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.

This book provides the foundations and training that social workers need to master cognitive behavior therapy (CBT). CBT is based on several principles namely cognitions affect behavior and emotion; certain experiences can evoke cognitions, explanation, and attributions about that situation; cognitions may be made aware, monitored, and altered; desired emotional and behavioral change can be achieved through cognitive change. CBT employs a number of distinct and unique therapeutic strategies in its practice. As the human services increasingly develop robust evidence regarding the effectiveness of various psychosocial treatments for various clinical disorders and life problems, it becomes increasingly incumbent upon individual practitioners to become proficient in, and to provide, as first choice treatments, these various forms of evidence-based practice. It is also increasingly evident that CBT and practice represents a strongly supported approach to social work education and practice. The book covers the most common disorders encountered when working with adults, children, families, and couples including: anxiety disorders, depression, personality disorder, sexual and physical abuse, substance misuse, grief and bereavement, and eating disorders. Clinical social workers have an opportunity to position themselves at the forefront of historic, philosophical change in 21st-century medicine. While studies using the most advanced medical technology show the impact of emotional suffering on physical disease, other studies using the same technology are demonstrating CBT’s effectiveness in relieving not just emotional suffering but physical suffering among medically ill patients.

Caring for the dying and their families can be one of the most emotionally fulfilling, personalized, and loving acts a nurse can provide. This book, about the CARES tool, attempts to convey essential information on how to effectively care for the dying in a condensed and readily applicable format for the bedside nurse. It is divided into seven parts. A general background and the establishment of the CARES tool are found in Part I. The second part presents a detailed breakdown of the CARES tool by sections (comfort, airway, restlessness and delirium, emotional and spiritual support, and self-care). Part III shares the theoretical foundation of the CARES tool, and emphasizes the need for patient advocacy and strong communication skills. It also explores what can be done to promote a peaceful death. The fourth part consists of two chapters which address the changes in our culture that must occur and the new role of the doctor of nursing practice (DNP) for translating the current literature into evidence-based practice. Part V examines how the use of the CARES tool can impact nursing care and encourage end-of-life care involvement by other health care providers, and how hope can be nurtured for the dying. The penultimate part of the book provides insight into CARES tool application strategies employed at Sunnybrook Health Sciences Centre in Toronto, Canada. The last part summarizes the example scenario of an individual final journey and the individualized care he and his family were given in an effort to provide a peaceful and loving death. It also provides some recommended websites, readings, and references to continue the reader’s education on evidence-based compassionate care of the dying.

This book is a response that fosters education, practice development, and professionalism. The bachelor of science in nursing (BSN) is the essential educational foundation to give nurses the knowledge to improve health outcomes and provide the highest quality care. It provides the essentials of nursing theory and the importance of having a philosophy of nursing that informs our professional role. The book is written to assist with the transition from the role of the LPN to the baccalaureate-prepared registered nurse (RN). Licensed practical nurses (LPNs) who enter a university to advance their education through seeking a baccalaureate of nursing degree often find the experience of socializing into the new professional role challenging. The book analyzes the change process, discusses Benner’s stages of clinical competence, examines the philosophy of nursing and describes stress reduction measures. The terms leadership and management are described, and the role of the baccalaureate-prepared nurse as leader and manager is explored. Finally the book talks about the Skill Competencies required for the Baccalaureate-Prepared Nurse-electronic health records (EHRs); the Technology Informatics Guiding Education Reform (TIGER) Movement; Simulated E-Health Delivery System (SEEDS) and Nursing Informatics Education Model (NIEM). The Quality and Safety Education for Nurses (QSEN) program was created in 2005 by an expert panel of nursing educators with the aim of preparing future nurses to continuously advance the quality and safety of the health care system in which they practice. The group developed six core competencies to be incorporated into nursing curricula: client-centered care; teamwork and collaboration; evidence-based practice; quality improvement; safety; and informatics.

This book is designed to help nurses and other health professionals develop compelling proposals for PhD dissertations; National Institutes of Health (NIH) research grants, fellowships, and career development awards; and proposals for education, translation, evidence-based practice, and demonstration projects, including those for the Doctor of Nursing Practice (DNP) capstone project. It takes readers through all the parts of developing a proposal, selecting a problem; showing the significance of the problem; describing the work already done on the problem and the need for further work on the problem or its solution; describing their preliminary work, when relevant; and detailing their design and methods. Then, the book offers innovative ideas for writing a dissertation proposal or a proposal for a DNP project or other type of evidence-based practice project. In describing proposals for NIH funding, the book gives detailed instructions on what content to include and how to organize the Specific Aims section and provides similar details on writing the Significance, Innovation, and Approach sections. Finally, it offers guidance in composing a title and abstract, preparing the additional materials needed for a proposal, and developing a budget. It also addresses the processes of writing proposals, submitting a grant proposal, the review, and a possible resubmission.

The intent of this book is to provide useful knowledge and practical applications to ease the work of leading or working in a hospital-based nursing research program. It contains principles that apply to all sizes of hospitals, as well as hospital systems that may be spread out over multiple states or be contained in one area. The book describes how nursing research provides new evidence for nursing practice that improves clinical outcomes, changes the culture of the organization, creates new leadership roles for nurses, offers opportunities for interdisciplinary collaboration, enhances patient safety, improves nurse and patient satisfaction, and leads to positive branding of the hospital and the nursing department. Nursing leadership can create (or support) a vision for nursing research based on the benefits that are central to the hospital’s strategic mission and goals. An essential element of setting the foundation and planning, growing, and nurturing a nursing research program is to demonstrate how the program aligns with the strategic plan (vision, mission, and goals) of nursing. The three foundational elements of strong nursing research programs personnel, intranet resources, and a nursing research department database are interconnected and should be available to the entire nursing department, including non-nurse providers and administrators, because important research questions can come from anyone on the team. The nursing research department database is an electronic system of input and storage of direct and indirect data important to the development, conduct, translation, and dissemination of nursing research.

The doctor of nursing practice (DNP) capstone project is a scholarly method to directly impact quality of care and health care outcomes. Translating knowledge into practice and disseminating outcomes for care and policy are consistent with the call for action in the Institute of Medicine report. This book adds to the dialogue by presenting exemplary capstone projects that have provided leadership for change in clinical practice, enhanced interdisciplinary collaboration, promoted advocacy and policy changes, or contributed to quality improvement in health care systems. Each exemplar presented is linked to one or more of the DNP essentials. After a presentation on the impact of DNP degree on clinical practice, the book addresses issues related to the development of the bachelor’s in science of nursing to doctor of nursing (BSN-DNP) capstone curriculum. DNP education is heavily focused on innovative and evidence-based practices (EBPs), and the capstone exemplar describes how a DNP student was guided to design and implement an EBP capstone project. Subsequently, the book discusses burnout as a barrier to practice among nurse-midwives, describes a systems-level change in implementing diabetic group visits in a primary care clinic, and explains the development of a training program for emergency nurses to prevent compassion fatigue and strengthen resiliency skills. One of the chapters is devoted to the development of a data collection tool for microcosting provision of care within the freestanding birth center (FBC) model of maternity care.

Direct practice social work is an approach for helping others that emphasizes a strengths perspective and focuses on person to person contact with individuals, groups, or families (Saleebey, 1996, 2011). The primary goal of direct practice social work is to provide assistance to vulnerable populations within our society. Direct practice social workers are required to be licensed by the state in which they reside and are regulated by a state board. The National Association of Social Workers (NASW) has established standards and guidelines for conducting the services that direct practice social workers provide. This book is organized into ten chapters. The first chapter provides an introduction to direct practice social work. The second chapter discusses the values and ethical foundations of social work practice. The third chapter presents social work theories, practice models, and the strengths-based direct practice framework. Chapter four describes the engagement process, which refers to the initial interactions between the social worker and the client. The fifth chapter focuses on assessment and goal formulation using a strengths-based approach. The sixth chapter details the factors that must be considered when identifying interventions and outlines a few of the more prevalently used modalities such as evidence-based practice, crisis intervention, cognitive restructuring, and group interventions. Chapter seven outlines the various ways social workers can evaluate progress with clients as well as guide practitioners through the process of terminating the helping relationship. The eight chapter describes strengths-based direct practice documentation. Chapter nine presents challenging practice conditions. It is designed to provide some of the basic knowledge to be used with a variety of specific client circumstances. The final chapter examines practice implications for the strengths-based direct practice professional. It focuses on typical obstacles that social workers must be alert to as well as methods for navigating them.

This book presents a conceptual framework for contemporary nursing practice based on the science of self-care and also incorporates other nursing and multidisciplinary perspectives. It illustrates how to attain and integrate knowledge from nursing theory and theories of related disciplines to achieve optimal evidence-based nursing practice. Case examples from a variety of clinical situations integrated with nursing theory demonstrate the variables needed to achieve optimal nursing practice. The first chapter discusses, inter alia, the relative value of different ways and patterns of knowing within the discipline of nursing. This is followed by a chapter that explains the importance of knowing and understanding the proper object of nursing. Nursing is an action system; action systems begin with problem identification, framing, and delineation. Several factors condition or influence the requirements for self-care, and represent a point of articulation of nursing sciences with other sciences that inform health-related situations. Self-care agency is developed as one learns from his or her family members and others in society to care for self. A traditional collaborative-care system is a unique whole that is formed through the informal or formal negotiation for care by two adults. The dependent-care agent is a person in a relationship not only with the care recipient but also with other members of the family. The family may be a factor that conditions the therapeutic self-care demand and self-care agency of the family member who is the identified patient.

Common dermatological problems seen frequently in primary care practice can be difficult to identify. Becoming educated about the descriptors provides an important foundation for building clinical skills in assessment, differential diagnosis, and preferred management of common skin conditions. This book features dermatology diagnostics, treatments, and management strategies. Dermatologic diagnostics include skin assessment, specimen collection, and the use of mechanical devices. Evidence-based topical, systemic, and surgical treatment options for skin conditions are provided. Additionally, wide-ranging management strategies are included. An especially unique feature of this book is the dermatological decision trees. These decision trees are clinical tools that were developed to provide a graphic representation to guide the user from known information, at the apex of the tree, to a final choice based on observation and logic. To facilitate the practitioner’s ability to more quickly identify which of the 60 conditions a patient has, the section covering these conditions is organized using a standard format that includes overview, epidemiology, etiology, clinical presentation, histology, differential diagnosis, treatment and management, special considerations and appropriate referrals, patient education, patient follow-up, and clinical pearls. The skin conditions that are covered in this book include abrasions and skin tears, acne, burns, cysts, dermatitis, impetigo, insect bites, nail conditions, psoriasis, skin cancer and vasculitis.

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.

This innovative resource is a user-friendly introduction to evidence-based practice and other types of research-based initiatives that improve patient outcomes. Using a method formed through years of teaching experience, the author translates the difficult and sometimes confusing language of research into everyday vocabulary, linking complicated concepts with easily understood scenarios. Written in quick-access Fast Facts style, the book presents knowledge in a consistent, step-by-step format characterized by bite-sized information. Each chapter opens with learning objectives that unfold into new concepts, followed by everyday life examples. Fast Facts boxes, systematized tables, and new vocabulary reinforce learning and highlight key concepts. This application-based approach helps students question their preconceived notions about research and then engage in it with a newfound confidence. The approach teaches the reader not only how to conduct a first research project but also how to construct an argument, a theory, and critically explore a belief. This method of conducting research engages the reader in active problem-solving, asking the right questions, finding answers, and being able to understand even the most complex problems. The book is divided into three sections: Part I: Define, Clarify, Search, Prepare introduces the reader to the vocabulary of research methods and the importance of defining the problem, identifying the discrepancy, and clarifying the specific problem at hand and the factors that are possible contributors to it. Part II: Starting the Actual Project investigates qualitative and quantitative research designs, methods of data collection, the reliability and validity of data, the sample from the population, and the ethical and legal considerations of engaging in research. Part III: Test, Analyze, Discuss dedicates to the proper collection and analysis of the data. The book also presents an easy guide through the steps needed to be taken when embarking on a research project.

Stroke is the fifth leading cause of death and leading preventable cause of long-term disability in the United States today. As our aging population increases in number, one can expect to see a corresponding increase in the number of patients presenting in emergency departments with stroke. A dramatic improvement has been seen in stroke management over the past two decades, particularly since the early 2000s, and nurses have been racing to stay abreast of the changes and their increasing educational needs, as well as those of their patients. From the recognition of stroke signs in prehospital care, to the guidelines for inpatient care, diagnostics and interventions, and rehabilitation programs, we now must consider evidence-based practice guidelines and Food and Drug Administration–approved interventions for the clinician, patient, and the family. This book provides a succinct yet comprehensive review of the evolution of stroke patient management. It is designed to be a practical guide, starting with a brief background on the phenomenon of stroke care improvements, moving through acute care to postacute care, and finishing with practical pointers for using data to drive performance improvement. The book is organized into six parts comprising 16 chapters. The first part provides a brief overview of anatomy and physiology of the brain and cerebrovascular system, tying them to types of strokes, assessment, and diagnostic tools. The second part describes acute stroke interventions and secondary stroke prevention interventions. The third part presents the various key element of stroke care such as prehospital and emergency department, stroke unit, and intensive care unit. The next two parts discuss postacute care essentials such as rehabilitative care and secondary prevention, and primary prevention. The final part talks about evidence-based practice in stroke care nursing.

This book intends to serve as an introduction to and a comprehensive resource for the work of translation. Consistent with the first edition, the focus is more precisely on the planning, execution, and achievement of important outcomes rather than the development of the science of implementation. It also intends to encourage and facilitate broad adoption of translation as a means to achieve the Quadruple Aim and to ground the work solidly in theory and evidence. The book can form the scaffold for DNP education and the conduct of the scholarly project. It can also serve as a playbook for DNPs as they begin to practice nursing at the highest level and transform healthcare and the health of society. The third edition presents refreshed and expanded content to describe the work of translation. Examples of successful translation projects are presented to demonstrate the process of working from a problem; through meticulous prosecution of the evidence; to careful planning, execution, evaluation, and finally, broad dissemination. The exemplars demonstrate high-impact, sustainable change that transforms culture and practice. The book is structured into six discrete but compatible sections. Part I contains three chapters that describe the process of translation from a theoretical perspective and reviews the key tenets of evidence-based practice. Part II contains four chapters that describe the application of translation to select practice foci, including outcomes management, safety and quality, leadership, and health policy. Part III contains five chapters that describe a reliable and rigorous approach to the process of translation. Part IV is new to this edition. It presents content to support effective translation. Part V contains two chapters to promote successful translation. Part VI was entirely new in the second edition. It contains three chapters in which examples of successful translation projects are presented.

Faculty in schools of nursing often provide Doctor of Nursing Practice (DNP) students an outline to organize a DNP project paper. Outlines provide students an overall view of a DNP project paper and the sections to be completed. This fast facts book provides DNP students with resources to develop critical insights and rationale that will support them in writing an impactful DNP project paper. It enables students to master the “why” and “how” of what to include in each section of a DNP project paper. It also guides students to effectively communicate, in writing, complex issues and solutions surrounding their DNP project topics. The book supports students' cognitive processes used to comprehend and communicate structure, content, and presentation for their project papers, which cannot be easily fostered by an outline or rubric. It fulfills a need for faculty who seek a comprehensive resource for students to utilize when developing their DNP project papers from conceptualization through dissemination of a final product. The authors use Introduction, Methodology, Results, and Discussion (IMRaD) model to describe an overarching structure for a DNP project paper and explain rationale for using the IMRaD model as a conventional structure for academic writing in the health sciences. The book also demonstrates how to organize an evidence-based practice (EBP) question or quality improvement project within the IMRaD model. It reviews types of EBP questions (i.e., intervention, prognosis/prediction, diagnosis/diagnostic test, etiology, and meaning), and explains how to adapt EBP projects to the IMRaD model. The book then presents Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0), and includes adaptation for use with the IMRaD model. Each IMRaD section is accompanied by specific areas of content that faculty will expect to see covered in each section of a DNP project paper.

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.

This book is for the busy clinician working in pediatric primary care, family medicine, and urgent care. It is developed to be a quick reference to help providers navigate through some of the most common presenting complaints and symptoms encountered during the pediatric office visit. It is not a “textbook” to help write a dissertation. It is a book designed for, and by, busy clinicians in the trenches of ambulatory practice. The book is easy to use and gives quick practical guidance. It serves to be useful for an experienced clinician, or a newbie Nurse Practitioner (NP), or a Physician Assistant (PA) student going into their pediatric rotation. This book is unique in that it has been written by both NPs and PAs who work in and teach pediatrics to advanced practicing clinicians. It provides an overview of how to approach the history and physical exam of a pediatric patient based on their age and in the context of the parent/caregiver–child relationship during the pediatric healthcare encounters and discusses the concepts of pediatric growth and development. The book has been organized by common presenting symptoms and made to be a concise and focused review of the most common presenting symptoms within a system. It encompasses all key diagnostic and management essentials needed for safe and effective pediatric practice. By incorporating the most current literature and evidence-based practice, the book explains how to best assess, diagnose, and treat common pediatric disorders in an ambulatory care setting. Chapters consistently include focused assessment and diagnosis of the most common clinical problems and treatment options. The book discusses important developmental milestones, and illness prevention and management sections provide practitioners with important content to educate patients and families easily and thoroughly.

This book provides a basic reference for nurses caring for women and their families during the antepartum and postpartum periods. It encompasses evidence-based practice guidelines and clinical recommendations for routine antepartum assessment and nursing care, care of women with pre-existing conditions prior to pregnancy or complications of pregnancy, routine postpartum assessment and care, postpartum complications, and care of special populations. Chapters are organized systematically to include assessment and management guidelines, health promotion and teaching recommendations, routine laboratory and ultrasound tests, and holistic evidence-based nursing care practices. A separate section addresses special populations and outlines care components specific to these women and their families. They include culturally diverse families, women on each end of the age spectrum, women with fetuses or newborns diagnosed with adverse outcomes, women who have a history of being victimized, and those with deployed partners. While targeted to hospital-based nurses and new nurses in hospital orientation and their preceptors, it is also a helpful resource for nurses who practice in a great variety of related settings, as well as nurse midwifery students. Appendices include a skills checklist, a list of commonly used medications, abbreviations, and lab values.

The clinical nurse leader (CNL) is considered a valued nursing leader within healthcare and has improved care in many different organizations and healthcare settings. Even though the CNL nursing specialty was initiated nearly 20 years ago and has been shown to improve care processes, implementation within healthcare organizations has been slow and inconsistent. The CNL is considered an advanced generalist and is expected to know and understand a wide variety of topics and concepts. This unique, quick-access handbook delivers practice essentials for Clinical Nurse Leaders in all settings. Focusing on the broad responsibilities of the advanced clinicians in this growing field, the book provides evidence-based, step-by-step guidelines for incorporating the required CNL competencies into day-to-day practice. It describes the principles of evidence-based practice, quality improvement processes, care transitions, and patient and nursing advocacy, while covering the complex environments that CNLs are expected to lead and manage. Additionally, the book provides tips for marketing the CNL role to facilitate change, advocate for Nursing and Populations, and disseminate their individual accomplishments to organizational leaders. Each chapter includes objectives, vignettes, case scenarios, and lessons learned based on the experiences of the authors. The book also provides the basics of quality improvement and evidence-based practice. It is the only resource of its kind to supports CNL students as they transition into practice. It serves as a quick-access reference for day-to-day responsibilities and helps CNLs to produce positive outcomes that sustain the CNL role. The book also includes guidance to find quality job opportunities and get hired.

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.

This book highlights how nurses have held a myriad of roles as leaders since the time of Florence Nightingale. Schools of nursing developed master's-prepared nursing programs, which led to the development of advanced practice registered nursing (APRN) roles. Graduate nursing education for nurse leaders has evolved to address the advanced knowledge and skills required in these roles. The book has been developed to be a resource for clinical nurse leader (CNL) and other Nurse Leadership Programs. The intent is to provide a book for faculty and students that focuses on the essential knowledge required in any graduate nurse leader role and in any setting. All graduate level nurses should be prepared to embrace leadership and have a positive impact on healthcare and patient outcomes. The book is organized into three sections comprising 26 chapters. Section I, Nursing Leadership, describes trends in leadership; leadership types; healthcare advocacy; CNL role; lateral integration of care services; integrating the CNL/APRN skill set as master'-prepared nurse leaders; and ethical nurse leadership. Section II, Patient Assessment and Clinical Outcomes, discusses advanced patient assessment; illness/disease management; health promotion, disease prevention, and injury reduction; interprofessional communication and collaboration skills; and health policy, laws, and regulatory issues. Section III, The Care Environment, covers a wide range of topic, which includes healthcare systems and organizational structure; healthcare economics essentials for the nursing professional; financial and budget principles for nurse leaders; knowledge and outcomes management; evidence-based practice; evaluating statistical approaches in nursing; quality improvement and patient safety; and healthcare informatics. Each chapter provides an overview of the topic and how it applies to master’s-prepared nurse leaders. It is hoped that faculty will provide assignments that further clarify how to apply the content to a nurse leader role. This may include papers, projects, in person or online discussions, presentations, and internships.

Cancer affects 1.7 million new lives each year. Over 60" of those diagnosed with cancer will undergo radiation therapy at some point in their disease process–whether for curative intent or for palliation. Radiation oncologists take great care to accurately target tumor and minimize normal tissue irradiation. This book provides a concise summary of the presentation and management of both acute and late radiation side effects. The ability to effectively manage the acute effects on patients undergoing treatment is critical for radiation oncology professionals as well as other medical fields, as patients are treated in multidisciplinary fashion. Most late-appearing effects from radiation are uncommon. The book is a collection of the experience of disease site experts who see and treat both acute and late effects with frequency. Their summarized evidence-based practice provides guidance to anyone whose practice touches cancer patients and survivors. The book is a useful and practical guide in practice, whether it be daily management or as reference for the occasional patient with a history of radiation. The book is divided into thirteen chapters. The first chapter addresses radiation therapy effects on the central nervous system. The second chapter presents radiation therapy effects in head and neck cancer. The third chapter describes radiation therapy effects on the thorax. The fourth chapter analyzes radiation therapy effects in breast cancer. The next three chapters presents radiation therapy effects on the abdomen, pelvis, and on skin and extremities. Chapter 8 reviews radiation toxicity management in children. The ninth chapter discusses the systemic effects of radiation therapy. The tenth chapter analyzes radioprotection for radiation therapy. Chapter 11 discusses the risk and prevention of radiation-induced cancers. Chapter twelve describes the approaches and challenges in cancer survivorship. The final chapter talks about maximizing the health and wellness of cancer survivors through healthy lifestyle behaviors.

For more than six decades, the clinical nurse specialist (CNS) role has been an integral part of healthcare in the United States. This book is an essential text for students, faculty, and those currently in practice. The editors are expert CNSs with a proven track record of accomplishments, both academically and professionally. For this new edition, they have, once again, assembled a host of other notable CNSs to author chapters that address topics relevant to CNS practice, regardless of specialty or practice setting. The mission is to advance the unique expertise and value of the clinical nurse specialist contributions to healthcare. Further, this text pays homage to Peplau’s concept and vision of the CNS role and brings it forward to the present day. For contemporary CNS practice, this text serves as a comprehensive and cohesive professional reference owing to its focus on quality, safety, leveraging of technology and Big Data, evidence-based practice, leadership, and consultation. This edition has a new section, Creating a Culture of Quality, that focuses on the importance of patient safety, high-reliability organizations, leveraging of Big Data, and improving efficiency of CNS practice. A key element of the text is the inclusion of the CNS practice conceptual framework along with the CNS practice competencies, such as consultation, mentorship, and leadership. Organization of chapter content in this manner helps provide structure and guidance and reinforces the CNS practice competencies.

Learning about labor and birth requires effort. Reading books such as this one is one way to learn evidence-based concepts. In addition, learning about childbearing care practices that will keep patients safe and optimize outcomes can also occur from decades of experience prior to confirmation by research. Nurses with decades of experience know, for example, that the chain of command involves communication that can take many forms. To be an effective care provider, nurses have courage, confidence, and competence. They must communicate with the patient, nursing leadership, and the obstetric care providers. All healthcare providers need to be aware of their cognitive biases and keep an open mind and an accepting attitude. The best care will be evidence based and result in good outcomes. Therefore, this book provides information to develop an evidence-based practice of labor and delivery nursing. Labor and delivery nursing requires critical thinking, constant caring, listening to one’s inner voice, anticipation of the needs of many, teamwork, communication, and collaboration. The book was created with these elements in mind. It illustrates the nursing process from admission to delivery. If possible, review the patient’s prenatal record before she arrives. Labor and delivery nurses provide patient-centered individualized care. The book explains the stages and phases of delivery, pain management, patient assessment, and much more. It features references, relevant graphics, skills checklists, and review questions at the end of each section. The book is useful for registered nurses new to the field, seasoned practitioners looking for updated methods and data, and nurses preparing for certification and licensure. With this book, nurses will gain the confidence and competence to approach labor and delivery challenges with care and efficiency.

This book is a practical guide to the management of patients with breast malignancies and related non-neoplastic lesions. It focuses on the application of conventional and novel treatment strategies to the care of patients with nonmalignant breast disease and all stages of breast cancer. The book is organized chronologically, from screening, through diagnosis and management, to survivorship care and related medical issues. The bulk of these chapters provide evidence-based treatment strategies for all patient subsets, including how to manage patients with high risk breast lesions, invasive breast carcinoma at each stage, and with all known molecular subtypes of breast cancer. Surgical, radiation, and medical treatment options are all discussed for each stage of breast cancer including treatment approaches in pregnancy and for high risk lesions and Phyllodes. The book is a comprehensive yet concise resource for residents, fellows, and early-career practitioners. Community oncologists, breast surgeons, radiation oncologists, primary care practitioners, and OBGYNs will also find its concise review of new research and procedures to be very useful in this dynamic field of medicine.

This book is designed to foster interdisciplinary understanding, information sharing, and integrative approaches to athlete assessment, mental training (MT), and outcome research in evidence-based applied sport psychology. Neurocognitive testing (NCT) and quantitative electroencephalography (qEEG) are brain assessment procedures that are used to investigate relationships between cortical functioning and context-specific outcome measures to arrive at clinical diagnoses or better informed patient and client evaluations. Research is ongoing to test the premise that NCT and qEEG can serve as reliable criterion-referenced measures for athletes profile primary higher order (AP PHO) constellations, heart rate variability (HRV) responding and eventually macro- and micro-performance outcome. The Polar heart rate variability (HRV)/heart rate deceleration (HRD) paradigm allows for more extensive and time-locked predictive validity statistical analyses so that in-the-moment MT over the course of entire official games/matches/competition can be delineated and quantified in terms of MT’s predictive validity. Behavioral-Motor-Technical (BMT)-based intervention attempts to help support an athlete’s mental game using exposure, confrontation, threshold, and learning principles to improve attention, motor control, and self-confidence, as well as reduce nervousness associated with pressure moments of competition. The goal of BTM-MT is to consolidate optimum technical and motor patterns in long-term procedural memory as well as repetitively attempt to demonstrate peak technical performance under greatest situational pressure, first in training and then during official competition. The book also provides a foundational and fundamental rationale for advancing evidence-based and validated athlete assessment and intervention protocols.

This book reviews the body of knowledge and practice standards that define the specialty of correctional nursing. The text also describes the health care needs of the youth, men, and women who are incarcerated in jails, prisons, and detention centers. The book supports correctional nurses by providing guidance and resources about the best practices to deliver nursing care that reduces suffering and improves the quality of life for incarcerated individuals, their families, and the community at large. The book is divided into four parts. Part I presents an overview of correctional nursing with chapters covering the ethical principles and legal considerations involved, and safety aspects of the nurse and the patient. The nurse-patient relationship is imposed on both the inmate and the nurse by the governmental entity that is responsible for providing the medical service. The second part talks about the health concerns and diseases of the inmates. These include discussions on alcohol and drug withdrawal, chronic diseases such as obesity, hypertension, arthritis, dental conditions, end-of-life care, women’s and juveniles’ health care, infectious diseases, mental health and pain management. Part III deals with the nursing care process with presentations on health screening, sick call and emergency care. The last part of the book discusses the professional roles and responsibilities on the nurses in correction centers. One of the chapters in this section discusses research participation and evidence-based practice.

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 guides nurses step by step through all aspects of program development. With a major focus on planning for sequential studies and describing potential pathways of a research trajectory, the book addresses options and timing of quantitative, qualitative, and mixed-method research designs, along with time-management strategies. It first presents various definitions of a research program along with metaphors used to describe research trajectories and introduces author’s own program of research on postpartum mood and anxiety disorders. The tools needed to develop a valuable program of research are described, which include types of successful minds and personality traits needed to achieve the goal. The book then focuses on providing researchers with illustrations from the sequence of studies in author’s own research program on postpartum mood and anxiety disorders and discusses some of the options other than the usual quantitative research methods to expand the paths that researchers have available to them. The programs of research of other nurse researchers are also included in the book. These programs focus on pediatric oncology, marginalized groups, suffering, fatigue, and adult oncology. If a program of research is to provide new discoveries for evidence-based practice, dissemination of its findings is a critical step. The book finally focuses on the challenges of writing and publishing the studies in the research program.

This book presents in-depth information on systems and common problems of the newborn and discusses the importance of safety, quality, research, and evidence-based practice to provide the best care for newborns and their families. It is designed as an in-depth study guide for the National Certification Corporation (NCC) certification exam for Neonatal Nurse Practitioners (NNP). It is appropriate for graduates at both at the Master of Science in Nursing (MSN) and Doctor of Nursing Practice (DNP) degree levels. The book may also be used as a comprehensive review for NNPs with existing certification prior to taking the NCC continuing competency assessment exam for certification renewal. Unique in the market for neonatal content review, the book synthesizes the knowledge necessary to assist the reader with passing the certification exam for an NNP to become board certified (i.e., NNP-BC). Written by leading APRN neonatal educators and clinicians, this authoritative study guide delivers all the tools Neonatal Nurse Practitioners need to pass the NCC certification exam and the Continuing Competency Assessment (CCA). User friendly and concise, this review’s content mirrors that of the actual exam and is structured in accordance with the most updated test plan blueprint. This resource’s numerous exam-style questions and answers with rationales help readers uncover gaps in their knowledge. This review synthesizes the knowledge required to pass the exam, saving the reader time and effort by omitting extraneous material. In addition to spotlighting essential content throughout the text, recommended references provide the reader with the option to seek out additional information as needed. Additional benefits include important information about the exam along with study and test-taking tips.

This book focuses on the practice of child psychotherapy, the theories and treatment practice. The book is divided into three parts. The first part dwells on the need for developmentally grounded child psychotherapy. It explores theories of human development, also referred to as developmental psychology and educational theory in order to understand how children are challenged to learn, and reviews theories that speculate how love and our earliest relationships impact health and well-being. Part II assimilates the developmental theory into the pragmatics of child psychotherapy. It discusses the pragmatics of providing child psychotherapy with considerations for therapists, focuses on the legal and ethical challenges that arise when providing child psychotherapy, and reviews the types of assessment tools that cover all phases of development, including emotional, social, developmental, educational, and psychological. The third part presents the best practices in child psychotherapy. Here, models of evidence-based practice in child psychotherapy are reviewed with examples of what each model offers to the treatment process. These theories also describe what the therapist brings to psychotherapy based on the therapist’s belief of what therapy looks like and the therapist’s role in the relationship with the client. One of the chapters guides the therapist through case conceptualization that integrates the most efficacious treatment interventions into the eight-phase template of eye movement desensitization and reprocessing (EMDR). Basic issues such as sleeping, feeding, emotional dysregulation, and learning issues are also discussed with common responses and references to provide to parents through a developmentally grounded 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 aims to assist both the experienced bedside nurse and the recent graduate in understanding evidence-based practice (EBP) and in embracing its implementation as a means of improving the quality of patient care. It reviews the process of EBP, which involves defining a clinical situation of interest, formatting a good clinical question, conducting a literature search, reading and critiquing research findings or published research reports, and deciding if the evidence warrants a change in practice. It also reviews basic research terms and principles. The book consists of eleven chapters. Chapter 1 provides introduction to EBP. Chapter 2 discusses how to begin selecting clinical question and provides tools to construct a high-quality clinical question. Chapter 3 discusses Iowa Model. The Iowa Model was designed with the idea that in order to choose a topic for an EBP project, either a knowledge-based or a problem-based trigger must be used. Chapter 4 provides an overview of the research process as well as the proper terminology. Chapter 5 provides a brief overview of basic quantitative research designs, along with related key terminology needed to understand the basics of EBP. Chapter 6 explores the characteristics of four types of qualitative research designs: phenomenological, ethnological, grounded theory, and historical. Next two chapters explore finding and evaluating evidence. Chapter 9 examines some of the barriers to conducting research and implementing EBP projects in nursing. Chapter 10 discusses evidence-based practice in the nurse residency program. Chapter 11 provides the examples of a PICO/T process.

This book updates current trends in practice and reviews the origins, standards, and competencies of the advanced practice registered nurses (APRNs) in the United States. It discusses APRN roles within a nursing context, identifies organizational roles for APRNs, and examines ethics in guiding APRN clinical decision making. The book is organized into three parts comprising 16 chapters. It examines and addresses all four APRN roles. The book reviews useful tools in advanced clinical decision making, practice issues (regulation, certification prescriptive authority, credentialing, and liability), and the exploration of employment opportunities and strategies. It explores the role of the APRN in the team’s formation and leadership. The chapter discusses the composition of interprofessional teams that will include a variety of healthcare providers. It challenges APRNs to assume more prominent leadership roles in healthcare delivery systems. The book emphasizes the importance of leadership competencies necessary for the delivery of quality care, evidence-based practice, and patient safety. Different leadership development models and curricula related to leadership in master’s and doctor of nursing practice (DNP) programs are considered. The book describes the multifaceted roles of APRNs internationally. The Patient Protection and Affordable Care Act (ACA) has placed APRNs on the front lines of healthcare reform. The book reviews the critical events that have sculpted the APRN policy role in influencing and creating legislation and discusses how to become an engaged citizen in directing change. It discusses health information technology competencies for nurses and APRNs, as well as common information management resources that APRNs are using or likely to encounter in the near future. The book explores the multiple modalities that are incorporated into the scholarship of practice, such as sharing tricks of the trade, completing quality improvement projects, collaborating with nursing researchers, and being an active member in professional organizations.

The book is designed primarily for graduate students in nursing, especially those in advanced practice nursing programs at the master’s and doctoral (DNP) programs who are engaged in clarifying the process of advanced nursing practice, and those in PhD programs who are interested in addressing epistemic questions related to nursing practice as generic subject matter. The conceptualization of client from the nursing perspective is discussed, as the client is the central figure in nursing practice. Detailed descriptions and comprehensive expositions regarding the structures of perspective, knowledge, philosophy, dimension, and process of the model of nursing practice are presented in the book. The book identifies, describes, and examines the essential general tools of practice specific to nursing, which are required for and applied in nursing practice. These are behavioral and cognitive repertoires that are applicable to various sorts of nursing practice situations, and that have nursing-specific utility, meaning, and application. The book addresses the concept of collaborative practice in terms of intra-, inter-, and cross-agency collaboration in the context of person-centered practice. Knowledge application in practice is examined applying a model of knowledge application in nursing practice. The concept of knowledge-based practice is discussed vis-à-vis evidence-based practice, and critical reflective inquiry as a generative mode of development in practice is presented. The book also deals with excellence in practice and the meaning of good practice in relation to the concept of quality of practice.

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 book illustrates the extent to which the practice of clinical social work has matured to the point of being able to take a blunt look at some of the more disreputable elements to be found within the profession, with the idea that shedding light on these practices will serve as a form of disinfection and perhaps of inoculation. Chapter I explores a number of different types of pseudoscientific practices, and discusses how to recognize and challenge pseudoscientific thinking, replacing it with critical thinking and a more evidence-based approach to practice. Clinical social workers make extensive use of a wide array of assessment methods, with the variety of approaches dictated by the expansive meaning of the term. Chapter 3 discusses interventions that are primarily aimed at children and adolescents, and demonstrates how even the most well-intentioned social workers can get drawn into practices that can do great damage when practices are based on belief and desperation for answers. While the fourth chapter focuses on pseudoscience in treating adults who experienced trauma, the fifth deals with other pseudoscientific interventions for adults such as the Thought Field Therapy (TFT). Professional social work has a long history of service to persons with developmental disabilities and their families. Social workers advocate for social policies to support persons with developmental disabilities and their families. The book also deals with pseudoscience in social work education and training.

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.

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 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.

Pediatric healthcare experts agree that the healthcare needs of children are vastly different from those of adults. This book delivers the specialized knowledge and skills needed to accurately assess children during health and illness. Comprehensive and detailed, it emphasizes the unique anatomic and physiologic differences among infants, children, and adults. The third edition features updated clinical practice guidelines, clinical decision-making, formulating differential diagnoses, and evidence-based practice. It newly addresses toxic stress and trauma-informed care and child witnesses to violent acts. Additionally, the book provides several new features facilitating quick access to key information along with new instructor and student resources. It focuses exclusively on the health history and assessment of infants, children, and adolescents and describes the unique anatomic and physiologic differences among infants, children, and adults. The book then provides comprehensive and in-depth information for APN students and new practitioners and addresses family, developmental, nutritional, and child mistreatment assessment. It also includes clinical practice guidelines for common medical conditions and incorporates up-to-date screening and health promotion guidelines. The book is divided into four units. Unit I, “The Foundations of Child Health Assessment”, comprises five chapters that provide readers with the foundational approach to health assessment of the pediatric patient. Unit II, “The Pediatric History and Physical Examination”, focuses on obtaining subjective and objective data specific to the child health examination. Unit III, “Assessment of Child Mental Health and Welfare”, includes two chapters focusing on psychosocial issues. Unit IV, “Synthesizing the Components of the Pediatric Health Assessment”, integrates the knowledge gained from all previous chapters in the text, and using this knowledge in an organized manner to conduct a full, age-appropriate, head-to-toe pediatric health examination. The unit IV also describes the clinical reasoning process for the pediatric healthcare provider.

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.