Audience: Undergraduate students of nursing in Australia and New Zealand .
The focus of this book is to provide the reader with knowledge that provides a sound base for clinical judgment. Such knowledge can then be applied in order to provide safe, individualised, and competent nursing care. This easily understood, straightforward Australian edition will help students integrate concepts in pathophysiology, pharmacology and interdisciplinary healthcare interventions.
Multiple learning strategies such as audio files, illustrations, videos and animation media have been developed to help the student succeed. The inclusion of boxes, tables, special features, illustrations as well as synthesis and critical thinking exercises help students to build skills for class and clinical learning for practice as a professional nurse.
Maintains a strong focus on nursing care as the essential element in learning. This is regardless of the age of the client or the setting for care.
Provides a proper balance of physiology, pathophysiology, pharmacology, and interdisciplinary care, on which to base safe, competent, and individualised nursing care.
Emphasises the nurse’s role as an essential member of the interdisciplinary healthcare team.
Fosters critical thinking and decision-making skills as the basis for nursing excellence in clinical practice.
Emphasises that the person receiving care has not only a personal experience with health and illness, but is also an active participant in maintaining and/or regaining health. That person is regarded as a client, rather than a patient, and the client as an individual, a family, or a community.
Table of contents
Medical-Surgical Nursing Practice
Unit 1 Dimensions of Medical-Surgical Nursing
CHAPTER 1 Medical-Surgical Nursing
CHAPTER 2 Health and Illness in the Adult Client
CHAPTER 3 Community-Based and Home Care of the Adult Client
Unit 2 Alterations in Patterns of Health
CHAPTER 4 Nursing Care of Clients Having Surgery
CHAPTER 5 Nursing Care of Clients Experiencing Loss, Grief, and Death
CHAPTER 6 Nursing Care of Clients with Problems of Substance Abuse
CHAPTER 7 Nursing Care of Clients Experiencing Disasters
Unit 3 Pathophysiology and Patterns of Health
CHAPTER 8 Genetic Implications of Adult Health Nursing
CHAPTER 9 Nursing Care of Clients Experiencing Pain
CHAPTER 10 Nursing Care of Clients with Altered Fluid, Electrolyte, and Acid–Base Balance
CHAPTER 11 Nursing Care of Clients Experiencing Trauma and Shock
CHAPTER 12 Nursing Care of Clients with Infections
CHAPTER 13 Nursing Care of Clients with Altered Immunity
CHAPTER 14 Nursing Care of Clients with Cancer
Nutritional and Metabolic Patterns
Unit 4 Responses to Altered Integumentary Structure and Function
CHAPTER 15 Assessing Clients with Integumentary Disorders
CHAPTER 16 Nursing Care of Clients with Integumentary Disorders
CHAPTER 17 Nursing Care of Clients with Burns
Unit 5 Responses to Altered Endocrine Function
CHAPTER 18 Assessing Clients with Endocrine Disorders
CHAPTER 19 Nursing Care of Clients with Endocrine Disorders
CHAPTER 20 Nursing Care of Clients with Diabetes Mellitus
Unit 6 Responses to Altered Nutrition
CHAPTER 21 Assessing Clients with Nutritional and Gastrointestinal Disorders
CHAPTER 22 Nursing Care of Clients with Nutritional Disorders
CHAPTER 23 Nursing Care of Clients with Upper Gastrointestinal Disorders
CHAPTER 24 Nursing Care of Clients with Gallbladder, Liver, and Pancreatic Disorders
Unit 7 Responses to Altered Bowel Elimination
CHAPTER 25 Assessing Clients with Bowel Elimination Disorders
CHAPTER 26 Nursing Care of Clients with Bowel Disorders
Unit 8 Responses to Altered Urinary Elimination
CHAPTER 27 Assessing Clients with Urinary Elimination Disorders
CHAPTER 28 Nursing Care of Clients with Urinary Tract Disorders
CHAPTER 29 Nursing Care of Clients with Kidney Disorders
Activity and Exercise Patterns
Unit 9 Responses to Altered Cardiac Function
CHAPTER 30 Assessing Clients with Cardiac Disorders
CHAPTER 31 Nursing Care of Clients with Coronary Heart Disease
CHAPTER 32 Nursing Care of Clients with Cardiac Disorders
Unit 10 Responses to Altered Peripheral Tissue Perfusion
CHAPTER 33 Assessing Clients with Hematologic, Peripheral Vascular, and Lymphatic Disorders
CHAPTER 34 Nursing Care of Clients with Hematologic Disorders
CHAPTER 35 Nursing Care of Clients with Peripheral Vascular Disorders
Unit 11 Responses to Altered Respiratory Function
CHAPTER 36 Assessing Clients with Respiratory Disorders
CHAPTER 37 Nursing Care of Clients with Upper Respiratory Disorders
CHAPTER 38 Nursing Care of Clients with Ventilation Disorders
CHAPTER 39 Nursing Care of Clients with Gas Exchange Disorders
Unit 12 Responses to Altered Musculoskeletal Function
CHAPTER 40 Assessing Clients with Musculoskeletal Disorders
CHAPTER 41 Nursing Care of Clients with Musculoskeletal Trauma
CHAPTER 42 Nursing Care of Clients with Musculoskeletal Disorders
Cognitive and Perceptual Patterns
Unit 13 Responses to Altered Neurologic Function
CHAPTER 43 Assessing Clients with Neurologic Disorders
CHAPTER 44 Nursing Care of Clients with Intracranial Disorders
CHAPTER 45 Nursing Care of Clients with Cerebrovascular and Spinal Cord Disorders
CHAPTER 46 Nursing Care of Clients with Neurologic Disorders
Unit 14 Responses to Altered Visual and Auditory Function
CHAPTER 47 Assessing Clients with Eye and Ear Disorders
CHAPTER 48 Nursing Care of Clients with Eye and Ear Disorders
Sexuality and Reproductive Patterns
Unit 15 Responses to Altered Reproductive Function
CHAPTER 49 Assessing Clients with Reproductive System and Breast Disorders
CHAPTER 50 Nursing Care of Men with Reproductive System and Breast Disorders
CHAPTER 51 Nursing Care of Women with Reproductive System and Breast Disorders
CHAPTER 52 Nursing Care of Clients with Sexually Transmitted Infections
Unit 16: Special Topics in Medical-Surgical Nursing
CHAPTER 53: Mental health care in the Australian context
CHAPTER 54: Nursing care of clients in rural and remote areas of Australia
Part VII: Extension Topics
Appendix A Standard Precautions
Appendix B 2007–2008 NANDA-Approved Nursing Diagnoses
New to this edition
The Australian edition of Medical-Surgical Nursing has been written to provide students with a strong knowledge base, an understanding of contemporary practice issues in Australia and the capacity for sound clinical decision making. A team of 10 editors and over 50 contributors from across Australia maintained a specific focus on ensuring accuracy and consistency of:
- Cultural Sensitivity and relevancy
- References to Peak Bodies and Policy
- Emerging Trends
The Australian edition also includes two new, ground-up chapters:
53. Mental Health Care in the Australian Context
54. Nursing care of clients in rural and remote areas of Australia
These chapters were written to aid lecturers who indicated that their current texts did not currently cover these topics adequately. Both chapters were written by leading nurse educators with a specific interest in these areas.
UNIQUELY AUSTRALIAN VISUALS
The authors and Pearson made a committment to ensuring that the text is not only visual engaging, but also accurate. Each of the photos featured in the text accurately reflects uniform and equipment used by, and clinical settings featuring nurses in Australia. Over 60 brand new, professionally produced photos feature throughout the text.
CULTURALLY SAFE NURSING
Chapter 1 introduces Culturally Safe Nursing and Understanding the culture and history of Australian Aboriginal peoples, and this theme is threaded throughout the text, with direct reference to ANMC competency standards. "Focus on Cultural Diversity" boxes present cultural nursing in context and highlight the importance of acknowledging the dignity, culture, values, beliefs and rights of not only Indigenous Australians, but of all cultures.
Features & benefits
PATHOPHYSIOLOGY The discussion of each major illness or condition begins with incidence and prevalence with an overview of pathophysiology, followed by manifestations and complications.
INTERDISCIPLINARY CARE considers treatment of the illness or condition by the health care team. The section includes information about specific tests necessary for diagnosis, medications, surgery and treatments, fluid management, dietary management and complementary and alternative therapies.
NURSING CARE Since illness prevention is critical in health care today, this section begins with health promotion information. We discuss nursing care within a context of priority nursing diagnoses and interventions, with rationales provided for each intervention. Boxes that present information essential to client care are Nursing Care, Meeting Individualised Needs, Practice Alerts, Medication Administration, and Nursing Research. For each major disorder or condition, we provide a narrative Nursing Care Plan that begins with a brief case study, followed by the steps of the nursing process. Each chapter is completed with Critical Thinking Questions that provide additional guidance for students' critical thinking.
CHAPTER REVIEW This end-of-chapter section concludes with ten multiple-choice review questions to reinforce comprehension of the chapter content.
Key features of the Australian edition include:
Learning Outcomes show you the knowledge you’ll gain, while Clinical Competencies demon-strate how you will apply that knowledge.
Diagnostic Tests This section includes diagnostic test tables and a narrative summary. The tables include the name of the test, the purpose and description of the test, and related nursing care.
Focus on Cultural Diversity boxes demonstrate how culture, age, and gender affect differences in incidence, prevalence, and mortality.
Pathophysiology Illustrated art brings physiological processes to life.
Genetic Considerations boxes remind you of the relevant genetic-based information to gather during the health history.
Health Assessment Interviews not only summarise and prioritise the questions to ask, but also provides an interview guide based on functional health patterns.
The Physical Assessment section is in a new, easy-to-read two-column format that demonstrates how to perform the assessment, with normal and abnormal findings.
Fast Facts boxes highlight and summarise important data about the prevalence and incidence of selected disorders in Australia and other featured content.
Building Clinical Competence, an end-of-unit review for 15 units, synthesises what you’ve learnt in the unit and applies the knowledge to specific cases. The feature includes a clinical scenario involving a priority issue reflection piece that synthesises underlying concepts and includes a variety of questions that allow students to apply different skills; and a case study with a concept map that further synthesises material using the nursing process.
Nursing Care of Clients with Mental Health Disorders. Unique to this Medical Surgical Nursing text.
Nursing Care of Clients in Rural and Remote Settings chapter. Unique to this Medical Surgical Nursing text.
The authors listed below are the Unit Coordinators for the first Australian edition of LeMone: Medical Surgical Nursing
Dr Trudy Dwyer is currently a Senior Lecturer of Nursing in the Faculty of Sciences, Engineering and Health at CQU. Trudy has a long career as a nurse academic, coordinating undergraduate and post-graduate nursing courses and coordinator of the Honours program. She is also supervisor of Masters and PhD research higher degree students. She is the co-author of the highly successful Student Nurse: Clinical Survival Guide published by Pearson Australia.
Dr Tracy Levett-Jones is the Deputy Head of School (Teaching and Learning) at the School of Nursing and Midwifery, University of Newcastle. She has a broad clinical background and prior to her academic career worked as a women’s health nurse, nurse educator and new graduate program coordinator. She is a co-author of the book The Clinical Placement: An Essential Guide for Nursing Students, the 2007 recipient of the New South Wales Minister for Education Quality Teaching Award and a 2008 recipient of an Australian Teaching and Learning Council Citation for Outstanding Contributions to Student Learning.
Associate Professor Lorna Moxham actively contributes to the nursing profession at state, national and international levels as well as to the broader community in numerous ways. Lorna has served on numerous Ministerial committees as a member and chair and has held several leadership and governance roles both within the tertiary education sector and in industry. These currently include Chair of the CQUniversity HREC and Chair of the Rockhampton and District Health Community Council (HCC).
Dr Kerry Reid-Searl is a Senior Lecturer at Central Queensland University. Kerry first completed her nursing qualifications in Tasmania. Since then she has gained experience in Queensland as a remote area nurse, a generalist nurse and a midwife, and in more recent years she has worked in the clinical area of paediatrics.
Kamaree Berry's nursing career spans more than 20 years which commenced with the Australian Army Reserve where she was trained as a medic and then a nursing officer at the rank of Lieutenant. She has been employed both in the public and private sector as a registered nurse, clinical devel-opment coordinator and as the Education and Professional Development Manager. A successful nursing career has provided her with the opportunity to teach at both undergraduate and post-graduate levels and has lead to her current academic appointment as a Senior Lecturer and Undergraduate Academic Chair at the School of Nursing and Midwifery at Murdoch University. Kamaree’s diverse teaching expertise lies across a number of specialities including professional learning and development, communication and perioperative nursing. In addition to these areas, her lecturing expertise extends into law and ethics, pharmacology, professional issues and leader-ship in nursing, indigenous and cultural studies, psychosocial development and the consolidation of clinical skills for graduating students, to name a few.
Dr Keryln Carville PhD, RN, STN(Cred) has an expansive clinical practice in wound and ostomy management and has a commitment to research and education within these domains. She is a Founding and Life Member of the WA Wound Care Association, an Inaugural Fellow of Australian Wound Management Association (AWMA) in 2006, Chair of the Australian Pressure Ulcer Advisory Panel and AWMA Subcommittee for the Australian Wound Standards, a member of the AWMA Venous Leg Ulcer Committee and Chair of the WoundsWest Education Committee. In addition, Keryln sits on the Editorial Board for Journal of Wound Practice and Research and the Journal of Stomal Therapy Australia and is actively involved in the development and role out of the WoundsWest© project. The latter is a Western Australian Health Department initiative in partnership with Silver Chain and Curtin University and is a key program under the reform package of Ambulatory Care and Chronic Disease Management. Keryln has many publications and delivered key note addresses nationally and internationally.
Majella Hales works at the Australian Catholic University in Brisbane and lectures primarily in the science and nursing units of the undergraduate nursing degree. Originally hospital trained, she completed a post registration Bachelor of Nursing, Master’s of Applied Science (Research) and a Graduate Certificate in Higher Education.
Nicole Knox has been nursing since she was 17yrs of age. A majority of Nicole’s nursing has been in Critical Care nursing, particularly Intensive Care where she completed a graduate certificate. Nicole has enjoyed clinical education, which guided her decision to pursue a career in Academia. She has continued in the path of Education and has worked in several Universities in Sydney. Her role has included unit coordination, teaching and research and is clinically current in the area of coronary care.
Dr Yoni Luxford is a Senior Lecturer in Nursing in the School of Health at the University of New England, Armidale NSW.
Debra Raymond has been nursing since she was 15yrs of age. She started nursing in a nursing home as an assistant in Nursing, then completed her Enrolled Nursing Aide Course, worked as an EN and was encouraged to do further studies. Debra then completed her Diploma of Health Science Nursing, Degree of Health Science and Masters of Clinical Practice. A majority of Debra’s nursing has been in Critical Care nursing. Debra has enjoyed education, which supported her decision to enter Academia. Debra then started Facilitating Nursing Students in the Clinical Setting. She has continued in the path of Education and now works as an Associate Lecturer including the role of Unit Coordinator and is clinically current. Debra believes that her career progression in the nursing profession has given her an appreciation of the endless opportunities in this wonderful and at times challenging profession. Her love for education and to make a difference in nursing has guided her to continue down this path.
Login as educator/teacher to access or purchase