This nursing handbook introduces and defines key terms about race and racism for nurses, nursing students, and nurse educators. It addresses how race and racism act as structural and core social determinants of health and propel health inequities. It moves beyond a focus on multicultural approaches for understanding inequity toward a recognition of the broader impact that both systemic and structural racism have had on inequality in health and life opportunities. Through a social justice lens, the book underscores how nurses, as frontline health professionals, need to understand racism as a factor behind these inequities and its significance to their working environment and nursing practice.

In concise chapters with brief paragraphs and bulleted information, this practical handbook offers strategies for how to productively engage in a dialogue about race and racism. It considers the history of racism in the United States and then breaks down how it operates at structural, institutional, and individual levels. Case studies illustrate such concepts as microaggressions, implicit bias, power, privilege, and intersectionality in order to foster understanding and provide opportunities for both self-reflection and collective conversation.

This book provides a comprehensive understanding of the essential Quality and Safety Education for Nurses (QSEN) competencies for nurses. As students graduate from nursing programs and transition into their practice role, they are expected to be able to use informatics, function within an interprofessional team, deliver patient-centered care, incorporate evidence-based nursing practice, focus on patient safety, and engage in quality improvement activities. The book discusses many practical examples from real-life experiences for students. The contributors to this text include nurse educators, nurse faculty, nurse researchers, library scientists, nurse administrators, nurse case managers, physicians, lawyers, nurse quality improvement and patient safety practitioners, nurse practitioners, nurse entrepreneurs, psychologists, and others. The contributors are from all over the United States, emphasizing a broad view of quality and safety as well as leadership and care management. Each chapter includes interviews with experts in their respective healthcare field to provide an interprofessional team perspective. The book consists of 16 chapters. Each chapter provides nursing students and beginning nurses with a background and foundational knowledge of quality and safety to assist them in their role as nurses in today’s healthcare environment. New to the Third Edition is a mapping of the 2021 AACN Essentials to each chapter. A robust online evolving clinical case study is available as an instructional supplement for faculty to guide teaching the content, with options for how to use the case study for student learning. The content includes discussion questions for each section of the case study or guidance for a written paper assignment. The evolving case study pulls content from the text into how to address an evidence-based quality improvement project as a new nurse.

This book devotes itself to the underlying theories, concepts, and science of curriculum development and evaluation in nursing education as separate from the art and science of teaching and instructional processes. It provides useful content for both novice and experienced faculty, those within nursing professional development, and nursing education students. The curriculum provides the goals for an educational program, guidelines for delivery, and methods for evaluating the effectiveness of the programs. The book discusses major theories and concepts that relate to instructional strategies and their contributions to the implementation of the curriculum plan. Defining curriculum development provides a roadmap for beginning the process. For the purposes of the textbook, the definition is a curriculum is the formal plan of study that provides the philosophical underpinnings, goals, and guidelines for delivery of a specific educational program. The text uses this definition throughout for the formal curriculum, while recognizing the existence of the informal curriculum. The informal curriculum consists of activities that students, faculty, administrators, staff, and consumers experience outside of the formal planned curriculum. Although the focus of the text is on the formal curriculum, nursing educators must be mindful of the role informal curriculum plays in student learning; its influence and ability to reinforce learning activities from the planned/formal curriculum. The book transforms nursing curricula, especially with the rapid adaptation in the delivery of courses and programs through online and distance education and the application of newly developed technology to enhance instructional strategies. It focuses on the learner and measurement of learning outcomes. Integration of safety and quality concepts, evidence-based practice, translational science, and research into the curriculum, provide exciting challenges and opportunities for nursing educators. Finally, the book pursues ongoing research on curriculum development and evaluation to provide the underpinnings for evidence-based practice in nursing education.

Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom and in online environments. In nursing education, the classroom and clinical environments are linked because students apply in clinical practice what they have learned in the classroom, online, and through other experiences. However, clinical settings require different approaches to teaching. The clinical environment is complex and rapidly changing, with a variety of new settings and roles in which nurses must be prepared to practice. This sixth edition of Clinical Teaching Strategies in Nursing examines concepts of clinical teaching and provides a comprehensive framework for planning, guiding, and evaluating learning activities for prelicensure and graduate nursing students. It is a comprehensive source of information for full and part-time faculty members whose responsibilities center largely on clinical teaching, for adjuncts and clinical nurse educators whose sole responsibility is clinical teaching, and for preceptors. It also is useful when teaching nurses and other health care providers in the clinical setting. Although the focus of the book is clinical teaching in nursing, the content is applicable to teaching students in other health care professions. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment. It presents a range of teaching strategies useful for courses in which the teacher is on site with students, in courses using preceptors and similar models, and in distance education environments. The book also examines innovative uses of technologies for clinical teaching. One of the most important responsibilities of the clinical educator is selecting teaching methods and crafting clinical assignments that are related to the competencies to be developed, appropriate to students’ levels of knowledge and skill, and challenging enough to motivate learning.

This is a valuable textbook and resource for those serving the healthcare needs in rural and frontier areas. It focuses on the health of rural dwellers, the provision of healthcare in rural settings, and the skills and knowledge required for effective nursing practice, education, and research within this context. The sixth edition contains ten new chapters, content on the effect of the coronavirus (COVID-19) on rural populations, seminal chapters on Rural Nursing Theory and rural nursing, and updated chapters retained from previous editions. The text is divided into five sections. Section 1 focuses on theory and research and presents an overview of the theory development process and the seminal work on Rural Nursing Theory. It includes rural nursing concepts, and chapters on conducting research in rural and frontier settings. Section 2 describes the nature and scope of rural nursing practice and expands one’s understanding of the experiences of rural nurses and nurse practitioners. Section 3 focuses on healthcare delivery in rural settings and includes chapters on health behavior, suicide, nurses as primary care providers, emergency services, telehealth, palliative care, and complementary and alternative therapy use by rural dwellers. Section 4 addresses education and provides insight into learning opportunities in rural clinical settings; interprofessional, collaborative, and transcultural service-learning education; and the skills and competencies nurses and nurse practitioners need to care for rural populations. Section 5 focuses on the care of select vulnerable populations including migrant and seasonal workers, neonates experiencing opiate withdrawal, palliative and end-of-life care for American Indians, and the conduct of research with vulnerable populations. The book highlights the realities of rural nursing from bedside to advanced practice. It not only identifies the challenges, but also highlights opportunities in rural healthcare and innovative practice.

This book is designed to be a high-speed review a last-minute gut check before the exam day. It provides a quick summary of the key topics one will encounter on the exam, to supplement to certification preparation studies. It can be used in conjunction with other study aids to ensure that one is as prepared as possible for the exam. The book follows the American Academy of Nurse Practitioners Certification Board’s (AANPCB) and American Nurses Credentialing Center’s (ANCC) most recent exam content outlines and uses a succinct, bulleted format to highlight what you need to know. It helps solidify the retention of information in the month or so leading up to the exams. It is written by certified nurse practitioners who are familiar with the exam and the content one needs to know. Special features appear throughout the book to call out important information, including: complications, pearls, alerts, pop quizzes, list of abbreviations and images. It reviews the examination information for certification as a Family Nurse Practitioner (FNP)/Adult Gerontology Primary Care Nurse Practitioner through the AANPCB and the ANCC. While the blueprints for both exams differ significantly, the book has been organized by organ system, as most FNP and Adult-gerontology acute care nurse practitioners (AGACNP) students study using this methodology. Being able to prepare for the exam efficiently and effectively is paramount, which is why this Express Review is created.

This book is about moving the influence of nurses beyond the bedside and giving real pathways that empower the community of nurses to make real systemic change within healthcare. It is the author’s vision for how one makes this idea a reality. This vision is important, for without a vision, one cannot create the preferred future. The book discusses the problems. It also discusses less understood problems such as the how reimbursement systems affect the nursing profession, and cultural factors that undermine the nursing profession. Additionally, it provides discussions on many of the issues within the nursing profession and within healthcare, as they are experienced by nurses. The book takes a deeper dive into the culture that causes these problems. It offers real and practical solutions every nurse can use to address these problems. The book discusses the effect of mainstream the political discord on nurse self-advocacy; as well as how nurses are changing this. It includes a discussion about systemic problems within nursing education, as well as solutions. The book presents a discussion about the flaws of the U.S. healthcare model, specifically the model of reimbursement as it relates to nurses and the nursing profession and discusses about nurse leadership and empowerment opportunities. It provides real and practical solutions for practicing nurses. Finally, it must pull the public into these conversations, as the public will ultimately bear the brunt of the problems one discusses. This book is built on three principles; storytelling is a powerful tool, influence and knowhow are transferable, and every nurse can have influence beyond the bedside. These principles are operationalized by storytelling, the ladder of engagement, and the snowflake model.

In this important book, the authors and contributors provide a clear roadmap for nursing educators, leading to what the author believes is essential if nurses of the future are to be equipped to make a real difference in healthcare in the future. The hallmark text for nursing faculty seeking to promote the transformative teaching of caring science, this book reflects the paramount scholarship of caring science educators. The volume intertwines visionary thinking with blueprints, living exemplars, and dynamic directions for the application of fundamental principles. It features emancipatory teaching/learning scholarship, and student/teacher, relation/evaluation models for adoption into education and practice regimens. Divided into five units, the book addresses the history of the caring curriculum revolution and its reemergence as a powerful presence within nursing. Unit II introduces intellectual and strategic blueprints for caring-based education, including action-oriented approaches for faculty-student relations, teaching/learning skills, emancipatory pedagogical practices, critical-reflective-creative approaches to evolving human consciousness, and power relation dynamics. The third unit addresses curriculum structure and design, the evolution of a caring-based college of nursing, the philosophy of caring-human science, caring in advanced practice education, caring as a pedagogical approach to nursing education, and teaching-learning professional caring based on Watson's theory of human caring. Unit IV explores an alternative approach to evaluation. The final unit explores the future of the caring science curriculum as a way of emancipating the human spirit, with caritas nursing as a transformative model. The Unit overview introduces the chapters that are within it and the concepts covered in each chapter. Each chapter is structured to maximize student engagement by providing reflective exercises, called “Time Out for Reflection”, and “structured learning activities” that encourage the integration of theory and practice into the learning process.

With the move towards assuring the public that nursing students are graduating with the needed competencies to step into their very important careers, competency-based education (CBE) has become increasingly important. This book describes how competence is the outcome and how nursing students can rise to meet the cognitive, psychomotor, and affective skills needed to become professional nurses that make a positive impact on the health of individuals, families, and communities. The Coronavirus (COVID-19) crisis has underscored the importance of CBE. Nurse educators throughout the country have analyzed standards, criteria, regulations, and student learning outcomes to define the competencies needed during this disruptive time in nursing education. Nurse educators have creatively and innovatively assisted nursing students to meet the needed competencies in alternative formats, thereby ensuring graduates will have the cognitive, psychomotor, and affective skills needed to become excellent professional nurses. The book is arranged to assist nurse educators to understand and reflect on the concepts and components of CBE, as well as the pragmatic implementation of CBE. It is a clear, succinct tool needed by nurse educators to move from a traditional nursing curriculum to one that ensures that nursing students are ready for today’s healthcare challenges. This book format uses examples and evidence to assist nurse educators to take the first steps in moving a nursing program towards a CBE and ensuring nursing graduates are ready to face evolving healthcare needs and future events.

Healthcare needs for our military and veterans is something that has a long history and will continue into the foreseeable future. The Department of Defense and the Department of Veterans Affairs have answered the call in many ways to enhance services and programs to meet the needs of service members, a large growing group of Post-9/11 veterans, and their families. The care of military service members, veterans, and their families is a national public health concern and as nurses we have a duty to provide care to this population in a culturally sensitive manner. Military service members, veterans, and their families deserve culturally sensitive patient-centered care. This book undertakes to honor the sacrifices of our military and veteran populations and to provide all nurse educators one comprehensive resource they can turn for ideas and suggestions incorporating care of these individuals into the courses they teach and the clinical experiences of students and practicing nurses. It not only addresses what every nurse should know about military culture and the unique healthcare needs of this population, but also what and how to teach the content and engage student veterans in the classroom. The book is divided into three sections. Section I provides a context for understanding the importance of military and veteran healthcare in nursing education. Section II describes major health issues and disabilities that are unique to the military and veteran population. It covers occupational and environmental exposures specific to military training and deployments as well as common physical injuries. Lastly, Section III discusses on teaching nursing students about the healthcare needs of this population by focusing on what should be taught and suggestions on how to do to it. It includes competencies for students, faculty, and practicing nurses, along with examples of assignments in both classroom and clinical settings.