The Student's Guide to Becoming a Nurse E-Book

Ian Peate

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 922

Veröffentlichungsjahr: 2012

Beschreibung

The Student’s Guide to BECOMING A NURSE

The Student’s Guide to Becoming a Nurse is an essential guide for all student nurses who want to become competent practitioners. It explores the knowledge, skills and attitudes that all pre-registration nursing students must acquire by the end of their programme of study, enabling them to become confident, successful nurses.

Thoroughly re-written and updated to include the latest 2010 NMC standards for pre-registration nursing education, this invaluable textbook is divided into four key sections:

• Professional values
• Communication and interpersonal skills
• Nursing practice and decision making
• Leadership, management and team working

With case studies, top tips, activities and questions throughout, The Student’s Guide to Becoming a Nurse is ideal for all pre-registration nurses and those about to qualify.

Student Reviews

“It’s been designed for students and that’s why I like it… it is student friendly, useful, easy to read.”

Tamara Thomas, 2nd year nursing student, Swansea University

“I cannot fault the content – it is straight to the point, it provides some interesting resources for a student nurse that is essential for them to know… a joy to read.”

Faye Elliott, 2nd year nursing student, Keele University

“I think the content and material is excellent… I will definitely be making recommendations to my friends.”

Leanne Curran, 2nd year nursing student, University of Ulster

“This book is truly amazing and provided all of the information needed for my final exam to become a qualified nurse. I passed with flying colours, thanks.”

Amazon review

Leseprobe

Table of Contents

Cover

Dedication

Title page

Copyright page

Preface

Acknowledgements

Abbreviations Commonly Used in Health Care

Introduction

A note on terminology

The nursing and midwifery council and quality assurance (education)

Becoming a competent nurse

The provision of nursing care in the twenty-first century

Changing nursing education in the twenty-first century

The programmes of study

Academic level

The NMC’s competencies

The chapters

Over to you

Part I: Professional Values

1 The Code of Conduct and Professional Practice

A brief overview of the history of nursing in the UK

Nursing as a profession

New nursing – new ways of working

The Nursing and Midwifery Council

Contemporary nursing

The code of professional conduct

Professional accountability

Autonomy

Confidentiality

Professional misconduct

The NMC committees

Conclusions

Appendix 1.1

Appendix 1.2

2 The Vulnerable Person

Ethics in nursing practice

Defining key terms

Ethical theories

Principles of health-care ethics

Informed consent

Advanced decisions

Vulnerable people

Legal perspectives

European law

Conclusions

Appendix 2.1

Appendix 2.2

3 Inequality, Discrimination and Exclusion

Defining key terms

Valuing diversity

Measuring social inequalities

Health inequalities

Addressing health inequalities

Conclusions

4 Partnership Working, Roles and Responsibilities

Other providers

Policy

Benefits of partnership working

Barriers to effective partnership working

Conclusion

Part II: Communication and Interpersonal Skills

5 Therapeutic Relationships, Communication and Interpersonal Skills

Communicating with health- and social care professionals

Boundaries in professional relationships

Respecting professional boundaries

Therapeutic nursing interventions

Interpersonal skills

Effective communication skills

Communication skills, counselling and counselling skills

Guidelines for records and record keeping

Obstructions to effective communication: causes of communication failure

Dealing with patients’ complaints

Dealing with compliments

Disengaging from a professional relationship

Conclusions

6 Interprofessional Working and Learning

Background and underlying principles

What is interprofessional working?

The health professions council

Interprofessional working

Interprofessional learning

Barriers to successful interprofessional working and learning

Team working

Conclusions

7 Health Promotion, Promoting Self-care and Wellbeing

Defining key terms

Health promotion theories and models

The ottawa charter for health promotion: a framework for practice

Producing and providing patient information

Conclusions

Part III: Nursing Practice and Decision-making

8 Evidence-based Practice

Stages of evidence-based practice

A clear question is developed arising from the patient’s problem

The questions are used to search the literature for evidence relating to the problem

The evidence is appraised critically for its validity and usefulness

The best available current evidence, together with clinical expertise and the patient’s perspectives, is used to provide care

The patient outcomes are evaluated through a process of audit and peer assessment, including self-evaluation of the research process

Some criticisms of evidence-based practice

Conclusion

9 Assessing, Planning, Implementing and Evaluating Care Needs

The nursing process

What is assessment?

Making a nursing diagnosis

Planning

Implementation

Evaluation

Techniques

Nursing models

Conclusions

10 Public Health

Public health

Historical perspective

Public health nursing

Marginalised societies

Contemporary public health

Conclusions

11 Patient Safety

Key terms

Clinical audit

Quality and the independent sector

Risk assessments

The administration of medicines

Reporting situations that are potentially unsafe

Conclusions

Appendix 11.1

12 Recognising, Interpreting and Managing Deterioration in Health and Wellbeing

Patient-centred care

Early warning systems: track and trigger

Using an early warning scoring chart

Communicating concerns

Conclusion

Part IV: Leadership and Management

13 Leadership and Management

Changing landscapes

An appreciation of management and leadership

Management and leadership: key terms

Leadership styles

Delegation

Decision-making

Conclusion

14 Continuing Professional Development

Post-registration education and practice

Personal professional portfolios

Reflective practice

Clinical supervision

Preceptorship

Conclusions

15 Teaching and Learning in Clinical Practice

Teaching and learning in the clinical environment: theoretical frameworks

The adult learner

Using resources to enhance teaching and learning

Learning in the practice placement

Teaching in the practice placement

Mentorship

Conclusions

Activity Answers

Glossary of Terms

Index

This text is dedicated to my brother John Christopher Peate.

This edition first published 2012

© 2012 by John Wiley & Sons, Ltd

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Library of Congress Cataloging-in-Publication Data

Peate, Ian.

 The student's guide to becoming a nurse / Ian Peate. – 2nd ed.

p. ; cm.

 Rev. ed. of: Becoming a nurse in the 21st century / Ian Peate. c2006.

 Includes bibliographical references and index.

 ISBN 978-0-470-67270-9 (pbk. : alk. paper)

 I. Peate, Ian. Becoming a nurse in the 21st century. II. Title.

 [DNLM: 1. Nursing. 2. Nurse's Role. 3. Nurse-Patient Relations. 4. Nursing Care. WY 16.1]

 610.73–dc23

2012002554

A catalogue record for this book is available from the British Library.

Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.

Cover image: iStockphoto.com

Cover design by Steve Thompson

Preface

Many exciting things have happened to nursing and nurses since the first edition of this text was published in 2007. The Nursing and Midwifery Council (NMC) have decreed that, as of 2013, all those who start programmes of education leading to registration with the NMC will graduate at the minimum of degree level – the profession is now on its way to becoming an all-graduate profession. The day that you start your nurse education programme will become the first day of the rest of your life; no two days will ever be the same. The role and function of the nurse are evolving and changing continuously (some changes more obvious than others) and this is how it should be, responding to the needs of people locally, nationally and internationally.

There are so many opportunities available to you that will allow you to practise the art and science of nursing with a wide variety of people whom you serve in a number of new and exciting venues. Nursing careers are changing and have changed; nurses are leading from the bedside and the board room, providing high-quality, effective and above all safe care as sharp-end practitioners, managers, leaders and academics endeavouring to enhance performance.

This new edition provides you with an update of the standards of competence used by the NMC to admit students to the professional register. I hope that it will help you during the 3 years of your programme of study, encouraging you to move from a being a novice nurse through to an advanced beginner, and to register as a competent practitioner with the longing to be proficient at what you do and ultimately to become an expert in the field of nursing that you have chosen.

Regardless of the path on which you continue, the specialist and expert whom you will become, the one thing that should never change is your wish to offer your services to those who need them, ensuring that the person receiving care is always at the heart of all you do – the patient first and foremost.

This text is not meant to be a manual to teach you how to nurse – that would be unacceptable; it is merely meant as a collection of chapters easing you through the most exciting and sometimes challenging job that you will ever do.

Ian PeateLondon

Acknowledgements

I would like to thank and acknowledge the help and support offered to me by my partner, Jussi Lahtinen. To Frances Cohen, who has been a constant source of motivation to me for many years. Thank you to the outstanding professional services offered to me by the Royal College of Nursing library staff.

Abbreviations Commonly Used in Health Care

AAA 

abdominal aortic aneurysm

ABCDE 

airway breathing circulation disability and exposure

ABG 

arterial blood gases

ACE 

angiotensin-converting enzyme

A&E 

accident and emergency

AF 

atrial fibrillation

AFB 

acid-fast bacillus

AFP 

α-fetoprotein

AHP 

allied health professional

AP(E)L 

assessment of prior (experience/experiential) learning

APL 

assessment of prior learning

ARD 

adult respiratory disease

ARF 

acute renal failure

ASW 

approved social worker

BMI 

body mass index

BUPA 

British United Provident Association

CABG 

coronary artery bypass graft

CAMHS 

child and adolescent mental health services

CATS 

Credit Accumulation and Transfer Scheme

CCF 

congestive cardiac failure

CCU 

coronary care unit

CDSC 

Communicable Disease Surveillance Centre

CHD 

coronary heart disease

CHRE 

Council for Healthcare Regulatory Excellence

CNM 

clinical nurse manager

CNO 

chief nursing officer

CNS 

central nervous system

COSHH 

Control of Substances Hazardous to Health

CPAP 

continuous positive airway pressure

CPD 

continuing professional development

CPN 

community psychiatric nurse

CPR 

cardiac pulmonary resuscitation

CQC 

Care Quality Commission

CRF 

chronic renal failure

CSF 

cerebrospinal fluid

CSSD 

central sterile services/supplies department

CT 

computed tomography

CVA 

cerebrovascular accident

CVP 

central venous pressure

DIC 

disseminated intravascular coagulation

DNA 

did not attend

DSU 

day surgery unit

DVT 

deep vein thrombosis

EBM 

evidence-based medicine

EBP 

evidence-based practice

ECDL 

European Computer Driving Licence

ECG 

electrocardiograph

ECT 

electroconvulsive therapy

EEG 

electroencephalograph

EMG 

electromyograph

ENP 

emergency nurse practitioner

ENT 

ear, nose and throat

ERCP 

endoscopic retrograde cholangiopancreatography

ET 

endotracheal tube

FE 

further education

FPA 

Family Planning Association

GFR 

glomerular filtration rate

GI 

gastrointestinal

GMS 

general medical services

GP 

general practitioner

HCAI 

health-care-associated infection

HCA 

health-care assistant

HEI 

higher education institution

HFEA 

Human Fertilisation and Embryology Authority

HIV 

human immunodeficiency virus

HPA 

Health Protection Agency

HPC 

Health Professions Council

HRT 

hormone replacement therapy

HSE 

Health and Safety Executive

HV 

health visitor

IBD 

inflammatory bowel disease

ICN 

infection control nurse

ICP 

intracranial pressure

ICPU 

intensive care psychiatric unit

ICU 

intensive care unit

IHD 

ischaemic heart disease

IM 

intramuscular

IM&T 

information management and technology

IPCU 

intensive psychiatric care unit

IT 

information technology

ITU 

intensive therapy/treatment unit

IUD 

intrauterine device

IV 

intravenous

IVF 

in vitro fertilisation

IVI 

intravenous infusion

JVP 

jugular venous pressure

LFT 

liver function test

LVF 

left ventricular failure

LP 

lumbar puncture

MC&S 

microscopy, culture and sensitivity

MI 

myocardial infarction

MIU 

minor injuries unit

MRI 

magnetic resonance imaging

MRSA 

meticillin-resistant

Staphylococcus aureus

MS 

multiple sclerosis

NAO 

National Audit Office

NBM 

nil by mouth

NFA 

no fixed address/abode

NGT 

nasogastric tube

NHS 

National Health Service

NHS(S) 

National Health Service in Scotland

NICE 

National Institute for Health and Clinical Excellence

NMC 

Nursing and Midwifery Council

NSAID 

non-steroidal anti-inflammatory drug

NSFs 

National Service Frameworks

NTD 

neural tube deficit

OA 

osteoarthritis

ODP 

operating department practitioner

OP 

outpatient

OPA 

outpatient attendances (appointments)

OPD 

outpatient department

OT 

occupational therapist/therapy

PAS 

patient administration system

PBL 

practice-based learning

PCA 

patient-controlled analgesia

PCT 

primary care trust

PD 

peritoneal dialysis

PE 

pulmonary embolism

PEG 

percutaneous endoscopic gastrostomy

PEJ 

percutaneous endoscopic jejunostomy

PHCT 

primary health-care team

PHLS 

Public Health Laboratory Service

PID 

pelvic inflammatory disease

POM 

prescription-only medicine

PR 

per rectum

PREP 

post-registration education and practice

PSA 

prostate-specific antigen

PV 

per vagina

PVD 

peripheral vascular disease

QA 

quality assurance

RA 

rheumatoid arthritis

RBC 

red blood cell

RCN 

Royal College of Nursing

ROM 

range of movement

RTA 

road traffic accident

SAH 

subarachnoid haemorrhage

SC 

subcutaneous

SCBU 

special care baby unit

SHAs 

strategic health authorities

SIGN 

Scottish Intercollegiate Guidelines Network

SL 

sublingual

SLE 

systemic lupus erythematosus

SOB 

short of breath

STI 

sexually transmitted infection

TB 

tuberculosis

TENS 

transcutaneous electrical nerve stimulation

TOP 

termination of pregnancy

TPN 

total parenteral nutrition

TQM 

total quality management

TSO 

The Stationery Office

TSSU 

theatre sterile supplies unit

TURP 

transurethral resection of the prostate

U&Es 

urea and electrolytes

UCAS 

Universities and Colleges Admissions Service

URTI 

upper respiratory tract infection

UTI 

urinary tract infection

VF 

ventricular fibrillation

VT 

ventricular tachycardia

WBC 

white blood cell

WHO 

World Health Organization

Introduction

This second edition brings with it a number of changes; it is based on the new NMC Standards for Pre-registration Nursing Education (Nursing and Midwifery Council or NMC, 2010a) and is arranged under its four domains. In this new edition the reader will find a number of new additions, e.g. case studies, activities, and reference to contemporary literature and new legislation. The layout has changed in response to feedback from readers and colleagues, helping the reader to navigate the content more easily. I hope that you find this edition as helpful as many others found the first edition. I am indebted to Dr Maxine Offredy who contributed to the first edition. The title of the book has also been changed from Becoming a Nurse in the 21st Century to The Student’s Guide to Becoming a Nurse.

The book is primarily intended for nursing students, health-care assistants, those undertaking SNVQ/NVQ level of study or returning to practice, or anyone who intends to undertake a programme of study leading to registration as a nurse. Throughout the text, the terms ‘nurse’, ‘student’, ‘learner’ and ‘nursing’ are used. These terms and the principles applied to this book can be transferred to a number of health- and social care workers at various levels and in various settings, in order to develop their skills for caring.

A Note on Terminology

The terms ‘patient’ and ‘person’ have been used in this text and refer to all groups and individuals who have direct or indirect contact with all health-care workers, in particular registered nurses, midwives and health visitors. ‘Patient’ is the expression that is used commonly within the NHS. Although it is acknowledged that not everyone approves of the passive concept associated with this term, it is used in this text in the knowledge that the term is widely understood. For simplicity, ‘people requiring care’ is shortened to ‘people’. ‘People’ includes babies, children, young people under the age of 18 years and adults.

Other terms could have been used, e.g. service user, client or consumer, but for the sake of brevity patient will be used.

The term ‘carer’ is also used in this text. It can be used to describe those who look after family, partners or friends in need of help because they are ill, frail or have a disability. Carer can also mean health-care provider, i.e. care workers or those who provide unpaid care. The number of carers is expected to rise from 6.4 million in 2011 to 9 million by 2037 (Carers UK, 2011). It must be noted and acknowledged that unpaid carers can also be young people aged under 18 years.

The phrase ‘specialist community public health nurse’ is also used in the text. The NMC decided to establish a part of the register for specialist community public health nurses, because it felt that the practice undertaken by these nurses has distinct characteristics that require public protection (NMC, 2004).

The Nursing and Midwifery Council and Quality Assurance (Education)

The programme of study on which you have embarked, or are going to embark, must meet certain standards. There are internal standards within your educational institution, e.g. your own university’s policies and procedures relating to quality assurance and external influences. The NMC and the Quality Assurance Agency (QAA) standards must be satisfied before a programme of study can be validated and deemed fit for purpose. Other external factors that must be given due consideration are the orders provided in the guise of European Directives.

It is the responsibility of the NMC to set and monitor standards in training (Nursing and Midwifery Order 2001). The NMC has produced a framework for quality assurance of education programmes. The framework relates to all programmes that lead to registration or to the recording of a qualification on the professional register.

The Nursing and Midwifery Order 2001 provides the NMC with powers in relation to quality assurance and, as a result of this, the production of a framework by which those education providers (e.g. universities) who offer, or intend to offer, NMC-approved programmes leading to registration or recording on the register have to abide. There are many provisions in place in the UK that ensure the quality of education programmes. The NMC appoint personnel to ensure that all programmes in the UK are fit for purpose and adhere to the various standards, these people carry out quality assurance services on behalf of the NMC. They are registrants from practice and education who undertake the approval and annual monitoring activities on behalf of the NMC.

The NMC has to be satisfied that its standards for granting a person with a licence to practice are being met as required and in association with the law. It does this by setting standards to be achieved in order to maintain public confidence, as well as protecting them. By appointing agents and visitors it can be satisfied that it is represented during the quality assurance process in relation to the approval, reapproval and annual monitoring activities associated with programmes of study.

Each programme of study (for pre-registration nursing) must demonstrate in an explicit and robust manner that it has included the extant rules and standards of the NMC, so that those who complete a recognised programme of study are eligible for registration. The Standards for Pre-registration Nursing Education (NMC, 2010a) are the standards that must be achieved before registration.

Becoming a Competent Nurse

Those who wish to study to become a nurse, register with the NMC and afterwards practise as a nurse must undertake a 3-year (or equivalent) programme of study. The programme of study must by law comprise 2300 hours of practice and another 2300 hours of theory.

The title ‘registered nurse’ is a protected title in law. This means that it can be used only by a person who is registered with the NMC and their name must appear on the national register. There are three parts to the professional register:

1. Nurses

2. Midwives

3. Specialist community public health.

Four distinct disciplines, each specialising in its own field of practice, are associated with nursing:

1. Learning disability nursing

2. Adult nursing

3. Children’s nursing

4. Mental health nursing.

As well as having to satisfy the NMC’s requirements, general entry requirements must be satisfied. Educational requirements are set by each educational institution, and there must also be evidence of literacy and numeracy. How these requirements are set is the prerogative of the educational institution; however, the NMC must agree and permit these requirements. Those wishing to practise in Wales must be able to demonstrate proficiency in the use of the Welsh language where this is required. On entry all applicants must demonstrate, on an ongoing basis and on completion of their programme, that they have good health and good character sufficient for safe and effective practice. It is the responsibility of educational institutions to have processes in place to ensure assessment of good health and good character. Any convictions or cautions related to criminal offences that the applicant may hold must be declared. There are several ways in which this can be achieved, e.g. self-disclosure and/or criminal record checks conducted by accredited organisations.

Completion of the programme and successful achievement of the proficiencies means that the student will graduate with both a professional qualification – Registered Nurse (RN) – and an academic one. The academic qualification will be at degree level. The NMC requires a self-declaration of good health and good character from all those entering the register. The good character and good health declaration is made on an approved form provided by the NMC. This must also be supported by the registered nurse whose name has been notified to the NMC as being responsible for directing the educational programme at the university, or his or her designated registered nurse substitute.

Once registered with the NMC the nurse becomes accountable for his or her actions or omissions. He or she is subject to the tenets enshrined in the Code of Professional Conduct (NMC, 2008). Important issues that must be legally undertaken, such as participating in continuing professional development and the maintenance of a personal professional portfolio, are addressed in this book. This text provides you with insight into how to become a competent nurse; the NMC domains (NMC, 2010a) are also considered.

The Provision of Nursing Care in the Twenty-First Century

There are and will be many opportunities and challenges facing nurses and nursing in the twenty-first century. Care provision is complex and the way in which health and social care is delivered is changing. As a result of this, the knowledge and level of skill that people will expect nurses to possess must change in order to meet these challenges.

Nurses will have to practise differently in the future. Adult and children’s nurses will be required to have the knowledge and skills essential to meet the various needs of people who have mental health problems, and mental health and learning disability nurses must be able to demonstrate that they are better able to care for those with a range of physical needs.

If nurses are to rise to the challenges successfully programmes of study will have to prove that nurses, when they graduate in their field of practice, have the essential high level skills central to care safely and effectively for those in their particular field. Nurses must also have the knowledge and variety of skills needed to provide care to other people in other settings.

Nursing students will continue to undertake their learning in hospitals and residential settings. Increasingly this will also take place in the wider community where care will range from fundamental to highly complex. Care delivery will be more and more interdisciplinary in nature.

Changing Nursing Education in the Twenty-First Century

Any student completing the programme of study successfully must be able to demonstrate knowledge and competence in practice at degree level; he or she will have to justify actions based on sound evidence. The aim is to ensure that those being cared for are safe.

Learning to be a nurse means that you have the specialised skills to care for certain groups of people, and also the knowledge and skills essential to providing the fundamental aspects of care to all groups of people. The NMC has determined that, in the future, nurse education programmes will have a blend of generic learning associated with learning that is specific to the student’s chosen specialism (field), with the proportion of field-specific learning increasing as the programme develops.

Generic and field-specific aspects of the programme will be combined, offering the chance to develop shared learning. Opportunities will also be made available for shared learning with other health- and social care professions. By doing this, it will provide students with an opportunity to meet the required generic and field competencies in a varied range of settings, in the many places where nurses provide care.

The NMC requires students to meet the new competencies successfully and at that point the student may (satisfying all requirements) register as a nurse; students have to be able to demonstrate competence in the skills demanded by the NMC (2010a). These specific skills are included in the essential skills clusters (ESCs) and the student must be deemed competent with regard to the ESCs at various points in the programme.

The Programmes of Study

All new programmes are still required to last at least 3 years, with 50 per cent of the time spent learning how to give direct care in practice settings. There are two progression points as opposed to one. The progression points usually separate the programme into equal parts, with each part having specific criteria that must be met before the student is allowed to progress from one part of the programme to the next.

The competencies that have to be completed successfully for progression point 1 are associated with achieving the criteria related to the fundamental elements of care and safety, as well as being able to demonstrate the professional behaviour required of a nursing student (NMC, 2010b). Learning outcomes for progression point 2 enable the student to demonstrate an aptitude to work in a more independent and confident manner.

Academic Level

In October 2008 the NMC made a decision that the minimum academic level for pre-registration nursing education would be at degree level. From September 2013 there will only be degree level pre-registration nursing programmes offered in the UK.

The NMC made the decision based on a variety of factors including the requirement to prepare nurses to have and develop critical thinking skills in the increasingly diverse and complex sphere of health and social care delivery. Raising the minimum level of nursing education to degree level will bring the UK in line with many other countries; it will also bring nursing in line with a large number of other health- and social care professions. This approach also has the potential to encourage further interprofessional learning across the various pre-registration health- and social care programmes.

It is expected that nursing students will build on their knowledge of basic sciences, social sciences and the fundamentals of nursing to combine and critically analyse new skills required to demonstrate and ensure clinical competence.

This text provides you with the knowledge and skills required to care for people, the emphasis being on the adult, with the aim of promoting health, facilitating recovery from illness and injury, and providing support when the person has to cope with disability or loss. It is essential that all the people for whom you have the privilege of caring receive holistic, individualised care irrespective of their age or racial, cultural or socioeconomic background.

The NMC’s Competencies

The NMC’s Standards of Competence for Pre-registration Nursing Education (NMC, 2010a) contains the nursing standards that have to achieved to demonstrate competence to the NMC. The standards require that the public can be confident that all new nurses will be competent when:

delivering high-quality essential care to all

delivering complex care to service users in their field of practice

acting to safeguard the public, and being responsible and accountable for safe, person-centred, evidence-based nursing practice

acting with professionalism and integrity, and working within agreed professional, ethical and legal frameworks and processes to maintain and improve standards

practising in a compassionate, respectful way, maintaining dignity and wellbeing, and communicating effectively

acting on an understanding of how people’s lifestyles, environments and the location of care delivery influence their health and wellbeing

seeking out every opportunity to promote health and prevent illness

working in partnership with other health- and social care professionals and agencies, service users, carers and families to ensure that decisions about care are shared

using leadership skills to supervise and manage others and contribute to planning, designing, delivering and improving future services.

The standards of competence identify the knowledge, skills and attitudes that the student has to acquire by the time that he or she reaches the end of the programme, as set out in the degree-level competency framework. This framework is made up of four sets of competencies, one for each field of practice: adult, mental health, learning disabilities and children’s nursing.

Each set has both generic competencies and field-specific competencies. The competencies are organised in four domains:

1. Professional values

2. Communication and interpersonal skills

3. Nursing practice and decision-making

4. Leadership, management and team working

The context in which the competencies are acquired in relation to the field of nursing defines the scope of professional practice at the point of registration.

Associated with the standards of competence are standards of education: there are 10 of these. The organisation (the Approved Education Institution [AEI]) offering pre-registration nurse education must satisfy the NMC that they are able to meet these 10 standards of education for programme approval and delivery. They provide the framework within which programmes are delivered and stipulate the requirements that all programmes must meet, which are associated with the teaching, learning and assessment of nursing students.

The Chapters

Each chapter of this text addresses the content of each of the domains as prescribed by the NMC (NMC, 2010a). The domains provide a framework for this text, as four sections.

Think Points

Each chapter provides the reader with think points. These are included to help encourage and motivate you, as well as for you to assess your learning and progress. They are recognised by this symbol:

Think

Most of the think points provide you with answers or suggestions for responses. You are encouraged to delve deeper and to seek other sources, human and material, to help with your responses.

All chapters offer a selection of top tips to help you along the way, sharing insight and understanding of some of the key issues.

At the end of each chapter you will find an activity section. A number of approaches have been used, e.g. multiple choice questions, fill in the blanks, crosswords, true and false responses. You are asked to attempt the questions that are related to the content of the chapter to test your knowledge. The answers can be found at the back of this book, in the chapter called ‘Activity Answers’.

Most of the chapters provide you with four case studies related to each field of nursing. They are there to help relate the theory to practice (where appropriate).

Over to You

The aim of The Student’s Guide to Becoming a Nurse is to encourage and motivate you and to instil in you the desire, confidence and competence to become a registered nurse. To become a member of the nursing profession bestows on you many demands, and the key demand is the desire to care with compassion and understanding.

All I have done is put the words on the paper; the biggest challenge now is all down to you. You have to demonstrate to so many people that you are fit to be a nurse and to nurse, I hope that the words here can help you to do this.

References

Carers UK (2011) The Dilnot Commission and Carers. London: Carers UK. Available at: www.carersuk.org/professionals/resources/briefings/item/2239-dilnot-commission-briefing last (accessed August 2011).

Nursing and Midwifery Council (2004) Standards of Proficiency for Specialist Community Public Health Nurses. London: NMC.

Nursing and Midwifery Council (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives. London: NMC.

Nursing and Midwifery Council (2010a) Standards for Pre-registration Nursing Education. London: NMC. Available at: http://standards.nmc-uk.org/PublishedDocuments/Standards%20for%20pre-registration%20nursing%20education%2016082010.pdf ( accessed August 2011).

Nursing and Midwifery Council (2010b) Guidance on Professional Conduct for Nursing and Midwifery Students. London: NMC.

Nursing and Midwifery Order (2001) Statutory Instrument 2002, No. 253.

Part IProfessional Values

1

The Code of Conduct and Professional Practice

Aims and Objectives

The aim of this chapter is to enable the reader to begin to understand some of the key professional values that underpin the art and science of nursing.

At the end of the chapter you will be able to do the following:

Discuss some of the professional attributes that underlie the art and science of nursingDemonstrate an understanding of the history of nursing and the historical landmarksOutline the key functions of the Nursing and Midwifery CouncilDescribe the key issues associated with codes of professional conductBegin to apply the concepts discussed to the practice settingAppreciate the Nursing and Midwifery Council’s requirements of student nurses

The fundamental basis of nursing is associated with caring and helping; nursing is both an art and a science. One key aspect of the nurse’s role is to help people achieve or carry out those activities of living that they are unable to do for themselves. There are many facets associated with the role and function of the nurse. It is a fluid and dynamic entity and this makes it difficult to define.

There are a number of definitions of nursing. One is that of Henderson, which has been used since the 1960s:

The unique function of the nurse is to assist the individual, sick or well, in performance of those activities contributing to health or its recovery (or to a peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge and to do this in such a way as to help him gain independence as rapidly as possible.