Titlebook: Nursing and the Division of Labour in Healthcare; Davina Allen,David Hughes,Sherrill Snelgrove Textbook 2002Latest edition The Editor(s) (

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,‘Routine’ and ‘emergency’ in the PACU: the shifting contexts of nurse—doctor interaction,heir working relationships indicate that they employ a range of strategies in negotiating care with medical staff. On the one hand, they point to interactional styles redolent of Stein’s (1967) doctor—nurse game; in as much as they preserve the appearance of an asymmetrical power relationship betwee

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Expanded nursing roles: different occupational perspectives,ween professional groups and between professional and non-professional groups (e.g. between doctors and nurses or between nurses and health care assistants) are not conducive to delivering high-quality, patient-centred, care. (NHS 2000: 28) This extract comes from a United Kingdom (UK) government co

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Continuing professional education and the everyday realities of practice,tudies of nurses returning to practice after completing advanced bioscience courses to examine some of the barriers to change that they encountered, and their perceptions of how their enhanced skills might affect their roles. In line with the wider aims of this book, the chapter reinforces the argum

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,Creating a ‘participatory caring context’ on hospital wards,roups, but there is rather less empirical research that has used this perspective to analyse the interface between nurses and unwaged ‘lay’ health workers, that is patients and their families and significant others (. Strauss .. 1985; Hughes 1984; Rosenthal .. 1980).. This gap in the literature refl

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Negotiating the role of , on an adult hospital ward,96). Apart from notable exceptions, such as Sweden (Hokenstad and Johansson 1990; cited by Zarit .. 1993), contemporary systems of welfare are increasingly underpinned by the assumption that families or significant others should care for their dependent relatives. There has been a concomitant explos

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Davina Allener „harte Faktor“, bezieht sich darauf, wie man es macht und verkörpert den theoretischen Aspekt; dieses Thema haben wir gerade in den Kap. . und . behandelt. In diesem Kap. 5 befassen wir uns mit dem „weichen Faktor“, d. h. mit der Frage, wie man die Umsetzung bewältigt. Im Allgemeinen konzentriert

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