Designed specifically for undergraduate writing, this easy-to-use pocket guide provides complete guidance for new writers on effective, clear, and inclusive scholarly communication and the essentials of formatting papers and other course assignments.

The Diabetes Ready Reference for Nurse Practitioners is a handy reference for nurse practitioners and all health care professionals who are responsible for the diagnosis, treatment, and general care of patients with diabetes and the numerous chronic conditions associated with the disease. Based on the popular American Diabetes Association (ADA) reference book, The Diabetes Ready Reference for Health Professionals, ADA worked in partnership with the American Academy of Nurse Pratictioners to create a powerful and easy-to-use reference that provides on-the-spot answers and information for health care professionals who have many patients with diabetes and prediabetes and less time to devote to them. In an easy-to-use bullet list format the guidebook covers: Pathophysiology Diagnosis Admission Guidelines Monitoring Oral Medications Insulin Medication Effects Hypo-/Hyperglycemia Chronic Complications Illness Hospitalization and Surgery Self-Mangement Education Medical Nutriton Therapy Physical Activity Foot Care In addition, the guidebook has a glossary of important terms, and a bibliography. This critical, pertinent information&mdashcompiled by hospital-based diabetes care experts&mdashis essential for physicians, nurses, or other health professionals who care for patients with diabetes. All proceeds are used to further the American Diabetes Association's mission to prevent and cure diabetes and improve the lives of all people affected by diabetes.

The Publication Manual of the American Psychological Association is the style manual of choice for writers, editors, students, and educators in the social and behavioral sciences, nursing, education, business, and related disciplines.

The Nurse's 3-Minute Clinical Reference is organized into four sections—Disorders, Treatments, Procedures, and Diagnostic Studies—with entries within each section organized alphabetically. Each Disorders and Procedures entry is six columns on a two-page spread; each Diagnostic Studies and Treatments entry is three columns on one page. Information is provided in brief bulleted points. Part I covers more than 300 acute and chronic health problems including the newest conditions such as metabolic syndrome. Part II covers more than 50 treatments; Part III, more than 75 procedures; and Part IV, more than 130 diagnostic tests. Entries in each section follow a consistent format.

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This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University