{"product_id":"the-advanced-practitioner-in-primary-care-isbn-9781394253739","title":"The Advanced Practitioner in Primary Care","description":"\u003cp\u003e\u003cb\u003eEquipping Advanced Practitioners with the skills, insight, and confidence to lead in modern primary care\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Advanced Practitioner in Primary Care\u003c\/i\u003e is a timely resource that provides current and aspiring Advanced Practitioners (APs) with a practical roadmap for delivering high-quality, patient-centred care in complex and fast-paced primary care environments. Built on the four pillars of advanced practice—clinical practice, leadership, education, and research—this text supports practitioners in bridging the gap between academic theory and clinical application. \u003c\/p\u003e\u003cp\u003eWritten by experienced clinicians and educators, this book is framed by national and international guidelines—applicable to adult, paediatric, and mental health contexts—and reinforced by real-world case studies that contextualise concepts and build confidence in managing diverse clinical scenarios. \u003c\/p\u003e\u003cp\u003eProviding the structured support and evidence-informed guidance necessary for confident, competent, and reflective practice, \u003ci\u003eThe Advanced Practitioner in Primary Care:\u003c\/i\u003e \u003c\/p\u003e\u003cul\u003e \u003cli\u003eCovers complex consultation skills, clinical reasoning, systems-based clinical assessments, and decision-making with evidence-informed guidance\u003c\/li\u003e \u003cli\u003eAddresses the management of uncertainty and diverse patient presentations, including frailty and paediatrics\u003c\/li\u003e \u003cli\u003eOffers practical insights on getting the most from supervision and professional development pathways\u003c\/li\u003e \u003cli\u003eIncludes a dedicated chapter on prescribing and medication management tailored for APs \u003c\/li\u003e\n\u003cli\u003eDiscusses the evolving scope of the AP role in the context of local, national, and international policy\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eThe Advanced Practitioner in Primary Care\u003c\/i\u003e is essential reading for trainee and established APs working in primary care, as well as for nurses, paramedics, pharmacists, physiotherapists, and other professionals transitioning into general practice. It is also ideal for postgraduate programmes in advanced clinical practice and a valuable resource for educators and primary care teams supporting AP development. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eUnit 1 – The ACP Role in Primary Care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1        Scope of Practice and the ACP role in primary care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAim\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2        How to get the most from supervision in practice\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAim\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eWhat is supervision?\u003c\/p\u003e \u003cp\u003eCompetence and Capability\u003c\/p\u003e \u003cp\u003eFrameworks and Standards\u003c\/p\u003e \u003cp\u003eTailored Supervision\u003c\/p\u003e \u003cp\u003ePlanning Supervision in Primary care\u003c\/p\u003e \u003cp\u003eOvercoming barriers to supervision\u003c\/p\u003e \u003cp\u003eDemonstrating capability\u003c\/p\u003e \u003cp\u003eSelf- Awareness\u003c\/p\u003e \u003cp\u003eReflective Points\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3        Patient Centred Care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAim\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4        Clinical Uncertainty \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAim\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eTypes of Uncertainty\u003c\/p\u003e \u003cp\u003eManaging uncertainty\u003c\/p\u003e \u003cp\u003e     Information gathering\u003c\/p\u003e \u003cp\u003e     The value of time as a tool\u003c\/p\u003e \u003cp\u003e     Safety Netting\u003c\/p\u003e \u003cp\u003e     Ethical Considerations and shared decision making\u003c\/p\u003e \u003cp\u003e     Back to Basics\u003c\/p\u003e \u003cp\u003eCommunicating uncertainty\u003c\/p\u003e \u003cp\u003eUncertainty and Burnout\u003c\/p\u003e \u003cp\u003eReflective point\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e               \u003c\/p\u003e \u003cp\u003e\u003cb\u003eUnit 2 – Leadership\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5        Leadership\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6        Research Pillar in Primary Care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe importance of the research pillar for ACPs\u003c\/p\u003e \u003cp\u003eChallenges of embedding research into primary care ACP roles\u003c\/p\u003e \u003cp\u003eEvidence Based Practice\u003c\/p\u003e \u003cp\u003eResearch Opportunities and the National Institute for Health can Care Research (NIHR)\u003c\/p\u003e \u003cp\u003eClinical Academic Roles\u003c\/p\u003e \u003cp\u003eQuality Improvement\u003c\/p\u003e \u003cp\u003eAudit\u003c\/p\u003e \u003cp\u003eReflective Points\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7        Education and Teaching\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eUnit 3 – Consultation skills\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8        Consultation Models\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eConsultation Models Introduction\u003c\/p\u003e \u003cp\u003eOverview of Models\u003c\/p\u003e \u003cp\u003eUsing a model in practice\u003c\/p\u003e \u003cp\u003eThe short or 15 minute consultation and agenda setting\u003c\/p\u003e \u003cp\u003eRemote Consultations\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eReflective points\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e\u003cb\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9        Advanced Clinical Reasoning\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e\u003cb\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eUnit 4 – Clinical Examination and Assessment\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10     History Taking\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eApplying Structure to history taking\u003c\/p\u003e \u003cp\u003e    Care study\u003c\/p\u003e \u003cp\u003e    Preparation (Housekeeping)\u003c\/p\u003e \u003cp\u003e    Introduction and Rapport Building\u003c\/p\u003e \u003cp\u003e    Presenting Complaint\u003c\/p\u003e \u003cp\u003e    Ideas, Concerns and expectations\u003c\/p\u003e \u003cp\u003e    History of Presenting complaint\u003c\/p\u003e \u003cp\u003e    Past Medical History\u003c\/p\u003e \u003cp\u003e    Vaccination History\u003c\/p\u003e \u003cp\u003e    Medication History\u003c\/p\u003e \u003cp\u003e    Allergies\u003c\/p\u003e \u003cp\u003e    Family History\u003c\/p\u003e \u003cp\u003e    Social History\u003c\/p\u003e \u003cp\u003e    Occupation\u003c\/p\u003e \u003cp\u003e    Travel\u003c\/p\u003e \u003cp\u003e    Sexual history\u003c\/p\u003e \u003cp\u003e    Systematic enquiry\u003c\/p\u003e \u003cp\u003e    Closing the encounter\u003c\/p\u003e \u003cp\u003eDifficult Consultations\u003c\/p\u003e \u003cp\u003eCollateral History Taking\u003c\/p\u003e \u003cp\u003eCommunication considerations in history taking\u003c\/p\u003e \u003cp\u003eManaging time\u003c\/p\u003e \u003cp\u003eDigital tools in history taking\u003c\/p\u003e \u003cp\u003eCare study reflection\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e\u003cb\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11     Introduction to clinical examination in primary care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eEquipment\u003c\/p\u003e \u003cp\u003eHome Visits\u003c\/p\u003e \u003cp\u003eThe acutely unwell patient\u003c\/p\u003e \u003cp\u003e    Red Flags\u003c\/p\u003e \u003cp\u003eChaperone\u003c\/p\u003e \u003cp\u003eStructured examination principles\u003c\/p\u003e \u003cp\u003e     Preparation\/Housekeeping\u003c\/p\u003e \u003cp\u003e     Environment\u003c\/p\u003e \u003cp\u003e     End of bed\/chair\u003c\/p\u003e \u003cp\u003e     Inspection\u003c\/p\u003e \u003cp\u003e        Hands\u003c\/p\u003e \u003cp\u003e        Face and Mouth\u003c\/p\u003e \u003cp\u003e     Palpation\u003c\/p\u003e \u003cp\u003e     Percussion\u003c\/p\u003e \u003cp\u003e     Auscultation\u003c\/p\u003e \u003cp\u003eLymph Node Assessment\u003c\/p\u003e \u003cp\u003e     History considerations\u003c\/p\u003e \u003cp\u003e     Inspection\u003c\/p\u003e \u003cp\u003e     Palpation\u003c\/p\u003e \u003cp\u003e     Red flag signs for lymphadenopathy\u003c\/p\u003e \u003cp\u003e     Typical features of lymph nodes and associated pathology\u003c\/p\u003e \u003cp\u003eDecision making, referrals or admissions\u003c\/p\u003e \u003cp\u003eCase Study – Lymphadenopathy\u003c\/p\u003e \u003cp\u003eCloser Look- Lymphoma\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12     The Respiratory System\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eHistory taking for the respiratory presentation\u003c\/p\u003e \u003cp\u003e     Preparation\u003c\/p\u003e \u003cp\u003e     Initiating the consultation\u003c\/p\u003e \u003cp\u003e     Taking a respiratory history\u003c\/p\u003e \u003cp\u003eCommon Presenting Symptoms\u003c\/p\u003e \u003cp\u003e     Chest pain\u003c\/p\u003e \u003cp\u003e     Cough\u003c\/p\u003e \u003cp\u003e     Sputum\u003c\/p\u003e \u003cp\u003e     Breathlessness\u003c\/p\u003e \u003cp\u003e     Wheeze\u003c\/p\u003e \u003cp\u003e     Stridor\u003c\/p\u003e \u003cp\u003e     Haemoptysis\u003c\/p\u003e \u003cp\u003e     Fever\/Night sweats and Rigors\u003c\/p\u003e \u003cp\u003e     Weight Changes\u003c\/p\u003e \u003cp\u003e     Sleepiness\u003c\/p\u003e \u003cp\u003e     Red Flags\u003c\/p\u003e \u003cp\u003eClinical Examination of the respiratory system\u003c\/p\u003e \u003cp\u003e     Environment\u003c\/p\u003e \u003cp\u003e     End of the bed assessment\u003c\/p\u003e \u003cp\u003e     Hands and arms\u003c\/p\u003e \u003cp\u003e     Face, eyes and mouth\u003c\/p\u003e \u003cp\u003e     Neck\u003c\/p\u003e \u003cp\u003e     Inspection\u003c\/p\u003e \u003cp\u003e     Palpation\u003c\/p\u003e \u003cp\u003e     Percussion\u003c\/p\u003e \u003cp\u003e     Auscultation\u003c\/p\u003e \u003cp\u003e     Posterior\u003c\/p\u003e \u003cp\u003e     Legs\u003c\/p\u003e \u003cp\u003eCommon Presenting complaints in primary care\u003c\/p\u003e \u003cp\u003eOther investigations in primary care\u003c\/p\u003e \u003cp\u003e     Pulse Oximetry\u003c\/p\u003e \u003cp\u003e     Sputum Cultures\u003c\/p\u003e \u003cp\u003e     Spirometry\u003c\/p\u003e \u003cp\u003e     ECG\u003c\/p\u003e \u003cp\u003e     Peak Flow\u003c\/p\u003e \u003cp\u003e     Fractional exhaled nitric oxide\u003c\/p\u003e \u003cp\u003e     Chest X-ray\u003c\/p\u003e \u003cp\u003e     Blood tests\u003c\/p\u003e \u003cp\u003e     Rapid point of care testing for C-Reactive Protein\u003c\/p\u003e \u003cp\u003e     Pertussis testing\u003c\/p\u003e \u003cp\u003eRisk tools\u003c\/p\u003e \u003cp\u003eCase Study – Community Acquired Pneumonia\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13     The Cardiovascular System\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003e               \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14     Abdomen\/Urology and Gynaecology\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15     Neurological Assessment\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16     Musculoskeletal and Rheumatology\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17     Ear, Nose and Throat\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18     Dermatology\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eTaking a dermatological history\u003c\/p\u003e \u003cp\u003eCommon presenting symptoms\u003c\/p\u003e \u003cp\u003e     Itching\u003c\/p\u003e \u003cp\u003e     Rash\u003c\/p\u003e \u003cp\u003e     Lesions\u003c\/p\u003e \u003cp\u003e     Pain\u003c\/p\u003e \u003cp\u003e     Psychosocial factors\u003c\/p\u003e \u003cp\u003eExamination of skin\u003c\/p\u003e \u003cp\u003e     Inspection\u003c\/p\u003e \u003cp\u003e     Description\u003c\/p\u003e \u003cp\u003e     Palpation\u003c\/p\u003e \u003cp\u003e     Systematic Review\u003c\/p\u003e \u003cp\u003eExamination of moles\u003c\/p\u003e \u003cp\u003eDermoscopy and photography\u003c\/p\u003e \u003cp\u003eRed flags\u003c\/p\u003e \u003cp\u003eCase study\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003e               \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19     Paediatrics in Primary care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eInitiating the consultation with a child and history taking\u003c\/p\u003e \u003cp\u003e     First Impressions\u003c\/p\u003e \u003cp\u003e     Introductions and Rapport building\u003c\/p\u003e \u003cp\u003e     Golden minute and establishing ICE\u003c\/p\u003e \u003cp\u003e     Taking a history\u003c\/p\u003e \u003cp\u003eExamination\u003c\/p\u003e \u003cp\u003e     Airway\u003c\/p\u003e \u003cp\u003e     Breathing\u003c\/p\u003e \u003cp\u003e          Compromised respiratory system\u003c\/p\u003e \u003cp\u003e          Respiratory distress\u003c\/p\u003e \u003cp\u003e          Respiratory Rate\u003c\/p\u003e \u003cp\u003e          Oxygen saturation\u003c\/p\u003e \u003cp\u003e          Chest Auscultation\u003c\/p\u003e \u003cp\u003e     Circulation\u003c\/p\u003e \u003cp\u003e           Colour\u003c\/p\u003e \u003cp\u003e           Heart Rate\u003c\/p\u003e \u003cp\u003e           Capillary Refill time\u003c\/p\u003e \u003cp\u003e           Blood Pressure\u003c\/p\u003e \u003cp\u003e     Disability\u003c\/p\u003e \u003cp\u003e     ENT Examination\u003c\/p\u003e \u003cp\u003e     Temperature\u003c\/p\u003e \u003cp\u003e     Tummy\u003c\/p\u003e \u003cp\u003e     Blood Glucose\u003c\/p\u003e \u003cp\u003e     Examination Tips\u003c\/p\u003e \u003cp\u003eIdentifying serious illness in children\u003c\/p\u003e \u003cp\u003e     Vital signs\u003c\/p\u003e \u003cp\u003e     Traffic light system\/PEWS\/Sepsis\u003c\/p\u003e \u003cp\u003eThe Febrile Child\u003c\/p\u003e \u003cp\u003e     Management and parental\/carer advice\u003c\/p\u003e \u003cp\u003e     The unexplained fever\u003c\/p\u003e \u003cp\u003eGrowth and Feeding\u003c\/p\u003e \u003cp\u003eSafety netting\u003c\/p\u003e \u003cp\u003eProfessional and Legal Issues in Paediatrics\u003c\/p\u003e \u003cp\u003e     Consent\u003c\/p\u003e \u003cp\u003e     Gillick Competence\u003c\/p\u003e \u003cp\u003e     Fraser Guidelines\u003c\/p\u003e \u003cp\u003eSafeguarding\u003c\/p\u003e \u003cp\u003ePrescribing for children\u003c\/p\u003e \u003cp\u003eCloser look – Kawasaki Disease\u003c\/p\u003e \u003cp\u003eCase Study – Bronchiolitis\u003c\/p\u003e \u003cp\u003eCommon differential in primary care – feverish illness\u003c\/p\u003e \u003cp\u003eUseful resources\u003c\/p\u003e \u003cp\u003eReferences   \u003c\/p\u003e \u003cp\u003e               \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20     Mental Health in Primary Care\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eHistory taking in Mental Health consultations\u003c\/p\u003e \u003cp\u003e     Mental Status Examination (MSE)\u003c\/p\u003e \u003cp\u003e     Determining risk\u003c\/p\u003e \u003cp\u003e          Ethnicity\u003c\/p\u003e \u003cp\u003e          Frailty\u003c\/p\u003e \u003cp\u003e          Maternal Mental Health\u003c\/p\u003e \u003cp\u003e          Learning Disability\u003c\/p\u003e \u003cp\u003e          Gender\u003c\/p\u003e \u003cp\u003e     History taking framework for mental health\u003c\/p\u003e \u003cp\u003eLegislation and mental health\u003c\/p\u003e \u003cp\u003e     The Mental Health Act 1983\u003c\/p\u003e \u003cp\u003e     The Mental Capacity Act 2005\u003c\/p\u003e \u003cp\u003eManagement of common low risk presentations in primary care\u003c\/p\u003e \u003cp\u003e     Social Prescribing\u003c\/p\u003e \u003cp\u003e     Generalised anxiety disorders\u003c\/p\u003e \u003cp\u003e     Depression\u003c\/p\u003e \u003cp\u003e     Bi-Polar Disorder\u003c\/p\u003e \u003cp\u003eMental health of the practitioner\u003c\/p\u003e \u003cp\u003eUseful information\u003c\/p\u003e \u003cp\u003eCase study – depression\u003c\/p\u003e \u003cp\u003eReferences     \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21     Frailty\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22     The advanced Practitioner as a Prescriber\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eNMP Professional Considerations\u003c\/p\u003e \u003cp\u003eThe NMP and Scope of practice in primary care\u003c\/p\u003e \u003cp\u003e     Continuing professional development as a prescriber\u003c\/p\u003e \u003cp\u003eRemote Prescribing\u003c\/p\u003e \u003cp\u003eRepeat Prescribing\u003c\/p\u003e \u003cp\u003eMedication Reviews\u003c\/p\u003e \u003cp\u003e     Re-authorisation of repeat medications\u003c\/p\u003e \u003cp\u003e     Medication Review\u003c\/p\u003e \u003cp\u003e     Structured Medication Review (SMR)\u003c\/p\u003e \u003cp\u003e     Medicine Reconciliation\u003c\/p\u003e \u003cp\u003e     Polypharmacy\u003c\/p\u003e \u003cp\u003eMedicines Optimisation\u003c\/p\u003e \u003cp\u003e     Medicined optimisation for older people\u003c\/p\u003e \u003cp\u003eAntimicrobial stewardship\u003c\/p\u003e \u003cp\u003e     Delayed prescriptions\u003c\/p\u003e \u003cp\u003e     Communication regarding antibiotic prescribing\u003c\/p\u003e \u003cp\u003eSupporting other NMP’s\u003c\/p\u003e \u003cp\u003eReflection Activity\u003c\/p\u003e \u003cp\u003eReferences    \u003c\/p\u003e \u003cp\u003e               \u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 23     Completing the consultation\/developing as an ACP and beyond\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAims\u003c\/p\u003e \u003cp\u003eLearning Outcomes\u003c\/p\u003e \u003cp\u003eIntroduction   \u003c\/p\u003e  \u003cp\u003e\u003cb\u003eJosey Coaten\u003c\/b\u003e is a lecturer and Programme Director for the MSc Advanced Clinical Practice at the University of Hull. An experienced registered nurse and Advanced Clinical Practitioner, she is also a non-medical independent prescriber. Josey brings extensive experience from primary care, having held roles from practice nurse to Senior ACP. She holds a postgraduate certificate in academic practice and is a Fellow of AdvancedHE. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSarah Pay\u003c\/b\u003e has experience as a lecturer in the MSc Advanced Clinical Practice programme at the University of Hull and currently works as an ACP and clinical educator at Haxby Group. With a background in adult nursing, she has worked extensively in primary care as both a practice nurse and a Senior ACP. She is a non-medical prescriber and holds a postgraduate certificate in academic practice, as well as being a Fellow of AdvancedHE.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47990153019621,"sku":"NP9781394253739","price":38.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781394253739.jpg?v=1761786704","url":"https:\/\/k12savings.com\/products\/the-advanced-practitioner-in-primary-care-isbn-9781394253739","provider":"K12savings","version":"1.0","type":"link"}