6th Edition FAQ
This resource provides answers to Frequently Asked Questions (FAQ) about the Ignatavicius & Workman Medical-Surgical Nursing: Patient-Centered Collaborative Care (2010) textbook that is now available. The FAQ provide additional information to the 6th Edition Overview.
(Click on a question to view/hide its answer.)
Q. Is your book for an AD or BSN level? Can it be used in a 1+1 program?
A. The Iggy med-surg textbook was designed to be used in any nursing program as a core body of knowledge for all nurses. At this time, all RN candidates take the same NCLEX® exam, which tests for minimum safe practice. The PN exam test plan is very similar to the RN plan, but students are tested within their scope and role. Therefore, it is appropriate to use "Iggy" in both the first and second levels of a 1+1 or leveled AD program. The text is also commonly used in BSN programs.
Students are typically assigned to read the sections of the book in the first program level (or Junior Year of a BSN program) related to chronic, stable health problems that usually have predictable outcomes. For the second program level (or Senior Year of a BSN program), the students read the sections related to more complex, multi-system health problems that often have unpredictable outcomes.
For more information on 1+1 programs, see the Nurse Educators FAQ on this web site.
Students are typically assigned to read the sections of the book in the first program level (or Junior Year of a BSN program) related to chronic, stable health problems that usually have predictable outcomes. For the second program level (or Senior Year of a BSN program), the students read the sections related to more complex, multi-system health problems that often have unpredictable outcomes.
For more information on 1+1 programs, see the Nurse Educators FAQ on this web site.
Q. How does your book help us focus on nursing concepts?
A. Like all other medical-surgical textbooks, this book's units are divided into body systems using an anatomic approach. However, some less common or "minor" health problems have been downsized in their coverage. There is not time for students to learn all the possible health problems that a patient may have (see Nurse Educators FAQ).
For this edition, the book is also divided into sections by nursing concept, which we call human needs. Each section begins with an overview of the concepts (such as oxygenation and perfusion), which reminds the student of what they learned in their foundations/fundamentals course. Then, although the unit presents common health problems, the emphasis for nursing care is on meeting the human needs that have been compromised by the disease, illness, or surgery. When feasible, the health problems are also grouped by pathophysiologic concept, such as infections, inflammations, and obstructions. This helps the student make connections among the health problems.
At the end of each body system chapter, we present human needs reviews. These summaries are not disease-specific, but rather show the student that there is a common core of assessment techniques and interventions that the nurse provides in collaboration with the health care team for patients with the health problems discussed in the chapter.
For this edition, the book is also divided into sections by nursing concept, which we call human needs. Each section begins with an overview of the concepts (such as oxygenation and perfusion), which reminds the student of what they learned in their foundations/fundamentals course. Then, although the unit presents common health problems, the emphasis for nursing care is on meeting the human needs that have been compromised by the disease, illness, or surgery. When feasible, the health problems are also grouped by pathophysiologic concept, such as infections, inflammations, and obstructions. This helps the student make connections among the health problems.
At the end of each body system chapter, we present human needs reviews. These summaries are not disease-specific, but rather show the student that there is a common core of assessment techniques and interventions that the nurse provides in collaboration with the health care team for patients with the health problems discussed in the chapter.
Q. What is the reading level of your textbook?
A. This is a common question that all faculty are concerned about today given the reading ability of some of our students. Reading level determinations depend on which book passage is used: The length of sentences and the length of the words are most important in determining reading level. Most chapters in our book are at an 11th-12th grade reading level. A few chapters are lower due to the nature of the content and length of medical terms.
What is more important than reading level, however, is readability. The student will not read the text if he or she has to read the sentence several times to understand it. Many textbooks are littered with unnecessary, redundant, and fragmented content; ours is not! The information in "Iggy" flows and is easier to read than content in other textbooks. Students consistently select our book over others because it is reader-friendly and they can learn from it!
What is more important than reading level, however, is readability. The student will not read the text if he or she has to read the sentence several times to understand it. Many textbooks are littered with unnecessary, redundant, and fragmented content; ours is not! The information in "Iggy" flows and is easier to read than content in other textbooks. Students consistently select our book over others because it is reader-friendly and they can learn from it!
Q. Are there other ways that the 6th edition is different than the 5th edition?
A. We retained a very popular feature that we've used since the first edition—the focus on collaborative care. The Joint Commission and IOM/QSEN competencies mandate collaborative practice (see Nurse Educators FAQ). Within this approach, the role of the nurse is made very clear, including the responsibility of the nurse to coordinate the health care team. The 6th edition also pulls out the aspects of care that emphasize patient safety and quality of care—the number one priority in health care today. We also put more emphasis on clinical decision-making, delegation and supervision, and priority setting in this edition. The NCLEX® tests concentrate on these concepts to ensure that beginning nursing graduates are safe to practice.
In addition to the changes discussed earlier in this FAQ, specific examples of new features that are found throughout the book include:
The ancillary package has been completely revised, especially the Clinical Companion and test bank, to match all the changes and emphasis in the textbook. Two new ancillaries, the Simulation Learning System (SLS) and the Instructor's Lesson Plans, are also available. A new DVD of Donna speaking about curricular transformation is complimentary for faculty who adopt the textbook.
In addition to the changes discussed earlier in this FAQ, specific examples of new features that are found throughout the book include:
- Best Practice for Patient Safety and Quality Care charts
- National Patient Safety Goals (from The Joint Commission)
- Decision-Making Challenges centered around delegation, critical rescue, coordination of care, and legal/ethical issues
- NCLEX® Challenges
- Chapter Learning Outcomes that are consistent with the NCLEX® test plan
- First chapter focused on IOM/QSEN competencies
- Evidence-based practice emphasized throughout text
- More concise review of fluids and electrolytes/acid-base concepts
- Increased coverage in Infection chapter
- New chapter on Disaster and Emergency Preparedness
- Slightly shorter book that is more reader friendly
The ancillary package has been completely revised, especially the Clinical Companion and test bank, to match all the changes and emphasis in the textbook. Two new ancillaries, the Simulation Learning System (SLS) and the Instructor's Lesson Plans, are also available. A new DVD of Donna speaking about curricular transformation is complimentary for faculty who adopt the textbook.