{"product_id":"nursing-care-of-children-and-young-people-with-longterm-conditions-9781119653110","title":"Nursing Care of Children and Young People with","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eContributors xiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 \u003c\/b\u003e\u003cb\u003eThe Definition and Aetiology of Long-Term Conditions 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSiân Bill and Angharad Dwynwen Barklam\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eAim of the chapter 1\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 2\u003c\/p\u003e \u003cp\u003eGenetic knowledge 2\u003c\/p\u003e \u003cp\u003eThe need for genetic knowledge 3\u003c\/p\u003e \u003cp\u003eThe ethical, legal and social implications in the screening, testing and recording of genetic information 4\u003c\/p\u003e \u003cp\u003eThe determinants of genetic disease 5\u003c\/p\u003e \u003cp\u003eChromosomal abnormalities 6\u003c\/p\u003e \u003cp\u003eChromosomal nomenclature 8\u003c\/p\u003e \u003cp\u003eSingle gene (Mendelian) disorders 8\u003c\/p\u003e \u003cp\u003eAutosomal recessive inheritance 9\u003c\/p\u003e \u003cp\u003eAutosomal dominant inheritance 11\u003c\/p\u003e \u003cp\u003eX-linked recessive inheritance 11\u003c\/p\u003e \u003cp\u003eX-linked dominant inheritance 12\u003c\/p\u003e \u003cp\u003eInherited variations 12\u003c\/p\u003e \u003cp\u003eAntenatal period 15\u003c\/p\u003e \u003cp\u003eThe neonatal period 17\u003c\/p\u003e \u003cp\u003ePost-neonatal period 19\u003c\/p\u003e \u003cp\u003eAdolescent period 22\u003c\/p\u003e \u003cp\u003eConclusion 23\u003c\/p\u003e \u003cp\u003eUseful websites 24\u003c\/p\u003e \u003cp\u003eReferences 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 \u003c\/b\u003e\u003cb\u003eContext of Care and Service Delivery 31\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter McNee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 31\u003c\/p\u003e \u003cp\u003eAim of the chapter 31\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 31\u003c\/p\u003e \u003cp\u003eContext of change 32\u003c\/p\u003e \u003cp\u003ePolitical influences 32\u003c\/p\u003e \u003cp\u003eEconomic influences 33\u003c\/p\u003e \u003cp\u003eSocial influences 34\u003c\/p\u003e \u003cp\u003eNew models of service delivery 35\u003c\/p\u003e \u003cp\u003eModernising workforce 36\u003c\/p\u003e \u003cp\u003eIncreasing patient expectations and engagement 38\u003c\/p\u003e \u003cp\u003eLocally based commissioning 39\u003c\/p\u003e \u003cp\u003eStaffing implications 40\u003c\/p\u003e \u003cp\u003eStaff education and competence 40\u003c\/p\u003e \u003cp\u003eMeeting parental needs 42\u003c\/p\u003e \u003cp\u003eInnovative practices – new roles 44\u003c\/p\u003e \u003cp\u003eTelemedicine 45\u003c\/p\u003e \u003cp\u003eKey worker role 45\u003c\/p\u003e \u003cp\u003eMental health issues 47\u003c\/p\u003e \u003cp\u003eMultiagency working 47\u003c\/p\u003e \u003cp\u003eMultidisciplinary team (MDT)\/Interprofessional working (IPW) 48\u003c\/p\u003e \u003cp\u003eNursing implications, challenges and opportunities in MDT\/IPW working 49\u003c\/p\u003e \u003cp\u003eConclusion 49\u003c\/p\u003e \u003cp\u003eAcknowledgement 50\u003c\/p\u003e \u003cp\u003eUseful websites 50\u003c\/p\u003e \u003cp\u003eReferences 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 \u003c\/b\u003e\u003cb\u003eImpact upon the Child and Parents 55\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDawn Daniel and Mandy Brimble\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 55\u003c\/p\u003e \u003cp\u003eAim of the chapter 55\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 56\u003c\/p\u003e \u003cp\u003eTheories of grief, loss and change 56\u003c\/p\u003e \u003cp\u003eInitial impact 60\u003c\/p\u003e \u003cp\u003eType 1 diabetes 60\u003c\/p\u003e \u003cp\u003eImpact on parents 61\u003c\/p\u003e \u003cp\u003eImpact on the child\/young person with a long-term illness 62\u003c\/p\u003e \u003cp\u003eContinuing care 65\u003c\/p\u003e \u003cp\u003eCoping, adaptation and change 66\u003c\/p\u003e \u003cp\u003eTheories of stress and coping 67\u003c\/p\u003e \u003cp\u003eCoping strategies 68\u003c\/p\u003e \u003cp\u003eNormalisation 69\u003c\/p\u003e \u003cp\u003eConclusion 74\u003c\/p\u003e \u003cp\u003eAcknowledgement 75\u003c\/p\u003e \u003cp\u003eUseful websites 75\u003c\/p\u003e \u003cp\u003eReferences 75\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 \u003c\/b\u003e\u003cb\u003eImpact On Siblings 81\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAmie Hodges, Daniel Kelly, and Julia Tod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 81\u003c\/p\u003e \u003cp\u003eAim of the chapter 81\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 82\u003c\/p\u003e \u003cp\u003eThe sibling relationship 82\u003c\/p\u003e \u003cp\u003eSibling identity 83\u003c\/p\u003e \u003cp\u003eSibling boundaries 83\u003c\/p\u003e \u003cp\u003eSibling interaction 84\u003c\/p\u003e \u003cp\u003eParental influence on the sibling relationship 85\u003c\/p\u003e \u003cp\u003eThe impact of a long-term condition on the sibling 86\u003c\/p\u003e \u003cp\u003eA new diagnosis 86\u003c\/p\u003e \u003cp\u003eChanges in family life for the sibling 87\u003c\/p\u003e \u003cp\u003eEmotional labour 88\u003c\/p\u003e \u003cp\u003eSibling empathy and maturity 88\u003c\/p\u003e \u003cp\u003eSiblings as carers 89\u003c\/p\u003e \u003cp\u003eYoung carers and carers’ assessment 90\u003c\/p\u003e \u003cp\u003eRecognising the unmet needs of siblings 91\u003c\/p\u003e \u003cp\u003eConclusion 93\u003c\/p\u003e \u003cp\u003eUseful websites 93\u003c\/p\u003e \u003cp\u003eReferences 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 \u003c\/b\u003e\u003cb\u003eA Holistic Approach to Meeting Physical, Social and Psychological Needs 97\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAmie Hodges and Julia Tod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 97\u003c\/p\u003e \u003cp\u003eAim of the chapter 97\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 98\u003c\/p\u003e \u003cp\u003ePrevalence of eczema 98\u003c\/p\u003e \u003cp\u003eNursing considerations 99\u003c\/p\u003e \u003cp\u003ePresentation of eczema 100\u003c\/p\u003e \u003cp\u003eTreatment of eczema with emollients 101\u003c\/p\u003e \u003cp\u003eTopical emollients 101\u003c\/p\u003e \u003cp\u003eSafety 102\u003c\/p\u003e \u003cp\u003eEffects of the itch scratch cycle 102\u003c\/p\u003e \u003cp\u003eFamily stress and coping 103\u003c\/p\u003e \u003cp\u003eAssessment and immediate intervention 105\u003c\/p\u003e \u003cp\u003eCurrent care management plan 106\u003c\/p\u003e \u003cp\u003eWet wraps 106\u003c\/p\u003e \u003cp\u003eTopical steroids 107\u003c\/p\u003e \u003cp\u003ePain assessment 107\u003c\/p\u003e \u003cp\u003eAntihistamines 109\u003c\/p\u003e \u003cp\u003ePlay and distraction 109\u003c\/p\u003e \u003cp\u003eBullying 110\u003c\/p\u003e \u003cp\u003eSpirituality 112\u003c\/p\u003e \u003cp\u003eTraditional complementary and alternative medicine 114\u003c\/p\u003e \u003cp\u003eHealth promotion 115\u003c\/p\u003e \u003cp\u003eConclusion 116\u003c\/p\u003e \u003cp\u003eUseful websites 116\u003c\/p\u003e \u003cp\u003eRecommended reading 117\u003c\/p\u003e \u003cp\u003eReferences 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 \u003c\/b\u003e\u003cb\u003eEmpowering Children, Young People and their Families 121\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMandy Brimble\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 121\u003c\/p\u003e \u003cp\u003eAim of the chapter 121\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 122\u003c\/p\u003e \u003cp\u003eHealth promotion 122\u003c\/p\u003e \u003cp\u003eEmpowerment 125\u003c\/p\u003e \u003cp\u003eApproaches to health promotion 126\u003c\/p\u003e \u003cp\u003eParental smoking 129\u003c\/p\u003e \u003cp\u003eObesity 131\u003c\/p\u003e \u003cp\u003eNon‐compliance 135\u003c\/p\u003e \u003cp\u003eSteroids 135\u003c\/p\u003e \u003cp\u003eRestrictive physical interventions and therapeutic holding 136\u003c\/p\u003e \u003cp\u003eConclusion 139\u003c\/p\u003e \u003cp\u003eUseful websites 140\u003c\/p\u003e \u003cp\u003eReferences 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 \u003c\/b\u003e\u003cb\u003eEthical Issues 145\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter McNee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 145\u003c\/p\u003e \u003cp\u003eAim of the chapter 145\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 146\u003c\/p\u003e \u003cp\u003eWhy study ethics? 146\u003c\/p\u003e \u003cp\u003eA definition of ethics 146\u003c\/p\u003e \u003cp\u003eIntroduction to ethical theories 147\u003c\/p\u003e \u003cp\u003eTheory of consequentialism 147\u003c\/p\u003e \u003cp\u003eUtilitarianism 148\u003c\/p\u003e \u003cp\u003eAct utilitarianism 148\u003c\/p\u003e \u003cp\u003eRule utilitarianism 148\u003c\/p\u003e \u003cp\u003eTheory of deontology 151\u003c\/p\u003e \u003cp\u003eEthical principles 154\u003c\/p\u003e \u003cp\u003ePrinciple of autonomy 155\u003c\/p\u003e \u003cp\u003eEthical principle of beneficence 157\u003c\/p\u003e \u003cp\u003eIssues 158\u003c\/p\u003e \u003cp\u003eEthical principle of non‐maleficence 159\u003c\/p\u003e \u003cp\u003eEthical principle of justice 161\u003c\/p\u003e \u003cp\u003eA nursing ethic 162\u003c\/p\u003e \u003cp\u003eDefinition of an ethical dilemma 163\u003c\/p\u003e \u003cp\u003eEthical decision-making 164\u003c\/p\u003e \u003cp\u003eA suggested model for ethics in practice\/decision-making 166\u003c\/p\u003e \u003cp\u003eConclusion 167\u003c\/p\u003e \u003cp\u003eAcknowledgement 167\u003c\/p\u003e \u003cp\u003eUseful websites 168\u003c\/p\u003e \u003cp\u003eRecommended reading 168\u003c\/p\u003e \u003cp\u003eReferences 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 \u003c\/b\u003e\u003cb\u003eChildren and Young People’s Continuing Care 171\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMelda Price and Sian Thomas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 171\u003c\/p\u003e \u003cp\u003eAim of the chapter 172\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 172\u003c\/p\u003e \u003cp\u003eContinuing care needs and integrated children services 172\u003c\/p\u003e \u003cp\u003eTransition to home care 177\u003c\/p\u003e \u003cp\u003eBlended diets 179\u003c\/p\u003e \u003cp\u003eChildren and young people’s continuing care 180\u003c\/p\u003e \u003cp\u003eIdentifying an appropriate care package 181\u003c\/p\u003e \u003cp\u003eKey worker role\/care coordinator 182\u003c\/p\u003e \u003cp\u003eCommunity children’s nursing services 182\u003c\/p\u003e \u003cp\u003eProvision of equipment for home care 184\u003c\/p\u003e \u003cp\u003eCarers’ assessments 185\u003c\/p\u003e \u003cp\u003eThe need for respite or short break provision 186\u003c\/p\u003e \u003cp\u003eHome adaptations 188\u003c\/p\u003e \u003cp\u003eEducation and support at school 188\u003c\/p\u003e \u003cp\u003eSupport for families 189\u003c\/p\u003e \u003cp\u003eConclusion 189\u003c\/p\u003e \u003cp\u003eUseful websites 190\u003c\/p\u003e \u003cp\u003eReferences 190\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 \u003c\/b\u003e\u003cb\u003eAcute Emergencies 193\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMartina Nathan, Peter McNee, and Jane Davies\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 193\u003c\/p\u003e \u003cp\u003eAim of the chapter 193\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 193\u003c\/p\u003e \u003cp\u003eAcute emergencies 194\u003c\/p\u003e \u003cp\u003eAetiology 196\u003c\/p\u003e \u003cp\u003eEnvironmental factors 196\u003c\/p\u003e \u003cp\u003ePathophysiology 197\u003c\/p\u003e \u003cp\u003ePresentation 197\u003c\/p\u003e \u003cp\u003ePrognosis 198\u003c\/p\u003e \u003cp\u003eTreatment 200\u003c\/p\u003e \u003cp\u003eAdministration of chemotherapy 201\u003c\/p\u003e \u003cp\u003eCentral venous access devices 202\u003c\/p\u003e \u003cp\u003eSepsis 205\u003c\/p\u003e \u003cp\u003eChildren’s critical care 206\u003c\/p\u003e \u003cp\u003eFamily-focused care 207\u003c\/p\u003e \u003cp\u003eMultidisciplinary working across different organisations 208\u003c\/p\u003e \u003cp\u003eConclusion 209\u003c\/p\u003e \u003cp\u003eUseful websites 210\u003c\/p\u003e \u003cp\u003eReferences 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 \u003c\/b\u003e\u003cb\u003eAdolescence 213\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSiân Bill and Taryn Eccleston\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 213\u003c\/p\u003e \u003cp\u003eAim of the chapter 213\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 214\u003c\/p\u003e \u003cp\u003eExisting knowledge 214\u003c\/p\u003e \u003cp\u003eWhy nurses need knowledge of adolescence 214\u003c\/p\u003e \u003cp\u003eBrief overview of adolescent development 215\u003c\/p\u003e \u003cp\u003eUnderstanding long-term conditions from a young person’s perspective 216\u003c\/p\u003e \u003cp\u003eChronic kidney disease 217\u003c\/p\u003e \u003cp\u003eCommunicating with young people 220\u003c\/p\u003e \u003cp\u003eCommunication issues for Thomas 221\u003c\/p\u003e \u003cp\u003ePeer groups 221\u003c\/p\u003e \u003cp\u003eThe impact of having a long-term condition on growth and development 224\u003c\/p\u003e \u003cp\u003eDelayed growth and puberty 224\u003c\/p\u003e \u003cp\u003eInconsistencies between physical and psychological development 225\u003c\/p\u003e \u003cp\u003eBody image and self-esteem 225\u003c\/p\u003e \u003cp\u003eCompliance and non-compliance, concordance and co-production 227\u003c\/p\u003e \u003cp\u003eThe social aspects of having a long-term condition 228\u003c\/p\u003e \u003cp\u003eYoung people, long-term conditions and school 229\u003c\/p\u003e \u003cp\u003eBullying 230\u003c\/p\u003e \u003cp\u003eThe hospitalised adolescent 231\u003c\/p\u003e \u003cp\u003eIssues for young people in hospital 232\u003c\/p\u003e \u003cp\u003eSpecialised adolescent units 234\u003c\/p\u003e \u003cp\u003eService delivery and adolescent health 235\u003c\/p\u003e \u003cp\u003ePromoting excellence 236\u003c\/p\u003e \u003cp\u003eThe role of the nurse 236\u003c\/p\u003e \u003cp\u003eConclusion 237\u003c\/p\u003e \u003cp\u003eAcknowledgement 237\u003c\/p\u003e \u003cp\u003eUseful websites 238\u003c\/p\u003e \u003cp\u003eRecommended reading 238\u003c\/p\u003e \u003cp\u003eReferences 238\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 \u003c\/b\u003e\u003cb\u003eTransitional Care 243\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSiân Bill and Amie Hodges\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 243\u003c\/p\u003e \u003cp\u003eAim of the chapter 243\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 243\u003c\/p\u003e \u003cp\u003eOverview of cystic fibrosis 244\u003c\/p\u003e \u003cp\u003eFurther complications 246\u003c\/p\u003e \u003cp\u003eGenotype 246\u003c\/p\u003e \u003cp\u003eManagement 247\u003c\/p\u003e \u003cp\u003eAdolescents with a long-term condition 247\u003c\/p\u003e \u003cp\u003eTransitional care 248\u003c\/p\u003e \u003cp\u003eThe philosophy of transitional care 248\u003c\/p\u003e \u003cp\u003eModels of transition 248\u003c\/p\u003e \u003cp\u003eIssues regarding transition for adolescents 250\u003c\/p\u003e \u003cp\u003eGaining autonomy 252\u003c\/p\u003e \u003cp\u003eManaging a long-term condition 252\u003c\/p\u003e \u003cp\u003eSupport and decision-making 252\u003c\/p\u003e \u003cp\u003eThe role of the nurse 254\u003c\/p\u003e \u003cp\u003ePromoting the paradigm shift 257\u003c\/p\u003e \u003cp\u003eThe principles of successful transitional care 258\u003c\/p\u003e \u003cp\u003eConclusion 262\u003c\/p\u003e \u003cp\u003eUseful websites 262\u003c\/p\u003e \u003cp\u003eRecommended reading 262\u003c\/p\u003e \u003cp\u003eReferences 263\u003c\/p\u003e \u003cp\u003eIndex 267\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49407110545751,"sku":"9781119653110","price":48.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119653110.jpg?v=1730498214","url":"https:\/\/bookcurl.com\/products\/nursing-care-of-children-and-young-people-with-longterm-conditions-9781119653110","provider":"Book Curl","version":"1.0","type":"link"}