Health & Physical Assessment In Nursing

For courses covering health assessment.

All the health assessment skills students need to think like a nurse
Health & Physical Assessment in Nursing helps nursing students master the art, science, and skills of health and physical assessment for the RN. Taking a holistic approach, the text focuses on assessing the whole person and on recognizing the diversity of patients and care settings. It imparts evidence-based knowledge and step-by-step skills alongside discussions of health, wellness, communication, and culture. The 4th edition adds three new chapters that cover the assessment of pediatric and older patients and that prepare students to document both subjective and objective findings.

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Cynthia Fenske, DNP, RN, CNE, is Campus Dean for Nursing and an associate professor at Concordia University Ann Arbor in Ann Arbor, Michigan.

Dr. Fenske graduated with a BSN from Valparaiso University and an MS in medical-surgical nursing from the University of Michigan. She earned her Doctor of Nursing Practice degree from Oakland University in Rochester Hills, Michigan. She was a faculty member at the University of Michigan for 32 years prior to leaving to start a nursing program at Concordia University Ann Arbor. In the classroom her teaching responsibilities include physical assessment, medical-surgical nursing, and fundamentals; in the laboratory setting she teaches physical assessment, nursing skills, and simulation.

Dr. Fenske has published articles on the use of simulation and innovative teaching strategies to assess and enhance learning. She is a faculty advocate, consultant, and trainer for Pearson’s virtual community, The Neighborhood 2.0. Her research includes strategies to improve the development of clinical judgment and interprofessional teamwork skills through the use of simulation.

Dr. Fenske is a member of Sigma Theta Tau International Honor Society of Nursing and the State of Michigan State Board of Nursing.

Katherine Watkins, DNP, RN, CPNP-PC, CNE, is a clinical professor and Doctor of Nursing Practice Program Coordinator at Northern Arizona University in Flagstaff, Arizona.

Dr. Watkins earned her MSN as a pediatric nurse practitioner at Yale University, her post-masters certificate in nursing education at the University of Alaska Anchorage (UAA), and her DNP from Northern Arizona University.

Kate earned dual bachelor’s degrees in architecture and geography and spent many years as a successful graphic designer and illustrator before coming to professional nursing and nursing education. After earning an MSN, she moved to Alaska and practiced as a pediatric primary care nurse practitioner and began teaching nursing full time at UAA. Kate has taught a variety of courses at all levels and delivery formats in nursing education with a particular focus on teaching nursing assessment at the pre-licensure and advanced levels.

Dr. Watkins is a certified nurse educator, and practices part time as a primary care pediatric nurse practitioner in rural northern Arizona. She volunteers as a manuscript reviewer for Journal of Pediatric Health Care, and on TeamPEDS of the National Association of Pediatric Nurse Practitioners.

Tina Saunders MSN, RN, CNE, GCNS-BC, is a senior lecturer at the Kent State University College of Nursing in Kent, Ohio.

Ms. Saunders earned a baccalaureate degree in nursing from Youngstown State University and a master’s degree in nursing as an adult clinical nurse specialist with a specialization in gerontology from Kent State University. She has been a faculty member of the College of Nursing at Kent State University since 2006.

Ms. Saunders is the coordinator for the MSN nurse educator concentration, and teaches in the RN-to-BSN program as well as in the adult-gerontology clinical nurse specialist and nurse educator MSN program concentrations. Her clinical practice experience includes long-term care and critical care step-down nursing.

Ms. Saunders has published an article on teach back methodology in orthopedic nursing and has authored online RN-BSN health assessment and capstone courses for Pearson. She serves on several committees and task forces, and in leadership positions within Kent State University at the College of Nursing. She is a member of the Delta Xi chapter of Sigma Theta Tau International, National League for Nursing, Northeast Ohio Clinical Nurse Specialists, Midwest Nursing Research Society, and Gerontological Advanced Practice Nurses Association. Additionally, she serves on the editorial review board of the Online Journal of Issues in Nursing (OJIN).

Donita D’Amico, MEd, RN, a diploma nursing school graduate, earned her baccalaureate degree in nursing from William Paterson College. She earned a master’s degree in nursing education at Teachers College, Columbia University, with a specialization in adult health. Ms. D’Amico has been a faculty member at William Paterson University for over 30 years. Her teaching responsibilities include physical assessment, medical-surgical nursing, nursing theory, and fundamentals in the classroom, skills laboratory, and clinical settings. Within the university, she is a charter member of the Iota Alpha Chapter of Sigma Theta Tau International. She also serves as a consultant and contributor to local organizations.

Colleen Barbarito, EdD, RN, received a nursing diploma from Orange Memorial Hospital School of Nursing, graduated with a baccalaureate degree from William Paterson College, and earned a master’s degree from Seton Hall University, all in New Jersey. She received her doctor of education from Teachers College, Columbia University. Dr. Barbarito’s clinical experiences include medical-surgical, critical care, and emergency nursing. Dr. Barbarito has been a faculty member at William Paterson University since 1984, where she has taught physical assessment and a variety of clinical laboratory courses for undergraduate nursing students and curriculum development at the graduate level. Dr. Barbarito is a member of Sigma Theta Tau International Honor Society of Nursing and the National League for Nursing.

UNIT I: FOUNDATIONS OF HEALTH ASSESSMENT
1. Health Assessment
2. Health and Wellness
3. Cultural and Spiritual Considerations
4. Health Disparities

UNIT II: TECHNIQUES FOR HEALTH ASSESSMENT
5. Interviewing and Health History: Subjective Data
6. Documentation
7. Physical Assessment Techniques and Equipment
8. General Survey and Physical Exam: Objective Data
9. Pain Assessment
10. Nutritional Assessment
11. Psychosocial Health, Substance Use, and Violence Assessment

UNIT III: PHYSICAL ASSESSMENT
12. Skin, Hair, and Nails
13. Head, Neck, and Related Lymphatics
14. Eyes
15. Ears, Nose, Mouth, and Throat
16. Lungs and Thorax
17. Breasts and Axillae
18. Cardiovascular System
19. Peripheral Vascular System
20. Abdomen
21. Male Genitourinary System
22. Female Genitourinary System
23. Musculoskeletal System
24. Neurologic System

UNIT IV: SPECIALIZED ASSESSMENT
25. Pregnant Woman
26. Infants, Children, and Adolescents
27. Older Adult
28. Complete Health Assessment

Appendices
A. Standard Precautions for All Patient Care
B. Isolation Precautions: Preventing Transmission of Infectious Agents in Healthcare Settings
C. Advanced Assessment Techniques

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