This is the standalone textbook set. To order the package with MyNursingKit, please perform a new search using the following ISBN: 9781486043439
The focus of this product package is to provide students with a strong knowledge base, an understanding of contemporary practice issues in Australia and the capacity for sound clinical reasoning. You will use these professional attributes in order to provide safe and effective nursing care. This easily understood, straightforward Australian edition integrates the following concepts: epidemiology, pathophysiology, pharmacology, legal and ethical issues, therapeutic communication, interprofessional communication and cultural safety.
Multiple learning strategies have been developed to help the student succeed: MyNursingLab includes audio files, case studies, self-study material and videos, while the text includes boxes, tables, special features, illustrations as well as synthesis and critical thinking exercises to help students build skills for class and clinical learning for practice as a professional nurse.
UNIT 1 Dimensions of Medical-Surgical Nursing
1: Medical-Surgical Nursing
2: Health and Illness in Adults
3: Community Care
UNIT 2 Alterations in Patterns of Health
4: Nursing Care of People Having Surgery
5: Nursing Care of People Experiencing Loss, Grief and Death
6: Nursing Care of People with Problems of Substance Abuse
7: Nursing Care of People in the Emergency Department or Experiencing Disasters
UNIT 3 Pathophysiology and Patterns of Health
8: Genetic Implications of Adult Health Nursing
9: Nursing Care of People Experiencing Pain
10: Nursing Care of People with Altered Fluid, Electrolyte and Acid-Base Balance
11: Nursing Care of People Experiencing Trauma and Shock
12: Nursing Care of People with Infections
13: Nursing Care of People with Altered Immunity
14: Nursing Care of People with Cancer
UNIT 4 Responses to Altered Integumentary Structure and Function
15: A Person-centred Approach to Assessing the Integumentary System
16: Nursing Care of People with Integumentary Disorders
17: Nursing Care of People with Burns
UNIT 5 Responses to Altered Endocrine Function
18: A Person-centred Approach to Assessing the Endocrine System
19: Nursing Care of People with Endocrine Disorders
20: Nursing Care of People with Diabetes Mellitus
UNIT 6 Responses to Altered Gastrointestinal Function
21: A Person-centred Approach to Assessing the Gastrointestinal System
22: Nursing Care of People with Nutritional Disorders
23: Nursing Care of People with Upper Gastrointestinal Disorders
24: Nursing Care of People with Bowel Disorders
25: Nursing Care of People with Gallbladder, Liver and Pancreatic Disorders
UNIT 7 Responses to Altered Urinary Elimination
26: A Person-centred Approach to Assessing the Renal System
27: Nursing Care of People with Urinary Tract Disorders
28: Nursing Care of People with Kidney Disorders
UNIT 8 Responses to Altered Cardiovascular Function
29: A Person-centred Approach to Assessing the Cardiovascular and Lymphatic Systems
30: Nursing Care of People with Coronary Heart Disease
31: Nursing Care of People with Cardiac Disorders
32: Nursing Care of People with Vascular and Lymphatic Disorders
33: Nursing Care of People with Haematological Disorders
UNIT 9 Responses to Altered Respiratory Function
34: A Person-centred Approach to Assessing the Respiratory System
35: Nursing Care of People with Upper Respiratory Disorders
36: Nursing Care of People with Ventilation Disorders
37: Nursing Care of People with Gas Exchange Disorders
UNIT 10 Responses to Altered Musculoskeletal Function
38: A Person-centred Approach to Assessing the Musculoskeletal System
39: Nursing Care of People with Musculoskeletal Trauma
40: Nursing Care of People with Musculoskeletal Disorders
UNIT 11 Responses to Altered Neurological Function
41: A Person-centred Approach to Assessing the Nervous System
42: Nursing Care of People with Intracranial Disorders
43: Nursing Care of People with Cerebrovascular and Spinal Cord Disorders
44: Nursing Care of People with Neurological Disorders
UNIT 12 Responses to Altered Visual and Auditory Function
45: A Person-centred Approach to Assessing the Eye and Ear
46: Nursing Care of People with Eye and Ear Disorders
UNIT 13 Responses to Altered Reproductive Function
47: A Person-centred Approach to Assessing the Male and Female Reproductive Systems
48: Nursing Care of Men with Reproductive System and Breast Disorders
49: Nursing Care of Women with Reproductive System and Breast Disorders
50: Nursing Care of People Who Have Sexually Transmitted Infections
UNIT 14 Special Topics in Medical-Surgical Nursing
51: Mental Healthcare in the Australian Context
52: Nursing Care of People in Regional, Rural and Remote Areas of Australia
This edition of Medical-Surgical Nursing features a reorganisation of some units, as follows:
- Responses to Altered Nutrition (Unit 6) includes chapters on assessment and care of people with nutritional disorders, upper gastrointestinal disorders, bowel disorders and disorders of the gallbladder, liver and pancreas.
- Responses to Altered Cardiovascular Function (Unit 8) includes chapters on assessment and care of people with coronary heart disease, cardiac disorders, vascular and lymphatic disorders, and haematological disorders.
- Responses to Altered Neurological Function includes chapters on assessment and care of people with intracranial disorders, spinal cord disorders and neurological disorders.
New to this edition
Key features of the Australian edition include:
- Learning Outcomes show you the knowledge you'll gain, while Clinical Competencies demonstrate how you will apply that knowledge. MyNursingLab is built around testing students' mastery of these learning outcomes.
- Pathophysiology sections give an overview of each major illness or condition, including incidence and prevalence, manifestations and complications. Pathophysiology Illustrated art brings physiological processes to life.
- Interprofessional Care sections profile the role of nurses and the other members of the healthcare team in managing illness. This section includes information about specific tests necessary for diagnosis, medications, surgery and treatments, fluid management, dietary management, and complementary and alternative therapies.
- Nursing Care sections begin with health promotion information because illness prevention is critical in healthcare today. Nursing care is discussed within a context of priority nursing diagnoses and interventions, with rationales provided for each intervention. Boxes that present information essential to person-centred care are Nursing Care, Meeting Individualised Needs, Consideration for Practice, Medication Administration and Nursing Research.
- Nursing Care Plans are provided for each major disorder or condition. Each plan begins with a brief case study, followed by the steps of the nursing process.
- Diagnostic Tests tables include details of test names, the purpose and description of the test, and related nursing care and a narrative summary.
- Focus on Cultural Diversity boxes demonstrate how culture, age and gender affect differences in incidence, prevalence and mortality.
- Genetic Considerations boxes remind students of the relevant genetic information to gather during the health history.
- Health Assessment Interviews summarise and prioritise the questions to ask and provide an interview guide based on functional health patterns.
- Physical Assessment sections demonstrate 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 other featured content.
- Chapter Reviews includes summaries and multiple-choice review questions to reinforce comprehension of the chapter content. (The correct answers with rationales are found in the Instructors' Manual.)
- Building Clinical Competence reviews at the end of the units take what's covered in the unit and apply that knowledge to specific cases. The feature includes a clinical scenario involving a priority issue reflection piece that synthesises underlying concepts and includes a variety of questions that allow students to apply different skills; and a case study with a concept map that further synthesises material using the nursing process.
- The chapter on Nursing Care of People with Mental Health Disorders and the coverage of nursing care of people in regional settings are unique to this Medical-Surgical Nursing text.
The authors listed below are the Unit Coordinators for the second Australian edition of LeMone: Medical Surgical Nursing
Professor Tracy Levett-Jones is the Deputy Head of School (Teaching and Learning) in the School of Nursing and Midwifery and Director of the Research Centre for Health Professional Education at the University of Newcastle. Her research interests include the phenomenon of ?belongingness', clinical education, patient safety, clinical reasoning, interprofessional education and simulation. Tracy's doctoral research explored the clinical learning experiences of students in Australia and the United Kingdom. She has a broad clinical background and prior to her academic career worked as a women's health nurse, nurse educator and nurse manager. Tracy has authored seven books on clinical learning, and multiple book chapters and peer-reviewed journal publications. She has been awarded eight teaching and learning awards, including the Pearson/Australian Nurse Teacher Society (ANTS) Nurse Educator of the Year Award and an Australian Learning and Teaching Council Award for Teaching Excellence.
Dr Trudy Dwyer completed a hospital-based nursing program at the Rockhampton Hospital, Queensland, where she developed a passion for critical care nursing and travel. After many years travelling, she returned to Rockhampton and CQUniversity. Trudy has a long career as a nurse academic, coordinating undergraduate, postgraduate courses and the Honours program. She is also a supervisor of masters and PhD research students. Her research interests include resuscitation, the deteriorating patient, clinical education and population health. She has published in international refereed scholarly journals, book chapters and is the co-author of the highly successful Student Nurse: Clinical Survival Guide.
Professor Lorna Moxham is a three-year specialist hospital-trained psychiatric nurse and also a general-trained RN. Lorna actively contributes to the nursing profession at regional, state, national and international levels, as well as to the broader community, in numerous ways. Lorna has served on many ministerial committees as a member and chair, and has held several leadership and governance roles both within the tertiary education sector and in industry. Lorna is an assessor for ANMAC and is currently the inaugural Professor of Mental Health Nursing 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 describes working with Nursing students as one of the very best parts of her job.
Professor Kerry Reid-Searl is a Professor and Sub Dean of simulation
at CQUniversity Rockhampton Campus. Kerry has had extensive nursing experience in the Torres Strait and regional Queensland and is a current practicing clinician in the area of paediatrics. She has been involved in undergraduate nursing education for the past 21 years and has been the recipient of numerous teaching awards. Some of these include the CQUniversity Vice Chancellors Teaching Award in 2008 and 2010, a Faculty of Science Engineering and Health teaching award in 2008 and 2010, an Australian Learning and Teaching Citation for her outstanding contribution to student learning in 2008 and 2012, was named Pearson/Australian Nurse Teacher Society Nurse Teacher of the Year in 2009 and in 2012 was awarded and Australian University Teaching Excellence Award. Kerry has become known nationally and internationally for her pioneering work in creating, designing and researching an innovative simulation strategy which suspends undergraduate nursing students in disbelief called Mask Ed (KRS Simulation).
Kamaree Berry's nursing career spans more than 20 years and commenced with the Australian Army Reserve where she trained as a medic then became a nursing officer at the rank of lieutenant. She has been employed in both the public and private sector as a registered nurse, clinical development coordinator, and as learning and professional development manager. A successful nursing career has provided her with the opportunity to teach at both undergraduate and postgraduate levels along with corporate and commercial sector at national level. Underpinning Kamaree's philosophy and values of learning, development and professional education is her strong conviction that senior academics should provide 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, unit/course module designs, staff and student mentorship, and currency on educational trends within the nursing profession.
She has been awarded a Bachelor of Nursing, Postgraduate Diploma Clinical Nursing-Perioperative, a Master of Educational Studies (Hons) and is currently completing her doctoral thesis, ?The creation and enhancement of a nurse academic's professional identity in the tertiary sector'.
Dr Keryln Carville PhD, RN, STN(Cred) has an expansive clinical practice in wound and ostomy management and has a commitment to research and education within these domains. She is a Founding and Life Member of the WA Wound Care Association, an Inaugural Fellow of Australian Wound Management Association (AWMA) in 2006, Chair of the Australian Pressure Ulcer Advisory Panel and AWMA Subcommittee for the Australian Wound Standards, a member of the AWMA Venous Leg Ulcer Committee and Chair of the WoundsWest Education Committee.
In addition, Keryln sits on the Editorial Board for Journal of Wound Practice and Research and the Journal of Stomal Therapy Australia and is actively involved in the development and roll-out of the WoundsWestę project. The latter is a Western Australian Health Department initiative in partnership with Silver Chain and Curtin University and is a key program under the reform package of Ambulatory Care and Chronic Disease Management. Keryln has many publications and delivered key note addresses nationally and internationally.
Majella Hales works as a casual academic at the Australian Catholic University in Brisbane. Originally hospital trained, she has worked in Nursing for over 20 years. She maintains her clinical experience by undertaking agency shifts in critical care units in hospitals across south east Queensland and provides clinical facilitation for undergraduate nursing students for various local universities. Majella authoured several chapters of Kozier & Erb's Fundamentals of Nursing Vols 1-3 and co-authored Principles of Pathophysiology with
Associate Professor Shane Bullock. Along with journal articles and conference presentations, she has also produced the skills DVD for Tollefson's Clinical Psychomotor Skills text and adapted the American case study resource The Neighbourhood. She is now studying biomechanics and is undertaking research with Dr. Michael Cole into postural stability in people with Parkinson's Disease.
She also works freelance in the production of educational resources for nurses and other undergraduate health care professionals.
Nicole Knox has been nursing since she was 17yrs of age. A majority of Nicole's nursing has been in Critical Care nursing, particularly Intensive Care where she completed a graduate certificate. Nicole has enjoyed clinical education, which guided her decision to pursue a career in Academia. She has continued in the path of Education and has worked in several Universities in Sydney. Her role has included unit coordination, teaching and research and is clinically current in the area of coronary care.
Dr Yoni Luxford is a Senior Lecturer in Nursing in the School of Health at the University of New England, Armidale NSW. Yoni's practice background is in midwifery and Aboriginal and women's community health. She worked around Australia in rural, urban and remote areas before becoming an academic. Her recent research focuses on culture and communication in healthcare. Her PhD work addressed questions of embodiment, health promotion, culture and breast health for older women. Yoni has written a number of publications, including co-authoring (with Anderson) Women Growing Older: A Health and Wellness Manual for Working with Women around 60 Years and Over, published by the Southern Women's Health and Community Centre. Yoni believes there are extraordinary opportunities for nurses and midwives to make significant differences and contributions to how people experience healthcare, and to be a major influence in the shape of health services for the future.
Debra Raymond has been nursing since she was 15yrs of age. She started nursing in a nursing home as an assistant in Nursing, then completed her Enrolled Nursing Aide Course, worked as an EN and was encouraged to do further studies. Debra then completed her Diploma of Health Science Nursing, Degree of Health Science and Masters of Clinical Practice.
A majority of Debra's nursing has been in Critical Care nursing. Debra has enjoyed education, which supported her decision to enter Academia. Debra then started Facilitating Nursing Students in the Clinical Setting. She has continued in the path of Education and now works as an Associate Lecturer including the role of Unit Coordinator and is clinically current.
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 to make a difference in nursing has guided her to continue down this path.