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Clinical Procedures for Safer Patient Care
Not rated yetRate this bookClinical Procedures for Safer Patient Care connects clinical learning with patient safety, systems and supervised practice. Glynda Rees Doyle and Jodie Anita McCutcheon organise the 2015 textbook around ten main clinical topics. This study guide introduces its learning framework and edition context.
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Clinical Procedures for Safer Patient Care approaches clinical learning through the relationship between knowledge, practical skill, and the systems in which care takes place. Its introduction identifies communication, teamwork, memory demands and inconsistent processes as contributors to preventable error. The authors present checklists as one way to support reliability alongside professional understanding.
The ten main chapters range from infection control and assessment to patient movement, wound care, medication administration, intravenous therapy, monitoring and care involving tubes. The textbook supports classroom, laboratory and supervised clinical learning and assumes knowledge of medical terminology, anatomy, physiology and pathophysiology. The 2015 edition contains 792 PDF pages, including front matter. Its clinical recommendations have not been reviewed here against current standards.
Clinical Procedures for Safer Patient Care by Glynda Rees Doyle and Jodie Anita McCutcheon is used under a CC BY 4.0 Licence, except where otherwise noted. © 2015 British Columbia Institute of Technology. Download for free from the B.C. Open Collection. Cover photograph: Maple Leaf Structure by Steve Jurvetson, CC BY 4.0. Full original notices remain in the PDF.
Book contents
- Infection Control
- Patient Assessment
- Safe Patient Handling, Positioning, and Transfers
- Wound Care
- Oxygen Therapy
- Non-Parenteral Medication Administration
- Parenteral Medication Administration
- Intravenous Therapy
- Blood Glucose Monitoring
- Tubes and Attachments
Book summary
Reading guide to reviewed introductory material
Why the introduction focuses on systems
The introduction challenges the idea that an error can always be explained by one careless individual. Complex care involves handovers, shared work, changing information, and limits on memory. The authors therefore connect individual competence with the organization of practice. Academic Master suggests asking how a checklist supports a system and what it cannot accomplish on its own. That distinction helps avoid treating a document as proof that a skill has been mastered.
Checklists and the reasons behind actions
The resource pairs procedural steps with explanatory information. For study, the relationship between an action and its rationale matters more than recalling a sequence without understanding it. A student can use the original chapter to identify what a step is intended to prevent or establish, then discuss that reasoning with an instructor. This page does not condense those steps into a substitute checklist or recommend carrying out a procedure from a summary.
Learning across the chapter structure
The contents place assessment, infection prevention, and patient handling alongside more specialized clinical topics. Academic Master proposes using those titles as a map of related responsibilities: a technical task occurs in the context of a person’s condition, communication, and the wider care environment. This is an editorial way to navigate the verified contents, not a claim that the bodies of all ten chapters were reviewed for this expansion.
Using the resource in a course
The introduction calls for preparation in class and the laboratory followed by practice with supervision and support. Read the relevant course materials before consulting a procedural chapter, note unfamiliar terminology, and ask your instructor which current institutional protocol governs the activity. When reflecting on a simulation, separate knowledge gaps from communication or coordination difficulties. These are study suggestions rather than directions for patient treatment.
Questions for discussion and written work
- How does the introduction distinguish an individual mistake from a weakness in a system?
- What is the difference between remembering a sequence and understanding its rationale?
- Which prerequisites does the introduction identify, and how do they support learning?
- What can a checklist support, and what still requires supervised assessment?
Sources and coverage
The introduction, including its discussion of checklists and how to use the book, and the verified ten-chapter contents were consulted. Procedural chapters were not comprehensively reviewed or checked against current clinical standards.
About access & copyright
Check this edition’s source and licence before reusing its files or content. A library listing does not grant additional rights.
Read our Library Access & Copyright policyClinical foundations
Connect procedure checklists with the knowledge needed to use them.
Structured practice
Follow learning objectives and rationales alongside skills instruction.
Patient safety
Consider assessment and infection control across procedures.
Reference tools
Locate the glossary, checklists, and supporting videos.
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