Consultation and clinical assessment for advanced clinical practitioners in sexual health.

Sexual health is a very important aspect of patient wellbeing, but it is a topic health professionals still find challenging within patient consultations. The incidence of sexually transmitted infections (STIs) continues to rise, highlighting the need for all advanced clinical practitioners (ACPs) to understand the principles of a sexual health consultation as they may have to support patients who present with a sexual health concern, not purely those in specialist clinics and roles. This article provides a comprehensive overview of key points to include as part of a consultation and assessment within this area of specialist practice. Effective communication is a key skill for obtaining a thorough, clear history, allowing for more accurate differentials and a smoother patient journey. The environment and body language are two other considerations when undertaking a sexual health consultation. As with all histories, a systematic approach is essential and having a solid knowledge of the foundations of sexual health will enable the ACP to focus this history to obtain pertinent information.

Critical thinking and diagnostic reasoning for advanced clinical practitioners in sexual health.

This article provides an overview of key areas within sexual health examination, diagnosis and treatment options for advanced clinical practitioners (ACPs) working outside this field of practice, who may not often encounter consultations of a sexual health nature. ACPs require an understanding of appropriate and necessary investigations, alongside specific advice or education they can offer patients. Within a sexual health context especially, the consultation and subsequent steps can be challenging and distressing for the patient, and the ACP must consider their knowledge and experience when caring for a patient in this area. Increasing knowledge and awareness of common conditions and treatments, red flags, and referral processes can allow the ACP to provide reassurance and support to the patient and improve their healthcare experience. Having answers to a patient's questions regarding processes and time frames can strengthen the relationship between the ACP and their patient and help reduce a patient's anxiety and fear of the unknown.

Chronic kidney disease and renal replacement therapy: an overview for the advanced clinical practitioner.

Chronic kidney disease (CKD), also known as chronic renal failure (CRF), is a common, globally significant condition, with associated significant mortality and morbidity. Due to the disease prevalence, advanced clinical practitioners (ACPs) in a variety of primary and secondary care settings will encounter patients with this diagnosis who will require care and treatment. This article examines definitions of CKD, describes a clinical approach to a patient with CKD, including key history and examination findings, and provides a brief overview of renal replacement strategies for the patient with end-stage renal failure. ACPs require a thorough understanding of this condition and the key elements of treatment and care in this population.

Conducting a consultation and clinical assessment of the skin for advanced clinical practitioners.

Advanced clinical practitioner (ACP) roles require a broad range of knowledge of both medical and surgical areas and the ability to work autonomously in a variety of settings. Despite around half of the UK adult population presenting with a skin condition requiring attention at some point, this is an area many ACPs feel unprepared to manage. However, due to the complexity and large number of potential diagnoses, it is imperative that ACPs develop their knowledge of skin conditions so that they can confidently conduct consultations with patients. This clinical review presents the key elements of patient consultation, history taking and assessment of the skin. This is designed to support novice ACPs, whether working in acute hospital settings or primary care, to develop an understanding of the key points that should be included when consulting with and assessing the skin of patients outwith the dermatology setting.

Critical thinking and diagnostic reasoning when advanced practitioners assess and treat skin conditions.

Advanced clinical practitioner (ACP) roles require a broad range of knowledge of both medical and surgical medicine and the ability to work autonomously in a variety of settings. Despite around half of the UK adult population presenting with a skin condition requiring attention, this is something many ACPs feel unprepared to be consulted on. However, due to the complexity and large number of potential diagnoses, it is imperative that ACPs develop their confidence and knowledge to diagnosis, request investigations and initiate treatment for a patient with a skin complaint. In the first part of this clinical review the authors presented the key elements of history taking, consultation and assessment of the skin. This second clinical review discusses the main differential diagnoses, mimics, common investigations and treatments. This article is designed to support novice ACPs from acute hospital settings to primary care to develop a foundation of understanding in the main diagnosis and treatment options that should be considered following a clinical assessment of patients' skin outside the dermatology setting.

Designing and developing core physiology learning outcomes for pre-registration nursing education curriculum.

Physiology is a key element of "bioscience" education within pre-registration nursing programs, but there is a lack of clarity on what is included. Physiology and bioscience content and delivery are highly varied across both higher education institutions and the related programs in the United Kingdom (UK). Despite evidence highlighting concerns over nurses' lack of bioscience knowledge and unsafe practice, there is no universally agreed on curriculum with detailed outcomes of minimum levels of knowledge to support nurses in practice and patient care. This study aimed to inform the construction of discipline-specific physiology learning outcomes to clarify relevant physiological topics required in pre-registration nursing. Initially, 360 learning outcomes were identified from various sources. Using a modified Delphi approach, an expert panel from the Bioscience in Nurse Education group reviewed and modified the list to 195 proposed outcomes. These were circulated to universities in the UK who teach nursing (n = 65). Outcomes that had 80% consensus were automatically included in the next round, with others recommended with modification (response rate 22%). The panel reviewed the modifications, and 182 outcomes were circulated in the second questionnaire (response rate 23%), and further panel review resulting in 177 outcomes agreed. These learning outcomes do not suggest how they should be delivered, but gives the basic level required for qualification as a nurse commensurate with the Nursing and Midwifery Council new standards for the "future nurse."

Delivering direct patient care in the haemodialysis unit: a focused ethnographic study of care delivery.

BACKGROUND: Direct patient care is a term used within nursing and healthcare to help quantify and qualify care delivery. Direct patient care time is considered as a valuable measure by healthcare providers to indicate efficiency and to quantify nursing work, however little is understood of the patient experience and care delivery in haemodialysis settings. AIM: The aim of this study was to gain an understanding of patients' and nursing staff perceptions and experiences of 'direct patient care' within one haemodialysis unit. METHODS: A focused ethnographic approach utilised participant observations, informal questioning, photographs and 27 semi-structured interviews of registered nurses, clinical support workers and patients. Observation notes and interviews were transcribed and thematically analysed. RESULTS: The key finding was the construction and reconceptualisation of care delivery in this setting. Care was identified to be delivered in two distinct ways, both of which allowed patients to feel cared for. 'Active care' where patients feel cared for when they are being dealt with directly by staff and 'Passive care' where patients feel cared for through staff availability and visibility. CONCLUSION: Developing this understanding of patient care delivery in this specialism has highlighted some important aspects to the way care can be delivered which challenges current traditional understandings of direct patient care. Time spent with a patient is not the only important consideration to patient experience in haemodialysis. This understanding of passive care could improve care experiences in this setting.