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Books on the topic 'Nursing students Family violence Nursing'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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1

Family violence and nursing practice. 2nd ed. New York: Springer Pub. Co., 2011.

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2

C, Campbell Jacquelyn, ed. Family violence and nursing practice. Philadelphia: Lippincott Williams & Wilkins, 2004.

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3

Post, Jory. Into adolescence.: Student workbook. Santa Cruz, CA: Network Publications, 1989.

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4

Post, Jory. Into adolescence.: Student workbook. Santa Cruz, CA: Network Publications, 1989.

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5

Laurent, Claire. Domestic violence: The role of the community nurse. London: CPHVA, 1998.

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6

United States. Congress. House. A bill to prevent the abuse of elderly people. Washington, D.C: United States Government Printing Office, 1999.

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7

Thomason, Cynthia. Return of the Wild Son. Toronto, Ontario: Harlequin, 2008.

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8

Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1991.

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9

Post, Jory. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, Calif: ETR Associates, 1994.

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10

Post, Jory. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1989.

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11

Post, Jory. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1988.

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12

1948-, Davis Diane, ed. Groupwork with children of battered women: A practitioner's guide. Thousand Oaks, Calif: Sage Publications, 1995.

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13

Jacquelyn, Campbell, and Humphreys Janice, eds. Nursing care of survivors of family violence. 2nd ed. St. Louis: Mosby, 1993.

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14

Post, Jory. Into adolescence: Student workbook (Contemporary health series). ETR Associates, 1991.

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15

Association, American Nurses', ed. Culturally competent assessment for family violence. Washington, DC: American Nurses Pub., 1998.

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16

Dean, Malessa. CAREGIVER SUPPORT FOR THE RURAL HOMEBOUND ELDERLY AT RISK FOR FAMILY VIOLENCE. 1986.

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17

Ordre des infirmieres et infirmiers du Quebec, ed. Conjugal violence: Nursing intervention with the women : heeding the signs--. Montréal: Ordre des infirmières et infirmiers du Québec, 1988.

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18

R, Feldman Harriet, ed. Nursing care in a violent society: Issues and research. New York: Springer Pub. Co., 1995.

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19

M, Sampselle Carolyn, ed. Violence against women: Nursing research, education, and practice issues. New York: Hemisphere Pub. Corp., 1992.

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20

MEDI-SIM. Family Violence Simulation 4 (CLINICAL SIMIULATIONS IN MENTAL HEALTH NURSING 3). Lippincott Williams & Wilkins, 1994.

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21

Poslusny, Susan M. WOMEN'S FRIENDSHIP IN DEPRESSION: THE LIVED EXPERIENCE OF DEPRESSED AND NON-DEPRESSED FRIENDS (SUBSTANCE ABUSE, FAMILY VIOLENCE). 1990.

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22

Humphreys, Janice Carrol. DEPENDENT-CARE DIRECTED TOWARD THE PREVENTION OF HAZARDS TO LIFE, HEALTH, AND WELL-BEING IN MOTHERS AND CHILDREN WHO EXPERIENCE FAMILY VIOLENCE. 1989.

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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

Sampselle, C. Violence Against Women: Nursing Research, Education, And Practice Issues (Series in Health Care for Women). Taylor & Francis, 1991.

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25

Mckenna, Laura Smith. SOCIAL SUPPORT SYSTEMS OF BATTERED WOMEN: INFLUENCE ON PSYCHOLOGICAL ADAPTATION (NETWORK, ABUSED, VIOLENCE). 1985.

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26

Tiffany, Julia Churchill. TRANSITION: THE LIVED EXPERIENCE OF MOVING FROM STUDENT TO PRACTICING REGISTERED NURSE (NURSING STUDENTS). 1990.

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27

Woman abuse: Screening, identification and initial response. Toronto, Ont: Registered Nurses Association of Ontario, 2005.

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28

Tazim, Virani, Mueller Daina, and Registered Nurses' Association of Ontario., eds. Woman abuse : screening, identification and intitial response. Toronto: Registered Nurses Association of Ontario = L'Association des infirmières et infirmiers autorisés de l'Ontario, 2005.

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29

Woman abuse: Screening identification and initial response. Toronto, ON: Registered Nurses' Association of Ontario, 2006.

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30

Thompson, Sue Ellen. COMPONENTS OF PSYCHOLOGICAL ABUSE OF FEMALE VICTIMS IN DOMESTIC VIOLENCE. 1989.

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31

Mccarthy, Patricia Frances. RURAL WOMEN'S EXPERIENCES OF SEXUAL COMMUNICATION AND SEXUAL VIOLENCE IN MARITAL AND COHABITATING HETEROSEXUAL RELATIONSHIPS (RAPE). 1995.

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32

Cull, Vera Veldman. EXPOSURE TO VIOLENCE AND SELF-CARE PRACTICES OF ADOLESCENTS. 1995.

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33

Beausang, Carol Challberg. AN ANALYSIS OF COLLEGE STUDENTS' PERSONAL STORIES OF THEIR SEXUALITY EDUCATION. 1996.

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34

Coleman, Jean Urban. NURSING STUDENTS' ATTITUDES TOWARD VICTIMS OF DOMESTIC VIOLENCE AS PREDICTED BY SELECTED INDIVIDUAL AND RELATIONSHIP VARIABLES (BATTERED WOMEN). 1993.

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35

Adam, Sheila, Sue Osborne, and John Welch, eds. Critical Care Nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199696260.001.0001.

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This textbook encompasses the knowledge, skills, and expertise needed to deliver excellent nursing care to critically ill patients. Emphasis is placed on a holistic and compassionate approach towards humanizing the impact of the environment, organ support, and monitoring, as well as critical illness itself. Chapters cover the general aspects of critical care such as the critical care environment or critical care continuum and specific organ systems and diseases. The structure of the systems chapters reminds the reader of the underlying anatomy and physiology as well as highlighting areas of particular relevance to critical care. The focus on priorities for management builds on the ABCDE assessment and offers insight into key interventions in urgent situations as well as outlining evidence-based practice. The book is ideal for those new to the critical care environment, but will also act as a reminder for more experienced nurses when faced with a new situation or when teaching/mentoring students. The patient and their family remain the centre of all This new edition brings the definitions, pathophysiology, and management of fast-changing and challenging areas such as ARDS, sepsis and multiple organ dysfunction, resuscitation, and acute kidney injury up to date as well as including any evidence-based changes associated with nursing practice in critical care. A new chapter covers major incident planning and management and the role of critical care in pandemic situations.
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36

Anderson, Mary Lynn. NURSE LEADERS: THE RELATIONSHIP BETWEEN RETURN TO SCHOOL AND SEX ROLE TRAITS, FAMILY DEMOGRAPHICS AND HOUSEHOLD RESPONSIBILITIES (WOMEN STUDENTS). 1991.

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37

Coyne, Imelda, Freda Neill, and Fiona Timmins, eds. Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.001.0001.

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Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms
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38

Return Of The Wild Son (Harlequin Superromance). Harlequin, 2008.

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39

McPherson, Carole, and Jory Post. Learning About HIV: A Curriculum for Grades 5-8 Temporary Health Series (Contemporary health series). Etr Assoc, 1988.

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40

Carole, McPherson, ed. Into adolescence.: A curriculum for grades 5-8. Santa Cruz, CA: Network Publications, 1988.

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41

Davis, Diane, and Einat Peled. Groupwork with Children of Battered Women: A Practitioner's Manual (Interpersonal Violence: The Practice Series). Sage Publications, Inc, 1994.

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42

Davis, Diane, and Einat Peled. Groupwork with Children of Battered Women: A Practitioner's Manual (Interpersonal Violence: The Practice Series). Sage Publications, Inc, 1994.

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43

Surti, Ghulam Mustafa, Laura Stanton, and Robert Kohn. Violence and Aggression in the Elderly. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199374656.003.0024.

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In nursing homes, aggression is seen in almost 32% of residents. Often, there are medical causes associated with delirium to account for such aggressive behaviors. This chapter discusses the incidence of and issues related to resident-to-staff and resident-to-resident aggression involving patients with major neurocognitive disorders in long-term care settings. Often such aggression results in physical injuries to staff. Resident-to-staff aggression most commonly occurs during direct caregiving. Resident-to-resident assault is not uncommon and has been categorized into 13 major subtypes. Use of physical restraint and pharmacological interventions in response to agitation and aggression in nursing homes carries liability due to risk of injury. The chapter also addresses sexuality of elderly nursing home residents, federal regulations mandating the allowance of expression of sexual needs of residents, and barriers that can impede expression of sexuality by residents. The chapter concludes with a discussion of elder-to-caregiver aggression in the community, including violent behavior toward family and caregivers employed by home healthcare agencies.
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44

Carmo, Leide Silva do, and Nelson Iguimar Valerio. Psicologia & saúde treino de habilidades de vida e saúde mental em universitários. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-87836-06-5.

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Several factors can cause damage to the mental health of university students, e.g. academic adaptation, housing change, distance from family and friends, and dealing with stressors regarding new requirements, which need some resources to cope with such situations. The content of this book, from the Master's Dissertation developed by the authors at the Stricto-Sensu Psychology and Health Post-Graduation Program at the Medical School of São José do Rio Preto - FAMERP, aims at describing the presence of mental disorders and demonstrating the implementation of a life-skills training in university students (Medicine and Nursing), randomly chosen in a teaching institution in a medium-sized city, interior of São Paulo state. The participants expressed high symptoms of anxiety, depression and stress in the initial evaluation, however, after the training of group life skills, they showed significant improvements with maintenance of these rates during the follow-up. This training can be stood out to improve the mental health and life skills of the students. It is likely that the intervention group may have helped these students to cope with negative pressures, avoiding risky behaviors, communicating effectively; moreover, coping with adaptations and changes in such academic process. It is worthwhile to point out that this study may encourage further research in relation to mental health and life-skills in university students, and that it will encourage the insertion of programs with these skills training, due to their effectiveness, low cost, the participants´ acceptance, improvement in mental health, and provide increasing academic performance.
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45

Ragsdale, Lindsay B., and Elissa G. Miller, eds. Pediatric Palliative Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190051853.001.0001.

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What Do I Do Now: Pediatric Palliative Care succinctly describes the palliative care approach to children with serious illness and provides practical guidance to clinicians and trainees. This book address physical, emotional, social, cultural, and spiritual needs of ill children and their families. Many clinicians want to help children that are seriously ill but have not been taught the skills or practice guidelines to attend to their needs. This book walks a provider through a challenging clinical pediatric case and outlines how to think through clinical dilemmas and respond to the patient and family. Each clinical vignette introduces a topic and provides context to the practical, clinical content, including symptom management and communication strategies. This book equips providers with applicable skills and knowledge for frequently encountered challenges caring for seriously ill children from prenatal to adolescent ages. This book will be clinically relevant to primary care providers, inpatient pediatricians, palliative care and hospice providers that are not familiar with pediatric care, nurses, allied health practitioners, fellow and resident physicians, medical students, and advance practice providers. Pediatric Palliative Care is a growing field and this book offers condensed, case based learning. Palliative care is, by nature, an interdisciplinary practice and this book reflects that collaboration with contributors from nursing, chaplaincy, child life, social work, psychology and physicians.
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46

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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47

Shephard OAM, Mark, ed. Practical Guide to Global Point-of-Care Testing. CSIRO Publishing, 2016. http://dx.doi.org/10.1071/9781486305193.

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Point-of-care testing (POCT) refers to pathology testing performed in a clinical setting at the time of patient consultation, generating a rapid test result that enables informed and timely clinical action to be taken on patient care. It offers patients greater convenience and access to health services and helps to improve clinical outcomes. POCT also provides innovative solutions for the detection and management of chronic, acute and infectious diseases, in settings including family practices, Indigenous medical services, community health facilities, rural and remote areas and in developing countries, where health-care services are often geographically isolated from the nearest pathology laboratory. A Practical Guide to Global Point-of-Care Testing shows health professionals how to set up and manage POCT services under a quality-assured, sustainable, clinically and culturally effective framework, as well as understand the wide global scope and clinical applications of POCT. The book is divided into three major themes: the management of POCT services, a global perspective on the clinical use of POCT, and POCT for specific clinical settings. Chapters within each theme are written by experts and explore wide-ranging topics such as selecting and evaluating devices, POCT for diabetes, coagulation disorders, HIV, malaria and Ebola, and the use of POCT for disaster management and in extreme environments. Figures are included throughout to illustrate the concepts, principles and practice of POCT. Written for a broad range of practicing health professionals from the fields of medical science, health science, nursing, medicine, paramedic science, Indigenous health, public health, pharmacy, aged care and sports medicine, A Practical Guide to Global Point-of-Care Testing will also benefit university students studying these health-related disciplines.
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