Doctor of Nursing Practice (DNP) prepared practitioners and leaders are charged with engaging in and leading innovative and evidence-based practice that is reflective of the application of credible research findings. These new doctoral practitioners and leaders confront clinical problems on a daily basis that require analysis and interventions using their knowledge and expertise in quality improvement and evidence. Statistical literacy is another essential skill set for doctoral level nurses as they evaluate evidence to tackle these significant clinical problems. Statistical acumen and confidence have evaded many nurses for multiple reasons requiring educators to find alternate ways to bridge this knowledge gap. This book fills a void and meets this need. Students and educators alike will benefit from its straightforward, pragmatic style in explaining applied statistical analysis. Chapters are replete with various quantitative methods including novel chapters on Visual Representation and Humility, and examples to assist the reader in understanding what is generally complex content. Drawing on the deep expertise of its authors, the book should become a go-to reference for anyone looking to gain knowledge in applied statistics. Rather than focus solely on mathematical statistics, this book's refreshing approach focuses on learning how to argue using research questions, methods, and aligned analyses. Well-written with a unique perspective, this book makes the case for placing the doctoral-level nurse in the mindset of being a good, applied statistician to refute incorrect claims and support claims with proper evidence.

This book addresses a growing concern. Implementation science seeks to close the research-to-practice gap by identifying the barriers that impede the adoption, implementation, sustainability, and scale-up of evidence-based health interventions, and by identifying the best methods for overcoming those barriers. The implementation scientists’ aspiration for the field is to generate useful and usable scientific knowledge to improve the practice of implementation. The rapid growth of implementation science as a research enterprise, however, has given rise to concerns that the authors and implementation scientists share that implementation science itself will replicate the research-to-practice gap that the field was intended to address. This book represents the first systematic attempt by leading implementation researchers to “translate” implementation science for implementation practitioners by making accessible and practical the wealth of scientific knowledge and associated tools that implementation science has produced. It also addresses an unmet need. Although a growing number of colleges and universities offer courses in implementation science, there are no textbooks in implementation science geared specifically for graduate health professional students or advanced undergraduate students. Instead, instructors teaching such courses must rely on peer-reviewed articles published by implementation researchers for implementation researchers. The book is organized into 14 chapters, suitable for a semester-long course but also useful for a quarter-long course. The core of the book consists of eight chapters organized by common tasks or steps involved in planning, executing, and evaluating implementation efforts. These tasks or steps include assessing the knowledge-practice gap (also known as the know-do gap); selecting an evidence-based practice (EBP) to reduce the gap; assessing EBP fit and adapting the EBP; assessing barriers and facilitators of implementation; engaging stakeholders; creating an implementation structure; implementing the EBP; and evaluating the implementation effort.

This book has been written by Physician Assistants (PA) for PAs. It provides—in a single, comprehensive resource—the information and strategies required by students and clinicians alike to successfully learn and practice medicine. Organized and designed to support the clinical year courses, it provides the foundation for evaluating a patient—including the assessment of pertinent history and physical examination findings—building a differential diagnosis, ordering and performing diagnostic studies, and treating and managing patients with a wide variety of clinical presentations and diagnoses, covering all of the clinical topics on the current National Commission On Certification Of Physician Assistants (NCCPA) Physician Assistant National Certifying Exam (PANCE) blueprint and more. Each chapter is written in clear and concise language and includes summary tables and figures that are easily understood, and photos and diagrams that enhance understanding of the topics. Each chapter is well-referenced, and the chapters collectively follow a digestible and methodical review of conditions, in which discussions are preceded by overviews that cover epidemiology and pathophysiology, introducing specific clinical disorders through their clinical presentation, reviewing physical examination steps and associated findings, and diagnosis details—differentials and tests—for each condition. Also included are treatment options along with important patient education information. Common chief complaints are located at the end of each chapter with useful algorithms. Key points and special considerations for specific patient populations are highlighted throughout the book, and knowledge checks appear at the end of each chapter helping students synthesize and apply what they have learned. The book has been carefully written and edited to promote evidence-based practice in patient evaluation and patient management to ensure that clinicians base decisions on valid and reliable information. It emphasizes an approach to patient care that encompasses cultural competency, social determinants of health, and a wellness perspective.

Psychiatric-mental health advanced practice registered nurses (PMH-APRNs) are like water: they are flexible, they are fluid, and they go where they are needed. Deinstitutionalization of psychiatric patients resulted in not only more community-based treatment, but also new and expanded outpatient roles for psychiatric nurses. The third edition of Advanced Practice Psychiatric Nursing meets the practice standards developed by the American Psychiatric Nurses Association, the International Society of Psychiatric-Mental Health Nurses, and the American Nurses Association, which require all PMH-APRNs to have skills in psychotherapy, psychopharmacology, and holistic assessment. Each chapter reflects not only state-of-the-art knowledge, but decades of clinical wisdom. The book is divided into five sections: Section I provides an overview of the theoretical and evidence base for practice and an exploration of the concept of shared decision-making and reaching concordance between clinicians and clients. Section II explores the foundations necessary for the practitioner to implement integrated practice and discusses the synergistic effects of integrating practice concepts. This includes chapters presenting the overviews of psychotherapy, psychopharmacology, and complementary and alternative approaches in the context of the stages of treatment. A new chapter focuses on legal and ethical issues in treatment. Section III applies the information from previous chapters and focuses on integrative management of specific syndromes. The chapters discuss mood disorders, anxiety-related disorders, psychotic symptoms, sleep disturbances, disordered eating, disordered cognition, impulse control, disordered attention, self-directed injury, and other-directed violence. Section IV covers aspects of managing substance misuse, medical problems, pregnancy, telehealth, and forensic issues that often co-occur with psychiatric syndromes. A new chapter focuses on care for sexual and gender minority patients. Section V covers the importance of maintaining competence and quality in clinical practice. The section includes a new chapter on self-care among PMH-APRNs that focuses on resilience in practitioners, and the final chapter focuses on the global perspectives and the future of psychiatric-mental health advanced practice nursing.

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.

Clinical Nurse Specialists (CNS) play a critical role in ensuring the implementation of high-quality evidence based care, improved patient outcomes, and reduced health care delivery costs. Professional certification is one way we distinguish our unique contributions and advanced practice nursing expertise from other advanced practice roles. This first edition of the book represents a compilation of Clinical Nurse Specialist practice knowledge contributed by respected clinicians from across the nation for certification examination preparation. The book incorporates content from the American Association of Colleges of Nursing Adult-Gerontology Clinical Nurse Specialist (AGCNS) Population Focused Competencies and the American Association of Critical Care Nurses Scope and Standards for CNS Practice. It begins with an introduction to the current AGCNS examination options, test plans and processes, as well as test taking strategies for success. The remainder of the book organizes test plan subject matter according to the three spheres of impact of CNS practice. The book includes twelve chapters presenting the overview, pathophysiology, etiology, assessment, diagnosis, treatment/management, and related pharmacology content according to each body system. It addresses the nurse and nursing practice sphere of impact. Relevant content includes age-related response to illness and adult-gerontology population specific practice standards for care and advocacy of the older adult. Emphasis is placed upon culturally competent care and safe care transitions. Nursing practice content includes consultation, collaboration, education, mentoring and communication skills. Nurse and nursing practice advocacy topics review public policy, professional practice issues, and ethical concerns. The book covers systems and systems leadership competencies of the CNS. Relevant content involves quality improvement principles, safety initiatives, financial stewardship, organizational level program development and systems change. Clinical inquiry subject matter covers evidence- based practice, research methodology, and skills for dissemination of CNS work.

The increasing focus on evidence needed for practice decisions propels us to re-envision how we teach graduate students about research and evidence-based practice (EBP). This book serves as a resource for graduate students and practicing advanced practice registered nurses (APRNs) who contribute to the scholarly output in the discipline, particularly in the area of clinical practice. Increasing numbers of APRNs are prepared with a doctorate in nursing practice (DNP) degree. Collaborative teams, comprising APRNs prepared with master’s and doctoral degrees, can accelerate the translation of evidence into practice to improve health outcomes. Therefore, this book teaches APRNs prepared at the master’s and doctoral levels how to (a) find relevant and current evidence, (b) appraise the evidence, (c) translate evidence into practice to improve patient care and outcomes, and (d) disseminate findings. This book expands on the previous edition by providing a chapter on quality improvement (QI) models, processes, and tools; expanding Chapter 14 (systematic reviews) to include integrative and literature reviews; adding a chapter with exemplars of APRN-led initiatives that showcase improved processes and health outcomes. The book is organized into four parts. The chapters in Part I focus on an overview of EBP: the definitions of EBP that have evolved over time, types of evidence, and models of EBP. Components of the research process are presented from a reviewer’s perspective of using the article as supporting evidence for practice in subsequent chapters. Part III discusses meta-analyses, systematic reviews, integrative reviews, and practice guidelines from various sources, such as professional organizations and government websites, are other types of evidence that may be used in establishing EBP. Part IV discusses cost, outcomes, and ethical aspects are essential components of EBP and QI.

This book provides foundational knowledge and skills pertaining to ethical and evidence-based practice for mental health providers engaging in or considering using distance modalities to treat clients. Targeting day-to-day application, the book explains the core functions of Telemental Health counseling (TMH) and its use across a broad spectrum of mental health modalities and settings. Using the framework of the American Counseling Association divisions, American School Counselors Association, and Council on the Accreditation of Counseling and Related Education Programs core areas to examine TMH, the book provides instructions to develop skills that readers can apply directly to their own counseling interactions. Providing a wealth of information based on empirical and impartial views, the book helps readers examine the benefits and risks of distance counseling in various settings. It encompasses the history of TMH, ethical codes, legal guidelines, and recent research. Case studies and opportunities for self-reflection enable readers to envision distance counseling in real-world contexts, ask critical questions, and form conclusions about its utility in their practice. The book includes critical content pertaining to the COVID-19 crisis, expands the view of distance counseling to include such varied professionals as mental health, school, family, couple, rehabilitation, addiction specialists, etc. It presents abundant case studies to provide context and practical application, addresses the positive and negative aspects of practicing distance counseling and includes ethical issues in each chapter pertaining to designated core areas or specialty. The book presents Questions of Practice to foster critical thinking regarding the use of TMH in specific roles or functions and offers Voices from the Field with real-world examples focusing on practicing TMH within the designated core areas or specialties. It emphasizes ethical, practical, and logistical TMH practice in all chapters.

This handbook was developed as a guide to the strategies and best practices needed by clinicians to assess an individual’s health and well-being. It is intended for a broad audience of health science students and clinicians across disciplines who strive to exemplify excellence in evidence-based assessment and practice. The book provides a practical, scientific, and holistic approach to assessment, in a summarized format that provides ease of access to students and clinicians while in lab and clinical settings. It promotes evidence-based assessment to ensure that clinicians are using valid and reliable examination methods in which to base future decision-making. The book incorporates physical and mental dimensions of wellness, social determinants of health, prevention and self-care needs, into assessment in a manner that respects an individual’s personal perspectives, family and community. It summarizes abnormal subjective (history) and objective (physical exam) findings for common disease states across the life span. The book ensures that clinicians are able to conduct a self-assessment of their own personal health and wellness. Learning to effectively assess the health and well-being of an individual involves integrating skills of history taking, physical examination, and diagnostic decision-making within the context of patient-centered, culturally sensitive, evidence-based clinical practice. The book reviews the physical examination components required to inform clinical decision-making and lists the findings that are generally associated with differential diagnoses. Only with evidence-based assessment can a clinician ensure patient safety and high-quality, cost-effective care. The book comprises of 16 chapters. The first two chapters review evidence-based approaches to assessment—the importance of history taking and approach to general survey. Chapters 3 to 11 review assessment priorities and common diagnoses relative to specific body systems. Chapters 12 to 15 focus on assessments related to sexual and reproductive health and obstetric assessment. Chapter 16 focuses on mental status and mental health.