The new edition of Skills in Clinical Nursing continues to provide a primary Australian resource to prepare undergraduate nursing students to become competent nurses. The text helps students learn to link theory to practice, underpinning industry requirements and preparing them for clinical placement and employment.
The new edition is relevant, with the latest research and applicable to the Australian context.
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Audrey Berman PHD
A San Francisco Bay Area native, Audrey Berman received her BSN from the University of California–San Francisco, and later returned to that campus to obtain her MS in physiological nursing and her PhD in nursing. Her dissertation was entitled Sailing a Course Through Chemotherapy: The Experience of Women with Breast Cancer. 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. She currently serves as the Dean of Nursing at Samuel Merritt University. She was the 2014–16 president of the California Association of Colleges of Nursing.
Dr Berman authored the scripts for more than 35 nursing skills videotapes in the 1990s. She was a co-author of the sixth, seventh, eighth, ninth and tenth editions of Fundamentals of Nursing and the fifth, sixth, seventh and eighth editions of Skills in Clinical Nursing.
Shirlee J. Snyder EDD, RN
Dr Snyder moved to Portland, Oregon, in 1990 and taught in the ADN program at Portland Community College for 8 years. During this teaching experience, she presented locally and nationally on topics related to using multimedia in the classroom and promoting ethnic and minority student success. Another career opportunity in 1998 led her to the Community College of Southern Nevada in Las Vegas, Nevada, where Dr Snyder was the nursing program director with responsibilities for the associate degree and practical nursing programs for 5 years. During this time she co-authored the fifth edition of Kozier & Erb’s Techniques in Clinical Nursing with Audrey Berman.
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 Dean of the School of Nursing at Nevada State College in Henderson, Nevada. She is currently retired. Dr Snyder enjoyed travelling to the Philippines (Manila and Cebu) in 2009 to present all-day seminars to approximately 5000 nursing students and 200 nursing faculty. She is a member of the American Nurses Association and Sigma Theta Tau. She has been a site visitor for the National League for Nursing Accrediting Commission and the Northwest Association of Schools and Colleges.
Tracy Levett-Jones, RN, PHD, Med & Work, BN, DIPAPPSC (nursing)
Professor Tracy Levett-Jones is the Professor of Nursing Education in the Faculty of Health at the University of Technology Sydney. Her research interests include the phenomenon of ‘belongingness’, interprofessional education, empathy, clinical reasoning, simulation, cultural competence and patient safety. Tracy’s doctoral research explored the clinical learning experiences of students in Australia and the UK. She has a broad clinical background and, prior to her academic career, worked as a women’s health nurse, nurse educator and nurse manager. Tracy has authored over 150 books and peer-reviewed journal publications, and she has been awarded 10 national teaching and learning awards.
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, research and professional practice issues. Trish has been an author for fundamentals of nursing, medical surgical nursing and health assessment texts. She has enjoyed the challenge of mapping national competency standards for the registered nurse in nursing texts and is currently mapping the NMBA Registered nurse standards for practice for publication. Trish’s current research interest is in nurse-led cardiovascular clinics in the general practice setting.
Nichole Harvey, RN, RM, Critcarecert, BN (Post Reg), MNST, Grad Cert ed Tertiary teaching, PHD
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 is a group member 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 and also is one of the authors of the first edition of the Australian Skills in Clinical Nursing textbook.
Key terms – anchors students in understanding new concepts and terms related to the unit.
Learning outcomes for each section – identifies key points for the reader to keep in mind as they progress through the chapter. Featured at the start of the chapter, as well as located in the margins near relevant sections of text within the chapter.
Each unit begins with an assessment of that system / function – provides a good basis to move through the unit onto the skills that are associated with that particular area.
Ethical practise box – allows students the opportunity to understand the ethical complexities of nursing practise. This provides opportunities for practise for those who have not done placement.
Standards for practise – Provides a professional reference for students to understand industry standards.
Clinical scenario – Helps students who have not been on placement understand the critical thinking and skills needed in placement.
Critical thinking Questions- Develops student thinking with scaffolded learning and questions.
The 3 Ps table– presents information in a concise way for students. The rationales of the intervention are presented next to each step of the intervention. This assists students with their critical thinking.
Further Reading – Provides resources for further learning
References– Students will have the resources to use to enhance their learning and reference to professional standards.