Fragility Fracture Nursing: Holistic Care and Management of the Orthogeriatric Patient

ISBN-13: 9783319766805 / Angielski / Twarda / 2018 / 158 str.

Karen Hertz;Julie Santy-Tomlinson

Opis

The care community has to understand better the experience of fragility fracture from the perspective of the patient so that direct improvements in care can be based on the perspectives of the users. This book supports these needs by providing a comprehensive approach to nursing practice in fragility fracture care.

Recenzje

"This is a resourceful, insightful, thorough discussion of the care of geriatric patients with fractures. The focus on older patients is important because of the increased risk and occurrence of fractures in this population. The book will be an asset to anyone caring for the elderly." (Melody L.W. Schrock, Doody's Book Reviews, October, 2018)

Spis treści

Foreword
Professor Paolo Falaschi, Italy and Professor David Marsh, United Kingdom

Preface
Karen Hertz and Julie Santy-Tomlinson

Chapter 1: Osteoporosis and the nature of fragility fracture – an overview 
Marsha Van Oostwaard, Netherlands and Ana Cruz Tochon-Lauraz, Switzerland

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of the chapter
• What the nurse should know about:
Osteoporosis
• Fragility fracture
• Summary of main points for learning 
• Suggested further study
• How to self-assess learning
References

Chapter 2: Frailty, sarcopenia and falls
Andrea Marques, Portugal and Carmen Queiros, Portugal

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of the chapter
• What the nurse should know about:
• Frailty
• Assessment
• Interventions
• Sarcopenia
• Assessment
• Interventions
• The link between frailty, sarcopenia and falls
Summary of main points for learning 
• Suggested further study
• How to self-assess learning
• References

Chapter 3. Fracture and fall prevention and fracture liaison
Ana Cruz Tochon-Lauraz, Switzerland and Marsha Van Oostwaard, Netherlands

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Fracture and fall prevention
• Assessment processes 
• Evidence based nursing interventions 
• Fracture liaison <
  • Assessment processes
  • Evidence based nursing interventions
• Summary of main points for learning
• Suggested further study
How to self-assess learning

 

Chapter 4: Comprehensive geriatric assessment from a nursing perspective
Mette Martinsen, Norway; Louise Brent, Ireland and Lina Spirgiene, Lithuania

Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Comprehensive orthogeriatric assessment and its components
Assessment processes – including the evidence base
• Summary of main points for learning 
• Suggested further study
• How to self-assess learning 

Chapter 5: Orthogeriatric nursing in the emergency and perioperative in-patient setting
Charlotte Myhre-Jensen, Denmark and Oliver Mauthner, Switzerland

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Emergency care
• Assessment
• Evidence based interventions 

Preoperative care
• Assessment
• Evidence based interventions 
• Perioperative care
Assessment
• Evidence based interventions 
• Postoperative care
• Assessment
• Evidence based interventions

• Summary of main points for learning 
• Suggested further study
• How to self-assess learning

Chapter 6: Mobility, remobilisation, exercise and prevention of the complications of stasis 
Panagiota Copanitsanou, Greece 

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
Mobility & remobilisation
• Exercise
• The complications of stasis
• Mobility and remobilisation
Assessment
• Evidence based interventions
• Exercise
• Assessment
• Evidence based interventions
Prevention of the complications of stasis
• Assessment
• Evidence based interventions
• Summary of main points for learning 
Suggested further study
• How to self-assess learning

Chapter 7: Wound management and pressure ulcer prevention and management
Ami Hommel, Sweden and Julie Santy-Tomlinson, UK

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Pathophysiology and causes of pressure ulcers
• Wound management and surgical site infection following hip fracture surgery
• Pressure ulcer prevention
• Assessment
• Evidence based interventions
• Wound management and prevention of surgical site infection
• Assessment
• Evidence based interventions
• Summary of main points for learning 
• Suggested further study
How to self-assess learning

Chapter 8: Nutrition, hydration and elimination
Patrick Roigk, Germany

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Nutrition
• Hydration
• Elimination
Nutrition
• Assessment
• Evidence based interventions
• Hydration
• Assessment
• Evidence based interventions
• Elimination
• Assessment
• Evidence based interventions
Summary of main points for learning
• Suggested further study
• How to self-assess learning 

Chapter 9: Nursing the patient with altered cognitive function
Karen Hertz, United Kingdom and Manuela Pretto , Switzerland

Aims of chapter – overall purpose

Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study

What the nurse should know about:

• Altered cognitive function and:
• Delirium
• Dementia
• Depression

Delirium

Assessment
• Evidence based interventions

Dementia

• Assessment
• Evidence based interventions

Depression

• Assessment
• Evidence based interventions

Summary of main points for learning 

Suggested further stud

How to self-assess learning

Chapter 10: Patient motivation, rehabilitation, discharge and post-hospital care
Silvia Barberi, Italy and Lucia Mielli, Italy

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Rehabilitation
• Patient motivation
• Discharge
• Post-hospital care
• Rehabilitation
• Assessment
Evidence based interventions
• Patient motivation
• Assessment
• Evidence based interventions
• Discharge
• Assessment
• Evidence based interventions
• Discharge
• Assessment
Evidence based interventions
• Summary of main points for learning
• Suggested further study
• How to self-assess learning

Chapter 11: Family partnerships, palliative care and end of life
Louise Brent, Ireland 

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• Family partnerships
• Palliative Care
• End of life

Family partnerships

Assessment
• Evidence based interventions

Palliative care

• Assessment
• Evidence based interventions

End of life care

• Assessment
• Evidence based interventions

Summary of main points for learning

Suggested further study

How to self-assess learning

Chapter 12: The orthogeriatric nursing and care philosophy across difference care settings 
Magdalena Kaminska, Poland and Julie Santy-Tomlinson, United Kingdom

• Aims of chapter – overall purpose
• Learning outcomes – what the nurse will be able to do at the end of this chapter and following further study
• What the nurse should know about:
• The nature of orthogeratric nursing
Links with adult and geriatric nursing theory and philosophy
• Professional, ethical, legal and political aspects of orthogeriatric nursing
• The value and availability of the nursing resource and its impact on care quality and patient outcomes
• The nursing role in audit and practice improvement
Summary of main points for learning
• Suggested further study
• How to self-assess learning

O autorze

Karen Hertz is is a registered nurse with extensive experience of clinical practice in a wide range of acute hospital settings with a focus on orthopaedic/trauma and orthogeriatric nursing as well as all aspects of adult nursing. She has developed a clinical career in the role of Advanced Nurse Practitioner in which she provides patient focused care, using advanced assessments skills and nurse prescribing privileges to provide autonomous clinical practice for patients within a trauma unit in a large University Hospital. She has a track record of national and international networking that includes membership of various boards and committees relevant to her practice and has co-authored several book chapters. 

Dr. Julie Santy-Tomlinson is a registered nurse with clinical interests in orthopaedics and trauma, wound management, tissue viability and nursing care of the older adult. She has worked in nursing education in the UK for over 20 years and currently works at the University of Manchester as a Senior Lecturer where she teaches a broad spectrum of nursing topics. She is also Editor in Chief of the International Journal of Orthopaedic and Trauma Nursing and has authored, co-authored and co-edited numerous journal papers, clinical guidelines, books and book chapters.

Blurb

This open access book aims to provide a comprehensive but practical overview of the knowledge required for the assessment and management of the older adult with or at risk of fragility fracture. It considers this from the perspectives of all of the settings in which this group of patients receive nursing care. 

Globally, a fragility fracture is estimated to occur every 3 seconds. This amounts to 25 000 fractures per day or 9 million per year. The financial costs are reported to be: 32 billion EUR per year in Europe and 20 billon USD in the United States. As the population of China ages, the cost of hip fracture care there is likely to reach 1.25 billion USD by 2020 and 265 billion by 2050 (International Osteoporosis Foundation 2016). Consequently, the need for nursing for patients with fragility fracture across the world is immense. Fragility fracture is one of the foremost challenges for health care providers, and the impact of each one of those expected 9 million hip fractures is significant pain, disability, reduced quality of life, loss of independence and decreased life expectancy. 

There is a need for coordinated, multi-disciplinary models of care for secondary fracture prevention based on the increasing evidence that such models make a difference. There is also a need to promote and facilitate high quality, evidence-based effective care to those who suffer a fragility fracture with a focus on the best outcomes for recovery, rehabilitation and secondary prevention of further fracture. The care community has to understand better the experience of fragility fracture from the perspective of the patient so that direct improvements in care can be based on the perspectives of the users.

This book supports these needs by providing a comprehensive approach to nursing practice in fragility fracture care.