Nurse Education in Practice 10 (2010) e52

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Nurse Education in Practice

journal homepage: www.elsevier .com/nepr

Book Review

Foundation Skills for Nursing Using Student Centred Learning,Glasper, A., McEwen, G., Richardson, J., Weaver, M., PalgraveMacmillan, 2009. ISBN 978-0-230-55269-2

As and adult lecturer for pre registration nurses I found thisbook an invaluable asset for student learning. Each chapter is com-plete in itself and broadens the outlook of the reader to encompassall aspects of care. To enhance the aspect of total nursing care eachchapter has clear links to other chapters which provides the stu-dent with opportunities to cross reference information to enhancetheir knowledge.

The scenarios in each chapter bring nursing care to life; eachdiscusses related issues linked to a patient by name which deliversa realistic feel to the clinical procedure. In addition, the book linksa learning activity well many scenarios, therefore providing oppor-tunity for personal or group learning amongst the students.

The delivery of other learning activities within the chapters alsosignposts the student in the direction of further learning. Forexample in Chapter 12 on mouth care, the student is advised touse a search engine to find picture of dental plaque, to researchoral assessment tools at a local level and then to use a search en-gine to benchmark such tools with other resources.

The chapters are further enhanced by Practice Tips, ProfessionalAlerts and references to Evidence Based Clinical Practice. PracticeTips from Chapter 6 for example advises the student to obtaininformation on the communication style of a child prior to admis-sion and in Chapter 35 the student is advised on the risks with oxy-gen therapy and the correct concentration, both have detailedinformation in regard to the procedures.

doi:10.1016/j.nepr.2009.11.008

The Professional Alerts within each chapter flag up clear warn-ings for each procedure, for example in Chapter 16 the nurse iswarned not to use a thumb when taking a radial pulse as the pulsein the nurses thumb may obliterate a radial pulse. The alert inChapter 29 warns the student not to press the button on patientcontrolled analgesia; the patient must be able to be aware enoughto use the button personally.

The book brings to the fore the need for evidence based re-searched evidence with in clinical practice; this is dealt with sim-ply but sensitively and example of which can be found in Chapter40 where bereavement services are discussed and how informa-tion and support may be offered to the lay public.

In addition to the many sections within each chapter are theinclusion of tables and diagrams often developing the knowledgeof the student. The pictures in Chapter 33 for example describethe different pathways when inserting a central venous line.

In conclusion Glasper et al. (2009) have produces a comprehen-sive text book for all student nurses whether at the beginning oftheir training and through to graduating. All chapters are both un-ique and providing links to other chapters to result in an evidencebased picture of nursing care. The contribution of all the authorshas enhanced a text book that I would highly recommend as a corepublication and advise students to purchase a copy of their own.

Patricia WilliamsSchool of Nursing and Midwifery, Cardiff University,

Cardiff, United KingdomE-mail address: Williamspm1@cf.ac.uk