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"An additional assumption was that the processes for theory development were new to nursing and hence, nurses in graduate programs learned strategies for advancing knowledge from other disciplines. This assumption was debunked with the knowledge that nurses were always engaged in knowledge development, driven by their experiences in clinical practice. Because of these assumptions, most of the early writing about theory development was about outlining strategies that should be used, rather than strategies that have already been used in the discipline to develop theories. Theorists themselves did not uncover or adequately discuss ways by which they developed their theories, therefore the tendency was to describe processes that were based on theories developed in other disciplines, mainly the physical and social sciences. And an implicit assumption was made that there should be a single strategy for theory development, some claiming to begin the process from practice, and others believing it should be driven by research"--Provided by publisher.
This electronic version has been made available under a Creative Commons (BY-NC-ND) open access license. Negotiating Nursing explores how the Queen Alexandra's Imperial Military Nursing Service (Q.A.s) salvaged their soldier-patients within the sensitive gender negotiations of what should and could constitute nursing work and where that work could occur. The book argues that the Q.A.s, an entirely female force during the Second World War, were essential to recovering men from the battlefield and for the war, despite concerns about women’s presence on the frontline. Using personal testimony the book maps the developments in nurses’ work as they created a legitimate space for themselves in war zones and established their position as the expert at the bedside. Yet, despite the acknowledgement of nurses’ vital role in the medical service, their position was gendered. As the women of Britain were returned to the home post-war, it was the military nurses’ womanhood that stymied their considerable skills from being transferred to the new welfare state.
In line with the recommendations of Project 2000 and the 1982 RMN syllabus this is an important new book which takes a fresh look at the requirements of trainee psychiatric nurses and their teachers. The book is divided into two parts. Part One - Concepts, establishes the nurses approach to psychiatric care as an individual and as a member of a team. Part Two - Care, explores the application of concepts through numerous patient profiles and care plans based on conceptual models. The text is well illustrated and attractively designed throughout. The author, Peggy Martin, is closely involved in nurse training and, as well as being aware of the needs of the practising nurse, has a strong commitment to Peplau's developmental model which she has used in this book.
The image of the nurse is ubiquitous, both in life and in popular media. One of the earliest instances of nursing and media intersecting is the Edison phonographic recording of Florence Nightingale's voice in 1890. Since then, a parade of nurses, good, bad or otherwise, has appeared on both cinema and television screens. How do we interpret the many different types of nurses--real and fictional, lifelike and distorted, sexual and forbidding--who are so visible in the public consciousness? This book is a comprehensive collection of unique insights from scholars across the Western world. Essays explore a diversity of nursing types that traverse popular characterizations of nurses from various time periods. The shifting roles of nurses are explored across media, including picture postcards, film, television, journalism and the collection and preservation of uniforms and memorabilia.