Professional Documents
Culture Documents
Fundamental to Advanced
Cover image
Title page
Copyright
Contributors
Reviewers
Preface
Unit 1. Fundamental Nursing Skills
Summary
Defining Restraints
Skin Assessment
Skin Care
Bathing an Adult
Bathing an Infant
Application of the Nursing Process
Dentures
Shaving
Lice
Evaluation (EVAL)
Concept Map
Chapter 3. Vital Signs and Vital Measurements
Vital Signs
Evaluation (EVAL)
Regulating Temperature
Evaluation (EVAL)
Apical Pulse
Evaluation (EVAL)
Vital Measurements
Evaluation (EVAL)
Evaluation (EVAL)
Concept Map
Nutritional Guidelines
Summary
Types of Diets
Preparing A Client to Receive a Meal
Summary
Summary
Concept Map
Chapter 6. Supporting Mobility and Immobilization
Range of Motion
Pin Care
Concept Map
Controlled Breathing
Guided Imagery
Massage Therapy
Summary
Summary
Summary
Summary
Theories of Grieving
Types of Grief
Summary
Concept Map
Incentive Spirometry
Chest Physiotherapy
Summary
Oropharyngeal Airway
Nasopharyngeal Airway
Nasopharyngeal Suctioning
Tracheostomy
Summary
Concept Map
Surgical Attire
Concept Map
Performing Preassessments
Pediatric Considerations
Summary
Nasal Instillations
Preparing Medications
Administering Injections
Administering Insulin
Summary
Concept Map
Ensuring Accuracy
Selecting a Vein
Selecting a Vein
Infection Control
Infusing Fluids
Nursing Responsibilities
Safety Considerations
Equipment Used for a Blood Transfusion
Possible Complications
Concept Map
Tunneled Catheters
Nontunneled Catheters
Implanted Ports
Power-Injection Capable
Complications of CVADs
Discontinuing a CVAD
Concept Map
Characteristics of Stool
Irrigating a Colostomy
Cecostomy
Concept Map
Urine Elimination
Section 1 Collecting Urine Measurements and Specimens
Collecting Specimens
Bladder Irrigation
Suprapubic Catheter
Urinary Diversions
Concept Map
Wound Types
The Impact of Wounds
Client Considerations
Wound Assessment
Wound Care
Pressure Injury
Venous Ulcers
Concept Map
Cultural Considerations
Informed Consent
Preoperative Teaching
Surgical Verification
Client Positioning
Types of Anesthesia
Postoperative Assessment
Postoperative Teaching
Concept Map
Acid–Base Imbalances
Caring for the Client With a Chest Tube and Chest Drainage
System
Cardiovascular System
Summary
Summary
Types of Pacemakers
Temporary Pacemakers
Permanent Pacemakers
Concept Map
Intracranial Processes
Lifespan Considerations
Diagnostic Procedures
Summary
Summary
Summary
Concept Map
Illustration Credits
INDEX
Copyright
Elsevier
3251 Riverport Lane
St. Louis, Missouri 63043
Notices
Printed in Canada
Acknowledgements
This book has involved a tremendous amount of teamwork. We
would like to thank the many current and former students, practicing
nurses, family members, and friends who served as models and
volunteers for the photo shoot and KJ Productions for our wonderful
photographs. We appreciate the support of the staff at Elsevier,
particularly Anna, Clay, Danielle, and Jamie.
Special thanks go to Cohen Grant and Kim Grant; The Children’s
Rehabilitation Center; Callie Rinehart, Nurse Educator; and Kyle
Leemaster, Director of Nursing, for sharing tracheostomy and
gastrostomy tube care with nursing students.
Contributors
Jean S. Bernard, PhD, MSN, RN , Director of Undergraduate
Programs, Appalachian State University, Boone, North Carolina
Concept-Based Teaching
The authors believe concept-based teaching facilitates student
learning and fosters thoughtful, evidence-based nursing care. We
believe the method for instructing students should not rely on the
memorization of steps in sequence. The application of nursing
concepts within the skills improves comprehension and retention of
each skill. The noted educator Lynn Erickson (2017) wrote, “The
greater the amount of factual information, the greater the need to rise
to a higher level of abstraction to organize and process that
information.” This approach helps students focus less on memorizing
the order of steps and more on understanding why they are doing the
steps. In this manner, if it becomes necessary to alter the order of the
steps in a skill (e.g., as new evidence becomes available, to meet the
needs of a client), students will be equipped to make the necessary
adaptations without losing sight of the essential concepts that must be
done to ensure quality care. For example, if the concept is infection
control related to prepping the skin, then whether isopropyl alcohol is
applied in a circular scrub or chlorhexidine is applied in a back-and-
forth scrub, both are methods of infection control. Teaching within the
concept of infection control allows beginning students to apply new
evidence and techniques to a foundation of nursing practice concepts
without getting stuck in a concrete mode.
Concept-based learning allows students to adapt to new situations
and new evidence knowing that the concept has remained the same.
As information becomes more complex, conceptual structures are
important for sorting information, finding patterns, and processing
new information (Erickson, Lanning, & French, 2017). As Giddens
(2017) notes in her Preface, “The study of nursing concepts provides
the learner with an understanding of essential components associated
with nursing practice without becoming saturated and lost in the
details for each area of clinical specialty.” Concept-based clinical skills
and reasoning should facilitate students’ ability to adapt to different
healthcare settings and client populations with their respective
changes in policies and procedures and therefore help bridge the gap
between education and practice.
In our experience, nursing faculty and students adapt readily to
concept-based teaching. Most nursing faculty readily accept the
concepts identified in this text. While concept-based nursing
education has been emphasized at different times over the last several
decades, it is once again a focus in nursing education. Concepts such
as safety and client-centered care permeate nursing and are the
backbone of the Quality and Safety Education for Nurses (QSEN)
competencies. Furthermore, this text would incorporate beautifully
into a concept-based curriculum. For example, Jean F. Giddens’ text
Concepts for Nursing Practice identifies 58 nursing concepts. Three of
these concepts are identified as critical concepts within this text. Of
Jean Giddens’ health and illness concepts, several are components of
chapter titles within this text, such as nutrition, elimination, and
mobility.
Critical Concepts
The identification and clarification of the seven critical concepts in this
text developed over years of teaching clinical skills. We initially
looked at the beginning and ending of skills. Clinical skills begin and
end with a predictable sequence of steps. Most skill steps have a
rationale, and the rationales fit within broader concepts related to
nursing practice. The steps within clinical skills are “the doing,” the
operationalizing of the nursing concept. For example, “Perform hand
hygiene” is a skill step that occurs at the beginning and end of most
clinical skills. The larger concept is infection control. The critical
concepts also relate to the client’s outcome. In this instance, the
expected outcome is to prevent client infection. The seven critical
concepts identified for performing nursing skills are accuracy, client-
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so mehr, als sie in Sorge um den so wichtigen Hafen von Quelimane
sein mußten. So kam ich auf den Gedanken, bei Namacurra
abzuwarten, bis die verfolgenden feindlichen Kolonnen wirklich in
Eilmärschen an mir vorbei waren, und mich dann wieder zurück
nach Nordosten zu wenden. Im großen und ganzen schwebte mir
hierbei der Gedanke vor, daß der Feind durch diese Marschrichtung,
die etwa auf Mozambique und damit auf einen Hauptetappenort
führte, in Sorge geraten und sofort wieder Kehrt machen würde,
sobald er es bemerkte, um die Gegend von Mozambique mit ihren
zahlreichen Magazinen zu schützen. Tat er es aber nicht, so hatten
wir bei Mozambique freie Hand. Wie sich die Lage auch gestalten
würde, dem Feinde wurden auf diese Weise ganz gewaltige und
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wir Zeit gewannen, unsere Kräfte schonen und Verwundete und
Kranke wiederherstellen konnten.
Der günstige Augenblick zum Beginn unseres Abmarsches in
nordöstlicher Richtung war schwer zu bestimmen; wir mußten etwas
auf das Kriegsglück bauen. Sollte ich etwa zu früh abmarschieren
und noch auf eine der feindlichen Kolonnen stoßen, so war immerhin
Aussicht, sie vereinzelt zu schlagen. Zunächst aber galt es, wieder
sicher über den Likungofluß zu kommen. Die vorhandenen
Nachrichten über die Furten waren sehr unsicher. Um nicht dieselbe
Furt wie beim Hermarsch zu benutzen, marschierte ich mit dem Gros
der Truppe am 4. Juli abends nach einem weiter südlich gelegenen
Übergange ab. Leutnant d. Res. Ott stellte aber bei einer von ihm
unternommenen Erkundung fest, daß sich an der angegebenen
Stelle überhaupt keine Furt befand. Dagegen war aus
Eingeborenenaussagen sowie den aufgefundenen Spuren zu
entnehmen, daß am gleichen Tage eine englische Patrouille sich in
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werden. Um keine Zeit durch Erkundungen zu verlieren, rückte ich
längs des Westufers des Likungoflusses zu unserer alten Furt.
Leider hatte ich von dieser die bisherigen Sicherungen fortgezogen
und wußte nicht, ob sie frei war. Ich war deshalb recht froh, als am 5.
Juli die Durchkreuzung des Flusses ohne weitere Störung glücklich
vor sich gegangen war. Die Abteilung Koehl war noch bei Namacurra
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Busch marschierten, war die große Länge der Marschkolonne lästig
und für den Fall eines Zusammentreffens mit dem Feinde bedenklich
und gefährlich. Wir suchten deshalb die Marschkolonne zu
verkürzen und kamen darauf, in zwei, später in noch mehr
Parallelkolonnen durch das Pori zu marschieren. Diese Anordnung
hatte zwar den Nachteil, daß, statt früher einer, jetzt mehrere
Kolonnenanfänge erst einen Weg durch den Busch treten und
Dickungen frei schlagen mußten. Aber die Vorteile der
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