This book provides school personnel with information on how concussion (mild traumatic brain injury) can affect learning, mental health, and social-emotional functioning, skills in developing and leading a school-based concussion support team, tools for school-based concussion assessment, and information on a safe, gradual process of returning to the academic environment. It explains what happens to the brain at the moment of impact, terminology, prevalence rates, causes, risk factors, and issues related to underreporting of concussions. Educators will learn about developmental effects, how concussions can affect students of different ages, as well as difficulties that can result from concussions such as postconcussion syndrome and second impact syndrome. This book presents a school-based concussion team model, including the specific responsibilities of the concussion team leader (CTL), and a discussion of maintaining student privacy through regulations like the Health Insurance Portability and Accountability Act of 1996. Readers are familiarized with checklists that can be used within the school and assessment tools such as Acute Concussion Evaluation (ACE) and neuropsychological assessment. Readers are also familiarized with how physical and cognitive rest can be balanced with a return to activity during the recovery period. This book also book gives concussion team members guidance on the selection of appropriate strategies, as well as decision making during a student’s return to academics, and discusses concussion prevention information by providing guidance on how readers might train others on concussion recognition and response. Case studies are integrated throughout the chapters.
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You CAN Teach Med-Surg Nursing!:The Authoritative Guide and Toolkit for the Medical–Surgical Nursing Clinical Instructor
This book gives readers all the direction and resources they need to be a confident and competent medical-surgical nursing clinical instructor. It offers insight and examples related to student evaluations, syllabus preparation, and contracts that would typically be used by an adjunct instructor. Week-to-week instruction, along with medication quizzes and student learning activities, helps ensure that students are learning new knowledge and skills on an ongoing basis. A caring plan and medication forms are included, along with medication administration guidelines. The major body systems are addressed, with comprehensive resources included on each one. The increasingly significant topics of delegation and patient teaching are also included. Each clinical week is prepared and sequenced in such as way as to provide the clinical instructor with enough material to teach without redundancy. Each clinical course must meet for a certain number of hours to ensure the student is meeting attendance requirements. When a student misses a clinical class, a makeup assignment should be given to meet the attendance requirement. There are several types of assignments included in the book on makeup assignments. The work assigned for the makeup assignment must be written in American Psychological Association (APA) format and must be thoroughly investigated with reliable evidenced-based references. The assignment should be detailed enough to makeup for the hours missed.
This book provides a multidisciplinary compendium of research pertaining to aging among diverse racial and ethnic populations in the United States. It focuses on paramount public health, social, behavioral, and biological concerns as they relate to the needs of older minorities. The book is divided into four parts covering psychology, public health/biology, social work, and sociology of minority gang. The book focuses on the needs of four major race and ethnic groups: Asian/Pacific Islander, Hispanic/Latino, black/African American, and Native American. It also includes both inter- and intra-race and ethnic group research for insights regarding minority aging. The chapters focus on an array of subject areas that are recognized as being critical to understanding the well-being of minority elders. These include psychology (cognition, stress, mental health, personality, sexuality, religion, neuroscience, discrimination); medicine/nursing/public health (mortality and morbidity, disability, health disparities, long-term care, genetics, nutritional status, health interventions, physical functioning); social work (aging, caregiving, housing, social services, end-of-life care); and sociology (Medicare, socioeconomic status (SES), work and retirement, social networks, context/neighborhood, ethnography, gender, demographics).
This book explores a set of key topics that have shaped research and given us a much better understanding of how language processing works. The study of language involves examining sounds, structure, and meaning, and the book covers the aspects of language in each of these areas that are most relevant to psycholinguistics. The book then covers relatively low-tech methods that simply involve pencil and paper as well as very high-tech methods like functional magnetic resonance imaging (fMRI) that use advanced technology to determine brain activity in response to language and discusses a topic that has dominated the field for over two decades how people handle ambiguity in language. It describes how language is represented, both in the brain itself and in how multiple languages interact, which parts of the brain are critical for the basics of language, and how language ability can be disrupted when the brain is damaged. The book further talks about progressive language disorders like semantic dementia and what the study of disordered language can tell us about the neurological basis of language. Finally, it looks at sign language research to see if and how sign language processing differs from speech and a relatively new hypothesis that has emerged: most previous work has taken for granted that comprehenders (and speakers) fully process language, that is that we try to build complete representations of what we hear, read, or produce.
This book was conceived out of the authors' shared vision to synthesize key neurobiological developments with effective developments in clinical practice to offer both understanding and practical guidance for the many practitioners working to heal people burdened with traumatic sequelae. It is unique in bringing in all levels of the brain from the brainstem, through the thalamus and basal ganglia, to the limbic structures, including the older forms of cortex, to the neocortex. The book looks at the neurochemistry of peritraumatic dissociation (PD) and explores the effects on neuroplasticity and the eventual structural dissociation. Individual chapters focus on the definition of PD and tonic immobility (TI) and their associations with posttraumatic psychopathology, and review disturbances in self-referential processing and social cognition in posttraumatic stress disorder (PTSD) related to early-life trauma. Separate chapters focus on the modulatory role of the neuropetides in attachment as well as autonomic regulation, and highlight mesolimbic dopamine (ML-DA) system as central to the experiences of affiliation, attachment urge when under threat, attachment urge during experience of safety, and to the distress of isolation and/or submission. The book while increasing awareness of different parts of the self and ultimately creating a more stable sense of self, also incorporates psychoanalytic, cognitive behavioral, and hypnotic methods, as well as specific ego state, somatic/sensorimotor therapies, eye movement desensitization and reprocessing (EMDR), and variations of EMDR suitable for working with trauma in the attachment period. The latter methods are explicitly information-processing methods that address affective and somatic modes of processing.
This book focuses on the key issues surrounding multicultural neurorehabilitation for a wide range of health care professionals. The study of traumatic brain injury has seen a clear evolution in the sophistication, breadth, and depth of findings concerning neuroepidemiology as it affects racial and ethnic minorities. As large-scale epidemiological studies increasingly include and distinguish individuals of color and linguistic minorities together with religion, sexual orientation, physical disabilities, place of residence, and key socioeconomic variables that interact with race/ethnicity, more information will be available to make changes in policy, training, and clinical service delivery. Neuropsychological assessment involves the administration of a battery of tests that assess a variety of cognitive domains to obtain a clinical picture of brain behavior relationships. Within the inpatient rehabilitation setting, neuropsychologists often perform various functions, including neuropsychological assessment, psychotherapy, and assistance with adjustment issues for patients and their families. The book discusses some of the common cultural issues that impact neuropsychology in an inpatient rehabilitation setting. Considerations of race and ethnicity, disability culture, military and veteran culture, and cultural aspects of religiousness and spirituality are all considered in the book. The authors in the book wrote from their own perspectives as clinicians and researchers, representing diverse cultural backgrounds and neurorehabilitation contexts and roles. Hopefully, the book will generate more discussion, research, and literature on multicultural neurorehabilitation.
This book is a response that fosters education, practice development, and professionalism. The bachelor of science in nursing (BSN) is the essential educational foundation to give nurses the knowledge to improve health outcomes and provide the highest quality care. It provides the essentials of nursing theory and the importance of having a philosophy of nursing that informs our professional role. The book is written to assist with the transition from the role of the LPN to the baccalaureate-prepared registered nurse (RN). Licensed practical nurses (LPNs) who enter a university to advance their education through seeking a baccalaureate of nursing degree often find the experience of socializing into the new professional role challenging. The book analyzes the change process, discusses Benner’s stages of clinical competence, examines the philosophy of nursing and describes stress reduction measures. The terms leadership and management are described, and the role of the baccalaureate-prepared nurse as leader and manager is explored. Finally the book talks about the Skill Competencies required for the Baccalaureate-Prepared Nurse-electronic health records (EHRs); the Technology Informatics Guiding Education Reform (TIGER) Movement; Simulated E-Health Delivery System (SEEDS) and Nursing Informatics Education Model (NIEM). The Quality and Safety Education for Nurses (QSEN) program was created in 2005 by an expert panel of nursing educators with the aim of preparing future nurses to continuously advance the quality and safety of the health care system in which they practice. The group developed six core competencies to be incorporated into nursing curricula: client-centered care; teamwork and collaboration; evidence-based practice; quality improvement; safety; and informatics.
The author of this book has effectively filled many roles in her career: psychiatric nurse, educator, dean, policy maker, president, chair, author, leader, mentor and, as the author would proudly note, gadfly. There are two roles in which the author has particularly distinguished herself and serve as the foundation for the second edition of her book, The Growth and Development of Nurse Leaders. The first is leader and the second is mentor. In this book, the author blends the roles of leader and mentor. To this end, the author predictably offers practical insights into effective leadership strategies—some to be expected in books on leadership, such as strategic planning, relationship building, mentoring, giving feedback, building a community of learning, using and portraying data, and securing resources. Other topics are more surprising and thought-provoking, such as recognizing and managing the shadow side of our personalities, neediness and failure as a leader, pretending as a leadership strategy, managing anger, and “the vision thing”. As to mentoring, when the author was president-elect of
STTIin the mid-1980s, she introduced the concept of “orchestrating a career,” and has presented often—and popularly—on this topic. In the ensuing years, the author has written about the various career stages, encouraging nurses (and women) to be optimistic and exert leadership to enrich their own experiences and those of others, taking the long view. The author speaks about nurse as careerist and, in the book, outlines her model on career stages and mentoring needs with its five stages (from preparation through being a gadfly, or wise woman). The book offers a cumulative reflection on the career-long journey of a leader and mentor who has achieved international impact. It offers each of us, regardless of our career stage, profound insights into and options for our own journeys to effective leadership.
Palliative care is considered a subspecialty of medicine and nursing, with certifications offered to insure the highest quality of care that can be offered to those with acute, chronic, progressive, life-altering, or life-threatening diseases. Palliative and hospice care are on the same continuum. Hospice care is offered in the last 6 months of life, whereas palliative care is offered earlier, at the time of diagnosis, with any diagnosis that can eventually lead to death. This book gives palliative care and hospice nurses the advanced knowledge they need, beyond their undergraduate and graduate nursing education, to incorporate advanced empirical, aesthetic, ethical, and personal knowledge into their nursing practice. The book is organized into four sections comprising 27 chapters. Section I articulates the purpose and value of palliative care and hospice nursing and the revolution across America and the world, which demands the relief of suffering and every effort to promote quality of life until its end. Section II emphasizes on the care for the whole person and family. The chapters on culture and spirituality, and sexuality will help to recognize that a person is more than a physical body. The art of communication, the promotion of health, and holistic therapies are also taught. Section III focuses on advancing one’s knowledge of life-threatening diseases such as cancer, end-stage heart disease, end-stage heart disease, end-stage renal disease, end-stage liver disease, chronic lung disease, neurological disorders, HIV/AIDS. Section IV deals with effective management of symptoms such as dyspnea, anxiety, depression, delirium, posttraumatic stress disorders, gastrointestinal symptoms, fatigue, and skin alterations by pharmacologic, nonpharmacologic, and complementary therapies. In the peri-death chapter, nurses will learn how their presence at the deathbed can imprint a memory that replaces fear with calm, suffering with relief, and sorrow with abundant appreciation and love.
You CAN Teach ADVANCED Med–Surg Nursing!:The Authoritative Guide and Toolkit for the ADVANCED Medical–Surgical Nursing Clinical Instructor
This book offers the new clinical instructor a continuation of the medical-surgical learning process. Week-to-week instruction and resource materials, along with medication quizzes and student learning activities, will help the instructor be sure that the students are learning new knowledge and skills. Care plan and medication forms are included along with medication administration guidelines. Resources for each body system, which are the learning materials handed out each week based on that week’s specific topic, and ancillary PowerPoints and forms from the book are provided. Delegation and patient teaching are also included topics. Each clinical week is prepared and sequestered to provide the clinical instructor with enough material to teach without covering the same topic twice. Instructors will discover this book takes the work out of working in the clinical area. Each preconference and postconference topic is planned out. Makeup assignments for those students who miss a clinical class are also included. Nursing assessments and patient data collection activities are discussed as the first tier of the nursing process. Concept mapping and development of critical thinking skills that serve as the foundation for establishing treatment goals, interventions, and evaluations are introduced. The book also provides an introduction to geriatric patient care, pharmacology and patient safety, the importance of lab work in understanding specific patient responses to medications, and the potential for drug interactions and toxicities.
This book is a response to the need for nursing students to have resources about core Evidence-based practice (EBP) knowledge and competencies for each level of nursing practice degrees. It addresses critical essentials that nursing students must master as they move from one nursing degree level to the next. The book takes an inclusive view of EBP from the perspectives of direct care nurses, advanced registered nurse practitioners, healthcare systems leaders, researchers, and faculty. It aligns EBP content with specific Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) essentials outlined by the American Association of Critical-Care Nurses (AACN) and addresses leveling EBP process and content across curricula. The book is organized into four major parts containing 20 chapters. Part I: Conceptual Foundations of Evidence-Based Practice contains five chapters and provides readers with necessary foundational knowledge on which to build clinical decision-making skills based on the best available evidence. Part II: Designing And Implementing Evidence-Based Practice Projects contains six chapters that systematically explore the critical elements of conceptualizing, developing, implementing, and evaluating EBP projects. PART III: Science-Based Decisions and Evidence-Based Practice contains three chapters that emphasize the importance of translational research and quality improvement for the implementation and evaluation of EBP. The final part, Evidence-Based Practice: Empowering Nurses contains six chapters that address the importance of an EBP culture and structural empowerment strategies required to achieve and sustain a culture that fosters EBP.
This book on leadership and management includes all of the basic content that registered nurse (RN) -to- bachelor of science in nursing (BSN) students need. It is organized into 5 parts comprising 17 chapters. Part I provides introductory information such as leadership attributes, leadership and management roles in professional nursing, and foundational aspects of leadership. Part II discusses leadership skills that are essential to the practice of nursing. Those skills include handling stress, setting priorities, managing time, communication, accountability, delegation, teams, problem solving, decision-making, and confliict resolution. Given the need for nurses to lead us to a preferred healthcare future, Part III focuses on leading change. The book introduces the readers to the factors that influence organizational culture, innovation, change, power, politics, and managing quality and safety. Part IV concentrates on the business aspect of healthcare by reviewing how to manage human and fiscal resources. Finally, Part V of the book helps the reader to contemplate his or her evolution as a professional by discussing how to integrate leadership and management competencies into his or her nursing practice. Although one book cannot cover all aspects of leadership and management, our goal is to provide a core framework and useful skills and strategies to successfully lead nursing and healthcare forward. Each chapter of the book contains essential information that acknowledges the prior learning experience of the practicing nurse who is now an RN-to-BSN or RN-to-master of science in nursing student. Each chapter begins with a brief overview of specific leadership and management topics. The book presents case scenarios throughout the chapters to help readers apply the information to practical situations. It provides concise and application-based examples that help promote selfgrowth as a professional.
This book is the ultimate, all-in-one study guide to the core information nursing students need for success in all of their foundational courses. Fundamentals of nursing introduces readers to the thorough assessment of patients, the nursing process, communication between nurse and patient, cultural differences, functional health patterns, and the overall framework of nursing practice. The book summarizes the points to focus on when studying nursing history. The most frequently tested information was on Florence Nightingale and her influence. The book also focuses on patient care and assessments. Along with communication techniques, nurses rely on the nursing process when caring for patients. The nursing process is a five-step systematic approach to problem solving. It allows the nurse to obtain both subjective and objective information to determine the health care problem. The five steps are: assessment, diagnosis, planning, implementation, and evaluation, which can be remembered using the mnemonic “ADPIE (A Delicious PIE)”. Based on these steps a care plan is conducted for each patient. The book includes information on health assessment, medical-surgical nursing, emergency nursing, pharmacology, pediatric nursing, women’s health, psychiatric nursing, what to expect in nursing school, and ways to decrease anxiety while test taking.
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.
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.
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.
The field of counseling is an exciting and challenging career choice. It is a profession that has a prolific history of enabling person-centered counseling approaches for individuals, couples, partners, and families, and facilitates therapeutic services for children, adolescents, adults, and older adults. This book offers an excellent resource for graduate-level coursework that relates to an orientation to the counseling profession, professional issues, and special topic seminars, as well as other counseling-related coursework. It provides both contemporary insight and practical strategies for working with the complexity of real-life issues related to assessment, diagnosis, and treatment of diverse clients and their families. The book provides professionals with chapters organized into the 10 CACREP and CORE content areas that address the awareness, knowledge, and skills required to work with children, adolescents, individuals, groups, couples, families, and persons from diverse cultural backgrounds. The content areas are: professional counseling identity, ethical and practice management issues, case management and consultation issues, multicultural counseling awareness, counseling theories and techniques, career counseling and human growth, assessment and diagnosis, counseling couples, families, and groups, counseling specific populations, and contemporary issues in counseling.
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.
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 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.
The issues evoked by an aging world pose new challenges with regard to employment, health, retirement, families, and the economy. Societies respond to these challenges in varying ways and these responses can be subsumed under the rubric of social policies. Human rights apply to everyone; they do not diminish with age. This book discusses many of the key issues and concerns confronting older adults in the United States and the policies formulated to deal with them. The ways in which these policies reflect human rights is key in each chapter. The first chapter presents the background on social policy and human rights and how they pertain to and impact older adults. The second chapter focuses on the Older Americans Act (OAA), the foundation of aging policy in the United States, as well as on the federal government involvement by discussing the White Housing conferences on aging. While the third chapter addresses economic supports for older adults, the fourth chapter examines policies associated with liberty and security. The fifth and sixth chapters discuss physical and mental health, and focus on employment and the workplace. This is followed by a discussion on the social policy and the family and by examining how policy relates to vulnerable populations of older adults. The penultimate chapter of the book explores the ways in which various countries are developing policies for their older population and how these reflect human rights. The last chapter looks at the future policy challenges that must be met in order to ensure that rights of older adults are addressed.
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 EBPproject, 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 EBPprojects in nursing. Chapter 10 discusses evidence-based practice in the nurse residency program. Chapter 11 provides the examples of a PICO/Tprocess.
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 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.
An Introduction to Indigenous Health and Healthcare in Canada, 2nd Edition:Bridging Health and Healing
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.
This book is a clinically relevant reference guide for health care trainees, medical providers, and active allied health professionals who work with patients and clients suffering from all aspects of insults to the brain. Not limited to traumatic brain injuries, the book provides easy-to-follow formatting by providing information involving all aspects of acquired injuries to the brain and related clinical outcomes. Each chapter provides an overview of a subtype of brain injury, accompanied by history, pathophysiology, etiology, epidemiology, clinical presentation, other diagnostic considerations, treatment, prognosis, and clinical synopsis. Stroke is an enormous public health problem as it is one of the leading causes of both death and disability worldwide. Stroke symptoms, with very few exceptions, begin with the sudden onset of focal neurological deficits, which are confined to a vascular territory. Treatment of stroke can generally be divided into three categories: acute stroke management, rehabilitation, and secondary stroke prevention. Acquired brain injury (ABI), at any age, is a significant public health concern. It is particularly problematic in the elderly considering the increased rates of mortality and morbidity following ABI in this population. Optimal rehabilitation of ABI requires a multidisciplinary approach of trained rehabilitation specialists at appropriate timing and with appropriate intensity. Brain injury rehabilitation requires a comprehensive treatment program to reduce impairments and to restore function, participation, and quality of life. Useful case studies are also provided for most conditions described in the book.
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 focuses on common mental illnesses and weaves both the psychodynamic and neurobiological concepts into evidence-based strategies for nursing interventions. It provides information on descriptive psychiatric diagnoses, quality and safety education for nurses (QSEN) criteria, and NANDA-based care plans, case scenarios, evidence-based practice, patient and family education tips, drug summary lists, and complementary and alternative therapy approaches. The book also provides new information on psychopharmacology, compassion fatigue and a recovery model, use of informed consent, and cognitive behavioral therapy. Psychiatric-mental health nursing care is practiced in multiple settings across the health care continuum. Patients of all ages in need of psychiatric-mental health nursing care can be found in hospitals, community agencies, and residential settings. Critical thinking and clinical decision making are crucial elements to ensure that the patient’s needs are assessed, relevant problems are identified, and therapeutic nursing interventions are planned, implemented, and evaluated. Clinical decision making based on critical thinking is similar across all clinical settings. One unique dimension of critical thinking in psychiatric-mental health nursing is the importance of the interpersonal relationship as a major healing factor in delivering psychiatric nursing care. The book focuses on how psychiatric nurses integrate the concepts of critical thinking, clinical decision making, and the nursing process within the interpersonal relationship to address patient needs and delivery of nursing care.
Policy and Program Planning for Older Adults and People With Disabilities, 2nd Edition:Practice Realities and Visions
This book attempts to build students’ understanding of policy development through a critical analysis and review of policy frameworks, and the policy implementation process. The book is organized into four parts comprising twenty-one chapters. Part one of this book lays out a background as to the current and future demographic trends of older adults and makes the case for the reader that there are a variety of philosophical, political, economic, and social factors that affect public policy development. The chapters help the reader to explore a range of perspectives that define, shape, and impact the development and implementation of public policy. It intends to prepare the reader to critically analyze public policies related to aging. Part two provides an overview to major federal policies and programs that impact older adults and people with disabilities. It examines some historical developments leading up to the actual development and implementation of the policies. Policies include social security, medicare, the Older Americans Act, and the Americans with Disabilities Act, the Community Mental Health Centers Act, and Freedom Initiative. The last part of the book outlines specific programmatic areas that flow from aging policies, and specific components that flow from federally mandated policies. Each chapter contains same basic outline: an overview of the programs, specific features and strengths of the programs, gaps and areas for development, and challenges for the future.
Quality and Safety Education for Nurses, 3rd Edition:Core Competencies for Nursing Leadership and Care Management
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 AACNEssentials 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.
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.