Policies are essential opportunities for nurses to take ownership of advocacy. This completely updated third edition provides a hands-on approach to help nurses across a variety of settings to develop health policy competencies for managing an ever-changing health and uncertain policy arena. Four major units provide a framework for the authors approach as the chapters of the book take the reader on a journey through all the steps of the policy-making process. Leadership, ethical, and social justice principles are unifying concepts integrated across chapters. Throughout each new or revised chapter, policy development is exemplified from the grand scale of global or national to the local level. The authors believe that policymaking at all these levels is essential. Often, however, the interplay between levels is not always recognized or acknowledged. The key features of each chapter covers specific aspects of the policy-making process including learning objectives, an introduction, policy challenge and solutions, policies on the scene, key concepts, future implications, summary, learning activities, and e-resources. These features in each of the 15 chapters have been thoroughly revised. Each chapter introduces a key aspect of the policy-making process framing the important details for the reader. The Policy Challenge presents a particular dilemma or issue in policy with a Policy Solution illustrating the outcome at the end of the chapter. Policies on the Scene provide short vignettes about the policy journeys of nurse leaders and aspiring policy activists. Implications for the Future describe projected developments in nursing and healthcare that have the potential to influence policy. Key Concepts aid learning by taking readers through the steps of the policy process to enhance their policy skills. The Learning Activities are designed to enhance critical thinking. E-Resources reflect key information from a variety of sources important for policy savvy nurses.

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 textbook is centered on informing students enrolled in doctoral and advanced master's degree programs about (a) the foundations of behavioral science research, (b) the nuances and procedures associated with the major research traditions, (c) the philosophical integration that sits behind each research methodology, (d) instructions on how to increase the rigor of each approach to research, and (e) the integration of multicultural and social justice principles into scholarly pursuits. Each chapter that emphasizes a research tradition concludes with an applied case study that puts the tradition into action. Through providing clear and in-depth blueprints for how to use distinct research methodology and methods, the book provides both an in-depth and pragmatic understanding of the standards and procedures for specific research traditions. After reading this textbook, students will increase their research self-efficacy; enhance their ability to accurately match their research interests with the appropriate tradition; increase their understanding of qualitative, quantitative, and mixed methods standards of rigor; and build a foundation for an emerging research identity. This work offers chapters dedicated to topics and traditions that are often not included in behavioral science research-based textbooks. There are entire chapters that are dedicated to history and philosophy of social science research, various forms of content analysis designs, consensual qualitative research, and three chapters that review six separate mixed methods research traditions. The intended audience for this textbook is doctoral and advanced master's degree programs in the behavioral sciences. While the target audience of this book is doctoral level counselor education programs, it has a secondary audience of doctoral-level social work, psychology, and marriage and family therapy programs. A third audience includes master's level counseling, social work, psychology, and marriage and family therapy programs with a strong research emphasis.

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.

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

This second edition of the book, like the first, provides an overview of major issues associated with societal and global aging, paralleling the structure of many introductory social gerontology textbooks. Unlike most existing textbooks in the field, however, the discussion of each topic in this work is explicitly comparative, focusing on similarities and variations in the aging experience across nations, religions, and levels of economic and social development. The comparative perspective is enhanced further by topical essays and country-specific descriptions of aging policies, programs, and experiences. The book also introduces in this edition several important innovations not found in the previous version. First, the authors have dropped two chapters (The Welfare State and Disability and Active Life Expectancy), incorporating their content elsewhere. In addition, they split three earlier chapters (Health and Health Care Systems; Work and Retirement; and Families, Caregiving, and Community Support Systems) into two new chapters each, so now the authors include six separate chapters: Health Beliefs and Behavior, Health Care, Older Workers, Retirement and Pensions, Family Life, and Caregiving. Finally, because the first edition neglected two topics crucial to the lives of older people—physical environments and religion—the authors have added an entirely new chapter devoted to each. As for the first edition, the intended audiences remain students in undergraduate and graduate courses in global aging and their faculty. In addition, many of the topics addressed will also be of interest to faculty and students in undergraduate and graduate courses in the demography of aging and sociology of aging, as well as courses in gerontology taught with a comparative, international focus. The authors hope that it will serve to focus the attention of all gerontologists on the growth and value of the research and teaching going on in countries outside the United States and Europe.

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

This book aims to assist both the experienced bedside nurse and the recent graduate in understanding evidence-based practice (EBP) and in embracing its implementation as a means of improving the quality of patient care. It reviews the process of EBP, which involves defining a clinical situation of interest, formatting a good clinical question, conducting a literature search, reading and critiquing research findings or published research reports, and deciding if the evidence warrants a change in practice. It also reviews basic research terms and principles. The book consists of eleven chapters. Chapter 1 provides introduction to EBP. Chapter 2 discusses how to begin selecting clinical question and provides tools to construct a high-quality clinical question. Chapter 3 discusses Iowa Model. The Iowa Model was designed with the idea that in order to choose a topic for an EBP project, either a knowledge-based or a problem-based trigger must be used. Chapter 4 provides an overview of the research process as well as the proper terminology. Chapter 5 provides a brief overview of basic quantitative research designs, along with related key terminology needed to understand the basics of EBP. Chapter 6 explores the characteristics of four types of qualitative research designs: phenomenological, ethnological, grounded theory, and historical. Next two chapters explore finding and evaluating evidence. Chapter 9 examines some of the barriers to conducting research and implementing EBP projects in nursing. Chapter 10 discusses evidence-based practice in the nurse residency program. Chapter 11 provides the examples of a PICO/T process.

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.