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<p>Preface viii<br /> Contributors ix<br /> How to use your revision guide xiv<br /> About the companion website xvii</p> <p><b>Part 1 Assessment and screening 1</b></p> <p>1 Assessment of the child 2</p> <p>2 SBAR framework 4</p> <p>3 The nursing process 6</p> <p>4 Nursing models 8</p> <p>5 The care plan 10</p> <p>6 Record keeping 12</p> <p>7 Engagement and participation of children and young people 14</p> <p>8 Observation of the well child 16</p> <p>9 Observation of the sick child 17</p> <p>10 Septic screening 19</p> <p>11 Advanced physical assessment 20</p> <p>12 Developmental assessment 22</p> <p>13 Paediatric Early Warning Score 24</p> <p>14 Paediatric critical care 26</p> <p>15 Understanding investigations 28</p> <p>16 Understanding blood gas analysis 30</p> <p>17 Understanding blood chemistry 32</p> <p>18 Understanding pathology specimen collection 34</p> <p>19 Understanding X-rays 36</p> <p>20 Pulse oximetry 38</p> <p>21 Central venous devices 40</p> <p>22 Tracheostomy care 42</p> <p>23 Infant resuscitation 44</p> <p>24 Young person resuscitation 46</p> <p>25 Resuscitation drugs 48</p> <p>26 Emergency care 50</p> <p><b>Part 2 Working with families 53</b></p> <p>27 Partnership 54</p> <p>28 Family centred care 56</p> <p>29 Family health promotion 58</p> <p>30 Communicating with children 60</p> <p>31 Hospital play 62</p> <p>32 Role of the community children’s nurse 64</p> <p>33 Collaboration with schools 66</p> <p>34 Family information leaflets 68</p> <p>35 Safeguarding 70</p> <p>36 Fabricated or induced illness 72</p> <p>37 Gaining consent or assent 73</p> <p>38 Clinical holding 74</p> <p>39 Breaking bad or significant news 76</p> <p>40 Care of the dying child 78</p> <p>41 Dealing with aggression 80</p> <p>42 Minimizing the effects of hospitalization 82</p> <p>43 Transition 84</p> <p><b>Part 3 The newborn infant 87</b></p> <p>44 Fetal development 88</p> <p>45 Neonatal examination 90</p> <p>46 Neonatal screening tests 92</p> <p>47 The premature baby 94</p> <p>48 Neonatal transport 96</p> <p>49 Jaundice and hyperbilirubinaemia 98</p> <p>50 Congenital heart disease 100</p> <p>51 Neonatal resuscitation 102</p> <p>52 Incubator/Babytherm care 104</p> <p>53 Sudden infant death syndrome 106</p> <p><b>Part 4 The developing child 109</b></p> <p>54 Nutrition in childhood 110</p> <p>55 Breastfeeding 112</p> <p>56 Bottle feeding 114</p> <p>57 Feed calculations 116</p> <p>58 Percentile charts 118</p> <p>59 Child development: 0–5 years 120</p> <p>60 Child development: 5–16 years 122</p> <p>61 Age-appropriate behaviours 124</p> <p>62 Common behavioural problems of childhood 126</p> <p>63 Adolescent development 128</p> <p>64 Child health promotion 130</p> <p>65 Immunity and immunization 132</p> <p>66 Childhood immunizations 134</p> <p><b>Part 5 Child heath policy 137</b></p> <p>67 Child health policy 138</p> <p>68 The rights of children in hospital 140</p> <p>69 The NHS Change Model 142</p> <p>70 Young person policy 144</p> <p>71 Child disability policy 146</p> <p><b>Part 6 Nursing the sick child and young person 149</b></p> <p>72 Pain assessment 150</p> <p>73 Pain management 152</p> <p>74 Preoperative preparation 154</p> <p>75 Postoperative care 156</p> <p>76 Pressure area care 158</p> <p>77 Managing fluid balance 160</p> <p>78 Administering medication 162</p> <p>79 Drug calculations 164</p> <p>80 Enteral and nasogastric feeding 166</p> <p>81 The feverish child 168</p> <p>82 Infectious childhood diseases 170</p> <p>83 Assessing infectious diseases 172</p> <p>84 Prevention of infection 174</p> <p>85 Hyponatraemia and its prevention 176</p> <p>86 Thermal injuries 178</p> <p>87 Childhood fractures 180</p> <p>88 Plaster care 182</p> <p>89 Traction care 184</p> <p>90 Neurovascular observations 186</p> <p>91 Neurological problems 188</p> <p>92 Brain injury and coma 190</p> <p>93 Seizures 192</p> <p>94 Meningitis 194</p> <p>95 Septicaemia 196</p> <p>96 Respiratory problems 198</p> <p>97 Asthma 200</p> <p>98 CPAP and BiPAP 202</p> <p>99 Cardiovascular assessment and shock 204</p> <p>100 Inflammatory bowel disease 206</p> <p>101 Gastro-oesophageal reflux 208</p> <p>102 Coeliac disease 210</p> <p>103 Appendicitis 212</p> <p>104 Constipation 214</p> <p>105 Renal problems 216</p> <p>106 Haematological problems 218</p> <p>107 Musculoskeletal problems 220</p> <p>108 Reproductive and sexual problems 222</p> <p>109 Skin conditions 224</p> <p>110 Atopic eczema 226</p> <p><b>Part 7 Chronic and life-limiting conditions 229</b></p> <p>111 Living with chronic illness 230</p> <p>112 Cystic fibrosis management 232</p> <p>113 Juvenile idiopathic arthritis 234</p> <p>114 Epilepsy 236</p> <p>115 Childhood cancer 238</p> <p>116 Cleft lip and palate 240</p> <p>117 Diabetes 242</p> <p>118 Diabetes management 244</p> <p>119 Childhood obesity 246</p> <p>120 Eating disorders 248</p> <p>121 Mental health problems 250</p> <p>122 Self-harm in childhood 252</p> <p>123 What is a learning disability? 254</p> <p>124 Autistic spectrum disorder 256</p> <p>125 Communicating with the child who has a learning disability 258</p> <p>126 Positive behavioural support 260</p> <p>127 Atrioventricular septal defect in children with learning disability 262</p> <p>128 Genetic conditions: Down’s syndrome 264</p> <p>129 Other genetic conditions 266</p> <p>References and Further reading 268</p> <p>Index 275</p>

<p><strong>Professor Alan Glasper</strong> is Professor of Nursing at the School of Nursing and Midwifery, University of Southampton, UK. He is a children's and young people's nurse with longstanding interests in healthcare for children. He collaborates nationally and internationally; his current work includes collaborations with The Association of Chief Children's Nurses (accnuk.org) and The Theodora Foundation. <p><strong>Dr Jim Richardson</strong> is head of children's nursing at Glamorgan University. His research interests include Ethical issues in child health care, cultural aspects of child health care, chronic illness in childhood, public policy and child health care, management of child health nurse education, methods in child health related research. <p><strong>Dr Jane Coad</strong> is Professor in Children and Family Nursing, and Director of Centre for Children and Families Applied Research (CCFAR) at Coventry University. She is also Honourable Associate Professor at the University of Warwick and Honourable Professor at Anglia Ruskin University, Cambridge.</p>

<p>The market-leading <i>at a Glance</i> series is used world-wide by students and health professionals for its concise and clear approach and superb illustrations. <p>Each topic is presented in a double-page spread with clear, easy-to-follow diagrams, supported by succinct explanatory text. <p>Covering the whole curriculum, these introductory texts are ideal for teaching, learning and exam preparation, and are useful throughout nursing school and beyond. <p><b>Everything you need to know about Children and Young People's Nursing...at a Glance!</b> <p><i>Children and Young People's Nursing at a Glance</i> is the perfect companion for study and revision for pre-registration children's nursing students from the publishers of the market-leading at a <i>Glance series</i>. Divided into seven sections it explores assessment and screening, working with families, the newborn infant, the developing child, child health policy, nursing the sick child and young person, and chronic and life-limiting conditions. <p>This comprehensive book is an invaluable resource for pre-registration nursing students as well as newly quali??? ed nurses wanting to consolidate and expand their knowledge of children and young people's nursing. <ul> <li>Breaks down complex aspects of child health care in an accessible and un-intimidating way</li> <li>The perfect revision and consolidation textbook</li> <li>Linked closely with the NMC standards for pre-registration nursing education, and the essential skills clusters framework</li> <li>Highly visual colour presentation, with approximately 130 illustrations</li> <li>Includes boxes, summary boxes, key points and recommendations for practice to improve the learning experience</li> <li>Available in a range of digital formats – perfect for 'on the go' study and revision</li> </ul> <p><b>All content reviewed by students for students</b> <p>Wiley Health Science books are designed exactly for their intended audience. All of our books are developed in collaboration with students. This means that our books are always published with you, the student, in mind. <p>If you would like to be one of our student reviewers, go to www.reviewnursingbooks.com to ???nd out more.

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