The Care Process

Mel Newton is a Senior Lecturer in the School of Health and Social Care at Teesside University. She has worked for many years within the Nursing Department teaching across pre-registration and post-registration courses, but recently moved to teach leadership and human factors/patient safety. She is course leader for MSc Human Factors and Patient Safety, which is an online course. Mel is undertaking a Doctorate in Professional Practice and intends to contribute to research by using ethnography to understand the healthcare culture and management of patient falls. She is a Senior Fellow of the Higher Education Academy. Dr Anne Llewellyn started working life as a Registered Nurse, and worked in Higher Education for over 25 years, primarily in academic roles. She took on various leadership roles in higher education and was awarded Principal Fellow of the HEA in 2015 and University Teaching Fellowship in 2016. Anne was most recently Deputy Director (Learning Development), Student Library Services at Teesside University, a role in which she had responsibility for learning skills development, disability and mental health services, customer services and learning space. She retired from healthcare education in 2020. Dr Sally Hayes is Director of Students at the Open University. Her academic career began at Leeds Metropolitan University where she gained experience of working with students at different academic levels within nursing and other health related professions across pre- and post-registration education. She is particularly interested in facilitating the development of all learners, be they students of different disciplines, clinical practitioners or educationalists who base their practice on a journey of lifelong learning through critical reflection. She completed her Doctorate in 2013 which examined educational standards in nursing and is currently preparing a portfolio submission for the Principal Fellow of the Higher Education Academy.

About the authors; Introduction



1. The context of nursing care

     1.1 Introduction

     1.2 Defining health

     1.3 Social needs

     1.4 Holistic care

     1.5 What are the driving forces behind policy direction?



2. Communication

     2.1 Introduction

     2.2 Models for communicating effectively

     2.3 Non-verbal communication

     2.4 Negative communication and malignant social psychology

     2.5 Positive communication

     2.6 Tools for communication

     2.7 The role of technology in nurse-patient communication



3. Decision-making in the ASPIRE process

     3.1 Introduction

     3.2 Decision-making models and tools

     3.3 Complex decisions

     3.4 Considerations for making good decisions

     3.5 Model for effective decision-making



4. Assessment

     4.1 Introduction

     4.2 Defining assessment

     4.3 Models of care and assessment

     4.4 How do we assess people's needs?

     4.5 The purpose of assessment

     4.6 Assessment in context

     4.7 Types of information to be collected

     4.8 Patient involvement in the assessment process

     4.9 Tools for assessment



5. Planning

     5.1 Introduction

     5.2 Goal setting

     5.3 Integrated care

     5.4 Writing care plans and keeping records

     5.5 The practicalities of care planning



6. Implementation

     6.1 Introduction

     6.2 Person-centred care

     6.3 Types of intervention

     6.4 Evidence-based practice

     6.5 Patient and carer involvement



7. Review and evaluation

     7.1 Introduction

     7.2 The purpose of evaluation

     7.3 Evaluating individual care

     7.4 Quality assurance of individual care

     7.5 Quality assurance of services



8. Conclusion and future challenges

     8.1 Introduction

     8.2 Globalisation

     8.3 Technological change

     8.4 Power



Appendix 1: Detailed mapping to Future Nurse: Standards of proficiency for registered nurses

Appendix 2: The use of collaboration - an example

Appendix 3: The single assessment process

Appendix 4: What is abuse?

References; Index