Lead for Adult Nursing, University of Hertfordshire
Anthony began his nursing career at Barnet College of Nursing and Midwifery in 1992. After qualification, he worked as a staff nurse and senior staff nurse in the Respiratory Directorate at the Royal Brompton and Harefield NHS Trust in London. In 2000, he started teaching on post‐registration cardio‐respiratory courses before moving into full‐time nurse education at Thames Valley University in 2002. Anthony has a wide range of interests including the promotion of inclusivity; success and attainment in nurse education; as well as cardio‐respiratory care, anatomy and physiology, respiratory assessment and the application of bioscience in nursing practice. Since 2006, Anthony has worked at the University of Hertfordshire, where he teaches in pre‐ and post‐registration nursing courses. He is currently an Associate Subject Group Lead for adult nursing.
Karen Wild RN, HV, RNT, MA
Formerly a senior lecturer in adult nursing, Karen’s career has inspired her interest in adult health and well‐being, health promotion and education, and leadership skills at the master’s level. Although recently retired from higher education, she maintains an interest in adult nursing and is a member of the editorial board of the British Journal of Nursing.
Julia Williams RN, PhD, MA Ed, BSc (Hons), Dip D/N, SFHEA Senior Lecturer in Adult Nursing, Academic Lead for Nursing Research
Julia’s educational and research profile spans over 20 years, demonstrating a commitment to the development of academic nursing and in ensuring the delivery of knowledge in a meaningful way. Julia is currently Senior Lecturer and Academic Lead for Nursing Research, where through research and educational innovation, a caring and compassionate undergraduate nurse, can be prepared for qualified practice.
Julia’s main area of clinical interest lies in colorectal nursing. Having worked as a specialist and lead nurse for many years, Julia now contributes to research with a focus on understanding the patient’s experience in this specialist field.
Julia is currently Module Leader for three research modules in the nursing programmes offered at Bucks New University, at level 5, 6, and 7. These modules introduce students to approaches in research, enabling them to demonstrate critical thinking and an understanding of the research process. An awareness of different learning styles has equipped Julia to offer creative teaching to best enhance the students’ learning of research. Julia’s role also includes dissertation supervision for both undergraduate and postgraduate nursing students.
Julia’s current activities outside of the university include roles such as the external examiner for University of Hull, consultant editor for Gastrointestinal Nursing Journal, and editorial board member for British Journal of Nursing.
Carol Wills MSc Multidisciplinary Professional Development and Education, PGDip Advanced Practice, Bsc (Hons), Specialist Community Public Health Nursing (SCPHN) (Health Visiting), DipHE Adult Nursing, Registered Nurse (RN), Enrolled Nurse (EN), Registered Health Visitor (HV), Community Practitioner Prescriber (NP), Registered Lecturer/Practice Educator (RLP), Senior Fellow (SFHEA) Subject and Programme Leader, Non‐Medical Prescribing at Northumbria University
Carol began her career undertaking enrolled nurse training in 1983 at Hexham Hospital in Northumberland. She then worked within neuro trauma at Newcastle General Hospital and then several years in coronary care and intensive care at Hexham Hospital. This experience and additional training to complete registered nurse qualification then stimulated her to focus on primary care and prevention of ill health. Carol worked as a practice nurse and nurse practitioner in Newcastle city centre and as a staff nurse within Northumberland community nursing teams before going on to complete a health visiting degree and working in Newcastle as a health visitor for several years. During this time, she undertook several leadership and teaching roles, including as Immunisation Training Co‐Ordinator, Community Practice Teacher and Trust Lead Mentor. Carol has been a senior lecturer at Northumbria University since 2002 and has led several postgraduate professional programmes including MSc Education in Professional Practice (NMC Teacher programme), PGDip SCPHN and the Non‐Medical Prescribing programme. She has also undertaken national roles including as Policy Advice Committee member and Treasurer for the UK Standing Conference SCPHN Education and Subject Expert for several quality approval panels and External Examiner roles. Her key areas of interest and research are around developing learning and teaching and advanced‐level practice.
Preface
The Nursing Associate’s Handbook of Clinical Skills has been written for trainee nursing associates, whose numbers are continually growing. Those who have contributed to the 59 chapters are experienced clinicians and academics. The text aims to help trainee nursing associates develop and hone their skills in order to demonstrate proficiency as they offer care and support to people.
The nursing associate, in England, is a new member of the nursing team. The role has been devised in order to help bridge the gap between the health and care assistant and the registered nurse; it is a stand‐alone role providing a progression route into graduate‐level nursing, should the nursing associate desire this.
The nursing associate works with a variety of people of all ages and in a range of settings in both healthcare and social care. A review undertaken by Health Education England (2015), the Shape of Caring Review, revealed a discrepancy in skills and knowledge between healthcare assistants and registered nurses. In England, the creation of a new healthcare role was announced – the nursing associate. The role helps to meet the changing health and care needs of patients and the public. In July 2018, the Nursing and Midwifery Council (NMC) became the legal regulator for the nursing associate, and on 28 January 2019, the nursing associate part of the NMC’s register was opened.
By law, the NMC was required to set standards of proficiency for nursing associates, and they did this (NMC, 2018a). The nursing associate is required to demonstrate proficiency in these standards in order to join and remain on the register. The standards set out what nursing associates are required to know and what they can do when they join the register. These standards are the minimum that are necessary to join the nursing associate part of the register.
This book is framed around annexes A and B of the proficiencies (NMC, 2018a). There are two parts reflecting the NMCs annexes, with subdivisions/units and the chapters. Providing the information in this way will make the parts, units and chapters easier to relate with and help the student make links with their programme of study; this is a core text.
In annexe A, the nursing associate is required to demonstrate communication and relationship management skills. At the point of registration, the nursing associate must be able to communicate effectively, with sensitivity and compassion, and to manage relationships with people which are key requirements to the provision of safe, high‐quality person‐centred care. The proficiencies must be adapted to ensure that they meet the needs of people across their lifespan, and in order to do this, the nursing associate requires a diverse range of communication skills and strategies that will ensure that individuals, their families and carers are supported to be actively involved in their own care wherever this is appropriate.
Annexe B of the proficiencies (NMC, 2018a) focuses on procedures that are to be undertaken by the nursing associate. The nursing associate is required to demonstrate proficiency in being able to carry out the procedures that have been described in this book in order to gain entry to the NMCs register along with an awareness of how requirements for procedures can differ across various health and care settings.
The nursing associate must apply evidence‐based best practice with all procedures that they undertake regardless of the care setting. The ability to carry out these procedures safely, effectively, with sensitivity and compassion are key requirements outlined in the NMC’s Code (NMC, 2018b).
The