Additional Information
Book Details
Abstract
Awarded third place in the 2017 AJN Book of the Year Awards in the Psychiatric and Mental Health Nursing Category. Get a full understanding of today’s psychiatric nursing practice in less time! Essentials of Psychiatric Mental Health Nursing, 3rd Edition offers the perfect balance of essential nursing interventions and clinical content paired with current research and evidence-based practice to fully equip you for today’s field of mental health nursing. This new edition continues to retain the reader-friendly style, emphasis on therapeutic communication, and the nursing process organization that was successful in the previous edition. It also includes additional DSM-5 disorders, illustrations of various neurobiology disorders, a new neurobiology learning tool, and new NCLEX review questions to help you pass your course and thoroughly prepare for the psychiatric nursing section of the NCLEX.
- REVISED! Examining the Evidence boxes explain the reasoning behind nursing interventions and how research affects everyday practice.
- UNIQUE! Applying the Art sections in the clinical chapters provide examples of therapeutic and nontherapeutic communication techniques as well as realistic nurse-patient interaction scenarios.
- Chapter review questions reinforce essential content from the chapter.
- Critical thinking questions introduce clinical situations in psychiatric nursing.
- Nursing Interventions tables familiarize readers with interventions for a disorder that they will encounter in clinical practice.
- Key concepts and terms clarify essential terminology.
- Vignettes offer succinct, real-life glimpses into clinical practice by describing patients and their psychiatric disorders.
- Assessment Guidelines familiarize readers with methods of assessing patients.
- Potential Nursing Diagnosis tables give several possible nursing diagnoses for a particular disorder along with the associated signs and symptoms.
- DSM-5 diagnostic criteria identifies medical diagnostic criteria for psychiatric disorders for integration into the nursing plan of care.
- Important contributions from psychiatric mental health nursing pioneers are featured in the opening unit pages.
- Cultural Considerations sections reinforce the principles of culturally competent care.
- Key Points to Remember outline the main concepts of each chapter in an easy to comprehend and concise bulleted list.
- Appendices feature the DSM-5 Classifications and a list of the latest NANDA-I diagnoses for readers’ reference.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| IFC | ES1 | ||
| Essentials of Psychiatric Mental Health Nursing | i | ||
| Essentials of Psychiatric Mental Health Nursing: A Communication Approach to Evidence-Based Care | iii | ||
| Copyright | iv | ||
| Dedication | v | ||
| ACKNOWLEDGMENTS | vi | ||
| CONTRIBUTORS | vii | ||
| REVIEWERS | viii | ||
| PREFACE | ix | ||
| The Science | ix | ||
| The Art | ix | ||
| ORGANIZATION | x | ||
| FEATURES | x | ||
| LEARNING AND TEACHING AIDS | x | ||
| For Students | x | ||
| For Instructors | x | ||
| CONTENTS | xi | ||
| I - Essential Theoretical Concepts for Practice | 1 | ||
| 1 - Practicing the Science and the Art of Psychiatric Nursing | 2 | ||
| INTRODUCTION | 3 | ||
| EVIDENCE-BASED PRACTICE | 3 | ||
| Resources for Clinical Practice | 4 | ||
| The Research-Practice Gap | 4 | ||
| Recovery Model | 5 | ||
| Trauma-Informed Care | 5 | ||
| Quality and Safety Education for Nurses (QSEN) | 5 | ||
| Caring | 6 | ||
| Attending | 6 | ||
| Patient Advocacy | 6 | ||
| Key Points to Remember | 7 | ||
| Applying Critical Judgment | 7 | ||
| Chapter Review Questions | 7 | ||
| REFERENCES | 8 | ||
| 2 - Mental Health and Mental Illness | 10 | ||
| INTRODUCTION | 10 | ||
| CONCEPTS OF MENTAL HEALTH AND ILLNESS | 12 | ||
| MENTAL ILLNESS POLICY AND PARITY | 13 | ||
| Medical Diagnoses and the DSM-5 | 14 | ||
| The DSM-5 in Culturally Diverse Populations | 14 | ||
| Nursing Diagnoses and NANDA International | 15 | ||
| PSYCHIATRY AND SPIRITUALITY/RELIGION | 15 | ||
| Stigma | 16 | ||
| Key Points to Remember | 16 | ||
| Applying Critical Judgment | 17 | ||
| Chapter Review Questions | 17 | ||
| REFERENCES | 17 | ||
| 3 - Theories and Therapies | 19 | ||
| INTRODUCTION | 19 | ||
| PROMINENT THEORIES AND THERAPEUTIC MODELS | 20 | ||
| Psychoanalytic Theory | 20 | ||
| Therapeutic Model | 20 | ||
| Interpersonal Theory | 20 | ||
| Therapeutic Model | 23 | ||
| Behavioral Theories | 23 | ||
| Therapeutic Models | 23 | ||
| Humanistic Theory | 23 | ||
| II - Tools for Practice of the Art | 74 | ||
| 7 - Nursing Process and QSEN: The Foundation for Safe and Effective Care | 75 | ||
| INTRODUCTION | 75 | ||
| STANDARDS OF PRACTICE FOR PSYCHIATRIC MENTAL HEALTH NURSING | 77 | ||
| Age Considerations | 77 | ||
| Assessment of Children | 77 | ||
| Assessment of Adolescents | 78 | ||
| Assessment of the Older Adult | 78 | ||
| Language Barriers | 78 | ||
| Psychiatric Nursing Assessment | 78 | ||
| Gathering Data | 78 | ||
| Validating the Assessment | 82 | ||
| Using Rating Scales | 82 | ||
| STANDARD 2: DIAGNOSIS | 82 | ||
| Formulating a Nursing Diagnosis | 83 | ||
| Standard Nursing Diagnosis | 83 | ||
| Risk Diagnoses | 83 | ||
| Health Promotion Diagnoses | 83 | ||
| STANDARD 3: OUTCOMES IDENTIFICATION | 83 | ||
| Determining Outcomes | 83 | ||
| STANDARD 4: PLANNING | 85 | ||
| STANDARD 5: IMPLEMENTATION | 85 | ||
| Basic Level and Advanced Practice Interventions | 86 | ||
| Basic Level: Psychiatric Mental Health Registered Nurse (PMH–RN) | 86 | ||
| Advanced Practice Interventions: Psychiatric Mental Health Advanced Practice Registered Nurse (PMH–APRN) | 86 | ||
| Prescriptive Authority and Treatment | 86 | ||
| Psychotherapy | 86 | ||
| Consultation | 86 | ||
| STANDARD 6: EVALUATION | 86 | ||
| DOCUMENTATION | 87 | ||
| Documentation of “Nonadherence” | 87 | ||
| Systems of Charting | 87 | ||
| Key Points to Remember | 89 | ||
| Applying Clinical Judgment | 89 | ||
| Chapter Review Questions | 89 | ||
| REFERENCES | 90 | ||
| 8 - Communication Skills: Medium for All Nursing Practice | 91 | ||
| INTRODUCTION | 91 | ||
| COMMUNICATION | 92 | ||
| The Communication Process | 92 | ||
| Factors that Affect Communication | 92 | ||
| Personal Factors | 92 | ||
| Environmental Factors | 92 | ||
| Relationship Factors | 92 | ||
| Verbal Communication | 93 | ||
| Nonverbal Communication | 93 | ||
| Interaction of Verbal and Nonverbal Communication | 94 | ||
| EFFECTIVE COMMUNICATION SKILLS FOR NURSES | 95 | ||
| Use of Silence | 95 | ||
| Active Listening | 95 | ||
| Clarifying Techniques | 96 | ||
| Paraphrasing (Reflection of Content) | 96 | ||
| Restating | 96 | ||
| Reflecting of Feelings | 96 | ||
| Exploring | 96 | ||
| Projective Questions: The “What if” Question | 96 | ||
| Presupposition Questions: The “Miracle Question” | 96 | ||
| NONTHERAPEUTIC TECHNIQUES | 98 | ||
| Asking Excessive Questions | 98 | ||
| Giving Approval or Disapproval | 98 | ||
| Advising | 99 | ||
| Asking “Why” Questions | 100 | ||
| COMMUNICATING ACROSS CULTURES | 100 | ||
| Communication Styles | 100 | ||
| Eye Contact | 100 | ||
| Touch | 101 | ||
| Cultural Filters | 101 | ||
| COMMUNICATION THROUGH TECHNOLOGIES | 101 | ||
| Mobile Apps | 101 | ||
| EVALUATION OF CLINICAL SKILLS | 102 | ||
| Key Points to Remember | 102 | ||
| Applying Critical Judgment | 103 | ||
| Chapter Review Questions | 103 | ||
| REFERENCES | 104 | ||
| 9 - Therapeutic Relationships and the Clinical Interview | 105 | ||
| INTRODUCTION | 105 | ||
| NURSE-PATIENT PARTNERSHIP/RELATIONSHIP | 105 | ||
| Therapeutic versus Other Types of Relationships | 106 | ||
| Social Relationships versus Therapeutic Relationships | 106 | ||
| Therapeutic Relationships | 106 | ||
| Establishing Relationship Boundaries | 107 | ||
| Transference | 107 | ||
| Countertransference | 108 | ||
| Values, Beliefs, and Self-Awareness | 108 | ||
| Self-Check on Boundary Issues | 109 | ||
| Phases of the Nurse-Patient Relationship | 109 | ||
| Preorientation Phase | 110 | ||
| Orientation Phase | 111 | ||
| Working Phase | 112 | ||
| Termination Phase | 113 | ||
| What Hinders and What Helps | 113 | ||
| Factors That Enhance Growth | 114 | ||
| Genuineness | 114 | ||
| Empathy | 114 | ||
| Positive Regard | 114 | ||
| THE CLINICAL INTERVIEW | 115 | ||
| Preparing for the Interview | 115 | ||
| Setting | 115 | ||
| Seating | 115 | ||
| Introductions | 115 | ||
| Initiating the Interview | 116 | ||
| Tactics to Avoid | 116 | ||
| Helpful Guidelines | 116 | ||
| Attending Behaviors: The Foundation of Interviewing | 116 | ||
| Eye Contact | 116 | ||
| Body Language | 116 | ||
| Vocal Qualities | 116 | ||
| Verbal Tracking | 117 | ||
| Clinical Supervision and Process Recordings | 117 | ||
| Key Points to Remember | 117 | ||
| Applying Critical Judgment | 117 | ||
| Chapter Review Questions | 118 | ||
| REFERENCES | 118 | ||
| III - Caring for Patients with Psychobiological Disorders | 119 | ||
| 10 - Trauma and Stress-Related Disorders | 120 | ||
| INTRODUCTION | 120 | ||
| PHYSIOLOGICAL AND PSYCHOLOGICAL RESPONSES TO STRESS | 121 | ||
| STRESS REDUCTION TECHNIQUES | 121 | ||
| TRAUMA AND STRESS-RELATED DISORDERS | 122 | ||
| Posttraumatic Stress Disorder | 122 | ||
| GOALS OF TREATMENT | 125 | ||
| PSYCHOTHERAPEUTIC TREATMENT STRATEGIES | 126 | ||
| PSYCHOTHERAPY | 126 | ||
| Acute Stress Disorder | 126 | ||
| CRITICAL INCIDENT DEBRIEFING | 127 | ||
| SELF-CARE FOR NURSES | 127 | ||
| KEY POINTS TO REMEMBER | 128 | ||
| APPLYING CRITICAL JUDGMENT | 128 | ||
| CHAPTER REVIEW QUESTIONS | 128 | ||
| REFERENCES | 129 | ||
| 11 - Anxiety, Anxiety Disorders, and Obsessive-Compulsive and Related Disorders | 130 | ||
| INTRODUCTION | 131 | ||
| ANXIETY | 131 | ||
| LEVELS OF ANXIETY | 131 | ||
| Mild Anxiety | 131 | ||
| Moderate Anxiety | 131 | ||
| Severe Anxiety | 131 | ||
| Panic Level of Anxiety | 131 | ||
| INTERVENTIONS | 132 | ||
| Mild to Moderate Levels of Anxiety | 132 | ||
| IV - Caring for Patients Experiencing Psychiatric Emergencies | 323 | ||
| 20 - Crisis and Mass Disaster | 324 | ||
| INTRODUCTION | 324 | ||
| PREVALENCE AND COMORBIDITY | 325 | ||
| THEORY | 325 | ||
| CLINICAL PICTURE | 325 | ||
| Types of Crises | 325 | ||
| Maturational Crisis | 326 | ||
| Situational Crisis | 326 | ||
| Adventitious Crisis | 326 | ||
| Disaster Response | 326 | ||
| Self-Care for Nurses | 327 | ||
| Phases of Crisis | 327 | ||
| Assessing the Patient’s Perception of the Precipitating Crisis Event | 327 | ||
| Assessing the Patient’s Situational Supports | 328 | ||
| Assessing the Patient’s Personal Coping Skills | 328 | ||
| ?Assessment Guidelines | 329 | ||
| Crisis | 329 | ||
| DIAGNOSIS | 329 | ||
| OUTCOMES IDENTIFICATION | 329 | ||
| PLANNING | 329 | ||
| IMPLEMENTATION | 330 | ||
| Levels of Nursing Care | 330 | ||
| Primary | 330 | ||
| Secondary | 330 | ||
| Tertiary | 330 | ||
| . Critical Incident Stress Debriefing (CISD) is an example of a tertiary intervention directed toward a group that has experienc... | 330 | ||
| EVALUATION | 331 | ||
| KEY POINTS TO REMEMBER | 332 | ||
| APPLYING CRITICAL JUDGMENT | 332 | ||
| CHAPTER REVIEW QUESTIONS | 333 | ||
| REFERENCES | 333 | ||
| 21 - Child, Partner, and Elder Violence | 334 | ||
| INTRODUCTION | 334 | ||
| THEORY | 335 | ||
| Social Learning Theory | 335 | ||
| Societal and Cultural Factors | 335 | ||
| Psychological Factors | 335 | ||
| CHILD ABUSE | 336 | ||
| Child | 337 | ||
| Parent or Caregiver | 337 | ||
| DIAGNOSES AND OUTCOMES IDENTIFICATION | 337 | ||
| IMPLEMENTATION | 338 | ||
| INTIMATE PARTNER VIOLENCE | 338 | ||
| The Battered Partner | 339 | ||
| The Batterer | 340 | ||
| Cycle of Violence | 340 | ||
| Why Abused Partners Stay | 340 | ||
| DIAGNOSIS AND OUTCOMES IDENTIFICATION | 342 | ||
| IMPLEMENTATION | 342 | ||
| A Note on Programs for Batterers | 342 | ||
| ELDER ABUSE | 343 | ||
| The Abused Elder | 344 | ||
| The Abuser | 344 | ||
| DIAGNOSIS AND OUTCOMES IDENTIFICATION | 345 | ||
| IMPLEMENTATION | 345 | ||
| EVALUATION | 346 | ||
| KEY POINTS TO REMEMBER | 346 | ||
| APPLYING CRITICAL JUDGMENT | 346 | ||
| CHAPTER REVIEW QUESTIONS | 347 | ||
| REFERENCES | 347 | ||
| 22 - Sexual Violence | 349 | ||
| INTRODUCTION | 350 | ||
| PREVALENCE AND COMORBIDITY | 350 | ||
| Children: Child Sexual Abuse and Incest | 350 | ||
| High School | 351 | ||
| Young Adults | 351 | ||
| Male and LGBTQ Victims of Sexual Assault | 351 | ||
| LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) Community | 352 | ||
| Cultural Considerations | 352 | ||
| THEORY | 353 | ||
| Vulnerable Individuals | 353 | ||
| The Perpetrator of Sexual Assault | 353 | ||
| Biological Factors | 353 | ||
| Psychosocial Factors | 353 | ||
| Hotlines and Other Sources | 353 | ||
| Emergency Departments | 354 | ||
| ?Assessment Guidelines | 354 | ||
| Sexual Assault (Follow Unit Protocols) | 354 | ||
| DIAGNOSIS | 355 | ||
| Rape-Trauma Syndrome | 355 | ||
| The Acute Phase | 355 | ||
| The Long-Term Phase | 355 | ||
| OUTCOMES IDENTIFICATION | 355 | ||
| Short-Term Goals | 355 | ||
| Long-Term Goals | 355 | ||
| IMPLEMENTATION | 355 | ||
| Pharmacological, Biological, and Integrative Therapies | 358 | ||
| Emergency Department | 358 | ||
| Pharmacology | 358 | ||
| Psychotherapy | 358 | ||
| Therapy for Rapists | 358 | ||
| EVALUATION | 358 | ||
| KEY POINTS TO REMEMBER | 359 | ||
| APPLYING CRITICAL JUDGMENT | 359 | ||
| CHAPTER REVIEW QUESTIONS | 360 | ||
| REFERENCES | 360 | ||
| 23 - Suicidal Thoughts and Behaviors | 362 | ||
| INTRODUCTION | 362 | ||
| PREVALENCE AND COMORBIDITY | 363 | ||
| THEORY | 363 | ||
| Contributing Risk Factors for Suicide | 364 | ||
| Neurobiological Aspects of Suicide | 364 | ||
| Genetic Factors | 364 | ||
| Societal Factors | 364 | ||
| Psychological Factors | 364 | ||
| Age | 364 | ||
| Adolescents and Young Adults | 364 | ||
| Older Adults | 365 | ||
| CULTURAL CONSIDERATIONS | 365 | ||
| Verbal Clues | 366 | ||
| Behavioral Clues | 366 | ||
| ?Assessment Guidelines | 367 | ||
| Suicide Risk | 367 | ||
| DIAGNOSIS | 367 | ||
| OUTCOMES IDENTIFICATION AND PLANNING | 367 | ||
| IMPLEMENTATION | 367 | ||
| Communication Guidelines | 367 | ||
| Psychotherapy | 370 | ||
| Postvention | 370 | ||
| Self-Care for Nurses | 371 | ||
| KEY POINTS TO REMEMBER | 372 | ||
| APPLYING CRITICAL JUDGMENT | 372 | ||
| CHAPTER REVIEW QUESTIONS | 372 | ||
| REFERENCES | 372 | ||
| 24 - Anger, Aggression, and Violence | 374 | ||
| INTRODUCTION | 374 | ||
| ANGER, AGGRESSION, AND VIOLENCE | 374 | ||
| BULLYING AND VIOLENCE | 375 | ||
| Bullying in Health Care Environments | 375 | ||
| PREVALENCE AND COMORBIDITY | 375 | ||
| THEORY | 375 | ||
| Environmental and Demographic Correlates of Violence | 375 | ||
| Neurobiological Factors | 376 | ||
| Brain Structure | 376 | ||
| Neurotransmitters | 376 | ||
| Genetic Factors | 376 | ||
| CULTURAL CONSIDERATIONS | 376 | ||
| Subjective Data | 376 | ||
| Objective Data | 377 | ||
| ?Assessment Guidelines | 377 | ||
| Anger, Aggression, and Violent Acting-Out | 377 | ||
| DIAGNOSIS | 377 | ||
| OUTCOMES IDENTIFICATION | 378 | ||
| PLANNING | 378 | ||
| IMPLEMENTATION | 379 | ||
| Stages of the Violence Cycle | 379 | ||
| Pre-assaultive Stage: De-escalation Approaches | 379 | ||
| Assaultive Stage: Medication, Seclusion, and Restraint | 380 | ||
| . Sivak (2012) points out that there is no evidence to support the therapeutic value of seclusion and restraint and reports that... | 382 | ||
| Post-assaultive Stage | 383 | ||
| Critical Incident Debriefing | 383 | ||
| Documentation of a Violent Episode | 383 | ||
| Anticipating Increased Anxiety and Anger in Other Hospital Settings | 383 | ||
| Interventions for Patients with Neurocognitive Deficits | 384 | ||
| Psychotherapy | 384 | ||
| Pharmacological Therapies | 385 | ||
| Medications for Acute Aggression | 385 | ||
| Medications for Chronic Aggression | 385 | ||
| EVALUATION | 385 | ||
| KEY POINTS TO REMEMBER | 386 | ||
| APPLYING CRITICAL JUDGMENT | 386 | ||
| CHAPTER REVIEW QUESTIONS | 386 | ||
| REFERENCES | 387 | ||
| 25 - Care for the Dying and Those Who Grieve | 388 | ||
| INTRODUCTION | 388 | ||
| Dying in America | 388 | ||
| LOSS, GRIEF, AND MOURNING | 389 | ||
| THEORY | 390 | ||
| PATIENT AND FAMILY-CENTERED GOALS OF CARE | 391 | ||
| Communication Skills | 391 | ||
| Assess and Address Spirituality | 395 | ||
| Advance Care Planning | 395 | ||
| Interdisciplinary Teamwork | 395 | ||
| CARING FOR THOSE WHO GRIEVE | 395 | ||
| Helping Bereaved Caregivers Make Sense of Their Feelings | 396 | ||
| Helping People Say Goodbye | 396 | ||
| Helping Families Maintain Hope | 396 | ||
| Therapeutic Presence | 397 | ||
| SELF-CARE FOR NURSES | 397 | ||
| ?Assessment Guidelines | 398 | ||
| Grieving and Complicated Grieving | 398 | ||
| DIAGNOSIS | 398 | ||
| EXPECTED OUTCOMES | 399 | ||
| PLANNING | 399 | ||
| IMPLEMENTATION | 399 | ||
| Psychotherapy | 399 | ||
| EVALUATION | 401 | ||
| KEY POINTS TO REMEMBER | 401 | ||
| APPLYING CRITICAL JUDGMENT | 402 | ||
| CHAPTER REVIEW QUESTIONS | 402 | ||
| REFERENCES | 402 | ||
| V - Age-Related Mental Health Disorders | 404 | ||
| 26 - Children and Adolescents | 405 | ||
| THEORY | 406 | ||
| Genetic Factors | 406 | ||
| Biochemical Factors | 406 | ||
| Environmental Factors | 406 | ||
| NEURODEVELOPMENTAL DISORDERS | 407 | ||
| Intellectual Disability (formerly called Mental Retardation) | 407 | ||
| Assessment | 407 | ||
| A - DSM-5 Classification\r | 453 | ||
| NEURODEVELOPMENTAL DISORDERS (31) | 453 | ||
| Intellectual Disabilities (33) | 453 | ||
| Motor Disorders (74) | 453 | ||
| A | 453 | ||
| Tic Disorders | 454 | ||
| BIPOLAR AND RELATED DISORDERS (123) | 454 | ||
| DEPRESSIVE DISORDERS (155) | 455 | ||
| ANXIETY DISORDERS (189) | 455 | ||
| DISSOCIATIVE DISORDERS (291) | 456 | ||
| SOMATIC SYMPTOM AND RELATED DISORDERS (309) | 456 | ||
| FEEDING AND EATING DISORDERS (329) | 456 | ||
| ELIMINATION DISORDERS (355) | 457 | ||
| SLEEP-WAKE DISORDERS (361) | 457 | ||
| SEXUAL DYSFUNCTIONS (423) | 458 | ||
| GENDER DYSPHORIA (451) | 458 | ||
| Substance-Related Disorders (483) | 458 | ||
| Alcohol-Related Disorders (490) | 458 | ||
| Caffeine-Related Disorders (503) | 458 | ||
| Cannabis-Related Disorders (509) | 459 | ||
| Hallucinogen-Related Disorders (520) | 459 | ||
| Inhalant-Related Disorder (533) | 459 | ||
| Opioid-Related Disorders (540) | 459 | ||
| Sedative-, Hynotic-, or Anxiolytic-Related Disorders (550) | 459 | ||
| Stimulant-Related Disorders (561) | 459 | ||
| Tobacco-Related Disorders (571) | 460 | ||
| Other (or Unknown) Substance-Related Disorders (577) | 460 | ||
| Non-Substance-Related Disorders (585) | 460 | ||
| NEUROCOGNITIVE DISORDERS (591) | 460 | ||
| Major and Mild Neurocognitive Disorders (602) | 460 | ||
| Major or Mild Neurocognitive Disorder Due to Alzheimer’s Disease (611) | 460 | ||
| Major or Mild Frontotemporal Neurocognitive Disorder (614) | 461 | ||
| Major or Mild Neurocognitive Disorder with Lewy Bodies (618) | 461 | ||
| Major or Mild Vascular Neurocognitive Disorder (621) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to Traumatic Brain Injury (624) | 461 | ||
| Substance/Medication-Induced Major or Mild Neurocognitive Disordera (627) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to HIV Infection (632) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to Prion Disease (634) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to Parkinson’s Disease (636) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to Huntington’s Disease (638) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to Another Medical Conditiona (641) | 461 | ||
| Major or Mild Neurocognitive Disorder Due to Multiple Etiologies (642) | 461 | ||
| Unspecified Neurocognitive Disorder (643) | 462 | ||
| PERSONALITY DISORDERS (645) | 462 | ||
| Cluster A Personality Disorders | 462 | ||
| Cluster B Personality Disorders | 462 | ||
| Cluster C Personality Disorders | 462 | ||
| Other Personality Disorders | 462 | ||
| PARAPHILIC DISORDERS (685) | 462 | ||
| OTHER MENTAL DISORDERS (707) | 462 | ||
| MEDICATION-INDUCED MOVEMENT DISORDERS AND OTHER ADVERSE EFFECTS OF MEDICATION (709) | 462 | ||
| OTHER CONDITIONS THAT MAY BE A FOCUS OF CLINICAL ATTENTION (715) | 462 | ||
| Relational Problems (715) | 462 | ||
| Problems Related to Family Upbringing (715) | 462 | ||
| Other Problems Related to Primary Support Group (716) | 463 | ||
| Abuse and Neglect (717) | 463 | ||
| Child Maltreatment and Neglect Problems (717) | 463 | ||
| Adult Maltreatment and Neglect Problems (720) | 463 | ||
| Educational and Occupational Problems (723) | 464 | ||
| Educational Problems (723) | 464 | ||
| Occupational Problems (723) | 464 | ||
| Housing and Economic Problems (723) | 464 | ||
| Housing Problems (723) | 464 | ||
| Economic Problems (724) | 464 | ||
| Other Problems Related to the Social Environment (724) | 464 | ||
| Problems Related to Crime or Interaction With the Legal System (725) | 465 | ||
| Other Health Service Encounters for Counseling and Medical Advice (725) | 465 | ||
| Problems Related to Other Psychosocial, Personal, and Environmental Circumstances (725) | 465 | ||
| Other Circumstances of Personal History (726) | 465 | ||
| Problems Related to Access to Medical and Other Health Care (726) | 465 | ||
| Nonadherence to Medical Treatment (726) | 465 | ||
| B - NANDA-Approved Nursing Diagnoses 2015–2017 | 466 | ||
| C - Answers to Chapter Review Questions\r | 469 | ||
| Chapter 1 | 469 | ||
| Chapter 2 | 469 | ||
| Chapter 3 | 469 | ||
| Chapter 4 | 469 | ||
| Chapter 5 | 470 | ||
| Chapter 6 | 470 | ||
| Chapter 7 | 470 | ||
| Chapter 8 | 470 | ||
| Chapter 9 | 470 | ||
| Chapter 10 | 470 | ||
| Chapter 11 | 471 | ||
| Chapter 12 | 471 | ||
| Chapter 13 | 471 | ||
| Chapter 14 | 471 | ||
| Chapter 15 | 471 | ||
| Chapter 16 | 472 | ||
| Chapter 17 | 472 | ||
| Chapter 18 | 472 | ||
| Chapter 19 | 472 | ||
| Chapter 20 | 472 | ||
| Chapter 21 | 473 | ||
| Chapter 22 | 473 | ||
| Chapter 23 | 473 | ||
| Chapter 24 | 473 | ||
| Chapter 25 | 473 | ||
| Chapter 26 | 474 | ||
| Chapter 27 | 474 | ||
| Chapter 28 | 474 | ||
| A | 475 | ||
| B | 476 | ||
| C | 477 | ||
| D | 479 | ||
| E | 480 | ||
| F | 480 | ||
| G | 480 | ||
| H | 481 | ||
| I | 481 | ||
| J | 481 | ||
| K | 481 | ||
| L | 481 | ||
| M | 482 | ||
| N | 483 | ||
| O | 483 | ||
| P | 484 | ||
| Q | 485 | ||
| R | 485 | ||
| S | 485 | ||
| T | 488 | ||
| U | 488 | ||
| V | 488 | ||
| W | 488 | ||
| Y | 488 | ||
| Z | 488 | ||
| IBC | ES2 |