Skills in Clinical Nursing : 9781486011971

Skills in Clinical Nursing

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Pearson Australia
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This product displayed is the 1st Edition. We have a new edition available. Please note that you should always check with your instructor which edition is your prescribed text.

A practical approach to grow confidence and competence in Clinical practice!

Berman, Skills in Clinical Nursing is a visual Australian resource to support nurses to achieve competency in the most relevant skills performed in clinical practice, aligned to the NMBA standards for professional practice.

The first Australian edition of Skills in Clinical Nursing is a definitive resource that has been designed as a practical and easy-to-navigate reference for both the classroom and clinical practice settings. This text includes 95 of the most important skills performed by nursing students and graduates, organised from simple to complex and written to reflect current evidence-based practice guidelines.

Table of contents
  • 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 mobilisation
  • 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:
  • 3.6.1 Blood Glucose
  • 3.6.2 Mid Stream Urine     
  • 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 care
  • 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 Skills
  • 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 Skills
  • 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 nebuliser
  • 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 >

Features & benefits
Each section of the text contains concise introductory information with clear learning outcomes and key terms. Background information contextualises the skills and provides a brief overview of relevant anatomy, physiology and pathophysiology. The importance of and rationale for each skill is then outlined.

Each unit includes the following elements and features:

  • CLINICAL SAFETY ALERTS—highlight key patient safety issues relevant to the performance of particular skills.
  • STANDARDS FOR PRACTICE BOXES—link performance of the skills with The Nursing and Midwifery Board of Australia (NMBA) Standards for Practice (2016).
  • CLINICAL SCENARIOS—link what you are learning to a relevant clinical story. They are designed to promote person-centred care and clinical reasoning skills.
  • CRITICAL THINKING QUESTIONS—test your knowledge and application of learning at the end of each introductory section and following each Clinical Scenario.
  • WHAT IF FEATURES—explore unexpected outcomes in a concept map format.
  • LIFESPAN CONSIDERATIONS—present age-related content to alert you to differences in caring for people of different ages.
3P STRUCTURE—provides step-by-step instructions around:
    1. Preparing and planning
    2. Performing the procedure
    3. Priorities post-procedure
  • EXPLANATIONS and RATIONALES—explain the reason for particular NURSING ACTIONS and decisions in the 3P Table.
  • Critical steps are VISUALLY REPRESENTED with full colour photos and illustrations.
  • Each 3P Table has a corresponding CLINICAL SKILL APPRAISAL FORM that is provided at the end of each unit and downloadable online.
  • FURTHER READINGS, WEBLINKS and REFERENCES—are at the end of each chapter and provide evidence-based resources to extend your learning.
Author biography

TRACY LEVETT-JONES RN, PhD, MEd & Work, BN, DipAppSc (Nursing)

Professor Tracy Levett-Jones is the Deputy Head of School (Teaching and Learning), School of Nursing and Midwifery and the Director of the Research Centre for Health Professional Education at the University of Newcastle. Her research interests include: clinical reasoning, interprofessional education, empathy, belongingness, cultural competence, simulation and patient safety. Tracy has authored ten books, the most recent being Clinical Reasoning: Learning to Think Like a Nurse and Critical Conversations for Patient Safety; as well as over 150 book chapters, reports and peer reviewed journal articles. Tracy has been the recipient of nine research awards and ten teaching awards including an Australian Learning and Teaching Council (ALTC) Award for Teaching Excellence (2010); a NSW Minister for Education and Training Quality Teaching Award (2007); and a Pearson/Australian Nurse Teacher Society Nurse Educator of the Year Award (2011). She has been awarded nearly two million dollars in grant funding and has led and been involved in a number of Category 1 funded projects.

TRISH BURTON PhD, MEd, 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 PhD, MNst, GCertEd(Tertiary Teaching), BN, CritCareCert, RN, RM

Nikki has been a Registered Nurse since 1988 and a Registered Midwife since 1995. Clinically, she has considerable experience in emergency and trauma nursing, having worked in rural and metropolitan departments. Between the years 1999 and 2010 Nikki worked for the School of Nursing, Midwifery and Nutrition at James Cook University. She was involved in the development of both undergraduate and postgraduate nursing and midwifery curricula and the teaching of student nurses and midwives. In August 2011, Nikki was appointed as a Senior Lecturer, Clinical Skills Unit, for the College of Medicine & Dentistry, James Cook University. Her current position is the Years 1-3 Clinical Skills Curriculum Coordinator and the Year 3 Clinical Skills Coordinator for medical students enrolled in the MBBS course. Nikki is a group member recipient of two James Cook University Citations for Outstanding Contributions to Student Learning (2013 and 2015) and a group member recipient of an Australian Award for University Teaching, Office for Learning and Teaching (OLT) in 2013. Nikki’s research interests include: midwifery; rural and remote health and education; evaluation of clinical skills teaching and simulation; interprofessional health education; and emergency nursing/care. Nikki is a co-author of the Kozier and Erb Fundamentals of Nursing textbook and is also a member of a national Clinical Reference Group for the review of the Patient Blood Management Guideline concerning Critical Bleeding and Massive Transfusions. Nikki represents both the Australian College of Nursing and the Australian College of Midwifery in her role on this Clinical Reference Group. Nikki is passionate about working collaboratively with all health professionals to achieve high quality, authentic teaching experiences that promote and encourage student learning within a safe and fun learning environment.

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