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They Can? Nursing Education Perspectives, 35 (6) 403–404 Feingold, C., E., Calaluce, M., & kallen, M.A. (2004). Computerized patient model and simulated clinical experience: Evaluation with baccalaureate nursing education students. Journal of Nursing Education, 43(4), 156-163. Gillespie, M., Peterson, B. (2009). Helping novice nurses make effective clinical decisions: the situated clinical decision-making framework. Nurs Educ Perspect.30(3):164-70. Henneman, E. A., & Cunningham, H. (2005). Using clinical simulation to teach patient safety in an acute/critical care nurse course. Nurse Educator, 30(4), 172-177. Hovancsek M. (2007). Using simulation in nurse education. In Simulation in Nursing Education; from Conceptualization to Evaluation (Jeffries P.R., ed.), National League for Nursing, New York, pp. 1–9. Jeffries, P. R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103. Jeffries, P. R. (2007). Simulation in nursing education: from conceptualization to evaluation. New York: National League for Nursing. Jeffries, P.,R. & Rizzolo, M. A. (2006). NLN/Laerdal project summary report, designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: a national multi-site study. New York: National League for Nursing. Khalaila, R., (2013).Simulation in nursing education: An evaluation of students' outcomes at their first clinical practice combined with simulations, Nurse Education Today, Kuznar (2009). Effects of High-Fidelity Human Patient Simulation Experience on Self-Efficacy, Motivation and Learning of First Semester Associate Degree Nursing Students. Dissertations/Theses - Doctoral Dissertations Kuznar, K.A. (2007). Associate degree nursing students perceptions of learning using a high-fidelity human patient simulator. Teaching and Learning in Nursing, 2(2), 46-52. Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: students’ experiences. The Journal of Nursing Education, 46(6), 269-276. Lambton, J., O'Neill, S. P., Dudum, T. (2008, October). Simulation as a strategy to teach clinical pediatrics within a nursing curriculum. Clinical Simulation in Nursing , 4(3) doi:10.1016/j.ecns.2008.08.001 Leigh, G.T. (2008). Examining the relationship between participation in simulation and the levels of self Nursing education is founded upon the principle of mastering simpler concepts first and incorporating those concepts into the student’s knowledge base. The student is then able to progress to problem solving in more complex situations. In pediatric nursing, the ability to apply previously learned concepts to new situations is critical. In today’s educational climate, with reduced class time being devoted to specialty courses, it is particularly important for nursing educators to focus on key concepts, rather than attempting to cover everything within a specific topic. The intent of Essentials of Pediatric Nursing is to provide the nurse with the basis needed for sound nursing care of children. The main objective is to aid the students in building a strong knowledge base as well as to assist with the development of critical thinking skills. The book covers a broad scope of topics, placing emphasis on common issues and pediatric-specific content. 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. A nursing process approach provides relevant information in a concise and non-redundant manner. In Unit IV, 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: Introduction to Pediatric Nursing Unit 1 presents the foundational material the nursing student needs in order 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, factors influencing child health, the familycentered approach, atraumatic care, and communication are key concepts covered in this unit. Unit 2: Health Promotion for the Growing Child and Family Unit 2 provides information related to growth and development expectations of the well child from the newborn 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 client/family education are included in each age-specific chapter. Unit 3: Foundations of Pediatric Nursing 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
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