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Nursing

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/24

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    Education programmes preparing independent prescribers in Scotland: An evaluation
    (Elsevier, 2013-02-19) Boreham, Nick; Coull, Alison; Murray, Ian; Turner-Halliday, Fiona; Watterson, Andrew E.
    Background Nurse prescribing (NP) is part of the modernisation of the health care workforce and contributes to patient care by improving access to quality services and medication, through utilisation of advanced professional skills. Nurses and midwives need to complete additional education in order to prescribe. This paper explores pedagogical issues relevant to professional training programmes.
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    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.
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    Barriers and facilitators perceived by registered nurses to providing person-centred care at the end of life. A scoping review
    (FoNS, 2019-11-13) Carvajal, Ana; Haraldsdottir, Erna; Kroll, Thilo; McCormack, Brendan; Errasti-Ibarrondo, Begona; Larkin, Philip
    Background: Registered nurses are increasingly expected to provide person-centred end-of-life care. However, there is a gap between patients’ needs and the capacity of nurses to meet the existing recommendations on provision of this care. Identifying the relevant barriers and facilitators can inform the development of strategies to support person-centred nursing.
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    Developing facilitation skills amongst undergraduate nursing students to promote dementia awareness with children in a higher education institution (innovative practice)
    (Sage, 2018-11-17) Gibson, Caroline; Rennie, Karen; Dewing, Jan; McKinlay, Lesley
    Final year students on a BSc Hons Nursing programme in Scotland were supported to become Dementia Friends facilitators and develop interactive dementia awareness sessions for children from local schools. The children were invited to indicate phrases and images they associated with ‘dementia’ at the outset and end of the session. Analysis of the responses suggested that there were positive changes in the children’s values and beliefs when thinking about a person living with dementia during the sessions. We suggest that peer learning is a valuable strategy to increase public and professional awareness about dementia and supports the development of graduate attributes.
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    CPD needs of opioid nurse prescribers: A survey
    (Mark Allen Group, 2017-06-02) Nimmo, Suzanne; Paterson, Ruth; Irvine, Lindesay
    The Misuse of Drugs Act non-medical prescribing legislation permits nurse independent prescribers (NIPs) to prescribe any controlled drug that is within their scope of professional practice. Continuing professional development (CPD) is essential for safe effective prescribing and is required for professional revalidation. This study was conducted to explore the educational requirements of non-medical opioid prescribers. Informed by a critical realism position, an electronic survey was distributed to 147 NIPs working in a Scottish NHS Health Board. The aim was to identify how many NIPs were prescribing opioids and to explore their CPD requirements regardless of whether they prescribed opioids or not, including preferred method of delivery of education and to explore whether the single competency framework was sufficient to facilitate safe and effective prescribing. The response rate was 46% (n=68). The majority of respondents (69%, n=37) prescribed opioids. Ninety-four percent of respondents (n=64) stated they felt that ongoing education was necessary to ensure safe opioid prescribing practice. Face-to-face methods of learning in small group discussions were the preferred option. Two thirds of the respondents (66%, n=45) felt that there should be protected time for prescribing CPD and 64% (n=27) felt the single competency framework provided a good standard for prescribing CPD. The results from this study suggest that nurses are prescribing opioids in acute and community hospitals. Group opioid education is recommended and using a structured competency framework to inform clinical practice may ensure safe, effective prescribing practice.