Fundamental Nursing Care

Description

Features

• Each chapter begins with Learning Outcomes to help students focus on learning.
• A Nursing Care section demonstrates the nursing process format and includes reference to the role of the Practical/Vocational Nurse in a variety of settings. Nursing interventions are followed by rationales, to reinforce understanding of why selected nursing actions are performed.
• Case Studies and Critical Thinking exercises are designed to bring the concepts to life and to engage students in problem-solving situations they might encounter at work.
• Key Terms and Key Points are reviewed at the end of each chapter.
• NCLEX-PN® Review Questions help practice test-taking skills.
• Appendices contain invaluable reference material answers and rationales to NCLEX-PN® Review Questions, NANDA Nursing Diagnoses, and a sample Critical Pathway
• UNIQUE! - Critical Thinking Care Map - at the end of every chapter, helps students synthesize the information by tying it all together
• UNIQUE! - Thinking Strategically About is an end of unit wrap up which applies all content in unit and asks real world questions/scenarios

New to this Edition

**NEW Unit V discusses alternate care settings for LPNs/LVNs such as urgent care and ambulatory care.

Table of Contents

Unit I - The Nature of Nursing

Chapter 1 - Succeeding as a Nursing Student

Chapter 2 - Promoting Culturally Proficient Care

Chapter 3 - Legal and Ethical Issues of Nursing

Chapter 4 - Critical Thinking and Nursing Theory/Models

Chapter 5 - The LPN/LVN and the Nursing Process

Unit II - Introduction to Clinical Practice

Chapter 6 - Documenting and Reporting

Chapter 7 - Health Care Delivery Systems

Chapter 8 - Safety

Chapter 9 - Infection Control and Asepsis

Chapter 10 - Admission, Transfer, and Discharge

Unit III - Promoting Psychosocial Health

Chapter 11 - Life Span Development

Chapter 12 - Client Communication

Chapter 13 - Sensory Perception

Chapter 14 - Self Concept

Chapter 15 - Sexuality

Chapter 16 - Stress and Coping

Chapter 17 - Loss, Grieving, and Death

Unit IV - Promoting Physiological Health

Chapter 18 - Introduction to the Body

Chapter 19 - Health Assessment

Chapter 20 - Vital Signs

Chapter 21 - Pain: The Fifth Vital Sign

Chapter 22 - Hygiene

Chapter 23 - Skin, Integrity, and Wound Care

Chapter 24 - Oxygenation

Chapter 25 - Nutrition and Diet Therapy

Chapter 26 - Fluids, Electrolytes, and Acid - Base Balance

Chapter 27 - Urinary Elimination

Chapter 28 - Gastrointestinal Elimination

Chapter 29 - Medications

Chapter 30 - IV Therapy

Chapter 31 - Perioperative Nursing

Chapter 32 - Activity, Rest, and Sleep

Chapter 33 - Client Teaching

Unit V - Promoting Health in Alternate Care Settings

Chapter 34 - Emergency Room and Urgent Care Nursing

Chapter 35 - Nursing Care in Ambulatory Settings

Unit VI - Becoming a Licensed Nurse

Chapter 36 - Leadership and Professional Development

Chapter 37 - Preparing to take the Licensure Exam

Chapter 38 - Finding that First Job

Appendices

I.                   Answers and Hints for Care Plans, Care Maps, and NCLEX-PN ® Questions

II.                NANDA-Approved Nursing Diagnoses

III.             Critical Pathway Sample

References and Resources

Glossary

Index

Author

Roberta Pavy Ramont has been an instructor of Vocational Nursing at North Orange County Regional Occupational Program (NOCROP) in Anaheim for 12 years. She received her initial nursing education at Cooper Hospital School of Nursing in Camden, New Jersey; her baccalaureate degree from the University of Redlands; and a masters in Psychology-School Counseling from the University of LaVerne. She is presently a doctoral candidate in Educational Leadership at Alliant International University.

Roberta credits her entrance into nursing to an LPN student who cared for her during an illness and who recognized her potential. She also credits the continued support and encouragement of her parents, who always demonstrated that anything worth achieving is worth 100% effort.

Roberta began her nursing career working in intensive care, but quickly realized that she wanted to focus on keeping people healthy. She worked for an agency visiting well-child clinics, schools, and homes, and later worked in maternal and infant care, childbirth preparation, and physicians' offices. When she moved to California, she found a job working with the developmentally disabled in a state hospital, and was quickly promoted to unit supervisor. The LVNs she hired to care for residents with physical and cognitive deficits were an inspiration; they brought joy and self-respect to the residents' lives by focusing on residents' accomplishments, not their disabilities. When state regulations changed, Roberta continued to work with students with special needs.

In 1985, a diagnosis of cancer led to six years with numerous treatments and surgeries. As a hospital client, Roberta was able to observe nurses at work. She became concerned that many of them seemed just to be doing a job. When she had a chance to teach, and found she enjoyed sharing knowledge and insights with students, she was eager to pass on some of the "lost art" of nursing. A job as instructor of a nursing assistant class quickly developed into an opportunity to teach LVNs. Over the years she has been able to share with hundreds of students what it means to be a nurse. She feels that nursing students need two things: roots (to understand the rich heritage of nursing they will carry into the future) and wings (to develop skills that make them competent, safe nurses who can think and function with confidence).

Roberta served as curriculum chair for health careers education at NOCROP She has worked on projects to identify academic standards taught in the career technical classes and to develop rubrics for alternate assessment of student work. She has served as advisor for Health Occupation Students of America, and recently was installed as Cal-HOSA Inc. Board of Directors Chair. She was President of the California Association of Health Careers Educators (CAHCE) in 2000-2001, and was awarded their Lillian Runge Memorial Scholarship for Continuing Education in 2002. She is a member of Society of Pediatric Nurses and Pi Lambda Theta, International Honor Society in Education.

Roberta has served on the NCLEX-PN writing panel. She developed seminars on the adult learner and technology in the classroom. She has taught teacher credentialing classes for San Diego University and is on a task force with the California Department of Education of Teacher Credentialing for Health Occupations teachers.

Roberta and Fred, her husband of 32 years, have three children: twin daughters Amy (an RN) and Alicia (mom to Haley and T.J. and an early childhood teacher), and son Tom (who recently completed grad school). When time permits Roberta enjoys reading and traveling.

Dolores Maldonado Niedringhaus. Dee's nursing career began right after graduation from Nursing School at USC/LACMC (Los Angeles County Medical Center), when she moved to Orange County and applied for a graduate nursing position. She was hired on the spot at what used to be Orange County Hospital. Although it was much smaller than LACMC (the rooms had only had five beds instead of eight to ten), it was a challenge. As the county hospital, it was always busy. The first year she worked PM shift on an orthopedic floor, where once there were prisoners in four rooms with guards. Sometimes conditions were so crowded that clients had spaces in the halls. This was a growthful time. The doctors were interns and residents; all the staff worked together and learned how to be creative, innovative, and inventive.

After her marriage Dee transferred to a day shift position on the surgical floor, dealing with all types of surgical specialties (EENT, Plastic Surgery, Thoracic Surgery, and General Surgery). In team nursing there, Dee was fortunate to have as colleagues two excellent LVNs, who did most of the dressings and wound care and helped with medications. Dee's nursing techniques developed as she learned from these nurses. After working at this hospital for 12 years in various areas, she was chosen to work a new unit as the surgical specialist. It was the first outpatient unit developed at what was now UCIMC (University of California at Irvine Medical Center).

A chance request brought her to teaching. One summer a colleague needed a substitute instructor for a nursing assistant program run by North Orange County Regional Occupational Program. Those two months changed her nursing career. She was hooked on and loved teaching. When she was offered a full-time position teaching a day nursing assistant program, she taught this for a year. She then took a position teaching vocational nurses, and for 15 years taught Fundamentals I & II, Integumentary, Gastrointestinal, Endocrine, and Leadership modules. She began the first HOSA (Health Occupations Students of America) chapters, which became very successful and continue today. She also instructed classes for Health Career Instructors and was the chairman for Cal-HOSA Inc. Currently Dee is an Instructional Administrator of Medical Programs at North Orange County ROP.