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Pressure ulcer education 1: introducing a new core curriculum

Details: lack of staff education was a key factor – at that time there was no curriculum standard for PU education for health professionals. Developing the core curriculum To address this gap, the national Stop the Pressure programme developed a core cur - riculum to guide education for health pro-fessionals (NHS Improvement, 2018).

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Using E-Learning to Enhance Nurse Education

Details: Higher Education Funding Council for England (2005) HEFCE Strategy for E-learning. Bit.ly/HEFCEElearning Koch LF (2014) The nursing educator’s role in e-learning: a literature review. Nurse Education Today; 34: 11, 1382-1387. Lee P (2009) Evaluating the effectiveness of swine flu contingency policies in healthcare education.

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Pressure ulcer education 3: skin assessment and care

Details: the new education framework, aSSKINg, is based on this principle (NHS Improvement 2018). The aSSKINg framework, as described in part 1 of this series, is a new core curric-ulum for pressure ulcer education, designed around an extended SSKIN frame - work. Skin assessment and care is one of seven aSSKINg modules; it aims to ensure

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Developing an education framework for stroke

Details: education and training How a stroke-specific education framework was developed The role of UK Stroke Forum Education and Training in supporting access to stroke-specific education Staff caring for people with stroke need nationally recognised learning programmes, so a stroke-specific education framework for staff at all levels was established

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Pressure ulcer education 5: keeping patients moving

Details: development of a core education curriculum for pressure ulcer prevention and management, discusses techniques to keep patients moving that maintain the safety of patients and staff, and take individual patient needs into account. Citation Fletcher J (2020) Pressure ulcer education 5: keeping patients moving. Nursing Times [online]; 116: 2, 28-30.

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Pressure ulcer education 2: assessing patients’ risk of

Details: pressure ulcer education developed to enable nurses and other practitioners to understand and undertake risk assessment as a key component of successful care delivery. This article, the second in an eight-part series on the new education curriculum, outlines the key factors in assessing risk for effective pressure ulcer prevention.

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KNowledge l delivering Patient education for PeoPle with

Details: Education. www.diabetes.nhs.uk. NICe (2003) Guidance on the use of Patient – Education Models for Diabetes. london: nice. st Ructu e DPatient e ucation Pcts can either adopt national structured patient education programmes, such as Dafne and DesMonD (Diabetes education and self-Management for ongoing and newly Diagnosed), or refine or develop

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Pressure Ulcer Education 8 Giving Information to Patients

Details: Author Jacqui Fletcher is chair, Core Education Pressure Ulcer Curriculum Group, and senior clinical adviser, NHS Improvement/England. Abstract Communication issues commonly feature in root-cause analyses of pressure ulcer incidents and patient complaints about care, but are an under-researched area.

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Putting the 6Cs at the heart of nurse education

Details: Recruitment/Nurse education This article has been double-blind peer reviewed Nursing Practice Innovation Recruitment Authors Helen Jones is senior lecturer and admissions tutor; Laura Ellis is a third-year adult branch student nurse; both at the University of Worcester. Abstract Jones H, Ellis L (2014) Putting the 6Cs at the heart of nurse

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Pressure ulcer education 6: incontinence assessment and care

Details: Author Jacqui Fletcher is chair, Pressure Ulcer Education Core Curriculum Group, and senior clinical adviser, NHS England and NHS Improvement. Abstract Assessing the patient and Identifying skin damage associated with increased moisture, often caused by incontinence is an essential part of good skin care. Excessive

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The Objective Structured Clinical Examination

Details: Education Today; 23: 6, 419-426. Barry M et al (2012) An exploration of student midwives’ experiences of the Objective Structured Clinical Examination assessment process. Nurse Education Today; 32: 6, 690-694. Beckham N (2013) Objective structured clinical evaluation effectiveness in clinical evaluation for family nurse practitioner students.

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Training and Development

Details: Education Provider of the Year (Post-Registration) for three consecutive years. www.studentnursingtimesawards.co.uk Sheila McQueen Head of public health and wellbeing Training and Development In association with Northumbria University You can go your own way Continuing professional development is vital but tough to manage so Northumbria University

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Improving Continence Education for Nurses

Details: education institutions to establish how much undergraduate continence education nursing and other students receive. A mean of five hours per programme was provided (range 2.5–7). Our results indicate that the amount of undergraduate continence education has changed little over the past 17 years. Developing core

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An education programme for junior nurses working in acute

Details: An education programme for junior nurses working in this area Outcomes of a questionnaire survey of learners Clinical Practice Innovation Education. Copyriht E ulishin 201 This article is not or distriution except or ournal clu use Nursin Ties online September 2019 / Vol 115 Issue 9 51 www.nursingtimes.net

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Pressure Ulcer Education 4 Selection and Use of Support

Details: Pressure ulcer education 4: selection and use of support surfaces Author Jacqui Fletcher, chair, Pressure Ulcer Education Core Curriculum Group; senior clinical adviser, NHS Improvement/England. Abstract The use of support surfaces is one of the most common interventions for preventing pressure ulcers.

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Using evaluation to improve teaching

Details: teaching/education practice will make revalidation easier for educators and mean they have ready access to practice-related feedback; peer and/or student evaluation and feedback is a rich source of evidence. Conclusion Nurses in education and clinical settings are often required to deliver education and training, so it is important to evaluate

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Teaching Person Centred Moving and Handling Through …

Details: education and research, and involved in Scotland’s National Dementia Champions Programme. This has allowed them to develop an understanding of what students need to provide effective care for people with dementia in a range of settings. It was noted that approaches developed could inform moving and handling training

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Nurses as educators: creating teachable moments in practice

Details: Delivering education in practice set-tings where learners are experiencing mod - erate-to-severe stress is a huge barrier to learning. Acknowledging learners’ stress and a lack of congruence with expectations can help create a safe space to fully exploit T-moments, rather than focusing on

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The sexual health needs of people with learning disabilities

Details: Same-sex education groups are an important starting point (unless there is a specific reason for teaching mixed groups). The need for longer-term work, and the links between group and individual work should be acknowledged. Many people with learning disabilities will only benefit from sustained and consistent support in

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Collaborative Learning in Practice: videos to prepare

Details: Health Education England, 2017), and evi-dence suggests preparation and ongoing facilitation are crucial to its successful implementation (Hirdle et al, 2020). This preparation could involve videos; visual methods help student nurses learn about patient care and have been shown to be

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A collaborative learning model for student nurses in child

Details: education team and university commenced in May 2018, five months before the project start in October 2018. The project team set clear expectations of the roles and respon-sibilities of practice educators, assessors, supervisors, students and other team members (outlined in Fig 1), and produced an information booklet for the ward. Staff training

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A Framework for Advanced Clinical Practice

Details: » Link education and training standards; » Embed the role within workforce plans. The framework highlights the four domains associated with the ACP role: clin - ical skills, education and research, leader-ship and management (NHS Wales, 2010). These are integral to the ACP role as practi - tioners develop their own skills, work in

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Using Patient Storytelling in Nurse Education

Details: education. Nursing Times; 111: 6, 15-17. Patient stories have a range of benefits in nurse education. This article describes how stories from the Patient Opinion website are used by the University of Edinburgh to help student nurses gain insight into patient experiences. It gives an analysis of two excerpts, and discusses how good

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Royal College of Nursing response to Health Education

Details: Royal College of Nursing response to Health Education England’s consultation: Building capacity to care and capability to treat – a new team member for health and social care. March 2016 Substitution concerns The RCN has called for the number of nurse education places to be significantly increased in Education

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Keywords clinical supervision structure education

Details: Keywords clinical supervision structure | education | supervision 24 nursing times 5 May 2009 vol 105 no 17 www.nursingtimes.net their careers so they can constantly evaluate and improve their contribution to the care of people’. Other professional bodies, such as the Royal College of Speech and Language Therapists (2009) and the Society of

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Keywords Exploring the appropriateness of using PowerPoint

Details: clinical education suggests this theory-practice gap probably exists in the classroom as well as the ward. the teaching principles that nurse educators say they use and what they actually do also seem to differ. there is a fundamental understanding in nurse education that students enjoy the teaching more and retain information

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Using simulation to develop handover skills

Details: for Pre-Registration Nurse Education is developing communication and interper-sonal skills. It is clear that these skills form a large part of student nurses’ preparation for registration. However, what is less clear is how stu-dent nurses can learn and …

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Sharp debridement: the need for training and education

Details: further education. Sharp debridement is an extended role, and as with any area of practice individual practitioners are responsible for ensuring they are competent before undertaking this task (NMC, 2002). With this comes the need to maintain and gain clinical competence in the new field of practice. This is also highlighted in Making a

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Preparing patients to undergo surgery

Details: » Patient education on the importance of deep breathing and coughing, regular gentle leg exercises and early mobilisa-tion to reduce the risk of complications such as chest infection, deep-vein thrombosis and pulmonary embolism; » VTE prophylaxis – measure patient for anti-embolism stockings, foot impulse device or intermittent pneumatic

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Advanced clinical practice education in England

Details: Advanced clinical practice education in England 4 This report is one part of the Council of Deans of Health’s ongoing collaboration with Health Education England on advanced clinical practice. This is a complex and rapidly moving policy space. Over the past six months we have elicited

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Supporting the transition from student to newly qualified

Details: report, Health Education England high-lights the support needs of students from entry into nursing studies through to reg-istration. The transition from final-year student to taking up employment – step 3 of the RePAIR project – is referred to as a “flaky bridge” (HEE, 2018). Transition programme From January 2017, the nurse education

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Nurses’ role in improving outcomes for patients with

Details: also suggests improved work or education attendance and improved employment status (Niven et al, 2016). Bronchial thermoplasty Bronchial thermoplasty is approved by NICE as an option for treating severe asthma, with special arrangements for consent, audit and clinical governance specialist centres (Table 1), so it is all the

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Can sociology help to improve nursing practice

Details: nursing. Although sociological education is currently limited within nurse education, there is a long-held argument for its relevance. With a growing emphasis on preventative and public healthcare, sociology may yet prove its usefulness. Subsequent articles cover four of the key social factors affecting health. E ngel’s attack on the state of

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A skills framework for sickle cell disease and thalassaemia

Details: psychologists, nurse education specialists, RCN members, the Sickle Cell Society UK and the UK Thalassaemia Society. What are sickle cell disease and thalassaemia? SCD and thalassaemia are inherited blood disorders, passed from parents to children through altered haemoglobin genes. They affect around 13,500 people in England, In this article

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peer reviewed Ensuring cultural safety in nurse education

Details: Ensuring cultural safety in nurse education. Nursing Times; 111: 39, 17-19. Nursing courses now have a more culturally diverse mix of students and educators, and students need to consider how this influences learning and how their needs can be addressed. This article describes how the idea of “cultural safety”

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Pressure ulcer education 7: supporting nutrition and hydration

Details: the development of a core education curriculum for pressure ulcer prevention and management, looks at effective nutrition and hydration assessment and support. Citation Fletcher, J (2020) Pressure ulcer education 7: supporting nutrition and hydration. Nursing Times [online]; 116: 4, 46-48. In this article

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with testing increased uptake of screening among young

Details: Young people/Education This article has been double-blind peer reviewed Nursing Practice Innovation Sexual health Education to increase sexual health screening A sexual health outreach team found that combining educational sessions with testing increased uptake of screening among young people 5 key points 1There is a pressing need to

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Self-audit helped increase nurses’ knowledge and

Details: Education methods such as targeted teaching sessions, sharing of Nursing and Midwifery Council (2009) standards and individual supervision were not addressing this problem satisfactorily. Although it was clear from supervision and team meetings that nurses could recount the requirements of good documentation, in practice they

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Training critical care nurses in trauma care

Details: 18 Nursing Times 28.05.14 / Vol 110 No 22 / www.nursingtimes.net CCNs who work in civilian and military environments, the BACCN Military Region developed a one-day trauma workshop (Box 2). This is comprised of short lectures

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The development of advanced nursing roles

Details: education and counselling. They enabled new curriculums to be structured on clear criteria that were quickly adopted in the UK as a gold standard. Universities around the country quickly developed programmes of nurse practi-tioner education. Initially at diploma level, these soon evolved to undergraduate and then master’s level.

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Post-sepsis syndrome: overview of a relatively new diagnosis

Details: special education schools instead of entering mainstream education (Bronner et al, 2009). Implications for practice Research has found significant gaps in knowledge about sepsis among para-medics, nurses and doctors; however, that gap is reducing (Matthaeus-Kraemer et al, 2016; Yealy et al, 2015). Research has also

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The LOWLINE approach to de-escalating anger draws on

Details: Keywords:Education/Training/ Newly qualified nurses/ Managing anger This article has been double-blind peer reviewed Author Mike Lowry is a former lecturer in nursing skills; Graham Lingard is lecturer in learning-disability nursing; Martin Neal is lecturer in mental health and dementia studies, all at the School of Nursing,

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Exploring the impact on frontline staff of training in

Details: provides education to support the regional end-of-life care workforce. The collabora-tive developed a one-day training pro-gramme on ACP and difficult communica-tions (Table 1). Full resources and materials were included, and guidance, support, eval - uation and quality assurance for the pro-gramme across the region was provided;

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Advisory guidance on medicines administration by nursing

Details: Education and training Recommendation 1 pertains to the educa-tion and training of NAs, stressing that “it is essential that trainee NAs receive adequate practice experience, education, training, supervision and support to achieve the standards of proficiency associated with medicines management during their two-year programme”.

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Supporting mental health carers’ role in recovery

Details: port, skills, education and information and coping strategies to carers. Carers said this tailored approach that gives them time to be part of a group and access to information was a success. Initia - tives to provide support and education to carers require vision, leadership and an investment of resources. While the Nursing Practice Innovation

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Clinical research nurse or nurse researcher

Details: nursing education and nursing adminis-tration” (Polit and Beck, 2006). The role of the nurse researcher is generally part of an academic career path that allows nurses to undertake further education such as a master’s degree or PhD. Like the CRN role, the nurse researcher role has undergone a period of development over recent years, which has

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Communication skills 3: Non-verbal communication

Details: Education. Harrigan JA et al (1985) Rapport expressed through nonverbal behaviour. Journal of Nonverbal Behavior; 9: 2, 95-110. Nursing and Midwifery Council (2015) The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives. Bit.ly/NMCCode2015 Montague E et al (2013) Nonverbal interpersonal

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Bowel screening: adherence factors and the nurse’s role in

Details: education and its impact on health literacy Uptake is higher among women, which may be due to the behaviours dictated by cultural perceptions of masculinity Nurses can encourage uptake by exploring patients’ perceived threats, benefits and barriers, and supporting self-management Bowel screening: adherence factors

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