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.

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

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.

Health care delivery is complex and scientifically grounded, and requires its practitioners to possess considerable knowledge and expertise. This book guides the reader through a conceptual framework for building effective patient relationships. Based on concepts of mindfulness, it provides a kind of mental scaffolding or operating platform on which to build thoughts, perspectives, and skills that help the busy clinician to achieve inner composure, attain greater self-awareness, and develop critical interpersonal skills that result in satisfying and compassionate patient care. In the first section of the book, mindfulness principles are embedded in discussions of the critical elements of interpersonal effectiveness, such as hope, empathy, and listening. The second section discusses how to navigate professional communication challenges. The third section provides chapters in which mindfulness principles are applied to challenging clinical situations. The fourth section describes effective approaches with challenging populations. Together, the applications in third and fourth sections give the reader concrete examples of mindfulness in action. The scenarios depicted throughout the book involve practitioners primarily from medicine and nursing. Nurses and physicians, trainees, social workers, and others are also presented in examples. However, with slight modifications, the scenarios are applicable across disciplines. Although the roles of nurses, social workers, and physicians certainly vary, the fundamental principles for establishing effective patient-provider encounters remain constant. And although the primary aim of the book is to promote mindfulness as a powerful method of enhancing patient-provider communication, the secondary aim is to promote mindfulness as a means of enhancing cross-disciplinary understanding.

This book presents a system to guide health care professionals in providing ethically sound care. It is grounded in the concept of “symphonia”, which, within the health care arena, is the study of agreements between health care professionals and patients and the ethical implications of these agreements. The book examines a variety of bioethical dilemmas from patients’ conflicts about their own care to withdrawing all life supports. It demonstrates the relevance of bioethical standards to these, and by extension to all, bioethical dilemmas. It also examines how to define and understand bioethical standards in different contexts in order to use them effectively in ethical decision making. In this way, even the novice health care professionals will have the tools to examine and manage ethical issues with their patients. Topics discussed in the book include: the ethical journey taken by the patient and nurse, the nurse-patient agreement, the bioethical standards and their role as preconditions of the agreement, the nature of the ethical context. contemporary ethical systems, legal decision making within a symphonological ethical perspective, practice-based ethics and moral distress. The book is intended to promote the welfare of both patient and health care provider.

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.

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.

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.

Clinical nurse educators support students to gain new competencies in a broad spectrum of skills; providing them challenges and opportunities to grow. Clinical nursing education today is incredibly complex and every clinical nurse educator needs some familiarity with clinical education pedagogies and evaluation methods; clinical agency policy standards; and academic policies. This book was developed by expert nurse educators in academia and clinical practice to assist others in obtaining wanted certification. Chapter one describes the CNEcl test specifics to help readers grasp the parameters of the examination. Chapter two reviews test-taking strategies because even though nurse educators teach; when anyone is placed back into the student role; a review assists them to apply concepts to themselves. Chapters three to five address aspects of “Functioning within the Education and Healthcare Environments”. Chapter three addresses the content outline scope within the test plan by reviewing the clinical nurse educator role. Chapter four operationalizes the curriculum and describes the process of transference of knowledge from classroom to patient care. Chapter five reviews legal and ethical issues faced by clinical nurse educators in the increasingly complex healthcare system. Chapter six describes the learning process experienced within the clinical environment and Chapter seven addresses interprofessional relationships. Interprofessional relationship development is the key for all healthcare students to maintain patient safety. The focus of Chapter eight is clinical expertise and how the clinical nurse educator can incorporate expertise to enhance and expand student learning opportunities. Chapter nine discusses student socialization; an important consideration for all nurse educators when educating healthcare professionals. Chapter ten reviews the parameters of student assessment and evaluation within the clinical learning environment. Chapter eleven offers an entire practice test and Chapter twelve provides questions; answers; and rationales that are designed to prepare nurses for the clinical nurse educator certification examination.

Child and Adolescent Psychopathology for School Psychology: A Practical Approach is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) diagnoses from Individuals with Disabilities Education Improvement Act (IDEA) disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions. This resource provides comprehensive coverage of school psychologists’ responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor’s supplements include an instructor’s manual with discussion questions and mapping to National Association of School Psychologists (NASP) domains, PowerPoints, and a test bank.

Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom and in online environments. In nursing education, the classroom and clinical environments are linked because students apply in clinical practice what they have learned in the classroom, online, and through other experiences. However, clinical settings require different approaches to teaching. The clinical environment is complex and rapidly changing, with a variety of new settings and roles in which nurses must be prepared to practice. This sixth edition of Clinical Teaching Strategies in Nursing examines concepts of clinical teaching and provides a comprehensive framework for planning, guiding, and evaluating learning activities for prelicensure and graduate nursing students. It is a comprehensive source of information for full and part-time faculty members whose responsibilities center largely on clinical teaching, for adjuncts and clinical nurse educators whose sole responsibility is clinical teaching, and for preceptors. It also is useful when teaching nurses and other health care providers in the clinical setting. Although the focus of the book is clinical teaching in nursing, the content is applicable to teaching students in other health care professions. It describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment. It presents a range of teaching strategies useful for courses in which the teacher is on site with students, in courses using preceptors and similar models, and in distance education environments. The book also examines innovative uses of technologies for clinical teaching. One of the most important responsibilities of the clinical educator is selecting teaching methods and crafting clinical assignments that are related to the competencies to be developed, appropriate to students’ levels of knowledge and skill, and challenging enough to motivate learning.

This second edition have kept all the essential components of the first edition as recommended by practitioners but also added a number of additional features. It provides content on mindfulness interventions, acceptance and commitment therapy, habit reversal training, and behavioral activation. It also includes more detailed descriptions of step-by-step cognitive behavioral therapy (CBT) applications (e.g., planning sessions, targeted session activity examples, therapy closure, exposure therapy), as well as two additional case studies. Essentially, the second edition goes more in-depth into translating current clinical practices for the school-based practitioner audience. Additionally, the book has enhanced coverage of culturally responsive CBT research, scholarship, and applied practice tips. Consistent with the first edition, the second edition provide practitioners with an easily accessible and practical guide for implementing basic CBT counseling strategies in applied school settings. Because of the unmet mental health needs displayed by millions of students in these settings, and the advancements in the training and provision of school mental health services during the past couple of decades, school-based mental health professionals, such as counselors, school psychologists, undefined, and others, are increasingly being asked to provide evidence-based counseling and intervention services such as CBT. Therefore, to address this need, this text provides an overview of methods used to conduct effective CBT interventions in school settings. Whether the reader is a graduate student in training, beginning a career in counseling, or a seasoned practitioner, this workbook can serve as an easy how-to guide because it offers numerous counseling activities and examples as well as over 50 forms to use when planning, structuring, and conducting therapy. This book differs from many extant CBT guides and workbooks in that it is designed for the busy practitioner who primarily works in K-12 school settings and must balance a range of different roles and responsibilities.

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.

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.

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.

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

This book is an essential tool for online instructors and serves as a companion for instructors regardless of their experience with online teaching. It is designed to help develop a roadmap for the next online class. The book presents information on the research on online teaching for those who are more interested in the basis of online instruction. Chapters 1 and 2 familiarize new online instructors with the fundamental technology and practical applications of delivering content online within the helping fields. This includes a review of basic education platforms and a glossary of key terms and definitions. Chapter 3 addresses the typical fears and anxieties associated with teaching online in the helping vocations. Chapter 4 focuses on the student experience and perspectives of online courses based on a brief guided questionnaire of open-ended questions. Chapter 5 surveys the research into online education and addresses the quality concerns associated with online classes and programs. Chapter 6 presents a roadmap of practical steps to course design and building, tech-tool use, communication techniques, and many more considerations for a successful semester. Chapter 7 provides practical tips to learners, and useful samples for instructors to use in preparing them to become online learners. Chapters 8 and 9 share tips, best practices and stories from experts and instructors in the helping professions. Chapter 10 presents recommendations on what not to do based on authors experiences and those of other online instructors in the helping professions. Chapter 11 focuses on the ethical considerations in online teaching. Chapter 12 looks at the evolving technological environment around online learning. Chapter 13 discusses pedagogy and technology in the helping professions. The final chapter provides encouragement to readers who are beginning the process of course design and delivery and includes a To Do list for preparing online course and semester.

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

This book presents stories of older adults which illustrate what it means to be a victim of or at risk for elder abuse and talks about the nurses who care for such older adults. The book is divided into five parts. The chapters in Part I provide background information on elder abuse as it applies to nurses in health care settings, introducing the topic by describing the forms of abuse including self-neglect and emotional abuse, risks, and consequences of elder abuse in various settings such as domestic settings and long-term care facilities. Details about cultural considerations related to elder abuse in specific groups in the United States are also described. The second part describes roles of nurses in detecting and reporting elder abuse by discussing legal responsibilities of nurses, and focusing on ethical issues related to elder abuse, with emphasis on dilemmas faced by nurses in clinical settings. Part III serves as a “how-to” guide for nurses with the chapters illustrating the application of usual nursing assessment and intervention skills to unusual situations. Nurses can develop nursing interventions that address the following facets of elder abuse situations: overall approach, behavioral and mental health issues, risks to safety of the older adult and others, resources within the health care settings, needs of caregivers, family dynamics, and legal issues. The chapters in Part IV use unfolding case examples to describe nurses in action addressing elder abuse across settings, and Part V provides an overview of financial abuse and sexual abuse.

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.

This graduate-level text disseminates the core principles of epidemiology within a population health framework and provides practical knowledge nurses can use to analyze and improve healthcare in the community. Informed by the evolution of epidemiological science resulting from the COVID-19 pandemic, this book demonstrates how epidemiology can have a profound impact on health. It showcases a variety of settings and epidemiological roles demonstrating the importance and practicality of this discipline. Clear and concise, this text explains the basics of population health followed by epidemiological concepts and designs. It is distinguished by its application-based case studies, analytical tools of epidemiology, and calculations, which foster skill development and necessary familiarity of the subject. Also included is an important Biostatistics Primer, relevant content from Healthy People 2030, and an “Epidemiology in Practice” section focusing on examples from different epidemiological arenas.

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.

This book provides a framework to assist nurses in achieving this ethical competence. James Rest’s four-component model (FCM) integrates the cognitive and affective processes that form an understanding of ethical nursing practice: sensitivity, judgment, motivation, and action. Beginning with a brief overview of ethical theories and principles and building on the experiences of readers who are practicing nurses, each chapter includes one or more evolving case scenarios. Questions posed with each case scenario encourage ethical sensitivity, awareness of personal values, and use of a decision-making model that integrates elements of virtue and care ethics. Recognizing the challenges that arise when attempting to implement a justifiable decision, strategies to maintain ethical motivation, or moral courage, are also presented. Skills to enhance the nurse’s actions in everyday ethical practice with patients, family members, and peers, such as protecting autonomy, promoting safety, and speaking out against lateral violence, are discussed. The two main forms of clinical ethics in a hospital are: ethics committees and ethics consultation services. As the nurse is obligated to maintain and improve the moral environment, several chapters discuss the competencies needed to recognize and address organizational and societal issues. The three ethical issues arising for clinical nurses in the provision of person-and family-centered care (PFCC) are: ensuring that the patient’s voice has primacy over that of the nurse; honoring the choices of the patient even when they conflict with those of the nurse; and engaging with family as the patient directs.

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).

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.

This nursing handbook introduces and defines key terms about race and racism for nurses, nursing students, and nurse educators. It addresses how race and racism act as structural and core social determinants of health and propel health inequities. It moves beyond a focus on multicultural approaches for understanding inequity toward a recognition of the broader impact that both systemic and structural racism have had on inequality in health and life opportunities. Through a social justice lens, the book underscores how nurses, as frontline health professionals, need to understand racism as a factor behind these inequities and its significance to their working environment and nursing practice.

In concise chapters with brief paragraphs and bulleted information, this practical handbook offers strategies for how to productively engage in a dialogue about race and racism. It considers the history of racism in the United States and then breaks down how it operates at structural, institutional, and individual levels. Case studies illustrate such concepts as microaggressions, implicit bias, power, privilege, and intersectionality in order to foster understanding and provide opportunities for both self-reflection and collective conversation.

This pivotal resource—the first written specifically for nurses—focuses on the unique health needs and inequities affecting LGBTQ+ patients and discusses how to provide them with safe, respectful, and holistic care. Written in an easy-access bulleted format with concise paragraphs, this book sets the stage by examining the background and history of the LGBTQ+ population and focusing on the health disparities that set them apart. It addresses the nursing implications and care of LGBTQ+ patients in all practice settings, highlighting transgender medical, surgical, and mental health. To help nurses create inclusive environments, chapters cover best practices and strategies for appropriate communication and define key terms nurses should know when obtaining patient history, performing an assessment, and delivering overall care. Fast Facts About LGBTQ+ Care delivers resources to help nurses create and sustain changes within their practice and beyond. A multitude of case studies demonstrate the importance of collecting gender identity in the electronic health record and span a variety of scenarios nurses are likely to encounter.

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.

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.

Given the importance of religion for humans and its function to provide them with transformative meaning and guide action, it is particularly important for them when they get sick, become disabled, celebrate a new life, mourn a loss, or face death. And it is at just such times as these that nurses typically meet a person, family, group, or community. Thus, although it is unrealistic to expect nurses to become experts in comparative religions, they ought to have a minimal awareness of diverse religions to be able to ask a patient pertinent questions and plan religiously sensitive care. The book consists of 32 chapters. It begins by addressing the five W questions of who, what, where, when, and why, as they relate to nurses providing patients with religiously sensitive care. Religions included are those most likely to be encountered by a Western, English-speaking, first world nurse-the nurse who can obtain this book. The book includes several religions with smaller (yet more than 200 or so thousand in North America) numbers of adherents if their religion involved significant health-related implications. The religions covered include Afro-Caribbean and Traditional Yoruba religions, Buddhism, Christianity, Hinduism, Islam, Judaism, North American Indigenous religions, Sikhism, traditional Chinese religions, and Zoroastrianism. It makes an attempt to delimit the information about each religion to only that which would provide necessary context or entail practice implications relevant for a nurse. It should also be noted that for many religions, there are no explicit directives to guide healthcare decision making; therefore, the information provided is sometimes skimpy.

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

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.

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.

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.

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.

This book highlights the alarming statistics regarding medical errors and the most common causes. A thorough review of the literature identified the most significant errors and their causes. The significance of critical thinking, logic, and clinical judgment has been well established, and the book includes strategies for developing and improving these skills. It addresses case studies, exemplars, tips from the field, discussion questions, and special topics that support the integration and application of the important concepts. The book is structured and organized around two major units. Unit I addresses the severity of the issue and common causes. It provides an overview of the issue and the agencies that focus on patient safety. Despite numerous policy changes and strategies, patient errors have continued to increase after a previous improvement that stemmed from the initiatives after the landmark report To Err Is Human. Common medical errors include medication errors, patient falls, pressure ulcers, infections, and surgical errors. Unit I also describes the primary causes with poor communication being one of the most common causes. Unit II focuses on improving patient safety and decreasing adverse events. It focuses on ways to become a safe practitioner through education and competency development. It also highlights several theories that can be used to promote quality of care and decrease adverse outcomes. It then focuses on the significance of critical thinking in promoting patient outcomes and ways to develop and improve critical thinking and reasoning. The book focuses on prioritization and delegation and ways to develop these skills in addition to the scope of practice, intuition, and ethics. It focuses on leadership and emotional intelligence and finally focuses on the issue from a holistic approach and includes cultural humility and artificial intelligence.

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.

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.

This book acquaints a student nurse with the demands and rewards of both an education and a career as a nurse. It is divided into four parts. Part I looks at the beginning of the new life for the student nurse. A career in nursing is a journey that begins with information gathering and planning on the part of the student nurse. A student nurse with a real-world perspective is better equipped to tackle the demands of the nursing profession. In the course of nurse education, nurses will be asked to put what they have learned into practice by working in a hospital or other clinical setting under the direction of a nursing instructor. The second, third and fourth parts talk about achieving success in the classroom, at the clinical site and at home. There is a strong correlation between good classroom performance and good clinical performance. In the clinical education setting, students need to apply classroom knowledge to “real world” situations. Many nursing programs have requirements called technical standards that must first be met by nursing students in order to qualify for enrollment in a clinical nursing course. Creative thinking can allow a nursing student to handle personal crises without unduly impacting progress toward graduation. Part V deals with success following education. This part focuses on licensure and the National Council License Examination (NCLEX), job hunting, financial exposure and malpractice insurance.

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.

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

With its focus on the basics of genetics and genomics in nursing practice, this Fast Facts resource is the first to fill the content gap in this important area. Its streamlined format–featuring bulleted, step-by-step information and brief paragraphs–disseminates key content that is presented simply and understandably. The book examines how genetics impacts families and the care they need, and provides nurses with the genomic knowledge to advocate for personalized patient and family care, and to improve patient outcomes.

Following a discussion of the science and foundations of genetics and genomics, this resource addresses their impact on patient care and application in nursing practice. It covers the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, and selection and monitoring of treatment. Case studies demonstrate how genomic concepts are applied in practice, and underscore their implications for patients with cancer, cardiovascular disease, psychiatric disorders, and autoimmune deficiencies. End of chapter questions are designed to assess knowledge.

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.

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.

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 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.

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.

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 serves as both a challenge and a bridge to nursing and health care leaders as they grapple with the need for changing structures, approaches, and skills necessary to support sustainable health transformation. It offers a values-based, theoretically grounded guide for transforming the culture of health care systems and provides detailed, practical strategies for living the value of caring in the workplace using the Dance of Caring Persons as the framework for transformation. The book is organized into three sections. The first section begins with a chapter emphasizing the inevitable need for transformation in health care systems compelled by health care reform through the Affordable Care Act. The second and the third chapters provide a substantive understanding of the Dance of Caring Persons model that grounds the design and implementation of specific strategies and focus on the relationship of cultural aspects of a health care system to the experience of those within the system and ultimately to the success of the organization. The second section addresses strategies to prepare people and processes in all functions for whole system transformation. Successive chapters in the third section address practical strategies for transforming the organizational mission, leadership structures and processes, communication and outcomes. In keeping with the inclusive and dialogic character of the Dance of Caring Persons model, responses from health professionals representing a broad range of participants in health care are included in each chapter.

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.

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.

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).

This book serves as the pillar for clinical care teams to improve health equity among homeless older adults. Interdisciplinary care teams are essential in complex homeless older population clinical practice, as all disciplines must work together to address medical, surgical, behavioral, nutritional, and social determinants of health. All clinicians who treat older adults, from the independent to the frail, should approach problem solving via an inclusive approach that includes social work, pharmacy, nursing, rehabilitation, administrative, and medicine inputs. The social determinants of health that contribute to the complexities of clinical care outcomes cannot be addressed within silos. The book reflects a holistic care model to assist clinicians in the complicated homeless population that is continuing to change in the instability of the homeless environment. The book is divided into 14 chapters. The chapters in are organized by problems most commonly faced by clinicians in servicing homeless populations: mental, social, medical, and surgical challenges. Chapter one presents definition and background of geriatric homelessness. Chapter two discusses chronic mental health issues (psychosis) in the geriatric homeless. Chapters three and four describe neurocognitive disorders, depression, and grief in the geriatric homeless population. The next two chapters explore ethical, legal, housing and social issues in the geriatric homeless. Chapters seven and eight discuss infectious diseases in homeless geriatrics population. Chapter nine is on cardiovascular disease in homeless older adults. Chapter 10 describes care of geriatric diabetic homeless patients. Chapter 11 discusses geriatric nutrition and homelessness. Chapter 12 presents barriers and applications of medication therapy management in the homeless population. Chapter 13 describes dermatologic conditions in the homeless population. Finally, the book addresses end-of-life considerations in homelessness and aging.

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.

Inpatient Psychiatric Nursing: Clinical Strategies, Medical Considerations, and Practical Interventions serves as a resource for nurses working in inpatient psychiatry, nursing students, and nursing faculty who teach undergraduate psychiatric nursing. Psychiatric nursing practice has changed dramatically to accommodate vast changes in our healthcare system. The patients who now meet the level of care standards for an acute care setting must be very ill and typically exhibit considerable behavioral impairments and multiple safety issues. This handbook for psychiatric nurses and nursing students reflects these changes and focuses on four particularly challenging aspects of acute psychiatric nursing practice: keeping the patient safe, stabilizing symptoms, promoting engagement in treatment, and discharge planning. In a systematic, easy-to-access format, the book offers proven, clinically useful interventions designed to modify and manage disruptive patient behavior. It also includes a chapter on overcoming one’s own barriers to effective nursing in the difficult psychiatric environment. This book is organized according to patient behaviors (Part I) and interventions that nurses can employ to manage behaviors (Part II). In Part I, there is a consistent chapter format so that specific content is easy to access, and each chapter concludes with a comprehensive table covering goals, areas of assessment, and interventions of the chapter’s covered behavior. Part II covers specific types of interventions such as family interventions, medication administration, relaxation techniques, sensory interventions, therapeutic one to one, and managing violence. It is the vision of the editors that this approach will provide a translational model to improve outcomes for psychiatric patients with medical symptoms and for medical patients with psychiatric symptoms. It is for this reason the second edition includes information connecting a variety of medical conditions that may be complicated by psychiatric illness or present with symptoms that may be attributed to mental illness in error. It is intended for any nurse working with patients having behavioral disturbances regardless of the cause.

This text is intended primarily to provide nursing students with an accessible guide to the health of Canadian First Nations, Métis and Inuit—the Indigenous peoples of Canada. For the increasing number of nursing students and future professionals who are Indigenous, this textbook provides an explanation of how their values and worldview may differ from those of their colleagues but can still be accommodated within the profession. It also gives a sense that Indigenous health is a concern in Canada, and that both governments and individuals, including many nurses, are working to improve the health and well-being of Canada’s native peoples. The book is about Indigenous health in Canada during an era of changing rights and responsibilities. Indigenous health is neither unremarkable nor static, as even its history is rapidly evolving as new facts are uncovered and old interpretations are overturned. In essence, the book reflects the following aspects of teaching and learning in Indigenous health: Indigenous approaches to health and healing are as valid and important as the biomedical model of health; The biomedical model is also valid and important, but too often it is treated as a belief system, rather than a tool, as all sciences are; and The vast majority of Indigenous people want the benefits of modern health care, but they do not necessarily want to accept it as more than a tool to facilitate their healing. It serves as a practical means of introducing Indigenous health to undergraduate students. Each chapter is meant to be self-contained, while also being strongly supported by the material in the other chapters. Each chapter begins with a clear set of objectives. These function as the themes and questions that the chapter will answer. The chapter body strives to provide proof and context for these objectives.

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

This book 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.

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

This book covers a wealth of information from marijuana’s early history, the laws effecting its use, the pharmacodynamics, potential uses, and side effects, to mention a few areas of interest. It helps healthcare professionals to navigate the maze of information and disinformation about medical cannabis. Written for all healthcare professionals who are considering including medical cannabis in their treatment plans, this is the first handbook to disseminate all the information needed to advise patients safely and legally. Replete with evidence-based guidelines firmly grounded in the most up-to-date research, the resource covers the historical, legal, and biological context of medical cannabis so healthcare professionals can confidently discuss possible plans with their patients. The book delves into the biology of the endocannabinoid system addressing how cannabis interacts with the body, its effects and side effects, and how to manage cannabis-drug interactions. It discusses in detail how to talk to patients, what language providers can and cannot use, protocols for patient-centered dosing, and the variety of available cannabinoid pharmaceuticals. Based on the latest research, the book demonstrates the efficacy of cannabis in treating a broad range of symptoms and conditions. Written for any healthcare professional who might have to answer patient questions about medical cannabis, it dispels common myths and confirms little-known facts about medical cannabis. The book delivers the most up-to-date, evidence-based research on medical cannabis to enhance understanding of this complex topic. It provides historical, legal, and biological content so that healthcare providers can confidently discuss medical cannabis with patients and discusses pain management regarding cannabis and opioids.

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 book covers the most advanced practices and techniques in early differential diagnosis, assessment, and treatment of cortical dementias, and is intended to advance clinical skills of professionals and trainees alike. It focuses on cortical dementias as opposed to also discussing subcortical dementias. The book discusses the foundations of neuropsychology in the assessment, diagnosis, and treatment of cortical dementias. Individual dementing processes are discussed in detail, from traditional presentations such as Alzheimer’s disease and Lewy body dementia to less commonly discussed entities such as primary progressive aphasia (PPA) and chronic traumatic encephalopathy. Advances in neuroimaging and the utilization of biomarkers in early detection are discussed. Additional chapters are dedicated to related topics including the role of caregivers and determination of capacity. The book is divided into three sections. Section I describes the neuropsychological, neuroanatomical, and neurophysiological features of several of the more common cortical dementias, provides a brief guide to the main brain imaging techniques and a quick look at future directions in neuroimaging, and presents an overview of the differential diagnostics techniques such as Mini-Mental State Examination (MMSE) and Clinical Dementia Rating scale (CDR). Section II covers the types of cortical dementias such as vascular dementias, dysexecutive impairment associated with vascular dementias, neurophysiological disturbances and frontotemporal dementia. The third section talks about interventions, pharmacological interventions including galantamine and memantine, non-pharmacological cognitive, the role played by caregivers, comorbidities, and some legal and ethical considerations.

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.

Based on candid interviews with 35 military nurses who were deployed for the wars in Iraq and Afghanistan, this book reveals the stresses and moral dilemmas they experienced as they transitioned back into everyday life. The book provides the historical background of the wars in Iraq and Afghanistan. The wars in Iraq and Afghanistan commenced the extensive use of the U.S. Army’s forward surgical teams (FSTs) to support military operations in Operation Enduring Freedom and Operation Iraqi Freedom. The nurses share their difficulties with family separation, clinical reassignments, post-traumatic stress disorder, the perceived stigma of seeking mental health counseling, and compassion fatigue. Nurses commented on petty complaints and trivial whining, and a general sense of inflexibility and occasional rudeness on the part of others. Interviewees describe in vivid detail their homecoming which was a positive experience for some and a disappointing venture for others, family adjustments, renegotiation of spousal and parenting roles, domestic and workplace challenges, and many other dilemmas posed by the reintegration process. They provide insights and thoughtful recommendations for changes to current military debriefing to improve the experiences of future wartime nurses. The book also examines the differences between active duty services and reserve unit services, issues of substance abuse, the Veterans Administration, the burden of multiple deployments, and other common threads among nurses who served in Iraq and Afghanistan.

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.

Leading as a nursing dean or director is an honor and a privilege. It is also an intense experience that demands a full investment of one’s time, energy, wisdom, wit, and patience on a daily basis. Evidence suggests that serving as the chief nursing officer in an academic setting can be an overwhelming, stressful, and lonely experience. This book serves as a primer and all-purpose guide for nurses who are either new to academic leadership or aspire to academic leadership roles. It provides fundamental information in an engaging and conversational manner, with real-life examples that help the reader to understand and embrace the multifaceted opportunities and challenges of “deaning” and directing. The target audience is novice academic nursing leaders: deans, associate deans, assistant deans, chairs, and directors of nursing programs, departments, and schools. Section I introduces readers to selected aspects of the nursing dean/director role, including the processes of searching for and stepping into a position; day-to-day, for-profit, and interim deaning scenarios; and, finally, the process of stepping up from a dean or director position. Section II covers general responsibilities of nursing deans and directors, including enrollment management, student success, recruitment and retention, academic policies and programs, fundraising, stakeholder engagement, budgeting, strategic planning, clinical enterprises and faculty practice, and executive leadership. The book concludes with a section that covers work–life integration and self-care for nursing deans and directors.

Many nursing scholars from around the world have demonstrated the need to find ways to bring historical elements into nursing curricula. This book addresses this need by summarizing existing histories and showcasing the work of emerging nursing history scholars. It uses historical case studies that relate to specific issues in the development of the profession. The book is divided into four sections, and the chapters are organized chronologically. Section I explores issues concerning diversity and vulnerable populations by focusing on health disparities among minority community, the role of public health nurse in primary health care, and the need for school nurses in rural areas. In Section II, the focus is on socio-political issues raised with a world embroiled in war by describing the work of British nursing sisters during World War II, the conflicts between nursing ethics and the state edicts and the so-called “euthanasia” programs, the importance of mental health nursing after the war, and the efforts to prepare faculty to teach in the newly created associate degree in nursing (ADN) programs in the late 1950s. In Section IV, the book examines the volatile years of the Civil Rights and Women’s Liberation movements, by addressing the role of nursing to the very vulnerable population of critically ill neonates, explores the idea of activism as patient advocacy and demonstrates how nurses have been consistently involved in the domain of women’s health.

The healthcare environment in which advanced practice registered nurses are currently practicing is a complex setting with rapid change underway driven by a need to transform the healthcare delivery system. The United States faces challenges with escalating healthcare delivery costs and questionable performance on many quality indicators for patient safety and overall population health. As an answer to these challenges, Health information technology (HIT) has been promoted as a critical element in the National Quality Strategy (NQS) to achieve three aims: better care, affordable care, and healthy populations and communities (U.S. Department of Health and Human Services, 2011). More recently, a fourth aim has been added to include care of the provider within interprofessional teams. This fourth aim was added because HIT is creating undue stress and the burden of documentation associated with the Electronic Health Record (EHR), often resulting in burnout. Nurses will play an essential role within interprofessional teams in transforming the healthcare delivery system and are critical team members for success, particularly related to the effective and efficient deployment of HIT. In the last 10 years, the United States has focused on laying the HITEHR foundation established under the Health Information Technology for Economic and Clinical Health (HITECH) Act of 2009. Now, the United States is focused on optimizing the investments made on Health ITEHR implementations and to address unintended consequences that have resulted from the rapid deployment of I.T. across the nation. This book consists of five sections. Section one provides a brief introduction to nursing informatics. Section two briefs on point-of-care technology. Section three discusses data management and analytics. Section four details patient safety/quality and population health. Finally, section five describes new and emerging technologies and is intended to provide the advanced practice nurse with a view for the future of healthcare-based informatics.

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.

This book is meant to be a companion book to nursing textbooks that provide philosophical and theoretical elements of rural nursing and rural health care in America from the early 20th Century. It provides supplementary reading through historical case studies, demonstrating how characteristics that define rural nursing today have their roots in history. Chapter 1 recounts the inception and development of the Red Cross Town and Country nursing service, identifies the importance of community participation, and highlights the unique work of the rural public health nurse. The situation in rural Wisconsin between 1915 and 1940 is examined in Chapter 2, which provides historical documentation of the fits and starts of early rural public health systems and how nurses managed to provide access to care within them. The third chapter describes and analyzes the nurse’s role in providing care to rural school children in the Commonwealth of Virginia during the first 30 years of the 20th century, and reveals the importance of ‘place’ in the development of school nursing programs. Establishing trust with the local community was essential to rural nursing, and this is explained in the fourth chapter by describing describes how the nurses accomplished that feat with poor Whites and Blacks in the southern cotton mill villages, using the Schoolfield company town as a case study. Other chapters discuss the health care needs of the West Virginia coal miners, the establishment of Frontier Nursing Service (FNS) in remote mountain regions, and the role of migrant nurses during the Great Depression. The final two chapters of the book discuss nursing in West Texas and for the rural Navajo population.

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.

Physical medicine and rehabilitation (PM&R) is one of the broadest and most challenging specialties in medicine. Physiatrists see patients of all age groups with impairments of every organ system and must have a keen understanding of anatomy, biomechanics, ergonomics, exercise physiology, kinesiology, neurophysiology, pharmacology, and psychology. They not only prescribe medications and perform procedures, but also prescribe prosthetics, orthotics, splints, and complex medical equipment. They lead interdisciplinary teams that address the holistic bio-psycho-social and spiritual needs of people with disabling conditions. In PM&R, board certification has three components: The first component, Part I, is a written examination testing medical knowledge; the second component, Part II, is an oral examination that tests clinical practice skills. The third component, Part III, is maintenance of certification. The Accreditation Committee for Graduate Medical Education defined six core competencies for physicians: medical knowledge, clinical care, practice-based learning, communication, professionalism, and systems-based practice. Part I tests the first of these competencies, while Part II tests the remainder. This workbook is an additional tool, unique in its format. It walks the reader through cases in an interactive format. The cases are structured in a similar format to The American Board of Physical Medicine and Rehabilitation (ABPMR) Part II. The content mirrors the exam outline, which is available on the ABPMR website. The exam consists of questions about case vignettes. Each vignette fits into one or more diagnostic categories, and each may focus on one or more evaluation or management skills. Each case tests five clinical skills: data acquisition, problem-solving, patient management, system-based practice, and interpersonal and communication skills. While the text is intended as a board review workbook to be used in preparation for the Part II exam, other audiences will find it helpful as well.

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.

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 provides an overview of nursing professional practice models; their potential value to patients, nurses, and health systems; an orderly process of ensuring their translation into daily workflow; and the requisites for demonstrating their impact. It highlights the contribution that exemplary professional nursing practice can make to patients, families, professional nurses, and the health care system, given a systematic and thorough approach to its integration. The book is divided into three parts. Part I focuses on the definition, value, and disciplinary need for professional practice models (PPMs), and includes practical steps required in preparation for model integration. The emphasis of Part II is eventual enculturation and it fulfills this purpose through repeated examples and exemplars, concentrating on the nurse–nurse leader relationship and associated strategies. Chapters deal with the importance of the chief nursing executive during the implementation of PPMs, usage of unit-level formative data, adoption of Quality-Caring Model and learning how PPM became a Magnet exemplar. Part III centers on sustaining the "transformed culture" and spreading PPMs through specific communication mechanisms, and special relationships and practices. This part of the book concludes with a chapter on creating impact— influencing change beyond the doors of a single organization—adding value, and building an impressive future. Examples and other resources are presented in the appendices.

Project management is an important skill in both career and life, yet little has been written to provide nurses and other healthcare professionals acting in leadership and advanced practice roles with the tools needed to ensure success in this area. This book offers guidance and insights and ties the skills of a seasoned project manager, advanced practice nurse, and nurse educator together to take the reader through all phases of the project management process from start to finish through tools integrated throughout the text. It continues to grow from teaching and practice experiences in nursing informatics as well as working as a consultant and project manager implementing electronic health records nationally and internationally. Concepts in this text provide a guiding framework that graduate students can use in both clinical practice and leadership, as well as when preparing a practicum assignment for graduation and residencies to guide masters of science in nursing, nurse executive, and doctoral projects such as those in doctor of nursing practice and PhD programs. The book supports nurses and healthcare professionals in understanding and applying project management (nursing process) structures to goals and objectives that must be accomplished in an organized way, thus promoting the development of leadership skills as well. It outlines the phases of project management, such as design and planning, implementation, monitoring and controlling, and final evaluation. Tools utilized in the process include timelines and tracking tools, and many other management documents that help application and monitoring tasks are included. New to this second edition are case scenarios with exemplars of a process or application of a tool, critical-thinking questions and activities, and new, updated content based on the current practices and national organizations’ mandates. Many tools used in organizations for management of goals and objectives are included in each chapter.

Nursing informatics (NI), a specialty recognized by the American Nurses Association in 1992, is extremely important in today’s complex healthcare system. Nursing informatics specialists (NISs) are key in bridging the gap between clinical nurses and the technology that is available to enhance patient care. This book draws together the core elements of the nursing information specialty. The authors are experts, many of whom have been at the forefront of integration of informatics into clinical practice and education. They offer their insights based on both their knowledge and experiences, so that future generations of practitioners and nursing information specialists will build on the successes of the past. There are two outstanding components of the book that merit special attention. First, the 16 core competencies of NI included in the American Nurses Association Scope and Standards of Practice for NI are delineated and discussed in detail. The authors provide a crosswalk between the NI competencies and project management competencies and components. The second major strength of the book is the detailed explication of project management components including project planning, initiation, execution, monitoring and controlling, and closing. The book provides detailed comprehensive knowledge and practical applications that will be useful to both the novice and expert NIS. It also will be helpful for clinical nurses who strive to understand the wide range of technology and information science enhancements to their daily clinical care. The book provides an important roadmap to assist nursing professionals, indeed all healthcare professionals, to achieving maximum benefits in patient care delivery through the application of technology and information science to clinical care. Healthcare professionals providing care throughout the systems would be advised to hone their skills based on the considerable work of the authors and editor of this book.

This book provides a comprehensive understanding of the essential Quality and Safety Education for Nurses (QSEN) competencies for nurses. As students graduate from nursing programs and transition into their practice role, they are expected to be able to use informatics, function within an interprofessional team, deliver patient-centered care, incorporate evidence-based nursing practice, focus on patient safety, and engage in quality improvement activities. The book discusses many practical examples from real-life experiences for students. The contributors to this text include nurse educators, nurse faculty, nurse researchers, library scientists, nurse administrators, nurse case managers, physicians, lawyers, nurse quality improvement and patient safety practitioners, nurse practitioners, nurse entrepreneurs, psychologists, and others. The contributors are from all over the United States, emphasizing a broad view of quality and safety as well as leadership and care management. Each chapter includes interviews with experts in their respective healthcare field to provide an interprofessional team perspective. The book consists of 16 chapters. Each chapter provides nursing students and beginning nurses with a background and foundational knowledge of quality and safety to assist them in their role as nurses in today’s healthcare environment. New to the Third Edition is a mapping of the 2021 AACN Essentials to each chapter. A robust online evolving clinical case study is available as an instructional supplement for faculty to guide teaching the content, with options for how to use the case study for student learning. The content includes discussion questions for each section of the case study or guidance for a written paper assignment. The evolving case study pulls content from the text into how to address an evidence-based quality improvement project as a new nurse.

This 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.

This is a valuable textbook and resource for those serving the healthcare needs in rural and frontier areas. It focuses on the health of rural dwellers, the provision of healthcare in rural settings, and the skills and knowledge required for effective nursing practice, education, and research within this context. The sixth edition contains ten new chapters, content on the effect of the coronavirus (COVID-19) on rural populations, seminal chapters on Rural Nursing Theory and rural nursing, and updated chapters retained from previous editions. The text is divided into five sections. Section 1 focuses on theory and research and presents an overview of the theory development process and the seminal work on Rural Nursing Theory. It includes rural nursing concepts, and chapters on conducting research in rural and frontier settings. Section 2 describes the nature and scope of rural nursing practice and expands one’s understanding of the experiences of rural nurses and nurse practitioners. Section 3 focuses on healthcare delivery in rural settings and includes chapters on health behavior, suicide, nurses as primary care providers, emergency services, telehealth, palliative care, and complementary and alternative therapy use by rural dwellers. Section 4 addresses education and provides insight into learning opportunities in rural clinical settings; interprofessional, collaborative, and transcultural service-learning education; and the skills and competencies nurses and nurse practitioners need to care for rural populations. Section 5 focuses on the care of select vulnerable populations including migrant and seasonal workers, neonates experiencing opiate withdrawal, palliative and end-of-life care for American Indians, and the conduct of research with vulnerable populations. The book highlights the realities of rural nursing from bedside to advanced practice. It not only identifies the challenges, but also highlights opportunities in rural healthcare and innovative practice.

This book presents an evidence-based, cognitive-behavioral framework for delivering collaborative consultation in K-12 schools. It promotes the idea of equitable educational opportunities for all students. The book presents strategies for promoting non-cognitive skills in students, career and college readiness, and optimal learning environments along with the general theories of consultation. It advocates for student support services personnel to work in concert with teachers, parents, and administrators to promote student success and social justice. The book is organized into four parts. The first part presents: (i) an historical exploration of education and school consultation, (ii) ongoing issues and current trends in education, and (iii) an overview of student support services. The second part describes models and theories of school consultation and rational emotive-social behavioral consultation. Part three focuses on application of school consultation for student success. It describes rational emotive-social behavioral consultation with teachers, parents, administration, and committees. The final part discusses student support services that complement rational emotive-social behavioral consultation and determination of needs, outcomes, and effectiveness in school consultation. The book offers an evidence-based model for school consultation that focuses on supporting student success in academic, social-emotional, and college/career readiness domains. It provides transcripts of consultation sessions with teachers, parents, and administrators. The book is intended for graduate courses on school consultation, counseling, school interventions, for use in field placement courses, practicums, internships taught in school psychology, school counseling, and social work.

This textbook was developed out of need. As a practicing school nurse for more than 25 years and adjunct instructor at the university level for the past 20 years, the author has witnessed firsthand the changes in today's school-age child. These changes drove the author to edit a comprehensive reference, which had to include basic information needed by every school nurse, as well as provide insight into emerging issues in childhood, society, and education to help prepare future school nurses for the challenges ahead and ensure their continuing professional growth. Each chapter includes comprehensive, updated information on the respective author's area of expertise. Objectives are clearly noted and relevant questions posed to aid in the student's evaluation. The book is organized into four parts. Part I shares the exciting history of school nursing. Part II acquaints the reader with the role of the school nurse in building healthy communities. Part III deals exclusively with issues that tend to marginalize today's student. This part explores mental health disorders, cultural diversity, substance abuse, gender identity, eating disorders, and bullying. Part IV leads us into the future of school health practice. Topics include legal aspects, school-based clinics, special education, school violence, crisis management, ethical issues/legal guidance, technology, and the ever-shifting paradigm for school health. In light of the global pandemic that has inflicted extensive pain and suffering, an additional chapter, Pandemics and Plagues, was added. It gives the reader an historical perspective of the scope of pandemics as well as specific information on coronavirus. It puts the current crisis in perspective and provides realistic strategies to deal with the reopening of schools. This is an essential read for all school personnel. This unique reference takes the reader on a journey from the humble beginnings of the school nurse profession through today's expanded role.

This book provides a comprehensive introduction to the practice and profession of school psychology through a social justice lens. School psychologists strive to promote the welfare of all children and families, and in the absence of socially just learning environments, this goal cannot be fully achieved. Therefore, social justice issues must be studied in tandem with all areas of school psychological service delivery. This book is organized into three main sections containing 14 chapters. The first chapter presents a general overview of the field of school psychology by introducing readers to the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services. Chapter two describes the history and development of the field. The next three chapters discusses graduate preparation and credentialing, multicultural foundations, and legal and ethical foundations. Chapter six assumes a broad approach to conceptualizing assessment by considering its applications for planning (before intervention), monitoring (during intervention), and evaluating (after intervention) services. Chapter seven describes foundational concepts in intervention, which are important prerequisites for understanding domain-specific interventions (e.g., academic, behavioral, social, and emotional interventions). Chapter eight describes academic assessment and intervention. Chapter nine explores social, emotional, and behavioral interventions. Chapter 10 discusses cognitive assessment in school settings. Chapter 11 and 12 describe services for empowering school personnel and systems to better serve children. These services include consultation, and program evaluation and systems-level reform. Chapter 13 presents emerging issues and anticipates future directions for the field. Topics include personnel shortages, virtual psychological service delivery, and the evolution of professional organizations and standards. Chapter 14 describes considerations for pursuing a career in school psychology. It covers topics such as choosing specialization coursework, selecting mentors, and identifying potential career paths. It also includes resources such as a curriculum vitae development checklist and graduate planning worksheet.

There is a critical need to prepare nurses for roles as educators in schools of nursing and healthcare settings. This book, in its third edition, meets that need: It is a comprehensive text that provides, under one cover, essential concepts for effective teaching in nursing and carrying out other dimensions of the educator role. The book begins with a description of the role of a faculty member in a school of nursing and nurse educator in other settings. A new chapter examines the transition from clinician to educator, barriers and facilitators to the transition process, and strategies to facilitate this transition. Other chapters describe theories of learning; teaching methods, including integrating technology in teaching; teaching in online environments, simulation, learning laboratories, and clinical settings; interprofessional education; developing partnerships with clinical agencies; and preparing graduates to contribute to global health. Nurse educators also need to assess learning and performance, and for this reason the book includes chapters on assessment, testing, and clinical evaluation. Teachers in nursing should understand the curriculum and how it is developed and evaluated. There is a new chapter in this edition on program evaluation and accreditation of nursing programs. Another new chapter describes the roles and responsibilities of Nursing Professional Development practitioners in healthcare settings; these nurse educators help employees to become and remain competent in their roles. It is important in nursing education that teachers use evidence to guide their educational practices and develop their scholarship.

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.

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.

Healthcare needs for our military and veterans is something that has a long history and will continue into the foreseeable future. The Department of Defense and the Department of Veterans Affairs have answered the call in many ways to enhance services and programs to meet the needs of service members, a large growing group of Post-9/11 veterans, and their families. The care of military service members, veterans, and their families is a national public health concern and as nurses we have a duty to provide care to this population in a culturally sensitive manner. Military service members, veterans, and their families deserve culturally sensitive patient-centered care. This book undertakes to honor the sacrifices of our military and veteran populations and to provide all nurse educators one comprehensive resource they can turn for ideas and suggestions incorporating care of these individuals into the courses they teach and the clinical experiences of students and practicing nurses. It not only addresses what every nurse should know about military culture and the unique healthcare needs of this population, but also what and how to teach the content and engage student veterans in the classroom. The book is divided into three sections. Section I provides a context for understanding the importance of military and veteran healthcare in nursing education. Section II describes major health issues and disabilities that are unique to the military and veteran population. It covers occupational and environmental exposures specific to military training and deployments as well as common physical injuries. Lastly, Section III discusses on teaching nursing students about the healthcare needs of this population by focusing on what should be taught and suggestions on how to do to it. It includes competencies for students, faculty, and practicing nurses, along with examples of assignments in both classroom and clinical settings.

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.

Writing for publication in nursing is essential to disseminate evidence, share initiatives and innovations with others, provide new information to keep nurses up to date, and communicate the findings of research. Writing manuscripts is hard work, but the process can be simplified by understanding how to develop a manuscript and submit it for publication. This fifth edition of the book Writing for Publication in Nursing, was prepared for beginners and experienced authors, for nurses, and for graduate students in nursing to guide them in writing literature reviews, research reports, evidence syntheses, quality improvement and clinical articles, and other types of papers. It describes the process of writing, beginning with an idea, searching the literature, preparing an outline, writing a draft and revising it, and developing the final paper. The book details how to select a journal and gear the writing to the intended audience, submit a manuscript to a journal, revise a paper and respond to reviewers, and carry out other steps to facilitate publication. One chapter is devoted to writing research articles to assist nurses in preparing their work for publication; it includes strategies for developing manuscripts from scholarly projects, theses, and dissertations. Other chapters describe how to prepare articles that disseminate the outcomes of evidence syntheses (reviews), on quality improvement, and on clinical practice topics. There is also a chapter on writing a book and chapters. The book serves as a reference for students at all levels of nursing education to guide them in writing papers for their courses. It can be used in conjunction with the style manual in the nursing program. The book contains many examples and resources for writing in nursing and other healthcare professions. These resources make writing easier for both novice and experienced authors.