Biomedical subjects

Stephen Leyshon

Publications and source records attributed to Stephen Leyshon.

5 recordsLinked to original sources

PubMed2005

Principles of risk management in community nursing.

Risk is present in all aspects of practice. The changing nature of primary care means that community nurses will increasingly be expected to adopt roles that have traditionally been undertaken by other professionals and which may be associated with higher levels of risk. Although these developments offer opportunities to enhance patient care, nurses must also be aware of the implications for their own accountability. One way to embrace this accountability, and to meet the demands of clinical governance, is to engage in risk management. By adopting the principles of risk management nurses can act proactively to ensure they provide a high quality service that meets patient needs.

Communication↗

PubMed2005

Making the most of teams in the mentorship of students.

Community nurses are rightly expected to act as mentors. This role offers students valuable opportunities to gain insight into community care and contributes to the development of future services and the professional growth of individual mentors. There can be tension, however between the demand of nurses' clinical roles and the need to support students. This article identifies ways in which teams can get the most out of mentoring, focusing on the importance of strong clinical leadership and the need for nurses to "own" the mentorship role and to work with other stakeholders. Finally, examples of initiatives from one inner-London trust are offered to demonstrate robust ways of enabling practice-based education.

Community Health Nursing↗

PubMed2002

Empowering practitioners: an unrealistic expectation of nurse education?

BACKGROUND: Empowerment has become an increasingly popular theme in nurse education. This is evident from the growing number of courses that claim to enable nurses to become empowered. However, this is taking place in an environment with little critical debate about the assumptions and implications for educators and students. Consequently there is a risk of creating hegemony and regimes of truth. AIM: This paper sets out to review critically existing discourses on empowerment and to suggest a more reflexive and realistic view. THEMES: The origins of empowerment are established, together with its relationship to professional education. There is a review of the nature of power and autonomy, followed by an examination of the effects of expectations of empowering practice on educators and students. The lack of reflexivity in notions of empowerment is discussed. Consideration is given to the possibility of rehabilitating empowerment by offering an alternative conception that is realistic and reflexive. CONCLUSIONS: Conclusions are drawn to suggest that although much of the writing on empowerment in education is insufficiently self-critical and consequently is open to censure, ideas of empowerment should not be rejected completely: they may serve to stimulate educators (and their students as future practitioners) to connect with and challenge society.

Attitude of Health Personnel↗

PubMed2002

Meeting demand for clinical placements in one community trust.

The effective management of learning in clinical practice is assuming growing significance for all health-care organizations. This is due to various professional and political imperatives that underscore the need to produce increasing numbers of practitioners who are sufficiently skilled to be deemed 'fit for practice', and must also be prepared to use their skills in different ways in a 'modernized' NHS. This article explores some of the ways in which one community trust has responded to this challenge, a challenge compounded by the need for extended final year medical student primary and community care placements. It also attempts to illustrate the extent to which we have recognized the importance of adopting an interprofessional approach to learning in and about practice.

Clinical Competence↗

PubMedDate not supplied

Caring for people with learning disability using care management.

Current Government health policy is moving towards the delivery of services for clients with a learning disability through mainstream primary care services. At present there are difficulties in providing health services that meet the needs of clients. These include lack of resources (financial, physical and human), time and expertise. Yet clients with learning disabilities often have some of the most complex physical and mental health needs and they have a right to expect access to services that are responsive and sensitive to their requirements. In light of the current policy and stated difficulties, all service providers and stakeholders need to work together to review how services are provided and to negotiate shared resources. This article suggests adopting a care management approach, where clients are supported by different providers with a lead practitioner taking responsibility for assessment, planning and review in partnership with the client and his/her carers.

Case Management↗