Medical-Surgical Nursing Care + Workbook

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9780132326407: Medical-Surgical Nursing Care + Workbook

Answers the question, what do practical vocational nurses need to know and to be able to do in order to deliver safe and effective medical-surgical nursing care? This comprehensive book, in a brand new 3rd edition, prepares basic practical/vocational nursing students to care for adult clients with medical or surgical disorders or diseases. Completely updated with new information and an emphasis on the nursing role, it explains the risk factors, causes, and pathophysiology of common disorders and diseases, and reviews diagnostic tests and medical management of the disorders. A focus on nursing care is presented in a nursing process format—including assessment data to collect, nursing diagnoses with suggested interventions and their rationales, and evaluation data to determine the effectiveness of nursing care. Some exciting features include:

  • Nursing process care plans
  • Critical thinking self-checks
  • Rationale for each nursing intervention.
  • Nursing care and procedure checklists.

"synopsis" may belong to another edition of this title.

About the Author:

Karen M. Burke, RN, MS Karen M. Burke is the Education Consultant for the Oregon State Board of Nursing. She obtained her initial nursing education at Emanuel Hospital School of Nursing in Portland, Oregon, later completing baccalaureate studies at Oregon Health & Sciences University, and a master's degree at University of Portland. Ms. Burke has extensive clinical nursing experience in acute care and community-based settings, as well as more than 20 years of experience as a nurse educator and program administrator. As a nurse educator, Ms. Burke is known as a leader and an innovator. She led the faculty of an associate degree nursing program in developing an online program to deliver nursing education to a distant rural community. Ms. Burke is actively involved in nursing education in Oregon, participating in the development of an educational consortium of a public university and local community colleges to deliver a common baccalaureate degree nursing curriculum around the state. She also is actively involved in the Oregon Nursing Leadership Council Education Committee, helping identify strategies to recruit and retain nursing faculty, develop innovative clinical models, and provide policy guidelines for use by all nursing education programs in the state. In addition, Ms. Burke is working with nursing leaders and educators to identify and develop strategic plans to more effectively educate and use practical nurses (LPNs) in Oregon. As education consultant to the Board, she works directly with new and existing practical and registered nursing programs to promote and maintain current and high-quality nursing education for the citizens of Oregon. Ms. Burke strongly values the nursingprofession and believes in the importance of a strong education in the art and science of nursing for all students entering the profession. She believes that her diverse experience as a nursing student, clinical nurse, and nurse educator and administrator has prepared her well to relate to nursing students in diverse educational settings. Ms. Burke and her husband Steve love to garden, travel, and spend time with their extended family. Ms. Burke also enjoys a passion for quilting, accumulating and gradually completing multiple UFOs (unfinished objects). Priscilla LeMone, RN, DSN, FAAN Priscilla LeMone has spent most of her career as a nurse educator, teaching medical-surgical nursing and pathophysiology at all levels from diploma to doctoral students. She has a diploma in nursing from Deaconess College of Nursing (St. Louis, Missouri), baccalaureate and master's degrees from Southeast Missouri State University, and a doctorate in nursing from the University of Alabama-Birmingham. Dr. LeMone has retired from the Sinclair School of Nursing, University of Missouri-Columbia as Associate Professor Emeritus. Dr. LeMone has received numerous awards for scholarship and teaching during her over 30 years as a nurse educator. She is most honored for receiving the Kemper Fellowship for Teaching Excellence from the University of Missouri-Columbia and the Unique Contribution Award from the North American Nursing Diagnosis Association, and for being selected as a Fellow in the American Academy of Nursing. She believes that her education gave her solid and everlasting roots in nursing. Her work with students has given her the wings that allow her love of nursing and teaching to continue through theyears. Elaine L. Mohn-Brown, RN, EdD Elaine L. Mohn-Brown received her Diploma in Nursing from Akron General Medical Center School of Nursing in Akron, Ohio. She has baccalaureate and master's degrees in nursing and health education from Metropolitan State College and University of Northern Colorado, and an EdD in higher education administration from Brigham Young University. She has worked in critical care units in Ohio and Colorado. Her first teaching position was as a practical nursing instructor at Larimer County Vocational-Technical Center in Colorado. For the past 26 years, she has been on the faculty of the ADN Program at Chemeketa Community College in Salem, Oregon. Through thought-provoking classroom presentations and hands-on acute care medical-surgical experiences, she has encouraged students to question and understand the rationale for their nursing care. She has implemented an extensive orientation program for novice nursing faculty at Chemeketa Community College and in 2005 developed "Clinical Teaching in Oregon," a DVD to educate new clinical nursing faculty. Dr. Mohn-Brown serves as a member of the Editorial Advisory Board for" Nurse Educator" and is a program evaluator for the Northwest Commission on Colleges and Universities. She has published nationally and conducts workshops at the national level. Her love of nursing and teaching has taken her to numerous international and national conferences. Linda Eby, RN, MN Linda Eby received her baccalaureate and master's degrees in nursing from Oregon Health and Sciences University. She has 31 years of experience in nursing. Her nursing practice has been in critical care, home health/hospice, and psychiatric mental healthnursing. As a Clinical Nurse Specialist in clinical genetics, she coordinated the Prenatal Genetics Clinic at OHSU. She has conducted workshops on teaching diverse students of nursing. As secretary of the American Federation of Teachers-Oregon, she serves as an advocate for the rights of education employees and students. Ms. Eby has been teaching nursing at the community college level for 20 years. Her current teaching areas are nursing fundamentals, diabetes care, transcultural nursing, and psychiatric mental health nursing. She is the coordinator of a Nursing Student Success Program, which serves students who speak English as a non-native language, immigrant students, and other nontraditional students. Ms. Eby loves and respects the profession of nursing even more now than she did 31 years ago. Fortunately, she has two wonderful daughters and two good dogs to provide balance in her life.

Excerpt. Reprinted by permission. All rights reserved.:

The need for nurses is greater than ever before. There are no short-term solutions to this problem: as currently practicing nurses age and retire, so does the population as a whole, further increasing the need for health care services. Today, more than ever before, we need you, the nursing student, to succeed in your studies. Today, more than ever before, we need you, the nursing student, to enter the nursing profession. Today, more than ever before, we need you, the nursing student, to see nursing as a career, not just a job.

This hook is dedicated to your success as a student and as a practicing nurse. We believe a strong foundation in understanding the common diseases and disorders that affect adult clients is necessary to provide effective nursing care. We believe that understanding the basis for nursing care activities is vital to providing individualized care for clients. We believe that client teaching is a vital nursing role at all levels and in all settings. Medical-Surgical Nursing Care provides a strong foundation for caring through its emphasis on pathophysiology, nursing care, and client teaching.

Understanding comes not through memorization, but through practice and integration of new material into your thinking. Medical-Surgical Nursing Care promotes understanding in several ways. The writing style is clear, with a focus on readability. Its content is streamlined but thorough, focusing on what you need to know and to be able to do.

Organization

Medical-Surgical Nursing Care is organized to promote learning. Part One, Medical-Surgical Nursing Practice, focuses on concepts, issues, and nursing care applicable to caring for adults in many different situations and settings. Parts Two through Seven focus on diseases and disorders affecting adults. These disorders are organized by functional health patterns (for example, nutritional-metabolic, activity-exercise) and by affected body systems under each functional health pattern (for example, common skin problems, bowel disorders, cardiac disorders).

Each chapter begins with a Caring Tip that provides words of wisdom from the lived experience of a practicing nursing or nurse educator. You will be able to use these tips as you move into and through your career in nursing. Learning Outcomes help focus and define your learning as you read and study the material.

The structure and function of the affected body system is reviewed at the beginning of the chapter. Disorders affecting that body system are presented in a consistent format: the disorder is defined; its Pathophysiology, signs and symptoms, and complications are explained; and Collaborative Care (including diagnostic tests, pharmacology, surgery, and other treatments) for the disorder is outlined. Nursing Care related to the disorder is presented in a nursing process format. When a disorder is major, very complex, or very common, all of the Nursing Process steps are provided. When it is not, the text provides an abbreviated, more focused discussion, similar to the focused assessment nurses perform. Because teaching is a vital nursing role, discussion of each disorder concludes with Discharge Considerations and teaching for the client and family.

Case Studies following many major disorders bring the disorders to life. Clients rarely arrive in a health care setting as a pure medical diagnosis. As humans, clients bring all their roles and responsibilities as individuals, spouses, parents, children, workers, students, friends, and volunteers. They arrive as unique individuals influenced by their ethnicity, culture, and background. They arrive with psychosocial issues such as fear, guilt, or difficulty meeting financial responsibilities. They often arrive with other diseases and disorders complicating the current problem. The case studies in this text emphasize the holistic aspects of nursing care.

Critical Thinking Questions conclude each case study. These questions allow you to practice your new found learning and to expand your thinking beyond the immediate focus of the disease or disorder presented. Additional Critical Thinking Self-Check Questions are provided on the CD-ROM throughout nursing care chapters. They provide more case scenarios for you to use to test your knowledge and thinking skills. These self-check questions focus on the nursing roles of collecting assessment data and implementing nursing care. Each case is matched with hints to guide your critical thinking. They will help you learn to individualize your nursing care.

Each chapter concludes with features to reinforce and enhance your learning. Key Terms by Topic list the boldfaced key terms in the text by the topic under which they were defined. Key Points provide a summary of chapter content with reminders that you can use throughout your nursing career. For Further Study is a handy listing of cross-references within the chapter and the topics to which they apply. An interactive Critical Thinking Care Map provides a brief case study, assessment data, and a nursing diagnosis for a specific client. We then ask you, the student, to sort the data and sample interventions, evaluate the results, and chart your findings. Finally, NCLEX-PN Review Questions and a Test-Taking Tip help you review the chapter material and practice your test-taking skills.

Features

Throughout each chapter, you will find consistent features to facilitate and reinforce your learning.

  • To avoid interrupting your reading by reaching for your medical dictionary, Key Terms are presented in boldface type. They are defined in the text and the glossary at the end of the book. Other important or unfamiliar terms are italicized and defined in the text.
  • Clinical Alerts within the text emphasize information critical to providing effective, safe clinical nursing care.
  • Cultural Care Strategies, including nursing implications and self-reflection questions, prepare students to deliver culturally sensitive adult nursing care.
  • Color-coded boxes organize highlighted information for quick retrieval: red Data Collection boxes for manifestations and risk factors of a disorder; blue Nursing Care boxes for nursing care related to specific tests or procedures; orange boxes highlighting Client Teaching; and green boxes focusing on specific Population Groups and Nutrition information.
  • Nursing Care Checklists quickly summarize nursing care activities for particular procedures or surgeries.
  • Procedure Checklists review key steps in performing previously learned nursing care procedures and provide Sample Documentation.
  • Pharmacology Tables highlight nursing implications and client teaching for drugs used to treat particular disorders.

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