Estes Health Assessment and Physical Examination,
3rd Edition

Pauline Calleja, Karen Theobald, Theresa Harvey

ISBN-13: 9780170420587
Copyright 2020 | Published
List Price: USD $108.75

Health assessment is a process that evaluates the whole person as a physical, psychosocial and functional being, whether they’re young or old, well or ill. This market-leading text presents health assessment, physical examination information and skills for health professionals who complete these types of assessments. Health Assessment and Physical Examination takes you from basic concepts to more advanced health assessment. It uses the ENAP (Examine–Normal–Abnormal–Pathophysiology) approach to allow you to collect useful information. A case study at the end of each chapter walks you through an assessment example. The text includes advanced topics as well as ‘Urgent findings’, which highlights serious or life-threatening signs and critical assessment findings that need immediate attention.

Purchase Enquiry INSTRUCTOR’S eREVIEW COPY

UNIT 1 Laying the foundation
1. Critical thinking and the nursing process
2. The patient interview and developmental considerations
3. The complete health history including documentation
4. Cultural considerations

UNIT 2 Physical examination
5. Physical examination techniques
6. Examination requirements for every patient
7. Mental status and neurological techniques
8. Skin, hair, and nails
9. Head, neck and regional lymph nodes
10. Eyes
11. Ears, nose, mouth and throat
12. Breast and regional nodes
13. Thorax and lungs
14. Heart and blood vessels
15. Abdomen and nutrition
16. Musculoskeletal system
17. Female genitalia
18. Male genitalia
19. Anus, rectum and prostate

UNIT 3 Specific lifespan populations
20. The pregnant woman
21. The paediatric patient
22. The older adult

UNIT 4 Putting it all together
23. Health assessment and physical examination in context

  • Pauline Calleja

    Associate Professor Pauline Calleja RN, PhD, MANP, GCHigherEd, BNSc, DipManagement MACN, FCENA, SFHEA Associate Dean (Nursing) & Head of College Nursing & Midwifery in the School of Nursing, Midwifery & Social Sciences at CQU in Cairns. Pauline is also Consultant Nurse Educator, Retrieval Services Queensland, Department of Health and a Member, International Consortium for Occupation Resilience (ICOR) Pauline’s nursing background has spanned many specialty areas and has included teaching health assessment, physical examination, and clinical reasoning in clinical and academic settings. Pauline has also taught at Griffith, QUT, Uni of the Sunshine Coast, JCU and within various clinical and vocational education settings, and has senior management experience in a remote setting. Pauline is a Fellow of professional associations including College of Emergency Nursing Australasia, and member of CRANAplus, Association of Nursing and Midwifery Leaders and the Australian College of Nursing.

  • Karen Theobald

    Associate Professor Karen Theobald, RN, PhD(Griff), MHSc (Nursing), GCert (HigherEd), BAppSc (QUT) SFHEA Academic Lead Education, School of Nursing; Postgraduate Health Professional Education Study Area Coordinator, School of Nursing, QUT Karen is an experienced nursing lecturer and clinician, teaching across undergraduate and postgraduate tertiary courses. Most of Karen’s teaching is in the areas of acute care nursing, health assessment, advanced life support, and developing teachers’ capacity to enhance learning. A strong focus in her teaching is a commitment to learning through industry collaboration and work-integrated learning. In her present role Karen oversees the strategic direction of learning and teaching in large undergraduate and postgraduate courses. Her research engages in teaching practice, design and delivery of curricula and transfer of clinical reasoning capability.

  • Theresa Harvey

    Theresa Harvey FACN,Nursing Lecturer, SoNMP International Coordinator,Course Coordinator, Master of Leadership and Management in Health Care Theresa has extensive and varied clinical and nursing education experience including tertiary and clinical education, clinical expertise in high-dependency, community, and midwifery practice. Theresa’s research and teaching focus includes health assessment and physical examination, including development of clinical reasoning and supporting undergraduate students’ clinical learning for transition to practice, simulation, developing clinical teaching skills and developing a global perspective for clinical care. She has also taught at Queensland University of Technology and Northern Sydney Area Midwifery School/ Ryde Hospital. Theresa is a Fellow of the Australian College of Nursing. She is currently completing her PhD.

  • NEW topics integrated into the text, including urinary function, mental health, pain management, and cultural safety

  • NEW regional updates and clarification of terminology

  • Up-to-date standards for nursing and midwifery

  • UPDATED examination requirements , including neurological assessment

  • New names for Chapters 4 Cultural Considerations; 20 The pregnant woman; and 23 Health assessment and physical examination in context

  • New format for Health History tables, consistent with case studies

  • Three NEW and other updated cases studies with worked examples

  • 'Examination in Brief' boxes ' provide a concise review of steps for performing each assessment type; these are also available as pocket-sized tear-out cards for on-the-go clinical revision

  • 'Clinical Reasoning' cycles explain the decision-making process to develop and enhance students’ clinical judgement skills; these include a practice tip icon if the content offers tips on how to get better results from the clinical reasoning process

  • 'Health Education' boxes offer guidance for educating patients for healthy patient outcomes and emphasising assessment of the whole person

  • 'Putting it in Context' boxes show examples of the application of health assessment and physical examination theory in different clinical situations that students may encounter in the workplace. These include questions for students to review their understanding

  • 'Reflection in Practice' introduces realistic clinical situations and ethical controversies to encourage students to question issues in a personal context as well as to stimulate critical thinking, effective decision making and active problem solving

  • 'Urgent Findings' highlights serious or life-threatening signs or critical assessment findings that need immediate attention

  • 'Health History' tables are detailed models of potential patient profiles, common complaint descriptions, important past health history information, as well as relevant family and social histories linked to that examination. These follow a standard format that encourages consistency and organisation when discussing topics with patients during the health history interview

  • End-of-chapter worked case study demonstrates how to apply critical thinking skills to real-life scenarios. These follow the structure of the health history, provide detailed patient profiles and make use of the evaluation and clinical reasoning cycle to demonstrate the approach/process

  • End-of-chapter study tools include review questions, multiple choice questions for quick revision, reference to Clinical Skills Videos and further resources

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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