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CONSULTANTS ANDCONTRIBUTORS, 11TH EDITION
AmyFuller, RD
Chief Clinical Dietician
Ridgecrest Regional Hospital
Ridgecrest,California
S.DianeFairchild, RN, BSN
LPNInstructor
Southwest TechnologyCenter, Altus,Oklahoma
JudithMiller, RN, BSN, MS
QualityImprovement Specialist
HealthcareQualityStrategies,Inc.
NewBrunswick,NewJersey
RosemaryL.Rosdahl, BS, RPh
Pharmacist andOwner,WatertownPharmacy
Watertown,Minnesota
PaulaM.Smith, RN, BSN
ChargeNurse
PacificPediatrics Woodburn,Oregon
JonMikel VanDerWege, BS
TechnologyConsultant
St.LouisPark,Minnesota
REVIEWERS
Margaret M.Andrews, PhD, RN, CTN, FAAN
Director andProfessor of Nursing
School of HealthProfessionsandStudies
Universityof Michigan–Flint Flint,Michigan
DeborahBright Harris, MSN, RN
Practical NursingProgram
ValleyCareer andTechnical Center
Fishersville,Virginia
FleurdelizCuyco, BS
Instructor/ComplianceDirector
PreferredCollegeof Nursing
LosAngeles,California
SandraM.Gottschalk, MSN, RN HaysCampusDean
NorthCentral KansasTechnical College Hays,Kansas
Janet Hargrove, RN
Vocational NursingInstructor
SouthPlainsCollege
Levelland,Texas
KathleenKarsten, PhD, RN
Director,NursingPrograms
TheCityUniversityof NewYork
LaGuardiaCommunityCollege
LongIslandCity,NewYork
GeorgiaMcDuffie, PhD, RN Chair andProfessor
Medgar EversCollege
Brooklyn,NewYork
SharonA.Milner, BSN, RN
Assistant Coordinator
Gulf Coast StateCollege
PanamaCity,Florida
LaurenMullen
B.Noel Nesbitt, PhD, RN, BSN, CPAd, CM, USAF-FN
Practical NurseProgram Coordinator
DeltaCollege Covington,Louisiana
SharonM.Nowak, MSN, RN Professor of Nursing
JacksonCollege Jackson,Michigan
BrendaPomerenke, MSN, RN
NursingInstructor/Clinical Coordinator
MinnesotaWest CommunityandTechnical College
Worthington,Minnesota
RadonnaJanePratt
HelenRogers-Koon, MSN, RN
Instructor,Practical Nursing
Central PennsylvaniaInstituteof ScienceandTechnology
Pleasant Gap,Pennsylvania
MaryRusso, MSN, RN Professor Nursing
LincolnLandCommunityCollege
Jacksonville,Illinois
DarlaK.Shar, MSN, RN
AssociateDirector
HannahE.MullinsSchool of Practical Nursing Salem,Ohio
PamelaShultz, MSN, RN
Director of Practical Nursing
ValleyCareer andTechnical Center
Fishersville,Virginia
RusslynA.St.John, MSN, RN
Professor Emeritus
St.CharlesCommunityCollege Cottleville,Missouri
MarieN.Stevens, MSSDL, CSBL, RN
AdministrativeCoordinator for HealthSciences
EasternSuffolkBOCES
Brentwood,NewYork
KatherineS.Sweeney
KarenTam, MS, RN, BSN
HealthCareersandBasicNursingTeacher
Erie1BOCESHarknessCareer andTechnical Center
Cheektowaga,NewYork
Rafael Tolentino, PhD
Chief AcademicOfficer / Curriculum Specialist
HomesteadSchools,Inc.
Torrance,California
PREFACE
Welcome to the Textbook of Basic Nursing, 11th Edition. Celebrating its 50th anniversary, this textbook has been an integral part of the education of thousands of practical/vocational nurses. In fact, it was the rst nursing textbook that included behavioral objectives that later became the present-day Learning Objectives. In this textbook, the active, involved participant of nursing care is identi ed as the client, emphasizing that healthcare is a service that involves a knowledgeable consumer who makes personal choices and shares responsibilities relating to personal health. This textbook takes into consideration that both clients and nurses need to work in tandem to achieve well-being. Teaching the client strengthens the overall concepts of nursing and healthcare.
Textbook of Basic Nursing is a student-friendly, cost-e ective, all-in-one text that is responsive to the NCLEX-PN Test Plan and state-mandated curricular requirements. An Overview of the 2014 NCLEX-PN test plan that maps directly to the chapters of this book is available on Website. We encourage all program directors and instructors to view this valuable resource located with the Instructor Resources found on at http://thepoint.lww.com/Rosdahl11e.
The reading level of Textbook of Basic Nursing is designed to be understandable to the maximum number of students, including those for whom English is a second language. Key English-toSpanish phrases are included in Appendix A and an audio glossary is also available on .
NEWTO THIS EDITION
Every e ort has been made to keep up with the constantly changing world of nursing and its external regulation by various agencies. All of the descriptive material and nursing procedures have been updated and new illustrations added. Some chapter titles, such as Substance Use Disorder and Cognitive Impairment in the Aging Adult, have been changed to re ect current beliefs and practice.
Nutrition, discussed in Unit 5, covers the latest government guidelines and incorporates illustrations of MyPlate and the new Nutrition Facts Label, which help integrate nutritional concepts for students and consumers. Nutrition considerations are also integrated in speci c chapters throughout the text. Additionally, signi cant content on diet therapy and cultural considerations are included.
New to this edition are Concept Mastery Alerts, which clarify fundamental nursing concepts to improve the reader’s understanding of potentially confusing topics, as identi ed by Misconception Alerts in Lippincott’s Adaptive Learning Powered by prepU. Data from thousands of actual students using this program in courses across the United States identi ed common misconceptions that are clari ed in this new feature.
In keeping with the NCLEX-PN test plan, the NCLEX-Style Review Questions that appear at the end of each chapter include ve new questions that are written at the application or higher levels of cognitive ability. Answers to the questions, with rationales that fully explain the correct answer as well as explanations of why answers are incorrect, are available to instructors in the Instructor Resources found on at http://thepoint.lww.com/Rosdahl11e. Instructors may use these questions as in-class instruction to help students develop the skills needed to fully apply content and to think through a problem.
Nursing Procedures appear in a special section at the end of selected chapters. The mnemonic LPN WELCOME has been updated and highlights important rst steps that must occur before performing each procedure, and the mnemonic ENDDD serves as an important memory aid for nal steps that must always be performed with each procedure.
The Appendices summarize useful and important aspects of medicine and nursing. They have been moved to Website to allow students to print and use them when needed. A bibliography of references used to update this text is also available on Website and o ers valuable resources for further study.
TEXT ORGANIZATION
Instructors and students will appreciate the logical design and simple format of this book. Textbook of Basic Nursing is divided into four main parts. Students will learn about the foundations of nursing, nursing care skills, and nursing throughout the life cycle. The book then examines the various settings and job opportunities available for the LV/LPN nurse.
The parts are organized on a continuum from general or simple to integrated or complex. General healthcare issues and basic sciences introduced early in the book lead to the more complex and speci c healthcare topics in later units. Normal anatomy and physiology provide the basis of comparison for abnormal etiologies in diseases and disorders.
Some critical topics as well as topics that may be on the NCLEX-PN examination such as Maslow’s Hierarchy of Needs, Erikson’s Life Span Stages, and Kübler-Ross Stages of Death and Dying, are discussed individually as well as being integrated within speci c subject areas. Crucial contemporary points such as privacy legislation, requirements of regulatory agencies, Standard Precautions, disposal of hazardous wastes, prevention of disease, electronic and traditional documentation, and nutrition are thoroughly discussed as well.
As the role of the LV/LPN is expanding in many settings, Unit 9 presents chapters relating to Pharmacology and Administration of Medications.
Nursing throughout the life cycle is covered in units 10 through 13, in which topics such as the etiologies and disorders of anatomy and physiology are combined with pediatric and adult medical-surgical nursing. These units provide information relating to the onset of diseases and disorders, diagnostic testing and procedures, treatment, pertinent medications, and nursing considerations. Changes relating to aging for each faction of the body systems are presented in Unit 4 and Unit 13, Gerontologic
Nursing, visits the complexities of de ning aging and the issues of geriatrics.
Speci c chapters with comprehensive information are also dedicated to the topics of mental health nursing and substance use disorders.
Many community settings are providing employment for growing numbers of practical/vocational nurses. The chapters in Unit 15 address and compare the situations and nursing needs for areas such as Extended Care, Rehabilitation Nursing, Home Care Nursing, Ambulatory Healthcare, and Hospice Nursing.
The graduating nurse obtains valuable information in the nal unit of the book relating to employment opportunities in many of these areas, as well as in acute care settings. A separate chapter on Career Opportunities and Job-Seeking Skills is included. Components of teamwork, leadership, and supervision are emphasized in speci c chapters, as well as integrated throughout the text. The units in the book combine to provide a comprehensive education for the practical/vocational nurse.
SPECIAL FEATURES
The 11th edition of Textbook of Basic Nursing contains numerous pedagogical features to help focus and enhance student learning. The section, Using Textbook of Basic Nursing, 11th edition highlights the important “In Practice” features found in the text. Each chapter opens with Learning Objectives, Important Terminology, and Acronyms that provide a general overview of important content. The Student Synthesis section, which appears at the end of each chapter, contains Key Points, Critical Thinking Exercises, and NCLEX-Style Review Questions to help students integrate and summarize the content of each chapter. The Critical Thinking Exercises are designed for in-class discussions or individual student essays. Instructors may also use the NCLEX-Style Review Questions as in-class instruction to help students develop the skills needed to fully apply content and to think through a problem. Additional features include:
• NCLEX Alerts that appear throughout the chapters providing practical ideas designed to help the student consider how chapter content might be used in a variety of NCLEX situations.
• Concept Mastery Alerts that clarify common misconceptions as identi ed by Lippincott’s Adaptive Learning Powered by prepU.
• Special Considerations that highlight key culture, lifespan, homecare, or nutrition information.
STUDENT ANDINSTRUCTORRESOURCES
Textbook of Basic Nursing includes a wide variety of resources for students and instructors to enhance the teaching/learning experience. All resources are available at http://thepoint.lww.com/Rosdahl11e.
Student Resources
Student resources are free to students who purchase a new copy of Textbook of Basic Nursing, 11th Edition. Simply use the onetime activation code in the front of the book to discover a wealth of information and activities.
Appendices
Bibliography
Spanish-English Audio Glossary
Nursing Professional Roles and Responsibilities
Web Resources
Learning Objectives
Journal Articles
NCLEX-Style Chapter Review Questions
Procedure Checklists
Animations
Heart and Breath Sounds
Watch and Learn Videos
Practice and Learn Activities
Dosage Calculation Quizzes
Instructor Resources
The following resources are available on http://thepoint.lww.com/Rosdahl11e for instructors who adopt Textbook of Basic Nursing, 11th Edition.
Overview of the 2014 NCLEX-PN test plan map
Teaching Notes for Instructors
Syllabi
Strategies for E ective Teaching
Image Bank
PowerPoint Presentations
Guided Lecture Notes
Discussion Topics and Answers
Assignments and Answers
Case Studies and Answers
Pre-Lecture Quizzes and Answers
Test Generator Questions
Answers to NCLEX-Style Questions in the book Answers to For-Sale Workbook
USING TEXTBOOK OFBASICNURSING, 11TH EDITION
In order to help prepare nurses to practice safely, important In Practice features are provided.
In addition, Nursing Alerts, Key Concepts, and NCLEX Alerts ensure that students obtain critical information to help them safely practice nursing as an LV/LPN.
NursingProcess uses the steps of the nursing process to guide the nurse in hisorherdatacollection.
ACKNOWLEDGMENTS
Some of the special people who have helped in the completion of this work include:
• Mary Kowalski, who was again willing to co-author the book. She, as always, added pertinent content and detail and was very mindful of accuracy and current practices. In addition, she added suggestions and content for ancillaries, as well as educational opportunities, that will make learning easier and more e ective for both students and instructors.
• The editors and sta of Wolters Kluwer, who spent untold hours assisting us in this endeavor.
• Florence Dakin and Ella M. Thompson the authors of Simpli ed Nursing which served as the predecessor to Textbook of Basic Nursing.
• My family and friends, and my employer, Hennepin County Medical Center, who showed great patience, love, and helpfulness during this process.
• My husband, Ron Christensen, who assumed responsibility for additional household chores and supplied moral support, deserves special mention.
• My friend Mary Gartamaker, who came to my rescue when I had computer problems. And Mary provided housekeeping services too!
• My kitty, Little Orphan Annie, provided companionship and a great deal of purring.
• My three bands provided me with needed recreation and diversion and allowed me to haul around a large tenor saxophone!
Caroline Bunker Rosdahl
• Many thanks to Caroline Rosdahl who permitted me to share the responsibility of this classic of nursing literature for many editions.
• To Helen Kogut and Erika Kors, who excel as editors. I want to express my sincerest gratitude for their patience, motivation, and willingness to participate in this extensive project. They are true professionals who understand the ongoing process of working with authors who have so many unique needs. I’ve really enjoyed working with you two!
• A special thank you to Beverly Tscheschlog, RN, for her signi cant clinical knowledge and the use of her research skills. Her ability to participate on short notice and to focus on details, bene ted the accuracy of the adult medical-surgical chapters.
• I want to acknowledge the related work that nursing instructors need to do after changes are made with each new textbook edition. So many healthcare and sociologic changes occur with each new edition! I realize, that the work involved to replace an instructor’s existing, prepared lectures and examinations to match updated textbooks, can seem time-consuming and frustrating.
• Many thanks to my friends Mary Evans, Tony Blevins, and Penny LePome. Their support and guidance is and always has been important to me.
• Many thanks to my special in-o ce supporters, Raz and Toby, who have again sat with me watching over the lengthy process of writing each new edition. Toby sits on my paperwork or mousepad where he likes to help me move the mouse but Raz prefers comforting naps under the desk.
