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1. |
Record Nr. |
UNINA9911019343503321 |
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Titolo |
CPD for non-medical prescribers : a practical guide / / edited by Marion Waite and Jan Keenan |
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Pubbl/distr/stampa |
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Chichester, West Sussex ; ; Ames, Iowa, : Blackwell Pub., 2010 |
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ISBN |
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9786612379574 |
9781282379572 |
1282379577 |
9781444317725 |
1444317725 |
9781444317732 |
1444317733 |
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Descrizione fisica |
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1 online resource (258 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Nurses - Prescription privileges - Great Britain |
Drugs - Prescribing - Great Britain |
Medicine - Study and teaching (Continuing education) - Great Britain |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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CPD for Non-Medical Prescribers; Contents; List of Contributors; Acknowledgements; Introduction; Section One: General Principles for Continuing Professional Development for Non-Medical Prescribers; 1 Keeping Up to Date with Legal and Professional Frameworks for Non-Medical Prescribing; Introduction; The law as it applies to medicines; The law as it applies to non-medical prescribing roles; Professional standards as applied to non-medical prescribing; Conclusion; References; 2 Prescribing Practice from the Employer's Perspective: The Rationale for CPD within Non-Medical Prescribing |
IntroductionThe organisational importance of continuing professional development; Continuing education and continuing professional development; The manager's obligation to provide continuing |
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professional development; Identifying and meeting local learning needs; Professional guidance; Organisational responsibility - the role of the Trust's non-medical prescribing lead; Meeting organisational and individual needs for CPD; Identifying opportunities for CPD; Monitoring CPD as part of appraisal; Maintaining the service; Conclusion; References; Useful websites |
3 Writing and Maintaining a Non-Medical Prescribing Policy for Your OrganisationIntroduction; Background to clinical governance; Developing the policy; Clinical governance; Patient information; Selection of potential prescribers; Monitoring practice; Organisational roles and responsibilities; Useful contacts; Final section; Conclusion; References; 4 Organising CPD for Non-Medical Prescribers at a Regional Level; Introduction; The structure of the NHS within the United Kingdom; The national context for the development of non-medical prescribing |
The role of a regional non-medical prescribing facilitatorThe role of Trust NMP leads; Organising CPD via a local forum; Delivering CPD via a local forum; Reflection: providing CPD for non-medical prescribers; Where are we now?; Commissioning CPD for non-medical prescribers; Conclusion; References; Section Two: Speci.c Approaches to CPD for Non-Medical Prescribers; 5 Using E-learning for CPD within Non-Medical Prescribing; Introduction; Background; How can learning technologies be used in practice?; Using a virtual learning environment (VLE); Planning a blended learning activity |
When things do not go wellWeb 2.0 technologies; Electronic portfolios; Review of National Prescribing Centre online resources for non-medical prescribers; Other online resources; Building and sharing your own database of online prescribing resources; Conclusion; References; Useful websites; 6 Action Learning and Learning Sets; Introduction; Action learning; Who will benefit from action learning?; What kind of organisation makes action learning a success?; Putting action learning into practice; Practical experience - learning sets in a single speciality |
Additional benefits of action learning and learning sets |
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Sommario/riassunto |
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In this new era of healthcare, the importance of Continuing Professional Development cannot be underestimated. Non-Medical Prescribers have a responsibility to themselves, their employer and their patients to keep up-to-date with developments in this fast-moving area of healthcare. This book looks at the current context of CPD in this area and provides guidance for facilitation. The book is divided into three clear sections. The first looks at general principles of CPD and considers overarching and organisational issues such as clinical governance. The second section looks at specific appro |
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2. |
Record Nr. |
UNINA9910953194003321 |
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Autore |
Elliott Julian <1955-> |
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Titolo |
Dyslexia : developing the debate / / Julian Elliott and Roderick I. Nicolson ; edited by Andrew Davis |
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Pubbl/distr/stampa |
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London ; ; New York : , : Bloomsbury Academic, , 2016 |
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ISBN |
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9781474233767 |
1474233767 |
9781474233743 |
1474233740 |
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Descrizione fisica |
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1 online resource (218 p.) |
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Collana |
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Key debates in educational policy |
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Disciplina |
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Soggetti |
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Dyslexia - Diagnosis |
Dyslexia - Treatment |
Dyslexia |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Machine generated contents note: Series Editor's Preface -- Key Debates in Educational Policy, Christopher Winch -- Notes on Contributors -- Introduction, Andrew Davis -- Part One Developmental Dyslexia: The Bigger Picture, Roderick I. Nicolson -- Part Two Dyslexia: Beyond the Debate, Julian Elliott -- Part Three Response to Julian Elliott, Roderick I. Nicolson -- Part Four Response to Roderick I. Nicolson, Julian Elliott -- Afterword: Some Philosophical Reflections, Andrew Davis -- Bibliography -- Index. |
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Sommario/riassunto |
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"Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia. Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of |
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dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned."-- |
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