Developing research, practice and education in wound healing

Abstract

This thesis demonstrates my original contribution to the specialty of -wound healing as it has evolved over the past twenty years. It comprises three projects through which I present and illustrate a selection of the work I have carried out as a researcher, clinician and educator in wound healing, and the relationship between these areas.

This thesis begins with Project One, which discusses my contribution to wound healing research. Project Two explores the ways I have used die outputs of research in developing -wound care practice within the context of a specialist wound healing unit. Project Three illustrates how I have utilised die outputs of research as the basis for educational materials. It is through engaging in a diverse range of activities in these three areas that I have been able to make a unique contribution to -wound healing nursing.

In each of the projects die portfolio materials are discussed with reference to a number of theoretical frame-works. In Project One I use a hierarchical approach (Sackett et al, 1991, 2000) to explore my contribution to research. In Project Two I adopt die role definition approach developed by Hamric, Spross and colleagues (1983, 1989, 1996, 2000) in exploring my contribution to developing -wound care practice. Finally, in Project Three I utilise Benner's research on professional development (Benner, 1984) as a frame-work on -which to display my materials.

While I have been writing this diesis I have reflected on twenty years experience in wound care nursing. This opportunity has facilitated me in planning for my future career in the specialty of -wound healing, and in making decisions about where I expect to focus my attention in the future.

Date of Award	Oct 2002
Original language	English
Supervisor	Michael Clark (Supervisor), Gavin Fairbairn (Supervisor) & Joyce Kenkre (Supervisor)