Search Results Heading

MBRLSearchResults

mbrl.module.common.modules.added.book.to.shelf
Title added to your shelf!
View what I already have on My Shelf.
Oops! Something went wrong.
Oops! Something went wrong.
While trying to add the title to your shelf something went wrong :( Kindly try again later!
Are you sure you want to remove the book from the shelf?
Oops! Something went wrong.
Oops! Something went wrong.
While trying to remove the title from your shelf something went wrong :( Kindly try again later!
    Done
    Filters
    Reset
  • Discipline
      Discipline
      Clear All
      Discipline
  • Is Peer Reviewed
      Is Peer Reviewed
      Clear All
      Is Peer Reviewed
  • Item Type
      Item Type
      Clear All
      Item Type
  • Subject
      Subject
      Clear All
      Subject
  • Year
      Year
      Clear All
      From:
      -
      To:
  • More Filters
4 result(s) for "Hetherington, Geraldine"
Sort by:
Letter: Why women are unhappy at work ; Letters to the Editor
That women in Britain earn an average of 17 per cent less than men, and that men in Britain's finance sector can expect to earn almost one million pounds more over their lifetime than their female colleagues is damning enough. But our research has shown that female disillusionment goes deeper than pay. Almost three quarters of female professionals are disappointed with their career progress to date, and almost half do not expect to be working full time in 2010 - statistics that must be hugely worrying to UK businesses.
Employers - take note of women's workplace dissatisfaction
Employers who do not sit up and take notice will be the losers. Organisations need the skills and experience women offer and a balanced workplace benefits all employees. Employers need to provide effective career management programmes, increase clarity around roles and delivery expectations and recruit women at senior levels within the organisation to ensure they are in touch with their needs. If they want to attract and retain women, they must stop paying lip service to flexible working arrangements and take action.
To be mortal is human: professional consensus around the need for more psychology in palliative care
Nursing and allied health professionals also spend considerable time with patients developing strong therapeutic relationships fundamental to the success of challenging conversations when adjusting to incurable illness.2 3 Nevertheless, White et al’s survey noted considerable variability in the availability of palliative care and end-of-life-related content in UK-based undergraduate nursing and allied health courses. Domain Example End-of-life assessment Distinguishing between normative distress, maladjustment and mental illness Assessing cognitive function and decision-making capacity End-of-life interventions Adjusting to illness and functional limitations Pain management Improving quality-of-life and subjective well-being Interventions addressing death preparedness (eg, existential issues, legacy work and dignity therapy), death anxiety, demoralisation and (anticipatory) grief and supporting patients as they make decisions about their care Team-related and systems related skills Supporting caregivers before and after a person dies Fostering communication between patients, families and the multidisciplinary healthcare team Developing and delivering accessible community and public-facing psychoeducation around end-of-life, advance-care planning and death Supporting health professionals Providing liaison and advocacy for end-of-life care at a higher systems level There is much to be gained through better integration of psychology into end-of-life care and communication—yet currently, discipline-specific end-of-life training for psychologists appears rare. UMS-D’s end-of-life communication research program is supported by grants from the HCF Research Foundation, the Adolescent and Young Adult (AYA) Cancer Global Accord and through a clinical-academic mentoring award from the Palliative Care Clinical Academic Group of the Sydney Partnership for Health, Education, Research and Enterprise.