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Book Details
Abstract
Loved for its humor, readability, and inviting cartoons, Nursing Today: Transitions and Trends, 9th Edition helps you prepare for the NCLEX-RN® Examination — while giving you valuable information to succeed in your professional career. It reflects current issues and trending topics that nurses will face, ensuring that you graduate not only with patient care skills, but also with career development skills such as resume writing, finding a job, and effective interviewing. This edition features test-taking tips for the NCLEX-RN® Examination and updated Evolve resources for students, including review questions and case studies.
- Thorough coverage of all the most important issues faced by the new nurse, preparing you for a professional career.
- An engaging approach features lively cartoons, chapter objectives, bibliographies, and colorful summary boxes.
- An emphasis on making the transition into the workplace is included in chapters such as NCLEX-RN and the New Graduate, Employment Considerations: Opportunities, Resumes, and Interviewing, and Mentorship and Preceptorship.
- Critical Thinking boxes in every chapter offer questions and exercises asking you to apply what you have learned to clinical practice.
- Evidence-Based Practice boxes, and evidence-based practice content throughout, focus your attention on the research evidence that supports clinical practice.
- Content on the role of nursing includes changes related to the BSN in 10 campaign and how these might affect entry into practice, as well as differentiated nursing practice models.
- Mentoring and preceptorship content discusses preceptorships as a capstone course versus a formalized preceptorship or nurse externship in which a student is employed by a healthcare facility, as well as the advantages of and tips for getting a nurse externship while in nursing school.
- NEW and UPDATED! Thoroughly updated content throughout with new information on areas such as: 2016 NCLEX test plan and pass/fail determinates by level of difficulty, interprofessional education, serious reportable events and never events, and nursing responsibilities in spiritual care.
- UPDATED! New content on leadership and followership features professional models of nursing practice like medical or health homes and nurse-managed health centers.
- EXPANDED! Added QSEN competencies related to effective communication, team building, evidence-based practice, patient safety, and quality assurance highlighted throughout.
- UPDATED and IMPROVED! Section restructuring makes this edition even easier to follow.
- UPDATED! Evolve resources for students include review questions and case studies.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Table of Contents | ES1 | ||
| NURSING TODAY: TRANSITION and TRENDS | iii | ||
| Copyright | iv | ||
| CONTRIBUTORS | v | ||
| REVIEWERS | vii | ||
| PREFACE | ix | ||
| FOR NURSING FACULTY | x | ||
| ACKNOWLEDGMENTS | xii | ||
| CONTENTS | xiii | ||
| I - Professional Growth and Transition | 1 | ||
| 1 - ROLE TRANSITIONS | 2 | ||
| TRANSITIONS | 3 | ||
| What Are Transitions? | 3 | ||
| What Are Important Factors Influencing Transitions? | 3 | ||
| Transitions in Nursing | 4 | ||
| REALITY SHOCK | 5 | ||
| What Is Reality Shock? | 5 | ||
| What Are the Phases of Reality Shock? | 6 | ||
| ROLE TRANSFORMATION | 10 | ||
| When Does the Role Transition to Graduate Nurse Begin? | 11 | ||
| How Can I Prepare Myself for This Transition Process? | 13 | ||
| Begin Increasing Independence | 13 | ||
| More Realistic Patient-Care Assignments | 13 | ||
| Clinical Hours That Represent Realistic Shift Hours | 13 | ||
| Perform Nursing Procedures Instead of Observing | 13 | ||
| More Truth About the Real Work-Setting Experience | 13 | ||
| Look for Opportunities to Problem Solve and Practice Critical Thinking | 13 | ||
| Request Constructive Feedback from Staff and Instructors | 14 | ||
| Request Clinical Experience in an Area or Hospital of Interest | 14 | ||
| Think Positively! | 14 | ||
| Be Flexible! | 14 | ||
| School-learned ideal. Sit down with the patient before surgery, and provide preoperative teaching | 15 | ||
| Workplace reality. One of your home care patients is receiving daily wound care for an extensive burn. You receive a message tha... | 15 | ||
| Compromise. You delegate to one of the home care practical nurses to take the preoperative teaching and admission instructions t... | 15 | ||
| Get Organized! | 15 | ||
| Stay Healthy! | 15 | ||
| Find a Mentor! | 15 | ||
| Find Other New Graduates! | 15 | ||
| Have Some Fun! | 15 | ||
| Know What to Expect! | 16 | ||
| What Is the Future of Role Transition? | 16 | ||
| CONCLUSION | 18 | ||
| RULES OF THE ROAD | 20 | ||
| ?Stop. Take care of yourself. Take time to plan your transition. Get involved with other recent graduates; they can help you. Do... | 20 | ||
| ?Detour. You will make mistakes. Recognize them, learn from them, and put them in the past as you move forward. Regardless of ho... | 20 | ||
| ?Curve ahead. Get your personal life in order. Anticipate changes in your schedule. Be adaptable, because the transition process... | 20 | ||
| ?Yield. You do not always have to be right. Consider alternatives and make compromises within your value system | 20 | ||
| ?Resume speed. Maintain a positive attitude. As you gain experience, you will become better organized and begin to really enjoy ... | 20 | ||
| ?Exit. Pay attention to your road signs; do not take an exit you do not really want. Before you exit your job, critically evalua... | 20 | ||
| ?Slow traffic, keep right. You may be more comfortable in the slower traffic lane with respect to your career direction. Take al... | 20 | ||
| ?School zone. Plan for continuing education, whether it is an advanced degree program or one to maintain your clinical skills or... | 20 | ||
| ?Slow speed zone. Take time to get organized before you resume full speed! Have a daily organizational sheet that fits your need... | 20 | ||
| ?Caution. Do not commit to anything with which you are not professionally or personally comfortable. Think before you act. Do no... | 20 | ||
| ?Roadside park ahead. Take a break, whether it is 15 minutes or 30 minutes a day to indulge yourself—or a week to do something y... | 20 | ||
| 2 - PERSONAL MANAGEMENT: TIME AND SELF-CARE STRATEGIES | 23 | ||
| MANAGING YOUR TIME | 23 | ||
| Balance Is the Key | 24 | ||
| What Are Your Biological Rhythms, and How Do You Use Them? | 24 | ||
| What Is Meant by Right- and Left-Brain Dominance, and Where Is My Brain? | 24 | ||
| Which Are You? | 26 | ||
| How Can I Manage My Physical Environment? | 26 | ||
| Compartmentalize | 28 | ||
| Color-Code | 28 | ||
| Convenience | 28 | ||
| Declutter the Clutter | 28 | ||
| What About All the Paperwork and/or Electronic Requests—How Can I Manage It? | 28 | ||
| What About Managing the Telephone? | 28 | ||
| What About All That E-Mail, Texting, or Social Media? | 29 | ||
| How Can I Manage My Time? | 29 | ||
| MANAGING TASKS | 30 | ||
| How Do I Deal With Procrastination? | 30 | ||
| Consider the Consequences | 30 | ||
| The Earlier, the Better | 31 | ||
| “By the Inch, It’s a Cinch” | 31 | ||
| Reward Yourself | 32 | ||
| Avoid the Myth of Perfection | 32 | ||
| MANAGING OTHERS | 32 | ||
| What About Delegation and Time Management? | 33 | ||
| MANAGING YOUR GOALS | 33 | ||
| Begin by Listing | 34 | ||
| Prioritize With the ABCD System | 34 | ||
| Keep It Going | 35 | ||
| SELF-CARE STRATEGIES | 35 | ||
| Is Burnout Inevitable for Nurses? | 36 | ||
| Empowerment and Self-Care | 37 | ||
| Suggested Strategies for Self-Care That Are Based on the Holistic Self-Assessment Tool | 39 | ||
| Am I Emotionally Healthy/Emotionally Intelligent? | 40 | ||
| What About Friends and Fun? How Do I Find the Time? | 40 | ||
| How Do I Take Care of My Physical Self? | 41 | ||
| Self-Care Activities | 41 | ||
| Physical exercise. Incorporate 30 minutes or more of moderate-intensity physical activity, such as walking, into your schedule (... | 41 | ||
| Laughter. Seek 20 minutes of laughter every day. Laughing promotes deep breathing and releases neuropeptides that decrease stres... | 42 | ||
| Mental exercise. Engage in some activity daily for at least 30 minutes that challenges your way of thinking. This activity will ... | 42 | ||
| Motivate yourself. In the morning, read an inspiring quote, listen to upbeat music, or do stretching exercises. Take time for a ... | 42 | ||
| Schedule idle time. We live in a time in which any moment can be interrupted by individuals, e-mail, texting, or phone calls. We... | 42 | ||
| Strategies to Foster My Spiritual Self: Does My Life Have Meaning? | 42 | ||
| How Do I Increase My Mental Potential? Is It Okay to Daydream? | 42 | ||
| What Are My Choices, and How Do I Exercise Them? | 44 | ||
| CONCLUSION | 44 | ||
| 3 - MENTORSHIP, PRECEPTORSHIP, AND NURSE RESIDENCY PROGRAMS | 47 | ||
| HISTORICAL BACKGROUND | 48 | ||
| WHAT MENTORING IS AND IS NOT | 48 | ||
| What Is Preceptorship? | 49 | ||
| What Happens If I Experience a Challenge During My Preceptorship? | 50 | ||
| WHAT IS A NURSE RESIDENCY PROGRAM? | 51 | ||
| Lead | 54 | ||
| Follow | 54 | ||
| Get Out of the Way | 54 | ||
| How to Find a Mentor | 55 | ||
| What Are the Characteristics of a Successful Mentor? | 55 | ||
| What Is a Mentoring Moment? | 57 | ||
| When Do We Need Mentors? | 57 | ||
| What Is the Role of the Mentee? | 58 | ||
| What Are the Characteristics of the Mentee? | 58 | ||
| What Are the Types of Mentoring Relationships? | 58 | ||
| Mentoring Through Reality Shock | 58 | ||
| Honeymoon Phase | 59 | ||
| Shock or Rejection Phase | 59 | ||
| Recovery Phase | 59 | ||
| Resolution Phase | 60 | ||
| What Does the Future Hold? | 60 | ||
| CONCLUSION | 62 | ||
| 4 - EMPLOYMENT CONSIDERATIONS: OPPORTUNITIES, RESUMES, AND INTERVIEWING | 64 | ||
| WHAT IS HAPPENING IN THE JOB MARKET? | 66 | ||
| SELF-ASSESSMENT | 68 | ||
| What Are My Clinical Interests? | 68 | ||
| What Are My Likes and Dislikes? | 68 | ||
| What Are My Personal Needs and Interests? | 70 | ||
| What Are My Career Goals? | 71 | ||
| RESEARCHING PROSPECTIVE EMPLOYERS | 71 | ||
| What Employment Opportunities Are Available? | 71 | ||
| What About Advanced Degrees in Nursing? | 73 | ||
| HOW DO I GO ABOUT RESEARCHING PROSPECTIVE EMPLOYERS? | 73 | ||
| Employment Considerations: How Do You Decide on an Employer? | 73 | ||
| Media Information | 73 | ||
| Newspapers. Although many people no longer look at the newspaper for information, preferring the Internet for data, the newspape... | 73 | ||
| Online searches. Electronic job searches have replaced newspapers for many people as the top place to start looking for employme... | 73 | ||
| Social networking. Social networking is the way the 21st century seems to communicate with each other in online websites that co... | 74 | ||
| Job fairs/open houses. You may have the opportunity to attend a nursing job fair or hospital open house as a soon-to-be graduate... | 74 | ||
| Employee contacts. If you have a friend or family member—or simply know someone—who works at an organization you are considering... | 75 | ||
| Recruitment Contacts | 75 | ||
| Letter-writing campaign. Plan to send your resume with a cover letter and triple-check both documents for grammatical errors. Yo... | 75 | ||
| Telephone contact. Before you pick up the telephone, get out your calendar and start planning likely dates for possible intervie... | 75 | ||
| Personal contact. If you plan to just stop by human resources or nurse recruitment for a brochure and an application, make sure ... | 75 | ||
| WHAT DO I NEED TO KNOW TO ASSESS THE ORGANIZATION? | 76 | ||
| How Do You Go About Assessing an Organization to Find What You Want? | 76 | ||
| Talk to People in the Organization | 76 | ||
| Read and Analyze the Recruitment Materials | 76 | ||
| Review the Mission or Philosophy Statement | 76 | ||
| Evaluate the Reputation of the Leadership | 76 | ||
| PORTFOLIOS | 77 | ||
| What Is an E-portfolio? | 77 | ||
| TRADITIONAL AND EMPLOYER-FOCUSED RESUMES | 78 | ||
| How Do I Write an Effective Resume? | 78 | ||
| What Information Is Necessary for a Resume? | 78 | ||
| Demographic Data: Who Are You? | 78 | ||
| Summary of Qualifications (Professional Objective): What Position Are You Applying For? | 78 | ||
| Education: Where Did You Receive Your Education? | 80 | ||
| Professional Experience: What Do You Know How to Do? | 80 | ||
| Licensure: What Can You Do and Where Can You Do It? | 80 | ||
| Professional Organizations: What Do You Belong To? | 80 | ||
| Honors and Awards: What Did You Receive Recognition For? | 80 | ||
| References: Who Knows About You? | 80 | ||
| What Else Should I Submit With My Resume? | 81 | ||
| What Are the Methods for Submitting Resumes? | 82 | ||
| THE INTERVIEW PROCESS | 83 | ||
| How Do I Plan My Interview Campaign? | 83 | ||
| Set up Your Schedule | 83 | ||
| Prepare to Show Your Best Side | 83 | ||
| Rehearse the Interview | 84 | ||
| Strategies for Interview Success | 85 | ||
| CRITICAL FIRST 5 MINUTES! | 85 | ||
| PHASES OF THE INTERVIEW | 86 | ||
| HOW DO I HANDLE UNEXPECTED QUESTIONS OR SITUATIONS? | 87 | ||
| Now Can We Talk About Benefits? | 87 | ||
| Sign-on Bonuses | 88 | ||
| JOB OFFERS AND POSSIBLE REJECTION | 88 | ||
| Postinterview Process | 89 | ||
| Follow-up Communication | 90 | ||
| Follow-up Letter | 90 | ||
| Letters of Rejection | 90 | ||
| Telephone Follow-up | 90 | ||
| What If I Do Not Like My First Position? | 90 | ||
| What If It Is Time for Me to Change Positions? | 91 | ||
| CONCLUSION | 91 | ||
| 5 - NCLEX-RN® EXAMINATION AND THE NEW GRADUATE | 94 | ||
| THE NCLEX-RN® EXAMINATION | 95 | ||
| Who Prepares It and Why Do We Have to Have It? | 95 | ||
| How Will the Nurse Licensure Compact Affect Your License? | 95 | ||
| What Is the NCLEX-RN® Examination Test Plan? | 96 | ||
| What Does CAT Mean? | 97 | ||
| What Is the Application Process for the NCLEX-RN® Examination CAT? | 97 | ||
| Where Do I Take the Test? | 98 | ||
| When Do I Take the Test? | 98 | ||
| How Much Time Do I Have and How Many Questions Are There? | 98 | ||
| Do I Have to Be Computer Literate? | 99 | ||
| How Will I Keep the Computer Keys Straight and Deal With a Mouse? | 99 | ||
| What Is the Passing Score? | 100 | ||
| How Will I Know I Have Passed? | 100 | ||
| What Types of Questions Will Be on the NCLEX-RN® Examination? | 100 | ||
| What Are Some of the Other Things I Really Need to Know About the NCLEX-RN® Examination? | 100 | ||
| What If I Need to Change the Time or Date I Have Already Scheduled? | 100 | ||
| What About Identification at the Testing Site? | 101 | ||
| What Are the Advantages of CAT for the Candidate? | 101 | ||
| PREPARING FOR THE NCLEX-RN® EXAMINATION | 101 | ||
| Where and When Should I Start? | 101 | ||
| Six Months Before the NCLEX-RN® Examination | 101 | ||
| Make sure you know the dates and deadlines in the state in which you are applying for licensure. Your school will advise you of ... | 101 | ||
| Investigate review courses. Review courses can be an excellent resource in your preparation for the NCLEX-RN® examination. Revie... | 101 | ||
| Plan an expense account for the end of school and for the NCLEX-RN® examination. Frequently, students face unexpected expenses a... | 102 | ||
| Two Months Before the NCLEX-RN® Examination: What Do I Need to Do Now? | 102 | ||
| If you have a job, discuss your anticipated NCLEX-RN® examination test date with your employer. You can estimate your test date ... | 102 | ||
| Decide how you are going to get to the test site and whether It will be necessary for you to stay overnight. If the closest test... | 103 | ||
| Are you going with a group or by yourself? How will you feel if the group is finished and you are still working on your examinat... | 103 | ||
| Develop a plan for studying. Do you need to study alone, or do you benefit from group study time? Set yourself a study schedule ... | 103 | ||
| The Day Before the BIG DAY | 103 | ||
| Make sure you have your identification required for admission. Read your Candidate Bulletin again. The information that you rece... | 103 | ||
| Make a “test run” the evening before the test. Go to the site and evaluate traffic patterns and driving time. Find the parking a... | 103 | ||
| Go to bed early; do not study, cram, or party! Plan to eat a light dinner, something that will not upset your stomach—you do not... | 103 | ||
| The BIG DAY Is Here | 103 | ||
| Eat a well-balanced breakfast, not sweet rolls and coffee. Protein and complex carbohydrates will help sustain you during the ex... | 103 | ||
| Dress comfortably, but look nice. Anticipate that the temperature at the testing sites will be a little cool rather than too war... | 103 | ||
| How Do I Select an NCLEX-RN® Examination Review Course? | 104 | ||
| What Types of Review Courses Are Available? | 104 | ||
| Live (face-to-face) review courses. Evaluate your geographic location. Which review courses are easily accessible? Are you consi... | 104 | ||
| NCLEX-RN® examination online review courses. How well do you study at the computer? If you find studying at the computer is very... | 104 | ||
| What Are the Qualifications of the Review Course Instructors? | 104 | ||
| What Types of Instructional Materials Are Used in the Course? | 105 | ||
| Does the Course Include Instruction in Test-Taking Skills and Testing Practice? | 105 | ||
| How Much Does the Course Cost? | 105 | ||
| How Long Does It Last? | 105 | ||
| Where Is the Face-to-Face Course Held? | 105 | ||
| What Are the Statistics Regarding the Pass Rate for the Company? | 106 | ||
| Does the Review Company Offer Any Type of Guarantee? | 106 | ||
| When Is the Course Offered? | 106 | ||
| NCLEX-RN® Examination Review Books: Which One Is Right for You? | 106 | ||
| Scan the Table of Contents | 108 | ||
| Evaluate Chapter Layout | 108 | ||
| Evaluate Content | 108 | ||
| Evaluate the Index | 109 | ||
| Test Questions | 109 | ||
| Test-Taking Strategies | 109 | ||
| Test Anxiety: What Is the Disease? How Do You Get Rid of It? | 109 | ||
| What Kinds of Questions Can I Expect on the NCLEX-RN® Examination? | 110 | ||
| What Are Alternate Item Format Questions and Why the Big Fuss About Them? | 111 | ||
| What Are the Different Types of Alternate Item Format Questions? | 111 | ||
| Fill-in-the-blank. A short answer is required for fill-in-the-blank questions. These may be questions that require a drug calcul... | 111 | ||
| Multiple-response item. This is a different type of multiple-choice question. There will be more than four options presented, an... | 111 | ||
| Hot spot. These items present a diagram or a graphic and require you to select an area on the diagram to answer the question. Fo... | 111 | ||
| Ordered response (drag-and-drop). For this type of question, you will be presented with a list of activities, clients, or steps ... | 111 | ||
| Chart/exhibit item. These questions will present a problem and then provide exhibit information stored in tabs. You will click o... | 114 | ||
| Audio item. In this type of item, you will be presented with a question that has an audio component. You will put on the headset... | 115 | ||
| Graphic options. The graphic option type of alternate item format presents you with graphics instead of text for the answer opti... | 117 | ||
| What Difference Do Test-Taking Strategies Make? | 117 | ||
| What Are Strategies for Answering Multiple-Choice Questions? | 118 | ||
| Read the Question (Stem) Carefully | 118 | ||
| Create a Pool of Information | 118 | ||
| Look for Critical Words | 118 | ||
| Evaluate All the Options in a Systematic Manner | 118 | ||
| Eliminate Options You Know Are Not Correct | 118 | ||
| Identify Similarities in the Options | 118 | ||
| Evaluate Priority Questions Very Carefully | 118 | ||
| Select Answers That Focus on the Client | 119 | ||
| NCLEX-RN® Examination Testing Tips | 119 | ||
| NCLEX Hospital | 119 | ||
| NCLEX Clients | 119 | ||
| Medication Administration | 119 | ||
| Calling for Assistance | 120 | ||
| Positioning | 120 | ||
| Delegation and Supervision | 120 | ||
| Setting Priorities With a Group of Clients | 120 | ||
| Prescriber’s Orders | 120 | ||
| CONCLUSION | 121 | ||
| BIBLIOGRAPHY | 121 | ||
| II - Nursing:A Developing Profession | 123 | ||
| 6 - HISTORICAL PERSPECTIVES: INFLUENCES ON THE PRESENT | 124 | ||
| NURSING HISTORY: PEOPLE AND PLACES | 125 | ||
| Where Did It All Begin? | 125 | ||
| Why Deacons, Widows, and Virgins? | 125 | ||
| How Did Knighthood Contribute to Nursing? | 126 | ||
| What About Revolts and Nursing? | 127 | ||
| Florence Nightingale: The Legend and the Lady | 128 | ||
| AMERICAN NURSING: CRITICAL FACTORS | 131 | ||
| What Was It Like in Colonial Times? | 131 | ||
| What Happened to Nursing During the U.S. Civil War? | 131 | ||
| How Did the Roles of Nurses and Wives Compare During the Victorian Era? | 131 | ||
| Who Were the Reformers of the Victorian Era? | 132 | ||
| What Were the Key Challenges and Opportunities in Twentieth-Century Nursing? | 132 | ||
| How Did the Symbols (Lamp, Cap, and Pin) of the Profession Evolve? | 133 | ||
| What Are the Key Events and Influences of the Twenty-First Century? | 133 | ||
| HISTORY OF NURSING EDUCATION | 136 | ||
| What Is the History of Diploma Nursing? | 136 | ||
| What Is the History of Associate Degree Nursing? | 136 | ||
| What Is the History of Baccalaureate Nursing? | 136 | ||
| What Is the History of Graduate Nursing Education? | 137 | ||
| THE NURSE’S ROLE: THE STRUGGLE FOR DEFINITIONS | 137 | ||
| What Do Nurses Do? | 137 | ||
| What Is the Traditional Role of a Nurse? | 137 | ||
| Did You Know You Would Be a Teacher or Educator? | 138 | ||
| When Did the Nurse Become an Advocate? Nurse in the Role of Advocate | 139 | ||
| What Is the Role of Manager of Care? | 141 | ||
| Can Nurses Be Colleagues? | 141 | ||
| Where Does This Leave the Role of Colleague? | 142 | ||
| What About Experts? | 142 | ||
| CONCLUSION | 142 | ||
| BIBLIOGRAPHY | 144 | ||
| 7 - NURSING EDUCATION | 146 | ||
| PATH OF DIPLOMA EDUCATION | 147 | ||
| What Is the Educational Preparation of the Diploma Graduate? | 147 | ||
| PATH OF ASSOCIATE DEGREE EDUCATION | 148 | ||
| What Is the Educational Preparation of the Associate Degree Graduate? | 148 | ||
| PATH OF BACCALAUREATE EDUCATION | 149 | ||
| What Is the Educational Preparation of the Baccalaureate Graduate? | 149 | ||
| OTHER TYPES OF NURSING EDUCATION | 150 | ||
| What Are the Other Available Educational Options? | 150 | ||
| What Is a BSN/MSN Completion Program? | 151 | ||
| What Is an External Degree Program? | 151 | ||
| Online (Web-Based) Programs | 153 | ||
| Proprietary Nursing Schools | 153 | ||
| What Is an Accelerated Program? | 153 | ||
| NONTRADITIONAL PATHS FOR NURSING EDUCATION | 153 | ||
| What About a Master’s Degree as a Path to Becoming an RN? | 153 | ||
| What About a Doctoral Path to Becoming an RN? | 153 | ||
| GRADUATE EDUCATION | 154 | ||
| What About Graduate School? | 154 | ||
| Why Would I Want a Master’s Degree? | 154 | ||
| How Do I Know Which Master’s Degree Program Is Right for Me? | 157 | ||
| Why Would I Want a Doctoral Degree? | 157 | ||
| How Do I Know Which Doctoral Program Is Right for Me? | 158 | ||
| CREDENTIALING: LICENSURE AND CERTIFICATION | 158 | ||
| What Is Credentialing? | 158 | ||
| What Are Registration and Licensure? | 158 | ||
| What Is Certification? | 159 | ||
| What Is Accreditation? | 159 | ||
| NURSING EDUCATION: FUTURE TRENDS | 160 | ||
| The Changing Student Profile | 160 | ||
| Educational Mobility | 161 | ||
| A Shortage of Registered Nurses | 162 | ||
| A Shortage of Qualified Nursing Faculty | 162 | ||
| Technology and Education | 163 | ||
| Changing Health Care Settings | 163 | ||
| The Aging Population | 163 | ||
| CONCLUSION | 163 | ||
| BIBLIOGRAPHY | 164 | ||
| 8 - NURSING THEORY | 167 | ||
| What Is Theory? | 168 | ||
| What Nursing Theory Is Not | 168 | ||
| Why Theory? | 168 | ||
| What Is the History of Nursing Theory? | 170 | ||
| WHO ARE THE NURSING THEORISTS? | 174 | ||
| Selected Nursing Theorists | 174 | ||
| Dorothea Orem—Self-Care Nursing Theory | 174 | ||
| Martha Rogers—Science of Unitary Human Beings | 174 | ||
| Sister Callista Roy—Adaptation Model | 175 | ||
| Dorothy Johnson—Behavioral Systems Model | 177 | ||
| Betty Neuman—Systems Model | 179 | ||
| Imogene King—Goal Attainment Model | 179 | ||
| Jean Watson—Theory of Human Caring | 179 | ||
| Madeleine Leininger—Culture Care Theory | 181 | ||
| CONCLUSION | 181 | ||
| 9 - Image of Nursing: Influences of the Present | 185 | ||
| PROFESSIONAL IMAGE OF NURSING | 186 | ||
| What Do We Mean by the “Image” of Nursing? | 186 | ||
| Patient Interactions | 188 | ||
| Personal Interaction With the Public | 189 | ||
| Public Speaking and Community Activities | 189 | ||
| Participation in Political Activities | 189 | ||
| What Constitutes a Profession? | 189 | ||
| Is Nursing a Profession? | 191 | ||
| 1.A Profession Has Relevance to Social Values | 191 | ||
| 2.A Profession Has a Training or Educational Period | 192 | ||
| 4.A Profession Has a Code of Ethics | 193 | ||
| 5.A Professional Has a Commitment to Lifelong Work | 193 | ||
| 6.Members Control Their Profession | 193 | ||
| 7.A Profession Has a Theoretical Framework on Which Professional Practice Is Based | 194 | ||
| 8.Members of a Profession Have a Common Identity and a Distinctive Subculture | 194 | ||
| NURSING ORGANIZATIONS | 195 | ||
| What Should I Know About Professional Organizations? | 195 | ||
| What Organizations Are Available to the Recent Graduate? | 195 | ||
| American Nurses Association | 196 | ||
| American Nurses Foundation and the American Academy of Nursing | 197 | ||
| International Council of Nurses | 198 | ||
| National League for Nursing | 198 | ||
| National Student Nurses’ Association | 198 | ||
| Organization for Associate Degree Nursing | 199 | ||
| American Association of Colleges of Nursing | 199 | ||
| American Board of Nursing Specialties | 199 | ||
| The American Red Cross | 200 | ||
| CONCLUSION | 200 | ||
| BIBLIOGRAPHY | 201 | ||
| III - Nursing Management | 203 | ||
| 10 - CHALLENGES OF NURSING MANAGEMENT AND LEADERSHIP | 204 | ||
| MANAGEMENT VERSUS LEADERSHIP | 205 | ||
| What Is the Difference Between Management and Leadership? | 205 | ||
| The Functions of Management | 205 | ||
| What Are the Characteristics and Theories of Management? | 207 | ||
| What Is Meant by Management Style? | 208 | ||
| What Are the Characteristics and Theories of Leadership? | 209 | ||
| Management Requires “Followership” | 213 | ||
| THE TWENTY-FIRST CENTURY: A DIFFERENT AGE FOR MANAGEMENT AND FOR LEADERSHIP | 213 | ||
| The Silent or Veteran Generation | 214 | ||
| The Baby Boomers | 214 | ||
| Generation X | 215 | ||
| Generation Y | 215 | ||
| Generation Now or Gen Z | 216 | ||
| POWER AND AUTHORITY IN NURSING MANAGEMENT | 219 | ||
| Do You Know the Difference Between Power and Authority? | 219 | ||
| What Are the Different Types of Power? | 219 | ||
| MANAGEMENT PROBLEM SOLVING | 220 | ||
| How Are Problem-Solving Strategies Used in Management? | 220 | ||
| Evidence-Based Management Protocols and Interventions | 221 | ||
| How Are Problem Solving and Decision Making Related? | 223 | ||
| What Effect Does the Leader Have on the Group? | 224 | ||
| THE CHALLENGE OF CHANGE | 225 | ||
| Who Initiates Change and Why? | 227 | ||
| System | 227 | ||
| Management | 228 | ||
| Patient | 228 | ||
| Yourself | 228 | ||
| CONCLUSION | 230 | ||
| BIBLIOGRAPHY | 230 | ||
| 11 - BUILDING NURSING MANAGEMENT SKILLS | 233 | ||
| COMMUNICATION AND PATIENT SAFETY | 234 | ||
| How Can I Improve My Verbal Communication for Patient Safety? | 235 | ||
| How Can I Improve My Written Communication for Patient Safety? | 236 | ||
| Transcribing Written Orders | 238 | ||
| COMMUNICATING WHEN IT IS CRITICAL—WHAT DO YOU NEED TO DO? | 239 | ||
| Critical Patient Tests | 239 | ||
| Critical Hand-Off Communication | 239 | ||
| Shift Change—So Much to Say … So Little Time | 241 | ||
| How Can I Deal With All the Interruptions? | 242 | ||
| What Skills Do I Need to Use the Telephone Effectively? | 243 | ||
| MANAGING TIME IN THE CLINICAL SETTING | 243 | ||
| Get Organized Before the Change-of-Shift Report | 244 | ||
| Prioritize Your Care | 245 | ||
| Organize Your Work by Patient | 246 | ||
| MANAGING OTHERS | 247 | ||
| What About Delegating and Time Management? | 247 | ||
| Supervising and Evaluating the Care Provided by Others | 249 | ||
| CONCLUSION | 250 | ||
| BIBLIOGRAPHY | 250 | ||
| 12 - EFFECTIVE COMMUNICATION, TEAMBUILDING, AND INTERPROFESSIONAL PRACTICE | 252 | ||
| COMMUNICATION IN THE WORKPLACE | 253 | ||
| How Can I Communicate Effectively With My Supervisor? | 253 | ||
| How Can I Communicate Effectively With Other Nursing Personnel? | 254 | ||
| What does My Image Communicate to Others? | 255 | ||
| How Do Gender Differences Influence Communication Styles? | 256 | ||
| What Should I Know About the 1396984945Grapevine1396986481? | 256 | ||
| How Can I Handle Cultural Diversity at Work? | 257 | ||
| COMPONENTS OF EFFECTIVE COMMUNICATION | 258 | ||
| How Can I Communicate Effectively in Writing? | 258 | ||
| How Can I Learn to Speak Effectively? | 259 | ||
| Analyze Your Audience | 259 | ||
| Do Your Homework | 259 | ||
| Plan the Presentation | 259 | ||
| Add Spice to the Presentation | 260 | ||
| Create Cheat Sheets | 260 | ||
| The Closing | 261 | ||
| Final Details | 261 | ||
| What Listening Skills Do I Need to Develop? | 261 | ||
| Make Sure You Can Hear What Is Being Said | 262 | ||
| Focus Your Attention on What Is Being Said | 262 | ||
| Recognize and Control Your Emotional Response to What Is Being Said | 262 | ||
| Pay Attention to Nonverbal Communication as You Listen to the Words | 262 | ||
| Fight Off Distractions | 262 | ||
| Take Notes | 262 | ||
| Let the Speaker Tell the Whole Story | 262 | ||
| React to the Message, Not the Person | 263 | ||
| Respond Positively to the Feelings Being Communicated | 263 | ||
| How Can I Use Nonverbal Communication Effectively? | 263 | ||
| Make Eye Contact With the Person With Whom You Are Talking | 263 | ||
| Stand Up Straight, With Shoulders Back | 263 | ||
| Use an Assertive Voice Without Pauses to Suggest Confidence | 263 | ||
| Watch for Distracting Behaviors | 263 | ||
| How Can I Communicate Effectively by Using Technology? | 263 | ||
| Do Not Misuse or Overuse E-mail and Text Messaging | 264 | ||
| Learn to Use Computer Software | 264 | ||
| When You Send E-mail Messages | 264 | ||
| Do Not Send an Emotional Outburst in an E-mail | 264 | ||
| When You Leave a Voice Mail Message for Someone, Speak Slowly and Distinctly | 265 | ||
| If You Are Using Call Waiting, Do Not Leave Callers on Hold | 266 | ||
| GROUP COMMUNICATION | 266 | ||
| What Is Group Process? | 266 | ||
| How Can You Improve Communications in Group Meetings? | 268 | ||
| TEAM BUILDING AND INTERPROFESSIONAL PRACTICE | 268 | ||
| What Is Team Building? | 268 | ||
| What Is Interprofessional Practice? | 271 | ||
| When Nurses Work As an Interprofessional Team, Everyone Involved Benefits! | 272 | ||
| ASSERTIVE STYLES OF COMMUNICATION | 275 | ||
| How Can Nurses Be More Assertive? | 276 | ||
| What Are the Benefits of Assertiveness? | 276 | ||
| What Are My Basic Rights as a Person and as a Nurse? | 277 | ||
| How Can I Begin to Practice Assertive Communication? | 277 | ||
| What Are the Components of Assertive Communication? | 277 | ||
| When to Use Assertive Communication | 278 | ||
| CONCLUSION | 279 | ||
| BIBLIOGRAPHY | 281 | ||
| 13 - CONFLICT MANAGEMENT | 282 | ||
| CONFLICT | 283 | ||
| What Causes Conflict? | 283 | ||
| Role Conflict | 283 | ||
| Communication Conflict | 283 | ||
| Goal Conflict | 283 | ||
| Personality Conflict | 283 | ||
| Ethical or Values Conflict | 283 | ||
| What Are Common Areas of Conflict Between Nurses and Patients—and Between Nurses and Patients’ Families? | 284 | ||
| CONFLICT RESOLUTION | 284 | ||
| What Are Ways to Resolve Conflict? | 284 | ||
| Competition | 286 | ||
| Avoidance | 286 | ||
| Accommodation | 286 | ||
| Compromise | 286 | ||
| Collaboration | 286 | ||
| What Are Some Basic Guidelines for Choosing the Technique to Use? | 288 | ||
| DEALING WITH DIFFICULT PEOPLE | 288 | ||
| What Are Some Techniques for Handling Difficult People? | 288 | ||
| What Is Anger? | 292 | ||
| What Is the Solution for Handling Anger? | 293 | ||
| Stop | 293 | ||
| Look | 293 | ||
| Change | 295 | ||
| Refocus on Something Positive | 296 | ||
| Pay Attention to Your Breathing | 296 | ||
| SEXUAL HARASSMENT IN THE WORKPLACE | 296 | ||
| What Is Sexual Harassment? | 297 | ||
| What Can I Do About It? | 298 | ||
| CONCLUSION | 299 | ||
| BIBLIOGRAPHY | 299 | ||
| 14 - DELEGATION IN THE CLINICAL SETTING | 301 | ||
| WHAT DOES DELEGATION MEAN? | 302 | ||
| The Delegation Process | 302 | ||
| WHO IS ACCOUNTABLE HERE? | 304 | ||
| THE RIGHT TASK | 305 | ||
| WHAT CAN I DELEGATE? | 306 | ||
| Is There Anything I Cannot Delegate? | 308 | ||
| THE RIGHT CIRCUMSTANCES | 309 | ||
| How Can I Determine the Strengths and Weaknesses of Team Members? | 309 | ||
| What Are the Causes of Performance Weaknesses? | 312 | ||
| THE RIGHT PERSON | 314 | ||
| How Can I Use Outcomes in Delegating? | 314 | ||
| THE RIGHT DIRECTION AND COMMUNICATION | 316 | ||
| How Can I Get the Delegate to Understand What I Want? | 316 | ||
| THE RIGHT SUPERVISION AND EVALUATION | 318 | ||
| How Can I Give and Receive Feedback Effectively? | 318 | ||
| CONCLUSION | 320 | ||
| BIBLIOGRAPHY | 322 | ||
| IV - Current Issues in Health Care | 324 | ||
| 15 - The Health Care Organization and Patterns of Nursing Care Delivery | 325 | ||
| WHAT ARE SOME IMPORTANT CHALLENGES CURRENTLY FACINGHEALTH CARE? | 326 | ||
| Cost of Health Care | 326 | ||
| Managed Care | 326 | ||
| What Impact Has Managed Care Had on Costs? | 327 | ||
| AFFORDABLE CARE ACT | 327 | ||
| STRATEGIES TO CONTROL COSTS | 327 | ||
| CASE MANAGEMENT | 327 | ||
| DISEASE MANAGEMENT | 329 | ||
| Do Disease Management Programs Reduce the Cost of Health Care? | 330 | ||
| What Tools Are Used to Support Care Coordination? | 331 | ||
| Clinical Guidelines | 331 | ||
| PAY FOR PERFORMANCE | 331 | ||
| EVIDENCE-BASED PRACTICE | 332 | ||
| How Do We Know That Critical Pathways and Disease Management Protocols Reflect the Latest and Best Practice? | 332 | ||
| SHORTAGE OF NURSES | 333 | ||
| How Can Health Care Organizations Retain Nurses? | 334 | ||
| Magnet Hospitals | 334 | ||
| THE IMPACT OF THE 2010 INSTITUTE FOR MEDICINE FUTURE OFNURSING REPORT | 335 | ||
| PATIENT SAFETY | 336 | ||
| Institute for Healthcare Improvement | 339 | ||
| THE EFFECTS OF VARIOUS PATTERNS OF NURSING CARE DELIVERY:A HISTORICAL PERSPECTIVE | 340 | ||
| What Is the Total Patient Care or Private Duty Model? | 340 | ||
| What Is Functional Nursing? | 341 | ||
| What Is Team Nursing? | 342 | ||
| What Is Primary Nursing? | 343 | ||
| What Is Patient-Focused Care? | 344 | ||
| What Is Telehealth? | 344 | ||
| What Is the Most Effective Model of Nursing Care? | 344 | ||
| What Is the Impact of Staffing Patterns on the Quality of Care? | 345 | ||
| How Are Nursing Work Assignments Determined? | 347 | ||
| Policy Statements | 349 | ||
| Principles | 349 | ||
| Patient care unit related | 349 | ||
| Staff related | 349 | ||
| Institution/organization related | 350 | ||
| What About Scheduling Patterns? | 350 | ||
| What About the Use of Overtime? | 350 | ||
| CONCLUSION | 350 | ||
| BIBLIOGRAPHY | 353 | ||
| 16 - ECONOMICS OF THE HEALTH CARE DELIVERY SYSTEM | 356 | ||
| WHAT ARE THE TRENDS AFFECTING THE RISING COSTS OF HEALTH CARE? | 357 | ||
| Intrinsic Factors | 357 | ||
| Extrinsic Factors | 358 | ||
| WHAT IS THE EFFECT OF THE CHANGING ECONOMIC ENVIRONMENT ON CLINICAL PRACTICE? | 359 | ||
| INTRODUCTION TO ECONOMICS | 359 | ||
| What Are the Choices About Amount of Spending? | 359 | ||
| The Affordable Care Act of 2010 | 359 | ||
| What Are the Choices Regarding the Services Provided? | 360 | ||
| What Are the Choices About Methods to Produce Health Care? | 361 | ||
| What Are the Choices About Allocation? | 361 | ||
| Government Allocation Decisions | 361 | ||
| Payer Allocation Decisions | 361 | ||
| Marketplace Allocation Decisions | 362 | ||
| Unpredictability of demand. The first difference in the market for health care is the unpredictability of demand. When a person ... | 362 | ||
| Consumer knowledge. Another difference in the health care market involves the knowledge of the consumer. If an individual is pur... | 362 | ||
| Barriers to entry to the market. Even if patients had sufficient knowledge to treat their own illnesses, the health care market ... | 362 | ||
| Lack of price competition. The health care market, unlike the market for clothing and automobiles, does not engage in price comp... | 363 | ||
| BUDGETS | 363 | ||
| What Are the Basic Concepts of Budgets? | 363 | ||
| What Are the Types of Budgets? | 364 | ||
| Capital Budget | 365 | ||
| Operating Budgets | 365 | ||
| Personnel Budget | 366 | ||
| Hours per patient day (HPPD). Each patient-care unit will have a designated number of hours of care per patient day. In an inten... | 367 | ||
| Full-time equivalent (FTE). An FTE represents the number of hours that a nurse employed full-time is available to perform all of... | 367 | ||
| Productive time. This figure reflects the amount of time the nurse is available to provide care to patients. For example, one wo... | 367 | ||
| Nonproductive time. This time reflects the amount of time that is not available for direct care. Some examples of nonproductive ... | 367 | ||
| What Are the Economics of Caring? | 367 | ||
| Fiscal Responsibility to the Patient | 368 | ||
| Fiscal Responsibility to the Employing Organization | 371 | ||
| Fiscal Responsibility to the Payer of Care | 372 | ||
| CONCLUSION | 374 | ||
| BIBLIOGRAPHY | 374 | ||
| 17 - POLITICAL ACTION IN NURSING | 376 | ||
| WHAT EXACTLY IS POLITICS? | 378 | ||
| What Other Strategies Would You Suggest? | 379 | ||
| What Are the Skills That Make Up a Nurse’s Political Savvy? | 379 | ||
| Ability to Analyze an Issue (Those Assessment Skills Again!) | 379 | ||
| Ability to Present a Possible Resolution in Clear and Concise Terms | 379 | ||
| Ability to Participate in a Constructive Way | 380 | ||
| Ability to Voice One’s Opinion (Understand the System) | 380 | ||
| Ability to Analyze and Use Power Bases | 380 | ||
| WHAT IS POWER, AND WHERE DOES IT COME FROM? | 381 | ||
| Law 1: Power Invariably Fills Any Vacuum | 381 | ||
| Law 2: Power Is Invariably Personal | 381 | ||
| Law 3: Power Is Based on a System of Ideas and Philosophy | 381 | ||
| Law 4: Power Is Exercised Through and Depends on Institutions | 381 | ||
| Law 5: Power Is Invariably Confronted With and Acts in the Presence of a Field of Responsibility | 382 | ||
| Another Way to Look at Power and Where to Get It | 382 | ||
| NETWORKING AMONG COLLEAGUES | 383 | ||
| BUILDING COALITIONS | 383 | ||
| What About Trade-Offs, Compromises, Negotiations, and Other Tricks of the Trade? | 383 | ||
| How Do I Go About Participating in the Election Process? | 384 | ||
| What Is a Political Action Committee? | 385 | ||
| After Getting Them Elected, Then What? | 386 | ||
| CONTROVERSIAL POLITICAL ISSUES AFFECTING NURSING | 390 | ||
| Uniform Core Licensure Requirements | 390 | ||
| What Is It? | 390 | ||
| Nursing and Collective Bargaining | 391 | ||
| Equal Pay for Work of Comparable Value or Comparable Worth? | 391 | ||
| Legislative Campaign for Safe Staffing | 392 | ||
| CONCLUSION | 393 | ||
| BIBLIOGRAPHY | 393 | ||
| 18 - COLLECTIVE BARGAINING: TRADITIONAL (UNION) AND NONTRADITIONAL APPROACHES | 395 | ||
| WHEN DID THE ISSUES LEADING TO COLLECTIVE BARGAINING BEGIN? | 397 | ||
| THE EVOLUTION OF COLLECTIVE BARGAINING IN NURSING | 398 | ||
| Legal Precedents for State Nursing Associations as Collective Bargaining Agents | 398 | ||
| WHO REPRESENTS NURSES FOR COLLECTIVE BARGAINING? | 399 | ||
| Traditional and Nontraditional Collective Bargaining | 399 | ||
| ANA and NNU: What Are the Common Issues? | 401 | ||
| Staffing Issues | 401 | ||
| Objection to an Assignment | 401 | ||
| Concept of Shared Governance | 401 | ||
| Clinical or Career Ladder | 402 | ||
| Negotiations | 403 | ||
| THE DEBATE OVER COLLECTIVE BARGAINING | 403 | ||
| Collective Bargaining: Perspectives of the Traditional Approach | 403 | ||
| Is There a Place for Collective Bargaining in Nursing? | 403 | ||
| Registered Nurse Participation in Collective Bargaining | 404 | ||
| Where Does Collective Bargaining Begin? | 405 | ||
| What Can a Union Contract Do? | 406 | ||
| Wages. Wages and benefits are the foundation of a contract. Wages are the remuneration one receives for providing a service and ... | 406 | ||
| Job security versus career security. It is probably not news to any student enrolled in a registered nursing program that he or ... | 406 | ||
| Seniority rights. Registered nurses who remain on staff at an organization accrue seniority that is based on the length of time ... | 407 | ||
| Resolution of grievances. Methods to resolve grievances, which are sometimes explicitly spelled out in a contract, are an import... | 407 | ||
| Arbitration. If the grievance mechanism does not lead to resolution of the issue, some contracts allow referral of the issue for... | 407 | ||
| Strikes and other labor disputes. What can nurses do in the face of a standoff during contract negotiations? The options that cu... | 408 | ||
| What Are the Elements of a Sound Contract? | 408 | ||
| Membership. The inclusion of union security provisions is an essential element of a sound contract (Fig. 18.2) and addresses one... | 408 | ||
| Retirement. The usual pension or retirement programs for registered nurses have been either the social security system or a hosp... | 409 | ||
| Other benefit issues. Other issues that have affected RNs as employees are family-leave policies, availability of daycare servic... | 410 | ||
| How Can Nurses Control Their Own Practice? | 410 | ||
| Nurse Practice Committees | 411 | ||
| Collective Bargaining: Perspectives of the Nontraditional Approach | 411 | ||
| Simultaneous Debates | 411 | ||
| Collective Bargaining: The Debate That Continues | 411 | ||
| Traditional Collective Bargaining: Its Risks and Benefits | 412 | ||
| FUTURE TRENDS | 414 | ||
| CONCLUSION | 415 | ||
| BIBLIOGRAPHY | 415 | ||
| 19 - ETHICAL ISSUES | 418 | ||
| UNDERSTANDING ETHICS | 419 | ||
| What Are Your Values? | 419 | ||
| Moral/Ethical Principles | 421 | ||
| What Is the Best Decision, and How Will I Know? | 421 | ||
| Autonomy: a patient’s right to self-determination without outside control. Autonomy implies the freedom to make choices and deci... | 421 | ||
| Beneficence: duty to actively do good for patients. For example, you use this principle when deciding what nursing interventions... | 421 | ||
| Nonmaleficence: duty to prevent or avoid doing harm, whether intentional or unintentional. Is it harmful to accept an assignment... | 421 | ||
| Fidelity: the duty to be faithful to commitments. Fidelity involves keeping information confidential and maintaining privacy and... | 421 | ||
| Justice: the duty to treat all patients fairly, without regard to age, socioeconomic status, or other variables. This principle ... | 422 | ||
| Veracity: the duty to tell the truth. The principle of veracity may become an issue when a patient who suspects that her diagnos... | 422 | ||
| Which Principle or Rule Is Most Important? | 423 | ||
| So How Do I Make an Ethical Decision? | 423 | ||
| Deontological. Derived from Judeo-Christian origins, the deontological normative approach is duty-focused and centered on rules ... | 423 | ||
| Teleological. Derived from humanistic origins, the teleological approach is outcome-focused and places emphasis on results. Good... | 424 | ||
| Situational. Derived from humanistic and Judeo-Christian influences and most commonly credited to Joseph Fletcher (1966), an Epi... | 424 | ||
| How Do I Determine Who Owns the Problem? | 425 | ||
| First, determine the facts of the situation. Make sure you collect enough data to give yourself an accurate picture of the issue... | 425 | ||
| Second, identify the ethical issues of the situation. In the ICU scenario, if competent patients have expressed their wishes abo... | 426 | ||
| Third, consider possible courses of action and their related outcomes. Having collected data and after having attempted to discu... | 426 | ||
| Fourth, after a course of action has been taken, evaluate the outcome. In the ICU scenario, did improved communication occur amo... | 427 | ||
| What Other Resources Are Available to Help Resolve Ethical Dilemmas? | 427 | ||
| Controversial Ethical Issues Confronting Nursing | 429 | ||
| Abortion | 431 | ||
| How does the abortion issue affect nursing?. Nurses are involved both as individuals and professionals. The following are some g... | 433 | ||
| Euthanasia | 433 | ||
| Futile Care and Physician-Assisted Suicide | 435 | ||
| What is futility? Medical futility refers to the use of medical intervention (beyond comfort care) without realistic hope of ben... | 435 | ||
| Physician-assisted suicide (PAS). PAS has gained national attention because of Dr. Jack Kevorkian’s persistent efforts to public... | 436 | ||
| What Are the Ethical Issues Regarding Transplantation? | 438 | ||
| What Is the Ethical Issue Regarding the Use of Fetal Tissue? | 438 | ||
| What Are the Ethical Issues Regarding In Vitro Fertilization? | 439 | ||
| What Are Genetics and Genomics? | 439 | ||
| How should we use the ability to diagnose genetic defects prenatally? Genetic disorders such as Tay-Sachs disease, cystic fibros... | 440 | ||
| Allocation of Scarce Resources | 440 | ||
| What Are Some of the Possible Solutions Being Debated? | 441 | ||
| Health care rationing. You may have already experienced situations of health care rationing or limited access. As a nurse you ma... | 441 | ||
| What Is the Impact of Social Media and Social Networking on Nursing Practice? | 441 | ||
| CONCLUSION | 442 | ||
| BIBLIOGRAPHY | 443 | ||
| 20 - LEGAL ISSUES | 445 | ||
| SOURCES OF LAW | 446 | ||
| Where Does “the Law” Come From? | 446 | ||
| What Is Constitutional Law? | 446 | ||
| What Is Statutory Law? | 446 | ||
| What Is Administrative Law? | 448 | ||
| What Are Nurse Practice Acts? | 448 | ||
| What Is Criminal Law? | 449 | ||
| What Is Case Law? | 449 | ||
| Torts | 449 | ||
| What Are Intentional Torts? | 450 | ||
| Invasion of Privacy and Breaches of Privacy and Confidentiality | 451 | ||
| Miscellaneous Intentional Torts and Other Civil Rights Claims Involved With Employment | 452 | ||
| What Are Unintentional Torts? | 453 | ||
| COURT ACTIONS BASED ON LEGAL PRINCIPLES | 453 | ||
| NURSING LICENSURE | 454 | ||
| Disciplinary Actions | 454 | ||
| Scope of Practice | 455 | ||
| Multistate Licensure | 455 | ||
| What about Substance use Disorder in Nursing? | 455 | ||
| NEGLIGENCE | 456 | ||
| Basic Elements of Negligence | 457 | ||
| Do You Have a Professional Duty? | 457 | ||
| Falling Below the Standard of Care: Was There a Breach of the Professional Duty? | 458 | ||
| What About the Nurse Practice Act? | 458 | ||
| What Is an Expert Witness? | 458 | ||
| What Are Established Policies and Procedures? | 459 | ||
| What About Accreditation and Facility Licensing Standards? | 459 | ||
| What About Textbooks and Journals? | 459 | ||
| What Are Professional Standards for Nursing Organizations? | 459 | ||
| Applying the Standard of Care to the Case Study | 459 | ||
| Did the Breach of Duty Cause an Injury? | 460 | ||
| Applying “Causation” to Case Study 3 | 460 | ||
| Did the Patient Suffer Damages or Injury? | 460 | ||
| Damages Applied to the Case Study | 461 | ||
| WHO MIGHT HAVE LIABILITY (RESPONSIBILITY) IN A CLAIM? | 461 | ||
| Personal Liability | 461 | ||
| Supervisory Liability | 462 | ||
| Institutional Liability | 463 | ||
| Student Liability | 463 | ||
| WHAT DEFENSES MIGHT BE AVAILABLE IN MALPRACTICE CLAIMS? | 463 | ||
| COMMON CATEGORIES OF NEGLIGENCE | 464 | ||
| Failure to Document | 464 | ||
| Medication Errors | 466 | ||
| Provide a Safe Environment | 467 | ||
| Patient Falls | 467 | ||
| Equipment Failure | 468 | ||
| Failure to Assess Adequately, Monitor, and Obtain Assistance | 469 | ||
| Failure to Communicate Adequately | 470 | ||
| Failure to Report | 470 | ||
| RELATED LEGAL CONCEPTS | 471 | ||
| Informed Consent | 471 | ||
| Advance Directives | 472 | ||
| CRIMINAL ACTIONS | 473 | ||
| What Criminal Acts Pose a Risk to the Nurse? | 473 | ||
| Theft and Misappropriation of Property | 473 | ||
| Nursing Practice Violations | 474 | ||
| Violations of the Food and Drugs Act | 474 | ||
| RISK MANAGEMENT AND QUALITY IMPROVEMENT | 474 | ||
| How Do I Protect Myself and My Patient From All These Risks? | 474 | ||
| Malpractice Insurance | 476 | ||
| What About Individual Malpractice Insurance? | 476 | ||
| What Is Institutional Coverage? | 476 | ||
| What Should I Ask About Institutional Coverage? | 477 | ||
| What Happens When I Go to Court? | 477 | ||
| LEGAL ISSUES AFFECTING NURSING | 478 | ||
| Health Care Costs and Payment Issues | 478 | ||
| Health Care Delivery Issues | 479 | ||
| Issues About Life-and-Death Decisions | 480 | ||
| Abortions | 480 | ||
| Fetal Rights | 480 | ||
| Human Experimentation or Research | 480 | ||
| Patient Rights | 480 | ||
| CONCLUSION | 480 | ||
| BIBLIOGRAPHY | 482 | ||
| V - ContemporaryNursing Practice | 484 | ||
| 21 - CULTURAL AND SPIRITUAL AWARENESS | 485 | ||
| What Is Meant by Cultural Competence? | 485 | ||
| What Practice Issues Are Related to Cultural Competence? | 486 | ||
| Barriers to Cultural Competence | 486 | ||
| Health and Health Care Disparities | 487 | ||
| OFFICE OF MINORITY HEALTH AND DISASTER PREPAREDNESS | 488 | ||
| Culturally Diverse Work Force | 488 | ||
| What Is the Meaning of Spirituality? | 489 | ||
| CULTURAL AND SPIRITUAL ASSESSMENT | 490 | ||
| What Are Cultural and Spiritual Beliefs About Illness and Cures? | 490 | ||
| How Do You Assess Spiritual Need? | 494 | ||
| CONCLUSION | 496 | ||
| BIBLIOGRAPHY | 497 | ||
| 22 - QUALITY PATIENT CARE | 499 | ||
| HISTORY AND EVOLUTION OF QUALITY IN HEALTH CARE | 502 | ||
| INDEX | 623 | ||
| A | 623 | ||
| B | 624 | ||
| C | 625 | ||
| D | 627 | ||
| E | 628 | ||
| F | 630 | ||
| G | 630 | ||
| H | 631 | ||
| I | 632 | ||
| J | 633 | ||
| K | 633 | ||
| L | 633 | ||
| M | 633 | ||
| N | 635 | ||
| O | 638 | ||
| P | 638 | ||
| Q | 640 | ||
| R | 640 | ||
| S | 641 | ||
| T | 643 | ||
| U | 644 | ||
| V | 644 | ||
| W | 644 | ||
| Y | 645 | ||
| Z | 645 |