Browsing by Author "Genders, Nicky"

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    An exploration of the experiences of South Asian students on pre-registration nursing
    (Sage, 2009) Dyson, Sue, 1960-; Culley, Lorraine; Norrie, Peter; Genders, Nicky
    A mixed methods investigation. Main findings include the importance of peer group and personal tutor support to their academic success. Understanding the student experience is important and should help institutions to develop culturally sensitive support systems.
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    Fundamental Aspects of Complementary Therapies for Health Care Professionals
    (Quay Books, 2006) Genders, Nicky
    Complementary and alternative medicine (CAM) has grown substantially in popularity over recent years. A growing number of health care practitioners, particularly nurses and midwives, are delivering care where CAM therapies are part of the treatment regime. Furthermore, patient knowledge about, choice of and access to CAM has led to many patients and clients requesting complementary therapies alongside orthodox care. In the current climate it is therefore imperative that nurses understand the issues surrounding the use of CAM by patients and clients in their care. This introductory text offers an overview of a range of complementary therapies available in the UK, and will help give the practitioner an essential understanding of the nature of each therapy and the existing evidence base so that they can make informed judgements for the benefit of patients. It will also be a useful resource for patients and clients themselves.
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    The future health worker: Regulation of health care assistants
    (Institute for Public Policy Research, 2002-08) Johnson, Mark, 1948 Mar. 16-; Allsop, Judith; Clark, M. D.; Davies, C.; Biggerstaff, D.; Genders, Nicky; Saks, M.
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    Making a difference? Understanding the working lives of learning disability nurses; 30 years of learning disability nursing in England
    (De Montfort University, 2016-10) Genders, Nicky
    The study aimed to explore the lived experience of the careers of learning disability nurses in England. The methodology was informed by Hermeneutic Phenomenology, and the study design utilised narrative interviewing techniques based on an adapted model of the Biographic Narrative Interpretive Method (Wengraf 2001) in order to explore the career choices, experiences and beliefs, and values about learning disability nursing. Twenty in-depth qualitative interviews with learning disability nurses, who had been in practice in the 30-year period between 1979 and 2009, were undertaken in 2010 across nine counties in England. The data was interpreted using a narrative analysis approach. Key findings indicated that nurses, working in a diverse range of settings with varying degrees of experience, are motivated by working with people with learning disabilities and narrate their experiences of building relationships with people articulating the meaning of this for them as nurses. The initial reasons for choosing learning disability nursing as a career formed a key theme within the findings, with complex influences on their career choice. Additionally, all participants in this study created a narrative of change, focusing on the ways in which change in policy, practice and in societal views have impacted upon their working lives and their identity. The individual narratives have also been interpreted to form a collective narrative of learning disability nursing to specifically explore the identity of learning disability nurses and nursing in a changing context of health and social care provision.
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    Nurse cadet schemes in the British NHS: challenges and opportunities
    (Blackwells, 2003) Culley, Lorraine; Genders, Nicky
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    Professional and legal responsibilities.
    (Quay Books, 2012) Ford, Karen; Geary, Martyn; Genders, Nicky; Knifton, Chris; Law, Annie; Power, Kevin J.; Rigby, Paul
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    Who chooses to be a nurse, and why? A narrative study
    (Royal College of Nursing Publishing, 2014-01-30) Genders, Nicky; Brown, Brian J.
    Over the past 30 years, as the type and number of healthcare services have changed, the role of the learning disability nurse has evolved. The numbers of learning disability nurses being trained and subsequently registered with the Nursing and Midwifery Council have declined during this period, and many learning disability nurses now work in the voluntary, private and social care sectors. Yet there is little evidence about why people choose learning disability nursing as a career. This article refers to the findings of a narrative study of the experiences of learning disability nurses working in and outside the NHS over the past 30 years. It illuminates how and why they chose their career, and provides an insight into how others could be encouraged to join the profession.