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. 

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.

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.

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.

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.