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Kozier and Erb’s Fundamentals of Nursing, Volumes 1-3 + Skills in Clinical Nursing + Clinical Reasoning + Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students, 5th Edition

Audrey Berman
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Kozier and Erb’s Fundamentals of Nursing, Volumes 1-3 + Skills in Clinical Nursing + Clinical Reasoning + Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students, 5th Edition

By Audrey Berman, Geralyn Frandsen, Shirlee Snyder, Tracy Levett-Jones, Adam Burston ...show more
$227.76
$267.95
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Overview
Author
Audrey Berman
...show all
Edition
5th
ISBN
9780655798798
Published Date
12/02/2021
This pack contains:
  • 1 copy of Kozier and Erb’s Fundamentals of Nursing, Volumes 1-3
  • 1 copy of Skills in Clinical Nursing
  • 1 copy of Clinical Reasoning
  • 1 copy of Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students

The 5th Australian edition Kozier & Erb’s Fundamentals of Nursing continues to setting the foundation for nursing excellence amid ongoing changes to the regulation of nursing.  

For undergraduate nurses, the product covers key concepts in contemporary nursing such as delivering inclusive nursing practice, as well as discussing the latest nursing evidence, standards, and competencies.

Aligned with current nursing standards, the 5th edition helps students link their theoretical knowledge to clinical practice.



Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students
A practical text designed for all health professionals. It addresses therapeutic communication (ie communication between health professionals and their patients), communication between health professionals and, crucially, the critical relationship between communication and patient safety.

The product starts with the foundations of the concept of therapeutic communication (i.e. communication between health professionals and their patients), then extends the focus to include communication between health professionals, and critically, the relationship between communication and patient safety.

Clinical Reasoning

An Australian text designed to address the key area of clinical reasoning in nursing practice.

Using a series of authentic scenarios, Clinical Reasoning guides students through the clinical reasoning process while challenging them to think critically about the nursing care they provide.

With scenarios adapted from real clinical situations that occurred in healthcare and community settings, this edition continues to address the core principles for the provision of quality care and the prevention of adverse patient outcomes.



The 2nd edition of Skills in Clinical Nursing provides a primary Australian resource, preparing undergraduate nursing students to become skills-competent nurses, as well as providing practicing nurses with a highly relevant reference. The text acts as a visual manual, helping students learn to link theory to practice, developing their clinical skills and underpinning industry requirements.  

The new edition has been updated to address the latest research as well as emerging needs of clinical nursing students in the Australian context. 

Features
Skills in Clinical Nursing

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
  • 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


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

Students are supported with a variety of pedagogical features aimed at providing a consistent and scaffolded delivery of content, offering a broad range of opportunities to apply and test their learning.

The new edition also has:

  • A clear and accessible writing style allowing students to engage with the text and the theories. 
  • Language that is simple and easy to read for first year students who may struggle with tertiary language.
  • Updated content that is relevant in contemporary Australian nursing. 
  • Real world cases where students can discuss evidence-based nursing practises by reviewing the relevant research and discussing the implications for nursing practise.


Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students
  • Real patient stories are included in each chapter of Critical Conversations and are designed to bring the book to life and illustrate the key learning outcomes.
  • Students are supported with a broad range of learning features and opportunities, including chapter learning objectives and key concepts, margin notes, a glossary of terms, critical thinking and assessment activities, and much more.
Pack items
Table of contents
Skills in Clinical Nursing
  • 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



Clinical Reasoning
  • 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 >



Kozier and Erb’s Fundamentals of Nursing, Volumes 1-3
  • VOLUME 1
  • Unit 1 The Nature of Nursing 
  • 1 Historical and Contemporary Nursing Practice 
  • 2. Nurse Education, Research and Evidence-Based Practice
  • 3 Nursing Theories and Conceptual Frameworks
  • 4 Legal Aspects of Nursing
  • 5 Values, Ethics and Advocacy
  • Unit 2 Contemporary Health Care
  • 6 Health Care Delivery Systems
  • 7 Community Health Nursing
  • 8 Home Care
  • 9 Regional & Remote Nursing
  • 10 Health Information and Communication Technology
  • Unit 3 The Nursing Process
  • 11 Critical Thinking and the Nursing Process
  • 12 Assessing
  • 13 Diagnosing
  • 14 Planning
  • 15 Implementing and Evaluating
  • 16 Documenting and Reporting
  • Unit 4 Health Beliefs and Practices
  • 17 Health Promotion
  • 18 Health, Wellness and Illness
  • 19 Cultures and Nursing
  • 20 Complementary and Alternative Therapies
  • Unit 5 Lifespan Development
  • 21 Concepts of Growth and Development
  • 22 Promoting Health from Conception through to Adolescence
  • 23 Promoting Health in Young and Middle-Aged Adults
  • 24 Promoting Health in Older Adults
  • 25 Promoting Family Health

 

  • VOLUME 2
  • Unit 6 Integral Aspects of Nursing
  • 26 Caring
  • 27 Communicating
  • 28 Teaching & Learning
  • 29 Leading, Managing and Delegating
  • Unit 7 Assessing Health
  • 30 Vital Signs
  • 31 Health Assessment
  • 32. Infection Prevention and Control
  • 33.Safety
  • 34. Hygiene
  • 35 Diagnostic Testing
  • 36 Medications
  • 37 Skin Integrity and Wound Care
  • 38 Perioperative Nursing

 

  • VOLUME 3
  • Unit 9 Promoting Psychological Health
  • 39 Sensory Perception
  • 40 Self-Concept
  • 41 Sexuality
  • 42 Spirituality
  • 43 Stress and Coping
  • 44 Loss, Grieving and Death
  • 45 Mental Health Nursing
  • 46 Disability
  • Unit 10 Promoting Physiological Health
  • 47 Activity and Exercise
  • 48 Sleep
  • 49 Pain Management
  • 50 Nutrition
  • 51 Urinary Elimination
  • 52 Faecal Elimination
  • 53 Oxygenation
  • 54 Circulation
  • 55 Fluid, Electrolyte and Acid–Base Balance

 

Download the detailed table of contents



Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students
  • 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 interprofessional communication to promote patient safety and wellbeing
  • Chapter 6: Interpersonal communication for interprofessional 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

Download the detailed table of contents