Nursing Practice

Alexander’s Nursing Practice 5th Edition

Ian Peate, OBE FRCN FRSPH EN(G) RGN DipN (Lond) RNT BEd(Hons) MA(Lond) LLM

Ian Peate

Could you please introduce yourself (name, affiliations) and tell us a little bit about your background, specialty area and any other areas of interest please.

Ian Peate Head of School at the School of Health Studies Gibraltar OBE FRCN FRSPH EN(G) RGN DipN (Lond) RNT BEd(Hons) MA(Lond) LLM

I manage the health care education and training provision for the Gibraltar Health Authority working closely with clinicians and other health and social care managers.

UK nursing visiting professor with St Georges University London and Kingston University and University of Hertfordshire, Visiting Senior Clinical Fellow University Salford specialising in nursing theory and practice, and men’s health.

Commenced training as an enrolled nurse at Brent and Harrow School of Nursing Enrolled Nurse (General) in 1981, qualifying in 1983. Worked as an Enrolled Nurse intensive care unit Central Middlesex Hospital in 1984, completed Registered General Nurse at Brent and Harrow School of Nursing, between 1984-87.

First post was as a Staff Nurse of the GI Ward of Whittington Hospital 1987-88 quickly followed by promotion to Charge Nurse (day and night duty) at the Central Middlesex Hospital 1988-89 and then Nurse Teacher, Continuing Education, Barnet College of Nursing and Midwifery 1989-90. Gained experience in teaching and nurse education, acting as an external examiner for diploma and degree programmes at the University of Manchester School of Nursing, Midwifery & Health Visiting (Pre-registration Diploma in Professional Studies, Nursing) 1995-1999; University of York, Department of Health Studies (Pre-registration Diploma in Professional Studies, Nursing and BA Hons Health Studies and Post Registration Nursing Studies) 1999-2003; and Salford University School of Nursing and Midwifery, (MSc Advanced Practice, Health and Social Care) 2009-2014.

I continued to pursue my own studies and in 1990 completed a Diploma in Nursing at Southbank University, London, then went on to achieve a Bachelor of Education (Nurse Education) degree at the University of Sussex by 1992. This included a qualification to become a Registered Nurse Tutor. From 1990 to 2009 employed at the University of Hertfordshire, first as a Senior Lecturer to 1994 and then as Principal Lecturer to 2001, then became the Associate Head of School in nursing at the University of Hertfordshire until 2009. Moved to take up the post of Professor of Nursing/Head of School at the University of West London (Thames Valley University) until 2011.

Completed an MA Social Anthropology at the University of London in 2000 and a LLM Medical Law degree at Cardiff University in 2002. Published extensively on nursing topics and became Editor-in-Chief, 'British Journal of Nursing' from 2011 and was the Founding Consultant Editor of the 'Journal of Paramedic Practice' and of the 'Journal of Operating Department Practitioners'. I am a member of Editorial Board for the 'British Journal of Healthcare Assistants' and a regular reviewer for 'Nursing Standard', for publishers John Wiley/Blackwell and for Quay Books and other publishing houses.

Took up the role as Head of Gibralter School of Health Studies in 2013. Was a panel member for the Florence Nightingale Foundation for Travel, Management and Research Scholarships awarded to nurses. I have consulted for INSCOL (India) re the provision of advisory services and for Lincoln University College (Malaysia) where I advised on the delivery of MSc and BSc (Hons) nursing programmes of study.

In 2016 awarded an OBE for his services to nursing and nurse education

In 2017 awarded Fellowship of the Royal College of Nursing FRCN.

How did you get involved with editing and writing?

I was very fortunate to have a Nurse Tutor way back who encouraged me to publish a piece of work I had written on the Nurses Attitudes to People with HIV/AIDS in 1989. After this I became even more curious and was keen to share with others what I was learning for other programmes of study and what I was learning and applying in other areas of practice.

How did you get involved with Alexander’s Nursing Practice?

Serendipity brought me to Alexander’s Nursing Practice. I was approached by Elsevier to ask if I would edit a 5th Edition of the text and I was delighted to accept the challenge. Alexander’s is a well-known, well used and well - respected textbook.

How is the 5th edition different to previous editions?

All of the materials have been updated to reflect contemporary practice and is supported by the best available evidence. New chapters have been introduced so to be more inclusive and to reflect the new standards that the professional regulator has introduced. New contributors are on board and are sharing their perspective of subject specific areas. It also retains the features that previous readers have told us that work, for example, the excellent artwork has been retained helping the reader relate the theory to practice.

In a time when there is so much information out there, why should a student use Alexander’s Nursing Practice?

Alexander’s Nursing Practice should be seen as ‘one stop shop’ as it contains all of the essential material the student needs to get through challenging programmes of study.

How should students’ approach and use the book to get the most out of it?

How a student approaches and uses the book will be depend on personal preference. I would suggest that it not read from cover to cover (although some may wish to do this). Dipping in and out of the various chapters may be recommended approach. Focussing on one chapter to help the reader understand a condition or state of health in more detail may be practical. Regardless of how a student chooses to use this information packed resource, it is hoped it satisfies your curiosity and encourages you to delve deeper.

What additional features have been included in this edition to make invaluable as a tool for learning and understanding nursing?

There are several features that have been retained and these include the popular reflective activities (the NMC requires all registrants to reflect and provide evidence of reflection when they revalidate). The Code is feature that is essential throughout the registrant’s professional career and this is evident within.

How did you ensure that the book is pitched at just the right level for nursing students?

The ‘pitching’ of the book and ensuring it is at the right level meant that those who contributed to the content had understanding of the regulator’s standards as well as having an understanding of the various academic levels that student must traverse in order to complete a nursing programme. Contributors are experienced academics and practitioners who will have worked with a range of students with a range of abilities and were cognisant of this when exploring the various concepts. I am an experienced author and editor and had overview of content and level

Alexander’s Nursing Practice has been described as a must – have for nursing students what can you attribute to it gaining this status?

Those contributing to the content are the absolute the reason why Alexander’s Nursing Practice has been described as ‘a must have’. The contributors have outstanding reputations in the field and are well versed in teaching, learning and assessing as well as experts in the subject. The publishers also have a reputation for being to design texts that are engaging, and this is evident in this ‘must have’ resource.

What is the one piece of advice you would give to students just embarking on a degree in nursing?

Do of your best and ask questions. You truly will make a difference. Use as many resources as you can to help you provide care that is safe, effective, kind and compassionate.

What are some common pitfalls for students when it comes to nursing and how can Alexander’s Nursing Practice help?

There really are no pitfalls, it is all about learning, learning from each other and knowing that if you are in doubt ask. Some students have little confidence (this will come), some students have too much misplaced confidence (this will need to be tempered).

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