Fundamentals of Nursing (2 Volumes)

Book Preface

We chose our book title carefully. We have used the words theory, concepts, application, thinking, doing, and caring because we believe that excellent nursing requires an equal mix of knowledge, thought, action, and caring. It is knowledge and its application—not just the tasks nurses do—that delineate the various levels of nursing. Even so, skillful performance of tasks is essential to full attainment of the nursing role.

We chose the word fundamentals because this text, and its concomitant course, is truly that: the foundation for all that follows. This basic content teaches essential functions that nurses will use throughout their careers, and in that sense, we believe it is of central importance. It is—or should be—the most important course students take. We want them to say, “Everything I need to know, I learned in fundamentals—all I needed to know about how to think, what to do, and how to be” (at least at a basic level). You will see those themes integrated throughout each chapter.

The thoroughly revised and updated third edition, kept fresh by the acquisition of two new co-authors, preserves the same open, user-friendly, easy-to-read style that students have been telling us they love.

ORGANIZATION

We have organized the learning package into two volumes to make it easier for on-the-go students to have at hand the material they need in either the classroom or the clinical setting. The content of Volumes 1 and 2 is comprehensive. Our chapters are self-contained and rich in cross-references so that teachers and students can use them in any order that fits their needs. The cross-references assist them to see the relationships between Volumes 1 and 2 and among the chapters, as well as to navigate easily between the two volumes.

Content within each chapter is generally organized into two major sections: Theoretical Knowledge (Knowing Why) and Practical Knowledge (Knowing How). There is some overlap in these concepts because the two types of knowledge are interdependent. We have made this general distinction because many nursing programs begin with content learned in supporting prerequisite classes and then layer on additional Theoretical Knowledge to explain the rationale for nursing actions and activities (Practical Knowledge). The distinction also affords more flexibility in teaching fundamentals. For example, it is useful to teachers who believe students are more motivated when they present first the concrete (Practical Knowledge), and then the abstract (Theoretical Knowledge); it is equally useful for those who teach from the theoretical to the practical.

Enrichment (Supplemental Material)—We have tried to write a text that meets the needs of most students and instructors and that can be used as a reference throughout the student’s career—one that is comprehensive but not overwhelming. To minimize weight and bulk, and to keep the content manageable for students, we have put some enrichment material in the Electronic Study Guide on DavisPlus for students who need it or who wish to pursue a subject in more depth. It is all clearly cross-referenced. Instructors who believe that content to be essential can make it a reading requirement.