This book delivers everything nurses and other health researchers need to know about designing, testing, selecting, and evaluating instruments and methods for measurement in nursing. It features the most current content, strategies, and procedures available with direct applicability to nurses and health researchers engaging in interprofessional research, collaboration, education, and evidence-based practice. Chapters focus on challenges in using big data, evaluation, and measurement in interpersonal practice and education; metrics and benchmarking in health education and practice; and measurement issues in translational science. The book gives particular attention to measurement issues resulting from changes in nursing, health research, and the increased emphasis on and undertaking of interprofessional research and evaluation. Presenting the material in step-by-step format, the book is designed for readers with little or no experience in measurement, statistics, or interprofessional issues. It focuses on increasing the reader’s ability to use measures that are operationalized within the context of theories and conceptual frameworks, derived from sound measurement principles and practices and adequately tested for reliability and validity. Additionally, the text provides a pragmatic account of the processes involved in several aspects of measurement such as content analysis, interviews, and questionnaires. In nursing and health research, the Delphi technique is used for obtaining judgments from an expert panel about an issue of concern that is designed to structure group opinion and discussion. Visual analog scale (VAS) can be used even in high-stress, high-volume clinical settings, such as emergency departments.

Preparing nurses and other health professionals to provide quality health care in the increasingly multicultural and global society of the 21st century requires a comprehensive approach that emphasizes cultural competence education throughout professional education and professional life. The ideas and suggestions presented in this book are offered to stimulate new ideas and invite health professionals to explore new paths on the journey to developing cultural competence in themselves and in others. The book is divided into five parts. Part I is composed of three chapters filled with resources to help educators begin teaching cultural competence. Essential background information about the multidimensional process of teaching cultural competence offers a valuable guide for educators at all levels who are planning, implementing, and evaluating cultural competence education. Educators and researchers are continually challenged to measure outcomes following educational interventions. Part II addresses this challenge by introducing several quantitative questionnaires and assessment tools and discussing implementation and data interpretation strategies in a detailed, user-friendly approach that can be easily adapted by novice and advanced researchers. The tools include Transcultural Self-Efficacy Tool (TSET) and Clinical Setting Assessment Tool-Diversity and Disparity (CSAT-DD). Parts III, IV, and V offer a wide selection of educational activities that can easily be applied by educators everywhere. Three chapters provide a general overview and a menu of activities for use in three areas: the academic setting, the health care institution, and professional associations. Five chapters creatively link strategies via detailed case exemplars that spotlight various populations and settings. The book’s final chapter presents important implications for educators everywhere.

This book is a must-buy book, particularly for creating and integrating clinical simulations in nursing program. It presents step-by-step guidelines for nursing faculty to design, develop, and implement clinical simulation scenarios in diverse settings, with diverse patients, and for different levels of students, from the novice in a fundamentals course to the student in a senior-level critical care or capstone course, to a nurse practitioner in a graduate program. The book is organized into four parts: (a) setting the foundation, (b) innovative nursing scenarios in diverse settings for diverse students, (c) interdisciplinary and inter-professional scenarios, and (d) simulation journey containing fifty-six chapters. Part I provides an introduction to simulation-focused pedagogy with an explanation and updates on the Framework for Simulation Learning in Nursing Education©. Part II presents a collection of 27 exemplars divided into five key areas of specialty undergraduate nursing: (a) medical-surgical; (b) obstetric and pediatric; (c) older adult; (d) thematic scenarios on cultural humility, Quality and Safety Education in Nursing, and mental health; and (e) advanced practice nurses. Part III focuses on 16 scenarios that capture many of the key themes in nursing, including ethics, spirituality, palliative care, communication, and cultural humility. Part IV explores the continuing simulation journey in nursing education. The role of certification in simulation for nursing education has been updated to incorporate the changing landscape. It also presents a model for “writing across the curriculum” that focuses on how to write like a nurse in clinical simulation environments, support for publishing simulation work, and evolution of simulation and its integration in nursing curriculum and practice. The book provides concrete information about the use of simulation in a variety of programs, courses, and schools with flexible simulator uses, including static and live actors, and low-, medium-, and high-fidelity human patient simulators.

This book presents firsthand accounts from nurses at all professional levels, who share their life-changing experiences and insights with nurses interested in the global health arena. Their stories emphasize the practical, challenging, and rewarding aspects of global health nursing. The nurses describe their motivation for working in global health, along with the rewards and challenges. They discuss the importance of approaching global nursing with humility, respect, and appreciation for what they will learn from their colleagues. They describe how global health work has enhanced their ability to provide quality care to diverse populations, which include recent immigrants living in the United States. In addition to these vivid accounts, the book discusses the parameters of global health nursing, how to prepare for this nursing experience, key resources, global nursing research, and nurses as global health consultants. Woven throughout the book are descriptions of how these nurses have encouraged―through teaching and mentoring―the next generation of global health nurses. The book also provides coverage of domestic global health initiatives, and assists faculty to prepare themselves and their students for global health endeavors. The book is written for nurses at all stages of professional life.

Palliative care is considered a subspecialty of medicine and nursing, with certifications offered to insure the highest quality of care that can be offered to those with acute, chronic, progressive, life-altering, or life-threatening diseases. Palliative and hospice care are on the same continuum. Hospice care is offered in the last 6 months of life, whereas palliative care is offered earlier, at the time of diagnosis, with any diagnosis that can eventually lead to death. This book gives palliative care and hospice nurses the advanced knowledge they need, beyond their undergraduate and graduate nursing education, to incorporate advanced empirical, aesthetic, ethical, and personal knowledge into their nursing practice. The book is organized into four sections comprising 27 chapters. Section I articulates the purpose and value of palliative care and hospice nursing and the revolution across America and the world, which demands the relief of suffering and every effort to promote quality of life until its end. Section II emphasizes on the care for the whole person and family. The chapters on culture and spirituality, and sexuality will help to recognize that a person is more than a physical body. The art of communication, the promotion of health, and holistic therapies are also taught. Section III focuses on advancing one’s knowledge of life-threatening diseases such as cancer, end-stage heart disease, end-stage heart disease, end-stage renal disease, end-stage liver disease, chronic lung disease, neurological disorders, HIV/AIDS. Section IV deals with effective management of symptoms such as dyspnea, anxiety, depression, delirium, posttraumatic stress disorders, gastrointestinal symptoms, fatigue, and skin alterations by pharmacologic, nonpharmacologic, and complementary therapies. In the peri-death chapter, nurses will learn how their presence at the deathbed can imprint a memory that replaces fear with calm, suffering with relief, and sorrow with abundant appreciation and love.

This book delivers analyses of 30 core concepts that define nursing theory, research, education, and professional practice. Grounded in the concept analysis framework developed by Walker and Avant, the book clearly demonstrates how concepts are used to build theory, support research, and improve education and professional practice. Expert authors from clinical and research disciplines focus on the core of nursing-- the nurse-patient relationship--grouping concepts into the categories of patient/client-focused concepts, career-focused concepts, and organizational/systems-focused concepts. The concept analyses follow a specific method, with defining attributes, antecedents, and consequences given. It talks about the personal characteristics of patients/clients experiencing health/illness. These concepts include hardiness, hope, motivation and self-motivation. The book then explains the caregiver-focused concepts such as anxiety, caregiver burden, clinical autonomy, compassion fatigue, cultural competence, decision making, emotional intelligence, empathy and so on. It also presents analysis of concepts pertinent to nurse workaround, commitment, teamwork, transformational leadership, work engagement, and nurse manager accountability. Nurse workarounds are described as nurses devising an alternative work procedure to address a block in the workforce, even though these alternatives are deviations from policies, procedures, and work processes. The book also includes diagrams of characteristics across concepts for comparison. It helps nurse scholars to develop a sophisticated analytic ability and provide graduate nursing students with a foundation for developing a DNP capstone or PhD research project.

This book is devoted to a discussion of the native American Indian health system and nursing. It is divided into three parts. Part I first provides a national and historical look at the peoples of what is now the United States. This is followed by a view of pre- and postcontact indigenous America and the effects on health resulting from policies by the new dominant culture. Next to be introduced is the idea that “nursing” has been occurring in indigenous America long before icons, such as Florence Nightingale, put a face to the profession. An introduction to nursing and the Indian Health Service (IHS) is then followed by health modalities outside of the IHS that is, indigenous knowledge and traditional healing. Part II shows how these experiences are/were played out in the various cultural regions of the United States: Northeastern Woodlands; Southeastern Woodlands; Southwest tribal regions; Great Basin; Indians-habitated California; Pacific Northwest; Alaska; and Northern Great Plains. Urban has been added to the regional groups found in the 48 contiguous states and Alaska. In Part III, the reader explores funding as a major component of increasing care options and access in Indian country. Two chapters discuss the issues of Indian health funding and American Indian nursing education.

This book is the first resource to compare the experiences of nursing academic leaders among public, private, and for-profit institutions for nurse educators of all experience levels and ambitions. The introduction analyzes why it is important to know how public, private, and for-profit educational organizations operate and why nurse educators and academic leaders should take the time to learn this information. The book comprises 11 chapters. The first chapter explains the structures and processes of these organizations. The second chapter offers concrete suggestions and tips for successfully applying for a nursing faculty position in each of these organizations. The third chapter does the same for seeking an academic leadership position. Chapter four explains and discusses the nuances of fund-raising and advancement. Chapter five discusses recruiting and managing qualified and diverse faculty and staff as it is challenging and processes vary depending on the type of institution. Marketing and public relations are increasingly important in both faculty and leadership positions. Chapter 6 explores these topics. Chapter seven offers tried-and-true suggestions for developing and sustaining clinical partnerships and faculty practice in nursing education. Chapter eight discusses budgeting and allocation of resources. Academic leaders especially must be knowledgeable in these areas. Chapter nine discusses maintaining nursing education standards via accreditation processes and board of nursing approval. Each author has extensive experience with this and is eager to share lessons learned. Chapter ten explores how to encourage faculty and staff to think innovatively and describes similarities and differences pertaining to international study among the three types of institutions. Finally, the conclusion chapter shares the authors’ visions for the future in public, private, and for-profit schools of nursing.

This book merges the full spectrum of Caring Science evolution and identifies a clear path for future growth and development. It provides an opportunity to experience the delicate space of praxis, as the examples of a living philosophy are made accessible to the reader. The book through personal narrative, exemplars, and discourses on Caring Science, helps the reader to understand the history, accomplishments, and vision of human caring as a serious ethical, ontological, epistemological, practical endeavor. Its intent is to create a compendium of cutting-edge literature related to Caring Science to inform and transform nursing practice. The book comprises 50 chapters and is structured with 10 sections, each focused on a particular theme. Section I assumes that nursing knowledge is evolving towards a unitary-transformative worldview, and the ontology of Caring Science is embracing the tenets of this unitary worldview. Section II describes explicit connections between established programs or initiatives and Caring Science. Section III discuses Caritas science literacy. Section IV is on caritas literacy as a foundation for nursing education. Section V focuses on how scholarly inquiry advances the epistemology of Caring Science in the areas of leadership, research, and education. Section VI explores epistemology of research, aesthetic knowing (healing environments), and Caritas Praxis. Section VII integrates Caring Science grounded in Watson’s Theory of Human Caring and the 10 Caritas Processes into large complex healthcare systems. Section VIII reflects the process of Caring Science and cross-cultural (transcultural) ethical significance that is being developed in many parts of the world. Section IX focuses on advancing disciplinary-specific knowledge grounded in a relational unitary worldview within the context of Unitary Caring Science. The final section focuses on how Caring Science can become a journey of personal and professional transformation engaging in aesthetic ways of knowing.

This book differs from most others related to teaching online because it takes a how-to approach with the twin goals of answering the call to transform nursing education and benefiting from research in cognitive psychology. Each chapter includes relevant concepts, theories, and models to guide course design and teaching online, as well as templates that can be downloaded to save precious time. The focus in the book is on the RN-BSN, master’s, DNP, and PhD programs, as they comprise most of the online programs in nursing, but the contents are applicable to teaching any level of nursing online. Teaching and assessment are one when teaching online; they are not individual activities and cannot really be separated. This is an important concept to grasp, especially if people are a seasoned classroom instructor accustomed to creating separate assignments that add to one’s workload. The book explores how this interconnected approach works. Grading is an important function that drives learning and deserves some attention, as the author thinks people have lost their way to some degree when assessing what constitutes academic achievement. Rubrics have replaced other grading strategies, but not all meet the expectation of greater objectivity in grading, which is their initial intent. A hot topic in online education that relates to workload is the expectation of faculty presence in an online course from both faculty’s and the student’s perspective. This topic is explored in the book. Converting a classroom-based course to the online environment can be a time-consuming task without some guidance as to where to start. Online education is more than uploading one’s classroom lectures into the Learning management systems. The book provides a step-wise approach with some additional tips on converting a classroom course to the online environment.

The original inspiration for this book grew out of the authors' experience while co-teaching an epidemiology course for students enrolled in a doctorate in nursing practice (DNP) program. They found it difficult to find a textbook that addressed the course objectives and was relevant to nursing practice. They decided a population-based nursing textbook, targeted for use as a primary course textbook in a DNP program or as a supplement to other course materials in a graduate community health nursing program, would be of great benefit and value to students enrolled in these programs. This book is the result of that vision. The chapters address the essential areas of content for a DNP program as recommended by the American Association of Colleges of Nursing (AACN), with a focus on the AACN core competencies for population-based nursing. The primary audience is nursing students enrolled in either a DNP program or a graduate community health nursing program. Each chapter includes discussion questions to help students use and apply their newly acquired skills. The third edition adds a chapter on accreditation of population-based programs and provides a list of Internet resources to each chapter. It addresses the increasing interest in the use of social media to address population health as well as other current issues in population-based nursing. As in the earlier editions, this textbook includes successful strategies that nurses have used to improve population outcomes and reinforces high-level application of activities that require the synthesis and integration of information learned.

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.

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.

This book is designed for graduate students, faculty, and staff educators learning to use technologies effectively and efficiently in their teaching. It is conceptualized in three sections comprising 17 chapters. Chapters one and two remind readers of the basics of good teaching practices and reviews concepts of self-directed learning and lifelong learning. Chapter three introduces readers to concepts and theories that guide teaching with technology. Chapter four describes lesson plans as tools for organizing a plan to make technology an efficient part of teaching and students’ learning outcomes. Chapter five addresses student technology skills and information literacy, now critical competencies in all nursing programs. Chapter six explores good communication practices to guide teaching with technologies. Chapter seven provides facilitator strategies, faculty tools, and strategies to help diverse students learn with technologies. Chapter 8 deals with active learning that is an important part of learning with technology, engaging students via online opportunities and applied assignments. Chapter 9 discusses the faculty role in providing student feedback and debriefing. Chapters ten and eleven address online education, and the changing class room and technology. Chapter 12, addressing simulated clinical learning experiences, focuses on teaching and learning strategies to help students practice critical thinking and safety competencies in the safety of the clinical laboratory. Chapter 13 focuses on helping students gain skills with nursing informatics, including the tools of electronic health records (EHRs) to promote patient safety and care quality. Chapters 14 and 15 focus on teaching clinical technologies, engaging patients, and addressing population needs for health promotion. Chapter 16 emphasizes the technology leaders’ role in mentoring faculty, promoting needed curriculum change, and partnering with colleagues for technologies sharing. The final chapter explores the opportunities for using technology projects to further scholarship, engaging interprofessional teams, and reflecting about teaching with technologies into the future.

Understanding and managing technology is a key component in providing quality patient care today. This book delivers required competencies and frameworks for both nursing education and practice, expanding upon integral systems and technologies within one’s healthcare system and their impact on the responsibilities of the individual nurse. Highlighting the intricacies within a specialized approach to healthcare data, data mining, and data organization, this resource connects day-to-day informatics practices to larger initiatives and perspectives. Clear and concise synopses of healthcare essentials, case studies, and abundant practical examples help readers understand how health informatics improves patient care within the nursing scope of practice. Thought-provoking questions in each chapter facilitate in-depth considerations about chapter content. The book provides a broad overview of informatics knowledge to empower nurses to be thoughtful and participate in the capture, storage, and use of data to optimize patient outcomes. Technology is changing rapidly in healthcare, and this book provides a primer for noninformatics nurses who wish to know more about data and how those data affect healthcare. It explains the importance of informatics and informatics competencies and provides the core of the informatics architecture, including the electronic health record and decision support tools. The text concludes with information related to the ethical, legal, and social issues related to informatics and the user experience.

It is the professional obligation of nurse preceptors to ensure that a preceptorship of the highest standard is provided. A high-quality preceptorship will help to ensure that the nurse or student (preceptee), will deliver quality, patient-centered care that is safe and has its foundation in evidence-based practice. This book presents a foundation for preceptorship of newly graduated registered professional nurses from traditional and accelerated programs. It briefly reviews students from nurse practitioner (NP) programs as well. Quality and safety are paramount issues in nursing practice. It is because of this that they should be emphasized throughout nursing education and preceptorship. The book is full of practical how-to guidance, evidence-based resources, and references for further reading, and it is a must-read for any nurse who has been a preceptor or may become a preceptor. It unlocks what every new nurse preceptor needs to know to be successful with a preceptee, whether the preceptee is a nursing student in their final semester or a new nurse on orientation. The book covers everything necessary in a fast, factual, easy-to-read format. It is a great resource for seasoned nurses as well, with its comprehensive review of basics like shift organization, prioritization, communication, delegation, and conflict resolution. It also covers the dreaded reality shock that new nurses will face after the honeymoon phase, how to recognize those who are struggling, how to encourage critical thinking, and how to prepare for the future when the preceptorship is over. Throughout the book, the author gives great examples of problem-solving dos and don’ts, checklists, and forms. The book is also an excellent resource for educators looking to implement nurse preceptor programs in their workplaces, and a great textbook for preceptor students.

Writing for publication in nursing is essential to disseminate evidence, share initiatives and innovations with others, provide new information to keep nurses up-to-date, communicate the findings of research studies, and develop the science base of the profession. This book describes the process of writing, beginning with an idea, searching the literature, preparing an outline, writing a draft and revising it, and developing the final paper. How to select a journal and gear the writing to the intended audience, submit a manuscript to a journal, revise a paper and respond to reviewers, and carry out other steps to facilitate publication are discussed in the book. A chapter is devoted to writing research articles to assist nurses in preparing their work for publication; strategies are included for developing manuscripts from theses and dissertations. Other chapters describe principles for writing quality improvement articles and preparing articles that disseminate the outcomes of reviews of research evidence, articles on clinical practice topics, case reports, and chapters and books. The book serves as a reference for students at all levels of nursing education to guide them in writing papers for courses. Writing for Publication in Nursing can be used in conjunction with the style manual in the nursing program. While style manuals direct students in preparing citations, references, tables, and figures, and guide them on other aspects of style, these manuals do not teach students the process of writing or how to prepare a paper for publication in nursing. This book contains many examples and resources for writing in nursing and other health care professions. These resources make writing easier for both novice and experienced authors.

This book serves as a guide for students as well as Doctors of nursing practice (DNP) engaged in advance practice in the following specialty areas: leadership, policy, and information technology. The book is organized into five sections comprising 18 chapters. The first section retraces the rich history of advanced nursing practice. It further addresses the evolution of the DNP in the context of contemporary healthcare challenges and culminates in a discussion of how the DNP can influence the essential changes identified in The Future of Nursing reports. Section II takes the reader through the process of clinical scholarship, beginning with the definition of clinical scholarship and the evolution of students into scholars. Section III explores the application of the DNP essential, the role and continual evolution of the nursing profession. It gives concrete guidance on how to gain valuable leadership experience in the clinical setting and discusses the unique skill set needed for the advanced practice registered nurse and executive nurse leader. Section IV highlights three important essentials of the DNP curriculum: evidence-based practice, health information technology, and outcomes measurement. The final section addresses policy, politics, and the DNP. With the advent of the degree, national organizations and nursing leaders were engaged in discussion and the objectives for the practice doctorate defined. The book discusses the importance of developing a community for DNPs as a place to connect within the discipline. Healthcare economics and health reform unquestioningly represent both obstacles and opportunities for nurses engaged in advanced practice. Finally, the book culminates in a discussion around the need for global nursing leadership and the DNP.

Teaching nursing is both a science and an art. As a science, the scholarship of teaching is focused on describing, explaining, implementing, evaluating, and disseminating evidence-based teaching-learning strategies to prepare graduates who will contribute to improving patient and healthcare outcomes. As an art, teaching nursing demands creativity and innovation from both the learner and the educator. Learners are expected to demonstrate willingness to participate in the learning activity, be present in the moment, and cultivate an attitude of self-reflection after each learning opportunity. This book showcases exemplars of teaching strategies and innovation from national and international leaders in academia that advance and elevates the science and art of teaching both at the undergraduate and graduate level. It affirms that nursing education is a specialty area of practice and an advanced practice role within the discipline of nursing. This book will support educators in meeting these expectations by providing evidence-based teaching strategies that have influenced both undergraduate and graduate student nursing learning outcomes positively. Further, the book describes teaching that exemplifies nursing education as a dynamic and symbiotic process that draws its energy from the meaningful interactions between the learners and its facilitators. It attempts to capture that energy that educators can use to inspire and motivate learners and further fuel their drive for excellence in teaching. Each book entry is organized in a consistent format to facilitate ease in adopting the teaching strategy. The outcomes-focused teaching strategies also include a discussion of the evidence base that supports the teaching strategy, a description and implementation process of the teaching strategy, the methods or proposed methods to measure its effectiveness, and how they are linked with student-centered competencies and nursing education accreditation standards.

Jean Watson’s “Human Caring Theory” asserts that caring and love transcend distance, space, time, and physicality. This model of caring includes science, humanities, spirituality, and evolving facets of mind-body-spirit medicine. Establishing a firm intent to care in digital settings and then enacting caring in ways that have been validated through research and other forms of knowledge development can help sustain caring as a core value in nursing and beyond. The chapters in Part I offer an overview of Caring Science foundations, Caritas Processes, and examples of real-life applications and implementation strategies. The chapters in Part II provide activities that teachers, learners, and professionals can do to support caring in digital learning environments and during every-day digital communications. Part III explores existing online free and open global educational opportunities related to conveying and sustaining caring in the digital world, and provides simple practices that can support personal and ongoing intent to care. The Massive Open Online Course (MOOC) and caring online trainings are ongoing teaching-learning-sharing communities and provide forums for far-reaching awareness, dialogue, and cross-cultural/interprofessional collaboration. Part IV consists of teaching materials for a self-contained course on caring that readers may use to create their own course on caring in professional or academic settings. These course materials also provide a concrete example of how to create clear and well-organized content for online courses. A significant amount of knowledge development can occur through group discussion, sharing, and collaboration.

This book provides a solid foundation for the development of nursing programs that ensure the academic and professional success of new graduates during and at the completion of their transitions using the concepts from transition theory, as well as other theories. It is divided into four major parts. The first part provides an overview of the nursing profession and the significance of academic success in nursing program. Strategies for success include good study habits, engaging in self-care activities, and learning how to advocate. The importance of portfolio development, understanding the Quality and Safety Education for Nurses (QSEN) competencies, and patient safety issues and an overview of the legal, moral, and ethical issues that informone’s role as a student and nurse are also provided in the first part. The second part focuses on the path from graduation to National Council Licensure Examination for Registered Nurses (NCLEX-RN®) success and one’s first nursing position. He/She will learn strategies for passing his/her exam and how to develop a resume, cover letter, and interview skills necessary to gain a position. The third part provides a more in-depth review of the issues relating to transition into professional practice and covers transition theory and transition process as well as strategies to guide one through this experience. In addition to learning about the role of the nurse generalist and the importance of time management and organization, he/she will develop skills to aid in delegation, leadership, and clinical practice. The final part of the book focuses on continuing role development and one’s continuing transition, with an emphasis on the importance of developing goals and objectives along with a 5-year plan to guide one through his/her journey into professional practice.

This book reflects the ongoing efforts and leadership of nurses to provide guidance and inform pediatric and child health nurses with standards of excellence as it pertains to the commonalities of practice that intersect with all areas of pediatric nursing. The guidelines provide a road map along the continuum to address health and the determinants of health for nurses in all roles providing care to children, teens, and their families. The book is organized around the identified guidelines of nursing excellence. It presents these seventeen guidelines as chapter titles. Each chapter concludes with a case study illustrating use of the guideline. The book will be an invaluable resource for nursing colleagues in clinical practice, education, research, and policy making. The following are some of the guidelines of nursing excellence addressed in the book: 1) Children and youth have an identified health care home (medical home). 2) Children, youth, and families receive care that supports growth and development. 3) Children, youth, families, and health care providers are partners in decisions, planning, and delivery of care, including appropriate community services. 4) Cultural values, beliefs, and preferences are integral to family-centered care. 5) Family concerns are recognized as a priority, and family strengths are respected and supported in the care of children and youth. 6) Children, youth, and families have high-quality, affordable, and accessible health care. 7) The child’s, youth’s, and family’s needs are identified, prioritized, and services are offered. 8) Children, youth, and families receive care that optimizes wellness, promotes and maintains physical and mental health, and prevents disease and injury. 9) Pregnant adolescents and women, children, youth, and families have access to genetic and genomic testing and genomic-appropriate counseling. 10) Children and youth receive care that is delivered in a physically and emotionally safe environment.

The primary purpose of this book continues to be as a guide for nurse educators as they navigate the challenging process of developing and evaluating educational offerings, whether at the program level or the individual course level. Practice standards and advances in healthcare technology continue to change at a rapid pace requiring informed and competent healthcare providers. The book guides the novice educator in the development of programs or courses that meet most approval accrediting agency standards. It includes suggestions on how to transform the curriculum, programs, and individual educational offerings into competency-based educational systems. The book divided into four parts containing seventeen chapters. The first part consists of five chapters and follows a step-by-step process especially helpful in the development of all levels of nursing education programs. This part provides a summary of nursing program approval/accreditation processes and stresses the importance of using systems thinking in program development. In addition, it explains how to develop the program elements required by many approval/ accrediting agencies. Part II consists of four chapters that guide the development of educational and level outcomes as well as curricular mapping processes. Part III consists of three chapters addressing curriculum and course design using an organizing framework. The final part consists of five chapters and addresses evaluation processes. It pulls everything together in the evaluation of programs and curriculum.

The integration of technology with nursing curricula is a dynamic and increasingly necessary step in the evolution of nursing education. Schools of medicine have been using some form of virtual patient for over 40 years. The National League for Nursing has endorsed simulation as a teaching methodology to prepare nurses for practice across the healthcare continuum. This book offers nursing educators and administrators thoughtful and well-planned simulation integration strategies, and illustrates how students may use technologies to maximize learning and support practice. The book presents, explores, reflects, and expands on a new model for technology integration with nursing curricula. The Faculty Administrators Students Technology Simulation Integration Model^© (FAST SIM) provides a framework for guiding and evaluating the technology integration. The book is organized into four section comprising 19 chapters. Section one describes the evolving virtual learning landscape. It assess the virtual learning landscape, and describes the application of FAST SIM as the basis for integrating virtual educational technologies. Section two presents faculty perspective on pedagogical applications and specific integration strategies. It discusses the opportunities, challenges, advantages, and disadvantages of virtual technology integration. The section also explores the role of faculty in integrating virtual simulations and describes the design and creation of virtual gaming simulations in nursing education. It presents nursing student simulation scenarios within a virtual learning environment and discusses enhancing the rigor of virtual simulation. Section three describes a student’s journey encountering a virtual learning environment. It discusses mentor role in virtual simulation–mediated learning, and creating interprofessional simulation scenarios in virtual learning environments. The section also explores advancing nursing informatics knowledge and skills using a virtual learning environment. The final section presents an administrative perspective in navigating the chasm when a profound difference exists among stakeholders, viewpoints, and feelings regarding virtual simulation.

This book is an essential resource for all nurse educators interested in or engaged in Caring Science and the humanization of nursing education. It was written in response to prevalent dehumanizing practices toward nursing students and the impacts such practices may have on students and their learning. It offers guidance on how to be inspired by Human Caring to humanize nursing education and ground the nurse educator’s role in developing authentic teaching/learning caring relationships with students. The book assists in translating caring values, attitudes, and behaviors into knowing, doing, being, and becoming caring nurse educators. It explains how Human Caring can expand nurse educators’ consciousness to explore the path to a relational emancipatory pedagogy for nursing education. The book also gives meaning to nurse educators’ practice of “teaching from the heart,” which contributes to making a difference in students’ lives and learning experiences, and shares how Caritas Processes and Caritas literacy can inform nurse educators in their daily teaching–learning practices. The text explains how a caring worldview may enhance nurse educators’ moral imperative to develop and foster “habitus,” an ontological space, to enable students to explore healing as their professional purpose. It also describes how nurse educators can politically influence their nursing school colleagues to encourage the formation of caring relationships throughout the institution. The book concludes with the introduction of a Being-Caring perspective of teaching as a new lens and a new mandate for nursing education.

Increasing complexities of nursing practice, healthcare delivery, payment systems, technology, and knowledge development are drivers of current shifts in the healthcare market; these in turn have led to advancing roles and responsibilities for nurses that require higher education. This book effectively addresses many of these shifts. This thoughtful book from Doctor of Nursing Practice (DNP) leaders pulls together information from across systems leadership to define the parameters of DNP education, improvement projects both for academic credit but also for system redesign, and competencies expected of DNP graduates. The book prepares DNP students and graduates through broad explication of complex systems, systems thinking, and complexity leadership. Nurses with advanced education in systems thinking and processes can apply second-order problem-solving to rectify ill-designed processes, lack of standardization, and poorly functioning teams. To achieve these aims and alleviate preventable harm, nurses must accept and embrace new models of leadership that move beyond the managerial horizontal approaches; vertical leadership development reinforces reflective practices for thinking deeply about care provided and the systems that surround daily work. The book addresses these new, necessary competencies, culling expertise from a wide variety of chapter authors. This ground-breaking book helps fill these gaps in defining leadership development for DNP graduates and their role in leading system redesign improvement. The book leads DNP students, faculty, and graduates through germane content to create these vitally needed practice environments. It also provides clear explication of the differences between the research-focused PhD and the clinically focused DNP, and ways they can integrate. By delivering up-to-date information about improvement work in healthcare systems for DNP students and graduates, this must-read book for faculty, students, and clinicians offers hope for achieving the quality goals that will provide the right care for the right patient at the right time, every time.

This book illuminates the role of nursing in achieving health equity and articulates future directions for advancing the health equity agenda through nursing education, practice, research, and policy advocacy. Each chapter includes learning objectives, key terms, key objectives, and related resources. The book expands on existing discussions and resources on health equity by including an in-depth overview on health equity coupled with specific implications for the nursing profession. It is through understanding policy and change, the populations that are most affected by inequalities, and the necessity of interprofessional collaboration that nurses can move the needle on achieving health equality. Section one of the book describes the role of nursing and provides a call to action for achieving health equity. It opens with a discussion on the power of nursing to make substantive contributions to improving the health for all populations. Section two provides a timely discussion on the transition from eliminating health disparities to achieving health equity. It describes population-based and population-specific inequities in health outcomes among diverse populations such as veterans and racial and ethnic minorities and includes chapters on social and structural determinants of health. Section three captures initiatives, programs, and professionals in and out of the health sciences as examples of how nursing can and must work with other bodies to achieve health equity, recognizing that no one discipline/profession can or has been able to make significant strides in “closing the gap.” The book serves as a valuable resource for graduate nursing students as well as other audiences with a vested interest in and commitment to achieving health equity.

Being an educator of nurses is a combination of two roles: nurse and educator. Either one by itself is challenging; together they can be daunting—or synergistic. The purpose of this book is to help both novice and seasoned educators gain skills in managing classroom experiences. The primary tool the educator has when teaching in a classroom is self. Perhaps the easiest way to conceptualize the importance of self is within the Emotional Intelligence framework. The relationship management aspects of emotional intelligence address the ability to work well with others and to utilize the understanding of self and others in subtle ways that induce desirable responses in others. Most of us began a nursing career with excitement, commitment, and a love for nursing and caring for human beings who are sick and in crisis. By role modeling the positive attributes of professional behavior, a positive attitude, a passion for nursing and teaching, and by building relationships with learners, the educator can enhance the learners’ experience and knowledge acquisition. Preparation for teaching a course or a class begins with a self-assessment of the educator’s current teaching skill set. The next key aspect of preparation begins with a review of the course syllabus or class objectives. Evidence-based practice and a focus on safe patient care are the current crux of educational efforts. Creating classroom interactions that transport learners to clinical experiences promotes the nursing essence, capitalizes on the expertise of educators, and focuses on becoming expert at learning.

This book provides a comprehensive survey of the range of issues to nurses and those interested in nursing’s contribution to the field of global health. The underlying assertion of the book is that global health encompasses the health problems of both rich and poor countries and implies a shared responsibility for achieving health and eradicating inequities. It takes into account the social, political, cultural, economic, and environmental factors including climate change that may impact health. The book is divided into three units. Unit I offers an overview of the foundations of global health and include the emerging concept of climate justice and its relationship to climate change and environmental health consequences. Additional tenets such as analysis of the distinctions that relate to public health, international health, and global health and the ethical context of global health, human rights, and social justice are explored. Unit II highlights issues of global health and the effects on the most poor and vulnerable worldwide particularly women, children, and those living in areas of conflict. In underdeveloped countries, safe water access is one of the most obvious determinants of the health of individuals and populations. Negative health effects related to violence within the scope of their vulnerability to HIV/AIDS and forced participation in sex trafficking as well as maternal mortality and childhood malnutrition are also examined. While much work toward achieving global health is underway and there have been notable accomplishments, Unit III addresses areas where efforts must be redoubled to achieve success. These areas include challenges of international nurse migration, nursing leadership in inter-professional education, importance of continuing education, and working globally with faith-based organizations.

This enlightening book takes the reader on a journey from understanding the multiple components of a faculty role to searching for one’s first appointment, and, finally, to advancing in one’s career and making significant and sustained contributions to nursing education. It was written primarily for novice educators and graduate students preparing for a career in nursing education. The book is divided into ten chapters. Chapter 1 sets the stage for faculty role development and provides an overview of issues, trends, challenges, and opportunities affecting the nursing profession, the U.S. health care system, higher education, and nursing education. Chapter 2 discusses what is involved in assuming nursing faculty role. Chapter 3 describes the job interview process and presents examples of interview questions that prospective employers might ask, as well as questions that we might ask employers. Chapter 4 presents a discussion of the traditional tripartite mission for nursing faculty and about policies and procedures common to all academic institutions. Chapter 5 focuses on one of the most important aspects of teaching role-how to establish meaningful, effective student-faculty relationships. Chapter 6 discusses the teaching role in detail. It presents the more operational facets related to teaching, including what factors influence how institutions define the teaching role, types of faculty appointment, and how faculty workload and teaching assignments are determined. Chapter 7 presents a discussion about developing as a scholar in faculty role. All components of the Boyer model of scholarship are presented. Chapter 8 provides descriptions of academic, professional, and community service. Service at the local, regional, state, and national levels is discussed. Chapter 9 presents strategies for short- and long-term career planning. In the final chapter, the Afterword, the authors share their personal stories as nurse educators. Each chapter includes exhibits that summarize important information and case studies.

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.

Nursing disciplinary focus is the relationship of caring within a mutual human-environment health experience for healing and well-being. Complexity sciences and nursing science have the power to promote a deeper understanding of human beings as they evolve with the environment. This book focuses on both caring science and complexity sciences within the realm of nursing science, practice, and health care organizations. Organizational cultures deal with values and beliefs about what they are there for, products they may produce, how they govern and manage, how they use technology, and how they deal with human relationships. There are chapters focused on complexity sciences, highlighting, for example, entropy, methods, organizational paradoxes, and conflict relationships from more theoretical, quantitative, and/or mathematical research approaches. A chapter focused on the disease process of diabetes that shows the complexity of diabetes from the cellular to policy levels. Other chapters are focused on theoretical and qualitative research methods or newer research methods capturing the science of complexity, such as the comparing and contrasting of complexity sciences and the science of unitary human beings (SUHB), complex caring dynamics, and story theory and method. There are chapters related to leadership, caring in complex health care organizations, and nursing education that address both complexity and caring sciences. Finally, the book contains chapters that challenge our ethical thinking with informatics applications in practice, and the future of nursing and caring within the realm of the human-humanoid relationship. Each chapter has response that highlights what the particular chapter means to nursing education, research, leadership, administration, and practice.

This book focuses on basic principles and concepts of the philosophy of science in regard to the education of both Doctor of Nursing Practice (DNP) and PhD nursing students. It focuses on how philosophy of science content is essential to understand evidence-based practice and practice-based evidence. The book first focuses on the nature of practice and practice disciplines, particularly nursing. The nature of practice and its practice boundaries are discussed, along with a discussion of how a discipline is different from a “field”, how disciplinary membership is bestowed, and how its knowledge producers are legitimized. The book promotes the idea that it is the nature of the interpersonal and the ethical that gives rise to the status of the professional discipline. Then, the book concentrates on philosophy, science, and the philosophy of science and explains specific classic and contemporary questions and problems that have been raised by philosophers regarding the nature, function, and practice of science. The rise of nursing science is traced through a 100-year journey of nursing: its maturing scholarship and educational advancement. History, sociology, and cultural commentary are used to examine how nursing rose through a century of world events and evolved to the present state of doctoral nursing education. The book also describes a proposed practice epistemology for the practice doctorate: practice knowledge development.

This book focuses on integration of transcultural nursing (TCN) in both academic and staff development settings. It is organized into seven parts dealing with specific integration of TCN concepts. Part I covers TCN in education, both in academia and in staff development settings. Discussion is provided in the integration of TCN in existing nursing courses, as modules into current courses, or as a separate course or courses in nursing programs. Part II comprises the integration of TCN in foundation courses. Cultural diversity and cultural competence need to be integrated in nursing curricula at all levels, and this integration needs to be done in the first nursing course Part III involves TCN integration in courses across the life span. Throughout the life span, every person’s culture, values, and beliefs influence the lens used for viewing health, illness, health promotion, health-seeking behavior. Care of clients, families, and significant others are emphasized here. Part IV contains integration of TCN in specialty area courses in which strategies are illustrated for the integration of TCN in specialty courses such as mental health and psychiatric nursing, pharmacology, nutrition, and research. Part V covers integration of TCN across nursing programs and in faculty orientation and mentoring. The faculty has a daunting task of preparing graduates to care for the complex needs of a diverse population and need formal preparation in TCN. Part VI encompasses integration of TCN in staff development and the role of the nursing professional development (NPD) specialist. Strategies in weaving TCN concepts are included for staff orientation and continuing competence development, among others. Part VII, the concluding section, embraces vision in TCN.

The goal of any nursing program is to graduate competent nurses who are prepared to provide safe care and participate fully within a complex health care system. The need for assessment and evaluation of achievement of student-learning objectives is vital. Undoubtedly, the primary method of student evaluation is through the administration of examinations. This book provides an overview of how evaluation and rubrics fit within the larger nursing education teaching-learning process as more than just a final destination or afterthought. Rubrics should be created with intent, taking into account the student-learning objectives and the teaching-learning process. The book offers practical support for the design of meaningful assignments and provides a process for effective and objective assessment, evaluation, and grading. The first part of the book provides a quick overview of the teaching-learning processes that drive and impact student assessment and evaluation. The second part provides descriptions, uses, and supporting evidence for commonly used assignments. The assignments discussed are: paper assignments, presentation assignments, students’ participation programs, discussion board assignments, reflective journals, case studies, concept maps, poster presentations, and student portfolios. The second part also includes detailed modifiable grading rubric templates for each assignment presented.

This book provides information and strategies to help an experienced nurse begin her journey forward and achieve her educational and career goals. It is divided into three units. The first unit deals with the starting of the journey, with the first chapter covering the transtheoretical model (TTM). TTM is composed of four constructs: stages of change, decisional balance, self-efficacy, and processes of change. The chapter on decisional balance focuses on the motivations and barriers nurses may consider when making the decision to return to getting educated. Others chapters cover the various choices, which nurses have for getting educated again, and the steps necessary to apply to a graduate nursing program. Unit II deals with the preparation at various levels that have to be undertaken by the nurses to succeed in their efforts with the chapters discussing the mental-emotional preparation, financial preparation, computer and technology preparation, academic preparation, family/social preparation, physical preparation and work preparation. Nurses need to know to how handle change in their lives and self-assess their attitudes, the various financing options available, and to use social media to access sites of professional organizations. In addition, nurses need to have academic skills essential for success, and family and social support when they return to the school. They also have to maintain their physical health while in school and negotiate their work schedule to fit with the school. Unit III highlights the need to enjoy the journey back to school and to stay motivated.

Advanced practice nurses study long and hard to achieve the skills and knowledge necessary to provide safe and cost-effective patient-centered care across a variety of practice settings. As experts in a practice discipline, advanced practice nurses are practice scholars. This book is intended to support that scholarship. The intended audience are advanced practice nurses, students in advanced nursing practice programs, and doctoral students interested in conducting clinically based projects. The book is presented in two sections, wholly devoted to doctor of nursing practice (DNP) scholarly practice and the DNP project. The first section is about scholarship. Chapter 1 is about being a scholar and engaging in scholarly inquiry. Chapter 2 is about scholarly inquiry and the domains of scholarship. Chapters 3 and 4 are new to this second edition. Chapter 3 describes the DNP project. Chapter 4 is about searching the literature for evidence to support a project and critically appraising that literature. The second section is on the methods of scholarly inquiry that lend themselves to clinical projects. Chapter 5 introduces action research. Chapter 6 is about constructing a case study. Chapter 7 is about qualitative descriptive projects. Chapter 8 is about clinical interventional projects. Chapter 9 is about systematic review. Chapter 10 describes integrative review. Chapter 11 is on quality improvement. Chapter 12 is about program evaluation. Chapters 13 and 14 are new to this edition. Chapter 13 describes descriptive observational projects within the framework of time, place, and person. Chapter 14 is about disseminating the findings of the DNP project. Advance practice nurses can develop clinically focused practice projects that not only advance nursing practice but also inform the redesign of healthcare considering new and emerging healthcare mandates. The aim of the second edition is to provide a foundation to accomplish this goal and disseminate the results.

This book provides specific and practical information and guidelines for clinical nursing professors/instructors. It addresses key fundamental elements of clinical teaching. This book is organized into seven major parts containing 21 chapters. The first chapter presents the basic facts of clinical teaching and includes the expectations for many experienced and novice instructors. The second chapter helps to assess basic knowledge of standard rules and policies in nursing education. The third chapter differentiates the opportunities and challenges posed by various types of clinical sites and the variety of requirements dictated by the site and course specialty. Chapter 4 reviews the priority tasks for the clinical instructor. Chapter 5 highlights the orientation day and provides a sample template for that day. Chapters 7 and 8 review characteristics of “high fliers” and “not-so-high fliers”. Chapters 9 and 10 discuss the importance of student self-evaluation and provide evidence to support a mid-term and final evaluation even if the clinical rotation is as brief as 4 days. Chapter 11 describes warning signs for students who are in danger of failing. Chapter 12 presents the most common grading systems used in nursing programs. Chapters 13 and 14 address preconference and postconference time. Chapter 15 provides insights that will prepare the clinical instructor for certain unplanned events such as lateness in student arrival. Chapter 16 highlights alternative assignments. Chapter 17 provides several examples of unsafe practice events. Chapter 18 contains a survey taken from senior nursing students within 1 month of graduating from a baccalaureate nursing program. Chapter 19 stresses the importance of self-care and the role it plays in modeling the same for your students. Chapter 20 discusses the responsibility of clinical instructors regarding writing letters of reference. The final chapter updates the current thinking about the utilization of the simulation lab in nursing curricula.

A comment in the preface of the last edition was that some things are the same and some things are different. In this edition, the conclusion is that some things are the same, and they are the basics of teaching and learning online. The very different things include technology and new structures for teaching and learning. What is on the horizon? In addition to traditional education, massive online open courses, certificates, badges, and stackable degrees will provide education for the purpose of training and retraining. This edition is still about using the web and all its richness to teach students and professional nurses how to use technology and to maintain competency and embrace lifelong learning as a nursing professional. This book describes definitions, history, and best practices for teaching online, and they form a foundational knowledge base for teaching. It identifies the impacts of demographics, finance, technology, and career development on teaching and learning using alternative teaching structures. Pedagogy and the study of learning provides the theory to develop effective educational programs. The book introduces theories and frameworks that guide the development and use of flexible learning environments. Guiding structures of online learning are applicable when developing traditional and alternative learning environments. The book also deals with reconceptualizing course content from face-to-face to an online environment; creating blended-learning environments; developing, teaching, and evaluating professional education; and establishing the pedagogical foundations of teaching continuing medical education. The technology courseware and software necessary to teach in online environments, manage online learning, and assess and evaluate learning in online environments are pertinent topics for teaching online. The book finally introduces the characteristics that the nurse educator needs in developing and teaching in flexible and creative environments and explains how nurse educators are supporting the direction of the future trends for nursing.

This book emphasizes the importance of sleep across states of health, health care settings, and at all stages of human development. It uses an evidence-based approach to synthesize and integrate nursing and interdisciplinary research on sleep to serve as a foundation for curriculum, teaching, practice, and researchactivities. The book is divided into four units. Unit I addresses aspects of normal sleep, including normal sleep physiology and behavior and developmental and gender aspects. In Unit II, the book provides an overview of the importance of sleep and its consequences from an epidemiological perspective, extant sleep-related nosologies, and a guide to sleep assessment. Unit II also discusses the epidemiology, consequences, assessment, and treatment of the sleep disorders such as insomnia, sleep-related breathing disorders including central sleep apnea (CSA), parasomnias, narcolepsy and circadian rhythm disorders (CRD), and psychaitric and pediatric disorders, the health disparities associated with sleep disorders, and provides an overview of complementary and alternative therapies for sleep. Unit III focuses on integration of the clinical research on sleep into specific settings where many nurses work (occupational health, primary care, acute care, long-term care, psychiatric settings, pediatric primary care, pediatric acute care, and maternal-child health). In Unit IV, the book presents suggestions about ways to integrate sleep and sleep disorders into pre-licensure and graduate nursing education, ideas about the future of nursing practice related to sleep, and proposed directions for future research.

This book is designed to introduce the historical, global, societal, and scientific events that have patterned and influenced today's health care system. It helps us to understand the significance of the transformation in nursing and the profound influences these changes have had on our approach to nursing practice today. The book showcases the role of nursing and its key place within the development of medicine from ancient and medieval times to the present. It delves into the unique role of the nurse in the care of the injured during wartime; traces the impact of key events, such as Florence Nightingale's effect on the care of soldiers during the Crimean War and nursing's role in subsequent wars, on today's practice of nursing; and describes the future of health care and its direct influence on the nursing profession. The history of the nursing profession is closely intertwined with that of health care, medicine, society, and public policy. This book helps nurses understand the important events and influential nurses that shaped nursing as a professional practice discipline. It provides key information in an easy-to-read format, with "Fast Facts in a Nutshell" identifying key points throughout every chapter. The book includes an interview with a nurse historian, Dr. Jean Whelan. It provides a brief historical overview of the origins of nursing and the profession. The book next focuses on Florence Nightingale and her significant contributions to nursing, nursing in early 1900s and new developments in nursing, such as public health nursing, and the impact of both world wars. It provides a more in-depth account that focuses on the tremendous growth and professional development over the past 100 years. Finally, the book looks closely at nursing theorists and leaders, nursing education, nursing research, professional organizations, and the future of nursing.

Incivility, bullying, and workplace violence in nursing is a significant problem–so much so that the American Nurses Association (ANA) developed a position statement in 2015 addressing the issue (ANA, 2015). ANA’s Code of Ethics for Nurses with Interpretive Statements notes that nurses are required to “create an ethical environment and culture of civility and kindness, treating colleagues, coworkers, employees, students, and others with dignity and respect”. This book explores the topic and gives the reader practical hands-on skills on how to identify and deal with this phenomenon. It provides detailed information, emphasizing why it is not okay to put new nurses “through the ringer” because we were once in that position. The book is intended to be a “field guide” to bullying and incivility: how to define, recognize, and deal with the behavior. It helps in understanding workplace violence in health care and the cost of nurse bullying on the health care system. The book explores the effects of bullying on the nurse and how to resolve and heal these effects, and the movement for formal workplace bullying legislation. It describes the responsibilities of nursing leadership and the employer and explains how to resist nurse bullying. Finally the book presents four case studies on bullying and the student nurse, bullying and the novice nurse, bullying in nursing education, and bullying in nursing administration.

The practice of clinical genetics and genomics has infiltrated nearly every area of health care. Becoming competent in the use of genetic content begins in undergraduate and generic nursing education programs. Part I of the book discusses the place of genetics in health care and the health care trends related to genetics. The Human Genome Project (HGP) led to the establishment of the ethical, legal, and social implications (ELSI) programs of genetic research. The National Human Genome Research Institute (NHGRI) and the National Cancer Institute (NCI) collaborated on a series of articles to help nurse educators focus on genetics and genomics. The book then reviews of basic and molecular biology, a discussion of human variation and diversity, and gene action and types of inheritance. Minisatellites and microsatellites are often used interchangeably to denote Variable Number of Tandem Repeats (VNTRs) and Short Tandem Repeats (STRs). The polymerase chain reaction (PCR) laboratory technique amplifies large quantities of a specific segment of DNA. The topics of prevention of genetic disease, genetic testing, and treatment are presented, including aspects of genetic counseling. Typical Mendelian patterns of inheritance include autosomal recessive (AR), autosomal dominant (AD), X-linked recessive (XR), X-linked dominant (XD), and Y-linked inheritance. Part II applies these principles to areas of clinical nursing practice. Specific application of genetics and genomics in regard to pharmacology, history taking and physical assessment, maternal-child nursing, adult health and illness and medical-surgical nursing, psychiatric mental health nursing, policies, and social and ethical issues are all discussed. Glucose-6-phosphate dehydrogenase (G6PD) deficiency is a genetic condition and is the most common enzyme abnormality known. The hepatic cytochrome P450 (CYP) enzyme system comprises a group of related enzymes known as a superfamily. The broad concepts are presented in a nursing context with selected disease examples and case examples.

This book focuses on common mental illnesses and weaves both the psychodynamic and neurobiological concepts into evidence-based strategies for nursing interventions. It provides information on descriptive psychiatric diagnoses, quality and safety education for nurses (QSEN) criteria, and NANDA-based care plans, case scenarios, evidence-based practice, patient and family education tips, drug summary lists, and complementary and alternative therapy approaches. The book also provides new information on psychopharmacology, compassion fatigue and a recovery model, use of informed consent, and cognitive behavioral therapy. Psychiatric-mental health nursing care is practiced in multiple settings across the health care continuum. Patients of all ages in need of psychiatric-mental health nursing care can be found in hospitals, community agencies, and residential settings. Critical thinking and clinical decision making are crucial elements to ensure that the patient’s needs are assessed, relevant problems are identified, and therapeutic nursing interventions are planned, implemented, and evaluated. Clinical decision making based on critical thinking is similar across all clinical settings. One unique dimension of critical thinking in psychiatric-mental health nursing is the importance of the interpersonal relationship as a major healing factor in delivering psychiatric nursing care. The book focuses on how psychiatric nurses integrate the concepts of critical thinking, clinical decision making, and the nursing process within the interpersonal relationship to address patient needs and delivery of nursing care.

This book is a history of nursing in the United States from 1607. It is intended as an introduction to nursing history for undergraduate and graduate nursing students and to others who might be interested in how the profession developed in the United States. The book uses examples of nursing education, nursing leadership, and changes in nursing practice throughout the narrative. The first chapter examines nursing care in the early Colonial period, Revolutionary War and post-Revolutionary period. The second chapter argues that nursing work changed to an organized system of “care by strangers” during the American Civil War. The third chapter describes creation of nurse training schools. Chapter 4 discusses formation of National Organization for Public Health Nursing, Children’s Bureau, and Rural Nursing Service of the American Red Cross. Fifth chapter focuses on the founding and development of first nursing organizations. Sixth chapter emphasizes the importance of innovation in nursing during the Progressive Era. Chapter 7 describes transition towards hospitals as the preferred place for treatment of illness. Eighth chapter describes the role of nursing during World War I and pandemic influenza of 1918. Ninth chapter explores the role of nurses to promote health of mothers and babies. Tenth chapter describes nursing during the Great Depression. Chapter 11 explores the opportunities and challenges of nursing during World War II. Chapter 12 discusses nursing shortage, and the impact of Hill-Burton funding on the rise of the modern hospital. Chapter 13 talks about the rise of coronary care nursing and its impact on nurses’ scope of practice, and military nurses’ work in the Vietnam War. The penultimate chapter describes the response of nurses to a number of national and international health crises such as HIV/AIDS emergency, nursing shortage, and the Persian Gulf War. The final chapter discusses nursing in the 21st century.

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.

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.

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 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 the only text to comprehensively address the assessment of student learning, as well as the evaluation of instructor and program effectiveness, in a wide variety of settings. Long considered the gold standard for evaluation and testing in nursing education, the book provides expert and comprehensive guidance for educators in the assessment of student learning in a wide variety of settings, as well as the evaluation of instructor and program effectiveness. It presents fundamental measurement and evaluation concepts that will aid nurse educators in the design, critique, and use of appropriate tests and evaluation tools. The book describes concepts of assessment, testing, and evaluation in nursing education and prepares teachers for carrying these out as part of their roles. It presents qualities of effective assessment procedures (reliability, validity, and usability); how to plan for testing, assemble and administer tests, and score tests; how to write all types of test items and develop assessment methods; strategies for assessing higher level learning; and testing and evaluation in online courses and programs. The book also describes the evaluation of written assignments in nursing, the development of rubrics, clinical evaluation, methods for evaluating clinical performance, and using simulation and objective structured clinical examinations (OSCEs) for evaluation. A new chapter prepares educators to analyze the performance of the test as a whole and of individual test items and to interpret test scores. It includes many examples and exhibits to help readers understand these analyses and make informed decisions about their tests. This edition also examines the social, ethical, and legal issues associated with testing and evaluation in nursing; grading; and program evaluation (with a new section on accreditation of nursing education programs). The Appendices provide a quick reference guide for writing different types of test items (with examples) and other testing resources.

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.

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.