Reflection: a review of the literature. Journal of Advanced Nursing. 18‚ 8‚ 1188-1192. Bellamy D‚ Booker R (2003) Chronic Obstructive Pulmonary Disease in Primary Care. Class Publications‚ London. Benner P (1983) Uncovering the knowledge embedded in practice. Image: The Journal of Nursing Scholarship. 15‚ 2‚ 36-41. Benner P‚ Wrubel J (1989) The Primacy of Caring: Stress and Coping in Health and Illness. Addison-Wesley‚ Menlo Park CA. Boud D‚ Keogh R‚ Walker D (1985) Reflection: Turning Experience into Learning
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interpersonal process that can only be effectively practised interpersonally (Watson‚ 1979). Benner (1984) agrees and identifies an instrumental and expressive role in nursing for the concept of caring. Dunlop (1986) warns not to define caring as a finite set of behaviours as to do so
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patient problem and its evaluation is a very complex process (Lavoie‚ pepin and Boyer‚ 2013). Clinical reasoning involves a multi layered thinking capacity which can be rendered with experience and is not observed in nurses who are novice and with little experience (Benner‚ Hughes & Sutphen‚ 2008). Application of clinical reasoning in a case study The present case study involves an 86 year old female who was brought to the ward post-surgery in response to a fractured neck of Femur due to a fall at home
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THEORETICAL FRAMEWORK Patricia Benner (1984) applied the Dreyfus model to nursing and formulated a framework that traced the development of nursing skill and expertise from novice to expert practitioner. She trusted on the theory of Heidegger (1962) to discuss the role of experience in redefining perceptions. The newly qualified nurses may not have adequate of experience working with psychiatric patients. Rohde (1966) described Heidegger’s depiction of the process of perception formation thus:
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References: Baile W.F. et al. (2000) SPIKES-A six-step protocol for delivering bad news:application to the patient with cancer. Oncologist. 5. (4):1597-1599 Benner‚ P Bulman C.‚ and Schutz S. (2004). Reflective Practice in Nursing. 3rd ed. Oxford. Blackwell Publishing Ltd. Department Of Health (2001) Good practice in consent implementation: consent to examination or treatment. London. Department Of Health Department
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AN INDEPENDENT VOICE FOR NURSING Toward a Mid-Range Theory of Nursing Presence nuf_215 71..82 Michelle A. McMahon‚ MSN‚ RN‚ and Kimberly A. Christopher‚ PhD‚ RN‚ OCN Michelle A. McMahon‚ MSN‚ RN‚ is a Student in the PhD in Nursing Program‚ College of Nursing‚ University of Massachusetts Dartmouth‚ North Dartmouth‚ MA; Kimberly A. Christopher‚ PhD‚ RN‚ OCN‚ is Associate Professor‚ College of Nursing‚ University of Massachusetts Dartmouth‚ North Dartmouth‚ MA. Keywords Nursing presence‚ mid-range
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Instructional D esign Thought Processes of Expert Nurse Educators Monty D. Gross Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction Katherine Cennamo‚ Chair Peter Doolittle Barbara Lockee Susan Magliaro Novem ber 10‚ 2006 Blacksburg‚ VA Key words: instructional design‚ models‚ nursing education‚ developmental research
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References: Agency for Healthcare Quality and Management (AHQM). (2004). Bechtel‚ G. A.‚ Davidhizar‚ R.‚ & Bradshaw‚ M. J. (1999). Problem-based learning in a competency-based world Benner‚ P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.) Bradley‚ D.‚ & Huseman‚ S. (2003). Validating competency at the bedside Bradshaw‚ A. (1997). Defining “competency” in nursing (part I): A policy review Meleis
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Within the context of this essay I will focus on a clinical skill in which I have achieved and demonstrated competency in practice. I will utilize the Gibbs [1988] six stage reflective cycle in order to reflect on my personal experience from the work based learning module. I will examine my thoughts‚ feelings and evaluate and analyse the rationale of why I have developed my particular clinical skill and the benefits of this to the patient‚ service and role development. Reflection is characterized
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