the registered nurse takes the lead on assessment, planning and evaluation. Nursing associates contribute by reassessing, re‐evaluating and reviewing.
In demonstrating the procedures, the nursing associate must do this with an awareness of variations that may be required in different practice settings and for people across the lifespan. In doing this effectively and with expertise, the procedures are carried out in such a way that they reflect cultural awareness and ensure that the needs, priorities, expertise and preferences of people are always valued and incorporated into care provision.
The chapters engage the reader by using a range of teaching and learning tools. Tools include pre and post‐test questions, take note boxes and supporting evidence features that steer you towards the appropriate literature or provide links to electronic resources. Integrated throughout the chapters are the NMC proficiencies (NMC, 2018).
At the point of registration, the nursing associate must demonstrate cultural awareness when caring for people, ensuring that the needs, priorities, expertise and preferences of people are always valued and taken into account. Where appropriate, there are a series of flags that are used to highlight the fact that the nursing associate offers care and support to a number of people, in various settings. These flags are used to draw your attention to key issues. Red flags denote serious pathology; orange flags represent the equivalent of red flags for mental health and psychological problems; yellow flags are associated with beliefs values, emotions, fears and cultural consideration; blue flags highlight relationship issues; green flags are linked to the Code and legal issues; and violet flags have been used to represent issues that are concerned with housing or social issues, acknowledging, for example, that nursing associates care for people in places of detention and in secure environments, as well as for those who are homeless.
Using a range of full‐colour illustrations, photographs, line drawings, tables, and graphs, the book engages readers, providing them with the skills to be able to demonstrate proficiency and to make the important link with theory and practice.
The terms that are used to describe people and communities are important. The importance of these terms is that they have the potential to create a particular perception of an individual or community that may be positive and enriching or harmful and stigmatising. Addressing people and communities how they wish to be addressed can enhance the therapeutic relationship.
There is and has been much debate about the best words to describe those people who use the services of healthcare professionals (including nursing associates). ‘Patient’ has been the traditional term; for some, the word ‘patient’ conjures up an image of passivity and the implied inequality in the relationship between the parties. It should also be pointed out that many people using the services of the nursing associate are not ill, but may be attending with lifestyle concerns, for example, fertility issues or for vaccination against illness.
There is a multiplicity of terms used in practice and in the literature, for example, ‘person’, ‘survivor’, ‘service user’, ‘users’, ‘patient’, ‘expert’, ‘consumer’, ‘recipient’ and ‘client’. In this text, we have employed a number of terms to describe those who use the services of the nursing associate.
We have taken on writing this book for you with delight as we respond to the needs of the growing numbers of nursing associates. This book provides you with information that will empower you to develop and master your skills, and grow in confidence and competence, enabling you to offer care to people that is safe, effective and responsive to their needs.
Our aim was to produce a helpful, informative resource that provides you with the principles of care that can be adapted to meet the needs of people in dynamic healthcare and social care environments. Our aim was also to help you understand and perfect the care and support you offer as you realise that your contribution to the health and well‐being of communities and nations is essential and is a combination of both art and science.
Ian Peate Gibraltar
References
1 Health Education England (2015) “Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants” https://www.hee.nhs.uk/sites/default/files/documents/2348‐Shape‐of‐caring‐review‐FINAL.pdf last accessed November 2019
2 Nursing and Midwifery Council (2018a) “Standards for Proficiency for Nursing Associates” https://www.nmc.org.uk/globalassets/sitedocuments/education‐standards/nursing‐assciates‐proficiency‐standards.pdf last accessed November 2019
3 Nursing and Midwifery Council (2018b) “The Code Professional standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates” https://www.nmc.org.uk/globalassets/sitedocuments/nmc‐publications/nmc‐code.pdf last accessed November 2019
Acknowledgements
My thanks go to my partner Jussi Lahtinen and Mrs Frances Cohen, who have continually supported all of my endeavours, to the library staff at the Gibraltar Health Authority and also to the staff at the library at the Royal College of Nursing, London.
I am grateful to the contributors for giving their time to support me in the editing process. Thank you for imparting your knowledge and wisdom.
Two trainee nursing associates (now registered nursing associates) require very special acknowledgement: Nikki and Laura, your motivation and enthusiasm encouraged me to edit this text, and I am indebted to you both for that.
Thanks also to Magenta Styles at Wiley who has been unfaltering in her support and encouragement – an absolute pleasure to work with.
About the Editor
Ian Peate OBE FRCN Principal, School of Health Studies, Gibraltar
Visiting Professor of Nursing at St George’s University of London and Kingston University, London; Visiting Professor at Northumbria University; Visiting Senior Clinical Fellow at the University of Hertfordshire; Head of School, School of Health Studies, Gibraltar; and Editor in Chief of the British Journal of Nursing.
Ian began his nursing career at Central Middlesex Hospital, becoming an enrolled nurse practising in an intensive care unit. He later undertook 3 years’ student nurse training at Central Middlesex and Northwick Park Hospitals, becoming a staff nurse and then a charge nurse. He has worked in nurse education since 1989. Ian’s key areas of interest are nursing practice and theory, and he has published widely. He was awarded an OBE in the Queen’s 90th Birthday Honours List for his services to Nursing and Nurse Education, and was bestowed a Fellowship from the Royal College of Nursing in 2017.
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1 Theories and Models of Communication
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