This book gives readers all the direction and resources they need to be a confident and competent medical-surgical nursing clinical instructor. It offers insight and examples related to student evaluations, syllabus preparation, and contracts that would typically be used by an adjunct instructor. Week-to-week instruction, along with medication quizzes and student learning activities, helps ensure that students are learning new knowledge and skills on an ongoing basis. A caring plan and medication forms are included, along with medication administration guidelines. The major body systems are addressed, with comprehensive resources included on each one. The increasingly significant topics of delegation and patient teaching are also included. Each clinical week is prepared and sequenced in such as way as to provide the clinical instructor with enough material to teach without redundancy. Each clinical course must meet for a certain number of hours to ensure the student is meeting attendance requirements. When a student misses a clinical class, a makeup assignment should be given to meet the attendance requirement. There are several types of assignments included in the book on makeup assignments. The work assigned for the makeup assignment must be written in American Psychological Association (APA) format and must be thoroughly investigated with reliable evidenced-based references. The assignment should be detailed enough to makeup for the hours missed.

This book offers leadership lessons for aspiring nurse leaders from luminaries in business, medicine, philanthropy, government, academia, research, and health care. It offers practical advice, lessons learned, and testimonials as to how nurses can prepare themselves for leadership, which in turn, will help them to provide exceptional patient care. As per the report of the Institute of Medicine (IOM) and the Robert Wood Johnson Foundation (RWJF), the heightened roles of the professional nurse allow nurses of all practices to more fully develop their leadership skills. Nurse leaders are moving the interprofessional collaboration agenda forward by serving in key leadership positions. A nurse leader who led public research in the Kent State University and Bowling Green State University challenged the common perception that successful leaders are born, complete with the requisite temperament and talents. Nurses who play leadership roles can fill in research on health care policy formulation and implementation that will change the course of health care payment, delivery, and quality. The book discusses nurse research leadership from an economist’s perspective, hiring leaders to understand leadership, and nursing leadership lessons from an association executive’s perspective, from a physician’s chief executive officer’s perspective, from a nursing friend’s perspective and from a collaborative team’s perspective. The book also highlights nursing leadership’s contributions to safety and quality, how leadership can usher in health reforms and achieve better health for all people, and advancing the cause of transformational nurse leadership.

Nurse mentors can inspire and “champion” other nurses, as well as model and imprint the highest standards of excellence. This book provides insight for protégés and mentors on using mentoring to build new generations of successful nurses. It covers a quick history of why mentoring is important, and how a protégé can identify and mentor. It also contains the necessary tools to help novice nurses benefit from mentor support through difficult and sometimes frightening and confusing times. The first two chapters discuss what it means to be a professional nurse, the difference between a career and an occupation, and present the historical background of the mentor connection and mentoring relationships in nursing, different types of support relationships and mentors. Mentor intelligence has three characteristics or competencies namely mentoring mentality, mentoring lens and mentoring momentum. Chapter four explains how to create a Personal Mentor Action Plan, types of mentors and where to find them, selection process of the mentor and the protégé, and how to inventory individuals and groups as potential mentors. After dealing with the factors leading to success and failure and cultivating a nurse’s potential, the book describes the need of networking as an essential marketing tool. The book concludes by presenting tips to increase mentor intelligence after talking about healthy mentor-protégé relationship and mentor leadership.

This book presents a framework for nursing to build and, ultimately, sustain partnerships. Exemplar case studies written by nurses working in global health follow each chapter to illustrate specific elements of a strong partnership. The guiding principle for the book is that partnerships are paramount in creating sustainable outcomes. Varying degrees of partnership integration can include coordination, cooperation, and close collaboration. No matter their degree of partnership, nurses are ethically and morally obliged to be concerned with the world’s suffering. The book begins with a chapter which discusses types of existing partnerships and how nurses make the selection of an appropriate program to begin a partnership. Chapter 2 addresses how cultural perspectives, personal attributes, expectations, and knowledge of host country influence a volunteer nurse’s experience. In the third chapter, nursing roles in host country are addressed, community assessment as essential knowledge is highlighted. The importance of nursing licensure, mutual respect, and partnership is also dealt with. Chapter 4 presents examples of nurses’ experience with volunteers or partners, differences in the scope of practice between nursing partners, and the role of the nurse and nursing profession in host countries. This is followed by chapter which emphasizes the importance of resources, whether human, material, or financial, which are essential in developing a partnership. Two other chapters discuss important aspects of collaborative nursing research in international settings and explore the elements of sustainability to address the leadership required to maintain the partnership.

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.

The author of this book has effectively filled many roles in her career: psychiatric nurse, educator, dean, policy maker, president, chair, author, leader, mentor and, as the author would proudly note, gadfly. There are two roles in which the author has particularly distinguished herself and serve as the foundation for the second edition of her book, The Growth and Development of Nurse Leaders. The first is leader and the second is mentor. In this book, the author blends the roles of leader and mentor. To this end, the author predictably offers practical insights into effective leadership strategies—some to be expected in books on leadership, such as strategic planning, relationship building, mentoring, giving feedback, building a community of learning, using and portraying data, and securing resources. Other topics are more surprising and thought-provoking, such as recognizing and managing the shadow side of our personalities, neediness and failure as a leader, pretending as a leadership strategy, managing anger, and “the vision thing”. As to mentoring, when the author was president-elect of STTI in the mid-1980s, she introduced the concept of “orchestrating a career,” and has presented often—and popularly—on this topic. In the ensuing years, the author has written about the various career stages, encouraging nurses (and women) to be optimistic and exert leadership to enrich their own experiences and those of others, taking the long view. The author speaks about nurse as careerist and, in the book, outlines her model on career stages and mentoring needs with its five stages (from preparation through being a gadfly, or wise woman). The book offers a cumulative reflection on the career-long journey of a leader and mentor who has achieved international impact. It offers each of us, regardless of our career stage, profound insights into and options for our own journeys to effective leadership.

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

This book offers the new clinical instructor a continuation of the medical-surgical learning process. Week-to-week instruction and resource materials, along with medication quizzes and student learning activities, will help the instructor be sure that the students are learning new knowledge and skills. Care plan and medication forms are included along with medication administration guidelines. Resources for each body system, which are the learning materials handed out each week based on that week’s specific topic, and ancillary PowerPoints and forms from the book are provided. Delegation and patient teaching are also included topics. Each clinical week is prepared and sequestered to provide the clinical instructor with enough material to teach without covering the same topic twice. Instructors will discover this book takes the work out of working in the clinical area. Each preconference and postconference topic is planned out. Makeup assignments for those students who miss a clinical class are also included. Nursing assessments and patient data collection activities are discussed as the first tier of the nursing process. Concept mapping and development of critical thinking skills that serve as the foundation for establishing treatment goals, interventions, and evaluations are introduced. The book also provides an introduction to geriatric patient care, pharmacology and patient safety, the importance of lab work in understanding specific patient responses to medications, and the potential for drug interactions and toxicities.

This book is written for several primary audiences: midwives, midwifery students, other health professionals and groups, and members of the public who are interested in midwifery and midwifery care. It is divided into seven sections. Section I presents the early history of midwifery in the United States (U.S.) for the period 1600s to 1940s. Prior to the Civil War, childbirth practice in the South for both Blacks and Whites was largely in the hands of traditional African midwives. The second section provides the practice and educational aspects of the midwives in the U.S. from the 1920s to early 1950s. Coverage in this section include public health nursing, the Sheppard-Towner Act, Frontier Nursing Service, family-centered maternity care and natural child birth, Manhattan Midwifery School, Lobenstine Midwifery School and other schools. Section III describes the resurgence of U.S. community and lay midwives and their early education from 1960s to 1980s. The fourth section talks about the development of three midwifery organizations, namely, the American College of Nurse-Midwives (ACNM), Midwives Alliance of North America (MANA) and the National Association of Certified Professional Midwives (NACPM). The U.S. nurse-midwifery education and practice for the period 1950s-1980s is covered in the fifth section of the book. One of the chapters describes the technological advances made in the profession and the continuing quest for pain relief. Section VI focuses on direct-entry midwifery education and credentialing in the U.S. with chapters covering accreditation, certification and licensure. The final section of the book is devoted to midwifery relationships. Separate chapters discuss federal legislations affecting the practice, the relationships of midwives with women, with childbearing with families, with physicians, with nurses and with midwives themselves. The last chapter focuses on the International Confederation of Midwives (ICNM).

Effective health communication is the result of a complex process that begins with understanding the theories related to various interdependent and interrelated communication disciplines. This book is intended to serve as a source of information, primarily as a stimulant for interaction, exploration, application, reflection, and self–assessment. To assist the reader in better assimilating and utilizing these disciplines, each chapter provides real and/or hypothetical examples that can be assessed and analyzed. The first chapter is an introduction and is followed by a chapter on health care pedagogy, which explores all aspects of American health care and its impact on a wide variety of health communication contexts and audiences. Another chapter focuses on interpersonal and gendered communication which is important to interpersonal relationship development and maintenance. Provider–patient communication is interpersonal, and differences in cultures potentially impact provider–patient communication. Ethical communication in clinical practice is critical to informed and collaborative decision making and enhances provider–patient interpersonal relationships. Leadership communication theories help the health care providers to understand and potentially apply in their various roles, situations, and/or teams. The book also discusses risk management vis–à–vis effective verbal, nonverbal, written communication policies, palliative care and end–of–life communication.

This book is a response to the need for nursing students to have resources about core Evidence-based practice (EBP) knowledge and competencies for each level of nursing practice degrees. It addresses critical essentials that nursing students must master as they move from one nursing degree level to the next. The book takes an inclusive view of EBP from the perspectives of direct care nurses, advanced registered nurse practitioners, healthcare systems leaders, researchers, and faculty. It aligns EBP content with specific Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) essentials outlined by the American Association of Critical-Care Nurses (AACN) and addresses leveling EBP process and content across curricula. The book is organized into four major parts containing 20 chapters. Part I: Conceptual Foundations of Evidence-Based Practice contains five chapters and provides readers with necessary foundational knowledge on which to build clinical decision-making skills based on the best available evidence. Part II: Designing And Implementing Evidence-Based Practice Projects contains six chapters that systematically explore the critical elements of conceptualizing, developing, implementing, and evaluating EBP projects. PART III: Science-Based Decisions and Evidence-Based Practice contains three chapters that emphasize the importance of translational research and quality improvement for the implementation and evaluation of EBP. The final part, Evidence-Based Practice: Empowering Nurses contains six chapters that address the importance of an EBP culture and structural empowerment strategies required to achieve and sustain a culture that fosters EBP.

This book provides theoretical discussions of interpersonal, gender, intercultural, organizational, and media communication. Based on the author’s 35 plus years of experience as a health care provider, its goal is to enhance health care professionals’ understanding, analysis, and practice of health communication via role experiences, evaluations, and reflections. The book offers faculty, providers, and students of health communication an interactive method for exploring a wide variety of health communication interactions. It is an interactive tool to help enhance one’s understanding of provider-patient and provider-provider health communication. Health communication, regardless of the setting, is fundamentally interpersonal communication and thus, the more health care professionals understand about the theories related to interpersonal communication, the more effective they are likely to be in communicating with patients, peers, and colleagues/teammates. It expands on that work by looking at the theories related to gender communication. As will become apparent, it is very difficult to truly understand and enhance your interpersonal communication without a fundamental recognition of the role gender plays in these interactions and relationships. Health communication has been greatly impacted by the media and its ability to reach the masses. The goal for risk communication efforts is to motivate audiences to either change behaviors or prevent risk-taking activities. The book describes the communication theory attribution theory, intrapersonal and and interpersonal conflict. In organization communication, attribution theory helps to describe an individual’s emotional and behavioral responses to certain situations or stimuli. Research has shown that culture impacts health behaviors and outcomes. Therefore, it is incumbent on providers to understand that they work in a cross-cultural profession.

This book describes and analyzes nurses’ roles in select cases from disasters that have occurred in areas around the world from the late 19th century to the present. These include an outbreak of typhoid in Tasmania in 1885 to 1887; a devastating earthquake in Italy in 1908; an Ohio (USA) flood in 1913; the Alaskan influenza epidemic of 1918; the World War II bombings of London and Manchester, England, in 1941; the bombing of Pearl Harbor, Hawaii, in 1941; the nuclear bombing of Hiroshima, Japan, in 1945; a destructive wild fire in Bar Harbor, Maine (USA), in 1947; the SARS crisis in Toronto, Canada, in 2003; and the effects of Hurricane Sandy on hospitals in New York City (USA) in 2012. Nurses’ actions are situated within local responses, national networks, and international aid. Nurses are a critical part of disaster response, and the book gives them a voice. Themes that recur throughout the narrative are: the notion of a nurse’s “duty to care” versus the need to protect herself or himself; the need for innovation and coordination of the response effort; and cooperation among the responders versus inherent political, racial, and interprofessional conflicts. Thus, the book examines political sensitivities, international conflicts, cultural differences, and societies’ varying professional and gendered expectations of nurses. In addition, the book highlights nurses’ voices during major World War II bombings, addressing realities that occurred during the war that have long been silenced for reasons of political and social correctness. These case studies document nurses’ roles in response to the London Blitz, the attack on Pearl Harbor, and the bombing of Hiroshima, revealing nurses’ response to these crises: their dedication to patients, their ability to triage and improvise, and their adaptation to nursing professional norms expected in various cultures.

This book on leadership and management includes all of the basic content that registered nurse (RN) -to- bachelor of science in nursing (BSN) students need. It is organized into 5 parts comprising 17 chapters. Part I provides introductory information such as leadership attributes, leadership and management roles in professional nursing, and foundational aspects of leadership. Part II discusses leadership skills that are essential to the practice of nursing. Those skills include handling stress, setting priorities, managing time, communication, accountability, delegation, teams, problem solving, decision-making, and confliict resolution. Given the need for nurses to lead us to a preferred healthcare future, Part III focuses on leading change. The book introduces the readers to the factors that influence organizational culture, innovation, change, power, politics, and managing quality and safety. Part IV concentrates on the business aspect of healthcare by reviewing how to manage human and fiscal resources. Finally, Part V of the book helps the reader to contemplate his or her evolution as a professional by discussing how to integrate leadership and management competencies into his or her nursing practice. Although one book cannot cover all aspects of leadership and management, our goal is to provide a core framework and useful skills and strategies to successfully lead nursing and healthcare forward. Each chapter of the book contains essential information that acknowledges the prior learning experience of the practicing nurse who is now an RN-to-BSN or RN-to-master of science in nursing student. Each chapter begins with a brief overview of specific leadership and management topics. The book presents case scenarios throughout the chapters to help readers apply the information to practical situations. It provides concise and application-based examples that help promote selfgrowth as a professional.

This book is the ultimate, all-in-one study guide to the core information nursing students need for success in all of their foundational courses. Fundamentals of nursing introduces readers to the thorough assessment of patients, the nursing process, communication between nurse and patient, cultural differences, functional health patterns, and the overall framework of nursing practice. The book summarizes the points to focus on when studying nursing history. The most frequently tested information was on Florence Nightingale and her influence. The book also focuses on patient care and assessments. Along with communication techniques, nurses rely on the nursing process when caring for patients. The nursing process is a five-step systematic approach to problem solving. It allows the nurse to obtain both subjective and objective information to determine the health care problem. The five steps are: assessment, diagnosis, planning, implementation, and evaluation, which can be remembered using the mnemonic “ADPIE (A Delicious PIE)”. Based on these steps a care plan is conducted for each patient. The book includes information on health assessment, medical-surgical nursing, emergency nursing, pharmacology, pediatric nursing, women’s health, psychiatric nursing, what to expect in nursing school, and ways to decrease anxiety while test taking.

This book is for nurse leaders of the future. It speaks to clinicians who are experts in patient care and are now on a path toward leadership. Several clinician leaders offer their insights in their chapters, while other scenarios and examples drawn from practice appear throughout the book. This book is offered as a resource to those embarking on a journey toward transformational leadership. This work is neither a comprehensive encyclopedia for healthcare leadership nor a traditional text in nursing management. Rather, its purpose is to identify some key issues related to leadership development and contexts for transformational leaders in healthcare. The book is meant to introduce the clinical expert to important issues in their own aspirations toward becoming a leader. It provides a guide to focused current literature and experts on a variety of issues that healthcare leaders face. In this third edition, the authors have made changes to update the messages for present-day and future readers. This new edition expands the scope of leadership to encompass emerging healthcare contexts, transformation of vision, and practice innovations; presents a new chapter describing emerging contexts for healthcare and how to build a respectful culture in which emerging leaders can thrive; and includes a new chapter addressing transformative leadership vis-à-vis changing health care perspectives. It also presents cases and reflective questions that help students apply the theoretical content to their own situations and generate discussion across cohorts of students.

The nurse executive must navigate a healthcare environment with competing priorities and conflicting pressures. The rapid changes and economic demands in healthcare present challenges and ethical dilemmas for the nurse executive. The nurse executive is to be professionally and morally responsible to meet the expectation of the role in accordance with ethical standards of the nursing profession. Professional moral courage (PMC) is the quality necessary to influence decisions and actions when advocating for the nurse and the patient that also benefits the organization. The nurse executive has an enormous amount of responsibility and accountability for how the organization delivers care and for maintaining the balance between quality and cost. Setting priorities and developing strategies to position the nursing department and the overall organization for effective growth is a necessity. Leading a healthcare organization and redesigning the way it delivers care requires PMC. The literature confirms a gap in the field regarding the construct of PMC in the nurse executive population. Therefore, identifying PMC as a recognized executive leadership competency sets the expectation for nurse executive practice. This book provides information and guides nurse executive practice and promotes the PMC competency framework. The objectives for this book include the following: provide the nurse executive with a foundation and understanding of PMC; discuss current healthcare challenges and dilemmas; review why PMC is important to the nurse executive role; describe the ethical components and decision-making in executive leadership; identify what is needed for the ability to lead with PMC; examine a measurement tool to evaluate PMC for existing and future nurse executive professional development; and provide guidance on how a nurse executive may develop and enhance PMC.

This book can serve as a guided learning text for any student, practitioner, educator, or administrator needing a graceful and inviting guide to translate and integrate the complexities of the abstract, philosophical-ethical worldview underlying the Human Caring Theory; finding ways to live out into concrete daily self-caring practices. It is organized into two sections containing 15 chapters. The book is arranged to provide a simple and direct method for learning about and working with Watson’s Theory of Human Caring. The first chapter describes the use of mindfulness to cultivate understanding of Watson’s Theory of Caring. Chapters two to four presents overview of Watson’s theory, Nhat Hanh’s mindfulness practices and perspectives, and Layers of Caring and Mindful Influence. Chapters five to fourteen describe each of Watson’s 10 Caritas Processes along with project abstracts that illustrate integration of the theory into professional practice in a variety of areas. The 10 Caritas Processes are as follows: embrace altruistic values and practice loving kindness with self and others; enable faith and hope, and honor others; be sensitive to self and others by nurturing individual beliefs and practices; develop helping-trusting-caring relationships; promote and accept positive and negative feelings as you authentically listen to another’s story; use creative scientific problem-solving methods for caring decision making and creative solution-seeking; share teaching and learning that addresses individual needs and comprehension styles; create a healing environment for the physical and spiritual self that respects human dignity; assist with basic physical, emotional, and spiritual human needs; and open to mystery and allow miracles to enter. The concluding chapter provides caring touchstones to support caring consciousness in day-to-day settings.

Nurses who provide care that is culturally congruent with patients’ healthcare values and beliefs are better able to promote health among culturally diverse populations, prevent complications from delayed treatment, and ensure quality care for all patients. By identifying populations at high risk for disease, and delivering effective and culturally appropriate care, nurses help reduce healthcare costs and healthcare disparities at the same time. However, despite the rapidly increasing body of knowledge on cultural competency, the goals of becoming culturally competent and reducing healthcare disparities are not easy to achieve. Many nurses continue to express concern and confusion about what it really means to be culturally competent. The author takes the position that the process always begins with the nurse’s careful self-assessment. The book is divided into 14 chapters. The Staircase Model, developed by the author and presented in Chapter 1, assists nurses in this process. By applying the Staircase Self-Assessment Model, nurses are guided toward a conscientious self-reflection that enables them to determine their personal level of cultural competency in the care of a particular patient population. Chapter 2 offers a description of current cultural assessment models to be used by the nurse to explore the patient’s cultural background and healthcare needs. Chapter 3 focuses on nurses’ interactions with one another as colleagues when there are language or cultural differences between them. In Chapters 4 through 14, the reader explores topics and case examples that focus on more challenging nurse–patient situations. The journey to cultural competency is one of ongoing, conscientious self-reflection, cultural assessment, and collaboration between the patient and the nurse. The book offers nurse readers a step-by-step approach to developing those skills.

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

Over the years there has been a call and mandates by national originations such as the Quality and Safety Education for Nurses (QSEN), Institute of Medicine (IOM), and American Nurses Association (ANA) that nurses have more technology skills to meet ever-evolving workforce demands in the newer high-tech healthcare practice environments. This book provides a basic understanding of technology requirements using nursing informatics (NI) knowledge and skills needed in today's practice workforce as well as the basic considerations needed for professional development and lifelong learning. First it provides a foundation explaining the rapid evolution and importance of NI. The book then provides the basics to understating the primary tool used by nurses in today's clinical practice—the computer—as well as other technology and software needed in practice. It presents case scenarios and critical thinking questions and activities to engage the reader and enhance understanding of concepts. The book takes the reader further into clinical application such as general, everyday uses in project management as correlated with the nursing process, applications of NI and computer concepts used in research, as well as how NI and technology tie into and support education. It provides an overview of the connection between data, information, knowledge, and wisdom; definitions for quality and data quality; and criteria for quality data and information during input, storage, and at retrieval, display, and printing. The book also reviews competencies needed by the baccalaureate-prepared nurse in today's healthcare setting to recognize data quality, problems with data quality, and corrective measures.

A major challenge for nurses including faculty, clinicians and students has been, and continues to be, to engage in more scholarly writing. This book defines scholarly writing as writing that involves the transfer of new knowledge. The types of scholarly writing explored in the book are not limited to publications in research and practice journals but also proposals, abstracts, letters, articles in popular press including newspapers, magazines, blogs, and more. Knowledge moves through the discipline of nursing in many ways. The results of rigorous research which document effective and efficient strategies to improve patient outcomes are only widely available when the findings are published. The outcomes of evidence based practice projects, quality improvement projects, or other scholarly projects are commonly reported only within the local organization where the project is conducted. Widely accessible publication of information about best practices is vital for those practices to be extensively distributed to improve the care for a larger number of patients. Publication is a much more than a nice hobby when time is available, it is essential to improve patient outcomes. If you have knowledge that is not widely known, it is your professional responsibility to publish that knowledge. The value of this book is that it explains how to disseminate new knowledge to improve patient care. This book is an excellent resource for authors who want to publish their scholarly products. It is especially insightful with strategies to avoid common pitfalls in the authorship trajectory. Scholarly writing skills matter. The good news is that scholarly writing skills can be learned. The book wisely starts with an in-depth examination of strategies to overcome typical barriers to starting the writing process by acknowledging authorship ambivalence. It also addresses the challenge of revising papers as well as coauthorship issues.

Understanding the undergraduate college financial aid application process is daunting enough, but entering the unknown nuances of graduate nursing financial aid, which encompasses need- and merit-based grants, scholarships, stipends, “tuition free” work requirements, loan options, loan repayments, and loan forgiveness, can be overwhelming. The good news is that this book offers constructive guidance, substantive information on financial strategies, and how to let Uncle Sam not only support your grad college costs with free money but also assist with using tax initiatives for help with mortgages and retirement. The authors tried to take into account that there are many profiles of a graduate nursing student: a single student in his or her twenties going from undergrad to a master’s in nursing education (MSN) program, a nurse who decides to return to grad school after working for several years, or a nurse who has a family with kids in college or who are about to enter college. Regardless of the student’s profile, the authors have provided case studies that the reader can identify with and consider real-life funding solutions. The book offers advice on how, when, and why to appeal a grad nursing financial aid offer—and how to interact and develop a “partnership” with the financial aid office. This comprehensive guide gives nursing students a road map to paying for their advanced nursing degrees. It offers much-needed direction for navigating the complex problem of paying for an advanced nursing degree. The book is meant to be the reader’s financial aid advocate. It provides insight into three key areas: how to overcome unintentional college financial aid barriers and how to manage change; new financial planning strategies to ensure future financial success; and the latest tax planning innovations for your greatest financial return.

This book is an overview about how cannabinoids can play an integral part in a patient’s pain management treatment plan. It is a resource for anyone working with patients experiencing chronic noncancer related pain, including physician assistants, nurse practitioners, clinical nurse specialists, and bedside nurses. The book provides an unbiased look into how cannabis has helped with pain management for thousands of years and what is driving the resurgence in patient use. The opioid crisis has reached epidemic proportions with 130 people dying daily from complications of opioid use. Cannabis may be a way to combat the crisis, help relieve pain, and reverse opioid addiction rates. Right now, patients are self-medicating throughout the country with no supervision from their medical providers. It is estimated there are 3.5 million patients in the United States who are using medical marijuana to treat a myriad of ailments. The book is intended to be a tool to answer basic questions about medical cannabis and how it works in the body and gives an overview of the endocannabinoid system. The goal is to give the tools to provide unbiased, accurate information that one can share with one’s patients. Cannabis has many benefits being discovered daily, but it is also a drug, not a miracle cure. The book is structured into six parts. Part I discusses the opioid epidemic. Part II provides an overview of cannabis. Part III discusses cannabinoids, terpenes, synthetic cannabinoids, and cannabinoid isolates. Part IV describes medical marijuana. Part V is on chronic pain management. Part IV explores the role of cannabinoids in the opioid crisis.

This book is an excellent introduction to nursing at the master’s level. It addresses a gap in literature regarding nonadvanced practice nursing degrees. The book focuses on key roles in both direct and indirect care settings as identified by the American Association of Colleges of Nursing (AACN). It provides a different perspective on the role of the nurse functioning within an interprofessional or interdisciplinary team, while providing tools that can be applied quickly. The book is organized into five sections comprising 16 chapters that can be extremely helpful to nurses moving toward the next level of their careers. Section one describes nursing history, nursing process, nursing theory selection, nursing research ethics, and clinical ethics and the role of the master’s-prepared nurse (MSN). Section two discusses the various roles of MSN such as clinical nurse leader, nurse educator, and advanced practice nurse. Section three presents the indirect care roles of MSN: public health nurse, informaticist, and nurse executive. Section four discusses MSN as change agent, AACN essentials, and Interprofessional collaboration. The final section focuses on special topics such as considerations for lifelong learning, self-care, and mentoring. The book could be introduced to students at the BSN level to help them make career choices as they move forward with their careers.

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

Choosing the journey to pursue a doctoral degree is an exciting time but can also be an arduous experience. The authors believed that it would be extremely helpful to have a practical guidebook that clearly identified the options available to a nurse with a DNP degree. This book provides a current overview of the roles that can be held by DNP-prepared nurses and how to successfully use the degree to enhance an individual’s practice choices. It emphasizes the different role options available to nurses pursuing the DNP degree, including those who remain at the bedside or the clinic and those who assume leadership and faculty positions. This engaging handbook delivers practical guidance on the burgeoning roles and career opportunities afforded by the DNP degree, as well as the knowledge and skills required for career advancement. It provides students and professionals with a fundamental understanding of the value of the DNP degree and how it supports opportunities for nurses to shape the future of health care at academic, policy, organizational, site, and patient-care levels. Following an overview of the DNP degree along with a discussion of key competencies required for success in any DNP arena, the guide examines the various roles a DNP graduate can hold. The chapters highlight potential career paths, education and certification requirements, opportunities and challenges, and the integration of relevant American Association of Colleges of Nursing DNP Essentials. The book delivers practical guidance on the DNP degree, potential roles, and career opportunities, describes how to integrate DNP Essentials into practice, and discusses key competencies required for success in any DNP role. It illustrates potential career paths with education and certification requirements, promotes self-reflection with thought-provoking questions, and includes resources for further exploration.

A central activity of the nursing care process is observation and incorporation of the child’s behavioral expression of strengths, limitations, and achievements as well as physical, emotional, and developmental challenges. This book describes the critical nature of clinician–parent relationships as clinicians care for children who are ill or healthy and in need of health promotional and illness prevention care; hence, the content is appropriate for all clinicians. Guided participation (GP) draws on, articulates with, and utilizes the theoretical perspectives of many disciplines, including cultural and educational anthropology, education science, communication science, and the science of relationships. The book offers a systematic, principled, and dynamic approach that engages with the child and family in ways that support the parent’s development of health- and complex-care competence. It shows how shared attention and understanding between clinician and parent can enable joint problem solving and activities that lead to parent confidence and competence in health-related tasks. The book is organized into four sections comprising 24 chapters. The first section discusses the underpinnings of guided participation in nursing. The second section describes guided participation from the perinatal period through infancy. The last two sections explore guided participation in caring for children with acute and chronic conditions, and in mental and behavioral health of children and families. To make the content on GP and the associated theoretical perspectives easily comprehensible, the book uses case examples of conditions that pose care challenges, such as extreme prematurity, congenital heart disease, technological dependence, cancer, and seizure disorder. It illustrates how complex communication and reflection processes help parents and clinicians make shared treatment decisions that reflect both clinical realities and family values.

Given the growth of MI in schools that has occurred since the first edition was published, the book has been revised and updated. Several key improvements have been made to the current edition. First, the literature on the science and practice of motivational interviewing (MI) in schools has been updated. Second, the chapter on MI with students has been vastly expanded and describes many new applications of MI in schools with youth. Third, the chapters on implementation and dissemination have been completely rewritten. These chapters reflect the latest science about how to ensure one is implementing MI as intended and strategies for learning and improving MI skills. Fourth, it has expanded coverage of MI applications with school problem solving teams. The authors believe that this is an emerging and important area of research and practice and hope this chapter sparks important progress for building and sustaining effective problem solving teams. Fifth, the chapter on the context of motivation and getting teachers, parents, and students to be willing to engage in MI conversations has been expanded. Finally, every chapter on specific applications of MI has been updated. The book is organized in three parts: an overview of MI; specific applications of MI with teachers, parents, students, families, and problem-solving teams; and implementation and dissemination strategies for learning MI and monitoring fidelity. This book includes several features intended to aid learning and retention of material. It provides extensive examples of MI conversations and dialogue, each with labels of MI strategies that are being used and consulted to change and sustain talk responses. These examples show MI is used in structured interventions and also how it can be used everyday as one interacts with anyone who is contemplating change. Finally, the current edition has many Expert Tips for learning and improving MI skills.

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.

Each individual is complex, and, as such, is an integral part of many distinct populations or groups. Such groups can be categorized based on the geographical location where people reside or by more specific personal information such as gender, age, race, ethnicity, socioeconomic status, or presence of a specific diagnosis or health condition. Unlike traditional textbooks that begin with extensive reviews of historical facts and gradually develop topics over several chapters, this book aims to prepare nurses and student nurses for practical, evidence-based application from page one. It is divided into five overarching sections, each exploring population health in the following settings: community based; home care and rural; school-based and primary care; medical homes and palliative care; and acute and long-term care. Sections begin with an overview chapter introducing readers to fundamental concepts about the setting and groups served therein, including characteristic trends, expenditures, and critical concepts. Overview chapters are followed by more succinct chapters highlighting specific populations across the life span and the diseases, illnesses, or healthy/risky behaviors common to them. Chapter topics include nurse advocacy and policy roles; care access; emergency preparedness; community resiliency; infectious and chronic disease prevention, care, and outcomes; obesity, addiction, alcohol use, and anxiety disorders; perinatal death; medication management; and emergency department use and misuse. Chapters include populations living at home, in rural settings, or on college campuses; the homeless, Veteran, and immigrant populations; and those utilizing primary care offices, medical homes, and acute and long-term care facilities. Strategies, resources, and data are used to exemplify the nursing role when caring for individual people who compose larger populations with similar outcomes. Chapters conclude with case studies written from the nurse’s perspective in each setting. Sample questions and answers with rationale are provided to help the reader integrate the information learned into practical application.

This is a compilation of over 40 diverse nurse leaders, innovators, and entrepreneurs, each possessing the same mentality—to change the face of healthcare by thinking outside the norm and moving past traditions. This compilation of stories portrays the winding and demanding paths that nurses have braved in order to improve themselves and the care for their patients. These rebel nurses push the boundaries of their profession by demanding a seat at the table of healthcare innovation, lobbying on Capitol Hill, expanding their horizons to fix the broken healthcare systems around the world, and valuing the humanity of the inevitable moments at life’s end. The book presents a personalized plan for success by using motivational introductions, rebel nurse’s progress notes, and thought-provoking questions. It helps nurses at all career levels embrace and develop leadership potential to effect change in healthcare. The book draws on the leadership expertise of internationally recognized nurse innovators, entrepreneurs, and leaders to mentor and inspire the reader, and provides powerful tools to help nurses evolve in their roles as innovators. It explains the “Five ‘Rights’ of Healthcare Innovation” and other innovative methodologies to spur creative problem-solving.

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

The only policy text written specifically for APRN students, this preeminent resource delivers a sweeping examination of policy impact on the full implementation of the APRN role across all environments, including its effectiveness on specific patient populations. The expanded third edition–containing six new chapters–includes expanded information on policy analysis, nursing roles, and the impact of technology. It provides practical knowledge on developing policy to advocate for vulnerable populations–bolstered by case examples–and discusses how interprofessional education has changed and will continue to alter health policy in the United States and internationally. Additionally, the text discusses the evolving influence of the Patient Protection Affordable Care Act (PPACA) and the implications of current and future health policy changes as they affect APRN practice. New doctoral-level content adds to the book’s relevance for DNP students.

The text addresses the initiative within nursing for Full Practice Authority for all APRNs, which enables them to practice to the full extent of their educational preparation. Edited by experienced APRN leaders who have been closely involved with health policy development, the text meets the requirements of the IOM report on The Future of Nursing and the DNP criteria V for the inclusion of health policy and advocacy in the curriculum. This “call to action” for APRNs is specifically designed for courses serving a variety of APRN trajectories and includes content from all APRN role perspectives in every section.

Despite the increasing awareness of delirium as a cause of altered mental status, many of these patients will not be diagnosed as such. This book has evolved out of more than four decades of the author's gerontological nursing experiences caring for people with dementia in a wide range of clinical settings, including acute care, long-term care, and home and community settings. The basic premise is that although the short-term nature of the care setting focuses on nursing interventions for immediate medical problems, nurses have numerous opportunities to incorporate dementia-specific interventions in care plans. The second edition includes two new chapters on the Emotional Needs of People with Dementia and Self-Neglect and Elder Abuse. The book has eighteen chapters organized into six parts. Part I discuss types of dementia and other commonly occurring conditions that have similar manifestations; the chapters focus on nursing responsibilities for assessment and management of patients whose mental status is altered by underlying conditions such as dementia or delirium. Part II describes how nurses can apply a person-centered approach to address dementia-related issues. Part III discusses nursing care issues at various stages of dementia, and Part IV provides information about addressing emotional and behavioral issues. Part V describes considerations related to specific care settings and provides information about nursing strategies for daily care, safety, and pain. Chapters in Part VI are a guide to broader aspects of care for people with dementia, including self-neglect and elder abuse and ethical and legal issues. The last chapter discusses nursing strategies to address the needs of caregivers of people with dementia. A major emphasis throughout the text is on relatively simple interventions that nurses can incorporate in their discharge plans to teach families and care partners about sources of information and support to address the needs of people with dementia.

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

This succinct, engaging text for graduate and undergraduate nursing programs distills the complexities of health care finance, economics, and policy into a highly accessible resource that can be applied to any practice setting. It presents economic and financial dynamics in healthcare as a precursor to policy and advocacy in nurses. The second edition adds graduate-level considerations and is updated to reflect our current political and legislative landscape. Real-life illustrations support foundational concepts and interactive quizzes reinforce information. Faculty resources include PowerPoint slides, a test bank, comprehensive review questions, and a sample syllabus. The book adds new chapter on early lessons from COVID-19 and graduate-level considerations to content. It updates to reflect current political and legislative landscape. The book expands payment section to include advanced practice roles. It includes updated information on the Patient Protection and Affordable Care Act, The Tax Cuts and Jobs Act, and Supreme Court deliberations. The book presents complex concepts in easy-to-understand language. It addresses policy and payment competencies that align with nursing program accreditation criteria. The book breaks down complex financial principles to educate nurses with no prior understanding of health care finance and includes practical, accessible real-life examples to help make sense of complex health care systems. It provides interactive quizzes so readers can test knowledge and includes a step-by-step, skill-building guide to enhancing professional influence through participation on governing boards. This text is designed to prepare students at all levels with foundational material that can support a lifetime of informed, impactful advocacy.

This book is addressed to nurses, administrators, nursing academics, nursing students, as well as other health care professionals, and to the interested general reader. Nightingale was far ahead of her time in setting out the core principles of the new nursing profession, with demanding ethical standards and continuing education to keep up with best practice. The book is organized into two parts containing twelve chapters. Part I, Nightingale’s Nursing: Then and Now, presents what she wrote and did in key areas of nursing and health care: patient care, health promotion, ethics, infection control, pediatric nursing, long-term and palliative care, administration, and research and policy development. Part II, In Nightingale’s Own Words, takes the reader into Nightingale’s best writing itself. It provides selections of Nightingale’s most important writing from 1858 to 1893, thus facilitating the tracing of her ideas as they evolved. Nightingale’s writings are categorized into Nightingale’s early writing on hospitals and nursing, Nightingale’s writing on nursing for the poorest, and Nightingale’s late writing on nursing, hospitals, and disease prevention. The book shows how Nightingale interacted with leading physicians and other health science experts. The prime purpose of this book is to bring Nightingale’s ideas and work to the attention of nurses today, not as a historical figure but as a source of principles, vision, and sound practice in the here and now.

This book provides a dynamic and comprehensive interprofessional approach to building a culture of safety by using simulation across clinical and education spheres in healthcare. It provides a narrative account of the origins of Patient Safety Institute (PSI) that emphasizes its integration and alignment with the strategic goals of the larger health care system an example, in effect, of innovation that, from within the organization, creates new capabilities. It also illustrates the concept of systems integration as representing a fourth domain of simulation, in addition to teaching/education, assessment, and research. In devising methods to improve the interprofessional response to acute medical emergencies in a psychiatric hospital, the book provides an instructive example of the ways in which simulation offers distinctive advantages over simple hands-on training and code drills. It also provides an in-depth summary of simulation in an emergency medicine residency program. After pioneering work in anesthesiology, pediatrics and perinatal medicine became two of the first disciplines in which providers recognized the considerable potential for simulation. The book further provides accounts of several programs that indicate both the depth and range of simulation.

Compassion fatigue and burnout are the two most frequently talked about aspects of professional quality of life. This book shares stories of human connection and the intimacy of the caring experience. Part one discusses the integral relationship between the cared for and the carers, with an emphasis on an ethic of care. Part two discusses the positive aspects of nurses’ professional quality of life, focusing on compassion contentment and its relationship to their ethical foundation—the values and excellences identified and solidified in their code of ethics. It introduces a healing model (ART) specifically designed to address the enhancement of professional quality of life. It addresses different aspects of professional quality of life (compassion fatigue, moral distress, burnout, workplace violence, facing death, posttraumatic stress disorder, leadership) and describes how ART can be applied. Part three covers the bad—both compassion fatigue and moral distress. Part four delineates the ugly, uglier, and ugliest aspects of professional quality of life. It includes discussion of incivility and bullying which are definitely the uglier side of nursing. Part five discusses how facing death can negatively affect nurses and, conversely, how it can positively transform the way they go about being in the world and how they go about caring for the dying and their loved ones. It includes a discussion on collective trauma and death overload, from both natural and man-made disasters, along with posttraumatic stress. Part six discusses the collective healing of nursing profession through nursing education and leadership efforts and how, through knowing participation, nurses can work toward transforming the workplace and enhancing their professional quality of life.

This book delivers proven strategies to help nurses overcome stressors and challenges when—and even before—they arise. The first edition focused on the resilience strategies that nurses can implement to strengthen themselves. The second edition extends this insight, adding information on what nurses can also do to strengthen and motivate patients with whom they work, and who may be susceptible to feeling helpless in the face of overwhelming stressors. Featuring seven new chapters and new authors, the second edition reflects the latest research on resilience and wellbeing and applies it specifically to nursing professionals. The edition focuses not only on resilience strategies nurses can implement to help themselves, but also provides them with tools they can use to strengthen and motivate patients, their families, and health care communities at large. It describes a diverse range of proactive or preventative approaches nurses can harness in a variety of healthcare contexts. These strategies help to develop strength, flexibility, and the determination to adapt to professional challenges that may at first seem daunting. The book discusses several workplace challenges and presents a range of strategies to assist in avoiding or resolving such challenges. This will allow readers to be more prepared for new, difficult, and challenging encounters. The aim of this book is to assist nurses to cultivate qualities and use proven strategies to retain personal professional strength. It is structured into two parts that will help the reader to develop resilience and to be empowered to make changes based on thought rather than on reaction. Each chapter includes a series of activities that are designed to encourage readers to contemplate key concepts raised about resilience and how they can be adapted and implemented to support patients’ well-being as well as their own.

Mental health and mental illness permeate all sectors of society and all people. Although beliefs about mental health vary across cultures, generations, and ages, post-traumatic stress disorder (PTSD) has emerged as a growing concern in recent years. Although many interventions exist for health care professionals to use for their patients with PTSD, it is critical to remember that all individuals respond differently, not only to the trauma and stress experienced, but also to the treatment regimens and support that are available to them. Hence, an individualized approach to assessment, diagnosis, and treatment is always a must. This book will help the health care clinician better understand the effects of trauma, what the assessment of PTSD should entail, and what interventions are most effective. Recognizing, understanding, and having an increased awareness of PTSD, as well as who it impacts and how it does so, are important if health care clinicians are to work together to implement appropriate interventions and obtain the best possible outcomes for all involved. The book is a great starting point for those working with individuals who are suffering from PTSD. The book is divided into three parts. The first part discusses stress, mental health, mental illness, and trauma. The second part of the book focuses on PTSD, predisposing factors and risk factors for developing PTSD, the impact of traumatic events, and the long-term impact of PTSD. The final part describes prevention of PTSD, clinical and treatment interventions of PTSD, and coping with PTSD. It also explores community involvement, cultural implications, and special population considerations in PTSD management, and describes future trends and directions for treating PTSD.

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

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

School nursing is noble work and a recognized specialty within the profession of nursing. The author’s goals in this book are to share her passion for school nursing and to help her colleagues recognize school nursing careers as unique opportunities for helping students and the larger community. The book is an essential guide to meet the exciting professional challenges of school nursing. It will help school nurses recognize a wide range of health issues and the ever-expanding role that they have in prevention and treatment. The book is a quick-reference guide for both the novice and the experienced school nurse who wishes to keep abreast of new information. It may also serve as a supplemental textbook for nurses who are enrolled in college or university programs of study for state certification or who are preparing to take the examination for national certification through the National Board for the Certification of School Nurses. It includes relevant information about the five components included in the exam and in the courses that must be taken: health problems and nursing management, health appraisal, health promotion and disease prevention, professional issues, and special health issues. A chapter titled “Up Your Game,” which is new to this third edition, includes descriptions of 12 attributes essential for school nurse practice. Also included is a separate section dealing with the marginalized child, which covers issues including gender identity, mental illness, and chronic health conditions. The new edition also covers gun violence, the history of drug use in the United States, medical use of marijuana, vaping, and Narcan use.

Telemedicine is one of the quickest growing field inside of medicine. In one form or another, it has been around for generations. The World Health Organization (WHO) and the various academies of specialties and state board of medicine or nursing all offer opinions on the efficacy and need for digital health platforms. An organization must analyze the base information from these resources and formulate how to implement in their own organization. This is not an easy task, but to use the road already paved by others and build upon it eases the burden. This book answers these topics and enlightens emerging providers, administrators and payers to the benefits of telemedicine and telehealth. With knowledge comes power and the ability to effect change. The future of telemedicine is in the hands of those who are rendering the services. The technology can and always catch up to the demand. The legislation and business need to be motivated to change. This comes with continued proof that this method of practicing medicine is cost-effective with high patient and provider satisfaction. Deciding if the complaint the patient is presenting for is appropriate for the digital platform is important for the successful completion of the telemedical or telehealth visit. While the provider cannot perform a physical exam via telemedicine, there are techniques that can be implementing uses family, or another trusted person. The book discusses means for self-evaluation and or coaching family and friends through the physical exam. Special equipment can be utilized to also assist in the digital physical exam. Telehealth can also include medical education, administrative care, training events and follow up evaluations with nurses, dieticians, physical and occupational therapists. Telehealth also incorporates the ability to provide medical education and offer an ability to provide in-service to providers and staff.

Nursing is a wonderful profession and a rewarding career, and never before have the possibilities for engagement been so diverse—from the bedside to the boardroom. Yet seizing the opportunities and optimizing one’s personal potential requires thoughtful and intentional tactics and strategies. In many ways, the more opportunities presented to an individual, the more daunting career planning can be. This book provides a useful road map to optimize one’s career potential and provides tools to shape career story. It presents practical strategies on how nurses can advance in their professional journey. What are the options as they pursue professional development opportunities? Where should they be looking for support? What could be holding them back from moving forward in their careers? Each chapter includes examples from nurses who experienced these roles firsthand, with specific advice on how to reach full potential. The book helps to healthcare organizations in pursuing the American Nurses Credentialing Center (ANCC) Magnet^® Recognition Program and Pathway to Excellence. Aligned with transformational leadership and structural empowerment, the book provides insight on how healthcare organizations can best support nurses in developing professionally. The book presents the professional opportunities available to nurses at all levels along with practical advice on how to navigate various professional development pathways and advance in the nursing journey.

Global health policy should be of interest to nurses and other providers involved in all aspects of the healthcare, including practice, education, and administration. This book disseminates policy analysis of key health issues that have a global impact from the perspective of nurses. It is a compilation of case studies that highlight global initiatives to eradicate disease and promote health. The contributors are nurses who possess expertise in the global implications of the health issues and related policies of selected topics. Some of the topics included are transgender health, immigrant healthcare, chronic disease, human trafficking, pandemics, and infection control. These topics, as well as the others covered, are timely and of global significance. The case study approach provides the reader with an in-depth treatment of each topic’s health issue and the global policy implications. The goal of the book is to provide the unique perspective of nurses who live and work with these implications as they strive to provide care and educate future nursing professionals. Because the case studies presented provide an overview of a variety of significant global health issues and the policies that impact them, the book is appropriate for students of public health and medical anthropology/sociology as well as graduate nursing students. The book is organized into three parts. Part I discusses policy implications for global health, some of the policy-related research around major disease outbreaks, epidemics, and pandemics of recent years, and policies related to healthcare funding for immigrants and refugees. It also documents the case study of two foreign-born physicians experiencing transition from foreign medical doctor in the country where the medical degree was obtained to nurse practitioner in the United States. Part II discusses exemplars of health policy in specific countries and Part III discusses exemplars of health policy related to specific conditions.

This book provides both counselors in training and established counselors the tools needed to make sound ethical decisions. It integrates a comprehensive review of ethical standards and guidelines by two major professional governing bodies in psychology: the Ethical Principles for Psychologists and Code of Conduct of the American Psychological Association (APA), and the Code of Ethics of the American Counseling Association (ACA). The book focuses on engaging the reader in critically thinking through the intersections of legal requirements and ethics codes. It integrates critical self-reflection and identifies variables that would place a counselor at risk. The book is organized into four parts. Part one provides an overview of the topics discussed in the book. Part two reviews typical ethical issues that counselors encounter in practice relating to confidentiality, professional boundaries, and professional competence. Part three analyzes ethical dilemmas that may arise given the changing face of technology and the country’s demographics relating to culturally competent treatment, managing social media, and confronting colleagues and other sticky situations. The final part focuses on recommendations for counselors to continue sound ethical decisions. The book is designed for counselors-in-training or engaged in externships and practicums. They include master’s level students in counseling psychology, clinical psychology, and mental health programs; doctoral students; predoctoral students on internship; and students enrolled in programs with dual degrees. It is also for established counselors who must remain abreast of changing standards and issues affecting clinical practice, such as those related to social media and technology, for postdoctoral counselors working toward licensure, and for undergraduate-level students who are training to become Credentialed Alcoholism and Substance Abuse Counselor (CASAC).

This book provides a basic reference for nurses caring for newborns and high-risk newborns as well as care considerations for families. Nurses continue to function as valued members of a collaborative healthcare team, play a primary role in the assessment and care of the newborn, and provide education for new parents regarding the newborn's needs. Families experience dramatic transformations as roles develop and change during the newborn period, and rely on the knowledge, support, and encouragement of the nurse to learn to care for their newborn and meet the newborn's most basic needs. In-depth knowledge of the physiological changes of the newborn enables the nurse to detect possible complications that warrant additional assessment. Early identification of risk factors and complications can help ensure that proper newborn evaluation and care are provided when alterations are present. Advancements in obstetrical care practices have led to advances and new options for very premature newborns. The nurse plays an invaluable role in providing education to the family on the proper care of the newborn, including assisting with feedings. The book is divided into key topic areas including physiological adaptations to birth, newborn assessment and basic newborn care, newborn nutrition, common and high-risk neonatal conditions, special topics, and information based on a family-centered care model that addresses parent assessments, needs, and discharge instructions. Chapter objectives highlight procedures and policies to know as well as needed equipment, supplies, medications, and evidence-based protocols. The book provides essential information for new neonatal nurses and their preceptors in a concise, consistent, easy-to-use format. It encompasses all aspects of effective, evidence-based, holistic care in all practice settings. The book includes a special “orientation guide” and “Fast Facts” boxes in each chapter. It offers practice-relevant information for quick retrieval and highlights health promotion and discharge teaching.