| |
| |
| |
| The Transition Process | |
| |
| |
| |
| Lifelong Learning: Returning to School | |
| |
| |
| Lifelong Learning in Nursing | |
| |
| |
| The Re-Entry Process: Overcoming Barriers and Fears | |
| |
| |
| Returning to the Student Role: "Returning to School Syndrome" | |
| |
| |
| Diverse Learning Styles | |
| |
| |
| Student Role: Strategies for Success | |
| |
| |
| Conclusion | |
| |
| |
| |
| Role Development and Transition | |
| |
| |
| Definitions | |
| |
| |
| Types of Roles | |
| |
| |
| Role Development | |
| |
| |
| Personal and Adult Development | |
| |
| |
| Professional Role Development | |
| |
| |
| Role Transition | |
| |
| |
| Conclusion | |
| |
| |
| |
| Adapting to Change | |
| |
| |
| Change Defined | |
| |
| |
| Process of Change | |
| |
| |
| Individual and Organizational Change | |
| |
| |
| Factors that Motivate Change | |
| |
| |
| Types of Change | |
| |
| |
| Stages of Planned Change | |
| |
| |
| Effects of Change | |
| |
| |
| Adjusting to Change | |
| |
| |
| Positive Outcomes of Change | |
| |
| |
| Conclusion | |
| |
| |
| |
| Transitions Throughout Nursing's History | |
| |
| |
| Development of Nursing | |
| |
| |
| Professional Nursing Organizations | |
| |
| |
| Evolution of Nursing as a Profession | |
| |
| |
| Qualities of a Professional | |
| |
| |
| Licensure | |
| |
| |
| American Nurses Association's Social Policy Statement | |
| |
| |
| American Nurses Association's Code of Ethics for Nurses | |
| |
| |
| North American Nursing Diagnosis Association International | |
| |
| |
| Standards of Practice | |
| |
| |
| Evolution of Nursing Science | |
| |
| |
| Transitions in Nursing Education | |
| |
| |
| Career Mobility Options | |
| |
| |
| Factors that Have Influenced Trends and Transitions in Nursing | |
| |
| |
| Nursing Informatics and Hipaa | |
| |
| |
| Experiential Wisdom and Evidence-Based Practice | |
| |
| |
| Holistic and Spiritual Care | |
| |
| |
| Nursing Entrepreneurism | |
| |
| |
| Health Care Advocacy and Service Learning | |
| |
| |
| Social Policy and Political Advocacy | |
| |
| |
| Conclusion | |
| |
| |
| |
| Learning at the ADN Level | |
| |
| |
| Adult Learning Theory | |
| |
| |
| Practical/Vocational and Associate Degree Nursing Education: a Comparison | |
| |
| |
| Learning Strategies for Success | |
| |
| |
| Transition Needs Unique to the LPN/LVN-To-ADN Student | |
| |
| |
| Differentiating ADN Student and LPN/LVN Practice Roles | |
| |
| |
| Conclusion | |
| |
| |
| |
| Individualizing a Plan for Role Transition | |
| |
| |
| Assessing Preparedness for the Student Role | |
| |
| |
| Assessing Learning Style | |
| |
| |
| The Reflective Process: Assessing Adult Learner Uniqueness | |
| |
| |
| Assessing Prior Learning: Standardized and Nonstandardized Tests | |
| |
| |
| Instructor-Student Partnership | |
| |
| |
| Conclusion | |
| |
| |
| |
| Test Success for the LPN: Challenge of NCLEX-RN Questions | |
| |
| |
| Development of the NCLEX-RN | |
| |
| |
| Main Categories of the NCLEX-RN Blueprint | |
| |
| |
| Test Lingo: Key Components to a Test | |
| |
| |
| Bloom's Taxonomy and Level of Difficulty | |
| |
| |
| How the NCLEX-RN Differs from the NCLEX-PN | |
| |
| |
| Alternate Item Formats | |
| |
| |
| Preparation for a NCLEX-RN Style Exam | |
| |
| |
| Immediately Before the Exam | |
| |
| |
| After the Exam | |
| |
| |
| Conclusion | |
| |
| |
| |
| Core Competencies For Professional Nursing Practice | |
| |
| |
| |
| Practicing Within Regulatory Frameworks | |
| |
| |
| Regulations, Policies, and Standards | |
| |
| |
| Nurse Practice Acts | |
| |
| |
| Directed, Autonomous, and Collaborative Nursing Practice | |
| |
| |
| Mechanisms for Identifying Differences in Knowledge and Roles | |
| |
| |
| National Council Licensure Examinations | |
| |
| |
| Practical/Vocational Nursing Roles and Competencies | |
| |
| |
| Associate Degree Nursing Roles and Competencies | |
| |
| |
| Licensed Practical/Vocational Versus Registered Nurse Knowledge, Skills, and Abilities | |
| |
| |
| Conclusion | |
| |
| |
| |
| Critical Thinking and Clinical Judgment in Nursing | |
| |
| |
| The Need for Critical Thinking | |
| |
| |
| Critical Thinking in Nursing | |
| |
| |
| Critical Thinking Defined | |
| |
| |
| Critical Thinking Versus Feeling | |
| |
| |
| Critical Thinking and Creative Thinking | |
| |
| |
| Modes of Critical Thinking | |
| |
| |
| Critical Thinking and the Teaching-Learning Process | |
| |
| |
| Conclusion | |
| |
| |
| |
| Role Concepts Essential for RN Practice | |
| |
| |
| |
| Provider of Care | |
| |
| |
| |
| The Nursing Process: Assessment and Caring Interventions | |
| |
| |
| From Licensed Practical Nurse to Professional Nursing Practice | |
| |
| |
| An Historical Overview of the Nursing Process | |
| |
| |
| The Nursing Process: Overview and Steps | |
| |
| |
| Conclusion | |
| |
| |
| |
| The Nurse as Communicator | |
| |
| |
| Effective Communication | |
| |
| |
| Basic Communication Revisited | |
| |
| |
| Two Forms of Communication: Nonverbal and Verbal | |
| |
| |
| Process Recordings | |
| |
| |
| Therapeutic Communication | |
| |
| |
| Competence in Communication Across the Life Span | |
| |
| |
| Communication as a Team Member in the Health Care Setting | |
| |
| |
| Conclusion | |
| |
| |
| |
| The Nurse as Teacher | |
| |
| |
| The Challenge of Client Education | |
| |
| |
| Teaching and Learning Defined | |
| |
| |
| Teaching-Learning Process: Principles of Teaching | |
| |
| |
| Teaching Interventions | |
| |
| |
| Steps in the Teaching-Learning Process | |
| |
| |
| Documentation of Client Teaching | |
| |
| |
| Clinical Applications of the Teaching-Learning Process | |
| |
| |
| Conclusion | |
| |
| |
| |
| Manager of Care | |
| |
| |
| |
| Managing Unique Client Care | |
| |
| |
| Understanding Uniqueness | |
| |
| |
| Definitions | |
| |
| |
| Self-Assessment | |
| |
| |
| The Client as a Member of a Cultural Group | |
| |
| |
| The Client as a Social Being | |
| |
| |
| The Client as a Sexual Being | |
| |
| |
| The Client as a Spiritual Being | |
| |
| |
| Nursing Care Planning | |
| |
| |
| Conclusion | |
| |
| |
| |
| Managing Time, Conflict, and the Nursing Environment | |
| |
| |
| Managing Time | |
| |
| |
| Making Decisions | |
| |
| |
| Managing Resources | |
| |
| |
| Conclusion | |
| |
| |
| |
| Member of the Discipline of Nursing | |
| |
| |
| |
| Professional Responsibilities | |
| |
| |
| Modeling and Valuing Nursing | |
| |
| |
| Professional Growth | |
| |
| |
| Standards of Nursing Practice | |
| |
| |
| Nursing Research | |
| |
| |
| Professional Stewardship and the Advancement of Nursing | |
| |
| |
| Client Advocacy | |
| |
| |
| Legal and Ethical Practice | |
| |
| |
| Conclusion | |
| |
| |
| |
| Legal Accountability | |
| |
| |
| Legal Considerations | |
| |
| |
| Sources of Law | |
| |
| |
| Classifications of Law | |
| |
| |
| Accountability | |
| |
| |
| Liability, Negligence, and Malpractice | |
| |
| |
| Risk Management | |
| |
| |
| Legally Sensitive Areas that Affect Nursing Practice | |
| |
| |
| Confidentiality and the Right to Privacy | |
| |
| |
| Defamation | |
| |
| |
| Conclusion | |
| |
| |
| |
| Ethical Issues | |
| |
| |
| Ethics and History | |
| |
| |
| Ethical Dilemmas | |
| |
| |
| Nursing Ethics | |
| |
| |
| Ethical Theories | |
| |
| |
| Factors that Influence Decision Making | |
| |
| |
| Ethical Decision Making | |
| |
| |
| Conclusion | |
| |
| |
| |
| Answers to "NCLEX-RN Might Ask" Questions | |
| |
| |
| |
| NANDA-Approved Nursing Diagnoses 2009-2011 | |
| |
| |
| Index | |