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ISBN-13: 978-0-8036-1827-5
ISBN-10: 0-8036-1827-1

575 pp. 29 ill. two-color illustrations. Soft cover. ©2008
Available now. $49.95

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Advancing Your Career:Concepts in Professional Nursing, 4th Edition

By Rose Kearney Nunnery, RN, PhD, Formerly of Armstrong Atlantic State University Savannah, Currently visiting Professor and Chair at the University of South Carolina—Beaufort and Member of South Carolina Board of Nursing

Resource List

Interactive Exercises

Each chapter contains interactive exercises that make a great resource when reviewing for quizzes and tests, and require students to apply information gleaned from the text. The interactive exercises vary in structure and format, but all require student interaction. These exercises are designed to be filled out online and then printed with the students' answers filled in.

Place your cursor over the chapter titles to view exercise links.

For clinical scenarios, click here.

Chapter 1
- > Chapter 1, Exercise 1: Definition of a Profession
  Locate another definition of "professionalism" or "profession" online or in the literature, and apply it to the nursing profession.
- > Chapter 1, Exercise 2: Your Practice Act
  Go to the National Council website at www.ncsbn.org and locate your state's nursing practice act.
- > Chapter 1, Exercise 3: Professional Organizations
  Select at least three professional organizations and access their websites.
- > Chapter 1, Exercise 4: Standards of Practice
  Review one of the standards of practice listed in the Bibliography.
- > Chapter 1, Exercise 5: Code of Ethics
  For each of the nine ethical provisions of the Code of Ethics for Nurses (ANA, 2001), consider the interpretative statements located on the website at www.nursingworld.org.
- > Chapter 1, Exercise 6: One's Philosophy Of Nursing
  Critically evaluate your belief system, express your views on nursing, and begin to craft your personal philosophy.
- > Chapter 1, Exercise 7: Self-Assessment of Professionalism in Nursing
  Evaluate your own professional status based on the inventory by Miller, Adams, and Beck.
- > Chapter 1, Exercise 8: Web Lesson
  Complete the Web Lesson on Genomics, and consider its contents in light of the knowledge gleaned from this chapter.
Chapter 2
- > Chapter 2, Exercise 1: Recreation and Relaxation
  List activities you enjoy that could serve as a break or a source of refueling or relaxation.
- > Chapter 2, Exercise 2: Support Search
  Write your name inside a small circle...
- > Chapter 2, Exercise 3: Time Wasters
  Take 5 minutes to list the ways you tend to waste time.
- > Chapter 2, Exercise 4: Time Plan
  This exercise is designed to help you assess the timing and balance of activities from a weekly perspective.
- > Chapter 2, Exercise 5: Web Lesson
  Complete the Web lesson on Returning to School.
Chapter 3
- > Chapter 3, Exercise 1: Application of Maslow's Theory of Motivation to the Nursing Process
  Apply Maslow’s theory of motivation.
- > Chapter 3, Exercise 2: Work Group Application of Systems Theory
  Apply systems theory to a work group of which you are a member.
- > Chapter 3, Exercise 3: Case Studies
  Apply a developmental theory to each of the following case studies.
- > Chapter 3, Exercise 4: Web Lesson
  Complete the Web lesson on Developmental Theories Applied to the Nursing of Children
Chapter 4
- > Chapter 4, Exercise 1: Analysis of Applicability of a Nursing Model in Community Setting
  Attend a support group meeting in your community, such as a 12-step program or a cancer support group. Following the meeting, answer the following questions. Be prepared to participate in an online discussion to be scheduled by your instructor.
- > Chapter 4, Exercise 2: A Question
  Do you agree that “[T]he need to articulate what nursing is and what nursing can be has never been more critical” (Fawcett, 2005, p. v)?
- > Chapter 4, Exercise 3: Conceptual Models, Grand Theories, and Middle-Range Theories
  Find out if your nursing education program or library has any of the video productions from the series, The Nurse Theorists: Portraits of Excellence, listed below. If so, view the segments about conceptual models of nursing that are of most interest to you.
- > Chapter 4, Exercise 4: Web Lesson
  Complete the Web lesson on evolution and use of formal nursing knowledge.
Chapter 5
- > Chapter 5, Exercise 1: Levels of Prevention Using the Health Belief Model
  Find an organization not mentioned in the chapter that has a mission of health promotion. Complete the following activity by identifying one example of that organization’s activities for each level of prevention (primary, secondary, and tertiary). For each of the activities, explain in the columns below how this activity demonstrates the components in the Health Belief Model listed in column one.
- > Chapter 5, Exercise 2: Comparisons of Cultural Beliefs and Practices
  Select a cultural subgroup other than your own. Interview several representatives from that subgroup.
- > Chapter 5, Exercise 3: Definitions of Cultural Competence
  Conduct an online search using the key word "Cultural Competence" for a health-care site and its mission.
- > Chapter 5, Exercise 4: Magico-Religious Beliefs
  Find an example of a specific magico-religious belief about health.
- > Chapter 5, Exercise 5: Using the Chronic Illness Model
  Determine how practice could be guided by the Chronic Illness Model.
- > Chapter 5, Exercise 6: Web Lesson
  Complete the Web lesson on complementary and alternative medicine (CAM) practices.
Chapter 6
- > Chapter 6, Exercise 1: Critique a Nursing Research Article
  Locate a current research article that pertains to your clinical practice area.
- > Chapter 6, Exercise 2: Looking Back: The Need for Protection of Human Subjects
  Conduct an online search for information on the Tuskeegee Syphilis Study, the Jewish Chronic Disease Hospital Study, and the Willowbrook Hepatitis Study.
- > Chapter 6, Exercise 3: Ethical Protections in Research
  Conduct an online search on end-of-life issues and locate an empirical and a qualitative study on the topic.
- > Chapter 6, Exercise 4: The NINR
  Go to the National Institute for Nursing Research (NINR) Web site at http://ninr.nih.gov
- > Chapter 6, Exercise 5: Funding for Nursing Research
  Investigate funding opportunities for clinical nursing research.
- > Chapter 6, Exercise 6: Web Lesson
  Complete the Web lesson on searching for evidence-based practice information.
Chapter 7
- > Chapter 7, Exercise 1: Clinical Scenarios
  Review the following clinical scenarios and identify the communication techniques and barriers to therapeutic communication using the guiding questions provided.
- > Chapter 7, Exercise 2: The Interview & Culture
  Conduct an interview with someone from a different culture, and identify the ways that this person perceives illness and/or hospitalization.
- > Chapter 7, Exercise 3: Interview Self-Assessment Questions
  You are preparing for an important interview for a nursing position that you have wanted for a long time. Answer the following questions about yourself and share your answers with your classmates.
- > Chapter 7, Exercise 4: Picture-Taking Exercise
  Select a partner to take pictures of you. Let each picture show the following facial expressions...
- > Chapter 7, Exercise 5: Setting Evaluation
  Perform the following Setting Evaluation located to identify the environmental factors in your facility that could frighten clients.
- > Chapter 7, Exercise 6: Barriers to Communication
  To understand better what you may be doing to create obstacles in communication with clients and colleagues, give examples of statements that the nurse may use that are barriers to communication.
- > Chapter 7, Exercise 7: Web Lesson
  Complete the web lesson on communication in a crisis.
Chapter 8
- > Chapter 8, Exercise 1: Characteristics of Different Group Types
  Contrast the characteristics of professional, educational, work, and therapeutic groups.
- > Chapter 8, Exercise 2: Group Leadership
  Select a type of group you would like to lead.
- > Chapter 8, Exercise 3: Community Support Group
  Attend a community support group meeting.
- > Chapter 8, Exercise 4: Web Lesson
  Complete the Web lesson on setting up a virtual group.
Chapter 9
- > Chapter 9, Exercise 1: Different Perspectives on the Case of Mr. Jones
  Rewrite the case study from the Mr. Jones's point of view.
- > Chapter 9, Exercise 2: Policy Change
  Write an argument that can be presented in 10 minutes or less for a change in policy or to support a request for additional funds.
- > Chapter 9, Exercise 3: Critical Thinking Descriptive Statements
  Select at least five descriptive statements of critical thinking that you would use when working with clients in each of the following practice situations.
Chapter 10
- > Chapter 10, Exercise 1: Teaching Plan for the Client with Hypertension
  Complete a lesson plan for the client with unstable hypertension described in this chapter.
- > Chapter 10, Exercise 2: Behavioral Objectives
  Select a client-teaching topic, and develop at least three behavioral objectives for the three learning domains (cognitive, affective, and psychomotor).
- > Chapter 10, Exercise 3: Planning a Teaching Activity
  Develop a teaching activity for one of the clinical scenerios provided for this chapter.
- > Chapter 10, Exercise 4: Grand Rounds Program
  Develop a 30-minute grand rounds program on a clinical topic of interest ...
- > Chapter 10, Exercise 5: Web Lesson
  Complete the Web lesson for chapter 10.
Chapter 11
- > Chapter 11, Exercise 1: Nursing Leaders
  Think about a nurse in your workplace whom you regard as a leader. What do you think makes that person a leader?
- > Chapter 11, Exercise 2: Actions of a Leader
  Read about or watch a documentary about someone in history who often is thought of as a leader. What did that person do that prompts us to call him or her a "leader"?.
- > Chapter 11, Exercise 3: Leadership Self-Assessment
  Using Gardner's nine tasks of leadership and the concept of stewardship, think about how well you "measure up."
- > Chapter 11, Exercise 4: Decision-Making Journal
  Choose three consecutive days/shifts and write your observations of how nurses and other health-care providers make decisions.
- > Chapter 11, Exercise 5: Probable/Possible/Plausible/Preferred Futures
  What do you see as the probable, possible, plausible, and preferred futures at your place of employment or student clinical experience?
- > Chapter 11, Exercise 6: Your Temperament
  Go to the Keirsey Web site.
Chapter 12
- > Chapter 12, Exercise 1: Your Organization
  Examine the organizational structure and discuss the components as the various subsystem structures for a health-related organization where you work or practice.
- > Chapter 12, Exercise 2: The Organizational Chart
  Describe the structure, functions, lines of decision making, communication patterns, and sources of power as illustrated on a health-care agency organizational chart.
- > Chapter 12, Exercise 3: Use of Management Theories in a Nursing Unit Situation
  Describe how the following theories can be applied to a nursing unit situation.
- > Chapter 12, Exercise 4: Comparisons of Organizations
  Locate the websites for small, state, and national health--related organizations, and compare their stated purposes, missions, value statements, and functions.
- > Chapter 12, Exercise 5: Profit Basis
  Contrast the structure, functions, and culture of a for-profit and a not-for-profit organization in your community.
- > Chapter 12, Exercise 6: Negotiation for Power in Your Organization
  Describe the power bases and identify areas to negotiate for additional power in the core competency for interdisciplinary practice in a hospital/clinic setting.
- > Chapter 12, Exercise 7: Nurse Practice Act Requirements on Delegation Activities of Nurses
  Compare the Practice Act for your state and an adjacent or Compact state on specific language and requirements for delegation by nurses.
- > Chapter 12, Exercise 8: Web Lesson
  Complete the Web lesson on practice with delegation principles.
Chapter 13
- > Chapter 13, Exercise 1: Case Study
- > Chapter 13, Exercise 2: Systems Change in Your Institution
  Identify what you believe is an area for change in your institution.
- > Chapter 13, Exercise 3: Your Presentation for Change (for Evidence-Based Practice)
  In a practice area of your choice, investigate current practice guidelines and research on a selected care activity.
- > Chapter 13, Exercise 4: As a Consultant, Your Presentation for Change
  Use the sequence of roles of the change agent proposed by Rogers (1983) to describe how you, as a change agent, would approach your presentation using the format provided.
- > Chapter 13, Exercise 5: A Change in Your Organization
  Identify a change needed in your organization and illustrate the steps you plan to take to institute it.
- > Chapter 13, Exercise 6: Using the Transtheoretical Model of Change to Help a Client
Chapter 14
- > Chapter 14, Exercise 1: Case Study 1—Clara
  Rate your own organization using the indicators below.
- > Chapter 14, Exercise 2: Case Study 2—Andrew
  Consider the ethical dilemmas in the following case study. Be prepared to participate in a class or online discussion to be scheduled by your instructor.
- > Chapter 14, Exercise 3: Case Study 3—Keri
  Consider the following case study. Be prepared to participate in a class or online discussion to be scheduled by your instructor.
- > Chapter 14, Exercise 4: Veracity
  Participate in an on line discussion, to be scheduled by your instructor, on the topic of when the principle of veracity should or may be suspended in health care.
- > Chapter 14, Exercise 5: Values Clarification
  Participate in an on line discussion, to be scheduled by your instructor, on the topic of when the principle of veracity should or may be suspended in health care.
- > Chapter 14, Exercise 6: Web Exercise
  On the Web, find examples of or articles about ethical dilemmas, and identify the ethical problems and principles involved.
- > Chapter 14, Exercise 7: Natural Death Act
  Go to your state’s Web site. Look up whether your state has a Natural Death Act.
Chapter 15
- > Chapter 15, Exercise 1: Quality Indicator Score for Acute Care Organizations
  Rate your own organization using the indicators below.
- > Chapter 15, Exercise 2: Web Lesson
  Rate your own organization using the indicators below.
Chapter 16
- > Chapter 16, Exercise 1: Web Lesson
  Complete the Web lesson on Healthy People 2010: How Are We Doing?
- > Chapter 16, Exercise 2: Healthy People in the State Plan
  Investigate the strategies for Healthy People 2010 focus areas and objectives specific to your state and local community.
- > Chapter 16, Exercise 3: Healthy Days and Needs of Aging Adults
  Interview two individuals from two different age groups (60 to 69, 70 to 79, 80 to 89, 90 to 100 years).
- > Chapter 16, Exercise 4: Risk Factors Affecting Aging Adults and Suggested Interventions
  Identify interventions to address risk factors commonly associated with aging adults.
- > Chapter 16, Exercise 5: Your Aging IQ
  Take What’s Your Aging IQ? at the National Institute of Aging Web site.
- > Chapter 16, Exercise 6: Local At-Risk Populations
  Identify the at-risk population groups in your community
- > Chapter 16, Exercise 7: At-Risk Populations and Resources
  Conduct an online search to identify health-promotion programs
- > Chapter 16, Exercise 8: Telemedicine
  Conduct an online search on telemedicine. Identity at least three examples being used in a health-care agency and list advantages and issues.
- > Chapter 16, Exercise 9: Rural Health-Care Services
  Locate a rural area with a population of 2500 people or less. Identify the health-care resources, clinics, and services available to the population.
Chapter 17
- > Chapter 17, Exercise 1: Quality Measures
  Go to the JCAHO Web site, and select one of the acute care hospital core measures.
- > Chapter 17, Exercise 2: Web Lesson
  Complete the Web lesson on core measures.
- > Chapter 17, Exercise 3: Clinical Indicators
  Consider and categorize nine clinical indicators.
Chapter 18
- > Chapter 18, Exercise 1: IT Interview
  Interview someone in the information management department and someone from nursing services to learn...
- > Chapter 18, Exercise 2: Online Readiness
  Use a search engine, and look for sites that survey online learning readiness.
- > Chapter 18, Exercise 3: Computerized Patient Record
  Interview hospital staffers and patients regarding Computerized Patient Records.
- > Chapter 18, Exercise 4: The Electronic Record
  View a sample electronic record
- > Chapter 18, Exercise 5: IT Case Studies
  Consider the following case studies.
- > Chapter 18, Exercise 6: Web Lesson
  Complete the Web lesson on preparation for becoming an NI specialist.
Chapter 19
- > Chapter 19, Exercise 1: Comparing Health Systems
  List the advantages and disadvantages of various systems of supplying health care.
- > Chapter 19, Exercise 2: Online Panel Debate
  Form small online groups or a panel for a debate on the advantages and disadvantages of managed care as an organizational structure.
- > Chapter 19, Exercise 3: Health Economics and Services Demanded by Consumers
  Imagine yourself in a number of different situations -- what health services don you need?
- > Chapter 19, Exercise 4: Market-Driven Forces in Your Health-Care Facility
  Use your own health care facility as an example to describe how market-driven forces have affected the system.
- > Chapter 19, Exercise 5: Patients' Bill of Rights
  Look up the Patients’ Bill of Rights by entering the term in a search engine. What kinds of tenets does it have?
Chapter 20
- > Chapter 20, Exercise 1: Bioterrorism Nursing Policies
  Learn about Bioterrorism Nursing Policies on-line.
- > Chapter 20, Exercise 2: Modes of Transmission
  List the modes of transmission for each of the listed biological agents.
- > Chapter 20, Exercise 3: Short Answer Questions
  Complete these short answer questions.
- > Chapter 20, Exercise 4: Categories of Biological Agents
  List three biological agents, one from each category (A, B, C), and discuss one reason this agent might be chosen for use as a biological weapon for terrorism.
- > Chapter 20, Exercise 5: Laboratory Findings
  Do some Internet research, and describe the typical laboratory findings for a client with Hantavirus pulmonary syndrome.
- > Chapter 20, Exercise 6: Self-Assessment of Biologic/Chemical Terrorism
  Evaluate your own understanding and knowledge in the preparedness for biologic/chemical terrorism.
- > Chapter 20, Exercise 7: Your Reference Notebook
  Begin a reference notebook with contact numbers of who you should call if you suspect a chemical/biological event.
- > Chapter 20, Exercise 8: Case Study
  Case Study
- > Chapter 20, Exercise 9: Web Lesson
  Complete the Web lesson on Let’s Visit the CDC.
Chapter 21
- > Chapter 21, Exercise 1: Types Of Laws
  Locate one example of each type of law (constitutional, statutory, administrative, and common, civil, or case) relevant to health care or health policy.
- > Chapter 21, Exercise 2: Nurse Practice Acts
  Locate the practice act of your state of licensure and of a state that has mutual recognition.
- > Chapter 21, Exercise 3: Political Activity of a Professional Organization
  Locate a professional organization of interest on the Internet.
- > Chapter 21, Exercise 4: Web Lesson
  Complete the Web lesson: Communicating With Your Elected Member of Congress
- > Chapter 21, Exercise 5: Communicating With Your Elected State Official
  A step-by-step guide.
- > Chapter 21, Exercise 6: Preparing to Provide Testimony Before a Legislative Committee
  A step-by-step guide.
Chapter 22
- > Chapter 22, Exercise 1: Available Health Insurance
  Conduct an online search to identify the populations most at risk for health disparities.
- > Chapter 22, Exercise 2: The Nurse Reinvestment Act
  The Nurse Reinvestment Act was signed into law in 2002. Conduct an online search for the provisions of this law and results demonstrated since its enactment.
- > Chapter 22, Exercise 3: Web Lesson on the Technological Imperative
  Complete the Web lesson for this chapter on the technological imperative.
Chapter 23
- > Chapter 23, Exercise 1: Meeting Professional Competencies
  Develop a personal plan on how you demonstrate the core competencies of health professionals identified by the IOM (2003).
- > Chapter 23, Exercise 2: Professionalism in Nursing
  Because professionalism is an attribute in constant refinement, reassess your professional status by completing the following inventory by Miller, Adams, & Beck (1993).
- > Chapter 23, Exercise 3: Continued Competency Expectations
  Evaluate what is expected from you in professional practice in your state.
- > Chapter 23, Exercise 4: Continued Professional Nursing Competence
  Following the report of a special panel
- > Chapter 23, Exercise 5: Your Philosophy of Nursing
  Critically reevaluate your belief system, express your views on nursing, and refine your personal philosophy using the format provided.
- > Chapter 23, Exercise 6: Developing a Professional Resume
  Follow these guidelines to develop your professional resume.
- > Chapter 23, Exercise 7: Web Lesson
  Complete the Web lesson on Your Future: What Does It Hold & How Will You Get There?