To be influential, nurses must see themselves as professionals with the capacity and responsibility to influence current and future healthcare delivery systems. Through policy work, nurses can and should influence practice standards and processes to assure quality of care. Nurses who influence policy help shape the care that will be provided today and tomorrow. Policies also impact resource allocation to support delivery of healthcare. One of the advanced nursing care procedures emphasized by nursing organizations around the world is patient or nursing advocacy. The aim of patient advocacy, as a fundamental aspect of nursing care, is to provide high quality health care and protect the rights of the clients.
ce suggests that pupils receiving psychological therapies were a success however, The National Institute for Health and Care Excellence (NICE, 2010) expressed the opinion and recommended several forms of therapy as first-line interventions, not talk therapy or counselling in isolation. Another essential point regarding one:one counselling and emotional literacy is the relationship a child has with the facilitator. Mindmatters (n.d.) advocates how vital it is for children to have a trusting and caring relationship with the individual, as a result of this trust and understanding, will promote open communication.
Similarly, Bowlby (1969) suggested that children come into this world with an innate response of survival; form attachments to survive. Consequently, if secure attachments are not formed this would lead to distress and negative experiences concluding that a trusting relationship is not formed between the pupil and the facilitator. Belsky and Fearon (2002) support Bowlby and state ‘poor attachment outcomes are associated with long-term adverse consequences in cognitive, adaptive, and behavioral domains’.
Comparing Maslow (1968c), Bronfenbrenner (1979) Sameroff (2010) and Shonokoff and Philips (2010) all deem environment and contributing factors such as: family and peers as priority. Bronfenbrenner places them on the microsystem and that is where the child develops the knowledge and empathy towards care givers, school and any other educational setting. Bronfenbrenner placed the microsystem at the inner circle closest to the individual, emphasising the importance, similarly Maslow positioned these needs at the bottom of the hierarchy, again supporting Bronfenbrenner, Sameroff, Shonokoff and Philips and how important they are.
The more stressors that are inflicted onto a child where they cohabitate compromises their learning (Science Daily,2017). For a child to feel safe and partake in their own learning they need to live in a stress free and comfortable environment. Four million children live in poverty in the United Kingdom (The Children’s Society, 2017a). The Early Years Foundation Stage allows for early intervention, and to reach out to those hard to reach families including families with teenage parents, families from minority ethnic communities, families where the parents or children are disabled with support (NSPCC, 2015). Support is necessary to ensure children do not live in poverty and everything is being done to support the family by way of introducing help. An illustration of help is free school meals. Department for Education (2017b) state 14.1% of primary school children receive free school meals (FSM). The Children’s Society (2017b) suggest that FSM are a crucial entitlement and having a healthy, hot meal each day enables the child to concentrate and can have a positive impact on classroom behaviour supporting the DfE and the need for FSM to continue.
