Where does your patient care sit on the good, bad and ugly scale? How can you prevent your standards from slipping over time? Want to maintain a positive approach for longevity in your role? Any career in healthcare can become challenging and exhausting under the pressure of long shifts, repetition, expanding caseloads and high demand. Without regular reflection to refresh enthusiasm in caring for others, gradual disconnect and burnout become inevitable. Maintaining a motivated and compassionate outlook is as essential to providers as it is to patients in shaping meaningful and rewarding interaction. Reflective Rhymes for Patient Care is crammed full of pocket-sized reflections for doctors, nurses, paramedics, EMTs, midwives, mental health professionals, allied health services, educators and support staff. - Ideal graduation gift for those new to healthcare - Vital questions to provoke self-motivated accountability - Perfect conversation starters for group based discussion - Useful prompts in continued professional development A collection of fifty-two thought provoking paragraphs, one for each week of the year, to trigger a positive perspective on empathy, safety and satisfaction in any hands-on healthcare role. Book #3 in the GBU Paramedic series, written by a paramedic, specifically for patient care providers at every level.

Shortlisted for the 2013 Nursery World Awards! ′The author offers opportunity to reflect upon experience and brings together reflective practice and work-based learning, aiming to support the professional growth of a reflective early years workforce′ -Karen Ward, Senior Lecturer in Early Years, Birmingham City University Work-based reflective learning is a key part of the professional development of practitioners working in the early years sector. The Reflective Early Years Practitioner focuses on the practitioner′s role and development within a wide range of contexts in this area. Informed by empirical research, packed with case studies from a wide range of settings and with points for reflection in each chapter, the author covers: - developing as an early years practitioner - reflective vocational progression - pedagogical examples for continuing professional development - study skills to begin reflective practice - professionalism and reflective leadership in the early years Vital aspects of practice, such as assessing and planning for children′s learning, developing inclusive teaching strategies and integrated practice are highlighted within the chapters. This is essential reading for students undertaking work-based and academic study in early years and for those working towards post-graduate and professional qualifications. It provides readers with tools to continually practice work-based reflective learning now and in the future.

Are you mentally ready for the reality of making an ambulance your everyday office? Is it your hope to end every shift without second guessing your actions or inactions? Do you want to follow the crowd, or create your own professional approach with intent? Becoming a newly qualified paramedic or EMT is like a juggling act. With hands and minds full of ambition, fresh ideas, hard earned expertise and newly acquired knowledge, it can be challenging to maintain the high standards that you’re desperate to deliver. Even the best of intentions will be difficult to deploy, without recognising what's important, or why. This book is your guide to growing good habits, so that little of the bad and even less of the ugly can creep in along the way. While training and education deal with the standalone skills, minimal time remains to devote to the biggest learning curve of all. Putting everything together into one professional, compassionate and satisfying package. If you’re looking for checklists to tick, flick and forget, this is not the book for you. But if you prefer to craft an individual brand of outstanding emergency care with intent, everything you need is right here. Nothing clinical will be covered. No tips or tricks on specific techniques. It's all about attitude to the human-centered skills that will set you up for success, ready to hit the ground running. A self-development style handbook, for students at any stage of preparation for a prehospital career. - Work on ways to bring out your best, so you provide nothing less than you would expect for your loved ones. - Think through the things that may prove inwardly challenging, before they arise in reality. - Fine tune your focus and create proactive plans to avoid unnecessary incidents or unwanted events. - Design a mindset that matches your moral compass, and satisfies those who depend on your dedication. Through its friendly, conversational and easy to follow format, The Good, The Bad & The Ugly Paramedic Student Handbook puts you firmly in the driving seat of your own destiny toward the job of your dreams. As an author with over a decade of experience in paramedic practice, precepting and teaching, Tammie Bullard is passionate about supporting newcomers, on their path toward prehospital care. This handbook is designed to give every reader the insight and incentive to bring out their best in every aspect of EMS. Book #1 in the GBU Paramedic series, written by a paramedic, specifically for prehospital care providers at every level.

This book brings together research into, and experience of, the practicalities, benefits, limitations, and ways of thinking theologically and pedagogically about Reflective Practice Groups for Clergy, and advocates this as providing opportunity for enhancing well-being, theological development, pastoral supervision and spiritual formation in community.

The delivery of good medical care often involves professionals from various disciplines working together. Interdisciplinary health care teams can be especially valuable in managing patients with complex medical and social needs, such as older persons in hospital, community, or home settings. Such teams, however, can also complicate or even create problems because of their diverse views and responsibilities. Ethical Patient Care: A Casebook for Geriatric Health Care Teams is designed to teach effective and responsible group decision making to clinicians working in teams to treat older patients. The editors use the case study method to present ethical dilemmas that team members encounter in the management of geriatric patients. Patients with multiple chronic conditions so often require the care of more than one medical specialist, and in the introductory chapters the editors suggest ways to resolve conflicts among patients, health care professionals, and the institutions that support them, including hospitals, HMOs, insurance companies, and the government. The book is then divided into four sections, each dealing with one angle of the team-care picture. The first section treats the diverse ethical imperatives of various professionals, conflicts among disciplinary approaches, and and varying attitudes toward end-of-life- decision making. Section two focuses on the patient and covers patient confidentiality, family decisionmaking and interaction with the healthcare team, issues of patient and team nonadherence to the care plan, and elder abuse and neglect. Section three examines the emerging difficulties of decentralized health care in settings such as hospitals, nursing homes, and the home, including clinician accountability and how ethical dilemmas differ across settings. Section four discusses the problems arising from the increasing responsibility of clinicians to manage costs and serve the interests of hospitals and insurers. Ethical Patient Care is a valuable resource for bioethicists, gerontologists, and the physicians, nurses, social workers, and therapists who care for aging persons.

Narrative medicine has developed an identity already. Clinicians of many disciplines are being summoned to a practice that recognizes patients by receiving their accounts of self. Starting from different positions, the four authors have converged in a strong and shared commitment to narrative health care. They conceptualize narrative health care practices within frameworks derived from the social sciences and psychology, and, to a lesser degree, phenomenology and autobiographical theory. They relate the development of narrative medicine to relationship-centered care, patient-centered care, and complex responsive process of relating theory, positing that narrative medicine can help clinicians to develop the skills required to practice relationship-centered care. The book details - with exercises, resource texts, and abundant scholarly apparatus - how these skills can be developed and strengthened. This work will change health care. Because of its scholarly rigor, its multi-voiced sources, and its highly practical features (lists, activities, key ideas and key references, primary texts written by health care professionals and patients), this work will be a guide in the field for those who practice medicine or nursing or social work. The book establishes that there is a field to be practised, a need to practise it, and a means to develop the wherewithal to do so.

General Hospital Care for People with Learning Disabilities is a comprehensive resource for those health professionals in a general hospital setting who may come into contact with people with learning disabilities. The book explores the nature of learning disabilities and highlights specific healthcare needs. It takes the reader through all the key factors in the healthcare process, through pre-admission assessment, care planning, intervention and treatment, and liaison and discharge planning, while highlighting key healthcare needs at each stage. The Department of Health, the National Health Service Executive and Mencap have all reported that people with learning disabilities have increased health needs compared to the general population, yet these needs are often poorly met and people experience difficulties in accessing appropriate services. This is a timely and accessible resource for healthcare professionals in need of a general introduction to caring for people with a learning disability. Relevant to the care of both children and adults with a learning disability Use of case studies to illustrate examples of situations explored in the main text Focuses on key areas of communication, understanding behavior and the often difficult area of consent