Davis Advantage for Basic Nursing: Thinking, Doing, and Caring 3rd Edition, ISBN-13: 978-1719642071

Davis Advantage for Basic Nursing: Thinking, Doing, and Caring 3rd Edition, ISBN-13: 978-1719642071

[PDF eBook eTextbook]

• Publisher: ‎ F.A. Davis Company; Third edition (November 1, 2021)
• Language: ‎ English
• ISBN-10: ‎ 1719642079
• ISBN-13: ‎ 978-1719642071

LEARN–APPLY–ASSESS

Davis Advantage for Basic Nursing combines an innovative text with an immersive online program that make this challenging but must-know content easier to master by making learning personal. Together, they create a seamless experience that tracks each student’s progress and assesses their knowledge until they have mastered the concepts and are ready to apply them in class, clinical, and practice. 

THE TEXTBOOK

A comprehensive approach to care promotes critical thinking and clinical judgment to teach students how to “Think Like a Nurse” from the very first day. A consistent and concise organization along with a wealth of pedagogical features emphasizes the Thinking, Doing, and Caring at the heart of professional practice.

In every chapter, students first explore the theoretical knowledge behind key Fundamentals concepts. Then, they learn the practical knowledge guided by the nursing process; and finally, the skills and procedures for safe and effective nursing care.

LEARN—Personalized Learning

The foundation of the Davis Advantage platform, Personalized Learning, immerses students in an online learning experience tailored to their needs. Students are assessed on their comprehension of key topics from the text, and then are guided through animated mini-lecture videos and dynamic activities to reinforce learning and bring concepts to life.

APPLY—Clinical Judgment (NEW!)

Clinical Judgment elevates students’ critical thinking and clinical reasoning, helping them to build the clinical judgment skills they need to practice safe and effective nursing care and to prepare for the Next Generation NCLEX® with confidence. Progressive case studies featuring real-life, complex clinical situations challenge students to apply their knowledge, make informed decisions, and evaluate outcomes.

Table of Contents:

Cover
Title Page
Copyright
Dedication
Preface
Contributors
Reviewers
Contributors and Reviewers of Previous Editions
Acknowledgments
Contents
Meet the Nguyens
Unit 1: How Nurses Think
CHAPTER 1: Evolution of Nursing Thought & Action
About the Key Concepts
Historical Leaders Who Advanced the Profession of Nursing
Nursing Today: Full-Spectrum Nursing
Contemporary Nursing: Education, Regulation, and Practice
How Is Nursing Defined?
How Do Nurses’ Educational Paths Differ?
How Is Nursing Practice Regulated?
What Are Some Important Nursing Organizations?
Nursing Practice: Caring for Clients
The Healthcare Delivery System
What Types of Care Are Provided?
Where Is Care Provided?
How Is Healthcare Categorized?
Who Are the Members of the Interprofessional Healthcare Team?
How Is Healthcare Financed?
How Are Supplies and Equipment Provided?
How Is Healthcare Regulated?
How Have Healthcare Reform Efforts Affected Care?
What Are the Issues Related to Healthcare Reform?
How Do Providers and Facilities Ensure Quality Care?
Factors That Influence Contemporary Nursing Practice
What Are Some Trends in Society?
What Are Some Trends in Nursing and Healthcare?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 2: Clinical Judgment
Key Concepts
What Does Nursing Involve?
Theoretical Knowledge: Knowing Why
What Is Clinical Judgment?
What Are the Different Kinds of Nursing Knowledge?
What Are Models of Clinical Judgment?
What Is Clinical Reasoning?
What Is Critical Thinking?
What Are Critical-Thinking Skills?
What Are Critical-Thinking Attitudes?
Why Is Critical Thinking Important for Nurses?
Nurses Deal With Complex Situations
Clients Are Unique
Nurses Apply Knowledge to Provide Holistic Care
A Model for Critical Thinking
Applying the Model: An Example
Practical Knowledge: Knowing How
How Is the Nursing Process Related to Critical Thinking?
How Is the Nursing Process Related to Clinical Judgment?
What Is Caring?
What Is Full-Spectrum Nursing?
What Concepts Are Used in Full-Spectrum Nursing?
How Does the Model Work?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 3: The Steps of the Nursing Process
About the Key Concepts
Assessment: The First Step of the Nursing Process
Types of Assessment Data
Skills of Nursing Assessment
Types of Assessment
Taking a Nursing Health History
Types of Interviews
Validating Data
Organizing Data
Documenting Data
Guidelines for Recording Assessment Data
Tools for Recording Assessment Data
Diagnosis: The Second Step of the Nursing Process
Origins of Nursing Diagnosis
Recognizing When to Use Nursing Diagnoses
Types of Nursing Diagnoses
Diagnostic Reasoning
Analyze and Interpret Data
Draw Conclusions About Health Status
Verify Problems With the Patient
Prioritize Problems
Reflecting Critically on Your Diagnostic Reasoning
Think About Your Theoretical Knowledge
Think About Your Self-Knowledge
Think About Your Thinking
Standardized Nursing Languages
Classification Systems Used in Healthcare
NANDA-I Diagnostic Classification System
Writing Diagnostic Statements
Formats for Diagnostic Statements
Relation of Nursing Diagnoses to Outcomes and Interventions
Planning: The Next Step of the Nursing Process
Types of Planning
Nursing Care Plans
Standardized Plans
Process for Writing an Individualized Nursing Care Plan
Planning Patient Goals/Outcomes
Goals Versus Outcomes
Distinguishing Between Short-Term and Long-Term Goals
Components of a Goal Statement
Relating Goals to Nursing Diagnoses
Using Standard Terminology for Outcomes
Writing Goals for Wellness Diagnoses
Planning Nursing Interventions
Deciding Which Interventions to Use
Influence of Nursing Research on Choice of Interventions
Evidence-Based Practice
Influence of Problem Status on Nursing Interventions
Process for Generating and Selecting Interventions
Using Standardized Language to Plan Interventions
Standardized Languages for Home Health and Community Care
Standardized Language and Holistic Care
Using Nursing Orders
Components of a Nursing Order
Implementation: The Action Phase of the Nursing Process
Preparing for Implementation
Implementing the Plan: Doing or Delegating
Documenting: The Final Step of Implementation
Evaluation: The Final Step of the Nursing Process
Use of Standards and Criteria in Evaluation
Types of Evaluation
Evaluation of Patient Progress
Evaluating and Revising the Care Plan
Evaluating the Quality of Care in a Healthcare Setting
Practical Knowledge: Knowing How
Assessment Guidelines and Tools
Discharge Planning Form
NCSBN Delegation Grid
Evaluation Checklist
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 4: Evidence-Based Practice: Theory & Research
About the Key Concepts
Theoretical Knowledge: Knowing Why
The Importance of Nursing Theory and Research
Nursing Theories
What Are the Components of a Theory?
Paradigm, Framework, Model, or Theory?
How Are Theories Developed?
What Are the Essential Concepts of a Nursing Theory?
How Do Nurses Use Theories?
Who Are Some Important Nurse Theorists?
How Do Nurses Use Theories From Other Disciplines?
Practical Knowledge: Knowing How
Planning Theory-Based Interventions/Implementation
Nursing Research
Theoretical Knowledge: Knowing Why
Why Should I Learn About Research?
What Is the History of Nursing Research?
How Are Priorities for Nursing Research Developed?
What Educational Preparation Does a Researcher Need?
Practical Knowledge: Knowing How
How Do We Gain Knowledge?
What Are Two Approaches to Research?
What Are the Phases of the Research Process?
What Are the Rights of Research Participants?
How Can I Base My Practice on the Best Evidence?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
Unit 2: Factors Affecting Health
CHAPTER 5: Life Span: Infancy Through Middle Adulthood
Theoretical Knowledge: Knowing Why
About the Key Concepts
How Does Development Occur?
Principles of Growth and Development
Theories of Development
The Gestational Period: Conception to Birth
Fetal Physical Development During Gestation
Maternal Changes During Pregnancy
Common Health Problems During Gestation
Effects of Maternal Health
Effects of Maternal Nutrition
Assessment (Prenatal)
Interventions (Prenatal)
Neonatal Period: Birth to 28 Days
Physical Development of the Neonate
Cognitive Development of the Neonate
Psychosocial Development of the Neonate
Common Health Problems of the Neonate
Assessment (Neonate)
Interventions (Neonate)
Infancy: 1 Month to 1 Year of Age
Physical Development of the Infant
Cognitive Development of the Infant
Psychosocial Development of the Infant
Common Health Problems of the Infant
Assessment (Infant)
Interventions (Infant)
Toddlerhood: Ages 1 to 3 Years
Physical Development of the Toddler
Cognitive Development of the Toddler
Psychosocial Development of the Toddler
Common Health Problems of Toddlers
Assessment (Toddlerhood)
Interventions (Toddlers)
Preschool Stage: Ages 4 and 5 Years
Physical Development of the Preschooler
Cognitive Development of the Preschooler
Psychosocial Development of the Preschooler
Common Health Problems of Preschoolers
Assessment (Preschooler)
Interventions (Preschooler)
School Age: Ages 6 to 12 Years
Physical Development of the School-Age Child
Cognitive Development of the School-Age Child
Psychosocial Development of the School-Age Child
Common Health Problems of School-Age Children
Assessment (School Age)
Interventions (School Age)
Teaching for Safety
Teaching About Nutrition and Exercise for Weight Loss
Adolescence: Ages 12 to 18 Years
Physical Development of Adolescents
Cognitive Development of Adolescents
Psychosocial Development of Adolescents
Common Health Problems of Adolescents
Assessment (Adolescents)
Interventions (Adolescents)
Young Adulthood: Ages 19 to 40 Years
Physical Development of Young Adults
Cognitive Development of Young Adults
Common Health Problems of Young Adults
Assessment (Young Adults)
Interventions (Young Adults)
Middle Adulthood: Ages 40 to 64 Years
Physical Development of Middle Adults
Cognitive Development of Middle Adults
Psychosocial Development of Middle Adults
Common Health Problems of Middle Adults
Assessment (Middle Adults)
Interventions (Middle Adults)
Practical Knowledge: Knowing How
Individualized Goals/Outcomes and Interventions
Putting It All Together
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Possible Abuse Flowchart
Procedures
Procedure 5-1. Assessing for Abuse
Concept Map
CHAPTER 6: Life Span: Older Adults
Theoretical Knowledge: Knowing Why
About the Key Concepts
Perspectives on Aging
Life Expectancy
Migration and Distribution of Age-Groups
Percentage of Total Population
Life-Span Perspective
Aging in Place and Alternatives
Naturally Occurring Retirement Communities
Retirement Communities
Continuing Care Retirement Communities
Assisted-Living Facilities
Skilled Care Facilities (Nursing Homes)
Theories of Aging
Stages of Older Adulthood
Young-Old: Ages 65 to 74 Years
Middle-Old: Ages 75 to 84 Years
Oldest-Old: Ages 85 Years and Older
Developmental Changes of Older Adults
Physical Development of Older Adults
Cognitive Development of Older Adults
Psychosocial Development of Older Adults
Common Health Problems of Older Adults
Practical Knowledge: Knowing How
Assessment
Assessment for All Older Adults
Assessment (Young-Old)
Assessment (Middle-Old)
Assessment (Oldest-Old)
Analysis/Diagnosis (All Older Adults)
Outcomes/Evaluation (All Older Adults)
Interventions/Implementation
Interventions (Young-Old)
Interventions (Middle-Old)
Interventions for All Older Adults
Putting It All Together
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 7: Experiencing Health & Illness
Theoretical Knowledge: Knowing Why
About the Key Concepts
How Do We Understand Health and Illness?
Nurses Understand Health and Illness as Individual Experiences
Nurses Use Conceptual Models to Understand Health and Illness
How Do People Experience Health and Illness?
Biological Factors
Nutrition
Physical Activity
Sleep and Rest
Meaningful Work
Lifestyle Choices
Personal Relationships
Culture
Religion and Spirituality
Environmental Factors
Finances
What Factors Disrupt Health?
Physical Disease
Injury
Mental Illness
Pain
Loss
Impending Death
Competing Demands
The Unknown
Imbalance
Isolation
Why Do People Experience Illness Differently?
Stages of Illness Behavior
The Nature of the Illness
Hardiness
The Intensity, Duration, and Multiplicity of the Disruption
Practical Knowledge: Knowing How
Using the Nursing Process to Promote Health
Assessment
What Does It Mean to Communicate Care and Concern?
How Can I Be a Better Communicator?
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Provide a Healing Presence
Is a Healthy Life Attainable?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 7-1. Admitting a Patient to a Nursing Unit
Procedure 7-2. Transferring a Patient to Another Unit in the Agency
Procedure 7-3. Transferring a Patient to a Long-Term Care Facility
Procedure 7-4. Discharging a Patient From the Healthcare Facility
Concept Map
CHAPTER 8: Stress & Adaptation
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Stress?
Types of Stressors
Models of Stress
How Do Coping and Adaptation Relate to Stress?
Three Common Approaches to Coping
The Outcome of Stress: Adaptation or Disease
Personal Factors Influence Adaptation
How Do People Respond to Stressors?
The General Adaptation Syndrome Includes Nonspecific, Systemic Responses
The Local Adaptation Syndrome Involves Specific Local Responses
Psychological Responses to Stress Include Feelings, Thoughts, and Behaviors
Spiritual Responses to Stress
What Problems Occur When Adaptation Fails?
Stress-Induced Organic Responses
Somatoform Disorders
Stress-Induced Psychological Responses
Burnout
Practical Knowledge: Knowing How
Assessment
Assess Stressors, Risk Factors, and Coping and Adaptation
Assess Responses to Stress
Assess Support Systems
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Health Promotion Activities
Relieving Anxiety
Anger Management
Stress Management Techniques
Changing Perception of Stressors or Self
Identifying and Using Support Systems
Reducing the Stress of Hospitalization
Providing Spiritual Support
Crisis Intervention
Stress Management in the Workplace
Making Referrals
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 9: Psychosocial Health & Illness
About the Key Concepts
Psychosocial Health
Theoretical Knowledge: Knowing Why
What Is Psychosocial Theory?
What Is Self-Concept?
What Are the Components of Self-Concept?
Practical Knowledge: Knowing How
Nursing Care to Promote Psychosocial Health
Assessments: Psychosocial
Analysis/Nursing Diagnosis: Psychosocial
Planning: Psychosocial Outcomes/Evaluation
Planning: Psychosocial Interventions/Implementation
Assessment: Self-Concept and Self-Esteem
Analysis/Nursing Diagnosis: Self-Concept and Self-Esteem
Planning Outcomes/Evaluation: Self-Concept and Self-Esteem
Planning Interventions/Implementation: Self-Concept and Self-Esteem
Promoting Self-Esteem and Self-Concept
Promoting Positive Body Image
Facilitating Role Enhancement
Example Client Condition: Anxiety
Theoretical Knowledge: Knowing Why
Levels of Anxiety
Coping With Anxiety
Practical Knowledge: Knowing How
Nursing Care for Example Client Condition: Anxiety
Example Client Condition: Depression
Theoretical Knowledge: Knowing Why
Practical Knowledge: Knowing How
Nursing Care for Example Client Condition: Depression
Assessment and Interventions for Older Adults: Depression, Delirium, or Dementia?
Substance Abuse and Mental Illness
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 10: Family Health
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is a Family?
Changes in Family Structures
Approaches to Family Nursing
What Theories Are Useful for Family Care?
General Systems Theory
Structural-Functional Theories
Family Interactional Theory
Developmental Theories
What Are Some Family Health Risk Factors?
Childless and Childbearing Couples
Families With Young Children
Families With Adolescents
Families With Young Adults
Families With Middle-Aged Adults
Families With Older Adults
What Are Some Challenges to Family Health?
Poverty and Unemployment
Infectious Diseases
Chronic Illness and Disability
Homelessness
Violence and Neglect Within Families
Practical Knowledge: Knowing How
Assessment
Assessing the Family’s Genetic History
Assessing the Family’s Health Beliefs
Assessing the Family’s Communication Patterns
Assessing the Family’s Coping Processes
Assessing for Example Client Condition: Caregiver Role Strain
Analysis/Nursing Diagnosis
Planning Outcomes and Evaluation
Planning Interventions/Implementation
Promoting Family Wellness
Interventions for Example Client Condition: Caregiver Role Strain
Evaluation
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 11: Caring in Multicultural Healthcare Environments
Theoretical Knowledge: Knowing Why
About the Key Concepts
Why Learn About Culture?
What Is Meant by Culture?
Characteristics of Culture
Ethnicity, Race, and Religion
Concepts Related to Culture
How Do Cultural Values, Beliefs, and Practices Affect Health?
What Are Culture Universals and Specifics?
Archetype or Stereotype?
How Do Culture Specifics Affect Health?
What Is the “Culture of Healthcare”?
What Are Health and Illness Beliefs?
What Are Health and Illness Practices?
Nursing and Other Professional Subcultures
Traditional and Alternative Healing Systems
What Is Culturally Competent Care?
American Nurses Association (ANA)
Safe, Effective Nursing Care
Leininger
What Are Some Barriers to Culturally Competent Care?
Racism
Language Barriers
Other Barriers
Practical Knowledge: Knowing How
Assessment
The Health History
Physical Assessment
Cultural Assessment Models and Tools
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Nursing Strategies for Providing Culturally Competent Care
How Can I Become Culturally Competent?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 12: Spirituality
Theoretical Knowledge: Knowing Why
About the Key Concepts
History of Spirituality in Nursing
What Are Religion and Spirituality?
What Is Religion?
What Is Spirituality?
What Are the Core Issues of Spirituality?
Cures, Miracles, and Spiritual Healing
How Might Spiritual Beliefs Affect Health?
Major Religions: What Should I Know?
Judaism
Christianity
Islam
Hinduism
Buddhism
Native American Religions
Atheism
Self-Knowledge: What Every Nurse Should Know
What Are Your Personal Biases?
What Are Some Barriers to Spiritual Care?
Practical Knowledge: Knowing How
Assessment
Sources of Spiritual Data
Spiritual Assessment Tools
Analysis/Nursing Diagnosis
Spirituality and Religiosity Diagnoses
Spirituality as Etiology
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Standardized (NIC) Spirituality Interventions
Other Nursing Activities
Summary
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 13: Experiencing Loss
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Loss?
Categories of Loss
What Is Grief?
Theoretical Foundations of Grief
Factors Affecting Grief
Developmental Stages and Grief
Types of Grief
Death and Dying
How Is Death Defined?
What Are Coma and Persistent Vegetative State?
What Are the Stages of Dying?
What Is End-of-Life Care?
Legal and Ethical Considerations at End of Life
Practical Knowledge: Knowing How
Assessment
Is It Grief or Depression?
Analysis/Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Therapeutic Communication
Facilitating Grief Work
Helping Families of Dying Patients
Caring for the Dying Person
Providing Postmortem Care
Providing Grief Education
Helping Children Deal With Loss
Taking Care of Yourself
Practical Knowledge: Knowing How
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
Unit 3: Essential Nursing Interventions
CHAPTER 14: Promoting Health
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Health Promotion?
Health Promotion Versus Health Protection
Levels of Prevention
Health Behaviors
Health Promotion Models
Health Promotion Programs
Health Promotion Throughout the Life Span
Practical Knowledge: Knowing How
Assessment
History and Physical Examination
Physical Fitness Assessment
Lifestyle and Risk Appraisal
Life Stress Review
Health Beliefs
Nutritional Assessment
Health Screening Activities
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Role Modeling
Providing Counseling
Providing and Facilitating Support for Lifestyle Change
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 15: Communicating & Therapeutic Relationships
Theoretical Knowledge: Knowing Why
About the Key Concepts
What Is Communication?
Communication Occurs on Many Levels
Communication Involves Content
Communication Is a Process
Verbal Communication
Nonverbal Communication
What Factors Affect Communication?
Environment
Life Span Variations
Gender
Personal Space
Territoriality
Sociocultural Factors
Roles and Relationships
What Is Collaborative Professional Communication?
Communication Styles
Using Standardized Communication Tools
Using the Patient Rounds Approach
What Is the Role of Communication in Therapeutic Relationships?
Communication Is Essential to All Phases of the Therapeutic Relationship
Therapeutic Communication Has Five Key Characteristics
Communication Is Important in Group Helping Relationships
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Etiologies of Communication Diagnoses
Communication as Etiology of Other Nursing Diagnoses
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Enhancing Therapeutic Communication
Barriers to Therapeutic Communication
Enhancing Communication With Clients From Other Cultures
Enhancing Communication With Clients Who Have Impaired Speech
Enhancing Communication With Clients Who Have Impaired Cognition or Reduced Level of Consciousness
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 16: Patient Education
About the Key Concepts
Theoretical Knowledge: Knowing Why
Who Are the Learners?
What Are My Teaching Responsibilities?
What Are Some Basic Learning Concepts and Principles?
Learning Theories
Learning Occurs in Three Domains
Many Factors Affect Patient Learning
Stages of Cognitive Development
Practical Knowledge: Knowing How
Assessment
Analysis/Nursing Diagnosis
Deficient Knowledge as the Primary Problem
Incorrect Uses of Deficient Knowledge
Deficient Knowledge as the Etiology
Planning Outcomes
Planning Interventions/Implementation
Creating Teaching Plans
Selecting Specific Teaching Strategies
Evaluation of Learning
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 17: Documenting & Reporting
Theoretical Knowledge: Knowing Why
About the Key Concepts
Documentation
How Do Healthcare Providers Use Documentation?
Why Are Standardized Nursing Languages Important?
How Are Health Records Systems Organized?
Documentation and the Nursing Process
What Are Some Common Formats for Nursing Progress Notes?
What Forms Do Nurses Use to Document Nursing Care?
What Is Unique About Documentation in Home Healthcare?
Oral Reporting
How Do I Give a Handoff Report?
What Is a Transfer Report?
How Do I Receive and Document Verbal and Telephone Prescriptions?
How Do I Question a Prescription?
Practical Knowledge: Knowing How
Guidelines for Documenting Care
Guidelines for Electronic Health Records
Can I Delegate Documentation in the Medical Records?
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Concept Map
CHAPTER 18: Measuring Vital Signs
About the Key Concepts
What Are Vital Signs?
When Should I Measure a Patient’s Vital Signs?
How Do I Document Vital Signs?
Body Temperature
Theoretical Knowledge: Knowing Why
What Is Thermoregulation?
What Is a Normal Temperature?
What Is the Response to Variations in Temperature?
What Factors Influence Body Temperature?
What Is a Fever (Pyrexia)?
Example Client Condition: Hyperthermia/Heat Stroke
Example Client Condition: Hypothermia
Practical Knowledge: Knowing How
Assessment
Temperature Measurement Scales: Fahrenheit and Centigrade
What Equipment Do I Need?
What Sites Should I Use?
Pulse
Theoretical Knowledge: Knowing Why
What Is a Normal Pulse Rate?
How Does the Body Produce and Regulate the Pulse?
What Factors Influence the Pulse Rate?
Practical Knowledge: Knowing How
Assessment
What Equipment Do I Need?
What Sites Should I Use?
What Data Should I Collect?
Analysis/Nursing Diagnosis
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Respiration
Theoretical Knowledge: Knowing Why
What Is a Normal Respiratory Rate?
How Does the Body Regulate Respiration?
What Are the Mechanics of Breathing?
What Factors Influence Respiration?
Practical Knowledge: Knowing How
Assessment
What Equipment Do I Need?
What Data Should I Obtain?
Analysis/Nursing Diagnosis
Blood Pressure
Theoretical Knowledge: Knowing Why
How Are Blood Pressure Readings Categorized?
How Does the Body Regulate Blood Pressure?
What Factors Influence Blood Pressure?
Practical Knowledge: Knowing How
Assessment
What Equipment Do I Need?
What Cuff Size Should I Use?
Which Site Should I Use?
Auscultating Blood Pressure
Palpating Blood Pressure
Using Palpation With Auscultation
Analysis/Nursing Diagnosis
Example Client Condition: Hypotension
Example Client Condition: Hypertension
Planning Outcomes/Evaluation
Planning Interventions/Implementation
Putting It All Together
Evaluating Vital Signs
Delegating Vital Signs
Clinical Reasoning
Caring for the Nguyens
Applying the Full-Spectrum Nursing Model
Critical Thinking and Clinical Judgment
Procedure 18-1. Assessing Body Temperature
Procedure 18-1A. Taking an Axillary Temperature
Procedure 18-1B. Taking an Oral Temperature
Procedure 18-1C. Taking a Rectal Temperature
Procedure 18-1D. Taking a Temporal Artery Temperature
Procedure 18-1E. Taking a Tympanic Membrane Temperature
Procedure 18-1F. Taking a Skin Temperature Using a Chemical Strip Thermometer
Procedure 18-2. Assessing Peripheral Pulses
Procedure 18-2A. Assessing the Radial Pulse
Procedure 18-2B. Assessing the Brachial Pulse
Procedure 18-2C. Assessing the Carotid Pulse
Procedure 18-2D. Assessing the Dorsalis Pedis Pulse
Procedure 18-2E. Assessing the Femoral Pulse
Procedure 18-2F. Assessing the Posterior Tibial Pulse
Procedure 18-2G. Assessing the Popliteal Pulse
Procedure 18-2H. Assessing the Temporal Pulse
Procedure 18-3. Assessing the Apical Pulse
Procedure 18-4. Assessing for an Apical-Radial Pulse Deficit
Procedure 18-5. Assessing Respirations
Procedure 18-6. Measuring Blood Pressure
Concept Map
CHAPTER 19: Physical Assessment
Theoretical Knowledge: Knowing Why
About the Key Concepts
Physical Examination
Purposes of a Physical Examination
Types of Physical Examination
Preparing for a Physical Examination
Positioning the Client for a Physical Examination
Physical Examination Techniques
Modifications for Different Age-Groups
Practical Knowledge: Knowing How
The General Survey
The Integumentary System
The Skin
The Hair
The Nails
The Head
The Skull and Face
The Eyes
The Ears and Hearing
The Nose
The Mouth and Oropharynx
The Neck
The Breasts and Axillae
The Chest and Lungs
Chest Landmarks
Chest Shape and Size
Breath Sounds
The Cardiovascular System
The Heart
The Vascular System
The Abdomen
The Musculoskeletal System
Body Shape and Symmetry
Balance, Coordination, and Movement
Joint Mobility and Muscle Function
The Neurological System
Developmental Considerations
Cerebral Function
Cranial Nerve Function
Reflex Function
Sensory Function
Motor and Cerebellar Function
The Genitourinary System
The Male Genitourinary System
The Female Genitourinary System
The Anus, Rectum, and Prostate
Documenting Physical Examination Findings (Nam Nguyen)
Clinical Reasoning
Caring for the Nguyens
Procedure 19-1. Performing the General Survey
Procedure 19-2. Assessing the Skin
Procedure 19-3. Assessing the Hair
Procedure 19-4. Assessing the Nails
Procedure 19-5. Assessing the Head and Face
Procedure 19-6. Assessing the Eyes
Procedure 19-7. Assessing the Ears and Hearing
Procedure 19-8. Assessing the Nose and Sinuses
Procedure 19-9. Assessing the Mouth and Oropharynx
Procedure 19-10. Assessing the Neck
Procedure 19-11. Assessing the Breasts and Axillae
Procedure 19-12. Assessing the Chest and Lungs
Procedure 19-13. Assessing the Heart and Vascular System
Procedure 19-14. Assessing the Abdomen
Procedure 19-15. Assessing the Musculoskeletal System
Procedure 19-16. Assessing the Sensory-Neurological System
Procedure 19-17. Assessing the Male Genitourinary System
Procedure 19-18. Assessing the Female Genitourinary System
Procedure 19-19. Assessing the Anus and Rectum
Proce