{"product_id":"the-advanced-practitioner-isbn-9781119882039","title":"The Advanced Practitioner","description":"\u003cb\u003eThe Advanced Practitioner\u003c\/b\u003e \u003cp\u003e\u003cb\u003eAn essential text for Advanced Practitioners\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eThe Advanced Practitioner: A Framework for Practice\u003c\/i\u003e, a team of distinguished Advanced Practitioners (APs) and academics deliver the go-to text for trainee APs, with a strong focus on the four pillars that underpin advanced practice: clinical practice, education, research, and leadership. \u003c\/p\u003e\u003cp\u003eThe patient is at the core of this essential resource, which offers the knowledge required to care safely for people in a variety of care settings, as well as with a range of common and specialised holistic interventions. Readers will also find: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA thorough introduction to the core principles of advanced practice, including the AP curriculum and the principles of physiology, pharmacology, and pathophysiology\u003c\/li\u003e \u003cli\u003eComprehensive exploration of the clinical pillar, including discussions of clinical history taking and physical examination\u003c\/li\u003e \u003cli\u003ePractical discussion of the education and research pillars, including an exploration of research principles and education and learning\u003c\/li\u003e \u003cli\u003eDiscussion of innovation in practice, the leadership pillar, and how to deal with difficult situations\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003ePerfect for trainee advanced practitioners, \u003ci\u003eThe Advanced Practitioner: A Framework for Practice \u003c\/i\u003ewill also benefit healthcare students and trainee medical associate professionals. \u003c\/p\u003e\u003cp\u003eContributors xviii\u003c\/p\u003e \u003cp\u003ePreface xxv\u003c\/p\u003e \u003cp\u003eAcknowledgements xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Advanced Clinical Practice 1\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSadie Diamond-Fox and Vikki-Jo Scott\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 1\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eThe Concept and History of Advanced-Level Practice 3\u003c\/p\u003e \u003cp\u003eFrameworks and Toolkits for Advanced Clinical Practice 3\u003c\/p\u003e \u003cp\u003eEnsuring Quality and Governance in Advanced Practice 3\u003c\/p\u003e \u003cp\u003eHow to Use this Book 5\u003c\/p\u003e \u003cp\u003eConclusion 5\u003c\/p\u003e \u003cp\u003eReferences 7\u003c\/p\u003e \u003cp\u003eFurther Reading 8\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 8\u003c\/p\u003e \u003cp\u003eGlossary 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 The Advanced Clinical Practice Curriculum 10\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRachael Daw and Ollie Phipps\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 10\u003c\/p\u003e \u003cp\u003eIntroduction 10\u003c\/p\u003e \u003cp\u003eCurriculum Development 12\u003c\/p\u003e \u003cp\u003eUnderstanding the Context of ACP 14\u003c\/p\u003e \u003cp\u003eThe Clinical Practice Curriculum 14\u003c\/p\u003e \u003cp\u003eThe Leadership and Management Curriculum 15\u003c\/p\u003e \u003cp\u003eThe Education Curriculum 15\u003c\/p\u003e \u003cp\u003eThe Research Curriculum 16\u003c\/p\u003e \u003cp\u003eAssessment for ACP 16\u003c\/p\u003e \u003cp\u003eSpecialist Curriculums, Credentials and Capability Frameworks 18\u003c\/p\u003e \u003cp\u003eFirst Contact Practitioners and Advanced Practitioners – Roadmaps to Practice 19\u003c\/p\u003e \u003cp\u003eSupervision and CPD Strategies 19\u003c\/p\u003e \u003cp\u003eConclusion 21\u003c\/p\u003e \u003cp\u003eReferences 22\u003c\/p\u003e \u003cp\u003eFurther Reading 23\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 24\u003c\/p\u003e \u003cp\u003eGlossary 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Scope of Practice and Management of Patient Care 25\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eOllie Phipps\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 25\u003c\/p\u003e \u003cp\u003eIntroduction 25\u003c\/p\u003e \u003cp\u003eThe Multi-Professional Framework (MPFFACP) 26\u003c\/p\u003e \u003cp\u003eGovernance 27\u003c\/p\u003e \u003cp\u003eLegal Issues 27\u003c\/p\u003e \u003cp\u003eRegulation Statements of Standards and Code of Conducts 28\u003c\/p\u003e \u003cp\u003eNursing and Midwifery Council (NMC) 28\u003c\/p\u003e \u003cp\u003eHealth and Care Professions Council (HCPC) 28\u003c\/p\u003e \u003cp\u003eGeneral Pharmaceutical Council (GPhC) 28\u003c\/p\u003e \u003cp\u003eScope and Capability 28\u003c\/p\u003e \u003cp\u003eDefining Scope of Practice 28\u003c\/p\u003e \u003cp\u003eCompetency vs Capability 29\u003c\/p\u003e \u003cp\u003eKnowledge, Skills and Behaviours 29\u003c\/p\u003e \u003cp\u003eCompetence 29\u003c\/p\u003e \u003cp\u003eMultiprofessional Registrations and Scope of Practice 30\u003c\/p\u003e \u003cp\u003eExpanding Scope and Scope Creep 30\u003c\/p\u003e \u003cp\u003eResponsibility and Accountability 30\u003c\/p\u003e \u003cp\u003eDunning–Kruger Effect 31\u003c\/p\u003e \u003cp\u003eImposter Syndrome 31\u003c\/p\u003e \u003cp\u003eProfessional Issues 31\u003c\/p\u003e \u003cp\u003eIndemnity 33\u003c\/p\u003e \u003cp\u003eIndemnity Insurance 33\u003c\/p\u003e \u003cp\u003eNegligence 34\u003c\/p\u003e \u003cp\u003eDuty of Care 34\u003c\/p\u003e \u003cp\u003eBreach of Duty 34\u003c\/p\u003e \u003cp\u003eCausation 34\u003c\/p\u003e \u003cp\u003eMental Health Act 1983 and Sections 35\u003c\/p\u003e \u003cp\u003eMental Capacity Act 36\u003c\/p\u003e \u003cp\u003eEthics 37\u003c\/p\u003e \u003cp\u003eAutonomy 37\u003c\/p\u003e \u003cp\u003eNon-maleficence 38\u003c\/p\u003e \u003cp\u003eBeneficence 38\u003c\/p\u003e \u003cp\u003eJustice 38\u003c\/p\u003e \u003cp\u003eThe Right to Life and the Right to Dignity 38\u003c\/p\u003e \u003cp\u003eConsent 39\u003c\/p\u003e \u003cp\u003eGillick Competence 39\u003c\/p\u003e \u003cp\u003eConfidentiality 39\u003c\/p\u003e \u003cp\u003eDevelopment and Regulation 39\u003c\/p\u003e \u003cp\u003eConclusion 40\u003c\/p\u003e \u003cp\u003eReferences 40\u003c\/p\u003e \u003cp\u003eFurther Reading 42\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 42\u003c\/p\u003e \u003cp\u003eGlossary 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Principles of Physiology for Advanced Practice 44\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eColin Chandler, Alison Wood, and Robin Hyde\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 44\u003c\/p\u003e \u003cp\u003eIntroduction 45\u003c\/p\u003e \u003cp\u003eHow the Body Adapts to Different Situations 47\u003c\/p\u003e \u003cp\u003eKey Concepts of the Cell 52\u003c\/p\u003e \u003cp\u003eContents vii\u003c\/p\u003e \u003cp\u003eControl – How the Body Allows us to Achieve Action and Participation in Society 55\u003c\/p\u003e \u003cp\u003eChanges to Physiology Through the Life Course 57\u003c\/p\u003e \u003cp\u003eMicrobiome\/Microbiota and Interactions with the Microbiological Environment 61\u003c\/p\u003e \u003cp\u003eConclusion 62\u003c\/p\u003e \u003cp\u003eReferences 63\u003c\/p\u003e \u003cp\u003eFurther Reading 64\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 64\u003c\/p\u003e \u003cp\u003eGlossary 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Principles of Pathophysiology 66\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSarah Ashelford and Vanessa Taylor\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 66\u003c\/p\u003e \u003cp\u003eIntroduction 67\u003c\/p\u003e \u003cp\u003eThe Main Disease Mechanisms 68\u003c\/p\u003e \u003cp\u003eCancer 69\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Cancer 70\u003c\/p\u003e \u003cp\u003eClinical Investigations 72\u003c\/p\u003e \u003cp\u003eLearning Events 72\u003c\/p\u003e \u003cp\u003eClinical Effects of Cancer 72\u003c\/p\u003e \u003cp\u003eLearning Event 72\u003c\/p\u003e \u003cp\u003eCardiovascular Disease and Stroke 73\u003c\/p\u003e \u003cp\u003eInvestigations 73\u003c\/p\u003e \u003cp\u003ePathogenesis of Atherosclerosis 73\u003c\/p\u003e \u003cp\u003ePharmacological Principles 76\u003c\/p\u003e \u003cp\u003eInvestigations 76\u003c\/p\u003e \u003cp\u003eDiabetes 76\u003c\/p\u003e \u003cp\u003eClinical Presentation 76\u003c\/p\u003e \u003cp\u003eLearning Event 77\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Type 1 Diabetes 77\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Type 2 Diabetes 78\u003c\/p\u003e \u003cp\u003eAcute Complications of Diabetes 79\u003c\/p\u003e \u003cp\u003eRespiratory Disease 81\u003c\/p\u003e \u003cp\u003eAsthma 81\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of Asthma 81\u003c\/p\u003e \u003cp\u003ePharmacological Principles 83\u003c\/p\u003e \u003cp\u003eLearning event 83\u003c\/p\u003e \u003cp\u003eChronic Obstructive Pulmonary Disease 83\u003c\/p\u003e \u003cp\u003eAetiology and Pathogenesis of COPD 83\u003c\/p\u003e \u003cp\u003eConclusion 86\u003c\/p\u003e \u003cp\u003eReferences 86\u003c\/p\u003e \u003cp\u003eFurther Reading 89\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 89\u003c\/p\u003e \u003cp\u003eGlossary 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Principles of Pharmacology 90\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eIhab Ali and Phil Broadhurst\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 90\u003c\/p\u003e \u003cp\u003eIntroduction 90\u003c\/p\u003e \u003cp\u003ePharmacotherapy 91\u003c\/p\u003e \u003cp\u003ePharmacokinetics (PK) 91\u003c\/p\u003e \u003cp\u003eVIII Contents Pharmacodynamics (pd) 93\u003c\/p\u003e \u003cp\u003ePharmacodynamics: Drug–Receptor Interactions 94\u003c\/p\u003e \u003cp\u003ePharmacodynamics: Drug Concentration 94\u003c\/p\u003e \u003cp\u003eTherapeutic Drug Monitoring (TDM) 96\u003c\/p\u003e \u003cp\u003ePlasma Protein Binding 98\u003c\/p\u003e \u003cp\u003eDrug-induced Adverse Effects 100\u003c\/p\u003e \u003cp\u003eDrug Interactions 103\u003c\/p\u003e \u003cp\u003eContraindications 103\u003c\/p\u003e \u003cp\u003eExcipients 104\u003c\/p\u003e \u003cp\u003eAdherence 104\u003c\/p\u003e \u003cp\u003eConclusion 107\u003c\/p\u003e \u003cp\u003eReferences 107\u003c\/p\u003e \u003cp\u003eFurther Reading 111\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 111\u003c\/p\u003e \u003cp\u003eGlossary 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Supplementary and Independent Prescribing 113\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBrigitta Fazzini, Esther Clift, and Jill Bentley\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 113\u003c\/p\u003e \u003cp\u003eIntroduction 113\u003c\/p\u003e \u003cp\u003eEducation 115\u003c\/p\u003e \u003cp\u003eGeneral Pharmacological Principles 115\u003c\/p\u003e \u003cp\u003ePrescribing in Paediatrics 115\u003c\/p\u003e \u003cp\u003ePrescribing in Mental Health 116\u003c\/p\u003e \u003cp\u003ePrescribing in Critical Care 117\u003c\/p\u003e \u003cp\u003eAbsorption 117\u003c\/p\u003e \u003cp\u003eDistribution 117\u003c\/p\u003e \u003cp\u003eMetabolism 118\u003c\/p\u003e \u003cp\u003eExcretion 119\u003c\/p\u003e \u003cp\u003eAssessing Drug Therapy in Critical Illness 119\u003c\/p\u003e \u003cp\u003ePrescribing in Older People 120\u003c\/p\u003e \u003cp\u003eMedication Reviews 120\u003c\/p\u003e \u003cp\u003ePharmacokinetics 121\u003c\/p\u003e \u003cp\u003eGuidelines on Drug Prescription for Older People 122\u003c\/p\u003e \u003cp\u003eAntibiotics Stewardship 123\u003c\/p\u003e \u003cp\u003eAuthorisation of Blood Components and Products 125\u003c\/p\u003e \u003cp\u003eLegal Aspects and Governance 125\u003c\/p\u003e \u003cp\u003ePatient Consent 126\u003c\/p\u003e \u003cp\u003eClinical Decision Making 126\u003c\/p\u003e \u003cp\u003eDe-Prescribing 127\u003c\/p\u003e \u003cp\u003eHealth Promotion 127\u003c\/p\u003e \u003cp\u003eWhy is This Important to Us as Prescribers? 128\u003c\/p\u003e \u003cp\u003eSo What Can We Do? 128\u003c\/p\u003e \u003cp\u003eSocial Prescribing 129\u003c\/p\u003e \u003cp\u003eConclusion 130\u003c\/p\u003e \u003cp\u003eReferences 130\u003c\/p\u003e \u003cp\u003eFurther Reading 131\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 131\u003c\/p\u003e \u003cp\u003eGlossary 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Core Procedural Skills 132\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMark Cannan, Kirstin Geer, and Stuart Cox\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 132\u003c\/p\u003e \u003cp\u003eIntroduction 132\u003c\/p\u003e \u003cp\u003eConsent\/Assent 133\u003c\/p\u003e \u003cp\u003eClinical Competence for Procedures 134\u003c\/p\u003e \u003cp\u003ePreparation: Positioning 135\u003c\/p\u003e \u003cp\u003eCore Procedural Skills 137\u003c\/p\u003e \u003cp\u003eAirway: Basic Manoeuvres and Adjuncts 137\u003c\/p\u003e \u003cp\u003eAirway: Supraglottic Airway Devices 137\u003c\/p\u003e \u003cp\u003eBreathing: Intercostal Drain Insertion 137\u003c\/p\u003e \u003cp\u003ePreprocedure Set-up and Equipment for ICD Insertion 137\u003c\/p\u003e \u003cp\u003eProcedure for ICD Insertion (Seldinger) – Small Bore 139\u003c\/p\u003e \u003cp\u003eProcedure for ICD Insertion – Large Bore (Lloyd 2019) 141\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 141\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 141\u003c\/p\u003e \u003cp\u003eCirculation: Venepuncture 142\u003c\/p\u003e \u003cp\u003ePractitioner Safety 142\u003c\/p\u003e \u003cp\u003eTechnique 143\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 144\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 144\u003c\/p\u003e \u003cp\u003eCirculation: Peripheral Intravenous Cannulation 144\u003c\/p\u003e \u003cp\u003eTechnique 145\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 146\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 146\u003c\/p\u003e \u003cp\u003eCirculation: Arterial Puncture and Cannulation 147\u003c\/p\u003e \u003cp\u003eTechnique 148\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 149\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 149\u003c\/p\u003e \u003cp\u003eCirculation: Central Venous Access Via Central Venous Catheter 149\u003c\/p\u003e \u003cp\u003eTechnique 150\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 151\u003c\/p\u003e \u003cp\u003eCirculation: Intraosseous Needle Insertion 152\u003c\/p\u003e \u003cp\u003ePreprocedure Considerations 152\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 152\u003c\/p\u003e \u003cp\u003eDisability: Lumbar Puncture 153\u003c\/p\u003e \u003cp\u003eTechnique 154\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 155\u003c\/p\u003e \u003cp\u003eExposure: Nasogastric Tube Insertion 156\u003c\/p\u003e \u003cp\u003eTechnique – Awake Patient 156\u003c\/p\u003e \u003cp\u003eTechnique - Unconscious\/Anaesthetised\/Intubated Patient 157\u003c\/p\u003e \u003cp\u003ePostprocedure Checks 157\u003c\/p\u003e \u003cp\u003ePearls and Pitfalls 157\u003c\/p\u003e \u003cp\u003eLearning From Patient Safety Events 158\u003c\/p\u003e \u003cp\u003eConclusion 158\u003c\/p\u003e \u003cp\u003eReferences 159\u003c\/p\u003e \u003cp\u003eFurther Reading 161\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 161\u003c\/p\u003e \u003cp\u003eGlossary 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Clinical History Taking and Physical Examination 162\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSadie Diamond-Fox, Rebecca Connolly, Alexandra Gatehouse, and John Wilkinson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 162\u003c\/p\u003e \u003cp\u003eIntroduction 162\u003c\/p\u003e \u003cp\u003eThe Consultation as a Diagnostic Tool 163\u003c\/p\u003e \u003cp\u003eCommunication 164\u003c\/p\u003e \u003cp\u003eThe Cone Technique 164\u003c\/p\u003e \u003cp\u003eIdeas, Concerns and Expectations (ICE) 165\u003c\/p\u003e \u003cp\u003eTriggers to Consultation 165\u003c\/p\u003e \u003cp\u003eConsultation Models 165\u003c\/p\u003e \u003cp\u003eCalgary-Cambridge Guide to the Medical Interview 167\u003c\/p\u003e \u003cp\u003ePatient Perspective of Consultation 168\u003c\/p\u003e \u003cp\u003eKinesics Interviewing 168\u003c\/p\u003e \u003cp\u003eAspects of Obtaining a Medical History 169\u003c\/p\u003e \u003cp\u003eHistory Taking in Special Circumstances: Time-Critical Situations 171\u003c\/p\u003e \u003cp\u003eHistory Taking for Neurodiverse and Non-verbal Populations 172\u003c\/p\u003e \u003cp\u003eHistory Taking for Ethnic Minority Populations 173\u003c\/p\u003e \u003cp\u003eHistory Taking for LGBTQIA+ Populations 173\u003c\/p\u003e \u003cp\u003eClinical Assessment – Aspects of Physical Examination 175\u003c\/p\u003e \u003cp\u003eIntroduction 175\u003c\/p\u003e \u003cp\u003eGeneral Inspection 176\u003c\/p\u003e \u003cp\u003eVital Signs 176\u003c\/p\u003e \u003cp\u003ePhysical Examination Techniques 177\u003c\/p\u003e \u003cp\u003eHands and Nails 177\u003c\/p\u003e \u003cp\u003eUpper Limbs 181\u003c\/p\u003e \u003cp\u003eHead and Neck 181\u003c\/p\u003e \u003cp\u003eThorax 185\u003c\/p\u003e \u003cp\u003eAbdomen 188\u003c\/p\u003e \u003cp\u003eLower Limbs 190\u003c\/p\u003e \u003cp\u003eClosing the Consultation 190\u003c\/p\u003e \u003cp\u003eConclusion 191\u003c\/p\u003e \u003cp\u003eReferences 191\u003c\/p\u003e \u003cp\u003eFurther Reading 194\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 194\u003c\/p\u003e \u003cp\u003eGlossary 194\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Clinical Decision Making and Diagnostic Reasoning 195\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eHelen Francis-Wenger and Colin Roberts\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 195\u003c\/p\u003e \u003cp\u003eIntroduction 195\u003c\/p\u003e \u003cp\u003eClinical Reasoning and Clinical Decision Making 197\u003c\/p\u003e \u003cp\u003eRecognition 200\u003c\/p\u003e \u003cp\u003eProbability 200\u003c\/p\u003e \u003cp\u003eReasoning 200\u003c\/p\u003e \u003cp\u003eWatching and Waiting 200\u003c\/p\u003e \u003cp\u003eSelective Doubting 201\u003c\/p\u003e \u003cp\u003eIteration and Reiteration 201\u003c\/p\u003e \u003cp\u003eThinking, Growing and Evolving 201\u003c\/p\u003e \u003cp\u003eContents xi\u003c\/p\u003e \u003cp\u003eDecision-Making Theories 203\u003c\/p\u003e \u003cp\u003eNormative, Prescriptive and Descriptive Interactions 203\u003c\/p\u003e \u003cp\u003eDescriptive Approach 203\u003c\/p\u003e \u003cp\u003eNormative Approach 203\u003c\/p\u003e \u003cp\u003ePrescriptive Approach 204\u003c\/p\u003e \u003cp\u003eIntuition 204\u003c\/p\u003e \u003cp\u003eHypothetico-Deductive Reasoning 205\u003c\/p\u003e \u003cp\u003eCue Acquisition Stage 205\u003c\/p\u003e \u003cp\u003eHypothesis Generation 205\u003c\/p\u003e \u003cp\u003eCue Interpretation 206\u003c\/p\u003e \u003cp\u003eHypothesis Evaluation 206\u003c\/p\u003e \u003cp\u003eThe Cognitive Process 206\u003c\/p\u003e \u003cp\u003eBiases 207\u003c\/p\u003e \u003cp\u003eAssistive Tools and Concepts: Risk Assessments\/Probability Scores\/Risk Stratification 210\u003c\/p\u003e \u003cp\u003eOdds Ratios 210\u003c\/p\u003e \u003cp\u003eNumbers Needed to Treat 210\u003c\/p\u003e \u003cp\u003eBayes’ Theorem: Sensitive (Rule Out) and Specific (Rule In) 210\u003c\/p\u003e \u003cp\u003eRisk Stratification 211\u003c\/p\u003e \u003cp\u003eConclusion 211\u003c\/p\u003e \u003cp\u003eReferences 211\u003c\/p\u003e \u003cp\u003eFurther Reading 213\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 213\u003c\/p\u003e \u003cp\u003eGlossary 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Diagnostic Interpretation 214\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eColin Roberts, Christine Eade, and Helen Francis-Wenger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 214\u003c\/p\u003e \u003cp\u003eIntroduction 214\u003c\/p\u003e \u003cp\u003ePrinciples to Follow 216\u003c\/p\u003e \u003cp\u003ePrinciples of Ordering and Interpretation 216\u003c\/p\u003e \u003cp\u003eReference Ranges 217\u003c\/p\u003e \u003cp\u003ePatient and Clinician Factors to Consider When Interpreting Results: Context 217\u003c\/p\u003e \u003cp\u003eThe Full Blood Count 217\u003c\/p\u003e \u003cp\u003eHaemoglobin 217\u003c\/p\u003e \u003cp\u003eA Stepwise Approach 218\u003c\/p\u003e \u003cp\u003eWhite Cells (Leucocytes) 219\u003c\/p\u003e \u003cp\u003ePlatelets (Thrombocytes) 219\u003c\/p\u003e \u003cp\u003eRaised Platelets (\u0026gt;400) 219\u003c\/p\u003e \u003cp\u003eLow Platelets (\u0026lt;150) 219\u003c\/p\u003e \u003cp\u003eInflammatory Markers 220\u003c\/p\u003e \u003cp\u003eC-Reactive Protein 220\u003c\/p\u003e \u003cp\u003ePlasma Viscosity 220\u003c\/p\u003e \u003cp\u003eRenal Function 220\u003c\/p\u003e \u003cp\u003eRange 220\u003c\/p\u003e \u003cp\u003eCreatinine (Cr) 221\u003c\/p\u003e \u003cp\u003eUrea (U) 221\u003c\/p\u003e \u003cp\u003eAcute Kidney Injury 221\u003c\/p\u003e \u003cp\u003eChronic Kidney Injury 221\u003c\/p\u003e \u003cp\u003eElectrolytes: Sodium and Potassium 221\u003c\/p\u003e \u003cp\u003eElectrolytes: Calcium and Magnesium 223\u003c\/p\u003e \u003cp\u003eLiver Function Tests 225\u003c\/p\u003e \u003cp\u003eAlanine Aminotransferase (ALT) 225\u003c\/p\u003e \u003cp\u003eAlkaline Phosphatase (ALP) 225\u003c\/p\u003e \u003cp\u003eBilirubin (Br) 225\u003c\/p\u003e \u003cp\u003ePatterns of Liver Disease 225\u003c\/p\u003e \u003cp\u003eThyroid Function Tests 226\u003c\/p\u003e \u003cp\u003eHypothyroidism (Underfunctioning) 226\u003c\/p\u003e \u003cp\u003eHyperthyroidism (Overfunctioning) 226\u003c\/p\u003e \u003cp\u003eSubclinical Hypothyroidism and Hyperthyroidism 227\u003c\/p\u003e \u003cp\u003eDiagnostic Interpretation: Imaging 228\u003c\/p\u003e \u003cp\u003eFundamental Principles 228\u003c\/p\u003e \u003cp\u003eThe Essentials of Each Imaging Modality are Considered Below 229\u003c\/p\u003e \u003cp\u003ePlain Film 229\u003c\/p\u003e \u003cp\u003eUltrasound 232\u003c\/p\u003e \u003cp\u003eLung Ultrasound 232\u003c\/p\u003e \u003cp\u003eFAST Scan 233\u003c\/p\u003e \u003cp\u003eEcho 233\u003c\/p\u003e \u003cp\u003eComputed Tomography 233\u003c\/p\u003e \u003cp\u003eImaging Summary 234\u003c\/p\u003e \u003cp\u003eReferences 235\u003c\/p\u003e \u003cp\u003eFurther Reading 236\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 236\u003c\/p\u003e \u003cp\u003eGlossary 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Public Health: Prevention, Promotion and Empowerment 238\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJoanna Lavery and Sharon Riverol\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 238\u003c\/p\u003e \u003cp\u003eIntroduction 238\u003c\/p\u003e \u003cp\u003eAccreditation Considerations 240\u003c\/p\u003e \u003cp\u003eClinical Examination 242\u003c\/p\u003e \u003cp\u003eLeg assessment 244\u003c\/p\u003e \u003cp\u003eClinical investigation – point-of care (POC) D-dimer testing 244\u003c\/p\u003e \u003cp\u003eDiagnosis – Class 1 Cellulitis 245\u003c\/p\u003e \u003cp\u003ePharmacology 245\u003c\/p\u003e \u003cp\u003eFollow-up Plan 246\u003c\/p\u003e \u003cp\u003eClinical Examination 248\u003c\/p\u003e \u003cp\u003eResults 249\u003c\/p\u003e \u003cp\u003eManagement 249\u003c\/p\u003e \u003cp\u003ePharmacology 249\u003c\/p\u003e \u003cp\u003eClinical Examination 251\u003c\/p\u003e \u003cp\u003eNEWS2 – 0 But Blood Pressure Found to Be Hypotensive 251\u003c\/p\u003e \u003cp\u003eNeuro assessment 251\u003c\/p\u003e \u003cp\u003eManagement 253\u003c\/p\u003e \u003cp\u003eReflections 255\u003c\/p\u003e \u003cp\u003eAdmission Avoidance 255\u003c\/p\u003e \u003cp\u003eAdvanced Care Practitioner and Patient Empowerment 255\u003c\/p\u003e \u003cp\u003eReferences 256\u003c\/p\u003e \u003cp\u003eFurther Reading 261\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 261\u003c\/p\u003e \u003cp\u003eGlossary 262\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Managing Complexity 263\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJaclyn Proctor and Sadie Diamond-Fox\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 263\u003c\/p\u003e \u003cp\u003eIntroductions 263\u003c\/p\u003e \u003cp\u003eMedical Complexity 265\u003c\/p\u003e \u003cp\u003eMeasuring Complexity in a Healthcare Context 266\u003c\/p\u003e \u003cp\u003eSituational Complexity 269\u003c\/p\u003e \u003cp\u003eSystems Complexity 270\u003c\/p\u003e \u003cp\u003eNHS Long Term Plan (2019) 270\u003c\/p\u003e \u003cp\u003eAdvanced Clinical Practice 272\u003c\/p\u003e \u003cp\u003eConclusion 275\u003c\/p\u003e \u003cp\u003eReferences 276\u003c\/p\u003e \u003cp\u003eFurther Reading 277\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 277\u003c\/p\u003e \u003cp\u003eGlossary 277\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Frailty: Principles of Rehabilitation and Reablement, Palliative Care and Organ Donation 278\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eEsther Clift and Stevie Park\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 278\u003c\/p\u003e \u003cp\u003eIntroduction 278\u003c\/p\u003e \u003cp\u003eDischarge Planning 279\u003c\/p\u003e \u003cp\u003eIntermediate Care 280\u003c\/p\u003e \u003cp\u003eRehabilitation 281\u003c\/p\u003e \u003cp\u003eReablement 282\u003c\/p\u003e \u003cp\u003ePathways 282\u003c\/p\u003e \u003cp\u003eTechnology 282\u003c\/p\u003e \u003cp\u003eHome-based Care 282\u003c\/p\u003e \u003cp\u003eVirtual Wards 283\u003c\/p\u003e \u003cp\u003eUrgent Community Response 283\u003c\/p\u003e \u003cp\u003ePalliative or End-of-Life Care 284\u003c\/p\u003e \u003cp\u003eGold Standard Framework 285\u003c\/p\u003e \u003cp\u003eCare Plans 285\u003c\/p\u003e \u003cp\u003eDo Not Attempt Cardiopulmonary Resuscitation (DNACPR) 286\u003c\/p\u003e \u003cp\u003ePain and Symptom Control 286\u003c\/p\u003e \u003cp\u003eVerifying Death 287\u003c\/p\u003e \u003cp\u003eOrgan Donation 287\u003c\/p\u003e \u003cp\u003eDiagnosing Death by Neurological Criteria (Brainstem Death Testing) 287\u003c\/p\u003e \u003cp\u003eRole of the SN-OD and Referral Process 288\u003c\/p\u003e \u003cp\u003eTissue Donation 288\u003c\/p\u003e \u003cp\u003eClinical Frailty 288\u003c\/p\u003e \u003cp\u003eDiagnosis Tools for Diagnosis and CGA 288\u003c\/p\u003e \u003cp\u003eExercise 290\u003c\/p\u003e \u003cp\u003eNutrition 290\u003c\/p\u003e \u003cp\u003eSocial Isolation and Loneliness 291\u003c\/p\u003e \u003cp\u003eConclusion 293\u003c\/p\u003e \u003cp\u003eReferences 293\u003c\/p\u003e \u003cp\u003eFurther Reading 295\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 295\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 Mental Health, Learning Disability and Autism 296\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eClare Allabyrne and Jo Delrée\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 296\u003c\/p\u003e \u003cp\u003eIntroduction 297\u003c\/p\u003e \u003cp\u003eParity of Esteem 297\u003c\/p\u003e \u003cp\u003eDiagnostic Overshadowing and Unconscious Bias 297\u003c\/p\u003e \u003cp\u003eMental Health and Ethnicity 298\u003c\/p\u003e \u003cp\u003eCommunication 298\u003c\/p\u003e \u003cp\u003eTherapeutic Communication 298\u003c\/p\u003e \u003cp\u003eFundamental Principles of Therapeutic Communication 298\u003c\/p\u003e \u003cp\u003eSpecific Issues in Communication Clients with ASD\/LD 299\u003c\/p\u003e \u003cp\u003eClinical Investigations 299\u003c\/p\u003e \u003cp\u003eMental Health Screening Tools 299\u003c\/p\u003e \u003cp\u003eHolistic Mental Health Assessment 299\u003c\/p\u003e \u003cp\u003eTen-point Guide to Mental State Examination 301\u003c\/p\u003e \u003cp\u003eRisk Assessment in Mental Health 301\u003c\/p\u003e \u003cp\u003eAssessing Different Groups 302\u003c\/p\u003e \u003cp\u003eAssessing Children and Young People 302\u003c\/p\u003e \u003cp\u003eAssessing People with Autism 303\u003c\/p\u003e \u003cp\u003eAssessing People with Learning Disability 304\u003c\/p\u003e \u003cp\u003eA Note on Challenging Behaviour 307\u003c\/p\u003e \u003cp\u003ePharmacological Principles 307\u003c\/p\u003e \u003cp\u003eResources 309\u003c\/p\u003e \u003cp\u003eLearning Disability Learning Event 309\u003c\/p\u003e \u003cp\u003eMental Health Learning Event 309\u003c\/p\u003e \u003cp\u003eMental Health UK states 309\u003c\/p\u003e \u003cp\u003eConclusion 310\u003c\/p\u003e \u003cp\u003eReferences 310\u003c\/p\u003e \u003cp\u003eFurther Reading 313\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 313\u003c\/p\u003e \u003cp\u003eGlossary 313\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 Education and Learning 315\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJoe Wood and Elizabeth Midwinter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 315\u003c\/p\u003e \u003cp\u003eIntroduction 316\u003c\/p\u003e \u003cp\u003ePrinciples of Teaching and Learning 316\u003c\/p\u003e \u003cp\u003eUnderstanding How We Learn 316\u003c\/p\u003e \u003cp\u003eRecognising Adult Learners 317\u003c\/p\u003e \u003cp\u003eDual Coding Theory 317\u003c\/p\u003e \u003cp\u003eEvidence-based Practice 318\u003c\/p\u003e \u003cp\u003eContents xv\u003c\/p\u003e \u003cp\u003eSelf-directed Learning 318\u003c\/p\u003e \u003cp\u003eSupporting Others to Develop Knowledge and Skills 318\u003c\/p\u003e \u003cp\u003eFeedback 318\u003c\/p\u003e \u003cp\u003eAppraisal Processes and Continuing Professional Development 319\u003c\/p\u003e \u003cp\u003eLearning From Mistakes: Safety I and Safety II 319\u003c\/p\u003e \u003cp\u003eCoaching, Mentoring and Role Modelling 319\u003c\/p\u003e \u003cp\u003eCreating an Effective Learning Environment 320\u003c\/p\u003e \u003cp\u003eOptimise the Space 320\u003c\/p\u003e \u003cp\u003ePhysial 320\u003c\/p\u003e \u003cp\u003eVirtual 321\u003c\/p\u003e \u003cp\u003eEnsure Learner-centredness 321\u003c\/p\u003e \u003cp\u003eGet to Know the Learner 322\u003c\/p\u003e \u003cp\u003ePlan the Process 322\u003c\/p\u003e \u003cp\u003eCreate Psychological Safety 323\u003c\/p\u003e \u003cp\u003ePromote Continual Improvement Via Reflection 324\u003c\/p\u003e \u003cp\u003eSimulation and Technological Advances in Healthcare Education 324\u003c\/p\u003e \u003cp\u003eSimulation 324\u003c\/p\u003e \u003cp\u003eTeaching Practical Skills – Reflections from Clinical Experience 325\u003c\/p\u003e \u003cp\u003eHuman Factors 325\u003c\/p\u003e \u003cp\u003eInterprofessional Education 326\u003c\/p\u003e \u003cp\u003eTypes of Simulation 327\u003c\/p\u003e \u003cp\u003eThe Concept of Fidelity 328\u003c\/p\u003e \u003cp\u003eIn Situ Simulation 329\u003c\/p\u003e \u003cp\u003eDesigning Simulated Learning 329\u003c\/p\u003e \u003cp\u003eScenario Writing 330\u003c\/p\u003e \u003cp\u003ePractical Considerations 330\u003c\/p\u003e \u003cp\u003eIntroductions and Orientation 330\u003c\/p\u003e \u003cp\u003ePre-brief 330\u003c\/p\u003e \u003cp\u003eProgrammed vs On the Fly 331\u003c\/p\u003e \u003cp\u003eDebrief 331\u003c\/p\u003e \u003cp\u003eTechnology-enhanced Learning 333\u003c\/p\u003e \u003cp\u003eConclusion 334\u003c\/p\u003e \u003cp\u003eReferences 334\u003c\/p\u003e \u003cp\u003eFurther Reading 338\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 338\u003c\/p\u003e \u003cp\u003eGlossary 338\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 The Advanced Practitioner as Educator 339\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePhil Broadhurst\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 339\u003c\/p\u003e \u003cp\u003eIntroduction 339\u003c\/p\u003e \u003cp\u003eProviding Feedback 342\u003c\/p\u003e \u003cp\u003eFeeding Back and Feeding Forward 343\u003c\/p\u003e \u003cp\u003eThe One-Minute Preceptor 345\u003c\/p\u003e \u003cp\u003eConclusion 347\u003c\/p\u003e \u003cp\u003eReferences 347\u003c\/p\u003e \u003cp\u003eFurther Reading 349\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 350\u003c\/p\u003e \u003cp\u003eGlossary 350\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 Research Principles 351\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBrigitta Fazzini and Roberta Borg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 351\u003c\/p\u003e \u003cp\u003eWhy Research Is Important 351\u003c\/p\u003e \u003cp\u003eThe Research Process 352\u003c\/p\u003e \u003cp\u003eCritical Appraisal and the Hierarchy of Evidence 353\u003c\/p\u003e \u003cp\u003eDesigning a Research Project 354\u003c\/p\u003e \u003cp\u003eEvery Research Project Starts with a Question 354\u003c\/p\u003e \u003cp\u003eResearch Methods 355\u003c\/p\u003e \u003cp\u003eScientific Hypothesis 355\u003c\/p\u003e \u003cp\u003eQuantitative versus Qualitative Research Methods 356\u003c\/p\u003e \u003cp\u003eQuantitative Research Method 357\u003c\/p\u003e \u003cp\u003eQualitative Research Method 359\u003c\/p\u003e \u003cp\u003eHealthcare Research Ethics 360\u003c\/p\u003e \u003cp\u003eQuality Improvement 362\u003c\/p\u003e \u003cp\u003eConclusion 364\u003c\/p\u003e \u003cp\u003eReferences 364\u003c\/p\u003e \u003cp\u003eFurther Reading 365\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 366\u003c\/p\u003e \u003cp\u003eGlossary 366\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 Leading Research in Advanced Practice 367\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eLeanne Dolman, Joanna De Souza, and Sara Stevenson-Baker\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 368\u003c\/p\u003e \u003cp\u003eIntroduction 368\u003c\/p\u003e \u003cp\u003eEnabling Evidence-Based Practice 369\u003c\/p\u003e \u003cp\u003eUsing Local Procedures and Protocols – Role Modelling and Ensuring Continuity of Practice 370\u003c\/p\u003e \u003cp\u003eAuditing Current Practice 370\u003c\/p\u003e \u003cp\u003eUtilising Clinical Audit 371\u003c\/p\u003e \u003cp\u003eSetting Standards and Developing New Protocols 371\u003c\/p\u003e \u003cp\u003eSetting Intended Outcomes 371\u003c\/p\u003e \u003cp\u003ePatient-reported Outcome Measures 372\u003c\/p\u003e \u003cp\u003eReviewing your Protocol (Quality Control) 372\u003c\/p\u003e \u003cp\u003eDeveloping Guidelines at a National\/International Level 373\u003c\/p\u003e \u003cp\u003eDeveloping New Evidence for Practice 373\u003c\/p\u003e \u003cp\u003eLeading on Quality Improvement 374\u003c\/p\u003e \u003cp\u003eDissemination of Existing and New Knowledge 377\u003c\/p\u003e \u003cp\u003eLocal Dissemination 377\u003c\/p\u003e \u003cp\u003ePresenting at an External Conference 377\u003c\/p\u003e \u003cp\u003eDeveloping a Conference Abstract 378\u003c\/p\u003e \u003cp\u003eDeveloping a Poster 378\u003c\/p\u003e \u003cp\u003eDeveloping an Oral Presentation 378\u003c\/p\u003e \u003cp\u003eWriting for Publication 378\u003c\/p\u003e \u003cp\u003eJoining a National Forum or Guideline Development Group 378\u003c\/p\u003e \u003cp\u003eDeveloping the Advanced Practitioner as a Clinical Academic 379\u003c\/p\u003e \u003cp\u003eCreating A Research Culture at Organisational Level to Improve Person-Centred Healthcare 380\u003c\/p\u003e \u003cp\u003eConclusion 381\u003c\/p\u003e \u003cp\u003eReferences 382\u003c\/p\u003e \u003cp\u003eFurther Reading 384\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 384\u003c\/p\u003e \u003cp\u003eGlossary 384\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 Innovations in Practice 386\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVanessa Taylor and Sarah Ashelford\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 386\u003c\/p\u003e \u003cp\u003eIntroduction 386\u003c\/p\u003e \u003cp\u003eInnovation, Practice Development and Service Improvement 388\u003c\/p\u003e \u003cp\u003eInnovation and Advanced-level Practice and the Advanced Practitioner Role 392\u003c\/p\u003e \u003cp\u003eAdvanced-level Practice and Workforce Transformation: An Example of Healthcare Service Innovation 392\u003c\/p\u003e \u003cp\u003eAdvanced Practitioner as Clinical (Practice Development\/ Improvement) and Professional (Service\/System Development) Innovator 394\u003c\/p\u003e \u003cp\u003eConclusion 400\u003c\/p\u003e \u003cp\u003eReferences 401\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 403\u003c\/p\u003e \u003cp\u003eGlossary 403\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 Professional Development and Transition 404\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVikki-Jo Scott and Esther Clift\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eLearning Outcomes 404\u003c\/p\u003e \u003cp\u003eIntroduction 405\u003c\/p\u003e \u003cp\u003ePersonal Professional Development 405\u003c\/p\u003e \u003cp\u003eContinuing Professional Development and Role Transition 410\u003c\/p\u003e \u003cp\u003eSupporting Professional Development Within a Team 412\u003c\/p\u003e \u003cp\u003eContribution to Broader Development of Advanced Practice 415\u003c\/p\u003e \u003cp\u003eWhat Next? 416\u003c\/p\u003e \u003cp\u003eConclusion 416\u003c\/p\u003e \u003cp\u003eReferences 417\u003c\/p\u003e \u003cp\u003eFurther Reading 417\u003c\/p\u003e \u003cp\u003eSelf-Assessment Questions 418\u003c\/p\u003e \u003cp\u003eGlossary 418\u003c\/p\u003e \u003cp\u003eIndex 419\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eThe Editors\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eIan Peate \u003c\/b\u003eis Visiting Professor of Nursing at St George’s University of London and Kingston University London; Visiting Professor, Northumbria University; Senior Clinical Fellow, University of Hertfordshire; Professorial Fellow, University of Roehampton; Editor-in-Chief of the British Journal of Nursing, Consultant Editor of the Journal of Paramedic Practice, and Consultant Editor of the International Journal of Advancing Practice. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSadie Diamond-Fox \u003c\/b\u003eis an Advanced Critical Care Practitioner (FICM member) at Newcastle upon Tyne Hospitals and Strategic Lead for Advanced Practice Programmes, Assistant Professor in Advanced Critical Care Practice (Fellow - HEA) and a PhD Candidate (‘ImpACCPt’ Study) at Northumbria University, UK. She is also a Training Programme Director for Critical Care within Health Education England’s Advancing Practice Faculty in the North East \u0026amp; Yorkshire, UK and an Honorary Assistant Professor in Advanced Clinical Practice at Nottingham University, UK and External Examiner for Advanced Clinical Practice programmes at Southampton University. Sadie is also a council member and education committee member of the Intensive Care Society. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBarry Hill \u003c\/b\u003eis an Associate Professor of Nursing Science and Critical Care at Northumbria University, UK. Barry has been a Registered Nurse for almost 20 years and is skilled in clinical settings and Higher Education in the area of acute and critical care, and advanced practice. He worked in general, cardiac and neuro trauma Intensive Care Units at Imperial College NHS Trust and progressed from staff nurse to charge nurse, senior charge nurse, to surgical and ENT matron. He is a certified Advanced Practitioner (MSc), Independent Prescriber (v300), and Senior Fellow with AdvanceHE. Barry is a Commissioning Editor for the British Journal of Nursing, and a Consultant Editor for the International Journal for Advancing Practice.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAn essential text for Advanced Practitioners\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eThe Advanced Practitioner: A Framework for Practice\u003c\/i\u003e, a team of distinguished Advanced Practitioners (APs) and academics deliver the go-to text for trainee APs, with a strong focus on the four pillars that underpin advanced practice: clinical practice, education, research, and leadership. \u003c\/p\u003e\u003cp\u003eThe patient is at the core of this essential resource, which offers the knowledge required to care safely for people in a variety of care settings, as well as with a range of common and specialised holistic interventions. Readers will also find: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA thorough introduction to the core principles of advanced practice, including the AP curriculum and the principles of physiology, pharmacology, and pathophysiology\u003c\/li\u003e \u003cli\u003eComprehensive exploration of the clinical pillar, including discussions of clinical history taking and physical examination\u003c\/li\u003e \u003cli\u003ePractical discussion of the education and research pillars, including an exploration of research principles and education and learning\u003c\/li\u003e \u003cli\u003eDiscussion of innovation in practice, the leadership pillar, and how to deal with difficult situations\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003ePerfect for trainee advanced practitioners, \u003ci\u003eThe Advanced Practitioner: A Framework for Practice \u003c\/i\u003ewill also benefit healthcare students and trainee medical associate professionals.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990153052389,"sku":"NP9781119882039","price":39.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119882039.jpg?v=1761786706","url":"https:\/\/k12savings.com\/products\/the-advanced-practitioner-isbn-9781119882039","provider":"K12savings","version":"1.0","type":"link"}