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Enhance your care with the standardized measurement of nursing
interventions! Nursing Outcomes Classification (NOC), 7th Edition
standardizes the terminology and criteria needed to measure and
evaluate outcomes in all care settings and with all patient
populations. A total of 612 research-based nursing outcome labels -
including 82 that are NEW to this edition - provide clinically
useful language to help you deliver treatment and document
outcomes. Specific indicators are included to make it easier to
evaluate and rate the patient in relation to outcome achievement.
Written by an expert team of authors led by Sue Moorhead, this book
is also ideal for healthcare administrators seeking to improve
billing, recordkeeping, and cost containment. 612 research-based
nursing outcome labels provide standardized terminology for
individual, family, or community outcomes. Overview of the use of
NOC within the nursing process introduces the importance of
measuring outcomes of nursing care, and describes linkages with
other classifications. Outcomes structured with a label name
include code, definition, set of indicators with codes, five-point
Likert measurement scales, publication facts lines, and selected
references. Core outcomes are provided for an expanded list of
nursing specialties. Linkages between NOC knowledge-focused
outcomes and NOC behavioral outcomes focused on the concept or
condition are examined. NEW! 82 new outcomes are added to the
Classification, allowing you to better define patient outcomes that
are responsive to nursing care. NEW! 402 existing outcomes are
reviewed or revised based on research-based outcomes. NEW! A new
section focused on resources supports research, implementation, and
educational strategies. NEW! Revised taxonomic structure includes
two new classes and expanded family and community outcomes.
What can literary theory reveal about discourses and practices of
human rights, and how can human rights frameworks help to make
sense of literature? How have human rights concerns shaped the
literary marketplace, and how can literature impact human rights
concerns? Essays in this volume theorize how both literature and
reading literarily can shape understanding of human rights in
productive ways. Contributors to Theoretical Perspectives on Human
Rights and Literature provide a shared history of modern literature
and rights; theorize how trauma, ethics, subjectivity, and
witnessing shape representations of human rights violations and
claims in literary texts across a range of genres (including
poetry, the novel, graphic narrative, short story, testimonial, and
religious fables); and consider a range of civil, political,
social, economic, and cultural rights and their representations.
The authors reflect on the imperial and colonial histories of human
rights as well as the cynical mobilization of human rights
discourses in the name of war, violence, and repression; at the
same time, they take seriously Gayatri Spivak's exhortation that
human rights is something that we "cannot not want," exploring the
central function of storytelling at the heart of all human rights
claims, discourses, and policies.
What can literary theory reveal about discourses and practices of
human rights, and how can human rights frameworks help to make
sense of literature? How have human rights concerns shaped the
literary marketplace, and how can literature impact human rights
concerns? Essays in this volume theorize how both literature and
reading literarily can shape understanding of human rights in
productive ways. Contributors to Theoretical Perspectives on Human
Rights and Literature provide a shared history of modern literature
and rights; theorize how trauma, ethics, subjectivity, and
witnessing shape representations of human rights violations and
claims in literary texts across a range of genres (including
poetry, the novel, graphic narrative, short story, testimonial, and
religious fables); and consider a range of civil, political,
social, economic, and cultural rights and their representations.
The authors reflect on the imperial and colonial histories of human
rights as well as the cynical mobilization of human rights
discourses in the name of war, violence, and repression; at the
same time, they take seriously Gayatri Spivak's exhortation that
human rights is something that we "cannot not want," exploring the
central function of storytelling at the heart of all human rights
claims, discourses, and policies.
 Deaf Walls Speak presents an insider’s view of
artmaking in Guantánamo, the world’s most notorious prison, as
self-expression and protest, and to stage a fundamental human
rights claim that has been denied by law and politics: the right to
be recognized as human. The book juxtaposes detainee artist Moath
al-Alwi’s testimony and artwork with essays that situate his work
within legal, political, aesthetic, and material contexts to
demonstrate that artwork at Guantánamo constitutes important forms
of material witnessing to human rights abuses perpetrated and
denied by the U.S. government.Â
This book demonstrates a new, interdisciplinary approach to life
writing about torture that situates torture firmly within its
socio-political context, as opposed to extending the long line of
representations written in the idiom of the proverbial dark
chamber. By dismantling the rhetorical divide that typically
separates survivors' suffering from human rights workers'
expertise, contributors engage with the personal, professional, and
institutional dimensions of torture and redress. Essays in this
volume consider torture from diverse locations - the Philippines,
Argentina, Sudan, and Guantanamo, among others. From across the
globe, contributors witness both individual pain and institutional
complicity; the challenges of building communities of healing
across linguistic and national divides; and the role of the law,
art, writing, and teaching in representing and responding to
torture.
Based on ongoing research conducted by investigative teams at the
University of Iowa, NOC and NIC Linkages to NANDA-I and Clinical
Conditions: Supporting Critical Thinking and Quality Care, 3rd
Edition is the only book on the market that provides linkages
between the three standardized languages recognized by the American
Nurses Organization (NOC, NIC, and all of the 2009-2010 NANDA-I
approved nursing diagnoses). Its user-friendly, tabular format and
real-world case studies make it the perfect tool to help you
develop effective care plans for your patients. This edition
features a new chapter on clinical decision making, a new chapter
on the use of NNN in information systems, more concise intervention
listings that identify major and suggested interventions, and
approximately 20 new linkages to common, high-cost medical
diagnoses. Linkages between the three standardized languages
recognized by the American Nurses Organization: NANDA-I, Nursing
Interventions Classification (NIC), and Nursing Outcomes
Classification (NOC) help you select the most effective care plans
for patients and allow institutions to track and quantify nursing
care. Tabular format allows you to quickly retrieve information.
Case studies with nursing care plans demonstrate the practical,
real-life application of linkages. Definitions of all NANDA-I, NOC,
and NIC labels provide comprehensive coverage of the standardized
languages. Serves as an excellent companion to Nursing Outcomes
Classification (NOC), 4th Edition and Nursing Interventions
Classification (NIC), 5th Edition. NEW! Added linkages to common
medical diagnoses help support clinical reasoning, improve quality,
and build the evidence needed to enhance nursing care. - Includes
15-20 high-frequency, high-cost medical diagnoses that are commonly
experienced by patients across the life span. - Examples include
Congestive Heart Failure, Chronic Obstructive Pulmonary Disease
(COPD), Total Joint Replacement, and Asthma. NEW! Treatment of
Intervention content makes information easier to locate by listing
interventions as Major Interventions and Suggested Interventions.
Two NEW chapters discuss the use of linkages for clinical reasoning
and quality improvement and the use of NNN in computerized
information systems. NEW! Information associated with the risk for
nursing diagnosis is contained on a single page for quick and easy
reference.
Too many adolescent learners still struggle with reading. This
much-needed guide shows how to support teachers in providing
effective literacy instruction in the content areas, which can be
intensified as needed within a multi-tiered framework. Adaptive
Intervention Model (AIM) Coaching was created for grades 6-8, but
is equally applicable in high school. The book gives instructional
coaches an accessible blueprint for evaluating, developing, and
reinforcing each teacher's capacity to implement evidence-based
literacy practices. User-friendly features include case studies,
end-of-chapter reflection questions and key terms, and reproducible
tools. Purchasers get access to a companion website where they can
download and print the reproducible materials--plus supplemental
lesson plans and other resources--in a convenient 8 1/2" x 11"
size.
Too many adolescent learners still struggle with reading. This
much-needed guide shows how to support teachers in providing
effective literacy instruction in the content areas, which can be
intensified as needed within a multi-tiered framework. Adaptive
Intervention Model (AIM) Coaching was created for grades 6-8, but
is equally applicable in high school. The book gives instructional
coaches an accessible blueprint for evaluating, developing, and
reinforcing each teacher's capacity to implement evidence-based
literacy practices. User-friendly features include case studies,
end-of-chapter reflection questions and key terms, and reproducible
tools. Purchasers get access to a companion website where they can
download and print the reproducible materials--plus supplemental
lesson plans and other resources--in a convenient 8 1/2" x 11"
size.
Since the adoption of the Universal Declaration of Human Rights of
1948, the discourse of human rights has expanded to include not
just civil and political rights but also economic, social,
cultural, and, most recently, collective rights. Given their broad
scope, human rights issues are useful touchstones in the humanities
classroom and benefit from an interdisciplinary and cross-cultural
pedagogy in which objects of study are situated in historical,
legal, philosophical, literary, and rhetorical contexts. Teaching
Human Rights in Literary and Cultural Studies is a sourcebook of
inventive approaches and best practices for teachers looking to
make human rights the focus of their undergraduate and graduate
courses. Contributors first explore what it means to be human and
conceptual issues such as law and the state. Next, they approach
human rights and related social-justice issues from the
perspectives of particular geographic regions and historical eras,
through the lens of genre, and in relation to specific rights
violations-for example, storytelling and testimonio in Latin
America or poetry created in the aftermath of the Armenian
genocide. Essays then describe efforts to cultivate students'
capacity for ethical reading practices and to deepen their
understanding of the stakes and artistic dimensions of human rights
representations, drawing on active learning and experimental class
contexts. The final section, on resources, directs readers to
further readings in history, criticism, theory, and literary and
visual studies and provides a chronology of human rights legal
documents.
Since the adoption of the Universal Declaration of Human Rights of
1948, the discourse of human rights has expanded to include not
just civil and political rights but also economic, social,
cultural, and, most recently, collective rights. Given their broad
scope, human rights issues are useful touchstones in the humanities
classroom and benefit from an interdisciplinary and cross-cultural
pedagogy in which objects of study are situated in historical,
legal, philosophical, literary, and rhetorical contexts. Teaching
Human Rights in Literary and Cultural Studies is a sourcebook of
inventive approaches and best practices for teachers looking to
make human rights the focus of their undergraduate and graduate
courses. Contributors first explore what it means to be human and
conceptual issues such as law and the state. Next, they approach
human rights and related social-justice issues from the
perspectives of particular geographic regions and historical eras,
through the lens of genre, and in relation to specific rights
violations-for example, storytelling and testimonio in Latin
America or poetry created in the aftermath of the Armenian
genocide. Essays then describe efforts to cultivate students'
capacity for ethical reading practices and to deepen their
understanding of the stakes and artistic dimensions of human rights
representations, drawing on active learning and experimental class
contexts. The final section, on resources, directs readers to
further readings in history, criticism, theory, and literary and
visual studies and provides a chronology of human rights legal
documents.
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