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.