A Dictionary of Nursing

2017 ◽  
Author(s):  
Elizabeth A. Martin ◽  
Tanya A. McFerran
Keyword(s):  
Critical Care ◽  
Nursing Students ◽  
Alcohol Intake ◽  
Nursing Practice ◽  
Code Of Conduct ◽  
Theory And Practice ◽  
Critical Care Nursing ◽  
Recent Developments ◽  
Care Nursing ◽  
Reference Tool

Over 10,200 entriesThis bestselling dictionary provides comprehensive and authoritative coverage of all aspects of nursing. The new edition has been fully revised and updated to take account of recent developments in nursing practice and related fields. New coverage focuses in particular upon key areas such as nutrition, medical research, lymphology, and critical care nursing.Written by medical and nursing specialists, it provides concise entries on the theory and practice of nursing, and comprehensive coverage of the ever-expanding vocabulary of the nursing professions. As well as nursing-specific terms, there are also many entries in the fields of medicine, anatomy, physiology, nutrition, statistics, and pharmacology. Almost 100 illustrations, and 16 appendices covering the Code of Conduct 2015, the calculation of drug dosages, essential skill clusters, religion and nursing practice, recommended alcohol intake, and much more, help to make this an essential reference tool for all nursing students and professionals.

A Dictionary of Nursing

2021 ◽  
Author(s):  
Tanya A. McFerran
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Registered Nurses ◽  
Alcohol Intake ◽  
Nursing Practice ◽  
Theoretical Concepts ◽  
Recent Developments ◽  
Reference Tool ◽  
Comprehensive Coverage

Over 10,000 entries The new edition of this bestselling and trusted dictionary has been fully revised to take account of recent developments in nursing practice and related fields. Updates to this edition cover many areas, with a particular focus on radiography, public health and the NHS, theoretical concepts familiar in nursing education, and key vocabulary used in the 2018 Nursing & Midwifery Council (NMC) Standards of Proficiency for Registered Nurses. Written by medical and nursing specialists, the dictionary provides comprehensive coverage of the ever-expanding vocabulary of the nursing professions. As well as nursing-specific terms, there are also many entries in the fields of medicine, anatomy, physiology, ethics, psychiatry, nutrition, statistics, and pharmacology. Almost 100 helpful illustrations and tables, and 16 appendices covering the calculation of drug dosages, essential skill clusters, religion and nursing practice, recommended alcohol intake, and much more, help to make this an essential reference tool for all nursing students and professionals.

scholarly journals Guided reflection as a tool to deal with the theory– practice gap in critical care nursing students

2012 ◽  
Vol 17 (1) ◽  
Author(s):  
Hester Cathrina De Swardt ◽  
Heleen S. Du Toit ◽  
Anneli Botha
Keyword(s):  
Critical Care ◽  
Nursing Students ◽  
Critical Analysis ◽  
Theory And Practice ◽  
Critical Care Nursing ◽  
Contextual Design ◽  
Practice Gap ◽  
Practical Experiences ◽  
Theory Practice Gap ◽  
Care Nursing

Critical care nursing students experience inconsistencies between the theoretical content they have learnt and what is expected from them in practice, which retards the learning process. This has been described as the theory–practice gap. There seems to be no single solution to address the integration of theory and practice. In an attempt to bridge this gap, a study was done to establish the influence of guided reflection on critical care nursing students in dealing with their theoretical and practical experiences. A qualitative, explorative, descriptive and contextual design was followed. An instrument for guided reflection was designed which was used during semi-structured interviews during the data collection process. Field notes and narrative descriptions were also used as means to collect data. Themes that emerged from the data included a description of incidents experienced, critical analysis of knowledge, critical analysis of feelings and changed perspective experienced. Theory–practice integration occurred to an extent in some of the categories; conversely, the inability to apply theory to practice evoked responses such as feelings of guilt and incompetence. Guided reflection appeared to have assisted the participants in clarifying theoretical and practical experiences, and in reaching a changed perspective by understanding the link between theory and practice. Guided reflection ought to be incorporated in the education of nurses from their basic training in theory and practice so that student nurses will be aware of their own competencies in order to provide optimal patient care.OpsommingKritiekesorgverpleegstudente ervaar teenstrydighede ten opsigte van dit wat hul geleer word en wat van hul in die praktyk verwag word wat weer die leerproses vertraag. Dit word as die teorie–praktykgaping beskryf. Daar blyk geen enkelvoudige oplossing te wees vir die integrasie van teorie en praktyk nie. In ’n poging om die gaping te oorbrug, is ’n studie oor die invloed van begeleide refleksie op kritiekesorgverpleegkundige studente se teoretiese en praktiese ervaringe gedoen. ’n Kwalitatiewe, verkennende, beskrywende en kontekstuele navorsingsontwerp is gevolg. ‘n Instrument vir begeleide refleksie is ontwerp wat gebruik is tydens semi-gestruktureerde onderhoude in die data-insamelingsproses. Veldnotas en narratiewe beskrywings was ook middele ten einde data in te samel. Tema’s wat uit die data na vore gekom het was ‘n beskrywing van ervaringe, kritiese analise van data, kritiese analise van gevoelens en ‘n veranderde perspektief met betrekking tot ervaringe. Teorie–praktyk integrasie het tot ‘n mate in sommige kategorieë plaasgevind het. Daarinteen het die onvermoë om die teorie in die praktyk toe te pas response tot gevolg gehad, soos skuldgevoelens en gevoelens van onbevoegdheid. Dit wil voorkom asof begeleide refleksie die deelnemers gehelp het om duidelikheid en ’n veranderde perspektief ten opsigte van hul teoretiese en praktiese ervaringe te verkry. Begeleide refleksie behoort reeds vanaf basiese opleiding in verpleegkundiges se teoretiese en praktiese opleiding geïnkorporeer te word sodat verpleegkundiges bewus sal wees van hulle eie vaardighede om sodoende optimale pasiëntsorg te kan lewer.

scholarly journals Critical care nursing practice and education in Rwanda

2016 ◽  
Vol 32 (2) ◽  
pp. 55 ◽  
Author(s):  
Paul Munyiginya ◽  
Petra Brysiewicz ◽  
Judith Mill
Keyword(s):  
Critical Care ◽  
Nursing Practice ◽  
Critical Care Nursing ◽  
Care Nursing

Student Nurses' Perception on the Impact of Information Technology on Teaching and Learning

2018 ◽  
pp. 53-66
Author(s):  
Nahed Kandeel ◽  
Youssreya Ibrahim
Keyword(s):  
Information Technology ◽  
Critical Care ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Student Nurses ◽  
Critical Care Nursing ◽  
Nurses Perceptions ◽  
The Impact ◽  
Nursing Course ◽  
Care Nursing

This paper investigates student nurses' perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses' IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.

Student Nurses’ Perception on the Impact of Information Technology on Teaching and Learning

2010 ◽  
Vol 6 (3) ◽  
pp. 38-50 ◽  
Author(s):  
Nahed Kandeel ◽  
Youssreya Ibrahim
Keyword(s):  
Information Technology ◽  
Critical Care ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Student Nurses ◽  
Critical Care Nursing ◽  
First Semester ◽  
The Impact ◽  
Nursing Course ◽  
Care Nursing

This paper investigates student nurses’ perceptions of the impact of using information technology (IT) on teaching and learning critical care nursing. This study was conducted at the Faculty of Nursing, Mansoura University, Egypt. The sample included 163 of fourth year Bachelor of Nursing students enrolled in a critical care nursing course during the first semester of the academic year 2007-2008. The data was collected using a questionnaire sheet that gathered information about student nurses’ IT skills and use, perception of the access to and use of IT at Faculty of Nursing, perception of the impact of using IT on teaching and perception, and on the impact of using IT on learning the critical care nursing course. The findings indicate that nursing students had a positive perception on the impact of using IT on teaching and learning the critical care nursing course. Students wanted access to IT at the Faculty, and expressed their need for more training on using Internet and Microsoft PowerPoint, and for IT resources in classrooms.

A Step Ahead: Strategies for Excellence in Critical Care Nursing Practice

2005 ◽  
Vol 17 (2) ◽  
pp. 169-175
Author(s):  
Amy Albano ◽  
Sheila Elliott ◽  
Paula Lusardi ◽  
Susan Scott ◽  
Diane Thomas
Keyword(s):  
Critical Care ◽  
Nursing Practice ◽  
Critical Care Nursing ◽  
Care Nursing
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