Pragmatic Children’s Nursing is the first attempt to create a paediatric nursing theory which argues for the importance of giving children living with illness access to a childhood which is, as far as possible, equal to that of their peers. Set in the historical context of the development of children’s nursing, this theory is presented in detail as an educational process, complete with eight outcome measures which allow the practitioner to evaluate its effectiveness.
This book explores the triad relationship between children, carers and nurses within the context of healthcare delivery. Ht analyses the moral and ethical implications of pragmatic children’s nursing, which challenges the established ideas of family-centred care. In addition to offering theoretical grounding and debate, Randall presents four practical case studies which model how this theory may work within various hospital and community settings.
Establishing a link between the concepts inherent in pragmatism and our understanding of childhood within society, this accessible book will appeal to a global audience of undergraduate and postgraduate nursing students, researchers and policy makers.
Discover more about this subject on our author Duncan C. Randall's website, which provides extra resources and information here: http://pragmaticchildrensnursing.com/
Table of Contents
Preface 1. If it quacks like a pigeon, it’s a duck! The context of children’s nursing 2. Assumptions about understanding, nursing, children and childhoods 3. Children living a childhood 4. The "I , the thou and the them" of children’s nursing-Bauman 5. What’s the good of children’s nursing? 6. Worked example case studies 7. Afterword
Duncan C. Randall is a Principal Teaching Fellow in Health Sciences at the University of Southampton.
"This book represents the first attempt to create a children’s nursing theory that involves giving children with illnesses or disabilities access to childhoods as close as possible to those of their peers. Claiming that children’s nursing has been overshadowed by adult-focused theories, the author explores the relationship between children, carers and nurses in the context of healthcare delivery…This is an outstanding text, a pleasure to read, and one that should appeal to pre-registration and postgraduate nursing students alike."
—Nursing Children and Young People
"Children’s nursing a very pragmatic exercise and to date has remained so academically. This is the first book I have seen which gives in-depth examination of children’s nursing from a theoretical and philosophical perspective. While this may ‘scare off’ potential readers who are clinical children’s nurses, the case examinations included give it a ‘real time’ feel that makes it relevant for anyone working in clinical practice in children’s nursing. It will make us all think of things differently, to the betterment of children and families when they need health care."
—Linda Shields, Professor of Nursing, Charles Sturt University and Honorary Professor of Medicine, the University of Queensland, Australia
"This is a book that will challenge nurses to think deeply and critically about fundamental issues of children, childhood and nursing. It strikes to the core of what children’s nursing is: its values, purpose and objectives, and it adds significantly to the growing debate of the value of family-centred care and other well-worn concepts."
—Tony Long, Professor of Child and Family Health, University of Salford, UK
"Randall’s Pragmatic Children’s Nursing is a greatly-needed, long-overdue book. As Randall highlights, conceptions of children’s nursing have been dominated by ‘medical models’ (e.g., ‘paediatric nursing’) and adult-focused theories that have profoundly limited our understandings of children’s lives and their health experiences. This text illuminates our understanding of children’s nursing by adapting important innovations in social and ethical studies of childhood within a ‘practice-friendly’ pragmatic theoretical framework. This book is outstanding."
— Franco A. Carnevale, Professor in the Ingram School of Nursing, McGill University, Canada