Values-Based Health and Social Care: Beyond Evidence-Based Practice
Publication Year: 2010
Engaging firmly in the debate, this book calls into question the dominance of evidence-based practice and sets out an alternative vision of care which places holism, professional judgment, intuition, and client choice at its center. Bringing together writers from a range of health and social care backgrounds, the book describes the rise of evidence-based practice and explores major criticisms of the approach. It argues that evidence should be seen as part of a broader vision of practice which places equal value on a holistic vision of the needs of patients and clients, professional knowledge and intuition, and seeing patients and clients as partners in their care. Case studies are used throughout the book to help readers link the concepts to practice.
- Front Matter
- Subject Index
- Chapter 1: The Emergence of Evidence-Based Practice
- Chapter 2: Evidence-Based Practice within Values-Based Care
- Chapter 3: Caring: Values and Evidence
- Chapter 4: Values of Reductionism and Values of Holism
- Chapter 5: Valuing Professional Judgement
- Chapter 6: The Value and Values of Service Users (Vignettes by Joanne Greenwood)
- Chapter 7: A Values-Based Era in Professional Caring
Introduction © Jill McCarthy and Pat Rose 2010
Chapter 1 © Mike Thomas, Mike Burt and Joy Parkes 2010
Chapter 2 © Pat Rose and Jan Gidman 2010
Chapter 3 © Pat Rose and Sue Phillips 2010
Chapter 4 © Tom Mason, Pete Hinman, Ruth Sadik, Doreen Collyer, Neil Hosker and Adam Keen 2010
Chapter 5 © Jill McCarthy, Pauline Alexander, Moyra Baldwin and Jan Woodhouse 2010
Chapter 6 © Annette McIntosh, Julie Dulson Julie Bailey-McHale and Joanne Greenwood 2010
Chapter 7 © Jill McCarthy and Sue Grumley 2010
First published 2010
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About the Authors[Page vi]
Dr Jillian McCarthy is an experienced educationalist having worked in the higher education sector for the last 18 years. She is a qualified nurse and maintains an interest in matters relating to nursing, health and wellbeing. She has a particular interest in the education of health professionals particularly in regard to learning technologies and has published and presented in this field. Her interest in values-based health care has developed over the last few years having noticed unease amongst health and social care professionals in regard to a sole reliance on evidence-based practice. It is her intention that this book will go someway towards addressing this issue.
Pat Rose was a Senior Lecturer at the University of Chester until her retirement in 2009. She contributed to undergraduate and post-graduate programmes within the Faculty of Health and Social Care and had a particular interest in practice learning and innovation in care provision both in hospital and community settings. Her professional background was in general children's nursing and health visiting.
Pat has published widely in subjects including, ethics, child health, research methods, and pedagogy. In her retirement she is supporting inexperienced writers as they embark on an academic career. She is also is active in the organisation ‘City of Sanctuary’ which is a movement seeking to build a culture of hospitality for people seeking sanctuary in the UK.
Pauline Alexander is a Senior Lecturer within the Faculty of Health and Social Care at the University of Chester. She has worked in Higher Education since 1982. She joined the University of Chester from the University of Liverpool where she had been Director of Studies in Continuing Professional Development, Director of Studies Bachelor of Nursing (Hons), and Examinations and Assessments Officer. Pauline has worked within the NHS in Accident and Emergency Care, High Dependency, General Surgery, Care of the Elderly and Primary Care. She was the Lead Researcher on an NHS North West Region Research and Development grant, undertaking a study into patient's perceptions of telephone triage. She is currently the Programme [Page vii]Leader for the BSc Community Health Studies and is involved in teaching Non-Medical Prescribing, Work-based Learning Modules and Pre-Registration Nursing.
Julie Bailey-McHale worked initially in mental health nursing in the acute inpatient sector. Since moving to higher education she has focussed her teaching and academic interests in cognitive behavioural approaches to care, and in teaching and learning in the practice setting.
Moyra Baldwin is a Senior Lecturer in the Faculty of Health and Social Care at the University of Chester and is Programme Leader for the Postgraduate Certificate in Health and Social Care Commissioning. She enjoys teaching across a range of pre-registration, post-registration and postgraduate programmes and has been involved in education for 30 years. Her area of special interest is palliative care she has held positions that have combined practice, teaching and management. She was involved in introducing palliative care education at the First Moscow Hospice, Russia and facilitated seminars about palliative care in Cyprus and Holland. She has presented seminars and published on advocacy, ethics, concept analysis as a research method, and palliative care education.
Mike Burt worked in residential care before qualifying as a social worker in 1988 following which he worked in along term children and families social work team, and in child guidance. Mike became involved in supervising social work students in placement and subsequently moved to work in higher education as the programme leader for the Diploma in Social Work at Warrington Collegiate Institute in 2000. When the University of Chester incorporated the Institute's higher education in its provision Mike became Deputy Head of Social Work and was involved in the expansion of social work pre and post qualifying education and training provision. He is studying for a PhD in the history of social work as an occupation and has published articles about the subject.
Doreen Collyer is a Senior Lecturer in Child Health. She has a background in neonatal and children's critical care nursing and these interests form the focus of her teaching and academic work.
Julie Dulson is a Senior Lecturer and programme leader for the preregistration mental health programme at the University of Chester. She has a keen interest in developing service user involvement within healthcare [Page viii]education and has previously written and presented on this subject. Her other main research interest is the role and function of psychiatric acute inpatient wards and she previously worked on the “Search for Acute Solutions” research project with Sainsbur's Centre for Mental Health to establish ways of improving mental health acute inpatient care.
Jan Gidman's clinical background is predominately in surgical and orthopaedic nursing. She then moved into a teaching role in a large NHS Trust, before entering Higher Education ten years ago. Within her current role, Jan is responsible for the Master of Professional Education programme which is accessed by staff from both academic and practice settings in health and social care.
Jan's research interests relate to professional education and she has regularly presented at conferences and has published a number of papers and book chapters in this field. She has recently completed a research project relating to student support and is currently writing up her PhD thesis on how students learn from service users in practice settings.
Joanne Greenwood is a Senior Lecturer at the University of Chester. She has previously help senior nursing posts at various hospitals. Her nursing experience has included medicine, surgery, care of older people and Trust-wide positions. Her academic interests include ethics, evidence-based practice, and personal and professional development.
Sue Grumley trained at the Royal Liverpool Hospital College from 19791982 and has worked within the NHS since qualification. Her clinical interest lies within the fields of Care of the Elderly and Neurology. Her current role involves both managerial and clinical aspects allowing her to continue to develop clinically whilst being involved with shaping and developing the service provided to the service users.
Pete Hinman has 18 years post registration patient management experience in Orthopaedics, Cardiac Care, General Surgery and Accident and Emergency care. His current role as Orthopaedic Nurse Practitioner encompasses specialist clinical management of emergency orthopaedic patients throughout the admission and perioperative pathway. Previous academic experience included clinical skills teaching, facilitating students on undergraduate and post graduate programmes and he retains an enthusiastic commitment to inter-professional collaboration along with teaching and practice development.
[Page ix]Neil Hosker's career in nursing started in the early 1980s. Since qualifying as a registered nurse he has worked in various nursing and senior management roles in the NHS for mental health, community and acute trusts. In 2005 he became a senior lecturer at the University of Chester teaching on the pre-registration nursing programme. His professional interests include clinical skills development, development of e-learning and online teaching materials and the use of technology by health care staff.
Formally a full time intensive care nurse, Adam Keen is currently working as a Senior Lecturer within the University of Chester, Faculty of Health & Social Care. His current teaching interests relate to the acute and critical care and education, including advanced resuscitation training. His research and publishing interests include critical care, information systems, dehumanisation and writing for publication. Adam has recently commenced a PhD programme.
Tom Mason has worked in mental health services in the UK, predominantly but not exclusively, for over thirty years. He has spent the last 17 years in academic posts engaging in research and publications. He was awarded an International Achievement Award in 1999 for research carried out in the forensic services of the UK and continues to be active in developing services for people with mental health problems and learning disabilities who interface with the law. Tom has published over 70 journal articles, the majority being research papers in peer reviewed journals and covers a wide range of topics. He has also co-authored and co-edited 14 books. He is currently Professor/Head of Mental Health and Learning Disabilities at the University of Chester.
Annette McIntosh is Associate Dean, Learning and Teaching, in the Faculty of Health and Social Care, University of Chester. She held various posts as a nurse, predominantly in the area of critical care, and midwife prior to entering academia. Her years in health and social care education to date have been spent in a range of roles, including clinical teacher, lecturer and principal lecturer, programme leader and quality advisor. Annette's current role involves ensuring and enhancing the quality of all learning and teaching activity, including staff development, and leading on quality reviews. Her main teaching responsibilities are lecturing on the MEd programme and supervision of Masters and PhD students. Annette's research interests encompass all aspects of teaching, learning and curriculum development, alongside an ongoing interest in sleep promotion. She is currently researching perceptions of student support.
[Page x]Joy Parkes is a Senior Lecturer in the Faculty of Health and Social Care of the University of Chester. She has special responsibility for practice learning in pre-registration adult nursing, and has been instrumental in developing criterion-based assessment of practice skills. Her practice and academic interest is in complementary and holistic therapies.
Sue Phillips worked as a health visitor and field work teacher for many years. Her caseloads were mainly in deprived areas, with all the associated social and health problems. Following her decision to move into education, she worked for 3 years as a lecturer/practitioner, and then moved to University of Chester as a senior lecturer. She has been programme leader for both undergraduate and postgraduate programmes, and her teaching interests include public health, ethics, APEL and work based learning. She also works as an Associate Lecturer for the Open University.
Ruth Sadik is a Senior Lecture in child health and has extensive knowledge and experience in the field gained over almost four decades.
Mike Thomas is the Dean of the Faculty of Health and Social Care and is an experienced clinician and educator, having worked within a variety of settings. He is responsible for the strategic and operational management of the Faculty of Health and Social Care within the University of Chester and has membership of University Executive Group. Mike served as a submariner and radio operator for several years within the Royal Navy before entering the nursing profession.
Whilst working in Leeds, Mike became involved with the deployment of education resettlement of military service leavers and for five years has been working on a project to enhance the resettlement of medically discharged personnel from the tri-Services. Mike's role within the education resettlement project is that of strategic lead for the assessment and effective placement of medically discharged personnel.
Mike has worked as both a mental health clinician and an educationalist for twenty five years. He is a trustee of three charities.
Mike has published and presented papers annually since 1986 and has written chapters in books ranging from patient assessment, sexual health, professional issues and cognitive behavioural psychotherapy.
Jan Woodhouse has had a long clinical career in the hospital setting. Since moving into higher education she has taken a focus on palliative care, the teaching of research, and education. She had edited Strategies for [Page xi]Healthcare: How to Teach in the 21st Century, a book on evidence-based teaching strategies and is currently co-editing another book on key concepts in palliative care.
Jan has an interest in the use of the humanities in health care, which has taken a focus on storytelling, narratives and art therapy. Consequently she is helping to set up a programme of study in art therapy. The interest in art has helped in her academic studies as she is currently a PhD student looking at the topic of ‘Personal grooming’.