Lewis's Medical-Surgical Nursing:

Assessment and Management of

Clinical Problems 12th Edition Mariann
M. Harding
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2019v1.0
CONTENTS
SECTION 1 Concepts in Nursing Practice
1 Professional Nursing, 1
2 Social Determinants of Health, 19
3 Health History and Physical Examination, 36
4 Patient and Caregiver Teaching, 49
5 Chronic Illness and Older Adults, 63
6 Caring for Lesbian, Gay, Bisexual, Transgender, Queer or
Questioning, and Gender Diverse Patients, 81
SECTION 2 P
 roblems Related to Comfort and
Coping
7 Stress Management, 93
8 Sleep and Sleep Disorders, 105
9 Pain, 119
10 Palliative and End-of-Life Care, 146
11 Substance Use Disorders in Acute Care, 162
SECTION 3 P
 roblems Related to Homeostasis
and Protection
12 Inflammation and Healing, 179
13 Genetics, 199
14 Immune Responses and Transplantation, 213
15 Infection, 237
16 Cancer, 265
17 Fluid, Electrolyte, and Acid-Base Imbalances, 302
SECTION 4 Perioperative and Emergency Care
18 Preoperative Care, 335
19 Intraoperative Care, 350
20 Postoperative Care, 365
21 Emergency and Disaster Nursing, 385
SECTION 5 P
 roblems Related to Altered Sensory
Input
22 Assessment and Management: Visual Problems, 407
23 Assessment and Management: Auditory Problems, 436
24 Assessment: Integumentary System, 456
25 Integumentary Problems, 471
26 Burns, 494
SECTION 6 Problems of Oxygenation: Ventilation
27 Assessment: Respiratory System, 515
28 Supporting Ventilation, 539
29 Upper Respiratory Problems, 577
30 Lower Respiratory Problems, 596
31 Obstructive Pulmonary Diseases, 632
32 Acute Respiratory Failure and Acute Respiratory
Distress Syndrome, 672
SECTION 7 Problems of Oxygenation: Transport
33 Assessment: Hematologic System, 693
34 Hematologic Problems, 715
SECTION 8 Problems of Oxygenation: Perfusion
35 Assessment: Cardiovascular System, 767
36 Hypertension, 797
37 Coronary Artery Disease and Acute Coronary
Syndrome, 819
38 Heart Failure, 859
39 Dysrhythmias, 884
40 Inflammatory and Structural Heart Disorders, 909
41 Vascular Disorders, 932
42 Shock, Sepsis, and Multiple Organ Dysfunction
Syndrome, 961
SECTION 9 P
 roblems of Ingestion, Digestion,
Absorption, and Elimination
43 Assessment: Gastrointestinal System, 987
44 Nutrition Problems, 1009
45 Obesity, 1030
46 Upper Gastrointestinal Problems, 1050
47 Lower Gastrointestinal Problems, 1088
48 Liver, Biliary Tract, and Pancreas Problems, 1135
SECTION 10 Problems of Urinary Function
49 Assessment: Urinary System, 1177
50 Renal and Urologic Problems, 1195
51 Acute Kidney Injury and Chronic Kidney Disease, 1232
SECTION 11 P
 roblems Related to Regulatory and
Reproductive Mechanisms
52 Assessment: Endocrine System, 1265
53 Diabetes, 1285
54 Endocrine Problems, 1322
55 Assessment: Reproductive System, 1352
56 Breast Problems, 1371
57 Sexually Transmitted Infections, 1395
58 Female Reproductive Problems, 1412
59 Male Reproductive Problems, 1434
SECTION 12 P
 roblems Related to Movement and
Coordination
60 Assessment: Nervous System, 1461
61 Acute Intracranial Problems, 1483
62 Stroke, 1515
63 Chronic Neurologic Problems, 1538
64 Dementia and Delirium, 1573
65 Spinal Cord and Peripheral Nerve Problems, 1594
66 Assessment: Musculoskeletal System, 1622
67 Musculoskeletal Trauma and Orthopedic Surgery, 1638
68 Musculoskeletal Problems, 1674
69 Arthritis and Connective Tissue Diseases, 1696
APPENDIXES
A Basic Life Support for Health Care Providers, 1732
B Clinical Problems With Definitions, 1735
C Laboratory Reference Intervals, 1737
Index, I-1
Lewis’s Medical-Surgical Nursing
ASSESSMENT AND MANAGEMENT OF CLINICAL PROBLEMS
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12 TH EDITION

Lewis’s Medical-Surgical
Nursing ASSESSMENT AND MANAGEMENT
OF CLINICAL PROBLEMS

Mariann M. Harding, PhD, RN, CNE, FAADN

Professor of Nursing, Kent State University Tuscarawas, New Philadelphia, Ohio

SECTION EDITORS
Jeffrey Kwong, RN, DNP, MPH, ANP-BC, FAANP, FAAN
Professor, Division of Advanced Nursing Practice, School of Nursing, Rutgers University, Newark, New Jersey
Debra Hagler, PhD, RN, ACNS-BC, CNE, CHSE, ANEF, FAAN
Clinical Professor, Edson College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona

Courtney Reinisch, RN, DNP, FNP-BC

Associate Professor, School of Nursing, Montclair State University, Montclair, New Jersey
3251 Riverport Lane
St. Louis, Missouri 63043

LEWIS’S MEDICAL-SURGICAL NURSING, Single-volume ISBN: 978-0-323-78961-5

TWELFTH EDITION Two-volume ISBNs: 978-0-323-79236-3 (volume 1)
Copyright © 2023 by Elsevier Inc. All rights reserved. 978-0-323-79237-0 (volume 2)

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 A B O U T T H E AU T H O R S
MARIANN M. HARDING, PhD, RN, CNE, FAADN
Mariann Harding is a Professor of Nursing and Nursing
Program Director at Kent State University Tuscarawas, New
Philadelphia, Ohio, where she has been faculty since 2005.
She received her diploma in nursing from Mt. Carmel School
of Nursing, her Bachelor of Science in nursing from Ohio
University, her Master of Science in Nursing as an adult
nurse practitioner from the Catholic University of America,
and her doctorate in nursing from West Virginia University.
Her nursing experience has primarily been in critical care
nursing and teaching in licensed practical, associate, and
baccalaureate nursing programs. Her research has focused
on promoting student success and health promotion among
persons with gout and facing cancer. Dr. Harding is co-
author of Clinical Reasoning Cases in Nursing and Conceptual
Nursing Care Planning. She is a Fellow in the Academy of
Associate Degree Nursing.
JEFFREY KWONG, RN, DNP, MPH, ANP-BC, FAAN,
FAANP
Jeffrey Kwong is a Professor in the Division of Advanced Nurs-
ing Practice in the School of Nursing at Rutgers, the State Uni-
versity of New Jersey. He has worked in adult primary care with
a special focus on HIV for over 25 years. He received his under-
graduate degree from the University of California–Berkeley,
received his nurse practitioner degree from the University of
California–San Francisco, and completed his doctoral training
at the University of Colorado–Denver. He also has a Master of
Public Health Degree from the University of California–Los
Angeles. In addition to teaching, Dr. Kwong maintains a clin-
ical practice in New York City where he provides care for the
LGBTQ+ community. He is a Fellow in the American Asso-
ciation of Nurse Practitioners and the American Academy of
Nursing.
DEBRA HAGLER, PhD, RN, ACNS-BC, CNE, CHSE,
ANEF, FAAN
Debbie Hagler is a Clinical Professor in the Edson College of
Nursing and Health Innovation at Arizona State University in
Phoenix. Dr. Hagler earned a Practical Certificate in Nursing,
Associate Degree in Nursing and Bachelor of Science in Nurs-
ing from New Mexico State University. She earned the Master of
Science with concentrations in Adult Health and Nursing Edu-
cation from the University of Arizona and a doctorate in Learn-
ing and Instructional Technology from Arizona State University.
Dr. Hagler is a Clinical Nurse Specialist with experience in adult
health and critical care nursing. Currently, she serves as Lead Fac-
ulty Honors Advisor for Edson College and teaches students in
the undergraduate, master’s, and doctoral programs. For many
years, she has led writing groups to support nursing and health
professions faculty members in becoming published authors. Dr.
Hagler is the Associate Editor for Credentialing at The Journal of
Continuing Education in Nursing and co-author of Conceptual
Nursing Care Planning. Her research focuses on clinical decision
making and supporting professional competency in nursing. She
is a Fellow in the American Academy of Nursing.
COURTNEY REINISCH, RN, DNP, FNP-BC
Courtney Reinisch is an Associate Professor for the School of
Nursing at Montclair State University. She earned her Bachelor of
Arts in biology and psychology from Immaculata University. She
received her Bachelor of Science in nursing and Master of Science
in family practice nurse practitioner degree from the University of
Delaware. She completed her Doctor of Nursing Practice degree
at Columbia University School of Nursing. Dr. Reinisch’s nursing
career has focused on providing care for underserved populations
in primary care and emergency settings. She has taught in under-
graduate and graduate nursing programs in New York and New
Jersey. She is an active advocate for the needs of students with
learning differences and the LGBTQ+ community.
v
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 CONTRIBUTORS

Cynthia Amerson, MS, MSN, RN, CNE Christine M. Cervini, DNP, APRN, Jane K. Dickinson, PhD, RN, CDCES
Professor ANP-BC Program Director and Senior Lecturer
Division of Nursing Associate Professor Health and Behavior Studies
Collin College Barbara H. Hagan School of Nursing and Teachers College
McKinney, Texas Health Sciences Columbia University
Molloy University New York, New York
Vera Barton-Maxwell, PhD, APRN, Rockville Centre, New York;
FNP-BC Nurse Practitioner Susan Doyle-Lindrud, DNP, ANP
Assistant Professor Gastroenterology Assistant Dean of Academic Affairs
Advanced Nursing Practice Mount Sinai Beth Israel School of Nursing
Family Nurse Practitioner Program New York, New York Columbia University
Georgetown University New York, New York
Washington, DC; Kristen J. Costello, DNP, ACNP-BC,
Nurse Practitioner PMHNP-BC, RNFA Nathan J. Dreesmann, PhD, RN
Wheeling Health Right Nurse Practitioner Clinical Operations Specialist
Wheeling, West Virginia Trauma and Acute Care Surgery Operations
Banner Thunderbird Medical Center Virtual Therapeutics
Cecilia Bidigare, DNP Glendale, Arizona Kirkland, Washington
Professor
Nursing Ann H. Crawford, PhD, RN, CNS, CEN, Marybeth Duffy, DNP, FNP, ACNP,
Sinclair Community College CPEN ANCC
Dayton, Ohio Professor Associate Professor
Scott & White School of Nursing School of Nursing
Samantha J. Bonaduce, DNP University of Mary Hardin-Baylor Montclair State University
Associate Lecturer Belton, Texas; Montclair, New Jersey
Nursing Technology Relief Charge/Staff Nurse
Kent State University Tuscarawas Emergency Department Rebekah Filson, DNP, ACNS-BC,
New Philadelphia, Ohio Baylor Scott & White McLane Children’s ANP-BC
Medical Center Clinical Outcomes Manager
Diana Taibi Buchanan, PhD, RN Temple, Texas Orthopedics and Neurosciences
Associate Professor and Mary S. Tschudin Northside Hospital
Endowed Professor of Nursing Education Kimberly Day, DNP, CHSE Cumming, Georgia
Biobehavioral Nursing and Health Clinical Associate Professor
Informatics Edson College of Nursing and Health Jessica I. Goldberg, PhD, NP, ACHPN
University of Washington Innovation Nurse Practitioner
Seattle, Washington Arizona State University Supportive Care Service
Phoenix, Arizona Memorial Sloan Kettering Cancer Center
Michelle Bussard, PhD, MSN, ACNS- New York, New York
BC, CNE Deena D. Dell, MSN, APRN, AOCN,
Director LNC Sherry A. Greenberg, PhD, GNP-BC,
School of Nursing Nurse in Professional Development Specialist FGSA, FNAP, FAANP, FAAN
Associate Professor Oncology Associate Professor
College of Health and Human Services Sarasota Memorial Hospital Brian D. Jellison College of Nursing
Bowling Green State University Cancer Institute Seton Hall University
Bowling Green, Ohio Sarasota, Florida South Orange, New Jersey

Mary M. Cameron, MSN, RN Hazel A. Dennison, DNP, APNc, CHCP,

Lecturer CPHQ, CNE
Nursing Technology Senior Manager
Kent State University Tuscarawas Accreditation
New Philadelphia, Ohio HealthStream
Nashville, Tennessee;
Faculty
College of Nursing
Walden University
Minneapolis, Minnesota

vii
viii CONTRIBUTORS

Diana Rabbani Hagler, MSN-Ed, Helen Miley, PhD, AG-ACNP Margaret R. Rateau, PhD, RN, CNE
RN, CCRN Critical Care Associate Professor
Staff RN Robert Wood Johnson University Hospital Nursing
Intensive Care Unit New Brunswick, New Jersey; Robert Morris University
Banner Health Adjunct Faculty Moon Township, Pennsylvania
Gilbert, Arizona; School of Nursing
Adjunct Faculty Montclair State University Catherine R. Ratliff, PhD, GNP-BC,
Nursing Montclair, New Jersey CWOCN, CFCN, FAAN
Grand Canyon University Clinical Associate Professor and Nurse
Phoenix, Arizona; Eugene Mondor, RN, MN, BScN, CNS, Practitioner
Adjunct Faculty CNCC(C) Department of Surgery/Vascular Surgery
Nursing Clinical Nurse Specialist School of Nursing
Gateway Community College and Adult Critical Care University of Virginia Health
Maricopa Community College Royal Alexandra Hospital Charlottesville, Virginia
Phoenix, Arizona Edmonton, Alberta, Canada
Dottie Roberts, EdD, MSN, MACI, RN,
Julia A. Hitch, MS, FNP, CDCES Brenda C. Morris, EdD, RN, CNE CMSRN, OCNS-C, CNE
Nurse Practitioner Clinical Professor Contributing Faculty
Diabetes Edson College of Nursing and Health College of Nursing
Level2 Innovation Walden University
Minnetonka, Minnesota Arizona State University Minneapolis, Minnesota;
Phoenix, Arizona Editor
Haley Hoy, PhD, NP MEDSURG Nursing
Associate Professor Janice A. Neil, PhD, RN, CNE Jannetti Publications, Inc.
Nursing Associate Professor Emeritus Pitman, New Jersey;
University of Alabama in Huntsville College of Nursing Nursing Online Faculty
Huntsville, Alabama; East Carolina University College of Online and Continuing Education
Nurse Practitioner Greenville, North Carolina Southern New Hampshire University
Vanderbilt Lung Transplantation Manchester, New Hampshire
Vanderbilt Medical Center Yeow Chye Ng, PhD, CRNP, CPC,
Nashville, Tennessee AAHIVE, FAANP Sandra Irene Rome, MN, AOCN
Associate Professor Clinical Nurse Specialist
Patricia Keegan, DNP, NP-C, FACC College of Nursing Blood and Marrow Transplant Program
Director of Strategic and Programmatic University of Alabama in Huntsville Cedars-Sinai Medical Center
Initiatives Huntsville, Alabama Los Angeles, California;
Heart and Vascular Center Volunteer Assistant Clinical Professor
Emory University Mary Olson, DNP, APRN, ANP-BC UCLA School of Nursing
Atlanta, Georgia; Nurse Practitioner Los Angeles, California
Operations and Clinical Lead Gastroenterology
Emory Structural Heart and Valve Center School of Medicine William E. Rosa, PhD, MBE, ACHPN,
Emory Healthcare New York University FAANP, FAAN
Atlanta, Georgia New York, New York Chief Research Fellow
Department of Psychiatry & Behavioral
Anthony Lutz, MSN, NP-C, CUNP Shila Pandey, DNP, AGPCNP-BC, Sciences
Nurse Practitioner and Clinical Director of ACHPN Memorial Sloan Kettering Cancer Center
Outpatient Urology Nurse Practitioner New York, New York
Department of Urology Supportive Care Service
Columbia University Irving Medical Center Memorial Sloan Kettering Cancer Center Diane M. Rudolphi, MSN, RN
New York, New York New York, New York Senior Instructor
Nursing
Thuy Lynch, PhD, RN Amisha Parekh de Campos, PhD, MPH, University of Delaware
Assistant Professor RN, CHPN Newark, Delaware
College of Nursing Quality and Education Coordinator
University of Alabama in Huntsville Hospice Care at Home Diane Ryzner, MSN, APRN, CNS-BC,
Huntsville, Alabama Middlesex Health OCNS-C
Middletown, Connecticut; Clinical Practice Specialist
Assistant Clinical Professor Professional Practice
School of Nursing Northwest Community Healthcare
University of Connecticut Arlington Heights, Illinois
Storrs, Connecticut

Janice A. Sarasnick, PhD, MSN, RN
Associate Professor
Nursing
Robert Morris University
Coraopolis, Pennsylvania
Andrew Scanlon, DNP, MNS, BN
Senior Lecturer
Nursing
University of Melbourne
Melbourne, Victoria, Australia;
Nurse Practitioner
Neurosurgery
Austin Health
Heidelberg, Victoria, Australia
Robyn Schafer, PhD, CNM, FACNM
RBHS Lecturer
Division of Advanced Nursing Practice
Rutgers School of Nursing
Newark, New Jersey;
Certified Nurse Midwife
Department of Obstetrics, Gynecology and
Reproductive Sciences
Robert Wood Johnson Medical School
New Brunswick, New Jersey
Rose B. Shaffer, MSN, ACNP-BC,
CCRN, FAHA
Nurse Practitioner
Cardiology
Thomas Jefferson University Hospital
Philadelphia, Pennsylvania
Cynthia Ann Smith, DNP, APRN, FNP-
BC, CNN-NP, FNKF
Clinical Coordinator
Ambulatory Care
Hershel “Woody” Williams VA Medical
Center
Huntington, West Virginia
Janice Smolowitz, PhD, DNP, EdD
Dean and Professor
School of Nursing
Montclair State University
Montclair, New Jersey
Ashton T. Strachan, DNP, FNP-c,
WHNP-BC
Nurse Practitioner
Women’s Health
Georgia Institute of Technology
Atlanta, Georgia;
Adjunct Professor
School of Nursing
University of Alabama at Birmingham
Birmingham, Alabama
Teresa Turnbull, DNP, MN
Clinical Assistant Professor
School of Nursing
Oregon Health & Science University
Portland, Oregon
Kara Ann Ventura, DNP, PNP, FNP
Director
Liver Transplant Program
Yale New Haven Hospital
New Haven, Connecticut
CONTRIBUTORS ix
Colleen Walsh, DNP, ONC, ONP-C,
CNS, ACNP-BC
Contract Assistant Professor of Nursing
Emeritus
Graduate Nursing
University of Southern Indiana
Evansville, Indiana
Rita Wermers, DNP, ANP-BC
Nurse Practitioner and Clinic Manager
Health Services
Arizona State University
Phoenix, Arizona
Daniel P. Worrall, MSN, ANP-BC
Nurse Practitioner
Sexual Health Clinic
Massachusetts General Hospital
Boston, Massachusetts;
Nurse Practitioner
General and Gastrointestinal Surgery
Massachusetts General Hospital
Boston, Massachusetts;
Clinical Operations Manager
Ragon Institute of MGH, MIT and Harvard
Cambridge, Massachusetts
This page intentionally left blank

     
 AU T H O R S O F T E AC H I N G A N D
LEARNING RESOURCES

Test Bank NCLEX® Examination Review Questions

Debra Hagler, PhD, RN, ACNS-BC, CNE, CHSE, ANEF, Shelly Stefka, MSN, RN
FAAN Senior Lecturer
Clinical Professor Nursing
Edson College of Nursing and Health Innovation Kent State University Tuscarawas
Arizona State University New Philadelphia, Ohio
Phoenix, Arizona
Study Guide
Case Studies (Interactive and Applying Clinical Judgment Collin Bowman-Woodall, MS, RN
With Multiple Patients) Assistant Professor
Mariann M. Harding, PhD, RN, CNE, FAADN San Francisco Peninsula Campus
Professor of Nursing Samuel Merritt University
Kent State University Tuscarawas San Mateo, California
New Philadelphia, Ohio
Clinical Companion
Brenda C. Morris, EdD, RN, CNE Debra Hagler, PhD, RN, ACNS-BC, CNE, CHSE, ANEF,
Clinical Professor FAAN
Edson College of Nursing and Health Innovation Clinical Professor
Arizona State University Edson College of Nursing and Health Innovation
Phoenix, Arizona Arizona State University
Phoenix, Arizona
PowerPoint Presentations
Jane Grages, MS, RN Evidence-Based Practice Boxes
Associate Professor of Nursing Dottie Roberts, EdD, MSN, MACI, RN, CMSRN,
Pennsylvania College of Technology OCNS-C, CNE
Williamsport, Pennsylvania Contributing Faculty
Michelle A. Walczak, MSN, RN College of Nursing
Associate Professor of Nursing Walden University
Pennsylvania College of Technology Minneapolis, Minnesota;
Williamsport, Pennsylvania Editor
MEDSURG Nursing
TEACH for Nurses Jannetti Publications, Inc.
Katrina Pyo, PhD, RN, CCRN Pitman, New Jersey;
Associate Professor Nursing Online Faculty
School of Nursing, Education, and College of Online and Continuing Education
Human Studies Southern New Hampshire University
Robert Morris University Manchester, New Hampshire
Moon Township, Pennsylvania
Nursing Care Plans
Margaret R. Rateau, PhD, RN, CNE Collin Bowman-Woodall, MS, RN
Associate Professor Assistant Professor
Nursing San Francisco Peninsula Campus
Robert Morris University Samuel Merritt University
Moon Township, Pennsylvania San Mateo, California

Janice A. Sarasnick, PhD, RN, CHSE

Associate Professor
Nursing
Robert Morris University
Moon Township, Pennsylvania

xi
This page intentionally left blank

     
 REVIEWERS
Katherine H. Lawson, BSN, DNP Susan Patton, PhD, MHSA, CNS-BC, CNE
Associate Director and Clinical Coordinator Assistant Professor
School of Nursing Nursing
Southside Regional Medical Center University of Arkansas
Southside College of Health Sciences Fayetteville, Arkansas
Colonial Heights, Virginia
Julie S. Snyder, MSN, RN-BC
Michele Terney Miller, DNP Visiting Professor
Associate Professor of Nursing College of Nursing
Muskingum University Chamberlain University
New Concord, Ohio Downers Grove, Illinois

Diana Moxness, MSN, RN, CNE Rebecca S. Zukowski, PhD, RN

Associate Professor Director
School of Nursing ABSN Program
Midland University Misericordia University
Fremont, Nebraska Coraopolis, Pennsylvania

xiii
This page intentionally left blank

     

The twelfth edition of Lewis’s Medical-Surgical Nursing: Assess-
ment and Management of Clinical Problems incorporates the
most current medical-surgical nursing information in an
easy-to-use format. This textbook is a comprehensive resource
describing standards of nursing clinical practice for providing
safe and comprehensive patient care. The text and accompany-
ing resources include many features to help students learn key
medical-surgical nursing content, including patient and care-
giver teaching, gerontology, interprofessional care, diversity,
patient safety, nutrition and drug therapy, evidence-based prac-
tice, and much more.
This edition features several important changes. Chapter 2,
Social Determinants of Health, focuses on nursing awareness
of patient circumstances on health outcomes. The discussion
includes health status differences among groups of people
related to access to care, economic aspects of health care, gen-
der and cultural issues, and the nurse’s role in promoting health
equity.
New to this edition, Chapter 6, Caring for Lesbian, Gay, Bisex-
ual, Transgender, Queer or Questioning, and Gender Diverse
Patients, addresses the unique health care needs of the LGBTQ+
population with the goal of promoting high-quality care.
Another new chapter to this edition is Chapter 28, Sup-
porting Ventilation. Promoting a concept-based approach to
optimizing ventilation, this chapter focuses on various strate-
gies used use to promote optimal ventilation and oxygenation.
Covered content includes O2 therapy, chest tubes, respiratory
therapy, chest surgeries, and mechanical ventilation. Textbook
reorganization to support a concept-based approach includes
adding Acute Respiratory Failure and ARDS to the Ventilation
Section and Shock, Sepsis, and MODS to the Perfusion Section.
Chapter 12, Inflammation and Healing, and Chapter 15,
Infection, have been revised to include more concept-based care
for the patient with an infection or experiencing inflammation.
New tables addressing the nursing management of the patient
with a fever and infection and antibiotic, antiviral, and antifun-
gal Drug Therapy tables enhance the content. Care of the patient
with COVID-19 infection is included.
Critical care nursing is now addressed throughout the text-
book, an approach that reflects the needs of patients in various
care environments. Varying levels of hemodynamic monitoring
now occur outside the critical care unit and are included in the
enhanced Cardiovascular System Assessment chapter. Similarly,
advanced techniques to assess oxygenation are included in the
new Supporting Ventilation chapter. Care of the patient experi-
encing problems such as pain, difficulty sleeping, and delirium
are addressed in the respective textbook chapters.
Special content has been added to assist with NCLEX®
preparation and the development of clinical judgment based
on NCSBN’s Clinical Judgment Measurement Model (CJMM).
At the end of each unit, the reader will find Applying Clinical
P R E FA C E
Judgment With Multiple Patients, featuring traditional and
Next-Generation NCLEX® (NGN)–style questions. Discussion
questions in the management chapters’ Case Studies focus on
the 6 cognitive skills identified in the CJMM: Recognize Cues,
Analyze Cues, Prioritize Hypotheses, Generate Solutions, Take
Actions, and Evaluate Outcomes.
Great effort has been put into continuing to improve read-
ability and lower the reading level. Readers will find clearer and
easier-to-read language, with an engaging conversational style.
The narrative addresses the reader, helping make the text more
personal and an active learning tool.
ORGANIZATION
Content is organized into 2 major divisions. The first division,
Sections 1 through 3 (Chapters 1 through 17), discusses general
concepts related to the care of adult patients. The second divi-
sion, Sections 4 through 13 (Chapters 18 through 68), presents
nursing assessment and nursing management of medical-surgi-
cal problems. At the beginning of each chapter, the Conceptual
Focus helps students focus on the key concepts and integrate
concepts with exemplars affecting different body systems.
Learning Outcomes and Key Terms assist students in identify-
ing the key content for that chapter.
The various body systems are grouped to reflect their inter-
related functions. Each section is organized around 2 cen-
tral themes: assessment and management. Chapters dealing
with assessment of a body system include a discussion of the
following:
1. A brief review of anatomy and physiology, focusing on infor-
mation that will promote understanding of nursing care
2. Health history and noninvasive physical assessment skills to
expand the knowledge base on which treatment decisions
are made
3. Common diagnostic studies, expected results, and related
nursing responsibilities to provide easily accessible informa-
tion
Management chapters focus on the pathophysiology, clin-
ical manifestations, diagnostic studies, interprofessional care,
and nursing management of various problems. The concep-
tual focus at the beginning of each chapter helps students
focus on the key concepts and integrate concepts with exem-
plars affecting different body systems. The nursing manage-
ment sections are organized into assessment, clinical problem,
planning, implementation, and evaluation. To emphasize the
importance of patient care in and across various clinical set-
tings, nursing implementation is organized by the following
levels of care:
1. Health Promotion
2. Acute Care
3. Ambulatory Care
xv
xvi PREFACE
SPECIAL FEATURES
• F eatures that are focused on developing clinical judgment
include:
• Applying Clinical Judgment With Multiple Patients,
featuring traditional and Next-Generation NCLEX®
(NGN)–style questions at the end of each unit
• Prioritization questions in case studies and Bridge to
NCLEX® Examination Questions.
• Enhanced! Case Studies help students learn how to prior-
itize care and manage patients in the clinical setting. Dis-
cussion questions focus on the 6 cognitive skills identified
in the CJMM, with a special focus on patient safety. For
clarity, they are identified as Recognize, Analyze, Priori-
tize, Plan, Act, and Evaluate. Answer guidelines are pro-
vided on the Evolve website.
• Expanded! Nursing Management tables focus on the actions
nurses need to take to deliver safe, quality, effective patient care.
Multiple new tables throughout the text focus on problems
such as infection, fever, pressure injury, and inflammation.
• Expanded! Drug Therapy tables provide more detailed
information on associated nursing considerations. Concise
Drug Alerts highlight important safety considerations for
key drugs.
• Enhanced! Evidence-Based Practice boxes use a case study
approach to help students learn to use evidence in making
decisions at the patient and systems levels.
• Interprofessional care delivered by physicians, nurses, and
other health care team members is highlighted in Interpro-
fessional Care tables throughout the text.
• Safety Alert boxes highlight important patient safety issues
and focus on the US National Patient Safety Goals.
• Bridge to NCLEX® Examination questions at the end of
each chapter match the Learning Outcomes and help stu-
dents learn the important points in the chapter. Answers are
provided just below the questions for immediate feedback,
and rationales are provided on the Evolve website.
• Teaching is an ongoing theme and highlighted in Patient &
Caregiver Teaching tables.
• Gerontology is addressed throughout the text under
Gerontologic Considerations headings and in Gerontologic
Assessment Differences tables.
• Nutrition is highlighted throughout the textbook. Nutrition
Therapy tables summarize nutrition interventions and pro-
mote healthy lifestyles.
• Promoting Population Health boxes address strategies to
improve health outcomes as they relate to specific disorders,
such as diabetes and cancer, and to health promotion, such
as preserving hearing and maintaining a healthy weight.
• Check Your Practice boxes challenge students to think crit-
ically, analyze patient assessment data, and implement the
appropriate intervention. Scenarios and discussion questions
are provided to promote active learning.
• Ethical/Legal Dilemmas boxes promote critical thinking
for timely and sensitive issues that nursing students may deal
with in clinical practice—topics such as informed consent,
advance directives, and confidentiality.
• E mergency Management tables outline the emergency
treatment of health problems most likely to require emer-
gency intervention.
• Nursing Care Plans on the Evolve website focus on common
problems. These care plans incorporate clinical problems,
Nursing Interventions Classification (NIC), and Nursing
Outcomes Classification (NOC) in a way that clearly shows
the linkages among NIC, NOC, and clinical problems and
applies them to nursing practice.
• Nursing Assessment and Health History tables summarize
key subjective and objective data related to common prob-
lems. Subjective data are organized by functional health pat-
terns.
• Assessment Abnormalities tables in assessment chapters
alert the nurse to commonly encountered abnormalities and
their possible etiologies.
• Focused Assessment boxes in all assessment chapters provide
brief checklists that help students conduct a more practical
“assessment on the run” or bedside approach to assessment.
They can be used to evaluate the status of previously identi-
fied health problems and monitor for signs of new problems.
• Genetics content includes:
• Genetics in Clinical Practice boxes that summarize the
genetic basis, genetic testing, and clinical implications for
genetic disorders that affect adults.
• A genetics chapter that focuses on practical application of
nursing care, as it relates to this important topic.
• Genetic Risk Alerts in the assessment chapters, which
highlight key genetic risks
• Genetic Link headings in the management chapters, which
highlight the specific genetic bases of many disorders.
• Biologic Sex Considerations boxes discuss how biologic
women and men are affected differently by conditions such
as pain and hypertension.
LEARNING SUPPLEMENTS FOR STUDENTS
 e Clinical Companion presents more than 200 common
• Th
medical-surgical problems and procedures in a concise,
alphabetical format for quick clinical reference. Designed
for portability, this popular reference includes the essential,
need-to-know information for treatments and procedures in
which nurses play a major role. An attractive and functional
full-color design highlights key information for quick, easy
reference.
• The revised Study Guide contains more than 500 pages of
review material that reflects the content found in the text-
book. It features a wide variety of clinically relevant exercises
and activities, including NCLEX®-format multiple choice and
alternate format questions, anatomy review, critical thinking
activities, and much more. The revised case studies mirror
the NCLEX® examination, with NGN-style case studies and
questions reflecting the cognitive skills of the CJMM. It fea-
tures an attractive full-color design and many alternate-item
format questions to better prepare students for the NCLEX®
examination. An answer key is included to provide students
with immediate feedback as they study.

 e Evolve Student Resources are available online at http://
• Th
evolve.elsevier.com/Lewis/medsurg. They include the fol-
lowing valuable learning aids organized by chapter:
• Printable Key Points summaries for each chapter.
• 1000 NCLEX® examination Review Questions.
• Answer Guidelines to the case studies in the textbook.
• Rationales for the Bridge to NCLEX® Examination
Questions in the textbook.
• 55 Interactive Case Studies with state-of-the-art anima-
tions and a variety of learning activities, which provide
students with immediate feedback. Ten of the case stud-
ies are enhanced with photos and narration of the clinical
scenarios.
• Customizable Nursing Care Plans for more than 60 com-
mon patient problems.
• Conceptual Care Map Creator.
• Audio Glossary of key terms, available as a comprehen-
sive alphabetical glossary and organized by chapter.
• Content Updates.
TEACHING SUPPLEMENTS FOR INSTRUCTORS
 e Evolve Instructor Resources (available online at http://
• Th
evolve.elsevier.com/Lewis/medsurg) remain the most com-
prehensive set of instructor’s materials available, containing
the following:
• TEACH for Nurses Lesson Plans with electronic resources
organized by chapter help instructors develop and manage
the course curriculum. This exciting resource includes:
• Objectives
• Pre-class activities
• Nursing curriculum standards
• Student and instructor chapter resource listings
• Teaching strategies, with learning activities and assess-
ment methods tied to learning outcomes
• Case studies with answer guidelines.
PREFACE xvii
 e Test Bank features more than 2000 NCLEX® test
• Th
questions with text page references and answers coded
for NCLEX® Client Needs category, nursing process, and
cognitive level. The test bank includes hundreds of priori-
tization, delegation, and multiple patient questions. Alter-
nate-item format questions are included. The ExamView
software allows instructors to create new tests; edit, add,
and delete test questions; sort questions by NCLEX® cat-
egory, cognitive level, nursing process step, and question
type; and administer and grade online tests.
• Unfolding and Standalone Next-Generation NCLEX®
(NGN) Examination–Style Case Studies can be used to
help strengthen students’ clinical judgment and prepare
them for NGN success.
• The Image Collection contains more than 800 full-color
images for use in lectures.
• The PowerPoint Presentations include more than 125
different presentations focused on the most common
patient problems. They feature unfolding case studies and
NCLEX® examination questions for use with classroom
response media.
ACKNOWLEDGMENTS
The editors are especially grateful to many people at Elsevier
who assisted with this revision effort. In particular, we wish to
thank the team of Lee Henderson, Rebecca Leenhouts, and Clay
Broeker. We also thank our contributors and reviewers for their
assistance with the revision process.
We hope that this book will assist both students and clini-
cians in practicing truly professional nursing.
Mariann M. Harding
Jeffrey Kwong
Debra Hagler
Courtney Reinisch
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SECTION 1 Concepts in Nursing Practice
1 Professional Nursing, 1
2 Social Determinants of Health, 19
3 Health History and Physical Examination, 36
4 Patient and Caregiver Teaching, 49
5 Chronic Illness and Older Adults, 63
6 Caring for Lesbian, Gay, Bisexual, Transgender, Queer or
Questioning, and Gender Diverse Patients, 81
SECTION 2 P
 roblems Related to Comfort and
Coping
7 Stress Management, 93
8 Sleep and Sleep Disorders, 105
9 Pain, 119
10 Palliative and End-of-Life Care, 146
11 Substance Use Disorders in Acute Care, 162
SECTION 3 P
 roblems Related to Homeostasis
and Protection
12 Inflammation and Healing, 179
13 Genetics, 199
14 Immune Responses and Transplantation, 213
15 Infection, 237
16 Cancer, 265
17 Fluid, Electrolyte, and Acid-Base Imbalances, 302
SECTION 4 Perioperative and Emergency Care
18 Preoperative Care, 335
19 Intraoperative Care, 350
20 Postoperative Care, 365
21 Emergency and Disaster Nursing, 385
SECTION 5 P
 roblems Related to Altered Sensory
Input
22 Assessment and Management: Visual Problems, 407
23 Assessment and Management: Auditory Problems, 436
24 Assessment: Integumentary System, 456
25 Integumentary Problems, 471
26 Burns, 494
CONTENTS
SECTION 6 Problems of Oxygenation: Ventilation
27 Assessment: Respiratory System, 515
28 Supporting Ventilation, 539
29 Upper Respiratory Problems, 577
30 Lower Respiratory Problems, 596
31 Obstructive Pulmonary Diseases, 632
32 Acute Respiratory Failure and Acute Respiratory
Distress Syndrome, 672
SECTION 7 Problems of Oxygenation: Transport
33 Assessment: Hematologic System, 693
34 Hematologic Problems, 715
SECTION 8 Problems of Oxygenation: Perfusion
35 Assessment: Cardiovascular System, 767
36 Hypertension, 797
37 Coronary Artery Disease and Acute Coronary Syndrome,
819
38 Heart Failure, 859
39 Dysrhythmias, 884
40 Inflammatory and Structural Heart Disorders, 909
41 Vascular Disorders, 932
42 Shock, Sepsis, and Multiple Organ Dysfunction
Syndrome, 961
SECTION 9 P
 roblems of Ingestion, Digestion,
Absorption, and Elimination
43 Assessment: Gastrointestinal System, 987
44 Nutrition Problems, 1009
45 Obesity, 1030
46 Upper Gastrointestinal Problems, 1050
47 Lower Gastrointestinal Problems, 1088
48 Liver, Biliary Tract, and Pancreas Problems, 1135
SECTION 10 Problems of Urinary Function
49 Assessment: Urinary System, 1177
50 Renal and Urologic Problems, 1195
51 Acute Kidney Injury and Chronic Kidney Disease, 1232
xix
xx CONTENTS
SECTION 11 P
 roblems Related to Regulatory and
Reproductive Mechanisms
52 Assessment: Endocrine System, 1265
53 Diabetes, 1285
54 Endocrine Problems, 1322
55 Assessment: Reproductive System, 1352
56 Breast Problems, 1371
57 Sexually Transmitted Infections, 1395
58 Female Reproductive Problems, 1412
59 Male Reproductive Problems, 1434
SECTION 12 P
 roblems Related to Movement and
Coordination
60 Assessment: Nervous System, 1461
61 Acute Intracranial Problems, 1483
62 Stroke, 1515
63 Chronic Neurologic Problems, 1538
64 Dementia and Delirium, 1573
65 Spinal Cord and Peripheral Nerve Problems, 1594
66 Assessment: Musculoskeletal System, 1622
67 Musculoskeletal Trauma and Orthopedic Surgery, 1638
68 Musculoskeletal Problems, 1674
69 Arthritis and Connective Tissue Diseases, 1696
APPENDIXES
A Basic Life Support for Health Care Providers, 1732
B Clinical Problems With Definitions, 1735
C Laboratory Reference Intervals, 1737
Index, I-1
 CONCEPT EXEMPLARS

Acid–Base Balance Glucose Regulation Perfusion

Chronic Kidney Disease Cushing Syndrome Acute Coronary Syndrome
Diarrhea Diabetes Atrial Fibrillation
Metabolic Acidosis Cardiogenic Shock
Metabolic Alkalosis Hormonal Regulation Endocarditis
Respiratory Acidosis Addison Disease Heart Failure
Respiratory Alkalosis Hyperthyroidism Hyperlipidemia
Hypothyroidism Hypertension
Cellular Regulation Hypovolemic Shock
Anemia Immunity Mitral Valve Prolapse
Breast Cancer Allergic Rhinitis Peripheral Artery Disease
Cervical Cancer Anaphylaxis Septic Shock
Colon Cancer HIV Infection Sickle Cell Disease
Endometrial Cancer Organ Transplantation
Head and Neck Cancer Peptic Ulcer Disease Reproduction
Leukemia Early Pregnancy Loss
Lung Cancer Infection Ectopic Pregnancy
Lymphoma Antimicrobial Resistant Infections Infertility
Melanoma COVID-19
Prostate Cancer Health Care–Associated Infections Sleep
Hepatitis Insomnia
Clotting Pneumonia Sleep Apnea
Disseminated Intravascular Coagulopathy Tuberculosis
Pulmonary Embolism Urinary Tract Infection Sensory Perception
Thrombocytopenia Cataracts
Venous Thromboembolism Inflammation Glaucoma
Appendicitis Hearing Loss
Cognition Cholecystitis Macular Degeneration
Alzheimer Disease Glomerulonephritis Otitis Media
Delirium Pancreatitis
Pelvic Inflammatory Disease Sexuality
Elimination Peritonitis Erectile Dysfunction
Benign Prostatic Hypertrophy Rheumatoid Arthritis Leiomyomas
Chronic Kidney Disease Menopause
Constipation Intracranial Regulation Sexually Transmitted Infection
Diarrhea Brain Tumor
Intestinal Obstruction Head Injury Thermoregulation
Pyelonephritis Meningitis Frostbite
Prostatitis Seizure Disorder Heat Stroke
Renal Calculi Stroke Hyperthyroidism

Fluids and Electrolytes Mobility Tissue Integrity

Burns Fractures Burns
Hyperkalemia Low Back Pain Pressure Injuries
Hypernatremia Multiple Sclerosis Wound Healing
Hypokalemia Osteoarthritis
Hyponatremia Parkinson Disease
Spinal Cord Injury
Gas Exchange
Acute Respiratory Failure Nutrition
Acute Respiratory Distress Syndrome Gastroesophageal Reflux Disease
Asthma Inflammatory Bowel Disease
Chronic Obstructive Pulmonary Disease Metabolic Syndrome
Cystic Fibrosis Malnutrition
Lung Cancer Obesity
Pulmonary Embolism

xxi
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 S P E C I A L F E AT U R E S

ASSESSMENT ABNORMALITIES TABLES Colorectal Cancer, 47, p. 1132

COPD, 31, p. 669
Auditory System, 23, p. 443 DKA, 53, p. 1319
Breast, 55, p. 1365 Dysrhythmia: Ventricular Tachycardia, 39, p. 907
Cardiovascular System, 35, p. 776 Fluid and Electrolyte Imbalance, 17, p. 331
Endocrine System, 52, p. 1277 Glaucoma and Diabetic Retinopathy, 22, p. 434
Female Reproductive System, 55, p. 1365 Gonococcal Infection, 57, p. 1410
Fluid and Electrolyte Imbalances, 17, p. 325 Graves Disease, 54, p. 1350
GI System, 43, p. 1000 Health Disparities, 2, p. 33
Hematologic System, 33, p. 703 Heart Failure, 38, p. 881
Integumentary System, 24, p. 466 Hip Fracture and Revision Arthroplasty, 67, p. 1671
Male Reproductive System, 55, p. 1366 HIV Infection, 15, p. 262
Musculoskeletal System, 66, p. 1632 Insomnia, 8, p. 117
Nervous System, 60, p. 1477 Intraoperative Patient, 19, p. 363
Respiratory System, 27, p. 528 Laryngeal Cancer, 29, p. 593
Urinary System, 49, p. 1187 Leukemia, 34, p. 762
Vascular Skin Lesions, 33, p. 706 Mechanical Ventilation, 28, p. 574
Visual System, 22, p. 416 Melanoma and Dysplastic Nevi, 25, p. 492
Ménière Disease, 23, p. 454
BIOLOGIC SEX CONSIDERATIONS BOXES Myocardial Infarction, 37, p. 856
Obesity, 45, p. 1048
AD, 64, p. 1576 Older Adults, 5, p. 79
Asthma, 31, p. 639 Osteoporosis/Hip Fracture, 68, p. 1693
Cancer, 16, p. 266 Pain, 9, p. 144
Cholelithiasis, 48, p. 1167 Painful Bladder and Frequent Urination, 50, p. 1229
COPD, 31, p. 657 Patient and Caregiver Teaching, 4, p. 60
Coronary Artery Disease and Acute Coronary Syndrome, 37, PCOS, 58, p. 1432
p. 822 Peptic Ulcer Disease, 46, p. 1085
Effects of Aging on Sexual Function, 55, p. 1359 Peripheral Artery Disease, 41, p. 958
Endocrine Problems, 54, p. 1330 Pneumonia and Lung Cancer, 30, p. 629
Headaches, 63, p. 1541 Postoperative Patient, 20, p. 383
Heart Failure, 38, p. 862 Preoperative Patient, 18, p. 348
Hernia, 47, p. 1126 Pressure Injury, 12, p. 196
Hypertension, 36, p. 798 Primary Hypertension, 36, p. 816
Lung Cancer, 30, p. 624 SCI, 65, p. 1619
OA, 69, p. 1697 Seizure Disorder With Headache, 63, p. 1570
Older Adults, 5, p. 66 Shock, 42, p. 982
Osteoporosis, 68, p. 1689 Spiritual Distress at End of Life, 10, p. 159
STIs, 57, p. 1399 Stress-Induced Illness, 7, p. 103
Urinary Incontinence, 50, p. 1218 Stroke, 62, p. 1536
Urinary Tract Stones, 50, p. 1207 Substance Use Disorder, 11, p. 174
Vascular Disorders, 41, p. 933 Trauma, 21, p. 403
Traumatic Brain Injury, 61, p. 1512
CASE STUDIES Undernutrition, 44, p. 1028
Valvular Heart Disease, 40, p. 929
End-of-Chapter Case Studies
Acute Respiratory Distress Syndrome, 32, p. 688 Applying Clinical Judgment With Multiple Patients
Alzheimer Disease, 64, p. 1592
Anal Cancer, 6, p. 90 Case Studies
Anaphylaxis, 14, p. 235 Perioperative and Emergency Care, Section 4, p. 405
Ankylosing Spondylitis, 69, p. 1728 Problems of Ingestion, Digestion, Absorption, and Elimina-
Benign Prostatic Hyperplasia With Acute Urinary Retention, tion, Section 9, p. 1174
59, p. 1457 Problems of Oxygenation: Perfusion, Section 8, p. 984
Breast Cancer, 56, p. 1393 Problems of Oxygenation: Transport, Section 7, p. 764
Burn Injury, 26, p. 511 Problems of Oxygenation: Ventilation, Section 6, p. 690
Chronic Kidney Disease, 51, p. 1260 Problems of Urinary Function, Section 10, p. 1263
Cirrhosis, 48, p. 1172 Problems Related to Altered Sensory Input, Section 5, p. 513

xxiii
xxiv SPECIAL FEATURES

Problems Related to Comfort and Coping, Section 2, p. 176 DRUG THERAPY TABLES
Problems Related to Homeostasis and Protection, Section 3, p. 333
Problems Related to Movement and Coordination, Section 12, Acute and Chronic Glaucoma, 22, p. 432
p. 1730 Acute and Chronic Pancreatitis, 48, p. 1162
Problems Related to Regulatory and Reproductive Mecha- Adjuncts to General Anesthesia, 19, p. 361
nisms, Section 11, p. 1459 Adjuvant Drugs Used for Pain, 9, p. 133
AD, 64, p. 1584
Assessment Case Studies Androgen Deprivation Therapy for Prostate Cancer, 59, p. 1447
Auditory System, 23, p. 438 Antibiotics, 15, p. 242
Cardiovascular System, 35, p. 773 Anticoagulant Therapy, 41, p. 950
Endocrine System, 52, p. 1272 Antidiarrheal Drugs, 47, p. 1091
Gastrointestinal System, 43, p. 994 Antidysrhythmic Drugs, 39, p. 900
Hematologic System, 33, p. 700 Antihypertensive Agents, 36, p. 806
Integumentary System, 24, p. 460 Antithrombotic Therapy for Atrial Fibrillation and Atrial
Musculoskeletal System, 66, p. 1627 Flutter, 39, p. 895
Nervous System, 60, p. 1470 Antivirals for Herpes and Cytomegalovirus Infections, 15, p. 243
Reproductive System, 55, p. 1360 Asthma, 31, p. 647
Respiratory System, 27, p. 520 Asthma and COPD, 31, p. 648
Urinary System, 49, p. 1183 Bacterial Community-Acquired Pneumonia, 30, p. 602
Visual System, 22, p. 411 Breast Cancer, 56, p. 1385
Burns, 26, p. 504
Causes of Medication Errors by Older Adults, 5, p. 77
DIAGNOSTIC STUDIES TABLES Chemotherapy, 16, p. 278
Auditory System, 23, p. 443 Chronic Stable Angina and Acute Coronary Syndrome, 37, p.
Blood Studies: Urinary System, 49, p. 1189 834
Cardiovascular System, 35, p. 788 Cirrhosis, 48, p. 1154
CBC Studies, 33, p. 708 Combination Therapy for Hypertension, 36, p. 809
Clotting Studies, 33, p. 708 Common Bases for Topical Medications, 25, p. 488
Common Preoperative Diagnostic Studies, 18, p. 342 Common Preoperative Agents, 18, p. 345
Electrographic Studies: Nervous System, 60, p. 1481 Constipation, 47, p. 1096
Fertility Studies, 55, p. 1369 Diseases/Disorders Treated With Corticosteroids, 54, p. 1348
GI System, 43, p. 1002 Disease-Modifying Drugs for Multiple Sclerosis, 63, p. 1559
Hematologic System, 33, p. 711 Diuretic Agents, 36, p. 808
Integumentary System, 24, p. 468 Drugs That May Cause Photosensitivity, 25, p. 472
Interventional Studies, 55, p. 1368 Effects and Side Effects of Corticosteroids, 54, p. 1348
Interventional Studies: Cardiovascular System, 35, p. 793 GERD and Peptic Ulcer Disease, 46, p. 1060
Interventional Studies: Musculoskeletal System, 66, p. 1636 General Anesthesia, 19, p. 360
Laboratory Studies: GI System, 43, p. 1005 H. pylori Infection, 46, p. 1071
Liver Function Tests, 43, p. 1006 Heart Failure, 38, p. 869
Miscellaneous Blood Studies, 33, p. 710 Hematopoietic Growth Factors Used in Cancer Treatment, 16,
Musculoskeletal System, 66, p. 1634 p. 292
Oxygenation, 27, p. 530 HIV Infection, 15, p. 254
Respiratory System, 27, p. 534 Hormone Therapy, 16, p. 291
Radiologic Studies: Endocrine System, 52, p. 1283 Hyperlipidemia, 37, p. 828
Radiologic Studies: Male and Female Reproductive Systems, Immunosuppressive Therapy, 14, p. 233
55, p. 1367 Infertility, 58, p. 1413
Radiologic Studies: Nervous System, 60, p. 1479 Inflammation and Healing, 12, p. 184
Respiratory System, 27, p. 534 Inflammatory Bowel Disease, 47, p. 1108
Serology Studies: Cardiovascular System, 35, p. 786 Insomnia, 8, p. 110
Serology Studies: Male and Female Reproductive Systems, 55, Insulin Plans, 53, p. 1292
p. 1367 Leukemia, 34, p. 748
Serology Studies: Musculoskeletal System, 66, p. 1634 LTBI Regimens, 30, p. 608
Serology and Urine Studies: Endocrine System, 52, p. 1279 Managing Side Effects of Pain Medications, 9, p. 128
Shock, 42, p. 964 Methods of Chemotherapy Administration, 16, p. 278
Sputum Studies, 27, p. 533 Nausea and Vomiting, 46, p. 1052
Stroke, 62, p. 1523 OA, 69, p. 1700
Urinary System, 49, p. 1190 Obesity, 45, p. 1041
Urine, 49, p. 1188 Opioid Analgesics, 9, p. 131
VTE, 41, p. 949 Oral Agents and Noninsulin Injectable Agents, 53, p. 1297
Viral Hepatitis, 48, p. 1140 Osteoporosis, 68, p. 1692
Visual System, 22, p. 418 Parkinson Disease, 63, p. 1564

Pulmonary Hypertension, 30, p. 621
RA, 69, p. 1706
Replacement Factors for Hemophilia, 34, p. 737
Rhinitis and Sinusitis, 29, p. 582
Safe Medication Use by Older Adults, 5, p. 77
Select Antiseizure Agents, 63, p. 1549
Select Immunotherapies and Targeted Therapies, 16, p. 289
Select Nonopioid Analgesics, 9, p. 129
Shock, 42, p. 973
Smoking Cessation, 11, p. 166
Suggested Options for COPD Treatment, 31, p. 663
Tuberculosis, 30, p. 607
Tuberculosis Treatment Regimens, 30, p. 608
Types of Insulin, 53, p. 1291
Viral HBV and HCV, 48, p. 1142
Voiding Dysfunction, 50, p. 1222
EMERGENCY MANAGEMENT TABLES
Abdominal Trauma, 47, p. 1101
Acute Abdominal Pain, 47, p. 1099
Acute GI Bleeding, 46, p. 1083
Acute Soft Tissue Injury, 67, p. 1641
Acute Thyrotoxicosis, 54, p. 1334
Anaphylactic Shock, 14, p. 225
Chest Injuries, 30, p. 614
Chest Pain, 37, p. 847
Chest Trauma, 30, p. 614
Depressant Toxicity, 11, p. 170
DKA, 53, p. 1311
Dysrhythmias, 39, p. 890
Emergency Management Tables Throughout the Book, 21, p.
386
Eye Injury, 22, p. 421
Fractured Extremity, 67, p. 1650
Head Injury, 61, p. 1500
Hypertensive Crisis, 36, p. 815
Hyperthermia, 21, p. 394
Hypoglycemia, 53, p. 1313
Hypothermia, 21, p. 395
Inhalation Injury, 26, p. 500
SCI, 65, p. 1600
Shock, 42, p. 971
Stimulant Toxicity, 11, p. 169
Stroke, 62, p. 1526
Submersion Injuries, 21, p. 397
Tonic-Clonic Seizures, 63, p. 1548
ETHICAL/LEGAL DILEMMAS BOXES
Advance Directives, 31, p. 669
Allocation of Resources, 51, p. 1256
Board of Nursing Disciplinary Action, 11, p. 173
Brain Death, 61, p. 1496
Competence, 38, p. 875
Confidentiality and HIPAA, 57, p. 1409
Do Not Resuscitate, 40, p. 923
Durable Power of Attorney for Health Care, 6, p. 86
Entitlement to Treatment, 67, p. 1658
Genetic Testing, 13, p. 210
Good Samaritan, 21, p. 402
Health Disparities, 2, p. 22
SPECIAL FEATURES xxv
Individual vs. Public Health Protection, 15, p. 255
Informed Consent, 18, p. 344
Medical Futility, 16, p. 298
Pain Management, 34, p. 728
Pain Management at End of Life, 10, p. 152
Patient Adherence, 30, p. 608
Rationing, 48, p. 1157
Religious Beliefs, 34, p. 757
Right to Refuse Treatment, 65, p. 1611
Scope and Standards of Practice, 39, p. 899
Social Networking: HIPAA Violation, 1, p. 15
Withdrawing Treatment, 51, p. 1260
Withholding Treatment, 61, p. 508
EVIDENCE-BASED PRACTICE BOXES
Adherence to TB Treatment Program, 30, p. 610
Breast Cancer Treatment, 56, p. 1388
Condom Use and HIV, 15, p. 258
Decreasing Readmissions for Heart Failure, 38, p. 875
Depression in Patients With Hemophilia, 34, p. 738
Effect of a Sexual Health Discharge Program, 59, p. 1443
Enteral Nutrition and Stroke Rehabilitation, 62, p. 1532
Health-Related Quality of Life in Patients With Cushing Syn-
drome, 54, p. 1345
Hearing Aid Rehabilitation, 23, p. 452
HPV Vaccine and Young Males, 57, p. 1403
Interactive Self-Management and DM, 53, p. 1306
Managing Pain in the Patient With Communication Problems,
9, p. 142
The Mechanically Ventilated Patient and Early Mobilization,
28, p. 563
Medication Adherence in Hypertension, 36, p. 814
Nurse-Driven Protocol for Catheter Removal, 50, p.1199
Nutrition and FMS, 69, p. 1727
Oral Health and CKD, 51, p. 1245
Participating in Cardiac Rehabilitation, 37, p. 854
Participating in Post-Fall Huddles, 1, p. 10
Physical Activity and Chronic Obstructive Pulmonary Disease,
31, p. 667
Postoperative Delirium, 64, p. 1591
Preoperative Ostomy Education, 47, p. 1121
Screening and Testing of Hepatitis C Virus, 48, p. 1145
Self-Management Education for Ulcerative Colitis, 47, p. 1111
Tanning Booths and Skin Cancer, 25, p. 472
Technology-Based Devices and Preoperative Anxiety, 18, p. 337
Use of Negative Pressure Wound Therapy (NPWT), 12, p. 191
FOCUSED ASSESSMENT BOXES
Auditory System, 23, p. 441
Cardiovascular System, 35, p. 779
Endocrine System, 52, p. 1278
GI System, 43, p. 1002
Hematologic System, 33, p. 707
Integumentary System, 24, p. 465
Musculoskeletal System, 66, p. 1634
Nervous System, 60, p. 1476
Reproductive System, 55, p. 1366
Respiratory System, 27, p. 529
Urinary System, 49, p. 1187
Visual System, 22, p. 417
xxvi SPECIAL FEATURES

GENETICS IN CLINICAL PRACTICE BOXES INTERPROFESSIONAL CARE TABLES

α1-Antitrypsin Deficiency, 31, p. 658 Abnormal Uterine Bleeding, 58, p. 1419
AD, 64, p. 1577 Acute Kidney Injury, 51, p. 1236
Ankylosing Spondylitis (AS), 69, p. 1714 Acute Pancreatitis, 48, p. 1162
Breast Cancer, 56, p. 1377 Acute Pericarditis, 40, p. 915
Cystic Fibrosis, 31, p. 635 Acute Pulmonary Embolism, 30, p. 618
Diabetes, 53, p. 1287 Acute Pyelonephritis, 50, p. 1201
Duchenne and Becker Muscular Dystrophy (MD), 68, Acute Stroke, 62, p. 1523
p. 1680 Addison Disease, 54, p. 1347
Familial Adenomatous Polyposis (FAP), 47, p. 1114 AD, 64, p. 1582
Familial Hypercholesterolemia, 37, p. 822 Amputation, 67, p. 1664
Genetic Information Nondiscrimination Act (GINA), 13, p. Aortic Dissection, 41, p. 945
207 ARDS, 32, p. 685
Genetics in Clinical Practice Boxes Throughout the Book, 13, ARF, 32, p. 678
p. 205 Asthma, 31, p. 644
Hemochromatosis, 34, p. 729 Bacterial Meningitis, 61, p. 1510
Hemophilia A and B, 34, p. 736 Bladder Cancer, 50, p. 1217
Hereditary Nonpolyposis Colorectal Cancer (HNPCC) or BPH, 59, p. 1437
Lynch Syndrome, 47, p. 1115 Breast Cancer, 56, p. 1381
Huntington Disease (HD), 63, p. 1569 Burn Injury, 26, p. 501
Ovarian Cancer and BRCA Genetic Mutations, 58, p. 1429 Cardiomyopathy, 40, p. 926
Polycystic Kidney Disease (PKD), 50, p. 1214 Cataract, 22, p. 425
Sickle Cell Disease, 34, p. 725 Cervical Cord Injury, 65, p. 1601
Chlamydial Infections, 57, p. 1397
GERONTOLOGIC ASSESSMENT DIFFERENCES Cholelithiasis and Acute Cholecystitis, 48, p. 1169
Chronic Otitis Media, 23, p. 446
TABLES Cirrhosis, 48, p. 1152
Adaptations in Physical Assessment Techniques, 3, p. 45 CKD, 51, p. 1243
Auditory System, 23, p. 438 Colorectal Cancer, 47, p. 1116
Cardiovascular System, 35, p. 772 Comparison of Headaches, 63, p. 1539
Cognitive Function, 5, p. 68 COPD, 31, p. 662
Effects of Aging on Hematologic Studies, 33, p. 700 Cor Pulmonale, 30, p. 622
Effects of Aging on the Immune System, 14, p. 219 Cushing Syndrome, 54, p. 1343
Endocrine System, 52, p. 1272 Diverticulosis and Diverticulitis, 47, p. 1124
GI System, 43, p. 994 DKA and HHS, 53, p. 1310
Integumentary System, 24, p. 459 DM, 53, p. 1290
Musculoskeletal System, 66, p. 1627 ED, 59, p. 1455
Nervous System, 60, p. 1470 Esophageal Cancer, 46, p. 1063
Reproductive Systems, 55, p. 1359 Fractures, 67, p. 1647
Respiratory System, 27, p. 520 GERD and Hiatal Hernia, 46, p. 1059
Tables Throughout the Book, 5, p. 67 Genital Herpes, 57, p. 1402
Urinary System, 49, p. 1182 Glaucoma, 22, p. 431
Visual System, 22, p. 412 Gonococcal Infections, 57, p. 1399
Gout, 69, p. 1712
Head and Neck Cancer, 29, p. 588
HEALTH HISTORY TABLES Headaches, 63, p. 1540
Auditory System, 23, p. 439 Heart Failure, 38, p. 867
Cardiovascular System, 35, p. 774 Hypertension, 36, p. 804
Endocrine System, 52, p. 1273 Hyperthyroidism, 54, p. 1332
Functional Health Pattern Format, 3, p. 39 Hypothyroidism, 54, p. 1336
GI System, 43, p. 995 Inflammatory Bowel Disease, 47, p. 1108
Hematologic System, 33, p. 701 Increased Intracranial Pressure, 61, p. 1488
Integumentary System, 24, p. 460 Infertility, 58, p. 1413
Musculoskeletal System, 66, p. 1629 Insomnia, 8, p. 109
Nervous System, 60, p. 1471 Intervertebral Disc Disease, 68, p. 1684
Reproductive System, 55, p. 1361 Iron Deficiency Anemia, 34, p. 720
Respiratory System, 27, p. 522 Kidney Cancer, 50, p. 1216
Urinary System, 49, p. 1184 Lung Cancer, 30, p. 626
Visual System, 22, p. 413 Ménière Disease, 23, p. 447
 SPECIAL FEATURES xxvii

Multiple Sclerosis, 63, p. 1558 Hypertension, 36, p. 811

Myasthenia Gravis, 63, p. 1567 Hyperthyroidism, 54, p. 1333
Neurogenic Bladder, 65, p. 1608 IBD, 47, p. 1110
Neutropenia, 34, p. 742 Infective Endocarditis (IE), 40, p. 912
OA, 69, p. 1699 Leukemia, 34, p. 749
Obesity, 45, p. 1039 Low Back Pain, 68, p. 1681
Oral Cancer, 46, p. 1056 Lung Cancer, 30, p. 628
Osteoporosis, 68, p. 1690 Malnutrition, 44, p. 1015
Otosclerosis, 23, p. 446 Multiple Sclerosis, 63, p. 1560
Parkinson Disease, 63, p. 1563 Nausea and Vomiting, 46, p. 1053
Peptic Ulcer Disease, 46, p. 1070 Oral Cancer, 46, p. 1057
Peripheral Artery Disease, 41, p. 935 Osteomyelitis, 68, p. 1676
Peritonitis, 47, p. 1104 Pain, 9, p. 126
Pneumonia, 30, p. 601 Parkinson Disease, 63, p. 1565
Premenstrual Disorders, 58, p. 1417 Patient With HIV, 15, p. 256
Prostate Cancer, 59, p. 1445 Patient With Obesity, 45, p. 1037
Pulmonary Tuberculosis, 30, p. 607 Peptic Ulcer Disease, 46, p. 1072
RA, 69, p. 1705 Peripheral Artery Disease, 41, p. 937
Retinal Detachment, 22, p. 428 PID, 58, p. 1424
Rheumatic Fever, 40, p. 918 Pneumonia, 30, p. 603
Scleroderma, 69, p. 1722 Pressure Injuries, 12, p. 195
Seizure Disorder, 63, p. 1547 Prostate Cancer, 59, p. 1449
Shock, 42, p. 975 RA, 69, p. 1708
SLE, 69, p. 1719 Rheumatic Fever and Rheumatic Heart Disease, 40, p. 918
Stomach Cancer, 46, p. 1075 SCI, 65, p. 1603
Syphilis, 57, p. 1406 Seizure Disorder, 63, p. 1552
Thrombocytopenia, 34, p. 733 SLE, 69, p. 1720
Trigeminal Neuralgia, 65, p. 1614 Sleep, 8, p. 111
UTI, 50, p. 1198 STIs, 57, p. 1406
Valvular Heart Disease, 40, p. 922 Stroke, 62, p. 1528
Viral Hepatitis, 48, p. 1141 Thrombocytopenia, 34, p. 734
Upper GI Bleeding, 46, p. 1082
NURSING ASSESSMENT TABLES Urinary Tract Stones, 50, p. 1211
UTI, 50, p. 1199
Acute Coronary Syndrome, 37, p. 850 Valvular Heart Disease, 40, p. 925
Acute Pancreatitis, 48, p. 1163 VTE, 41, p. 953
AD, 64, p. 1585 Wound Assessment, 12, p. 188
Allergies, 14, p. 223
Anemia, 34, p. 718
ARF, 32, p. 677
NURSING MANAGEMENT TABLES
Assessment Techniques: Visual System, 22, p. 415 Acute COPD Exacerbation, 31, p. 666
Assessment Variations in Light- and Dark-Skinned Persons, Acute Diverticulitis, 47, p. 1124
24, p. 466 Applying a Wet Compress, 25, p. 487
Asthma, 31, p. 653 Assessment and Data Collection, 3, p. 37
BPH, 58, p. 1440 Assisting With Cardioversion, 39, p. 901
Breast Cancer, 56, p. 1387 Blood Transfusions, 34, p. 759
Care of Patient on Admission to Clinical Unit, 20, p. 382 Care of the Hospitalized Older Adult, 5, p. 75
Cholecystitis or Cholelithiasis, 48, p. 1170 Care of the Patient After Joint Surgery, 67, p. 1670
Cirrhosis, 48, p. 1154 Care of the Patient After a Hemorrhoidectomy, 47, p. 1130
Colorectal Cancer, 47, p. 1118 Care of the Patient After Pituitary Surgery, 54, p. 1325
Constipation, 47, p. 1098 Care of the Patient After Spine Surgery, 68, p. 1685
COPD, 31, p. 665 Care of the Patient After Thyroid Surgery, 54, p. 1335
Cushing Syndrome, 54, p. 1344 Care of the Patient Undergoing Bariatric Surgery, 45, p. 1045
Cystic Fibrosis, 31, p. 638 Care of the Patient Undergoing Cardiac Catheterization, 35, p.
Diarrhea, 47, p. 1092 794
DM, 53, p. 1304 Care of the Patient Undergoing Closed Liver Biopsy, 43, p.
Fracture, 67, p. 1651 1007
Head and Neck Cancer, 29, p. 591 Care of the Patient Undergoing Lumbar Puncture, 60, p. 1479
Head Injury, 61, p. 1501 Care of the Patient Undergoing Paracentesis, 48, p. 1155
Headaches, 63, p. 1543 Care of the Patient With Acute Ménière Disease, 23, p. 447
Heart Failure, 38, p. 874 Care of the Patient With Pneumonia, 30, p. 603
Hepatitis, 48, p. 1143 Care of the Patient With Seizure Disorder, 63, p. 1553
xxviii SPECIAL FEATURES

Care of the Patient With a Urethral Catheter, 50, p. 1224 Foods High in Iron, 44, p. 1011
Caring for the Patient Requiring Mechanical Ventilation, 28, p. Foods High in Protein, 44, p. 1010
558 High-Calorie Foods, 16, p. 294
Caring for the Patient With an Acute Stroke, 62, p. 1530 High-Calorie, High-Protein Diet, 44, p. 1019
Caring for the Patient With AD, 64, p. 1586 High-Fiber Foods, 47, p. 1097
Caring for the Patient With a Cast or Traction, 67, p. 1652 High-Potassium Foods, 17, p. 315
Caring for the Patient With Chronic Venous Insufficiency, 41, Low-Sodium Diets, 38, p. 873
p. 957 Maximizing Food Intake in COPD, 31, p. 664
Caring for the Patient With Delirium, 64, p. 1591 MyPlate Tips for a Healthy Lifestyle, 44, p. 1018
Caring for the Patient With DM, 53, p. 1305 Nutrients for RBC Production, 34, p. 719
Caring for the Patient With Hypertension, 36, p. 813 Postgastrectomy Dumping Syndrome, 46, p. 1078
Caring for the Patient With Incontinence, 50, p. 1222 Protein Foods With High Biologic Value, 16, p. 294
Caring for the Patient With Neutropenia, 34, p. 743 Sources of Calcium, 68, p. 1691
Caring for the Patient With Osteomyelitis, 68, p. 1677 Therapeutic Lifestyle Changes to Diet, 37, p. 826
Caring for the Patient With RA, 69, p. 1708 Tips to Make Diet and Lifestyle Changes, 37, p. 827
Caring for the Patient With a Tracheostomy, 28, p. 571 Urinary Tract Stones, 50, p. 1211
Caring for the Patient With VTE, 41, p. 953
Caring for the Postoperative Patient, 20, p. 369
Complications of IABP Therapy, 38, p. 879
PATIENT & CAREGIVER TEACHING TABLES
Decreasing Enteral Feeding Misconnections, 44, p. 1024 Acute Coronary Syndrome, 37, p. 852
Diarrhea, 47, p. 1092 Acute or Chronic Sinusitis, 29, p. 586
Elder Mistreatment, 5, p. 71 AD, 64, p. 1589
Electrolyte and Acid-Base Imbalances, 17, p. 326 Addison Disease, 54, p. 1347
EN, 44, p. 1023 After Ear Surgery, 23, p. 446
EN Problems, 44, p. 1023 After Eye Surgery, 22, p. 426
Fluid Volumes Changes, 17, p. 309 Anticoagulant Therapy, 41, p. 954
HIV Infection, 15, p. 257 Antiretroviral Drugs, 15, p. 259
Infection Prevention, 15, p. 241 Asthma, 31, p. 657
Interventions to Promote Health Equity, 2, p. 31 Automatic Epinephrine Injectors, 14, p. 225
IV Therapy, 17, p. 328 Autonomic Dysreflexia, 65, p. 1607
Managing Distress in Breast Cancer, 56, p. 1390 Avoiding Allergens in Allergic Rhinitis, 29, p. 581
O2 Administration, 28, p. 544 Blood Glucose Monitoring (BGM), 53, p. 1303
Ostomy Care, 47, p. 1122 Bowel Management After SCI, 65, p. 1609
Pain Management, 9, p. 139 Cancer Survivors, 16, p. 299
Patient Receiving Bladder Irrigation, 59, p. 1442 Cardiomyopathy, 40, p. 929
Patient With a Bowel Obstruction, 47, p. 1113 Cast Care, 67, p. 1653
Patient With a Fever, 12, p. 184 Cirrhosis, 48, p. 1157
Patient Receiving Anticoagulants, 41, p. 954 CKD, 51, p. 1247
Percutaneous Coronary Intervention, 37, p. 839 Constipation, 47, p. 1098
Physical Care at End of Life, 10, p. 157 COPD, 31, p. 666
PN Infusions, 44, p. 1026 Corticosteroid Therapy, 54, p. 1349
Postmortem Care, 10, p. 159 Decreasing the Risk for Antibiotic-Resistant Infection, 15, p. 243
Problems Caused by Chemotherapy and Radiation Therapy, DM Management, 53, p. 1307
16, p. 282 Early Warning Signs of AD, 64, p. 1579
Promoting Communication With the Patient With AD, 64, p. Effective Huff Coughing, 28, p. 540
1587 Exercise for Patients With DM, 53, p. 1302
Psychosocial Care at End of Life, 10, p. 155 FAST Warning Signs of Stroke, 62, p. 1516
Skin Problems, 25, p. 487 FITT Activity Guidelines for CAD, Chronic Stable Angina, and
Specific Types of Tracheostomies, 28, p. 570 ACS, 37, p. 826
Stoma and Cannula Care for a Tracheostomy, 28, p. 571 Foot Care, 53, p. 1318
Troubleshooting Pacemakers, 39, p. 906 Genetic Testing, 13, p. 207
Ventilator Alarms, 28, p. 561 GERD, 46, p. 1059
Wound Care, 12, p. 187 Halo Vest Care, 65, p. 1604
Head Injury, 61, p. 1501
NUTRITION THERAPY TABLES Headaches, 63, p. 1544
Heart Failure, 38, p. 876
1200-Calorie–Restricted Weight Reduction Diet, 45, p. 1039 Heat and Cold Therapy, 9, p. 139
Celiac Disease, 47, p. 1128 Home O2 Use, 28, p. 545
CKD, 51, p. 1245 How to Use a Dry Powder Inhaler (DPI), 31, p. 652
DM, 53, p. 1300 How to Use Your Peak Flow Meter, 31, p. 656
Effects of Food on Stoma Output, 47, p. 1123 Hypertension, 36, p. 813
 SPECIAL FEATURES xxix

Hypothyroidism, 54, p. 1337 Breast Cancer, 56, p. 1386

Ileal Conduit Appliances, 50, p. 1228
Implantable Cardioverter-Defibrillator (ICD), 39, p. 902
Improving Adherence to ART, 15, p. 259
Instructions for the Patient With DM, 53, p. 1307
Joint Protection and Energy Conservation, 69, p. 1701
Low Back Problems, 68, p. 1681
Lower Extremity Amputation, 67, p. 1666
Mitral Valve Prolapse (MVP), 40, p. 921
Neutropenia, 34, p. 743
Ostomy Self-Care, 47, p. 1122
Pacemaker, 38, p. 906
Pain Management, 9, p. 140
Pelvic Floor Muscle (Kegel) Exercises, 50, p. 1221
Peptic Ulcer Disease, 46, p. 1073
Peripheral Artery Bypass Surgery, 41, p. 938
Posterior Hip Replacement, 67, p. 1660
Postoperative Laparoscopic Cholecystectomy, 48, p. 1171
Preoperative Preparation, 18, p. 343
Preparing an Insulin Injection, 53, p. 1293
Pressure Injury, 12, p. 196
Preventing External Otitis, 23, p. 444
Preventing Food Poisoning, 46, p. 1084
Preventing Musculoskeletal Problems in Older Adults, 67, p. 1639
Prevention and Early Treatment of Lyme Disease, 69, p. 1713
Prevention of Hypokalemia, 17, p. 316
Protecting Small Joints, 69, p. 1709
Pursed-Lip Breathing, 28, p. 540
Radiation Skin Reactions, 16, p. 287
Reducing Barriers to Pain Management, 9, p. 141
Reducing Risk Factors for Coronary Artery Disease, 37, p. 825
Seizure Disorder, 63, p. 1553
Sexual Activity After Acute Coronary Syndrome, 37, p. 854
Signs and Symptoms Patients With AIDS Need to Report, 15,
p. 260
Skin Care After SCI, 65, p. 1610
SLE, 69, p. 1720
Sleep Hygiene, 8, p. 110
Smoking and Tobacco Use Cessation, 11, p. 165
STIs, 57, p. 1408
Surgical Discharge, 20, p. 382
Thrombocytopenia, 34, p. 735
UTI, 50, p. 1200
PROMOTING HEALTH EQUITY BOXES
AD, 64, p. 1576
Brain Tumors, 61, p. 1502
Cancer, 16, p. 299
Cancers of the Male Reproductive System, 59, p. 1443
Chronic Kidney Disease, 51, p. 1239
Colorectal Cancer, 47, p. 1114
Coronary Artery Disease, 37, p. 821
DM, 53, p. 1288
Heart Failure, 38, p. 860
Hypertension, 36, p. 798
Liver, Pancreas, and Gallbladder Problems, 48, p. 1137
Lung Cancer, 30, p. 624
Obesity, 45, p. 1032
Oral, Pharyngeal, and Esophageal Problems, 46, p. 1055
Promoting Health Equity Boxes Throughout the Book, 2,
p. 22
STIs, 57, p. 1396
Skin Cancer, 25, p. 474
Stroke, 62, p. 1517
Tuberculosis, 30, p. 604
Visual Problems, 22, p. 414
PROMOTING POPULATION HEALTH BOXES
Decreasing Risk for Cognitive Decline, 64, p. 1585
Health Impact of Good Oral Hygiene, 46, p. 1057
Health Impact of Maintaining a Healthy Weight, 45,
p. 1036
Health Impact of Physical Activity, 67, p. 1640
Health Impact of a Well-Balanced Diet, 44, p. 1010
Improving the Health and Well-Being of LGBTQ+ Persons, 6,
p. 86
Maintaining a Healthy Weight, 45, p. 1038
Preventing DM, 53, p. 1305
Preventing OA, 69, p. 1701
Preventing Respiratory Diseases, 30, p. 597
Preventing STIs, 57, p. 1407
Prevention and Detection of CKD, 51, p. 1247
Prevention and Early Detection of Cancer, 16, p. 273
Prevention and Early Detection of HIV, 15, p. 258
Promoting Health in Older Adults, 5, p. 75
Promoting Healthy Hearing, 23, p. 451
Reducing Fall Risk, 67, p. 1639
Reducing the Risk for Head Injuries, 61, p. 1501
Reducing the Risk for Musculoskeletal Injuries, 67, p. 1639
Responsible Eye Care, 22, p. 419
Strategies to Reduce Burn Injury in Homes, 26, p. 495
Stroke Prevention, 62, p. 1524
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Lewis’s Medical-Surgical Nursing
ASSESSMENT AND MANAGEMENT OF CLINICAL PROBLEMS
 SECTION 1 Concepts in Nursing Practice

1
Professional Nursing
Mariann M. Harding

http://evolve.elsevier.com/Lewis/medsurg/

CONCEPTUAL FOCUS
Care Competencies Clinical Judgment
Leadership Professional Identity

LEARNING OUTCOMES
1. Describe the domain and definition of professional nursing
practice.
2. Compare the different scopes of practice available to
professional nurses.
3. Describe the role of clinical judgment skills and using a
clinical practice framework to provide patient-centered
care.
4. Apply the SBAR procedure and effective communication
techniques in the clinical setting.
5. Explore the role of the professional nurse in delegating
care to licensed practical/vocational nurses and assistive
personnel.
6. Discuss the role of integrating safety and quality
improvement processes into nursing practice.
7. Evaluate the role of informatics and health care technology
in nursing practice.
8. Apply concepts of evidence-based practice to nursing
practice.

KEY TERMS
advanced practice registered nurse (APRN) interprofessional team
clinical pathways nursing
clinical judgment nursing process
delegation patient handoff
electronic health records (EHRs) SBAR (Situation-Background-Assessment-Recommendation)
evidence-based practice (EBP) serious reportable event (SRE)
failure to rescue telehealth
  

This chapter presents an overview of professional nursing practice,
discussing the wide variety of roles and responsibilities nurses fulfill
to meet society’s health care needs. This overview includes the core
abilities that are part of competent nursing practice. These include
providing safe, patient-centered care and collaborating with others.
PROFESSIONAL NURSING PRACTICE
Domain of Nursing Practice
Today, nursing practice consists of a wide variety of roles and
responsibilities necessary to meet society’s health care needs.
You have never been more important to health care than you
are today. As a nurse, you are at the forefront of patient care (Fig.
1.1). Beyond nursing’s reputation for compassion and dedica-
tion lies a highly specialized profession.1 Nursing continues to
evolve to meet society’s health care needs.
As a nurse, you (1) offer skilled care to those recovering
from illness or injury, (2) advocate for patients’ rights, (3)
teach patients to manage their health, (4) support patients and
their caregivers at critical times, and (5) help them navigate the
complex health care system. You can practice in virtually all
health care settings and communities. Although many nurses
1
2 SECTION 1 Concepts in Nursing Practice
Fig. 1.1 Nurses are frontline professionals of health care. (© LightField-
Studios/iStock/Thinkstock.)
work in acute care facilities, nurses may practice in long-term
care, home care, community health, public health centers,
schools, and ambulatory or outpatient clinics. Wherever you
practice, recipients of your care include individuals, families,
groups, or communities. Nurses work collaboratively with
other health care providers to manage the needs of persons
and groups.
Definitions of Nursing
Nursing is described as both an art and a science; a heart and a
mind.1 Well-known definitions of nursing show that the basic
themes of caring, health, and illness have existed since Florence
Nightingale first described nursing. Here are 2 such examples:
• Nursing is putting the patient in the best condition for nature
to act (Nightingale).2
• The nurse’s unique function is to aid patients, sick or well,
in performing those activities contributing to health or its
recovery (or to peaceful death) that they would perform
unaided if they had the necessary strength, will, or knowl-
edge—and to do this in such a way as to help them gain inde-
pendence as rapidly as possible (Henderson).3
In 2010, the American Nursing Association (ANA) provided
a new definition of nursing that reflects the ongoing evolution
of nursing practice:
Nursing is the protection, promotion, and optimization
of health and abilities, prevention of illness and injury,
alleviation of suffering through the diagnosis and treat-
ment of human response, and advocacy in the care of
individuals, families, communities, and populations.4
Nursing’s View of Humanity
In this book, we believe 7 dimensions of wellness contribute to
health and quality of life: Physical, psychologic, social, spiritual,
intellectual, career, and environmental. These dimensions are
interrelated and not separate entities. Thus, a problem in one
dimension may affect one or more of the other dimensions. A
person is in constant interaction with a changing environment.
A person’s behavior is meaningful and oriented toward fulfilling
needs, coping with stress, and developing oneself. However, at
times a person needs help to meet these needs, cope success-
fully, or develop their unique potential.
Scope of Nursing Practice
The essential core of nursing practice is to deliver holistic,
patient-centered care. This includes assessment and evaluation,
giving a variety of interventions, patient and caregiver teaching,
and being a member of the interprofessional health care team.
The extent that nurses engage in their scope of practice
depends on their educational preparation, experience, role, and
state law. To enter practice, a nurse must complete an accredited
program and pass the NCLEX-RN, a test that verifies the nurse
has the basic knowledge needed to provide safe care. Entry-level
nurses with associate or baccalaureate degrees are prepared to
function as generalists. At this level, nurses provide direct health
care and focus on ensuring coordinated, comprehensive care to
patients in a variety of settings.
With experience and continued study, nurses may special-
ize in a specific practice area. Certification is a formal way for
nurses to obtain professional recognition for having exper-
tise in a specialty area. Many nursing organizations offer cer-
tification in specialty practice. Certification requires a certain
amount of clinical experience and successfully passing a test.
Recertification usually requires ongoing clinical experience and
continuing education. Common nursing specialties include
critical care, women’s health, geriatric, medical-surgical, peri-
natal, emergency, psychiatric/mental health, and community
health nursing.
More education and experience can prepare nurses for
advanced practice. An advanced practice registered nurse
(APRN) is a nurse educated at the master’s or doctoral level.
They have advanced education in pathophysiology, pharmacol-
ogy, and health assessment and expertise in a specialized area of
practice. APRNs include clinical nurse specialists, nurse practi-
tioners, nurse midwives, and nurse anesthetists. APRNs play a
vital role in the health care delivery system. Besides managing
and delivering expert direct patient care, APRNs have roles in
patient and staff education, leadership, quality improvement,
research, and consulting.
The doctor of nursing practice (DNP) degree is a practice-­
focused terminal nursing degree. With raising the educa-
tional preparation for APRNs to the doctoral level, nursing
is at the same level as other health professions that have
practice doctorates (pharmacy [PharmD], physical therapy
[DPT]). Nurses with a research-focused doctorate (PhD)
typically work in health care settings as nurse faculty, clinical
experts, researchers, and health care system executives.
Standards of Professional Nursing Practice
To guide nurses in how to perform professionally, the ANA
defined Standards of Professional Nursing Practice. There are
2 parts, Standards of Practice and Standards of Professional
Performance.5 The Standards of Practice describe a competent
level of nursing care based on the nursing process. The Standards
of Professional Performance describe behavioral competencies
expected of a nurse. You are following the performance stan-
dards when you practice ethically and use evidence-based

practice. Communicating effectively and staying competent in
practice are essential. You must be able to work in collaboration
with other health care team members, patients, and caregivers.
INFLUENCES ON PROFESSIONAL NURSING
PRACTICE
Expanding Knowledge and Technology
Ever-changing technology and rapidly expanding clinical
knowledge add to the complexity of health care. The increased
treatment, diagnostic, and care options available change care
delivery and extend patients’ lives. Discoveries in genetics are
changing how we think about diseases such as cancer and heart
disease. For example, genetic information guides breast cancer
treatment. If a woman has cancer, this information allows for
treatment and drug therapy based on genetic makeup. Ethical
dilemmas arise about the use of new scientific knowledge and
the disparities that exist in patients’ access to advanced health
care. Throughout this book, genetics and ethical/legal boxes
highlight expanding knowledge and technology’s impact on
nursing practice.
Diverse Populations
Patient populations are more diverse than ever. People are living
longer, with the number of people with chronic illnesses and
multiple comorbidities increasing. Unlike those who receive
acute, episodic care, patients with chronic illnesses have complex
needs. They see different health care providers over an extended
period and often move among health care settings. You need to
be able to manage and coordinate care when patients transition
among different settings.
At the same time, you will be caring for a more culturally and
ethnically diverse population. When delivering care, you must
consider the patient’s and caregiver’s cultural beliefs and values.
Immigrants, particularly undocumented immigrants, often lack
the resources necessary to access health care. Inability to pay for
health care is related to a tendency to delay seeking care, result-
ing in more serious illnesses at the time of diagnosis. Boxes
throughout this book emphasize the influence of such factors as
gender, culture, and ethnicity on nursing practice.
Consumerism
Many patients today want to be more engaged in their health
care. They want more control over their health care and expect
high-quality, coordinated, and financially reasonable care.
Health information is readily available. Many patients are very
knowledgeable about their health and seek information about
health problems and health care from media and Internet
sources. They gather information so that they can have a voice in
making decisions about their health care. As a nurse, you must
be able to help patients access, interpret, and use safe health care
information (Fig. 1.2).
Health Care Financing
High health care costs are a growing problem. There are many
reasons for the continued increase in costs. These include the
aging population, increased prescription medication use,
CHAPTER 1 Professional Nursing 3
administrative costs, and more expensive products and treat-
ments. Many changes in health care systems that influence nurs-
ing care delivery are usually in an effort to contain spending and
provide more cost-effective health care delivery.
The U.S. health system is a mix of public and private, for-
profit and nonprofit insurers, and health care providers. Public
and private insurers set their own cost-sharing structures within
federal and state regulations. Historically, the most noted event
related to reimbursement was the establishment of the Medicare
prospective payment system (PPS). With PPS, payment for care
for Medicare patients is based on flat fees determined by the dis-
eases and problems treated during the admission. For example,
if a patient had a total hip replacement, the hospital receives a
set sum of money, such as $45,000, for the patient’s care.
Other managed care systems also use PPS. In health main-
tenance organizations (HMOs) and preferred provider organi-
zations (PPOs), charges are negotiated before delivering care
using fixed reimbursement rates or capitation fees for medical
care, hospitalization, and other health care services.
Now, quality initiatives have further changed health care
financing. Value-based purchasing programs base payment to
health care providers on their performance on certain quality
measures. These measures include clinical outcomes, patient
safety, patient satisfaction, and the provider’s adherence to evi-
dence-based practice. Those who provide quality care at a lower
cost may receive more payment.
As part of value-based purchasing, payment for care can be
withheld if a patient experiences events such as developing a
pressure injury during a hospital stay or having something hap-
pen that is considered preventable (fall-related injury, having
wrong-site surgery). This type of event is considered a serious
reportable event (SRE). SREs are discussed later in this chapter.
Health Policy
Legislation has serious implications for health care delivery and
nursing practice. The Affordable Care Act (ACA) was the most
important health care legislation since the creation of Medicare
in 1965. The ACA triggered changes throughout the health care
system. The ACA’s main goal was to increase access to health
care. The ACA created new health care delivery and payment
models that emphasized teamwork, care coordination, and
quality care.
The ACA encourages the creation of accountable care orga-
nizations (ACOs). ACOs are groups of physicians, hospitals,
and health care providers who unite to coordinate care for
Medicare patients. The goal of an ACO is to see that patients,
especially the chronically ill, get the right care at the right time
while avoiding duplicate services and preventing errors. As a
nurse, you must take a leadership role in creating health care
systems that provide safe, quality, patient-centered care.
Professional Nursing Organizations
The ANA is the primary professional nursing organization.
There are many professional specialty organizations, such as
the American Association of Critical-Care Nurses (AACN),
National Association of Orthopedic Nurses (NAON), and
Oncology Nursing Society (ONS). Professional organizations
4 SECTION 1 Concepts in Nursing Practice
Fig. 1.2 The patient, caregiver, and nurse collaborate as part of coordi-
nating care. (© monkeybusinessimages/iStock/Thinkstock.)
play a role in promoting quality patient care and professional
nursing practice. These roles include developing standards of
practice and codes of ethics, supporting research, and lobby-
ing for legislation and regulations. Major nursing organiza-
tions research the causes of errors, develop strategies to prevent
errors, and address nursing issues that affect the nurse’s ability
to deliver patient care safely. Nurses join a professional organi-
zation to keep current in their practice and network with others
interested in a specific practice area.
A program that supports nurses is the American Nurses
Credentialing Center’s Magnet Recognition Program. Health
care agencies that achieve Magnet designation have created
environments in which high-quality nursing care is provided.6
Magnet agencies provide a positive practice environment for
nurses. Nurses who work in Magnet agencies have low turnover
and burnout rates and more professional and personal growth
opportunities. This leads to better patient outcomes and greater
career satisfaction.
Nursing Core Competencies
Several high-profile reports over the past 25 years have high-
lighted problems with health care quality. One report, The
Future of Nursing: Leading Change, Advancing Health, discussed
how health care providers, including nurses, were not being
prepared to provide the highest quality care possible in today’s
health care systems. The report recommended making changes
so that nurses would have the skills to advance health care and
play leadership roles in health care.7
The Robert Wood Johnson Foundation funded the Quality
and Safety Education for Nurses (QSEN) Institute to address
nursing’s role in solving these problems. QSEN made a major
contribution to nursing by defining specific competencies that
nurses need to practice safely and effectively in today’s complex
health care system. These competencies have been integrated
into prelicensure and graduate nursing education. The rest of
this chapter describes 6 common nursing competencies and the
knowledge, skills, and attitudes (KSAs) associated with each:
(1) patient-centered care, (2) interprofessional partnerships, (3)
safety, (4) quality improvement, (5) informatics, and (6) evi-
dence-based practice (Table 1.1).8 When you are licensed as a
registered nurse, you accept responsibility to base your practice
on these competencies.
PATIENT-CENTERED CARE
Nurses have long shown that they deliver compassionate and
coordinated care based on each patient’s unique needs and
respect for their preferences and values. We build relationships
that make the patient a full partner in their care. Patients and
caregivers are involved in making decisions and coordinat-
ing care. Patient-centered care is interrelated with quality and
safety. With patient-centered care, patients and caregivers seek
and receive care from competent and knowledgeable health care
professionals.
Clinical Judgment
Complex health care environments require that you use clinical
judgment to make decisions that lead to the best patient out-
comes. Clinical judgment is your ability to make decisions and
solve problems by making sense of information in a situation.
It is not memorizing a list of facts or the steps of a procedure.
Instead, you use nursing knowledge to assess situations, identify
priority problems, and generate the best possible solutions to
deliver safe patient care.9 It involves understanding the medical
and nursing implications of a patient’s situation when making
decisions about patient care. You use clinical judgment when
you identify a change in a patient’s status, consider the context
and patient and caregiver concerns, and decide what to do.
Because of the diversity and complexity of patient care, there
may not be a right solution in each situation. Therefore, you
need to learn and implement clinical judgment skills through
experience. Various experiences in nursing school help you to
learn to make decisions about patient care. Learning activities,
including unfolding case studies and simulation, help you prac-
tice using clinical judgment. Throughout this book, case studies
and practice questions promote your use of clinical judgment.
Clinical Practice Frameworks
Depending on the situation, nurses use different scientific mod-
els when providing patient care. Many use the nursing process.
The nursing process is a problem-solving approach to the iden-
tification and treatment of patient problems. It is the foundation
of nursing practice. The nursing process framework provides a
structure for delivering nursing care and the knowledge, judg-
ments, and actions that nurses use to achieve the best patient
outcomes.
The nursing process consists of 5 phases: assessment, diag-
nosis, planning, implementation, and evaluation (ADPIE) (Fig.
1.3). The nursing process begins with assessment. Assessment is
the collection of subjective and objective patient information
on which you will base your care plan. Diagnosing is the act of
analyzing the assessment data and making conclusions. During
planning, you develop patient outcomes or goals and identify
nursing interventions to accomplish the outcomes. Identifying
the right expected outcomes provides criteria you can use to
 CHAPTER 1 Professional Nursing 5

TABLE 1.1 Core Nursing Competencies

Competency
Patient-Centered Care
Provide holistic, compassionate, and coordinated
care based on respect for patient’s preferences,
values, and needs and guided by a scientific
body of knowledge
Examples of Knowledge, Skills, and Attitudes
• Provide care with sensitivity and respect
• Consider the patient’s perspectives, beliefs, and culture
• Communicate effectively
• Engage the patient in an active partnership that promotes health, well-being, and self-care management
• Use assessment skills, diagnose health problems, and develop and deliver a plan of care

Interprofessional Partnerships
Function effectively within nursing and interpro-
fessional teams
• Value the expertise of each team member
• Delegate work to team members based on their roles and competency
• Initiate appropriate referrals
• Follow communication practices that minimize risks associated with hand-offs and care transitions
• Take part in interprofessional rounds
• Manage conflict among team members

Safety
Minimize risk of harm to patients and providers • Follow national safety recommendations
• Appropriately communicate concerns about hazards and errors
• Contribute to designing systems to improve safety
• Be accountable for reporting unsafe conditions and near misses
• Promote policies to reduce workplace violence

Quality Improvement
Use data to monitor the outcomes of care and to • Use outcome data to understand performance
improve the quality and safety of health care • Participate in implementing practice changes
systems • Take part in investigating the circumstances surrounding a sentinel event or SRE

Informatics and Health Care Technology

Use information and technology to communicate, • Protect confidentiality of protected health information
manage knowledge, reduce errors, and support • Document appropriately in electronic health records
decision making • Use technology to coordinate patient care
• Respond correctly to clinical decision-making alerts

Evidence-Based Practice
Integrate best current evidence with clinical exper- • Read research, clinical practice guidelines, and evidence reports related to area of practice
tise and the patient/caregiver preferences and • Base patient care plan on patient’s values, clinical expertise, and evidence
values for delivery of optimal health care • Continuously improve clinical practice based on new knowledge

Source: QSEN competencies. Retrieved from www.qsen.org/competencies.

Implementation Assessment
1. Nurse-initiated 1. Subjective data
2. Physician-initiated 2. Objective data
3. Collaborative Evaluation
1. Outcomes met?
2. If not, reevaluate:
• Data
• Diagnosis
• Etiologies
• Outcomes
Planning • Interventions
Diagnosis
1. Priorities 1. Data analysis
2. Nursing care plan: 2. Problem identification
• Outcomes (NOC) 3. Nursing diagnosis
• Interventions (NIC)

Fig. 1.3 Nursing process.

6 SECTION 1 Concepts in Nursing Practice
Model/theory
NCSBN clinical Recognize Analyze Prioritize
judgment model cues cues hypotheses
Nursing process
Assessment Diagnosis or analysis
(ADPIE or AAPIE)
Tanner model Noticing Interpreting
Fig. 1.4 Comparison of the phases of clinical practice frameworks. (From https://evolve.elsevier.com/educa-
tion/next-generation-nclex/resources/continuing-nursing-education/.)
measure and evaluate the impact of the interventions you pro-
vide. Implementation is the action phase of the plan with the
use of nursing interventions. Evaluation is a continual activity
of deciding whether the patient outcomes were met. If the out-
comes were not met, a review of the process helps to figure out
why. You may need to obtain more assessments and revise diag-
noses, outcomes, and interventions. Once started, the nursing
process is continuous and cyclic.
There are other clinical practice frameworks. These include
Tanner’s Model of Clinical Judgment Model (with the phases
of Noticing, Interpreting, Responding, and Reflecting) and the
National Council of State Boards of Nursing’s Clinical Judgment
Model (CJM) (Fig. 1.4). The CJM was designed to test your
clinical judgment on the NCLEX-RN. All 3 models emphasize
assessment, making decisions, taking action, and evaluating
outcomes. Many clinical facilities use a “shortened version” of
the nursing process—Assess, Act, Reassess.10
In this book, we use an ADPIE format to help you learn how
to care for patients with certain health problems. We use the term
“clinical problem” to represent the diagnostic phase of nursing
clinical practice (see Appendix B). It is intended to be a synonym
for nursing diagnoses, nursing problems, patient problems, or
any other label that describes patient problems, conditions, or
diagnoses requiring health care.11 Clinical problems can be diag-
nosed based on a single clinical finding, such as pain or anxiety,
or result from a complex decision about a particular focus, such
as impaired nutrition or musculoskeletal problem. Clinical prob-
lems are the basis for selecting nursing interventions to achieve
patient outcomes for which nursing is accountable.
A nursing intervention is “a single nursing action, treatment,
procedure, activity, or service designed to achieve an outcome of
a nursing or medical diagnosis for which the nurse is account-
able.”12 This includes treatments that you perform and direct
or indirect care. When planning care for a patient, choose spe-
cific interventions for the patient based on the clinical problem
and desired patient outcomes. You collaborate with the patient
to decide when and which interventions to use for a specific
patient and situation.
Nursing Care Plans
In any clinical setting, you are responsible for developing a plan
of care that includes diagnoses or problems, outcomes, and
interventions. In clinical practice, electronic care plans often
follow a standard format that has been adapted for that specific
setting. These plans are guides for routine nursing care. You cus-
tomize each to your patient’s unique needs and problems.
In nursing education, you will likely document the nursing
process differently from clinical practice. The nursing process
Components
Generate Evaluate
Take action
solutions outcomes
Planning Implementation Evaluation
Responding Reflecting
is often recorded in nursing care plans similar to those found
on the website for this book (http://evolve.elsevier.com/Lewis/
medsurg). These nursing care plans are teaching and learning
tools. You practice and learn the nursing process by collecting
assessment data, identifying clinical problems, and selecting
patient outcomes and nursing interventions. You usually must
give rationales for the interventions you choose.
The nursing care plans associated with this book list clinical
problems, in order of priority, along with outcomes and inter-
ventions. When you use these care plans, you will need to cus-
tomize the plan for your patient. You must use clinical judgment
to continually evaluate the situation and revise the clinical prob-
lems, outcomes, and interventions to fit each patient’s unique
care needs.
A concept map is another way to record a nursing care plan.
A concept map records the nursing process in a visual diagram.
The map shows patient problems and interventions and rela-
tionships among clinical data. Nurse educators use concept
mapping to teach nursing processes and care planning. Concept
maps have various formats.
Conceptual care maps blend a concept map and a nursing
care plan. On a conceptual care map, assessment data used to
identify the patient’s primary health concern are in the center.
Diagnostic test data, treatments, and medications surround
the assessment data. Positioned below are clinical problems or
nursing diagnoses that represent the patient’s responses to the
health state. Listed with those are the supporting assessment
data, outcomes, nursing interventions with rationales, and
evaluation. After completing the map, you draw connections
between identified relationships and concepts. A conceptual
care map creator is available online on the website for this book.
Concept maps for select case studies at the end of management
chapters are available on the website at http://evolve.elsevier.
com/Lewis/medsurg.
Continuum of Patient Care
Nursing is part of health care at all points along the patient care
continuum. Depending on their health status, patients often
move among a multitude of different health care settings. For
example, a young man is in a trauma unit of an acute care hospi-
tal after a motor vehicle crash. After he is stable, he is transferred
to a general medical-surgical unit and then to an acute rehabil-
itation facility. After rehabilitation is complete, he is discharged
home to continue with outpatient rehabilitation, with follow-up
by home health care nurses and care in an ambulatory clinic.
Decisions about the best setting for obtaining health care
often depend on the cost of care and the patient’s health insur-
ance plan and personal finances. Although the hospital is the
 CHAPTER 1 Professional Nursing 7

NURSING CARE PLAN

Patient With Heart Failure
Clinical Problem
Impaired Respiratory Function
Etiology: Increased preload, alveolar-capillary membrane changes
Supporting data: Abnormal O2 saturation, hypoxemia, dyspnea, tachypnea, tachycardia, restlessness, patient’s statement, “I am so short of breath.”

Patient Goal
Maintains adequate O2/CO2 exchange at the alveolar-capillary membrane to meet O2 needs of the body

Outcomes (NOC) Interventions (NIC) and Rationales

Respiratory Status: Gas Exchange Respiratory Monitoring
• O2 saturation ___ • Monitor pulse oximetry, respiratory rate, rhythm, depth, and effort of respirations to detect changes in
• Arterial pH ___ respiratory status.
• PaO2 ___ • Auscultate breath sounds, noting areas of decreased or absent ventilation and presence of adventitious
• PaCO2 ___ sounds to detect presence of pulmonary edema.
• Chest x-ray findings ___ • Monitor for increased restlessness, anxiety, and work of breathing to detect increasing hypoxemia.

Measurement Scale Oxygen Therapy

1 = Severe deviation from normal range • Administer supplemental O2 or other noninvasive ventilator support (e.g., bilevel positive airway pressure
2 = Substantial deviation from normal range [BiPAP]) as needed to maintain adequate O2 levels.
3 = Moderate deviation from normal range • Monitor the O2 liter flow rate and placement of O2 delivery device to ensure O2 is adequately delivered.
4 = Mild deviation from normal range • Change O2 delivery device from mask to nasal prongs during meals as tolerated to sustain O2 levels while
5 = No deviation from normal range eating.
• Dyspnea with exertion ___ • Monitor the effectiveness of O2 therapy to identify hypoxemia and establish range of O2 saturation.
• Dyspnea at rest ___
• Restlessness ___ Positioning
• Impaired cognition ___ • Position patient to alleviate dyspnea (e.g., semi-Fowler’s position), as appropriate, to improve ventilation
by decreasing venous return to the heart and increasing thoracic capacity.
Measurement Scale
1 = Severe
2 = Substantial
3 = Moderate
4 = Mild
5 = None

mainstay for acute care interventions, community-based set-
tings offer patients the opportunity to live or recover in settings
that maximize their independence and preserve human dignity.
Community-based health care settings include ambulatory
care, transitional care, and long-term care. Transitional care set-
tings provide care in between the acute care and the home or
long-term care setting. Patients may receive transitional care at
an acute rehabilitation facility after head trauma or a spinal cord
injury. Long-term care refers to the care of patients for a period
longer than 30 days. It may be needed for those who are severely
developmentally disabled, who are mentally impaired, or who
have physical deficits requiring continuous medical and nursing
care. These include patients who are ventilator dependent or have
Alzheimer disease. Long-term care facilities include skilled nurs-
ing facilities, assisted living facilities, and residential care facilities.
There is a new emphasis on care coordination when patients
transition between care settings. Transitions of care refer to
patients moving among health care practitioners, settings, and
home as their condition and care needs change.13 As a nurse,
you are an essential part of care coordination by stressing
actions that meet patients’ needs and facilitate safe, quality care.
Collaborating with other members of the health care team is
critical. A lack of communication can result in an ineffective care
transition, leading to drug errors and higher hospital readmis-
sion rates. For example, you are a nurse in acute care admitting
a long-term care patient who has been receiving propranolol 20
mg/5 mL twice a day. The admitting orders read, “propranolol
20 mg/mL, give 5 mL twice a day.” Using communication to rec-
oncile the difference averts a drug error. The patient would have
received 100 mg instead of the 20 mg dose ordered.
Delivery of Nursing Care
Nurses deliver patient-centered care in collaboration with the
interprofessional health care team and within the framework
of a care delivery model. A care delivery model outlines how
responsibilities and authority are structured to carry outpatient
care. Better outcomes occur when the number and type of care
providers match patient needs, and there is a designated care
coordinator.
In acute care settings, 2 basic models are used: team care and
total patient care. Team care models involve a group of provid-
ers who work together to deliver care. A professional nurse is
usually the team leader. As the team leader, you manage and
coordinate care with others, such as licensed practical/voca-
tional nurses (LPN/VNs) and assistive personnel (AP). You
have accountability for the quality of care delivered by team
8 SECTION 1 Concepts in Nursing Practice
Fig. 1.5 Patient in home quarantine videoconferencing with the nurse.
(© valentinrussanov/iStock/Thinkstock.)
members during a work period. In total patient care models,
you are responsible for planning and providing all care.
Case management involves managing the patient’s care with
other health care team members and available resources across
multiple care settings and levels of care to meet their health
needs. It is thought to promote quality, cost-effective outcomes.
In nursing case management delivery systems, a registered nurse
assumes the role of case manager. In this role, the nurse assesses
the needs of patients and/or caregivers, coordinates services for
them, makes appropriate referrals, and evaluates the progress
toward meeting care goals. For example, a nurse case manager in
an outpatient clinic has been working for 3 months with an older
male patient with multiple comorbidities, including severe coro-
nary artery disease, diabetes, and osteoarthritis. After he is sched-
uled for a coronary artery bypass, the nurse manager coordinates
his care with other health care team members. She arranges his
preoperative appointments and informs the other team members
so that everyone understands the patient’s unique needs. After the
patient has surgery, he develops a deep venous thrombosis in his
leg. The case manager then works with the health care team to
evaluate the patient’s discharge needs and decide whether rehabil-
itation or home health care is necessary for the patient. With the
patient and caregiver, the team decides to discharge the patient to
a rehabilitation facility. The case manager helps with the transi-
tion, again coordinating care so that the providers at the rehabili-
tation facility are aware of the patient’s needs.
Telehealth nursing provides health care and information
using telehealth technologies in virtual environments. These
include smartphones and watches, kiosks, and Web-based or
digital platforms. The type of telehealth visit depends on the
setting and patient need.14 Among the many uses are triaging
patients, monitoring patients with chronic or critical condi-
tions, helping patients manage symptoms, providing patient
and caregiver education and emotional support, and provid-
ing follow-up care. Telehealth can increase access to care. The
nurse engaged in telehealth can assess the patient’s health status,
deliver interventions, and evaluate the outcomes of nursing care
while separated geographically from the patient (Fig. 1.5).
Supporting Caregivers
Caregivers play a valuable role in the patient’s health and are
members of the health care team. They contribute to the patient’s
well-being by (1) linking the patient to news from the outside
world; (2) facilitating decision making and advising the patient;
(3) helping with activities of daily living; (4) acting as liaisons to
advise the health care team of the patient’s wishes for care; and
(5) providing safe, caring, familiar relationships for the patient.
When someone is ill, care extends beyond the patient to the
patient’s caregivers. Caregivers need your guidance and support.
Anxiety and concerns about the patient’s condition, prognosis,
and pain are common. Caregivers may have a concern about
financial issues related to a hospital stay. They often disrupt their
daily routines to support the patient. Conduct a family assessment
and intervene as needed. Recognize the caregivers’ feelings, listen
to them openly and without being judgmental, and acknowledge
their decisions. Consult other team members, such as a chaplain
or social worker, as needed to help caregivers cope.
The key needs of caregivers include information, commu-
nication, and access. Lack of information is a major source
of anxiety. Assess their understanding of the patient’s status,
treatment plan, and prognosis and provide them with informa-
tion. Identify a spokesperson to help coordinate information
exchange between the health care team and caregivers. Have
them meet team members. Include caregivers in rounds and
patient care conferences. It helps caregivers cope when they see
that the team is caring and competent, decisions are deliberate,
and their input is valued. Invite the caregivers to take part in the
patient’s care if they want.
Caregivers need access to the patient. Assess the patient’s
and caregiver’s needs and preferences and include these into the
plan of care. Caregivers should have the option to be present
at the bedside when patients are undergoing invasive proce-
dures (central line insertion) or cardiopulmonary resuscitation
(CPR). Even when the outcomes are not favorable, being pres-
ent helps caregivers to (1) overcome doubts about the patient’s
condition, (2) reduce their anxiety and fear, (3) meet their need
to be together with and to support their loved one, and (4) begin
the grief process if death occurs.
INTERPROFESSIONAL PARTNERSHIPS
Interprofessional Team
To deliver high-quality care, you need to have effective working
relationships with the health care team members. The interpro-
fessional team is made up of providers from various disciplines,
working together and sharing their expertise to provide cus-
tomized care. It may consist of physicians, nurses, pharmacists,
occupational and physical therapists, and others (Table 1.2). To
be competent in interprofessional practice, you must collabo-
rate in many ways by exchanging knowledge, sharing respon-
sibility for problem solving, and making patient care decisions.
You may be responsible for coordinating care among the team
members, taking part in interprofessional team meetings or
rounds, and making referrals when you need expertise in spe-
cialized areas to help the patient. To do so, you must be aware of
the knowledge and skills of other team members and be able to
communicate effectively with them.
To help you develop the competencies necessary to practice
within an interprofessional clinical environment, you may take
 CHAPTER 1 Professional Nursing 9

TABLE 1.2 Interprofessional Health Care Team Members

Team Member Services Provided
Dentist Provides preventive and restorative treatments for problems affecting the teeth and mouth
Dietitian Provides general nutrition services, including dietary consultation about health promotion or specialized diets
Occupational therapist (OT) May help patient with fine motor coordination, performing activities of daily living, cognitive-perceptual skills, sensory testing,
and the construction or use of assistive or adaptive equipment
Pastoral care Offers spiritual support and guidance to patients and caregivers
Pharmacist Prepares medications and infusion products
Physical therapist (PT) Works with patients to improve strength and endurance, gait training, transfer training, and developing a patient education
program
Physician (medical doctor [MD]) Practices medicine and treats illness and injury by prescribing medication, performing diagnostic tests and evaluations, per-
forming surgery, and providing other medical services and advice
Physician assistant Conducts physical exams, diagnoses and treats illnesses, and counsels on preventive health care in collaboration with a
physician
Respiratory therapist May provide oxygen therapy in the home, give specialized respiratory treatments, and teach the patient or caregiver about the
proper use of respiratory equipment
Social worker Assists patients with developing coping skills, meeting caregiver concerns, securing adequate financial resources or housing,
or making referrals to social service or volunteer agencies
Speech pathologist Focuses on treating speech defects and disorders, especially by using physical exercises to strengthen muscles used in speech,
speech drills, and audiovisual aids that develop new speech habits

TABLE 1.3 Guidelines for Communicating Using SBAR

Purpose: SBAR is a model for effective transfer of information by providing a standard structure for concise factual communication from nurse-to-nurse,
nurse-to-physician, or nurse-to–other health professionals.
Steps to Use: Before speaking with a physician or other health care professional about a patient problem, assess the patient yourself, read the most recent prog-
ress notes, and have the patient’s health record available.
S • What is the situation you want to discuss? What is happening right now?
Situation • Identify self, unit. State: I am calling about: patient, room number.
• Briefly state the problem: what it is, when it happened or started, and how severe it is. State: I have just assessed the patient and
am concerned about: describe why you are concerned.
B • What is the background or circumstances leading up to the situation? State pertinent background information related to the situa-
Background tion that may include:
• Admitting diagnosis and date of admission
• List of current medications, allergies, IV fluids
• Most recent vital signs
• Date and time of any laboratory testing and results of previous tests for comparison
• Synopsis of treatment to date
• Code status
A • What do you think the problem is? What is your assessment of the situation? State what you think the problem is:
Assessment • Changes from prior assessments
• Patient condition unstable or worsening
R • What should we do to correct the problem? What is your recommendation or request? State your request.
Recommendation/Request • Specific treatments
• Tests needed
• Patient needs to be seen now

Source: Institute for Health Care Improvement: SBAR technique for communication: a situational briefing model. Retrieved from www.ihi.org/
resources/Pages/Tools/SBARTechniqueforCommunicationASituationalBriefingModel.aspx.

part in education activities with students from other disciplines.
Throughout this book, case studies and review questions dis-
cuss the roles others have in managing patient care.
Coordinating Care
Communication
Effective communication is key to fostering teamwork and
coordinating care. To provide safe, effective care, team members
must exchange information clearly and accurately among team
members. Everyone involved in a patient’s care should under-
stand the patient’s condition and needs. Unfortunately, many
issues result from a breakdown in communication.
One model used to improve communication is the SBAR
(Situation-Background-Assessment-Recommendation)
technique (Table 1.3). SBAR offers a structured way to discuss
a patient’s condition between team members. It allows you to
communicate vital patient information that needs immedi-
ate attention and action. There will be times when you will be
10 SECTION 1 Concepts in Nursing Practice
TABLE 1.4 Communicating Using CUS
CUS: Concerned, Uncomfortable, Safety
“I am Concerned that…” State your concern about the patient or
situation.
“I am Uncomfortable State why you feel uncomfortable with what is
because…!” occurring.
“This is a Safety issue Describe why there is a safety issue and state
because…” what actions you think should be taken.
Example: “I’m concerned that the patient is more confused and having
difficulty breathing. I am uncomfortable because of the sudden onset of
these symptoms. I believe the patient is not safe; there may be something
serious going on, and we need to call the rapid response team.”
alarmed about a patient situation and need to alert team mem-
bers. At those times, you can use another model: Concerned,
Uncomfortable, Safety (CUS) (Table 1.4). With CUS you state
that you are concerned, feel uncomfortable, or perceive a safety
issue to stress important or critical information.
Poor communication can occur during transitions of care.
Examples of transitions in care include shift changes and patient
transfers. A patient handoff is the process of passing patient
information to another team member during a transition.15 The
handoff should include information about the patient’s condi-
tion and any recent or anticipated changes. There should be an
opportunity to ask questions and a way to confirm information,
such as read-back.
Huddles and rounds promote effective communication
among team members. A huddle is a short, daily meeting that
often happens at the start of each day.16 Huddles let team mem-
bers discuss patient concerns, safety concerns, and updates.
They improve care quality by helping to solve problems that are
affecting patient care (Box 1.1). Interprofessional rounds allow
team members to discuss patient care and discharge plans.
Rounding at the bedside involves the patient in planning care.
Clinical Pathways
Clinical pathways are interprofessional care plans that outline
the care and desired outcomes for a specific time for patients
with a specific diagnosis. Think of a clinical pathway as a road
map the patient and health care team should follow. As the
patient progresses along the road, the patient should receive
specific care and meet specific goals. If a patient’s progress dif-
fers from the planned path, a variance has occurred. A nega-
tive variance occurs when specific goals are not met. The nurse
usually identifies when a negative variance is present and works
with the team members to create a plan to address the issue.
The exact content and format of clinical pathways vary among
agencies and settings. Each agency usually has its own pathways
based on evidence-based practice guidelines. Common compo-
nents include assessment guidelines, laboratory and diagnostic
testing, medications, activity, diet, and teaching. In acute care,
clinical pathways often describe which patient care components
are needed at specific times (Fig. 1.6). The case types that have
pathways are usually high volume or high risk and predictable,
such as myocardial infarction and surgical procedures, like
endoscopy, cholecystectomy, cataract surgery.
BOX 1.1 EVIDENCE-BASED PRACTICE
Participating in Post-Fall Huddles
You are caring for J.R., a 76-year-old female admitted for acute kidney injury.
She has a history of falls at home, none of which have resulted in serious injury
to date. Despite correct identification of her fall risk and implementation of the
fall prevention bundle, J.R. fell trying to get up to the bedside commode without
calling for assistance. Based on recent policy changes on your unit, a post-fall
huddle is called after any patient fall to evaluate contributing circumstances and
any unidentified patient risk factors. You are taking part in the fall huddle as
J.R.’s assigned nurse. J.R. and her 52-year-old daughter are joining the huddle.
Making Clinical Decisions
Synthesis of Best Available Evidence
After-action reviews, also called huddles or debriefs, have been implemented
in health care after a key event (e.g., a patient fall) to discuss contributing
factors, identify lessons learned, and determine how those lessons can be
implemented to avoid future incidents. Debriefing increases knowledge and
improves patient outcomes. Debriefing is widely used as part of an evi-
dence-based fall prevention program. The team members convened after a
patient fall typically includes the assigned nurse, any AP, the charge nurse,
as well as physical therapists, respiratory therapists, and pharmacists. A des-
ignated family member may be included. In particular, nursing staff and the
family provide information about what the patient was doing at the time of the
fall, the location of the fall, how it was discovered, the severity of any patient
injury, interventions intended to be placed, and changes in the plan of care
needed to decrease the risk of another fall.
Clinician Expertise
Although the research is limited and has not shown that post-fall huddles decrease
fall occurrence, you know that the huddle is part of a unit culture of reflection and
open communication. You review J.R.’s current medications and discuss with the
pharmacist the potential impact on fall risk. The physical therapist and you discuss
the potential value of a balance and core strengthening exercise plan for J.R.
Patient Preferences and Values
J.R. and her daughter express concern about the risk of injury with future falls,
but they also want to preserve J.R.’s independence.
Implications for Nursing Practice
1. How does taking part in post-fall huddles encourage teamwork and a cul-
ture of patient safety?
2. How can the results of post-fall huddles be shared for wider learning by all
staff?
Reference for Evidence
Jones KJ, Crowe J, Allen JA, et al.: The impact of post-fall huddles on repeat
fall rates and perceptions of safety culture: A quasi-experimental evalu-
ation of a patient safety demonstration project, BMC Health Serv Res
19:650, 2019.
Delegation and Assignment
As a registered nurse (RN), you will delegate nursing care and
supervise those who are qualified to deliver care. Delegation
allows a care provider to perform a specific nursing activity,
skill, or procedure beyond their usual role.17 Delegating and
assigning nursing activities is a process that, when used appro-
priately, results in safe, effective, and efficient patient care.
Delegating can allow you more time to focus on complex patient
care needs. Delegating care and supervising others will be one
of your essential roles as a professional nurse.
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 Humming-Bird’s Nest.
There are several species of warblers which are very skilful in the
formation of their nests, but we do not recollect to have met with
anything more remarkable in this way than the nest of a species of
grosbeak found in one of the Asiatic islands.
 Nest of the Grosbeak.
It is shaped somewhat like an inverted bottle, with a long neck,
through which the bird passes up to the snug and downy little
chamber above. The nest consists of soft vegetable substances,
basketed and sewed together in a very wonderful manner. But the
strangest part of the story is to come—the whole is suspended on
the leaf of a plant! How the bird could have built the nest in this
position, it is not easy to say, but we have many evidences that
instinct makes that easy to birds, which is difficult to the industry and
ingenuity of mankind.

The Secret.—“Mother,” said a girl of ten years of age, “I want to

know the secret of your going away alone every night and morning.”
“Why, my dear?” “Because it must be to see some one you love very
much.” “And what leads you to think so?” “Because I have always
noticed that when you come back you appear to be more happy than
usual.” “Well, suppose I do go to see a friend I love very much, and
that after seeing him, and conversing with him, I am more happy
than before, why should you wish to know anything about it?”
“Because I wish to do as you do, that I may be happy also.”
“Well, my child, when I leave you in the morning and the evening,
it is to commune with my Savior. I go to pray to him—I ask him for
his grace to make me happy and holy—I ask him to assist me in all
the duties of the day, and especially to keep me from committing any
sin against him—and above all I ask him to have mercy on you, and
save you from the misery of those who sin against him.” “Oh, that is
the secret,” said the child; “then I must go with you.”

The Logue Family.—The crier of a country court was upon a

certain occasion required to go to the court-house door, and, as is
usual in the absence of a witness, call out for Philip Logue, one of
the sons of Erin, who was summoned in a case then pending. The
man of the baton accordingly, stepping to the door, sung out at the
top of his voice, “Philip Logue!” A wag of a lawyer happening to be
passing the door at the time, whispered in his ear, “Epilogue, also.”
“Epi Logue!” sung out the crier. “Decalogue,” said the lawyer in an
under tone. “Dekky Logue!” again sung out the crier at the top of his
voice. “Apologue,” whispered the lawyer. “Appy Logue!” reiterated
the crier, at the same time expostulating with the lawyer—“You
certainly want the whole family of the Logues!” “Prologue,” said the
persevering lawyer. “Pro Logue!” rung through the halls of the court-
house, from the stentorian lungs of the public crier, attracting the
attention of everybody, and shocking the dignitaries on the bench
themselves, who, not understanding the cause of his vociferousness,
despatched the sheriff, with all haste, to stop the constable from
further summoning the family of the Logues.
 HYMN.
the words and music composed for
merry’s museum.

When morning pours its golden rays,

O’er hill and vale, o’er earth and sea,
My heart unbidden swells in praise,
Father of light and life, to Thee!

When night, from heaven, steals darkly down,

And throws its robe o’er lawn and lea,
My saddened spirit seeks thy throne,
And bows in worship still to Thee!

If tempests sweep the angry sky,

Or sunbeams smile on flower and tree,
If joy or sorrow brim the eye—
Father in Heaven, I turn to Thee!
ROBERT MERRY’S MUSEUM.
 My own Life and Adventures.
(Continued from page 133.)

CHAPTER VIII.
Youth a happy period.—​My young days.—​A summer morning.—​A
day’s adventures.

It is a common remark that youth is the happiest portion of life,

but, like many other wise and deep sayings, it passes by us
unheeded, till, at some late period in the great journey, we look back
upon our track, and, by a comparison of the past with the present,
are forced to feel and confess the truth, which we have before
doubted. Mankind are ever tempted to think that there is something
better before them; if they are not happy yet, they still indulge bright
expectations. They are reluctant, even when advanced in years, to
believe that the noon of life’s joys is past; that the chill of evening is
already mingling in every breeze that feeds the breath; that there is
no returning morn to them; that the course of the sun is now only
downward; and that sunset is the final close of that day that has
dawned upon them, and lighted up a world full of hopes, and wishes,
and anticipations. It is not till the shadows, dark and defined, are
creeping around us, and forcing us to deal honestly with ourselves,
that we admit the truth—that life is made up of a series of illusions;
that we are constantly pursuing bubbles, which seem bright at a
distance and allure us on to the chase, but which fly from our pursuit,
or, if reached, burst in the hand that grasps them. It is not till we are
already at the landing and about to step into the bark that is to bear
us from the shore, that we come to the conclusion that human life is
a chase, in which the game is nothing, and the pursuit everything;
and that the brightest and best portion of this chase is found in the
spring morning, when the faculties are fresh, the fancy pure, and all
nature robed in dew, and chiming with the music of birds, and bees,
and waterfalls.
It is something to have enjoyed life, even if that enjoyment may
not come again, for memory can revive the past, and at least bring
back its echoes. It is a pleasure to me, now that I am crippled and
gray—a sort of hulk driven a-wreck upon the shore, and if incapable
of further adventures upon the main, at least inaccessible to the
surges that rise and rave upon its bosom—to look out to sea—to
mark the sails that still glide over its surface—and, above all, to busy
my fancy with the incidents of my own voyage upon the great ocean
of life.
I love particularly to go back to that period at which my last
chapter closed. I was then full of health, animation, and hope. As yet,
my life was tarnished with no other vices or follies than those that
belong to an ungoverned and passionate boy. My health was perfect.
I can hardly describe the elation of my heart of a spring morning.
Everything gave me delight. The adjacent mountains, robed in mist,
or wreathed with clouds, seemed like the regions of the blest. The
landscape around, tame and commonplace as it might be, was
superior to the pictures of any artist that ever laid his colors upon
canvass, to my vision. Every sound was music. The idle but joyous
gabble of the geese at the brook—the far-off cawing of the crows
that skimmed the slopes of the mountains—the multitudinous notes
of jays, robins, and blackbirds in the orchard—the lowing of cattle—
the cackle of the fowls in the barnyard—the gobble of the
ostentatious turkey—were all melody to me. No burst of harmony
from an Italian orchestra, even though Rossini composed and
Paganini performed, ever touched the heart as those humble
melodies of morn, in the little village of Salem, touched mine at the
age of fifteen. At such times my bosom actually overflowed with joy. I
would sometimes shout aloud from mere pleasure; and then I would
run for no other object than the excitement of the race. At such times
it seemed almost that I could fly. There was an elasticity in my limbs
like that of a mountain deer. So exuberant was this buoyant feeling,
that in my dreams, which were then always blissful, I often dreamed
of setting out to run, and after a brief space of stepping upward into
the air, where I floated like some feather upon the breeze.
At evening, I used again to experience the same joyous gust of
emotion; and during the day, I seldom felt otherwise than happy.
Considering the quiet nature of the place in which I dwelt, my life
was marked with numerous incidents and adventures—of little
moment to the world at large, but important to a boy of my years.
Saturday was, in that golden age, a day always given up to
amusement, for there was no school kept then. A description of a
single day will give a sufficient idea of my way of life at this period.
The day we will suppose to be fine—and in fact it now seems to
me that there was no dull weather when I was a boy. Bill Keeler and
myself rose with the sun—and we must, of course, go to the
mountain. For what? Like knights of the olden time, in search of
adventures. Bound to no place, guided by no other power than our
own will, we set out to see what we could see, and find what we
could find.
We took our course through a narrow vale at the foot of the
mountain, crossed by a whimpling brook, which wound with many a
mazy turn amid bordering hills, the slopes of which were covered
with trees, or consisted of smooth, open pastures. The brook was
famous for trout, and as Bill usually carried his hooks and lines, we
often stopped for a time and amused ourselves in fishing. On the
present occasion, as we were passing a basin of still water, where
the gush of the rivulet was stayed by a projecting bank, Bill saw an
uncommonly large trout. He lay in the shadow of the knoll, perfectly
still, except that the feathery fins beneath his gills fanned the water
with a breath-like undulation. I saw Bill at the instant he marked the
monster of the pool. In a moment he lifted up and waved his hand as
a sign to me, and uttered a long, low she-e-e-e! He then stepped
softly backwards, and at a little distance knelt down, to hide himself
from the view of the trout. All this time Bill was fumbling with a
nervous quickness for his hook and line. First he ran his hands into
the pockets of his trowsers, seeming to turn over a great variety of
articles there; then he felt in his coat pockets; and then he uttered
two or three awkward words, which signified much vexation.
 There was Bill on his knees—it seems as if I could see him now—
evidently disappointed at not finding his hook and line. At last he
began very deliberately to unlade his pockets. First came out a stout
buck-handled knife, with one large blade, and the stump of a smaller
one. Then came a large bunch of tow, several bits of rope, a gimblet,
four or five flints, and a chestnut whistle. From the other pocket of
the trowsers he disclosed three or four bits of lead, a screwdriver, a
dough-nut, and something rolled into a wad that might have been
suspected of being a pocket-handkerchief, if Bill had ever been seen
to use one. The trowsers pockets being thus emptied, our hero
applied himself to those in the flaps of his coat. He first took out a
ball covered with deerskin, then a powder-flask and tinder-box, two
or three corks, and sundry articles difficult to name. From the other
pocket he took his stockings and shoes, for it was May, and we were
both indulging ourselves in the luxury of going barefoot—a luxury
which those only can know who have tried it.
Nothing could exceed the pitch of vexation to which Bill was
worked up, when, turning the last pocket inside out, and shaking it as
if it had been a viper, he found that he had not a hook or line about
him. Gathering up his merchandise, and thrusting the articles back
into their places, he cast about, and picking up a stone, approached
the place where the trout lay, and hurled it at him with spiteful
vengeance, exclaiming—“If I’m ever ketched without a fishhook agin
—I hope I may be shot!”
“Stop, stop, Bill!” said I; “don’t be rash.”
“I say I hope I may be shot if I’m ever ketched without a fishhook
agin!—so there!” said he, hurling another stone into the brook.
“Remember what you say now, Bill!” said I.
“I will remember it,” said my companion; and though nothing more
was said of it at the time, I may as well observe now that the fellow
kept his word; for ever after I remarked that he carried a fishhook in
his hat-band, and, as he said, in fulfilment of his vow. Such was the
eccentric humor of my friend, and such the real depth of his
character and feelings, that a speech, uttered in momentary passion
and seeming thoughtlessness, clung to his mind, and never parted
from him till death. Could that poor boy have had the advantages of
wise cultivation, what a noble heart had now beat in his breast! But,
alas! he was bound to a briefer and more inglorious destiny!
We pursued our way up the valley, though loth to leave the rivulet;
for there is a fascination about running water that few can resist—
there is a beauty in it which enchants the eye—a companionship like
that of life, and which no other inanimate thing affords. And of all
brooks, this that I now describe was to me the sweetest.
After proceeding a considerable distance, the valley became
narrowed down to a rocky ravine, and the shrunken stream fretted
and foamed its way over a rugged and devious channel. At last,
about half way up the mountain, and at a considerable elevation, we
reached the source of the rivulet, which consisted of a small lake of
as pure water as ever reflected the face of heaven. It was
surrounded on three sides by tall cliffs, whose dark, shaggy forms, in
contrast, gave a silver brilliancy and beauty to the mirror-like water
that lay at their feet. The other side of the lake was bounded by a
sandy lawn, of small extent, but in the centre of which stood a lofty
white-wood tree.
The objects that first presented themselves, as we approached
the lake, was a kingfisher, running over his watchman’s rattle from
the dry limb of a tree that projected over the water, by way of
warning to the tenants of the mountain that danger was near; a
heron, standing half-leg deep in the margin of the water, and
seeming to be lost in a lazy dream; a pair of harlequin ducks that
were swimming near the opposite shore; and a bald eagle, that
stood upon the point of a rock that projected a few feet out of the
water near the centre of the lake. This object particularly attracted
our attention, but as we moved toward it, it heavily unfolded its
wings, pitched forward, and with a labored beating of the air gained
an elevation and sailed gloriously away beyond the reach of sight.
Those were days of feeling, rather than speech. Neither my
companion nor myself spoke of the beauty of that scene at the time;
but we felt it deeply, and memory, to me, has kept a faithful transcript
of the scene. When the kingfisher had sounded the alarm, he slunk
away, and all was still. The morning overture of the birds had
passed, for it was now near ten o’clock. The mournful metallic note
of the wood-thrush was perchance faintly heard at intervals—the
cooing of a pigeon, the amorous wooings of the high-hole, the hollow
roll of the woodpecker at his work, might occasionally salute the ear,
but all at such distance of time and place as to give effect to the
silence and repose that marked the scene. I had my gun, but I felt no
disposition to break the spell that nature had cast on all around. The
harsh noise of gunpowder had been out of tune there and then. Bill
and myself sauntered along the border of the lake, musing and
stepping lightly, as if not to crumple a leaf or crush a twig, that might
break the peace, over which nature, like a magistrate, seemed to
preside.
But as we were slowly proceeding, Bill’s piercing eye discovered a
dark object upon the white-wood or tulip tree, that stood in the sandy
lawn at some distance. He pointed to it, and both quickened our
steps in that direction. As we approached it, we perceived it to be an
enormous nest, and concluded it must be that of an eagle. As we
came nearer, the nest seemed roughly composed of large sticks,
and occupying a circumference equal to a cart-wheel. It was at the
very top of the tree, which rose to the height of sixty or seventy feet,
and at least half of that elevation was a smooth trunk without a single
limb. But Bill was an excellent climber, and it was resolved, without a
council of war, that he should ascend and see what was in the nest.
Accordingly, stripping off his coat, and clinging to the tree as if by
suction, he began to ascend. It was “hitchety hatchety up I go!” By a
process difficult to describe—a sort of insinuation, the propelling
power and working machinery of which were invisible—he soon
cleared the smooth part of the trunk, and taking hold of the
branches, rose limb by limb, till, with breathless interest, I saw him lift
his head above the nest and peer into its recess. The best
expression of his wonder was his silence. I waited, but no reply.
“What is it?” said I, incapable of enduring the suspense. No answer.
“What is it, Bill—why don’t you speak?” said I, once more. “Look!”
said he, holding up a featherless little monster, about as large as a
barn-door fowl—kicking and flapping its wings, and squealing with all
its might. “Look! there’s a pair on ’em. They’re young eagles, I’ll be
bound, but I never see such critters afore! The nest is as big as a
trundle-bed, and there’s a heap of snake-skins, and feathers, and
fishes’ tails in it; and there’s a lamb’s head here, that looks in the
face like an acquaintance—and I shouldn’t wonder if it belonged to
Squire Kellogg’s little cosset that he lost last week—the varmint!”
As Bill uttered these last words, his attention, as well my own,
was attracted by a rushing sound above, and looking up, we saw an
eagle, about a hundred yards in the air, descending like a
thunderbolt directly toward Bill’s head. The bird’s wings were close to
its body, its tail above and its head beneath, its beak open and its
talons half displayed for the blow. Entirely forgetting my gun, in my
agony of fear, I exclaimed, “Jump, Bill! for Heaven’s sake jump!” But
such was the suddenness of the proceeding, that ere I could fairly
utter the words, the formidable bird, with a fearful and vengeful
scream, swept down upon his mark. I shut my eyes in very horror.
But not so Bill Keeler; there was no taking him by surprise. As the
eagle came down, he dodged his head beneath the nest, exposing
only a portion of his person, together with the seat of his trowsers.
The clash of the eagle’s beak as he swept by, though it seemed like
the clangor of a tailor’s shears when forcibly shut, did no harm; but
we cannot say as much of the creature’s talons. One of the claws
struck the part exposed, and made an incision in the trowsers as well
as the skin, of about two inches in length.
The rent, however, was too superficial to prove mortal, nor did it
deprive Bill of his presence of mind. Taking no manner of notice of
the damage done, he cocked his eye up at the eagle, and seeing
that he was already preparing for another descent, he slid down
between the limbs of the tree with amazing dexterity, and had
approached the lowest of the branches, when again we heard the
rushing sound, and saw the infuriate bird falling like an iron wedge
almost perpendicularly upon him. Although he was full five and thirty
feet from the ground, such was my agony, that again I cried out,
“Jump, Bill—for Heaven’s sake, jump!”
Bill was a fellow to go on his own hook—particularly in a time of
imminent peril, like the present. Evidently paying no attention to me,
he cast one glance at the eagle, and leaping from the branch, came
down upon the wind. The eagle swept over him as he fell, and
striking his talons into his brimless beaver, bore it away in triumph—
dropping it however at a short distance. As Bill struck the ground on
his feet, I immediately saw that he was safe. After sitting a moment
to recover his breath, he put his hand to his head, and finding that
his hat was gone, exclaimed, “There, the critter’s got my clamshell—
why didn’t you fire, Bob?”
The hat was soon found, and after a little while Bill discovered the
success of the eagle’s first attack upon his person; but although
some blood was shed, the incident was not considered serious, and
we proceeded in our ramble.
We had not advanced far, when, on passing through some
bushes near a heap of rocks, I heard a rustling in the leaves. Turning
my eye in the direction of the sound, I saw a black snake, covered by
leaves except his head and about two feet of his body. He was
directly in my path, and, brandishing his tongue, seemed determined
to oppose my progress. Bill had my gun, but I called to him, and he
soon appeared. I pointed out the snake, but, refusing to fire, he
approached the creature with a bold front; who, seeing that he could
gain nothing by his threats, turned and fled through the leaves with
amazing speed. Bill followed upon his trail, and came up with him
just as he was seeking shelter in the crevice of a rock. He had buried
about two feet of his length, when Bill seized his tail, and, holding
fast, prevented his farther progress. We then both of us took hold
and tried to pull him out—but as he had coiled himself around the
protuberances of the rock within, he resisted all our efforts.
Bill now directed me to bend down to him a pretty stout walnut
sapling that was growing near. I complied with the command, and my
companion, taking a piece of rope from his pocket, doubled the tail of
the snake, and firmly lashed it to the top of the young tree. This
being done—“We’ll let go now,” said Bill, “and see which will hold on
the longest.” So, loosing our hold of the tree and serpent, we stood
by to see the result. The snake was so firmly tied as to render it
impossible for him to escape, and the sapling pulled with a vigor and
patience that were likely to prevail at last. We waited at the place for
nearly an hour, when the serpent slowly yielded, and the sapling
jerked him into the air. There he hung, dangling and writhing, and
thrusting out his tongue, but all to no purpose. Taking a fair aim with
the gun, Bill now fired, and cut the reptile in twain.
We pursued our ramble until late in the day, when, on our return,
we saw a gray squirrel leaping about upon the ground at some
distance. The appearance of this animal in its native woods is
singularly imposing. Its long, bushy tail imparts to it an appearance
of extraordinary size, and renders its wonderful agility a matter of
surprise. In the present instance, as the squirrel saw us from a
distance, he ran to a tree, ascended the trunk, and flew along its
branches. From these it leaped to those of another tree, seeming
actually to move like a spirit of the air. At last it reached a large oak,
and disappeared in a hole in the trunk.
Bill’s jacket was off in an instant, and almost as nimbly as the
squirrel himself he ascended to its retreat. I stood below with my
gun, ready to fire if the creature should attempt to escape. At last
Bill, peeping into the hole, and saying, in a subdued voice, “I see the
varmint!” thrust his hand into the place. It was but a moment before
he hauled him out, and holding him forth with one hand, while he
held on to the tree with the other, he exclaimed, “Fire, Bob—fire—he
bites like—like a sarpent!” Accustomed to obey orders, I immediately
fired, and the squirrel dropped dead to the ground. At the same time
I saw Bill snapping his fingers, as if some stray shot had peppered
them. He soon descended, and showed me that one of the little
leaden missiles had passed through the ball of his thumb; he only
remarked, however, “I should think, Bob, you might kill a squirrel
without shooting a friend!”
Such are the adventures of a day in my youth; and such, or
similar, no doubt, have been the experiences of many a Yankee
youth before. I record them here, partly for the satisfaction of
reviewing the sweet memories of the past, and partly to point the
moral of this chapter—that youth is a portion of life to which, in after
years, we usually look back with fond regard, as the happiest, if not
the most useful, part of our existence. Let my youthful friends mark
the observation, and not be unmindful of their present privileges. Let
them enjoy their young days, with thankfulness and moderation, and
not be too sanguine of that future, which will disclose the melancholy
truth that life is a journey, which affords the cares and toils and
dangers of travel, without a resting-place. A resting-place is indeed
found, but it is only given as life ceases. While we live we are
journeying; there is no fixed habitation for man on the earth: he is an
emigrant to another country, and not a settler here. Let us, in
attempting to make our journey as cheerful as we may, still be
careful that the place to which we migrate, and where we must
abide, be in a happy country.
 The Humming-Birds.

These little fairies of the feathered race—the smallest of birds,

and perhaps the most brilliant—belong exclusively to our American
continent and the adjacent islands. Most of them dwell in the warm
climates, where flowers are ever in bloom, and where spring or
summer hold perpetual sway. One species alone visits our chill New
England climate—the little fellow of the ruby throat. He comes to us
in May, and makes himself familiar with our gardens and trellices,
sports amid the flowers, and holds companionship only with the
“flush and the fair.” His stay is short, for early in September he is
gone to more genial lands.
It is only in tropical countries that the several species of humming-
birds are seen in their abundance, variety, and glory. The islands that
stud the ocean between Florida and the main land of South America,
literally swarm with them. In the wild and uncultivated parts they
inhabit the magnificent forests overhung with parasitical plants,
whose blossoms hardly yield in beauty to the sparkling tints of these
tenants of the air. In the cultivated portions, they abound in the
gardens, and seem to delight in society, becoming familiar and
destitute of fear, hovering often on one side of a shrub or plant while
the fruit is plucked on the other.
 Lively and full of energy, these winged gems are almost
incessantly in the air, darting from one object to another, and
displaying their gorgeous hues in the sunbeams. When performing a
lengthened flight, as during migration, they pass through the air in
long undulations, raising themselves to a considerable height and
then falling in a curve. When feeding on a flower, they keep
themselves poised in one position, as steadily as if suspended on a
bough—making a humming noise by the rapid motion of their wings.
In disposition, these creatures are intrepid, but, like some other
little people, they are very quarrelsome. In defending their nests,
they attack birds five times their size, and drive them off with ease.
When angry, their motions are very violent and their flight as swift as
an arrow. Often the eye is incapable of following them, and their
shrill, piercing shriek alone announces their presence.
 Among the most dazzling of this brilliant tribe is the bar-tailed
humming-bird of Brazil. The tail is forked to the base, and consists of
five feathers, graduated one above another at almost equal
distances. Their color is of the richest flame, or orange red, with a
dazzling metallic burnish. The upper part of the body of the bird is
golden green; the rump is red, and the under surface of emerald
green.

Stokes’ Humming-Bird.
Stokes’ humming-bird may perhaps be cited as a rival of this little
gem of beauty. The head and whole of the back is covered with
scale-shaped feathers, those on the head being brilliant blue and
changing to violet, those on the back being bright emerald green.
The cheeks are purplish green, with small pink spots. Was there ever
any lass of a fancy ball more gaily decked?
Such are a few of the species of this famous race. There are
more than a hundred kinds, all noted for their littleness and their
surpassing beauty. What a beautiful conception in the Author of
nature were these little fairies! It is as if the flowers had taken wings,
and life, and intelligence, and shared in the sports of animal life. And
if we regard their beauty—the delicacy of their feathers—their energy
and power compared with their size—if we consider the ingenious
mechanism of their structure—can we sufficiently admire the
Architect who made them and bade them go forth to add life, and
beauty, and brilliancy to the landscape, while sharing themselves in
the joys of existence?
 Madagascar.

On the eastern coast of Africa is one of the largest islands in the

world, called Madagascar. It is 900 miles long, and contains about
twice as much land as England, Wales, and Scotland, or three times
as much as New England. It is some five or six thousand miles
southeast of the United States, and 1800 miles northeast of the
Cape of Good Hope.

Conducting a person who has passed the ordeal of the Tangena,

home.
It is separated from the continent of Africa by the channel of
Mozambique, through which vessels often pass in going to China. A
long chain of mountains, some of which are 11,000 feet or two miles
high, runs north and south through the island. In these mountains
are volcanoes, though they are not so terrible as in South America.