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9. Prien T, Meyer J, Lawin P. Development of intensive care medicine in
Germany. J Clin Anesth 1991; 3(3): 253–8.
Learning activities 10. Scribante J, Schmollgruber S, Nel E. Perspectives on critical care nursing:
South Africa. Connect: The World of Critical Care Nursing 2005; 3(4):
1. Consider the leaders to whom you are exposed in your 111–15.
work environment and identify the characteristics they 11. Grenvik A, Pinsky MR. Evolution of the intensive care unit as a clinical center
display that influence patient care. Reflect on whether and critical care medicine as a discipline. Crit Care Clinics 2009; 25(1):
these are characteristics that you possess or how you might 239–50.
develop them. 12. Fairman J, Lynaugh JE. Critical care nursing: a history. Philadelphia: University
of Pennsylvania Press; 1998.
2. Mentors are generally individuals who have excelled in 13. Underwood M, Elliott D, Aitken L et al. Position statement on postgraduate
their chosen profession and who are willing to share their critical care nursing education: October 1999. Aust Crit Care 1999; 12(4):
experiences and expertise with others. Think about your 160–4.
aspirations in your career as a critical care nurse. With the 14. Australian College of Critical Care Nurses. Competency standards for specialist
critical care nurses, 2nd edn. Melbourne: Australian College of Critical Care
help of others, try to identify a potential mentor. Consider Nurses; 2002.
asking this person to meet you on a regular basis to discuss 15. Aari R-L, Tarja S, Leino-Kilpi H. Competence in intensive and critical care
your professional goals and your strategies to meet these nursing: a literature review. Intensive Crit Care Nurs 2008; 24: 78–89.
goals and to provide you with advice. 16. Bench S, Crowe D, Day T et al. Developing a competency framework for
3. Review the strategies outlined in Table 1.2 and develop critical care to match patient need. Intensive Crit Care Nurs 2003; 19:
136–42.
a plan of how you might improve your clinical decision- 17. Coghlan J. Critical care nursing in Australia. Intensive Care Nurs 1986; 2(1):
making skills. Approach a mentor in your clinical environ- 3–7.
ment and ask him/her to provide feedback over a period of 18. Armstrong DJ, Adam J. The impact of a postgraduate critical care course on
nursing practice. Nurse Education in Practice 2002; 2(3): 169–75.
months on any changes observed in your clinical decision- 19. Badir A. A review of international critical care education requirements and
making skills. comparisons with Turkey. Connect: The World of Critical Care Nursing 2004;
4. Consider the role that you have within critical care and 3(2): 48–51.
examine the influence that research has on that role. How 20. Baktoft B, Drigo E, Hohl ML et al. A survey of critical care nursing education
might you use research to inform your practice more effec- in Europe. Connect: The World of Critical Care Nursing 2003; 2(3): 85–7.
tively? Are there strategies that you could implement to 21. Chaboyer W, Dunn SV, Aitken L et al. Critical care education: an examination
of students’ perspectives. Nurse Educ Today 2001; 21: 526–33.
influence the research that is undertaken so that it meets 22. Aitken L, Currey J, Marshall A et al. The diversity of critical care nursing
your needs? education in Australian universities. Australian Crit Care 2006; 19(2):
5. Reflect on your practice in terms of the ACCCN competency 46–52.
domains of professional practice; reflective practice; 23. European Commission Education & Training. The Bologna Process:
14
towards the European higher education area. European Commission; 2011.
enabling; clinical problem solving; teamwork; and leader- [Cited January 2011]. Available from: http://ec.europa.eu/education/higher-
ship. To what extent does your current practice address education/doc1290_en.htm.
these domains? What strategies can you implement to 24. Skees J. Continuing education: a bridge to excellence in critical care nursing.
enhance your practice in these domains? Crit Care Nurs Q 2010; 33(2): 104–16.
25. Hanley E, Higgins A. Assessment of clinical practice in intensive care: a
review of the literature. Intensive Crit Care Nurs 2005; 21(5): 268–75.
26. Hardcastle JE. ‘Back to the bedside’: graduate level education in critical care.
Nurse Educ Pract 2008; 8(1): 46–53.
FURTHER READING 27. Rose L, Goldsworthy S, O’Brien-Pallas L et al. Critical care nursing education
and practice in Canada and Australia: a comparative review. Int J Nurs Studies
2008; 45(7): 1103–9.
Andrew S, Halcomb EJ. Mixed methods research for nursing and the health sciences. 28. Gijbels H, O’Connell R, Dalton-O’Connor C et al. A systematic review evalu-
Oxford: Wiley-Blackwell; 2009. ating the impact of post-registration nursing and midwifery education on
Thompson C, Dowding D. Essential decision making and clinical judgment for nurses. practice. Nurse Educ Pract 2010; 10(2): 64–9.
Edinburgh: Churchill Livingstone; 2010. 29. Pirret A. Master’s level critical care nursing education: a time for review and
debate. Intensive Crit Care Nurs 2007; 23(4): 183–6.
REFERENCES 30. Nalle MA, Brown ML, Herrin DM. The Nursing Continuing Education Con-
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5. World Federation of Critical Care Nurses. Constitution of the World Federa- 34. Boyle M, Butcher R, Kenney C. Study to validate the outcome goal, compe-
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