Additional Information
Book Details
Abstract
A market-leading must-have and part of the LPN Threads series, Success in Practical/Vocational Nursing, From Student to Leader, 8th Edition provides you with everything you need to succeed in both nursing school and in a career in LPN/LVN nursing. With a strong emphasis on leadership, this clear, comprehensive new edition discusses the higher-level roles and responsibilities of an LPN/LVN leader, the skills necessary to become a successful LPN/LVN, and the future of the field. It is filled with opportunities for you to test your understanding as you read, as well as practice NCLEX review questions at the end of each chapter to prepare you for the NCLEX-PN® Examination.
- Collaborative Care boxes highlight challenges that occur in emerging community and continuing care workforce settings, and give you examples of leadership and management opportunities for LPN/LVNs in any health care setting you may find yourself.
- Critical Thinking boxes include activities that could be used in a flipped classroom experience, and provide you with critical thinking and problem solving opportunities throughout the chapter to enhance your understanding.
- Try This boxes provide students and instructors with clinical simulations or activities related to topics discussed in the text that can be utilized in simulation or role-play scenarios in class.
- Professional Pointers boxes give advice on nursing best practices in the professional arena during and after nursing school.
- Get Ready for the NCLEX® Examination! section at the end of the text contains key points, additional learning activities, and review questions for the NCLEX® Examination (including alternate format items in every chapter).
- Presents tips on taking the NCLEX-PN examination and information on applications, interviews, and the job search, including electronic resumes.
- Full-color design, cover, photos, and illustrations make this text visually appealing, pedagogically useful and easy to read.
- Numbered objectives open each chapter and provide a framework for content.
- Key points at the end of each chapter summarize chapter highlights and serve as an excellent review tool.
- Key terms with phonetic pronunciations are at the beginning of each chapter and in full color at first mention in the text, and assist you in improving and supplementing your terminology and language skills before you enter clinical practice.
- References and Suggested Readings lists are arranged by chapter at the end of the book to provide you with resources for further understanding of text concepts.
- NEW! Community Resources chapter covers tools and resources that you can find within your community to help you with learning, personal, and family needs that could interfere with success in school.
- NEW! Work Force Trends chapter discusses the most current issues, challenges, and concerns with the LPN/LVN workforce.
- NEW! Storytelling narratives at the beginning of each chapter use true stories to enhance learning and demonstrate the relevancy of key topics.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Brief Contents | IFC | ||
| Dedication | i | ||
| Evolve | ii | ||
| You’ve just purchased more than a textbook! | ii | ||
| Front matter | iii | ||
| Success in practical/vocational nursing | iii | ||
| Copyright page | iv | ||
| Acknowledgments | v | ||
| Reviewers | vi | ||
| LPN threads | vii | ||
| LPN advisory board | viii | ||
| To the student and instructor | ix | ||
| Teaching and learning package | ix | ||
| For the instructor | ix | ||
| For the student | ix | ||
| Reading and review tools | x | ||
| Chapter features | x | ||
| I Resources | 1 | ||
| 1 Personal resources of an adult learner | 1 | ||
| Objectives | 1 | ||
| Key terms | 1 | ||
| The adult learner and resource management | 1 | ||
| Formal and informal educational experiences | 3 | ||
| Geared for success | 4 | ||
| Liabilities and hidden dangers | 4 | ||
| Hidden danger shared by all adult learners | 4 | ||
| Dangers for the traditional adult learner | 5 | ||
| Grade expectations | 5 | ||
| Social activities | 5 | ||
| Employment | 5 | ||
| Dangers for the nontraditional learner | 5 | ||
| Physical | 5 | ||
| Social and family responsibilities | 5 | ||
| Special challenges for practical/vocational nursing students | 6 | ||
| Strengths of all adult learners | 6 | ||
| Learners have rights | 6 | ||
| Responsibilities of learners | 7 | ||
| Teaching versus learning | 7 | ||
| Passive learners | 7 | ||
| Instructors—facilitators of learning | 7 | ||
| Active learning | 8 | ||
| Role of evaluation | 8 | ||
| Theory tests | 8 | ||
| Clinical performance evaluations | 9 | ||
| Dealing with referrals | 10 | ||
| Other responsibilities of learners | 10 | ||
| Get ready for the NCLEX-PN® examination! | 11 | ||
| Key points | 11 | ||
| Additional learning resources | 11 | ||
| Review questions for the NCLEX-PN® examination | 11 | ||
| Alternate format item | 12 | ||
| Critical thinking scenario | 12 | ||
| 2 Academic resources (study skills and test strategies) | 13 | ||
| Objectives | 13 | ||
| Key terms | 13 | ||
| Brain dominance | 14 | ||
| Right and left sides of the cerebrum | 14 | ||
| Right-brain-dominant individuals | 14 | ||
| Left-brain-dominant individuals | 15 | ||
| Thinking style | 15 | ||
| Learning styles | 15 | ||
| Perceptual learning styles | 15 | ||
| Perceptual learning style preference | 16 | ||
| Visual learner | 16 | ||
| Auditory learner | 16 | ||
| Kinesthetic/tactual learner | 17 | ||
| Categories of multiple intelligences | 17 | ||
| Identifying and using the intelligences | 17 | ||
| Linguistic learner (the word player) | 17 | ||
| Logical/mathematical learner (the questioner) | 17 | ||
| Spatial learner (the visualizer) | 18 | ||
| Musical learner (the music lover) | 18 | ||
| Bodily/kinesthetic learner (the mover) | 18 | ||
| Interpersonal learner (the socializer) | 18 | ||
| Intrapersonal learner (the individual) | 18 | ||
| How we learn | 18 | ||
| Mapping (concept map) | 18 | ||
| Visual strategies to enhance understanding | 19 | ||
| Draw idea sketches | 20 | ||
| Use color and font characteristics in taking notes | 20 | ||
| Make your own diagram as you read | 20 | ||
| Engage in mental imagery | 20 | ||
| Undependable memory and learning system | 21 | ||
| Possible behaviors | 21 | ||
| Some suggestions for the student with attention deficit hyperactivity disorder (although they can help all learners!) | 21 | ||
| More barriers to learning | 22 | ||
| Inability to understand (comprehend) content | 22 | ||
| Putting it all together | 22 | ||
| General hints for learners | 23 | ||
| Concentration | 23 | ||
| External distractions | 23 | ||
| Personal study area. | 23 | ||
| Lighting. | 23 | ||
| Background noise | 24 | ||
| Internet and social networking. | 24 | ||
| Your peers. | 24 | ||
| Internal distractions | 24 | ||
| Complaints of mental fatigue. | 24 | ||
| Daydreaming. | 24 | ||
| Listening/viewing | 24 | ||
| The active and passive listener/viewer | 24 | ||
| Note making versus note taking | 25 | ||
| Note making hints | 25 | ||
| How to understand (comprehend) information | 25 | ||
| Reading assignments | 25 | ||
| Reading effectively | 26 | ||
| Remembering and forgetting | 27 | ||
| From temporary to permanent memory by way of a neural trace | 27 | ||
| Memory AIDS | 28 | ||
| Successful test taking | 28 | ||
| Preparing for the test | 28 | ||
| Taking the NCLEX PN 2016 | 28 | ||
| Reviewing your tests | 29 | ||
| Reducing anxiety before testing | 29 | ||
| Hints for specific questions | 30 | ||
| Multiple-choice questions | 30 | ||
| Fill-in-the-blank. | 31 | ||
| Multiple-response. | 31 | ||
| Prioritizing. | 31 | ||
| Beyond the basics of study skills | 31 | ||
| Your school’s learning resource center | 31 | ||
| Different student skill levels and different resources of the learning resource center | 31 | ||
| Where to start | 32 | ||
| General information about resources of the library | 32 | ||
| Librarian. | 32 | ||
| Circulation desk. | 32 | ||
| Online catalog. | 32 | ||
| Locating in-house resources | 33 | ||
| The stacks | 33 | ||
| Reference materials | 33 | ||
| Interlibrary loan services | 33 | ||
| Professional journals/periodicals | 33 | ||
| Digital periodical databases/print periodical indexes | 33 | ||
| Magazines and newspapers | 34 | ||
| Responsible use of learning strategies | 34 | ||
| Face-to-face class | 34 | ||
| Lectures/minilectures. | 34 | ||
| Lecture-discussion. | 34 | ||
| Cooperative learning. | 35 | ||
| Distance learning. | 35 | ||
| Technology use during learning activities | 36 | ||
| Other learning resources | 36 | ||
| Syllabus and course outlines | 36 | ||
| Study groups | 36 | ||
| Tutoring | 37 | ||
| Nursing skills/simulation lab | 37 | ||
| Study skills lab | 37 | ||
| Audiovisual materials | 38 | ||
| Internet | 38 | ||
| Mobile devices | 38 | ||
| Computer-aided instruction | 39 | ||
| Guest speakers | 39 | ||
| Get ready for the NCLEX-PN® examination | 40 | ||
| Key points | 40 | ||
| Additional learning resources | 40 | ||
| Review questions for the NCLEX-PN® examination | 40 | ||
| Alternate format item | 41 | ||
| Critical thinking scenario | 41 | ||
| Scenario 1 | 41 | ||
| Scenario 2 | 42 | ||
| Scenario 3 | 42 | ||
| Scenario 4 | 42 | ||
| 3 Community resources | 43 | ||
| Objectives | 43 | ||
| Key terms | 43 | ||
| What types of community resources exist? | 44 | ||
| Information and referral agencies | 44 | ||
| Housing and shelter programs | 44 | ||
| Financial and legal assistance programs | 44 | ||
| Health and medical services | 45 | ||
| Food programs | 45 | ||
| Transportation programs | 45 | ||
| Employment/educational/training programs | 46 | ||
| Beyond community resources | 46 | ||
| Nursing organizations | 46 | ||
| Social media (electronic media) and social networking | 46 | ||
| Internet academic resources | 47 | ||
| Get ready for the NCLEX-PN® examination! | 48 | ||
| Key points | 48 | ||
| Additional learning resources | 48 | ||
| Review questions for the NCLEX-PN® examination | 48 | ||
| Alternate format item | 48 | ||
| Critical thinking scenarios | 49 | ||
| II Building Blocks for Your Career | 50 | ||
| 4 How practical/vocational nursing evolved: 1836 to the present | 50 | ||
| Objectives | 50 | ||
| Key terms | 50 | ||
| Modern practical nurses | 50 | ||
| First school of nursing (1836) | 50 | ||
| Florence nightingale (1820–1910) | 52 | ||
| Crimean war 1853 to 1865 | 53 | ||
| Mary seacole; honored for her work | 53 | ||
| Death rate drops; nightingale decorated | 53 | ||
| Nightingale establishes first school of nursing in england | 54 | ||
| Nightingale’s core belief about nursing | 55 | ||
| Nightingale museum on the site of her school of nursing | 55 | ||
| Early training schools in america | 55 | ||
| Civil war (1861–1865) | 55 | ||
| Clara barton | 55 | ||
| Formal training: Practical nursing | 56 | ||
| Nursing in the home | 56 | ||
| From home to public health nursing | 56 | ||
| Twentieth century | 57 | ||
| Mississippi: First to license practical nurses | 57 | ||
| World war I nurses 1914 to 1918 | 57 | ||
| Canadian nurses in world war I | 58 | ||
| Smith hughes act of 1917 | 58 | ||
| Nurses return home: Acute nursing shortage follows world war I | 58 | ||
| Depression of the 1930s | 58 | ||
| World war II 1939 to 1945 | 58 | ||
| Practical nursing responsibilities increase after world war II | 59 | ||
| Practical nursing duties outlined | 59 | ||
| Registered nurse and licensed practical nurse tasks differentiated | 59 | ||
| The korean conflict (also known as united nations police action or the second indochina war) 1950 to 1953 | 59 | ||
| Registered nurses react | 60 | ||
| Public law 911 | 60 | ||
| The vietnam war 1961 to 1973 | 60 | ||
| National black nurses association | 61 | ||
| Iraq war 2003 to 2011 and the afghan war 2001 to 2014 | 61 | ||
| Nurse leaders in U.S. government | 62 | ||
| American nurses association movement toward two levels of nursing | 62 | ||
| American medical association moves to ease nursing shortage | 62 | ||
| Unlicensed assistive personnel | 62 | ||
| First computerized testing: NCLEX-PN® | 62 | ||
| Long-term care certification | 63 | ||
| Twenty-first century | 63 | ||
| You have come a long way! | 63 | ||
| Get ready for the NCLEX-PN® examination | 64 | ||
| Key points | 64 | ||
| Additional learning resources | 64 | ||
| Review questions for the NCLEX-PN® examination | 64 | ||
| Alternate format item | 64 | ||
| 5 Critical thinking: A lifelong journey | 65 | ||
| Objectives | 65 | ||
| Key terms | 65 | ||
| Overview of critical thinking | 65 | ||
| Ways of thinking | 66 | ||
| Definition of applied critical thinking | 66 | ||
| Critical thinking and licensed practical/ licensed vocational nursing | 67 | ||
| What you need to think critically | 68 | ||
| Factors that influence critical thinking | 68 | ||
| Additional factors that influence critical thinking | 69 | ||
| Critical thinking and the NCLEX-PN® | 70 | ||
| Making it work for you | 71 | ||
| Where to go from here | 71 | ||
| Get ready for the NCLEX-PN® examination | 71 | ||
| Key points | 71 | ||
| Additional learning resources | 71 | ||
| Review questions for the NCLEX-PN® examination | 71 | ||
| Alternate format item | 72 | ||
| Critical thinking scenarios | 72 | ||
| Scenario 1 | 72 | ||
| Scenario 2 | 72 | ||
| 6 Ethics applied to nursing: Personal versus professional ethics | 73 | ||
| Objectives | 73 | ||
| Key terms | 73 | ||
| Description and scope of ethics | 74 | ||
| Morals and values | 74 | ||
| Comparison of legal aspects of nursing and ethics | 74 | ||
| Nursing ethics | 74 | ||
| Ethical codes of the national association for practical nurse education and service and national federation of licensed pr ... | 75 | ||
| Your personal code of ethics | 76 | ||
| Roots of nursing ethics | 76 | ||
| What changed? | 76 | ||
| Ethical decisions in health care | 77 | ||
| Ethics committees | 77 | ||
| Western secular belief system | 77 | ||
| Ethical responsibilities of nurses | 77 | ||
| Principles of ethics | 78 | ||
| Nonmaleficence (do no harm) | 78 | ||
| Beneficence (do good) | 79 | ||
| Autonomy (free to choose) | 80 | ||
| Role of privacy in autonomy | 80 | ||
| Role of culture, religion, and personal values in autonomy | 80 | ||
| Fidelity (be true) | 81 | ||
| Justice (fair to all) | 81 | ||
| Role of beneficent paternalism | 82 | ||
| Paternalism and women’s health | 82 | ||
| Get ready for the NCLEX-PN® examination | 83 | ||
| Key points | 83 | ||
| Additional learning resources | 83 | ||
| Review questions for the NCLEX-PN® examination | 83 | ||
| Alternate format item | 84 | ||
| Critical thinking scenarios | 84 | ||
| Scenario 1 | 84 | ||
| Scenario 2 | 84 | ||
| 7 Nursing and the law: What are the rules? | 85 | ||
| Objectives | 85 | ||
| Key terms | 85 | ||
| Nurse practice act | 86 | ||
| Basic terminology | 86 | ||
| Content of nurse practice acts | 87 | ||
| State board of nursing | 87 | ||
| Functions of the board | 87 | ||
| Disciplinary responsibility of the board | 88 | ||
| Disciplinary process and action | 88 | ||
| Nursing licensure | 88 | ||
| Working in other states | 89 | ||
| Verification of licensure | 90 | ||
| Unlicensed assistive personnel | 90 | ||
| Nursing standard of care | 90 | ||
| How the law affects licensed practical nurses and licensed vocational nurses | 90 | ||
| Common law versus statutory law | 90 | ||
| Criminal versus civil action | 91 | ||
| Intentional torts | 91 | ||
| Assault and battery | 92 | ||
| False imprisonment and use of restraints | 92 | ||
| Defamation | 92 | ||
| Physical and emotional abuse | 92 | ||
| Unintentional torts | 93 | ||
| Negligence | 93 | ||
| Malpractice (professional negligence) | 93 | ||
| Malpractice insurance for nurses | 93 | ||
| Four elements needed to prove negligence | 94 | ||
| Steps for bringing legal action | 94 | ||
| Depositions | 94 | ||
| Attorney procedures | 94 | ||
| Giving testimony | 95 | ||
| Liability | 95 | ||
| Kinds of liability | 95 | ||
| Common causes of nursing liability | 95 | ||
| Responsibility and accountability in nursing | 96 | ||
| Liability of student nurses and instructors | 96 | ||
| Functioning beyond the scope of practice and experience | 96 | ||
| Specific patient situations | 97 | ||
| Privacy and confidentiality | 97 | ||
| Information that must be revealed | 97 | ||
| Patients’ rights | 97 | ||
| Health insurance portability and accountability act | 98 | ||
| Basics of the health insurance portability and accountability act | 98 | ||
| The notice of privacy practices | 98 | ||
| What the notice of privacy practices addresses | 99 | ||
| Concerns that the health insurance portability and accountability act does not address | 100 | ||
| Patient competency | 100 | ||
| Patient’s right to consent | 100 | ||
| General (implied) consent | 100 | ||
| Informed consent | 100 | ||
| Authorized consent | 101 | ||
| End-of-life issues | 101 | ||
| Patient self-determination act | 101 | ||
| Advance directives | 101 | ||
| Living will | 101 | ||
| Durable medical power of attorney (advanced health care directive) | 102 | ||
| Do-not-resuscitate order | 102 | ||
| Removal of life support systems | 102 | ||
| Physician-assisted suicide and euthanasia | 102 | ||
| Oregon death with dignity act | 103 | ||
| Organ donation | 103 | ||
| End-of-life care | 103 | ||
| Good samaritan act | 104 | ||
| Get ready for the NCLEX-PN® examination | 104 | ||
| Key points | 104 | ||
| Additional learning resources | 105 | ||
| Review questions for the NCLEX-PN® examination | 105 | ||
| Alternate format item | 105 | ||
| Critical thinking scenarios | 105 | ||
| Scenario 1 | 105 | ||
| Scenario 2 | 106 | ||
| III Relationship-Centered Care | 107 | ||
| 8 Effective communication: Health care team, patients, faculty and peers | 107 | ||
| Objectives | 107 | ||
| Key terms | 107 | ||
| Communication process | 108 | ||
| One-way versus two-way communication | 108 | ||
| Essential components of the communication process | 108 | ||
| Factors that affect communication | 109 | ||
| Types of communication | 109 | ||
| Verbal communication | 109 | ||
| Nonverbal communication | 109 | ||
| Affective communication | 110 | ||
| Communication strategies | 110 | ||
| Active listening | 110 | ||
| Active listening behaviors | 110 | ||
| Types of questions | 111 | ||
| Nurse-patient communication evaluation | 111 | ||
| Blocks to communication | 112 | ||
| Avoiding blocks | 112 | ||
| Male/female differences | 112 | ||
| Conversation | 112 | ||
| Other differences | 113 | ||
| Cultural differences | 113 | ||
| Role changes for the patient | 113 | ||
| It begins with “hello, my name is . . . ” | 113 | ||
| Nursing jargon | 114 | ||
| Fear of the unknown | 114 | ||
| Personal factors | 114 | ||
| Environmental factors | 114 | ||
| Communicating with instructors and staff | 114 | ||
| Respect | 114 | ||
| Trust | 114 | ||
| Honesty | 115 | ||
| Empathy | 115 | ||
| Sensitivity | 115 | ||
| Humor | 115 | ||
| Knowledge | 115 | ||
| Patience | 115 | ||
| Commitment | 115 | ||
| Self-esteem, thoughts, and straightforward communication | 115 | ||
| “I” messages | 115 | ||
| Situation, background, assessment, recommendation | 116 | ||
| SBAR for the shift report | 116 | ||
| Life span communication | 117 | ||
| Infants | 117 | ||
| Preschoolers | 117 | ||
| School-age children | 117 | ||
| Teenagers | 117 | ||
| Adults | 117 | ||
| Generational differences | 117 | ||
| Elders | 118 | ||
| Conflict resolution | 118 | ||
| Electronic communication | 119 | ||
| Cell phones and text messaging | 119 | ||
| Get ready for the NCLEX-PN® examination | 119 | ||
| Key points | 119 | ||
| Additional learning resources | 120 | ||
| Review questions for the NCLEX-PN® examination | 120 | ||
| Alternate format item | 120 | ||
| Critical thinking scenarios | 120 | ||
| Scenario 1 | 120 | ||
| Scenario 2 | 120 | ||
| 9 Assertiveness: Your responsibility | 121 | ||
| Objectives | 121 | ||
| Key terms | 121 | ||
| Nonassertive (passive) behavior | 122 | ||
| Aggressive behavior | 123 | ||
| Assertive behavior | 123 | ||
| Negative interactions: Using coping mechanisms | 125 | ||
| Gossip hurts | 126 | ||
| Guidelines for moving toward assertiveness | 126 | ||
| The problem-solving process | 126 | ||
| Problem-solving steps | 127 | ||
| Step one: Define the problem | 127 | ||
| Step two: Decide on a goal | 127 | ||
| Step three: Choose alternatives | 128 | ||
| Step four: Try out the alternatives | 128 | ||
| Step five: Evaluate the effectiveness of your approach | 129 | ||
| Step six: Repeat the process if the solution is not effective | 129 | ||
| Negative manipulative interactions | 129 | ||
| Aggressiveness and work-related issues | 130 | ||
| Assault | 130 | ||
| Contributing factors | 130 | ||
| Personal factors | 131 | ||
| Workplace practices | 131 | ||
| Environmental factors | 131 | ||
| Risk diagnosis | 131 | ||
| Employee violence | 132 | ||
| Signs of workplace violence | 132 | ||
| Prevention of workplace violence | 132 | ||
| Sexual harassment | 133 | ||
| Counseling and filing charges | 133 | ||
| Lateral violence | 133 | ||
| Insidious aggression | 134 | ||
| Get ready for the NCLEX-PN® examination | 134 | ||
| Key points | 134 | ||
| Additional learning resources | 134 | ||
| Review questions for the NCLEX-PN® examination | 134 | ||
| Alternate format item | 135 | ||
| Critical thinking scenarios | 135 | ||
| Scenario 1 | 135 | ||
| Scenario 2 | 135 | ||
| 10 Cultural uniqueness, sensitivity, and competence | 136 | ||
| Objectives | 136 | ||
| Key terms | 136 | ||
| Definition of culture | 137 | ||
| Characteristics of culture | 137 | ||
| Danger: Ethnocentrism, prejudice, and discrimination | 137 | ||
| Avoiding false assumptions | 137 | ||
| Think like an anthropologist! | 138 | ||
| Each culture and person is unique | 138 | ||
| Communication | 138 | ||
| Space | 139 | ||
| Social organization | 139 | ||
| Time | 139 | ||
| Environmental controls | 139 | ||
| Biological variations | 139 | ||
| Knowing yourself | 141 | ||
| What makes you unique? | 141 | ||
| How many hats do you wear? | 141 | ||
| What we share in common | 142 | ||
| Knowing others: Cultural diversity | 142 | ||
| Importance of cultural diversity | 143 | ||
| Philosophy of individual worth | 143 | ||
| Learning about cultural diversity | 143 | ||
| How to begin | 143 | ||
| Areas of cultural diversity | 143 | ||
| Family structure | 143 | ||
| Food preferences | 144 | ||
| Religious beliefs | 144 | ||
| Concept of time | 144 | ||
| Communication | 144 | ||
| Forms of hellos and good-byes | 145 | ||
| Appropriateness of the situation | 145 | ||
| Confidentiality | 145 | ||
| Emotions and feelings and their expression | 145 | ||
| Pain expression | 145 | ||
| Tempo of conversation | 145 | ||
| Meaning of silence | 145 | ||
| Educational background | 146 | ||
| Economic level | 146 | ||
| Wellness and illness beliefs and practices | 146 | ||
| Preventing illness. | 146 | ||
| Curing illness. | 146 | ||
| Complementary and alternative medicine. | 146 | ||
| Modesty. | 147 | ||
| Mental illness. | 147 | ||
| Pregnancy and birth beliefs and practices | 147 | ||
| Terminal illness and death beliefs and practices | 147 | ||
| Increasing your knowledge of culturally diverse groups | 148 | ||
| Categories of major health belief systems | 148 | ||
| Diversity profiles of predominant cultural groups in the united states | 148 | ||
| Developing cultural competence in health care situations | 149 | ||
| Identify your agency’s cultural groups | 150 | ||
| Modify your work setting | 150 | ||
| Care planning for culturally diverse patients in your service area | 151 | ||
| Adapting plans of care for culturally diverse patients | 152 | ||
| Get ready for the NCLEX-PN® examination | 154 | ||
| Key points | 154 | ||
| Additional learning resources | 154 | ||
| Review questions for the NCLEX-PN® examination | 154 | ||
| Alternate format item | 154 | ||
| Critical thinking scenario | 155 | ||
| 11 Spiritual needs, spiritual caring, and religious differences | 156 | ||
| Objectives | 156 | ||
| Key terms | 156 | ||
| Spirituality and religion | 156 | ||
| Spiritual versus emotional dimension | 157 | ||
| Importance of spiritual care | 157 | ||
| Who needs spiritual care? | 157 | ||
| Gathering data for spiritual issues | 157 | ||
| Meeting the spiritual needs of patients and their families | 158 | ||
| Pastoral care team | 158 | ||
| How patients meet spiritual needs | 159 | ||
| Patients’ spiritual practices | 159 | ||
| Religion and the patient | 159 | ||
| Value of rituals and practices | 159 | ||
| The patient and prayer | 159 | ||
| The religious american | 160 | ||
| Religion in the united states | 160 | ||
| Avoiding false assumptions and stereotypes | 160 | ||
| Western and middle eastern religions in the united states and canada | 160 | ||
| Judaism | 160 | ||
| Christianity | 161 | ||
| General beliefs of christians | 162 | ||
| The bible. | 162 | ||
| Baptism. | 162 | ||
| Holy communion. | 164 | ||
| Major divisions of christianity | 164 | ||
| Catholicism. | 164 | ||
| Catholics of the roman rite. | 164 | ||
| Catholics of eastern rites. | 164 | ||
| Eastern orthodox churches. | 164 | ||
| Protestantism. | 165 | ||
| Islam | 165 | ||
| Additional christian and nonchristian religious groups | 166 | ||
| Eastern religions and philosophies in the united states and canada | 166 | ||
| Hinduism | 168 | ||
| Buddhism | 170 | ||
| Nursing interventions for eastern religions | 170 | ||
| Get ready for the nclex-pn® examination | 171 | ||
| Key points | 171 | ||
| Additional learning resources | 171 | ||
| Review questions for the NCLEX-PN® examination | 171 | ||
| Alternate format item | 171 | ||
| Critical thinking scenarios | 172 | ||
| Scenario 1 | 172 | ||
| Scenario 2 | 172 | ||
| IV Health System-Based Care | 173 | ||
| 12 The nursing process: Your role | 173 | ||
| Objectives | 173 | ||
| Key terms | 173 | ||
| The nursing process: The 1950s | 174 | ||
| The nursing process: The 1970s to the 1990s | 174 | ||
| The nursing process: 2000 and beyond | 174 | ||
| What differentiates the licensed practical nurse/licensed vocational nurse role from the registered nurse role | 175 | ||
| Developing your plan of care for assigned patients | 176 | ||
| Steps of the nursing process | 176 | ||
| Step 1: Data collection | 176 | ||
| Systematic way of gathering data | 176 | ||
| Verify the information | 176 | ||
| Communicate information to appropriate health care team members | 176 | ||
| Other aspects of data collection | 177 | ||
| Data collection continues. | 176 | ||
| Accuracy in data collection. | 177 | ||
| Introduce yourself. | 177 | ||
| Asking questions. | 178 | ||
| Barriers in data collection | 178 | ||
| Step 2: Planning | 178 | ||
| Assisting the registered nurse to develop the nursing diagnosis | 178 | ||
| Realistic, useful nursing care plans. | 178 | ||
| Assisting the registered nurse to develop outcomes | 180 | ||
| Strengths. | 180 | ||
| Goals and outcomes. | 180 | ||
| Assisting the registered nurse to develop nursing interventions | 180 | ||
| Care plans vary. | 181 | ||
| Maintaining patient safety. | 182 | ||
| Documenting the care plan. | 182 | ||
| Step 3: Implementation | 182 | ||
| Nursing action | 182 | ||
| Maintaining patient safety | 182 | ||
| Initiating teaching that is within your role and supports the registered nurse’s teaching | 182 | ||
| Reporting and documenting | 183 | ||
| The difference between licensed practical nurse/licensed vocational nurse and student practical nurse/student vocational n ... | 183 | ||
| Step 4: Evaluation | 183 | ||
| Assist in determining patient progress toward meeting desired patient goals/outcomes | 183 | ||
| Communicate findings | 183 | ||
| Where are we now in the nursing process? | 184 | ||
| Nursing interventions classification | 184 | ||
| Nursing outcomes classification | 184 | ||
| Linking north american nursing diagnosis association international, nursing interventions classification, and nursing outc ... | 184 | ||
| Get ready for the NCLEX-PN® examination | 184 | ||
| Key points | 184 | ||
| Additional learning resources | 186 | ||
| Review questions for the nclex-pn® examination | 186 | ||
| Alternate format item | 186 | ||
| Critical thinking scenarios | 186 | ||
| Scenario 1 | 186 | ||
| Scenario 2 | 186 | ||
| 13 Nursing theory, research, and evidence-based practice | 187 | ||
| Objectives | 187 | ||
| Key terms | 187 | ||
| Nursing theories | 187 | ||
| Rationale for theories | 187 | ||
| Florence nightingale: The first nursing theorist | 187 | ||
| Abraham maslow’s human needs theory | 188 | ||
| Applying maslow’s human needs theory to the nursing process | 188 | ||
| Orem’s self-care deficit theory | 189 | ||
| Madeline leininger’s culture care theory | 189 | ||
| Hildegard peplau’s interpersonal relations theory | 189 | ||
| Rosenstock’s health belief theory | 189 | ||
| Sister callista roy’s adaptation model | 190 | ||
| Jean watson’s theory of human care | 190 | ||
| Nursing research | 190 | ||
| Evidence-based practice | 191 | ||
| Background of the evidence-based practice movement | 191 | ||
| How best evidence for practice guidelines is determined | 191 | ||
| Evidence-based practice in nursing | 192 | ||
| Elements of evidence-based practice | 192 | ||
| The nurse’s role | 192 | ||
| The licensed practical nurse/licensed vocational nurse’s role in evidence-based practice | 193 | ||
| Get ready for the NCLEX-PN® examination | 193 | ||
| Key points | 193 | ||
| Additional learning resources | 193 | ||
| Review questions for the NCLEX-PN® examination | 193 | ||
| Alternate format item | 194 | ||
| Critical thinking scenario | 194 | ||
| 14 The interdisciplinary health care team: The role of the practical/vocational nurse | 195 | ||
| Objectives | 195 | ||
| Key terms | 195 | ||
| Who is responsible for mrs. brown’s discharge? | 195 | ||
| Mrs. brown’s emergency care | 196 | ||
| The surgical experience | 197 | ||
| Postanesthesia care unit | 197 | ||
| Intensive care: A time for close observation | 197 | ||
| Surgical unit: An eye to discharge | 198 | ||
| Extended-care unit: On the road to rehabilitation | 198 | ||
| Home care: Smooth transition to previous family roles | 199 | ||
| Interdisciplinary health care team | 199 | ||
| What is nursing? | 200 | ||
| Nursing’s place on the health care team | 200 | ||
| Diversity in educational preparation of nurses | 200 | ||
| Registered nurses | 200 | ||
| Education | 200 | ||
| Associate degree nursing program | 200 | ||
| Diploma program | 200 | ||
| Bachelor’s nursing program | 200 | ||
| Role of registered nurses | 200 | ||
| Independent role of the registered nurse. | 201 | ||
| Interdependent role of the registered nurse. | 201 | ||
| Education in addition to the basic nursing programs for registered nurses | 201 | ||
| Bachelor of science in nursing completion program | 201 | ||
| Accelerated bachelor of science in nursing program. | 201 | ||
| Master of nursing programs. | 201 | ||
| Certification. | 201 | ||
| Advanced practice registered nurse. | 201 | ||
| Doctoral nursing education. | 202 | ||
| Nursing management, leadership, and executive roles | 202 | ||
| Licensed practical nurse/licensed vocational nurses | 203 | ||
| Background | 203 | ||
| Education | 203 | ||
| Role of licensed practical nurses/licensed vocational nurses | 203 | ||
| Expanded role of licensed practical nurses/licensed vocational nurses | 204 | ||
| Student nurses | 204 | ||
| Nursing assistants | 205 | ||
| Unlicensed assistive personnel | 205 | ||
| Clerk receptionists (unit secretary) | 205 | ||
| Unit managers | 205 | ||
| Delivery of nursing care in acute care settings | 206 | ||
| Total patient care (case method) | 206 | ||
| Functional nursing | 206 | ||
| Team nursing | 206 | ||
| Primary nursing | 206 | ||
| Nursing case management | 207 | ||
| Skill mix | 207 | ||
| Patient-centered–relationship-centered care—a philosophy | 207 | ||
| The hidden nursing shortage | 208 | ||
| Get ready for the NCLEX-PN® examination | 208 | ||
| Key points | 208 | ||
| Additional learning resources | 209 | ||
| Review questions for the NCLEX-PN® examination | 209 | ||
| Alternate format item | 209 | ||
| Critical thinking scenarios | 209 | ||
| Scenario 1 | 209 | ||
| Scenario 2 | 209 | ||
| 15 Health care settings: Continuum of care | 210 | ||
| Objectives | 210 | ||
| Key terms | 210 | ||
| Public versus private health care agencies | 211 | ||
| Public health care agencies | 211 | ||
| Examples of public health care agencies | 211 | ||
| Official government agencies | 211 | ||
| Local. | 211 | ||
| State. | 212 | ||
| Federal (national). | 212 | ||
| International. | 212 | ||
| Voluntary health care agencies | 212 | ||
| Private health care agencies | 212 | ||
| Family practice physicians | 213 | ||
| Private practice nurses | 213 | ||
| Types of hospitals | 213 | ||
| Community hospitals | 214 | ||
| Federal or state government hospitals (public hospitals) | 214 | ||
| Teaching and research hospitals | 214 | ||
| Critical access hospitals | 214 | ||
| Beyond the hospital setting | 214 | ||
| Ambulatory services | 214 | ||
| Outpatient clinics | 215 | ||
| Urgent care centers | 215 | ||
| One-day surgical care centers | 215 | ||
| Free clinics | 215 | ||
| Alternatives to nursing homes | 215 | ||
| Community based care | 215 | ||
| Home health nursing | 215 | ||
| Community health nursing services | 216 | ||
| Adult day care centers | 216 | ||
| Independent living facilities | 216 | ||
| Assisted living programs | 216 | ||
| Continuing care retirement community | 217 | ||
| Board and care homes | 217 | ||
| Institutional settings | 217 | ||
| Nursing facilities | 217 | ||
| How the omnibus budget reconciliation act relates to skilled nursing facilities | 217 | ||
| Types of care | 217 | ||
| Long-term care facilities | 217 | ||
| What is skilled nursing care? | 217 | ||
| Skilled nursing facility | 217 | ||
| Innovative elder living models. | 218 | ||
| Short-term care. | 218 | ||
| Personal care | 218 | ||
| Other types of facilities/services | 218 | ||
| Rehabilitation services | 218 | ||
| Wellness centers | 218 | ||
| Hospice care | 219 | ||
| Get ready for the NCLEX-PN® examination | 219 | ||
| Key points | 219 | ||
| Additional learning resources | 220 | ||
| Review questions for the NCLEX-PN® examination | 220 | ||
| Alternate format item | 220 | ||
| Critical thinking scenarios | 220 | ||
| Scenario 1 | 220 | ||
| Scenario 2 | 220 | ||
| 16 The health care system: Financing, issues, and trends | 221 | ||
| Objectives | 221 | ||
| Key terms | 221 | ||
| The united states health care system | 222 | ||
| Health care reform: The affordable care act | 222 | ||
| Financing health care costs | 223 | ||
| Fee-for-service | 223 | ||
| Capitation | 223 | ||
| How patients pay for health care services | 223 | ||
| Personal payment | 223 | ||
| Private health insurance | 223 | ||
| Private group health insurance | 224 | ||
| Private individual health insurance | 224 | ||
| Public health insurance | 224 | ||
| Veteran’s health administration (VHA) | 224 | ||
| Medicare: A program of social security | 224 | ||
| Medicare health care plans (www.medicare.gov) | 225 | ||
| Medicare supplement insurance | 225 | ||
| Medigap coverage. | 225 | ||
| Diagnosis-related groups. | 225 | ||
| Medicaid | 226 | ||
| Cost of health insurance | 226 | ||
| The uninsured | 226 | ||
| Quality, safety, and cost of health care | 227 | ||
| Improving quality in health care | 227 | ||
| Improving quality in health care; payment methods/penalties | 228 | ||
| Improving safety in health care | 228 | ||
| Improving the cost of health care | 229 | ||
| Restructuring the health care system | 229 | ||
| Dealing with change | 229 | ||
| Get ready for the NCLEX-PN® examination | 230 | ||
| Key points | 230 | ||
| Additional learning resources | 230 | ||
| Review questions for the NCLEX-PN® examination | 230 | ||
| Alternate format item | 231 | ||
| Critical thinking scenario | 231 | ||
| V The LPN/LVN: Your Role Today and in the Future | 232 | ||
| 17 Collaboration: Leading and managing | 232 | ||
| Objectives | 232 | ||
| Key terms | 232 | ||
| Licensed practical nurse/licensed vocational nurse as first-line leader | 233 | ||
| Mission statements | 233 | ||
| The diverse role of the newly licensed practical nurse/licensed vocational nurse | 234 | ||
| Expanded role of licensed practical/licensed vocational nursing | 235 | ||
| Review the current nurse practice act of your state. | 235 | ||
| Preparing for a leadership and management role | 235 | ||
| Difference between management and leadership | 235 | ||
| What kind of leader are you? | 236 | ||
| Leadership styles | 236 | ||
| Benefits and disadvantages of leadership styles | 237 | ||
| Situational leadership | 237 | ||
| Using the leadership continuum as a guide | 237 | ||
| Core knowledge and skills needed for leadership | 238 | ||
| The four “I”S of transformational leadership can help lead the way | 238 | ||
| Understanding motivation and human needs | 238 | ||
| Motivation | 239 | ||
| Human needs | 239 | ||
| Motivating nursing assistants | 240 | ||
| Applying communication skills as a licensed practical nurse/licensed vocational nurse leader | 240 | ||
| Applying problem solving as a licensed practical nurse/licensed vocational nurse leader | 241 | ||
| Scenario: Late for assigned shift | 242 | ||
| Data collection. | 242 | ||
| Problem. | 242 | ||
| Goal. | 242 | ||
| Intervention. | 242 | ||
| Evaluation. | 242 | ||
| Team building | 242 | ||
| Stress management | 242 | ||
| Stress control skills for the licensed practical/ licensed vocational charge nurse | 243 | ||
| Controlling stress by altering how you think. | 243 | ||
| Thinking before “irrational thinking” class | 243 | ||
| Thinking after “irrational thinking” class | 243 | ||
| Specific knowledge and skills needed for leadership | 244 | ||
| Occupational skills for first-line licensed practical nurse/licensed vocational nurse leaders | 244 | ||
| Nursing (clinical) skills, including the nursing process | 244 | ||
| Documentation | 244 | ||
| Legal aspects | 244 | ||
| Federal regulations. | 244 | ||
| The omnibus budget reconciliation act of 1987. | 244 | ||
| Centers for medicare and medicaid services. | 245 | ||
| Your state’s regulations. | 245 | ||
| Organizational skills for first-line licensed practical nurse/licensed vocational nurse leaders | 245 | ||
| Time management | 245 | ||
| Continuous quality improvement | 246 | ||
| Conflict resolution | 247 | ||
| Human relationship skills for first-line licensed practical nurse/licensed vocational nurse leaders | 248 | ||
| Anger management | 248 | ||
| Performance evaluation of nursing assistants | 249 | ||
| Empowering team members and encouraging personal growth and development of confidence | 250 | ||
| Additional resources for the licensed practical nurse/licensed vocational nurse to develop organizational, occupational, a ... | 251 | ||
| Where to begin? job description for charge nurse | 252 | ||
| How long will it take me to prepare to be a charge nurse? | 252 | ||
| How this text can help you to prepare for a future charge nurse position | 253 | ||
| A checklist of policies, regulations, and routines for the licensed practical/licensed vocational charge nurse | 253 | ||
| Facility organization/legal aspects | 253 | ||
| Federal, state, and private agency regulations | 253 | ||
| Personnel policies | 253 | ||
| Records and unit routines | 253 | ||
| Unit administration | 254 | ||
| Safety policies | 254 | ||
| Housekeeping, maintenance, and supplies | 254 | ||
| Equipment: How to use it and where to obtain it | 254 | ||
| Food service for residents | 254 | ||
| Nursing care procedures/assisting physician | 254 | ||
| Medications | 254 | ||
| Documentation | 254 | ||
| Special areas | 254 | ||
| Miscellaneous | 255 | ||
| Collecting data as a charge nurse | 255 | ||
| Signs and symptoms | 255 | ||
| The report that wasn’t | 256 | ||
| Common problems of licensed practical/licensed vocational charge nurse | 256 | ||
| When nursing assistants bring problems from home | 257 | ||
| Encouraging personal responsibility in nursing assistants | 257 | ||
| Dealing with demanding/complaining families | 257 | ||
| Assignment and delegation | 258 | ||
| Checking your nurse practice act | 259 | ||
| General considerations | 259 | ||
| Differences between assigning and delegating | 260 | ||
| Assigning | 260 | ||
| Delegating | 260 | ||
| Why delegating is important | 261 | ||
| Legal aspects of delegating | 261 | ||
| Scope of practice for the licensed practical nurse/licensed vocational nurse | 261 | ||
| Using the nursing process as a guide for assigning tasks and delegating duties | 262 | ||
| Collecting data | 262 | ||
| Oncoming report | 262 | ||
| Report when starting your shift | 262 | ||
| Assessment of patients | 262 | ||
| Planning | 262 | ||
| Before assigning tasks/delegating duties to nursing assistants | 262 | ||
| Identifying resident goals. | 263 | ||
| Setting priorities. | 263 | ||
| Criteria for assigning/delegating to nursing assistants | 263 | ||
| Right task. | 264 | ||
| Assigning tasks. | 265 | ||
| Delegating duties. | 265 | ||
| Right circumstance. | 266 | ||
| Right person. | 266 | ||
| Review job descriptions. | 266 | ||
| Know level of competence. | 267 | ||
| Refusing assignment. | 267 | ||
| Right directions and communication. | 267 | ||
| Remember. | 267 | ||
| Tricia makes assignments for the nursing assistants | 268 | ||
| Implementation | 269 | ||
| Right supervision, feedback, and evaluation | 269 | ||
| Evaluation | 270 | ||
| Tricia’s evaluation of and feedback from nursing assistants | 270 | ||
| Putting it all together | 270 | ||
| Reporting at the end of your shift | 271 | ||
| Get ready for the NCLEX-PN® examination! | 271 | ||
| Key points | 271 | ||
| Additional learning resources | 272 | ||
| Review questions for the NCLEX-PN® examination | 272 | ||
| Alternate format item | 273 | ||
| Critical thinking scenarios | 273 | ||
| Scenario 1 | 273 | ||
| Scenario 2 | 273 | ||
| 18 Workforce trends: How to find a first job you will love | 274 | ||
| Objectives | 274 | ||
| Key terms | 274 | ||
| Licensed practical nurse/licensed vocational nurse demographics | 275 | ||
| Nursing: The licensed practical nurse/licensed vocational nurse as a door to many workforce options and life-long learning | 275 | ||
| Countless workforce settings exist: Finding the right fit is a rewarding challenge | 276 | ||
| Long-term care facilities (including sub-acute units) | 277 | ||
| Assisted living facility | 278 | ||
| Independent living facility | 278 | ||
| School related positions | 278 | ||
| Home health nursing | 278 | ||
| Helpful qualities for home health nurses | 278 | ||
| Mental health nursing | 279 | ||
| Military services | 279 | ||
| Hospital nursing | 280 | ||
| Outpatient clinics, doctors’ offices, urgent care centers and chiropractic offices | 280 | ||
| Operating room nursing | 280 | ||
| Veterans health adminstration medical careers | 281 | ||
| Hospice and palliative care | 281 | ||
| Other job opportunities | 281 | ||
| Private duty nursing | 281 | ||
| Health insurance companies | 281 | ||
| Travel nursing | 281 | ||
| Veterinary clinics and hospitals | 281 | ||
| Pharmaceutical/medical equipment sales | 281 | ||
| Coroner’s office | 281 | ||
| Parish nursing | 281 | ||
| Temporary help agency | 282 | ||
| Helpful personal attributes | 282 | ||
| Using interpersonal styles to your benefit | 282 | ||
| Potential references | 283 | ||
| Networking your way to success | 284 | ||
| Informational interviews to create future expectations | 286 | ||
| Searching for employment openings | 287 | ||
| Leaving a voice mail message | 289 | ||
| References: A timeless treasure | 289 | ||
| Resumes: The contributions you will make | 289 | ||
| Cover letters: Tailored to fit the job you want | 291 | ||
| Answers to application questions | 293 | ||
| Preparing for the interview | 294 | ||
| Interview questions and answers: A challenging opportunity | 295 | ||
| Making a lasting impression | 298 | ||
| Personal hygiene | 298 | ||
| Clothing | 298 | ||
| Makeup | 298 | ||
| Accessories | 298 | ||
| Eyewear | 299 | ||
| Posture | 299 | ||
| Manner | 299 | ||
| Courtesy | 299 | ||
| Habits | 299 | ||
| Discussing pregnancy issues | 299 | ||
| Preemployment physical examination, drug screening, and background checks | 299 | ||
| Physical examination | 300 | ||
| Drug screening | 300 | ||
| Background checks | 300 | ||
| After the interview | 300 | ||
| Resignation with style | 301 | ||
| National council of state boards of nursing transition to practice model | 302 | ||
| Staying satisfied at your job | 302 | ||
| Professional organizations | 303 | ||
| National league for nursing | 303 | ||
| The american nurses association | 303 | ||
| National association for practical nurse education and service, inc | 304 | ||
| National federation of licensed practical nurses | 304 | ||
| Continuing education | 304 | ||
| Inservice training | 304 | ||
| Workshops | 304 | ||
| Continuing education units | 304 | ||
| Internet resources | 305 | ||
| Certification opportunities | 305 | ||
| Napnes certification programs | 305 | ||
| NFLPN certification programs | 305 | ||
| American board of managed care nursing certification in managed care | 305 | ||
| Registered nurse career pathway | 306 | ||
| Mobility | 306 | ||
| Registered nurse programs; do LPNS get advanced standing? | 306 | ||
| Get ready for the NFLPN® examination | 307 | ||
| Key points | 307 | ||
| Additional learning resources | 307 | ||
| Review questions for the nclex-pn® examination | 307 | ||
| Alternate format item | 308 | ||
| Critical thinking scenarios | 308 | ||
| Scenario 1 | 308 | ||
| Scenario 2 | 308 | ||
| 19 Licensure and regulation: Becoming licensed and understanding your state nurse practice act | 309 | ||
| Objectives | 309 | ||
| Key terms | 309 | ||
| What is the state nurse practice act? | 309 | ||
| How does the nurse practice act guide/govern nursing practice? | 310 | ||
| Variability of the state’s nurse practice act applicable to licensed practical nurse/licensed vocational nurse practice | 310 | ||
| Applying for a practical nursing license or a temporary permit | 310 | ||
| What is the national council licensing examination for practical nursing? | 310 | ||
| How the national council licensing examination for practical nurses is kept up to date | 311 | ||
| Core content | 311 | ||
| Types of test questions | 311 | ||
| Multiple choice | 311 | ||
| Alternate item format | 312 | ||
| Test framework: Client needs | 312 | ||
| Integration of nursing concepts and processes | 312 | ||
| Overview of application process | 313 | ||
| National council licensing examination for practical nurses process overview**Excerpted from National Council of State Boa ... | 313 | ||
| Authorization to test | 313 | ||
| Fees and other important information | 313 | ||
| How to register (internet or telephone) | 313 | ||
| National council licensing examination for practical nurses administration in the united states and its territories | 313 | ||
| Examination security | 314 | ||
| Confidentiality agreement (source: https://www.ncsbn.org/1219.htm) | 314 | ||
| During the test (source: https://www.ncsbn.org/1219.htm) | 315 | ||
| Reporting the results of the examination (source: https://www.ncsbn.org/1219.htm) | 315 | ||
| A word about national council licensing examination for practical nurses review books and national council licensing exami ... | 315 | ||
| Get ready for the NCLEX-PN® examination | 316 | ||
| Key points | 316 | ||
| Additional learning resources | 316 | ||
| Review questions for the NCLEX-PN® examination | 316 | ||
| Alternate format item | 316 | ||
| Critical thinking scenarios | 316 | ||
| Scenario 1 | 316 | ||
| Scenario 2 | 316 | ||
| appendix A National association of practical nurse education and service standards of practice and educational competencies of graduates of practical/vocational nursing programs | 317 | ||
| A. Professional behaviors | 317 | ||
| B. Communication | 317 | ||
| C. Assessment | 318 | ||
| D. Planning | 318 | ||
| E. Caring interventions | 318 | ||
| F. Managing | 319 | ||
| appendix B National federation licensed practical nurses association nursing practice standards for the licensed practical/vocational nurse | 320 | ||
| Nursing practice standards for the licensed practical nurse/licensed vocational nurse | 320 | ||
| Preface | 320 | ||
| The code for licensed practical nurse/licensed vocational nurses | 320 | ||
| Introductory statement | 320 | ||
| Definition | 320 | ||
| Scope | 320 | ||
| Standards | 320 | ||
| Education | 320 | ||
| Legal/ethical status | 321 | ||
| Practice | 321 | ||
| Continuing education | 321 | ||
| Specialized nursing practice | 321 | ||
| Glossary | 321 | ||
| appendix C Review questions for the national council licensure examination for licensed practical/licensed vocational nurses (nclex-pn) answer key | 323 | ||
| Chapter 1 | 323 | ||
| Glossary | 324 | ||
| A | 324 | ||
| B | 324 | ||
| C | 324 | ||
| D | 325 | ||
| E | 326 | ||
| F | 326 | ||
| G | 326 | ||
| H | 327 | ||
| I | 327 | ||
| J | 327 | ||
| K | 327 | ||
| L | 327 | ||
| M | 328 | ||
| N | 328 | ||
| O | 329 | ||
| P | 329 | ||
| Q | 330 | ||
| R | 330 | ||
| S | 330 | ||
| T | 331 | ||
| U | 331 | ||
| V | 331 | ||
| W | 331 | ||
| Reference List | 332 | ||
| Chapter 1 | 332 | ||
| Chapter 2 | 332 | ||
| Suggested Readings | 338 | ||
| Chapter 1 | 338 | ||
| Chapter 2 | 339 | ||
| Chapter 3 | 340 | ||
| Chapter 4 | 340 | ||
| Chapter 5 | 341 | ||
| Chapter 6 | 341 | ||
| Chapter 7 | 341 | ||
| Chapter 8 | 341 | ||
| Chapter 9 | 342 | ||
| Chapter 10 | 342 | ||
| Chapter 11 | 343 | ||
| Chapter 12 | 343 | ||
| Chapter 13 | 344 | ||
| Chapter 14 | 344 | ||
| Chapter 15 | 344 | ||
| Chapter 16 | 344 | ||
| Chapter 17 | 345 | ||
| Chapter 18 | 345 | ||
| Chapter 19 | 346 | ||
| Index | 347 | ||
| A | 347 | ||
| B | 348 | ||
| C | 348 | ||
| D | 350 | ||
| E | 351 | ||
| F | 352 | ||
| G | 352 | ||
| H | 353 | ||
| I | 354 | ||
| J | 354 | ||
| K | 354 | ||
| L | 354 | ||
| M | 356 | ||
| N | 357 | ||
| O | 358 | ||
| P | 359 | ||
| Q | 361 | ||
| R | 361 | ||
| S | 361 | ||
| T | 362 | ||
| U | 363 | ||
| V | 363 | ||
| W | 363 | ||
| X | 364 | ||
| Nanda-i nursing diagnoses, 2015-2017 | 365 |