Sales Training Feb 2014 - Nursing

Nursing

Nursing is the most diverse of all healthcare professions. Generally nursing is divided depending on the needs of the person being nursed.  Maternal Nursing – normal & abnormal obstetrics, the nursing of mother, new born  Medical Surgical Nursing – to provid0.e holistic care for adult patients in a broad range of settings, applying their expert knowledge to all body systems and disease processes  Psychiatric and Mental Health Nursing - the nursing of people with mental health problems  Pediatric Nursing - the nursing of children  Community Health Nursing - to promote optimal health and well being for everyone.  There are also specialist areas such as cardiac nursing, orthopedic nursing, palliative care, perioperative nursing and oncology nursing. NURSING PROGRAMS Nursing Programs Eligibility Criteria

Training Duration

General Nursing & Midwifery

10+2 Class pass with 40% marks 10+2 Class pass with 45% aggregate in PCBE

3 and 1/2 years

B. Sc (Basic)

4 years 2 years 3 years

B.Sc (Post Basic) Regular B.Sc (Post Basic) Distance

10+2 + GNM

10+2 GNM + 2year Exp.

NURSING

Author Billings Cohen

Title

Year

Price

Lippincott's Q&A Review for NCLEX-RN, 11/e with CD

2013 1295.00

Memmler’s Structure & Function of The Human Body: Anatomy & Physiology For Nurses, 9/e

2009

850.00

Kyle

Essentials of Pediatric Nursing 2/e, with thePoint Access Scratch Code 2012 1695.00

Lakshmanaswamy Clinical Pediatrics, 3/e

2010 2011

650.00 750.00

Marquis Nettina

Leadership Roles and Management Functions in Nursing- 7/e

Lippincott Manual of Nursing Practice, 10/e

2013 1995.00

Polit Polit

Essentials of Nursing Research- 8/e

2013 2011

595.00 950.00

Nursing Research-Generating and Assessing Evidence for Nursing Practice, 9/e

Raman

Maternity Nursing 19/e Essentials of Gynaecology

2013 1295.00

Seshadri

2010 2011 2011 2014

650.00 450.00 850.00

Sethi

Psychiatric Nursing

Shives

Basic Concepts of Psychiatric-Mental Health Nursing, 8/e Brunner’s & Suddarth’s TB of Medical Surgical Nursing 12/e (2 Vol Set) Fundamentals of Nursing 7/e with Handbook Free Basics of Medical Physiology for Nursing Students, 3/e

Smeltzer

TBA

Taylor

2011 1895.00

Venkatesh

2009

295.00

Brunner and Suddarth’s Textbook of Medical-Surgical Nursing 13/e 2 Vol Set TBA ● 2238 Pages ● 750 illust. ● Paperback ● 2014 ● TBA Suzanne C. Smeltzer RNC, EdD, FAAN | Professor & Director, Center for Nursing Research, Villanova University college of Nursing, Villanova, Pennsylvania Primary Market: BSc Student (3 rd Year)

Features:

 NEW! Concept Mastery Alerts clarify difficult concepts, informed by data from Misconception Alert questions in PrepU for Brunner & Suddarth's Textbook of Medical- Surgical Nursing , 12e.  NEW! Quality and Safety Nursing Alerts build upon previous edition’s Nursing Alerts to highlight issues related to quality and safety nursing care.  NEW! The updated unit openers include new Case Studies with QSEN Competency Focus to highlight a competency and related knowledge, skills, and attitudes. Additional information for these case studies related to NANDA-I, NIC, NOC and the nursing process is available online.  NEW! Prioritization Questions have been added to the Critical Thinking Exercises .  UPDATED! Genetics Charts and Ethical Dilemma Charts have been revised to reflect the latest advances in the field.  UPDATED! Critical care information has been updated to further the authors' goal to have the most up-to-date and clinically relevant content on critical care throughout the book.  EXPANDED! Expanded coverage of obesity, highlighted with a new icon, focuses on this epidemic health problem in our society.  STEAMLINED! The Table of Contents has been reorganized for a more logical sequence and flow.  REVISED! The accompanying Study Guide now features reorganized content and revised questions.  Nursing Process sections, Plans of Nursing Care , and Critical Care sections  More than 2,900 NCLEX-style review questions  Assessment Charts, Risk Factor Charts, Guidelines Charts , Genetics in Nursing Practice Charts, Patient Education Charts, Health Promotion Charts , Ethics and Related Issues Charts , and Pharmacology Charts and tables.  Gerontologic Considerations sections, Physiology/Pathophysiology figures, and Home Care Checklists  Nursing Research Profiles and EBP questions help students learn the importance of evidence-based practice.  Concepts in Action Animations bring anatomy, physiology and pathophysiology concepts to life .

Competition Matrix

Medical-Surgical Nursing: Clinical Management for Positive Outcomes, 8/e 2 Vol Set

Lewis’s Medical Surgical Nursing 1st Edition (Local Adaptation)

Brunner and Suddarth’s Textbook of Medical-Surgical Nursing 12/e 2 Vol Set

Author / Editor Black

Chintamani

Smeltzer

Product Data

2428 Pages, Paperback, Elsevier, 2009

1930 Pages, 1400 illust., Paperback, Elsevier, 2010 TBA ● 2238 Pages ● 750 illust. ● Paperback ● 2014 ● TBA

Contents

• Evidence-Based Practice icons identify statements based on primary research or standardized guidelines and teach you to base your practice on solid research evidence. • Translating Evidence into Practice boxes present a topic in the form of a clinical question and summarize the conclusions of 4-5 research articles, encouraging you to judge the research for yourself and consider how it relates to the nursing setting. • Care Plans highlight nursing diagnoses and collaborative problems, expected outcomes, interventions with rationales, and evaluation to help you prioritize tasks and determine the appropriate treatment. • Thinking Critically questions at the end of each nursing care chapter pose short, typical client scenarios followed by questions about what actions to take to test your critical thinking skills. • Concept Maps illustrate the links among pathophysiological processes, clinical manifestations, medical treatment, and nursing interventions. • Integrating Pharmacology boxes help you understand how medications can be used for disease management by exploring common classifications of routinely used medications. • Bridge to Critical Care and Bridge to Home Health Care boxes introduce you to critical care and home health nursing by connecting these related specialties to medical-surgical nursing. • Feature boxes highlight issues in Critical Monitoring, Management and Delegation, Genetics, Terrorism, Community- Based Practice, and Physical Assessment in the Healthy Adult.

• A smarter new look and feel. • MSN procedures modified as per the prevalent disease conditions and abnormalities in the Indian subcontinent for B.Sc. Nursing students in accordance with the INC curriculum. • Rare photographs from live surgeries provide the students the first visual experience of working along with the operating surgeons. • More than 60 accurate, precise, point-wise nursing care plans, taking care of every significant disease. • Learn quicker, revise faster • More than 1000 boxes: Condensed boxes containing Diagnosis, Nursing Assessment, Emergency Management, Patient and Family Teaching, Home Care/Community-Based Care, Gerontologic Considerations, Nutrition, Ethnic Dilemmas, Culturally Competent Care, Complementary and Alternative Therapies, Nursing Management, and Drugs used in the diseases to quickly revise the content during exams.

• Published since in 1964 • Gold Standard Title • 1st Med Surg Text • NEW! Concept Mastery Alerts clarify difficult concepts, informed by data from Misconception Alert questions in PrepU for Brunner & Suddarth's Textbook of Medical-Surgical Nursing, 12e. • NEW! Quality and Safety Nursing Alerts build upon previous edition’s Nursing Alerts to highlight issues related to quality and safety nursing care. • NEW! The updated unit openers include new Case Studies with QSEN Competency Focus to highlight a competency and related knowledge, skills, and attitudes. Additional information for these case studies related to NANDA-I, NIC, NOC and the nursing process is available online. • NEW! Prioritization Questions have been added to the Critical Thinking Exercises. • UPDATED! Genetics Charts and Ethical Dilemma Charts have been revised to reflect the latest advances in the field. • UPDATED! Critical care information has been updated to further the authors' goal to have the most up-to-date and clinically relevant content on critical care throughout the book. • EXPANDED! Expanded coverage of obesity, highlighted with a new icon, focuses on this epidemic health problem in our society.  STEAMLINED! The Table of Contents has been reorganized for a more logical sequence and flow.  REVISED! The accompanying Study Guide now features reorganized content and revised questions.  Nursing Process sections Plans of Nursing Care and Critical Care • Instructor Access to thePoint, SimAdviser, Smeltzer 12e

Resources

None

Price

Rs.2795.00 (with CD) & Rs.2645 (without CD)

Rs. 1575.00

TBA

Maternity Nursing : Family, Newborn, and Women’s Healthcare, 19/e 9788184732825 ● 1162 Pages ● Paperback ● 2014 ● 1295 A.V. RAMAN, PhD (N) is currently Director, Nursing Education & Research Westfort Academy of Higher Education (WAHE), Thrissur (Kerala State).

Primary Market: BSc Student (3 rd Year)

Features:

• The subject of Midwifery and Obstetrical Nursing as per Indian Nursing Council syllabus has been covered extensively with special emphasis on important topics such as antenatal care, conception and fetal development, physiology and mechanism of labor, management of labour, immediate care of the newborn. • The Nursing Care Plans and Care Paths are given in tables in a systematic manner, which make the process of nursing easy to grasp. • Midwifery, obstetric and gynaecological Procedures are illustrated with diagrams for easy understanding. • The Indian statistics have been given at all relevant places, which gives a better understanding of the scenario in India. • Indian health policies and programmes have been given. • Partographs • Genetics is discussed in greater detail. • A brief Indian legislation overview applicable in the medical field has been included. • Many destructive operation procedures have been given. • Levels of newborn care has been covered • Anatomy has been discussed in an innovative way while describing labor, for the better understanding of students. Anatomical overview has also been given separately. • Numerous features like the Assessment Tools, Client Guidelines, history taking and assessment Forms, and Nursing Guidelines will serve as a quick revision tools for Practicals.

Alert

Action

Figure 14-13  A filled sample partograph. (Courtesy of Mater- nity Department, Westfort Col- lege of Nursing, Thrissur, Kerala).

Competition Matrix

PUBLISHER

LWW

ELSEVIER

JAYPEE

TITLE

Maternity Nursing 19/e

Myles Textbook of Midwives 15/e

Textbook of Obstetrics 7/e

AUHTOR

A.V. RAMAN 

Fraser

Dutta

PAGES

1015 Pages, 263 illus,87 tabls, Paperback , 2014, LWW 1148 Pages, Paperback, 2012, Elsevier

708 Pages, Paperback, Jaypee, 2014

Approach of Book

•New approach to deal with the pregnant women according to the weeks of pregnancy is effective and efficient way • Covers the entire syllabus of Indian Nursing Council • Clear writing style and unique flavour of the original Reeder Text • The book has certainly introduced different type of investigations during pregnancy which is very useful for students • Mechanism and Physiology of Labour is dealt with good detail • Discussive paragraph explained the concepts • Various nursing tools are provided • Discuss the recent trends and development • Review Questions and suggestive reading is given at the end of each chapter

• An International book with only foreign scenario, it is somehow a competition to our title. • Bank of multiple-choice questions for self-testing • Illustrations from the book, with and without labels, for student and instructor use available online • updated with recent guidelines, protocols and research evidence • Myles is not for examination purpose, it is only referred for its 3D explanations • Explanations of the Instruments given are not clear

• Pattern and approach is good but concept is clear only with the help of other books. • Although it is a medical book, it is a straight competition of our title. • Students found this book easy to read and has all the material available for passing an examination and covers all the necessary points • Topics are limited as compared to foreign authored books • Good for examination purpose but not good for detailed study • Nursing Management of basics is not there • Nerve and Blood vessels are shown and explained is easy manner • Anatomical structure in maternity nursing is not clear

PRICE

Rs 1295

UKP 13.95

Rs.795.00

Essentials of Pediatric Nursing 2/e 978818473780● 1232 Pages ● 544 illust. ● Paperback ● 2012 ● Rs.1695.00 Theresa Kyle MSN, CPNP, MSN, CPNP. Director of Nursing: El Camino College, CA

Primary Market: BSc Student (3rd Year) Secondary Market: PBBSc Nursing, MSc Nurisng (Pedaitrics)

USPs:

• It provides a unique concept based approach and nursing process focus, that helps students go from concept to application by building on previously mastered knowledge from other courses. • Organized into four logical units, Kyle: Essentials of Pediatric Nursing covers a broad scope of topics with an emphasis on common issues and pediatric specific information. • Learning Objectives, Key Terms and Words of Wisdom (WOW) for each chapter (Page no. 5) • Take Note boxes highlight information that is relatively new or is critical in nature. (Page no. 15) • Each chapter has Key Concepts provides a quick review of essential chapter concepts (Page no. 21) • Features NCLEX style multiple choice questions (800 in total) (Page no. 24) • Teaching Guidelines prepare students to educate families. (Page no. 38) • Evidence based practice boxes highlight pertinent, recent evidence based research findings and provide recommendations for nurses. (Page no. 122) • Development Assessment Chart • Blood Pressure Charts for Child and Adolescents • Growth Charts • Chapter on Atraumatic Care AND Atraumatic Care boxes throughout the book provide guidance particular to the topic being discussed. • Threaded Case Studies show real life scenarios that inspire critical thinking • Healthy Prople2020 Objectives • Nursing Procedures provide a clear, step by step explanation with illustrations of pediatric variations to facilitate competent performance. (Page no. 24) • Drug Guide tables summarizes information about commonly used medications. • Down Syndrome Health Care Guidelines (Page no. 1188) • The sixth edition also includes OUTSTANDING ARTWORK and completely revamped interior design to facilitate visual learning. Icons are placed throughout to direct students to Watch and Learn Videos and NEW Concepts in Action Animations. More key features:

Student Resources: -

Fully searchable eBook

- - - - - - - -

NCLEX-Style Chapter Review Questions NCLEX alternate-Item Format Tutorial Pediatric Dosage Calculation Exercises Watch & Learn Video Clips Practice & Learn Activities Concepts in Action Animations Spanish-English Glossary

Journal Articles Instructor Resources: -

Fully searchable eBook

- Test Generator with NCLEX-Style Test Questions - Case Studies - Learning Objectives - Pre-Lecture Quizzes - Lesson Plans - PowerPoint Slides with Images - Written, Group, Clinical, and Web Assignments (with - answers) - Guided Lecture Notes - Journal Articles - Sample Syllabi for Shortened Courses

TESTIMONIALS

Content is organized very well with new knowledge & information. Nursing procedures (Pediatrics) are well described. Illustrations, Diagrams, and Clinical Cases are very supportive and will help learner to understand clinically. Teaching guidelines, Note Points and Take Note! Are exceptional points and will help in giving health and discharge planning for patients. Lt. Col. Manonmani (Retd.) Principal, Sadhu Vasvani College of Nursing, Pune Content is organized well. Healthy People, MCQs, and Critical Thinking Exercises are the strength of this book. Variation in Anatomy & Physiology are given at the beginning of each book. Dr. K. Tamizhrasi, Vice-Principal, Sri Gokulam College of Nursing, TN Organization, pictures, Growth & Development charts has been elaborately discussed. Exercises and worksheets given are very useful. Dr. Esther John, Ganga College of Nursing, Coimbatore

WOW Words of Wisdom To love children means to see them, respect them, and listen to them.

1

Introduction to Child Health and Pediatric Nursing Learning Objectives Upon completion of the chapter, you will be able to: 1. Compare the past definitions of health and illness to the current definitions. 2. Identify the key milestones in the history of child health. 3. Discuss different methods of measuring child health. 4. Discuss the philosophy of pediatric nursing care. 5. Identify the major roles and functions of pediatric nursing, including the scope of practice and the professional standards for pediatric nurses. 6. Explain the components of the nursing process as they relate to nursing practice for children and their families. 7. Identify ethical concepts related to providing nursing care to children and their families. 8. Describe legal issues related to caring for children and their families. Isabelle Romano is a 6-year-old girl with cerebral palsy. She was born at 28 weeks’ gestation and is currently admitted to the hospi- tal due to difficulty breathing secondary to pneumonia. Her parents are very active in her care. Isabelle lives at home with her parents and two brothers, Sergio and Tito. Consider how your role as a nurse can affect this family.

KEY TERMS assent “do not

resuscitate” (DNR) order

emancipated minor informed consent mature minor minor

morbidity mortality

nursing process standard of care

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C h a p t e r 1 Introduction to Child Health and Pediatric Nursing

15

role for pediatric nursing. The advanced practice role is an expanded nursing role that requires additional edu- cation and skills in the assessment and management of children and their families. The pediatric nurse practitio- ner (PNP) has a master’s degree and national certifica- tion in the specialty area. The PNP is an independent and autonomous practitioner. The PNP provides health maintenance care for children (such as well-child exami- nations and developmental screenings) and diagnoses and treats common childhood illnesses. He or she man- ages children’s health in primary, acute, or intensive care settings or provides long-term management of the child with a chronic illness. The family nurse practitio- ner (FNP) and neonatal nurse practitioner (NNP) func- tion in a similar manner to the PNP but provide care to individuals throughout the lifespan and to newborns, respectively. The clinical nurse specialist has a master’s degree and provides expertise as an educator, clinician, or researcher, meeting the needs of staff, children, and families. Take Note! The American Academy of Colleges of Nursing has recommended that nurse practitioner education be moved from the master’s to the doctoral level by the year 2015 (Sperhac & Clinton, 2008). In any role, the professional pediatric nurse is held accountable for nursing actions that adhere to the standards of care. A standard of care is a minimally accepted action expected of an individual of a certain skill or knowledge level and reflects what a reasonable and prudent person would do in a similar situation. Professional standards from regulatory agencies, state or federal laws, nurse practice acts, and other specialty groups regulate nursing practice in general. The National Association of Pediatric Nurse Practitioners (NAPNAP), the Society of Pediatric Nurses (SPN), and the American Nurses Association (ANA) have formulated specific stan- dards of care and professional performance for pediatric clinical nursing practice (Table 1.2). These standards are tools that determine if care constitutes adequate, effective, and acceptable nursing practice. They also serve as guides and legal measures for this special area of practice. These standards pro- mote consistency in practice, provide important guide- lines for care planning, assist with the development of outcome criteria, and ensure quality nursing care. The ANA-SPN standards specify what is adequate and effec- tive for general pediatric nursing and promote consis- tency in practice. Standards of Care and Performance in Today’s Environment

ETHICAL AND LEGAL ISSUES RELATED TO CARING FOR CHILDREN

Parents and guardians generally make choices about their child’s health and services. As the legal custodi- ans of minor children, they decide what is best for their child. Nurses caring for children and their families make the child’s and family’s needs a priority. Moral develop- ment (the ability to function in an ethical manner) and the legal requirements involved in working with children affect pediatric nurses on a daily basis. Pediatric nurses must function within ethical and legal boundaries related to their care. They must understand their state’s legal requirements for routine care, consent for treatment, hospitalization, and research. Take Note! As advocates for children, nurses support policies that protect children’s rights and improve chil- Pediatric nurses must examine their own values so that they can provide nursing care in an ethical manner. Each situation must be evaluated individually. The nurse’s rela- tionship with the child and family is of prime importance. Every day pediatric nurses encounter families from a wide variety of religious, cultural, and ethnic backgrounds, and it is critical to treat each family with respect. Family-centered care focuses on the needs of the child and family together and involves ethical treatment of the child. Advances in science and technology have led to an increased number of ethical dilemmas in health care. Many facilities have formed institutional ethics committees. These committees not only provide case-by-case review and resolution of ethical dilemmas but also review existing institutional poli- cies and provide education to staff, physicians, children, and families on ethical issues (Nelson, 2007). Practicing ethically begins with being sensitive to the sanctity and quality of human life. An ethical nurse is accountable and uses sound reasoning to resolve ethical challenges. Ethics includes the basic principles of auton- omy, beneficence, nonmaleficence, justice, veracity, and fidelity. The nurse must understand these principles in order to analyze and respond to ethical dilemmas. Auton- omy refers to the freedom to choose and self-determi- nation in regard to making health care decisions. Gen- erally, parents have the autonomy to make health care decisions for their child. In certain situations, however, older children have the autonomy to give assent to care (see below), and in special situations, adolescents are dren’s health care. Ethical Issues Related to Working With Children and Their Families

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CHAPTER WORKSHEET / / / / / / / / / / / / / / / / / / / / / / / /

MULTIPLE CHOICE QUESTIONS 1. What is the number one cause for mortality among children? a. Human immunodeficiency virus

CRITICAL THINKING EXERCISES 1. Detail how the nursing process fits into the framework of pediatric nursing. 2. Discuss how the role of the pediatric nurse differs from the role of the advanced practice pediatric nurse. 3. At your next staff meeting, you have been asked to present material to your nursing unit discussing spe- cial situations to informed consent related to children. Describe the topics that you should address. STUDY ACTIVITIES 1. Research the IRB at the local hospital and become informed about which studies have been approved in your clinical setting. 2. Research a current policy, bill, or issue being debated on the community, state, or national level pertaining to child health or welfare. Summarize the major facts and supporting or opposing issues and present them in a class presentation or paper. 3. Obtain a standardized care plan from the hospital unit. Evaluate whether it is based on evidence-based prac- tice. Develop an individualized care plan for a child you are caring for. Compare and contrast the two types of care plans. 4. The following events were milestones in the support of children’s health. Place them in the correct sequence, from oldest to most recent: _____ a. Declaration of the Rights of the Child approved _____ b. WIC program established _____ c. U.S. Children’s Bureau established _____ d. Sheppard-Towner Act passed _____ e. Family and Medical Leave Act passed _____ f. Education for all Handicapped Children Act passed.

b. Congenital anomalies c. Motor vehicle accidents d. Low birthweight

2. The nurse is assessing the vital signs of a child who is being evaluated in an urgent care center. The child is to be seen by the pediatric nurse practitioner (PNP). The mother asks, “Why is my child seeing the PNP and not the doctor?” What is the best response by the nurse? a. “The PNP functions similar to the physician’s assis- tant, so you should be perfectly at ease.” b. “The child may be seen by the physician instead if you’d like.” c. “Seeing the PNP is just one more step in having your child evaluated in this setting.” d. “The PNP is an experienced RN with advanced education in the diagnosis and treatment of chil- dren.” 3. When caring for an adolescent, in which case must the nurse share information with the parents no matter which state the care is provided in? a. Pregnancy counseling b. Depression 4. The school nurse is planning a screening program. What items should be included to address issues related to the “new morbidity”? a. Academic difficulties, violence, and other mental health issues b. The number of children with chronic illness at the school c. Statistics related to health insurance coverage of the children d. HIV infection, asthma, and respiratory allergy testing c. Contraception d. Tuberculosis

24

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U N I T 1 Foundations of Pediatric Nursing

38

choices when possible. Discipline involves teaching and is ongoing, not something that is done just when the child misbehaves. The American Academy of Pediatrics (2004) sug- gests three strategies for effective discipline (see also Teaching Guidelines 2.1): • Maintaining a positive, supportive, nurturing care- giver–child relationship • Using positive reinforcement to increase desirable behaviors • Removing positive reinforcements or using punish- ment to reduce or eliminate undesirable behaviors

Teaching Guidelines 2.1 TEACHING TO PROMOTE EFFECTIVE DISCIPLINE

• Set clear, consistent, and developmentally appropri- ate expected behaviors; offer choices whenever pos- sible. • Maintain consistency in responding to behaviors;

FIGURE 2.5 Although he might not like it, quiet solitude helps the child develop inner control.

provide encouragement and affection. • Role-model appropriate behaviors.

• Provide an age-appropriate explanation of the con- sequence that will occur if the child demonstrates unacceptable behavior. • Always administer the consequence soon after the unacceptable behavior. • Keep the consequence appropriate to the age of the child and the situation. • Stay calm but firm without showing anger when administering the consequence. • Always praise the child for displaying appropriate behavior. • Set the environment to assist the child in accomplish- ing the appropriate behavior; remove temptations that may lead to inappropriate behavior. • Reinforce that the child’s behavior was bad, not that the child was bad. POSITIVE REINFORCEMENT Attention from parents is a very powerful form of positive reinforcement and can help increase desirable behaviors. The key is to focus on the child’s appropriate behaviors rather than emphasizing the inappropriate ones. Immedi- ate, consistent, and frequent feedback is crucial. This feed- back can be in the form of smiles, praise, special attention, or rewards such as extra privileges or a special token or activity. Providing the feedback immediately is important so that the child learns to associate the feedback with the appropriate behavior, thereby reinforcing the behavior. EXTINCTION Another form of discipline is extinction, which focuses on reducing or eliminating the positive reinforcement for

inappropriate behavior. Examples are ignoring the temper tantrums of a toddler, withholding or removing privileges, and requiring a “time-out.” Withholding or removing privi- leges such as TV, music, or computer or phone use is most effective for older children and adolescents. The adoles- cent may be grounded for a short time or not allowed to drive the car. To be effective, the privilege being withheld or removed must be something that the child values. Time-out is an extinction discipline method that is most effective with toddlers, preschoolers, and early school-aged children. It involves removing the child from the problem area and placing him or her in a neutral, nonthreatening, safe area where no interaction occurs between the child and parents or others for a specifically determined period (Fig. 2.5). Take Note! The amount of time that a child spends in time-out is typically 1 minute per year of age; for example, a 3-year-old would spend 3 minutes in time-out (American Academy of Pediatrics, 2011). PUNISHMENT Discipline is often confused with punishment , but punishment involves a negative or unpleasant experi- ence or consequence for doing or not doing something. Although punishment is sometimes a necessary element of discipline, to be an effective tool it must be coupled with rewards for good behavior (American Academy of Pediatrics, 2004).

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U N I T 2 Health Promotion of the Growing Child and Family

122

EVIDENCE-BASED PRACTICE 4.1

CORPORAL PUNISHMENT AND BEHAVIOR PROBLEMS IN EARLY CHILDHOOD

Extinction involves systematic ignoring of the undesired behavior. Parents sometimes unknowingly contribute to the occurrence of an unwanted behavior simply by the attention they give the toddler (even if it is nega- tive in nature, it is still attention). Parents who want to extinguish an annoying (nondangerous) behavior should resolve to ignore it every time it occurs. When the child withholds the behavior or performs the opposite (appro- priate) behavior, they should use compliments and praise. It may be difficult to ignore a difficult behavior, but the results are well worth the effort. Teaching Guide- lines 4.4 provides tips on avoiding power struggles and offering appropriate guidance to toddlers. STUDY A large volume of research indicates that there are few, if any, positive developmental outcomes associated with the use of corporal punishment (spanking). In order to determine if negative consequences resulted, the authors used data from a large longitudinal ongoing multicenter study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Devel- opment. They reviewed the data from over 100 chil- dren, performing analyses that specifically controlled for contextual and parenting variables as well as for partial child effects. The Home Observation for the Measurement of the Environment (HOME) was administered when the children were 15, 36, and 54 months of age. The HOME measurement determined the use of corporal punish- ment. To determine the presence of behavior problems, the Child Behavior Checklist was administered at 36 months of age and again when the child was in the first grade. • When giving the toddler instructions, tell the child what to do, NOT what not to do. This allows for a positive focus. If you must say “no,” “don’t,” or “stop,” then follow with a direction of what to do instead. • Offer limited choices, when a choice is truly avail- able. Say, “Do you want to wear your blue hat or your red hat?” NOT “Do you want to put on your hat?” This gives the toddler some, but not all, control. • Role model appropriate communication, but don’t feel like you have to speak nicely all the time. If the situation warrants, use a firm and even tone to get the point across. Avoid yelling. Teaching Guidelines 4.4 PROVIDING TODDLERS WITH GUIDANCE

Findings Multiple regression analysis was performed on the data sets, controlling for variables such as the child’s gender, ethnic- ity, and temperament as well as maternal sensitivity and depression. The results established a causal link between the use of corporal punishment and child adjustment, particu- larly an increase in behavior problems during toddlerhood. Nursing Implications Targeted interventions may have a positive impact on decreasing the use of corporal punishment in young children. Advise parents about the risks associated with corporal punishment. Provide them with education about appropriate alternative methods of discipline, including limit setting with consistent follow-through, extinction, and time-out. Support parents’ efforts to use alternative methods of discipline. • Pay attention to the inflection in your voice. A state- ment or direction should not end in a questioning tone or with “Okay?” Be clear. Statements should sound like statements, and only questions should end in a questioning tone. • When a toddler behaves aggressively, label the child’s feelings calmly, but be firm and consistent with the expectation. For example, “I know you’re mad at your friend, but it is not okay to hit.” Adapted from American Academy of Pediatrics. (2004). Guidance for effective discipline . Retrieved March 11, 2011, http://aappolicy.aappubli cations.org/cgi/content/full/pediatrics;101/4/723; and Anderson, J. (2008). Discipline techniques: The 12-month-old. Contemporary Pediatrics , 25(9), 84–87.

Adapted from Mulvaney, M. K., & Mebert, C. J. (2007). Parental corporal punishment predicts behavior problems in early childhood. Journal of Family Psychology, 21 (3), 389–397.

Addressing Common Developmental Concerns

Common developmental concerns of the toddler period are toilet teaching, temper tantrums, thumb sucking or pacifier use, sibling rivalry, and regression. An under- standing of the normalcy of negativism, temper tantrums, and sibling rivalry will help the family cope with these issues. Prepare parents for these developmental events by giving appropriate anticipatory guidance. Toilet Teaching When myelinization of the spinal cord is achieved around age 2 years, the toddler is capable of exercising

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Competition Matrix

Textbook of PEDIATRIC NURSING (Indian Adoptation)

Wong's Essentials of Pediatric Nursing, 8/e

Essentials of Pediatric Nursing 2/e

Author / Editor

Marlow

Hockenberry

Kyle

Product Data

1360 Pages, Paperback, Elsevier, 2013

1280 Pages, Paperback, Elsevier, 2009

1232 Pages, 544 illust., Paperback, WK, 2012

• A family focus emphasizes the role and influence of the family in health and illness. • A “wellness” emphasis includes age-specific information on health promotion and injury prevention relevant to specific age groups, and discusses play, safety, language, self-esteem, nutrition, dental health, sleep, exercise, and sexuality. • Detailed presentations of pathophysiology in disorder sections provide a clear understanding of the impact of disease on normal physiologic functions. • Critical thinking exercises help you apply your knowledge and clinical judgments to specific situations. • Nursing Care Guidelines boxes provide clear, step-by-step instructions for performing specific skills or procedures. • Evidence-Based Practice boxes help you apply research and critical thought processes to support and guide the outcomes of nursing care. • Atraumatic Care boxes provide guidance for administering nursing care with minimal pain or stress to the child, family, and nurse. • Ethical case studies reflect complex patient care situations and illustrate proper consideration in care delivery. • Community Focus boxes emphasize community issues and provide additional resources on caring for children outside the clinical setting. • Emergency Treatment boxes provide quick reference in critical situations. • Nursing Alerts provide critical information and Nursing Tips provide helpful hints. • Cultural Awareness boxes highlight ways in which variations in beliefs and practices affect child care. • Chapter Outlines and Learning Objectives guide your approach to learning. • Key Points help you review and learn important concepts. Free companion CD features NCLEX exam-style review questions, animations, critical thinking questions, case studies, modifiable nursing care plans, pediatric assessment video clips, illustrated pediatric skills, anatomy reviews.

• NEW Chapter on Atraumatic Care AND Atraumatic Care boxes throughout the book provide guidance particular to the topic being discussed. (Page no. 215) • Threaded Case Studies show real life scenarios that inspire critical thinking. (Page no. 24) • Healthy Prople2020 Objectives (Page no.7) Learning Objectives, Key Terms and Words of Wisdom (WOW) for each chapter (Page no. 5) • Drug Guide tables summarizes information about commonly used medications. (Page no. • Each chapter has Key Concepts provides a quick review of essential chapter concepts (Page no. 21) • Evidence based practice boxes highlight pertinent, recent evidence based research findings and provide recommendations for nurses. (Page no. 122) • Teaching Guidelines prepare students to educate families. (Page no. 38) • Features NCLEX style multiple choice questions (800 in total) (Page no. 24) • Nursing Procedures provide a clear, step by step explanation with illustrations of pediatric variations to facilitate competent performance. (Page no. 24) • Take Note boxes highlight information that is relatively new or is critical in nature. (Page no. 15) •Growth Charts (Page no. 1169) • Development Assessment Chart (Page no. 1180) • Blood Pressure Charts for Child and Adolescents (Page no. 1183) • Down Syndrome Health Care Guidelines (Page no. 1188) • Watch & Learn Videos.

Contents

Table of Content 1. Introduction To The Family And Child Care 2. Assessment Of Children 3. The Child And Illness 4. The Neonate 5. The Infant 6. The Toddler 7. The Preschool Child 8. The School Child 9. The Pubescent And The Adolescent

Student Resources: • Fully searchable eBook, • NCLEX-Style Chapter Review Questions • NCLEX alternate-Item Format Tutorial, • Spanish-English Glossary • Pediatric Dosage Calculation Exercises, • Watch & Learn Video Clips, • Practice & Learn Activities • Concepts in Action Animations • Journal Articles Instructor Resources: • Fully searchable eBook, • Test Generator with NCLEX-Style Test Questions, • Case Studies, • Learning Objectives, • Pre-Lecture Quizzes, • Lesson Plans, • PowerPoint Slides with Images

Resources

Price

Rs. 1395.00

Rs.2295.00

Rs.1695.00

Fundamentals of Nursing: The Art & Science of Nursing Care, 7/e (Free Taylor’s Handbook of Clinical Nursing Skills)

1672 Pages ● 822 illustrations ● Paperback ● Pub Year 2011 ● Rs.1895.00

Carol R. Taylor PhD, MSN, RN, Center for Clinical Bioethics, Professor of Nursing, Georgetown University, Washington, DC | Primary Market: BSc Students (3 rd Year) Secondary Market: MSc (1 st Year)

USPs: • The book's holistic perspective shows students how nursing care involves more than performing procedures. • With a case based approach to learning, the book offers numerous examples and opportunities for students to think critically. • Learning Objective & Key terms at the beginning of each chapter (Page no. 5) • PICO in Practice: Asking Clinical Questions boxes present a scenario and walk the reader through asking a clinical question using the PICO format (population, intervention, comparison, outcome) and making a decision based on research evidence. (Page no. 79) • Hallmark Features More key features: • Promoting Health Literacy boxes present a patient scenario and tips for improving health literacy in patients. (Page no. 98, 99…) • Nursing Advocacy in Action boxes present a patient scenario challenge readers to identify what a student nurse, newly graduated nurse, and experienced nurse can do to advocate for vulnerable individuals. Vibrant, modern art program uses illustrations and photos to enhance students’ understanding. More than 250 NEW photos have been added to this edition. • Ancillaries include MORE Test Generator questions, now 20 NCLEX-Style Student Review Questions per chapter, NEW Case Studies, and NEW Video Clips. - Unfolding Patient Scenarios (Page 4) - Reflective Practice Boxes (Page no. 157) - Examples of NANDA, NIC, and NOC (Page no. 1368)

Continue:

Resources for Students: •

Searchable E-Book

• • • • • • • • • • • • • • • • • • • •

Watch and Learn Video Clips Practice and Learn Activities Concepts in Action Animations

NCLEX Style Student Review Questions

iPhone App

Dosage Calculation Quizzes

Journal Articles

Heart and Breath Sounds Spanish-English Audio Glossary

Resources for Students: •

Test Generator

Image Bank

Assignments & Discussion Topics

Sample Syllabus

QSEN Map

PowerPoint Presentations Guided Lecture Notes

Pre-Lecture Quizzes

Case Studies

Customizable Skill Checklists

LMS Course Cartridges

Master Skills Competency Checklist

TESTIMONIALS

Well Organized, covering all most all aspects of the subject. Very clear illustrations with pictures. Ms. Anitha Mary, Tutor, Sri Gokulam Colllege of Nursing, Kochi

Content is organized well and easy to understand. Adequate for the course. Mrs. R. Kavitha Elizabeth, Principal, Suran College of Nursing, TN

Depictions of the content in the form of tables, figures stc are very good. Concept map of nursing process and single documentation of the procedures are excellent. Integrating nursing process in all aspects . Asha Liz Mani, Asstt. Professor, Caritas College of Nursing, Kochi Chapter contents include modern concepts, and up-to-date information for learners. Treatment of the subjects with photos is present with chapter openings. Very useful for the students. Dr. K. Kokilani, Principal, College of Nursing Review questions and answers are given after each chapter. Clinical nursing skills are illustrated in a separate handbook. Concept mapping is explained in simple concept map . Soja. S. L, Asstt. Professor, Govt. College of Nursing

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CHAPTER 1 Introduction to Nursing

different responses because each person would answer based on his or her own personal experience and knowl- edge of nursing at that time. As you progress toward grad- uation and as you practice nursing after graduation, your own definition will reflect changes as you learn about and experience nursing. Nursing is a profession focused on assisting individuals, families, and communities to attain, recover, and maintain optimum health and function from birth to old age. Nursing care involves any number of activities, from carrying out complicated technical procedures to something as seemingly simple as holding a hand. Nursing is a blend of science and art. The science of nursing is the knowledge base for the care that is given, and the art of nursing is the skilled application of that knowledge to help others reach maximum health and quality of life. This chapter introduces you to nursing, including a brief history of nursing from its beginnings to the present, and provides the definitions and aims of nursing. In examining nursing as a profession, educational preparation, profes- sional organizations, and guidelines for professional nursing practice are discussed to help you better understand what nursing is and how it is organized. (For an example demon- strating the importance of licensure to nursing practice and responsibilities, see the accompanying Reflective Practice box.) Because nursing is a part of an ever-changing society, current trends in nursing also are discussed. HISTORIC PERSPECTIVES ON NURSING Caregivers for those who were ill or injured have always been a part of history. The roles, settings, and responsibili- ties, however, have changed over time, as is summarized in the following section. Most early civilizations believed that illness had supernatu- ral causes. The theory of animism attempted to explain the cause of mysterious changes in bodily functions. This theory was based on the belief that everything in nature was alive with invisible forces and endowed with power. Good spirits brought health; evil spirits brought sickness and death. In providing treatment, the roles of the physician and the nurse were separate and distinct. The physician was the medicine man who treated disease by chanting, inspiring fear, or open- ing the skull to release evil spirits (Dolan, Fitzpatrick, & Herrmann, 1983). The nurse usually was the mother who cared for her family during sickness by providing physical care and herbal remedies. This nurturing and caring role of the nurse has continued to the present. As civilizations grew, temples became the centers of med- ical care because of the belief that illness was caused by sin and the gods’ displeasure (i.e., disease literally means “dis- ease”). Priests were highly regarded as physicians, but nei- ther human life nor women were valued by society. In some Development of Nursing from Early Civilizations to the 16th Century

LEARNING OBJECTIVES

After completing the chapter, you will be able to accomplish the following: 1. Describe the historic background of nursing, defini- tions of nursing, and the status of nursing as a profession and as a discipline. 2. Explain the aims of nursing as they interrelate to facilitate maximal health and quality of life for patients. 3. Describe the various levels of educational preparation in nursing. 4. Discuss the effects on nursing practice of nursing organizations, standards of nursing practice, nurse practice acts, and the nursing process. 5. Identify current trends in nursing.

KEY TERMS

health licensure nurse practice act nursing

nursing process profession reciprocity standards

W hat is nursing? Consider the following examples of who nurses are and what they do: • Delton Nix, RN, graduated from an associate degree nurs- ing program 3 years ago. He is now working full-time as a staff nurse in a hospital medical unit while attending school part-time toward a baccalaureate degree in nursing; his goal is to become a nurse anesthetist. • Jeiping Wu, RN, MSN, FNP, specializes as an advanced practice family nurse practitioner. She has an independent practice in a rural primary health clinic. • Samuel Cohen, LPN, decided to follow his life’s dream to become a nurse after 20 years as a postal worker. After examining all his options and goals, he completed a practi- cal nursing program and is now a member of an emergency ambulance crew in a large city. • Amy Orlando, RN, BSN, graduated 2 years ago and recently began a new job in an urban community health service. • Roxanne McDaniel, RN, PhD, with a doctorate in nursing, teaches and conducts research at a large university. These examples show how difficult it is to describe nurs- ing simply. If everyone in your class were asked to com- plete the sentence, “Nursing is . . . ,” there would be many

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CHAPTER 5 Theory, Research, and Evidence-Based Practice

T A B L E • 5-5 PARTS OF A RESEARCH JOURNAL ARTICLE Sections (in usual order) Description

Abstract

The abstract is at the beginning of the article. It summarizes the entire article and usually provides the purpose of the study, a description of the subjects, data collection and data analysis, and a summary of important findings. The literature review discusses relevant studies that have been conducted in the area of this study. A statement of the specific goals or purpose of the study often follows the review. The methods section provides in detail how the study was conducted, including who and how many subjects, what research design was used, what data were collected and how, and types of analysis done. There should be enough information so that the study could be replicated (repeated).

Introduction • Review of the literature • Statement of the purpose

Method • Subjects • Design • Data collection • Data analysis

Results

The results (findings) are often presented both in words and in charts, tables, or graphs. It is important to understand what the results were and if they are meaningful.

Discussion (Conclusions)

The discussion section reports what the results mean in regard to the purpose of the study and the literature review. It may also include suggestions for further research and application to nursing education or practice, as appropriate. The references are at the end of the article and include a list of articles and books used by the researcher.

References

Therefore, the use of EBP mandates the analysis and systematic review of research findings. The first step for you as a student is to be able to read and understand a research article. To help you, the typical format of a research journal article with a description of each part is outlined in Table 5-5. Steps in Implementing EBP To practice EBP, nurses carry out the following 5 steps (Melnyk & Fineout-Overholt, 2005). Step 1: Ask a question about a clinical area of interest or an intervention . There are several different methods that can be used to ask clinical questions. The most common method is the PICO format (Melnyk & Fineout-Overholt, 2002), described in Table 5-6. See the accompanying display,

evidence that the services and interventions being funded or reimbursed are effective in securing valued goals. Until the mid 1990s, many large hospitals had research uti- lization departments directed by doctorally prepared nurse scientists. These departments conducted research within the hospital to answer clinical practice questions, and used the research findings to dictate practice changes. Today, few hos- pitals use findings from their own research to direct clinical nursing practice. As a result of recent advances in informa- tion technology, findings from published literature can be found, analyzed, and applied to answer clinically relevant questions. Key databases and search engines may be easily accessed on most work computer stations as well as home computer systems. Many research articles in journals and guidelines developed by expert panels can be downloaded to paper copies, read, evaluated, and shared with colleagues.

T A B L E • 5-6 ASKING CLINICAL QUESTIONS IN PICO FORMAT

Components

Considerations Need for explicit description; may include setting, limiting to subgroups (such as by age).

P Patient, population, or problem of interest

The more defined, the more focused search of the literature will be; may include exposure, treatment, patient perception, diagnostic test, or predicting factor.

I Intervention of interest

Usually the comparison is to another treatment or the usual standard of care.

C Comparison of interest

Specifically identifying the outcome to enable a literature search to find evidence that examined the same outcome, perhaps in different ways.

O Outcome of interest