Browsing by Person "Wood, Alison"

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ACPs have a significant impact on patient outcomes and healthcare services
(BMJ Publishing Group, 2023-06-15) Wood, Alison; Hyde, Robin
Commentary on: Mann et al (2023) Exploring the role of advanced clinical practitioners (ACPs) and their contribution to health services in England: A qualitative exploratory study Nurse Education in Practice 67 (2023) 1035-46
Acute kidney injury in the critical care setting
(RCN Publishing (RCNi), 2023-07-17) Wood, Alison; Price, Natasha
Previously known as acute renal failure, Acute Kidney Injury (AKI) is a syndrome which refers to the rapid deterioration of renal function in both kidneys which can occur over a period of hours or days, impairing the kidneys’ ability to maintain fluid, electrolyte and acid-base balance (Ostermann and Joannidis, 2016). This article describes the pathophysiology, aetiology and management of Acute Kidney Injury in acutely ill patients cared for within critical care settings, in order to enhance nursing knowledge and understanding of the underlying pathophysiological processes and specific critical care management strategies required.
Adult liver transplantation for the Advanced Clinical Practitioner: an overview
(Mark Allen, 2022-10-13) Price, Ian; Wood, Alison
Liver transplantation (LT) is a major surgical undertaking, but, in a carefully selected population provides excellent outcomes in terms of prolongation of life and improvements in quality of life. This article outlines the processes of referral, assessment, operative course and post transplant complications of liver transplantation, in the UK context. Specific consideration is also given to immunosuppressive medications and considerations around their prescription. The role of the Advanced Clinical Practitioner (ACP) in primary or secondary care may focus upon identifying potential candidates for transplantation and ensuring timely discussion and referral. Thus, a familiarity with eligibility criteria, and where to access this information, is important for all ACPs. Additionally, the increasing numbers of transplants performed in the UK mean that there is a large population of posttransplant patients in the wider community. These patients may present to healthcare services with a variety of issues relating to their LT, where early recognition and treatment has the potential to have major impacts on patient, or graft, function and longevity. Due to this, a low threshold for ACPs to discuss with specialist transplant centres is generally advised.
The Anatomical Society's core anatomy syllabus for undergraduate nursing
(Anatomical Society, 2018-02-07) Connolly, S. A.; Gillingwater, T. H.; Chandler, C.; Grant, A. W.; Greig, J.; Meskell, M.; Ross, M. T.; Smith, C. F.; Wood, Alison; Finn, G. M.
The Anatomical Society has developed a series of learning outcomes in consultation with nursing educators delivering anatomical content to undergraduate (preregistration) nursing students. A Delphi panel methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate nursing programmes throughout the UK. Using the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students as a foundation, a modified Delphi technique was used to develop discipline‐specific outcomes to nursing graduates. The Delphi panel consisted of 48 individuals (n = 48) with a minimum of 3 years' experience teaching anatomy to nursing students, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 64 nursing specific learning outcomes in anatomy that are applicable to all undergraduate (preregistration) programmes in the UK. The new core anatomy syllabus for Undergraduate Nursing offers a basic anatomical framework upon which nurse educators, clinical mentors and nursing students can underpin their clinical practice and knowledge. The learning outcomes presented may be used to develop anatomy teaching within an integrated nursing curriculum.
Chronic kidney disease and renal replacement therapy: An overview for the advanced clinical practitioner
(Mark Allen Group, 2022-02-12) Price, Ian; Wood, Alison
Chronic kidney disease (CKD), also known as chronic renal failure (CRF), is a common, globally significant condition, with associated significant mortality and morbidity. Due to the disease prevalence, advanced clinical practitioners (ACPs) in a variety of primary and secondary care settings will encounter patients with this diagnosis who will require care and treatment. This article examines definitions of CKD, describes a clinical approach to a patient with CKD, including key history and examination findings, and provides a brief overview of renal replacement strategies for the patient with end-stage renal failure. ACPs require a thorough understanding of this condition and the key elements of treatment and care in this population.
Commentary: Self-management, self-efficacy and knowledge among patients under haemodialysis: A case in Iran
(SAGE, 2020-03-14) Wood, Alison
Conducting a consultation and clinical assessment of the skin for advanced clinical practitioners
(MA Healthcare, 2021-11-27) McPhillips, Hazel; Wood, Alison; Harper-McDonald, Bruce
Advanced clinical practitioner (ACP) roles require a broad range of knowledge of both medical and surgical areas and the ability to work autonomously in a variety of settings. Despite around half of the UK adult population presenting with a skin condition requiring attention at some point, this is an area many ACPs feel unprepared to manage. However, due to the complexity and large number of potential diagnoses, it is imperative that ACPs develop their knowledge of skin conditions so that they can confidently conduct consultations with patients. This clinical review presents the key elements of patient consultation, history taking and assessment of the skin. This is designed to support novice ACPs, whether working in acute hospital settings or primary care, to develop an understanding of the key points that should be included when consulting with and assessing the skin of patients outwith the dermatology setting.
Consultation and clinical assessment for advanced clinical practitioners in sexual health
(Mark Allen, 2022-05-13) McPhillips, Hazel; Wood, Alison
Sexual health is a very important aspect of patient wellbeing, but it is a topic health professionals still find challenging within patient consultations. The incidence of sexually transmitted infections (STIs) continues to rise highlighting the need for all advanced clinical practitioners (ACPs) to understand the principles of a sexual health consultation as they may have to support patients who present with a sexual health concern, not purely those in specialist clinics and roles. This article provides a comprehensive overview of key points to include as part of consultation and assessment within this area. Effective communication is a key skill for obtaining a thorough, clear history, allowing for more accurate differentials and a smoother patient journey. The environment and body language are two other considerations when undertaking a sexual health consultation. As with all histories, a systematic approach is essential and having a solid knowledge of the foundations of sexual health will enable the ACP to focus this history to obtain pertinent information.
Critical thinking and diagnostic reasoning for advanced clinical practitioners in sexual health
(Mark Allen, 2022-05-26) McPhillips, Hazel; Wood, Alison; Smith, Joanna
During a consultation with a sexual health focus, advanced clinical practitioners (ACPs) will consider the next steps following their line on enquiry; appropriate and required investigations, advice or education required and/or referral to other services. Particularly within a sexual health context, the consultation and subsequent steps can be challenging and distressing for the patient, and the ACP must consider their knowledge and experience when caring for a patient in this area. This paper is intended to follow paper one and provide an overview of some key areas to consider following the sexual health history take. This paper is particularly aimed at those ACPs working outside this field of practice, who may not often encounter consultations of a sexual health nature as a first presentation. It does not aim to offer comprehensive guidance and ACPs should always work within their own scope of competence (NMC 2018, HCPC 2016).
Critical thinking and diagnostic reasoning when advanced practitioners assess and treat skin conditions
(MA Healthcare, 2021-12-10) McPhillips, Hazel; Wood, Alison; Harper-McDonald, Bruce
Advanced clinical practitioner (ACP) roles require a broad range of knowledge of both medical and surgical medicine and the ability to work autonomously in a variety of settings. Despite around half of the UK adult population presenting with a skin condition requiring attention, this is something many ACPs feel unprepared to consult on. However, due to the complexity and large number of potential diagnoses, it is imperative that ACPs develop their confidence and knowledge to diagnosis, request investigations and initiate treatment for a patient with a skin complaint. In the first part of this clinical review the authors presented the key elements of history taking, consultation and assessment of the skin. This second clinical review discusses the main differential diagnoses, mimickers, common investigations and treatments. This article is designed to support novice ACPs from acute hospital settings to primary care to develop a foundation of understanding in the main diagnosis and treatment options that should be considered following a clinical assessment of patients’ skin out with the dermatology setting.
Crossing the barriers in health care education
(The Physiological Society, 2021-06-01) Wood, Alison; Chandler, Colin
Delivering direct patient care in the haemodialysis unit: A focused ethnographic study of care delivery
(SAGE, 2019-12-04) Wood, Alison; Tocher, Jennifer; Rodgers, Sheila
Background: Direct patient care is a term used within nursing and healthcare to help quantify and qualify care delivery. Direct patient care time is considered as a valuable measure by healthcare providers to indicate efficiency and to quantify nursing work, however little is understood of the patient experience and care delivery in haemodialysis settings.
Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum
(American Physiological Society, 2020-08-14) Wood, Alison; Chandler, Colin; Connolly, Siobhan; Finn, Gabrielle; Redmond, Catherine; Jolly, Jim; Powell, Andrew D.; Davies, Carmel; Grant, Allison
Physiology is a key element of “bioscience” education within pre-registration nursing programs, but there is a lack of clarity on what is included. Physiology and bioscience content and delivery are highly varied across both higher education institutions and the related programs in the United Kingdom (UK). Despite evidence highlighting concerns over nurses’ lack of bioscience knowledge and unsafe practice, there is no universally agreed on curriculum with detailed outcomes of minimum levels of knowledge to support nurses in practice and patient care. This study aimed to inform the construction of discipline-specific physiology learning outcomes to clarify relevant physiological topics required in pre-registration nursing. Initially, 360 learning outcomes were identified from various sources. Using a modified Delphi approach, an expert panel from the Bioscience in Nurse Education group reviewed and modified the list to 195 proposed outcomes. These were circulated to universities in the UK who teach nursing (n = 65). Outcomes that had 80% consensus were automatically included in the next round, with others recommended with modification (response rate 22%). The panel reviewed the modifications, and 182 outcomes were circulated in the second questionnaire (response rate 23%), and further panel review resulting in 177 outcomes agreed. These learning outcomes do not suggest how they should be delivered, but gives the basic level required for qualification as a nurse commensurate with the Nursing and Midwifery Council new standards for the “future nurse.”
Ethnography and ethics in your own workplace: Reconceptualising dialysis care from an insider nurse researcher
(Palgrave Macmillan, 2018-06-27) Wood, Alison; Garnett, Emma; Reynolds, Joanna; Milton, Sarah
This chapter presents reflections on the author’s experience in conducting ethnographic research in a setting in which they had an existing professional role as a registered and practising nurse. The position held and how this was negotiated within the research and clinical environment highlight the role ethnography can play for nurses researching in healthcare settings. In particular, this chapter highlights the positional complexities of adopting both ‘insider’ ethnographer and professional roles in a healthcare context, and the insights this generated around the partial forms of knowledge that emerge. The dual status of the researcher provided a unique position in a complex setting and shaped the generation of ethnographic findings.
Informing transplant candidate and donor education in living kidney donation: mapping educational needs through a rapid review
(BioMed Central, 2025-05-03) Truhan, Tayler E.; McMahon, James; Courtney, Aisling E.; Gill, Paul; Mansell, Holly; Noble, Helen; Reid, Joanne; Rosaasen, Nicola; Wood, Alison; McKeaveney, Clare
Objectives: Living donor kidney transplantation (LDKT) is a complex medical procedure requiring extensive education for both donors and transplant candidates. With technological advances in healthcare, video educational resources are becoming more widely used. This study aimed to synthesize the existing qualitative evidence on LDKT educational experiences, preferences, and needs from the perspectives of kidney transplant candidates and recipients, donors, and HCPs, to establish the essential LDKT education considerations for candidates and potential donors interested in kidney transplantation. Methods: A rapid review of qualitative studies on LDKT educational needs was conducted. A literature search was undertaken across MEDLINE, Embase, and CINAHL databases from 2013 to 2023. Cochrane Rapid Reviews Methods Group guidance was utilized. Results: Of 1,802 references, 27 qualitative studies were eligible for inclusion. Qualitative data was analyzed from 803 transplant candidates/recipients, 512 living donors, 104 healthcare providers, and 102 family/friends. Three main themes were identified, including Extensive LDKT Education Throughout Treatment; Shared Learning, Social Support, and Family Dynamics in LDKT; and Diversity and Inclusivity for Minorities. Conclusions: Improvements and innovations are needed regarding LDKT education for kidney transplant candidates, donors, and support networks.
Mismatched expectations: Experiences of nurses returning to prescribing
(MA Healthcare, 2024-06-11) Wood, Alison; McCulloch, Margot
Background Research has identified continuing professional development (CPD) for active prescribers to be a challenge, particularly identifying a lack of confidence and anxiety around prescribing (Weglicki et al 2015). Anecdotally support to regain their prescribing knowledge and competence to facilitate safe prescribing requires some exploration for organisations, mangers and those practitioners. Aim The aim of this research is to gain an insight into practitioners’ experience of returning to prescribing in their clinical role following a period on non-activity. Methods, Online semi- structured interviews with 5 prescribers were conducted with interview transcripts thematically analysed by the research team. Findings,; four findings were found to be relevant individual, the team, organisation and the mismatch between these. Conclusion Considering these results are important to support those who return to prescribing to ensure safe and effective practice and a positive experience for all involved.
Pharmacology content in pre-registration curricula: Evidence to support implementation
(Mark Allen, 2019-06-12) Paterson, Ruth; Wood, Alison
Ruth Paterson and Alison Wood provide an overview of recently published articles that may be of interest to non-medical prescribers. Should you wish to look at any of the papers in more detail, a full reference is provided
Principles of Physiology for Advanced Practice
(Wiley, 2023-09) Chandler, Colin; Wood, Alison; Hyde, Robin; Ian Peate (Editor), Sadie Diamond-Fox (Editor), Barry Hill (Editor); Peate, Ian; Diamond-Fox, Sadie; Hill, Barry
Promoting excellence, governance and innovation in prescribing education [Comment]
(MAG Online Library, 2023-12) Sunter, Matthew; Wood, Alison; Bell, Suzanne
A scale development study: Hemodialysis Comfort Scale-Version II [Commentary]
(SAGE, 2021-12-10) Wood, Alison