Theory, inquiry, and evidence are inextricably linked. Each pattern of knowing can be considered a type of theory, and the modes of inquiry appropriate to the generation and testing of each type of theory provide diverse sources of data for evidence-based nursing practice. Different kinds of nursing theories provide different lenses for critiquing and interpreting the different kinds of evidence essential for theory-guided, evidence-based holistic nursing practice.

This article describes leadership and scholarship from the Neuman systems model as requisite for a true practice model necessary for 21st-century scientific professional nursing. A rationale for the integration of leadership and scholarship is provided along with markers to guide the leadership-scholarship protocol, which can be viewed as a scholarly research process. An example from a community nursing center demonstrating the application of the integration of leadership-scholarship is presented to support the proposed integration.

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ISBN 0 415 29865 2. This book aims to 'look at management in action in care settings'. As edited, it includes contributions from a wide selection of writers exploring differing viewpoints, although at times there seems to be more emphasis on social work management than the stated 'setting' of health and social care. It consists of three parts: Managing with Knowledge and Vision, Managing Services for People, and Managing Learning and Development in a team, with relevant chapters in each.The book is part of the core text for the Open University's (OU) Course 'K301 Managing Care.' This is clearly reflected in its presentation and content, with a combination of evidencesupported discussions alongside student exercises, and is summarized throughout with key points. Written for level 6 students, I believe it is also suitable for levels 5 and 7.Although written primarily to support the course and therefore linked to other OU material, I would suggest that it can be used as a stand-alone source for courses with a management element.My only concern is that lecturers using the publication, who prefer a more enquiry-based pedagogy, may find the amount of referenced material too prescriptive. This publication is consistent with my experience of other books produced by the OU. It is well written and clearly presented, and can be used not only by our students as a source of useful references (although largely secondary) but as an added bonus it provides exercises to help support the teachers. 224 pages, £17.99, ISBN 0 335 20557 7. This book is written as a source of information on how to develop practice for professional practice nurses in community settings in the UK. Changes in the structure and operating practices of the National Health Service since the 1970's have created a top-down system for service delivery. Concomitantly, the professional nursing community has had to develop practice without the benefit of educational preparation and support. The authors have identified two gaps in the literature concerning models of change related to health care, and bottom-up processes for developing professional nursing practice. This book is designed to fill these gaps. The authors have done an extensive literature review of primarily British journals and publications to place the development of primary care in the UK within an historical and social context. However, only ten articles were directed toward practice development, corroborating the need for this book. Through vignettes and case studies several contributing authors share their ideas and experiences to illustrate ways that practitioners have become change agents to move practice forward and to meet patient needs more effectively. The book is divided into three parts: the triggers for the development of practice (chapters 1 and 2); the process of developing practice (chapters 3, 4, and 5); and key issues when developing practice (chapters 6 and 7). One of the strengths of the book is that ideas in each chapter are well developed and illustrated by real-life case example...

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