how are these two picture depicting delirium and depression? you can't really show a face and say it's delirium, it's more about verbal/behavioral actions.

assessments

plural

not causing but leading to minimal independent(?) function

subjective, is there an objective measurement you can use instead?

this picture shows the human life cycle, but what do you think of the female wearing a skirt/dress? Most women do not dress this way anymore, I suggest finding an image that is more generic, and not based on the older assumption that women wear dresses

I suggest adding the CC license to the document instead of copyright

Even though every document does have a copyright and the CC license supersedes it, don't know why copyright is here. just an observation

bold

the use of child for neonate and infant does not fit. Below you define a child as a person 1-9 years. Use human as you mentioned in fetus wording, even though it sounds quite odd

this has been previously abbreviated in this chapter

tell the student what NANDA stands for

are

here is an example that matches the point I made above about putting only the patient statement in quotation marks.

most if not all boxes in this text are not numbered

I don't believe this skills is taught at the ADN level, as it is stated here, so I suggest adding a sentence that alerts the students this assessment technique will not be taught, as it is also not part of the physical exam as found in Appendix C.

individuals with memory impairment, infants, .....

not the best example, nurses should refrain from sharing subjective statements as 'appears', I've always taught my students this... instead, share the objective data that supports what the nurse sees, hears, such as the patient is perspiring, increased respiratory rate (specify), etc.

The patient reports, "My pain is level 2...."

the quotation marks would go around the patient statements, not text before the statement as in the shared example The patient reports

prior to highlighting this text, 'subjective data' was on two lines. see if it looks that way to you. it changed once I added the comment.

autonomy or right to.....

I think it's important to get students used to the concept of autonomy for both patients and nurses

do you want to state which number?

hyperlink to a previous chapter that lists the standards

reach or attain ??

bold the entire word

... is in....

I tried looking for an open image of a sign for a hospital, instead of a library, and could not find one. odd seeing a library sign

they don't decide, they have learned from the research. reword

don't like this picture, it's also way too big

these are one in the same. education on sodium intake is part of cardiac diet. simplify and omit sodium content.

Jewish penicillin

good example

citation needed... I won't share further examples like this to save myself some time.

how does this help? the patient and interpreter need to have eye contact, they are communicating with each other. sitting behind someone prevents effective communication. I encourage you to revise this/check original document

previous chapters refer to the box just above it but this one does not. are all the boxes labeled with a number as the tables? If so, it is not consistent

delete, same as it is written below in the fourth bullet point

and

this link takes the reader straight to the content: Description

my understanding is that sharing hyperlinks this way is not accessible. hyperlinks need to be part of the sentence as you have done many times throughout this text.

this would be italicized, not bolded

throughout the text, I'm having difficulty with the lack of citations. I find this to be a significant issue, and is concerning to me. Note, I have not shared every example that I felt needed citations.

this box needs citations, esp. this info about lead

should there be a number to this box?

is this wording needed?

there seems to be an extra space here

citations

Standard 8

I would delete this.

also what period of time does this sentence refer to? Suggest adding a decade or era.

also, this content needs a citation.

unclear who "all" refers to, sounds like the nurse, but that would not apply here. I'd reword

this citation belongs after the first sentence, not this one.

this was abbreviated earlier in the para

is this supposed to be superscript?

citations are needed for these definitions, they are not common knowledge

decision-makers

the illustration is a bit small, cannot distinguish culture. larger image would help identify the flags, etc.

citation needed for this definition.

I suggest referring to the ANA Standards of Professional Performance, Standard 8: Culturally Congruent Practice

this is confusing in the middle of a sentence

there is an extra space here

as noted in comment below, how does the nurse assess this in a hospital?

how is the nurse assessing vision?

have students been exposed to the SMART mnemonic by the time this reading is assigned?

educational materials

out of the hospital such as w/c or do you mean by car or taxi home?

share the list of formats using the same wording, and in the same order as listed below. for example, you don't mention DAR notes in this sentence.

may want to add that for some facilities, like skilled nursing facilities, treatments are on a TAR, not MAR

and other clinical

suggest using a different image with a patient in the room and the nurses' conversing, interacting with the patient

this image does not appear to be at the patient's bedside. looks like an ordinary room with two nurses communicating.

understanding the patient’s

"the"

is all this content cited in #15? There are examples in between the facts, are they from that source?

educational materials

team members, not just providers (MD, NP, PA, etc.)

why is this needed? this is just about how to respond, not about actions a nurse takes when a patient has a complaint

without criticism

in addition to the table above, I suggest adding the following techniques:

Being Genuine Description

Empathetic Communication Description

while these sources may not be ideal, it gives you some info on the topic.

"indicate a [potential?] problem"

...are present with their patients...

I hear you

while this may be true for the most part, "always" would be incorrect. I suggest rewording...

match up to the heading: Active Listening

is there a reason you are including the journal and publisher when, for the most part, this is not done elsewhere? It's odd.

awkward.... addresses?

there are two spaces between these words

citation!!

if this is part of the communication chapter, need to apply and discuss communication somewhere in this section.

do you want to add this exercise reducing heart rate, etc.? Knowing why this type of breathing is done will help the student with knowing when to implement this strategy

need citation for this content

how is the stress response part of communication?

this is a random website without any citations to support the validity of the content. this link can change quickly, as I've found with links in the OER I wrote. I suggest citing a more scholarly source, which could more likely stay active.

face-to-face

light can also be a barrier, either too dark or too light. suggest adding this

here you have a singular patient and a "singular" pronoun. Doing a search for him and her in each page will identify areas that need editing to gender neutral

provided where? Add to this sentence "below the box"

match the wording to the image citation, or vice versa

as noted in the other comment, need a picture of at least the social zone

needs citation for this definition

decluttering?

gender neutral, "their", consider making the passive communicator plural. Even if it is singular, need to use the singular "they" pronoun

are students exposed to this material when they are reading this chapter? Could a more simple diagnosis be easier at this point in the semester, such as a stroke?

awkward, reword

unit based should be unit-based

delete, add this sentence to above paragraph

advance what exactly?

last comment on deleting abbreviations in the heading. it should be done in the text, as it is here and in some other places, but it's not consistent throughout this chapter so far.

do you want to add that student nurses may be expelled or disciplined from their programs? Adding that discipline differs among the programs.

this is a long sentence. I suggest breaking it down.

I see you cited Missouri source here, is it the same for all states?

delete

delete, too many abbreviations, applies to others in this box.

on clinical nursing

awkward, suggest "often" or something similar

lower case

do you want to spell out this abbreviation?

incorrect abbreviation, should be:

bachelor of science in nursing (BSN)

"is discharged"

add space here

nurses do much more than just prevention, but also care for patients with acute exacerbations of mental illness.

this would work better if it read "inpatient"

and other healthcare team members

gender neutral, use their

are there initials for R.N. because it's written that way in the scope of practice in Wisconsin documentation? If not, I would omit the periods here an other areas in this box

delete apostrophe, intent is plural, not possessive

as with previous chapter, I suggest not using abbreviations in the heading as you did above in LPN section. if you intend to keep the abbreviation in the heading, it should match up to this and other sections that you intend to abbreviate throughout the text.

According to APA, abbreviations would not appear in the heading and textbooks should reflect this style of writing.

instead, "such as"

there are also 6, 7, and 8 rights to med administration. how do you want to address this?

as mentioned earlier, delete

The

officially titled The Joint Commission

remove the 's' from the abbreviation.

I would delete this abbreviation. it's abbreviated in the text, and that is how it should be, not in the heading.

comma after "Essentially"

patients would understand 'ulcer'? would patients not know the concept 'injury' since it's newer than ulcer?

suggest adding a hyperlink to this acronym referring student to the chapter where this content is explained

delete?

suggest odor instead

removing gloves and performing hand hygiene has been written numerous times during dressing changes, why is this statement here? Is it necessary?

referred to as policy, in previous sentence though refer to protocol... I suggest sticking to policy

in the beginning you have the student gather supplies, which included alcohol swab, was it to be used to clean the plug before returning it to the drainage system?

Since the alcohol swab is not referred to again, do you want to delete it?

add: be sure not to touch the reservoir opening to the container.

12 hours? I know some units still have 8 hour shifts. I would clarify

I don't recall seeing this in past dressing change steps. if it is not written, I suggest adding it.

wound irrigation and packing does not require Steri-Strips. also, not part of the directions on the rest of the page

this requires an order from the provider, student should be instructed to check the order

and doctor's orders.

people bathe by taking a shower, sponge bath at the sink or bed, or tub. if you are referring to a tub, I suggest stating as such

steri strips come in pre-set lengths, may want to mention this here and in suture removal section

in the previous section where sutures were removed, the student is unstructured to place a sterile 2 x 2 next to the wound to collect the suture material. Add this to step 11.

or is it to discuss the status of the wound?

is a surgical incision the only type of 'simple dressing'? if not, I suggest adding other examples. The process would be the same for stage 2 pressure injury

this disclaimer is already shared in the beginning. I would delete.

wouldn't this occur prior to the wound care? I would put this earlier in the task list sometimes it's up to an hour before the med takes effect.

or any other type of precautions

back to a comfortable position

to be sure, has this acronym been taught prior to this lesson? I do not believe I remember seeing it in this chapter

add: measurements are often taken in centimeters/millimeters unless otherwise required by the agency.

The documentation example later in the chapter reads centimeters

In my experience, inches were never used, we always used millimeters

state the size of the bandage. otherwise it's difficult to estimate amount of drainage. I used to do wound care for years, and always documented it that way

this looks like a form an aide would fill out and give to the nurse (noted in the text). This would not be something the nurse would fill out, not sure I see this as helpful for the student.

note color of purulent drainage; green, yellow, etc.

consider adding: Commonly used for pressure injuries (without looking up the literature, I have had doctors order it for stage 2)

will you be explaining the WOCN certified nurse in this chapter? I would encourage you to do so...

this photo does not load

consider referring the student back to the ways to approach this education? I read this information in chapter 10.

would mobility apply here?

text refers to this image as slough, but this would looks like eschar. The image for eschar, 20.14, is not found. The next image listed is 20.15.

clarify NPUAP, this acronym will mean nothing to the students

does it make sense to state that other types of wounds are not staged? such as a skin tear? Just a thought

is this needed?

is this supposed to take the reader to the beginning of the book? It doesn't...

suggest being gender neutral, use "the patient" instead

add space between respiratory and specific

add a space between respiration and includes

add this to the beginning of the assessment.

modify the wording at the end to:

Assist the patient back to a comfortable position

do you want to refer students back to this information as you did for the table 10.31 in #3 above?

assess the environment: tubing from oxygen, walker, equipment.

is this prior to entering the room? If so, state as such. Checking for contact precautions would be stated outside of the room. I agree with other comment about noting for other types of precautions.

if we modify the environment, we can reduce symptoms of poor health

https://www.youtube.com/watch?v=ilor4mKyw4U

For example, when a COPD patient is being discharged home from the hospital, it is important to ask about the home environment. Does anyone smoke? Does the person live near factories or have pollution in their neighborhood?

https://www.youtube.com/watch?v=tv-rKdXoW5A

When an open textbooks been created, the author may want to understand how to remix up to date literature. Updating content and outdated resources is going to be a continual process.

the article I read comes from OER commons, which shares a similar content as CC, though I felt this link was particularly helpful with examples and steps.

https://iskme.zendesk.com/hc/en-us/articles/115001286646-Remix-a-resource

We know CC offers licenses to share resources freely, and some teachers are sharing content with other educators on Google Drive for easy access. The article states, “According to the Department of Education, all OERs must be three things: digitized, free, and editable. Many commercially produced digital textbooks and resources are licenced for use in only one classroom, school, or district at a time. Digitized historical documents are wonderful assets to the open curriculum, but are rarely editable and therefore hard to loop into a classroom-friendly curriculum.” There are some other interesting points about needing additional open content but is only available through a journal subscription. This article offers a number of open campaigns that some educators support.

link: https://www.theatlantic.com/education/archive/2016/10/how-the-internet-is-complicating-the-art-of-teaching/505370/

I work for SUNY, and found an article that reviews how copyright applies to faculty. Work-for-hire rule and the common-law exception is discussed. I believe this article would be helpful for educators, to understand how these two copyright rules may apply.

As per the article:

SUNY’s policy incorporates the general academic common law work-for-hire exception (to the effect that (faculty own the copyright in work produced in the scope of employment), but retains the ability of the University to specifically order or commission a faculty member per written contract to create work-for-hire, in which either the University or the faculty member may own the copyright, as the parties shall agree and reflect in the contract.

https://system.suny.edu/academic-affairs/faculty/faculty-ownership/

These bullet points refer to moral rights though this section does not share a definition. I distinctly remember wondering why there wasn’t an official definition for this concept. While the definition may be obvious, I found an article that can be an additional resource for this content.

The article can be hyperlinked to any of the content in this section. The article I found is licensed under a Creative Commons Attribution 3.0 Unported License

Here is the link to the article:

http://blogs.lse.ac.uk/impactofsocialsciences/2014/09/09/whats-so-moral-about-the-moral-rights-of-copyright/

In the third paragraph from the end of the page (pasted below), I suggest sharing an example of a custom open copyright license competitor. I remember reading this paragraph wondering why an example was not offered. I would have found it helpful at the time. I would have liked to compare the differences between CC and other licensing companies (if that’s what they are called).

Here is the link: https://help.github.com/articles/licensing-a-repository/