Table Of ContentPathophysiology,
Physical
Assessment,
& Pharmacology
Advanced Integrative
Clinical Concepts
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Pathophysiology,
Physical
Assessment,
& Pharmacology
Advanced Integrative
Clinical Concepts
Janie T. Best, DNP, RN, CNL
Associate Professor
Queens University of Charlotte
Presbyterian School of Nursing
Blair College of Health
Charlotte, North Carolina
Grace Buttriss, DNP, RN, FNP-BC, CNL
Associate Professor
Queens University of Charlotte
Blair College of Health
Charlotte, North Carolina
Annette Hines, RN, PhD, CNE
Professor
Queens University of Charlotte
Director, Presbyterian School of Nursing
Blair College of Health
Charlotte, North Carolina
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F.A. Davis Company
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Philadelphia, PA 19103
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Copyright © 2022 by F.A. Davis Company
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As new scientific information becomes available through basic and clinical research, recommended treatments and drug
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Library of Congress Cataloging-in-Publication Data
Names: Best, Janie T. author. | Buttriss, Grace, author. | Hines, Annette, author.
Title: Pathophysiology, physical assessment, and pharmacology : advanced
integrative clinical concepts / Janie T. Best, Grace Buttriss, Annette Hines.
Description: Philadelphia : F.A. Davis Company, [2022] | Includes
bibliographical references.
Identifiers: LCCN 2021023453 (print) | LCCN 2021023454 (ebook) |
ISBN 9780803675674 (paperback) | ISBN 9780803675742 (ebook)
Subjects: MESH: Nursing Process | Nursing Care
Classification: LCC RT48 (print) | LCC RT48 (ebook) | NLM WY 100.1 |
DDC 616.07/5—dc23
LC record available at https://lccn.loc.gov/2021023453
LC ebook record available at https://lccn.loc.gov/2021023454
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The fee code for users of the Transactional Reporting Service is: 8036-1169-2/04 0 + $0.25.
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This book is dedicated to:
My parents, Ray and Joyce Trogdon, for their encouragement as I pursued my childhood dream
of becoming a nurse; my husband, Martin, my children, and their spouses (Steve & Brandy,
Emily & Eric) for their unfailing love and support throughout my nursing career; and to my
5 grandchildren who are my source of joy and inspiration. To all the nurses, nursing students,
doctors, and patients who have been an integral part of my nursing journey: Thank you!
Janie
My parents, Horace and Dorothy Baker, who met on a hospital ship caring for soldiers in
WWII, and inspired me to become a nurse; my son, Joe, who has tolerated, advised, and
unconditionally supported his working mom; and my husband, David, and many other family and
friends (especially my Duke ’BSN 84 colleagues) who have cheered me on to write a textbook.
Annette
My parents, Ken and Eily O’Connor, who provided me with encouragement and hospital shadowing
experiences to support my dream of becoming a Registered Nurse. Also, to my husband, Bert,
and daughter, Darby, who just achieved her MSN, who believed in my abilities and have offered
enduring love and support throughout this process and my lifelong learning journey. Thank you
also to my colleagues, students, and patients who were the inspiration for this text.
Grace
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Foreword
Nursing education is a curious field. We preach the need to deliver holistic patient
care. However, we teach nursing care by dividing the elements of care categorically.
We then expect the student, who is the least experienced member of the teaching/
learning team, to integrate the information provided. We require students to intui-
tively identify the salient points and apply the knowledge they gain from the written
word to a patient in the clinical setting.
This groundbreaking textbook, Pathophysiology, Physical Assessment, and Pharmacology:
Advanced Integrative Clinical Concepts, facilitates knowledge in a way that enables stu-
dent understanding for real world application. Integrating the concepts of physiology/
pathophysiology, physical assessment, and pharmacology eliminates the silo approach
to nursing education and guides the student to explore how each element impacts
the other.
Drs. Best, Buttriss, and Hines collaborate to bring both clinical and academic expe-
rience to the forefront in Pathophysiology, Physical Assessment, and Pharmacology. Written
with sound educational practices, this book will help students to reframe the way they
provide patient care. Nursing faculty will appreciate the thoughtful integration of the
“the 3Ps” in each chapter and exemplars that provide rich concepts for class design and
implementation. Pathophysiology, Physical Assessment, and Pharmacology is the textbook
that teaches like nursing students learn and practice.
Tama L. morris, rN, PhD, CNE
Dean, Blair College of Health & Presbyterian School of Nursing
Queens University of Charlotte, Charlotte, North Carolina
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Preface
As faculty at Queen’s University of Charlotte, we decided to tackle a long-running
curriculum issue: The “3Ps” of Pathophysiology, Pharmacology, and Physical Assess-
ment are the cornerstone of every nursing curriculum. Yet, students studying the
“3Ps” always struggle to relate and “connect” the content in one course to the content
in the others. The traditional “separate course” approach was leaving both faculty and
students frustrated; even our students requested a single 3P course in order to keep
up with the required content. We all know that studying each subject individually
has its value, but the downside is that, in reality, nursing practice requires us to draw
on our knowledge of Pathophysiology, Pharmacology, and Physical Assessment—
simultaneously—every day with every patient encounter.
In nursing practice, nurses have to integrate them.
So, we asked ourselves: Why not try integrating them in a single nursing course?
And thus, the purpose and mission of a single “3Ps course”—and this book—was born.
As instructors, we all know that students struggle to relate one course to the other, as
they attempt to “pull” and apply information from the “3Ps” simultaneously. In creating
a single, integrated 3Ps course and textbook, we saw that our students benefited from
a different kind of pedagogical “scaffolding.” It was easier to draw on their strengths in
two “Ps” in order to advance their knowledge in the third “P” more smoothly. We were
rewarded to see that students’ mastery of the content deepened, and students demon-
strated improved clinical thinking skills across the board.
After “road testing” our lectures, learning activities, and curricula with our stu-
dents, we partnered with the publishing team at F.A. Davis to create this text, with the
aim of providing a foundational, integrative course text to cover the 3Ps of nursing.
We believe this methodology promotes a deeper understanding of the concepts from
these three essential—and challenging—content areas and guides students to recog-
nize the importance of integration in the planning, delivery, and evaluation of nursing
care. Equally important, we wanted to develop a text and graduate course based on the
AACN guidelines and one that reflected our own commitment to application-based
learning.
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