A nursing diagnosis is defined as a clinical judgment about individual, family or community responses to actual or potential health problems or life processes which provide the basis for selection of nursing interventions to achieve outcomes for which the nurse has accountability (NANDA-I, 2009). Accurate and valid nursing diagnoses guide the selection of interventions that are likely to produce the desired treatment effects and determine nurse-sensitive outcomes. Nursing diagnoses are seen as key to the future of evidence-based, professionally-led nursing care – and to more effectively meeting the need of patients. In an era of increasing electronic patient health records, standardized nursing terminologies such as NANDA-I, NIC and NOC provide a means of collecting nursing data that are systematically analysed within and across healthcare organizations and provide essential data for cost/benefit analysis and clinical audit. Nursing Diagnoses: Definitions and Classification is the definitive guide to nursing diagnoses, as reviewed and approved by NANDA-I. Each nursing diagnosis undergoes a rigorous assessment process by NANDA-I's Diagnosis Development Committee, with stringent criteria used to indicate the strength of the underlying level of evidence. Each diagnosis comprises a label or name for the diagnosis, a definition, defining characteristics, risk factors and/or related factors. Many diagnoses are further qualified by terms such as risk for, effective, ineffective, impaired, imbalanced, self-care deficit, readiness for, disturbed, decreased, etc. The 2012-2014 edition is arranged by concept according to Taxonomy II domains, i.e. Health promotion, Nutrition, Elimination and exchange, Activity/Rest, Perception/Cognition, Self-perception, Role relationships, Sexuality, Coping/ Stress tolerance, Life principles, Safety/protection, Comfort, and Growth/development. The 2012-2014 edition contains revised chapters on NANDA-I taxonomy, and slotting of diagnoses into NANDA & NNN taxonomies, diagnostic reasoning & conceptual clarity, and submission of new/revised diagnoses. New chapters are provided on the use of nursing diagnoses in education, clinical practice, electronic health records, nursing & health care administration, and research . A companion website hosts related resources. Key features 2012-2014 edition arranged by diagnostic concepts Core references and level of evidence for each diagnosis New chapters on appropriate use of nursing diagnoses in clinical practice, education, administration and electronic health record 16 new diagnoses 11 revised diagnoses Aimed at students, educators, clinicians, nurse administrators and informaticians Companion website available, including a video on assessment, clinical reasoning and diagnosis

Ebook: Life-Span Development

This volume provides a platform for localized perspectives on CSR in developing countries across the globe. The chapters bring local context and business to the forefront and highlight the efforts spearheaded by indigenous actors from within the developing world. They present insights from developing countries through successful and less successful examples of locally-led CSR efforts. Together, these perspectives capture the complex paradoxes of CSR in developing countries and highlight common features in national institutions across the developing world, such as weak political and regulatory institutions, that shape local CSR initiatives and often limit its developmental impact.The editors argue the need to embrace partnership models that leverage the strengths of different actors to promote effective development and tackle the complex challenges facing the developing world. This important series will be the reference source for academics, practitioners, policy-makers and NGOs involved in development-oriented CSR.

Parents and Families of Students With Special Needs: Collaborating Across the Age Span teaches students the skills they need to effectively collaborate with parents and families to ensure a child's success in the classroom. Authors Vicki A. McGinley and Melina Alexander’s text takes a lifespan approach with a special emphasis on the critical transition points in a child’s life. Information is provided on what can be seen at each stage of an individual with disabilities’ development, and addresses concerns and needs that families may have during these unique phases of growth. Chapters written by professors and professionals who are also parents of students with special needs bring a diverse range of voices into the narrative. The authors provide an in-depth discussion of how parents and families are affected by particular disabilities, family system theory, the laws that affect individuals with disabilities, and assessments for individuals with disabilities.

India is emerging as a key player in the development cooperation arena, not only because of the increasing volume and reach of its south-south cooperation but more so because of its leadership and advocacy for the development of a distinctly southern development discourse and knowledge generation. This book traces and analyses the evolution of Indian development cooperation. It highlights its significance both to global development and as an effective tool of Indian foreign policy. Focussing on how India has played an important role in supporting development efforts of partner countries in South Asia and beyond through its various initiatives in the realm of development cooperation, the book tracks the evolution, genesis, and the challenges India faces in the current international context. The contributions provide a rich mix of academic and government, policy and practice, Indian and external perspectives. Theory is complemented with empirical research, and case studies on countries and sectors as well as comparisons with other aid providing countries are presented. The book is of interest to researchers and policy makers in the field of development cooperation, the role of emerging powers from the South, international development, foreign policy and global political economy.

The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals.This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement. Using an openly self-reflective approach, the contributors to this volume offer an array of examples and models, as well as realistic strategies, to empower readers to evolve their faculty development efforts in service-learning and community engagement on their respective campuses. It is also a call for recognition that the practice of S-LCE needs to be institutionalized and improved. The book further addresses the field’s potential contributions to scholarship, such as the scholarship of teaching and learning (SoTL), publicly engaged scholarship, and collaborative inquiry, among others.The case studies provide an outline of program models and promising practices, including an authentic analysis of the institutional context within which they operate, the positionality of the practitioner-scholars overseeing them, the resources required, and the evidence related to both successes and challenges of these approaches.The contributed chapters are organized under four themes: the landscape of faculty development and community engagement; models of faculty development in S-LCE; challenges and opportunities in pedagogy and partnerships; and engendering change in educational development.