Fundamentals Nursing Vols 1-3 + Skills in Clinical Nursing + Clinical Reasoning + Critical Conversations Patient Safety

Dr Audrey Berman received her BSN from the University of California, San Francisco. She later returned to that campus to obtain her MS in physiological nursing and her PhD in nursing. She worked in oncology at Samuel Merritt Hospital prior to beginning her teaching career at Samuel Merritt Hospital School of Nursing in 1976. As a faculty member, she participated in the transition of that program into a baccalaureate degree and in the development of the Master of Science and Doctor of Nursing Practice programs. Over the years, she has taught a variety of medical-surgical nursing courses in the pre-licensure programs on three campuses. She served as the Dean of Nursing at Samuel Merritt University from 2004 to 2019 and was the 2014-2016 president of the California Association of Colleges of Nursing. Dr Berman is a member of the American Nurses Association and Sigma Theta Tau and is a site visitor for the Commission on Collegiate Nursing Education. She has twice participated as an NCLEX-RN item writer for the National Council of State Boards of Nursing. She has presented locally, nationally and internationally on topics related to nursing education, breast cancer and technology in health care. Dr Shirlee J. Snyder graduated from Columbia Hospital School of Nursing in Milwaukee, Wisconsin, and subsequently received a Bachelor of Science in nursing from the University of Wisconsin-Milwaukee. Because of an interest in cardiac nursing and teaching, she earned a Master of Science in nursing with a minor in cardiovascular clinical specialist and teaching from the University of Alabama in Birmingham. A move to California resulted in becoming a faculty member at Samuel Merritt Hospital School of Nursing in Oakland. Shirlee was fortunate to be involved in the phasing out of the diploma and ADN programs and development of a baccalaureate intercollegiate nursing program. She held numerous positions during her 15-year tenure at Samuel Merritt College, including curriculum coordinator, assistant director-instruction, Dean of Instruction and Associate Dean of the Intercollegiate Nursing Program. She is an associate professor alumnus at Samuel Merritt College. Her interest and experiences in nursing education resulted in Shirlee obtaining a Doctorate of Education focused on curriculum and instruction from the University of San Francisco. In 2003, Dr Snyder returned to baccalaureate nursing education. She embraced the opportunity to be one of the nursing faculty, teaching the first nursing class in the baccalaureate nursing program at the first state college in Nevada, which opened in 2002. From 2008 to 2012, she was the dean of the School of Nursing at Nevada State College in Henderson, Nevada. She is currently retired. Geralyn Frandsen graduated in the last class from De Paul Hospital School of Nursing in St Louis, Missouri. She earned a Bachelor of Science in nursing from Maryville College. She attended Southern Illinois University at Edwardsville, earning a Master of Science degree in nursing with specialisations in community health and nursing education. Upon completion, she accepted a faculty position at her alma mater, Maryville College, which has since been renamed Maryville University. In 2003, she completed her doctorate in higher education and leadership at Saint Louis University.  Dr Frandsen is a tenured full professor and currently serves as assistant director of the Catherine McAuley School of Nursing at Maryville.  Dr Frandsen has authored textbooks in pharmacology and nursing fundamentals. In 2013, she was the fundamentals contributor for Ready Point and My Nursing Lab. She has authored both Nursing Fundamentals: Pearson Reviews and Rationales and, in 2007, Pharmacology Reviews and Rationales. Dr Frandsen has completed the End-of-Life Nursing Education Consortium train-the-trainer courses for advanced practice nurses and the Doctorate of Nursing Practice. She is passionate about end-of-life care and teaches a course to her undergraduate students.  Tracy Levett-Jones is a Distinguished Professor and Head of School in the School of Nursing & Midwifery at the University of Technology Sydney. Her program of research focuses on patient safety, empathy, belongingness, clinical reasoning, and simulation. Dr Adam Burston is a lecturer in nursing and the course coordinator Master of Health Administration at the Australian Catholic University. As a Registered Nurse for the past 25years, Adam has an extensive clinical background, including aged care and several acute surgical nursing specialties. During his Master's program, he was twice the recipient of a Griffith University Award for Academic Excellence. Adam was the inaugural recipient of the University of Queensland School of Nursing & Midwifery PReST scholarship during his PhD candidature. Adam completed his PhD at The University of Queensland in 2018, exploring the incidence of moral distress in the aged care workforce. Adam has authored/co-authored multiple book chapters on many aspects of acute clinical nursing care and ethical decision making. He has published and presented research on moral distress, interprofessional education and transitional pedagogy. Current projects include an exploration of the ethical challenges experienced by undergraduate students on overseas clinical placement and the integration of digital learning into clinical simulation for first-year undergraduate students. Professor Trudy Dwyer has extensive learning and teaching expertise in both undergraduate and postgraduate research higher-degree programs. She has authored numerous books, book chapters and peer-reviewed journal articles and is a principal author of the Student Survival Guide series published by Pearson Australia. Her program of research is Quality and Safety in Healthcare, with a focus on recognition and responding to clinical deterioration, nurse-led models of care, simulation and knowledge translation. Associate Professor Nichole Harvey undertook her nursing training at the Townsville General Hospital between 1985 and 1988. Nichole has extensive clinical experience, having worked in large-city and rural and remote locations, as well as overseas. After working in a number of locations around Australia and overseas, she embarked on midwifery studies, becoming an endorsed midwife in 1995. Her main area of clinical expertise is emergency and trauma nursing, with a special interest in midwifery. In 2000, Nichole commenced an academic role with James Cook University, School of Nursing, Midwifery and Nutrition; she then moved to the School of Medicine and Dentistry in 2011. During this time, Nichole has been involved in the development and teaching of nursing, midwifery and medical curricula. Her current role involves teaching clinical skills to Years 1-3 medical students in simulated environments. Nichole completed her PhD in 2012, which investigated the triage and management of pregnant women in emergency departments. Nichole is a recipient of two James Cook University Citations for Outstanding Contributions to Student Learning and a group member recipient of an Australian Award for University Teaching, Office for Learning and Teaching. Nichole sits on a number of national, state and local professional clinical reference groups. Tanya Langtree has been a registered nurse since 2000. Tanya has worked in both public and private sectors, with her main areas of clinical expertise being neurosciences and critical care nursing. Professor Lorna Moxham started nursing in 1980 and is a 3-year specialist hospital-trained psychiatric nurse. Lorna is passionate about the nursing profession, particularly mental health nursing, and is actively contributing at regional, state, national and international levels. Kerry Reid-Searl is currently a Professor of Innovation and Simulation in the School of Nursing and Midwifery at the University of Tasmania. Kerry has been involved in nursing education for more than 30 years and over this time she has remained clinically current. Her research interests include patient safety, simulation, paediatrics and wound care. Flora Rolf started post-high-school life as a Bachelor of Music student, and inexplicably to everyone including herself, quite suddenly left university to pursue a nursing career. She under-took her hospital training at Box Hill Hospital between 1988 and 1991. Flora embraced the mobility of a nursing career and worked across the globe, as a street nurse in Kolkata, India, a community palliative care nurse in the United Kingdom, a perioperative nurse at The Royal London in Whitechapel, a remote area nurse in Central Australia and as a television unit nurse for 'Blue Heelers'. She also honed her clinical skills and knowledge in major metropolitan hospitals in Australia and the United Kingdom, specialising in peri-anaesthesia, intensive care and mental health nursing, completing postgraduate studies in all these areas. Flora moved into academia in 2010 to pursue her love of teaching and learning. Working as a nursing lecturer, Flora has developed expertise in interprofessional learning, simulation, transitional pedagogy, curriculum development and digital learning technology. Flora's research interest is the othering of people experiencing mental illness in acute care environments, and she completed her PhD exploring the knowledge and power relationships in intensive care as they relate to patients with mental illness. Flora has published on space and power networks in intensive care, the ethics of organ trafficking, alcohol withdrawal in intensive care and the care of people with mental illness in intensive care contexts. Flora's passions are social justice and political and social activism in health. David Stanley began his nursing career in the days when nurses wore huge belt buckles and funny hats. David completed his nursing doctorate in the UK, researching in the area of clinical leadership. He retains a research interest in clinical leadership, men in nursing and the role of the media in nursing. Trish Burton PhD, BAppSc (Nurse Education), BSc, DipAppSc (Nursing), RN Trish Burton is a Senior Lecturer in Nursing, in the College of Health and Biomedicine, at Victoria University. Her nursing background is in adult intensive care, infectious diseases and emergency nursing. In the nurse academic role, Trish has held many course coordination roles at the undergraduate and postgraduate levels. She has an extensive curriculum development background, and teaches acute care, pharmacology and research.

Skills in Clinical Nursing

Unit 1 Infection Control
Unit 2 Safe patient moving
Unit 3 Health Assessment
Unit 4 Hygiene Care
Unit 5 Skin and Wound Care
Unit 6 Medication administration
Unit 7 Pain Management
Unit 8 Perioperative Nursing Skills
Unit 9 Gastrointestinal nursing skills
Unit 10 Genitourinary nursing skill
Unit 11 Cardiovascular nursing skills

Kozier and Erb's Fundamentals of Nursing, Volumes 1-3

VOLUME 1
Unit 1 The Nature of Nursing 
Unit 2 Contemporary Health Care
Unit 3 The Nursing Process
Unit 4 Health Beliefs and Practices
Unit 5 Lifespan Development



VOLUME 2
Unit 6 Integral Aspects of Nursing
Unit 7 Assessing Health



VOLUME 3
Unit 9 Promoting Psychological Health
Unit 10 Promoting Physiological Health

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Critical Conversations for Patient Safety



Section 1 Communication and patient safety
Chapter 1: The relationship between communication and patient safety
Chapter 2 An introduction to communication skills
Chapter 3: Key attributes of patient-safe communication
Chapter 4: Why do patients complain about how health professionals communicate?
Chapter 5: An historical and cultural overview of health professionals' evolving team dynamics
Section 2: Improving inter-professional communication to promote patient safety and wellbeing
Chapter 6: Interpersonal communication for inter-professional collaboration
Chapter 7: Clinical handover
Chapter 8: Open disclosure
Chapter 9: Discharge planning and continuity of care
Chapter 10: Communicating to promote medication safety
Section 3: Improving therapeutic communication to promote patient safety and wellbeing
Chapter 11: Key attributes of therapeutic communication
Chapter 12: Communicating with older people
Chapter 13: Communicating with children and families
Chapter 14: Communicating with people who have a mental health problem
Chapter 15: Communicating with people who have communication impairment
Chapter 16: Communicating with Aboriginal and Torres Strait Islander peoples
Chapter 17: Communicating with people from culturally and linguistically diverse backgrounds
Chapter 18: Communicating with people about their spiritual needs
Chapter 19: Communicating with people who are angry or aggressive
Chapter 20: Communicating about end-of-life care and decisions
Section 4: Workforce issues and patient safety
Chapter 21: When whistle-blowing seems like the only option
Chapter 22: Creating safe healthcare organisations

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Clinical Reasoning

Chapter 1 Clinical reasoning: What it is and why it matters
Chapter 2 Caring for a person experiencing an adverse drug reaction
Chapter 3 Caring for a person with fluid and electrolyte imbalance
Chapter 4 Caring for a person experiencing pain
Chapter 5 Caring for a child with type 1 diabetes
Chapter 6 Caring for a person experiencing respiratory distress and hypoxia
Chapter 7 Caring for a person with a cardiac condition
Chapter 8 Caring for a person with an acquired brain injury
Chapter 9 Caring for a person receiving blood component therapies
Chapter 10 Caring for a person with sepsis
Chapter 11 Caring for a person with substance dependence and complex post-traumatic distress syndrome
Chapter 12 Caring for a person with Parkinson's disease
Chapter 13 Caring for a person experiencing an acute psychotic episode
Chapter 14 Caring for an older person with altered cognition
Chapter 15 Caring for a young person with a disability
Chapter 16 Caring for a person requiring palliative care
Chapter 17 Caring for a person who is refusing treatment

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