Michelle’s Experience
Lucy’s Reflection
Summary
References
21 CHAPTER 17: Guiding Third Year Nursing Students Introduction Karen’s Experience Next Session Next Session Summary References
22 CHAPTER 18: Guiding Trudy Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Skill Box Summary References
23 CHAPTER 19: Becoming a Leader: A Little Voice in a Big Arena Introduction A Little Voice in a Big Arena Drawing Insight Commentary References
24 CHAPTER 20: The Learning Organization Exemplified by the Burford NDU Model The Learning Organisation Vision Personal Mastery Mental Models Team Learning Systems Thinking Leadership Reflective Journal Entry The Burford Nursing Development Unit (NDU): Caring in Practice Model Vision for Clinical Practice The Three Cornerstones of a Valid Vision The Nature of Caring The Internal Environment of Practice Social Utility A System of Working with Patients in Tune with the Hospital’s Person‐centred Vision The Nine Reflective Cues Applying the Reflective Cues What Meaning Does This Health Event Have for the Person? How is This Person Feeling? How Do I Feel About This Person? How has This Event Affected Their Usual Life Pattern and Roles? How Can I Help This Person? What is Important for This Person to Make Their Stay in the Hospice Comfortable? What Support Does This Person Have in Life? How Does This Person View the Future? A System to Ensure Effective Communication Narrative Notes Bedside Handover De‐briefing Summary References
25 CHAPTER 21: A System to Enable Practitioners to Live and Ensure Quality Clinical Audit It Works Like This Standards of Care Triggers for Standards What is a Standard of Care? Confidentiality Constructing a Standard of Care Concerned with Communication with Relatives Relatives Feel Informed and Involved in Care The Value of Standards of Care NOTES References
26 CHAPTER 22: A System to Enable Practitioners to Develop Personal Mastery Towards Realising Their Vision of Practice Bumping Heads Susan Writes3 Commentary Contracting
