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Books on the topic 'Nursing student's experiences of clinical'

Author: Grafiati

Published: 11 December 2022

Last updated: 19 February 2023

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1

Nursing student's guide to clinical success. Sudbury, Mass: Jones and Bartlett, 2011.

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2

R, Williams Bradley, and Baer Charold Lee Morris, eds. Student's manual for 'Clinical pharmacology and nursing'. Springhouse, Pa: Springhouse Publishing, 1988.

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3

Newman, Kathleen Virginia. THE BACCALAUREATE NURSING STUDENT'S EXPERIENCE IN A PSYCHIATRIC CLINICAL SETTING: A PHENOMENOLOGICAL STUDY (NURSING STUDENT). 1991.

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4

Cushinberry, Aletha J. STRESS IN BACCALAUREATE NURSING STUDENTS ASSOCIATED WITH CLASSROOM AND CLINICAL LEARNING EXPERIENCES (STATE-TRAIT ANXIETY). 1986.

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5

Kosowski, Margaret Mary Rubritz. CLINICAL LEARNING EXPERIENCES AND PROFESSIONAL NURSE CARING: A CRITICAL PHENOMENOLOGICAL STUDY OF FEMALE BACCALAUREATE NURSING STUDENTS. 1993.

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6

O'Reilly-Knapp, Marye. BACCALAUREATE NURSING STUDENTS' REPORTS OF PERCEPTION OF SOCIAL SUPPORT OBTAINED AND SOCIAL SUPPORT DESIRED FROM FACULTY WHILE IN CLINICAL EXPERIENCES. 1992.

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7

Gaddis, Lynn Marie Ray. AN ANALYTIC DESCRIPTION OF TRADITIONAL PRE-CONFERENCE AND TRIO PRE-CLINICAL ROUNDS AS CURRICULAR EXPERIENCES TO DEVELOP DIAGNOSTIC REASONING SKILLS OF BACCALAUREATE NURSING STUDENTS. 1992.

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8

Speziale, Helen Streubert. A DESCRIPTION OF CLINICAL EXPERIENCE BY CLINICAL NURSE EDUCATORS AND STUDENTS. 1989.

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9

Payne, Lorene. Nursing Student's Guide to Clinical Success. Jones & Bartlett Learning, LLC, 2010.

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10

Fox, Frances McAvoy, and Cindy Tryniszewski. Student's Manual for Clinical Pharmacology and Nursing. 2nd ed. Springhouse Corporation, 1991.

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11

Cranmer, Janice Lee. NURSING STUDENTS' PERCEPTIONS OF CLINICAL EXPERIENCE STRESSORS AND PEER GROUP SUPPORT. 1992.

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12

Demarzo, Laura. THE EFFECT OF DIRECT PSYCHIATRIC EXPERIENCE ON NURSING STUDENTS' ATTITUDES TOWARD MENTAL ILLNESS. 1990.

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13

Gaul, Beth Ann Bates. THE CLINICAL JUDGMENT EXPERIENCES OF EXPERT PUBLIC HEALTH NURSES. 1994.

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14

Rossen, Eric, and Robert Hull, eds. Supporting and Educating Traumatized Students. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.001.0001.

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Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, this online resource presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, it brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. It provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma, and chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma.

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15

Smith, Sheila Kathleen. WOMEN'S EXPERIENCES OF VICTIMIZING SEXUALIZATION AND HEALING. 1996.

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16

Garza-Escobedo, Edna Iris. NURSING STUDENTS' PERCEPTION OF THE MENTAL WORKLOAD RELATED TO THEIR CLASSROOM AND CLINICAL EXPERIENCE. 1992.

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17

Tiffany, Jone, and Barbara Hoglund. Lippincott Clinical Experiences: Community, Public, and Population Health Nursing Standalone Version. LWW, 2018.

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18

Tiffany, Jone, and Barbara Hoglund. Lippincott Clinical Experiences: Community, Public, and Population Health Nursing Standalone Version. Lippincott Williams & Wilkins, 2019.

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19

Hintze, Louise Ratliff. COHESIVE EXPERIENCES OF YOUNG WOMEN IN SUPPORT GROUPS: A PHENOMENOLOGICAL STUDY. 1989.

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20

Bosek, Marcia SueDeWolf, and Teresa A. Savage. The The Ethical Component of Nursing Education: Integrating Ethics into Clinical Experiences. Lippincott Williams & Wilkins, 2006.

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21

Armstrong, Julie A. CHILDHOOD ABUSIVE EXPERIENCES AND POSTTRAUMA SYMPTOMS IN REGISTERED NURSES. 1996.

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22

Rickman, Kathleen Anne. CHARACTERISTICS AND EXPERIENCES OF PAST PARTICIPANTS IN THE TEXAS PEER ASSISTANCE PROGRAM FOR NURSES (ADDICTION). 1996.

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23

Rice, Leslie E. THE EXPERIENCES OF FOUR RECOVERING ALCOHOLIC WOMEN (ALCOHOLICS ANONYMOUS, FAMILY VIOLENCE, CHILD SEXUAL ABUSE). 1995.

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24

Mundt, Mary Hollahan. The conceptualization and organization of clinical learning experiences in the baccalaureate nursing curriculum. 1986.

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25

Edwards, Ruth Bax. USE OF CLINICAL PRACTICE EXPERIENCES IN HOSPITAL CRITICAL CARE SETTINGS BY GENERIC BACCALAUREATE NURSING PROGRAMS. 1985.

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26

Jolesz, Ferenc A., and Ian R. Young. Interventional MR: Techniques, Methods and Clinical Experiences. Informa Healthcare, 1997.

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27

Jester, Rebecca, Julie Santy Tomlinson, and Jean Rogers. Oxford Handbook of Trauma and Orthopaedic Nursing. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831839.001.0001.

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The second edition of the Oxford Handbook of Orthopaedic and Trauma Nursing is an easily accessible, practical, and comprehensive guide to orthopaedic and trauma care. Principally aimed at nurses working in the specialty, it is also a useful guide for all healthcare practitioners and students. This edition provides new information about supporting people with a learning disability within orthopaedic and trauma care settings, virtual clinics, updated management and competencies, fast-track and enhanced recovery pathways, and a stronger emphasis on the health promotion role of nurses in the field. It is written in a readable note-based style with clear illustrations and comprehensive text. The Oxford Handbook of Orthopaedic and Trauma Nursing brings together the authors’ many years of collective experience in one easy-to-use format the student and practitioner won’t want to be without.

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28

Wysoker, Amy Serene. WOMEN'S EXPERIENCES LOSING WEIGHT AND GAINING THE LOST WEIGHT BACK (WEIGHT CONTROL, OBESITY, RELAPSE PREVENTION). 1991.

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29

Hill, Jacquelyne L. PERCEPTIONS OF FACTORS AFFECTING STUDENT-PATIENT MATCHING IN ILLINOIS ASSOCIATE DEGREE NURSE CLINICAL EXPERIENCES (NURSING EDUCATION). 1991.

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30

Pereira, Araída Dias, Bárbara Paixão de Gois, and Jussara Maysa Silva Campos. Oncologia: uma visão interdisciplinar. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-216-2.

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This book, comprising 24 chapters, proposes in an interdisciplinary way to present updated technical content from different areas such as nutrition, nursing, psychology, pharmacy and occupational therapy. The main objective of this work is to contribute to the clinical professional practice in oncology, as well as, to the training of students in the health field. The contents were carefully selected, compiled and approached in a didactic way, so that they provide an intuitive and pleasant reading. Starting from the molecular basis, risk and nutrition factors and cancer prevention, going through screening and nutritional assessment, since diet therapy treatment, symptom control, main nutritional problems and palliative care, and even spirituality, with the nutritional approach for adults and pediatric patients as one of its strengths. This way, readers are invited to enjoy the knowledge shared by experienced health professionals and researchers, who work in oncology. In addition to these experiences, valuable reports are presented from patients who have experienced (or are experiencing) cancer treatment, with the aim of bringing the reader closer to a different perspective of this multidimensional reality. It is known that the experience of an oncological treatment is accompanied by varied emotions and feelings for everyone involved, both for the team of professionals and for family members, in addition to the role of the patients themselves. And that is why, from the different spectrums covered, it is expected to help the professional performance in this ascending area of health to occur even more in a holistic and humanized way.

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31

McNamee, Mary Josephine. ESSENTIAL STUDENT CLINICAL BEHAVIORS FOR SATISFACTORY COMPLETION OF INITIAL MEDICAL-SURGICAL NURSING EXPERIENCES AS PERCEIVED BY BACCALAUREATE NURSING FACULTY. 1988.

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32

Jacobs, Marianne Scherer. THE BEST OF TIMES, THE WORST OF TIMES: THE VIETNAM EXPERIENCES OF AND POSTTRAUMATIC STRESS DISORDER AMONG FEMALE NURSE VETERANS (VETERANS). 1990.

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33

Sando, Carol Renee. THE EFFECT OF VERIFICATION OF PERCEPTIONS BY THE NURSING STUDENT AND CLINICAL INSTRUCTOR ON THE STUDENT'S PERCEPTION OF TEACHER EFFECTIVENESS AND SELF-EVALUATION OF CLINICAL PERFORMANCE. 1996.

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34

Hassan, Hamidah, Santhna Letchmi Panduragan, Samsiah Mat, Mohd Said Nurumal, and Jalina Karim, eds. Essential Nursing Guidelines: Clinical skills and Procedures. UMS Press, 2021. http://dx.doi.org/10.51200/essentialnursingguidelinesumspress2021-978-967-2962-88-5.

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This book was an amalgamation of 120 contributors from various fields of nursing throughout Malaysia who shared their opinions and experiences in privileging this book for use in the nursing practice. The Malaysian Nursing Board collaborated during the later stage of the manuscript development to ensure complete and accurate content. The scope of skills encompasses the basics of nursing procedures and procedures specialised care. It has 17 units of basic components of care that comprise 136 procedures needed in nursing practice. The book is created based on the requirements of 14 ADL covering the following aspects; Fundamental of Nursing, Vital Signs, Personal Hygiene, Bed Making, Moving and Positioning, Maintaining Airway and Oxygenation, Oral and Enthral Nutrition, Specimen, Bowel and Elimination, Comfort Measures, Medication, Intravenous, Wound Care, Bandages, Intraoperative Procedures, Special Procedures and Care After Death. The skills and procedures were selected and consulted with experienced clinicians, nursing lecturers, nurse instructors and significant others whom we had wisely sought to ensure the book quality is sure-fire.

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35

Kellum, John A. Rapid Response System. Edited by Raghavan Murugan and Joseph M. Darby. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190612474.001.0001.

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This handbook provides a practical approach to the evaluation, differential diagnosis, and management of common medical and surgical emergencies such as cardiac arrest, acute respiratory failure, seizures, and hemorrhagic shock occurring in hospitalized patients. Less common and special circumstances such as pediatric, obstetric, oncologic, neurologic, and behavioral emergencies as well as palliative care for terminally ill patients encountered in the context of rapid response team (RRT) events are also discussed. An overview of commonly performed bedside emergency procedures by rapid response team members complements the clinical resources that may need to be brought to bear during the course of the rapid response team event. Finally, an overview of organization, leadership, communication, quality, and patient safety surrounding rapid response team events is provided. This book is written with medical students, junior physicians, and nursing staff in mind working in both academic and community hospital settings. Both a novice and an experienced healthcare provider involved in a rapid response system (RRS) will find this handbook to be a valuable supplement to the clinical experiences gained through active engagement in the system. Hospital administrators and senior management staff will also find this book to be useful in the evaluation of quality and performance of the rapid response system, management of staff attitudes and behavior, performance of peer review, care for second victims, and implementation of countermeasures for patient safety problems discovered in the course of rapid response system reviews.

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36

Egenes, Karen Heine. NURSING STUDENT AND FACULTY PERCEPTIONS OF FACTORS LEADING TO STUDENT SATISFACTION AND DISSATISFACTION IN STUDENT CLINICAL EXPERIENCES: AN APPLICATION OF THE HERZBERG MODEL. 1989.

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37

Nelson, Bret P., ed. Acute Care Casebook. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190865412.001.0001.

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Acute Care Casebook provides a case-based approach to the broad practice of acute care medicine, covering a variety of common patient presentations and clinical environments. This book features over 70 illustrated cases, including presentations of trauma and medical illness in wilderness medicine, military and prehospital environments, pediatrics, emergency medicine, and intensive care unit and floor emergencies. Designed for students and trainees in medicine, nursing, emergency medical services, and other acute care specialties, this text guides readers through not only symptom evaluation and treatment but also the thought process and priorities of experienced clinicians. Each chapter features key diagnoses and management pearls from leading experts that will help prepare readers for any event, from stabilizing and transporting a trauma patient in the field, to managing postoperative complications in the intensive care unit.

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38

Pajnkihar, Majda, and Dominika Vrbnjak, eds. Advanced Nursing Practice: International Experiences and Future Direction for Nursing in Slovenia, Book of Abstracts. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-499-6.

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First international Advanced Nursing Practice conference in Slovenia brought world leading academic scholars to exchange and share their experiences on Advance Nursing Practice (ANP) education and practice. Special emphasis will be put on presentation of competencies, roles and scope of practice. Aim of our conference was to bring ANP education and especially the nature of ANP practice closer to an academic and clinical environment as well to decision making bodies in government and other professional groups in Slovenia. Numerous studies have shown that advanced practice nurses can provide quality patient care by role extension or expansion, contribute to efficacy, cost efficiency, patient satisfaction, reduced (re)hospitalizations, and reduced mortality. Experts from countries where ANP is well established and experts from countries where ANP is in the beginning stages of development participated in round table discussion. Conclusions of the round table discussion produced future direction for development of ANP in Slovenia.

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39

Steffen, Ann M., Larry W. Thompson, and Dolores Gallagher-Thompson. Treating Later-Life Depression. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068431.001.0001.

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One of the greatest challenges for providers treating later-life depression is the wide variability of life circumstances that accompany depressive symptoms for clients across outpatient mental health, integrated primary care, and inpatient psychiatric settings. This thoroughly revised Clinician Guide for Treating Later-Life Depression: A Cognitive-Behavioral Therapy Approach outlines culturally responsive practices that target the contexts and drivers/antecedents of depression in middle-aged and older adults. Clinicians choose research-supported modules from the accompanying workbook that fit the needs of their clients (i.e., changes in brain health, chronic pain, sleep problems, anxiety, experiences of loss, family caregiving issues). This practical guide reflects continuing international scientific and clinical advances in applying cognitive-behavioral therapy to age-related problems using individual and group formats, with clinician-tested recommendations for telehealth practice. Flexible use of these clinical tools enhances the personalized application of change strategies, including behavioral activation, problem solving, relaxation training, attention to personal strengths and positive emotional experiences, self-compassion, cognitive reappraisal, and communication skills training. Case examples are provided to support the efforts of practitioners from a range of disciplines (e.g., clinical psychology, psychiatry, social work, counseling, marriage and family therapy, nursing, occupational therapy, and recreational specialists). The appendices include aging-friendly assessment tools and other resources to support professional development. Because the practical techniques presented have empirical support accumulated over decades, Treating Later-Life Depression is an indispensable resource for behavioral health providers who wish to effectively and efficiently help diverse aging clients thrive in a daily life that is true to their values and personal strengths.

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