Essentials of Pediatric Nursing - Repository Poltekkes Kaltim

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Acquisitions Editor: Carrie Brandon Product Manager: Helene T. Caprari Editorial Assistant: Jacalyn Clay Design Coordinator: Holly McLaughlin Illustration Coordinator: Brett McNaughton Manufacturing Coordinator: Karin Duffield Prepress Vendor: Aptara, Inc.

2^nd edition

Copyright © 2008. All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Lippincott Williams & Wilkins at Two Commerce Square, 2001 Market Street, Philadelphia, PA 19103, via email at [email protected], or via our website at lww.com (products and services).

9 8 7 6 5 4 3 2 1 Printed in China

Library of Congress Cataloging-in-Publication Data Kyle, Terri.

Essentials of pediatric nursing/Terri Kyle, Susan Carman.—2nd ed.

p. ; cm.

Includes bibliographical references and index.

ISBN 978-1-60547-028-3 (alk. paper) I. Carman, Susan. II. Title.

[DNLM: 1. Pediatric Nursing. WY 159]

618.92—dc23

2011042535

Care has been taken to confirm the accuracy of the information presented and to describe generally accepted practices. However, the authors, editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication. Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical treatments described and recommended may not be considered absolute and universal recommendations.

The authors, editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accordance with the current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new or infrequently employed drug.

Some drugs and medical devices presented in this publication have Food and Drug Administration (FDA) clearance for limited use in restricted research settings. It is the responsibility of the health care provider to ascertain the FDA status of each drug or device planned for use in his or her clinical practice.

LWW.com

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This book is dedicated to all of the nursing students I have encountered through the years. They have inspired me to continue to grow as an educator and seek innovative methods of developing critical thinking in child health nursing. As always, my devoted family, my husband John, and my incredible children Christian and Caitlin have continued to support my writing efforts and inspire me daily. This book is also dedicated to them; I appreciate their continued faith in me.

—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 husband, Chris, without whom I could not have reached this accomplishment; and my three beautiful girls, Grace, Ella, and Lily, who have allowed me to learn first-hand about growth and development and who truly amaze me each and every day. I would also like to dedicate this to my parents, Lene and Kishor Patel, who always taught me I could do whatever I put my mind to. A very special thanks to my mother-in-law, Susanne Carman, for her endless babysitting service. Knowing my children were in such wonderful hands allowed me to focus on my writing and accomplish this monumental task. To Terri Kyle, thank you for this opportunity, your endless support, and your incredible vision.

—SUSAN CARMAN

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Acknowledgments

The thrilling and challenging experience of authoring this textbook would not have Been possible without the tremendous support of the Lippincott Williams & Wilkins family. In particular, we want to thank Michelle McIlvain (Regional Sales Manager) for initially querying about this idea; Jean Rodenberger and Carrie Brandon (Acquisitions Editors) for continued belief in our ideas and

convictions; and Helene Caprari (Product Manager) for her ongoing patience, flexibility, and gentle nudging. We would like to express immense gratitude to Sarah Kyle (Development Editor) for her clarity and organizational skills, as well as her tireless attention to detail. Thank you to Holly McLaughlin (Design Coordinator), Brett MacNaughton (Illustration Coordinator), and the entire art team for the beautiful illustrations, as well as Jacalyn Clay (Editorial Assistant) and Karin Duffield (Manufacturing Coordinator) and the production team for their diligent efforts. Special thanks to Amy Gellerman (Producer), Gus Freedman (Photographer), Newton- Wellesley Hospital pediatric department, and Boston Shriner’s Hospital for the beautiful photography they contributed. We would also like to thank all of the pediatric nurses who contributed their wealth of knowledge and expertise to developing chapters for this book. This would not have been possible without all of you.

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About the Authors

Terri Kyle

Terri Kyle earned a Bachelor of Science in Nursing from the University of North Carolina at Chapel Hill and a Master of Science in Nursing from Emory University in Atlanta, Georgia. She is a certified pediatric nurse practitioner and is currently seeking her Doctorate of Nursing Practice. Practicing pediatric nursing for over 27 years, Terri has had the opportunity to serve children and their families in a variety of diverse settings.

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 20 years with experience in both undergraduate and graduate nursing education. Terri delights in providing innovative leadership to nursing educators and their students. She is a fellow in the National Association of Pediatric Nurse Practitioners and a member of Sigma Theta Tau International Honor Society of Nursing, the National League for Nursing, and the Society of Pediatric Nurses.

Susan Carman

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 over 16 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 12 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.

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Contributors to the First Edition

Kathie Aduddell, EdD, MSN, RN Associate Professor

Kennesaw State University, School of Nursing Kennesaw, Georgia

CHAPTER 1 · Perspectives of Pediatric Nursing

CHAPTER 2 · Factors Influencing Child Health

CHAPTER 11 · Nursing Care of Children During Illness and Hospitalization (co-authored with Kathy Ordelt)

CHAPTER 14 · Medication Administration, Intravenous Therapy, and Nutritional Support (co-authored with Marie Oren- Sosebee)

CHAPTER 15 · Pain Management in Children

CHAPTER 20 · Nursing Care of the Child With a Cardiovascular Disorder (co-authored with Carol Holtz)

CHAPTER 28 · Nursing Care of the Child With an Endocrine Disorder Barbara Browning, RN, MS, CPNP

Clinical Assistant Professor

Georgia State University Atlanta, Georgia

CHAPTER 8 · Growth and Development of the Adolescent Susan Carman, BSN, MSN, MBA

Hubertus, Wisconsin

CHAPTER 12 · Nursing Care of the Child in the Community

CHAPTER 16 · Nursing Care of the Child With an Infectious or Communicable Disorder

CHAPTER 17 · Nursing Care of the Child With a Neurologic Disorder

CHAPTER 30 · Nursing Care of the Child With a Genetic Disorder Myra Carmon, EdD, CPNP, RN

Director for the Health and Wellness Nursing Collaborative Georgia State University

Atlanta, Georgia

CHAPTER 7 · Growth and Development of the School-Age Child Kim Hamilton, RN

Nurse Manager

Children’s Center for Digestive Health Care Atlanta, Georgia

CHAPTER 21 · Nursing Care of the Child With a Gastrointestinal Disorder Carol Holtz, RN, PhD

Professor of Nursing

Kennesaw State University, School of Nursing Kennesaw, Georgia

CHAPTER 20 · Nursing Care of the Child With a Cardiovascular Disorder (co-authored with Kathie Aduddell) Maeve Howett, RN, PhD(c), CPNP, IBCLC

Assistant Professor Emory University Atlanta, Georgia

CHAPTER 10 · Health Assessment of Children

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Randall Johnson, PhD, ARNP Professor of Nursing

Cedarville University Cedarville, Ohio

CHAPTER 26 · Nursing Care of the Child With a Hematologic Disorder Kathy Ordelt, RN, CPN, CRRN

Patient and Family Education Coordinator Children’s Healthcare of Atlanta

Atlanta, Georgia

CHAPTER 11 · Nursing Care of Children During Illness and Hospitalization (co-authored with Kathie Aduddell) Marie Oren-Sosebee, RN, BSN, CWOCN

Wound, Ostomy, and Continence Nurse Children’s Healthcare of Atlanta

Atlanta, Georgia

CHAPTER 14 · Medication Administration, Intravenous Therapy, and Nutritional Support Maggie Payne-Orton, RN, PNP

Clinical Instructor Emory University Atlanta, Georgia

CHAPTER 32 · Nursing Care During a Pediatric Emergency Gayle Wetzel, BSN, MSN, ARNP, CPNP

Professor, Advanced Placement Nursing Program Coordinator Edison College Fort Meyers, Florida

CHAPTER 9 · Health Supervision

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Reviewers

Marge Aube, EdD, CNE, RN Assistant Faculty

University of New England Portland, Maine

Marty Bachman, PhD, RN, CNS, CNE Program Director/Department Chair

Front Range Community College, Larimer Campus Fort Collins, Colorado

Vicky Becherer, MSN, RN Assistant Teaching Professor University of Missouri - St. Louis St. Louis, Missouri

Samantha Bishop, MN, RN, CPNP, CNE Associate Professor of Nursing

Gordon College Barnesville, Georgia Jody Bivona, RN, MS

Chair of the Department of Nursing SUNY Ulster

Stone Ridge, New York

Sally Boyster, MS, RNC-OB, CNE Professor of Nursing

Rose State College Midwest City, Oklahoma

Susan Brillhart, MS, RN, CPNP Assistant Professor

Borough of Manhattan Community College New York, New York

Mar Jo Bunten, RN, MSN Clinical Instructor

Bradley University Peoria, Illinois

Rana Burnside, APN, FNP-BC Nursing Instructor

North Arkansas College Harrison, Arkansas

Grace Buttriss, RN, FNP Nursing Instructor

Queen’s University of Charlotte Concord, North Carolina

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Darlene Cantu, RN, MSN Assistant Professor San Antonio College Bulverde, Texas

Karen Carpenter, RN, FNP-BC, JD

Professor of Nursing/Program Coordinator Quinsigamond Community College

Worcester, Massachusetts Cynthia Chatham, RN, DSN Associate Professor

University of Southern Mississippi Gulfport, Mississippi

Nancey Cooley, MSN, APRN, CAGS Associate Professor

University of Maine at Augusta Augusta, Maine

Donna Curry, PhD, RN

Associate Dean for Graduate Programs Wright State University

Dayton, Ohio

Dianne DeLong, MSN, RN Faculty

Cedar Crest College Allentown, Pennsylvania Karrie Dietzen, BS, MSN Assistant Professor

Ivy Tech Community College Anderson, Indiana

Elizabeth DiFabio, MSN, RN Nursing Instructor

Anoka-Ramsey Community College Coon Rapids, Minnesota

Bernadette Dragich, CFNP Professor of Nursing Bluefield State College Bluefield, West Virginia

Pat Durham-Taylor, RN, PhD Nursing Faculty

Truckee Meadows Community College Reno, Nevada

Heather Flynn, RN, MSN Instructor in Nursing Vanderbilt University Nashville, Tennessee

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Joseph Foley, RN, MSN, CPNP Faculty

University of Akron Akron, Ohio

Sue Gabriel, EdD, MSN, MFS, RN, SANE-A, CFN, FABFE, FABFN Associate Professor

BryanLGH College of Health Sciences Lincoln, Nebraska

Aerica Grant, BSN, MSN Faculty

Houston Community College Houston, Texas

Lois Griffin, MSN, RN Instructor

Shelton State Community College Tuscaloosa, Alabama

Anna Gryczman, DNP, RN, AHN-BC, CNE Nursing Faculty

Century College

White Bear Lake, Minnesota Carol Hargate, RN, CNP, MPH Associate Professor

Bethel University St. Paul, Minnesota Janet Harper, RN, BSN, MN Faculty

Riverside School of Professional Nursing Newport News, Virginia

Pat Hendrix, MS, RN

Associate Professor of Nursing Motlow State Community College Lynchburg, Tennessee

Jackie Hils-Williams, MN, CNS, RN Director of Nursing Golden West College Huntington Beach, California

Judith Hold, MSN, RN Instructor

Chattahoochee Technical College Marietta, Georgia

Carol Holtz, PhD, RN Professor of Nursing Kennesaw State University Kennesaw, Georgia

Kimberly Horder, APRN, BC

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Instructor

Tennessee Wesleyan College Knoxville, Tennessee

Carolyn Hulsen, MSN, RN Professor

Black Hawk College Eldridge, Iowa Jean Ivey, DSN, CRNP, PNP-P Associate Professor

University of Alabama - Birmingham Birmingham, Alabama

Lorna Jefferis Faculty

Vancouver Island University Cowichan Bay, British Columbia Gwendolyn Jordan, MSN, RN Faculty

Carolinas College of Health Sciences Charlotte, North Carolina

Beverly Kawa, MSN Nursing Instructor Morton College Cicero, Illinois

Lori Keough, PhD, MEd, FNP-BC Assistant Professor

University of Massachusetts Dartmouth Dartmouth, Massachusetts

Sherry Knoppers, RN, MSN, PhD Associate Professor

Grand Rapids Community College Grand Rapids, Michigan

Anite Kyle, RNC-HRN, CNS, MS Associate Professor

Texas Woman’s University College of Nursing Houston, Texas

Kelli Lewis, RN, MSN Instructor

Rend Lake College Ina, Illinois

Linda Loiselle, RN, MSN, FNP Professor

Moorpark College Camarillo, California

Shirley Mahan, RN, MSN

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Assistant Professor Lincoln Memorial University Corbin, Kentucky

Larry Manalo Jr., MSN, RN Nursing Instructor

Allan Hancock College Santa Maria, California Barbara Maybury, RN, MSEd, MSN Associate Professor

Northwest Arkansas Community College Bentonville, Arkansas

Teresa McNabb, RN, ADN Vocational Nursing Instructor South Plains College

Lubbock, Texas

Claire Meggs, MSN, RN Associate Professor Lincoln Memorial University Harrogate, Tennessee Alexis Newton, PhD Instructor

Front Range Community College Longmont, Colorado

Sandy OlenniczaK, BSN, MSN Practical Nursing Instructor

Northeast Wisconsin Technical College Green Bay, Wisconsin

Susan Paterson, RN, MSN Faculty

Davenport University - Central Region Green Bay, Michigan

Mary Ann Peters, BSN, MSN, PhD Chair & Professor of Nursing Eastern University

St. Davids, Pennsylvania

Gena Porter-Lankist, ARNP, MSN Associate Professor

Chipola College Cottondale, Florida

Susan Reardon, BSN, RN Instructor

Allan Hancock College Santa Maria, California Michelle Renauld, PhD, RN

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Visiting Assistant Professor Old Dominion University Norfolk, Virginia

Linda Rimer, BSN, MSE Professor Emeritus

University of Arkansas - Little Rock Little Rock, Arkansas

Melodie Rowbotham, BSN, MSN, PhD Associate Professor

Southern Illinois University - Edwardsville Edwardsville, Missouri

Sharon Sarvey, BSN, MSN Associate Professor of Nursing Barton College

Wilson, North Carolina Stacy Sedam, BSN Assistant Professor

Ivy Tech Community College Indianapolis, Indiana

Patricia Shanaberger, RN, MSN, FNP-C Instructor

El Paso Community College El Paso, Texas

Molly Showalter, BS, RN Instructor

North Central Texas College Corinth, Texas

Joanna Simmons-Swinden, RN Faculty

Red River College Winnipeg, Manitoba

Traci Snedden, MS, RN, CPNP, CCRN, CNE Assistant Professor

Regis University Denver, Colorado

Linda Strong, RN, MSN, CPNP, CNE Assistant Professor

Cuyahoga Community College Cleveland, Ohio

Daryl Sutton, RN, BSN, MSN, EdD Professor of Nursing

Los Angeles Pierce College Woodland Hills, California

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Pat Taylor, RN Professor

Truckee Meadows Community College Reno, Nevada

Kathy Thornton, PhD, RN Associate Professor of Nursing Georgia Southern University Statesboro, Georgia

Kelly Tobar, RN, EdD Associate Professor

California State University Sacramento Sacramento, California

Charla Underwood, RN BSN, MSN, CPN Associate Professor

Jackson State Community College Jackson, Tennessee

Kathleen Vito, PhD, PHCNS-BC, RN Associate Professor

Richard Stockton College Pomona, New Jersey

Bonnie Webster, MS, RN, BC Assistant Professor

The University of Texas Medical Branch Galveston, Texas

Marilyn L. Weitzel, PhD, RN, CNE, CNL Chair of the Nursing Program

Breckinridge School of Nursing at ITT Strongsville, Ohio

Michele Woodbeck, BSN, MS Professor

Hudson Valley Community College Troy, New York

Lisa Woodley, RN, MSN Clinical Assistant Professor

The University of North Carolina at Chapel Hill Chapel Hill, North Carolina

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Preface

In today’s educational climate, with reduced class time being devoted to specialty courses like pediatric nursing, it is particularly important for nursing educators to focus on key concepts, rather than attempting to cover everything within a specific topic.

Essentials of Pediatric Nursing was written to direct students to an understanding of critical concepts related to pediatric nursing.

The book builds upon the student’s prior knowledge base. As simpler and broader concepts are mastered first, the students are then able to progress to problem solving in more complex situations. The concepts-based approach to nursing education is time-efficient for nursing educators and fosters the development of critical thinking skills in student nurses.

The main objectives of the second edition of Essentials of Pediatric Nursing are to provide student nurses with the basis needed for sound nursing care of children and the ability to think critically within various health care environments. The book covers a broad scope of topics, placing emphasis on common issues and pediatric-specific content, including atraumatic care. The text presents the important differences when caring for children as compared to caring for adults. Rather than repeating medical-surgical content that the student has already mastered, the text builds upon that knowledge base. This approach is supported by many of the book’s features, such as the reoccurring feature Thinking About Development. A nursing process approach provides relevant information in a concise and nonredundant manner. In Unit 4, specific nursing process content is discussed as appropriate for a given disorder.*

Organization

Each chapter of Essentials of Pediatric Nursing focuses on a different aspect of pediatric nursing care. The book is divided into four units, beginning with general concepts related to pediatric nursing and followed by normal growth and development and specifics related to caring for children. The fourth unit focuses on nursing management of alterations in children’s health.

Unit 1: Foundations of Pediatric Nursing

Unit 1 presents the foundational material the nursing student needs to understand how nursing care of the child differs from that of the adult. The unit provides information about general concepts relating to child health. Perspectives on pediatric nursing, the nursing process, and factors influencing child health are key concepts covered in this unit.

Unit 2: Health Promotion of the Growing Child and Family

Unit 2 provides information related to growth and development expectations of the well child from the newborn period through adolescence. Though not exhaustive in nature, this unit provides a broad knowledge base related to normal growth and development that the nurse can draw upon in any situation. Common concerns related to growth and development and child/family education are included in each age-specific chapter.

Unit 3: Working With Children and Families

Unit 3 covers broad concepts that provide the foundation for providing nursing care to 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 family-centered approach, atraumatic care, communication, and teaching children and families are key concepts in this unit. Additional topics covered in this unit include anticipatory guidance and routine well-child care (including immunization and safety), health assessment, nursing care of the child in diverse settings, concerns common to special needs children, pediatric variations in nursing procedures, and pain management in children.

Unit 4: Nursing Care of the Child With a Health Disorder

Unit 4 focuses on children’s responses to health disorders. This unit provides comprehensive coverage of illnesses affecting children. It is arranged according to broad topics of disorders organized with a body systems approach and also includes infectious, genetic, and mental health disorders as well as pediatric emergencies. Each chapter follows a similar format to facilitate presentation of the information as well as reduce repetition. The chapter begins 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

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disorders. The format of the chapters allows for a strong knowledge base to be built 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.

*Nursing Process Overview contains NANDA-I approved nursing diagnoses. M aterial related to nursing diagnoses is from Nursing Diagnoses—Definitions and Classification 2009–2011 © 2009, 2007, 2005, 2003, 2001, 1998, 1996, 1994 NANDA International. Used by arrangement with Wiley-Blackwell Publishing, a company of John Wiley & Sons, Inc. In order to make safe and effective judgments using NANDA-I nursing diagnoses it is essential that nurses refer to the definitions and defining characteristics of the diagnoses listed in this work.

Recurring Features

In order to provide the student and educator with an exciting and user-friendly text, a number of recurring features have been developed.

Key Terms

Each chapter includes a list of key terms that are considered to be vital to understanding the content in the chapter. Each key term appears in boldface, with the definition included in the text. The key terms may also be accessed on

Learning Objectives

The provision of learning objectives for each chapter helps to guide the student toward prioritizing information for learning. The objectives also provide a method for the student to evaluate understanding of the presented material.

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 the chapter and give the student valuable insight into the nursing care of children and their families.

Case Studies

Real-life scenarios present relevant child and family information that is intended to perfect the student’s care-giving skills. Questions throughout the chapter about the scenarios provide an opportunity for the student to critically evaluate the appropriate course of action.

Healthy People 2020

Throughout the textbook, Healthy People 2020 objectives related to children’s health and well-being are outlined in box format.

Nursing implications or guidance related to working toward achievement of these objectives is provided.

New! Atraumatic Care

These highlights, located throughout the book, provide tips for providing atraumatic care to children in particular situations relating to the topic being discussed.

NEW! Evidence-based Practice

Throughout the chapters, pertinent questions addressed by current research have been highlighted into Evidence-Based Practice boxes, which discuss recent evidence-based research findings and provide recommendations for nurses.

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 emergency, life-threatening or otherwise vitally important information.

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 patients. 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.

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NEW! Thinking About Development

The content featured in these boxes will encourage students to think critically about special developmental concerns relating to the topic being discussed.

Teaching Guidelines

Teaching Guidelines, presented in most of the chapters, serve as valuable health education tools. The guidelines raise the student’s awareness, provide timely and accurate information, and are designed to ensure the student’s preparation for educating children and their families about various issues.

Drug Guides

The 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 children and their families.

Common Laboratory and Diagnostic Tests

The Common Laboratory and Diagnostic Tests tables in each chapter of Unit 4 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 each chapter of Unit 4 provide the student with a broad awareness of how a common group of disorders is treated either medically or surgically. The table serves as a reference point for common medical treatments.

Nursing Care Plans

Nursing Care Plans provide concrete examples of nursing diagnoses (including related or risk factors and defining characteristics), identified outcomes with evaluative criteria, and suggested nursing interventions with rationale. Found within the Nursing Process Overview section of each disorder chapter, these nursing care plans summarize issue- or system-related content, thereby minimizing repetition.

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 provide a clear explanation of pediatric variations to facilitate competent performance.

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.

Icons

WATCH AND LEARN

A special icon throughout the book directs students to free video clips located 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.

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Tables, Boxes, Illustrations, and Photographs

Tables and boxes are included throughout the chapters to summarize key content areas. Beautiful illustrations and photographs help the student to visualize the content. These features allow the student to quickly and easily access information.

References

References that were used in the development of the text are provided at the end of each chapter. The listings allow the student to further pursue topics of interest. Multiple online sources are provided on as a means for the student to electronically explore relevant content material.

Chapter Worksheets

Chapter worksheets at the end of each chapter assist the student to review essential concepts. Chapter worksheets include:

• Multiple-choice questions— these questions test the student’s ability to apply chapter material. The questions are styled similarly to the national licensing exam (NCLEX-RN®).

• 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.

• Answers— answers to the worksheet are provided on . Teaching-Learning Package

Instructor’s Resources

Tools to assist you with teaching your course are available upon adoption of this text on Many of these tools are also included on the Instructor’s Resource DVD-ROM.

• An E-Book on gives you access to the book’s full text and images online.

• A Test Generator lets you put together exclusive new tests from a bank containing over 800 questions (twice as many as the last edition) to help you in assessing your students’ understanding of the material. Test questions link to chapter learning objectives.

• PowerPoint presentations with Guided Lecture Notes provide an easy way for you to integrate the textbook with your students’ classroom experience, either via slide shows or handouts. Multiple-choice and true/false questions are integrated into the presentations to promote class participation and allow you to use i-clicker technology.

• An Image Bank lets you use the photographs and illustrations from this textbook in your PowerPoint slides or as you see fit in your course.

• New! Case Studies with related questions (and suggested answers) give students an opportunity to apply their knowledge to a case similar to one they might encounter in practice.

• Pre-Lecture Quizzes (and answers) are quick, knowledge-based assessments that allow you to check students’ reading.

• Discussion Topics (and suggested answers) can be used as conversation starters or in online discussion boards.

• Assignments (and suggested answers) include group, written, clinical, and web assignments.

• Sample Syllabi provide guidance for structuring your pediatric nursing courses and are provided for four different course lengths: 4, 6, 8, and 10 weeks.

• Journal Articles, updated for the new edition, offer access to current research available in Lippincott Williams & Wilkins journals.

Contact your sales representative or check out LWW.com/Nursing for more details and ordering information.

Student Resources

An exciting set of free resources is available to help students review material and become even more familiar with vital concepts.

Students can access all these resources on using the codes printed in the front of their textbooks.

• An E-Book on allows access to the book’s full text and images online.

• NCLEX-Style Review Questions for each chapter help students review important concepts and practice for NCLEX. Over 700 questions are included, more than twice as many as the last edition!

• Multimedia Resources appeal to a variety of learning styles. Icons in the text direct readers to relevant videos and animations:

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• Watch and Learn Videos

A special icon throughout the book directs students to free video clips located 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.

• A Spanish-English Audio Glossary provides helpful terms and phrases for communicating with patients who speak Spanish.

• Journal Articles offer access to current research available in Lippincott Williams & Wilkins journals.

• And more!

… where teaching, learning, and technology click!

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Essentials of Pediatric Nursing - Repository Poltekkes Kaltim

Acknowledgments

About the Authors

Contributors to the First Edition

Reviewers

Preface

Contents