0   checkout

no items in shopping cart

  • email
  • google-plus
  • twitter
  • facebook

Clinical Reasoning: Learning to Think Like a Nurse

A nurse's clinical reasoning ability is a key factor in the provision of quality care and the prevention of adverse patient outcomes. This unique book provides a series of authentic, engaging and meaningful scenarios that will guide you through the clinical reasoning process while challenging you to think critically and creatively about the nursing care you provide. view full description
$78.95

availability: out of stock

Click and Collect

Collection generally available next day - Please wait for confirmation from the store

Check Store Stock For:

Clinical Reasoning: Learning to Think Like a Nurse

Only stores with stock and within 100 km from your location are displayed
   

description

A nurse’s clinical reasoning ability is a key factor in the provision of quality care and the prevention of adverse patient outcomes. This unique book provides a series of authentic, engaging and meaningful scenarios that will guide you through the clinical reasoning process while challenging you to think critically and creatively about the nursing care you provide. It will promote deep learning and opportunities for you to rehearse how you will respond to real clinical situations in ways that are both person-centred and clinically astute.

Features & Benefits:

  • Each chapter includes two linked clinical scenarios. A sequential, step-through approach is used and an ‘unfolding story’ presented. Web links to relevant resources are included. A series of multiple choice, true/false, rank and sort, and short answer questions are provided and you will be asked to make decisions at critical junctures. The scenarios are an opportunity to test out your knowledge, to make mistakes and to learn from those mistakes.
  • The scenarios have been adapted from real clinical situations and are of varying levels of complexity. In this instance complexity refers not to acuity but to clinical situations for which there is not an immediate and pre-defined response. This includes patient encounters that require the nurse to thoughtfully collect appropriate information, to interpret and make sense of that information, and to plan, initiate, evaluate and reflect on the effectiveness of nursing interventions.
  • The scenarios portrayed take place in a range of health care and community settings.
  • While most chapter emphasise how effective clinical reasoning skills can help you recognise and manage patient deterioration early and, in effect, “rescue” the patient; Chapter 14 considers the ethical implications of withholding potentially lifesaving treatments when an attempt to “rescue” may not be in the person’s best interests or does not accord with their wishes. These are some of the most difficult clinical decisions that can be made and require effective clinical and moral reasoning skills.
  • The selection of scenarios is deliberate and framed by Australia’s National Health Priority Areas. The clients/patients profiled are of different ages and from different cultural backgrounds; and the key concepts that feature in the book are linked to patient safety and quality care.

Key Pedagogy:

  • Answer responses are provided online as formative feedback. Please note that in some cases a variety of responses is acceptable.
  • Learning outcomes are listed at the beginning of each chapter and will help orientate you to what you will learn.
  • Key concepts integrated throughout this book include person-centred care, holistic practice, therapeutic, intra and interprofessional communication, cultural sensitivity, and patient safety. The integration of these concepts will help you to transfer your learning to new clinical situations leading to application and a deeper understanding. Pathophysiology and safe medication practices are also integrated throughout the book. Additionally, there are key concepts linked to each chapter. 
  • Suggested readings are provided and you can either read in preparation for undertaking the learning activities or challenge yourself by seeing how much you already know. Specific readings are provided from LeMone and Burke’s Medical-surgical nursing: Critical thinking in client care (Australian ed), Kozier and Erb’s Fundamentals of Nursing and other relevant resources; however, the same information can be accessed in most foundational or medical surgical textbooks. Additional readings are provided at the end of each chapter and these will help you to build on your knowledge about topics of interest.
  • Reflective thinking is the final stage of the clinical reasoning cycle and in order for you to maximise your learning guided reflection questions are provided at the end of each scenario. Answers to these questions are not provided as their purpose is to help you think broadly, critically and creatively about what you have learned and most importantly, how your learning will inform you future practice. These questions may also be used to design assignment questions, for tutorial discussion, or to structure debriefing following simulation sessions.
  • A glossary of terms is provided online and at the end of the book.

About the Author & Contributors:

Tracy Levett-Jones, PhD, RN, MEd & Work, BN, DipAppSc(Nursing), is the Deputy Head of School (Teaching and Learning) in the School of Nursing and Midwifery at the University of Newcastle. Her research interests include: clinical reasoning, clinical education, belongingness, interprofessional communication, simulation and patient safety. Tracy’s doctoral research explored the clinical placement experiences of students in Australia and the United Kingdom. She has a broad clinical background and prior to her academic career worked as a nurse educator, nurse manager and clinician. Tracy has authored three books on clinical education, twelve book chapters and more than 50 peer reviewed journal publications. She has been awarded eight teaching and learning awards including the 2010 Pearson/Australian Nurse Teacher Society Nurse Educator of the Year Award and an Australian Learning and Teaching Council Award for Teaching Excellence.


Contributors

Dr Jennifer Dempsey, DN, RN, RPN, M Nurs. Studies, Grad Dip Nurs 
Senior Lecturer, Director of Clinical Education, The School of Nursing & Midwifery, The University of Newcastle

Ms Frances Dumont, RN, MSN, BN, BEd
Dementia Delirium Clinical Nurse Consultant, Hunter New England Health 

Mr Nathan Haining, RN, BN, Grad cert. Crit care
Clinical Nurse Educator, Neuroscience, Westmead Hospital

Dr Kerry Hoffman, RN, BSc, Grad Dip. Ed., Dip. Health Sc., MN, PhD
Lecturer, The School of Nursing & Midwifery, The University of Newcastle

Dr Sharyn Hunter, PhD, RN, BSc( Hons),  Grad Cert(Aged Care) Grad Cert Tertiary Teaching
Lecturer, The School of Nursing & Midwifery, The University of Newcastle 

Ms Raelene Kenny RN, MNursing (Critical Care), GradCertEd (Adult & Org Learning), GradCert Tertiary Teaching
Lecturer, The School of Nursing & Midwifery, The University of Newcastle 

Professor Tracy Levett-Jones, PhD, RN, MEd & Work, BN, DipAppSc(Nursing)
Deputy Head of School (Teaching and Learning), The School of Nursing & Midwifery, The University of Newcastle

Associate Professor David Newby, BPharm, PhD
Acting Discipline Lead, Clinical Pharmacology, The School of Medicine and Public Health
The University of Newcastle

Ms Caroline Phelan, RN, MPH, BN, PhD candidate
Clinical Nurse Consultant Pain Management, Hunter Integrated Pain Service
 
Ms Lorinda Palmer, MN, RN, BSc., Dip. Ed, Grad Dip (Nurs)
Lecturer, The School of Nursing & Midwifery, The University of Newcastle, PhD candidate

Ms Victoria Pitt, RN, MNur (Research), Grad Dip Nurs (Pal.care), Grad Cert Tert Teaching, Dip ApSc (Nursing), PhD candidate
Lecturer, The School of Nursing & Midwifery, The University of Newcastle

Ms Loretto Quinney, RN,RM,CCRN,BaApp.Sc,Grad Cert Mng
Lecturer, The School of Nursing and Midwifery, CQUniversity
 
Dr Rachel Rossiter, D.HSc, RN, MN (NP), M.Counselling, B.Counselling, B.Hlth Sc
Director Postgraduate Coursework Programs, The School of Nursing & Midwifery, He University of Newcastle

Mr Peter Sinclair, RN, BN, Renal Cert, MPhil candidate
Lecturer, The School of Nursing & Midwifery, The University of Newcastle
Chair, The Nephrology Educators Network

Dr Teresa Stone, PhD, RN, RMN, BA M Health Management, GradCert Tertiary Teaching
Bachelor of Nursing Program Convenor, The School of Nursing & Midwifery, The University of Newcastle

Dr Kerry Reid-Searl, PhD,RN,RM,BHlth Sc,MClin Ed.
Assistant Dean Simulation, The School of Nursing and Midwifery, CQUniversity
 
Associate Professor Pamela van der Riet, PhD, RN, MEd , BA Dip ED (Nursing), ICU/CCU cert
Deputy Head of School, The School of Nursing & Midwifery, The University of Newcastle

Ms Lea Vieth, RN, BN
Paediatric Nurse, Rockhampton Hospital

Ms Bree Walker, RN, BN
Nurse Educator, Paediatrics, Rockhampton Hospital

Chapter 1 

Clinical reasoning: What it is and why it matters

Tracy Levett-Jones and Kerry Hoffman

Introduction 
What does it mean to ‘think like a nurse’? 
What is clinical reasoning? 
Why is clinical reasoning important? 
The clinical reasoning process 
Clinical reasoning and critical thinking 
Questioning assumptions and understanding errors 
Learning activity 
Further reading 
References

Chapter 2
Caring for a person experiencing an adverse drug event 
Tracy Levett-Jones and David Newby
Introduction 
Scenario 2.1 What did happen… 
Reflection 
Scenario 2.2 What might have happened… 
Setting the scene 
Changing the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Further reading 
References 
Photo credits

Chapter 3
Caring for a person with fluid and electrolyte imbalance 30
Tracy Levett-Jones, Kerry Hoffman, Jennifer Dempsey and Peter Sinclair
Introduction 
Scenario 3.1 The fluid shift begins… 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 3.2 The pendulum swings in the other direction… 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References

Chapter 4
Caring for a person experiencing respiratory distress and hypoxia 54
Kerry Hoffman, Raelene Kenny and Jennifer Dempsey
Introduction 
Scenario 4.2 Caring for a person with hypoxia and hypoxaemia 
Setting the scene 
Person-centred care 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 4.2 Caring for a person with respiratory distress… 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References 
Photo credit

Chapter 5
Caring for a person with a cardiac condition 
Kerry Hoffman, Jennifer Dempsey and Raelene Kenny
Introduction 
Scenario 5.1 Caring for a person with ischaemic chest pain 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 5.2 Caring for a person with heart failure 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References 
Photo credit

Chapter 6
Caring for a person with an acquired brain injury 
Kerry Hoffman and Nathan Haining
Introduction 
Scenario 6.1 Caring for a person with an acquired brain injury and altered level of consciousness 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 6.2 Caring for a person recovering from a stroke 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References 
Photo credit

Chapter 7
Caring for a ‘challenging’ patient 
Teresa Stone and Rachel Rossiter
Introduction 
Scenario 7.1 Caring for a person with a substance abuse problem 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 7.2 The story unfolds: More than just substance abuse 
Changing the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Further reading 
References 
Photo credit

Chapter 8
Caring for a person with an autoimmune condition 
Rachel Rossiter and Teresa Stone
Introduction 
Scenario 8.1 Caring for a person with scleroderma 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 8.2 The emotional impact of living with a chronic autoimmune condition 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References 
Photo credit

Chapter 9
Caring for an older person with altered cognition 
Sharyn Hunter and Frances Dumont
Introduction 
Scenario 9.1 Caring for an older person with delirium 
The aetiology and pathogenesis of altered cognition in older people 
The epidemiology of the 4Ds 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 9.2 Caring for an older person with dementia 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action
7. Reflect 
Epilogue 
Further reading 
References 
Photo credit

Chapter 10
Caring for a person experiencing pain 
Tracy Levett-Jones and Caroline Phelan
Introduction 
Scenario 10.1 Caring for a person experiencing acute pain 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 10.2 Caring for a person experiencing persistent pain 
Changing the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Further reading 
References

Chapter 11
Caring for a child with type 1 diabetes 204
Loretto Quinney, Kerry Reid-Searl, Lea Vieth and Bree Walker
Introduction 
Scenario 11.1 Caring for a child diagnosed with type 1 diabetes 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 11.2 Caring for a child with diabetic ketoacidosis (DKA) 
Changing the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References

Chapter 12
Caring for a person receiving blood component therapies 224
Jennifer Dempsey and Kerry Hoffman
Introduction 
Scenario 12.1 Caring for a person requiring an emergency transfusion of packed red blood cells 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate
8. Reflect 
Scenario 12.2 Caring for a person undergoing a transfusion of platelets and fresh frozen plasma 
Changing the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References 
Photo credits

Chapter 13
Caring for a person requiring palliative care 244
Pamela van der Riet and Victoria Pitt
Introduction 
Scenario 13.1 The palliative care journey begins 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Scenario 13.2 The palliative care journey comes to an end 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals
6. Take action 
7. Evaluate 
8. Reflect 
Epilogue 
Further reading 
References

Chapter 14
Ethical and legal dimensions of clinical reasoning: Caring for a person who is refusing treatment 266
Lorinda Palmer
Introduction 
Scenario 14.1 The night before Christmas... 
Setting the scene 
Values 
Person-centred care – who is George? 
Scenario 14.2 Christmas morning... 
Setting the scene 
1. Consider the patient situation 
2. Collect cues / information 
3. Process information 
4. Identify the problem / issue 
5. Establish goals 
6. Take action 
7. Evaluate 
8. Reflect 
Further reading 
References

Appendices
I: Cognitive screening tools 
II : Brief pain inventory 
III : Care plan for a person with scleroderma 
IV: Symptom assessment scale – Palliative care outcomes collaboration

Glossary 
Index

delivery

LocationEstimated Delivery Time
Metro Sydney, Melbourne, Brisbane & Canberra areas 2-4 business days
Metro Adelaide, Hobart and Perth areas 4-6 business days
Country areas 3-6 business days
Remote areas 7+ business days

For more details, please see our Delivery & Shipping page here

reviews

READ CUSTOMER REVIEWS

Rate this item

Quality *
Price *
Value *

write a review

* required

Tracking Information

ENTER YOUR TRACKING ORDER NUMBER

×

Notify Me When in Stock

* Required

×

login to add to wishlist

don't have an account? create one here