• Unit 1 Infection Control
• Section 1.1 Introduction
• Section 1.2 Hand hygiene
• Section 1.3 Using personal protective equipment
• Section 1.4 Standard and transmission-based precautions
• Section 1.5 Gowning and gloving
• Section 1.6 Aseptic technique
• Unit 2 Safe patient moving
• Section 2.1 Introduction
• Section 2.2 Mobility and falls risk assessment
• Section 2.3 Helping a person out of bed
• Section 2.4 Assisting with mobilization
• Section 2.5 Turning or moving a dependent person
• Section 2.6 Using a lifting device
• Unit 3 Health Assessment
• Section 3.1 Introduction
• Section3.2 Examination Techniques
• Section 3.3 Assessing Vital Signs
• Section 3.4 Primary Survey
• Section 3.5 Secondary Survey
• Section 3.6 Diagnostic Testing
• Unit 4 Hygiene Care
• Section 4.1 Introduction
• Section 4.2 Bed-bathing a dependent person
• Section 4.3 Assisting with showering
• Section 4.4 Oral car 
• Unit 5 Skin and Wound Care
• Section 5.1 Introduction
• Section 5.2 Pressure injury assessment
• Section 5.3 Wound assessment
• Section 5.4 Simple wound dressing
• Section 5.5 Wound irrigation
• Section 5.6 Wound packing and/or removal of pack
• Section 5.7 Wound drainage care
• Section 5.8 Staples/sutures/clip removal 
• Unit 6 Medication administration
• Section 6.1 Introduction
• Section 6.2 Oral medication administration
• Section 6.3 Topical medication administration
• Section 6.4 Medication administration via enteral tubes
• Section 6.5 Rectal medication administration
• Section 6.6 Subcutaneous medication administration
• Section 6.7 Intramuscular medication administration
• Section 6.8 Intravenous medication administration (bolus and burette)
• Unit 7 Pain Management
• Section 7.1 Introduction
• Section 7.2 Pain assessment
• Section 7.3 Patient controlled analgesia
• Section 7.4 Non-pharmacological pain management
• Unit 8 Perioperative Nursing Skills
• Section 8.1 Introduction
• Section 8.2 Preparing a person for surgery
• Section 8.3 Post-operative care
• Unit 9 Gastrointestinal nursing skills
• Section 9.1 Introduction 
• Section 9.2 Abdominal assessment
• Section 9.3 Assisting with feeding 
• Section 9.4 Nasogastric tube insertion and removal 
• Section 9.5 Enteral feeds 
• Section 9.6 Changing a stoma appliance 
• Section 9.7 Administration of an enema
• Unit 10 Genitourinary nursing skill
• Section 10.1 Introduction
• Section 10.2 Urinary assessment
• Section 10.3 Urinary elimination
• Section 10.4 Catheter management
• Unit 11 Cardiovascular nursing skills
• Section 11.1 Introduction
• Section 11.2 Cardiovascular assessment
• Section 11.3 Taking a 12 lead electrocardiograph
• Section 11.4 Cardiac monitoring 
• Section 11.5 Basic life support
• Section 11.6 Advanced life support
• Section 11.7 Venipuncture 
• Section 11.8 Managing intravenous lines 
• Section 11.9 Administering intravenous fluid therapy 
• Section 11.10 Administering blood component therapy 
• Section 11.11 Managing central lines
• Unit 12 Respiratory nursing
• Section 12.1 Introduction
• Section 12.2 Respiratory assessment
• Section 12.3 Deep breathing and coughing exercises
• Section 12.4 Incentive spirometry
• Section 12.5 Providing oxygen
• Section 12.6 Use of a nebulizer
• Section 12.7 Oropharyngeal and nasopharyngeal suctioning
• Section 12.8 Tracheostomy care
• Unit 13 Neurological nursing skills
• Section 13.1 Introduction
• Section 13.2 Neurological assessment
• Section 13.3 Neurovascular assessment
• Unit 14 Mental health nursing skills
• Section 14.1 Introduction
• Section 14.2 Mental health assessment
• Section 14.3 Caring for a person having Electroconvulsive Therapy (ECT)

Download the detailed table of contents

• Chapter 1 Clinical reasoning: What it is and why it matters
  Tracy Levett-Jones
• Chapter 2 Caring for a person experiencing an adverse drug event
  Tracy Levett-Jones and David Newby
• Chapter 3 Caring for a person with fluid and electrolyte imbalance
  Tracy Levett-Jones and Peter Sinclair
• Chapter 4 Caring for a person experiencing pain
  Tracy Levett-Jones and Caroline Phelan
• Chapter 5 Caring for a child with type 1 diabetes
  Loretto Quinney, Kerry Reid-Searl, Veronica Mills and Bree Walker
• Chapter 6 Caring for a person experiencing respiratory distress and hypoxia
  Kerry Hoffman, Amanda Wilson and Vanessa Mcdonald
• Chapter 7 Caring for a person with a cardiac condition
  Kerry Hoffman, Amanda Wilson and Lindsay Savage
• Chapter 8 Caring for a person with an acquired brain injury
  Kerry Hoffman, Nathan Haining and Amanda Wilson
• Chapter 9 Caring for a person receiving blood component therapies
  Elizabeth Newman and Kerry Hoffman
• Chapter 10 Caring for a person with sepsis
  Natalie Govind and Marcia Ingles
• Chapter 11 Caring for a ‘challenging’ patient with a dual diagnosis
  Teresa Stone and Rachel Rossiter
• Chapter 12 Caring for a person with a complex and chronic health condition
  Rachel Rossiter and Teresa Stone
• Chapter 13 Caring for a person experiencing an acute psychotic episode
  Anna Treloar and Peter Ross
• Chapter 14 Caring for an older person with altered cognition
  Sharyn Hunter, Frances Dumont and Jacqui Culver
• Chapter 15 Caring for a person with a disability
  Stephen Guinea, Jessica Mckirkle and Christine Imms
• Chapter 16 Caring for a person requiring palliative care
  Pamela Van Der Riet and Victoria Pitt
• Chapter 17 Caring for a person who is refusing treatment
  Lorinda Palmer

Download the detailed table of contents >

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.

• Clinical Reasoning Model reinforces the stages of the clinical reasoning cycle and the cyclical nature of clinical reasoning
• Learning outcomes outline what will be achieved on successful completion of each chapter
• Key concepts build transferable skills and a deeper understanding of the key concepts
• Advanced organisers are provided to enhance understanding and recall of the clinical reasoning cycle.
• Questions provide opportunities to test your knowledge, make mistakes, and learn from the process.
• ‘Something to think about’ boxes highlight important points within each chapter
• Guided reflection questions at the end of each scenario encourage critical and creative thinking about what has been learnt and how it will inform future practice