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The third edition of this laboratory manual continues the teaching philosophy outlined in the first and second editions. Critical thinking skills cannot be taught or achieved by cookbook methodologies that simply have students assemble equipment and follow prescribed steps. These do not achieve any goal except slavish adherence to a procedure that has no variability. Clearly, the laboratory setting is the ideal location for the exploration of and experimentation with various pieces of equipment.
The demands placed on clinical educators in today’s health-care environment are challenging as well as daunting. Hopefully, a substantially meaningful laboratory experience where students are challenged to develop cognitive, psychomotor, and affective skills will help the students achieve the clinical profi ciency necessary for success.
For this new edition, my contributing authors and I have updated the exercises to reflect changes in practice while still providing the exploration of basic therapeutics. I have reorganized the chapters covering diagnostics and special procedures to group the cardiopulmonary chapters together. We included additional material on mechanical ventilation, and we incorporated the latest ATS/ERS standards into the spirometry chapter. Lastly, we added new critical thinking questions that emphasize information gathering and calculations