Evaluating the use of anaudit tool to identify health promotion activities in practice

Health Promotion in the Practice Setting: Findings from a Review of Clinical Issues

“…Much of the theoretical and empirical literature has been developed out of a need to theorise and conceptualise the meaning and purpose of health promotion for the nursing practice context (Maben & McLeod‐Clark 1995; Rush 1997; Morgan & Marsh 1998; Shields & Lyndsey 1998; Robinson & Hill 1998; Whitehead 2000, 2001a; Gonser & McGuiness 2001; Northrup & Purkis 2001; Berg 2003; Whitehead 2003c, 2004b; Mefford 2004; Whitehead 2005a; Irvine in press). A related body of literature includes information to develop and test a range of models and tools to guide the health promotion activities of nurses (Parsons 1999; Hartrick 2000; Stuifbergen et al 2000; Whitehead 2001b, 2001c, 2003a, 2003b; Barker et al 2001; Leenerts et al 2002; Resnick 2003; Roden 2004; Uys et al 2004; Wu & Pender 2005). A wider body of literature relates to the health promotion views, attitudes, behaviours, role and function of nurses and other health workers in practice (Davis 1995; Haddock & Burrows 1997; Callaghan et al 1997; Norton 1998; Sheahan 2000; Chan & Wong 2000; Wainwright et al 2000; Whiting 2001; Bensberg et al 2003; Tanyi 2003; Gunnarsdóttir & Björnsdóttir 2003; Barnes et al 2004; Reeve et al 2004; Bartley 2004; Irvine 2005; Rush et al 2005; Cross 2005; Drennan et al 2005; Cleary & Walter 2005; Whitehead 2003d, 2004a, 2005b, 2006a, 2006b, 2006c; Casey 2006; Runciman et al in press).…”

Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

“…While there had been a number of publications in recent years, the majority of these focus on: characteristics of competence and measurement issues (Exstrom, 2001;Hardcastle, 1999;Waddell, 2001;Watson, Stimpson, Topping, & Porock, 2002;Zhang, Luk, Arthur & Wong, 2001); standards of competence, specialty areas and advanced practice (Badger & Rawstorne, 1998;Barker, Williams & Smith, 2001, Darbyshire, 1994ICN, 2002;O'Brien, O'Brien, McNulty, Morrison-Ngatai, Skews, Ryan, Hardy, Gaskin & Boddy, 2002;Wissmann, Hauck & Clawson, 2002); and assessment methods and measurement of student nurse clinical performance (Andre, 2000;Horsburgh, 2000;Neary, 2001;Robb, Fleming & Dietert, 2002). Others (French, 2002;May, Edell, Butell, Doughty & Langford, 1999;Maynard, 1996;White & Taylor, 2002) discussed the link between evidencebased practice, critical thinking, nursing knowledge and competency to practice; or Chapter 1: Introduction the educational preparation of nurses and the performance of the graduate nurse (Bechtel, Davidhizar & Bradshaw, 1999;Chapman, 1999;Fulbrook, Rolfe, Albarran & Boxall, 2000;Grundy, 2001;Meerabeau, 2001;Watson, 2002).…”

“…Several studies have been undertaken that focus on the identification of competency requirements for practice, attributes and skills, and how these can be assessed (Badger & Rawstorne, 1998;Barker, Williams & Smith, 2001;Bechtel, Davidhizar & Bradshaw, 1999;Boxer & Kluge, 2000;Chapman, 1999;Clark, Owen & Tholcken, 2004;Darbyshire, 1994;Fulbrook, Rolfe, Albarran & Boxall, 2000;Grundy, 2001;Meerabeau, 2001;O'Brien, O'Brien, McNulty, Morrison-Ngatai, Skews, Ryan, Hardy, Gaskin & Boddy, 2002;O'Connor, Pearce, Smith, Vogeli & Watson, 1999;Utley-Smith, 2004;Watson, 2002;Wissmann, Hauck & Clawson, Chapter 2: Background 2002;Zang, Luk, Arthur & Wong, 2001). The majority of these have focused on post-registration assessment of competence, advanced practice and requirements of specialty areas.…”