| Formatted contents note |
CONTENTS:<br/><br/>UNIT 1<br/>How Nurses Think<br/>Chapter 1 <br/>Evolution of Nursing Thought and Action<br/>Learning Outcomes <br/>Nurses Make a Difference... Then & Now <br/> Nursing Images Throughout History<br/> Angel of Mercy<br/> Handmaiden<br/> Battle-Ax<br/> Naughty Nurse<br/> Military Image<br/> Nurses on the Battlefield<br/> Nurses Fighting Disease<br/> Caucasian Woman<br/> Full-Spectrum Nurse?<br/> Contemporary Nursing Practice: Education, Regulation, and Organization<br/> How Is Nursing Defined? <br/> International Council of Nurses Definition<br/> Nursing Association Definitions<br/> Is Nursing a Profession, Discipline, or Occupation?<br/> How Do Nurses' Educational Paths Differ?<br/> Formal Education<br/> Practical and Vocational Nursing Education<br/> Registered Nursing Education<br/> Graduate Nursing Education<br/> Other Forms of Education<br/> Informal Education<br/> How Is Nursing Practice Regulated? <br/> What Are Some Important Nursing Organizations? <br/> American and Canadian Nurses Associations<br/> National League for Nursing<br/> International Council of Nursing<br/> National Student Nurses Association<br/> Sigma Theta Tau International<br/> Specialty Organizations<br/> Contemporary Nursing Practice: Caring for Clients<br/> Who Are the Recipients of Nursing Care?<br/> What Are the Purposes of Nursing Care?<br/> Health Promotion<br/> Illness Prevention<br/> Health Restoration<br/> End of Life Care<br/> Where Do Nurses Work?<br/> What Factors Influence Contemporary Nursing Practice?<br/> Trends in Society<br/> Trends in Nursing and Health Care <br/> Increased Use of Complementary and Alternative Medicine<br/> Expanded Variety of Settings for Care<br/> Increased Autonomy and Advanced Practice Roles<br/> Increased Use of Unlicensed Assistive Personnel<br/> Influence of Nurses on Healthcare Policy<br/> Divergence Between High-Tech and High-Touch <br/>Chapter 2 <br/>Critical Thinking and the Nursing Process<br/>Learning Outcomes <br/>Explore Your Nursing Role<br/> What Is Your View of Nursing? <br/>Theoretical Knowledge: Knowing When and Knowing Why<br/> What Is Critical Thinking?<br/> What Are Critical-Thinking Skills?<br/> What Are Critical-Thinking Attitudes?<br/> Why Is Critical Thinking Important for Nurses?<br/> Nurses Deal with Complex Situations<br/> Clients Are Unique <br/> Nurses Apply Knowledge to Provide Holistic Care<br/> What Are the Different Kinds of Nursing Knowledge?<br/> A Model for Critical Thinking<br/>Practical Knowledge: Knowing What and Knowing How <br/> What Is the Nursing Process?<br/> What Are the Phases of the Nursing Process?<br/> How Is the Nursing Process Related to Critical Thinking?<br/> What Is Full-Spectrum Nursing?<br/>What Are Concepts Are Used in the Model?<br/> How Does the Model Work?<br/><br/>Chapter 3 <br/>Nursing Process: Assessment<br/>Learning Outcomes <br/>Meet Your Patient<br/> Assessment: The First Step of the Nursing Process<br/> How Is Assessment Related to Other Steps of the Nursing Process?<br/> How Does Nursing Assessment Fit into Collaborative Care?<br/> What Do Professional Standards Say About Assessment?<br/> Can I Delegate Assessments?<br/> Sources of Data <br/> Types of Assessment <br/> Initial and Ongoing Assessments<br/> Comprehensive and Focused Assessments<br/> Special Needs Assessments<br/> What Is Included in a Comprehensive Assessment?<br/> Observation<br/> Physical Assessment<br/> The Nursing Interview<br/>What Are the Components of a Nursing Health History?<br/> Types of Interviews<br/> Preparing for the Interview<br/> Preparing Yourself<br/> Preparing the Space <br/> Preparing the Patient<br/> Conducting the Interview<br/> Closing the Interview<br/>How and When Should I Validate Data?<br/>How Can I Organize Data?<br/> Non-Nursing Models<br/> Nursing Models<br/>How Should I Document Data?<br/> Guidelines for Recording Assessment Data<br/> Tools for Recording Assessment Data<br/> Reflecting Critically About Assessment<br/><br/>Chapter 4 <br/>Nursing Process: Diagnosis<br/>Learning Outcomes <br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/> Diagnosis: Second Step of the Nursing Process<br/> What Are the Origins of Nursing Diagnosis?<br/> What Are Health Problems?<br/> Recognizing Nursing Diagnoses<br/> Recognizing Medical Diagnoses<br/> Recognizing Collaborative Problems<br/> Types of Nursing Diagnoses<br/> Actual Nursing Diagnosis: Problem Is Present<br/> Risk Nursing Diagnosis: Problem May Occur<br/> Possible Nursing Diagnosis: Problem May Be Present<br/> Syndrome Nursing Diagnosis: Several Related Problems Are Present<br/> Wellness Diagnosis: No Problem Is Present<br/> What Is Diagnostic Reasoning?<br/> Analyzing and Interpreting Data<br/> Identify Significant Data<br/> Cluster Cues<br/> Identify Data Gaps and Inconsistencies<br/> Drawing Conclusions about Health Status<br/> Make Inferences<br/> Identify Problem Etiologies<br/> Verifying Problems with the Patient<br/> Prioritizing Problems<br/> Maslow's Hierarchy of Human Needs<br/> Problem Urgency<br/> Future Consequences<br/> Patient Preference<br/> Documenting Priorities<br/> Computer-Assisted Diagnosing<br/> Reflecting Critically on Your Diagnostic Reasoning Process<br/> Think About Your Theoretical Knowledge<br/> Think About Your Self Knowledge<br/> Think About Your Analysis and Conclusions<br/>Practical Knowledge: Knowing How<br/> How Are Diagnostic Statements Written? <br/> Standardized Nursing Languages<br/> What Is a Taxonomy?<br/> NANDA Taxonomy of Diagnostic Terminology<br/> What Are the Components of a NANDA Nursing Diagnosis?<br/> How Do I Know Which Label to Use?<br/> Formats for Diagnostic Statements<br/> Basic Two-Part Statement<br/> Basic Three-Part Statement<br/> One-Part Statement<br/> Format Variations<br/> "Specify"<br/> "Secondary to"<br/> Two-Part NANDA Label<br/> Adding Words to the NANDA Label<br/> Unknown Etiology<br/> Complex Etiology<br/> Collaborative Problems<br/> How Does the Nursing Diagnosis Relate to Outcomes and Interventions?<br/> The Problem Suggests Goals<br/> The Etiology Suggests Interventions<br/> Reflecting Critically About Diagnostic Statements <br/> Guidelines for Judging the Quality of Diagnostic Statements<br/> Critiquing the NANDA System <br/><br/>Chapter 5 <br/>Nursing Process: Planning Outcomes<br/>Learning Outcomes<br/>Meet Your Patient<br/> What Is Planning?<br/> How Is Planning Related to Other Steps of the Nursing Process?<br/> Initial and Ongoing Planning<br/> Discharge Planning<br/> Discharge Planning Begins at Assessment<br/> Written Discharge Plans<br/> Discharge Planning Requires Collaboration<br/> Nursing Care Plans<br/> Why Is a Written Nursing Care Plan Important?<br/> What Information Does a Comprehensive Nursing Care Plan Contain?<br/> What Documents Make Up a Comprehensive Nursing Care Plan?<br/> Form for Client Profile and Basic Needs<br/> Preprinted, Standardized Plans<br/> Policies and Procedures<br/> Protocols<br/> Unit Standards of Care<br/> Standardized Nursing Care Plans<br/> Critical Pathways<br/> Integrated Plans of Care<br/> Individualized Nursing Care Plans<br/> Special Discharge or Teaching Plans <br/> Computerized Care Plans <br/> Student Care Plans<br/> Mind-Mapping Student Care Plans<br/> What Is the Process for Writing an Individualized Nursing Care Plan?<br/> Planning Patient Goals/Outcomes<br/> What Do the Terms Goal and Outcome Mean?<br/> What Is the Purpose of Goal/Outcome Statements?<br/> How Do I Distinguish Between Short-Term and Long-Term Goals?<br/> What Are the Components of a Goal Statement?<br/> How Do Goals Relate to Nursing Diagnoses?<br/> Essential versus Nonessential Goals<br/> Goals for Actual, Risk, and Possible Nursing Diagnoses<br/> Goals for Collaborative Problems<br/> How Do I Use Standardized Terminology for Outcomes?<br/> What Is the Nursing Outcomes Classification (NOC)?<br/> Components of a NOC Outcome <br/> Using NOC With Computerized Care Plans<br/> How Do I Write Goals for Groups? <br/> How Do I Write Goals for Wellness Diagnoses?<br/> Outcomes for Special Teaching Plans<br/>Reflecting Critically About Expected Outcomes/Goals<br/><br/>Chapter 6 <br/>Nursing Process: Planning Interventions<br/>Learning Outcomes <br/>Meet Your Patient<br/> What Are Nursing Interventions?<br/> Nursing Interventions Reflect Direct and Indirect Care<br/> Nursing Interventions Include Independent, Dependent, and Collaborative Actions <br/> How Do I Decide Which Interventions to Use?<br/> How Do Theories Influence My Choice of Interventions?<br/> How Does Nursing Research Influence My Choice of Interventions?<br/> Single Studies<br/> Critical Pathways and Protocols <br/>Evidence-Based Practice<br/>Clinical Practice Guidelines<br/> Evidence Reports<br/> How Does Problem Status Influence Nursing Interventions?<br/> What Process Can I Use for Generating and Selecting Interventions?<br/> Review the Nursing Diagnosis<br/> Review the Desired Patient Outcomes<br/> Identify Several Interventions or Actions<br/> Choose the Best Interventions for the Patient<br/> Individualize Standardized Interventions <br/> Computer-Generated Interventions<br/> How Can I Use Standardized Language in Planning Interventions? <br/>What Is the Nursing Interventions Classification (NIC)?<br/>Locating Appropriate NIC Interventions and Activities <br/>Using NIC in Computerized Care Plans <br/>Standardized Languages for Home Health and Community Care<br/>Does Standardized Language Interfere with Holistic Care?<br/>What Are Nursing Orders, and How Do I Write Them? <br/> Components of a Nursing Order<br/>Reflecting Critically About the Nursing Orders <br/><br/>Chapter 7 <br/>Nursing Process: Implementation and Evaluation<br/>Learning Outcomes <br/>Meet Your Patients <br/> Implementation: The Action Phase of the Nursing Process<br/> How Is Implementation Related to Other Steps of the Nursing Process?<br/> How Should I Prepare for Implementation?<br/> Check Your Knowledge and Abilities <br/> Organize Your Work <br/> Establish Feedback Points<br/> Prepare Supplies and Equipment<br/> Prepare the Patient<br/> Implementing the Plan: Doing or Delegating<br/> What Knowledge and Skills Do I Need?<br/> How Can I Promote Client Participation and Adherence? <br/> What Should I Know About Coordinating Care?<br/> What Should I Know About Delegation and Supervision?<br/> Right Task?<br/>Right Circumstance?<br/>Right Person?<br/>Right Direction/Communication?<br/> Right Supervision?<br/>Documenting: The Final Step of Implementation<br/>Reflecting Critically About Implementation<br/>Evaluation: The Final Step of the Nursing Process<br/> Why Is Evaluation Essential to Full-Spectrum Nursing? <br/>How Are Standards and Criteria Used in Evaluation?<br/>Types of Evaluation <br/> Evaluation of Structures, Processes, and Outcomes<br/> Ongoing, Intermittent, and Terminal Evaluation<br/> How Is Evaluation Related to Other Steps of the Nursing Process?<br/>How Do I Evaluate Patient Progress?<br/> Review Outcomes<br/> Collect Reassessment Data <br/> Judge Goal Achievement<br/> Record the Evaluative Statement<br/> How Do I Evaluate Collaborative Problems?<br/>Evaluating and Revising the Care Plan<br/> Relate Outcomes to Interventions<br/> Draw Conclusions About Problem Status<br/> Revise the Care Plan<br/> Reflecting Critically About Evaluation <br/> Evaluating the Quality of Care in a Healthcare Setting <br/><br/>Chapter 8 <br/>Nursing Theory and Research<br/> <br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why <br/> Nursing Theory<br/>What Are the Components of a Theory?<br/> Phenomena <br/> Assumptions<br/> Concepts<br/> Definitions<br/> Statements/Propositions<br/>Theory, Framework, Model, or Paradigm?<br/> How Are Theories Developed?<br/> What Are the Essential Concepts of a Nursing Theory?<br/> How Do Nurses Use Theories?<br/> In Practice<br/> In Education<br/> In Research<br/> Who Are Some Important Nurse Theorists?<br/> Florence Nightingale<br/> Virginia Henderson<br/> Hildegarde Peplau<br/> The Caring Theorists<br/> Patricia Benner<br/> Madeleine Leininger<br/> Other Selected Nurse Theorists<br/> How Do Nurses Use Theories from Other Disciplines?<br/> Maslow's Hierarchy of Basic Human Needs<br/> Physiological Needs<br/> Safety and Security Needs<br/> Love and Belonging Needs<br/> Self-Esteem Needs<br/> Self-Actualization Needs<br/> Application of Maslow's Theory<br/> Validation Theory<br/> Stress and Adaptation Theory<br/> Developmental Theories<br/> System Theory<br/> <br/>Practical Knowledge: Knowing How<br/>Planning Theory-Based Interventions/Implementation<br/> Nursing Research<br/>Theoretical Knowledge: Knowing Why <br/> What Is the History of Nursing Research?<br/> How Are Priorities for Nursing Research Developed? <br/> What Educational Preparation Is Necessary to Do Nursing Research?<br/>Practical Knowledge: Knowing How <br/> What Is the Scientific Method?<br/> Quantitative Research<br/> Qualitative Research<br/> What Are the Steps of the Research Process?<br/> What Are the Rights of Research Participants?<br/> Informed Consent<br/> Institutional Review Boards<br/> How Can I Help Identify Clinical Nursing Problems?<br/> How Can I Analyze the Research That I Read?<br/> How Do I Find Research Articles Related to My Practice?<br/> What Is Research Utilization?<br/><br/>Unit 2 <br/>Factors Affecting Health<br/>Chapter 9 <br/>Growth and Development through the Life Span<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why <br/> What Are Growth and Development?<br/> Principles of Growth and Development <br/> Theories of Growth and Development <br/> Developmental Task Theory<br/> Psychoanalytic Theory<br/> Cognitive Development Theory<br/> Psychosocial Development Theory<br/> Moral Development Theory<br/> Spiritual Development Theory<br/> Stages of Growth and Development<br/> The Gestational Period Begins at Conception and Culminates in Birth<br/> Physical Development<br/> Common Health Problems<br/> Assessment<br/> Interventions<br/> The Neonatal Period Is from Birth to 28 Days<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development<br/> Common Health Problems<br/> Assessment<br/> Interventions<br/> Infancy Is from 1 Month to 1 Year of Age<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development<br/> Common Health Problems<br/> Assessment<br/> Interventions<br/> Toddlerhood Lasts from Age 1 to 3 <br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development<br/> Common Health Problems<br/> Assessment<br/> Interventions<br/> The Preschool Stage Includes 4- and 5-Year-Olds<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development<br/> Common Health Problems<br/> Assessment<br/> Interventions<br/> School-Age Children Are 6 to 12 Years Old<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development <br/>Common Health Problems<br/> Assessment<br/> Interventions<br/> Adolescence Lasts from Age 12 to 18<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development <br/>Common Health Problems<br/> Assessment<br/> Interventions<br/> Young Adulthood Is from Age 19 to 40<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development <br/>Common Health Problems<br/> Assessment<br/> Interventions<br/> Middle Adulthood is from Age 40 to 64 <br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development <br/>Common Health Problems<br/> AssessmentInterventions<br/> Older Adulthood Begins at Age 65<br/> Theories of Aging<br/> Physical Development<br/> Cognitive Development<br/> Psychosocial Development<br/> Common Health Problems<br/> Assessment<br/> Interventions<br/>Practical Knowledge: Knowing How <br/>Assessment<br/>Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Putting it All Together<br/><br/>Chapter 10 <br/>Experiencing Health and Illness<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why <br/> How Do We Understand Health and Illness?<br/> People Define Health and Illness in Many Different Ways <br/> Nurses Understand Health and Illness as Individual Experiences<br/> Nurses Use Conceptual Models to Understand Health and Illness<br/> The Health-Illness Continuum<br/> Dunn's Health Grid<br/> Neuman's Continuum<br/> How Do People Experience Health and Illness?<br/> Biological Factors<br/> Nutrition<br/> Physical Activity<br/> Sleep and Rest<br/> Meaningful Work <br/> Lifestyle Choices<br/> Family Relationships<br/> Culture <br/> Religion and Spirituality <br/> Environmental Factors<br/> Finances<br/>What Factors Disrupt Health? <br/> Physical Disease <br/> Injury <br/> Mental Illness <br/> Pain<br/> Loss<br/> Impending Death<br/> Competing Demands<br/> The Unknown<br/> Imbalance<br/> Isolation<br/> How Do People Experience Illness?<br/> Stages of Illness Behavior<br/> The Nature of the Illness<br/> Hardiness<br/> Intensity, Duration, and Multiplicity of the Disruption<br/>Practical Knowledge: Knowing How<br/> Using the Nursing Process to Promote Health <br/> Assessment<br/> Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation <br/> How Can I Honor Each Client's Unique Health/Illness Experience?<br/> Examine Life's Uncertainties<br/> Envision Wellness for Your Clients and Yourself<br/> Establish Trust at Your First Patient Contact <br/> Provide a Healing Presence<br/> Is a Healthy Life Attainable?<br/><br/>Chapter 11 <br/>Psychosocial Health and Illness<br/>Learning Outcomes <br/>Meet Your Patient<br/> Psychosocial Health<br/>Theoretical Knowledge: Knowing Why <br/> What Is Self Concept?<br/> The "Dynamic Self"<br/> How Is Self Concept Formed?<br/> What Factors Affect a Person's Self Concept?<br/> Gender and Developmental Level<br/> Socioeconomic Status<br/> Family and Peer Relationships<br/> Internal Influences<br/> What Are the Components of Self Concept?<br/> Body Image<br/> Ideal versus Perceived and Actual Body Image<br/> Influence of Appearance and Function on Body Image<br/> Gradual versus Sudden Body Changes<br/> Influence of Body Image on Health<br/> Role Performance<br/> Personal Identity<br/> Self Esteem<br/>Practical Knowledge: Knowing How <br/> Assessment<br/> Psychosocial Assessments<br/> Assessing Self Concept and Self Esteem<br/> Nursing Diagnosis<br/> Psychosocial Diagnoses<br/> Self-Concept Diagnoses<br/> Self Concept or Body Image as Problem<br/> Self Concept or Body Image as Etiology<br/> Planning Outcomes/Evaluation<br/> Psychosocial Outcomes<br/> Self-Concept and Self-Esteem Outcomes<br/> Planning Interventions/Implementation<br/> Preventing Depersonalization<br/> Promoting Self Esteem and Self Concept<br/> Promoting a Positive Body Image<br/> Facilitating Role Enhancement<br/> Psychosocial Illness: Anxiety and Depression <br/>Theoretical Knowledge: Knowing Why<br/> Anxiety<br/> Levels of Anxiety<br/> Coping with Anxiety<br/> Depression<br/> What Causes Depression?<br/> What Signs and Symptoms Suggest Depression?<br/> How Is Depression Treated?<br/>Practical Knowledge: Knowing How <br/> Nursing Care for Anxiety<br/> Assessment<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation <br/> Planning Interventions/Implementation <br/> Nursing Care for Depression<br/> Assessment<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/><br/>Chapter 12 <br/>The Family<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why <br/> What Is a Family?<br/> Family Structures<br/> Approaches to Family Nursing<br/> What Theories Are Useful for Family Care?<br/> General Systems Theory<br/> H2Structural-Functional Theories<br/> Developmental Theories<br/> What Are Some Family Health Risk Factors?<br/> Childless and Childbearing Couples<br/> Families with Young Children<br/> Families with Adolescents<br/>Families with Middle-Aged Adults<br/> Families with Older Adults<br/>What Are Some Challenges to Family Health?<br/> Poverty and Unemployment<br/> Infectious Diseases<br/> Homelessness<br/> Violence and Neglect Within Families<br/>Practical Knowledge: Knowing How <br/>Assessment<br/> Assessing the Family's Health Beliefs<br/> Assessing the Family's Communication Patterns<br/> Assessing the Family's Coping Processes<br/> Nursing Diagnosis<br/> Planning Outcomes and Evaluation<br/> Planning Interventions/Implementation<br/> Promoting Family Wellness<br/> Interventions When a Family Member Is Ill<br/> Interventions When There Is a Death in the Family <br/><br/>Chapter 13 <br/>Culture and Ethnicity<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/>Why Is It Important to Know About Culture and Ethnicity?<br/>What Concepts Are Related to Culture?<br/> Dominant Cultures, Subcultures, and Minority Groups<br/> Vulnerable Populations as Subcultures<br/> Gender as a Subculture <br/> Ethnicity, Race, and Religion<br/> Ethnicity<br/> Race<br/> Religion<br/>Socialization, Acculturation, and Assimilation<br/> How Do Cultural Values, Beliefs, and Practices Affect Health?<br/>What Are Culture Specifics?<br/>How Do Culture Specifics Affect Health?<br/> Communication<br/> Space<br/> Time Orientation<br/> Social Organization<br/> Environmental Control<br/> Biological Variations<br/> Other Culture Specifics<br/>What Is the "Culture of Health Care"?<br/>What Are Health and Illnesses Beliefs?<br/> What Are Health and Illness Practices?<br/>What Is the Culture of the North American Healthcare System?<br/>Nursing and Other Professional Subcultures<br/> Traditional and Alternative Healing <br/> Folk Medicine<br/> Complementary and Alternative Medicine<br/>What Is Culturally Competent Care?<br/> Purnell and Paulanka<br/> Leininger<br/> Campinha-Bacote<br/>What Are Some Barriers to Culturally Competent Care?<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> The Health History<br/> Physical Assessment<br/> Assessing for Pain<br/> Cultural Assessment Models and Tools<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> Nursing Strategies for Providing Culturally Competent Care<br/>How Do I Communicate with Clients from Other Cultures?<br/>How Do I Communicate with Clients Who Speak a Different Language?<br/> How Can I Become Culturally Competent?<br/><br/>Chapter 14 <br/>Spirituality<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>History of Spirituality in Nursing<br/> What Are Religion and Spirituality?<br/> What Is Religion?<br/> What Is Spirituality?<br/> Core Issues of Spirituality<br/> Faith<br/> Hope<br/> Love<br/> What Is the Relationship Between Religion and Spirituality <br/> How Might Spiritual Beliefs Affect Health?<br/> Major Religions: What Should I Know?<br/> Judaism<br/> Christianity<br/> Christian Science<br/> Jehovah's Witnesses<br/> Mormonism<br/> Islam<br/> Baha'i <br/> Hinduism<br/> Sikhism <br/> Buddhism<br/> Native American Religions<br/> Rastafarianism <br/>Self-Knowledge: What Every Nurse Should Know<br/> What Are Your Personal Biases? <br/>What Are Some Barriers to Spiritual Care? <br/> Lack of Awareness of Spirituality in General<br/> Lack of Awareness of Own Spiritual Belief System<br/> Differences in Spirituality Between Nurse and Patient<br/> Fear That Knowledge Base Is Insufficient<br/> Fear of Where Spiritual Discussions May Lead<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> Spiritual Assessment Tools<br/> Levels of Spiritual Assessment<br/> Sources of Information About Spirituality<br/>Nursing Diagnosis<br/> Diagnoses Related to Spirituality<br/> Other Diagnoses Related to Spirituality<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> What Are Spiritual Intervention?<br/> Prayer<br/> Types of Prayer<br/> Prayer Guidelines For Nurses<br/> Cures, Miracles and Spiritual Healing<br/><br/>Chapter 15 <br/>Loss, Grief, and Dying<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>Loss and Grief<br/> What Is Loss?<br/> What Is Grief?<br/> Stages of Grief<br/> William Worden<br/> Theresa Rando<br/> H4John Bowlby <br/> Factors Affecting Grief<br/> Types of Grief<br/>Death and Dying<br/> How Is Death Defined?<br/> What Are the Stages of Dying?<br/> Physiological Stages<br/> Psychological Stages<br/> What Is End-of-Life Care?<br/> Palliative Care<br/> Hospice Care<br/> What Are Some Legal/Ethical Considerations?<br/> Advance Directives<br/> Orders for DNAR<br/> Assisted Suicide <br/> Euthanasia<br/> Autopsy<br/> Organ Donation<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> Knowledge Base<br/> History of Loss<br/> Coping Abilities and Support System<br/> Meaning of the Loss/Illness<br/> Physical Assessment<br/> Cultural and Spiritual Assessment<br/>Diagnosis<br/> Loss and Grieving as Problem<br/> Loss and Grieving as Etiology<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> Therapeutic Communication<br/> Facilitating Grief Work<br/> Expressing Feelings<br/> Recalling Memories<br/> Finding Meaning<br/> Helping Families of Dying Patients<br/> Care of the Dying Person <br/> Meeting Physiological Needs<br/> Meeting Psychological Needs<br/> Addressing Spiritual Needs <br/> Addressing Cultural Needs<br/>Providing Postmortem Care<br/> Care of the Body<br/> Legal Responsibilities<br/> Helping Families After the Death<br/> Supporting Families Immediately After the Death<br/> Providing Grief Education<br/> Helping Children Deal With Loss<br/> Taking Care of Yourself<br/><br/>Unit 3<br/>Essential Nursing Interventions<br/>Chapter 16<br/>Documenting and Reporting<br/>Learning Outcomes<br/>Theoretical Knowledge: Knowing Why<br/>Documentation<br/> Why Do Healthcare Providers Use Written Communication? <br/> What Are the Two Main Documentation Systems?<br/> Source-Oriented Records<br/> Problem-Oriented Records<br/>What Are Some Common Types of Charting?<br/> Narrative Charting<br/> SOAP Charting<br/> Focus Charting(r)<br/> Charting by Exception<br/> Which Charting Format Is Best? <br/> What Forms Do Nurses Use to Document Care?<br/> Admission Nursing Database<br/> Flowsheets and Graphic Records<br/> Nursing Assessment Flowsheets<br/> Intake and Output Records <br/> Medication Record<br/> Outpatient Facilities<br/> Inpatient Facilities<br/> Progress Notes<br/> Kardex or Patient Care Summary<br/> Integrated Plans of Care (IPOCs) <br/> Discharge Summary<br/> Occurrence Reports<br/> Computerized Charting<br/> What Is Unique About Documentation in Home Health Care?<br/> What Is Unique About Documentation in Long-Term Care?<br/> Oral Reporting<br/> How Do I Give Change-of-Shift Report?<br/> Change-of-Shift Reporting Methods<br/> Contents of the Change-of-Shift Report<br/> What Are Transfer Reports?<br/> How Do I Receive and Document Telephone Orders and Verbal Orders?<br/>Practical Knowledge: Knowing How<br/> Guidelines for Documenting Care<br/> When Should I Chart?<br/> What Should I Chart?<br/> How Should I Chart?<br/> Can I Delegate Charting?<br/> How Do I Question a Physician's Order?<br/><br/>Chapter 17<br/>Measuring Vital Signs<br/>Learning Outcomes <br/>Meet Your Patients<br/>What Are Vital Signs?<br/> When Should I Measure a Patient's Vital Signs?<br/> How Do I Record Vital Signs?<br/>Body Temperature<br/>Theoretical Knowledge: Knowing Why<br/> What Is a Normal Temperature?<br/> How Does the Body Regulate Temperature?<br/> How Is Heat Produced in the Body?<br/> How Is Heat Exchanged Between the Body and the Environment?<br/> What Factors Influence Body Temperature?<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> Temperature Measurement Scales: Fahrenheit and Centigrade<br/>What Equipment Do I Need?<br/> Glass Thermometers<br/> Electronic Thermometers<br/> Electronic Infrared Tympanic Membrane Thermometers<br/> Disposable Chemical Thermometers<br/> What Sites Should I Use?<br/> Oral Site<br/> Rectal Site<br/> Axillary Site<br/> Tympanic Membrane Site <br/> Assessing Temperature in the Home<br/> What Is Fever?<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> What Is Hypothermia?<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Pulse<br/>Theoretical Knowledge: Knowing Why <br/>What Is a Normal Pulse Rate?<br/>How Does the Body Produce and Regulate the Pulse?<br/> What Factors Influence Pulse Rate?<br/>Practical Knowledge: Knowing How <br/>Assessment<br/> What Equipment Do I Need?<br/> What Sites Should I Use?<br/> When Should I Take an Apical Pulse?<br/>When Should I Take an Apical-Radial Pulse? <br/> What Data Should I Collect?<br/> Rate<br/> Rhythm<br/> Quality<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Respiration<br/>Theoretical Knowledge: Knowing Why<br/> What Is a Normal Respiratory Rate?<br/>How Does the Body Regulate Respiration?<br/> Mechanics of Breathing<br/> What Factors Influence Respiration?<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> What Equipment Do I Need?<br/>What Data Should I Collect?<br/> Rate<br/> Depth<br/> Rhythm<br/> Effort<br/> Breath Sounds<br/> Chest and Abdomen Movement<br/> Associated Clinical Signs<br/> Arterial Oxygen Saturation<br/> Arterial Blood Gas Sampling<br/> Pulse Oximetry<br/> What Are Some Alterations in Respiration?? <br/>Blood Pressure<br/>Theoretical Knowledge: Knowing Why<br/> What Is a Normal Blood Pressure Reading?<br/>How Does the Body Regulate Blood Pressure?<br/> Cardiac Function<br/> Peripheral Resistance<br/> Blood Volume<br/> What Factors Influence Blood Pressure?<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> What Equipment Do I Need?<br/> What Cuff Size Should I Use?<br/> Which Site Should I Use?<br/> Auscultating Blood Pressure<br/> Palpating Blood Pressure<br/> Using Palpation with Auscultation<br/> Calculating Proper Inflation Pressure<br/> Recognizing an Auscultatory Gap<br/> What Is Hypotension?<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> What Is Hypertension?<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Putting It All Together<br/> Evaluating Vital Signs<br/> Delegating Vital Signs<br/><br/>Chapter 18<br/>Communicating and the Therapeutic Relationship<br/>Learning Outcomes<br/>Meet Your Clients<br/>Theoretical Knowledge: Knowing Why<br/> What Is Communication? <br/> Communication Occurs on Three Levels<br/> Communication Involves Both Content and Process<br/> The Content of Communication<br/> The Communication Process<br/> Communication Can Be Verbal or Nonverbal<br/> Verbal Communication<br/>Vocabulary<br/> Denotative and Connotative Meaning<br/>Pacing<br/> Intonation<br/>Clarity and Brevity<br/>Timing and Relevance<br/>Credibility<br/>Humor<br/> Nonverbal communication<br/>Facial Expression <br/>Posture and Gait<br/>Personal Appearance<br/>Distance<br/>Gestures<br/>Touch <br/> What Factors Affect Communication?<br/>Environment<br/>Developmental Variations<br/>Gender<br/>Personal Space<br/>Territoriality<br/>Sociocultural Factors<br/>Roles and Relationships<br/> What Is the Role of Communication in Therapeutic Relationships?<br/> Communication Is Essential to All Phases of the Therapeutic Relationship<br/> Therapeutic Communication Has Five Key Characteristics<br/> Empathy<br/> Respect<br/> Genuineness<br/> Concreteness and Confrontation<br/>Communication Is Also Important in Group Helping Relationships<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Nursing Diagnosis<br/> Etiologies of Communication Diagnoses<br/> Communication as Etiology of Other Nursing Diagnoses<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Enhancing Therapeutic Communication<br/> Active Listening<br/> Establishing Trust<br/> Being Assertive<br/> Restating, Clarifying, and Validating Messages<br/> Interpreting Body Language and Sharing Observations<br/> Exploring Issues<br/> Using Silence<br/> Summarizing the Conversation<br/> Barriers to Therapeutic Communication<br/>Asking Too Many Questions <br/>Asking Why <br/>Changing the Subject Inappropriately <br/>Failing to Listen <br/>Failing to Probe<br/>Expressing Approval or Disapproval <br/>Offering Advice<br/>Providing False Reassurance<br/>Stereotyping<br/>Using Patronizing Language <br/> Using a Translator<br/> Enhancing Communication with Clients with Impaired Hearing <br/> Enhancing Communication with Clients with Impaired Speech<br/> Enhancing Communication with Clients with Cognitive Impairment<br/> Communicating with Unconscious Clients<br/><br/>Chapter 19<br/>Health Assessment: Performing a Physical Examination<br/>Learning Outcomes <br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why <br/> Physical Examination <br/> What Are the Purposes of a Physical Examination?<br/>How Do I Prepare to Perform a Physical Examination?<br/>Prepare Yourself <br/>Prepare the Environment<br/>Prepare the Client<br/> How Do I Position the Client for a Physical Examination?<br/>What Skills Do I Need to Perform a Physical Examination?<br/> Inspection<br/> Palpation<br/> Percussion<br/> Auscultation<br/> Olfaction<br/> How Do I Modify Assessment for Different Age Groups?<br/> Infants<br/> Toddlers<br/> Preschoolers<br/> School-Age Children<br/> Adolescents<br/> Young and Middle Adults<br/> Older Adults<br/>Practical Knowledge: Knowing How <br/> The General Survey<br/> Appearance and Behavior<br/> Body Type and Posture<br/> Speech<br/> Dress, Grooming, and Hygiene<br/> Mental State<br/> Vital Signs<br/> Height and Weight<br/> The Integumentary System<br/> The Skin<br/> Skin Color<br/> Skin Characteristics<br/> Skin Temperature<br/> Skin Moisture<br/> Skin Texture<br/> Skin Turgor<br/> Edema<br/> Skin Lesions<br/> The Hair<br/> The Nails<br/> Nail Color<br/> Nail Shape<br/> Nail Texture<br/> The Head<br/> The Skull and Face<br/> The Eyes<br/> External Structures <br/> Visual Acuity<br/> Distance Vision<br/> Near Vision<br/> Color Vision<br/> Visual Field<br/> Internal Structures<br/> The Ears and Hearing<br/> Examining the External and Middle Ear<br/> Assessing Hearing<br/> The Weber and Rinne Tests<br/> The Romberg Test<br/> The Nose<br/> The Mouth and Oropharynx<br/> The Lips, Buccal Mucosa, and Gingiva<br/> The Teeth<br/> The Tongue<br/> The Hard and Soft Palates and Oropharynx<br/> The Neck<br/> The Thyroid Gland<br/> The Cervical Lymph Nodes<br/>The Breasts and Axillae<br/>The Chest and Lungs<br/> Chest Landmarks<br/> Chest Shape and Size<br/> Breath Sounds<br/>The Cardiovascular System<br/> The Cardiac Cycle<br/> Cardiac Landmarks<br/> Inspection and Palpation of the Heart<br/> Heart Sounds <br/> S1, S2, S3, and S4 Heart Sounds<br/> Murmurs<br/> The Vascular System<br/> The Central Vessels<br/> The Carotid Arteries<br/> The Jugular Veins<br/> The Peripheral Vessels<br/>The Abdomen<br/>The Musculoskeletal System<br/> Body Shape and Symmetry<br/> Balance, Coordination, and Movement<br/> Joint Mobility and Muscle Function<br/>The Neurological System<br/> Cerebral Function<br/> Level of Consciousness <br/> Mental Status and Cognitive Function <br/> Cranial Nerve Function<br/> Reflex Function<br/> Sensory Function<br/> Motor and Cerebellar Function<br/>The Genitourinary System<br/> The Male Genitourinary System<br/> The Female Genitourinary System<br/> External Examination<br/> Internal Examination<br/>The Anus, Rectum, and Prostate<br/> Documenting Physical Assessment Findings<br/><br/>Chapter 20<br/>Promoting Asepsis and Preventing Infection<br/>Learning Outcomes<br/>Meet Your Nursing Role Model<br/>Theoretical Knowledge: Knowing Why <br/>How Does Infection Occur? <br/> Infections Develop in Response to a Chain of Factors<br/> Infectious Agent<br/> Reservoir<br/> Portal of Exit <br/> Mode of Transmission <br/> Portal of Entry <br/> Susceptible Host<br/> Infections Can Be Classified by Location and Duration<br/> Infections Follow Predictable Stages<br/>What Are the Body's Defenses Against Infection?<br/> Primary Defenses<br/> Secondary Defenses<br/> Tertiary defenses <br/> Humoral Immunity<br/> Cell-Mediated Immunity<br/>How Can the Host Defenses Be Supported?<br/> Nutrition<br/>Hygiene<br/>Rest and Exercise<br/>Stress Reduction<br/>Immunizations<br/> What Factors Increase the Risk for Infection? <br/>Practical Knowledge: Knowing How<br/>Assessment <br/> Nursing History<br/> Physical Assessment<br/>Nursing Diagnosis <br/>Planning Outcomes/Evaluation <br/>Planning Interventions/Implementation<br/> Medical Asepsis <br/> Maintaining a Clean Environment <br/> Maintaining Clean Hands<br/> CDC Tier One: Standard Precautions <br/> CDC Tier Two: Transmission-Based Precautions<br/> Contact Precautions <br/> Droplet Precautions<br/> Airborne Precautions<br/> Protective Isolation<br/> Control of Potentially Contaminated Equipment and Supplies <br/> Supporting the Psychological Needs of Patients in Isolation<br/> Surgical Asepsis<br/> Surgical Attire<br/> Sterile Technique<br/> Sterile Dressing Change <br/>Infection Control for Healthcare Workers <br/> What Should I Do If I Am Exposed to Blood-Borne Pathogens?<br/> What Are My Responsibilities Regarding Infection Control?<br/> What Role Does the Infection Control Nurse Play?<br/> How Can I Minimize the Effects of Bioterrorism and Infectious Outbreaks? <br/><br/>Chapter 21<br/>Promoting Safety<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> What Factors Affect Safety<br/> Developmental Factors<br/> Individual Risk Factors<br/> What Safety Hazards Are in the Home?<br/> Poisoning<br/> Interventions: Preventing and Treating Poisoning<br/> Carbon Monoxide Poisoning<br/> Interventions: Preventing and Treating Carbon Monoxide Poisoning<br/> Scalds and Burns<br/> Interventions: Preventing Scalds and Burns<br/> Fires<br/> Interventions: Preventing Injury From Fires in the Home<br/> Falls<br/> Interventions: Preventing Falls in the Home<br/> Firearm Injuries<br/> Interventions: Promoting Firearm Safety<br/> Suffocation and Asphyxiation<br/> Interventions: Preventing Suffocation and Asphyxiation<br/> Heimlich Maneuver<br/> Take-Home Toxins<br/> What Safety Hazards Are in the Community?<br/> Motor Vehicle Accidents<br/> Interventions: Preventing Motor Vehicle Accidents<br/> Pathogens<br/> Food-Borne Pathogens<br/> Interventions: Preventing Food Poisoning<br/> Vector-Borne Pathogens<br/> Interventions: Fighting Vectors<br/> Water-Borne Pathogens<br/> Pollution <br/> Interventions to Reduce Pollution<br/> Electrical Storms<br/> Interventions: Preventing Injury From Electrical Storms<br/> What Safety Hazards Are in the Healthcare Facility?<br/> Falls<br/> Interventions: Preventing Falls<br/> Equipment-Related Accidents<br/> Interventions: Preventing Equipment-Related Accidents<br/> Fires and Electrical Hazards<br/> Interventions: Fires and Electrical Hazards<br/> Restraints<br/> Siderails<br/> Ambularm and Bed Alarms<br/> Interventions: Using Restraints Safely<br/> Mercury Poisoning<br/> Interventions: Preventing Mercury Poisoning<br/> Hazards to Healthcare Workers<br/> Back Injury<br/> Needlestick Injury<br/> Radiation Injury<br/> Violence<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Morse Fall Scale<br/> Home Safety Assessment <br/>Nursing Diagnosis <br/>Planning Outcomes/Evaluation <br/>Planning Interventions/Implementation<br/> Nursing Activities Related to Safety<br/>Which Safety Interventions Can I Delegate?<br/><br/>Chapter 22<br/>Facilitating Hygiene<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> Hygiene and Self-Care<br/> What Factors Influence Hygiene Practices?<br/> How Does Health Status Affect Self-Care Ability?<br/>Practical Knowledge: Knowing How<br/>Assessment <br/>Assessing Self-Care Abilities<br/>Nursing Diagnosis<br/>Nursing Diagnoses Related to Self Care<br/>Planning Outcomes/Evaluation (Self Care)<br/>Planning Interventions/Implementation (Self Care)<br/>Types of Scheduled Hygiene Care<br/> Delegating Hygiene Care to Unlicensed Assistive Personnel<br/>Care of the Skin <br/>Theoretical Knowledge: Knowing Why<br/> Anatomy and Physiology of the Skin<br/> Functions of the Skin<br/>Factors Affecting the Skin<br/> Health Status<br/> Developmental Stage<br/>Practical Knowledge: Knowing How<br/> Assessment (Skin)<br/> Subjective Data<br/> Objective Data<br/>Nursing Diagnosis (Skin)<br/> Impaired Skin Integrity as Problem<br/> Impaired Skin Integrity as Etiology<br/>Planning Outcomes/Evaluation (Skin)<br/>Planning Interventions/Implementation (Skin)<br/> Rationale for Bathing<br/> Choosing the Type of Bath to Meet Patient Needs<br/>Bed Baths <br/> Perineal Care <br/> Towel Bath<br/> Bag or Packaged Bath <br/> Shower<br/> Tub Bath<br/> Therapeutic Bath<br/> Bathing Patients with Dementia<br/> Back Massage <br/>Care of the Feet<br/>Theoretical Knowledge: Knowing Why<br/>Developmental Variations<br/> Common Foot Problems and Nursing Implications<br/>Practical Knowledge: Knowing How<br/>Assessment (Feet)<br/> Subjective Data<br/> Objective Data<br/>Nursing Diagnosis (Feet)<br/>Planning Outcomes/Evaluation (Feet)<br/>Planning Interventions/Implementation (Feet)<br/> <br/>Care of the Nails<br/>Assessment (Nails)<br/>Diagnosis (Nails)<br/>Planning Outcomes/Evaluation (Nails)<br/>Planning Interventions/Implementation (Nails)<br/>Oral Hygiene<br/>Theoretical Knowledge: Knowing Why<br/> Developmental Variations<br/> Risk Factors for Oral Problems<br/>Common Problems of the Mouth <br/>Practical Knowledge: Knowing How<br/>Assessment (Oral Cavity)<br/>Nursing Diagnosis (Oral Cavity)<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation (Oral Cavity)<br/>Oral Care For Unconscious Patients<br/> Denture Care<br/>Care of the Hair <br/>Assessment (Hair)<br/>Nursing Diagnosis (Hair)<br/>Planning Outcomes/Evaluation (Hair)<br/>Planning Interventions/Implementation (Hair)<br/> Hair Care<br/>Hair Care for African Americans<br/>Shampooing the Hair<br/>Beard and Mustache Care <br/>` Shaving <br/>Care of the Eyes<br/>Assessment (Eyes)<br/>Nursing Diagnosis (Eyes)<br/>Planning Outcomes/Evaluation (Eyes)<br/>Planning Interventions/Implementation (Eyes)<br/> Eye Care for the Unconscious Client<br/>Caring for Eyeglasses and Contact Lenses <br/> Contact Lens Wearing Times<br/> Cleaning and Storing Contact Lenses<br/>Caring for Artificial Eyes<br/>Care of the Ears <br/> Providing Ear Care<br/>Care of Hearing Aids<br/>Care of the Nose<br/>The Client's Environment<br/>Practical Knowledge: Knowing How<br/>Ventilation<br/>Room Temperature <br/>Noise<br/>Hospital Beds<br/>Mattresses and Linens<br/>Bed Making<br/><br/>Chapter 23<br/>Administering Medications<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> How Are Drugs Named and Classified?<br/> Drug Names<br/> Drug Classifications<br/> What Mechanisms Promote Drug Quality and Safety?<br/> Drug Listings and Directories<br/> Legal Considerations<br/> Nurse Practice Acts<br/> U.S. Drug Legislation<br/> Canadian Drug Legislation<br/> Regulation of Controlled Substances<br/> Systems for Storing and Distributing Medications<br/> Stock Supply<br/> Unit-Dose System<br/> Automated Dispensing System<br/> Self-Administration<br/>What Is Pharmacokinetics?<br/> What Factors Affect Drug Absorption?<br/> Route of Administration<br/> Solubility of the Drug<br/> Effects of pH and Ionization<br/> Blood Flow to the Area<br/> How Are Drugs Distributed Throughout the Body?<br/> Local Blood Flow<br/> Membrane Permeability<br/> Protein-Binding Capacity<br/> How Are Drugs Metabolized in the Body?<br/> How Are Drugs Excreted from the Body?<br/> Concepts Relevant to Drug Effectiveness<br/> Onset, Peak, and Duration of Action<br/> Therapeutic Range<br/> Biological Half-Life<br/> Concentration of Active Drug at Target Sites<br/> What Factors Affect Pharmacokinetics?<br/>What Is Pharmacokdynamics?<br/> What Are Primary Effects?<br/> What Are Secondary Effects?<br/> Side Effects<br/> Adverse Reactions<br/> Toxic Reactions<br/> Allergic Reactions<br/>Route of Administration<br/> Idiosyncratic Reactions<br/> Cumulative Effect<br/> How Do Medications Interact?<br/> What Should I Know About Drug Abuse or Misuse?<br/>How Do I Measure and Calculate Dosage?<br/> Medication Measurement Systems<br/> Special Measurements: Units and Milliequivalents<br/> Calculating Dosages<br/>What Must I Know About Medication Orders?<br/> What Abbreviations Are Used in Medication Orders?<br/> Types of Medication Orders<br/> How Are Medication Orders Communicated?<br/> What Steps Should I Take If I Think an Order Is Incorrect?<br/>Practical Knowledge: Knowing How<br/>Assessment<br/>Nursing Diagnosis<br/> Risk for Injury<br/> Noncompliance<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Ensuring Safe Medication Administration<br/> Three Checks<br/> Six Rights<br/> Other Rights<br/>Administering Oral Medications<br/> Pouring Liquid Medications<br/> Buccal and Sublingual Medications<br/> Enteral (Nasogastric and Gastrostomy) Medications<br/> Special Situations<br/> Medicating Children<br/> Medicating Older Adults<br/>Administering Topical Medications<br/> Skin Applications: Lotions, Creams, and Ointments<br/> Transdermal Medications<br/> Performing Irrigations and Instillations<br/> Ophthalmic Medications<br/> Otic Medications<br/> Nasal Medications<br/> Vaginal Medications<br/>Rectal Medications<br/>Administering Respiratory Inhalations<br/> Types of Nebulizers<br/> Metered-Dose Inhalers<br/>Administering Parenteral Medications<br/> Preparing Injectable Medications<br/> Needles<br/> Syringes<br/> Drawing Up Medications from an Ampule<br/> Drawing Up Medications from a Vial<br/>Reconstituting Medications<br/>Mixing Medications in the Same Syringe<br/>Accounting for Needle "Dead Space"<br/>Preventing Needlestick Injuries<br/> Recapping Contaminated Needles<br/> Recapping Sterile Needles<br/> Administering Parenteral Injections<br/> Minimizing Discomfort<br/> Developmental Considerations<br/> Intradermal Injections<br/> Subcutaneous Injections<br/> Choosing a Subcutaneous Site<br/> Choosing a Subcutaneous Needle<br/> Administering Insulin<br/> Administering Heparin<br/>Intramuscular Injections<br/> Choosing an Intramuscular Site<br/> Choosing an Intramuscular Needle<br/> Z-Track Technique<br/> Ventrogluteal Muscle-Site of Choice<br/> Dorsogluteal Site<br/> Deltoid Site<br/> Vastus Lateralis Site<br/> Rectus Femoris site<br/>Intravenous Medications <br/> Adding Medications to Large-Volume (Primary) Infusions<br/> IV Push Medications<br/> Intermittent Infusion<br/> Volume-Control Infusion Sets<br/>Medication Errors<br/> Why Do Errors Occur?<br/> How Can I Avoid Errors?<br/> What Should I Do If I Commit a Medication Error?<br/><br/>Chapter 24<br/>Teaching Clients<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>Who Are the Learners?<br/>What Are My Teaching Responsibilities? <br/>What Are Some Basic Learning Concepts and Principles?<br/> Learning Occurs in Three Domains<br/> Cognitive Learning<br/> Psychomotor Learning<br/> Affective Learning<br/>Many Factors Affect Client Learning<br/> Motivation<br/> Readiness<br/> Physical Condition<br/> Emotions<br/> Timing<br/> Active Involvement<br/> Feedback<br/> Repetition<br/> Environment<br/> Scheduling the Session<br/> Amount and Complexity of Content<br/> Communication<br/> Special Populations<br/> Developmental Stage<br/> Stages of Cognitive Development<br/> Teaching Children<br/> Cultural Factors<br/> Literacy<br/> Barriers to Teaching andLearning<br/> Practical Knowledge: Knowing How<br/>Assessment<br/>Nursing Diagnosis<br/> Deficient Knowledge as Primary Problem<br/> Deficient Knowledge as Etiology<br/> Wellness Diagnoses<br/> Incorrect Uses of Deficient Knowledge<br/>Planning Outcomes<br/>Planning Interventions/Implementation<br/> Creating Teaching Plans<br/> Selecting NIC Interventions<br/> Selecting Teaching Strategies<br/>Lecture <br/> Group Discussion<br/> Demonstration and Return Demonstration<br/> One-to-One Instruction<br/> Printed Materials<br/> Audiovisual Materials<br/> Programmed Instruction<br/> Simulation<br/> Self-Instruction<br/> Distance Learning<br/> List Serves and Web Sites<br/> Computer-Assisted Instruction (CAI)<br/> Gaming<br/> Role-Playing <br/> Role Modeling<br/>Evaluation of Learning<br/> Documentation of Teaching and Learning <br/><br/>Chapter 25<br/>Stress and Adaptation<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/>What Is Stress?<br/> Types of Stressors<br/> Models of Stress<br/>How Do Coping and Adaptation Relate to Stress?<br/> Three Approaches to Coping Are Commonly Used<br/> The Outcome of Stress Is Either Adaptation or Disease<br/> Personal Factors Influence Adaptation<br/>How Do People Respond to Stressors?<br/> The General Adaptation Syndrome Includes Nonspecific, Systemic Responses<br/> The Alarm Stage<br/> Endocrine System Responses<br/> Sympathetic Nervous System Responses<br/> Other Body System Responses in the Alarm Stage<br/> The Resistance Stage <br/> The Exhaustion or Recovery Stage<br/> The Local Adaptation Syndrome Involves a Specific, Local Response<br/> Reflex Pain Response<br/> Inflammatory Response<br/> Psychological Responses to Stress Include Feelings, Thoughts, and Behaviors<br/> Anxiety and Fear<br/> Ego Defense Mechanisms<br/> Anger and Depression<br/> Spiritual Responses to Stress Are Multifaceted<br/>What Happens When Adaptation Fails?<br/> Stress-Induced Organic Responses<br/> Somatoform Disorders<br/> Stress-Induced Psychological Disorders<br/> Crisis<br/> Burnout<br/> Post-traumatic Stress Disorder<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> Assess Stressors and Risk Factors<br/> Assess Coping Methods and Adaptation<br/> Assess Responses to Stress<br/> Assessing Physiological Responses<br/> Assessing Emotional and Behavioral Responses<br/> Assessing Cognitive Responses<br/> Assessing Support Systems<br/>Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation <br/> Health Promotion Activities<br/> Nutrition<br/> Exercise<br/> Sleep and Rest<br/> Leisure Activities<br/> Time Management<br/> Avoiding Maladaptive Behaviors<br/> Relieving Anxiety <br/> Anger Management<br/> Stress Management Techniques<br/> Changing Perception of Stressors or Self<br/> Identifying and Using Support Systems<br/> Providing Spiritual Support<br/> Crisis Intervention<br/> Stress Management in the Workplace<br/> Making Referrals <br/><br/>Chapter 26<br/>Nutrition<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/>What Are the Energy Nutrients?<br/> Carbohydrates<br/> Types and Sources of Carbohydrates<br/> Functions of Carbohydrates <br/> Proteins<br/> Types and Sources of Proteins <br/> Functions of Proteins <br/> Protein Metabolism and Storage<br/> Lipids<br/> Types and Sources of Lipids<br/> Saturated and Unsaturated Fatty Acids<br/> Essential and Nonessential Fatty Acids<br/> Functions of Lipids <br/>What Are the Micronutrients?<br/> Vitamins<br/> Minerals<br/> Why Is Water an Essential Nutrient?<br/>What Are Some Reliable Sources of Nutrition Information?<br/> Dietary Reference Intakes (DRI)<br/> USDA Dietary Guidelines<br/> Canada's Food Guide for Healthy Eating<br/> USDA Food Guide Pyramid<br/> Nutrition Facts Panels<br/>What Must I Know About Energy Balance?<br/> What Is Basal Metabolic Rate?<br/> Factors Affecting Basal Metabolic Rate<br/> How Do I Calculate a Client's Total Energy Needs?<br/> What Are Some Body Weight Standards?<br/> What Factors Affect Nutrition? <br/> Developmental Stage<br/> Infants to One Year<br/> Toddlers and Preschoolers<br/> School-Age Children<br/> Adolescents<br/> Adults<br/> Pregnant and Lactating Women<br/> Older Adults <br/> Educational Level and Nutritional Knowledge<br/>`Lifestyle Choices<br/> Vegetarianism<br/> Dieting for Weight Loss<br/> Ethnicity, Culture, and Religious Practices<br/> Disease Processes and Functional Limitations<br/>What Are Special Diets?<br/> Regular Diet<br/> NPO <br/> Diets Modified by Consistency<br/> Diets Modified for Disease<br/> <br/>Practical Knowledge: Knowing How<br/> Assessment<br/>How Do I Screen Clients for Nutritional Problems?<br/>How Can I Assess Body Composition?<br/> Skinfold Measurement<br/> Circumferences<br/> Body Mass Index<br/> Imaging Techniques<br/> Underwater Weighing<br/> What Physical Examination Findings Are Cues to Nutrient Imbalance?<br/> What Are the Signs of Severe Malnutrition?<br/> What Laboratory Values Indicate Nutritional Status?<br/> Blood Glucose<br/> Serum Protein Levels and Indices<br/>Delegating Nutritional Assessment<br/>Nursing Diagnosis <br/> Nutrition as the Problem<br/> Nutrition as the Etiology<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> Vitamin and Mineral Supplementation<br/> NIC Intervention-Nutritional Counseling<br/> Nutritious Foods on a Limited Budget<br/> NIC Intervention-Teaching: Individual<br/> Supporting Special Nutritional Needs<br/> Impaired Swallowing<br/> Patients Who Are NPO<br/> Older Adults<br/> Assisting Patients with Meals<br/>What Are Overweight and Obesity?<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Interventions/Implementation<br/>What Are Underweight and Malnutrition?<br/> Nursing Diagnosis<br/> Outcomes/Evaluation<br/> Interventions/Implementation<br/> Improving the Patient's Appetite<br/> Alternative Feeding Methods<br/> What Is Enteral Nutrition?<br/> Types of Feeding Tubes<br/> Checking Feeding Tube Placement<br/> Administering Enteral Feedings<br/> Feedings May Be Continuous, Cyclic, or Intermittent<br/> Feeding Systems May Be Open or Closed<br/> Monitoring Patients Receiving Enteral Nutrition<br/> Removing Feeding Tubes<br/> What Is Parenteral Nutrition?<br/>Chapter 27<br/>Urinary Elimination<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/> How Does the Urinary System Work?<br/>The Kidneys Filter and Regulate<br/> The Nephrons Form Urine<br/> Glomerular Filtration<br/> Tubular Reabsorption<br/> Tubular Secretion<br/> The Ureters Transport Urine<br/> The Urinary Bladder Stores Urine<br/> The Urethra Transports Urine<br/> How Does Urinary Elimination Occur? <br/> Normal Urination Patterns<br/> Characteristics of Normal Urine<br/>What Factors Affect Urinary Elimination?<br/> Developmental Factors<br/> Infants and Children<br/> Older Adults <br/> Personal, Sociocultural, and Environmental Factors <br/> Nutrition, Hydration, and Activity Level <br/> Medications <br/> Surgery and Anesthesia<br/> Pathological Conditions<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Nursing History<br/> Physical Assessment<br/> Assessing the Urine<br/> Measuring Urine Output<br/> Voided Urine<br/> Urine from a Catheter<br/> Obtaining Samples for Urine Studies <br/> Freshly Voided Specimen<br/> Clean-Catch Specimen<br/> Sterile Urine Specimen<br/> 24-Hour Urine Collection<br/> Routine Urinalysis<br/> Bedside Testing (Dipstick)<br/> Specific Gravity<br/> Blood Studies<br/> Common Diagnostic Procedures<br/> Nursing Diagnosis<br/> Urinary Tract Infections<br/> Risk Factors for Urinary Tract Infection<br/> Recognizing and Treating Urinary Tract Infections<br/> Urinary Retention<br/> Urinary Incontinence<br/> Types of Urinary Incontinence<br/> Treatments for Urinary Incontinence<br/> Conditions Requiring Urinary Diversions<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/> Promoting Normal Urination <br/> Provide Privacy<br/> Assist with Positioning <br/> Facilitate Toileting Routines<br/> Promote Adequate Fluids and Nutrition<br/> Assist with Hygiene<br/> Teaching Prevention of Urinary Tract Infection<br/> Managing Urinary Retention <br/> Catheterization<br/> Types of Catheters<br/> Supplies for Catheterization<br/> Urinary Catheter Insertion<br/> Caring for the Patient with an Indwelling Catheter<br/> Catheter and Bladder Irrigation<br/> Removing an Indwelling Catheter<br/> Managing Urinary Incontinence <br/> Perineal Skin Care<br/> Behavioral Interventions<br/> Anti-incontinence Devices<br/> Pharmacological and Surgical Interventions<br/> Managing Enuresis<br/> Caring for a Patient With a Urinary Diversion<br/>Care Plan and Care Map <br/><br/>Chapter 28<br/>Bowel Elimination<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/> What Are the Anatomical Structures of the Gastrointestinal Tract?<br/> The Mouth<br/> The Esophagus<br/> The Stomach<br/> The Small Intestine<br/> The Large Intestine <br/> The Rectum and Anus<br/> How Does the Bowel Eliminate Waste?<br/> The Process of Defecation <br/> Normal Defecation Patterns <br/> What Factors Affect Bowel Elimination? <br/> Developmental Stage <br/> Personal, Sociocultural, and Environmental Factors <br/> Nutrition, Hydration, and Activity Level <br/> Medications and Procedures <br/> Pregnancy <br/> Pathological Conditions <br/> Bowel Diversions<br/> Ileostomy<br/> Colostomy<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Nursing History<br/> Physical Assessment<br/> Diagnostic Tests<br/> Direct Visualization Studies<br/> Indirect Visualization Studies<br/> Laboratory Studies<br/> Handling Stool Specimens<br/> Fecal Occult Blood Test<br/> Assessing for Pinworms<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> Promoting Normal or Regular Defecation <br/> Privacy<br/> Positioning <br/> Timing of Defecation<br/> Fluids and Nutrition <br/> Exercise <br/> Managing Diarrhea <br/> Managing Constipation<br/> Managing Fecal Impaction <br/> Enemas<br/> Types of Enemas<br/> Cleansing Enemas<br/> Retention Enemas<br/> Return-Flow Enemas<br/> Administering An Enema<br/> Digital Removal of Stool<br/> Managing Flatulence<br/> Managing Bowel Incontinence<br/> Fecal Incontinence Pouch<br/> Bowel Training<br/> Caring for a Patient With a Bowel Diversion<br/> Assessing a Stoma<br/> Nursing Interventions<br/> Living with an Ostomy <br/> Colostomy Irrigation<br/>Chapter 29<br/>Sensory Perception<br/>Learning Outcomes<br/>Meet Your Patients<br/><br/>Theoretical Knowledge: Knowing Why<br/> Components of the Sensory Experience<br/> Reception<br/> Perception<br/> Arousal Mechanism<br/> Responding to Sensations<br/> Factors Affecting Sensory Function<br/> Developmental Variations<br/> Culture<br/> Illness and Medications<br/> Stress<br/> Personality and Lifestyle<br/> Sensory Alterations<br/> Sensory Deprivation<br/> Sensory Overload<br/> Sensory Deficits<br/> Impaired Vision<br/> Impaired Hearing<br/> Impaired Taste<br/> Impaired Smell<br/> Impaired Tactile Perception<br/> Impaired Kinesthetic Sense<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Nursing History<br/> Assess Changes in Sensory Function<br/> Assess Risk Factors for Impaired Sensory Perception<br/> Assess Mental Status<br/> Assess Use of Sensory Aids<br/> Assess the Environment<br/> Assess the Support Network<br/> Physical Examination<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/> Promoting Optimal Sensory Function<br/> Preventing Sensory Deprivation<br/> Preventing Sensory Overload<br/> Caring for Patients with Sensory Deficits<br/> Interventions for Disturbed Sensory Perception (Visual)<br/> Interventions for Disturbed Sensory Perception (Auditory) Supporting Auditory Function<br/> Improving Communication<br/> Promoting Safety<br/> Interventions for Disturbed Sensory Perception (Olfactory)<br/> Interventions for Disturbed Sensory Perception (Gustatory)<br/> Interventions for Disturbed Sensory Perception (Tactile)<br/> Interventions for Confused Clients<br/> Interventions for Unconscious Clients<br/>Chapter 30<br/>Pain Management<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>What Is Pain? <br/> Origin of Pain<br/>Cause of Pain<br/>Duration of Pain<br/>Quality of Pain<br/> What Happens When Someone Has Pain? <br/> Transduction<br/> Transmission<br/> Pain Perception <br/> Pain Modulation<br/> What Factors Influence Pain?<br/> Emotions <br/> Developmental Stage <br/> Sociocultural Factors <br/> Communication and Cognitive Impairments <br/>How Does the Body React to Pain?<br/> Unrelieved Pain <br/>Practical Knowledge: Knowing How<br/>Assessment<br/>Pain, the Fifth Vital Sign<br/> Assessing Pain in Children<br/>How Do I Assess for Nonverbal Signs of Pain?<br/> How Do I Use Pain Scales?<br/>Nursing Diagnosis<br/>Planning Outcomes<br/>Planning Interventions/Implementation<br/> Nonpharmacological Pain Relief Measures<br/> Cutaneous Stimulation<br/> Immobilization<br/>Cognitive-Behavioral Interventions<br/> Pharmacological Pain Relief Measures<br/> Nonopioid Analgesics<br/> Nonsteroidal Anti-inflammatory Drugs (NSAIDs)<br/> Acetaminophen <br/> Opioid Analgesics<br/>Sedation with Opioid Therapy<br/>Mu Agonists<br/>Agonist-Antagonists<br/>Routes of Administration for Opioid Analgesics<br/>Equianalgesia<br/> Adjuvant Analgesics <br/> Chemical Pain Relief Measures<br/> Surgical Interruption of Pain Conduction Pathways<br/>Misconceptions That Interfere with Pain Management<br/> Managing Pain in Older Patients<br/> Managing Pain in Patients with Substance Abuse or Active Addiction<br/> Pain Relief from Placebos<br/>Teaching the Patient and Family About Pain<br/>Documentation<br/>Evaluation<br/>Nursing Process in Action<br/><br/>Chapter 31<br/>Activity & Exercise<br/>Learning Objectives<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> Physiology of Movement<br/> Skeletal System<br/> Muscles<br/> Nervous System<br/> Body Mechanics<br/> Body Alignment<br/> Balance<br/> Coordination<br/> Joint Mobility<br/> Body Mechanics Guidelines <br/> Exercise<br/> Types of Exercise<br/> Exercise Program Guidelines<br/> Benefits of Regular Exercise<br/>Risks Associated with Exercise<br/> Factors Affecting Mobility and Activity <br/> Developmental Stage <br/> Nutrition<br/> Lifestyle<br/> Stress<br/> External Factors<br/> Diseases and Abnormalities<br/> Congenital Abnormalities of the Musculoskeletal System<br/> Diseases Related to Bone Formation or Metabolism<br/> Diseases Affecting Joint Mobility<br/> Problems Affecting Bone Integrity<br/> Trauma<br/> Disorders of the Central Nervous System<br/> Diseases of Other Body Systems <br/> Hazards of Immobility<br/>Effect of Immobility on Muscles<br/> Effects of Immobility on the Lungs<br/> Effect of Immobility on the Heart and Vessels<br/> Effects of Immobility on Metabolism<br/> Effects of Immobility on the Integument<br/> Effects of Immobility on the Gastrointestinal System<br/> Effects of Immobility on the Genitourinary System<br/> Psychological Effects of Imobillity <br/> Practical Knowledge: Knowing How<br/> Assessment<br/> Nursing History<br/> Physical Assessment<br/> Body Alignment<br/> Joint Function<br/> Gait<br/> Activity Tolerance<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> Promoting Exercise<br/> Preventing Injury from Exercise<br/> Positioning Patients <br/> Positioning Devices<br/> Adjustable Beds<br/> Pillows<br/> Side Rails<br/> Trapeze bar<br/> Footboard<br/> Other Positioning Devices<br/> Positioning Techniques<br/> Fowler's Positions<br/> Lateral Positions<br/> Prone Position<br/> Sims' Position<br/> Supine Position<br/> Moving Patients in Bed<br/> Moving Up in Bed<br/> Turning in Bed<br/> Logrolling <br/> Friction-Reducing Devices<br/> Transferring Patients Out of Bed<br/> Transfer Board<br/> Mechanical Lift<br/> Transfer Belt<br/>Performing Range-of-Motion Exercises<br/> Assisting with Ambulation <br/> Physical Conditioning <br/>Assisting the Patient to Walk <br/>Mechanical Aids for Walking<br/> Canes<br/> Walkers<br/> Braces<br/> Crutches<br/> Working with the Physical Therapist and Occupational Therapist<br/><br/>Chapter 32<br/>Sexual Health<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> Sexual and Reproductive Anatomy and Physiology<br/> Female Reproductive Organs<br/> The Menstrual Cycle<br/> Male Reproductive Organs<br/> Sexuality<br/> What Is Gender?<br/> Gender Roles<br/> Gender Identity<br/> What Is Sexual Orientation?<br/> How Does Sexuality Develop?<br/> Birth Through Preschool<br/> School Age<br/> Adolescents<br/> Young Adults<br/> Middle Aduilts<br/> Aging Adults<br/> What Factors Affect Sexuality?<br/> Culture<br/> Religion<br/> Lifestyle<br/> Sexual Knowledge<br/> Health and Illness<br/> Physical Illness<br/> Psychiatric Disorders<br/> Medications and Other Drugs<br/> Sexual Health<br/> What Is the Sexual Response Cycle?<br/> Desire<br/> Excitement<br/> Plateau<br/> Orgasm<br/> Resolution<br/> What Are Some Forms of Sexual Expression?<br/> Developing Intimate Relationships<br/> Fantasies and Erotic Dreams<br/> Masturbation<br/> Shared Touching<br/> Sexual Intercourse<br/> Oral-Genital Stimulation<br/> Anal Stimulation or Anal Intercourse<br/> Celibacy<br/> What Problems Affect Sexuality?<br/> Sexually Transmitted Infections<br/> Dysmenorrhea<br/> Premenstrual Syndrome<br/> Negative Intimate Relationships<br/> Sexual Harassment<br/> Rape<br/> Sexual Response Cycle Disorders<br/> Low Libido<br/> Arousal Disorders<br/> Orgasmic Disorders<br/>Practical Knowledge: Knowing How<br/>Assessment<br/> Sexual History<br/> Tips for Taking a Sexual History<br/> Physical Examination<br/> Nursing Diagnosis<br/> Etiologies of Sexuality Diagnoses<br/> Sexuality Problems as Etiologies of Other Diagnoses<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/> Teaching About Sexual Health<br/> Body Function and Reproduction<br/> Douching<br/> Menstruation<br/> Premenstrual Syndrome<br/> Menopause<br/> Self-Examination<br/> Preventing Sexually Transmitted Infections<br/> Contraception<br/> Counseling for Sexual Problems<br/> Dealing with Inappropriate Sexual Behavior<br/> Putting It All Together<br/><br/><br/>Chapter 33 <br/>Sleep & Rest<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>Why Do We Need to Sleep?<br/>How Much Sleep Do We Need?<br/>Physiology of Sleep<br/> How Do Circadian Rhythms Influence Sleep?<br/> How Is Sleep Regulated?<br/> What Are the Stages of Sleep?<br/> NREM Sleep Stages<br/> REM Sleep (Stage V)<br/> Sleep Cycles<br/>What Factors Affect Sleep?<br/> Age<br/> Children and Adolescents<br/> Young Adults<br/> Middle-Aged and Older Adults<br/> Lifestyle Factors<br/> Illness<br/> Environmental Factors<br/>What Are Some Common Sleep Disorders?<br/> Insomnia<br/> Sleep-Wake Schedule (Circadian) Disorders<br/>Restless Leg Syndrome <br/> Sleep Deprivation <br/> Hypersomnia<br/> Sleep Apnea <br/> Snoring<br/> Narcolepsy<br/> Parasomnias<br/> Secondary Sleep Disorders<br/> Disorders That Are Provoked by Sleep <br/>Practical Knowledge: Knowing How<br/>Assessment <br/>Nursing Diagnosis<br/> Sleep as the Problem<br/> Sleep Pattern as an Etiology<br/> Sleep Pattern as a Symptom<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/> Schedule Nursing Care To Avoid Interrupting Sleep<br/> Create A Restful Environment<br/> Promote Comfort <br/> Support Bedtime Rituals and Routines<br/> Offer Appropriate Bedtime Snacks or Beverages<br/> Promote Relaxation<br/> Maintain Patient Safety<br/> Teach About Sleep Hygiene<br/> Administer and Teach About Medications to Produce Sleep <br/> Prescription Sleep Medications<br/> Nonprescription Sleep Medications<br/> Putting It All Together<br/><br/>Chapter 34 <br/>Skin Integrity & Wound Healing<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>Factors Affecting Skin Integrity<br/> Age-Related Variations<br/> Impaired Mobility<br/> Nutrition and Hydration<br/> Diminished Sensation<br/> Impaired Circulation<br/> Medications<br/> Moisture on the Skin<br/> Fever<br/> Contamination or Infection<br/> Lifestyle<br/>Wounds<br/> Types of Wounds<br/> Wound Healing Process<br/> The Inflammatory Phase-Cleansing<br/> The Proliferative Phase-Granulation<br/> The Maturation Phase-Epithelialization<br/>Wound Closures<br/>Collaborative Wound Treatments<br/>Types of Wound Drainage<br/>Complications of Wound Healing<br/> Hemorrhage<br/> Infection<br/> Dehiscence<br/> Evisceration<br/> Fistulas<br/>Pressure Ulcers<br/>Pressure Ulcer Development<br/>Staging of Pressure Ulcers<br/>Practical Knowledge: Knowing How<br/>Assessment<br/>Nursing History<br/>Risk Assessment Measures<br/>Physical Examination<br/>Assessing Wounds<br/>Assessing Untreated Wounds<br/>Assessing Pressure Ulcers<br/>Laboratory Data<br/>What Assessments Can I Delegate?<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Preventing Pressure Ulcers<br/> Providing Skin Care<br/> Providing Nutrition<br/> Frequent Positioning<br/> Therapeutic Mattresses and Cushions<br/> Patient and Family Teaching<br/>Providing Wound Care<br/> Cleansing Wounds<br/> Irrigating Wounds<br/> Caring for Wounds with Drainage Devices<br/> Types of Drains<br/> Nursing Activities for Maintaining Drains<br/> Debriding a Wound<br/> Sharp Debridement<br/> Mechanical Debridement<br/> Enzymatic Debridement<br/> Autolysis<br/> Applying Wound Dressings<br/> Gauze Dressings<br/> Transparent Films<br/> Hydrocolloids<br/> Hydrogels<br/> Absorption Dressings<br/> Securing Dressings<br/> Controlling Infection<br/>Supporting and Immobilizing Wounds<br/> Binders<br/> Bandages<br/> Techniques for Applying Roller Bandages<br/>Applying Heat and Cold Therapy<br/> Safety Measure<br/> Applying Heat Therapy<br/> Moist Heat<br/> Dry Heat<br/> Applying Cold Therapy<br/><br/>Chapter 35 <br/>Oxygenation<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> The Pulmonary System<br/> What Are the Structures of the Airway?<br/> What Are the Structures of the Lungs?<br/> What Are the Functions of the Pulmonary System?<br/> Pulmonary Ventilation<br/> Respiration (Gas Exchange)<br/> External Respiration: Alveolar-Capillary Gas Exchange<br/> Internal Respiration: Capillary-Tissue Gas Exchange<br/> How Is Breathing Controlled?<br/> The Cardiovascular System<br/> What Are the Structures of the Cardiovascular System?<br/> The Heart<br/> Systemic and Pulmonary Blood Vessels<br/> The Coronary Arteries<br/> How Are Oxygen and Carbon Dioxide Transported?<br/> How Is Cardiovascular Function Regulated?<br/> Autonomic Nervous System<br/> Brain Stem Centers<br/> What Factors Influence Oxygenation?<br/> Developmental Stage<br/> Infants<br/> Toddlers<br/> Preschool and School-Age Children<br/> Adolescents<br/> Young and Middle Adults<br/> Older Adults<br/> Environment<br/> Stress<br/> Allergic Reactions<br/> Air Quality<br/> Altitude<br/> Heat and Cold<br/> Lifestyle<br/> Pregnancy<br/> Occupational Hazards<br/> Nutrition<br/> Obesity<br/> Exercise<br/> Smoking<br/> Substance Abuse<br/> Medications<br/> Respiratory Effects<br/> Cardiovascular Effects<br/> Pathophysiological Conditions<br/> Pulmonary System Abnormalities<br/> Pulmonary Circulation Abnormalities<br/> Neuromuscular Abnormalities<br/> Cardiovascular System Abnormalities<br/> Peripheral Vascular Abnormalities<br/> Oxygen Transport Abnormalities<br/> Metabolism Extremes and Oxygen Demand<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Assessing Risk for Impaired Oxygenation<br/> Physical Examination<br/> Breathing Patterns<br/> Cough<br/> Respiratory Effort<br/> Pulse Oximetry<br/> Diagnostic Testing<br/> Skin Testing<br/> Arterial Blood Gases<br/> Measuring Arterial Blood Oxygen<br/> Measuring Arterial Blood Carbon Dioxide<br/> Peak Flow Monitoring<br/> Cardiac Monitoring<br/> Twelve-Lead Electrocardiogram<br/> Nursing Diagnosis<br/> Problems of Ventilation and Gas Exchange<br/> Problems of Circulation<br/> Impaired Oxygenation as Etiology<br/> Planning Outcomes/Evaluation<br/> Planning Intervations/Implementation<br/> Promoting Optimal Respiratory Function<br/> Perform Immunizations and Screening<br/> Prevent Upper Respiratory Infections<br/> Position for Maximum Ventilation<br/> Teach and Assist with Incentive Spirometry<br/> Take Aspiration Precautions<br/> Mobilizing Secretions<br/> Teach Deep Breathing and Coughing<br/> Maintain Hydration<br/> Perform Chest Physiotherapy<br/> Supplying Oxygen Therapy<br/> Oxygen Hazards<br/> Using Artificial Airways<br/> Pharyngeal Airways<br/> Endotracheal Airways<br/> Suctioning Airways<br/> Oropharyngeal and Nasopharyngeal Suctioning<br/> Orotracheal and Nasotracheal Suctioning<br/> Caring for a Patient on a Mechanical Ventilator<br/> Caring for a Patient Requiring Chest Tubes<br/> Monitor Breathing, Gas Exchange, and Drainage<br/> Maintain Drainage System<br/> Promote Lung Reexpansion<br/> Prevent Complications or Intervene<br/> Promoting Circulation<br/> Promote Venous Return<br/> Prevent Clot Formation<br/> Administering Medications<br/> Respiratory Medications<br/> Cardiovascular Medications<br/> Performing Cardiopulmonary Resuscitation<br/><br/>Chapter 36<br/>Fluids, Electrolytes, and Acid-Base Balance<br/>Learning Outcomes <br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why <br/> Body Fluids<br/> What Are the Body Fluids Compartments? <br/> What Electrolytes Are Present in Body Fluids?<br/> How Do Fluids and Electrolytes Move in the Body?<br/> Osmosis<br/> Diffusion<br/> Filtration<br/> Active Transport<br/> How Does the Body Regulate Fluids?<br/> Fluid Intake<br/> Fluid Output<br/>Hormonal Regulation <br/> How Does the Body Regulate Electrolytes? <br/> Sodium (Na+) <br/> Potassium (K+)<br/> Calcium (Ca2+)<br/> Magnesium (Mg2+)<br/> Chloride (Cl-)<br/> Phosphate (PO4-) <br/> Bicarbonate (HCO3-)<br/> How Is Acid-Base Balance Regulated?<br/> Buffers<br/> Respiratory Mechanisms<br/> Renal Mechanisms<br/> Fluid, Electrolyte, and Acid-Base Imbalances<br/> Fluid Imbalances<br/> What Is Fluid Volume Deficit?<br/> What Is Fluid Volume Excess?<br/> Electrolyte Imbalances<br/> Acid-Base Imbalances<br/> Interpreting ABGs<br/>Practical Knowledge: Knowing How<br/> Assessment<br/>Nursing History <br/> Physical Assessment <br/> Vital Signs<br/> Daily Weights<br/> Fluid Intake and Output<br/> Laboratory Studies<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation <br/> Preventing Fluid and Electrolyte Imbalances<br/> Dietary Changes <br/> Oral Electrolyte Supplements<br/>Modifying Oral Fluid Intake<br/> Facilitating Fluid Intake<br/> Facilitating Fluid Restriction<br/> Parenteral Replacement of Fluids and Electrolytes<br/> Types of Solutions<br/> Vascular Access Devices<br/> Peripheral Access Devices<br/> Peripheral Intravenous Lock <br/> Central Venous Access Devices <br/> Starting an Intravenous Infusion<br/> Obtain Equipment and Supplies<br/> Select a Peripheral Intravenous Site<br/> Perform Venipuncture<br/> Regulating and Maintaining an Intravenous Infusion<br/> Gravity Flow <br/> Volume-Control Set <br/> Infusion Pump <br/> Calculating Flow Rates<br/> Managing Multiple Lines<br/> Complications of Intravenous Therapy<br/> Changing Intravenous Solutions, Tubing, and Dressings<br/> Converting to a Peripheral Intravenous Lock <br/> Discontinuing an Intravenous Line<br/> Replacement of Blood and Blood Products<br/> Blood Groups<br/><br/> Blood Products<br/> Initiating a Transfusion<br/> Transfusion Reactions<br/>Chapter 37<br/><br/>Perioperative Nursing<br/>Learning Outcomes<br/>Meet Your Patient<br/> Theoretical Knowledge: Knowing Why<br/> Preoperative Care<br/> How Can Surgeries Be Classified?<br/> By Body System<br/> By Purpose<br/> By Degree of Urgency<br/> By Degree of Risk<br/> What Factors Affect Surgical Risk?<br/>Practical Knowledge: Knowing How<br/> Perioperative Nursing Data Set (PNDS)<br/>Assessment <br/>Nursing History<br/>Physical Assessment<br/>Diagnostic Testing<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/>Confirm That Surgical Consent Has Been Obtained<br/> Provide Preoperative Teaching<br/> What to Teach<br/> How to Teach<br/> When to Teach<br/> Prepare the Patient Physically for Surgery<br/>Theoretical Knowledge: Knowing Why<br/> Intraoperative Care<br/> Operative Personnel <br/> Sterile Team <br/> Clean Team<br/> Types of Anesthesia<br/> General Anesthesia<br/> Conscious Sedation<br/> Regional Anesthesia<br/> Local Anesthesia<br/> Nerve Block<br/>Spinal Anesthesia<br/>Epidural Anesthesia<br/>Practical Knowledge: Knowing How<br/> Assessment<br/> Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/> Skin Preparation<br/> Positioning<br/> Intraoperative Safety Measures<br/> Theoretical Knowledge: Knowing Why<br/> Postoperative Care<br/> Recovery from Anesthesia<br/> Recovery from Surgery<br/>Practical Knowledge: Knowing How<br/>Nursing Care in the Postanesthesia Care Unit<br/>Postoperative Care on the Surgical Unit<br/> Assessment<br/> Nursing Diagnosis <br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/> Postoperative Teaching<br/> Sequential Compression Device (SCD)<br/> Incentive Spirometry<br/>Chapter 38<br/>Leading and Managing<br/>What Is Leadership?<br/>Leadership Theories<br/> Trait Theories<br/> Behavioral Theories<br/> Task-Relationship Theories<br/> Situational Theories<br/> Transformational Theories<br/>What Is Management?<br/> Management Theories<br/> Scientific Management<br/> Human Relations-Oriented Management<br/>Qualities of an Effective Manager<br/> Activities of an Effective Manager<br/>Getting Ready to Become a Leader and Manager<br/> Mentors and Preceptors<br/> How Will This Change as I Grow in My Nursing Career<br/>What Is Followership?<br/>Characteristics of Effective Followers<br/>What Are the Challenges to Being an Effective Leader and Manager?<br/> Economic Climate of Health Care<br/>Nursing Labor Market<br/>What Are Power and Empowerment?<br/> Sources of Power<br/> Sources of Empowerment<br/> Enhancing Expertise<br/> Sharing Expertise<br/>Practical Knowledge: Knowing How<br/>Communicating<br/>Delegating<br/> What if I Lack the Experience to Delegate?<br/>What Are the Concerns About Delegating?<br/>Managing Change<br/> The Comfort Zone<br/> Resistance to Change<br/> Recognizing Resistance<br/> Lowering Resistance<br/> Implementing the Change<br/> Integrating the Change<br/>Conflict <br/> Conflicts Occur at all Levels<br/> "Win-Win" Resolutons<br/> Conflict Resolution<br/> Informal Negotiation<br/>Time Management<br/> Setting Your Own Goals<br/> Organizing Your Work<br/>Summary<br/>Putting it all Together<br/><br/>Chapter 39<br/>Nursing Informatics<br/> <br/>Learning Outcomes<br/>Meet Your Nurse Role Model<br/>Theoretical Knowledge: Knowing Why <br/>What Is Nursing Informatics?<br/> Data<br/> Information <br/> Knowledge<br/> Wisdom<br/> Understanding Computers and Connectivity<br/> How Do Computers Work?<br/> Pretest: Computers<br/> What Are Some Different Types of Connectivity?<br/> What Are Some Electronic Forms of Communication?<br/> Telephone<br/> Videoconferencing<br/> Facsimile<br/> Electronic Mail<br/> Listserv<br/> Telehealth<br/>The Role of Informatics in Nursing Practice<br/>Why Are Computers Important for Evidence-Based Practice?<br/>What Are the Benefits of an Electronic Health Record?<br/>Why Are Standardized Nursing Languages Needed for ESRs??<br/> How Does Automation Decrease Error in Healthcare?<br/> How Can I Use Electronic Health Records Ethically? <br/>Practical Knowledge: Knowing How<br/>Using Informatics to Support Evidence-Based Practice<br/> How Do Computers Reduce Barriers to Evidence-Based Practice? <br/>How Do I Use Computers to Search Literature?<br/> Online Sources of Nursing Research <br/> Literature Databases<br/>How Do I Evaluate Evidence and Determine a Solution?<br/><br/>Chapter 40<br/>Holistic Healing<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>Holism<br/> What Is Holistic Health Care?<br/> The Placebo Response<br/> Spirituality and Holism<br/> What Is a Holistic Patient?<br/> What Is Holistic Nursing?<br/> Holistic Theory<br/> Holistic Concepts<br/>What Healing Modalities Are Commonly Used?<br/> Alternative Medical Systems<br/> Ayurveda<br/> Traditional Chinese Medicine<br/> Acupuncture<br/> Homeopathy<br/> Naturopathy<br/> Mind-Body Interventions<br/> Prayer<br/> Meditation<br/> Imagery<br/> Humor<br/> Yoga<br/> Hypnosis<br/> Biofeedback<br/> Biologically Based Therapies<br/> Dietary Therapies<br/> Herbs<br/> Vitamins<br/> Aromatherapy<br/> Manipulative and Body-Based Methods<br/> Chiropractic<br/> Massage<br/> Osteopathy<br/> Energy Therapies<br/> Therapeutic Touch<br/> T'ai Chi and Qigong<br/> Reiki<br/> Magnet Therapy<br/>Practical Knowledge: Knowing How<br/>Assessment<br/>Nursing Diagnosis<br/>Planning Outcomes/Evaluation<br/>Planning Interventions/Implementation<br/><br/>Chapter 41<br/>Promoting Health<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/>What Is Health Promotion?<br/> Health Promotion versus Health Protection<br/> Levels of Prevention<br/> Healthy People 2010<br/> Health Promotion Models<br/>Pender's Health Promotion Model<br/>Wheels of Wellness<br/>Model of Change<br/>Health Promotion Programs<br/> Settings for Health Promotion Programs<br/>Health Promotion Throughout the Life Span<br/>Practical Knowledge: Knowing How<br/>Assessment<br/>History and Physical Examination<br/>Physical Fitness Assessment<br/>Lifestyle and Risk Appraisal<br/>Life Stress Review<br/> Health Beliefs<br/>Nutritional Assessment<br/>Health Screening Activities<br/>Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/> Role Modeling<br/> Providing Counseling<br/> Individual Sessions<br/> Telephone Counseling<br/> Providing Health Education<br/> Providing and Facilitating Support for Lifestyle Change<br/><br/>Chapter 42<br/>Community Nursing<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>Understanding Communities<br/> What Are the Components of a Community?<br/> What Makes a Community Healthy?<br/> What Makes a Community Vulnerable?<br/>Understanding Community Nursing<br/> Community-Based Care<br/> Community Health Nursing<br/> Public Health Nursing<br/> Community-Oriented Nursing<br/> Who Were Some Pioneers of Community Nursing?<br/>Working Within Communities<br/> What Are Roles of Community Nursing?<br/> How Are Community Nursing Interventions Classified?<br/> Primary Interventions<br/> Secondary Interventions<br/> Tertiary Interventions<br/> What Career Opportunities Are Available for Community Nurses?<br/> School Nursing<br/> Occupational Health<br/> Parish Nursing<br/> Nursing in Correctional Facilities<br/> Public Health Clinics<br/> Disaster Services Nursing<br/> International Nursing<br/>Practical Knowledge: Knowing How<br/>Assessment<br/>Nursing Diagnosis<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/>Putting It All Together<br/><br/>Chapter 43<br/>Nursing in Home Care<br/>Learning Outcomes<br/>Meet Your Patient<br/>Theoretical Knowledge: Knowing Why<br/>What Is Home Health Care?<br/> Goals of Home Health Care<br/> Advantages and Disadvantages<br/>Who Provides Home Health Care?<br/> Home Health Agencies<br/> The Home Health Team<br/> The Home Health Nurse<br/> Hospice Nurses<br/> Home Health Reimbursement<br/>What Is the Future of Home Health Care?<br/>Practical Knowledge: Knowing How<br/>How Are Clients Referred to Home Health Care?<br/>How Do I Make a Home Visit?<br/> Before the Visit<br/> Supplies<br/> Safety Considerations<br/> At the Visit<br/> Assessment<br/>Nursing Diagnosis<br/> Caregiver Role Strain<br/> Standardized Terminology for Nursing Diagnoses<br/> Planning Outcomes/Evaluation<br/> Planning Interventions/Implementation<br/>Infection Control in the Home<br/> After the Visit<br/><br/>Chapter 44<br/>Ethics and Values<br/>Learning Outcomes<br/>Meet Your Patients<br/>Theoretical Knowledge: Knowing Why<br/> Ethics and Morals<br/> How Are Morals Developed?<br/> What Is Nursing Ethics?<br/> Why Should Nurses Study Ethics?<br/> What Is Ethical Agency?<br/> Moral Distress<br/> Whistleblowing<br/> What Are Some Sources of Ethical Problems for Nurses?<br/> Societal Factors<br/> The Nature of Nursing Work<br/> The Nature of the Nursing Profession.<br/>What Factors Affect Moral Decisions?<br/> Values, Attitudes and Beliefs<br/> Professional Versus Personal Values<br/> How Are Values Transmitted?<br/> What is Value Neutrality?<br/> How Are Values, Morals, and Ethics Related?<br/> Moral Principles<br/> Autonomy<br/> Nonmaleficence<br/> Beneficence<br/> Fidelity<br/> Veracity<br/> Justice <br/> Moral Frameworks<br/> What Is Consequentialism?<br/> What Is Deontology?<br/> What Do We Mean by Feminist Ethics?<br/> What Do We Mean by the Ethics-of-Care?<br/> Professional Guidelines<br/> Nursing Codes of Ethics<br/> International Council of Nurses<br/> American Nurses Association<br/> Canadian Nurses Association<br/> ANA Standards of Care<br/> The Patient Care Partnership <br/> Health Insurance Portability and Accountability Act (HIPAA)<br/>Ethical Issues in Health Care<br/>Practical Knowledge: Knowing How<br/>Values Clarification<br/> How Can I Clarify My Values?<br/> How Can I Help Clients to Clarify Their Values?<br/>Ethical Decision Making<br/> Problem or Dilemma?<br/> What Are Some Decision-Making Models?<br/> Recognizing an Ethical Problem<br/> How Do I Work Through an Ethical Problem?<br/> Use Problem Solving<br/> Use the MORAL Model<br/> M-Massage the Dilemma<br/> O-Outline the Options<br/> R-Resolve the Dilemma<br/> A-Act by Applying the Chosen Option<br/> L-Look Back and Evaluate<br/> Use the Notion of Compromise<br/> What Are My Obligations in Ethical Decisions?<br/> Use and Participate in Institutional Ethics Committees?<br/> Improve your Ethical Decision Making<br/> Be a Patient Advocate<br/>Chapter 45<br/><br/>Legal Issues<br/>Learning Outcomes<br/>Meet Your Nurse Role Model<br/>Theoretical Knowledge; Knowing Why<br/>What Are the Sources of Law?<br/>What Laws and Regulations Guide Nursing Practice?<br/> Federal Laws<br/> The Bill of Rights<br/> Emergency Medical Treatment and Active Labor Act (EMTALA)<br/> The Health Care Quality Improvement Act of 1986 (HCQIA)<br/> The Americans With Disabilities Act (ADA)<br/> The Patient Self-Determination Act (PSDA)<br/> The U.S. Department of Health and Human Services (DHHS) "Privacy Rule"<br/> The Newborns' and Mothers' Health Protection Act of 1996 (NMHPA)<br/> The National Labor Relations Act of 1935 (NLRA)<br/> State Laws<br/> Mandatory Reporting Laws<br/> Good Samaritan Laws<br/> Nurse Practice Acts<br/> Credentialing<br/> Licensing<br/> Disciplinary Proceedings<br/> Standards of Practice<br/> Other Guidelines for practice<br/> Institutional Policies and Procedures<br/> Nursing Codes of Ethics<br/> The Patient Care Partnership<br/> The ANA Bill of Rights for Nurses<br/>What Is Criminal Law? <br/>What Is Civil Law?<br/> Contract Law<br/> Tort Law<br/> What Are Quasi-Intentional Torts?<br/> What Are Intentional Torts?<br/> Assault and Battery<br/> False Imprisonment<br/> Fraud<br/> Invasion of Privacy<br/> What Are Negligence and Malpractice?<br/> Elements of Malpractice Liability<br/> The Nurse as a Witness<br/> Vicarious Liability <br/>Litigation in Civil Claims<br/>Practical Knowledge: Knowing How<br/>What Are the Most Common Malpractice Claims?<br/> Failure to Assess and Diagnose<br/>Failure to Plan<br/>Failure to Implement a Plan of Care<br/>Failure to Evaluate<br/>How Can You Minimize Your Malpractice Risk?<br/> Observe Mandatory Standards of Care<br/> Use Nursing Process and Follow Professional Standards of Care<br/> Avoid Medication and Treatment Errors<br/> Report and Document<br/> Charting<br/> Incident Reports<br/> Obtain Informed Consent<br/> Elements of Consent<br/> Nurse's Role<br/> Attend to Patient Safety<br/> Maintain Confidentiality and Privacy<br/> Provide Education and Counseling<br/> Assign, Delegate, and Supervise According to Guidelines<br/> Accept Assignments for Which You Are Qualified<br/> Participate in Continuing Education<br/> Observe Professional Boundaries<br/> Observe Mandatory Reporting Regulations <br/> Impaired Nurses<br/> Unauthorized Practice<br/> Abuse<br/> Legal Safeguards for Nurses<br/> Safe Harbor Laws<br/> Professional Liability Insurance<br/> Types of Coverage<br/> Student Responsibilities<br/>What Are Some Major Legal Issues in Nursing Practice?<br/><br/>Chapter 46<br/>Canadian Healthcare Delivery System<br/>Learning Outcomes<br/>Meet Your Nursing Peer<br/> History of the Canadian Healthcare Delivery System<br/> Universal Hospital Insurance<br/> Insurance for Physician's Services<br/> The Development of the Healthcare Delivery System in Canada<br/> Canada Health Act, 1984<br/> Services Defined in the Canada Health Act. <br/> Principles of the Canada Health Act<br/> Governance and Management of the Canadian Health Care Delivery System<br/> Federal Jurisdiction<br/> Legislation<br/> Aboriginal Health<br/> Environmental Health<br/> Health Products and Food<br/> Population and Public Health<br/> Provincial and Territorial Jurisdiction<br/> Dispute Resolution<br/> Legislation<br/> Health Service Delivery System Legislation <br/> Professional Legislation<br/> Unionization of Healthcare Providers in Canada<br/> Who Pays for Health Care?<br/> Public Funding<br/> Federal Government<br/> Provincial/Territorial Governments<br/> Private Funding<br/> Private Insurance<br/> Individual Payment<br/> Factors Affecting Healthcare Delivery in Canada<br/> Demographics<br/> Aging Population<br/> Aboriginal Population<br/> Health Status of Aboriginal Peoples<br/> Aboriginal Healthcare Providers<br/> Technology<br/> Telehealth<br/> Electronic Health Record<br/> Nursing Informatics<br/> Health Human Resources in the Canadian Healthcare Delivery System<br/>Nursing Professionals<br/> Registered Nurses<br/> Demographics<br/> Supply<br/> Employment<br/> Education<br/> Nurse Practitioners<br/> Registered Psychiatric Nurses<br/> Licensed or Registered Practical Nurses and Certified Nursing Assistants<br/> Other Healthcare Professionals<br/>Unregulated Healthcare Providers<br/> The Components of the Canadian Healthcare Delivery System<br/> Health Care Settings<br/> Primary Health Care <br/> Hospitals<br/> Long-Term Care Facilities<br/> Home Care<br/> Public Health <br/> Physicians' Offices<br/> Occupational Health<br/> Mental Health <br/> Healthcare Agencies<br/> Models of Care Provision<br/> Program Management<br/> Integrated Care Pathways<br/> Nursing Models of Care<br/> Healthcare Policy and Reform<br/> Is the Health Care Delivery System Sustainable?<br/> Nursing's Role in Policy Development<br/> The Canadian Nurses Association<br/> Canadian Federation of Nurses Unions<br/> Nurses in Government<br/> Individual Nurses' Roles in Policy Development<br/> Health Care Trends and Issues<br/> Quality Issues in the Health Care Delivery System<br/> Foundational Work from Other Countries<br/> National Steering Committee on Patient Safety<br/> Saskatchewan Health Quality Council<br/> National Health Council<br/> Quality Workplaces<br/> Canadian Institute of Health Information Report on Canada's Healthcare Providers<br/> Canadian Nursing Advisory Committee<br/> Aboriginal Health<br/> Commission on the Future of Health Care in Canada, 2002<br/> Saskatchewan Commission on Medicare, 2001<br/> Population Health<br/> The Lalonde Report, 1974<br/> Achieving health for All: A Framework for Health Promotion, 1986 <br/>Advisory Committee on Population Health<br/> Self-Care<br/> Alternative and Complementary Therapies<br/>Library of Congress Subject Headings for this publication:<br/>Nursing.<br/><br/> |
