Additional Information
Book Details
Abstract
LPN to RN Transitions, 4th Edition makes it easy for you to take the next step in your nursing career with all of the essential information you need to pursue your RN degree and practice as a registered nurse. This new edition includes practical information on role transition, cultural competency, delegation, classroom study habits, professional writing, and more. Plus, newly-revised chapters provide the latest information for one complete, indispensable resource to help you succeed in everything from the classroom to clinical practice!
- Improved organization gives you a clear vision of what the profession of nursing encompasses and ends with a career-affirming review of the path you must travel to reach the goal of registered nurse.
- Critical thinking questions give you practice applying the critical-thinking skills you will need on the job.
- Clear, succinct coverage helps you focus on the issues that an RN must address for a successful practice.
- FYI boxes encourage you to think about how your day-to-day interactions will change as an RN.
- Additional illustrations create a more engaging reading experience.
- Revised table of contents helps you quickly locate information.
- Casual writing style makes it easier to read the text and gain practical advice.
- Key Terms and Key Points help you learn vocabulary words central to the topic discussed.
- Learning objectives in each chapter orient you to the broad range of topics that will be emphasized in the RN curriculum.
- NEW! Information on Role Transition prepares you to begin working in a clinical practice environment.
- NEW! Cultural Competency information covers how to work with a diverse set of patients.
- NEW! Prepare Now to Pass NCLEX® chapter provides strategies to use throughout the ADN curriculum to help you prepare a study plan tailored for success on the NCLEX-RN exam.
- NEW! Additional case studies demonstrate how the concepts discussed apply to real-life patients and colleagues.
- NEW! Math and Calculations content streamlined online for quick access.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| CONTENTS | ES1 | ||
| LPN to RN TRANSITIONS\r | i | ||
| LPN to RN TRANSITIONS | iii | ||
| Copyright | iv | ||
| REVIEWERS | v | ||
| PREFACE | vi | ||
| ACKNOWLEDGMENTS | vii | ||
| CONTENTS | viii | ||
| 1 - Essential Skills to BeginYour Transition | 1 | ||
| 1 - HONORING YOUR PAST, PLANNING YOUR FUTURE | 1 | ||
| UNDERSTANDING TRANSITION | 2 | ||
| LEARNING AS AN ADULT | 2 | ||
| WHERE IT ALL BEGINS | 3 | ||
| REVIEWING THE PAST | 4 | ||
| EXAMINING WHERE YOU ARE NOW | 7 | ||
| SETTING YOUR GOALS | 7 | ||
| Prioritizing | 8 | ||
| Change Theory | 9 | ||
| LIFELONG LEARNING | 11 | ||
| KEY POINTS | 11 | ||
| REFERENCES | 12 | ||
| 2 - ASSESSING YOURSELF AND DESIGNING SUCCESS | 13 | ||
| GIFTS AND BARRIERS | 14 | ||
| LEARNING STYLE | 16 | ||
| SELF-DIRECTEDNESS | 19 | ||
| ASSUMING AN INTERNAL LOCUS OF CONTROL | 20 | ||
| POSITIVE SELF-TALK | 21 | ||
| ELIMINATION OF SELF-DEFEATING BEHAVIORS | 22 | ||
| Pessimism | 22 | ||
| Nit-Picking | 22 | ||
| Worrying | 23 | ||
| Perfectionism | 23 | ||
| Blaming | 23 | ||
| MANAGING THE WORK OF SUCCESS | 23 | ||
| Decision Making | 23 | ||
| Planning | 24 | ||
| Commitment | 24 | ||
| Time Management | 25 | ||
| Assessment | 25 | ||
| Setting Goals and Prioritizing | 26 | ||
| Time Wasters | 27 | ||
| MANAGING YOUR HEALTH | 28 | ||
| Stress and Stress Reduction | 28 | ||
| Stress | 29 | ||
| Stress Reduction | 30 | ||
| KEY POINTS | 32 | ||
| REFERENCES | 34 | ||
| 3 - STUDY HABITS AND TEST-TAKING SKILLS | 36 | ||
| GENERAL FACE-TO-FACE CLASSROOM BEHAVIOR | 36 | ||
| EFFECTIVE LISTENING | 37 | ||
| Before Class | 37 | ||
| During Class | 37 | ||
| Immediately After Class | 37 | ||
| EFFECTIVE NOTE-TAKING | 38 | ||
| Before Class | 38 | ||
| During Class | 38 | ||
| After Class | 38 | ||
| SUCCESS IN AN ONLINE CLASS | 39 | ||
| EFFECTIVE READING | 40 | ||
| Maintaining Concentration | 40 | ||
| Identifying Main Ideas | 40 | ||
| Learning at the Vocational Level vs Higher Education | 41 | ||
| Relating Details to a Main Idea | 41 | ||
| Highlighting Appropriately | 41 | ||
| Improving Reading Speed | 42 | ||
| Skimming and Scanning | 43 | ||
| IMPROVING YOUR STUDY SKILLS | 43 | ||
| Step 1: Survey | 43 | ||
| Step 2: Question | 43 | ||
| Step 3: Read | 43 | ||
| Step 4: Recite | 43 | ||
| Step 5: Review | 44 | ||
| More Study Strategies | 44 | ||
| FINDING THE BALANCE | 45 | ||
| TEST-TAKING SKILLS | 45 | ||
| Structured-Response Questions | 45 | ||
| Multiple Choice/Multiple Response | 46 | ||
| Question Stem | 46 | ||
| Question Options | 47 | ||
| True-False | 47 | ||
| Matching and Ordered Response Questions | 47 | ||
| Restricted-Response Questions | 48 | ||
| Essay Questions | 48 | ||
| Universal Advice for Optimal Test Performance | 48 | ||
| KEY POINTS | 50 | ||
| REFERENCE | 51 | ||
| 2 - The Profession and Disciplineof Registered Nursing | 52 | ||
| 4 - DISTINGUISHING THE RN ROLE FROM THE LPN/LVN ROLE | 52 | ||
| PROFESSIONAL ROLE SOCIALIZATION | 53 | ||
| ROLE ELEMENTS | 56 | ||
| DIFFERENCES BETWEEN LPN/LVN AND RN ROLES | 59 | ||
| Level of Independence/Autonomy in the Role | 59 | ||
| Educational Level | 59 | ||
| Critical Thinking | 60 | ||
| Assessment Skills | 61 | ||
| Care Planning | 62 | ||
| Legal and Leadership Responsibilities | 62 | ||
| Intravenous Therapy | 63 | ||
| Communication Skills | 63 | ||
| Patient Teaching Skills | 63 | ||
| EDUCATIONAL PREPARATION | 64 | ||
| Diploma in Nursing | 65 | ||
| Associate’s Degree in Nursing | 65 | ||
| Baccalaureate Degree in Nursing | 66 | ||
| Master’s Degree in Nursing | 66 | ||
| Doctoral Degrees in Nursing | 66 | ||
| Accreditation | 67 | ||
| Specialty Nursing Certification | 67 | ||
| Professional Nursing Organizations | 68 | ||
| SCOPE OF PRACTICE | 68 | ||
| Licensed Practical Nursing | 69 | ||
| Registered Nursing | 69 | ||
| Provider of Care | 70 | ||
| Manager of Care | 70 | ||
| Member of the Profession | 70 | ||
| KEY POINTS | 71 | ||
| REFERENCES | 72 | ||
| 5 - USING NURSING THEORY TO GUIDE PROFESSIONAL PRACTICE | 74 | ||
| BACKGROUND | 75 | ||
| THEORIES IN SUPPORT OF NURSING | 76 | ||
| Developmental, or Physiological, Theories | 77 | ||
| Systems Theory | 77 | ||
| Role Theory | 77 | ||
| Adaptation Theory | 78 | ||
| NURSING PHILOSOPHIES | 78 | ||
| Florence Nightingale: Philosophy of Nursing | 78 | ||
| Virginia Henderson: Definition of Nursing | 79 | ||
| Jean Watson: Philosophy of Science and Caring | 79 | ||
| Patricia Benner: From Novice to Expert | 80 | ||
| NURSING THEORIES | 81 | ||
| Hildegard E. Peplau: Theory of Interpersonal Relations | 81 | ||
| Ida Jean Orlando: Nursing Process Theory | 81 | ||
| Nola J. Pender: Health Promotion Model | 82 | ||
| Madeleine Leininger: Culture Care Theory of Diversity and Universality | 82 | ||
| Margaret A. Newman: Theory of Health as Expanding Consciousness | 83 | ||
| NURSING MODELS | 84 | ||
| Dorothy E. Johnson: Behavioral Systems Model | 84 | ||
| Imogene M. King: Theory of Goal Attainment | 84 | ||
| MYRA E. LEVINE: CONSERVATION MODEL | 85 | ||
| Betty Neuman: Healthcare Systems Model | 85 | ||
| Dorothea E. Orem: Theory of Self-Care Deficit | 86 | ||
| Sister Callista Roy: Roy Adaptation Model | 86 | ||
| OTHER THEORISTS | 87 | ||
| KEY POINTS | 88 | ||
| REFERENCES | 89 | ||
| 6 - PROVIDING PATIENT-CENTERED CARE THROUGH THE NURSING PROCESS | 91 | ||
| HISTORICAL PERSPECTIVE | 93 | ||
| NURSING PROCESS | 93 | ||
| Assessment | 94 | ||
| Data Collection Methods | 95 | ||
| Organization of Data Collection | 96 | ||
| Validating Assessment Data | 96 | ||
| Diagnosis | 97 | ||
| Prioritizing | 98 | ||
| Outcome Identification/Planning | 99 | ||
| Planning | 100 | ||
| Implementation | 102 | ||
| Evaluation | 102 | ||
| CONCEPT MAPPING | 103 | ||
| Developing a Concept Map | 103 | ||
| KEY POINTS | 105 | ||
| REFERENCES | 107 | ||
| 7 - CRITICAL AND DIAGNOSTIC THINKING FOR BETTER CLINICAL JUDGMENT | 108 | ||
| DEFINITION OF CRITICAL THINKING | 109 | ||
| PURPOSE OF CRITICAL THINKING | 109 | ||
| Need for Critical Thinking | 109 | ||
| TYPES OF REASONING EMBEDDED IN CRITICAL THINKING | 110 | ||
| Reasoned Thought | 110 | ||
| Clinical Judgment | 110 | ||
| RELATED THINKING SKILLS | 111 | ||
| Diagnostic Thinking | 111 | ||
| Cultivated Thinking | 111 | ||
| Deductive Reasoning | 111 | ||
| Inductive Reasoning | 112 | ||
| ELEMENTS OF REASONING AND CRITICAL THOUGHT | 112 | ||
| Purpose | 113 | ||
| Question at Issue | 113 | ||
| Point of View | 113 | ||
| Available Information | 113 | ||
| Concepts | 113 | ||
| Assumptions | 113 | ||
| Implications and Consequences | 114 | ||
| Inferences | 114 | ||
| STRUCTURE OF CRITICAL THOUGHT | 114 | ||
| ATTRIBUTES OF THE CRITICAL THINKER | 114 | ||
| Curiosity | 115 | ||
| Diligent Pursuit of Evidence and Information | 116 | ||
| Rational Thought | 116 | ||
| Reflection | 116 | ||
| Creativity | 116 | ||
| Intuitive Thought | 116 | ||
| FOSTERING CRITICAL THOUGHT | 117 | ||
| KEY POINTS | 118 | ||
| REFERENCES | 119 | ||
| 3 - The RN as a Provider of Care | 120 | ||
| 8 - PRACTICING EVIDENCE-BASED DECISION MAKING | 120 | ||
| WHAT IS EVIDENCE-BASED PRACTICE? | 122 | ||
| DEFINING EVIDENCE-BASED PRACTICE | 122 | ||
| DEFINING ATTRIBUTES OF EVIDENCE-BASED PRACTICE | 123 | ||
| PUTTING EVIDENCE-BASED PRACTICE TO WORK | 123 | ||
| Getting Started | 123 | ||
| Step 1: Construct a Relevant, Answerable Question from an Identified Clinical Concern Case | 124 | ||
| Background questions. Background questions seek general knowledge about a disease or disease process, and foreground questions a... | 124 | ||
| Foreground questions. Foreground questions have four key components: patient- or problem-centered focus on knowledge about manag... | 124 | ||
| PICO. PICO is an acronym used to describe a format of the four elements required to formulate a good clinical question (P, patie... | 124 | ||
| Clinical question categories. The clinical question will fall into various categories that are classified according to use. Reme... | 125 | ||
| Step 2: Search the Literature for the Best External Evidence | 126 | ||
| MEDLINE. MEDLINE is the largest biomedical research literature database (over 10 million references) for general information. ME... | 126 | ||
| HealthStar. HealthStar indexes published literature on health sciences, technology, administration, and research. Its focus is o... | 126 | ||
| The Cochrane Library. The Cochrane Library is an electronic library designed to help make informed health care decisions. The pr... | 126 | ||
| National Guideline Clearinghouse. The National Guideline Clearinghouse provides evidence-based clinical guidelines. The Clearing... | 126 | ||
| Agency for Healthcare Research and Quality. The AHRQ has contributed to evidence-based practice by the establishment of 12 Evide... | 127 | ||
| Evaluating the strength of a study. Both the experienced RN and the new graduate lack a thorough understanding of the research p... | 127 | ||
| LIMITATIONS OF EVIDENCE-BASED PRACTICE | 129 | ||
| The Evidence | 129 | ||
| The Individual | 129 | ||
| The Health Care System | 129 | ||
| Nursing | 129 | ||
| APPARENT GAPS IN RESEARCH UTILIZATION | 130 | ||
| Research, Both Simple and Necessary | 130 | ||
| COMPONENTS AND PROCESS IN A RESEARCH STUDY | 130 | ||
| Concepts | 130 | ||
| Types of Variables | 131 | ||
| Defining Variables | 133 | ||
| Literature Search | 134 | ||
| RESEARCH PROCESS | 134 | ||
| Making Predictions | 134 | ||
| Defining the Research Study | 135 | ||
| Defining the Population | 135 | ||
| Selecting a Sample | 136 | ||
| Making a Data Collection Plan | 136 | ||
| Checking Reliability and Validity | 136 | ||
| Collecting Data | 137 | ||
| Interpreting the Results | 137 | ||
| Communicating the Results | 137 | ||
| RESEARCH UTILIZATION | 137 | ||
| Validating Research Results | 138 | ||
| Applying Research to Practice | 138 | ||
| Identifying Areas for Research | 139 | ||
| KEY POINTS | 140 | ||
| REFERENCES | 142 | ||
| 9 - COMMUNICATING WITH PATIENTS AND CO-WORKERS | 143 | ||
| COMMUNICATION BASICS | 144 | ||
| VERBAL AND NONVERBAL COMMUNICATION | 144 | ||
| Therapeutic Communication | 145 | ||
| Communication Facilitators | 146 | ||
| Active Listening | 146 | ||
| Communication Blockers | 146 | ||
| THE NURSE–PATIENT RELATIONSHIP | 147 | ||
| Orientation | 148 | ||
| Working | 149 | ||
| Termination | 153 | ||
| HEALTH LITERACY AND CULTURAL COMPETENCE | 154 | ||
| Health Literacy | 154 | ||
| Culture | 154 | ||
| The Older Adult | 155 | ||
| COLLABORATIVE COMMUNICATION | 156 | ||
| Delegation | 158 | ||
| The Nurse–Physician Relationship | 162 | ||
| TeamSTEPPS | 163 | ||
| Documentation as Communication | 164 | ||
| KEY POINTS | 167 | ||
| REFERENCES | 170 | ||
| 10 - TEACHING PATIENTS AND THEIR FAMILIES | 172 | ||
| THE PATIENT AS A LEARNER | 173 | ||
| PRINCIPLES OF TEACHING AND LEARNING | 173 | ||
| Basic Assumptions of Learning | 174 | ||
| BASIC PRINCIPLES OF LEARNING | 174 | ||
| Motivation to Learn | 175 | ||
| Barriers to Learning | 175 | ||
| Facilitation of Learning | 175 | ||
| Adult Learners | 176 | ||
| Relating to the Learner’s Level of Understanding | 176 | ||
| ASSESSMENT OF READINESS TO LEARN | 178 | ||
| Understanding Stressors | 178 | ||
| Need to Include Family in the Learning Process | 179 | ||
| Assess the Patient’s Current Level of Knowledge | 179 | ||
| EVALUATION OF EFFECTIVENESS OF LEARNING | 180 | ||
| Legal Implications | 180 | ||
| Demonstration of Learning | 180 | ||
| Following Up After Discharge | 181 | ||
| BASIC PRINCIPLES OF TEACHING | 181 | ||
| CHARACTERISTICS OF A TEACHER | 182 | ||
| Nurse Credibility | 182 | ||
| Confidence | 182 | ||
| Clear and Effective Communication | 182 | ||
| PROCESSES OF TEACHING PATIENTS AND FAMILIES | 183 | ||
| Preparing the Environment | 183 | ||
| Teaching Plan | 183 | ||
| Resources | 183 | ||
| Culture and Learning | 185 | ||
| Learning Styles | 185 | ||
| KEY POINTS | 186 | ||
| WEB RESOURCES | 186 | ||
| REFERENCES | 187 | ||
| 11 - THE NURSES, IDEAS, AND FORCES THAT DEFINE THE PROFESSION | 188 | ||
| HISTORICAL FOUNDATIONS | 190 | ||
| Religious | 190 | ||
| Social | 191 | ||
| Political | 193 | ||
| NURSING TODAY: FACTORS INFLUENCING PRACTICE | 194 | ||
| Aging Population | 194 | ||
| Emphasis on Health Promotion and Disease Prevention | 195 | ||
| Outcomes-Oriented Patient-Centered Care | 196 | ||
| Cost Containment | 196 | ||
| Consider the Following Questions | 196 | ||
| Quality Improvement | 197 | ||
| KEY POINTS | 200 | ||
| REFERENCES | 201 | ||
| 12 - UPHOLDING LEGAL AND ETHICAL PRINCIPLES | 203 | ||
| ISSUES IN LAW | 204 | ||
| SOURCES OF LAW | 204 | ||
| LEGAL PRINCIPLES | 205 | ||
| Confidentiality and the Right to Privacy | 205 | ||
| Patient Rights | 205 | ||
| Informed Consent | 206 | ||
| Assault and Battery | 206 | ||
| NEGLIGENCE AND MALPRACTICE | 207 | ||
| FAILURE TO RESCUE | 209 | ||
| DOCUMENTATION | 210 | ||
| MANDATORY REPORTING | 211 | ||
| LEGAL NURSE CONSULTANT | 211 | ||
| NURSING ETHICS | 211 | ||
| Autonomy | 212 | ||
| Veracity | 213 | ||
| Fidelity | 213 | ||
| Beneficence | 213 | ||
| Nonmaleficence | 213 | ||
| Confidentiality | 213 | ||
| Justice | 213 | ||
| ETHICS AND CULTURE | 214 | ||
| ETHICAL DILEMMAS | 214 | ||
| BIOETHICS | 215 | ||
| ETHICS COMMITTEES | 215 | ||
| ETHICAL THEORIES | 216 | ||
| Deontology | 216 | ||
| Utilitarianism | 216 | ||
| Virtue Ethics | 216 | ||
| The Ethic of Care | 217 | ||
| YOUR PROFESSIONAL COMMITMENT | 217 | ||
| ETHICAL DECISION MAKING | 218 | ||
| KEY POINTS | 219 | ||
| REFERENCES | 221 | ||
| 13 - CARE AND SAFETY STANDARDS, COMPETENCE, AND NURSE ACCOUNTABILITY | 223 | ||
| CLASSIFICATION OF NURSING SKILL LEVEL | 224 | ||
| EDUCATIONAL AND PROFESSIONAL STANDARDS | 225 | ||
| Quality and Safety Education for Nurses | 225 | ||
| Professional Accountability | 227 | ||
| Personal Accountability | 227 | ||
| Professional Practice Standards and Standards of Care | 228 | ||
| MANAGING CARE ABERRANCES | 229 | ||
| Occurrence Reports | 230 | ||
| Root-Cause Analysis | 230 | ||
| Involving Management in Decision Making | 231 | ||
| PATIENT AND FAMILY COMPLAINTS | 231 | ||
| Chain of Command | 232 | ||
| Quality of Care Measurement | 232 | ||
| KEY POINTS | 233 | ||
| REFERENCES | 234 | ||
| 4 - The RN as Manager of Care | 236 | ||
| 14 - LEADING, DELEGATING, AND COLLABORATING | 236 | ||
| LEADERS, MANAGERS, AND FOLLOWERS | 237 | ||
| LEADERSHIP CHARACTERISTICS | 238 | ||
| Defining the Leadership Role | 238 | ||
| Leadership Styles | 238 | ||
| Leadership Approaches | 239 | ||
| Transactional Leadership | 239 | ||
| Transformational Leadership | 240 | ||
| Servant Leadership | 240 | ||
| Quantum Leadership | 240 | ||
| LEADING AND EMOTIONAL INTELLIGENCE | 242 | ||
| ETHICS AND CULTURE: CENTRAL TO LEADERSHIP | 242 | ||
| Ethics and Leadership | 242 | ||
| Culture and Leadership | 243 | ||
| DELEGATION | 243 | ||
| Principles of Delegation | 243 | ||
| Issues Related to Delegation | 245 | ||
| COLLABORATING IN PROVIDING CARE | 246 | ||
| Collaboration | 246 | ||
| Accountability | 247 | ||
| Professional Advocacy | 247 | ||
| Collaborating and Advocating Through the Medical Plan of Care | 248 | ||
| DECISION MAKING AND PROBLEM SOLVING | 250 | ||
| CONFLICT MANAGEMENT | 251 | ||
| Sacrifice Resolution | 253 | ||
| Competition Resolution | 253 | ||
| Win-Win Resolution | 253 | ||
| KEY POINTS | 253 | ||
| REFERENCES | 257 | ||
| 15 - PROMOTING HEALTHFUL LIVING IN THE PRIMARY CARE SETTING | 258 | ||
| THEORETICAL FRAMEWORK | 259 | ||
| Self-Care | 259 | ||
| Health Promotion Model | 260 | ||
| HEALTH PROMOTION PRINCIPLES | 260 | ||
| Health Promotion Plan of Care | 261 | ||
| The RN’s Role in Health Promotion | 261 | ||
| ENVIRONMENTAL INFLUENCES ON HEALTH PROMOTION | 263 | ||
| Physical | 263 | ||
| Cultural, Spiritual, and Social | 264 | ||
| Economic | 265 | ||
| DEVELOPMENTAL | 266 | ||
| PRIMARY HEALTH CARE SYSTEMS | 268 | ||
| GLOBAL HEALTH PROMOTION | 268 | ||
| COMMUNITY HEALTH PROMOTION | 270 | ||
| SELF-HEALTH PROMOTION | 270 | ||
| KEY POINTS | 270 | ||
| REFERENCES | 272 | ||
| 16 - MANAGING CARE IN SECONDARY AND TERTIARY HEALTH CARE | 273 | ||
| THEORETICAL FRAMEWORK | 274 | ||
| MANAGER OF CARE | 275 | ||
| Environmental Influences | 275 | ||
| Spiritual Needs and Influences | 276 | ||
| Cultural Needs and Influences | 277 | ||
| Developmental Needs and Influences | 278 | ||
| Social Needs and Influences | 278 | ||
| RESOURCE MANAGER | 279 | ||
| Clinical Pathways | 279 | ||
| Discharge Planning | 280 | ||
| TERTIARY CARE REFERRALS | 280 | ||
| KEY POINTS | 281 | ||
| REFERENCES | 282 | ||
| 5 - Putting It All Together | 284 | ||
| 17 - REFLECTING ON YOUR TRANSITION | 284 | ||
| ASSESSMENT | 285 | ||
| CRITICAL REFLECTION | 285 | ||
| MAKING THE DIAGNOSIS | 288 | ||
| PLANNING | 288 | ||
| IMPLEMENTATION | 289 | ||
| Your New Tools | 290 | ||
| What’s Stopping You? | 291 | ||
| EVALUATION | 291 | ||
| KEY POINTS | 292 | ||
| REFERENCES | 293 | ||
| 18 - PASSING THE NCLEX-RN® | 294 | ||
| EVOLUTION OF THE NCLEX-RN® EXAM | 295 | ||
| CAT | 295 | ||
| NCLEX TEST PLAN | 296 | ||
| NCLEX-RN® STYLE TEST ITEMS | 299 | ||
| EVIDENCE-BASED STRATEGIES FOR TESTING SUCCESS | 301 | ||
| KATTS FRAMEWORK | 302 | ||
| THE FIVE C’S | 303 | ||
| KEY POINTS | 304 | ||
| WEB RESOURCES | 305 | ||
| REFERENCES | 306 | ||
| 1 - BASIC MATH REVIEW: PREPARING FOR MEDICATION CALCULATIONS | 307 | ||
| PREPARING FOR CALCULATIONS: BASIC MATH REVIEW | 307 | ||
| Fractions | 307 | ||
| Reducing Fractions | 308 | ||
| Improper Fractions and Mixed Numbers | 308 | ||
| Lowest Common Denominator | 308 | ||
| Adding Fractions | 309 | ||
| Subtracting Fractions | 309 | ||
| Multiplying Fractions | 310 | ||
| Dividing Fractions | 311 | ||
| RATIO AND PROPORTION | 311 | ||
| Conversions of Units of Measurement | 311 | ||
| Metric System | 312 | ||
| Household Measurements | 312 | ||
| METHODS OF DOSAGE CALCULATIONS | 313 | ||
| Ratio and Proportion Method | 313 | ||
| FORMULA METHOD | 314 | ||
| DIMENSIONAL ANALYSIS (FACTOR LABELING) METHOD | 315 | ||
| BASIC DOSAGE CALCULATIONS USING DIMENSIONAL ANALYSIS | 316 | ||
| FORMAT TO SET UP THE IV RATE PROBLEM USING DA | 319 | ||
| EXAMPLE OF CALCULATIONS | 320 | ||
| ADVANCED STEPS TO CALCULATE DOSAGES USING DIMENSIONAL ANALYSIS | 320 | ||
| EXAMPLE OF COMPLEX IV RATE CALCULATIONS | 320 | ||
| EXAMPLE OF VERIFYING A PEDIATRIC MEDICATION ORDER | 322 | ||
| WEB RESOURCES | 324 | ||
| INDEX | 325 | ||
| A | 325 | ||
| B | 326 | ||
| C | 326 | ||
| D | 328 | ||
| E | 328 | ||
| F | 329 | ||
| G | 330 | ||
| H | 330 | ||
| I | 331 | ||
| J | 331 | ||
| K | 331 | ||
| L | 331 | ||
| M | 332 | ||
| N | 333 | ||
| O | 334 | ||
| P | 335 | ||
| Q | 336 | ||
| R | 336 | ||
| S | 337 | ||
| T | 338 | ||
| U | 339 | ||
| V | 339 | ||
| W | 340 | ||
| Z | 340 |