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We'll e-mail you with an estimated delivery date as soon as we have more information. Your account will only be charged when we ship the item. Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Please try again. Delivered via thePoint, this 50-minute video is organized into two major segments: approach to the health history interview and how to conduct a comprehensive mental status examination, including tests for appearance, behavior, speech and language, manner, mood, thoughts, and cognitive functions. The video depicts responses from patients that are representative of common psychiatric problems. Cultural, ethnic, and developmental diversity are reflected throughout the cast. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Some features of WorldCat will not be available.By continuing to use the site, you are agreeing to OCLC’s placement of cookies on your device. Find out more here. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. Please enter recipient e-mail address(es). Please re-enter recipient e-mail address(es). Please enter your name. Please enter the subject. Please enter the message.
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Please select Ok if you would like to proceed with this request anyway. All rights reserved. You can easily create a free account. Please try again. If you click continue, items in the cart from the previousTo keep items from the previousBy continuing to use this website you are giving consent to cookies being used. For information on cookies and how you can disable them visit our Privacy and Cookie Policy. The page may have been relocated or the link to our site could be in error. If you suspect the error is at the COM-FSM web site, please send us feedback so we can correct the problem. Otherwise, please check that you have typed the URL in correctly, or contact the person or site that supplied you with this URL. More information and software credits. Clinical Vignettes are provided for each major disorder discussed in the text to “paint a picture” for better understanding. Self-Awareness features appear at the end of each chapter, and encourage students to reflect on themselves, their emotions, and their attitudes as a way to foster both personal and professional development Drug Alerts highlight essential points about psychotropic drugs. Cultural Considerations sections appear in each chapter, as a response to increasing diversity. Therapeutic Communication dialogues are set off with an icon, and give specific examples of nurse-client interaction to promote therapeutic communication skills. Clear distinction is made throughout between social communication and therapeutic communication. Symptoms and Interventions are highlighted for chapters in Units 3 and 4. Sample Nursing Care Plans are provided for chapters in Units 3 and 4 to offer students realworld examples of treatment plans. NEW! Updated Ancillary Package NEW. New chapter on Forensic Psychiatric and Mental Health Nursing. Previous edition was AJN Book of the Year Award winner 2005 Emergency Care Alerts identify potential crises and define the nurse's role and responsibilities in their management.
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Emphasis on evidence-based practice shows how the latest research supports key nursing decisions. Family focus includes a separate chapter on Family Assessment and Interventions and integrates critical family content throughout each chapter. In a Life boxes describe famous people and their experiences with mental health issues. Helpful appendices provide fingertip access to commonly used diagnostic rating scales and questionnaires. Drug Profiles describe current agents, their uses, and cautions. Therapeutic Dialogue boxes help build therapeutic relationships with clients. Over 30 Case Vignettes with accompanying Reflection and Critical Thinking Questions give students the chance to consider how they would apply their knowledge in dealing with realistic client scenarios New! 10 Understanding Biologic Foundations combine text and illustrations to build an understanding of core biologic processes, neuroanatomy, neurotransmission, and pathophysiology New. Cultural Spotlight boxes in several chapters help students understand and be sensitive to their clients' cultural environment New. Healthy People 2010 boxes summarize key objectives associated with particular chapters, promoting health and today's community-based care settings New. New illustrations and photos help convey crucial points and assist visual learners in understanding symptoms, interventions, biologic mechanisms, and the characteristics and needs of distinct clients New. New Unit III, The Nurse-Client Relationship, includes two new chapters that help students understand their role as caregivers: Chapter 8, Nursing Values, Attitudes, and SelfAwareness, and Chapter 10, The Interview and Assessment Process New. In addition, three additional chapters (16, 28, and 31) address Mental Health Promotion across the lifespan within the chapters. This is an approach unique to Boyd.
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NEW Ancillaries (see description below) NEW chapter on Nursing Care of the Patient in Forensic Settings Newly revised Sleep Disorders chapter, previously a Web-only feature, is restored to the text NEW Nursing Diagnosis Concept Maps in selected disorder chapters provide a roadmap to understanding NEW Reflective boxes for critical thinking challenge students to examine key issues affecting daily practice Emergency nursing alerts identify potential crises and define the nurse's role and responsibilities in their management. Family focus includes a separate chapter on family assessment and integrates critical family content throughout each chapter. Interdisciplinary Treatment Plans and Nursing Care Plans show students how to use both for the same patient. Fame and Fortune boxes describe famous people and their experiences with mental health issues. Unique 3-ring biopsychosocial art provides a visual summary of etiologies, outcomes, and interventions for specific disorders--a great memory aid. Therapeutic Dialogues help build therapeutic relationships with clients. Psychoeducation Checklists make sure students never miss a step. Clinical Vignettes prepare students for real nursing challenges.
Memory joggers and quick quizzes reinforce learning Easy-to-understand language brings complex concepts to light Nurse Joy character offers tips and encourages the student as they progress through each topic Collaborative management opportunities are introduced, identifying appropriate involvement of other health care team members, so vital in clinical practice today Continuum of care philosophy allows the students to apply knowledge to both inpatient and outpatient settings Numerous quick-scan tables, illustrations, and flow charts focus on key information Light humor and appropriate reviews enhance presentation of content Liberal use of bullets keeps information concise and easy to find An appendix of Web resources is included for further study So please help us by uploading 1 new document or like us to download: We are a non-profit group that run this website to share documents. We need your help to maintenance this website. You may also want to review the following Nursing Pocket Card on. Infiltration can be caused by improper placement or dislodgment of the catheter. Patient movement can cause the catheter to slip out or through the blood vessel lumen. Extravasation can cause severe local tissue damage, possibly leading to delayed healing, infection, tissue necrosis, disfigurement, loss of function, and even amputation. It is usually associated with acidic or alkaline solutions or solutions that have a high osmolarity. Phlebitis can also occur as a result of vein trauma during insertion, use of an inappropriate I.V. catheter size for the vein, or prolonged use of the same I.V. site. The Centers for Disease Control and Prevention (CDC) is tracking data on the states affected and the number of cases. I encourage you to stay informed so you’ll be able to best educate your patients and answer their questions. In 1998, a study was published in the Lancet which suggested a link between the measles, mumps, and rubella (MMR) vaccine and autism.
As a result, increased numbers of parents opted to refuse the MMR vaccine for their children. The researchers later retracted their study, and current evidence concludes that there is no association between vaccines and autism. Measles is extremely contagious and can have serious complications, especially for certain high risk groups. Please stay informed about the current outbreak and recommendations for vaccinations. After exposure (the incubation period can range from seven to 21 days), a prodromal syndrome of high fever, cough, runny nose, and conjunctivitis is characteristic. Koplik spots (white or bluish-white spots on the buccal mucosa) may occur and then the development of the characteristic maculopapular rash, which typically spreads from the head to the trunk to the lower extremities, follows. Professional Case Management, 19 (6). Wade, G. (2014). Nurses as Primary Advocates for Immunization Adherence. Centers for Disease Control and Prevention. (2015, January 30). Measles (Rubeola): For Healthcare Professionals. Please leave a comment if you know of others so I can add them to our list. Thank you! Use the facility’s website and other online resources, and talk to any employees you know. Think about how your skills and strengths will meet the needs of the employer and unit. Write down your skills and experiences, as well as examples of your commitment to team collaboration and quality nursing. Be ready to answer questions, such as: Why do you want to work for us. Why are you leaving. What did you like most about that job. What would you change about that job? What’s your greatest weakness? Be honest and keep your answers work- or project-related, rather than personal.Chances are, your interviewer will ask you if you have any questions and you probably will. Here are some things you may want to find out: Get enough rest so you’ll be energized and fresh. Don't smoke, smell of smoke, or chew gum.
Bring multiple copies of your resume in case more than one person is participating in the interview. Your resume should be printed on crisp white paper for a professional presentation. Also, bring names and contact information for references and employment and education institutions. Turn off or silence your cell phone. Throughout the interview, sit up straight, show interest, smile and speak clearly. Be yourself! If a question is unclear, ask for clarification. Your answers should be complete, but concise. You can ask for this information if the interviewer doesn't mention it. In general, salary shouldn’t be discussed until a former offer has been made. Thank the interviewer and be sure to have his or her name and contact information. Be sure to express your continued interest in the position. Use this opportunity to reinforce how and why you're qualified for the position. Nursing2005, 35 (1). Nursing2014, 44 (5). Nursing2010, 40 (4). We know that many of you check your email from your phone or tablet; we want to make sure that your are getting the best information in the best format for your device. Here is a peek at our newly launched NursingCenter enews: Stay tuned for an update to our website. Make sure you are a registered member and that your profile is up-to-date. You will get content specific to your practice right on your NursingCenter home page! We have a new CE app in development, so you’ll be able to complete your CE activities right on your mobile device and then sync up with your computer to download and print your certificate! Check back often for updates for your state CE requirements ! I encourage you all to remain cognizant of these recommendations, share them with your peers, and stay up-to-date on the latest evidence. For further reading, the articles below are available for free to logged in members of Lippincott’s NursingCenter.com. Not a member? Join now!
In the News: Rethinking Routine Blood Work in Patients with MI American Journal of Nursing Blood Management: Best-Practice Transfusion Strategies Nursing2013 Parenteral Nutrition Risks, Complications, and Management Journal of Infusion Nursing Sedation Vacation: Worth the Trip Nursing2013 Critical Care Ethics in Critical Care: Twenty Years Since Cruzan and the Patient Self-Determination Act: Opportunities for Improving Care at the End of Life in Critical Care Settings AACN Advanced Critical Care Hoping for the Best, Preparing for the Worst: Strategies to Promote Honesty and Prevent Medical Futility at End-of-Life Dimensions in Critical Care Nursing Retrieved from American Association of Critical Care Nurses: With numbers like this, it really is critical that we are aware and able to assess all patients for signs and symptoms of alcohol withdrawal. I’d like to bring this article to your attention because there are some great resources included to help assess patients and also care for those experiencing alcohol withdrawal.While those of us in the hospital setting may come in contact with patients at risk for or experiencing alcohol withdrawal, we all know that a critical component of alcohol awareness is prevention.All are free to read online and are available for CE credit. Since our members and readers have expressed such an interest in this topic, I want to share some other good resources about these medications, specifically dabigatran. The articles below are from Emergency Medicine News, a journal geared to Emergency Department physicians, but often read and appreciated by many nurses and nurse practitioners. Don’t you just love interdisciplinary collaboration? There is also a blog, The Procedural Pause, authored by renowned emergency physician James R. Roberts, MD, and his daughter, Martha Roberts, ACNP, CEN. There are some incredible photographs included! Enjoy!
According to the Centers for Disease Control and Prevention's website, there have been 185 cases and 14 deaths among 12 states and continues to grow (CDC, 2012). The impact is potentially greater because healthcare facilities in 21 states have received the recalled lots of the affected drug. It is important for nurses to report patients who are symptomatic of meningitis through the month of October to a physician or licensed advanced practiced nurse. To further assist in the evaluation or referral for meningitis work-up, all health care professionals including those in primary care offices, emergency departments, or retail clinics should go to the CDC website ( ) for a current list of health care providers who administered the recalled lots. The CDC website also provides continually updated information on the meningitis outbreak and educational information for providers and patients. Post by Karen Innocent, MS, RN, CRNP, ANP-BC, CMSRN There are 6.5 million people without cholesterol issues or heart problems that will be eligible for this preventative therapy. Some healthcare providers are questioning whether putting patients on this type of preventative therapy is worth it. Will patients be compliant with the laboratory tests that are necessary while they are on the medication. Will patients stick to a low fat, low cholesterol, heart healthy diet or will they see this as an opportunity to eat anything and everything they want. Will patients take the initiative to get off the sofa and exercise on a regular basis. What about the potential drug side effects. And the final question, can the patient afford this medication? As healthcare providers we must make sure patients understand they need to follow through with other lifestyle changes needed to prevent this disease in addition to taking the medication. A pill a day won't keep heart disease away.on its own.
Post by Anne Dabrow Woods, MSN, RN, CRNP, ANP-BC After a second or two of shock and saying to myself I can't believe this is happening to me, I told my boyfriend to call 9-1-1 and then I moved her from the bed to the floor and started CPR. After a few series of chest compressions and rescue breathing, she vomited into my mouth. They certainly didn't teach me that could happen in the CPR class I had. Once the paramedics arrived, they defibrillated her, got a rhythm and pulse back and they transferred her to the hospital. When I told several people what had happened, they told me they could never have done CPR on someone because they could never get the ratio of compressions to ventilations right, and they feared catching something from the victim or having the victim vomit in their mouth. As we now know, lay people are often hesitant to do CPR for just these reasons. The multicenter, randomized trial looked at 1,941 patients who were randomly assigned to one of two groups, to receive chest compresions alone or to receive chest compressions plus rescue breathing. According to the study, the results support a strategy for CPR performed by laypersons that emphasizes chest compressions and minimizes the role of rescue breathing. Chest compressions are the priority, press hard, press fast, and don't stop until the person wakes up, the rescuer gets too tired to continue, or help arrives. It will be interesting to see if more bystanders will be willing to jump in and perform chest compressions on people who cardiac arrest outside the healthcare setting.If you're like most people, I'm sure that's exactly what you do. Research published in the journal Circulation: Cardiovascular Quality and Outcomes recently may have many of us thinking differently. Use of the nonselective NSAIDs, diclofenac, and the cyclooxygenase-2 inhibitor, rofecoxib, were associated with a dose dependent increased risk of cardiovascular death.
In addition, ibuprofen, was associated with an increased risk of fatal or nonfatal stroke. Naproxen was not associated with an increased cardiovascular risk in this study. NSAIDs are an integral part of the arsenal of medications we use everyday to alleviate our patients' pain as well as our own. We need to keep in mind that one drug maybe more appropriate for a patient than another. Before you take your next dose of one of these drugs, ask yourself this question. Do I really need this medication, or is there something else I could do to feel better. Post by Anne Dabrow Woods, MSN, RN, CRNP, ANP-BC The topic for today is education and training on disaster preparedness. By now you have encountered more than a week of news reports about the earthquake in Haiti. This strikes close to home for my family. My husband grew up in Haiti, and has friends and family still living there. While most of the family has made contact, the communication problems has left the well-being of others unknown. Like many other compassionate observers, we wait anxiously for good news and are doing what we can to send help. As a nurse, the most troubling part about witnessing the aftermath of this disaster is seeing the uncoordinated rescue efforts and difficulties that had occurred with providing medical services and supplies to survivors. It is a shame that many people may die because of lack of access to basics such as antibiotics or clean drinking water. This underscores the importance of government and social agencies having a plan and trained professionals ready to respond to emergencies. Not many of us were aware of the possibility of an earthquake in Haiti, particularly because the Caribbean Islands are more concerned with the threat of hurricanes. Just as this unexpected tragedy occurred, there is a possibility that natural disasters or accidents of large proportions could occur anywhere. Nurses may be called upon to assist in these emergencies.
While nurses are highly educated and have specialized skills, we all might want to brush up on emergency response because we never know when a disaster might hit our home towns. We'd like to know what you are doing in your community to prepare for disasters, and how your employer is training nurses on the leadership, organizational, and clinical skills needed to respond to emergencies. So I've collected a group of links to websites with reading materials on emergency preparedness that are designed for nurses, health professionals, and the general public. It is considered a better indicator of perfusion to vital organs than systolic blood pressure (SBP). True MAP can only be determined by invasive monitoring and complex calculations; however it can also be calculated using a formula of the SBP and the diastolic blood pressure (DBP). You may also want to listen to the following podcast. To calculate a mean arterial pressure, double the diastolic blood pressure and add the sum to the systolic blood pressure. Here are the steps for this calculation:In patients with sepsis, vasopressors are often titrated based on the MAP. Also, in patients with head injury or stroke, treatment may be dependent on the patient’s MAP. Accessed December 8, 2011.Researchers in the first study, Association between weekend hospital presentation and stroke fatality, published in Neurology on November 2nd, included consecutive patients with acute stroke or transient ischemic attack seen in the emergency department or admitted to the hospital. Of these 20,657 patients, stroke fatality was higher (8.1 vs. 7.0) with weekend compared to weekday admission. In this retrospective study, 19.7 of the 836,550 estimated admissions with end-stage renal disease were admitted on the weekend. Researchers found that those admitted on the weekend had significantly higher mortality (7.6 vs. 6.6) than those admitted on a weekday.
These included research on patients with acute kidney injury, gastrointestinal hemorrhage, and heart failure. All the studies concluded with similar results; that is, weekend admission is associated with a higher risk for death compared with admission on a weekday. What are the reasons behind this “weekend phenomena?” Back in August 2006 and again in July 2010 the Institute for Safe Medication Practices (ISMP) issued a warning about confusion of Adacel and Daptacel which are vaccines for the prevention of tetanus, pertusis, and diptheria. ISMP explained how administering the incorrect vaccine to infants can result in ineffective immunization leaving babies vulnerable to infection. One of them, diphtheria and tetanus toxoids and acellular pertussis vaccine (DTaP), is sold under the brand names DAPTACEL and TRIPEDIA (Sanofi Pasteur), and INFANRIX (GlaxoSmithKline). This formulation is for active immunization of pediatric patients 6 weeks through 6 years of age.This is a perfect time to review our procedures for prescribing and administering childhood vaccines to ensure that the correct vaccine is ordered and administered each time. For more details on the recommended vaccine schedule, go to the Center for Disease Control and Prevention website at. Post by Karen Innocent, MS, RN, CRNP, ANP-BC, CMSRN Since launching the Skin Care Network in collaboration with the Dermatology Nurses’ Association and becoming a member of the editorial board of the Journal of the Dermatology Nurses’ Association, I have learned A LOT about skin cancer, indoor tanning, and prevention. I’ve written about skin cancer before on this blog, not so much about the cancer itself, but my involvement (or lack of) when caring for my dad when he underwent Moh’s surgery ( Is Nursing Really For me? ) I digress a little, mainly to share that with a family history of skin cancer, I should and will be more proactive in prevention methods for myself and my family.
Many states have enacted or are considering teen tanning bed restrictions (here’s a nice list ) and a Congressional Report revealed “the false and misleading health information provided to teens by the indoor tanning industry.”. What is critical here is that there are ways to prevent or minimize skin cancer occurrence, resources to educate our patients and the public, and important information to know to recognize skin cancer so it can be treated early. The following organizations and events are a good place to start! I was checking yet another blood product with a nurse colleague, when a consulting clinician came in and told the family members at the bedside that “his numbers look good.” He then smiled and walked out of the room. The family responded with sighs of relief and “thank goodnesses” while the other nurse and I looked at each other as if to say “what just happened here?” I hesitate to name the clinician’s area of expertise because I don’t want to give any specialty a bad rap or make a generalization. However, the point is that sometimes a person not directly involved with a patient’s day-to-day care can make an observation to patients or families and give them a message that may not be correct. The investigators were looking at the impact of this intervention on length of stay and no significant difference between the two groups was found. For example, regular family meetings can allow you to: In his article, Universal Principles for Culturally Sensitive Diabetic Education, we are reminded of the importance of cultural awareness. While most of us might not travel abroad to work, we care for and will continue to care for patients from other countries or with different faiths and traditions that impact how they manage illness. Mr. Hoffman shares the following “universal principles” which truly can apply to any patient in any setting. A patient needs to be allowed and encouraged to describe his or her culture.
I found travel guides and documentaries useful as a starting point in understanding culture, but quickly learned the danger of stereotyping. Having an inquisitive attitude helps us be students of our patients' cultures and avoid stereotyping. In every culture, patients have the right to make their care decisions. Sometimes cultural mores and values will make adherence to the plan of care more challenging, but the final course of action belongs to the patient. We must continue to respect and offer the best to our patients regardless of their healthcare decisions. We need to help patients design their own care plans. Let them suggest ideas for how to follow the recommended plan of care. Set small and incremental goals with the patient for lifestyle modifications and celebrate the achievement of goals. In this way, nurse and patient become teammates working together. For example, I didn't like telling patients that dates have a high glycemic index or that fasting and binging during Ramadan can wreak havoc on their blood glucose.Let us know what you think! As nurses, we play an important role in patient and public education, and it is important that we continue to act with compassion and skill while gathering our knowledge from reputable sources and keeping recent developments in perspective. I am proud of you. I am confident that your hard work will make a difference here and abroad, and that best practices for the safety of patients, healthcare providers, and the public is the priority. The Centers for Disease Control and Prevention has a long list of guidelines and checklists for U.S. health professionals. The Global Alert and Response of the World Health Organization includes up-to-date news and facts, frequently asked questions, and preparedness guidance. The National Institutes of Health also lists facts about the virus as well as the latest developments of research on prevention, treatment, and detection.