Download advanced clinical skills for gu nurses by Matthew Grundy-Bowers, Jonathan Davies PDF

By Matthew Grundy-Bowers, Jonathan Davies

This publication has been constructed to assist nurses who're in nurse practitioner roles by means of helping them to strengthen their ‘advanced perform skills’. This ebook is meant to construct on abilities and information that nurses may have obtained at employees nurse point. it really is meant that this booklet will boost abilities and information which until eventually lately were extra within the scientific area, such sexual background taking and actual review.

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2002). On rare occasions some patients may try to cause embarrassment for the nurse through sexual comments or displaying sexual behaviour towards the health professional. This may be an intentional act on the part of the patient, or more often a manifestation of their nervousness or embarrassment. In these circumstances, a chaperone may be useful, and the nurse must remember to maintain professional boundaries. It is important in these circumstances to employ your clinical and professional judgement when assessing the situation.

In Australia, it would be totally inappropriate for a male healthcare worker to ask an Australian Aboriginal woman about ‘women’s business’, that is, sexual health, menstrual history or contraception (Bell, 1998). In the Muslim culture men may not be willing to have an examination performed by a woman. If in any doubt check it out with your colleagues or indeed carefully ask the person ‘Is it appropriate that I ask you questions about your sexual health? ’ You can usually sense the person’s discomfort immediately and/or if the body language indicates a defensive posture.

The educational preparation for advanced practice Historically, much of the debate about educational preparation for advanced practice was really about whether nurse practitioners were advanced practice nurses. When you take nurse practitioners out of the equation, in the UK there is little doubt that advanced practitioners should be educated to Master’s level (Elcock 1996; Wright, 1997; Manley, 1997), a view which is now supported by the NMC (2005). There is a consensus that the key components of the role would be expert practitioner, educator, researcher and consultant (Elcock, 1996).

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