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Books on the topic 'Clinical judgements'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Rayner, Claire. Clinical judgements. Bath: Chivers, 1991.

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2

Rayner, Claire. Clinical judgements. London: M. Joseph, 1989.

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3

Rayner, Claire. Clinical judgements. Bath: Chivers, 1990.

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4

Willington, Gary Leslie. Homophobia in clinical psychology and bias in clinical judgement. Birmingham: University of Birmingham, 1995.

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5

Montgomery, Kathryn. How doctors think: Clinical judgement and the practice of medicine. New York, NY: Oxford University Press, 2005.

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6

Clinical guidelines and the law: Negligence, discretion, and judgement. Oxon, OX, UK: Radcliffe Medical Press, 1998.

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7

Montgomery, Kathryn. How doctors think: Clinical judgement and the practice of medicine. New York: Oxford University Press, 2005.

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8

1957-, Stancombe John, ed. Clinical judgement in the health and welfare professions: Extending the evidence base. Buckingham: Open University Press, 2003.

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9

author, Hoque Mizanul, Kessel Belinda author, and General Medical Council (Great Britain), eds. Situational judgement test for the Foundation Years Programme. 2nd ed. North Charleston, SC: CreateSpace, 2013.

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10

Cooper, Kim D. Virtual clinical excursions -- general hospital for Harkreader and Hogan: Fundamentals of nursing: Caring and clinical judgement. 3d edition. 3rd ed. St. Louis, MO: Saunders Elsevier, 2007.

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11

International Nursing Conference (1987 Calgary, Alta.). Clinical judgement and decision making: The future with nursing diagnosis : proceedings of the International Nursing Conference, May 27-29, 1987, Calgary, Alberta, Canada. New York: Wiley, 1987.

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12

Clinical Judgements. Isle of Man: M P Publishing Limited, 2010.

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13

Rayner, Claire. Clinical judgements. Sphere, 1991.

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14

Rayner, Claire. Clinical Judgements. London, 1989.

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15

Rayner, Claire. Clinical judgements. Joseph, 1989.

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16

Schalock, Robert L. Clinical Judgement. American Association, 2005.

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17

Bion, Julian, and Anna Dennis. ICU admission and discharge criteria. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0020.

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The decision to admit patients to intensive care or discharge them, is a daily task for intensivists, a life-changing event for patients and families, and a major strategic issue for health care systems worldwide. Decisions must often be made rapidly, in conditions of uncertainty, involving substituted judgements about relative risks and benefits, framed by sociocultural factors that are not well characterized. The outcomes are strongly influenced by available resources, staffing, and skills throughout the patient pathway. The decision to admit should be based on the severity of illness, chronic health and physiological reserve, and therapeutic susceptibility, informed by the patient’s wishes. Discharge decisions are equally complex and involve balancing the needs of individual patients against those of society. Scoring systems and guidelines can aid decision making. The process involves collaboration between intensivist, referring team, patient, and family. The provision of futile care is usually driven by family expectations and lack of agreement among the treating team. Discussions involve value judgements. Effective admission and discharge processes will minimize avoidable morbidity, mortality, and readmissions, and maximize family and patient satisfaction, and cost-efficacy. However, reaching the most effective level of practice involves balances and compromises. Experienced clinical judgement remains a key element in defining suitability of individual patients for ICU admission and discharge.

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18

Contraindications, precautions, and adverse events. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199673278.003.0005.

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Judgements about whether it is safe to use TENS are guided by whether it has the potential to increase the likelihood of an adverse event. Hazards associated with using TENS need to be assessed against risks of using other available treatments including drug medication, and patients need to be informed of these hazards to provide valid consent to treatment. In many instances TENS evaluates favourably. The decision to offer TENS to a patient is based on professional judgement of practitioner informed by research evidence, safety guidelines by professional bodies, and clinical experience. The purpose of this chapter is to consider contraindications, precautions, and adverse events associated with TENS, by discussing national safety guidelines, contraindications to TENS, including device implants and pre-existing conditions, hazardous electrode sites, and adverse reactions.

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19

Clinical Judgement: Evidence in Practice. Oxford University Press, USA, 2000.

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20

Sales, David, David Metcalfe, Harveer Dev, and Katherine Boursicot. Situational Judgement Test. Oxford University Press, 2018.

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21

Situational Judgement Test. Oxford University Press, 2012.

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22

Standing, Mooi. Clinical Judgement and Decision Making in Nursing. SAGE Publications, Limited, 2017.

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23

Standing, Mooi. Clinical Judgement and Decision Making in Nursing. SAGE Publications, Limited, 2020.

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24

DPhil, Thompson Carl, and Dowding Dawn, eds. Clinical decision making and judgement in nursing. Edinburgh: Churchill Livingstone, 2002.

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25

Chandler, Harkreader Helen, and Hogan Mary Ann MSN, eds. Fundamentals of nursing: Caring and clinical judgement. 2nd ed. St. Louis, Mo: Saunders, 2004.

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26

Standing, Mooi. Clinical Judgement and Decision Making in Nursing. SAGE Publications, Limited, 2020.

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27

Clinical Judgement And Decisionmaking For Nursing Students. LEARNING MATTERS, 2014.

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28

Harkreader, Helen, and Mary Ann Hogan. Fundamentals of Nursing -- Caring and Clinical Judgement. 2nd ed. Saunders, 2003.

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29

Thompson, Carl, and Dawn Dowding. Clinical Decision-Making and Judgement in Nursing. Churchill Livingstone, 2002.

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30

Suicide Risk: The Formulation of Clinical Judgement. New York University Press, 1988.

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31

Clinical Judgement And Decisionmaking For Nursing Students. LEARNING MATTERS, 2014.

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32

Clinical Judgement and Decision Making in Nursing. SAGE Publications, Limited, 2017.

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33

Situational Judgement Test Oxford Assess and Progress. Oxford University Press, 2013.

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34

Hain, Richard D. W., and Satbir Singh Jassal. Ethics in palliative care. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198745457.003.0003.

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Ethical principles are the same in palliative medicine as they are in other medical disciplines. Clinical decisions at the end of life, however, may involve ethical considerations and judgements that are particularly complex and on whose outcome much may depend. This chapter reviews basic ethical principles, including beneficence, non-maleficence, respect for autonomy, and justice as fairness, as well as ethical principles specific to palliative care. It evaluates the principle of double effect and the ethical considerations when withholding and withdrawing treatment, alongside a discussion of euthanasia.

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35

Clinical Judgement And Decision Making For Nursing Students. Learning Matters, 2012.

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36

DPhil, Thompson Carl, and Dowding Dawn, eds. Essential decision making and clinical judgement for nurses. Edinburgh: Churchill Livingstone, 2009.

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37

Conversations In Critical Thinking And Clinical Judgement (Conversations in). Springer Publishing Company, 2004.

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38

Dunn, Michael, and Tony Hope. Medical Ethics: A Very Short Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198815600.001.0001.

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Medical ethics—from thorny moral questions such as euthanasia and the morality of killing to political questions such as the fair distribution of healthcare resources—is rarely out of today’s media. Medical Ethics: A Very Short Introduction explores the ethical reasoning used to approach medical ethics, introducing the most important ‘tools’ of ethical reasoning, and discussing how argument, thought experiments, and intuition can be combined in the consideration of medical ethics. It also considers its practical application by health professionals in clinical settings and the increasingly important place of medical ethics in the wider social context, in healthcare policy, discussions in the media, pressure group and activism settings, and in legal judgements.

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39

J, Hannah Kathryn, ed. Clinical judgement and decision making: The future with nursing diagnosis. Wiley, 1987.

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40

Clinical Judgement and Decision Making: The Future With Nursing Diagnosis. Delmar Pub, 1987.

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41

Clinical judgement and nurse education: Nursing identities and communities of practice. London: English National Board for Nursing, Midwifery and Health Visiting, 2000.

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42

Clinical Judgement and Decision-Making in Nursing and Inter-Professional Healthcare. McGraw-Hill Education, 2010.

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43

Olujide, Lawrence Olusegun. Development of clinical judgement among junior doctors in a district general hospital. 2004.

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44

C, Turk Dennis, and Salovey Peter, eds. Reasoning, inference, and judgment in clinical psychology. New York: Free Press, 1988.

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45

ed, Vig Peter E., Ribbens Katherine A. ed, and University of Michigan. Center for Human Growth and Development., eds. Science and clinical judgement in orthodontics / editors, Peter S. Vig, Katherine A. Ribbens. Ann Arbor, Mich: Center for Human Growth and Development, University of Michigan, 1986.

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46

Hadeka, Michele A. Clinical Judgement in Community Health Nursing: A Workbook for Group and Self-Paced Learning. Lippincott Williams & Wilkins, 1987.

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47

Howell, Simon J. Clinical trial designs in anaesthesia. Edited by Jonathan G. Hardman. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0030.

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A clinical trial is a research study that assigns people or groups to different interventions and compares the impact of these on health outcomes. This chapter examines the design and delivery of clinical trials in anaesthesia and perioperative medicine covering the issues outlined below. The features of a high-quality clinical trial include well-defined inclusion and exclusion criteria, a control group, randomization, and blinding. Outcome measures may be broadly divided into counting the number of people who experience an outcome and taking measurements on people. The outcome measures selected for a clinical trial reflect the purpose of the study and may include ‘true’ clinical measures such as major postoperative complications or surrogate measures such as the results of a biochemical test. Outcome measures may be combined in a composite outcome. Assessment of health-related quality of life using a tool such as the SF-36 questionnaire is an important aspect of many clinical trials in its own right and also informs the economic analyses that may be embedded in a trial. Determining the number for recruits needed for a clinical trial requires both clinical and statistical insight and judgement. The analysis of a clinical trial requires a similarly sophisticated approach that takes into account the objectives of the study and balances the need for appropriate subgroup analyses with the risk of false-positive results. The safe and effective management of a clinical trial requires rigorous organizational discipline and an understanding of the ethical and regulatory structures that govern clinical research.

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48

Gardiner, Matthew D., and Neil R. Borley. Professional skills and behaviour. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199204755.003.0001.

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This chapter covers the following professional skills: good surgical practice, communication, judgement and decision-making, clinical governance and patient safety, audit, appraisal, and revalidation, consent and confidentiality, education, training, and research, child protection, and end-of-life care.

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49

Gardiner, Matthew, and Venki Sundaram. Professional skills and behaviour. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199237593.003.0011.

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This chapter discusses the key professional skills, including good medical practice, communication, judgement and decision-making, clinical governance and patient safety, audit, appraisal, and revalidation, consent and confidentiality in the UK, education, training, and research, child protection in the UK, NHS structure and economics, and the Ophthalmic Trainees’ Group, as well as the key clinical skills, breaking bad news and dealing with complaints.

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50

Coyne, Imelda, Freda Neill, and Fiona Timmins, eds. Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.001.0001.

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Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

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