThyroid Function Tests 226\u003c\/p\u003e \u003cp\u003eHypothyroidism (Underfunctioning) 226\u003c\/p\u003e \u003cp\u003eHyperthyroidism (Overfunctioning) 226\u003c\/p\u003e \u003cp\u003eSubclinical Hypothyroidism and Hyperthyroidism 227\u003c\/p\u003e \u003cp\u003eDiagnostic Interpretation: Imaging 228\u003c\/p\u003e \u003cp\u003eFundamental Principles 228\u003c\/p\u003e \u003cp\u003eThe Essentials of Each Imaging Modality are Considered Below 229\u003c\/p\u003e \u003cp\u003ePlain Film 229\u003c\/p\u003e \u003cp\u003eUltrasound 232\u003c\/p\u003e \u003cp\u003eLung Ultrasound 232\u003c\/p\u003e \u003cp\u003eFAST Scan 233\u003c\/p\u003e \u003cp\u003eEcho 233\u003c\/p\u003e \u003cp\u003eComputed Tomography 233\u003c\/p\u003e \u003cp\u003eImaging Summary 234\u003c\/p\u003e \u003cp\u003eReferences 235\u003c\/p\u003e \u003cp\u003eFurther Reading 236\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 236\u003c\/p\u003e \u003cp\u003eGlossary 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Public Health: Prevention, Promotion and Empowerment 238\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJoanna Lavery and Sharon Riverol\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 238\u003c\/p\u003e \u003cp\u003eIntroduction 238\u003c\/p\u003e \u003cp\u003eAccreditation Considerations 240\u003c\/p\u003e \u003cp\u003eClinical Examination 242\u003c\/p\u003e \u003cp\u003eLeg assessment 244\u003c\/p\u003e \u003cp\u003eClinical investigation – point-of care (POC) D-dimer testing 244\u003c\/p\u003e \u003cp\u003eDiagnosis – Class 1 Cellulitis 245\u003c\/p\u003e \u003cp\u003ePharmacology 245\u003c\/p\u003e \u003cp\u003eFollow-up Plan 246\u003c\/p\u003e \u003cp\u003eClinical Examination 248\u003c\/p\u003e \u003cp\u003eResults 249\u003c\/p\u003e \u003cp\u003eManagement 249\u003c\/p\u003e \u003cp\u003ePharmacology 249\u003c\/p\u003e \u003cp\u003eClinical Examination 251\u003c\/p\u003e \u003cp\u003eNEWS2 – 0 But Blood Pressure Found to Be Hypotensive 251\u003c\/p\u003e \u003cp\u003eNeuro assessment 251\u003c\/p\u003e \u003cp\u003eManagement 253\u003c\/p\u003e \u003cp\u003eReflections 255\u003c\/p\u003e \u003cp\u003eAdmission Avoidance 255\u003c\/p\u003e \u003cp\u003eAdvanced Care Practitioner and Patient Empowerment 255\u003c\/p\u003e \u003cp\u003eReferences 256\u003c\/p\u003e \u003cp\u003eFurther Reading 261\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 261\u003c\/p\u003e \u003cp\u003eGlossary 262\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Managing Complexity 263\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJaclyn Proctor and Sadie Diamond-Fox\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 263\u003c\/p\u003e \u003cp\u003eIntroductions 263\u003c\/p\u003e \u003cp\u003eMedical Complexity 265\u003c\/p\u003e \u003cp\u003eMeasuring Complexity in a Healthcare Context 266\u003c\/p\u003e \u003cp\u003eSituational Complexity 269\u003c\/p\u003e \u003cp\u003eSystems Complexity 270\u003c\/p\u003e \u003cp\u003eNHS Long Term Plan (2019) 270\u003c\/p\u003e \u003cp\u003eAdvanced Clinical Practice 272\u003c\/p\u003e \u003cp\u003eConclusion 275\u003c\/p\u003e \u003cp\u003eReferences 276\u003c\/p\u003e \u003cp\u003eFurther Reading 277\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 277\u003c\/p\u003e \u003cp\u003eGlossary 277\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Frailty: Principles of Rehabilitation and Reablement, Palliative Care and Organ Donation 278\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eEsther Clift and Stevie Park\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 278\u003c\/p\u003e \u003cp\u003eIntroduction 278\u003c\/p\u003e \u003cp\u003eDischarge Planning 279\u003c\/p\u003e \u003cp\u003eIntermediate Care 280\u003c\/p\u003e \u003cp\u003eRehabilitation 281\u003c\/p\u003e \u003cp\u003eReablement 282\u003c\/p\u003e \u003cp\u003ePathways 282\u003c\/p\u003e \u003cp\u003eTechnology 282\u003c\/p\u003e \u003cp\u003eHome-based Care 282\u003c\/p\u003e \u003cp\u003eVirtual Wards 283\u003c\/p\u003e \u003cp\u003eUrgent Community Response 283\u003c\/p\u003e \u003cp\u003ePalliative or End-of-Life Care 284\u003c\/p\u003e \u003cp\u003eGold Standard Framework 285\u003c\/p\u003e \u003cp\u003eCare Plans 285\u003c\/p\u003e \u003cp\u003eDo Not Attempt Cardiopulmonary Resuscitation (DNACPR) 286\u003c\/p\u003e \u003cp\u003ePain and Symptom Control 286\u003c\/p\u003e \u003cp\u003eVerifying Death 287\u003c\/p\u003e \u003cp\u003eOrgan Donation 287\u003c\/p\u003e \u003cp\u003eDiagnosing Death by Neurological Criteria (Brainstem Death Testing) 287\u003c\/p\u003e \u003cp\u003eRole of the SN-OD and Referral Process 288\u003c\/p\u003e \u003cp\u003eTissue Donation 288\u003c\/p\u003e \u003cp\u003eClinical Frailty 288\u003c\/p\u003e \u003cp\u003eDiagnosis Tools for Diagnosis and CGA 288\u003c\/p\u003e \u003cp\u003eExercise 290\u003c\/p\u003e \u003cp\u003eNutrition 290\u003c\/p\u003e \u003cp\u003eSocial Isolation and Loneliness 291\u003c\/p\u003e \u003cp\u003eConclusion 293\u003c\/p\u003e \u003cp\u003eReferences 293\u003c\/p\u003e \u003cp\u003eFurther Reading 295\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 295\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Mental Health, Learning Disability and Autism 296\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eClare Allabyrne and Jo Delrée\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 296\u003c\/p\u003e \u003cp\u003eIntroduction 297\u003c\/p\u003e \u003cp\u003eParity of Esteem 297\u003c\/p\u003e \u003cp\u003eDiagnostic Overshadowing and Unconscious Bias 297\u003c\/p\u003e \u003cp\u003eMental Health and Ethnicity 298\u003c\/p\u003e \u003cp\u003eCommunication 298\u003c\/p\u003e \u003cp\u003eTherapeutic Communication 298\u003c\/p\u003e \u003cp\u003eFundamental Principles of Therapeutic Communication 298\u003c\/p\u003e \u003cp\u003eSpecific Issues in Communication Clients with ASD\/LD 299\u003c\/p\u003e \u003cp\u003eClinical Investigations 299\u003c\/p\u003e \u003cp\u003eMental Health Screening Tools 299\u003c\/p\u003e \u003cp\u003eHolistic Mental Health Assessment 299\u003c\/p\u003e \u003cp\u003eTen-point Guide to Mental State Examination 301\u003c\/p\u003e \u003cp\u003eRisk Assessment in Mental Health 301\u003c\/p\u003e \u003cp\u003eAssessing Different Groups 302\u003c\/p\u003e \u003cp\u003eAssessing Children and Young People 302\u003c\/p\u003e \u003cp\u003eAssessing People with Autism 303\u003c\/p\u003e \u003cp\u003eAssessing People with Learning Disability 304\u003c\/p\u003e \u003cp\u003eA Note on Challenging Behaviour 307\u003c\/p\u003e \u003cp\u003ePharmacological Principles 307\u003c\/p\u003e \u003cp\u003eResources 309\u003c\/p\u003e \u003cp\u003eLearning Disability Learning Event 309\u003c\/p\u003e \u003cp\u003eMental Health Learning Event 309\u003c\/p\u003e \u003cp\u003eMental Health UK states 309\u003c\/p\u003e \u003cp\u003eConclusion 310\u003c\/p\u003e \u003cp\u003eReferences 310\u003c\/p\u003e \u003cp\u003eFurther Reading 313\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 313\u003c\/p\u003e \u003cp\u003eGlossary 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Education and Learning 315\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJoe Wood and Elizabeth Midwinter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 315\u003c\/p\u003e \u003cp\u003eIntroduction 316\u003c\/p\u003e \u003cp\u003ePrinciples of Teaching and Learning 316\u003c\/p\u003e \u003cp\u003eUnderstanding How We Learn 316\u003c\/p\u003e \u003cp\u003eRecognising Adult Learners 317\u003c\/p\u003e \u003cp\u003eDual Coding Theory 317\u003c\/p\u003e \u003cp\u003eEvidence-based Practice 318\u003c\/p\u003e \u003cp\u003eContents xv\u003c\/p\u003e \u003cp\u003eSelf-directed Learning 318\u003c\/p\u003e \u003cp\u003eSupporting Others to Develop Knowledge and Skills 318\u003c\/p\u003e \u003cp\u003eFeedback 318\u003c\/p\u003e \u003cp\u003eAppraisal Processes and Continuing Professional Development 319\u003c\/p\u003e \u003cp\u003eLearning From Mistakes: Safety I and Safety II 319\u003c\/p\u003e \u003cp\u003eCoaching, Mentoring and Role Modelling 319\u003c\/p\u003e \u003cp\u003eCreating an Effective Learning Environment 320\u003c\/p\u003e \u003cp\u003eOptimise the Space 320\u003c\/p\u003e \u003cp\u003ePhysial 320\u003c\/p\u003e \u003cp\u003eVirtual 321\u003c\/p\u003e \u003cp\u003eEnsure Learner-centredness 321\u003c\/p\u003e \u003cp\u003eGet to Know the Learner 322\u003c\/p\u003e \u003cp\u003ePlan the Process 322\u003c\/p\u003e \u003cp\u003eCreate Psychological Safety 323\u003c\/p\u003e \u003cp\u003ePromote Continual Improvement Via Reflection 324\u003c\/p\u003e \u003cp\u003eSimulation and Technological Advances in Healthcare Education 324\u003c\/p\u003e \u003cp\u003eSimulation 324\u003c\/p\u003e \u003cp\u003eTeaching Practical Skills – Reflections from Clinical Experience 325\u003c\/p\u003e \u003cp\u003eHuman Factors 325\u003c\/p\u003e \u003cp\u003eInterprofessional Education 326\u003c\/p\u003e \u003cp\u003eTypes of Simulation 327\u003c\/p\u003e \u003cp\u003eThe Concept of Fidelity 328\u003c\/p\u003e \u003cp\u003eIn Situ Simulation 329\u003c\/p\u003e \u003cp\u003eDesigning Simulated Learning 329\u003c\/p\u003e \u003cp\u003eScenario Writing 330\u003c\/p\u003e \u003cp\u003ePractical Considerations 330\u003c\/p\u003e \u003cp\u003eIntroductions and Orientation 330\u003c\/p\u003e \u003cp\u003ePre-brief 330\u003c\/p\u003e \u003cp\u003eProgrammed vs On the Fly 331\u003c\/p\u003e \u003cp\u003eDebrief 331\u003c\/p\u003e \u003cp\u003eTechnology-enhanced Learning 333\u003c\/p\u003e \u003cp\u003eConclusion 334\u003c\/p\u003e \u003cp\u003eReferences 334\u003c\/p\u003e \u003cp\u003eFurther Reading 338\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 338\u003c\/p\u003e \u003cp\u003eGlossary 338\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 The Advanced Practitioner as Educator 339\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePhil Broadhurst\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 339\u003c\/p\u003e \u003cp\u003eIntroduction 339\u003c\/p\u003e \u003cp\u003eProviding Feedback 342\u003c\/p\u003e \u003cp\u003eFeeding Back and Feeding Forward 343\u003c\/p\u003e \u003cp\u003eThe One-Minute Preceptor 345\u003c\/p\u003e \u003cp\u003eConclusion 347\u003c\/p\u003e \u003cp\u003eReferences 347\u003c\/p\u003e \u003cp\u003eFurther Reading 349\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 350\u003c\/p\u003e \u003cp\u003eGlossary 350\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Research Principles 351\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBrigitta Fazzini and Roberta Borg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 351\u003c\/p\u003e \u003cp\u003eWhy Research Is Important 351\u003c\/p\u003e \u003cp\u003eThe Research Process 352\u003c\/p\u003e \u003cp\u003eCritical Appraisal and the Hierarchy of Evidence 353\u003c\/p\u003e \u003cp\u003eDesigning a Research Project 354\u003c\/p\u003e \u003cp\u003eEvery Research Project Starts with a Question 354\u003c\/p\u003e \u003cp\u003eResearch Methods 355\u003c\/p\u003e \u003cp\u003eScientific Hypothesis 355\u003c\/p\u003e \u003cp\u003eQuantitative versus Qualitative Research Methods 356\u003c\/p\u003e \u003cp\u003eQuantitative Research Method 357\u003c\/p\u003e \u003cp\u003eQualitative Research Method 359\u003c\/p\u003e \u003cp\u003eHealthcare Research Ethics 360\u003c\/p\u003e \u003cp\u003eQuality Improvement 362\u003c\/p\u003e \u003cp\u003eConclusion 364\u003c\/p\u003e \u003cp\u003eReferences 364\u003c\/p\u003e \u003cp\u003eFurther Reading 365\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 366\u003c\/p\u003e \u003cp\u003eGlossary 366\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Leading Research in Advanced Practice 367\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLeanne Dolman, Joanna De Souza, and Sara Stevenson-Baker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 368\u003c\/p\u003e \u003cp\u003eIntroduction 368\u003c\/p\u003e \u003cp\u003eEnabling Evidence-Based Practice 369\u003c\/p\u003e \u003cp\u003eUsing Local Procedures and Protocols – Role Modelling and Ensuring Continuity of Practice 370\u003c\/p\u003e \u003cp\u003eAuditing Current Practice 370\u003c\/p\u003e \u003cp\u003eUtilising Clinical Audit 371\u003c\/p\u003e \u003cp\u003eSetting Standards and Developing New Protocols 371\u003c\/p\u003e \u003cp\u003eSetting Intended Outcomes 371\u003c\/p\u003e \u003cp\u003ePatient-reported Outcome Measures 372\u003c\/p\u003e \u003cp\u003eReviewing your Protocol (Quality Control) 372\u003c\/p\u003e \u003cp\u003eDeveloping Guidelines at a National\/International Level 373\u003c\/p\u003e \u003cp\u003eDeveloping New Evidence for Practice 373\u003c\/p\u003e \u003cp\u003eLeading on Quality Improvement 374\u003c\/p\u003e \u003cp\u003eDissemination of Existing and New Knowledge 377\u003c\/p\u003e \u003cp\u003eLocal Dissemination 377\u003c\/p\u003e \u003cp\u003ePresenting at an External Conference 377\u003c\/p\u003e \u003cp\u003eDeveloping a Conference Abstract 378\u003c\/p\u003e \u003cp\u003eDeveloping a Poster 378\u003c\/p\u003e \u003cp\u003eDeveloping an Oral Presentation 378\u003c\/p\u003e \u003cp\u003eWriting for Publication 378\u003c\/p\u003e \u003cp\u003eJoining a National Forum or Guideline Development Group 378\u003c\/p\u003e \u003cp\u003eDeveloping the Advanced Practitioner as a Clinical Academic 379\u003c\/p\u003e \u003cp\u003eCreating A Research Culture at Organisational Level to Improve Person-Centred Healthcare 380\u003c\/p\u003e \u003cp\u003eConclusion 381\u003c\/p\u003e \u003cp\u003eReferences 382\u003c\/p\u003e \u003cp\u003eFurther Reading 384\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 384\u003c\/p\u003e \u003cp\u003eGlossary 384\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Innovations in Practice 386\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVanessa Taylor and Sarah Ashelford\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 386\u003c\/p\u003e \u003cp\u003eIntroduction 386\u003c\/p\u003e \u003cp\u003eInnovation, Practice Development and Service Improvement 388\u003c\/p\u003e \u003cp\u003eInnovation and Advanced-level Practice and the Advanced Practitioner Role 392\u003c\/p\u003e \u003cp\u003eAdvanced-level Practice and Workforce Transformation: An Example of Healthcare Service Innovation 392\u003c\/p\u003e \u003cp\u003eAdvanced Practitioner as Clinical (Practice Development\/ Improvement) and Professional (Service\/System Development) Innovator 394\u003c\/p\u003e \u003cp\u003eConclusion 400\u003c\/p\u003e \u003cp\u003eReferences 401\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 403\u003c\/p\u003e \u003cp\u003eGlossary 403\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 Professional Development and Transition 404\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVikki-Jo Scott and Esther Clift\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 404\u003c\/p\u003e \u003cp\u003eIntroduction 405\u003c\/p\u003e \u003cp\u003ePersonal Professional Development 405\u003c\/p\u003e \u003cp\u003eContinuing Professional Development and Role Transition 410\u003c\/p\u003e \u003cp\u003eSupporting Professional Development Within a Team 412\u003c\/p\u003e \u003cp\u003eContribution to Broader Development of Advanced Practice 415\u003c\/p\u003e \u003cp\u003eWhat Next? 416\u003c\/p\u003e \u003cp\u003eConclusion 416\u003c\/p\u003e \u003cp\u003eReferences 417\u003c\/p\u003e \u003cp\u003eFurther Reading 417\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 418\u003c\/p\u003e \u003cp\u003eGlossary 418\u003c\/p\u003e \u003cp\u003eIndex 419\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":48866422489431,"sku":"9781119882039","price":35.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119882039.jpg?v=1722278572","url":"https:\/\/bookcurl.com\/products\/the-advanced-practitioner-9781119882039","provider":"Book Curl","version":"1.0","type":"link"}