Concept-Based Clinical Nursing Skills
Are you looking for a new way of learning skills? Do you want to learn how to problem solve and think conceptually? Stein and Hollen’s Concept-Based Clinical Nursing Skills: Fundamental to Advanced covers over 250 nursing skills in an innovative concept-based format with excellent illustrations, concise rationales, and current evidence. Unlike any other text, Stein and Hollen incorporate an overarching framework of seven critical concepts — accuracy, client-centered care, infection control, safety, communication, evaluation, and health maintenance — to drive home the importance of these key themes in performing nursing skills. Each section balances need-to-know narrative with step-by-step skills, and every chapter includes a detailed case study with a concept map to help you apply knowledge and use clinical judgement in clinical situations involving nursing skills.
- Over 250 step-by-step nursing skills with over 900 photos and illustrations.
- Language and concepts reflect those used on the NCLEX.
- Concept-based approach to skills education pairs well with the Giddens framework.
- Accuracy, Client-Centered Care, Infection Control, Safety, Communication, Evaluation, and Health Maintenance are reinforced throughout as Critical Concepts to skills performance.
- Case studies with concept maps depict patients with problems that might be experienced in the clinical setting and are followed by a series of critical thinking questions with every chapter.
- Application of the QSEN competencies: A question that challenges you to apply a QSEN competency is provided within the critical thinking questions of each case study.
- Lessons from the Evidence boxes highlight and summarize current research that can contribute to evidence-based clinical practice; Lessons from the Courtroom boxes summarize actual court cases related to the skills in the chapter in order to help you understand legal implications; and Lessons from Experience boxes use a storytelling format to share the experiences of more experienced nurses with students.
- Application of the nursing process: Nursing diagnoses that include specific examples of client outcomes and nursing interventions are presented within each section of the chapters.
- Uses an easy-to-understand, conversational writing style.
- Organized to present fundamental skills first, then intermediate acute care skills, and finally advanced skills often performed in critical care.
- Critical concepts align with the quality and safety framework of the QSEN competencies.
- Emphasis on safety and client centered care.
- Expect the Unexpected boxes use a storytelling format to present unexpected situations that could occur and explore appropriate responses to them.
- Home Care, Lifespan, and Cultural Considerations provided in each chapter.
- Performing an Assessment chapter details physical assessment skills.
- Evolve site for students features skills video clips, skills checklists for all skills, and NCLEX-style review questions.
PREFACE TO CRITICAL CONCEPTS FOR CLINICAL SKILLS
Section 1: Purpose of the book Section 2: Critical Concepts Accuracy Client-Centered Care Infection Control Safety Communication Evaluation Health Maintenance Section 3: Organization of the Text Section 4: Aligning with QSEN Section 5: Integration of the Nursing Process Section 6: Special Features of the Text
UNIT I: FUNDAMENTAL NURSING SKILLS 1. FOUNDATIONS OF SAFE CLIENT CARE Section 1: Identifying the Client Skill 1-2 Identifying the Client Section 2: Preventing Infections Skill 1-2 Performing Hand Hygiene with an Alcohol-based Agent Skill 1-3 Performing Hand Hygiene with Soap and Water Skill 1-4 Applying and Removing Clean Gloves Skill 1-5 Applying and Removing Personal Protective Equipment • Gown • Mask • Respirator • Goggles or Face Shield • Gloves Section 3: Moving Clients Safely Advocacy, Positioning Clients Skill 1-6 Positioning Clients in Bed Skill 1-7 Moving Clients Up in Bed Skill 1-8 Transferring Clients Who Can Bear Weight from Bed to Chair Skill 1-9 Using a Sling Lift To Move Clients Skill 1-10 Using a Sit to Stand Lift Skill 1-11 Transferring Clients Laterally (from Bed to Stretcher) Skill 1-12 Moving Clients Who Have Special Precautions (Logrolling) Section 4: Using Restraints Safely Skill 1-13 Applying and Removing Restraints • Elbow Restraints • Limb Restraints • Vest Restraint • Belt Restraint • Mitt Restraint Skill 1-14 Applying a Mummy Restraint
2. PERSONAL CARE AND HYGIENE Section 1: Bathing the Client Skill 2-1 Assisting an Ambulatory Client with Bathing Skill 2-2 Changing the Gown for a Client with an IV Skill 2-3 Bathing an Adult in Bed Skill 2-4 Providing Perineal care Skill 2-5 Providing Foot Care Skill 2-6 Providing Nail Care Skill 2-7 Bathing an Infant Skill 2-8 Diapering an Infant Section 2: Assisting with Oral Hygiene Skill 2-9 Assisting with Brushing & Flossing Skill 2-10 Providing Oral Hygiene for an Unconscious Client Skill 2-11 Removing, Cleaning and Inserting Dentures Section 3: Providing Hair Care Skill 2-12 Shampooing the Client’s Hair Skill 2-13 Shampooing a Client With a Dry Shampoo Cap Skill 2-14 Shaving a Client Skill 2-15 Caring for the Client with Lice Section 4: Providing Eye and Ear Care Skill 2-16 Providing Eye Care for the Unconscious Client Skill 2-17 Removing and Cleaning Contact Lens Skill 2-18 Removing and Cleaning an Artificial Eye Section 5: Assisting with Elimination Skill 2-19 Assisting the Client Using the Urinal Skill 2-20 Assisting the Client Using the Bedpan Skill 2-21 Applying a Condom Catheter Section 6: Making Beds Skill 2-22 Changing an Unoccupied Bed Skill 2-23 Making a Surgical Bed Skill 2-24 Changing an Occupied Bed
3. VITAL SIGNS & VITAL MEASURMENTS Section 1: Assessing Temperature Skill 3-1 Measuring Temperature with an Electronic Thermometer Skill 3-2 Measuring Temperature with a Glass Thermometer Skill 3-3 Measuring Temperature with a Tympanic Membrane Thermometer Skill 3-4 Measuring Temperature with a Temporal Artery Thermometer Section 2: Regulating Temperature Skill 3-5 Using a Conductive Heating or Cooling Blanket Skill 3-6 Using an Infant Radiant Warmer Section 3: Assessing Pulses Skill 3-7 Palpating a Radial Pulse Skill 3-8 Assessing Carotid Pulses Skill 3-9 Assessing Peripheral Pulses Skill 3-10 Using a Doppler Ultrasound to Hear Pulses Skill 3-11 Obtaining an Apical Pulse Skill 3-12 Obtaining an Apical/Radial Pulse Section 4: Assessing Respiration Skill 3-13 Obtaining a Respiratory Rate Section 5: Assessing Blood Pressure Skill 3-14 Palpating a Systolic Arterial Blood Pressure Skill 3-15 Measuring a Systolic and Diastolic Blood Pressure by Auscultation Skill 3-16 Measuring Blood Pressure with an Oscillometric Automatic BP Cuff Skill 3-17 Using a Doppler Ultrasound to Hear Systolic Arterial Blood Pressure Section 6: Assessing Oxygenation Skill 4-18 Obtaining a Pulse Oximeter Measurement Section 7: Assessing Blood Glucose Skill 4-19 Obtaining Blood Glucose Measurements
4. HEALTH ASSESSMENT Subjective Data: Components of a Health History; Conducting an Interview Objective Data: Different Types of Objective Data, Techniques Used for Collecting Objective Data (Inspection, Auscultation, Percussion, Palpation Techniques) Section 1: Caring for the Client who Requires a Preliminary Health Assessment Skill 4-1 Performing a Preliminary Health Survey Section 2: Performing a Systematic or Focused Physical Assessment Skill 4-2 Performing a Rapid Head to Toe Bedside Assessment Skill 4-3 Assessing the Skin/Integument System Skill 4-4 Assessing the Head and Neck (HEENT) Skill 4-5 Assessing the Neurological System Skill 4-6 Assessing the Thorax (Heart and Lungs) Skill 4-7 Assessing the Abdomen Skill 4-8 Assessing the Musculoskeletal System Skill 4-9 Assessing the Genitourinary System
5. NUTRITION AND GASTROINTESTINAL TUBE THERAPY Assimilation of Nutrients; Essential Nutrients, Micro and Macro Nutrients National Guidelines for Nutritional Care; United States Department of Agriculture (USDA) MyPlate.Gov; American Academy and Dietetics (ADA) Disorders that Cause Nutritional Problems Intake – Measurement of Volume, Food Intake, etc. Types of Diets, Modified Consistency Diets Level I, II, and III, Special Diets Section 1: Performing a Nutritional Assessment Skill 5-1 Performing a Basic Nutritional Screening Section 2: Assisting Clients with Oral Nutrition Skill 5-2 Preparing the Client for Receiving a Meal Skill 5-3 Assisting Clients who Have a Physical or Cognitive Impairment Skill 5-4 Assisting Clients with Dysphagia or Aspiration Risk Section 3: Providing Gastric Tube Therapy Skill 5-5 Inserting a Large Bore Nasogastric (NG) Sump Tube Skill 5-6 Providing Daily Care for a Client with a Large Bore NG Tube Skill 5-7 Initiating and Managing Nasogastric (NG) Suction Skill 5-8 Irrigating a Large Bore Nasogastric (NG) Sump Tube Skill 5-9 Discontinuing a Nasogastric (NG) Sump Tube Section 4: Providing Enteral Nutrition Skill 5-10 Placement and Care of a Nasally Inserted Small Bore Feeding Tube Skill 5-11 Providing Care for the Client with a Gast
Loren Stein and Connie J Hollen