Davis Advantage for Basic Nursing: Thinking, Doing, and Caring 3rd Edition, ISBN-13: 978-1719642071
[PDF eBook eTextbook]
- Publisher: F.A. Davis Company; Third edition (November 1, 2021)
- Language: English
- ISBN-10: 1719642079
- ISBN-13: 978-1719642071
LEARN–APPLY–ASSESS
Davis Advantage for Basic Nursing combines an innovative text with an immersive online program that make this challenging but must-know content easier to master by making learning personal. Together, they create a seamless experience that tracks each student’s progress and assesses their knowledge until they have mastered the concepts and are ready to apply them in class, clinical, and practice.
THE TEXTBOOK
A comprehensive approach to care promotes critical thinking and clinical judgment to teach students how to “Think Like a Nurse” from the very first day. A consistent and concise organization along with a wealth of pedagogical features emphasizes the Thinking, Doing, and Caring at the heart of professional practice.
In every chapter, students first explore the theoretical knowledge behind key Fundamentals concepts. Then, they learn the practical knowledge guided by the nursing process; and finally, the skills and procedures for safe and effective nursing care.
LEARN—Personalized Learning
The foundation of the Davis Advantage platform, Personalized Learning, immerses students in an online learning experience tailored to their needs. Students are assessed on their comprehension of key topics from the text, and then are guided through animated mini-lecture videos and dynamic activities to reinforce learning and bring concepts to life.
APPLY—Clinical Judgment (NEW!)
Clinical Judgment elevates students’ critical thinking and clinical reasoning, helping them to build the clinical judgment skills they need to practice safe and effective nursing care and to prepare for the Next Generation NCLEX® with confidence. Progressive case studies featuring real-life, complex clinical situations challenge students to apply their knowledge, make informed decisions, and evaluate outcomes.
Table of Contents:
Cover
Title Page
Copyright
Dedication
Preface
Contributors
Reviewers
Contributors and Reviewers of Previous Editions
Acknowledgments
Contents
Meet the Nguyens
Unit 1: How Nurses Think
CHAPTER 1: Evolution of Nursing Thought & Action
About the Key Concepts
Historical Leaders Who Advanced the Profession of Nursing
Nursing Today: Full-Spectrum Nursing
Contemporary Nursing: Education, Regulation, and Practice
How Is Nursing Defined?
How Do Nurses’ Educational Paths Differ?
How Is Nursing Practice Regulated?
What Are Some Important Nursing Organizations?
Nursing Practice: Caring for Clients
The Healthcare Delivery System
What Types of Care Are Provided?
Where Is Care Provided?
How Is Healthcare Categorized?
Who Are the Members of the Interprofessional Healthcare Team?
How Is Healthcare Financed?
How Are Supplies and Equipment Provided?
How Is Healthcare Regulated?
How Have Healthcare Reform Efforts Affected Care?
What Are the Issues Related to Healthcare Reform?
How Do Providers and Facilities Ensure Quality Care?
Factors That Influence Contemporary Nursing Practice
What Are Some Trends in Society?
What Are Some Trends in Nursing and Healthcare?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 2: Clinical Judgment
Key Concepts
What Does Nursing Involve?
Theoretical Knowledge: Knowing Why
What Is Clinical Judgment?
What Are the Different Kinds of Nursing Knowledge?
What Are Models of Clinical Judgment?
What Is Clinical Reasoning?
What Is Critical Thinking?
What Are Critical-Thinking Skills?
What Are Critical-Thinking Attitudes?
Why Is Critical Thinking Important for Nurses?
Nurses Deal With Complex Situations
Clients Are Unique
Nurses Apply Knowledge to Provide Holistic Care
A Model for Critical Thinking
Applying the Model: An Example
Practical Knowledge: Knowing How
How Is the Nursing Process Related to Critical Thinking?
How Is the Nursing Process Related to Clinical Judgment?
What Is Caring?
What Is Full-Spectrum Nursing?
What Concepts Are Used in Full-Spectrum Nursing?
How Does the Model Work?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 3: The Steps of the Nursing Process
About the Key Concepts
Assessment: The First Step of the Nursing Process
Types of Assessment Data
Skills of Nursing Assessment
Types of Assessment
Taking a Nursing Health History
Types of Interviews
Validating Data
Organizing Data
Documenting Data
Guidelines for Recording Assessment Data
Tools for Recording Assessment Data
Diagnosis: The Second Step of the Nursing Process
Origins of Nursing Diagnosis
Recognizing When to Use Nursing Diagnoses
Types of Nursing Diagnoses
Diagnostic Reasoning
Analyze and Interpret Data
Draw Conclusions About Health Status
Verify Problems With the Patient
Prioritize Problems
Reflecting Critically on Your Diagnostic Reasoning
Think About Your Theoretical Knowledge
Think About Your Self-Knowledge
Think About Your Thinking
Standardized Nursing Languages
Classification Systems Used in Healthcare
NANDA-I Diagnostic Classification System
Writing Diagnostic Statements
Formats for Diagnostic Statements
Relation of Nursing Diagnoses to Outcomes and Interventions
Planning: The Next Step of the Nursing Process
Types of Planning
Nursing Care Plans
Standardized Plans
Process for Writing an Individualized Nursing Care Plan
Planning Patient Goals/Outcomes
Goals Versus Outcomes
Distinguishing Between Short-Term and Long-Term Goals
Components of a Goal Statement
Relating Goals to Nursing Diagnoses
Using Standard Terminology for Outcomes
Writing Goals for Wellness Diagnoses
Planning Nursing Interventions
Deciding Which Interventions to Use
Influence of Nursing Research on Choice of Interventions
Evidence-Based Practice
Influence of Problem Status on Nursing Interventions
Process for Generating and Selecting Interventions
Using Standardized Language to Plan Interventions
Standardized Languages for Home Health and Community Care
Standardized Language and Holistic Care
Using Nursing Orders
Components of a Nursing Order
Implementation: The Action Phase of the Nursing Process
Preparing for Implementation
Implementing the Plan: Doing or Delegating
Documenting: The Final Step of Implementation
Evaluation: The Final Step of the Nursing Process
Use of Standards and Criteria in Evaluation
Types of Evaluation
Evaluation of Patient Progress
Evaluating and Revising the Care Plan
Evaluating the Quality of Care in a Healthcare Setting
Practical Knowledge: Knowing How
Assessment Guidelines and Tools
Discharge Planning Form
NCSBN Delegation Grid
Evaluation Checklist
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 4: Evidence-Based Practice: Theory & Research
About the Key Concepts
Theoretical Knowledge: Knowing Why
The Importance of Nursing Theory and Research
Nursing Theories
What Are the Components of a Theory?
Paradigm, Framework, Model, or Theory?
How Are Theories Developed?
What Are the Essential Concepts of a Nursing Theory?
How Do Nurses Use Theories?
Who Are Some Important Nurse Theorists?
How Do Nurses Use Theories From Other Disciplines?
Practical Knowledge: Knowing How
Planning Theory-Based Interventions/Implementation
Nursing Research
Theoretical Knowledge: Knowing Why
Why Should I Learn About Research?
What Is the History of Nursing Research?
How Are Priorities for Nursing Research Developed?
What Educational Preparation Does a Researcher Need?
Practical Knowledge: Knowing How
How Do We Gain Knowledge?
What Are Two Approaches to Research?
What Are the Phases of the Research Process?
What Are the Rights of Research Participants?
How Can I Base My Practice on the Best Evidence?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
Unit 2: Factors Affecting Health
CHAPTER 5: Life Span: Infancy Through Middle Adulthood
Theoretical Knowledge: Knowing Why
About the Key Concepts
How Does Development Occur?
Principles of Growth and Development
Theories of Development
The Gestational Period: Conception to Birth
Fetal Physical Development During Gestation
Maternal Changes During Pregnancy
Common Health Problems During Gestation
Effects of Maternal Health
Effects of Maternal Nutrition
Assessment (Prenatal)
Interventions (Prenatal)
Neonatal Period: Birth to 28 Days
Physical Development of the Neonate
Cognitive Development of the Neonate
Psychosocial Development of the Neonate
Common Health Problems of the Neonate
Assessment (Neonate)
Interventions (Neonate)
Infancy: 1 Month to 1 Year of Age
Physical Development of the Infant
Cognitive Development of the Infant
Psychosocial Development of the Infant
Common Health Problems of the Infant
Assessment (Infant)
Interventions (Infant)
Toddlerhood: Ages 1 to 3 Years
Physical Development of the Toddler
Cognitive Development of the Toddler
Psychosocial Development of the Toddler
Common Health Problems of Toddlers
Assessment (Toddlerhood)
Interventions (Toddlers)
Preschool Stage: Ages 4 and 5 Years
Physical Development of the Preschooler
Cognitive Development of the Preschooler
Psychosocial Development of the Preschooler
Common Health Problems of Preschoolers
Assessment (Preschooler)
Interventions (Preschooler)
School Age: Ages 6 to 12 Years
Physical Development of the School-Age Child
Cognitive Development of the School-Age Child
Psychosocial Development of the School-Age Child
Common Health Problems of School-Age Children
Assessment (School Age)
Interventions (School Age)
Teaching for Safety
Teaching About Nutrition and Exercise for Weight Loss
Adolescence: Ages 12 to 18 Years
Physical Development of Adolescents
Cognitive Development of Adolescents
Psychosocial Development of Adolescents
Common Health Problems of Adolescents
Assessment (Adolescents)
Interventions (Adolescents)
Young Adulthood: Ages 19 to 40 Years
Physical Development of Young Adults
Cognitive Development of Young Adults
Common Health Problems of Young Adults
Assessment (Young Adults)
Interventions (Young Adults)
Middle Adulthood: Ages 40 to 64 Years
Physical Development of Middle Adults
Cognitive Development of Middle Adults
Psychosocial Development of Middle Adults
Common Health Problems of Middle Adults
Assessment (Middle Adults)
Interventions (Middle Adults)
Practical Knowledge: Knowing How
Individualized Goals/Outcomes and Interventions
Putting It All Together
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Possible Abuse Flowchart
Procedures
Procedure 5-1. Assessing for Abuse
Concept Map
CHAPTER 6: Life Span: Older Adults
Theoretical Knowledge: Knowing Why
About the Key Concepts
Perspectives on Aging
Life Expectancy
Migration and Distribution of Age-Groups
Percentage of Total Population
Life-Span Perspective
Aging in Place and Alternatives
Naturally Occurring Retirement Communities
Retirement Communities
Continuing Care Retirement Communities
Assisted-Living Facilities
Skilled Care Facilities (Nursing Homes)
Theories of Aging
Stages of Older Adulthood
Young-Old: Ages 65 to 74 Years
Middle-Old: Ages 75 to 84 Years
Oldest-Old: Ages 85 Years and Older
Developmental Changes of Older Adults
Physical Development of Older Adults
Cognitive Development of Older Adults
Psychosocial Development of Older Adults
Common Health Problems of Older Adults
Practical Knowledge: Knowing How
Assessment
Assessment for All Older Adults
Assessment (Young-Old)
Assessment (Middle-Old)
Assessment (Oldest-Old)
Analysis/Diagnosis (All Older Adults)
Outcomes/Evaluation (All Older Adults)
Interventions/Implementation
Interventions (Young-Old)
Interventions (Middle-Old)
Interventions for All Older Adults
Putting It All Together
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 7: Experiencing Health & Illness
Theoretical Knowledge: Knowing Why
About the Key Concepts
How Do We Understand Health and Illness?
Nurses Understand Health and Illness as Individual Experiences
Nurses Use Conceptual Models to Understand Health and Illness
How Do People Experience Health and Illness?
Biological Factors
Nutrition
Physical Activity
Sleep and Rest
Meaningful Work
Lifestyle Choices
Personal Relationships
Culture
Religion and Spirituality
Environmental Factors
Finances
What Factors Disrupt Health?
Physical Disease
Injury
Mental Illness
Pain
Loss
Impending Death
Competing Demands
The Unknown
Imbalance
Isolation
Why Do People Experience Illness Differently?
Stages of Illness Behavior
The Nature of the Illness
Hardiness
The Intensity, Duration, and Multiplicity of the Disruption
Practical Knowledge: Knowing How
Using the Nursing Process to Promote Health
Assessment
What Does It Mean to Communicate Care and Concern?
How Can I Be a Better Communicator?
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Provide a Healing Presence
Is a Healthy Life Attainable?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 7-1. Admitting a Patient to a Nursing Unit
Procedure 7-2. Transferring a Patient to Another Unit in the Agency
Procedure 7-3. Transferring a Patient to a Long-Term Care Facility
Procedure 7-4. Discharging a Patient From the Healthcare Facility
Concept Map
CHAPTER 8: Stress & Adaptation
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Stress?
Types of Stressors
Models of Stress
How Do Coping and Adaptation Relate to Stress?
Three Common Approaches to Coping
The Outcome of Stress: Adaptation or Disease
Personal Factors Influence Adaptation
How Do People Respond to Stressors?
The General Adaptation Syndrome Includes Nonspecific, Systemic Responses
The Local Adaptation Syndrome Involves Specific Local Responses
Psychological Responses to Stress Include Feelings, Thoughts, and Behaviors
Spiritual Responses to Stress
What Problems Occur When Adaptation Fails?
Stress-Induced Organic Responses
Somatoform Disorders
Stress-Induced Psychological Responses
Burnout
Practical Knowledge: Knowing How
Assessment
Assess Stressors, Risk Factors, and Coping and Adaptation
Assess Responses to Stress
Assess Support Systems
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Health Promotion Activities
Relieving Anxiety
Anger Management
Stress Management Techniques
Changing Perception of Stressors or Self
Identifying and Using Support Systems
Reducing the Stress of Hospitalization
Providing Spiritual Support
Crisis Intervention
Stress Management in the Workplace
Making Referrals
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 9: Psychosocial Health & Illness
About the Key Concepts
Psychosocial Health
Theoretical Knowledge: Knowing Why
What Is Psychosocial Theory?
What Is Self-Concept?
What Are the Components of Self-Concept?
Practical Knowledge: Knowing How
Nursing Care to Promote Psychosocial Health
Assessments: Psychosocial
Analysis/Nursing Diagnosis: Psychosocial
Planning: Psychosocial Outcomes/Evaluation
Planning: Psychosocial Interventions/Implementation
Assessment: Self-Concept and Self-Esteem
Analysis/Nursing Diagnosis: Self-Concept and Self-Esteem
Planning Outcomes/Evaluation: Self-Concept and Self-Esteem
Planning Interventions/Implementation: Self-Concept and Self-Esteem
Promoting Self-Esteem and Self-Concept
Promoting Positive Body Image
Facilitating Role Enhancement
Example Client Condition: Anxiety
Theoretical Knowledge: Knowing Why
Levels of Anxiety
Coping With Anxiety
Practical Knowledge: Knowing How
Nursing Care for Example Client Condition: Anxiety
Example Client Condition: Depression
Theoretical Knowledge: Knowing Why
Practical Knowledge: Knowing How
Nursing Care for Example Client Condition: Depression
Assessment and Interventions for Older Adults: Depression, Delirium, or Dementia?
Substance Abuse and Mental Illness
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 10: Family Health
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is a Family?
Changes in Family Structures
Approaches to Family Nursing
What Theories Are Useful for Family Care?
General Systems Theory
Structural-Functional Theories
Family Interactional Theory
Developmental Theories
What Are Some Family Health Risk Factors?
Childless and Childbearing Couples
Families With Young Children
Families With Adolescents
Families With Young Adults
Families With Middle-Aged Adults
Families With Older Adults
What Are Some Challenges to Family Health?
Poverty and Unemployment
Infectious Diseases
Chronic Illness and Disability
Homelessness
Violence and Neglect Within Families
Practical Knowledge: Knowing How
Assessment
Assessing the Family’s Genetic History
Assessing the Family’s Health Beliefs
Assessing the Family’s Communication Patterns
Assessing the Family’s Coping Processes
Assessing for Example Client Condition: Caregiver Role Strain
Analysis/Nursing Diagnosis
Planning Outcomes and Evaluation
Planning Interventions/Implementation
Promoting Family Wellness
Interventions for Example Client Condition: Caregiver Role Strain
Evaluation
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 11: Caring in Multicultural Healthcare Environments
Theoretical Knowledge: Knowing Why
About the Key Concepts
Why Learn About Culture?
What Is Meant by Culture?
Characteristics of Culture
Ethnicity, Race, and Religion
Concepts Related to Culture
How Do Cultural Values, Beliefs, and Practices Affect Health?
What Are Culture Universals and Specifics?
Archetype or Stereotype?
How Do Culture Specifics Affect Health?
What Is the “Culture of Healthcare”?
What Are Health and Illness Beliefs?
What Are Health and Illness Practices?
Nursing and Other Professional Subcultures
Traditional and Alternative Healing Systems
What Is Culturally Competent Care?
American Nurses Association (ANA)
Safe, Effective Nursing Care
Leininger
What Are Some Barriers to Culturally Competent Care?
Racism
Language Barriers
Other Barriers
Practical Knowledge: Knowing How
Assessment
The Health History
Physical Assessment
Cultural Assessment Models and Tools
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Nursing Strategies for Providing Culturally Competent Care
How Can I Become Culturally Competent?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 12: Spirituality
Theoretical Knowledge: Knowing Why
About the Key Concepts
History of Spirituality in Nursing
What Are Religion and Spirituality?
What Is Religion?
What Is Spirituality?
What Are the Core Issues of Spirituality?
Cures, Miracles, and Spiritual Healing
How Might Spiritual Beliefs Affect Health?
Major Religions: What Should I Know?
Judaism
Christianity
Islam
Hinduism
Buddhism
Native American Religions
Atheism
Self-Knowledge: What Every Nurse Should Know
What Are Your Personal Biases?
What Are Some Barriers to Spiritual Care?
Practical Knowledge: Knowing How
Assessment
Sources of Spiritual Data
Spiritual Assessment Tools
Analysis/Nursing Diagnosis
Spirituality and Religiosity Diagnoses
Spirituality as Etiology
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Standardized (NIC) Spirituality Interventions
Other Nursing Activities
Summary
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 13: Experiencing Loss
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Loss?
Categories of Loss
What Is Grief?
Theoretical Foundations of Grief
Factors Affecting Grief
Developmental Stages and Grief
Types of Grief
Death and Dying
How Is Death Defined?
What Are Coma and Persistent Vegetative State?
What Are the Stages of Dying?
What Is End-of-Life Care?
Legal and Ethical Considerations at End of Life
Practical Knowledge: Knowing How
Assessment
Is It Grief or Depression?
Analysis/Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Therapeutic Communication
Facilitating Grief Work
Helping Families of Dying Patients
Caring for the Dying Person
Providing Postmortem Care
Providing Grief Education
Helping Children Deal With Loss
Taking Care of Yourself
Practical Knowledge: Knowing How
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
Unit 3: Essential Nursing Interventions
CHAPTER 14: Promoting Health
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Health Promotion?
Health Promotion Versus Health Protection
Levels of Prevention
Health Behaviors
Health Promotion Models
Health Promotion Programs
Health Promotion Throughout the Life Span
Practical Knowledge: Knowing How
Assessment
History and Physical Examination
Physical Fitness Assessment
Lifestyle and Risk Appraisal
Life Stress Review
Health Beliefs
Nutritional Assessment
Health Screening Activities
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Role Modeling
Providing Counseling
Providing and Facilitating Support for Lifestyle Change
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 15: Communicating & Therapeutic Relationships
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Communication?
Communication Occurs on Many Levels
Communication Involves Content
Communication Is a Process
Verbal Communication
Nonverbal Communication
What Factors Affect Communication?
Environment
Life Span Variations
Gender
Personal Space
Territoriality
Sociocultural Factors
Roles and Relationships
What Is Collaborative Professional Communication?
Communication Styles
Using Standardized Communication Tools
Using the Patient Rounds Approach
What Is the Role of Communication in Therapeutic Relationships?
Communication Is Essential to All Phases of the Therapeutic Relationship
Therapeutic Communication Has Five Key Characteristics
Communication Is Important in Group Helping Relationships
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Etiologies of Communication Diagnoses
Communication as Etiology of Other Nursing Diagnoses
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Enhancing Therapeutic Communication
Barriers to Therapeutic Communication
Enhancing Communication With Clients From Other Cultures
Enhancing Communication With Clients Who Have Impaired Speech
Enhancing Communication With Clients Who Have Impaired Cognition or Reduced Level of Consciousness
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 16: Patient Education
About the Key Concepts
Theoretical Knowledge: Knowing Why
Who Are the Learners?
What Are My Teaching Responsibilities?
What Are Some Basic Learning Concepts and Principles?
Learning Theories
Learning Occurs in Three Domains
Many Factors Affect Patient Learning
Stages of Cognitive Development
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Deficient Knowledge as the Primary Problem
Incorrect Uses of Deficient Knowledge
Deficient Knowledge as the Etiology
Planning Outcomes
Planning Interventions/Implementation
Creating Teaching Plans
Selecting Specific Teaching Strategies
Evaluation of Learning
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 17: Documenting & Reporting
Theoretical Knowledge: Knowing Why
About the Key Concepts
Documentation
How Do Healthcare Providers Use Documentation?
Why Are Standardized Nursing Languages Important?
How Are Health Records Systems Organized?
Documentation and the Nursing Process
What Are Some Common Formats for Nursing Progress Notes?
What Forms Do Nurses Use to Document Nursing Care?
What Is Unique About Documentation in Home Healthcare?
Oral Reporting
How Do I Give a Handoff Report?
What Is a Transfer Report?
How Do I Receive and Document Verbal and Telephone Prescriptions?
How Do I Question a Prescription?
Practical Knowledge: Knowing How
Guidelines for Documenting Care
Guidelines for Electronic Health Records
Can I Delegate Documentation in the Medical Records?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 18: Measuring Vital Signs
About the Key Concepts
What Are Vital Signs?
When Should I Measure a Patient’s Vital Signs?
How Do I Document Vital Signs?
Body Temperature
Theoretical Knowledge: Knowing Why
What Is Thermoregulation?
What Is a Normal Temperature?
What Is the Response to Variations in Temperature?
What Factors Influence Body Temperature?
What Is a Fever (Pyrexia)?
Example Client Condition: Hyperthermia/Heat Stroke
Example Client Condition: Hypothermia
Practical Knowledge: Knowing How
Assessment
Temperature Measurement Scales: Fahrenheit and Centigrade
What Equipment Do I Need?
What Sites Should I Use?
Pulse
Theoretical Knowledge: Knowing Why
What Is a Normal Pulse Rate?
How Does the Body Produce and Regulate the Pulse?
What Factors Influence the Pulse Rate?
Practical Knowledge: Knowing How
Assessment
What Equipment Do I Need?
What Sites Should I Use?
What Data Should I Collect?
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Respiration
Theoretical Knowledge: Knowing Why
What Is a Normal Respiratory Rate?
How Does the Body Regulate Respiration?
What Are the Mechanics of Breathing?
What Factors Influence Respiration?
Practical Knowledge: Knowing How
Assessment
What Equipment Do I Need?
What Data Should I Obtain?
Analysis/Nursing Diagnosis
Blood Pressure
Theoretical Knowledge: Knowing Why
How Are Blood Pressure Readings Categorized?
How Does the Body Regulate Blood Pressure?
What Factors Influence Blood Pressure?
Practical Knowledge: Knowing How
Assessment
What Equipment Do I Need?
What Cuff Size Should I Use?
Which Site Should I Use?
Auscultating Blood Pressure
Palpating Blood Pressure
Using Palpation With Auscultation
Analysis/Nursing Diagnosis
Example Client Condition: Hypotension
Example Client Condition: Hypertension
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Putting It All Together
Evaluating Vital Signs
Delegating Vital Signs
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 18-1. Assessing Body Temperature
Procedure 18-1A. Taking an Axillary Temperature
Procedure 18-1B. Taking an Oral Temperature
Procedure 18-1C. Taking a Rectal Temperature
Procedure 18-1D. Taking a Temporal Artery Temperature
Procedure 18-1E. Taking a Tympanic Membrane Temperature
Procedure 18-1F. Taking a Skin Temperature Using a Chemical Strip Thermometer
Procedure 18-2. Assessing Peripheral Pulses
Procedure 18-2A. Assessing the Radial Pulse
Procedure 18-2B. Assessing the Brachial Pulse
Procedure 18-2C. Assessing the Carotid Pulse
Procedure 18-2D. Assessing the Dorsalis Pedis Pulse
Procedure 18-2E. Assessing the Femoral Pulse
Procedure 18-2F. Assessing the Posterior Tibial Pulse
Procedure 18-2G. Assessing the Popliteal Pulse
Procedure 18-2H. Assessing the Temporal Pulse
Procedure 18-3. Assessing the Apical Pulse
Procedure 18-4. Assessing for an Apical-Radial Pulse Deficit
Procedure 18-5. Assessing Respirations
Procedure 18-6. Measuring Blood Pressure
Concept Map
CHAPTER 19: Physical Assessment
Theoretical Knowledge: Knowing Why
About the Key Concepts
Physical Examination
Purposes of a Physical Examination
Types of Physical Examination
Preparing for a Physical Examination
Positioning the Client for a Physical Examination
Physical Examination Techniques
Modifications for Different Age-Groups
Practical Knowledge: Knowing How
The General Survey
The Integumentary System
The Skin
The Hair
The Nails
The Head
The Skull and Face
The Eyes
The Ears and Hearing
The Nose
The Mouth and Oropharynx
The Neck
The Breasts and Axillae
The Chest and Lungs
Chest Landmarks
Chest Shape and Size
Breath Sounds
The Cardiovascular System
The Heart
The Vascular System
The Abdomen
The Musculoskeletal System
Body Shape and Symmetry
Balance, Coordination, and Movement
Joint Mobility and Muscle Function
The Neurological System
Developmental Considerations
Cerebral Function
Cranial Nerve Function
Reflex Function
Sensory Function
Motor and Cerebellar Function
The Genitourinary System
The Male Genitourinary System
The Female Genitourinary System
The Anus, Rectum, and Prostate
Documenting Physical Examination Findings (Nam Nguyen)
Clinical Reasoning
Caring for the Nguyens
Procedure 19-1. Performing the General Survey
Procedure 19-2. Assessing the Skin
Procedure 19-3. Assessing the Hair
Procedure 19-4. Assessing the Nails
Procedure 19-5. Assessing the Head and Face
Procedure 19-6. Assessing the Eyes
Procedure 19-7. Assessing the Ears and Hearing
Procedure 19-8. Assessing the Nose and Sinuses
Procedure 19-9. Assessing the Mouth and Oropharynx
Procedure 19-10. Assessing the Neck
Procedure 19-11. Assessing the Breasts and Axillae
Procedure 19-12. Assessing the Chest and Lungs
Procedure 19-13. Assessing the Heart and Vascular System
Procedure 19-14. Assessing the Abdomen
Procedure 19-15. Assessing the Musculoskeletal System
Procedure 19-16. Assessing the Sensory-Neurological System
Procedure 19-17. Assessing the Male Genitourinary System
Procedure 19-18. Assessing the Female Genitourinary System
Procedure 19-19. Assessing the Anus and Rectum
Procedure 19-20. Brief Bedside Assessment
Concept Map
CHAPTER 20: Promoting Asepsis & Preventing Infection
Theoretical Knowledge: Knowing Why
About the Key Concepts
Why Must Nurses Know About Infection Processes?
Healthcare-Associated Infections
Professional Standards and Guidelines
Limiting the Spread of Infectious Diseases
How Does Infection Occur?
Infections Develop in Response to a Chain of Factors
Infections Can Be Classified by Location and Duration
Infections Follow Predictable Stages
Why Should Nurses Be Aware of Emerging Pathogens and Diseases?
Multidrug-Resistant Organisms
What Are the Body’s Defenses Against Infection?
Primary Defense
Secondary Defense
Tertiary Defense
What Factors Increase Host Susceptibility?
Practical Knowledge: Knowing How
Assessment
Nursing History
Physical Assessment
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Teaching Infection Prevention in the Home and Community
Promoting Wellness to Support Host Defense
Practicing Medical Asepsis
Maintaining Clean Hands
Maintaining a Clean Environment
CDC Guidelines for Preventing Transmission of Pathogens
Control of Potentially Contaminated Equipment and Supplies
Practicing Surgical Asepsis
Performing a Surgical Scrub
Donning Surgical Attire
Using Sterile Technique in Nursing Care
Infection Control and Prevention for Healthcare Workers
What Role Does the Infection Preventionist Nurse Play?
What Should I Do If I Am Exposed to Bloodborne Pathogens?
How Can I Minimize the Effects of Bioterrorism and Epidemics?
Summary
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 20-1. Hand Hygiene
Procedure 20-1A. Using Soap and Water
Procedure 20-1B. Using Alcohol-Based Handrubs
Procedure 20-2. Donning Personal Protective Equipment (PPE)
Procedure 20-3. Removing Personal Protective Equipment (PPE)
Procedure 20-4. Surgical Handwashing: Traditional Method
Procedure 20-5. Surgical Handwashing: Brushless System
Procedure 20-6. Sterile Gown and Gloves (Closed Method)
Procedure 20-7. Sterile Gloves (Open Method)
Procedure 20-8. Sterile Fields
Procedure 20-8A. Setting Up a Sterile Field
Procedure 20-8B. Adding Supplies to a Sterile Field
Procedure 20-8C. Adding Sterile Solutions to a Sterile Field
Concept Map
CHAPTER 21: Safety
Theoretical Knowledge: Knowing Why
About the Key Concepts
Importance of Safety
What Factors Affect Safety?
Developmental Factors
Individual Risk Factors
Safety Hazards in the Home
Poisoning
Carbon Monoxide Exposure
Scalds and Burns
Fires
Example Client Condition: Falls
Firearm Injuries
Suffocation/Asphyxiation
Take-Home Toxins
Safety Hazards in the Community
Motor Vehicle Accidents
Pathogens
Pollution
Weather Hazards
Safety Hazards in the Healthcare Facility
What Are Never Events?
Understanding Errors in Healthcare: Root Cause Analysis
Culture of Safety
Equipment-Related Accidents
Alarm Safety
Fires and Electrical Hazards
Restraints
Mercury Exposure
Biological Hazards
Hazards to Healthcare Workers
Practical Knowledge: Knowing How
Assessment
Assessing for Example Client Condition: Falls
Assessing for Home Safety
Assessing the Risk for Violence
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
General Interventions Related to Safety
Home Care Safety Interventions
Community Intervention: Teaching for Safety Self-Care
Intervention: Promoting Safety in the Healthcare Facility
Which Safety Interventions Can I Delegate?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 21-1. Using Bed and Chair Monitoring Devices
Procedure 21-2. Using Restraints
Concept Map
CHAPTER 22: Facilitating Hygiene
Theoretical Knowledge: Knowing Why
About the Key Concepts
Hygiene and Self-Care
What Factors Influence Hygiene Practices?
How Does Health Status Affect Self-Care Ability?
Practical Knowledge: Knowing How
Assessment (Self-Care)
Analysis/Nursing Diagnosis (Self-Care)
Planning Outcomes/Evaluation (Self-Care)
Planning Interventions/Implementation (Self-Care)
Types of Scheduled Hygiene Care
Delegating Hygiene Care
Care of the Skin
Theoretical Knowledge: Knowing Why
Anatomy and Physiology of the Skin
Functions of the Skin
Common Skin Problems
Practical Knowledge: Knowing How
Assessment (Skin)
Analysis/Nursing Diagnosis (Skin)
Impaired Skin Integrity as the Problem
Skin Integrity Impairment as the Etiology
Planning Outcomes/Evaluation (Skin)
Planning Interventions/Implementation (Skin)
Choosing the Type of Bath to Meet Patient Needs
Bathing Patients Who Have Dementia
Bathing Patients Who Are Morbidly Obese
Bathing Older Adults
Care of the Feet
Theoretical Knowledge: Knowing Why
Common Foot Problems
Practical Knowledge: Knowing How
Assessment (Feet)
Analysis/Nursing Diagnosis (Feet)
Planning Outcomes/Evaluation (Feet)
Planning Interventions/Implementation (Feet)
Teaching Your Client About Foot Care
Care of the Nails
Assessment (Nails)
Analysis/Nursing Diagnosis (Nails)
Planning Outcomes/Evaluation (Nails)
Planning Interventions/Implementation (Nails)
Oral Hygiene
Theoretical Knowledge: Knowing Why
Developmental Variations
Risk Factors for Oral Problems
Common Problems of the Mouth
Practical Knowledge: Knowing How
Assessment (Oral Cavity)
Analysis/Nursing Diagnosis (Oral Cavity)
Planning Outcomes/Evaluation (Oral Cavity)
Planning Interventions/Implementation (Oral Cavity)
Assisting With Denture Care
Oral Care for Critically Ill Patients
Oral Care for Unconscious Patients
Oral Care for Patients With Dementia
Care of the Hair
Assessment (Hair)
Analysis/Nursing Diagnosis (Hair)
Planning Outcomes/Evaluation (Hair)
Planning Interventions/Implementation (Hair)
Providing Hair Care
Beard and Mustache Care
Shaving
Care of the Eyes
Assessment (Eyes)
Analysis/Nursing Diagnosis (Eyes)
Planning Outcomes/Evaluation (Eyes)
Planning Interventions/Implementation (Eyes)
Eye Care for the Unconscious Client
Caring for Eyeglasses and Contact Lenses
Caring for Artificial Eyes
Care of the Ears
Care of the Nose
The Client’s Environment
Assessment (Scanning the Environment)
Planning Interventions/Implementation (The Environment)
Assessment
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 22-1. Bathing: Providing a Complete Bed Bath Using a Prepackaged Bathing Product
Procedure 22-2. Bathing: Providing a Towel Bath
Procedure 22-3. Bathing: Using a Basin and Water
Procedure 22-4. Providing Perineal Care
Procedure 22-5. Providing Foot Care
Procedure 22-6. Brushing and Flossing the Teeth
Procedure 22-7. Providing Denture Care
Procedure 22-8. Providing Oral Care for an Unconscious Patient
Procedure 22-9. Shampooing the Hair
Procedure 22-9A. Shampooing the Hair for a Patient on Bedrest—Using Rinse-Free Shampoo
Procedure 22-9B. Shampooing the Hair Using Rinse-Free Shampoo Cap
Procedure 22-9C. Shampooing the Hair Using a Basin and Water
Procedure 22-10. Providing Beard and Mustache Care
Procedure 22-11. Shaving a Patient
Procedure 22-12. Removing and Caring for Contact Lenses
Procedure 22-13. Caring for Artificial Eyes
Procedure 22-14. Caring for Hearing Aids
Procedure 22-15. Making an Unoccupied Bed
Procedure 22-16. Making an Occupied Bed
Concept Map
CHAPTER 23: Administering Medications
Theoretical Knowledge: Knowing Why
About the Key Concepts
How Are Drugs Named and Classified?
Drug Names
Drug Classifications
What Mechanisms Promote Drug Quality and Safety?
Drug Listings and Directories
Legal Considerations
Systems for Storing and Distributing Medications
What Is Pharmacokinetics?
What Factors Affect Drug Absorption?
How Are Drugs Distributed Throughout the Body?
How Are Drugs Metabolized in the Body?
How Are Drugs Excreted From the Body?
Other Concepts Relevant to Drug Effectiveness
What Factors Affect Pharmacokinetics?
What Is Pharmacodynamics?
What Are Primary Effects?
What Are Secondary Effects?
How Do Medications Interact?
What Should I Know About Drug Abuse or Misuse?
How Do I Measure and Calculate Dosage?
Medication Measurement Systems
Calculating Dosages
What Must I Know About Medication Prescriptions?
What Abbreviations Are Used in Medication Prescriptions?
Types of Medication Prescriptions
How Are Medication Prescriptions Communicated?
What Should I Do If I Think a Prescription Is Incorrect?
Medication Errors
How Can I Avoid Errors?
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Risk for Injury
Nonadherence
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Teaching Patients About Medication Self-Administration
Ensuring Safe Medication Administration
Three Checks
Rights of Medication
Administering Oral Medications
Pouring Liquid Medications
Buccal and Sublingual Medications
Enteral (Nasogastric and Gastrostomy) Medications
Special Situations
Administering Oral Medication to Children
Administering Oral Medications to Older Adults
Administering Topical Medications
Lotions, Creams, and Ointments
Transdermal Medications
Performing Irrigations and Instillations
Ophthalmic Medications
Otic Medications
Nasal Medications
Vaginal Medications
Rectal Medications
Administering Respiratory Inhalations
Types of Nebulizers
Metered-Dose Inhalers and Dry Powder Inhalers
Administering Parenteral Medications
Equipment for Parenteral Medications
Drawing Up and Mixing Medications
Preventing Needlestick Injuries
Comfort and Safety Considerations
Intradermal Injections
Subcutaneous Injections
Intramuscular Injections
Intravenous Medications
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Medication Guidelines. Steps to Follow for All Medications (Regardless of Type or Route)
Procedure 23-1. Administering Oral Medications
Procedure 23-1A. Administering Medication Through an Enteral Tube
Procedure 23-2. Administering Ophthalmic Medication
Procedure 23-2A. Irrigating the Eyes
Procedure 23-3. Administering Otic Medication
Procedure 23-4. Administering Nasal Medication
Procedure 23-5. Administering Vaginal Medication
Procedure 23-6. Inserting a Rectal Suppository
Procedure 23-7. Applying Medication to Skin
Procedure 23-7A. Applying Topical Lotion, Cream, and Ointment
Procedure 23-7B. Applying Topical Aerosol Spray
Procedure 23-7C. Applying Prescribed Powder
Procedure 23-7D. Applying Transdermal Medication
Procedure 23-8. Administering Metered-Dose Inhaler (MDI) Medication
Procedure 23-9. Preparing, Drawing Up, and Mixing Medication
Procedure 23-9A. Drawing Up Medication From Ampules
Procedure 23-9B. Drawing Up Medication From Vials
Procedure 23-9C. Mixing Medication From Two Vials
Procedure 23-9D. Mixing Medications From One Ampule and One Vial
Procedure 23-9E. Using a Prefilled Cartridge and Single-Dose Vial—For IV Administration
Procedure 23-10. Recapping Needles Using a One-Handed Technique
Procedure 23-10A. Recapping Contaminated Needles
Procedure 23-10B. Recapping Sterile Needles
Procedure 23-11. Administering Intradermal Medication
Procedure 23-12. Administering Subcutaneous Medication
Procedure 23-13. Locating Intramuscular Injection Sites
Procedure 23-13A. Locating the Ventrogluteal Site
Procedure 23-13B. Locating the Deltoid Site
Procedure 23-13C. Locating the Vastus Lateralis Site
Procedure 23-13D. Locating the Rectus Femoris Site
Procedure 23-14. Administering an Intramuscular Injection
Procedure 23-14A. Intramuscular Injection: Traditional Method
Procedure 23-14B. Intramuscular Injection: Z-Track Method
Procedure 23-15. Adding Medications to IV Fluids
Procedure 23-16. Administering IV Push Medication
Procedure 23-16A. Administering IV Push Medications Through a Primary IV Line
Procedure 23-16B. Administering IV Push Medications Through an Intermittent Device (IV Lock) When No Extension Tubing Is Attached to the Venous Access Device
Procedure 23-16C. Administering IV Push Medications Through an Intermittent Device With IV Extension Tubing
Procedure 23-17. Administering Medication by Intermittent Infusion
Procedure 23-17A. Using a Piggyback Administration Set With a Gravity Infusion
Procedure 23-17B. Using a Piggyback Administration Set With an Infusion Pump
Procedure 23-17C. Using a Volume-Control Administration Set
Procedure 23-18. Administering Medication Through a Central Venous Access Device (CVAD)
Concept Map
Unit 4: Supporting Physiological Function
CHAPTER 24: Nutrition
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Are Some Reliable Sources of Nutrition Information?
Dietary Reference Intakes
USDA Dietary Guidelines
MyPlate
Nutrition Facts Label
What Are the Energy Nutrients?
Carbohydrates
Proteins
Lipids
What Are the Micronutrients?
Vitamins
Minerals
Why Is Water an Essential Nutrient?
What Must I Know About Energy Balance?
What Is Basal Metabolic Rate?
What Factors Affect Basal Metabolic Rate?
How Do I Calculate a Client’s Total Energy Needs?
What Are Some Body Weight Standards?
What Factors Affect Nutrition?
Developmental Stage
Lifestyle Choices
Vegetarianism
Eating for Health and Athletic Performance
Eating for Weight Loss
Ethnic, Cultural, and Religious Practices
Disease Processes and Functional Limitations
Medications
Special Diets
Practical Knowledge: Knowing How
Assessment
How Do I Screen Clients for Nutritional Problems?
Focused Nutritional Assessment
Dietary History
Physical Examination
Assessing Body Composition
What Physical Examination Findings Are Cues to Nutrient Imbalance?
What Laboratory Values Reflect Nutritional Status?
May I Delegate Nutritional Assessments?
Analysis/Nursing Diagnosis
Nutrition as the Problem
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Teaching Clients About Vitamin and Mineral Supplementation
Interventions for Impaired Dietary Intake
Interventions for Patients With Impaired Swallowing
Interventions for Patients With Impaired Digestive Function
Caring for Patients With Undernutrition and Malnutrition
Providing Parenteral Nutrition
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 24-1. Checking Fingerstick (Capillary) Blood Glucose Levels
Procedure 24-2. Inserting Nasogastric and Nasoenteric Tubes
Procedure 24-3. Administering Feedings Through Gastric and Enteric Tubes
Procedure 24-3A. Administering Feedings Through Gastric and Enteric Tubes Using a Closed System
Procedure 24-3B. Administering Feedings Through Gastric and Enteric Tubes Using an Open System: Syringe
Procedure 24-4. Removing a Nasogastric or Nasoenteric Tube
Procedure 24-5. Administering Parenteral Nutrition
Procedure 24-6. Administering Lipids
Concept Map
CHAPTER 25: Urinary Elimination
Theoretical Knowledge: Knowing Why
About the Key Concepts
How Does the Urinary System Work?
The Kidneys Filter and Regulate
The Nephrons Form Urine
The Ureters Transport Urine
The Urinary Bladder Stores Urine
The Urethra Transports Urine
How Does Urinary Elimination Occur?
Normal Urination Patterns
Characteristics of Normal Urine
What Factors Affect Urinary Elimination?
Developmental Factors: Infants and Children
Developmental Factors: Older Adults
Personal, Sociocultural, and Environmental Factors
Lifestyle Factors
Medications
Surgery and Anesthesia
Pathological Conditions
Practical Knowledge: Knowing How
Assessment
Nursing History
Physical Assessment
Common Diagnostic Procedures
Assessing the Urine
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Promoting Normal Urination
Urinary Catheterization
Urinary Diversion
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 25-1. Measuring Urine
Procedure 25-1A. Measuring Urine Output From a Bedpan or Urinal
Procedure 25-1B. Measuring Urine From an Indwelling Catheter
Procedure 25-1C. Measuring Postvoid Residual Urine Volume With a Portable Bladder Scanner
Procedure 25-2. Obtaining a Urine Specimen for Testing
Procedure 25-2A. Collecting a Clean-Catch Urine Specimen
Procedure 25-2B. Obtaining a Sterile Urine Specimen From a Catheter
Procedure 25-2C. Collecting a 24-Hour Urine Specimen
Procedure 25-3. Inserting an Intermittent Urinary Catheter (Straight Catheter)
Procedure 25-4. Inserting an Indwelling Urinary Catheter
Procedure 25-5. Applying an External (Condom) Catheter
Procedure 25-6. Removing an Indwelling Catheter
Procedure 25-7. Irrigating the Bladder or Catheter
Procedure 25-7A. Intermittent Bladder or Catheter Irrigation
Procedure 25-7B. Continuous Bladder Irrigation
Concept Map
CHAPTER 26: Bowel Elimination
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Are the Anatomical Structures of the Gastrointestinal Tract?
The Upper Gastrointestinal Tract
The Small Intestine
The Large Intestine
The Rectum and Anus
How Does the Bowel Eliminate Waste?
The Process of Defecation
Normal Defecation Patterns
What Factors Affect Bowel Elimination?
Developmental Stage
Personal and Sociocultural Factors
Nutrition, Hydration, and Activity Level
Medications
Probiotics
Surgery and Procedures
Pregnancy
Pathological Conditions
What Is a Bowel Diversion?
Ileostomy
Colostomy
Practical Knowledge: Knowing How
Assessment
Focused Nursing History
Focused Physical Assessment
Diagnostic Tests
Laboratory Studies of Stool
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Promoting Normal or Regular Defecation
Teach Clients When to See a Primary Care Provider
Interventions for Example Client Condition: Diarrhea
Interventions for Example Client Condition: Constipation
Administering Enemas
Digital Removal of Stool
Interventions for Example Client Condition: Bowel Incontinence
Bowel Training
Caring for Patients With Bowel Diversions
Practical Knowledge: Knowing How
Assessment
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 26-1. Testing Stool for Occult Blood
Procedure 26-2. Placing and Removing a Bedpan
Procedure 26-2A. Placing a Bedpan
Procedure 26-2B. Removing a Bedpan
Procedure 26-3. Administering an Enema
Procedure 26-3A. Administering a Cleansing Enema
Procedure 26-3B. Administering a Prepackaged Enema
Procedure 26-3C. Administering an Oil-Retention Enema
Procedure 26-3D. Administering a Return-Flow Enema
Procedure 26-4. Removing Stool Digitally
Procedure 26-5. Inserting a Rectal Tube
Procedure 26-6. Changing an Ostomy Appliance
Procedure 26-7. Irrigating a Colostomy
Procedure 26-8. Placing Fecal Drainage Devices
Procedure 26-8A. Applying an External Fecal Collection System
Procedure 26-8B. Inserting an Indwelling Fecal Drainage Device
Concept Map
CHAPTER 27: Sensation, Perception, & Response
Theoretical Knowledge: Knowing Why
About the Key Concepts
Components of the Sensory Experience
Stimulus
Reception
Perception
Arousal Mechanism
Responding to Sensations
Factors Affecting Sensory Function
Life Span Variations
Culture
Illness
Medications
Stress
Personality and Lifestyle
Sensory Alterations
Sensory Deprivation
Sensory Overload
Sensory Deficits
Seizures
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Promoting Optimal Sensory Function
Protecting Brain Health
Caring for Patients With Confusion
Caring for Patients With Altered Level of Consciousness
Caring for Patients at Risk for Seizures
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 27-1. Performing Otic Irrigation
Concept Map
CHAPTER 28: Pain
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Pain?
Origin of Pain
Cause of Pain
Duration of Pain
Quality of Pain
What Happens When Someone Has Pain?
Transduction
Transmission
Pain Perception
Pain Modulation
What Factors Influence Pain?
Emotions
Previous Pain Experience
Life Stage
Sociocultural Factors
Communication and Cognitive Impairments
How Does the Body React to Pain?
Unrelieved Pain
Practical Knowledge: Knowing How
Assessment
Pain, the Fifth Vital Sign
Culturally Competent Assessments
Using Pain Scales
Assessing Pain in Infants and Children
Patients Who Are Difficult to Assess
Nonverbal Signs of Pain
Analysis/Nursing Diagnosis
Planning Outcomes
Planning Interventions/Implementation
Nonpharmacological Pain Relief Measures
Complementary and Alternative Modalities
Pharmacological Pain Relief Measures
Chemical Pain Relief Measures
Radiofrequency Ablation
Surgical Interruption of Pain Conduction Pathways
Misconceptions That Interfere With Pain Management
Managing Pain in Older Patients
Managing Pain in Patients With Substance Misuse and Abuse
Pain Relief From Placebos
Teaching the Patient and Family About Pain
Documentation
Evaluation
Nursing Process in Action
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Practical Knowledge: Knowing How
Procedure 28-1. Setting Up and Managing Patient-Controlled Analgesia by Pump
Concept Map
CHAPTER 29: Physical Activity & Immobility
Theoretical Knowledge: Knowing Why
About the Key Concepts
Physiology of Movement
Skeletal System
Muscles
Motor Nervous System
Body Mechanics
Body Alignment
Balance
Coordination
Joint Mobility
Body Mechanics Guidelines
Physical Activity and Exercise
Types of Exercise
Planning and Evaluating a Fitness Program
Benefits of Regular Physical Activity
Risks Associated With Exercise
Factors Affecting Mobility and Activity
Developmental Stage
Nutrition
Lifestyle
Environmental Factors
Diseases and Abnormalities
Example Client Condition: Prolonged Immobility
Practical Knowledge: Knowing How
Assessment
Focused Nursing History
Focused Physical Assessment
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Caring for Patients With Specific Disease and Abnormalities
Promoting Exercise
Positioning Patients
Moving Patients in Bed
Transferring Patients Out of Bed
Performing Range-of-Motion Exercises
Assisting With Ambulation
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 29-1. Moving and Turning Patients in Bed
Procedure 29-1A. Moving a Patient Up in Bed
Procedure 29-1B. Turning a Patient in Bed
Procedure 29-1C. Logrolling a Patient
Procedure 29-2. Transferring Patients
Procedure 29-2A. Transferring a Patient From Bed to Stretcher
Procedure 29-2B. Dangling a Patient at the Side of the Bed
Procedure 29-2C. Transferring a Patient From Bed to Chair
Procedure 29-3. Assisting With Ambulation
Procedure 29-3A. Assisting With Ambulation (One Nurse)
Procedure 29-3B. Assisting With Ambulation (Two Nurses)
Concept Map
CHAPTER 30: Sexual Health
Theoretical Knowledge: Knowing Why
About the Key Concepts
Sexual and Reproductive Anatomy and Physiology
Female Reproductive Organs
The Menstrual Cycle
Male Reproductive Organs
Sexuality
What Are Gender Roles?
What Is Gender Identity?
What Is Sexual Orientation?
How Does Sexuality Develop?
What Factors Affect Sexuality?
Sexual Health
What Is the Sexual Response Cycle?
What Are Some Forms of Sexual Expression?
What Problems Affect Sexuality?
Practical Knowledge: Knowing How
Assessment
Sexual History
Focused Physical Examination
Analysis/Nursing Diagnosis
Defining Characteristics
Etiologies of Sexuality Diagnoses
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Teaching About Sexual Health
Counseling for Sexual Problems
Dealing With Inappropriate Sexual Behavior
Putting It All Together
Thinking
Doing
Caring
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 31: Sleep & Rest
Theoretical Knowledge: Knowing Why
About the Key Concepts
Why Do We Need to Sleep?
How Much Sleep Do We Need?
Physiology of Sleep
How Do Circadian Rhythms Influence Sleep?
How Is Sleep Regulated?
What Are the Stages of Sleep?
What Factors Affect Sleep?
Age
Lifestyle Factors
Illness
Environmental Factors
What Are Some Common Sleep Disorders?
Insomnia
Sleep-Wake Schedule (Circadian) Disorders
Restless Legs Syndrome (RLS)
Sleep Deprivation
Hypersomnia
Sleep Apnea
Narcolepsy
Parasomnias
Secondary Sleep Disorders
Disorders That Are Provoked by Sleep
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Sleep as the Problem
Sleep Pattern as an Etiology
Sleep Pattern as a Symptom
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Schedule Nursing Care to Avoid Interrupting Sleep
Create a Restful Environment
Promote Comfort
Support Bedtime Rituals and Routines
Offer Appropriate Bedtime Snacks or Beverages
Promote Relaxation
Maintain Patient Safety
Teach About Sleep Hygiene
Administer and Teach About Sleep Medications
Putting It All Together
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 32: Skin Integrity & Wound Healing
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Factors Affect Skin Integrity?
Age-Related Variations
Impaired Mobility
Nutrition and Hydration
Diminished Sensation or Cognition
Impaired Circulation
Medications
Moisture on the Skin
Fever
Contamination or Infection
Lifestyle
Wounds
Types of Wounds
Wound Healing Process
Wound Closures
Collaborative Wound Treatments
Types of Wound Drainage
Complications of Wound Healing
Chronic Wounds
Practical Knowledge: Knowing How
Assessment
Focused Nursing History
Focused Physical Examination
Laboratory Data
What Assessments Can I Delegate?
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
What Wound Care Competencies Do I Need?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 32-1. Obtaining a Wound Culture by Swab
Procedure 32-2. Performing a Sterile Wound Irrigation
Procedure 32-3. Taping a Dressing
Procedure 32-4. Removing and Applying Dry Dressings
Procedure 32-5. Removing and Applying Wet-to-Damp Dressings
Procedure 32-6. Applying a Negative-Pressure Wound Therapy (NPWT) Device
Procedure 32-6A. Open-Pore Reticulated Polyurethane Foam Therapy (i.e., Vacuum-Assisted Closure [VAC])
Procedure 32-6B. Gauze Dressing Application (i.e., Chariker-Jeter Method)
Procedure 32-7. Applying and Removing a Transparent Film Dressing
Procedure 32-8. Applying a Hydrating Dressing (Hydrocolloid or Hydrogel)
Procedure 32-9. Placing Skin Closures
Procedure 32-10. Applying Binders
Procedure 32-11. Applying Bandages
Procedure 32-12. Removing Sutures and Staples
Procedure 32-12A. Removing Sutures
Procedure 32-12B. Removing Staples
Procedure 32-13. Shortening a Wound Drain
Procedure 32-14. Emptying a Closed-Wound Drainage System
Concept Map
CHAPTER 33: Oxygenation
Theoretical Knowledge: Knowing Why
About the Key Concepts
The Pulmonary System
The Airway
The Lungs
What Are the Functions of the Pulmonary System?
Pulmonary Ventilation
Respiration (Gas Exchange)
How Is Breathing Controlled?
What External Factors Affect Pulmonary Function?
Developmental Stage
Environment
Lifestyle
Smoking
Medications
What Pathophysiological Conditions Alter Gas Exchange?
Respiratory Infections
Other Disorders Affecting Gas Exchange
Pulmonary Circulation Abnormalities
Practical Knowledge: Knowing How
Assessment
Assessing for Risk Factors
Physical Examination
Diagnostic Testing
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Administering Respiratory Medications
Promoting Optimal Respiratory Function
Mobilizing Secretions
Providing Oxygen Therapy
Using Artificial Airways
Suctioning Airways
Caring for a Patient Requiring Mechanical Ventilation
Caring for a Patient Requiring Chest Tubes
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 33-1. Collecting a Sputum Specimen
Procedure 33-1A. Collecting an Expectorated Sputum Specimen
Procedure 33-1B. Collecting a Suctioned Sputum Specimen
Procedure 33-2. Monitoring Pulse Oximetry (Arterial Oxygen Saturation)
Procedure 33-3. Performing Percussion, Vibration, and Postural Drainage
Procedure 33-4. Administering Oxygen
Procedure 33-5. Performing Tracheostomy Care Using Modified Sterile Technique
Procedure 33-5B. Performing Tracheostomy Care Using Sterile Technique
Procedure 33-6. Performing Tracheostomy or Endotracheal Suctioning (Open System)
Procedure 33-7. Performing Tracheostomy or Endotracheal Suctioning (Inline Closed System)
Procedure 33-8. Performing Orotracheal and Nasotracheal Suctioning (Open System)
Procedure 33-9. Performing Upper Airway Suctioning
Procedure 33-10. Caring for Patients Requiring Mechanical Ventilation
Procedure 33-11. Setting Up Disposable Chest Drainage Systems
Procedure 33-12. Inserting an Oropharyngeal Airway
Procedure 33-13. Inserting a Nasopharyngeal Airway
Concept Map
CHAPTER 34: Circulation & Perfusion
Theoretical Knowledge: Knowing Why
About the Key Concepts
Structures of the Cardiovascular System
The Heart
Systemic and Pulmonary Blood Vessels
The Coronary Arteries
Transportation of Oxygen and Carbon Dioxide
Regulation of Cardiovascular Function
Autonomic Nervous System
Brainstem Centers
Factors Influencing Cardiovascular Function
Developmental Stage
Environment
Lifestyle
Substance Abuse
Medications
Pathophysiological Conditions
Practical Knowledge: Knowing How
Assessment
Assessing for Risk Factors
Physical Examination
Diagnostic Testing
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Manage Anxiety
Promote Circulation
Administer Cardiovascular Medications
Cardiopulmonary Resuscitation
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 34-1. Performing Cardiac Monitoring
Concept Map
CHAPTER 35: Hydration & Homeostasis
Theoretical Knowledge: Knowing Why
About the Key Concepts
Body Fluids and Solutes
What Are the Body Fluids Compartments?
What Electrolytes Are Present in Body Fluids?
How Do Fluids and Electrolytes Move in the Body?
How Does the Body Regulate Fluids?
How Does the Body Regulate Electrolytes?
How Is Acid-Base Balance Regulated?
Imbalances: Fluid, Electrolyte, and Acid-Base
Example Client Condition: Fluid Imbalances
Example Client Condition: Electrolyte Imbalances
Example Client Condition: Acid-Base Imbalances
Practical Knowledge: Knowing How
Assessment
Laboratory Studies
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Preventing Fluid and Electrolyte Imbalances
Dietary Changes
Oral Electrolyte Supplements
Modifying Oral Fluid Intake
Parenteral Replacement of Fluids and Electrolytes
Types of IV Solutions
Peripheral Vascular Access Devices
Central Venous Access Devices
Intraosseous Devices
Subcutaneous Infusion
Starting an IV Infusion
Regulating and Maintaining an IV Infusion
Converting to a Peripheral IV Lock
Discontinuing an IV Line
Replacement of Blood and Blood Products
Blood Groups
Blood Typing and Crossmatching
Blood Products
Initiating a Transfusion
Transfusion Reactions
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 35-1. Initiating a Peripheral IV Infusion
Procedure 35-2. Regulating the IV Flow Rate
Procedure 35-3. Setting Up and Using Volume-Control Pumps
Procedure 35-4. Changing IV Solutions and Tubing
Procedure 35-4A. Changing the IV Solution
Procedure 35-4B. Changing the IV Administration Tubing and Solution
Procedure 35-5. Changing IV Dressings
Procedure 35-5A. Peripheral IV Dressings
Procedure 35-5B. Central Line Dressings
Procedure 35-5C. PICC Line Dressings
Procedure 35-6. Converting a Primary Line to a Peripheral IV Lock
Procedure 35-7. Discontinuing a Peripheral IV
Procedure 35-8. Administering a Blood Transfusion
Procedure 35-8A. Administering Blood and Blood Products
Procedure 35-8B Managing a Transfusion Reaction
Procedure 35-9. Assisting With Percutaneous Central Venous Catheter Placement
Concept Map
CHAPTER 36: Caring for the Surgical Patient
About the Key Concepts
Perioperative Nursing
Perioperative Safety
“Never Events”
Preoperative Care
Theoretical Knowledge: Knowing Why
How Are Surgeries Classified?
What Factors Affect Surgical Risk?
Practical Knowledge: Knowing How
Perioperative Nursing Data Set
Assessment
Focused Nursing History
Focused Physical Assessment
Diagnostic Testing
Analysis/Nursing Diagnosis
Individualized Nursing Diagnoses
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Confirm That Surgical Consent Has Been Obtained
Provide Preoperative Teaching
Prepare the Patient Physically for Surgery
Take Measures to Prevent Wrong Patient, Wrong Site, Wrong Surgery
Communicate With the Surgical Team
Transfer to the Operative Suite
Prepare the Postoperative Room
Intraoperative Care
Theoretical Knowledge (Intraoperative): Knowing Why
Operative Personnel
Types of Anesthesia
Practical Knowledge (Intraoperative): Knowing How
Assessment
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Skin Preparation
Positioning
Intraoperative Safety Measures
Postoperative Care
Theoretical Knowledge (Postoperative): Knowing Why
Recovery From Anesthesia
Recovery From Surgery
Practical Knowledge (Postoperative): Knowing How
Nursing Care in the Postanesthesia Care Unit
Postoperative Nursing Care on the Surgical Unit
Assessment
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Pain Management
Postoperative Teaching
Incentive Spirometry
Antiembolism Stockings and Sequential Compression Devices
Gastrointestinal Suction
Practical Knowledge: Knowing How
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 36-1. Teaching a Patient to Deep-Breathe, Cough, Move in Bed, and Perform Leg Exercises
Procedure 36-1A. Teaching a Patient to Deep-Breathe and Cough
Procedure 36-1B. Teaching a Patient to Move in Bed
Procedure 36-1C. Teaching Leg Exercises
Procedure 36-2. Applying Antiembolism Stockings
Procedure 36-3. Applying Sequential Compression Devices
Procedure 36-4. Managing Gastric Suction
Procedure 36-4A. Initial Equipment Setup
Procedure 36-4B. Emptying the Suction Container
Procedure 36-4C. Irrigating the Nasogastric Tubing
Procedure 36-4D. Providing Comfort Measures
Concept Map
Unit 5: The Context for Nurses’ Work
CHAPTER 37: Community & Home Health Nursing
Theoretical Knowledge: Knowing Why
About the Key Concepts
Understanding the Concept of Community
What Are the Components of a Community?
What Makes a Community Healthy?
What Makes a Population Vulnerable?
Understanding the Concept of Community-Based Nursing
Community Health Nursing
Public Health Nursing
Community-Oriented Nursing
Who Were Some Pioneers of Community Nursing?
Working Within Communities
What Are the Roles of Community Nurses?
How Are Community Nursing Interventions Classified?
What Career Opportunities Are Available for Community-Based Nurses?
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
The NANDA-International Taxonomy
Clinical Care Classification (CCC) System
The Omaha System
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Applying the Nursing Process in Community-Based Care
Theoretical Knowledge: Knowing Why
Understanding the Concept of Home Healthcare
Goals of Home Healthcare
Distinctive Features of Home Healthcare
Who Provides Home Healthcare?
Home Health Agencies
The Home Health Team
Home Health Nurses
Hospice Care
Who Pays for Home Healthcare?
Government Subsidy
Private Insurance and Self-Payment
How Are Clients Referred to Home Healthcare?
What Is the Future of Home Healthcare?
Practical Knowledge: Knowing How
How Do I Make a Home Visit?
Before the Visit
At the Visit
After the Visit
Nursing Process in Home Care
Assessment
Analysis/Nursing Diagnosis
Standardized Terminology for Home Health Nursing Diagnoses
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Standardized Nursing Interventions
Assisting With Medication Management
Controlling Infection in the Home
Promoting Home Safety
Supporting Caregivers
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 38: Nursing Informatics
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Nursing Informatics?
Data
Information
Knowledge
Wisdom
How Do Nurses Use Informatics at Work?
Computer Basics
Electronic Messaging
Social Networking
Online Forums
Web Conferencing and Webinars
Telehealth
Computer- and Application-Based Tools for Providing and Managing Care
Tracking Patients and Equipment
Managing Staffing and Workflow
Reducing Error With Automation
Aiding Patients in Self-Care
Supporting Healthcare Professionals
Electronic Health Records
Interoperability and Standardized Nursing Languages
Benefits of an Electronic Health Record
Barriers to Electronic Health Record Adoption
Ethical Use of Electronic Health Records
Practical Knowledge: Knowing How
Using Informatics to Support Evidence-Based Practice
How Do Computers Reduce Barriers to Evidence-Based Practice?
How Do I Use Computers to Search the Literature?
How Do I Evaluate Evidence and Determine a Solution?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 39: Legal Accountability
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Are the Sources and Types of Law?
What Laws and Regulations Guide Nursing Practice?
Federal Law
State Laws
Other Guidelines for Practice
Nurse Practice Acts
What Is Criminal Law?
What Is Civil Law?
What Are Quasi-Intentional Torts?
What Are Intentional Torts?
What Are Unintentional Torts?
Litigation in Civil Claims
Pleading and Pretrial Motions
Discovery Phase
Alternative Dispute Resolution
Trial Process
Appeal
Practical Knowledge: Knowing How
What Are the Most Common Malpractice Claims?
Failure to Assess and Diagnose
Failure to Plan
Failure to Implement a Plan of Care
Failure to Evaluate
How Can You Minimize Your Malpractice Risks?
Use Resources to Develop Clinical Judgment and Follow Professional Standards of Care
Avoid Medication and Treatment Errors
Report and Document
Incident Reports
Obtain Informed Consent
Maintain Patient Safety
Maintain Confidentiality and Privacy
Provide Education and Counseling
Delegate According to Guidelines
Accept Assignments for Which You Are Qualified
Participate in Continuing Education
Observe Professional Boundaries
Observe Mandatory Reporting Regulations
Other Safeguards for Nurses
Summary
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 40: Leading & Managing
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Leadership?
Leadership Theories
What Is Management?
Management Theories
Qualities of an Effective Manager
Activities of an Effective Manager
How Can I Prepare to Become a Leader and Manager?
How Can Preceptors and Mentors Help Me?
How Will Leadership Grow in My Nursing Career?
What Is Followership?
What Are the Challenges to Being an Effective Leader and Manager?
Economic Climate of Healthcare
Nursing Labor Market
What Are Power and Empowerment?
Sources of Power
Sources of Empowerment
Practical Knowledge: Knowing How
Communicating
Delegating
What If I Lack the Experience to Delegate?
What Are the Concerns About Delegating?
Managing Change
The Comfort Zone
Resistance to Change
Implementing the Change
Integrating the Change
Conflict
Conflicts Occur at All Levels
“Win-Win” Resolutions
Conflict Resolution
Informal Negotiation
Time Management
Setting Your Own Goals
Organizing Your Work
Work-Life Balance
Putting It All Together
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 41: Ethics & Values
Theoretical Knowledge: Knowing Why
About the Key Concepts
Ethics and Morals
What Is Nursing Ethics?
Why Should Nurses Study Ethics?
What Is Ethical Agency?
Example Problem: Moral Distress
Example Problem: Whistleblowing
Impaired Nursing Practice
What Are Some Sources of Ethical Problems for Nurses?
What Factors Affect Moral Decisions?
Developmental Stage
Values, Attitudes, and Beliefs
Ethical Frameworks
Ethical Concepts and Principles
Professional Guidelines
Ethical Issues in Healthcare
Practical Knowledge: Knowing How
Assessment/Analysis/Diagnosis
Values Clarification
How Can I Clarify My Values?
How Can I Help Patients to Clarify Their Values?
Ethical Decision Making
Problem or Dilemma?
How Do I Work Through an Ethical Problem?
What Are My Obligations in Ethical Situations?
Practical Knowledge: Knowing How
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
Credits Cred-1
Index Ind-1
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