Opinion Student voice
Life in a day DEATH AND dying are the most natural things in the world. We are all just living to die. Nevertheless, the death of a child seems like the most unnatural thing in the world. This is because death should really only occur at old age, by which time we are expected to have lived our lives to the fullest and achieved all of our lifelong goals. When I began my nursing training, I knew that at some point I would have to care for a dying child. It is a situation I have always dreaded. Thankfully, I have got over my fear because I spent some time in a hospice for children recently as part of my practice placement. My experience there has changed my thoughts on death, dying and palliative care for the better. I thought the hospice would be a depressing, dull and sad place. In fact it was a joyful, happy and cheerful place. It was such a privilege to care for the children there and be able to interact with them. I learned to focus on the present during my time at the hospice. My attention switched from the time that these children did not have on earth to the time they do have. That was difficult to do at the start because nurses often have to think two steps ahead. I realised that these children have achieved more in their short lives than most of the general population have or ever will achieve in their life. We were all born with the same talents, abilities and opportunities as these children. However, we often get caught up in what we think we or others do not have and forget about the talents, abilities and opportunities that we or others do have. This focus on what could be is so important to remember when taking care of a dying child because it is about putting life into the child’s days and not about putting days into the child’s life. Lisa Kirwan is a third-year student in children’s and general nursing, Trinity College Dublin
14 April 2014 | Volume 26 | Number 3
Book reviews Doing a Research Project in Nursing & Midwifery Carroll Siu and Huguette Comerasamy Sage 216pp | £19.99 ISBN: 9780857027481 THIS YEAR sees the first cohort of students entering an all-graduate nursing profession that aims to produce nurses who will enhance the evidence base. This book, however, recognises that ethical and time constraints mean empirical research is fast becoming the domain of postgraduate study. To combat this, the authors recognise that literature-based methodologies are growing in popularity in undergraduate courses. The book covers ethical considerations, collection, analysis and synthesis of literature-based data, and writing up findings. Examples and exercises illustrate and guide students through the content. What this text offers above other books on literature reviewing is a philosophical underpinning to this growing methodology. However, some prior insight into philosophical research approaches would assist readers. Jane Hunt, senior lecturer in children’s and young people’s nursing, School of Health and Social Care, Bournemouth University
Evidence-based Practice in Nursing Peter Ellis Sage/Learning Matters Second edition 208pp | £21.99 ISBN: 9781446270905
NOW IN its second edition, this book forms part of the useful Transforming Nursing Practice series written to support professional and practice development of nurses in training. Publication of standards for pre-registration nursing in 2010 has meant that draft inclusions from the first edition have now been formalised and clear links are made
The Student Nurse Toolkit Ian Peate Wiley-Blackwell 326pp | £14.99 ISBN: 9781118393789
HOORAY FOR this book. It does exactly what it says it will do. I believe material like this should be essential reading before students start a course as well as during it. After reading this book, prospective students could judge if the upcoming rigours of university work suits them, or if their course offers what they think it will, therefore reducing attrition rates and deep disappointment. The text demystifies university structures and processes, clinical placement opportunities and off-site learning opportunities. Some chapters cover essential demons such as evidence-based practice, reflection, personal portfolio development, policies and law in a clear, linear manner. Chapter 19 answers all those questions students want to ask but do not. I will be ordering this book for our library and directing all students towards this wee gem. Orla McAlinden, lecturer (education), school of nursing and midwifery, Queen’s University Belfast
in each chapter to domains and elements of the standards. The general content remains largely unchanged, though some examples have been updated. It offers practical advice for integrating theory into practice, and dispels myths of academia by creating easily understood frameworks that are clearly rationalised and linked to best practice principles. For novices there are pointers for identifying and using information sources as well as approaches to enable the process of review to begin. Links are made to professional regulation, skills, ethics, accountability and critical thinking. This is a useful and accessible text that acts as a good reference tool for nurses. Sue Turrill, lecturer in neonatal care, University of Leeds NURSING CHILDREN AND YOUNG PEOPLE
Downloaded from RCNi.com by ${individualUser.displayName} on Nov 25, 2015. For personal use only. No other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
Life in a day DEATH AND dying are the most natural things in the world. We are all just living to die. Nevertheless, the death of a child seems like the most unnatural thing in the world. This is because death should really only occur at old age, by which time we are expected to have lived our lives to the fullest and achieved all of our lifelong goals. When I began my nursing training, I knew that at some point I would have to care for a dying child. It is a situation I have always dreaded. Thankfully, I have got over my fear because I spent some time in a hospice for children recently as part of my practice placement. My experience there has changed my thoughts on death, dying and palliative care for the better. I thought the hospice would be a depressing, dull and sad place. In fact it was a joyful, happy and cheerful place. It was such a privilege to care for the children there and be able to interact with them. I learned to focus on the present during my time at the hospice. My attention switched from the time that these children did not have on earth to the time they do have. That was difficult to do at the start because nurses often have to think two steps ahead. I realised that these children have achieved more in their short lives than most of the general population have or ever will achieve in their life. We were all born with the same talents, abilities and opportunities as these children. However, we often get caught up in what we think we or others do not have and forget about the talents, abilities and opportunities that we or others do have. This focus on what could be is so important to remember when taking care of a dying child because it is about putting life into the child’s days and not about putting days into the child’s life. Lisa Kirwan is a third-year student in children’s and general nursing, Trinity College Dublin
14 April 2014 | Volume 26 | Number 3
Book reviews Doing a Research Project in Nursing & Midwifery Carroll Siu and Huguette Comerasamy Sage 216pp | £19.99 ISBN: 9780857027481 THIS YEAR sees the first cohort of students entering an all-graduate nursing profession that aims to produce nurses who will enhance the evidence base. This book, however, recognises that ethical and time constraints mean empirical research is fast becoming the domain of postgraduate study. To combat this, the authors recognise that literature-based methodologies are growing in popularity in undergraduate courses. The book covers ethical considerations, collection, analysis and synthesis of literature-based data, and writing up findings. Examples and exercises illustrate and guide students through the content. What this text offers above other books on literature reviewing is a philosophical underpinning to this growing methodology. However, some prior insight into philosophical research approaches would assist readers. Jane Hunt, senior lecturer in children’s and young people’s nursing, School of Health and Social Care, Bournemouth University
Evidence-based Practice in Nursing Peter Ellis Sage/Learning Matters Second edition 208pp | £21.99 ISBN: 9781446270905
NOW IN its second edition, this book forms part of the useful Transforming Nursing Practice series written to support professional and practice development of nurses in training. Publication of standards for pre-registration nursing in 2010 has meant that draft inclusions from the first edition have now been formalised and clear links are made
The Student Nurse Toolkit Ian Peate Wiley-Blackwell 326pp | £14.99 ISBN: 9781118393789
HOORAY FOR this book. It does exactly what it says it will do. I believe material like this should be essential reading before students start a course as well as during it. After reading this book, prospective students could judge if the upcoming rigours of university work suits them, or if their course offers what they think it will, therefore reducing attrition rates and deep disappointment. The text demystifies university structures and processes, clinical placement opportunities and off-site learning opportunities. Some chapters cover essential demons such as evidence-based practice, reflection, personal portfolio development, policies and law in a clear, linear manner. Chapter 19 answers all those questions students want to ask but do not. I will be ordering this book for our library and directing all students towards this wee gem. Orla McAlinden, lecturer (education), school of nursing and midwifery, Queen’s University Belfast
in each chapter to domains and elements of the standards. The general content remains largely unchanged, though some examples have been updated. It offers practical advice for integrating theory into practice, and dispels myths of academia by creating easily understood frameworks that are clearly rationalised and linked to best practice principles. For novices there are pointers for identifying and using information sources as well as approaches to enable the process of review to begin. Links are made to professional regulation, skills, ethics, accountability and critical thinking. This is a useful and accessible text that acts as a good reference tool for nurses. Sue Turrill, lecturer in neonatal care, University of Leeds NURSING CHILDREN AND YOUNG PEOPLE
Downloaded from RCNi.com by ${individualUser.displayName} on Nov 25, 2015. For personal use only. No other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
