Table of Contents

Cover

Dedication

Title Page

About the Author

Acknowledgements

Preface

Reference

Chapter 1: Getting the job you want

Introduction
The role of the staff nurse
The Health and Social Care Act 2012
The job description
The application form
The personal statement
The curriculum vitae
Psychometric testing
Numeracy screening
The interview
Practicalities
What to wear for interview
Applying for a position overseas
Conclusion
References

Chapter 2: Crossing the threshold: the role and function of the staff nurse

Introduction
The transition
The bitter sweet – reality shock
Nursing and the NHS
Nursing careers
Modernising nursing careers
Nursing careers framework
Health and society
The role
The Career Framework for Health and the NHS Knowledge and Skills Framework
The job description
Developing your role
Conclusion
References

Chapter 3: Support systems and preceptorship

Introduction
Preceptorship
Period of preceptorship
Preparation for preceptors
Documenting activity
Competence
Lack of competence
Induction
e-Learning
Skills passport
Conclusion
References

Chapter 4: Accountability and delegation

Introduction
Accountability and responsibility
Delegation, accountability and responsibility
Principles of delegation
Assessing needs and delegating
Who should carry out the delegated activity?
Supervising others
Conclusion
References

Chapter 5: Using the evidence

Introduction
Definitions of terms
Evidence-based practice, research and quality improvement
Five stages of evidence-based practice
Integrating evidence-based practice into care delivery
Challenges to implementation of evidence-based practice
Conclusion
References

Chapter 6: Working with patients and their families

Introduction
The NHS Constitution
The NHS complaints procedure
Statement writing
The statement
Writing the statement
Statement format and layout
The introduction
The narrative (the body of the statement)
Summary
Statement of truth
References and appendices
Nursing and Midwifery Council's investigations
Resources
Conclusion
References

Chapter 7: New ways of working: advancing nursing practice

Introduction
Accountability and responsibility
Standards and guidance
From novice to expert
Competent nurses
Proficient nurse
Expert nurse
Advanced nurse practitioner
Becoming an advanced nurse practitioner
Professional indemnity
Nurse prescribing
Non-medical prescribing
Conclusion
References

Chapter 8: Becoming a manager

Introduction
The staff nurse as manager
Leadership and management
Change management
Team working
Managing conflict
Conclusion
References

Chapter 9: Continuing professional and personal development

Introduction
Revalidation
Appraisal
What appraisal is and what appraisal is not
The process
The annual process
The meeting
Continuing professional development
Recording
Reflecting
Tracking
Planning
Reviewing
Professional development activities
Storing the evidence required – the portfolio
Conclusion
References

Chapter 10: Teaching, learning and assessing

Introduction
Standards of teaching, mentoring and assessing in practice
The role of the stage 1 mentor
Teaching and learning in the clinical setting
The learning environment
Frameworks for teaching and learning
Behaviourism
Humanism
Adult learning
Providing feedback to students
Involving patients in clinical teaching
Patient teaching
Conclusion
References

Index

End User License Agreement

List of Illustrations

Chapter 1: Getting the job you want

Figure 1.1 The inter-relational aspects of the various members of the nursing team.

Chapter 2: Crossing the threshold: the role and function of the staff nurse

Figure 2.1 Key elements of the career framework.

Chapter 3: Support systems and preceptorship

Figure 3.1
Figure 3.2 Sources of evidence.

Chapter 4: Accountability and delegation

Figure 4.1 Spheres of accountability.
Figure 4.2 The delegating triumvirate.
Figure 4.3 Clinical governance.

Chapter 5: Using the evidence

Figure 5.1 Five stages associated with evidence-based practice.
Figure 5.2 Some sources of evidence.

Chapter 6: Working with patients and their families

Figure 6.1 The seven interlinked principles associated with the NHS Constitution.
Figure 6.2 Raising concerns or complaints.

Chapter 7: New ways of working: advancing nursing practice

Figure 7.1 Inter-relationships associated with the role of the advanced nurse practitioner.
Figure 7.2 From novice to expert.

Chapter 8: Becoming a manager

Figure 8.1

Chapter 9: Continuing professional and personal development

Figure 9.1 The appraisal cycle.
Figure 9.2 Three phase appraisal process.
Figure 9.3 Five aspects related to CPD.

List of Tables

Chapter 1: Getting the job you want

Table 1.1 The nursing team – roles
Table 1.2 A summary of some aspects of the 2012 Health and Social Care Act
Table 1.3 The job description critically analysed
Table 1.4 Some hints and tips concerning the application form
Table 1.5 Key components of a CV
Table 1.6 Some questions that you may wish to ask at interview
Table 1.7 The interview structure

Chapter 2: Crossing the threshold: the role and function of the staff nurse

Table 2.1 Modernising nursing careers
Table 2.2 Trends interrelated with health and society
Table 2.3 The six core dimensions that are applicable to all NHS posts
Table 2.4 Specific dimensions
Table 2.5 Aspects of job profile that are related to the work of a band 5 staff nurse

Chapter 3: Support systems and preceptorship

Table 3.1 Three supporting roles
Table 3.2 The expected role of the ‘new registrant’ in the preceptorship relationship
Table 3.3 Examples of lack of competence
Table 3.4 Induction day – core components
Table 3.5 e-Learning packages that may be available as part of trust induction programmes
Table 3.6 Examples of a number of activities that some trusts may require newly qualified nurses to undertake and be deemed competent in with time limits

Chapter 4: Accountability and delegation

Table 4.1 Some terms commonly used in the area of delegation
Table 4.2 The principles associated with delegation

Chapter 5: Using the evidence

Table 5.1 Hierarchy of evidence
Table 5.2 One way of appraising the evidence
Table 5.3 Factors that may impact on the implementation of EBP

Chapter 6: Working with patients and their families

Table 6.1 The values that underpin the NHS Constitution
Table 6.2 Statements can be required for a number of reasons
Table 6.3 An aide-mémoire for statement writing

Chapter 7: New ways of working: advancing nursing practice

Table 7.1 Stages of clinical competence
Table 7.2 Some subject areas that are usually included in a programme of study designed for advanced nurse practitioner
Table 7.3 Some assessment strategies that may be used in programmes offered to potential advanced nurse practitioners

Chapter 8: Becoming a manager

Table 8.1 Becoming a manager
Table 8.2 Management and leadership
Table 8.3 Types of power
Table 8.4 Emotional phases of the change process
Table 8.5 Some barriers associated with change
Table 8.6 Ten key points in efforts to build a successful team

Chapter 9: Continuing professional and personal development

Table 9.1 Six key concepts associated with revalidation
Table 9.2 Receiving feedback
Table 9.3 Forms of professional development activities
Table 9.4 The key features of a professional portfolio

Chapter 10: Teaching, learning and assessing

Table 10.1 The four developmental stages
Table 10.2 Some attributes of an effective learning environment
Table 10.3 Operant conditioning and conditional response
Table 10.4 Pedagogy and andragogy
Table 10.5 Some human and material resources that can be used when teaching learners in the clinical setting

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Preface

Becoming a staff nurse brings with it a lot of mixed emotions, responsibilities and a salary. Three years of blood, sweat, tears and laughter have led to this position, but still your journey is not over as you become truly a lifelong learner.

The transition from student nurse to staff nurse takes place overnight, from being a student nurse and then a registered nurse with a personal identification number from the Nursing and Midwifery Council (NMC) and then there is the change from being responsible to being accountable; for some this can be daunting. Some may suggest the transition takes 3 years, from the day you commenced your education. The text aims to facilitate the transitional process.

Contemporary nursing practice is constantly changing and evolving. Historically, nursing has been offered at certificate level and then diploma level and now entry to the professional register can only occur if the registrant has been educated to degree level. Since September 2013 all pre-registration nursing programmes leading to registration have been at a minimum undergraduate degree level. Throughout all the changes the length of the programmes has remained at 3 years.

The title Nurse is a title that is protected in law; no person is allowed to purport to be a nurse unless his or her name appears on the professional register and no person can practice nursing unless his or her name has been entered onto the professional register. Entry to the professional register can only occur when the standards that the NMC have set for education have been met. You have met those standards (exacting standards) and your name is on the professional register. You have made it, be proud and uphold the standards of the profession, congratulations!

There has been a massive reorganisation of health and social service provision and there have been a number of high-profile cases concerning nursing and nurses reported in the media. All of this has had an impact on the role and function of the newly registered nurse – the staff nurse.

The world continues to change and in response to this the provision of nursing services has also needed to change. Nurses are now working in a variety of health and social care sectors that had hitherto been unheard of. This text takes into account the direction for nursing as detailed in policy and practice, identifying the changes necessary to the way nurses work and to their roles, responsibilities, educational and developmental requirements in order to deliver safe, competent and compassionate patient-centred nursing services. The text is suited to the community setting, primary and acute care with an emphasis upon the adult field of nursing; however, the broad principles can be applied across all fields.

Each chapter begins with an aim and a set of objectives helping the reader pre-plan for what is to come and to understand the rationale for the discrete yet intertwined chapters. Text layout has been given much thought, aiming to ensure that it is user friendly and engaging. There are 10 chapters. Inspiration is provided throughout the text at appropriate intervals offering the reader practical hints and tips, where you are asked to consider specific issues. You will be asked to carry out a variety of exercises along the way, where the author hands over to the staff nurse.

An evidence base is used to support discussion. Reference and referral to organisations such as the Royal College of Nursing, the NMC, UNISON, National Institute for Health and Care Excellence, Scottish Intercollegiate Guidelines Network and other appropriate organisations is made. Referral to the revised 2015 Code of Conduct (Nursing and Midwifery Council, 2015) and other guidance issued by the regulator has been included.

The text will help support you as you endeavour to offer safe, effective, evidence-based and patient-centred care, with the patient at the heart of all that you do. The information provided will help generate confidence and understanding. The book provides you with material that will help you to consolidate your three-year education programme as you make the transition from student to staff nurse, the autonomous and accountable practitioner.

It is anticipated that it will help you appreciate how your role and function must change now that your name has been entered on the professional register. The text does not aim to provide you with a repertoire of skills that will enable you to perform clinical procedures; it should be seen more as a resource, an aide memoir, as you are about to begin your work as a registered nurse.

The text is designed to be used as a reference text, compact enough to be carried in the pocket, small enough to be put in a bag and referred to throughout the day, at home, on the train or at work. It is not intended to be read from cover to cover in one sitting; it should be used as a guide, a reference. This text provides you with details concerning the theory of leadership and management and teamwork as well as offering helpful hints and tips about the ‘doing’ aspect of the role; the key principles are provided in one text, avoiding the need to visit several texts.

Reference

Nursing and Midwifery Council (2015) “The Code. Professional Standards of Practice and Behaviour for Nurses and Midwives” http://www.nmc-uk.org/Documents/NMC-Publications/NMC-Code-A5-FINAL.pdf last (accessed February 2015).