Medical-Surgical Nursing: Critical Thinking for Person-Centred Care (3e) : 9781488610363

Medical-Surgical Nursing: Critical Thinking for Person-Centred Care (3e)

Published by
In stock
Title type

Supporting person-centred clinical practice.

The third Australian edition of Medical–Surgical Nursing: Critical Thinking for Person-Centred Care will help prepare you for your nursing journey.

This straightforward Australian edition integrates the following concepts: epidemiology, pathophysiology, pharmacology, legal and ethical issues, therapeutic communication, interprofessional communication and cultural competence.

This textbook has been designed to:

  • emphasise a person-centred philosophy whereby the patient is seen as an integral member of the team and consideration of their needs and wishes is paramount
  • foster critical thinking and clinical reasoning skills as the basis for nursing excellence in clinical practice
  • recognise the nurse’s role as an essential member of the interprofessional healthcare team


Table of contents
  • Unit 1 Dimensions of Medical-Surgical Nursing
  • Chapter 1 Medical-Surgical Nursing in the Twenty-first Century
  • Chapter 2 Health and Illness in Adults
  • Unit 2 Alterations in Patterns of Health
  • Chapter 3 Nursing Care of People Having Surgery
  • Chapter 4 Nursing Care of People Experiencing Loss, Grief, and Death
  • Chapter 5 Nursing Care of People with Problems of Substance Misuse
  • Chapter 6 Nursing Care of People Experiencing Disasters
  • Unit 3 Pathophysiology and Patterns of Health
  • Chapter 7 Genetic Implications of Adult Health Nursing
  • Chapter 8 Nursing Care of People in Pain
  • Chapter 9 Nursing Care of People with Altered Fluid, Electrolyte, Acid-Based Balance
  • Chapter 10 Nursing Care of People Experiencing Trauma and Shock
  • Chapter 11 Nursing Care of People with Infections
  • Chapter 12 Nursing Care of People with Altered Immunity
  • Chapter 13 Nursing Care of People with Cancer
  • Unit 4 Responses to Altered Integumentary Structure and Function
  • Chapter 14 A Person-centred Approach to Assessing the Integumentary System
  • Chapter 15 Nursing Care of People with Integumentary Disorders
  • Chapter 16 Nursing Care of People with Burns
  • Unit 5 Responses to Altered Endocrine Function
  • Chapter 17 A Person-centred Approach to Assessing the Endocrine System
  • Chapter 18 Nursing Care of People with Endocrine Disorders
  • Chapter 19 Nursing Care of People with Diabetes Mellitus
  • Unit 6 Responses to Altered Gastrointestinal Function
  • Chapter 20 A Person-centred Approach to Assessing the Gastrointestinal System
  • Chapter 21 Nursing Care of People with Nutritional Disorders
  • Chapter 22 Nursing Care of People with Upper Gastrointestinal Disorders
  • Chapter 23 Nursing Care of People with Bowel Disorders
  • Chapter 24 Nursing Care of People with Gallbladder, Liver, and Pancreatic Disorders
  • Unit 7 Responses to Altered Urinary Elimination
  • Chapter 25 A Person-centred Approach to Assessing the Renal System
  • Chapter 26 Nursing Care of People with Urinary Tract Disorders
  • Chapter 27 Nursing Care of People with Kidney Disorders
  • Unit 8 Responses to Altered Cardiac Function
  • Chapter 28 A Person-centred Approach to Assessing the Cardiovascular and Lymphatic Systems
  • Chapter 29 Nursing Care of People with Coronary Heart Disease
  • Chapter 30 Nursing Care of People with Cardiac Disorders
  • Chapter 31 Nursing Care of People with Vascular and Lymphatic Disorders
  • Chapter 32 Nursing Care of People with Hematologic Disorders
  • Unit 9 Responses to Altered Respiratory Function
  • Chapter 33 A Person-centred Approach to Assessing the Respiratory System
  • Chapter 34 Nursing Care of People with Upper Respiratory Disorders
  • Chapter 35 Nursing Care of People with Ventilation Disorders
  • Chapter 36 Nursing Care of People with Gas Exchange Disorders
  • Unit 10 Responses to Altered Neurologic Function
  • Chapter 37 A Person-centred Approach to Assessing The Musculoskeletal System
  • Chapter 38 Nursing Care of People with Musculoskeletal Trauma
  • Chapter 39 Nursing Care of People with Musculoskeletal Disorders
  • Unit 11 Responses to Altered Neurologic Function
  • Chapter 40 A Person-centred Approach to Assessing the Nervous System
  • Chapter 41 Nursing Care of People with Intracranial Disorders
  • Chapter 42 Nursing Care of People with Cerebrovascular and Spinal Cord Disorders
  • Chapter 43 Nursing Care of People with Neurologic Disorders
  • Unit 12 Responses to Altered Visual and Auditory Function
  • Chapter 44 A Person-centred Approach to Assessing the Eye and Ear
  • Chapter 45 Nursing Care of People with Eye and Ear Disorders
  • Unit 13 Responses to Altered Reproductive Function
  • Chapter 46 A Person-centred Approach to Assessing the Male and Female Reproductive Systems
  • Chapter 47 Nursing Care of Men with Reproductive System and Breast Disorders
  • Chapter 48 Nursing Care of Women with Reproductive System and Breast Disorders
  • Chapter 49 Nursing Care of People with Sexually Transmitted Infections
  • Unit 14 Special topics in medical-surgical nursing
  • Chapter 50 Mental healthcare in the Australian context
  • Chapter 51 Community Care
  • Chapter 52 Nursing care of clients in regional, rural and remote areas of Australia

View the detailed contents list

New to this edition

This edition of Medical–Surgical Nursing has two new features:

  1. National Patient Safety Standards from the Australian Commission on Quality and Health Care. The relevant standards have been added to the chapters where applicable as they relate to patient safety.
  2. Translation to practice boxes. These boxes focus on research into specific topics and how this relates to current nursing care and the application of evidence in clinical settings.

Other changes include:

  • Chapter 1 ‘Medical−surgical nursing’ includes a more detailed explanation of how to write a nursing diagnosis.
  • All chapters have been updated with newer research and evidence-based practice throughout; Chapter 35 ‘Nursing care of people with ventilation disorders’ has been updated with newer research with reference to the emerging zoonotic viral pneumonias SARS and MERS Co-V.
  • Chapter 51 ‘Community care’ (previously chapter 3) now resides in Unit 14 'Special topics in medical–surgical nursing'.


Features & benefits

Learning Objectives show you the knowledge you’ll gain, while Clinical Competencies demonstrate 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 produce 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 provide an interview guide based on functional health patterns.

The Physical Assessment section is in an 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 of other featured content.

An end-of-unit review for each of the units, called Building Clinical Competence, synthesises what you have learned in the unit and applies the knowledge to specific cases.

Author biography


Associate Professor Emeritus, Sinclair School of Nursing, University of Missouri; Adjunct Associate Professor of Nursing, College of Nursing, the Ohio State University Priscilla LeMone spent most of her career as a nurse educator, teaching medical–surgical nursing and pathophysiology at all levels from diploma to doctoral students. She has a diploma in nursing from Deaconess College of Nursing (St. Louis, Missouri), baccalaureate and master’s degrees from Southeast Missouri State University, and a doctorate in nursing from the University of Alabama-Birmingham. She is retired as an Associate Professor Emeritus, Sinclair School of Nursing, University of Missouri, but continues to keep up to date in nursing both as an Adjunct Associate Professor at the Ohio State University, College of Nursing and as an author of nursing textbooks.

Dr LeMone had numerous awards for scholarship and teaching during her more than 30 years as a nurse educator. She is most honoured for receiving the Kemper Fellowship for Teaching Excellence from the University of Missouri, the Unique Contribution Award from the North American Nursing Diagnosis Association, and for being selected as a Fellow in the American Academy of Nursing. Dr LeMone currently lives in Ohio. She enjoys travelling, gardening, knitting and reading fiction. She believes that her education gave her solid and everlasting roots in nursing. Her work with students has given her the wings that have allowed her love of nursing and teaching to continue through the years.


Karen Burke has been a nurse educator for much of her career, teaching basic and advanced medical-surgical nursing and pathophysiology. She retired as director of the nursing and health occupations programs at Clatsop Community College in Astoria, Oregon, subsequently serving as nursing education consultant and program manager for the Oregon State Board of Nursing. She currently provides consulting services for nursing and higher education. Ms Burke earned her diploma in nursing from Emanuel Hospital School of Nursing in Portland, Oregon, later completing baccalaureate studies at Oregon Health & Science University, and a master’s degree in nursing at the University of Portland. She has been actively involved in nursing education and clinical nursing education reform, as well as in initiatives to address the nursing faculty shortage. Ms. Burke is co-author of another text, Medical–Surgical Nursing Care (3rd edition), with Elaine Mohn-Brown and Linda Eby. Ms Burke highly values the nursing profession and the importance of providing a strong education in the art and science of nursing for students preparing to enter the profession, no matter which educational path is being pursued.


Gerene Bauldoff is a Professor of Clinical Nursing at The Ohio State University College of Nursing in Columbus, Ohio. She has been a nurse educator for 14 years, teaching medical-surgical nursing, translational science, and evidence-based practice courses at the baccalaureate, master’s,and doctoral levels. Prior to her nursing educator role, her clinical background included home health nurse, lung transplant coordinator, and pulmonary rehabilitation coordinator. Dr. Bauldoff has a diploma from the Western Pennsylvania Hospital School of Nursing, Pittsburgh, Pennsylvania, and a BSN from LaRoche College in Pittsburgh. Her graduate education is from the University of Pittsburgh, with a MSN in medical-surgical nursing (cardiopulmonary clinical nurse specialist) and PhD in nursing in 2001, training under Leslie Hoffman, PhD, RN, FAAN. Dr. Bauldoff is an active member of multiple professional organizations including the American Academy of Nursing (AAN), Sigma Theta Tau International Honor Society of Nursing, the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR), the American Thoracic Society Nursing Assembly, and the American College of Chest Physicians (ACCP). She is a recognized expert in medical-surgical nursing, focusing on the care of the patient with chronic pulmonary disease, serving on committees focusing on patient-centered outcomes in pulmonary rehabilitation. She has been honored with fellowships in AAN, AACVPR, and ACCP. In 2013, Dr. Bauldoff was the keynote speaker at the Nanning Nursing Education Conference in Nanning, China, attended by representatives from more than 100 nursing schools in China.


Paula Gubrud-Howe is Senior Associate Dean for Academic Affairs and an Associate Professor at Oregon Health and Science University(OHSU) School of Nursing. She has more than 25 years of experience as a nurse educator involving multiple levels of programs from LPN to doctoral education. Dr. Gubrud-Howe is a founding leader and co-director of the Oregon Consortium for Nursing Education, an award winning consortium that includes the five campuses of OHSU and nine community colleges. She also has more than 20 years of experience in medical-surgical nursing, critical care, home health, and hospice. Dr. Gubrud-Howe earned a baccalaureate degree in nursing from Walla Walla University (1980), a MS in community-based nursing from OHSU (1993), and an EdD in postsecondary education from Portland State University (2008). She is a frequent invited speaker at national and international nursing education conferences and consults with other states and countries on the development of competency-based curriculum and nursing education consortiums designed to promote academic progression in nursing education. Her research activity is focused on clinical education redesign and the integration of simulation into nursing curriculum. Dr. Gubrud-Howe is passionate about nursing and the opportunities it provides members of the profession. She values the sacred relationship nurses experience with patients as they promote health, treat illness, and provide comfort and palliative care. She believes the nation’s health depends on highly qualified nurses who are educated to lifelong learning in pursuit of evidence-based, patient centered care.

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.

TRUDY DWYER RN, NrCert, ICUNsgCert, BHlthScn (Nsg), Grad Cert FlexLearn, MClinEdu, PhD

Trudy Dwyer completed a hospital based nursing program at the Rockhampton Hospital, Queensland, where she developed an enthusiasm for critical care nursing and travel. Trudy currently holds the position of Associate Professor (Research Intensive) at CQUniversity. She has extensive experience coordinating undergraduate courses/programs and research higher degree supervision. Research interests include patient safety, recognition of deterioration, resuscitation and simulation. She has published in international refereed scholarly journals, book chapters and is the co-author of the highly successful Student Nurse: Clinical survival guide.

LORNA MOXHAM RN, MHN, PhD (CQU), DAS (Nsg) (MIHE), BHSc (UWS), MEd (UNSW), Grad Cert OH&S (CQU), Grad Cert Qual Mgmt (CQU), Cert IV (Training & Assessment) (CQIT), FACMHN, FACON

Professor Lorna Moxham is a three-year specialist hospital-trained psychiatric nurse and then completed her BHSc at UWS. Lorna is passionate about the nursing profession, actively contributing at regional, state, national and international levels. Lorna has spent time in regional Queensland, regional NSW and metro NSW and has served on many ministerial committees as a member and chair. In addition she held several leadership and governance roles both within the tertiary education sector and in nursing. Lorna is currently the inaugural Professor of Mental Health Nursing and also the leader of the Living Well, Longer theme in the Global Challenges Program at the University of Wollongong. Lorna has successfully supervised numerous Higher Degree by Research students to on-time completion all of whom have published their work. Lorna thinks of being a nurse as “the very best job in the world”.


Kerry Reid-Searl is a Professor in the School of Nursing and Midwifery at CQUniversity. Kerry is a current clinician in the area of paediatrics. She has a long career as a nurse academic and has been involved in the undergraduate degree for 25 years. Kerry is also a supervisor of masters and PhD research students. Kerry’s research interests include patient safety, simulation, paediatrics and wound care. Kerry has been the recipient of 10 teaching awards including two Australian Learning and Teaching Citations for her outstanding contribution to student learning and an Australian University Teaching Excellence Award. She was named Pearson/Australian Nurse Teacher Society (ANTS) Nurse Teacher of the Year in 2009 and in 2013 received the Simulation Australia Achievement award. Kerry has become known nationally and internationally for her pioneering work in creating, designing and researching two innovative simulation strategies called Mask Ed (KRS Simulation) and Pup Ed (KRS Simulation).

KAMAREE BERRY PhD candidate, MEd Stds (Hon), PGDip Clinical Nursing (Perioperative), RN BN, MACN, RAA

Kamaree’s career spans more than 20 years and commenced with the Australian Army where she trained as a medic and then became a nursing officer at the rank of lieutenant. She has been employed in the public, private and academic sectors in a number of roles spanning from an RN, senior lecturer and academic undergraduate chair to General Manager, Learning. A successful career has provided her with the opportunity to teach at both undergraduate and postgraduate levels along with employment within the corporate and commercial sector at a national level. Underpinning Kamaree’s philosophy and values of learning, development and professional education is her strong conviction of innovative leadership and direction for both staff and students. She values the importance of continuing professional education and development; this has been acknowledged by her peers making use of her extensive expertise and contemporary approach to teaching and learning, curriculum development and review, program designs, staff and student mentorship, and currency on educational trends within the nursing profession across a number of specialties. She has been awarded a Bachelor of Nursing, Postgraduate Diploma Clinical Nursing—Perioperative, a Master of Educational Studies (Hons) and has completed her doctoral thesis.


Keryln has extensive clinical experience and is committed to research and education within the domains of wound and ostomy care. She was appointed a Fellow of the Australian Wound Management Association (now Wounds Australia) in 2006. She is Chair of the Australian Pressure Injury Advisory Panel and Chair Pan Pacific Pressure Injury Alliance, Chair of the Wounds Australia Wound Standards Committee and sits on the International Wound Infection Institute Committee. Keryln was awarded the WA Health Life Time Achievement Award for Nursing in 2010.


Majella Hales works as a casual academic at the Australian Catholic University in Brisbane. Originally hospital trained, she has worked in nursing for over 25 years. She maintains her clinical experience by undertaking agency shifts in critical care units across South East Queensland and provides clinical facilitation for undergraduate nursing students for various local universities. Majella authored several chapters of Kozier & Erb’s Fundamentals of Nursing Volumes 1–3 and co-authored Principles of Pathophysiology with Associate Professor Shane Bullock. Along with journal articles and confere nce presentations, she has also produced the skills DVD for Tollefson’s Clinical Psychomotor Skills text and adapted the American case study resource The Neighbourhood. Majella is a co-owner of Sciencopia, a company producing informative, novel and fun educational resources for academics, students, and healthcare professionals. One of their first products - Essential Aussie Drugs: A little pocket book of common Aussie drug facts, is a great resource for assisting individuals improve their drug knowledge and safety in the ever changing and complex world of pharmacology and drug administration.

NICOLE KNOX RN, BN, MN, Grad Dip Adult Education, Grad Cert ICU

Nicole Knox has been working in nursing for 20 years, including roles as a Nursing Academic, Clinical Nurse Specialist, Clinical Educator and Nurse Unit Manager. The major part of Nicole’s nursing career has been in critical care nursing, particularly intensive care, for which she completed a graduate certificate. She enjoys clinical education and this guided her decision to pursue a career in academia. She has worked in several universities in Sydney where her roles have included unit coordination, teaching and research. She is currently a sessional academic at Western Sydney University. She has a love of education, and values the opportunity to introduce the next generation of nurses to the profession.


Debra Raymond has been nursing since she was 15 years of age, starting in a nursing home as an assistant in nursing. She then completed her enrolled nursing aide course, worked as an EN and was encouraged to do further studies from which she gained a Diploma of Health Science Nursing, Bachelor of Health Science and Masters of Clinical Practice. She received an International Nurses Day award which supported her travels to France to present her research projects at the Emergency Medicine Conference. The major part of Debra’s nursing career has been in critical care nursing. Debra’s enjoyment of education prompted her decision to enter academia. She then started facilitating nursing students in the clinical setting. She has continued in education and now, as an Associate Lecturer, is also unit coordinator. She is clinically current. Debra is also a I PhD candidate and unit coordinator for an undergraduate unit. 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 the wish to make a difference in nursing have guided her throughout her career.

Educator downloads
Sample Pages