Chapter 10 - Patient education. Chapter 10 content: patients’ rights and nurses’ responsibilities related to education; accreditation requirements for patient education; patients’ learning needs; nursing diagnoses, outcomes, and interventions for patient education; implementation, evaluation, and documentation of patient education.
Although the fifth edition of this book has seen many author changes, our commitment
and direction was clearly stated by, Dr. Helen Cox, in the preface to the fourth edition. We
continue our commitment to providing a nursing focus to the process of nursing care.
The fifth edition reflects seventeen new and six revised diagnoses accepted by
NANDA in 2003 and 2005 and updated information in each chapter. The chapter formats
remain the same. We have revised the integration of NANDA, NIC, and NOC terminology
to assist with understanding their integration.
Through years of clinical practice and teaching, I have
observed that orientation to each major clinical nursing
specialty usually leads the novice to ask a somewhat predictable
set of questions ranging from specialty-related
communication, to assessment and anatomy, physiology,
and pathology involved in frequently seen conditions to
questions related to the planning and implementation of
patient care. Many excellent texts are available to provide
in-depth information related to these topics.
The day-to-day responsibility for wound management is usually
undertaken by nurses. It includes assessing the wound, selecting an
appropriate treatment and evaluating the patient’s progress. To do
this effectively the nurse needs to understand the healing process,
recognise factors that may delay wound healing, understand how
wound healing can be optimised, know how to recognise complications
if they arise and know how to treat them.
The information nurses need when, where, and how they need it! Here s the information nurses and nursing students need to know about laboratory and diagnostic tests! This nursing-focused, easy-to-read handbook provides all of the information you need to understand how tests work, interpret their results, and provide quality patient care pre-test, intra-test, and post-test. Tests and procedures are listed in alphabetical order by their complete name for quick reference.
Chapter 2 - Nursing documentation overview. After completing Chapter 2, the students will be able to: Describe the role of documentation in nursing practice; identify the purposes of documentation; identify and explain different types of documentation methods; explain documentation of medication administration using an electronic Medication Administration Record (eMAR); explain the importance and relevance of nursing diagnoses, NOC, and NIC in nursing documentation.
Chapter 4 - Nurse note documentation, level 2. After completing Chapter 6, the students will be able to: Use NANDA-International (NANDA-I) approved nursing diagnoses to reflect patient needs, identify patient specific goals using Nursing Outcomes Classification (NOC), identify and document nursing interventions using Nursing Intervention Classification (NIC), carry out documentation of medication administration, carry out documentation of intake and output (I&O).
The American Nurses Association (ANA) Social Policy
Statement of 1980 was the first to define nursing as the diagnosis
and treatment of human responses to actual and potential
health problems. This definition, when combined with the ANA
Standards of Practice, has provided impetus and support for the
use of nursing diagnosis. Defining nursing and its effect on
client care supports the growing awareness that nursing care is
a key factor in client survival and in the maintenance, rehabilitative,
and preventive aspects of healthcare.
This book is based on a study of the beliefs, actions, and interactions of a group of extraordinary oncology nurses - the nurses their peers would choose to have care for them if they were diagnosed with cancer. Beth Perry weaves narrative, comments, field notes, poetry, and photography to create a very personal and unique perspective on nursing.
The first and second editions of this book were conceived to provide distilled, up-to-date information
to nursing students and staff nurses about many conditions and diagnoses encountered in
nursing practice. With the third edition, we have responded to the ever-changing health care
environment as well as to the recommendations of our readers and editors.
Monthly breast self-exam, starting at age 20, instructed to
woman as an optional tool for identifying and reporting
■ Clinical breast exam at least every 3 years (age 20–40) during
a physical exam by a health professional; yearly after age 40
■ Annual mammogram starting at age 40
Support to help parents or carers develop their parenting skills. This may
involve providing information or offering small, group-based programmes
run by community nurses (such as school nurses and health visitors) or
other appropriately trained health or education practitioners. In addition, all
parents should be given details of the school’s policies on promoting social
and emotional wellbeing and preventing mental health problems.
PPHE staff designed and later simplified the parent informational brochure and parent application forms
to collect the necessary basic information and to accommodate parents’ literacy skills. Parents signed an
Informed Consent form and used hospital approved parent stipend information materials. A stipend was
provided for the families throughout the three-year program. Once families completed their family visit
and evaluations, a quarterly stipend was distributed to families. The St.
The Global Alliance for Leadership in Nursing Education and Science (GANES) serves as the
international voice on the contribution of professional nursing education and scholarship to
improving global health and health care. GANES constitutes the only international body
providing strategic-level expertise in the education and professional development of nurses
worldwide. Its membership comprises national associations of nursing deans and schools of
nursing and is able to offer information, support, and advice to healthcare policy makers and
nurse educators across the world.
Within this overall reduction, there exists considerable variation within each region and by
specialty area. In Scotland, cuts of 10% have been announced, which is similar to decreases
initiated in Northern Ireland last year. Wales is likely to follow suit and reduce funding as well.
With 180,000 nurses in UK due to retire in the next 10 years, cuts of this magnitude may inhibit
nursing schools from producing enough nurses to replace those lost to retirement.
In general, the health status at old age has an important individual and social relevance. The
vulnerability is increasing by physiological and morphological changes in the organism and
central nervous system during the ageing process. The indicators of physiological health are
based on prevalence of disabilities and causes of death. In Germany the main causes of death
are circulatory diseases, neoplasms, diseases of respiratory system and diseases of digestive
system (Statistisches Bundesamt 2007a; Nolte, Shkolinikov & McKee 2000).
In Just the Facts in Pediatrics, we have attempted to create a book that will fulfill
the needs of several groups of medical professionals. Medical students, residents,
and specialty fellows, as well as pediatricians, nurses, practitioners, and
other child health providers require rapid access to a broad base of pediatric
knowledge to develop complete differential diagnoses and comprehensive
treatment plans. Additionally, recertifying pediatricians are seeking a concise,
but comprehensive pediatric knowledge base for review and self-study...
Multiple source documents also show that some national standard treatment guidelines limit which health providers are
authorized to administer these medicines. For example, Bolivia, DRC, Ethiopia, Guatemala, and Zimbabwe do not yet
authorize midwives to diagnose severe pre-eclampsia and eclampsia or give the first dose of magnesium sulfate to
prevent seizures. In DRC, a prescription is required for magnesium sulfate, but midwives are not authorized to write them
(see Box 2).