Additional Information
Book Details
Abstract
LPN to RN Transitions, 3rd Edition makes it easy for to take the next step in your nursing career with all of the essential information you need to pursue your RN degree and practice as a registered nurse. This new edition includes practical information on classroom study habits, professional writing, knowledge and skills acquisition, and more. Plus, newly-revised chapters provide the latest information for one complete, indispensable resource to help you succeed in everything from the classroom to clinical practice!
- Clear, succinct coverage focuses your attention on the issues that an RN must address for a successful practice.
- Critical thinking questions gives you practice applying the critical-thinking skills you will need on the job.
- FYI boxes encourage you to think about how your day-to-day interactions will change as an RN.
- Key terms at the beginning of each chapter help you master vocabulary words central to the topic discussed.
- Learning objectives in each chapter touch on the broad range of topics that will be emphasized in the RN curriculum.
- NEW! Passing NCLEX chapter provides strategies to help you succeed on the NCLEX-RN exam.
- Case studies in each chapter demonstrate how the concepts discussed apply to real-life patients and colleagues.
- Summary content presented in a bulleted-list format offers a quick chapter-review for test preparation.
- Two-color text creates a more engaging reading experience.
- Revised table of contents helps you quickly locate information.
- Improved organization in each chapter gives you a clear picture of what the profession of nursing encompasses and ends with a career-affirming review of the path you must travel to become a registered nurse.
- Casual writing style makes it easier to read the text and gain practical advice.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | Cover | ||
| LPN to RN transitions third edition | iii | ||
| Copyright page | iv | ||
| Consultants and reviewers | v | ||
| Preface | vi | ||
| Acknowledgments | vii | ||
| Table of contents | ix | ||
| 1 Success in the classroom | 1 | ||
| 1 Honoring your past, planning your future | 1 | ||
| Objectives | 1 | ||
| Key terms | 1 | ||
| Overview | 2 | ||
| Where it all begins | 2 | ||
| Reviewing the past | 2 | ||
| Examining where you are now | 5 | ||
| Setting your goals | 6 | ||
| Prioritizing | 7 | ||
| Change theory | 8 | ||
| Key points | 9 | ||
| Critical thinking questions | 10 | ||
| References | 10 | ||
| 2 Managing time and designing success | 11 | ||
| Objectives | 11 | ||
| Key terms | 11 | ||
| Overview | 12 | ||
| Gifts and barriers | 12 | ||
| Learning style | 14 | ||
| Personality traits and learning | 15 | ||
| Self-directedness | 17 | ||
| Assuming an internal locus of control | 19 | ||
| Positive self-talk | 20 | ||
| Elimination of self-defeating behaviors | 21 | ||
| Pessimism | 21 | ||
| Nit-picking | 21 | ||
| Worrying | 21 | ||
| Perfectionism | 22 | ||
| Blaming | 22 | ||
| Managing the work of success | 22 | ||
| Decision making | 22 | ||
| Planning | 22 | ||
| Commitment | 23 | ||
| Time management | 24 | ||
| Assessment | 24 | ||
| Setting goals and prioritizing | 24 | ||
| Time wasters | 25 | ||
| Managing your health | 27 | ||
| Stress and stress reduction | 28 | ||
| Stress | 28 | ||
| Stress reduction | 29 | ||
| Key points | 31 | ||
| Critical thinking questions | 31 | ||
| Web resources | 32 | ||
| References | 33 | ||
| 3 Classroom study habits that work | 34 | ||
| Objectives | 34 | ||
| Key terms | 34 | ||
| Overview | 34 | ||
| General face-to-face classroom behavior | 34 | ||
| Effective listening | 35 | ||
| Before class | 35 | ||
| During class | 35 | ||
| Immediately after class | 35 | ||
| Effective note-taking | 36 | ||
| Before class | 36 | ||
| During class | 36 | ||
| After class | 36 | ||
| Effective reading | 37 | ||
| Maintaining concentration | 37 | ||
| Identifying main ideas | 37 | ||
| Relating details to a main idea | 38 | ||
| Highlighting appropriately | 38 | ||
| Improving reading speed | 38 | ||
| Skimming and scanning | 39 | ||
| Improving your study skills | 40 | ||
| Step 1: Survey | 40 | ||
| Step 2: Question | 40 | ||
| Step 3: Read | 40 | ||
| Step 4: Recite | 40 | ||
| Step 5: Review | 40 | ||
| More study strategies | 41 | ||
| Finding the balance | 42 | ||
| Test-taking skills | 42 | ||
| Structured-response questions | 42 | ||
| Multiple-choice | 42 | ||
| Question stem | 42 | ||
| Question options | 43 | ||
| True-false | 44 | ||
| Matching | 44 | ||
| Restricted-response questions | 44 | ||
| Essay questions | 44 | ||
| Universal advice for optimal test performance | 45 | ||
| Key points | 45 | ||
| Critical thinking questions | 46 | ||
| Web resources | 47 | ||
| References | 47 | ||
| 4 Basic math review: Preparing for medication calculations | 48 | ||
| Objectives | 48 | ||
| Key terms | 48 | ||
| Overview | 48 | ||
| Preparing for calculations: Basic math review | 49 | ||
| Fractions | 49 | ||
| Reducing fractions | 49 | ||
| Improper fractions and mixed numbers | 50 | ||
| Lowest common denominator | 50 | ||
| Adding fractions | 51 | ||
| Subtracting fractions | 51 | ||
| Multiplying fractions | 51 | ||
| Dividing fractions | 52 | ||
| Ratio and proportion | 52 | ||
| Conversions of units of measurement | 53 | ||
| Metric system | 53 | ||
| Household measurements | 54 | ||
| Apothecary measurements | 54 | ||
| Methods of dosage calculations | 56 | ||
| Ratio and proportion method | 56 | ||
| Formula method | 56 | ||
| Dimensional analysis (factor labeling) method | 57 | ||
| Basic dosage calculations using dimensional analysis | 58 | ||
| Format to set up the IV rate problem using da: | 62 | ||
| Example of calculations | 62 | ||
| Advanced steps to calculate dosages using dimensional analysis | 62 | ||
| Example of complex IV rate calculations | 63 | ||
| Example of verifying a pediatric medication order | 65 | ||
| Key points | 66 | ||
| Critical thinking questions | 67 | ||
| Web resources | 67 | ||
| 5 Passing the NCLEX-RN | 68 | ||
| Objectives | 68 | ||
| Key terms | 68 | ||
| Overview | 68 | ||
| Evolution of the NCLEX-RN® exam | 68 | ||
| Cat | 69 | ||
| NCLEX test plan | 70 | ||
| NCLEX-RN® style test items | 72 | ||
| Evidence-based strategies for testing success | 75 | ||
| Katts framework | 75 | ||
| The five c’s | 77 | ||
| Key points | 77 | ||
| Critical thinking questions | 78 | ||
| Web resources | 78 | ||
| References | 78 | ||
| 2 The profession and discipline of registered nursing | 79 | ||
| 6 Distinguishing the rn role from the lpn/lvn role | 79 | ||
| Objectives | 79 | ||
| Key terms | 79 | ||
| Overview | 80 | ||
| Professional role socialization | 80 | ||
| Role elements | 82 | ||
| Differences between lpn/lvn and rn roles | 85 | ||
| Educational level | 85 | ||
| Critical thinking | 86 | ||
| Assessment skills | 87 | ||
| Care planning | 88 | ||
| Legal responsibilities | 88 | ||
| Intravenous therapy | 88 | ||
| Communication skills | 89 | ||
| Patient teaching skills | 89 | ||
| Educational preparation | 90 | ||
| Diploma in nursing | 90 | ||
| Associate’s degree in nursing | 91 | ||
| Baccalaureate degree in nursing | 91 | ||
| Master’s degree in nursing | 91 | ||
| Doctoral degrees in nursing | 92 | ||
| Accreditation | 92 | ||
| Specialty nursing certification | 92 | ||
| Professional nursing organizations | 93 | ||
| Scope of practice | 93 | ||
| Licensed practical nursing | 94 | ||
| Registered nursing | 95 | ||
| Provider of care | 95 | ||
| Manager of care | 95 | ||
| Member of the profession | 95 | ||
| Key points | 96 | ||
| Critical thinking questions | 97 | ||
| Web resources | 97 | ||
| References | 98 | ||
| 7 The nurses, ideas, and forces that define the profession | 99 | ||
| Objectives | 99 | ||
| Key terms | 99 | ||
| Overview | 99 | ||
| Historical foundations | 101 | ||
| Religious | 101 | ||
| Social | 102 | ||
| Political | 104 | ||
| Nursing today: Factors influencing practice | 106 | ||
| Aging population | 106 | ||
| Emphasis on health maintenance and disease prevention | 107 | ||
| Outcomes-oriented patient-centered care | 107 | ||
| Cost containment | 107 | ||
| Consider the following questions: | 108 | ||
| Quality improvement | 108 | ||
| Key points | 110 | ||
| Critical thinking questions | 111 | ||
| Web resources | 112 | ||
| References | 112 | ||
| 8 Upholding legal and ethical principles | 113 | ||
| Objectives | 113 | ||
| Key terms | 113 | ||
| Overview | 114 | ||
| Issues in law | 114 | ||
| Sources of law | 114 | ||
| Legal principles | 115 | ||
| Confidentiality and the right to privacy | 115 | ||
| Patient rights | 115 | ||
| Informed consent | 115 | ||
| Assault and battery | 116 | ||
| Negligence and malpractice | 117 | ||
| Failure to rescue | 118 | ||
| Documentation | 120 | ||
| Mandatory reporting | 121 | ||
| Nursing ethics | 121 | ||
| Autonomy | 122 | ||
| Veracity | 122 | ||
| Fidelity | 122 | ||
| Beneficence | 122 | ||
| Nonmaleficence | 122 | ||
| Confidentiality | 123 | ||
| Justice | 123 | ||
| Ethics and culture | 123 | ||
| Ethical dilemmas | 123 | ||
| Bioethics | 124 | ||
| Ethics committees | 125 | ||
| Ethical theories | 125 | ||
| Deontology | 125 | ||
| Utilitarianism | 126 | ||
| Virtue ethics | 126 | ||
| The ethic of care | 126 | ||
| Your professional commitment | 126 | ||
| Ethical decision making | 127 | ||
| Key points | 128 | ||
| Critical thinking questions | 129 | ||
| Web resources | 130 | ||
| References | 130 | ||
| 9 Care and safety standards, competence, and nurse accountability | 132 | ||
| Objectives | 132 | ||
| Key terms | 132 | ||
| Overview | 132 | ||
| Classification of nursing skill level | 133 | ||
| Educational and professional standards | 134 | ||
| Quality and safety education for nurses | 134 | ||
| Professional accountability | 135 | ||
| Personal accountability | 136 | ||
| Professional practice standards and standards of care | 137 | ||
| Managing care aberrances | 139 | ||
| Occurrence reports | 139 | ||
| Root-cause analysis | 139 | ||
| Involving management in decision making | 140 | ||
| Patient and family complaints | 141 | ||
| Chain of command | 141 | ||
| Quality of care measurement | 141 | ||
| Key points | 142 | ||
| Critical thinking questions | 142 | ||
| Web resources | 143 | ||
| References | 143 | ||
| 3 The RN as provider of care | 144 | ||
| 10 Using nursing theory to guide professional practice | 144 | ||
| Objectives | 144 | ||
| Key terms | 144 | ||
| Overview | 145 | ||
| Background | 145 | ||
| Theories in support of nursing | 146 | ||
| Developmental, or physiological, theories | 146 | ||
| Systems theory | 147 | ||
| Role theory | 147 | ||
| Adaptation theory | 147 | ||
| Nursing philosophies | 148 | ||
| Florence nightingale: Philosophy of nursing | 148 | ||
| Virginia henderson: Definition of nursing | 148 | ||
| Jean watson: Philosophy of science and caring | 149 | ||
| Patricia benner: From novice to expert | 149 | ||
| Nursing theories | 150 | ||
| Hildegard E. peplau: Theory of interpersonal relations | 150 | ||
| Ida jean orlando: Nursing process theory | 151 | ||
| Nola j. pender: Health promotion model | 151 | ||
| Madeleine leininger: Culture care theory of diversity and universality | 151 | ||
| Margaret A. newman: Theory of health as expanding consciousness | 152 | ||
| Nursing models | 153 | ||
| Dorothy E. johnson: Behavioral systems model | 153 | ||
| Imogene M. king: Theory of goal attainment | 153 | ||
| Myra E. levine: Conservation model | 154 | ||
| Betty neuman: Healthcare systems model | 154 | ||
| Dorothea E. orem: Theory of self-care deficit | 155 | ||
| Sister callista roy: Roy adaptation model | 156 | ||
| Other theorists | 156 | ||
| Key points | 157 | ||
| Critical thinking questions | 158 | ||
| Web resources | 158 | ||
| References | 158 | ||
| 11 Providing patient-centered care through the nursing process | 160 | ||
| Objectives | 160 | ||
| Key terms | 160 | ||
| Overview | 161 | ||
| Historical perspective | 162 | ||
| Nursing process | 162 | ||
| Assessment | 163 | ||
| Data collection methods | 164 | ||
| Organization of data collection | 165 | ||
| Validating assessment data | 165 | ||
| Diagnosis | 166 | ||
| Prioritizing | 167 | ||
| Outcome identification | 168 | ||
| Planning | 169 | ||
| Implementation | 171 | ||
| Evaluation | 171 | ||
| Key points | 172 | ||
| Critical thinking questions | 172 | ||
| Web resources | 173 | ||
| References | 173 | ||
| 12 Critical and diagnostic thinking for better clinical judgment | 174 | ||
| Objectives | 174 | ||
| Key terms | 174 | ||
| Overview | 174 | ||
| Definition of critical thinking | 175 | ||
| Purpose of critical thinking | 175 | ||
| Need for critical thinking | 176 | ||
| Types of reasoning embedded in critical thinking | 176 | ||
| Reasoned thought | 176 | ||
| Clinical judgment | 176 | ||
| Related thinking skills | 177 | ||
| Diagnostic thinking | 177 | ||
| Cultivated thinking | 177 | ||
| Deductive reasoning | 178 | ||
| Inductive reasoning | 178 | ||
| Elements of reasoning and critical thought | 179 | ||
| Purpose | 179 | ||
| Question at issue | 179 | ||
| Point of view | 179 | ||
| Available information | 179 | ||
| Concepts | 179 | ||
| Assumptions | 180 | ||
| Implications and consequences | 180 | ||
| Inferences | 180 | ||
| Structure of critical thought | 180 | ||
| Attributes of the critical thinker | 181 | ||
| Curiosity | 182 | ||
| Diligent pursuit of evidence and information | 182 | ||
| Rational thought | 182 | ||
| Reflection | 182 | ||
| Creativity | 182 | ||
| Intuitive thought | 183 | ||
| Fostering critical thought | 183 | ||
| Key points | 184 | ||
| Critical thinking questions | 184 | ||
| Web resources | 184 | ||
| References | 184 | ||
| 13 Practicing evidence-based decision making | 186 | ||
| Objectives | 186 | ||
| Key terms | 186 | ||
| Overview | 187 | ||
| What is evidence-based practice? | 187 | ||
| Defining evidence-based practice | 188 | ||
| Defining attributes of evidence-based practice | 189 | ||
| Putting evidence-based practice to work | 189 | ||
| Getting started | 190 | ||
| Step 1: Construct a relevant, answerable question from an identified clinical concern case | 190 | ||
| Background questions. | 190 | ||
| Foreground questions. | 190 | ||
| Pico. | 190 | ||
| Clinical question categories. | 191 | ||
| Step 2. search the literature for the best external evidence | 192 | ||
| Medline. | 192 | ||
| Healthstar. | 192 | ||
| The cochrane library. | 192 | ||
| National guideline clearinghouse. | 192 | ||
| Agency for healthcare research and quality. | 192 | ||
| Evaluating the strength of a study. | 193 | ||
| Limitations of evidence-based practice | 195 | ||
| The evidence | 195 | ||
| The individual | 195 | ||
| The health care system | 195 | ||
| Nursing | 195 | ||
| Apparent gaps in research utilization | 196 | ||
| Research, both simple and necessary | 196 | ||
| Components and process in a research study | 196 | ||
| Concepts | 196 | ||
| Variables | 197 | ||
| Types of variables | 197 | ||
| Defining variables | 199 | ||
| Literature search | 200 | ||
| Research process | 200 | ||
| Making predictions | 200 | ||
| Defining the research study | 201 | ||
| Defining the population | 201 | ||
| Selecting a sample | 201 | ||
| Making a data collection plan | 202 | ||
| Checking reliability and validity | 202 | ||
| Collecting data | 203 | ||
| Interpreting the results | 203 | ||
| Communicating the results | 203 | ||
| Research utilization | 203 | ||
| Validating research results | 204 | ||
| Applying research to practice | 204 | ||
| Identifying areas for research | 205 | ||
| Key points | 205 | ||
| Critical thinking questions | 206 | ||
| Web resources | 207 | ||
| References | 207 | ||
| 14 Communicating with patients and co-workers | 209 | ||
| Objectives | 209 | ||
| Key terms | 209 | ||
| Overview | 210 | ||
| Communication basics | 210 | ||
| Verbal and nonverbal communication | 210 | ||
| Therapeutic communication | 211 | ||
| Communication facilitators | 212 | ||
| Active listening | 212 | ||
| Communication blockers | 212 | ||
| The nurse-patient relationship | 214 | ||
| Orientation | 214 | ||
| Working | 215 | ||
| Termination | 218 | ||
| Health literacy and cultural competence | 220 | ||
| Health literacy | 220 | ||
| Culture | 220 | ||
| The older adult | 221 | ||
| Collaborative communication | 222 | ||
| Delegation | 224 | ||
| The nurse-physician relationship | 228 | ||
| Documentation as communication | 230 | ||
| Key points | 233 | ||
| Critical thinking questions | 234 | ||
| Web resources | 235 | ||
| References | 235 | ||
| 15 Teaching patients and their families | 238 | ||
| Objectives | 238 | ||
| Key terms | 238 | ||
| Overview | 238 | ||
| The patient as a learner | 239 | ||
| Principles of teaching and learning | 239 | ||
| Basic assumptions of learning | 240 | ||
| Basic principles of learning | 240 | ||
| Motivation to learn | 241 | ||
| Barriers to learning | 241 | ||
| Facilitation of learning | 241 | ||
| Adult learners | 242 | ||
| Relating to the learner’s level of understanding | 242 | ||
| Assessment of readiness to learn | 244 | ||
| Understanding stressors | 244 | ||
| Need to include family in the learning process | 245 | ||
| Assess the patient’s current level of knowledge | 245 | ||
| Evaluation of effectiveness of learning | 246 | ||
| Legal implications | 246 | ||
| Demonstration of learning | 246 | ||
| Following up after discharge | 247 | ||
| Basic principles of teaching | 247 | ||
| Characteristics of a teacher | 248 | ||
| Nurse credibility | 248 | ||
| Confidence | 248 | ||
| Clear and effective communication | 249 | ||
| Processes of teaching patients and families | 249 | ||
| Key points | 250 | ||
| Critical thinking questions | 250 | ||
| Web resources | 250 | ||
| References | 251 | ||
| 4 The RN as manager of care | 252 | ||
| 16 Leading, delegating, and collaborating | 252 | ||
| Objectives | 252 | ||
| Key terms | 252 | ||
| Overview | 253 | ||
| Leaders, managers, and followers | 253 | ||
| Leadership characteristics | 254 | ||
| Defining the leadership role | 254 | ||
| Leadership styles | 255 | ||
| Leadership approaches | 255 | ||
| Transactional leadership | 256 | ||
| Transformational leadership | 256 | ||
| Servant leadership | 256 | ||
| Leading and emotional intelligence | 257 | ||
| Ethics and culture: Central to leadership | 257 | ||
| Ethics and leadership | 257 | ||
| Culture and leadership | 258 | ||
| Delegation | 258 | ||
| Principles of delegation | 258 | ||
| Issues related to delegation | 260 | ||
| Collaborating in providing care | 260 | ||
| Collaboration | 260 | ||
| Accountability | 261 | ||
| Professional advocacy | 262 | ||
| Collaborating and advocating through the medical plan of care | 263 | ||
| Decision making and problem solving | 264 | ||
| Conflict management | 265 | ||
| Sacrifice resolution | 266 | ||
| Competition resolution | 267 | ||
| Win-win resolution | 267 | ||
| Key points | 268 | ||
| Critical thinking questions | 268 | ||
| Web resources | 269 | ||
| References | 269 | ||
| 17 Promoting healthful living in the primary care setting | 270 | ||
| Objectives | 270 | ||
| Key terms | 270 | ||
| Overview | 270 | ||
| Theoretical framework | 271 | ||
| Self-care | 271 | ||
| Health promotion model | 272 | ||
| Health promotion principles | 273 | ||
| Health promotion plan of care | 273 | ||
| The RN’s role in health promotion | 275 | ||
| Environmental influences on health promotion | 275 | ||
| Physical | 276 | ||
| Cultural, spiritual, and social | 277 | ||
| Economic | 278 | ||
| Developmental | 278 | ||
| Primary health care systems | 280 | ||
| Global health promotion | 280 | ||
| Self-health promotion | 282 | ||
| Key points | 282 | ||
| Critical thinking questions | 282 | ||
| Web resources | 283 | ||
| References | 283 | ||
| 18 Managing care in secondary and tertiary health care | 284 | ||
| Objectives | 284 | ||
| Key terms | 284 | ||
| Overview | 284 | ||
| Theoretical framework | 285 | ||
| Manager of care | 286 | ||
| Environmental influences | 287 | ||
| Spiritual needs and influences | 288 | ||
| Cultural needs and influences | 288 | ||
| Developmental needs and influences | 290 | ||
| Social needs and influences | 290 | ||
| Resource manager | 290 | ||
| Clinical pathways | 291 | ||
| Discharge planning | 291 | ||
| Tertiary care referrals | 292 | ||
| Key points | 293 | ||
| Critical thinking questions | 293 | ||
| Web resources | 294 | ||
| References | 294 | ||
| 5 Putting it all together | 295 | ||
| 19 Reflecting on your transition | 295 | ||
| Objectives | 295 | ||
| Key terms | 295 | ||
| Overview | 295 | ||
| Assessment | 296 | ||
| Critical reflection | 296 | ||
| Making the diagnosis | 299 | ||
| Planning | 299 | ||
| Implementation | 300 | ||
| Your new tools | 301 | ||
| What’s stopping you? | 302 | ||
| Evaluation | 302 | ||
| Key points | 303 | ||
| Critical thinking questions | 303 | ||
| Web resources | 304 | ||
| References | 304 | ||
| Arranging and accessing support for your professional move | e | ||
| Objectives | e | ||
| Key terms | e | ||
| Overview | e | ||
| Personal support | e | ||
| Professional support | e | ||
| Monetary support | e | ||
| Academic support | e | ||
| Learning resource centers | e | ||
| Faculty | e | ||
| Libraries | e | ||
| Textbooks | e | ||
| Journals | e | ||
| Computers | e | ||
| Internet | e | ||
| Key points | e | ||
| Critical thinking questions | e | ||
| Web resources | e | ||
| References | e | ||
| Writing professionally | e | ||
| Objectives | e | ||
| Key terms | e | ||
| Overview | e | ||
| Grammar | e | ||
| Writing style | e | ||
| Writing mechanics | e | ||
| Referencing | e | ||
| Writing processes | e | ||
| Information literacy | e | ||
| Standard one—know | e | ||
| Standard two—access | e | ||
| Standard three—evaluate | e | ||
| Standard four—use | e | ||
| Standard five—ethics | e | ||
| Key points | e | ||
| Critical thinking questions | e | ||
| Web resources | e | ||
| References | e | ||
| Pageburst integrated resources | e6 | ||
| Index | 305 | ||
| A | 305 | ||
| B | 306 | ||
| C | 306 | ||
| D | 307 | ||
| E | 308 | ||
| F | 309 | ||
| G | 309 | ||
| H | 309 | ||
| I | 310 | ||
| J | 310 | ||
| K | 311 | ||
| L | 311 | ||
| M | 311 | ||
| N | 312 | ||
| O | 313 | ||
| P | 314 | ||
| Q | 315 | ||
| R | 315 | ||
| S | 316 | ||
| T | 316 | ||
| U | 317 | ||
| V | 317 | ||
| W | 317 | ||
| Z | 317 |