Anger Over Stereotypes In Textbook
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Pearson vows to remove material amid uproar over advice on how nursing students should evaluate people by their racial, ethnic or religious backgrounds. Education in the health professions has for many years included instruction on the importance of asking patients about their backgrounds and beliefs, which may relate to understanding conditions they are experiencing and inform possible treatments. But those who teach future nurses and doctors stress that background is but one characteristic of a person, and that assuming too much based on such backgrounds can be insulting and even dangerous to patients. Best practice is not to simply offer health professions students lists of stereotypes by racial, ethnic and religious groups. So when word spread last week about a section of a nursing textbook that did just that, many were horrified.
Over the past 5 years, interest in concept-based curriculum has surged among nurse educators.
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For courses in concept-based nursing.#1 curriculum choice for concept-based schools of nursingNursing: A Concept-Based Approach to LearningVolume II3rd edition Also available with MyLab NursingeveryNote:
If you would like to purchase both the physical text and MyLab Nursing, search for: 0134879112 / 9780134879116 Nursing: A Concept-Based Approach to Learning, Volumes I, II & III Plus MyLab Nursing with Pearson eText — Access Card Package, 3/ePackage consists of:
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Concept-at-a-Glance: Each concept chapter lists the exemplars to be covered. This mini-guide helps students find the specific content they seek.
Key Terms and Learning Outcomes: General terms and outcomes are listed in the chapter opening. Students are given a glimpse of the terminology and competencies theyll encounter.
About The Concept: A brief descriptive of the concept is given. This introductory summary of the concept provides a foundation for student learning.
Concept Overview: A comprehensive introduction to the concept for the beginning student is provided. The concept overview gives the normal presentation of the concept, review of anatomy & physiology, assessment and diagnostic tests, alterations from normal, generic nursing care interventions, developmental considerations, and general collaborative care.
Concept Assessments: For concepts in the individual domain, physical assessment techniques are presented. Both normal and abnormal findings are included to help students differentiate between the two.
Assessment Interviews: Sample questions used in assessment interviews are listed. These questions help students prepare for the patient encounter.
Diagnostic Tests: All possible diagnostic tests for the concept are introduced to students. For each test, the table summarizes the purpose, description, client preparation required, related nursing care, and family/client health education as applicable.