{"product_id":"nursing-care-of-children-and-young-people-with-long-term-conditions-isbn-9781119653110","title":"Nursing Care of Children and Young People with Long-Term Conditions","description":"\u003cp\u003eThe second edition of \u003ci\u003eNursing Care of Children and Young People with Long Term Conditions\u003c\/i\u003e remains the only nursing-specific text on the care of paediatric patients with chronic illness. Written to meet the needs of nursing students and professionals alike, this comprehensive volume provides authoritative and up-to-date information on the context, theory, and practice of delivering holistic care to children and families in a range of health and social care settings.\u003c\/p\u003e \u003cp\u003eContributions from a team of experienced academics, educators, and practitioners offer valuable insight into the impact of chronic illness on children and parents, the practical implications of meeting their physical, psychological, and social needs, empowering them to be 'experts' in their care, and many more vital aspects of long-term paediatric care. This edition features new and revised content reflecting contemporary guidelines and evidence-based practice, including updated clinical case studies and a new chapter examining the impact of having a sibling with a long-term condition. Emphasising a multi-disciplinary approach to managing chronic illness, this important resource:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eProvides numerous case studies and activities illustrating the application of theoretical principles and current evidence in nursing practice\u003c\/li\u003e \u003cli\u003eInvestigates the genetic basis of chronic illness and the differing onsets of long-term conditions\u003c\/li\u003e \u003cli\u003eDiscusses current political, economic, and social policies that are influencing healthcare for children and bringing challenges to managers and practitioners\u003c\/li\u003e \u003cli\u003eExamines both classic and contemporary theories of grief, loss, coping, and adaptation Explores ethical, legal, and professional aspects of nursing children and young people with chronic illness\u003c\/li\u003e \u003cli\u003eAddresses evolving nursing roles, the importance of acute emergency care, and the planning and delivery of effective transition from child to adult services\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eNursing Care of Children and Young People with Long Term Conditions\u003c\/i\u003e is required reading for student and registered children's nurses, as well as for practitioners in related health and social care disciplines.\u003c\/p\u003e \u003cp\u003eContributors xiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 \u003c\/b\u003e\u003cb\u003eThe Definition and Aetiology of Long-Term Conditions 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSiân Bill and Angharad Dwynwen Barklam\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eAim of the chapter 1\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 2\u003c\/p\u003e \u003cp\u003eGenetic knowledge 2\u003c\/p\u003e \u003cp\u003eThe need for genetic knowledge 3\u003c\/p\u003e \u003cp\u003eThe ethical, legal and social implications in the screening, testing and recording of genetic information 4\u003c\/p\u003e \u003cp\u003eThe determinants of genetic disease 5\u003c\/p\u003e \u003cp\u003eChromosomal abnormalities 6\u003c\/p\u003e \u003cp\u003eChromosomal nomenclature 8\u003c\/p\u003e \u003cp\u003eSingle gene (Mendelian) disorders 8\u003c\/p\u003e \u003cp\u003eAutosomal recessive inheritance 9\u003c\/p\u003e \u003cp\u003eAutosomal dominant inheritance 11\u003c\/p\u003e \u003cp\u003eX-linked recessive inheritance 11\u003c\/p\u003e \u003cp\u003eX-linked dominant inheritance 12\u003c\/p\u003e \u003cp\u003eInherited variations 12\u003c\/p\u003e \u003cp\u003eAntenatal period 15\u003c\/p\u003e \u003cp\u003eThe neonatal period 17\u003c\/p\u003e \u003cp\u003ePost-neonatal period 19\u003c\/p\u003e \u003cp\u003eAdolescent period 22\u003c\/p\u003e \u003cp\u003eConclusion 23\u003c\/p\u003e \u003cp\u003eUseful websites 24\u003c\/p\u003e \u003cp\u003eReferences 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 \u003c\/b\u003e\u003cb\u003eContext of Care and Service Delivery 31\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter McNee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 31\u003c\/p\u003e \u003cp\u003eAim of the chapter 31\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 31\u003c\/p\u003e \u003cp\u003eContext of change 32\u003c\/p\u003e \u003cp\u003ePolitical influences 32\u003c\/p\u003e \u003cp\u003eEconomic influences 33\u003c\/p\u003e \u003cp\u003eSocial influences 34\u003c\/p\u003e \u003cp\u003eNew models of service delivery 35\u003c\/p\u003e \u003cp\u003eModernising workforce 36\u003c\/p\u003e \u003cp\u003eIncreasing patient expectations and engagement 38\u003c\/p\u003e \u003cp\u003eLocally based commissioning 39\u003c\/p\u003e \u003cp\u003eStaffing implications 40\u003c\/p\u003e \u003cp\u003eStaff education and competence 40\u003c\/p\u003e \u003cp\u003eMeeting parental needs 42\u003c\/p\u003e \u003cp\u003eInnovative practices – new roles 44\u003c\/p\u003e \u003cp\u003eTelemedicine 45\u003c\/p\u003e \u003cp\u003eKey worker role 45\u003c\/p\u003e \u003cp\u003eMental health issues 47\u003c\/p\u003e \u003cp\u003eMultiagency working 47\u003c\/p\u003e \u003cp\u003eMultidisciplinary team (MDT)\/Interprofessional working (IPW) 48\u003c\/p\u003e \u003cp\u003eNursing implications, challenges and opportunities in MDT\/IPW working 49\u003c\/p\u003e \u003cp\u003eConclusion 49\u003c\/p\u003e \u003cp\u003eAcknowledgement 50\u003c\/p\u003e \u003cp\u003eUseful websites 50\u003c\/p\u003e \u003cp\u003eReferences 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 \u003c\/b\u003e\u003cb\u003eImpact upon the Child and Parents 55\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDawn Daniel and Mandy Brimble\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 55\u003c\/p\u003e \u003cp\u003eAim of the chapter 55\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 56\u003c\/p\u003e \u003cp\u003eTheories of grief, loss and change 56\u003c\/p\u003e \u003cp\u003eInitial impact 60\u003c\/p\u003e \u003cp\u003eType 1 diabetes 60\u003c\/p\u003e \u003cp\u003eImpact on parents 61\u003c\/p\u003e \u003cp\u003eImpact on the child\/young person with a long-term illness 62\u003c\/p\u003e \u003cp\u003eContinuing care 65\u003c\/p\u003e \u003cp\u003eCoping, adaptation and change 66\u003c\/p\u003e \u003cp\u003eTheories of stress and coping 67\u003c\/p\u003e \u003cp\u003eCoping strategies 68\u003c\/p\u003e \u003cp\u003eNormalisation 69\u003c\/p\u003e \u003cp\u003eConclusion 74\u003c\/p\u003e \u003cp\u003eAcknowledgement 75\u003c\/p\u003e \u003cp\u003eUseful websites 75\u003c\/p\u003e \u003cp\u003eReferences 75\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 \u003c\/b\u003e\u003cb\u003eImpact On Siblings 81\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAmie Hodges, Daniel Kelly, and Julia Tod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 81\u003c\/p\u003e \u003cp\u003eAim of the chapter 81\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 82\u003c\/p\u003e \u003cp\u003eThe sibling relationship 82\u003c\/p\u003e \u003cp\u003eSibling identity 83\u003c\/p\u003e \u003cp\u003eSibling boundaries 83\u003c\/p\u003e \u003cp\u003eSibling interaction 84\u003c\/p\u003e \u003cp\u003eParental influence on the sibling relationship 85\u003c\/p\u003e \u003cp\u003eThe impact of a long-term condition on the sibling 86\u003c\/p\u003e \u003cp\u003eA new diagnosis 86\u003c\/p\u003e \u003cp\u003eChanges in family life for the sibling 87\u003c\/p\u003e \u003cp\u003eEmotional labour 88\u003c\/p\u003e \u003cp\u003eSibling empathy and maturity 88\u003c\/p\u003e \u003cp\u003eSiblings as carers 89\u003c\/p\u003e \u003cp\u003eYoung carers and carers’ assessment 90\u003c\/p\u003e \u003cp\u003eRecognising the unmet needs of siblings 91\u003c\/p\u003e \u003cp\u003eConclusion 93\u003c\/p\u003e \u003cp\u003eUseful websites 93\u003c\/p\u003e \u003cp\u003eReferences 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 \u003c\/b\u003e\u003cb\u003eA Holistic Approach to Meeting Physical, Social and Psychological Needs 97\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAmie Hodges and Julia Tod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 97\u003c\/p\u003e \u003cp\u003eAim of the chapter 97\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 98\u003c\/p\u003e \u003cp\u003ePrevalence of eczema 98\u003c\/p\u003e \u003cp\u003eNursing considerations 99\u003c\/p\u003e \u003cp\u003ePresentation of eczema 100\u003c\/p\u003e \u003cp\u003eTreatment of eczema with emollients 101\u003c\/p\u003e \u003cp\u003eTopical emollients 101\u003c\/p\u003e \u003cp\u003eSafety 102\u003c\/p\u003e \u003cp\u003eEffects of the itch scratch cycle 102\u003c\/p\u003e \u003cp\u003eFamily stress and coping 103\u003c\/p\u003e \u003cp\u003eAssessment and immediate intervention 105\u003c\/p\u003e \u003cp\u003eCurrent care management plan 106\u003c\/p\u003e \u003cp\u003eWet wraps 106\u003c\/p\u003e \u003cp\u003eTopical steroids 107\u003c\/p\u003e \u003cp\u003ePain assessment 107\u003c\/p\u003e \u003cp\u003eAntihistamines 109\u003c\/p\u003e \u003cp\u003ePlay and distraction 109\u003c\/p\u003e \u003cp\u003eBullying 110\u003c\/p\u003e \u003cp\u003eSpirituality 112\u003c\/p\u003e \u003cp\u003eTraditional complementary and alternative medicine 114\u003c\/p\u003e \u003cp\u003eHealth promotion 115\u003c\/p\u003e \u003cp\u003eConclusion 116\u003c\/p\u003e \u003cp\u003eUseful websites 116\u003c\/p\u003e \u003cp\u003eRecommended reading 117\u003c\/p\u003e \u003cp\u003eReferences 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 \u003c\/b\u003e\u003cb\u003eEmpowering Children, Young People and their Families 121\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMandy Brimble\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 121\u003c\/p\u003e \u003cp\u003eAim of the chapter 121\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 122\u003c\/p\u003e \u003cp\u003eHealth promotion 122\u003c\/p\u003e \u003cp\u003eEmpowerment 125\u003c\/p\u003e \u003cp\u003eApproaches to health promotion 126\u003c\/p\u003e \u003cp\u003eParental smoking 129\u003c\/p\u003e \u003cp\u003eObesity 131\u003c\/p\u003e \u003cp\u003eNon‐compliance 135\u003c\/p\u003e \u003cp\u003eSteroids 135\u003c\/p\u003e \u003cp\u003eRestrictive physical interventions and therapeutic holding 136\u003c\/p\u003e \u003cp\u003eConclusion 139\u003c\/p\u003e \u003cp\u003eUseful websites 140\u003c\/p\u003e \u003cp\u003eReferences 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 \u003c\/b\u003e\u003cb\u003eEthical Issues 145\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePeter McNee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 145\u003c\/p\u003e \u003cp\u003eAim of the chapter 145\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 146\u003c\/p\u003e \u003cp\u003eWhy study ethics? 146\u003c\/p\u003e \u003cp\u003eA definition of ethics 146\u003c\/p\u003e \u003cp\u003eIntroduction to ethical theories 147\u003c\/p\u003e \u003cp\u003eTheory of consequentialism 147\u003c\/p\u003e \u003cp\u003eUtilitarianism 148\u003c\/p\u003e \u003cp\u003eAct utilitarianism 148\u003c\/p\u003e \u003cp\u003eRule utilitarianism 148\u003c\/p\u003e \u003cp\u003eTheory of deontology 151\u003c\/p\u003e \u003cp\u003eEthical principles 154\u003c\/p\u003e \u003cp\u003ePrinciple of autonomy 155\u003c\/p\u003e \u003cp\u003eEthical principle of beneficence 157\u003c\/p\u003e \u003cp\u003eIssues 158\u003c\/p\u003e \u003cp\u003eEthical principle of non‐maleficence 159\u003c\/p\u003e \u003cp\u003eEthical principle of justice 161\u003c\/p\u003e \u003cp\u003eA nursing ethic 162\u003c\/p\u003e \u003cp\u003eDefinition of an ethical dilemma 163\u003c\/p\u003e \u003cp\u003eEthical decision-making 164\u003c\/p\u003e \u003cp\u003eA suggested model for ethics in practice\/decision-making 166\u003c\/p\u003e \u003cp\u003eConclusion 167\u003c\/p\u003e \u003cp\u003eAcknowledgement 167\u003c\/p\u003e \u003cp\u003eUseful websites 168\u003c\/p\u003e \u003cp\u003eRecommended reading 168\u003c\/p\u003e \u003cp\u003eReferences 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 \u003c\/b\u003e\u003cb\u003eChildren and Young People’s Continuing Care 171\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMelda Price and Sian Thomas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 171\u003c\/p\u003e \u003cp\u003eAim of the chapter 172\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 172\u003c\/p\u003e \u003cp\u003eContinuing care needs and integrated children services 172\u003c\/p\u003e \u003cp\u003eTransition to home care 177\u003c\/p\u003e \u003cp\u003eBlended diets 179\u003c\/p\u003e \u003cp\u003eChildren and young people’s continuing care 180\u003c\/p\u003e \u003cp\u003eIdentifying an appropriate care package 181\u003c\/p\u003e \u003cp\u003eKey worker role\/care coordinator 182\u003c\/p\u003e \u003cp\u003eCommunity children’s nursing services 182\u003c\/p\u003e \u003cp\u003eProvision of equipment for home care 184\u003c\/p\u003e \u003cp\u003eCarers’ assessments 185\u003c\/p\u003e \u003cp\u003eThe need for respite or short break provision 186\u003c\/p\u003e \u003cp\u003eHome adaptations 188\u003c\/p\u003e \u003cp\u003eEducation and support at school 188\u003c\/p\u003e \u003cp\u003eSupport for families 189\u003c\/p\u003e \u003cp\u003eConclusion 189\u003c\/p\u003e \u003cp\u003eUseful websites 190\u003c\/p\u003e \u003cp\u003eReferences 190\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 \u003c\/b\u003e\u003cb\u003eAcute Emergencies 193\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMartina Nathan, Peter McNee, and Jane Davies\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 193\u003c\/p\u003e \u003cp\u003eAim of the chapter 193\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 193\u003c\/p\u003e \u003cp\u003eAcute emergencies 194\u003c\/p\u003e \u003cp\u003eAetiology 196\u003c\/p\u003e \u003cp\u003eEnvironmental factors 196\u003c\/p\u003e \u003cp\u003ePathophysiology 197\u003c\/p\u003e \u003cp\u003ePresentation 197\u003c\/p\u003e \u003cp\u003ePrognosis 198\u003c\/p\u003e \u003cp\u003eTreatment 200\u003c\/p\u003e \u003cp\u003eAdministration of chemotherapy 201\u003c\/p\u003e \u003cp\u003eCentral venous access devices 202\u003c\/p\u003e \u003cp\u003eSepsis 205\u003c\/p\u003e \u003cp\u003eChildren’s critical care 206\u003c\/p\u003e \u003cp\u003eFamily-focused care 207\u003c\/p\u003e \u003cp\u003eMultidisciplinary working across different organisations 208\u003c\/p\u003e \u003cp\u003eConclusion 209\u003c\/p\u003e \u003cp\u003eUseful websites 210\u003c\/p\u003e \u003cp\u003eReferences 210\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 \u003c\/b\u003e\u003cb\u003eAdolescence 213\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSiân Bill and Taryn Eccleston\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 213\u003c\/p\u003e \u003cp\u003eAim of the chapter 213\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 214\u003c\/p\u003e \u003cp\u003eExisting knowledge 214\u003c\/p\u003e \u003cp\u003eWhy nurses need knowledge of adolescence 214\u003c\/p\u003e \u003cp\u003eBrief overview of adolescent development 215\u003c\/p\u003e \u003cp\u003eUnderstanding long-term conditions from a young person’s perspective 216\u003c\/p\u003e \u003cp\u003eChronic kidney disease 217\u003c\/p\u003e \u003cp\u003eCommunicating with young people 220\u003c\/p\u003e \u003cp\u003eCommunication issues for Thomas 221\u003c\/p\u003e \u003cp\u003ePeer groups 221\u003c\/p\u003e \u003cp\u003eThe impact of having a long-term condition on growth and development 224\u003c\/p\u003e \u003cp\u003eDelayed growth and puberty 224\u003c\/p\u003e \u003cp\u003eInconsistencies between physical and psychological development 225\u003c\/p\u003e \u003cp\u003eBody image and self-esteem 225\u003c\/p\u003e \u003cp\u003eCompliance and non-compliance, concordance and co-production 227\u003c\/p\u003e \u003cp\u003eThe social aspects of having a long-term condition 228\u003c\/p\u003e \u003cp\u003eYoung people, long-term conditions and school 229\u003c\/p\u003e \u003cp\u003eBullying 230\u003c\/p\u003e \u003cp\u003eThe hospitalised adolescent 231\u003c\/p\u003e \u003cp\u003eIssues for young people in hospital 232\u003c\/p\u003e \u003cp\u003eSpecialised adolescent units 234\u003c\/p\u003e \u003cp\u003eService delivery and adolescent health 235\u003c\/p\u003e \u003cp\u003ePromoting excellence 236\u003c\/p\u003e \u003cp\u003eThe role of the nurse 236\u003c\/p\u003e \u003cp\u003eConclusion 237\u003c\/p\u003e \u003cp\u003eAcknowledgement 237\u003c\/p\u003e \u003cp\u003eUseful websites 238\u003c\/p\u003e \u003cp\u003eRecommended reading 238\u003c\/p\u003e \u003cp\u003eReferences 238\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 \u003c\/b\u003e\u003cb\u003eTransitional Care 243\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSiân Bill and Amie Hodges\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 243\u003c\/p\u003e \u003cp\u003eAim of the chapter 243\u003c\/p\u003e \u003cp\u003eIntended learning outcomes 243\u003c\/p\u003e \u003cp\u003eOverview of cystic fibrosis 244\u003c\/p\u003e \u003cp\u003eFurther complications 246\u003c\/p\u003e \u003cp\u003eGenotype 246\u003c\/p\u003e \u003cp\u003eManagement 247\u003c\/p\u003e \u003cp\u003eAdolescents with a long-term condition 247\u003c\/p\u003e \u003cp\u003eTransitional care 248\u003c\/p\u003e \u003cp\u003eThe philosophy of transitional care 248\u003c\/p\u003e \u003cp\u003eModels of transition 248\u003c\/p\u003e \u003cp\u003eIssues regarding transition for adolescents 250\u003c\/p\u003e \u003cp\u003eGaining autonomy 252\u003c\/p\u003e \u003cp\u003eManaging a long-term condition 252\u003c\/p\u003e \u003cp\u003eSupport and decision-making 252\u003c\/p\u003e \u003cp\u003eThe role of the nurse 254\u003c\/p\u003e \u003cp\u003ePromoting the paradigm shift 257\u003c\/p\u003e \u003cp\u003eThe principles of successful transitional care 258\u003c\/p\u003e \u003cp\u003eConclusion 262\u003c\/p\u003e \u003cp\u003eUseful websites 262\u003c\/p\u003e \u003cp\u003eRecommended reading 262\u003c\/p\u003e \u003cp\u003eReferences 263\u003c\/p\u003e \u003cp\u003eIndex 267\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\u003cb\u003eMANDY BRIMBLE\u003c\/b\u003e, Senior Lecturer, Children and Young People's Nursing, School of Healthcare Sciences, Cardiff University, Cardiff, UK. She has worked as a Children's Nurse in general medicine and day surgery, and as the research and education lead in a children's hospice. \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePETER MCNEE\u003c\/b\u003e, Senior Lecturer, Children and Young People's Nursing, School of Healthcare Sciences, Cardiff University, Cardiff, UK. His main areas of teaching include the acquisition of clinical skills, paediatric critical care, and acute clinical care.   \u003c\/p\u003e\u003cp\u003eThe second edition of \u003ci\u003eNursing Care of Children and Young People with Long-Term Conditions\u003c\/i\u003e remains the only nursing-specific text on the care of paediatric patients with chronic illness. Written to meet the needs of nursing students and professionals alike, this comprehensive volume provides authoritative and up-to-date information on the context, theory, and practice of delivering holistic care to children and families in a range of health and social care settings. \u003c\/p\u003e\u003cp\u003eContributions from a team of experienced academics, educators, and practitioners offer valuable insight into the impact of chronic illness on children and parents, the practical implications of meeting their physical, psychological, and social needs, empowering them to be 'experts' in their care, and many more vital aspects of long-term paediatric care. This edition features new and revised content reflecting contemporary guidelines and evidence-based practice, including updated clinical case studies and a new chapter examining the impact of having a sibling with a long-term condition. Emphasising a multi-disciplinary approach to managing chronic illness, this important resource: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eProvides numerous case studies and activities illustrating the application of theoretical principles and current evidence in nursing practice\u003c\/li\u003e \u003cli\u003eInvestigates the genetic basis of chronic illness and the differing onsets of long-term conditions\u003c\/li\u003e \u003cli\u003eDiscusses current political, economic, and social policies that are influencing healthcare for children and bringing challenges to managers and practitioners\u003c\/li\u003e \u003cli\u003eExamines both classic and contemporary theories of grief, loss, coping, and adaptation\u003c\/li\u003e \u003cli\u003eExplores ethical, legal, and professional aspects of nursing children and young people with chronic illness\u003c\/li\u003e \u003cli\u003eAddresses evolving nursing roles, the importance of acute emergency care, and the planning and delivery of effective transition from child to adult services\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eNursing Care of Children and Young People with Long-Term Conditions\u003c\/i\u003e is required reading for student and registered children's nurses, as well as for practitioners in related health and social care disciplines.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989703770341,"sku":"NP9781119653110","price":66.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119653110.jpg?v=1761785173","url":"https:\/\/k12savings.com\/products\/nursing-care-of-children-and-young-people-with-long-term-conditions-isbn-9781119653110","provider":"K12savings","version":"1.0","type":"link"}