Weblinks by Chapter for
Fundamentals of Nursing Test Success:
Unfolding Case Study Review
Ruth A. Wittmann-Price, PhD, CNS, RN, CNE
Frances H. Cornelius, PhD, MSN, RN-BC, CNE,
Copyright © 2013 Springer Publishing Company, LLC
ISBN: 978-0-8261-9393-3
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Weblinks by Chapter
2.Nursing History, Theory, and Importance
of Evidence-Based Practice 1
Unfolding Case Study 1: Aubree
3.Health Care Delivery Today 3
Unfolding Case Study 2: Connor
4.Health and Wellness Concepts of Patients and Families 5
Unfolding Case Study 3: Alita
5.Understanding Human Growth and Development Theory 7
Unfolding Case Study 4: Connor
6.Applying Growth and Development Concepts to Health Promotion 9
Unfolding Case Study 5: Connor
7.The Nursing Process: Assessment 12
Unfolding Case Study 6: Alita
8.The Nursing Process: Nursing Diagnosis 13
Unfolding Case Study 7: Alita and Connor
9.Planning, Intervention, and Evaluation of Nursing Care 15
Unfolding Case Study 8: Alita and Connor
10.Care Delivery Models 16
Unfolding Case Study 9: Aubree, Alita, and Connor
11.Legal and Ethical Issues in Nursing 17
Unfolding Case Study 10: Aubree, Alita, and Connor
12.Communication 19
Unfolding Case Study 11: Aubree, Alita, and Connor
13.Patient Education 20
Unfolding Case Study 12: Aubree, Alita, and Connor
14.Documentation 22
Unfolding Case Study 13: Aubree, Alita, and Connor
15.Patient Psychosocial Concepts 24
Unfolding Case Study 14: Aubree, Alita, and Connor
16.Vital Signs 26
Unfolding Case Study 15: Aubree, Alita, and Connor
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iii Contents
17.Infection Control 27
Unfolding Case Study 16: Alita
18.Medication Administration—Part I 28
Unfolding Case Study 17: Aubree, Alita, and Connor
19.Medications—Part II 31
Unfolding Case Study 18: Aubree, Alita, and Connor
20.Complementary or Alternative Medications and Therapies 32
Unfolding Case Study 19: Aubree, Alita, and Connor
21.Patient Mobility and Safety 33
Unfolding Case Study 20: Aubree, Alita, and Connor
22.Hygiene and Oxygen Therapy 35
Unfolding Case Study 21: Aubree, Alita, and Connor
23.Fluid and Electrolytes 36
Unfolding Case Study 22: Aubree, Alita, and Connor
24.Sleep and Comfort 38
Unfolding Case Study 23: Aubree, Alita, and Connor
25.Nutrition 40
Unfolding Case Study 24: Aubree, Alita, and Connor
26.Urinary Elimination 42
Unfolding Case Study 25: Aubree, Alita, and Connor
27.Bowel Elimination 43
Unfolding Case Study 26: Aubree, Alita, and Connor
28.Immobility 45
Unfolding Case Study 27: Aubree, Alita, and Connor
29.Wounds and Sensory Considerations 46
Unfolding Case Study 28: Aubree, Alita, and Connor
30.Perioperative Nursing 47
Unfolding Case Study 29: Aubree, Alita, and Connor
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Nursing History, Theory,
and Importance of Evidence-Based
Practice
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eResource 2-1: The students visit several web resources that highlight
the history of nursing:
■ A selection of letters written by Florence Nightingale:
http://clendening.kumc.edu/dc/fn/
■ University of Pennsylvania’s Nursing History and Health Care website:
www.nursing.upenn.edu/nhhc/Pages/Welcome.aspx
■ Dianne Brownson’s nursing history links: http://diannebrownson.
tripod.com/history.html
eResource 2-2: To learn more about ANA Standards of Professional
Performance for Nurses and Standards of Professional Practice, visit the
following websites:
■ Current Nursing (open access journal): www.currentnursing.com/
nursing_management/nursing_standards.html
■ Ferris State University’s overview of Standards of Professional Nursing
Practice: www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/Standardsof-Professional-Nursing-Practice.htm
eResource 2-3: To learn more about available career paths and available
specialties in nursing, Aubree visits the American Nurses Credentialing
Association (ANCC; www.nursecredentialing.org).
eResource 2-4: To learn more about the medically underserved and
resources available to this population, visit the U.S. Department of Health
and Human Services, Health Resources and Services Administration
(HRSA) website:
■ Medically Underserved Areas and Populations (MUA/Ps): http://bhpr.
hrsa.gov/shortage/muaps/index.html
■ HRSA Mobile, a smartphone application, which can help locate
federally funded health centers that provide healthcare to the
uninsured, regardless of ability to pay: www.hrsa.gov/about/mobile
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2 chapter 2: Nursing History, Theory, and Importance of Evidence-Based: eResources
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eResource 2-5: To learn more about evidence-based practice in nursing,
view the University of Minnesota Libraries’ Evidence-Based Practice
Interprofessional Tutorial: www.hsl.lib.umn.edu/learn/ebp
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eResource 2-6: To review Benner’s theory, visit Current Nursing’s site:
www.currentnursing.com/nursing_theory/Patricia_Benner_From_Novice_
to_Expert.html
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eResource 2-7: To review the basics of Nursing Theory, visit Current
Nursing’s “Introduction to Nursing Theories”: www.currentnursing.com/
nursing_theory/introduction.html
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Health Care Delivery Today
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eResource 3-1: To learn more about the history of Health Care Reform in
the United States, visit the Kaiser Family Foundation website: www
.healthreform.kff.org/flash/health-reform-new.html
eResource 3-2: To better understand Health Care Reform and the issues
surrounding it, Connor watches:
1.“Illustrating Health Reform: How Health Insurance Coverage Will Work.”
http://www.youtube.com/watch?v=3-Ilc5xK2_E
2. The Kaiser Foundation’s:
■ Medicare: The Basics www.kaiseredu.org/tutorials/Medicare101/
player.html
■ Medicaid: The Basics www.kaiseredu.org/tutorials/
medicaidbasics2009/player.html
eResource 3-3: To better understand palliative care, Connor:
1.Watches the PBS’s The Open Mind Video: Palliative Medicine: Care vs.
Cure? http://video.pbs.org/video/1824648879/
2.Consults MedlinePlus on his mobile device: [Pathway: m.medlineplus.gov
enter “palliative care” in the search field].
eResource 3-4: Connor is interested in learning more about:
■ Patient safety, visit Quality and Safety in Education for Nurses (QSEN)
for prelicensure nurses: www.qsen.org/ksas_prelicensure.php
■ Evidence-based competencies for prelicensure nurses, visit QSEN:
www.qsen.org/ksas_prelicensure.php#evidence-based_practice
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eResource 3-5: To learn more about evidence-based practice, Connor
visits CurrentNursing.com: www.nursingplanet.com/research/evidence_
based_nursing.html
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eResource 3-6: As a review, Connor also reads the National Coalition
of State Boards of Nursing overview of the five rights of delegation:
www.ncsbn.org/fiverights.pdf
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eResource 3-7: Fall prevention programs centered on awareness of
conditions that predispose a person to fall: www.youtu.be/hXcaoh2IFzI
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eResource 3-8: To learn more about delegation, Connor also reads the
American Nurses Association (ANA)’s and National Coalition of State
Boards of Nursing (NCSBN)’s joint statement: www.ncsbn.org/Joint_
statement.pdf
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Health and Wellness Concepts
of Patients and Families
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eResource 4-2: To learn more about Health Beliefs and Culture, Alita
■ Reads CurrentNursing.Com’s overview of the Health Belief Model:
www.currentnursing.com/nursing_theory/psychosocial_models_
nursing_hbm.html
■ Watches “Infusing Cultural and Linguistic Competence into Health
Promotion Training—Part 1” from the National Center for Cultural
Competence (NCCC) at Georgetown University: www.youtu.be/
PPq_Rg9OmVI
eResource 4-3: To learn more about determinants of health, Alita
■ Reads Healthy People 2020 description of the determinants of health:
www.healthypeople.gov/2020/about/DOHAbout.aspx
■ Views the video entitled Determinants of Health: A Framework for
Reaching Healthy People 2020 Goals: www.youtu.be/5Lul6KNIw_8
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eResource 4-4: To reinforce her understanding of this concept, Alita
plays a levels of prevention game on Wisc-Online: www.wisc-online.com/
objects/ViewObject.aspx?ID=NUR3403
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eResource 4-5: To learn more about changing demographics in the
United States, Alita uses her smartphone to search the U.S. Census
database: www.census.gov/main/www/srchtool.html
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eResource 4-1: To better understand the concept of health, Alita’s
instructor directs her to look at the World Health Organization’s (WHO)
definition of health: http://www.who.int/about/definition/en/print.html
eResource 4-6: To understand more about vulnerable populations
and which populations are most vulnerable in the United States, Alita
explores the Office of Minority Health and Health Disparities: http://
www.cdc.gov/omhd/Populations/definitions.htm
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eResource 4-7: To learn more about health disparities and culture, the
students visit the following resources:
■ Healthy People 2020: www.healthypeople.gov/2020/about/
DisparitiesAbout.aspx
■ The Provider’s Guide to Quality and Culture: http://erc.msh.org/
mainpage.cfm?file=1.0.htm&module=provider&language=English
■ U.S. DHHS, Office of Minority Health’s information on Cultural
Competency: www.minorityhealth.hhs.gov/templates/browse.
aspx?lvl=2&lvlid=11
eResource 4-8: The students learn more about Transcultural Nursing:
Basic Concepts and Case Studies by reviewing: www.culturediversity.org/
index.html
eResource 4-9: To better understand cultural competency from a patient
and provider perspective, view these videos:
■ Cultural Competence for Health Care Providers: www.youtu.be/
dNLtAj0wy6I
■ Cultural Awareness for Health Care Professionals: www.youtu.be/
Gxp_7aRA_tQ
■ Cultural Competence: Becoming Culturally Competent: www.youtu.be/
gdhpWhXv4YQ
eResource 4-10: Alita finds some tip sheets, Culture Clues™, from the
University of Washington Medical Center: www.depts.washington.edu/
pfes/CultureClues.htm
eResource 4-11:
■ To learn more about the concept of cultural health care delivery, Alita
watches U.S. DHSS, Office of Minority Health’s two-part video series,
Think, Speak and Act Cultural Health:
■ Part I: www.thinkculturalhealth.hhs.gov/FlashPlayer/play508.
asp?Video=QHpart1
■ Part 2: www.thinkculturalhealth.hhs.gov/FlashPlayer/play508.
asp?Video=QHpart2
■ To build her cultural competency, Alita registers for the U.S. DHHS,
Office of Minority Health’s free self-directed training module,
Culturally Competent Nursing Care: A Cornerstone of Caring: https://
ccnm.thinkculturalhealth.hhs.gov/
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Understanding Human Growth
and Development Theory
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eResource 5-1: To learn more about normal growth and development,
Conner uses his computer to visit MedlinePlus: [Pathway: www.nlm.nih.
gov → select “MedlinePlus” → enter “Normal Growth and Development”
into the search field].
eResource 5-2: To review Freud’s theory, Connor reads an overview of
the stages outlined by Freud: www.allpsych.com/psychology101/sexual_
development.html
eResource 5-3: To learn more about Erikson’s theory, Conner
■ Reads CurrentNursing.com’s overview of the theory: www.
currentnursing.com/nursing_theory/theory_of_psychosocial_
development.html
■ Watches a video that summarizes the eight stages of development:
www.youtu.be/577GqQDMX08
eResource 5-4: To review Piaget’s stages of development, Conner
■ Reads CurrentNursing.com’s overview: www.nursingplanet.com/
theory/Piaget's_cognitive_development_theory.html
■ Watches the following video on his iPhone: www.youtu.be/
TRF27F2bn-A
eResource 5-5: Conner views a video in which theorists Chess and
Thomas discuss temperament qualities in children: www.youtu.be/
mgXwCqzh9B8
eResource 5-6: To supplement his study materials, Conner reviews two
web-based overviews of Kohlberg’s model.
■ AllPsych.com: www.allpsych.com/psychology101/moral_development.
html
■ CurrentNursing.com: www.currentnursing.com/nursing_theory/
Theory_of_Moral_Development.html
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8 chapter 5: Understanding Human Growth and Development Theory: eResources
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eResource 5-7: As a final step in preparing for the test, Connor watches
a video that provides an overview of nursing considerations when
assessing an infant’s growth and development during a well-baby visit:
www.youtu.be/tcqXsdU7Lm0
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chapter 6: Applying Growth and Development Concepts: eResources 9
6
Applying Growth and Development
Concepts to Health Promotion
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eResource 6-1: Connor visits the CDC website to learn more about
hand hygiene in health care settings (www.cdc.gov/handhygiene/
Basics.html). There he finds several handy reference guides and learns
that unless his hands are visibly soiled, it is recommended that a hand
hygiene solution be utilized:
■How to hand wash: www.who.int/gpsc/5may/How_To_HandWash_
Poster.pdf
■How to hand rub: www.who.int/gpsc/5may/How_To_HandRub_Poster
.pdf
eResource 6-2: Connor is eager to learn more, so he looks for more
information about SIDS and finds several helpful resources:
■A brief tutorial developed by South Carolina’s Healthy Start Program:
www.youtu.be/t-Q9qfOKUNE
■A brief audio clip about “Back to Sleep” initiative from the American
Academy of Pediatrics: www.aap.org/audio/mfk/011408.mp3
■Additional patient teaching material regarding a safe sleeping
environment for the infant at: www.cdc.gov/SIDS
eResource 6-3:
■To ensure that he has reference material readily available on his mobile
device, Connor downloads and installs Mobile Merck Medicus, a free
mobile resource for health care professionals from Merck & Co., Inc.
(available in multiple mobile device platforms). Connor uses the Merck
Manual to learn more about screening of neonates. [Pathway: Merck
Manual → Topics → Neonate → Evaluation and Care … (scroll down to)
“screening.”]
■To find more information regarding screening guidelines, Connor goes to
the National Guideline Clearinghouse (NGC) to view Practice Guidelines:
www.guideline.gov [Pathway: NGC → enter “newborn screening
guidelines” into the search field to find relevant practice guidelines.]
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■Connor finds additional information regarding screening guidelines at the
CDC www.cdc.gov [Pathway: CDC.gov → enter “newborn screening” into
the search field → select “Newborn Screening” → scroll down to view
selected screening guidelines.]
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eResource 6-4: To better understand strategies to educate new parents
regarding newborn screening, Connor views the following tutorial from
MedlinePlus: www.nlm.nih.gov/medlineplus/tutorials/newbornscreening/
htm/_yes_50_no_0.htm
Connor also reads the accompanying reading materials: www.nlm.nih.
gov/medlineplus/tutorials/newbornscreening/pd089103.pdf
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eResource 6-5: To learn more about shaken baby syndrome, Connor
visits the CDC website and reads about the CDC’s public health
campaign:
■ Heads Up: Prevent Shaken Baby Syndrome: www.cdc.gov/concussion/
HeadsUp/sbs.html and
■Listens to a CDC Expert Commentary: Shaken Baby Syndrome: Making the
Diagnosis, which provides an overview of signs and symptoms as well as
preventative measures: www.medscape.com/viewarticle/725823
eResource 6-6: To learn more about these health risks and prevention
measures, Connor finds information online at two reputable
governmental websites:
■The EPA: www.epa.gov/pesticides/factsheets/child-ten-tips.htm
■The CDC:
■Lead poisoning prevention tips: www.cdc.gov/nceh/lead/tips.htm
■Podcast: http://www2c.cdc.gov/podcasts/player.asp?f=10543
eResource 6-7:
■Connor learns more about the leading causes of death and injury for
children at the CDC website: /www.cdc.gov/safechild/Child_Injury_Data
.html
■To supplement his understanding of the issue, he also listens to the CDC’s
Keeping Kids Safe podcast in which Dr. Julie Gilchrist discusses how to
prevent these injuries among children: www2c.cdc.gov/podcasts/player
.asp?f=10620
eResource 6-8:
■Connor reads more about youth risk behaviors on the CDC website (www
.cdc.gov/healthyyouth/yrbs/index.htm) and learns that many young people
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chapter 6: Applying Growth and Development Concepts Questions 11
engage in sexual risk behaviors that can result in unintended health
outcomes (www.cdc.gov/healthyyouth/sexualbehaviors/index.htm).
■Connor also uses the Merck manual on his mobile device to learn more
about adolescent health risks and health care provider considerations.
[Pathway: Merck Manual → Topics → Adolescents → select “Care of….,”
“Suicide in…,” and “Violence and….”]
■Connor also uses the Merck manual on his mobile device to learn more
general preventive measures for suicide and to learn more about suicidal
behavior. [Pathway: Merck Manual → select “Topics” → enter “suicide”
into the search field → select “prevention of…” and also select “Suicidal
Behavior.”]
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eResource 6-9:
■Connor visits the CDC to view a video that provides a good overview of
the long-term impact of FAS. [Pathway: www.cdc.gov/fasd → scroll down
to locate and select the “View ‘Story of Iyal’ Video link.” Note: there is
considerable information on this website that can contribute to your
understanding and support patient education.]
■To learn more about FAS and the clinical presentation, Connor uses his
mobile device and opens the Merck manual [Merck manual → Topics
→ enter “neonate” into the search field → scroll down and select “drug
withdrawal in.” → select “Prenatal Drug Exposure” → tap on the menu
icon on the upper right corner of the screen and select “Alcohol.”]
■In addition, Connor opens Medscape from WebMD on his mobile device.
[Pathway: Medscape → enter “fetal” into the search field at the top of the
screen → select “fetal alcohol syndrome.”]
eResource 6-10: To better understand the stressors experienced by his
parents, Connor does a bit of research.
■Connor also views this short video about the “lived experience” of the
sandwich generation: www.youtube.com/watch?v=t7tDSI-Ncsk
■He also goes to MedlinePlus to learn more about healthy aging: www.nlm
.nih.gov/medlineplus/healthyaging.html
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The Nursing Process: Assessment
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eResource 7-1: To learn more about the nursing process, Alita visits
the American Nurses Association website: www.nursingworld.org/
EspeciallyForYou/What-is-Nursing/Tools-You-Need/Thenursingprocess.html
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eResource 7-2: In order to better understand the steps in the nursing process
and utilization of the nursing process, she watches a brief video that highlights
the steps within the nursing process: www.youtu.be/kph8xm2CVnI
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eResource 7-3: To better understand these methods, Anita reads the
following materials:
■ CurrentNursing.com’s overview of
■ Gordon’s Functional Health Patterns: www.nursingplanet.com/
theory/functional_health_patterns.html
■ Pender’s Health Promotion Model: www.nursingplanet.com/health_
promotion_model.html
■ AHRQ’s guidelines for pain assessment: www.guideline.gov [Pathway:
AHRQ Home → Pain → Assessment and management of pain → Scroll
down and select “recommendation.”]
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eResource 7-4: The instructor reviews the process of a Head To Toe
Nursing Assessment: www.youtu.be/9Fxb8icOTOA
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eResource 7-5: Alita’s instructor tells the class that there are several valid
tools for assessing pain and refers them to PartnersAgainstPain.com:
www.partnersagainstpain.com/index.aspx
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eResource 7-6: To review the process of taking a patient history, Alita’s
instructor shows the class the following video, Taking a Patient’s History
(Nurse/Patient): www.youtu.be/NW-ZRo6GJnA
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8
The Nursing Process:
Nursing Diagnosis
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eResource 8-1: To learn more about making a nursing diagnosis, Alita
and Connor view a brief video How to Write a Nursing Diagnosis:
www.youtu.be/JyAaQ5hILSs
eResource 8-2: Alita reviews additional materials to build her
understanding of standardized language:
■ Rutherford’s (2008) article explaining the benefits of
standardized language for nursing: www.nursingworld.org/
MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/
StandardizedNursingLanguage.html
■NANDA-I: The Structure of Nanda Diagnosis, describing the four
categories of nursing diagnosis: www.nursing-diagnosis-nanda.
blogspot.com/2011/05/structure-of-nanda-diagnosis.html
■ NIC list of interventions: http://www.nursing.uiowa.edu/sites/default/
files/documents/cncce/LabelDefinitionsNIC5.pdf
■ NOC overview: http://www.nursing.uiowa.edu/cncce/
nursing-outcomes-classification-overview
eResource 8-3: Alita turns to her mobile device and consults several
resources:
■ Pocket Guide to Diagnostic Tests in Mobile MerckMedicus. [Pathway:
Pocket Guide to Diagnostic Tests → Laboratory Tests → enter
“CBC” into the search field → select “RBC count,” “WBC count,” and
“Hematocrit” to check for normal values.]
■McGraw-Hill’s Diagnosaurus (www.books.mcgraw-hill.com/medical/
diagnosaurus). [Pathway → Diagnosaurus → select “Symptoms” →
enter “fatigue” into the search field → review list of potential diagnosis.]
eResource 8-4: To review the process leading to a nursing diagnosis,
Alita watches a series of videos regarding Constructing a Care Plan:
■Introduction: www.youtu.be/ClY21HJbOTw
■ Data clustering: www.youtu.be/p1fS4QaOnQE
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eResource 8-5: Before proceeding, they watch the third video of videos
regarding Constructing a Care Plan: Formatting a Nursing Diagnosis:
www.youtu.be/lCA1C1Z1F40
eResource 8-6: To make sure she understands how to use a concept
map in care planning, Alita conducts an Internet search and locates:
■ Concept Map Care, an overview of the process: www.snjourney.com/
ClinicalInfo/CarePlans/conceptmapguide.pdf
■ Additional resources from Student Nurse Journey: [Pathway: www
.snjourney.com → select “Care Plans” from the Resource menu].
eResource 8-7: Alita wants to get started using concept mapping to
link patient assessment data together. She downloads a free concept
mapping tool Knowledge Notebook (www.knowledgenotebook.com). To
get started, she watches a brief tutorial on how to use (www.youtu.be/
FUkteJDFpHI).
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Planning, Intervention, and Evaluation
of Nursing Care
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eResource 9-1: Connor and Alita feel that the best way to understand
planning nursing care is to practice. To get started on this, they view a brief
video that provides an overview of nursing care plans (NCPs): Nursing
Student Guide for Nursing Care Plans: www.youtu.be/XOpT_SMLuGw
eResource 9-2: To better understand the process of planning nursing
care and how to develop goals, they view an additional video from the
series Constructing a Care Plan: Developing Patient Goals: www.youtu
.be/yKt2zhZL9qM
eResource 9-3: To reinforce their understanding, Alita and Connor view
two short videos on the topic:
■ An additional video from the series Constructing a Care Plan:
Formulating Nursing Interventions: www.youtu.be/il_JWCzkFfY
■ From Kent State University depicting an overview of Nursing
Interventions: www.youtu.be/xRFIDg9BPnQ
eResource 9-4: The instructor tells Connor and Alita that protocols are
developed using best practice evidence and directs them to explore the
National Guideline Clearinghouse (NGC; www.guideline.gov) to learn more
about available protocols for nursing care. [Pathway: NGC → enter “nursing
protocols” into the search field → scroll down to view list of protocols.]
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Care Delivery Models
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eResource 10-1: Connor, Aubree, and Alita seek out additional resources
to help them understand the different models of care. Connor finds two
resources for the group to use for studying:
■ CurrentNursing.com’s overview of Models of Nursing Care Delivery:
www.currentnursing.com/nursing_theory/models_of_nursing_care_
delivery.html
■ University of Carolina at Chapel Hill’s learning activity, Nursing Care
Delivery Systems: Models of Care: www.unc.edu/courses/2005fall/
nurs/079/960/delivery_systems/activity2.html
eResource 10-2: To further her understanding, Aubree reviews the
American Nurses Association (ANA)’s Code of Ethics for Nurses with
interpretive statements: www.nursingworld.org/MainMenuCategories/
EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.pdf
eResource 10-3: To support her understanding of the five rights of
delegation, Aubree refers to the National Council of State Boards of
Nursing’s publication: www.ncsbn.org/fiverights.pdf
eResource 10-4: To learn more about quality improvement in health
care, Aubree consults several resources recommended by her instructor:
■ Quality and Safety Education for Nurses (QSEN): www.qsen.org/
ksas_prelicensure.php
■ Agency for Research and Health Care Quality’s Improving Health Care
Quality Fact Sheet: www.ahrq.gov/news/qualfact.htm
■ The National State Board of Nurses response to The Future of Nursing:
Leading Change, Advancing Health report: www.ncsbn.org/NCSBN_
BOD_Response_TheFutureofNursing_June2011.pdf
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Legal and Ethical Issues in Nursing
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eResource 11-1: To reinforce their understanding of ethical philosophies
and the responsibility of nurses, Aubree, Alita, and Connor view several
videos:
■ Ethical Issues In Nursing—Respect: Dignity, Autonomy, and
Relationships: www.youtu.be/-GxuvKRL7ks
■ Ethical Issues In Nursing—Commitment: Patients, Professionalism,
and Boundaries: www.youtu.be/XtuanLybaZs
eResource 11-2: Their instructor gives the class a values clarification
worksheet (www.itp.edu/resources/crc/pdf/values.pdf) and asks them to
complete it and save it. She points out that values change over time and
instructs the class to do the exercise again when they finish their nursing
education.
eResource 11-3: To clarify this point, the instructor shows the class
several videos:
■ Ethical Issues In Nursing Introduction: Concepts, Values, and Decision
Making: www.youtu.be/9VRPMJUyE7Y
■ Patient Privacy Rights: www.youtu.be/X65QlPO4VI0
eResource 11-4: As a way to build understanding of the decision process
utilized when dealing with ethical dilemmas, they also view The ABCDE
of Medical Ethics for Medical Students: www.youtu.be/dGLcYVQeUAE
eResource 11-5: The class refers to the ANA (2010) Nursing: Scope and
Standards of Practice, by revisiting the following websites:
■ Current Nursing (open access journal): www.currentnursing.com/
nursing_management/nursing_standards.html
■ Ferris State University’s overview of Standards of Professional Nursing
Practice: http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/
Standards-of-Professional-Nursing-Practice.htm
eResource 11-6: To learn more about the Americans with Disabilities Act,
the class visits the ADA website (www.ada.gov) and about the extensive
resources available as well as established guidelines for accessible design
(http://www.ada.gov/stdspdf.htm)
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eResource 11-7: Alita views two short video presentations:
■ Informed Consent—Introduction: www.youtu.be/0XIlx533Pd4
■ What is “Informed Consent?”: www.youtu.be/-aDHQnsEcQs
e
eResource 11-8: Aubree views a video to learn more about Advance
Medical Directives: www.youtu.be/Hh8M-gx8Kt0
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eResource 11-9: Aubree wants to have a mobile resource readily
available to access while in clinical and finds the University of California
School of Medicine’s Ethics Fast Facts: [Pathway: www.missinglink.ucsf.
edu/lm/ethics/index.htm → select “Review Fast Facts” → starting with
“Basic Principles Overview” select topic of choice].
e
eResource 11-10: To highlight the issues surrounding end-of-life, the
class watches a short video segment from PBS Frontline: “Facing Death”:
www.youtu.be/N4objV7cLYg
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eResource 11-11: To better understand HIPAA and the responsibilities of
the health care provider, the class views Privacy and Security: The New
HIPAA Rule: www.youtu.be/fTjZ7GokQw4
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Communication
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eResource 12-1: To learn more about the communication process, Alita
reads:
■ Communication: www.nursingplanet.com/pn/communication.html
■ Therapeutic Communication in Psychiatric Nursing:
www.nursingplanet.com/pn/therapeutic_communication.html
eResource 12-2: To supplement her understanding of the
communication process, Alita reads Interpersonal Communication:
www.uc.edu/armyrotc/ms2text/MSL_201_L08b_Interpersonal_
Communication.pdf
eResource 12-3: Handout: Therapeutic Communication Techniques
for health care: http://www.snjourney.com/ClinicalInfo/PracticeAreas/
Therapeutic_Communication_Techniques.pdf
eResource 12-4: The instructor provides the class with a handout
that summarizes therapeutic communication techniques that facilitate
communication and those that block communication: www.snjourney.com/
ClinicalInfo/PracticeAreas/Therapeutic_Communication_Techniques.pdf
The class uses the handout as a reference during role-playing exercises in
the lab to practice using therapeutic communication techniques. Aubree,
Conner, and Alita videotape themselves and help each other identify
nontherapeutic communication during the simulated interaction.
A couple are identified, and then the instructor gives the class some
“clicker (audience response) questions” to clarify concepts.
eResource 12-5: Aubree and her classmates view a video that presents
the value of therapeutic communication from a patient’s perspective,
Qualities of a nurse-Therapeutic communication for nurses: www.youtu
.be/Nipj7PwCjTc
eResource 12-6: The instructor provides the class with a handout that
serves as an easy reference of tips from Culture Clues™ Communicating
With Your Deaf Patient: www.depts.washington.edu/pfes/PDFs/
DeafCultureClue.pdf
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Patient Education
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eResource 13-1: To provide the class with an introduction to the
concept of patient teaching, the instructor provides the following reading
assignments:
■ A guide for nurses: Teaching health care effectively to
patients by Lara Alspaugh: www.healthcareersjournal.
com/a-guide-for-nurses-teaching-healthcare-effectively-to-patients
■ The art of patient care: Patient teaching: www.art-of-patient-care.com/
patient-teaching.html
eResource 13-2: Connor’s roommate tells him about the Center for
Health Communications Research, which provides a wealth of information
regarding the topic. [Pathway: http://chcr.umich.edu/index.php → select
“How We Do It” → select “Health Behavior Theories” and “Tailoring”.]
eResource 13-3: To supplement their understanding of learning
domains, Connor, Alita, and Aubree read the web resource Bloom’s
Taxonomy of Learning Domains—The Three Types of Learning:
www.nwlink.com/~donclark/hrd/bloom.html
eResource 13-4: To better understand the effective approaches to help
sustain health behavior change, the class watches the CDC podcast A
Change for Life: http://www.cdc.gov/CDCTV/ChangeForLife/index.html
eResource 13-5: Aubree performs a search on the Internet and locates
the U.S. Department of Health and Human Services, Office of Disease
Prevention and Health Promotion’s: Quick Guide to Health Literacy,
which offers considerable information, including information about
effective teaching strategies: www.health.gov/communication/literacy/
quickguide/healthinfo.htm
eResource 13-6: The instructor provides additional information
to the students so that they better understand the considerations
associated with readability of health education material: www
.healthcommunications.org
■ Improving Readability by Design: www.slideboom.com/
presentations/85901/Introduction
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21 chapter 13: Patient Education: eResources
■ Key Terms and Definitions: http://www.slideboom.com/
presentations/85904/Key-Terms-and-Definitions
■ Design Elements and Scorecard: www.slideboom.com/
presentations/86246/Design-Elements-and-Scorecard
■ Fonts: http://www.slideboom.com/presentations/165238/
The-first-design-element%3A-font
■ Paragraphs: www.slideboom.com/presentations/165262/
The-second-design-element%3A-paragraphs
■ Line Length: www.slideboom.com/presentations/169492/
The-third-design-element%3A-line-length
■ Color: www.slideboom.com/presentations/164835/
The-sixth-design-element%3A-color
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Documentation
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eResource 14-1: To learn more about nursing documentation, Alita
reviews:
■ South Carolina Department of Health and Human Services’ Guidelines:
www.ddsn.sc.gov/providers/manualsandguidelines/Documents/
HealthCareGuidelines/NursingDocumentation.pdf
■ A presentation on nursing considerations related to documentation:
www.slideshare.net/cslonern/documentation-4617068
eResource 14-2: To help the class better understand their
responsibilities, the instructor:
■ Shows the class a video Documentation: Avoiding the Pitfalls in
which a lawyer discusses the importance of proper documentation:
www.youtu.be/yeFr66flhXg
■ Gives the class an article to read: Nursing Documentation: Let’s
Get Back to Basics: http://www.proassurance.com/pdfindex/tmp/
KeyCon_2008_Q4.pdf?d=20120325070936
■ Do’s and Don’ts of Documentation: www.nso.com/nursing-resources/
article/24.jsp
■ Eight Common Charting Mistakes to Avoid: http://www.nso.com/
nursing-resources/article/16.jsp
eResource 14-3: The instructor provides the class with two important
resources that provide updated lists of Error-Prone Abbreviations to
health care professionals:
■ Institute for Safe Medication Practice: www.ismp.org/Tools/
errorproneabbreviations.pdf
■ The Joint Commission: http://www.jointcommission.org/assets/1/18/
Do_Not_Use_List.pdf
e
eResource 14-4: To learn more about nursing documentation, the class
views episode no. 182 of “The Nursing Show” hosted by Jamie Davis:
www.nursingshow.com/?powerpress_pinw=4522-studio_video
e
eResource 14-5: To demonstrate the information that is needed for a
nursing report, the instructor provides the class with a Nurse Report Sheet
template: www.northcountryhospital.org/docs/4-Nursing_Report_V1_1.pdf
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eResource 14-6: For a comprehensive review of SBAR and Huddles
and to see additional examples of charting, Aubree reads A Guide
For Collaborative Structured Communication: www.health.gov.bc.ca/
library/publications/year/2010/LPNGuide_collaborative_structured_
communication.pdf
eResource 14-7: To help the students better understand the decisionmaking process involved in initiating the RRT, the instructor provides
a Rapid Response Team Algorithm: www.healthynh.com/fhc/quality/
qualitydownloads/CMC-RapidResponseTeamAlgorithm.pdf
eResource 14-8: To prepare for the test, the students also
review a presentation about documentation: www.slideshare.net/
Bates2ndQuarterLPN/nursing-skills-charting
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15
Patient Psychosocial Concepts
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eResource 15-1: The instructor shows the class a short video,
which depicts a Medical Interview—Social History: www.youtu.be/
luNHxkuaYGc
eResource 15-2: To expand upon the health needs of LGBT people, the
instructor shows the class a video describing the health care challenges
and concerns that gay and bisexual men experience: www.youtu.be/
x024AUwrCCo
eResource 15-3: The class explores several U.S. Government websites
devoted to assisting this vulnerable population:
■ Facts about LGBT: www.hhs.gov/ash/oah/resources-and-publications/
info/parents/just-facts/lgbtq-youth.html
■ Strategies to prevent and address bullying of LGBT youth: www
.stopbullying.gov/at-risk/groups/lgbt/index.html
■ Resources for LGBT youth: www.cdc.gov/lgbthealth/youth-resources.htm
eResource 15-4: Connor does a quick search on the Internet for
information about STDs and finds the Centers for Disease Control and
Prevention (CDC) website, which offers current information about STDs,
incidence, and treatment guidelines: www.cdc.gov/std/
eResource 15-5: To supplement the information provided about
contraception, the students read information provided by the CDC
on Unintended Pregnancy Prevention: Contraception: www.cdc.gov/
reproductivehealth/UnintendedPregnancy/Contraception.htm
eResource 15-6: To highlight the importance of the nursing role for
people who are experiencing loss and grieving, the instructor shows the
class a video depicting one patient’s positive experience with health care
professionals: www.youtu.be/K7PO8a-N0zU
eResource 15-7: To help clarify this, the instructor shows a video
describing the Köbler-Ross’ stages of grief: www.youtu.be/x39p3x0chYU
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eResource 15-8: To better understand PTSD, Alita, Aubree, and
Connor do some additional research on the topic. They find several very
informative materials:
■ Overview of PTSD by Dr. Ram Randhawa, Director of the Anxiety
Clinic at the University of British Columbia: www.youtu.be/
lpZk4woJ8g0
■ Patient education presentation regarding PTSD: www.youtu.be/
ZGWSSUNXn4A
■ Post-Traumatic Stress Disorder (PTSD) Fact Sheet: www.report.nih
.gov/NIHfactsheets/ViewFactSheet.aspx?csid=58&key=P#P
eResource 15-9: To reinforce the concept of self-care to prevent
burnout, the instructor provides the class with a few additional resources:
■ Burnout Self-Test from MindTools.com: www.mindtools.com/stress/
Brn/BurnoutSelfTest.htm
■ Suggested approaches to avoid burnout: http://www.starcityblog
.typepad.com/files/strategies-to-avoid-burnout.pdf
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Vital Signs
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eResource 16-1: The instructor provides supplemental materials to
reinforce the students’ understanding of vital signs: www.prohealthsys
.com/physical/vital_signs.php
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eResource 16-2: The students use the Vital Signs Table, a web resource
to refresh their understanding of normal vital sign ranges: www
.prohealthsys.com/physical/vital_signs_table.php
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eResource 16-3: To learn more about FUO, Connor opens MerckMedicus
on his mobile device and goes to the Merck Manual: [Pathway: Merck
Manual → Topics → enter “Fever” into the search field → select “of
unknown origin”].
eResource 16-4: Alita watches two videos reviewing the different ways
to take a temperature:
■ www.youtu.be/dDHDCyyhyGg
■ www.youtu.be/lpbQqk3hX-M
eResource 16-5: The instructor provides Connor with a diagram of the
circulatory system with pulse landmarks depicted: www.prohealthsys
.com/physical/images/veins.jpg
eResource 16-6: To reinforce his understanding of blood pressure,
Connor views a brief presentation by cardiologist Dr. Eric Fisher who
answers the question:What Is the Normal Blood Pressure Range?
www.youtu.be/ZN0ToPpr36E
eResource 16-7: Alita, Connor, and Aubree view a brief video in which
the difference between systolic and diastolic blood pressure is explained:
www.youtu.be/AKdZ1dPMXIY
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Infection Control
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eResource 17-1: To reinforce the importance of infection control, the
instructor shows the class several videos:
■ Infection Control: Basic Infection Prevention Techniques: www.youtu
.be/JHRu8eSUHU8
■ Infection Control: Precautions and Sterile Dressing Changes: www
.youtu.be/w7bJ4rMhfXE
■ Infection Control: Core Measures: www.youtu.be/EdHFqEzch2k
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eResource 17-2: Alita and her classmates review proper hand washing
procedures by viewing the video A Complete Guide to Hand Washing:
www.youtu.be/mWe51EKbewk
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eResource 17-3: Alita reviews the basic principles of universal
precautions by viewing a short video Universal Precautions-Infection
Control Procedures in Health Care: www.youtu.be/nmyTbQPNpLM
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eResource 17-4: Before completing the procedure, Alita reviews
■ An overview of catheterization from Assisted Learning for All (ALFA):
http://alfa.saddleback.edu/N170/urinarycatheterization.aspx
■ A video demonstration of a straight catheterization: www.youtu.be/
sZHlY0WI9as
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Medication Administration—Part I
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eResource 18-1: Factors Affecting Absorption of Drugs: www.howmed
.net/pharmacology/factors-affecting-absorption-of-drugs/
eResource 18-2: To better understand this, the class watches:
■ How Medicines Work: Drug Actions 2—Drug Absorption, Elimination,
Distribution: www.youtu.be/bosxbO-hw9c
■ Pharmacology: Oral Meds Absorption: www.youtu.be/xiuWdJYyIKs
eResource 18-3: To reinforce their understanding of Pharmacokinetics,
the instructor refers the class to the Merck Manual of Diagnosis and
Therapy. [Pathway: www.merckmanuals.com → Health Care Professionals
→ Merck Manual of Diagnosis and Therapy → Clinical Pharmacology →
Pharmacokinetics → Drug Absorption.]
eResource 18-4:
■ The class is instructed to open MerckMedicus on their mobile device
and go to the Merck Manual. [Pathway: Merck Manual → Topics →
enter “Drugs” into the search field → select “hypersensitivity” → select
“hypersensitivity reactions to” and read about Adverse Drug Reactions,
Anaphylaxis and Drug Hypersensitivity.]
■ To better understand drug reactions, Aubree uses the browser on
her mobile device to read more in the Merck Manual of Diagnosis
and Therapy. [Pathway: www.merckmanuals.com → Health Care
Professionals → Merck Manual of Diagnosis and Therapy → Clinical
Pharmacology → Adverse Drug Reactions.]
eResource 18-5:
■ Epocrates online. [Pathway: http://online.epocrates.com/ → tap on
the “Drugs” tab → enter “Doxycycline” in the search field to view
content → select “Adverse Reactions” to view severe and common
drug reactions.]
■ Mobile Epocrates. [Pathway: Epocrates → tap on the “Drugs” icon
→ enter “doxycycline” in the search field to view content → select
“Adverse Reactions” to view severe and common drug reactions.]
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eResource 18-6: To check the therapeutic levels for Gentamycin,
Alita opens Mobile MerckMedicus on her smartphone. [Pathway:
MerckMedicus → select “Pocket Guide to Diagnostic Tests” → select “All
Tests” → enter “Gentamicin” in the search field → select “Gentamicin” to
read about effective concentrations]
e
eResource 18-7: Connor finds an online abbreviations dictionary
to look up definitions of abbreviations with which he is unsure:
www.medilexicon.com
e
eResource 18-8: The instructor shows the students an image depicting
sublingual and buccal medication administration, which can be used for
patient education: http://alfa.saddleback.edu/N170/oralmedications.aspx
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eResource 18-9: The instructor tells the students about a free resources
that provide calculation support MedCalc (www.medcalc.com/wtmeas.
html) for an online weight conversion calculator offered by MedCalc.com.
[Pathway: Tap on “General” → “Weights and Measures” to access the
conversion calculator.] Use this resource to check your answers for
Exercise 18-17 through 18-19.
eResource 18-10: Archimedes, a free mobile calculator from Skyscape,
Inc. available in PC and multiple mobile device platforms can also
be used on your PDA or smartphone to perform weight conversions.
[Download: www.skyscape.com and enter “Archimedes” into search
field. [Once installed, the pathway on device: Skyscape → Archimedes →
Weight Conversion → enter 500 into input field and select units.]
eResource 18-11: Use Archimedes or MedCalc mobile, a free mobile
calculator for iPhone/iPod/iPad (www.apple.com/itunes/) to check
weight conversions.
eResource 18-12: To help the class better understand how the EHR
can improve safety, the instructor tells the students about computerized
physician order entry in the EHR and about Leapfrog, a voluntary
organization that works to improve hospital systems to minimize risk of
harm to patients. To highlight important points, the instructor provides
the class with a fact sheet: http://www.leapfroggroup.org/media/file/
FactSheet_CPOE.pdf
eResource 18-13: The instructor reminds the class that there are some
abbreviations that are not to be used due to risk of error and asks them
to review the two important resources that provide updated lists of errorprone abbreviations to health care professionals:
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■ Institute for Safe Medication Practice: www.ismp.org/Tools/
errorproneabbreviations.pdf
■ The Joint Commission: http://www.jointcommission.org/assets/1/18/
Do_Not_Use_List.pdf
e
e
e
eResource 18-14: Aubree reviews her notes to reinforce her knowledge:
www.dhhs.nh.gov/dcbcs/bds/nurses/documents/sectionIV.pdf
eResource 18-15: Additional information regarding the patient’s rights
to refuse can be found in the University of California Medical School’s
Ethics Resource: [Pathway: www.missinglink.ucsf.edu/lm/ethics → select
“Refusal for Treatment” to read overview of this topic].
eResource 18-16: Additional information regarding the informed
consent can be also found in the University of California Medical School’s
Ethics Resource: [Pathway: www.missinglink.ucsf.edu/lm/ethics → select
“Informed Consent” to read overview of this topic].
e
eResource 18-17: AFLA’s topical medication administration tip sheet can
be found at: http://alfa.saddleback.edu/N170/topicalmedications.aspx
e
eResource 18-18: Aubree, Alita, and Conner review proper
administration of eye medication by consulting the ALFA website:
http://alfa.saddleback.edu/N170/eyemedications.aspx
e
e
eResource 18-19: Aubree, Alita, and Connor review proper medication
administration references on the ALFA website.
■ Vaginal medication administration: http://alfa.saddleback.edu/N170/
vaginalmedications.aspx
eResource 18-20: Aubree, Alita, and Connor also review the proper
inhalation medication administration technique: http://alfa.saddleback
.edu/N170/inhaledmedications.aspx
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Medications—Part II
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eResource 19-1: IV basics provide an overview of IV administration as
well as information regarding needle sizes. [Pathway: www.employees.
csbsju.edu/mbyrne/IVSite/basics_page_abciv.htm → select “Basics” →
select “Needles”.]
eResource 19-2: Tip sheet and video demonstration for SQ injections
(scroll down to bottom of page to view videos:
■ Insulin: http://alfa.saddleback.edu/N170/insulin.aspx
■ Heparin: http://alfa.saddleback.edu/N170/heparin.aspx
eResource 19-3: IM injections:
■ Overview of intramuscular injections: http://alfa.saddleback.edu/
N170/intramuscularOverview.aspx
■ Administering IM injections: www.saddleback.edu/alfa/N170/
adminintramuscular.aspx Scroll down to bottom of page to view two
videos demonstrating:
■ Ventrogluteal IM injection
■ Deltoid IM injection
eResource 19-4: The students watch another video demonstration
depicting the proper technique for administering an Z-track IM injection:
www.youtu.be/IPp28ZGgobw
eResource 19-5: The instructor provides several important handouts
designed to heighten awareness of health care workers on steps to
prevent injuries:
■ CDC sharp safety for health care settings: www.cdc.gov/sharpssafety/
■ Sharps safety training program: www.absa50.org/pdf/204Brack.pdf
■ The CDC’s one and only campaign: www.oneandonlycampaign.org/
content/audio-video
eResource 19-6: Alita, Aubree, and Connor review what they have
learned about administering medications by the IV route by reading
supplemental materials and viewing videos:
■ IV push medications: http://alfa.saddleback.edu/N172/IVP.aspx
■ IV piggy bag (IVPB) via infusing IV: http://alfa.saddleback.edu/N172/
IVPB.aspx
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Complementary or Alternative
Medications and Therapies
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eResource 20-1: The instructor tells the students that CAM and
associated therapies have been gaining acceptance among Western health
care providers and refers them to the National Institute of Health (NIH)’s
Complementary and Alternative Medicine Online Continuing Education
Series: www.nccam.nih.gov/training/videolectures
eResource 20-2: The class views a short video on the use of meditation
as a means to reduce stress by relaxing the body and calming the mind.
The students learn that there is evidence that there are health benefits
and more research is currently underway: www.nihseniorhealth.gov/cam/
faq/video/cam3_na.html?intro=yes
eResource 20-3: To learn more about Chiropractic Therapy as
a supplement to traditional health care, the students visit NIH
Complementary and Alternative Medicine website: www.nccam.nih.gov/
health/chiropractic/introduction.htm
eResource 20-4: To understand more about acupuncture, Connor views
two brief videos:
■ How does acupuncture work? Dr. Zhen Zheng from RMIT University:
www.youtu.be/dhhdmahBQU8
■ How does acupuncture work? Perspective from Dr. Craig Schadow:
www.youtu.be/4PgjZ2rj63U
eResource 20-5: Aubree finds several websites that provide information
about herbs and their medicinal value:
■ Memorial Sloan-Kettering Cancer Center: [Pathway: www.mskcc.org/
→ enter “Integrative Medicine” into the search field → select “About
Herbs, Botanicals & Other Products”].
■ American Botanical Council: www.herbmed.org/
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Patient Mobility and Safety
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eResource 21-1: The students review supplemental learning materials to
support their understanding of these concepts:
■ Body Mechanics and Patient Transfers Handout: http://moon.ouhsc
.edu/belledge/ptcare/bodmech.pdf
■ Body Mechanics Skills Demonstration Video: www.youtu.be/
NYzMmYA-dJY
eResource 21-2: The home health nurse shows Alita several different
tools to assess risk for falling:
■ Morse Fall Scale: www.sandiego.networkofcare.org/library/Morse%20
Fall%20Scale.pdf
■ Hendrich II Fall Risk Model: Overview: Fall Risk Assessment for Older
Adults: The Hendrich II Fall Risk Model: www.nursingcenter.com/pdf
.asp?AID=751195 (Gray-Miceli, 2007)
eResource 21-3:
■ Connor is excited to find out that the hospital has initiated a project to
reduce patient falls using the Hendrich II Fall Risk Model to improve
patient safety. The head nurse shows him a video that highlights the
benefits of implementing this fall reduction program: www.downloads
.lww.com/wolterskluwer_vitalstream_com/AJN/TRYTHIS_EP4_CH4_
FINAL.wmv
■ Connor also learns that the U.S. Department of Veterans Affairs has
also implemented a very broad fall reduction education program
and is excited to share this resource with his classmates: www
.patientsafety.gov/CogAids/FallPrevention/index.html#page=page-1
eResource 21-4: To learn more about medication errors, the class visits the
U.S. Food and Drug Administration (FDA) website: [Pathway: www.fda.gov/
→ select the ‘Drugs’ tab → ‘Drug Safety and Availability’ → ‘Medication
Errors’].
eResource 21-5: The instructor gives the students additional patient
teaching materials to empower patients/family members to become
partners in efforts to reduce medication errors:
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34 chapter 21: Patient Mobility and Safety: eResources
■ Where medical errors occur and how to avoid them: www.youtu.be/
WkmfYZg4bnk
■ 20 tips to help prevent medical errors: www.ahrq.gov/
consumer/20tips.pdf
e
eResource 21-6: To learn more about strategies to avoid using restraints,
Connor watches some additional videos:
■ Healthcare and nursing training: avoiding use of restraints: www
.youtu.be/BIZZuTa9lyM
■ Avoiding restraints in older adults with dementia: www.consultgerirn
.org/resources/media/?vid_id=4475795#player_container
■ Communication difficulties: assessment and interventions in
hospitalized older adults with dementia: www.consultgerirn.org/
resources/media/?vid_id=4610524#player_container
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Hygiene and Oxygen Therapy
e
eResource 22-1: Before going into the patient’s room, Aubree quickly
reviews the video, www.youtu.be/hYXYcOHT6aE
e
eResource 22-2: Nasopharyngeal suctioning: http://www.youtube.com/
watch?v=TwNSNodYfEw
e
eResource 22-3: Tracheostomy suction—Registered nurse training: www
.youtu.be/jcO9dE8CDhU
e
eResource 22-4: The nurse shows the patient a short video How to Use
an Incentive Spirometer: www.youtu.be/L17uEjiPAZ4
e
eResource 22-5: Maintaining Chest Tubes: http://alfa.saddleback.edu/
N172/maintainChestTube.aspx
e
e
eResource 22-6: Overview of oxygen therapy:
■ Oxygen therapy skills demonstration (1 of 2): http://www.youtube.com/
watch?v=wP1_CqcEV5Y
■ Oxygen therapy skills demonstration (2 of 2): http://www.youtube.com/
watch?v=4BnPy9ppSHw
eResource 22-7: To learn more about the two different breathing
techniques, Alita watches two brief videos:
■ Living with COPD part 2 pursed lip breathing: www.youtu.be/
jFqrWVeskR0
■ Living with COPD part 3 diaphragmatic breathing: www.youtu.be/
if2yyaFp1dI
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Fluid and Electrolytes
e
eResource 23-1: The instructor shows the students some additional
material to help them better understand the concept of body fluids:
■ An overview of Body Fluids by Dr. Joe Patlak, Department of
Physiology, University of Vermont: http://physioweb.uvm.edu/
bodyfluids/ (Patlak, 2000).
■ Osmotic Pressure learning activity from Wisc-Online: [Pathway:
www.wisc-online.com/ → select “Learning Objects” → “Health” →
“Nursing” → scroll down and select “Osmotic Pressure”].
e
e
e
e
e
eResource 23-2: Electrolyte Panel Game, another learning activity from
Wisc-Online: [Pathway: www.wisc-online.com/ → select “Learning
Objects” → “Health” → “Clinical Lab Technician” → scroll down and
select “Electrolyte Panel Game”].
eResource 23-3: Alterations in fluid balance learning activity from
Wisc-Online: [Pathway: www.wisc-online.com/ → select “Learning
Objects” → “Health” → “Nursing” → scroll down and select “Alterations
in Fluid Balance”].
eResource 23-4: To reinforce the discussion, the instructor shows the
class a ADH Tutorial: www.youtu.be/qqrUEjQXRak
eResource 23-6: The class views several more video lectures by D. J.
Hennager from Kirkwood Community College that further explain these
important concepts of Potassium Homeostasis:
■ Video Lecture Part 1: www.youtu.be/TjlZpCPXrhs
■ Video Lecture Part 2: www.youtu.be/gghbd53nH0A
■ Accompanying Handout: www.kirkwood.edu/pdf/uploaded/695/
potassium_homeostasisyt.pdf
eResource 23-7: To learn more about urine specific gravity and the
disorders associated with abnormal values, the students view Nursing
Review (urine specific gravity): www.youtu.be/QghgEOPbQR4
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37 chapter 23: Fluid and Electrolytes: eResources
e
e
eResource 23-8: To better understand ABGs, the class participates in two
ABG Interpretation learning activities from Wisc-Online: [Pathway: www
.wisc-online.com/ → select “Learning Objects” → “Health” → “Nursing”
→ select and view the following: ABG Interpretation: Partially and
Fully Compensated Conditions and ABG Interpretation: Uncompensated
Conditions].
eResource 23-9: The class views several video lectures by D. J. Hennager
from Kirkwood Community College that further explain these important
concepts:
■ pH (Acid) Homeostasis:
■ Part 1: www.youtu.be/HrUvft2d8Zo
■ Part 2: www.youtu.be/-8tcJ8uBn-Q and
■ Accompanying Handout: www.kirkwood.edu/pdf/uploaded/695/
acid_homeostasisyt.pdf
■ Acidosis and Alkalosis: Metabolic or Respiratory:
■ Part 1: Video Lecture: www.youtu.be/eK2dBdBRvCU
■ Part 2: Video Lecture: www.youtu.be/K0UMXxjoAaw with an
■ Accompanying Handout: www.kirkwood.edu/pdf/uploaded/695/
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Sleep and Comfort
e
e
e
eResource 24-1: The instructor provides additional resources to the class
to help better understand pain:
■ Pain: [Pathway: → www.anaesthetist.com/ → select “Pain Anatomy”
to review materials: lecture on the Anatomy and Physiology of Pain,
Practical Pain Management and a Pain Physiology].
■ Pain animation, which demonstrate the physiology of pain: www
.bayareapainmedical.com/nervanim.html
eResource 24-2: The instructor tells Aubree, Alita, and Connor that
there are a variety of established, age-appropriate tools that can be
used for pain assessment and can even be utilized for patients with
limited cognitive capability. She points to two resources as good
starting points:
■ The NIH Pain Consortium’s list of Pain Intensity Scales: [Pathway:
www.painconsortium.nih.gov → select “Pain Intensity Scales” to view].
■ Geriatric Pain Assessment Resources: [Pathway: www.geriatricpain.org →
Pain Assessment → review the resources listed:
■ Core Principles of Pain Assessment for Providers
■ Choosing and Using Observational Pain Tools
■ Part I
■ Part II
■ Pain Assessment Terminology—Glossary of Terms
■ Cognitively Intact—Tools and Resources
■ Cognitively Impaired—Tools and Resources]
eResource 24-3: The International Association for the Study of Pain
(IASP) provides extensive evidence-based resources at no charge. In
IASP’s free online publication, Guide to Pain Management in LowResource Settings, there is a discussion of Complementary Therapies for
Pain Management by Cassileth and Gubili (2010): [Pathway: → www
.iasp-pain.org → select “Publications” → “Free Books” → select “Guide to
Pain Management in Low-Resource Settings” book icon → scroll down to
Table of Contents and select “9. Complimentary Therapies. . .”].
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39 chapter 24: Sleep and Comfort: eResources
e
eResource 24-4: She shows Connor a short video demonstrating
an approach utilized at Johns Hopkins Medical Institution for
Bronchoscopies: www.webmd.com/pain-management/video/
distraction-therapy-pain-control
e
eResource 24-5: The instructor also shares with the class the Pain
Care Bill of Rights published by the American Pain Foundation: www
.painfoundation.org/learn/publications/pain-care-bill-of-rights.html
e
eResource 24-6: The class meets with a staff nurse who goes over the
use of an IV PCA: www.youtu.be/KqGCOLIglqE
e
eResource 24-7: Students review both intradermal and subcutaneous
injection techniques by viewing the following videos:
■ Administering Intradermal Injections: http://alfa.saddleback.edu/
N170/intradermal.aspx (scroll down to bottom of page to view video).
■ How to give a Subcutaneous Injection: www.youtu.be/pNl29347FcI
e
eResource 24-8: Students also listen to a presentation by Anesthetist,
Dr. Daman Mulhi, in which she explains the epidural procedure: www
.youtu.be/uNDcf3Vw1vo
e
eResource 24-9: Student Nurses Journey web resource: [Pathway: www
.snjourney.com → select “Care Plans and Maps”→ “Writing And
Reporting” → “Nursing Notes and SOAP Notes”].
e
eResource 24-10: Connor uses MedCalc on his smartphone to quickly
double check his conversion of milligrams to grams: [Pathway: MedCalc →
Units Conversion (Physics) → select “weight” icon].
e
eResource 24-11: Alita finds a terrific online resource to help master
medmath and shares it with the class: www.dosagehelp.com/
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Nutrition
e
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e
eResource 25-1: The instructor uses a variety of active learning modules
from Wisc-Online to help the students better understand the concepts
associated with nutrition: [Pathway: www.wisc-online.com/ → select
“Learning Objects” → “Health” → “Dietary” → scroll down and select
the following: (a) Classifying Foods According to Nutrient Density,
(b) Digestion and Absorption of Carbohydrates, and (c) Digestion and
Absorption of Protein].
eResource 25-2: Nutrition Glossary: [Pathway: http://nutritiondata.self
.com/ → select “help” → scroll down and select “glossary”].
eResource 25-3: The instructor uses a variety of active learning modules
from Wisc-Online to help the students better understand the concepts
associated with nutrition: [Pathway: www.wisc-online.com/ → select
“Learning Objects” → “Health” → “Dietary” → scroll down and select
the following: (a) Classifying Foods According to Nutrient Density,
(b) Digestion and Absorption of Carbohydrates, and (c) Digestion
and Absorption of Protein].
eResource 25-4: A good starting place for patient education material is
the U.S. Department of Agriculture Center for Nutrition and Prevention
Policy: www.cnpp.usda.gov/Publications.htm
eResource 25-5: A variety of tools for calculating BMI are available:
■ MedCalc.com for an online calculator: [Pathway: www.medcalc.com →
Tap on “General” → “Body Mass Index” to access the calculator].
■ Skyscape’s Archimedes on your mobile device: [Pathway: Archimedes
→ enter “BMI” into the search field →scroll down to “BMI (Adult)” or
“BMI(Child)”].
■ MedCalc on your mobile device: [Pathway: MedCalc →tap on “BMI” in
the “All Formulas” search field].
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41 chapter 25: Nutrition: eResources
e
e
e
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eResource 25-6: As part of the review, Connor views a brief video
tutorial Nasogastric Intubation Demonstration NGT: www.youtu.be/
WgfNa7dzSn0
eResource 25-7: Connor views an overview of the NG tube insertion
process and notes that step 17 of the procedure provides information
regarding verification of tube placement: http://alfa.saddleback.edu/
N170/nasogastrictube.aspx (Note, there are additional instructional
videos to view if you scroll down to view videos.)
eResource 25-8: Enteral Tube Feedings:
■Enteral Nutrition: http://alfa.saddleback.edu/N170/tubefeeding.aspx
■ Administration: http://alfa.saddleback.edu/N170/tubefeedingadministration.aspx
■ Step-by-Step Procedure: www.youtu.be/wcnGOIX3tuw
eResource 25-9: To learn more about potential complications associated
with tube feedings and how to manage these complications, Connor,
Aubree, and Alita review additional materials:
■ Management of complications: http://alfa.saddleback.edu/N170/
tubefeeding-complications.aspx
■ An active learning module from Wisc-Online about common problems:
[Pathway: www.wisc-online.com/ → select “Learning Objects” →
“Health” → “Nursing” → scroll down and select “Correcting Common
Problems with Parental Nutrition”].
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Urinary Elimination
e
eResource 26-1: Overview of the Hemodialysis Procedure: www.youtu
.be/x_ra9YUX9fk
e
eResource 26-2: Before proceeding, Connor reviews the standard
procedure and views a video tutorial on catheterization: http://alfa
.saddleback.edu/N170/urinarycatheterization.aspx
e
eResource 26-3: Foley care procedure handout including video tutorials:
http://alfa.saddleback.edu/N170/urinarycatheterization.aspx
e
eResource 26-4: The students review a tutorial entitled Infection Control
for Student Nurses: http://faculty.ccc.edu/tr-infectioncontrol/index.htm
e
eResource 26-5: To learn more about hospital-induced infections, the
students view a presentation on Nosocomial Infections: www.youtu.be/
shvCWXTvheg
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Bowel Elimination
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eResource 27-1: To learn more about fecal occult blood testing,
Connor opens Mobile MerckMedicus on his smartphone: [Pathway:
MerckMedicus → Pocket Guide to Diagnostic Tests → enter “fecal occult
blood test” into the search field].
eResource 27-2: The Atlas of Gastrointestinal Endoscopy: www
.endoatlas.com/atlas_1.html
eResource 27-3: Colonoscopy and Sigmoidoscopy:
■ About the Colonoscopy Procedure: www.youtu.be/wA9QtgVQWOw
■ Flexible Sigmoidoscopy: www.youtu.be/VBpj0eUs9JA
■ Center for Excellence Medical Media’s (CEMM) Guide to Colonoscopy
and Sigmoidoscopy: www.colonscope.org/
■ An interactive web-based animation Look at Your Colon from
Aetna visually demonstrates scope placement for colonoscopy
and sigmoidoscopy: www.intelihealth.com/IH/ihtIH/
WSIHW000/23722/29680.html
e
eResource 27-4: Alita recalls a recent presentation by a classmate
demonstration patient teaching regarding Colostomy Surgery: www
.youtu.be/ewirBo6rvVA
e
eResource 27-5: To prepare for her patient, Connor reviews
Administering an Enema: http://alfa.saddleback.edu/N170/enemas.aspx
e
eResource 27-6: In addition to her textbook, Alita consults several
additional resources:
■ National Guideline Clearinghouse to determine best practices related
to management of constipation: [Pathway: www.guideline.gov →
enter “constipation” into the search field → select “management of
constipation” to view guidelines].
■ MerckMedicus on her mobile device
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44 chapter 27: Bowel Elimination: eResources
■ Merck Manual: [Pathway: Merck Manual → Topics → enter
“constipation” into the search field → select “constipation” and
listen to podcast, Constipation in Adults].
■ Harrison’s Practice: [Pathway: Merck Manual → Topics → enter
“constipation” into the search field → review content focusing
particularly on treatment and ongoing care].
e
e
e
e
eResource 27-7: Fecal Impaction videos providing comprehensive
overview of this disorder:
■ Dr. Carlo Oller discusses aspects of Fecal Impaction and associated
treatment: www.youtu.be/WkwFOrVuwlU
■ Fecal Impaction Overview: www.youtu.be/eN7Qsf94hJ8
eResource 27-8: Colostomy Care Videos
■ Colostomy Care and Pouching (part 1 of 2): www.youtu.be/
fOPWxRF6_z8
■ Colostomy Care and Pouching (part 2 of 2): www.youtu.be/
_51a9JW8Msc
■ Some Resources: http://alfa.saddleback.edu/N170/colostomy.aspx
eResource 27-9: Discharge Planning Checklist: www.ostomy.org/
ostomy_info/wocn/wocn_discharge_planning.pdf
eResource 27-10: Connor reviews what he has learned previously
regarding body positions:
■ A learning activity from Wisc-Online describing the various body
positions for medical exams and procedures: [Pathway: www
.wisc-online.com/ → select “Learning Objects” → “Health” → “Medical
Assistant” → scroll down and select “Positions Used in Medical
Examinations”].
■ To make sure he has “it down,” he takes a practice quiz regarding
body positions: www.funtrivia.com/playquiz/quiz579116a3ed0.html
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Immobility
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eResource 28-1: The instructor reminds the students of what they have
learned previously to ensure that they are working safely:
■ Body Mechanics and Patient Transfers Handout: http://moon.ouhsc
.edu/belledge/ptcare/bodmech.pdf
■ Body Mechanics Skills Demonstration Video: www.youtu.be/
NYzMmYA-dJY
eResource 28-2: The instructor shows the students:
■ An article “Effects of bedrest 3: musculoskeletal and immune systems,
skin and self-perception” (Nigam, Knight, and Jones, 2009): www
.nursingtimes.net/effects-of-bedrest-3-musculoskeletal-and-immunesystems-skin-and-self-perception/5003298.article
■ A table depicting the interaction between aging and hospitalization:
www.annals.org/content/118/3/219/T1.large.jpg (Creditor, 1993).
■ A diagram depicting the “cascade of dependency” resulting from bed
rest: www.annals.org/content/118/3/219/F1.large.jpg (Creditor, 1993).
eResource 28-3: The following resources were reviewed by the students
as part of their clinical preparation:
■ Overview of Postsurgical Recovery Experiences: www.youtu.be/
s000pUVwyhw
■ Safe Transfer Techniques: www.youtu.be/H23EZlPIcZU
eResource 28-4: Using a Gait Belt Safely and Effectively On Any Size
Person: www.youtu.be/SaGHn0JOpkQ
eResource 28-5: Passive and assistive range-of-motion exercises:
■ ROM Exercises Video Demonstration:
■http://alfa.saddleback.edu/video_only.aspx?ID=10
■www.youtu.be/RGCtC3PclFU
■ Handout: www.alsworldwide.org/pdfs/rom_exercises.pdf
eResource 28-6: Alita reviews a video on how to use a Hoyer lift
to Transfer Bed to Wheelchair and Wheelchair to Bed: www.youtu
.be/5jequ72bduY
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Wounds and Sensory Considerations
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eResource 29-1: Pressure Ulcers:
■ Pressure Ulcer Treatment Guidelines: www.pressureulcerguidelines
.org/therapy/
■ Braden Scale for Predicting Pressure Sore Risk: www.bradenscale
.com/images/bradenscale.pdf
eResource 29-2: The students review materials related to wounds and
wound healing:
■ Animation depicting healing by secondary intention: http://www
.argosymedical.com/Cellular/samples/animations/Tissue%20Repair/
index.html
■ Wound Healing: http://alfa.saddleback.edu/N170/woundhealing.aspx
■ Wound Classification Systems: http://alfa.saddleback.edu/N170/
woundclassification.aspx
■ Caring for a Jackson-Pratt Drain and Hemovac Drain: www.youtu.be/
L2hsNE-hn-8
eResource 29-3: To help Aubree understand VAC, the wound care nurse
gives Aubree some information:
■ Science Behind Wound Therapy: Understanding the Science of V.A.C.
Therapy [Pathway: www.kci1.com/KCI1/vactherapy → select “Science
Behind Wound Therapy”].
■ VAC Therapy Demonstration Video: www.youtu.be/J3eD18GZKV8
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eResource 29-4: Aubree shows her patient a brief video about normal
Wound Healing: www.youtu.be/zZpMQ_7qiRg
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eResource 29-5: To better understand the changes that occur with aging,
Aubree reviews a handout Understanding Sensory Deficits in the Elderly:
www.loyolaems.com/ce/ce_nov07.pdf
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Perioperative Nursing
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eResource 30-1: Bariatric Surgery: www.youtu.be/lTlVIcWg4gw
eResource 30-2: The nurse can consult the University of California
School of Medicine’s Ethics Fast Facts: [Pathway: www.missinglink.ucsf
.edu/lm/ethics/index.htm → select “Review Fast Facts” → starting with
“Informed Consent”].
eResource 30-3: World Health Organization’s Surgical Safety Checklist:
■ Handout of the 19-point checklist: http://whqlibdoc.who.int/
publications/2009/9789241598590_eng_Checklist.pdf
■ Video: www.youtu.be/SMfYv84j_ME
eResource 30-4: Urinary Catheterization: www.youtu.be/YpzGfxyG69s
eResource 30-5: Frequently patients will be shown educational videos
prior to 1:1 instruction on the use of the incentive spirometry device:
http://www.youtube.com/watch?v=VHN5zPaw96w
eResource 30-6: Review Passive and Assistive Range-of-Motion Exercises
presented previously in Chapter 28:
■ ROM Exercises Video Demonstration:
■ http://alfa.saddleback.edu/video_only.aspx?ID=10
■ www.youtu.be/RGCtC3PclFU
■ Handout: www.alsworldwide.org/pdfs/rom_exercises.pdf
eResource 30-7: Surgical Recovery in the PACU: www.youtu.be/
s000pUVwyhw
eResource 30-8: To learn more about the causes of malignant
hyperthermia (MH), the students:
■ Review a video: www.youtu.be/LVSIFoVYr24
■ Read a brief overview of MH: www.ncbi.nlm.nih.gov/pubmedhealth/
PMH0002292/
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eResource 30-9: Postoperative Complications:
■ Postop algorithm: paralytic ileus: www.youtu.be/aRLG8IJ9J2U
■ MerckMedicus on their mobile device
■ Merck Manual: [Pathway: Merck Manual→Topics→ enter
“constipation” into the search field → select “constipation” and
listen to podcast, Constipation in Adults].
■ Harrison’s Practice: [Pathway: Merck Manual → Topics→ enter
“constipation” into the search field → review content focusing
particularly on treatment and ongoing care].
■ Postoperative Pain
■ Postop Algorithm: pain: www.youtu.be/MOE4WpUjoU4
■ World Health Organization Pain Ladder: www.who.int/cancer/
palliative/painladder/en/
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