• Accountability

      Thomas, Mike; University of Chester (Sage, 2008-03-17)
      This chapter considers the concept of accountability within the nursing profession. It examines how the issue of accountability is no longer placed solely on the line manager and argues that the professional nurse or midwife is accountable for their actions at all times.
    • Advocacy

      Baldwin, Moyra A.; University of Chester (Sage, 2008-03-17)
      This chapter examines the role of advocacy within the healthcare system, considering the need for advocates to support patients who have to make decisions but may not have the knowledge, confidence or ability to do so. The chapter also discusses the need for an advocate to promote and protect the patient’s autonomy and act on their behalf.
    • Assessment: Physical

      Ridgway, Victoria; University of Chester (Sage, 2008-03-17)
      This chapter examines the need for effective assessment skills in the nursing profession, and argues that the process of assessment is not a one-off activity and that ongoing assessment of patients is needed in order to identify actual and potential problems along with need to prioritise the need against demands on resources. Further consideration is given to the underpinning philosophy of the process of assessment.
    • Autonomy

      McCarthy, Jill; University of Chester (Sage, 2008-03-17)
      This chapter examines the concept of autonomy within the health care profession, which involves consideration of the moral and legal implications. The chapter also discusses the practicalities of autonomy when it is not always possible for the patient to exercise their autonomy because of an inability to communicate or act independently.
    • Biological determinants of need

      Woodhouse, Jan; University of Chester (Sage, 2008-03-17)
      This chapter examines the concept of biological determinates of need; consideration is given to many factors that impact on the human. The chapter argues that there is need for issues to be examined holistically. This would allow for all the different factors which may affect an individual to be considered, rather then being condensed into specialised areas, and would lead the way to understanding disease, its treatment and prevention.
    • Caring

      Rose, Pat; University of Chester (Sage, 2008-03-17)
      This chapter examines the concept of caring, and considers the essential elements of caring such as knowledge and competence. The discussion also highlights how caring involves a relationship between the carer and the cared-for.
    • “Cautiously Optimistic” Older Parent-Carers of Adults with Intellectual Disabilities response to the Care Act 2014

      Gant, Valerie; Bates, Claire; University of Chester
      This paper discusses potential opportunities for best practice in the UK that may be brought about by the Care Act (2014). Carers in the UK were given new rights within this legislation with a focus on needs led assessment. The underpinning philosophy of the Care Act is to streamline previous legislation and offer a framework for carers and people in receipt of care, to enable a more personalised approach to care and support.
    • Clinical governance

      Meredith, Linda; University of Chester (Sage, 2008-03-17)
      This chapter examines the role of clinical governance within the healthcare system, and how it can facilitate continuous quality improvement in the delivery of health care. The discussion also considers the importance of a quality healthcare that meets national standards but provided at a local level.
    • Common sense

      Phillips, Sue; University of Chester (Sage, 2008-03-17)
      This chapter examines the use of common sense in the healthcare profession, discussing how common sense can be applied in working environment, which allows creativity in the problem solving process.
    • Exploring Public Perceptions and Understanding of Dementia: Analysing Narratives from the Mass Observation Project

      Olsen, Veronica; Taylor, Louise; Whiteley, Kirsty; Ellerton, Annie; Kingston, Paul; Bailey, Jan; University of Chester (Sage, 2019-07-10)
      Over 850,000 people living in the United Kingdom have been diagnosed with dementia, yet knowledge about this condition amongst the general population remains relatively poor. Many studies have evaluated the level of public knowledge and understanding about dementia from a research and professional service perspective, however none have considered this condition from the perspective of the wider public. In this preliminary overview, we analyse and describe high level narratives collected from 143 respondents to a dementia Directive commissioned to the Mass Observation Project. These narratives present a perspective on the public knowledge and understanding about dementia not previously considered, where respondents have written openly about their own experiences, and reflected on their perception of the wider public’s knowledge and understanding about dementia. This unique perspective importantly enhances our knowledge about the public’s understanding and awareness of dementia, and informs the main areas of public concern found in the analysis: care responsibilities, impact on relationships, and fears about developing dementia.
    • The management of children and family social workers in England: reflecting upon the meaning and provision of support

      Harlow, Elizabeth; University of Chester (Sage, 2015-09-28)
      In England in 2010, the then Children’s Workforce Development Council introduced an initiative which aimed to support front line social work managers in the performance of their role. This article reflects on the way in which support was interpreted and implemented by the Children’s Workforce Development Council and the local authorities that participated in the project, but also the relevance of the project for the social work profession in England at the time.
    • Nurses' experiences of communicating respect to patients: Influences and challenges

      Clucas, Claudine; Chapman, Hazel M.; Lovell, Andy; University of Chester (Sage, 2019-04-04)
      Background: Respectful care is central to ethical codes of practice and optimal patient care, but little is known about the influences on and challenges in communicating respect. Research question: What are the intra- and inter-personal influences on nurses’ communication of respect? Research design and participants: Semi-structured interviews with 12 hospital-based UK registered nurses were analysed using interpretative phenomenological analysis to explore their experiences of communicating respect to patients and associated influences. Ethical considerations: The study was approved by the Institutional ethics board and National Health Service Trust. Findings: Three interconnected superordinate themes were identified: ‘private self: personal attitudes’, ‘outward self: showing respect’ and ‘reputational self: being perceived as respectful’. Respectful communication involved a complex set of influences, including attitudes of respect towards patients, needs and goals, beliefs around the nature of respectful communication, skills and influencing sociocultural factors. A tension between the outward self as intended and perceived presented challenges for nurses’ reputational self as respectful, with negative implications for patient care. Discussion: The study offers an in-depth understanding of intra- and inter-personal influences on communicating respect, and sheds light on challenges involved, helping provide practical insights to support respectful care. Conclusion: Findings stress the need for improved conceptualisations of respect in healthcare settings to formally recognise the complex attitudinal and socially constructed nature of respect and for appropriate professional training to improve its communication
    • 'Reflections on a birthday': An auto-ethnographic account of caring for a child with a learning disability

      Gant, Valerie; University of Chester (Sage, 2016-09-10)
      This commentary offers some of the author’s experiences of parenting a child with a severe learning disability and complex and challenging behaviours. Drawing on principles of auto-ethnography and critical reflection, the author considers issues of transition from children’s to adult social care services and the potential for support from a new piece of UK Legislation, the Care Act, 2014.
    • Study skills for nurses

      Mason-Whitehead, Elizabeth; Mason, Tom; Faculty of Health and Social Care, University of Chester (Sage, 2007-12-14)
      This thoroughly revised second edition of Study Skills for Nurses will show you how to develop the skills and techniques you need for stress-free studying throughout your nursing education. Written in a lively and down-to-earth style it will help you face everyday challenges with confidence.
    • The Use of Language in Hospice Care and the Impact on Patients and Families

      Gant, Valerie; University of Chester (Sage, 2017-07-01)
      Whilst there is an expanding literature and a growing knowledge-base relating to patient and family experiences in hospice settings (1,2,3), there is a much more limited corpus reflecting the first-person perspective of patients and their families. These accounts can be helpful in highlighting perceived gaps between current practice and family needs (4). This narrative account reflects upon the perspective of a hospice patient’s family during her last week of life and notes how the actions and language of staff members and volunteers had a major impact on the overall experience and subsequent grieving processes of family members.
    • Using and developing evidence in health and social care practice

      Chapman, Hazel M.; University of Chester (Sage, 2020)
      [A] Overview This chapter outlines the processes of developing evidence-based practice and carrying out research and highlights the similarities and differences between the two. This chapter aims to increase your skills and motivation in utilising research evidence to improve your practice, introduce you to the process of research and develop your research skills. [A] Learning Outcomes At the end of this chapter you will be able to: • Critique research papers. • Share best practice with your colleagues. • Assist with research in practice. • Develop your research skills with a view to becoming a researcher.