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For courses in maternal and child nursing care in any nursing program.A contemporary, efficient family-centered approach to maternal-newborn and pediatric care
Maternal & Child Nursing Care helps students build fundamental nursing skills for maternal-newborn and pediatric care, including clinical reasoning, cultural competence, and evidence-based practice. The text supports fast, efficient learning for condensed nursing courses by focusing on what's most important and avoiding duplicative content. Through its family-centered approach, students learn how to engage families as co-participants in care throughout pregnancy, childbirth, and infant and child care. With an emphasis on contemporary nursing issues, coverage includes the QSEN concepts of informatics, quality improvement, patient-centered care, team collaboration, patient safety, and evidence-based practice. The 6th edition includes Healthy People 2030 objectives and a new Focus on Genetics feature.
Development of essential nursing skills
- Assessment Guides, found in the maternal-newborn chapters, help students understand and incorporate physical assessment and normal findings, alterations and possible causes, and guidelines for nursing interventions.
- UPDATED - Nursing Care Plans address nursing care for women with complications such as preeclampsia or diabetes mellitus, as well as for high-risk newborns and children. New clinical problem statements in each Nursing Care Plan describe the nursing issues to be addressed.
- Professionalism in Practice feature illustrates the professional role of nurses in working with other health professionals and uses national organization positions to promote the health of children and pregnant women.
- EXPANDED - The section on nursing management has been expanded to help students understand and apply care principles more completely. For greater readability, the section's content is grouped under the headings Nursing Assessment, Planning and Implementation, and Evaluation.
- Clinical Tip features offer hands-on suggestions and clinical tips addressing topics such as legal and ethical considerations, nursing alerts, and home and community care considerations.
Themes in nursing care for childbearing and childrearing families
- Health Promotion feature summarizes the health maintenance needs of women from preconception to postpartum, as well as newborns and children with specific chronic conditions, such as asthma or diabetes.
- NEW - Healthy People 2030 objectives, replacing the 2020 objectives, are cited at the beginning of appropriate chapters to draw connections between family care and broad-based community healthcare and public policy.
- Incorporating Cultural Respect boxes highlight specific cultural issues and their application to nursing care.
- NEW - Focus on Genetics features, new to this edition, provide information, clinical research, and ethical considerations on the genetic implications of topics addressed in the chapter.
- EXPANDED - Expanded focus on end-of-life care has been added to Chapter 41, The Child with a Life-Threatening Condition and End-of-Life Care.
Critical thinking opportunities and real-world applications
- Clinical Reasoning boxes provide brief case scenarios and ask students to determine the appropriate response.
- NEW - Nursing Care in Action features at the end of each chapter propose a real-life scenario and a series of nursing care questions to help students consider how they might respond in a clinical setting.
- Evidence-Based Practice boxes present recent nursing research, discuss implications, and challenge students to incorporate this information into their nursing practice.
- Teaching Highlights present healthcare issues and the related key teaching points to address with families.
- NEW - QSEN Concept, a new feature, provides examples of how four QSEN competencies -- patient-centered care, teamwork and collaboration, quality improvement, and informatics -- can be applied to clinical practice. The other two competencies, evidence-based practice and safety, are addressed in separate features.
Study resources and references
- Focus Your Study at the end of each chapter outlines the main points of the chapter and a list of references to help students organize their studies.
- Pearson's online resources for nursing students build on concepts from the text, prepare students for the NCLEX-RN® exam, and foster clinical reasoning. Resources include NCLEX-RN review questions, case studies, care plans, and critical thinking questions.
New to This Edition
Development of essential nursing skills
- Nursing Care Plans address nursing care for women with complications such as preeclampsia or diabetes mellitus, as well as for high-risk newborns and children. New clinical problem statements in each Nursing Care Plan describe the nursing issues to be addressed.
- The section on nursing management has been expanded to help students understand and apply care principles more completely. For greater readability, the section's content is grouped under the headings Nursing Assessment, Planning and Implementation, and Evaluation.
Themes in nursing care for childbearing and childrearing families
- Healthy People 2030 objectives, replacing the 2020 objectives, are cited at the beginning of appropriate chapters to draw connections between family care and broad-based community healthcare and public policy.
- Focus on Genetics features, new to this edition, provide information, clinical research, and ethical considerations on the genetic implications of topics addressed in the chapter.
- Expanded focus on end-of-life care has been added to Chapter 41, The Child with a Life-Threatening Condition and End-of-Life Care.
Critical thinking opportunities and real-world applications
- Nursing Care in Action features at the end of each chapter propose a real-life scenario and a series of nursing care questions to help students consider how they might respond in a clinical setting.
- QSEN Concept, a new feature, provides examples of how four QSEN competencies - patient-centered care, teamwork and collaboration, quality improvement, and informatics - can be applied to clinical practice. The other two competencies, evidence-based practice and safety, are addressed in separate features.
Table of Contents
PART 1: INTRODUCTION TO FAMILY-CENTERED CARE
1. Contemporary Maternal, Newborn, and Child Health Nursing
2. Culture and the Family
PART 2:WOMENS HEALTH
4. Health Promotion for Women
5. Common Gynecologic Problems
PART 3:PREGNANCY AND THE FAMILY
6. Reproductive Physiology, Conception, and Fetal Development
7. Physical and Psychological Changes of Pregnancy
8. Antepartum Nursing Assessment
9. The Expectant Family: Needs and Care
10. Maternal Nutrition
11. Pregnancy in Selected Populations
12. Assessment of Fetal Well-Being
13. Pregnancy at Risk: Pregestational Problems
14. Pregnancy at Risk: Gestational Onset
PART 4:BIRTH AND THE FAMILY
15. Processes and Stages of Labor and Birth
16. Intrapartum Nursing Assessment
17. The Family in Childbirth: Needs and Care
18. Pharmacologic Pain Management
19. Childbirth at Risk: Pre-Labor and Intrapartum Complications
20. Childbirth at Risk: Labor-Related Complications
21. Birth-Related Procedures
PART 5:THE NEWBORN
22. The Physiologic Responses of the Newborn to Birth
23. Nursing Assessment of the Newborn
24. The Normal Newborn: Needs and Care
25. Newborn Feeding
26. The Newborn at Risk: Conditions Present at Birth
27. The Newborn at Risk: Birth-Related Stressors
PART 6:THE POSTPARTUM FAMILY
28. Postpartum Adaptation and Nursing Assessment
29. The Postpartum Family: Early Care Needs and Home Care
30. The Postpartum Family at Risk
PART 7:CARE AND NEEDS OF CHILDREN
31.Growth and Development
32.Infant, Child, and Adolescent Nutrition
34.Health Promotion and Maintenance: General Concepts, the Newborn, and the Infant
35.Health Promotion and Maintenance: The Toddler and the Preschooler
36.Health Promotion and Maintenance: The School-Age Child and the Adolescent
37.Family Assessment and Concepts of Nursing Care in the Community
38.Nursing Considerations for the Child and Family with a Chronic Condition
39.Nursing Considerations for the Hospitalized Child
40.Pain Assessment and Management in Children
41.The Child with a Life-Threatening Condition and End-of-Life Care
42.Social and Environmental Influences on the Child
43.Immunizations and Communicable Diseases
PART 8:CARING FOR CHILDREN WITH ALTERATIONS IN HEALTH STATUS
44.The Child with Alterations in Fluid, Electrolyte, and Acid-Base Balance
45.The Child with Alterations in Eye, Ear, Nose, and Throat Function
46.The Child with Alterations in Respiratory Function
47.The Child with Alterations in Cardiovascular Function
48.The Child with Alterations in Immune Function
49.The Child with Alterations in Hematologic Function
50.The Child with Cancer
51.The Child with Alterations in Gastrointestinal Function
52.The Child with Alterations in Genitourinary Function
53.The Child with Alterations in Endocrine Function
54.The Child with Alterations in Neurologic Function
55.The Child with Alterations in Mental Health and Cognitive Function
56.The Child with Alterations in Musculoskeletal Function
57.The Child with Alterations in Skin Integrity
A.Selected Maternal-Newborn Laboratory Values
B.Selected Pediatric Laboratory Values
D.Pediatric Blood Pressure Tables
E. Conversions and Equivalents
F.Dietary Reference Intakes
G. Body Surface Area Nomogram
London, Ladewig, Davidson, Ball, Bindler & Cowen
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About the Author(s)
Marcia L. Londonreceived her BSN andSchoolNursecertificate from Plattsburgh State University in Plattsburgh, New York, and her MSN in pediatrics as a clinical nurse specialist from the University of Pittsburgh in Pennsylvania. She worked as a pediatric nurse and began her teaching career at the Pittsburgh Children's Hospital Affiliateprogram. Ms. London began teaching Pediatric and Maternity Nursing at Beth-El School of Nursing and Health Science in 1974 (now part of the University of Colorado, Colorado Springs) after opening the first intensive care nursery at Memorial Hospital of Colorado Springs. She has served in many faculty positions at Beth-El, including assistant director of the School of Nursing. Ms. London obtained her postmaster's Neonatal Nurse Practitioner certificate in 1983 and subsequently developed the Neonatal Nurse Practitioner (NNP) certificate and then the master's NNP program at Beth-El College of Nursing. She is active nationally in neonatal nursing and was involved in the development of National Neonatal Nurse Practitioner educational program guidelines. She is a long-term member of AWHONN, an original member of NANN,and an educational affiliate member of ACOG. Ms. London pursued her interest in college student learning by taking doctoral classes in higher education administration and adult learning at the University of Denver in Colorado. She feels fortunate to have been involved in the education of her future NNP colleagues and undergraduate education. She retired from active teaching in 2016 after 47 years. Ms. London and her husband, David, enjoy reading, travel, and hockey games.They have two sons: Craig, who lives in Florida with his wife, Jennifer, a critical care nurse, and their daughter, Hannah, who works with internet companies; and Matthew, who works in computerteleresearch. Both are more than willing to give Mom helpful hints about computers.
Patricia A. Wieland Ladewigreceived her BS from the College of Saint Teresa in Winona, Minnesota; her MSN from Catholic University of America in Washington, DC; and her PhD in higher education administration from the University of Denver in Colorado. She served as an Air Force nurse and discovered her passion for teaching as a faculty member at Florida State University. Over the years, she has taught at several schools of nursing. In addition, she became a women's health nurse practitioner and maintained a part-time clinical practice for many years. In 1988, Dr. Ladewig became the first director of the nursing program at Regis College in Denver. In 1991, when the college became Regis University, she became academic dean of the Rueckert-Hartman College for Health Professions. Under her guidance, the School of Nursing added a graduate program. In addition, the college added a School of Physical Therapy and a School of Pharmacy. In 2009 Dr. Ladewig became Vice President for Academic Affairs, and in 2012 she became Provost at Regis University. She retired in 2016. She remains active professionally, serving on the Community Health Values Committee of Centura Health. Her greatest pleasure comes from her family: son Ryan, his wife,Amanda, and grandchildrenReed and Addison; and son Erik, his wife,Kedri, and grandchildren Emma and Camden.
Michele R. Davidsoncompleted her ADN degree from Marymount University and workedas a registered nursein multiple women's health specialty areas,including postpartum, newborn nursery, high-risk nursery, labor and delivery, reproductive endocrinology, gynecology,medical-surgical, and oncology,while obtaining a BSN from George Mason University (GMU). She earned her MSN and nurse-midwifery certificate at Case Western Reserve University and continued to work as a full-scope nurse-midwife for 16 years, deliveringmore than1,000 babies during her career as a nurse-midwife. She completed her PhD in nursing administration and healthcare policy at GMU and began teaching there in 1999 while continuing in her role as a nurse-midwife. In 2018, Dr. Davidson earned an additional degree as a psychiatric mental health nurse practitioner (PMHNP). She has an ongoing interest in women's mental health and focuses her research on perinatal and postpartum mood and anxiety disorders. Dr. Davidson also has an interest in the care of individuals with disabilities; she has served as a member of the Loudoun County Disability Advisory Committee and is a disability advocate in her community. She was a member of the American College of Nurse-Midwives Certification Council, the body that writes the national certification examination for certified nurse-midwives. Dr. Davidson was recently appointed to the Virginia State Maternal Mortality Review Board and has served on several federal task forces for the prevention of maternal mortality. She is a member of numerous editorial and advisory boards and has a passion for writing. In 2003, Dr. Davidson founded the Smith Island Foundation, a nonprofit organization in which she served as executive director for 8 years and later held an appointment as the vicepresident of Smith Island United, a community advocacy group. Dr. Davidson has also completed certifications in lactation consulting, forensic nursing, and as a surgical first assistant. In 2012, her book,A Nurse's Guide to Women's Mental Health, won an American Journal of Nursing Book Award. In her free time, she enjoys spending time with her mother,as well aswriting, gardening,internet surfing, and spending time on Smith Island with her nurse-practitioner husband, Nathan, and their four children, Hayden, Chloe, Caroline, and Grant. Dr. Davidson and her family love the Eastern Shore of Maryland and Virginia and continue to be part-time residents of Smith Island.
Jane W. Ballgraduated from The Johns Hopkins Hospital School of Nursing. Shereceived a BS from The Johns Hopkins University,as well asmaster of public health and doctor of public health degrees fromThe Johns Hopkins University Bloomberg School of Public Health,with a focus on maternal and child health. Dr. Ball practiced as a pediatric nurse and pediatric nurse practitioner in the surgical, emergency, and outpatient units ofThe Johns Hopkins Hospital. She served as the chief of child health services for the Commonwealth of Pennsylvania Department of Health and as facultywiththe University of Texas at Arlington School of Nursing. Dr. Ball is the author of multiple textbooks, includingSeidel's Guide to Physical Examination,Principles of Pediatric Nursing,Child Health Nursing, andPediatric Emergencies: A Manual for Prehospital Providers. She served as the executive director of the federally funded Emergency Medical Services for Children National Resource Center for 15 years, providing consultation and resource development for state health agencies, health professionals, families, and advocates to improve the emergency healthcare system for children. Dr. Ball is a consultant for the American College of Surgeons, supporting the development of best practice guidelines for the Committee on Trauma. She is currently thevicepresidentofnursing andcontentdevelopment forTriaj, Inc., a company that recently launched a mobile app calledTriajto guide nurses and physicians in the care of children with injuries,from resuscitation through hospital discharge.
Ruth C. McGillis Bindlerreceived her BSN from Cornell University-New York Hospital School of Nursing in New York. She worked in oncology nursing at Memorial-Sloan Kettering Cancer Center in New York, and then as a public health nurse in Dane County, Wisconsin. This began her commitment to workingwith children,as she visited children and their families at home and served as a school nurse for several elementary, middle, and high schools. Dr. Bindler received anMS degree in child development from the University of Wisconsin, Madison. A move to Washington State was accompanied by a new job as a faculty member at the Intercollegiate Center for Nursing Education in Spokane, now the Washington State University College of Nursing. She received a PhD inhumannutrition from Washington State University (WSU). Dr. Bindler feels fortunate to have been a faculty member for 38 years, teaching theory and clinical courses in child health nursing, cultural diversity, graduate research, pharmacology, and physical assessment. She served as lead faculty for child health nursing; was the first director of the PhD innursing program at WSU; and wasassociatedean forgraduateprograms,includingMaster of Nursing,post-master's certificates, PhDs,and Doctor of Nursing Practice (DNP) programs. She is now retired from this position and continues to serve thecollege and profession as Professor Emeritus, working with graduate students to facilitate their research agendas. Her first professional book,Pediatric Medications, was published in 1981, and she has continued to publish pediatric textbooks and professional articlesfocused onnutrition and research. Her research concentrated on childhood obesity, type 2 diabetes, and cardiovascular risk factors in children. In addition to teaching, research, publication,and leadership, Dr. Bindler is engaged in professional and community activities, and enjoys outdoor adventures with family and friends.
KayJ.Cowenreceived her BSN degree from East Carolina University in Greenville, North Carolina, and began her career as a staff nurse on the pediatric unit of North Carolina Baptist Hospital in Winston Salem. She developed a special interest in the psychosocial needs of hospitalized children and preparing them for hospitalization. This led to the focus of her master's thesis at the University of North Carolina at Greensboro (UNCG),where she received a Master of Sciencedegreeinnursingeducationwith a focuson maternal-child nursing. Ms. Cowen began her teaching career in 1984 at UNCG, where she continues today as clinical professor. Her primary responsibilities include coordination of the pediatric nursing course, teaching classroom content, and supervising a clinical group of students. Ms. Cowen shared her passion for the psychosocial care of children and the needs of their families through her first experience as an author of the chapter Hospital Care for Children inChild Health Nursing: A Comprehensive Approach to the Care of Children and Their Families, published in 1993. In the classroom,Ms. Cowen realized that students learn through a variety of teaching strategies, and she became especially interested in the strategy of gaming. She led a research study to evaluate the effectiveness of gaming in the classroom and subsequently continues to incorporate gaming in her teaching. Ms. Cowen's most recent research focused on the concerns and expectations of nursing students in clinical courses. In the clinical setting,Ms. Cowen teaches her students the skills needed to care for patients and the importance of family-centered care, focusing not onlyonthe physical needs of the child but also the psychosocial needs of the child and family. During her teaching career, Ms. Cowen has continued to work part-time as a staff nurse, first on the pediatric unit of Moses Cone Hospital in Greensboro and then at Brenner Children's Hospital in Winston Salem. In 2006 she became the part-time pediatric nurse educator in Brenner Children's Hospital. Through this role,she is able to extend her love of teaching to children and families. Through her role as an author, Ms. Cowen is able to extend her dedication to pediatric nursing and nursing education.
Laura M. Wiselyreceived her BSN degree from Duquesne University in Pittsburgh, Pennsylvania. As a nursing student, Ms. Wisely was able to study nursing abroad in London, England and Managua, Nicaragua. After graduation, she began her career as a nurse in the Pediatric Intensive Care Unit of The Johns Hopkins Hospital in Baltimore, Maryland. Her love of caring for children in their most vulnerable state inspired her to explore health and wellness outcomes and policy of children, particularly injury prevention. She completed an MSN degree with a focuson public health fromThe Johns Hopkins University School of Nursing. She also earned amaster of public health degreefromTheJohns Hopkins University Bloomberg School of Public Health,with a certification ininjuryprevention. Ms. Wisely began teaching nursing students during their pediatric clinical rotations at The Johns Hopkins University School of Nursing and realized she loved to teach the care of children. She currently works in nursing education as aclinicalinstructor in the Emergency Medicine and Trauma Center at Children's National Hospital in Washington, DC. Ms. Wisely is honored to be part of the teamthatcreated this book, and hopes it lays the foundation for nurses who choose to care for children.
Robin M. Dawsoncompleted her BSN and MSN-PNP at the University of North Carolina at Chapel Hill. She also holds a graduate certificate inwomen's andgenderstudies andaPhDinnursingscience from the University of South Carolina (UofSC). Her clinical background includes hospital-based nursing in pediatric surgery and neonatal intensive care, as well as over 20 years in pediatric primary care advanced practice nursing. She currently serves asassociateprofessor at theUofSCCollege of Nursing and director of the Smart Start Nursing Program, the undergraduate nursing honors program. Dr. Dawson sees academic teaching as a natural extension of her practice career, in which she can apply her clinical expertise to strategies and activities that enhancethestudent experience andtheir ability to attainknowledge. She is also committed to fostering a passion for research at all levels, from undergraduate to doctoral. Her multi-level program of research focuses on understanding the context and processes of communication and the development of practical and innovative interventions designed to facilitate optimalpatient-providercommunication. She uses the intersection of rurality and childhood asthma to explore three specific areas of patient-provider communication research: language discordance, technology-based interventions, and healthcare provider communication skills. Dr. Dawson volunteers in a variety of community-based organizations and enjoys spending her free time with her four wonderful children.