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  • Sally Glen
  • Nursing philosophy : an international journal for…
  • 2005
Most clinicians and mental health practitioners are reluctant to work with people with dangerous and severe personality disorders because they believe there is nothing that mental health services can offer. Dangerous and severe personality disorder also signals a diagnosis which is problematic morally. Moral philosophy has not found an adequate way of(More)
This paper describes a project that offered an interprofessional education (IPE) experience to two community mental health teams (CMHTs) based in separate inner city locations. Team members were offered three weekly workshops that aimed to enhance their understanding of interprofessional collaboration and improve their collective work as a team. A(More)
This article attempts to project the future of nursing education by learning the lessons of the past. Since 1989, a constant discourse has evolved: pre-registration nurses are emerging from nursing education programmes without essential clinical skills. It is argued that, if the profession is to heed the lessons from the past, a focus on this constant(More)
Interprofessional education has long been cited in health and social care policy as a remedy to improve many of the problems faced by the National Health Service (NHS) around co-ordination and collaboration of staff. More recently, this form of education has been acknowledged as having a key role in delivering the government's modernisation agenda to(More)
Over the last decade, nursing in the United Kingdom has witnessed a major development and expansion in the number of Clinical Nurse Specialists. These nurses are considered to be experts in their own specialities, have in-depth knowledge and provide a service for patients, relatives and staff. There is, however, a paucity of literature relating to role(More)
The requirement to support students in the clinical environment during their preparation has recently been given renewed attention. Many practitioners, managers and students are concerned that preregistration nurses are emerging from nursing education programmes without essential clinical skills. The decision to discontinue the clinical teaching role was(More)