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 FOURTH EDITION

Maternity and
Pediatric
Nursing
 FOURTH EDITION

Maternity and
Pediatric
Nursing
Susan Scott Ricci, WHNP-BC, MSN, MEd, CNE
Nursing Faculty
University of Central Florida
Orlando, Florida
Former Nursing Program Director and Faculty
Lake Sumter State College
Leesburg, Florida

Terri Kyle, DNP, APRN, CPNP-PC, CNE

Adjunct Faculty
University of West Florida
Pensacola, Florida
Nova Southeastern University
Fort Lauderdale, Florida

Susan Carman, MSN, MBA

Former Professor of Nursing
Edison Community College
Fort Myers, Florida
Not authorised for sale in United States, Canada, Australia, New Zealand, Puerto
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4th edition

Copyright © 2021 Wolters Kluwer

3rd Edition Copyright © 2017 Wolters Kluwer. Copyright © 2013, 2009 Wolters
Kluwer Health | Lippincott Williams & Wilkins. All rights reserved. This book is
protected by copyright. No part of this book may be reproduced or transmitted in
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987654321

Printed in China

Library of Congress Cataloging-in-Publication Data

Names: Ricci, Susan Scott, author. | Kyle, Terri, author. | Carman, Susan,
author.
Title: Maternity and pediatric nursing / Susan Scott Ricci, Terri Kyle,
Susan Carman.
Description: 4th edition. | Philadelphia : Wolters Kluwer, [2021] |
Includes bibliographical references and index.
Identifiers: LCCN 2020024474 | eISBN 9781975139773
Subjects: MESH: Maternal-Child Nursing | Pediatric Nursing | Women’s Health
Classification: LCC RG951 | NLM WY 157.3 | DDC 618.92/00231–dc23
LC record available at https://lccn.loc.gov/2020024474

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express or implied, including any warranties as to accuracy, comprehensiveness,
or currency of the content of this work.
This work is no substitute for individual patient assessment based upon
healthcare professionals’ examination of each patient and consideration of, among
other things, age, weight, gender, current or prior medical conditions, medication
history, laboratory data and other factors unique to the patient. The publisher does
not provide medical advice or guidance and this work is merely a reference tool.
Healthcare professionals, and not the publisher, are solely responsible for the use
of this work including all medical judgments and for any resulting diagnosis and
treatments.
Given continuous, rapid advances in medical science and health information,
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This book is dedicated to my husband, Glenn, for his
unfailing patience, encouragement, love, and gratitude—
whose support and sense of humor make it all possible.
And also to my children, Brian and Jennifer, and my
grandchildren—Alyssa, Leyton, Peyton, Wyatt, Michael,
Rylan, Brody, and Veda—who continue to inspire me
throughout my life. You make it all worthwhile.
—SUSAN SCOTT RICCI

This text is dedicated to my initial mentor into pediatric

nursing, Gayle Maloney. She role-modeled and inspired my
passion for excellence in the care of children and families.
Thank you to my ever-faithful and consistently dedicated
husband, John, and my amazing and delightful children,
Christian and Caitlin.
—TERRI KYLE

This book is dedicated to all the children out there and the
wonderful nurses who care for them. They inspire me to
become a better nurse, educator, and person. This book is
also dedicated to my loving and supportive family. My
husband, Chris, without whom I could not have reached this
accomplishment. My four beautiful girls, Grace, Ella, Lily,
and Maya, who have allowed me to learn firsthand about
growth and development and who truly amaze me each
and every day. My parents, Lene and Kishor Patel, who
always taught me I could do whatever I put my mind to. To
Terri Kyle, thank you for this opportunity, your endless
support, and your incredible vision.
—SUSAN CARMAN
 About the Authors

SUSAN SCOTT RICCI earned a diploma in nursing from the

Washington Hospital Center School of Nursing, with a BSN and
MSN, from Catholic University of America located in Washington,
DC, an MEd in Counseling from the University of Southern
Mississippi. She is licensed as a Women’s Health Nurse Practitioner
(APRN) from the University of Florida. She recently renewed her
national certification as a Certified Nurse Educator (CNE). She has
worked in numerous women’s health care settings including labor
and birth, postpartum, prenatal, and family planning ambulatory care
clinics. Susan is a women’s health care nurse practitioner, who has
spent 30+ years in practice and in nursing education teaching in
LPN, ADN, and BSN programs. She is involved in several
professional nursing organizations and holds memberships in Sigma
Theta Tau International Honor Society of Nursing, Association of
Women’s Health, Obstetric and Neonatal Nurses (AWHONN),
American Nurses Association (ANA), National Association of
OB/GYN Nurses, Who’s Who in Professional Nursing, American
Nurses Association, and the Florida Council of Maternal–Child
Nurses.
With Susan Scott Ricci’s wealth of practical and educational
experience, it is essential to concentrate on evidence-based nursing
practice and reduce the amount of “nice to know” information that is
presented to students. As an educator, she recognized the tendency
for nursing educators to want to “cover the world” when teaching,
rather than focusing on the facts that students need to know for safe
practice. With this mission in mind, Susan has directed her energy to
the birth of these essential facts in this textbook.
She recognizes that instructional time is shrinking as the world of
health care is expanding exponentially. Therefore, with the valuable
instructional time allotted, she has recognized the urgent need to
present pertinent facts as concisely as possible to promote
application of knowledge within nursing practice.

TERRI KYLE earned a Doctorate of Nursing Practice with a focus in

Educational Leadership from American Sentinel University, a Master
of Science in Nursing (Child Health) from Emory University in
Atlanta, Georgia, and Bachelor of Science in Nursing from the
University of North Carolina at Chapel Hill. She is a certified pediatric
nurse practitioner (primary care), and practicing pediatric nursing for
over 35 years, she has had the opportunity to serve children and
their families in a variety of diverse settings. Terri also holds the
credential of certified nurse educator.
She has experience in inpatient pediatrics, in pediatric and
neonatal intensive care units, newborn nursery, specialized pediatric
units, and community hospitals. She has worked as a pediatric nurse
practitioner in pediatric specialty clinics and primary care. She has
been involved in teaching nursing for over 29 years with experience
in both graduate and undergraduate education. Terri is a fellow in the
National Association of Pediatric Nurse Practitioners and a member
of the Sigma Theta Tau International Honor Society of Nursing, the
National League for Nursing, and the Society of Pediatric Nurses.
With the limited time allotted to the topic of maternity and pediatric
nursing in nursing programs, Terri recognized the need for a
textbook that “got to the point.” She strongly believes in a concept-
based approach for learning nursing—that is, to teach the basics to
students in a broad, contextual format so that they can apply that
knowledge in a variety of situations. The concept-based approach to
nursing education is time efficient for nursing educators and fosters
the acquisition of critical thinking skills leading to clinical reasoning
development in student nurses.

SUSAN CARMAN earned a Bachelor of Science in Nursing from the

University of Wisconsin-Madison and a Master of Science in Nursing
and Master in Business Administration from the University of
Colorado-Denver. As a pediatric nurse for more than 25 years,
Susan has had the opportunity to care for children in a variety of
diverse settings and in many of the major children’s hospitals
throughout the United States. She also has provided volunteer
nursing care in a variety of settings including the Dominican Republic
and India. She has been involved in teaching nursing for the past 15
years and enjoys watching students transform into competent nurses
with strong critical thinking skills. She is a member of Sigma Theta
Tau and Beta Gamma Sigma.
 Reviewers to the Fourth Edition

Linda Baker, PhD, RN

Associate Professor
Columbia College of Nursing
Milwaukee, Wisconsin

Paula Barbel, PhD, RN, PNP

Associate Professor
The College at Brockport
State University of New York (SUNY)
Brockport, New York

Amy Boitnott, DNP, APRN, FNP-BC, CPNP-PC

Assistant Professor
Pediatric Nurse Practitioner Coordinator
University of Virginia, School of Nursing
Charlottesville, Virginia

Elizabeth Brendle, MSN, RN, CPNP

Instructor, Pediatric Nursing
Rowan College at Burlington County
Mount Laurel New Jersey

Yesenia Cota, RN, MSN/Ed, PHN

RN Instructor
Antelope Valley College
Lancaster, California

Claire Creamer, PhD, APRN, CPNP-PC

Assistant Professor
Rhode Island College, School of Nursing
Providence, Rhode Island

Danna L. Curcio, PhD, MS, BS, AAS

Assistant Professor
College of Staten Island
The City University of New York (CUNY)
Staten Island, New York

Diane DiTomasso, PhD, RN

Assistant Professor
College of Nursing
University of Rhode Island
Providence, Rhode Island

Julie Duff, DNP, APRN, WHNP-BC, CNE

Associate Professor
College of Nursing
Resurrection University
Oakbrook, Illinois

Niki Fogg, MSN, RN, CPN

Assistant Clinical Professor
Undergraduate Program Coordinator
Texas Woman’s University
Denton, Texas

Audrey Sheller, MSN, RN

Assistant Professor of Nursing
Mount Mercy University
Cedar Rapids, Iowa

Arianna G. Smith, MSN, RN, CPNP-PC

Instructor
Azusa Pacific University
Azusa, California

Jennifer H. Turner, DNP, WHNP-BC, EFM-C

Assistant Professor
Carilion Clinic
Roanoke, Virginia

Lucy Van Otterloo, PhD, RNC, CNS

Associate Professor
School of Nursing
California State University (CSU) Long Beach
Long Beach, California

Laura Wallace, PhD, MSN, BSN

Assistant Professor
Brenau University
Norcross, Georgia

Gretchen Wiersma, DNP, RN, CPN, CNE

Director of BSN Clinical Education
Veterans and Military Faculty Liaison
Assistant Professor
George Washington University
Ashburn, Virginia
 Preface

M
any nursing curricula combine and teach maternity and
pediatrics in tandem. This can be viewed as a natural fit of two
content areas that belong together. Nursing education in general is
founded upon the principle of mastering simpler concepts first and
incorporating those concepts into the student’s knowledge base. The
student is then able to progress to problem solving in more complex
situations. In today’s education climate with reduced class time
devoted to specialty courses, it is particularly important for nursing
educators to focus on key concepts, rather than attempting to cover
everything within a specific topic.
The intent of Maternity and Pediatric Nursing is to provide the
nurse the basis needed for sound nursing care of women and
children. The content in the book will enable the reader to guide
women and children toward higher levels of wellness throughout the
life cycle. In addition, the focus of the textbook will allow the reader
to anticipate, identify, and address common problems and provide
timely, evidence-based interventions to reduce long-term sequelae.
This textbook is designed as a practical approach to
understanding the health of women and children. The main objective
is to help the student build a strong knowledge base and assist with
the development of critical thinking skills and clinical reasoning.
Women in our society are becoming empowered to make informed
and responsible choices regarding their health and that of their
children, but to do so they need the encouragement and support of
nurses who care for them. This textbook focuses on women and
children throughout their lifespan, covering a broad scope of topics
with emphasis placed upon common issues. Maternity nursing
content coverage is comprehensive yet presented in a concise and
straightforward manner. The pediatric nursing content presents the
important differences when caring for children compared with caring
for adults. Utilizing the nursing process, a concept-based approach
to the care of children and their families provides relevant
information in a concise and nonredundant manner.
Since women’s health has expanded to include care throughout
their lifespan, the emphasis of this textbook is on promoting and
maintaining their health. The focus of this 4th edition has now
expanded to the global outreach of various cultures and traditions in
which nurses will encounter in their daily practice settings. Nurses
are key players in the global community who improve the lives of
mothers and infants. Safe nursing practice requires skills,
knowledge, with application of good evidence-based clinical
judgment. It is vital for nurses to understand their clients to help
promote an optimal outcome to all women and their families.
Childbirth today has returned to a more natural practice, that honors
the normal process of birth. Several chapters focus on physiologic
births and the nurse’s role to accomplish this. With these imperatives
in mind, the chapters present an overview of common health
conditions encountered by many women and how to care for them.
The new content presented can be used as a framework in caring for
clients from diverse backgrounds, histories, and cultures.
The focus when caring for children is also to maintain and promote
their health, as well as provide developmentally appropriate care
whether the child is well or ill. Restoration of a child’s health when an
illness is experienced is paramount for timely accomplishment of
suitable growth and development. Nurses are a prime position for
influencing children’s health, not only through the direct care they
provide to children, but also through the connections they make with
caregivers and their ability to educate families to best care for their
children. Focusing on conceptual learning, students may develop
complex critical thinking leading to the ability to clinically reason
within various health care environments. This approach is supported
by many of the book’s features, such as the reoccurring features:
Unfolding Case Studies, Clinical Reasoning Alerts, and Thinking
about Development.
Organization
Each chapter of Maternity and Pediatric Nursing focuses on a
different aspect of maternity and/or pediatric nursing care. The book
is divided into eleven units, beginning with general concepts related
to maternity and pediatric nursing care, progressing from women’s
health, pregnancy and birth, through child health promotion and
nursing management of alterations in children’s health.

Unit I: Introduction to Maternity and Pediatric Nursing

Unit I helps build a foundation for the student beginning the study of
the care of women, infants, and children. This unit explores
contemporary issues and trends in maternity and pediatric nursing.
Perspectives on women’s health and pediatric nursing, core
concepts of maternal and pediatric nursing, including, family-
centered and atraumatic care, and communication, and community-
based nursing are addressed.

Unit II: Women’s Health Throughout the Lifespan

Unit II introduces the student to selected women’s health topics,
including structure and function of the reproductive system, common
reproductive concerns, sexually transmitted infections, problems of
the breast, and benign disorders and cancers of the female
reproductive tract. This unit encourages the student to assist women
in maintaining their quality of life, reducing their risk of disease, and
becoming active partners with their health care professional.

Unit III: Pregnancy

Unit III addresses topics related to normal pregnancy, including fetal
development, genetics, and maternal adaptation to pregnancy.
Nursing management during normal pregnancy is addressed,
encouraging application of basic knowledge to nursing practice.
Nursing management includes maternal and fetal assessment
throughout pregnancy, interventions to promote self-care and
minimize common discomforts, and patient education.
Unit IV: Labor and Birth
Unit IV begins with an explanation of the normal labor and birth
process, including maternal and fetal adaptations. This is followed by
content focusing on the nurse’s role during normal labor and birth,
which includes maternal and fetal assessment, pharmacologic and
nonpharmacologic comfort measures and pain management, and
specific nursing interventions during each stage of labor and birth.

Unit V: Postpartum Period

Unit V focuses on maternal adaptation during the normal postpartum
period. Both physiologic and psychological aspects are explored.
Paternal adaptation is also considered. This unit also presents
related nursing management, including assessment of physical and
emotional status, promoting comfort, assisting with elimination,
counseling about sexuality and contraception, promoting nutrition,
promoting family adaptation, and preparing for discharge.

Unit VI: The Newborn

Unit VI covers physiologic and behavioral adaptations of the normal
newborn. It also delves into nursing management of the normal
newborn, including immediate assessment and specific interventions
as well as ongoing assessment, physical examination, and specific
interventions during the early newborn period.

Unit VII: Child bearing at Risk

Unit VII shifts the focus to at-risk pregnancy, childbirth, and
postpartum care. Pre-existing conditions of the woman, pregnancy-
related complications, at-risk labor, emergencies associated with
labor and birth, and medical conditions and complications affecting
the postpartum woman are all covered. Treatment and nursing
management are presented for each medical condition. This
organization allows the student to build on a solid foundation of
normal material when studying the at-risk content.
Unit VIII: The Newborn at Risk
Unit VIII continues to center on at-risk content. Issues of the
newborn with birthweight variations, gestational age variations,
congenital conditions, and acquired disorders are explored.
Treatment and nursing management are presented for each medical
condition. This organization helps cement the student’s
understanding of the material.

Unit IX: Health Promotion of the Growing Child and

Family
Unit IX provides information related to growth and development
expectations of the well child from newborn through adolescence.
Although not exhaustive in nature, this unit provides a broad
knowledge base related to normal growth and development that the
nurse can draw on in any situation. Common concerns related to
growth and development and client/family education are included in
each age-specific chapter.

Unit X: Children and Their Families

Unit X covers broad concepts that provide the foundation for
providing nursing care for children. Rather than reiterating all
aspects of nursing care, the unit focuses on specific details needed
to provide nursing care for children in general. The content remains
focused upon differences in caring for children compared with adults.
Topics covered in this unit include atraumatic care, anticipatory
guidance, and routine well-child care (including immunization and
safety), health assessment, nursing care of the child in diverse
settings, including the hospital and at home, concerns common to
special needs children, pediatric variations in medication and
intravenous fluid delivery and nutritional support, and pain
management in children.

Unit XI: Nursing Care of the Child with a Health Disorder

Unit XI focuses on children’s responses to health disorders. This unit
provides comprehensive coverage of illnesses affecting children and
is presented according to broad topics of disorders organized with a
body systems approach. It also includes infectious, genetic, and
mental health disorders as well as pediatric emergencies. Each
chapter follows a similar format in order to facilitate presentation of
the information as well as reduce repetition. The chapters begin with
a nursing process overview for the particular broad topic, presenting
differences in children and how the nursing process applies. The
approach provides a general framework for addressing disorders
within the chapter. Individual disorders are then addressed with
attention to specifics related to pathophysiology, nursing
assessment, nursing management, and special considerations.
Common pediatric disorders are covered in greater depth than less
common disorders. The format of the chapters allows for the building
of a strong knowledge base and encourages critical thinking.
Additionally, the format is nursing process driven and consistent from
chapter to chapter, providing a practical and sensible presentation of
the information.

Recurring Features
To provide the instructor and student with an exciting and user-
friendly text, a number of recurring features have been developed.

Key Terms
A list of terms that are considered essential to the chapter’s
understanding is presented at the beginning of each chapter. Each
key term appears in boldface, with the definition included in the text.
Key terms may also be accessed on .

Learning Objectives
Learning Objectives included at the beginning of each chapter guide
the student in understanding what is important and why, leading the
student to prioritize information for learning. These valuable learning
tools also provide opportunities for self-testing or instructor
evaluation of student knowledge and ability.

Words of Wisdom
Each chapter opens with inspiring Words of Wisdom (WOW), which
offer helpful, timely, or interesting thoughts. These WOW statements
set the stage for each chapter and give the student valuable insight
into nursing care of women, children, and their families.

Threaded Case Studies

Real-life scenarios present relevant woman, child, and family
information that is intended to improve the student’s clinical
reasoning skills. Questions are threaded throughout the chapter
about the scenario provide an opportunity for the student to critically
evaluate the appropriate course of action.

New! Clinical Reasoning Alert

The Clinical Reasoning Alert promotes critical thinking in the nursing
process on information key to clinical reasoning.

New! Unfolding Patient Stories

New! Unfolding Patient Stories, written by the National League for
Nursing, are an engaging way to begin meaningful conversations in
the classroom. These vignettes, feature patients from Wolters
Kluwer’s vSim for Nursing | Health Assessment (co-developed with
Laerdal Medical) and DocuCare products; however, each Unfolding
Patient Story in the book stands alone, not requiring purchase of
these products. For your convenience, a list of these case studies,
along with their location in the book, appears in the “Case Studies in
This Book” section later in this front matter.

Evidence-Based Practice
The consistent promotion of evidence-based practice is a key feature
of the text. Throughout the chapters, pivotal questions addressed by
current research have been incorporated into Evidence-Based
Practice displays, which discuss recent evidence-based research
findings and provide recommendations for nurses.

Healthy People 2030

Throughout the textbook, relevant Healthy People 2030 objectives
are outlined in box format. The nursing implications or guidance
provided in the box serve as a roadmap for improving the health of
women, mothers, and children. These objectives reflect the
proposed Healthy People 2030 objectives (current at the time this
book went to press).

Atraumatic Care
These highlights, located throughout the pediatric sections of the
book, provide tips for providing atraumatic care to children in
particular situations in relation to the topic being discussed.

Thinking About Development

The content featured in these boxes in chapters related to the care
of children will encourage student to think critically about special
developmental concerns relating to the topic being discussed.

Teaching Guidelines
An important tool for achieving health promotion and disease
prevention is health education. Throughout the textbook, Teaching
Guidelines raise awareness, provide timely and accurate
information, and are designed to ensure the student’s preparation for
educating women, children, and their families about various issues.

Consider This!
In every chapter the student is asked to Consider This! These first-
person narratives engage the student in real-life scenarios
experienced by their clients. The personal accounts evoke empathy
and help the student to perfect caregiving skills. Each box ends with
an opportunity for further contemplation, encouraging the student to
think critically about the scenario.

Take Note!
The Take Note! feature draws the student’s attention to points of
critical emphasis throughout the chapter. This feature is often used
to stress vitally important information.

Drug Guides
Drug guide tables summarize information about commonly used
medications. The actions, indications, and significant nursing
implications presented assist the student in providing optimum care
to women, children, and their families.

Common Laboratory and Diagnostic Tests

The Common Laboratory and Diagnostic Tests tables in many of the
chapters provide the student with a general understanding of how a
broad range of disorders is diagnosed. Rather than reading the
information repeatedly throughout the narrative, the student is then
able to refer to the table as needed.

Common Medical Treatments

The Common Medical Treatments tables in many of the nursing
management chapters provide the student with a broad awareness
of how a common group of disorders is treated either medically or
surgically. The tables serve as a reference point for common medical
treatments.

Nursing Care Plans/Nursing Process Overview

Nursing Care Plans provide concrete examples of each step of the
nursing process and are included in numerous chapters. The
Nursing Process Overview summarizes issue- or system-related
content, thereby minimizing repetition. In the pediatric-related
chapters, a nursing process overview highlighted at the beginning of
each chapter broadly guides the student in the care of child with a
disorder related to a particular system.

Focus on Safety
These boxes are placed intermittently throughout the text to draw the
student’s attention to potential safety issues. Based on the current
National Patient Safety Goals, the box lists steps to assist with
meeting of the safety goal.

Comparison Charts
These charts compare two or more disorders or other easily
confused concepts. They serve to provide an explanation that
clarifies the concepts for the student.

Nursing Procedures
Step-by-step Nursing Procedures are presented in a clear, concise
format to facilitate competent performance of relevant procedures as
well as to clarify maternity and pediatric variations when appropriate.

Dosage Calculation Box

This box provides a dosage calculation example in each of the
alteration/disorder chapters. Reiteration of the significance of
accurate dosage calculation assists the student with mastery of this
critical concept.

Concept Mastery Alerts

Concept Mastery Alerts clarify maternity and pediatric nursing
concepts to improve the reader’s understanding of potentially
confusing topics as identified by Misconception Alerts in Lippincott’s
Adaptive Learning Powered by PrepU. Data from thousands of
actual students using this program in courses across the United
States identified common misconceptions for the authors to clarify in
this new edition.

Icons

WATCH AND LEARN

A special icon throughout the book directs students to free video
clips locate on that highlight growth and development,
communicating with children, and providing nursing care to the child
in the hospital.

CONCEPTS IN ACTION ANIMATIONS

These unique animations, also located on , bring physiologic
and pathophysiologic concepts to life and enhance student
comprehension.

Tables, Boxes, Illustrations, and Photographs

Abundant tables and boxes summarize key content throughout the
book. Additionally, beautiful illustrations and photographs help the
student to visualize the content. These features allow the student to
quickly and easily access information.

Key Concepts
At the end of each chapter, Key Concepts provide a quick review of
essential chapter elements. These bulleted lists help the student
focus on the important aspects of the chapter.

References and Helpful Websites

References used in the development of the text are provided at the
end of each chapter. These listings enable the student to further
explore topics of interest. Many online resources are provided on
as a means for the student to electronically explore relevant
content material. These resources can be shared with women,
children, and their families to enhance patient education and
support.

Developing Clinical Judgment

This section located at the end of each chapter assists the student
with the development of clinical judgment through:
Practicing for NCLEX—these NCLEX-RN® style questions
(multiple choice, multiple response, fill-in-the blank) test the
student’s ability to utilize critical thinking in the application of the
nursing process to chapter material. The questions are styled
similarly to the national licensing exam (NCLEX-RN®).
Dosage calculation questions—these applicable problems test
the student’s ability to accurately determine medication dosages
particular to children.
Critical thinking exercises—these exercises serve to stimulate
the student to incorporate the current material with previously
learned concepts and reach a satisfactory conclusion. The
exercises encourage students to think critically, problem solve, and
consider their own perspective on given topics.
Study activities—these activities promote student participation in
the learning process. This section encourages increased
interaction/learning via clinical, online, and community activities.
Bringing It All Together: A Case Study—an additional real-life
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meant to improve the student’s clinical reasoning skills. The case is
further developed through critical thinking questions on .
Answers—answers to the Developing Clinical Judgment questions
are provided to instructors on .

Teaching–Learning Package
Instructor’s Resources
Tools to assist you with teaching your course are available upon
adoption of this text on .
An E-Book on gives you access to the book’s full text and
images online.
A Test Generator that features hundreds of questions within a
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PowerPoint presentations with Guided Lecture Notes provide
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presentations to promote class participation and allow you to use i-
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An Image Bank lets you use the photographs and illustrations from
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Case Studies with related questions (and suggested answers)
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Discussion Topics (and suggested answers) can be used as
conversation starters or in online discussion boards.
Assignments (and suggested answers) include group, written,
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Sample Syllabi provide guidance for structuring your pediatric
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4, 6, 8, and 10 weeks.
Journal Articles, updated for the new edition, offer access to
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An exciting set of free resources is available to help students review
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 Contents in Brief

UNIT I INTRODUCTION TO MATERNITY

AND PEDIATRIC NURSING
CHAPTER 1 Perspectives on Maternal and Child Health Care
CHAPTER 2 Caring for Women and Children

UNIT II WOMEN’S HEALTH THROUGHOUT

THE LIFESPAN
CHAPTER 3 Anatomy and Physiology of the Reproductive
Systems
CHAPTER 4 Common Gynecologic Issues
CHAPTER 5 Sexually Transmitted Infections
CHAPTER 6 Disorders of the Breasts
CHAPTER 7 Benign Disorders of the Female Reproductive Tract
CHAPTER 8 Cancers of the Female Reproductive Tract
CHAPTER 9 Violence and Abuse

UNIT III PREGNANCY

CHAPTER 10 Fetal Development and Genetics
CHAPTER 11 Maternal Adaptation During Pregnancy
CHAPTER 12 Nursing Management During Pregnancy

UNIT IV LABOR AND BIRTH

CHAPTER 13 Labor and Birth Process
CHAPTER 14 Nursing Management During Labor and Birth
UNIT V POSTPARTUM PERIOD
CHAPTER 15 Postpartum Adaptations
CHAPTER 16 Nursing Management During the Postpartum Period

UNIT VI THE NEWBORN

CHAPTER 17 Newborn Transitioning
CHAPTER 18 Nursing Management of the Newborn

UNIT VII CHILDBEARING AT RISK

CHAPTER 19 Nursing Management of Pregnancy at Risk:
Pregnancy-Related Complications
CHAPTER 20 Nursing Management of the Pregnancy at Risk:
Selected Health Conditions and Vulnerable
Populations
CHAPTER 21 Nursing Management of Labor and Birth at Risk
CHAPTER 22 Nursing Management of the Postpartum Woman at
Risk

UNIT VIII THE NEWBORN AT RISK

CHAPTER 23 Nursing Care of the Newborn with Special Needs
CHAPTER 24 Nursing Management of the Newborn at Risk:
Acquired and Congenital Newborn Conditions

UNIT IX HEALTH PROMOTION OF THE

GROWING CHILD AND FAMILY
CHAPTER 25 Growth and Development of the Newborn and
Infant
CHAPTER 26 Growth and Development of the Toddler
CHAPTER 27 Growth and Development of the Preschooler
CHAPTER 28 Growth and Development of the School-Age Child
CHAPTER 29 Growth and Development of the Adolescent
UNIT X FOUNDATIONS OF PEDIATRIC
NURSING
CHAPTER 30 Atraumatic Care of Children and Families
CHAPTER 31 Health Supervision
CHAPTER 32 Health Assessment of Children
CHAPTER 33 Caring for Children in Diverse Settings
CHAPTER 34 Caring for the Special Needs Child
CHAPTER 35 Key Pediatric Nursing Interventions
CHAPTER 36 Nursing Care of the Child with an Alteration in
Comfort–Pain Assessment and Management

UNIT XI NURSING CARE OF THE CHILD

WITH A HEALTH DISORDER
CHAPTER 37 Nursing Care of the Child with an Infection
CHAPTER 38 Nursing Care of the Child with an Alteration in
Intracranial Regulation/Neurologic Disorder
CHAPTER 39 Nursing Care of the Child with an Alteration in
Sensory Perception/Disorder of the Eyes or Ears
CHAPTER 40 Nursing Care of the Child with an Alteration in Gas
Exchange/Respiratory Disorder
CHAPTER 41 Nursing Care of the Child with an Alteration in
Perfusion/Cardiovascular Disorder
CHAPTER 42 Nursing Care of the Child with an Alteration in
Bowel Elimination/Gastrointestinal Disorder
CHAPTER 43 Nursing Care of the Child with an Alteration in
Urinary Elimination/Genitourinary Disorder
CHAPTER 44 Nursing Care of the Child with an Alteration in
Mobility/Neuromuscular or Musculoskeletal
Disorder
CHAPTER 45 Nursing Care of the Child with an Alteration in
Tissue Integrity/Integumentary Disorder
CHAPTER 46 Nursing Care of the Child with an Alteration in
Cellular Regulation/Hematologic or Neoplastic
Disorder
CHAPTER 47 Nursing Care of the Child with an Alteration in
Immunity or Immunologic Disorder
CHAPTER 48 Nursing Care of the Child with an Alteration in
Metabolism/Endocrine Disorder
CHAPTER 49 Nursing Care of the Child with an Alteration in
Genetics
CHAPTER 50 Nursing Care of the Child with an Alteration in
Behavior, Cognition, or Development
CHAPTER 51 Nursing Care During a Pediatric Emergency

Appendix A Standard Laboratory Values

Appendix B Clinical Paths
Appendix C Cervical Dilation Chart
Appendix D Weight Conversion Charts
Appendix E Breastfeeding and Medication Use
Appendix F Growth Charts
Appendix G Blood Pressure Charts for Children and
Adolescents
Index
 Contents

About the Authors

Reviewers to the Fourth Edition
Preface

UNIT I Introduction to Maternity and Pediatric

Nursing
CHAPTER 1 Perspectives on Maternal and Child Health Care
Introduction
Historical Development
The History of Maternal and Newborn Health
and Health Care
The History of Child Health and Child Health
Care
Evolution of Maternal and Newborn Nursing
Evolution of Pediatric Nursing
Health Status of Women and Children
Mortality
Morbidity
Factors Affecting Maternal and Child Health
Family
Genetics
Society
Global Society
Culture
Health Status and Lifestyle
Access to Health Care
 Improvements in Diagnosis and Treatments
Empowerment of Health Care Consumers
Barriers to Health Care
Legal and Ethical Issues in Maternal and Child
Health Care
Abortion
Substance Abuse
Intrauterine Therapy
Maternal–Fetal Conflict
Stem Cell Research
Umbilical Cord Blood Banking
Informed Consent
Assent
Refusal of Medical Treatment
Advance Directives
Client Rights
Confidentiality
Implications for Nurses
CHAPTER 2 Caring for Women and Children
Introduction
Core Concepts of Maternal and Child Health
Nursing
Family-Centered Care
Evidence-Based Care
Collaborative Care
Atraumatic Care
Communication
Education
The Continuum of Care Emphasis
Preventative Care
Culturally Competent Nursing Care
 The Nursing Process
Standards of Care and Performance
Community-Based Care
Community Health Nursing
Community-Based Nursing
Shift in Responsibilities from Hospital-Based
to Community-Based Nursing
Community-Based Nursing Interventions
Community-Based Nursing Challenges
Community-Based Nursing Care Settings for
Women and Children

UNIT II Women’s Health Throughout the

Lifespan
CHAPTER 3 Anatomy and Physiology of the Reproductive
Systems
Introduction
Female Reproductive Anatomy and Physiology
External Female Reproductive Organs
Internal Female Reproductive Organs
Breasts
Female Sexual Response
The Female Reproductive Cycle
Ovarian Cycle
Endometrial (Uterine) Cycle
Menstruation
Menstrual Cycle Hormones
Perimenopause
Menopause
Male Reproductive Anatomy and Physiology
External Male Reproductive Organs
 Internal Male Reproductive Organs
Male Sexual Response
CHAPTER 4 Common Gynecologic Issues
Introduction
Menstrual Disorders
Amenorrhea
Dysmenorrhea
Abnormal Uterine Bleeding (AUB)
Premenstrual Syndrome (PMS)
Endometriosis
Infertility
Cultural Considerations
Etiology and Risk Factors
Therapeutic Management
Nursing Assessment
Nursing Management
Contraception
Types of Contraceptive Methods
Nursing Management for Choosing a
Contraceptive Method
Nursing Assessment
Nursing Analyses
Nursing Interventions
Abortion
Surgical Abortion
Medical Abortion
Menopausal Transition
Therapeutic Management
Nursing Assessment
Nursing Management
CHAPTER 5 Sexually Transmitted Infections
Introduction
Sexually Transmitted Infections and Adolescents
Nursing Assessment
Nursing Management
Infections Characterized by Vaginal Discharge
Vaginal Candidiasis (VC)
Therapeutic Management
Nursing Assessment
Nursing Management
Trichomoniasis
Therapeutic Management
Nursing Assessment
Nursing Management
Bacterial Vaginosis (BV)
Therapeutic Management
Nursing Assessment
Nursing Management
Infections Characterized by Cervicitis
Chlamydia
Therapeutic Management
Nursing Assessment
Gonorrhea
Therapeutic Management
Nursing Assessment
Nursing Management of Chlamydia and
Gonorrhea
Infections Characterized by Genital Ulcers
Genital Herpes Simplex
Therapeutic Management
Nursing Assessment
Syphilis
 Therapeutic Management
Nursing Assessment
Nursing Management of Herpes and Syphilis
Pelvic Inflammatory Disease (PID)
Therapeutic Management
Nursing Assessment
Nursing Management
Vaccine-Preventable STIs
Human Papillomavirus
Nursing Assessment
Therapeutic Management
Nursing Management
Hepatitis A and B
Therapeutic Management
Nursing Assessment
Nursing Management
Hepatitis C
Zika Virus
Ectoparasitic Infections
Human Immunodeficiency Virus (HIV)
HIV and Adolescents
Clinical Manifestations
Diagnosis
Therapeutic Management
Nursing Management
Preventing Sexually Transmitted Infections
Behavior Modification
Contraception
CHAPTER 6 Disorders of the Breasts
Introduction
Benign Breast Disorders
 Fibrocystic Breast Changes
Fibroadenomas
Mastitis
Malignant Breast Disorder
Pathophysiology
Staging of Breast Cancer
Risk Factors
Diagnosis
Therapeutic Management
Implementing Health Promotion and Disease
Prevention Strategies
Breast Cancer Screening
Nutrition
CHAPTER 7 Benign Disorders of the Female Reproductive Tract
Introduction
Pelvic Floor Disorders
Pelvic Organ Prolapse
Urinary Incontinence
Benign Growths
Polyps
Uterine Fibroids
Genital Fistulas
Bartholin Cysts
Ovarian Cysts
CHAPTER 8 Cancers of the Female Reproductive Tract
Introduction
Ovarian Cancer
Pathophysiology
Screening and Diagnosis
Therapeutic Management
Nursing Assessment
 Nursing Management
Endometrial Cancer
Pathophysiology
Screening and Diagnosis
Therapeutic Management
Nursing Assessment
Nursing Management
Cervical Cancer
Pathophysiology
Screening and Diagnosis
Therapeutic Management
Nursing Assessment
Nursing Management
Vaginal Cancer
Pathophysiology
Therapeutic Management
Nursing Assessment
Nursing Management
Vulvar Cancer
Pathophysiology
Screening and Diagnosis
Therapeutic Management
Nursing Assessment
Nursing Management
CHAPTER 9 Violence and Abuse
Introduction
Intimate Partner Violence
Incidence
Background
Characteristics of Intimate Partner Violence
Types of Abuse
 Myths and Facts about Intimate Partner
Violence
Abuse Profiles
Violence against Pregnant Women
Violence against Older Women
Nursing Management of Intimate Partner
Violence Victims
Sexual Violence
Characteristics of Assailants
Sexual Abuse
Incest
Rape
Female Genital Cutting
Human Trafficking
Summary

UNIT III Pregnancy

CHAPTER 10 Fetal Development and Genetics
Introduction
Fetal Development
Zygotic Stage
Blastocyst Stage
Embryonic Stage
Fetal Stage
Fetal Circulation
Genetics
Advances in Genetics
Inheritance
Patterns of Inheritance for Genetic Disorders
Chromosomal Abnormalities
Genetic Evaluation and Counseling
 Nursing Roles and Responsibilities
CHAPTER 11 Maternal Adaptation During Pregnancy
Introduction
Signs and Symptoms of Pregnancy
Subjective (Presumptive) Signs
Objective (Probable) Signs
Positive Signs
Physiologic Adaptations During Pregnancy
Reproductive System Adaptations
General Body System Adaptations
Changing Nutritional Needs of Pregnancy
Nutritional Requirements During Pregnancy
Gluten-Free Diet During Pregnancy
USDA and MyPlate
Maternal Weight Gain
Nutrition Promotion
Special Nutritional Considerations
Psychosocial Adaptations During Pregnancy
Maternal Emotional Responses
Becoming a Mother
Pregnancy and Sexuality
Pregnancy and the Partner
Pregnancy and Siblings
CHAPTER 12 Nursing Management During Pregnancy
Introduction
Preconception and Interconception Care
Risk Factors for Adverse Pregnancy
Outcomes
Nursing Management
The First Prenatal Visit
Comprehensive Health History
 Physical Examination
Laboratory Tests
Follow-Up Visits
Follow-Up Visit Intervals and Assessments
Fundal Height Measurement
Fetal Movement Determination
Fetal Heart Rate Measurement
Teaching about the Danger Signs during
Pregnancy
Assessment of Fetal Well-Being
Ultrasonography
Doppler Flow Studies
Alpha-Fetoprotein Analysis
Marker Screening Tests
Nuchal Translucency Screening
Amniocentesis
Chorionic Villus Sampling
Nonstress Test
Biophysical Profile
Nursing Management for the Common
Discomforts of Pregnancy
First-Trimester Discomforts
Second-Trimester Discomforts
Third-Trimester Discomforts
Nursing Management to Promote Self-Care
Personal Hygiene
Clothing
Exercise
Sleep and Rest
Sexual Activity and Sexuality
Employment
 Travel
Immunizations and Medications
Nursing Management to Prepare the Woman and
Her Partner for Labor, Birth, and Parenthood
Childbirth Education Classes
Nursing Management and Childbirth
Education
Options for Birth Settings and Care Providers
Preparation for Breastfeeding or Bottle-
Feeding
Final Preparation for Labor and Birth

UNIT IV Labor and Birth

CHAPTER 13 Labor and Birth Process
Introduction
Initiation of Labor
Premonitory Signs of Labor
Cervical Changes
Lightening
Increased Energy Level
Bloody Show
Braxton Hicks Contractions
Spontaneous Rupture of Membranes
True Versus False Labor
Factors Affecting the Labor Process
Passageway
Passenger
Powers
Position (Maternal)
Psychological Response
Philosophy
 Partners
Patience
Patient (Client) Preparation: Prenatal
Education
Pain Management
Physiologic Responses to Labor
Maternal Responses
Fetal Responses
Stages of Labor
First Stage
Second Stage
Third Stage
Fourth Stage
CHAPTER 14 Nursing Management During Labor and Birth
Introduction
Maternal Assessment During Labor and Birth
Vaginal Examination
Assessing Uterine Contractions
Performing Leopold Maneuvers
Fetal Assessment During Labor and Birth
Analysis of Amniotic Fluid
Analysis of the FHR
Other Fetal Assessment Methods
Promoting Comfort and Providing Pain
Management During Labor
Nonpharmacologic Measures
Pharmacologic Measures
Nursing Care During Labor and Birth
Nursing Management during the First Stage of
Labor
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of El cor del
poble
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: El cor del poble
Drama en tres actes

Author: Ignasi Iglesias

Release date: January 25, 2024 [eBook #72794]

Language: Catalan

Original publication: Barcelona: Tip. L'avenç, 1902

Credits: Joan Queralt Gil

*** START OF THE PROJECT GUTENBERG EBOOK EL COR DEL

POBLE ***
 El cor del poble
Ignasi Iglésias

1902

Aquest text ha estat digitalitzat i processat per l’Institut d’Estudis

Catalans, com a part del projecte Corpus Textual Informatitzat de la
Llengua Catalana
(https://ctilc.iec.cat/scripts/CTILCCorpus_Descarr.asp), CC BY-NC

Personatges

Madrona… 60 anys
Passarell… 65 anys
Fidel… 26 anys
D. Albert… 60 anys
Boira… 65 anys
Xic… 30 anys

L’acció, en una barriada fabril dels suburbis de Barcelona.

Epoca, actual.

Esquerra i dreta, les de l’actor.

Aquesta obra va esser representada per primera vegada a Barcelona

en el “Teatre Català”, la nit del 20 de Janer de 1902, baix el següent
repartiment: Madrona, Da· Agna Monner; Passarell, D· Enric Borràs;
Fidel, don Victorià Oliver; D. Albert, D· Jaume Virgili; Boira, D· Iscle
Soler; Xic, D· Antoni Manso.

Director artistic: D· Enric Borràs.

Anteriorment, com a prova d’estudi, El Cor del Poble va representar-

se a Vilanova i Geltrú, en el “Teatro Apolo”, la nit del 6 d’Octubre de
1901, per l’agrupació dramatica “L’Avançada”, amb el següent
repartiment: Madrona, Da· Dolors Muntal; Passarell, D· Joaquim
Vinyas; Fidel, D· Victor Baldirà; D. Albert, D· Antoni Salvà; Boira,
don Miquel Sirvent; Xic D· Joan Quintana.

Director artistic: l’autor.

Acte primer
Interior d’una habitació en un tercer pis d’una barriada obrera, que
denoti força netedat en tot, am les parets emblanquinades de poc,
sostre de revoltons am les vigues pintades de blau ultramar i els
sòcols d’ocre. Al mig del fons, la cuina, am xemeneia i escudellers
guarnits am plats i xicres d’ornaments i coloraines ben llampants. A
continuació dels fogons, l’aigüera, amb una aixeta de llautó, de la
que, quan convingui, en ragi aigua; a sota, la carbonera, amb una
portella de fusta; al damunt, un escorre-plats ple de pisa. A tot volt
del montant de la xemeneia, una cortineta de roba de rovell, i als
escudellers un farvalà de paper verd tot florejat. El còs general de la
cuina està revestit am rejoles blanques, de Valencia, am dibuixos de
fulles i flors verdes i rosades. A l’esquerra del fons, una finestra,
oberta, i en l’empit dos testos am dugues clavellines molt gemades
plenes de clavells blancs i rosats. Per aquesta finestra’s veu, entelat
per la boirina, un panorama de cases i fàbriques am les altes
xemeneies ben fumades: a l’ultim terme, sortint per clar, la franja del
mar, sota un cel tèrbol, emboirat per les glopades de fum de tot el
dia. Al primer terme de la dreta, la porta de l’escala, am trucador i
am reixeta pera mirar qui demana. A l’esquerra, dugues portes que
comuniquen als dormitoris. Al davant de l’aigüera, que no vingui al
centre de l’escena, una taula de fusta de pi, am les ales plegades. Del
sostre, caient al mig de la taula, penja un quinqué, amb el pampol
guarnit a tot volt per un serrell de paper verd. A l’angol de la dreta,
un armari cantoner, ple d’objectes de pisa de tota mena i altres
utensilis apropriats. A la paret de la dreta del fons, cada un
enquadrat en un marc ben senzill, els retrats d’en Pi i Margall i d’en
Clavé; i a l’altre costat, dos o tres quadros am diplomes i un dibuix
caligrafic. Convenientment repartides per l’escena, unes quantes
cadires de boga pintades de negre, am viuets grocs. Arran de
l’aigüera, penjat en un clau, un aixuga-mans. En un angol de la
cuina, una escombra i una xemeneia portatil. Hi ha un fogó encès,
amb una olla a sobre. A l’aigüera, un gibrell amb escarola en remull.
Damunt dels fogons, un canti de vidre, un saler, un ventall i una
mistera.

Es al caient de la tarda, a la vigilia de Pasqua Florida.

Escena I
(La Madrona, sola. Seguidament el Xic)

(La Madrona està asseguda vora la taula, en una cadira mitjana,

surgint uns mitjons. Vesteix modestament i am netedat. Va amb
ulleres. Als seus peus té un cove de roba blanca, acabada de plegar.
Arriba’l Xic per la primera porta de la dreta. Aquest va vestit amb
americana i ermilla de cotó blau, pantalons de vellut negre, gorra de
seda, deslluida; camisa de teixit de cotó de color grisenc; mocador
vermell al coll; espardenyes blanques, tapades, i mitjons vermells, tot
força usat, però nèt. Porta a la mà una botija buida i una fiambrera
embolicada amb un mocador blau. Es un xicot molt fatxenda i
endreçat, de caracter alegroi i decidit, i en certs moments tabalot.)

Xic (desde la porta) Com treballem, Madrona!

Madrona (somrient) Hola, Xic.

Xic Encara no plegueu?

Madrona Ara, desseguida.

Xic Apa, apa: deseu les eines i a cobrar s’ha dit. Jo, estona ha que tinc
la setmanada a la butxaca.

Madrona Doncs jo espero que me la portin.

Xic (entrant) Me sembla que avui cobrareu tard.

Madrona I això? Per què?

Xic Perquè un dels vostres pagadors s’ha envescat a la barberia

capdellant una discussió molt seria.

Madrona Ai, Senyor! No curarà mai, el meu home!

Xic Oh, i que’n sap, en sap d’enraonar!

Madrona Sempre retreu lo mateix. No pot parlar de ningú més que

d’en Pi i Margall i d’en Clavé. No sé pas lo que li han dat, aquests
homes.

Xic No veieu que’l Passarell és corista i politic, tot d’una peça?

Madrona (amb extranyesa) Corista i politic?

Xic Sí: és un aucell federal.

Madrona A la seva edat ja no hi hauria d’estar per aquestes cabories.

Xic De què’n dieu cabories! De l’art i de la politica?

Madrona Es clar que sí.

Xic Què’ns quedaria an els pobres si no tinguessim aquestes

distraccions? Tot lo dia estariem ensopits.

Madrona Això és bo pels joves.

Xic Pels joves i pels vells. Si avui hi ha vell que encara fa la pols al
minyó més presumit. I, si no, ja ho veureu aquest vespre, que
sortirem a cantar les Caramelles.

Madrona (decidida) Ah! Lo que és a casa no vingueu pas. Després en

tota la nit no podria dormir. Si’m trenquen el primer sòn, a l’endemà
no soc bona pera res.

Xic Sembla mentida que sigueu la dòna del Passarell! Vaia una
passarella n’hi ha de vós!

Madrona Ja se sap que les femelles no canten.

Xic Es cert; però escolten al mascle.

Madrona (rient) Vés, vés, gat dels frares!

Xic Tant és que feu com que digueu: a mitja nit “La Fraternitat”
vindrà a fer-vos una cantada. Ja cal que tingueu amanides unes
quantes dotzenes d’ous i un parell de conills o de pollastres.

Madrona Si heu de refiar-vos de lo que jo us dongui…

Xic Ah! Que no heu vist les nostres cistelles?

Madrona No. Se pot dir que, en tot avui, no m’he mogut de casa.

Xic Són guarnides am llaços de seda de tots colors, i am flors

naturals, tant naturals que lo que és aquesta nit no podran pas
dormir les papellones.

Madrona (rient) Ai, ai! Per què?

Xic Perquè’ns seguiran el rastre.

Madrona Qui us-e les ha guarnides?

Xic La Roseta, la meva xicota, que pera aquestes coses té les mans de
plata.

Madrona Així sí que cantaras am gust.

Xic Am gust i afinació, com a l’òpera. I que cantem unes peces de

primera: totes d’en Clavé.

Madrona Bé hi deureu anar, a casa la Roseta?

Xic No caldria sinó!

Madrona Veiam, veiam.

Xic (cambiant de to) Què me’n dieu de la meva promesa?

Madrona Ah! Prou és una noia ben maca i bona treballadora.

Xic (content) I am molta moral.

Madrona Sí: és molt entenimentada.

Xic I en Fidel, què fa? Sembla que les noies no li agradin.

Madrona No n’hi sento parlar mai.

Xic Ben al revés d’elles. No’n té poques d’encisades!

Madrona Vols dir?

Xic Haurieu de sentir allà a la fàbrica com l’alaben les urdidores i les
rodateres!

Madrona Encara és jove pera casar-se.

Xic Jo també ho soc, i ja arrecono diners pera comprar els mobles.

Madrona Es a dir que vas per niu?

Xic Ja recullo brossa.

Madrona Doncs, en Fidel ni hi pensa.

Xic Jo estic en que aquest xicot no estimarà mai a cap dòna mentres
vós visqueu.

Madrona (molt contenta) Ai, pobra de mi!

Xic Es que sí que us estima! Ja ho veig: com que vós vau recullir-lo…

Madrona El pobret!

Xic Vaia una poca-vergonya devia ser, la seva mare!

Madrona No diguis aquests disbarats!

Xic Doncs, perquè’l llençava!

Madrona (acabant de surgir els mitjons i desant les ulleres) Deixa-m

endreçar aquest cove.

Xic (anant-se’n) Jo me’n vaig a sopar i a mudar-me una mica.

Madrona Adéu, noi, adéu.

Xic (girant-se) Ah! Ja me’n distreia.

Madrona Què hi ha de nou?

Xic Quan vingui’l Passarell, digueu-li que no’s mogui de casa sense
que’s vegi am mi. Hem de parlar d’allò que ell ja sap.

Madrona Està bé.

Xic Digueu-li que també vindrà en Boira.

Madrona Que’n teniu avui, de trafecs!

Xic Tots tres hem d’anar a comprar les atxes pera aquesta nit.

Madrona Que heu de fer lluminaries?

Xic Sí. Pera cantar, dòna! I pera veure-ns les cares!

Madrona Fatxendes!

Xic Bé: me’n vaig cap a dalt, que la mare estona ha que deu esperar-
me. Endavant, Madrona.

Madrona Adéu, noi. Que sopis de gust.

Xic Gracies. Igualment. (La Madrona s’ajup pera agafar el cove.

Apareix Don Albert per la primera porta de la dreta.)
Escena II
(Els mateixos, més Don Albert)

Don Albert (desde la porta) Ave Maria…

Xic Mireu, Madrona.

Madrona (girant-se, deixant el cove a terra) Qui demana?

Don Albert Un servidor.

Madrona (avançant, admirada, cap a la porta) Què se li oferia?

Don Albert Que per casualitat és aquí on viu una tal Madrona (fent
memoria), Madrona…

Madrona Casals? (Tant la Madrona com el Xic miren a Don Albert

extranyats i am prevenció.)

Don Albert Just: Madrona Casals, casada amb en Jaume Boter, de

motiu Passarell.

Madrona (molt sorpresa i un xic espantada) Sí, senyor… Aquest és el

meu home.

Don Albert Ah, ah! Per vostès vinc.

Madrona (am veu tremolosa) Per nosaltres?… Pot-ser no som
nosaltres…

Don Albert (mirant fixament an el Xic) Els noms no menten. I aquest

minyó… qui és?

Madrona (més espantada que de primer) Un vehí, un amic molt

entrant de casa, que viu al pis de dalt.

Don Albert (somrient) Ah! Molt bé.

Xic (acostant-se a la Madrona, en veu baixa) Madrona: voleu que

m’esperi?

Madrona (molt espantada) No, Xic, no!

Xic (també en veu baixa) No resteu…

Madrona (fingint serenitat) Gracies, gracies.

Xic Doncs, fins després. (Se’n va poc a poc, molt recelós, per la
primera porta de la dreta. A Don Albert.) Estigui bo.

Don Albert Passi-ho bé, jove.

Escena III
(Els mateixos, menys el Xic)

Don Albert Vostè ja no deu recordar-se de mi, veritat?

Madrona No, senyor. No tinc present haver-lo vist mai.

Don Albert (fent una rialleta, molt amable) Doncs m’ha vist i ha
parlat am mi una altra vegada.

Madrona Pot-ser sí. Però com que una ja és d’edat…

Don Albert Es clar. De quan jo li parlo fa molts anys. Veurà:

m’explicaré. (Signant pera seure.) Me permet?

Madrona Segui, segui, que deu estar cansat de pujar l’escala.

Don Albert (seient) Doncs, bé: li faré memoria.

Madrona (sempre molt recelosa) Digui.

Don Albert ¿No recorda, farà cosa d’uns vinticinc anys, que un
diumenge, allà a mitja tarda, no sé si en aquesta mateixa casa o en
una altra de per aquestes barriades, va presentar-se-li una senyora ja
d’edat avançada, en companyia d’un senyor molt més jove que ella?

Madrona Que van dur-me en Fidel pera que’l criés?

Don Albert Sí: van dur-li un nen de pocs dies.

Madrona (persistint) En Fidel.

Don Albert Just.

Madrona Es clar que me’n recordo!

Don Albert Doncs aquella senyora era l’avia, i aquell senyor… jo

mateix. Se’n recorda bé?

Madrona Sí, senyor, sí. Però, la veritat, vostè no’m ve al pensament.

Han passat tants anys!…

Don Albert Vinticinc!

Madrona Aquella senyora sí que, si me la presentaven, me sembla

que la coneixeria.

Don Albert La pobra ja és morta, al cel siga! (Curt silenci i cambi de

to.) I el noi, què s’ha fet?

Madrona (entrant en confiança) Està am nosaltres. Si’l veia!… Ja és

tot un home. Es més guapo!… I molt enlletrat, segons diuen. Té molt
cap, molt! Miri. (Senyalant els quadros de l’esquerra.) Tots aquests
quadros són premis que va guanyar quan anava a estudi.

Don Albert Ja n’estic enterat, de la seva aplicació. Veig que no va

anar a raure en males mans. El pobret, en mig de la seva desgracia,
va tenir la sort de trobar lo que podriem dir-ne uns bons pares.
Vostè, pera ell, ha sigut més que una dida.
Madrona El meu fill, si sempre l’he estimat tant!

Don Albert No’n dubto pas.

Madrona (seient) I vegi quina cosa més extranya: quan era menut,
menut, el volia portar a la Borderia.

Don Albert (molt sorprès) Per què?

Madrona Veurà: quan vostè i aquella senyora van confiar-me’l pera

que’l criés… se’n recorda?… van dir-me que vindrien a pagar-me…

Don Albert (humiliat) Es ben cert.

Madrona Passa un mes i no’s presenta ningú; en passa un altre i un

altre, i res… I, és clar, com que jo no sabia qui eren els seus pares, ni
com se deien, ni aon vivien, un dia vaig dir al de casa: “Què’n fem
d’aquest infantó, si tampoc cobrem el didatge? Si ells no’l volen, per
què l’hem de voler nosaltres, que no hi tenim cap obligació?” Res:
una mala pensada.

Don Albert Però vostès són tant bons que no’s van despendre d’ell.

Madrona No, senyor, no! No vam poder! Estava tant avesada a

breçolar-lo i a cantar-li cançons!… Com que a nosaltres se’ns en
havia mort un, de nen… Ens va fer una recança deixar el breçol buid!

Don Albert I per aquest motiu vostès no van abandonar-lo.

Madrona Encara que no hagués sigut per això. Vam pensar: “Vès
quina culpa té’l pobre infant si’ls seus pares no’l volen!…” I ens el
vam afillar.
Don Albert Perfectament.

Madrona (amb humilitat) Hem fet per ell tot lo que hem pogut, uns
tristos treballadors com som.

Don Albert La seva mare’ls està molt agraida.

Madrona (am sorpresa i ansietat) Però, que és viva la seva mare?

Don Albert Gracies a Déu, sí. Ella m’ha enviat…

Madrona Ella mateixa?

Don Albert Sí. Pera saber noticies del noi. La bona senyora està
disposada a regonèixer en Fidel com a fill i a tenir-lo pera sempre
més al seu costat.

Madrona (molt admirada) Al seu costat?

Don Albert (am somriure persuasiu) Naturalment.

Madrona Què!… Vol que’l noi ens deixi? Això no pot ser! Ell és
nostre! És meu!

Don Albert No’s desconsoli i escolti am serenitat.

Madrona Jo no vui que en Fidel se’n vagi! Ara que ja és gran!

Perquè’l llençaven!

Don Albert La seva mare era molt joveneta quan va posar-lo al món…
Un fals amor… una boja passió… Ja se’n pot fer càrrec.

Madrona Tot lo que vulgui. Però, fins ara no s’ha recordat d’ell?
Don Albert Se n’ha recordat sempre. Actualment s’han vençut tots els
obstacles: la senyora és viuda, se troba sola i amb una gran fortuna.
Jo soc el seu administrador.

Madrona (espurnejant-li’ls ulls) Si’l noi ens deixa, tant jo com el meu
home’ns morirem de tristesa!

Don Albert La seva mare m’ha donat facultats pera tot.

Madrona I com quedarem nosaltres?

Don Albert (pausadament) Donya Lluisa (aquest és el nom d’ella), en

recompensa al desinteressat amor a i l’honradesa de vostè i el seu
marit, està disposada a passar-los una pensió vitalicia, l’assignació de
la qual deixa a la voluntat d’en Fidel.

Madrona (am dignitat) Nosaltres no volem res. No demanem res. No

més volem el noi!

Don Albert No diu vostè que l’estima tant?

Madrona Molt! Més que ane mi mateixa.

Don Albert (somrient i en to persuasiu) Doncs, sent aixís, per què no

vol sacrificar-se una mica, no més que una mica pera la seva felicitat?

Madrona Si ell n’és molt de feliç!

Don Albert Més ho seria si anés am la seva mare; i no perquè vostès

no li duguin força voluntat, sinó perquè donya Lluisa
(afortunadament pera ella) compta am més elements. No comprèn?
Per molt que vostès l’estimin, an en Fidel; per molt que per ell se