Kozier & Erb_s Fundamentals of Nursing Plus MyNursing Lab with Pearson eText -Access Card Package, 10E
By Audrey T Berman
Email: Richard@qwconsultancy.com
CONTENTS
CHAPTER
1
Historical and Contemporary Nursing Practice
CHAPTER
2
Evidence-Based Practice and Research in Nursing
CHAPTER
3
Nursing Theories and Conceptual Frameworks
CHAPTER
4
Legal Aspects of Nursing
CHAPTER
5
Values, Ethics, and Advocacy
CHAPTER
6
Health Care Delivery Systems
CHAPTER
7
Community Nursing and Care Continuity
CHAPTER
8
Home Care
CHAPTER
9
Electronic Health Records and Information Technology
CHAPTER
10
Critical Thinking and Nursing Practice
CHAPTER
11
Assessing
CHAPTER
12
Diagnosing
CHAPTER
13
Planning
CHAPTER
14
Implementing and Evaluating
CHAPTER
15
Documenting and Reporting
CHAPTER
16
Health Promotion
CHAPTER
17
Health, Wellness, and Illness
CHAPTER
18
Culturally Responsive Nursing Care
CHAPTER
19
Complementary and Alternative Healing Modalities
CHAPTER
20
Concepts of Growth and Development
CHAPTER
21
Promoting Health from Conception through Adolescence
CHAPTER
22
Promoting Health in Young and Middle-Aged Adults
CHAPTER
23
Promoting Health in Older Adults
CHAPTER
24
Promoting Family Health
CHAPTER
25
Caring
CHAPTER
26
Communicating
CHAPTER
27
Teaching
CHAPTER
28
Leading, Managing, and Delegating
CHAPTER
29
Vital Signs
CHAPTER
30
Health Assessment
CHAPTER
31
Asepsis
CHAPTER
32
Safety
CHAPTER
33
Hygiene
CHAPTER
34
Diagnostic Testing
CHAPTER
35
Medications
CHAPTER
36
Skin Integrity and Wound Care
CHAPTER
37
Perioperative Nursing
CHAPTER
38
Sensory Perception
CHAPTER
39
Self-Concept
CHAPTER
40
Sexuality
CHAPTER
41
Spirituality
CHAPTER
42
Stress and Coping
CHAPTER
43
Loss, Grieving, and Death
CHAPTER
44
Activity and Exercise
CHAPTER
45
Sleep
CHAPTER
46
Pain Management
CHAPTER
47
Nutrition
CHAPTER
48
Urinary Elimination
CHAPTER
49
Fecal Elimination
CHAPTER
50
Oxygenation
CHAPTER
51
Circulation
CHAPTER
52
Fluid, Electrolyte, and Acid–Base Balance
.
CHAPTER 1
CHAPTER 1 / Historical and Contemporary Nursing Practice 1
HISTORICAL AND CONTEMPORARY NURSING PRACTICE LEARNING OUTCOME 1 Discuss historical factors and nursing leaders influencing the development of nursing.
Concepts for Lecture 1. Recurring themes of women’s roles and status, religious (Christian) values, war, societal attitudes, and visionary nursing leadership have influenced practice. Traditional female roles of wife, mother, daughter, and sister have always included caring, nurturing, comforting, and supporting. In addition, women generally occupied subservient and dependent roles. Christian values, self-denial, spiritual calling, and devotion to duty and work had a significant impact on nursing. Examples include the establishment of houses of care and healing in early Rome, orders of knights that provided care to the sick and njured during the Crusades, the Alexian brothers who organized care for the victims of the Black Plague in the 14th century in Germany, and the Order of Deaconesses who established a small hospital and training school where Florence Nightingale received her training in nursing. War created a need for nurses, and a number of early nursing leaders emerged during wartime. Florence Nightingale is well known for her service during the Crimean War. Harriet Tubman, Sojourner Truth, Mother Biekerdyke, Clara Barton, and Dorothea Dix provided care during the American Civil War. During World War II the Cadet Nurse Corps was established, and nurses continue to volunteer to provide care in time of war. Throughout nursing’s history, societal attitudes about nurses have evolved, with images such as the poorly educated woman, guardian angel or angel of mercy, doctor’s handmaiden, heroine, sex object, tyrannical mother, and body expert. A look at nursing’s beginnings reveals its continuing struggle for autonomy and professionalization. In the early 1990s, the Tri-Council for Nursing initiated an effort to improve the image of nursing, and the Johnson & Johnson corporation launched a “Campaign for Nursing’s Future.” Many nursing leaders have made contributions to nursing’s history and to women’s history. Florence Nightingale (1820–1910) was the founder of modern nursing. Clara Barton (1812–1912) helped establish the American Red Cross. Linda Richards (1841–1930) was the United States’ first trained nurse and is credited with pioneer work in psychiatric and industrial nursing. Mary Mahoney (1845–1926) was the United States’ first black professional nurse, and she worked for acceptance of blacks into nursing and the promotion of equal rights. Lillian Wald (1867–1940) was the founder of public health nursing and with Mary Brewster founded the Henry Street Settlement and Visiting Nurse Service. Lavinia L. Dock (1858–1956) worked for passage of the 19th Amendment, campaigned for legislation to allow nurses to control their profession, and, with the assistance of Mary Adelaide Nutting and Isabel Hampton Robb, founded the American Society of Superintendents of Training Schools for Nurses of the United States and Canada, the .
SUGGESTIONS FOR CLASSROOM ACTIVITIES • Have the students write a paper on one of the historical or contemporary factors influencing nursing. • Have the students write a paper about one of the historical nursing leaders.
SUGGESTIONS FOR CLINICAL ACTIVITIES • Arrange a tour of hospital units employing advanced technologies.
1
2 CHAPTER 1 / Historical and Contemporary Nursing Practice precursor to the National League for Nursing. Margaret Higgins Sanger (1879–1966) is considered the founder of Planned Parenthood. Mary Breckinridge (1881–1965) established theFrontier Nursing Service and started one of the first midwifery training schools. 2. Contemporary nursing practice is influenced by economics, changing demands for nurses, consumer demand, family structure, science and technology, information and telecommunications, legislation, demographics, the nursing shortage, collective bargaining, and the work of nursing associations.
LEARNING OUTCOME 2 Discuss the evolution of nursing education and entry into professional nursing practice.
Concepts for Lecture 1. The practice of nursing is controlled from within the profession through state boards of nursing and professional nursing organizations. These groups also determine the content and type of education that is required for different levels or scopes of nursing practice. Originally, the focus of nursing education was to teach the knowledge and skills that would enable a nurse to practice in a hospital setting. However, as nursing roles have evolved in response to new scientific knowledge; advances in technology; and cultural, political, and socioeconomic changes in society, nursing education curricula have been revised to enable nurses to work in more diverse settings and assume more diverse roles. Nursing programs are increasingly based on a broad knowledge of biologic, social, and physical sciences as well as the liberal arts and humanities. Current nursing curricula emphasize critical thinking and the application of nursing and supporting knowledge to health promotion, health maintenance, and health restoration as provided in both community and hospital settings.
LEARNING OUTCOME 3 Describe the different types of educational programs for nurses.
Concepts for Lecture 1. Types of educational programs include practical or vocational nursing, registered nursing, graduate nursing, continuing education, and in-service education. There are two types of entry-level generalist nurses: the registered nurse (RN) and the licensed practical or vocational nurse (LPN, LVN). Practical or vocational nursing programs are provided by community colleges, vocational schools, hospitals, or independent health agencies. These programs are 9 to 12 months in duration with classroom and clinical experiences, and graduates take the NCLEX-PN examination for licensure. There are three major types of RN nursing programs: diploma, associate degree (ADN), and baccalaureate degree (BSN). Although these programs vary considerably, all RN program graduates take the NCLEX-RN® examination for licensure. Diploma programs are hospital-based educational programs that provide a rich clinical experience for nursing students. These programs are often associated with colleges or universities. The number of diploma .
SUGGESTIONS FOR CLASSROOM ACTIVITIES • Invite nurses who have obtained master’s and doctoral degrees to discuss the programs, why they decided to obtain advanced education, and their current positions. • To provide a historical perspective, invite nurses who graduated from diploma schools in the 1960s or the Cadet Nurse Corps to discuss their education programs. • Review the state nursing law to determine the difference between the functions of the LPN/LVN and the RN. • Review the state nursing law to determine the qualifications necessary for licensure and license renewal.
SUGGESTIONS FOR CLINICAL ACTIVITIES • Assign students to interview nurses who graduated from various types of education programs to determine why these nurses selected the type of nursing program attended.