This book helps adult nursing students to competently manage care of critically and acutely ill patients, and to recognise and deal with the early signs of deterioration. The book takes a practical real-life approach to care, with each chapter focusing on patients with specific problems, then interweaving the knowledge and skills needed to care for that patient. The book focuses on developing clinical assessment and decision-making skills so that students are able to care for patients who are unstable, deteriorating or critically ill, regardless of their location.
Mapped to the 2018 NMC Standards and filled with real life scenarios and activities, this book develops students' competence and confidence in managing the care of critically and acutely ill patients.
| About the authors |
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viii | |
| Acknowledgements |
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ix | |
| Introduction |
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1 | (4) |
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1 Assessing, recognising, and responding to acute and critical illness |
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5 | (34) |
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39 | (33) |
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3 The patient who needs respiratory support |
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72 | (27) |
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4 The patient with chest pain |
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99 | (30) |
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129 | (21) |
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150 | (28) |
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7 The patient with sepsis and septic shock |
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178 | (31) |
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8 The patient with delirium |
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209 | (18) |
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9 The patient with acute kidney injury |
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227 | (29) |
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10 The patient with physiological trauma |
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256 | (16) |
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11 The patient with altered consciousness |
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272 | (24) |
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12 The patient with an endocrine disorder |
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296 | (22) |
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13 Conclusion: lessons learned -- an action plan for practice |
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318 | (2) |
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| Glossary |
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320 | (8) |
| References |
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328 | (19) |
| Index |
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347 | |
Desi Tait is senior lecturer and Year leader for BSc Nursing in the Faculty for Health and Social Care at Bournemouth University. Desi has over 30 years experience in the practice, theory and education of adult acute and critical care nursing and facilitates critical care education at both undergraduate and post graduate levels. She has a particular interest in the use of blended learning strategies in critical care undergraduate education and is involved in developing and evaluating innovative ways to facilitate student learning by adopting a practice based approach to education. Desi completed her doctorate in the study of nurses experience of recognizing and managing clinical deterioration in patients in hospital in 2009 and this continues to be an area of clinical interest. Catherine Williams is the programme Director for undergraduate nursing at the College of Human and Health Sciences, and has over 14 years experience in the practice, theory and education of postgraduate and undergraduate level. David Barton is now retired and was formerly Associate Professor and Academic Lead in the Department of Nursing, School of Human & Health Science, Swansea University. David qualified as an RGN at Kings College Hospital and then specialised in critical care nursing. He worked in Intensive Care in both Carmarthen and Swansea before becoming a Nurse Lecturer at the University of Wales Swansea in 1989. Davids academic and scholarly interests have focused particularly on advanced clinical nursing and he has worked to develop nursing networks in Wales and the UK. He is the Chair of the Association of Advanced Nursing Practice Educators (AANPE), and is actively involved with the Modernising Careers agenda at a strategic level both in Wales and nationally. He has also published widely in journals and textbooks. Recently David has taken the lead in managing the Department of Nursing at Swansea University, promoting the educational and research agenda students at pre and post registration level, and from undergraduate to doctoral level. Throughout his career as a lecturer he has maintained his clinical practice, working regularly in Intensive Care. Jane James is a Senior Lecturer, module leader for acute care and Admissions Tutor in Adult Nursing at the College of Human and Health Sciences, Swansea University. Janes nursing career began in 1980, working in critical care and medical nursing. Her main role as a nurse tutor is in pre-registration nursing, supporting students throughout the adult programme. She has a particular involvement in clinical skills, with an emphasis on simulation and practical scenarios, and she is also module leader for specialised adult practice. She is also involved in post-registration teaching in critical care and discharge planning; and acts as admissions tutor for the pre-registration adult nursing programme.
