Clinical Procedures for Safer Patient Care

(6 reviews)


Glynda Doyle, British Columbia Institute of Technology
Jodie McCutcheon, British Columbia Institute of Technology

Pub Date: 2015

ISBN 13:

Publisher: BCcampus

Conditions of Use



  All reviews are licensed under a CC BY-ND license.

Learn more about reviews.


Reviewed by Laurie Johansen, Associate Professor, Southwest Minnesota State University, on 8/3/2018.

I appreciate the step by step checklists provided, to add to the safety of procedures. Important nursing procedures were included. With the … read more



Reviewed by Allison Adams, Assistant Professor, Fletcher Technical Community College, on 6/21/2017.

I believe this text could be used for nursing programs to supplement what is being used in the skills portion of a nursing course. I feel it only … read more



Reviewed by Kristie Riddle, Assistant Professor, Southeastern Louisiana Univerisity, on 6/21/2017.

Most areas needed for a nursing procedure manual are covered in this book. However, I did notice some basic skills were missing, such as starting … read more



Reviewed by Manuela Lescault, Assistant Professor, Rhode Island College, on 4/12/2017.

I felt the book was very comprehensive as a basic nursing skills text for foundational theory and practice.… read more



Reviewed by Kristina Blyer, Associate Director Clinical Operations, Student Health Services and Adjuct Professor School of Nursing, James Madison University, on 4/12/2017.

The text provided step-by-step checklists for basis nursing procedures. The text title implies that this is patient safety book yet most often reads … read more



Reviewed by Thomas Dombrowsky, Clinical Assistant Professor, University of Texas at Arlington, on 4/12/2017.

The book covered most of the areas which I expected to see in a nursing procedure manual, but there were a few exceptions. There was no mention of … read more


Table of Contents

About the Book

  • Chapter 1. Infection Control
  • Chapter 2. Patient Assessment
  • Chapter 3. Safe Patient Handling, Positioning, and Transfers
  • Chapter 4. Wound Care
  • Chapter 5. Oxygen Therapy
  • Chapter 6. Non-Parenteral Medication Administration
  • Chapter 7. Parenteral Medication Administration
  • Chapter 8. Intravenous Therapy
  • Chapter 9. Blood Glucose Monitoring
  • Chapter 10. Tubes and Attachments

Appendix 1: Glossary
Appendix 2: Checklists Summary
About the Authors

About the Book

The checklist approach, used in this textbook, aims to provide standardized processes for clinical skills and to help nursing schools and clinical practice partners keep procedural practice current. Each skill/procedure is covered in a chapter that has learning objectives, a brief overview of the relevant theory, checklists of steps for procedures with the rationale behind each step of the process, and a summary of key takeaways. Key terms are set in bold throughout the book and laid out again in a Glossary in the appendix. All 88 checklists are also summarized, and hyperlinked to the original checklist, in the appendix.

About the Contributors


Glynda Rees Doyle teaches at the British Columbia Institute of Technology (BCIT) in Vancouver, British Columbia. She completed her MSN at the University of British Columbia with a focus on education and health informatics, and her BSN at the University of Cape Town in South Africa. Glynda has many years of national and international clinical experience in critical care units in South Africa, the UK, and the USA. Her teaching background has focused on clinical education, problem-based learning, clinical techniques, and pharmacology.

Glynda is involved in several interprofessional research projects within BCIT and also in collaboration with other Canadian nursing schools, studying the impact of mobile devices laden with clinical resources, social networks, and e-portfolios on nursing students and their education. Her interests include the integration of health informatics in undergraduate education, and the impact of educational technologies on nursing students’ clinical judgment and decision making at the point of care to improve patient safety and quality of care.

Glynda currently sits on the Research Ethics Board at BCIT, is a digital health peer leader for the Canadian Association of Schools of Nursing and Canada Health Infoway, the communications director for the Canadian Nursing Informatics Association, and a member of the American Medical Informatics Association’s Education and Nursing Informatics Working Groups.

Jodie McCutcheon teaches in the undergraduate BSN program at the British Columbia Institute of Technology (BCIT). She is currently the nursing lab coordinator for the BSN program. She completed her BSN at the University of Victoria and came to BCIT to teach with experience in medical, geriatric, and cardiac nursing, as well as leadership experience as a nurse educator and clinical coordinator at VGH. She completed her MSN at the University of British Columbia with a focus on clinical education and online learning.

Jodie chose to become an educator because she wanted to impact the future of nursing by preparing individuals to practise safely and effectively in a complex health care environment. Jodie has many years of teaching experience in problem-based learning, skill acquisition, and course development for the nursing program and allied health care programs at BCIT. Her interests include lab education and simulation as effective teaching strategies to promote learning. Jodie is involved in many Interprofessional Education (IPE) projects at BCIT. Her primary passion in nursing education is the promotion of patient safety and quality initiatives and teaching strategies in the School of Health Sciences at BCIT. She is the co-chair of the patient safety and quality committee in the BSN program and has brought various safety initiatives to BCIT, including Change Day and Canadian Patient Safety Week. Jodie is a member of the BC Lab Educators committee, Western and Northern Region Canadian Association of Schools of Nursing, and the International Nursing Association for Clinical Simulation and Learning.