This book is the first resource to compare the experiences of nursing academic leaders among public, private, and for-profit institutions for nurse educators of all experience levels and ambitions. The introduction analyzes why it is important to know how public, private, and for-profit educational organizations operate and why nurse educators and academic leaders should take the time to learn this information. The book comprises 11 chapters. The first chapter explains the structures and processes of these organizations. The second chapter offers concrete suggestions and tips for successfully applying for a nursing faculty position in each of these organizations. The third chapter does the same for seeking an academic leadership position. Chapter four explains and discusses the nuances of fund-raising and advancement. Chapter five discusses recruiting and managing qualified and diverse faculty and staff as it is challenging and processes vary depending on the type of institution. Marketing and public relations are increasingly important in both faculty and leadership positions. Chapter 6 explores these topics. Chapter seven offers tried-and-true suggestions for developing and sustaining clinical partnerships and faculty practice in nursing education. Chapter eight discusses budgeting and allocation of resources. Academic leaders especially must be knowledgeable in these areas. Chapter nine discusses maintaining nursing education standards via accreditation processes and board of nursing approval. Each author has extensive experience with this and is eager to share lessons learned. Chapter ten explores how to encourage faculty and staff to think innovatively and describes similarities and differences pertaining to international study among the three types of institutions. Finally, the conclusion chapter shares the authors’ visions for the future in public, private, and for-profit schools of nursing.
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Advanced Public and Community Health Nursing Practice, 2nd Edition:Population Assessment, Program Planning, and Evaluation
Healthcare delivery system reforms initiated by the Patient Protection and Affordable Care Act emphasized the health of populations and social determinants of health. These areas are central to public and community health nursing practice. The core processes of community assessment, program planning, implementation, and evaluation remain relevant to advanced public and community health nursing practice. This book assists graduate students in public and community health nursing and other nursing specialties who focus on population health to become competent advanced practice nurses. The book is organized into six sections containing 21 chapters. Section one comprising two chapters provides the learner with an introduction to public and community health nursing specialty practice and foundations for this advanced level of practice. Section two provides the depth of knowledge needed by the advanced practice nurse to competently conduct community assessments. Section three takes the learner through the steps needed to develop coherent and high-quality program plans. Section four provides the learner with the necessary information to implement program plans at the individual, group, or community level. The section five addresses program evaluation in-depth, providing detailed content on how to develop an evaluation plan and revise programs. The final section directs the learner’s attention to graduate preparation in public and community health nursing as well as to the leadership role in creating a professional practice environment. The book suggests clinical or practicum activities that assist the learner to apply the content in a variety of ways and settings. It also presents examples of actual programs or projects conducted by advanced public and community health nurses.
Everyone loves animals. We learn about them in zoos and aquariums, rehabilitate them when they’re sick, observe their habits and abilities, and treat them as members of our families. One theme that is intentionally woven throughout the book is the importance of knowing a species’ natural history before making assumptions or drawing conclusions about an animal’s behavior. The book consists of eight chapters. All chapters include an “Animal Spotlight” and “Human Application” section. The book is divided into one history chapter, one theory and methods chapter, five content chapters, and a final chapter on future directions. In addition, it pays special attention to describing the different ways that researchers set up their studies to arrive at their conclusions. Chapter one and two discusses the history and methodology of animal cognition. Chapter three discusses animal consciousness. It takes an in-depth look at how philosophers and scientists have defined consciousness, specific cognitive abilities that might signal consciousness, and which animals can be said to have them, or a version of them. The main topics covered include theory of mind, self-awareness, and emotions. Chapter four focuses on communication. It addresses many different ways that animals communicate with each other, including vocal, gestural, and olfactory. Social cognition is featured in Chapter five. Social cognition involves the many complex ways in which animals engage socially among themselves. Chapter six addresses the overall flexibility of the animal mind. For centuries, there have been those who believe animals are mindless behaving machines. Finally, Chapter seven reminds that despite the fact research findings teaches what species on the whole can do, not all animals within a species are the same; individual differences exist. The final chapter eight brings everything together.
This book helps students to learn about fundamental brain functioning and to apply the information with various clinical populations with whom they may help to serve. It also helps the professor to advance beyond the typical mindset of teaching only the basics in brain functioning. The book is divided into two sections. In Section I of the book, a foundational framework of neuroscience is provided, including important historical events, patients, and neuroscientists as well as an explanation of all the different techniques used in understanding human behavior. The first part of the text also focuses on core foundations of brain functioning, with an emphasis on the important neural systems often found dysregulated in psychopathology. Clinical techniques such as electrophysiology recordings, neuroimaging techniques, MRI scans are also discussed. The second section of the text explores many areas of psychopathology from a behavioral, cognitive, and neurobiological perspective before describing typical effective strategies used to treat the various disorders. The various disorders that are covered in this section include childhood disorders such as attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), schizophrenia, mood disorders including bipolar disorder, anxiety disorders, the three types of eating disorders, anorexia nervosa, bulimia nervosa and binge eating, sleep disorders such as parasomnia and insomnia, substance disorders, and personality disorders including antisocial personality disorder and borderline personality disorder.
Human services professionals face tremendous challenges today. Clients, government agencies, and other funders increasingly expect professionals to produce measurable and verifiable outcomes. The main goal with this textbook is to help students better understand the utility of research to human services. That is to say, the book presents research as a tool for practice, something that can be used to help professionals in their work with clients, designing programs and services, and advocating for policy changes. In addition to presenting research as a tool for practice, the book also emphasizes connections between human service research and practice, stressing that each plays important and complementary roles in addressing social and personal problems. This textbook is primarily an introduction to social research as it relates to the human services. There are two new main features to this edition. Each chapter opens with a Vignette describing a situation in which a human services professional is faced with a task or dilemma that can be addressed through research or by employing a research technique in practice. The second new major feature is the Practitioner Profile, included in most chapters. These Practitioner Profiles present actual human services professionals who are not professional researchers but nonetheless incorporate research methods into their practice. Similar to the Practitioner Profiles, several chapters also include one or more Research in Practice features designed to help students better understand applications of research methods and concepts and the overall research process. At the end of each chapter, there is a list and brief description of the Main Points of the chapter, which serves as a review of the major concepts covered. Following the Main Points is a list of Important Terms for Review. Following the Important Terms for Review are three sets of questions, critical thinking, evaluating competency, and self-assessment.
Assessing and Measuring Caring in Nursing and Health Sciences, 3rd Edition:Watson’s Caring Science Guide
The health sciences would not be complete without a caring science. Although all health sciences focus to some degree on caring, when the public thinks about caring, nursing often is foremost in their minds. This book focuses on instruments for assessing caring in the nursing literature but is useful to all in the health sciences or healing professions. It not only brings to the forefront the various conceptualizations of caring but also identifies approaches to the measurement of the concepts that have been derived from multiple perspectives on caring. The various instruments presented capture the multiple essences of caring, which may be viewed as an attitude, an ability, an attribute or characteristic, or a complex of interrelated behaviors. The book provides nursing leaders, students, and scholars with an up-to-date critique and compilation of the most salient and up-to-date instruments to assess and measure caring. It brings together in one source the many approaches to conceptualizing caring and the instruments that have been designed to measure it. The book provides questionnaire development procedures, theoretical underpinnings of instruments, reliability and validity evidence, and descriptions of instruments and their sources. This updated collection encompasses measurements of caring that have relevance in assessing caring among students as well as patients and nurses, thus allowing use in both educational and clinical care research. Some new instruments focus on assessing caring at the administrative/relational-system caring level, address a new a population (e.g., family), and include novel potential techniques such as computerization. This collection of caring instruments offers a story of nursing theory and knowledge development, as nursing scholars search for and experiment with measuring or capturing the elusive phenomenon of human caring, often considered nonmeasurable.
Practitioners in the helping professions (e.g., nursing, social work, psychology) often serve perpetrators and survivors of interpersonal violence, and many are asked to make predictions about the likelihood of future violence. Knowledge about risk and risk factors is increasingly expected in courts, clinics, conference rooms, shelters, hospital emergency rooms, child protective service offices, schools, research settings, batterer intervention programs, parenting programs, domestic violence advocacy programs, and child abuse and intimate partner violence (IPV) prevention programs. This book reviews what is generally known about the prediction of violent behavior and then discusses implications for the prediction of interpersonal violence. It addresses the specific variables involved in the prediction of child abuse and neglect, child fatalities (including those that occur within the context of IPV), IPV, and femicide. This book represents the most current research, trends, and professional viewpoints regarding the prediction of interpersonal violence. It discusses in greater depth challenges with assessment measures and factors used to predict future violence. It is clear, however, that assessments of risk for future violence are improved when appropriately administered, psychometrically sound risk assessment scales are used. Furthermore, practitioners need to couple these objective measures with information collected on the characteristics of the perpetrator, the perpetrator’s relationship to the victim, the victim’s assessment of risk, the practitioner’s experience and judgment, and context-specific factors (e.g., poverty, unemployment, discrimination, social support).
This book presents a unique pioneering classification system, written by the author of a bestselling textbook on functional behavioral assessment (FBA), for school psychologists and other personnel who conduct FBAs for problem behaviors. The Cipani Behavioral Classification System (BCS) is a pioneering function-based classification system for categorizing problem target behaviors in education and mental health settings. The Cipani BCS is theoretically sound as it is procured from the four major functions of operant behavior: Socially Mediated Access (SMA), Direct Access (DA), Socially Mediated Escape (SME), and Direct Escape (DE). Hence, such is content-valid given the extensive and longitudinal history of work and research in behavior analysis experimentally demonstrating functional relationships between behavior and its environmental outcome. From these four major categories of behavioral function, the Cipani BCS derives 13 subcategories or specific functions under these primary generic functions. For each function, there is a general description, explanation, and illustrative examples of the category. Also included are practice case illustrations to facilitate understanding of how to diagnose the function and its category. Using this system, assessment activities are more expertly guided by a cognizance of a number of potential diverse functions, and assessment becomes an iterative process. The delineation of a diagnostic phase as an outcome of assessment activities, until now, has not been cogently presented in other FBA materials.
This book is designed to provide essential knowledge and skills in behavioral health for all members of the primary care health team. It begins with a short history of the development of evidence for the value of the biopsychosocial model in primary care and an overview of the role of the behavioral health specialist in the primary care team. In order to provide context for the practice of behavioral health care, the book reviews the theoretical basis for understanding health behavior and the development of brief counseling methods for influencing patients to engage in healthier behaviors. Current epidemiological trends of some of the most common presenting conditions in primary care set the stage for moving into chapters on specific conditions, including diabetes, cardiovascular conditions, chronic pain, sleep disorders, geriatric conditions, cancer-related conditions, substance abuse, and obesity. Each of these chapters begins with a typical referral note from a primary care provider requesting a behavioral health assessment or intervention and concludes with a sample of how the behavioral health specialist might respond to the referral. These sample referrals and consultation notes are intended to provide a practical example of how the behavioral health specialist might function on a primary care team and how our patients might navigate an integrated health care system within the patient-centered medical home. The book concludes with a chapter on systems medicine, which will provide readers with a vision of the future of health care engaging the developing science of brain function and how the brain can be modified to improve our experience of health and wellness.
This book employs and transcends the customary methods of diagnosis and treatment by providing several unique assessment procedures, as well as many distinctive therapeutic recommendations. Major factors that have made brevity possible in psychotherapy are the learning-based, problem-focused, and solution-oriented approaches, and the evolution of sophisticated and effective techniques for biological assessment and intervention. Whereas many clinicians derided behavior therapists for their emphasis on being active, giving homework assignments, and maintaining specific foci, procedures of this kind have now become standard fare across a diverse range of brief therapies. Specific boundaries have been proposed to protect patients from exploitation and any form of harassment and discrimination, and to emphasize the significance of respect, integrity, confidentiality, and informed consent. In many circles these well-intentioned guidelines have reached a point of absurdity and are transformed into rigid straitjackets that force clinicians into a remote and cold posture. In addition to the psychotherapy literature, the author modernizes his eclectic and goal-oriented approach to psychotherapy. Using traditional acronym--BASIC I. D.--the author stresses the assessment of seven dimensions of a client’s personality: Behavior, affect, sensation, imagery, cognition, interpersonal relationships, and drugs/biology. In multimodal assessment, the BASIC I. D. serves as a template to remind people to examine each of the seven modalities and their interactive effects. The book demonstrates how brief multimodal therapy can be adapted and applied to specific disorders. When individual agendas, hidden or other, undermine a relationship, individual therapy is often essential before the couple can benefit from conjoint therapy. When distressed couples are relatively stable and are genuinely interested in achieving a harmonious relationship, salubrious outcomes can usually be achieved in six or seven sessions of “didactic instruction”.