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Friday, June 6, 2014

Nursing Spectrum Drug Handbook PDF ebook

Nurses need every resource possible to keep their patients safe from untoward drug effects. In the wake of rising public controversy about drug safety and two drug-focused Institute of Medicine (IOM) reports released in 2006, Nursing Spectrum Drug Handbook 2008 is an especially timely publication.
The first report, “Preventing Drug Errors,” found that adverse drug events harm at least 1.5 million Americans each year and that the average hospital patient is subject to at least one medication error per day. The second report, “The Future of Drug Safety: Promoting and Protecting the Health of the Public,” continues the national debate over drug safety that intensified after the 2004 withdrawal of Vioxx, the popular arthritis drug associated with double the risk of myocardial infarction. This report found that problems at the Food and Drug Administration (FDA), such as lack of clear regulatory authority, chronic underfunding, and organizational issues, have led to the agency’s failure to fully ensure the safety of the nation’s drug supply.

A major focus of the report—one that’s especially important for nurses—is postmarketing drug surveillance, the process for monitoring a medication’s risk-benefit profile after FDA approval. While the ramifications of these reports ripple through the healthcare industry and the halls of Congress, the implications for nurses are clear.We’ve always served as the defacto drug safety officers in health care.Now it’s clear that we must augment the “five rights” of drug administration—right patient, right drug, right time, right dosage, and right administration route—with enhanced patient education on drugs.We must also monitor patients receiving
both new and old drugs for evidence of drug effectiveness and adverse effects. Nursing Spectrum Drug Handbook 2008 makes these nursing responsibilities easier.Written specifically to help nurses keep their patients safe, it has many safety-themed features—including a 32-page “Safe drug administration”
insert, a photogallery that helps you identify tablets and capsules, and appendices on essential drug topics.
Most importantly, it offers the most succinct, most readable, and most comprehensive drug monographs available in a nursing drug handbook. Each monograph is designed and written for easy understanding and fast access to drug facts, and presented in the format that’s most useful to the busy nurse.

Sunday, May 18, 2014

Nursing Leadership and Management Theories, Processes and Practice PDF EBOOK

Nurses lead and manage nursing care for patients, families, aggregates, and communities in a variety of settings, ranging from ambulatory to community to inpatient. Nurses also lead and manage care across the health-care continuum, including primary health promotion and prevention; secondary skilled, long term, and rehabilitative; and tertiary: emergent, urgent, and acute care. Strategies are drawn from both leadership and management theories. Leadership involves both the leader and the follower. In this text, we have defined Leadership as the process of envisioning a new and better world, communicating that vision to others, motivating others and enticing them to join in efforts to realize the vision, thinking in a different way,
challenging the status quo, taking risks, and facilitating change (Valiga and Grossman). Effective Followers are individuals who work with and support leaders in their efforts to realize a vision by being engaged rather than alienated, suggesting new ideas and options, providing critical feedback on the ideas of others (including the leader), promoting positive relationships within the group, and acting as potential “leaders-in-waiting” (Valiga and Grossman). Management, one of the responsibilities of leadership, is a five-step process that comprises planning, organizing, directing, coordinating, and controlling (Garrison, Morgan, and Johnson).
The nurse’s approach to leadership and management reflects the dynamic state of nursing practice and health care. Leadership has evolved from theories of the past, which pronounced that only great and noble men could be leaders, to more current theories that look at leadership as a learned process or a changing role depending on the situation. Management has evolved from competing managerial activities in a hierarchical, bureaucratic organization to complexity theory involving both the physical and social sciences. We have included a discussion of each of these concepts and theories in this textbook.

Wednesday, March 26, 2014

LECTURE NOTES Obstetrics and Gynaecology DIANA HAMILTON-FAIRLEY pdf ebook

Welcome to the second edition of Lecture Notes: Obstetrics and Gynaecology. Professor Geoffrey
Chamberlain asked me to assist him with the combining of the original well-established separate
Lecture Notes on Obstetrics and Lecture Notes on Gynaecology by joining him as editor of this textbook
aimed at undergraduate medical, midwifery and nursing students, junior doctors, nurses and midwives. He told me then that he intended to retire from the editorship for the second edition. I owe him an enormous debt as a teacher, mentor and guide through my career and into the complex area of editing a book with an illustrious list of eminent obstetricians and gynaecologists as its previous editors. He graciously agreed to proof read this edition and I thank him for his helpful contribution to the final version. He continues to work as the Emeritus Professor of History of Medicine at the University of Wales.
In this edition I have asked two of my colleagues at Guy’s, King’s and St Thomas’s Medical School/Guy’s and St Thomas’s Hospital NHS Trust to expand the sections on Sexually Transmitted Diseases and Breast Disease to reflect the changes in the undergraduate medical curriculum which combines Obstetrics and Gynaecology, Breast Disease and Sexual Health in several UK universities.
I would like to thank them both: Dr David Lewis FRCP, MD from Sexual Health and Mr Nicholas Beechey Newman FRCS, MS who wrote the chapter on Breast Disease. I think their two chapters (6 and 18) are a valuable addition to the book and I hope you, the reader, will agree.
Feedback from students, Senior Lecturers and Professors has led to many smaller changes in the book including an expansion on the history taking and examination sections. At the end of each chapter
there are five self-assessment questions with the answers/marking schemes given in Answers to selfassessment questions (p. 306). The questions cover the full range that may be found within the examination system in the United Kingdom, both at undergraduate and postgraduate levels, including
extended matched questions, scenarios for practicing history taking as in Objective Structured Clinical
Examination (OSCE) as well as the more traditional Multiple Choice Questions.

Tuesday, March 25, 2014


The Nutrition and Health™ series of books has, an overriding mission to provide health professionals with texts that are considered essential because each includes: (1) a synthesis of the state of the science; (2) timely, in-depth reviews by the leading researchers in their respective fields; (3) extensive, up-to-date, fully annotated reference lists; (4) a detailed index; (5) relevant tables and figures; (6) identification of paradigm
shifts and the consequences; (7) virtually no overlap of information between chapters, but targeted, inter-chapter referrals; (8) suggestions of areas for future research; and (9) balanced, data-driven answers to patient–health professionals’ questions, which are based on the totality of evidence rather than the findings of any single study.
The series volumes are not the outcome of a symposium. Rather, each editor has the potential to examine a chosen area with a broad perspective, both in subject matter as well as in the choice of chapter authors. The international perspective, especially with regard to public health initiatives, is emphasized where appropriate. The editors, whose trainings are both research and practice oriented, have the opportunity to develop a primary objective for their book, define the scope and focus, and then invite the leading authorities from around the world to be part of their initiative.
The authors are encouraged to provide an overview of the field, discuss their own research, and relate the research findings to potential human health consequences. Because each book is developed de novo,
the chapters are coordinated so that the resulting volume imparts greater knowledge than the sum of the information contained in the individual chapters.
Handbook of Nutrition and Pregnancy, edited by Carol J. Lammi-Keefe, Sarah C. Couch, and Elliot H. Philipson, is a very welcome addition to the Nutrition and Health series and fully exemplifies the series’ goals. This volume is especially timely since it includes in-depth discussions relevant to the changing health status of women of childbearing potential around the world. As but one example, there is an extensive chapter on
the obesity epidemic that continues to grow even in underdeveloped nations; the chapter includes an analysis of the comorbidities, such as gestational diabetes and related adverse pregnancy outcomes that continue to be seen in increased numbers annually.
As indicated by E. Albert Reece, MD, PhD, MBA, in the volume’s Foreword, the editors have ...assembled 23 superb chapters on the latest, evidence-based approaches for managing the nutritional requirements of pregnant women in a variety of settings.”

Saturday, March 22, 2014

Human Physiology the Mechanism of Body Function PDF EBOOK

The purpose of this book remains what it was in the first seven editions: to present the fundamental principles and facts of human physiology in a format that is suitable for undergraduate students, regardless of academic backgrounds or fields of study: liberal arts,biology, nursing, pharmacy, or other allied health professions.

The book is also suitable for dental students,and many medical students have also used previous editions to lay the foundation for the more detailed coverage they receive in their courses.

The most significant feature of this book is its clear,up-to-date, accurate explanations of mechanisms,rather than the mere description of facts and events.
Because there are no limits to what can be covered in an introductory text, it is essential to reinforce over and over, through clear explanations, that physiology can
be understood in terms of basic themes and principles.

As evidenced by the very large number of flow diagrams employed, the book emphasizes understanding based on the ability to think in clearly defined chains of causal links. This approach is particularly evident in our emphasis of the dominant theme of human
physiology and of this book—homeostasis as achieved through the coordinated function of homeostatic control systems.

To repeat, we have attempted to explain, integrate,and synthesize information rather than simply to describe, so that students will achieve a working knowledge of physiology, not just a memory bank of physiological facts. Since our aim has been to tell a coherent story, rather than to write an encyclopedia, we have been willing to devote considerable space to the logical development of difficult but essential concepts; examples are second messengers (Chapter 7), membrane potentials (Chapter 8), and the role of intrapleural pressure in breathing (Chapter 15).

In keeping with our goals, the book progresses from the cell to the body, utilizing information and principles developed previously at each level of complexity.
One example of this approach is as follows:the characteristics that account for protein specificity are presented in Part One (Chapter 4), and this concept is used there to explain the “recognition” process exhibited by enzymes.
It is then used again in Part Two (Chapter 7) for membrane receptors, and again in Part
Three (Chapter 20) for antibodies. In this manner, the student is helped to see the basic foundations upon which more complex functions such as homeostatic neuroendocrine and immune responses are built.

Another example: Rather than presenting, in a single chapter, a gland-by-gland description of all the hormones, we give a description of the basic principles of endocrinology in Chapter 10, but then save the details of individual hormones for later
chapters. This permits the student to focus on the functions of the hormones in the context of the homeostatic control systems in which they participate.

Friday, March 21, 2014

Certified Nursing Assistan CNA PDF EBOOK

The Certified Nursing Assistant Examination, referred to as the Exam, consists of both a written examination (the WE) and the clinical skills test (the CST). You must successfully pass both the WE and the CST to pass the certification examination. Specific details on both the WE and the CST, as well as tips on preparing
for each portion, follow.
The written examination (WE) is a computerized exam with a time limit, usually two hours. Test sites are regional or local, depending on the state jurisdiction. We recommend you follow the instructions given by the testing center without exception and arrive at least 30 minutes early or, if you’re traveling a long distance,
arrive a day early to locate the testing center and the most judicious travel route to avoid delays. Two forms of identification are often required, one of which is a picture ID. Because the testing environment is often kept cool, bring a sweater or light jacket for comfort. Remember to leave personal items (purses, cell phones, calculators, and so on) outside the testing areas. You will be furnished with testing materials as needed. Other helpful tips for a successful testing experience are as follows:
. Get a good night’s sleep.
. Don’t work the night before the examination.
. Avoid alcohol or excessive caffeine before the examination.
. Eat a light but well-balanced meal (protein, carbohydrates, and fats plus liquids) while studying and before the Exam. You (and your brain) need energy and maximum recall to be well prepared! Although heavy sugars give you an energy boost, avoid them because you might experience a sudden dip in blood sugar, causing fatigue and nausea. You might also become hungry later when you cannot eat, for example, when taking the
Exam. To avoid sudden dips in blood sugar bring protein snacks, such as dry roasted nuts or cheese rackers.
. Take your time with the test questions, but pace yourself to finish the examination within the allotted time.
. Read each question thoroughly and completely before selecting the best answer.
. Don’t panic if you are not familiar with a question. Remember the Testing Now Tips (TNTs) on your Cram Sheet.
. Believe in yourself; we do! You can succeed!

Passing scores for the WE vary from state to state. Expect to earn at least a 70% for a passing score. You might have to wait two to three days for results. If needed, follow directions for scheduling a repeat examination.
To successfully pass the Critical Skills Test (CST), you must earn a score of at least 70% while following each critical step with 100% accuracy. You should be given the opportunity to correct any missed checkpoints or other aspects of the skill during your performance; however, when you have finished a particular skill and progress to the next one, you will not be able to correct a mistake made on the previous one. If you need to repeat any portion of the CST, you’ll receive directions from the evaluator regarding subsequent testing opportunities according to each state’s testing guidelines. Some helpful tips for success on the CST are as follows:
. Practice, practice, practice!
. Follow each skill/procedure exactly as you learned them in your nurse aide program; this is not the time to improvise or take shortcuts!
. Follow safety standards and include them in your skill performance. This includes, but is not limited to, handwashing, handling of soiled items, and other safety precautions.

These are examples of indirect care standards that will be evaluated with each skill. For example, prior to performing a skill, you must actually use water and wash your hands; the evaluator will tell you after you’ve washed your hands correctly for the first time that you can tell him or her when you would wash your hands rather than actually washing them for each subsequent skill.
. Work confidently and efficiently; you must complete each procedure in a timely manner.
. Remember, the skills test is designed to measure your competency; you will not be given assistance by the evaluator except to remind you of time limitations related to the skill performance.
. Imagine getting the good news: You passed! Imagery is a powerful tool to encourage success.

Find a quiet location each day where you can concentrate and review your notes, textbooks,
CDs/DVDs, this review book, and any other helpful materials.

Friday, February 21, 2014

NANDA, NOC, and NIC Linkages: Nursing Diagnoses, Outcomes, and Interventions PDF EBOOK

This book emphasizes the linkages among the three standardized nursing languages — NANDA, NIC, and NOC. It discusses the need for these linkages as more clinical information systems are developed and used. This edition updates the original, published in 2001.
The purpose is to explain and demonstrate the linkages among the standardized nursing languages. It provides examples of how these linkages can be used in nursing education and practice settings. These worthy objectives are met.
The intended audience includes practicing and student nurses. The authors are well known nurse educators.
The book begins by presenting how to use the linkage book in practice and education. The newest edition shifts the emphasis from just the application of the three standard languages to how they are linked for a strong unified care plan. The book also points outs scientific gaps in need of nursing research. These features are unique to this book and are updates from the previous edition.
This is the only book on the market that truly integrates the linkage aspect and illustrates its need for well-rounded care planning. The new edition is more than justified since it updates the new listing of NANDA, NIC, and NOC. References after each chapter give the reader quick access to additional information
Based on years of research at the University of Iowa, this one-of-a-kind reference provides linkages between three standardized languages recognized by the American Nurses Organization: NANDA, Nursing Interventions Classification (NIC), and Nursing Outcomes Classification (NOC). A perfect companion to Dochterman: NIC, 4th Edition and Moorhead: NOC, 3rd Edition, this book is a useful tool for nurses in developing care plans for patients, and for institutions in tracking and quantifying nursing care.
• Links all of the NANDA-approved nursing diagnoses to outcome labels and three levels of suggested interventions
• Major
• Suggested
• Optional

• Uses easy-access, user-friendly tables to show terminology and criteria.
• Presents case studies along with nursing care plans to demonstrate the application of linkages.
• Defines all NANDA, NOC, and NIC labels.
• Makes an excellent companion to the new editions of NIC and NOC.
Complete with the most up-to-date NIC, NOC, and NANDA-I approved lists

Thursday, February 13, 2014

Handbook of Sexual Dysfunction

The area of treatment of sexual disorders has undergone an enormous expansion during the last few decades. The introduction of pharmacological treatment of these disorders (e.g., sildenafil for erectile dysfunction or antidepressants for paraphilias) rekindled the interest of physicians from different disciplines (psychiatrists, urologists, gynecologists) in sexual dysfunctions.

Physicians are finding these disorders amenable to pharmacotherapy. However, the new developments
in the area of “sexual pharmacology” have unfortunately also led to a biological reductionism in the field. In the past, most physicians viewed the etiology of sexual dysfunctions/disorders as mainly psychological, rooted in internal conflicts, deep-seated anxiety, and so on. In the present time, physicians in many
disciplines view sexual dysfunctions as mostly, if not purely, of biological origin and discard any notion of psychological factors in the etiology of sexual problems.

The initial hype about the success rates of sildenafil certainly contributed to this notion. However, clinicians who treat sexual dysfunctions/disorders on a daily basis know that in sexual functioning, psychology and biology are intertwined in a very complicated way.

In light of that, we feel a text that balances these two not contradictory but complementary etiological views would be highly desirable. A synthesis of biology and psychology in the area of etiology, pathophysiology, and treatment of sexual dysfunction is sorely needed in the field. This book intends to fill this void.

Saturday, February 1, 2014

An Introduction to Public Health and Epidemiology PDF EBOOK

This book provides an introduction to public health and epidemiology. We hope that by working through all, or sections, of the book the reader will not only increase their knowledge of public health practice but also develop a critical, questioning approach to the application of that knowledge.

Before starting to work on this second edition we asked for feedback from users of the first edition. Based on the feedback received we added two new chapters (1 and 11) and made several other substantial revisions. The first new chapter is
on the history of epidemiology and public health, while Chapter 11 considers what actually changes the public health. Chapters 2 and 7 (on information sources and determinants of health respectively) have been largely rewritten. All the chapters have been brought up to date. However, the basic study guide format remains the same.

Each chapter begins with a list of questions and learning objectives, uses exercises to help illustrate and develop critical thinking on key points and provides the reader with a framework to write their own summary at the end of the chapter.
Changing and protecting the public health requires a broad range of knowledge and skills. These are summarized in the standards developed in the United Kingdom for specialist public health practitioners (comparable standards exist for other countries).

These standards are given below, and they provide a useful checklist for reflecting on your own knowledge and skills. We suggest that you use them as a template to assess your learning needs, process of learning and achievements. They are presented again at the end of each chapter to enable you to reflect on what aspects of these standards that chapter helped you on.

Standards for specialist public health practitioners
1 Surveillance and assessment of the population’s health and well-being:
health needs assessment;
health determinants;
health surveillance.
2 Promoting and protecting the population’s health and well-being:
plan, monitor and evaluate health promotion strategies;
plan, implement, monitor and evaluate prevention and screening
protect population health by managing outbreaks, incidents and emergencies.
3 Developing quality and risk management within an evaluative culture:
assess evidence of effectiveness of health interventions;
improve quality through audit and evaluation;
manage risk to public’s health and well-being.
4 Collaborative working for health:

develop and sustain cross-sectional working;
communicate effectively with the public and others.
5 Developing health programmes and services and reducing inequalities:
develop, implement and evaluate health programmes and services;
facilitate the reduction of inequalities in health.
6 Policy and strategy development and implementation:
shape and influence the development of health and social care policy;
implement strategies to put policies into effect;
assess impact of policies.
7 Working with and for communities:
involve the public and communities as active partners;
empower communities;
advocate for communities.
8 Strategic leadership for health:
develop, sustain and implement a vision and objectives for health;
lead teams and individuals to improve health and reduce inequalities.
9 Research & Development:
appraise, plan and manage research;
develop and implement research findings in practice.
10 Ethically managing self, people and resources:
manage the development and direction of work;
develop capacity and capability to improve health;
deliver effective services, the aim of which is to improve health.

Thursday, December 12, 2013

Soy in Health and Disease Prevention EBOOK PDF

This book was written to introduce “the world of the soybean” with respect to its myriad health benefits. A number of excellent review articles and books are available that cover the nutritional and physiological functions of soybean and its products. The editor is, however, not aware of a book in English devoted to the study of soybean, written fully or mostly by Japanese. As many varieties of soybean products have been consumed for many years in East Asia, much knowledge has accumulated there documenting the health benefits of these products. Japan may be the most experienced country in the use of soybean for fermented foods. Advances in analytical methodologies have disclosed the full details of the chemical composition of soybean, and most soybean ingredients exert diverse physiological functions.
Numerous Japanese researchers have been working for many years in every aspect of soybeans, and the Fuji Foundation for Protein Research has been established to support these studies. As a consequence
of this research, various soybean books and reviews written in Japanese are available in Japan, and at present soybean is considered to be among the most healthy food items.
Five components of soybean are now incorporated in officially approved functional foods called Foods for Specified Health Uses (FOSHU) and they are contributing much to our health. Thus, Japan must be considered a leader in the state-of-the-art of the health aspects of soybean functions.
It seems appropriate to publish a volume in English dealing with soybean as a source of functional and healthy foods. In editing this book, Soy in Health and Disease Prevention , it was an easy job to compose its content, as there are many examples available.
This book includes several topics that are characteristically studied in our country. Those include FOSHU issues and physiological functions of soybean peptides. The most difficult issue encountered in the preparation of the book was to select contributors, as there are so many top researchers in this field. In other
words, I was able to freely select the best contributors. Consequently, I am convinced that the contributors represent the cream of the crop. In addition to the research by Japanese scholars, I asked the most distinguished researchers in their respective fields to contribute. Those are cholesterol-lowering effects of soybean protein and anticancer effects of the trypsin inhibitor. Fortunately, two well-known researchers
in these fields, Cesare Sirtori and Ann Kennedy, respectively, accepted my proposal and contributed these chapters. Also important is the chapter by David Kritchevsky that deals with the perspectives of soybean study.
This book encompasses all aspects of soybean from a viewpoint of health benefits. As all the contributors are experts in their respective fields, the latest information is available to understand the diverse health effects of soybean. It also is a good opportunity to learn how Japanese studies are proceeding in this field and how
consumers are satisfied with diverse healthy soybean products. The multifunctional properties of soybean will surely bring health to all mankind. Enjoy the world of soybean dispatched from Japan.
This book is recommended for researchers of functional foods and for those who are in functional food industries who have always shown a great deal of interest in new materials for this purpose. The book also is recommended to graduate students to cover fundamental knowledge on functional food study in Japan.
Michihiro Sugano


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