Review: “an excellent resource for anyone preparing to take the NCLEX”

Sandra Smith's Review for NCLEX-RN®, Thirteenth EditionOutstanding news to share– Sandra Smith’s Review for NCLEX-RN®, Thirteenth Edition by Marianne P. Barba and Sandra F. Smith just received a 5-star review. Emily S. McIntire, MSN, RN, Michigan State University College of Nursing, for Doody’s Review Service, writes that it is,

“…an excellent resource for anyone preparing to take the NCLEX. This updated edition reflects current nursing practice and changes in the NCLEX-RN test and includes practice questions in alternative formats.”

Sandra Smith’s Review for NCLEX-RN®, Thirteenth Edition is a comprehensive and current evidence-based RN content review. Following the latest NCLEX-RN exam blueprint, it features 2,500 NCLEX® formatted practice questions with detailed answers and rationales that stimulate critical thinking. The reader-friendly approach includes a clear and concise outline format with study guidelines and test-taking strategies. It also covers all of the latest trends, evidence-based treatment guidelines, and additional updated information needed for safe clinical practice and patient care.

New to the Thirteenth Edition:

  • Expanded emphasis on patient safety
  • National Patient Safety Goals and NCLEX examination preparation
  • Ties to QSEN competencies
  • Greater focus on evidence-based clinical practice

Included with each new print book is an online Access Code for Navigate TestPrep offering the book’s questions, nearly 1,000 bonus questions, detailed rationales, and reporting

Can’t wait to learn more? Visit our website.

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Understanding and Preventing Endurance Injuries

Lilah Al-Masri, MS, RD, CSSD, LD

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

This week, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, offer expert insights on understanding and preventing endurance injuries.

Over my 35-year career as an exercise physiologist and athletic trainer, I have treated numerous athletes with acute and chronic injuries. Injuries in endurance sports including running, cycling, swimming and walking are usually the result of overuse. Overuse is a chronic condition that occurs when the athlete’s body cannot stand up to the regular stresses of training and competition without breaking down.

Before we delve further into this topic, I would like to dispel the common misconceptions regarding endurance injuries. Research shows that

  • Males do not have higher injury rates than females.
  • Training speed, racing speed, running surface and body weight are not related to injury risk.
  • Foot strike pattern – heel versus forefoot has no impact on injury rate.
  • Warm-up, cool-down and stretching before exercise do not reduce injury risk.

In this article, we will focus on running since it is classified as high injury sport. Statistically, 65% of runners are injured in an average year. This breaks down to one injury per 100 hours of running thus runners miss approximately 5-10% of their workouts due to injury. This rate could be significantly lower if runners knew more about the causes of injuries, made simple adjustments in their training schedules, and routinely strengthened their muscles and joints. In fact, research indicates that running injuries could be reduced by 25% with these recommendations.

Studies have shown that a runner who trains three hours per week will take 33 weeks to get injured. If the runner increases running to five hours per week then the injury rate would be once every 20 weeks. More training means more repetitive stress to the “weak link” in the body, which equals more frequent injuries. It is not surprising that the highest injury rates in runners occur with a training volume of 40 miles or more per week. Additionally, the more consecutive days one trains the higher the chances of getting hurt. The obvious solution would be to avoid too many consecutive days. For example, someone training Monday through Friday for an hour each session would be training on five consecutive days before their first rest day on Saturday. Training this way substantially increases the runner’s potential for an overuse injury. If this runner changed the training program to four days a week for 75 minutes per session with one day of recovery between each training day the runner would significantly lower their risk for getting injured. Meaning, training on Monday, Wednesday, Friday and Sunday would give much more average recovery time between workouts.

Half of sports injuries are actually reoccurrences of previous problems. This indicates that athletes are not taking care of their injuries properly. An injury should be more than just a hindrance; it should be an indication that a body part is simply not strong enough and needs to be addressed/taken care of properly. Most athletes who are injured use the typical ice, rest and anti-inflammatory treatments. However, these treatments are not a cure, but a short-term remedy thus resulting in 50% of injuries reoccurrence. Athletes need to strengthen – not just rest and ice – vulnerable body parts, so that those areas will hold up to future training stresses. Athletes should strength train as an injury preventer. In fact, there is very strong scientific evidence to support the strength training recommendation. Studies have consistently demonstrated an inverse relationship between strength and injury; the stronger the muscle and joint the less likelihood of injury and vice versa. Strength training should be specific to the movement patterns of the sport, weight bearing in nature, and involve the large muscle groups of the body forcing the muscles to function powerfully and in synchrony.

Don’t allow an overuse injury to prevent you from being physically active and competitive. By following the above recommendations and working with exercise physiologists and certified strength and conditioning specialists, you can avoid the common setbacks associated with injury and continue an active lifestyle for many years to come.

Thank you to our readers for submitting this question. We have had many wonderful questions/comments, which have resulted in several of the articles written thus far and questions that have been submitted in the last few months will be answered in the upcoming months. information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to . Questions will be answered on a monthly basis.

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Announcing the Arrhythmia Webcast Series by 12-Lead ECG Author Tom Garcia

arrhythmiablogpicWe are proud to announce a new webcast: Arrhythmia Recognition: The Art of Education by renowned author Tomas B. Garcia, MD, with Daniel J. Garcia.

This exciting video offers educators valuable discussion on how to teach ECG interpretation to an adult student audience. It includes insights, dynamic graphics, and humor from Dr. Garcia’s expertise in the art of teaching 12-lead ECG and rhythm strip interpretation.

This first in a series of webcasts presents 6 individual segments that can be watched as installments at your convenience. Watch it now.

Time: Six installments totaling 2 hours, 53 minutes

Information for submitting questions and comments to Dr. Garcia is available in the presentation.

Table of Contents

  • Introduction (14 min)
    • Quick overview of the purpose and topics of this webcast, and a discussion of how the staggering increase in medical tools and information has impacted ECG education.
  • Part 1: Philosophy (30 min)
    • The difference between teaching and educating, interpreting by vector vs pattern, and the question: What is the connection between our place in the universe and teaching ECG interpretation?
  • Part 2: National Guidelines (25 min)
    • Covers the minimum guidelines various healthcare providers are held accountable to, including those for Paramedics. Demonstrates the importance of knowing more than the required minimum.
  • Part 3: Books, Tools, and the Beginner’s Perspective (33 min)
    • It’s a family affair. Guest speaker Daniel Garcia describes his experience as a beginner student of ECG interpretation—with valuable insights that apply for your students. Also outlines ECG textbook criteria for building interpretation skills that stand up in the real world.
  • Part 4: Teaching, Tips, and Techniques (36 min)
    • Highlights: Some basics of adult learning theory; teaching Millennials; Barney, Tom, and a Nurse; what does poetry have to do with PowerPoint slides; and much more. Warning! Sense of humor required.
  • Part 5: Putting It All Together (35 min)
    • The series concludes by walking you through the analysis of a rhythm strip in the same classic, thorough A-to-Z step-by-step style that Dr. Garcia is known for in his teaching and in his Art of Interpretation textbook series.

For more information about Dr. Garcia’s textbooks, please visit: To learn more about Jones & Bartlett Learning, visit our website.

Preview the Introduction now:

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5-Star Review for Respiratory Care: Patient Assessment and Care Plan Development

Respiratory Care: Patient Assessment and Care Plan Development Terrific news to share– Respiratory Care: Patient Assessment and Care Plan Development Includes Navigate 2 Advantage Access by David C. Shelledy, PhD, RRT, RPFT, FAARC, FASAHP, and Jay I. Peters, MD, just received 5 stars and a perfect score of 100 from Doody’s Review Service.

According to Steven K Hamick, AAS, BIS, William Beaumont Hospitals, writing for Doody’s Review Service,

“This is an outstanding book [that] is well written and easy to read. It should be required for all respiratory therapy programs and available in all departments of respiratory care.”

Respiratory Care: Patient Assessment and Care Plan Development is a must-have resource for all students and clinicians assessing or caring for patients with cardiopulmonary disorders. As the most comprehensive reference available, it is a guide to the evaluation of the patient, and the development and implementation of an appropriate, evidence-based, respiratory care plan. In addition, each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, student practice activities and assessments, a full suite of instructor resources, and learning analytics reporting tools.

Would you like to learn more? Preview a sample chapter, visit our website, or watch a webinar with author, Dr. David Shelledy:

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Join Us In Celebrating World Breastfeeding Week

wbw2015-logo-mDid you know that it’s World Breastfeeding Week? Coordinated by the World Alliance for Breastfeeding Action (WABA) and celebrated in more than 176 countries, World Breastfeeding Week (WBW) recognizes the importance of promoting breastfeeding worldwide. This year’s theme is “Breastfeeding and Work: Let’s Make It Work!”

According to Dr. Carissa F. Etienne, Director of the Pan American Health Organization/World Health Organization (PAHO/WHO),

“The benefits of breastfeeding extend to mother and baby, and promoting breastfeeding policies in the workplace is essential. Employers also stand to benefit as it leads to happier, more dependable and productive employees.”

World Breastfeeding Week 2015 Objectives:

  1. Galvanize multi-dimensional support from all sectors to enable women everywhere to work and breastfeed.
  2. Inform people about the latest in global Maternity Protection entitlements, and raise awareness of the need to strengthen related national legislation and implementation.
  3. Promote actions by employers to become Family/Parent/Baby and Mother-Friendly, and to actively facilitate and support employed women to continue breastfeeding.
  4. Strengthen, facilitate and showcase supportive practices that enable women working in the informal sector to breastfeed.
  5. Engage with target groups e.g. with Trade Unions, Workers Rights Organizations, Women’s groups and Youth groups, to protect the breastfeeding rights of women in the workplace.

Jones & Bartlett Learning is committed to providing quality breastfeeding resources. Created specifically to support the implementation of the World Health Organization (WHO) and UNICEF Baby-Friendly Hospital Initiative in the United States, our recently updated Ten Steps to Successful Breastfeeding Online Course is essential for educating your staff to promote successful breastfeeding. Find out more at or preview the course now.

Interested in learning more about Jones & Bartlett Learning breastfeeding resources? Visit our website.

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Heat and Performance: Don’t Get Sidelined

Lilah Al-Masri, MS, RD, CSSD, LD

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

This week, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, offer expert tips on how to train when the weather gets hot.

At some point in their athletic training, almost all athletes will be exposed to hot and/or humid conditions. Intense exercise events such as running, cycling, football, lacrosse and soccer in elevated temperatures and humidity can result in significant decreases in athletic performance and place the athlete at risk for potential life-threatening heat strain.

For example, the 2014 World Cup that was held in Brazil was played in temperatures that were consistently in the high 80’s with a humidity levels in the upper 70%. Numerous well-conditioned players collapsed late in the games due to cramping. You may also remember when LeBron James was sidelined with severe cramps during the 2014 NBA finals in San Antonio. The air conditioning went out in the arena causing the temperature to exceed 90 degrees and many players succumbed to heat strain.

In order to reduce the incidents of heat strain, it is important to understand the key physiological responses to exercise in the heat and humidity:

  1. Changes to blood flow and sweating. During exercise in hot conditions, heat produced by exercising muscles is transported by the circulating blood to the surface of the skin and released to the outside environment by radiation, convection or evaporation of sweat. If outside temperatures are equal to or greater than the body’s temperature, the body will rely solely upon evaporative cooling as the primary mechanism for heat loss. Studies have shown that sweat losses of 1-3 liters per hour have been recorded in athletes training or competing in the heat. If humidity is high, evaporative cooling ceases, resulting in the athlete retaining heat, causing the core temperature to rise.
  1. Greater demand on the heart and blood vessels. During sustained exercise, the heart pumps oxygen rich blood during each beat to the working muscles in order to sustain maximum performance. Exercise in the heat compromises muscle blood flow by shunting a higher percentage of blood to the periphery. This redirection of blood will reduce cardiac filling (flow to the heart) and stroke volume (blood pumped per beat). To compensate, heart rate will increase to try and maintain blood flow to the muscles. Thus, the relative intensity of exercise for the same workload increases, leading to earlier onset of fatigue and a reduced performance capacity. Additionally, blood volume losses due to dehydration can result in increases in blood viscosity, forcing the heart to work harder, placing greater stress on the heart and blood vessels.
  1. Negative effects on muscle energy availability. Muscles become the victim when the blood volume is split between competing interests during exercise in the heat. When blood is shunted away from the muscles to the periphery, muscle oxygen availability decreases. For endurance athletes, oxygen is vital, as it is responsible for breaking down fats and carbohydrates, producing substantial amounts of energy for muscular contraction. A decrease in the flow of oxygen can shift the athlete’s body from an aerobic to anaerobic state. The switch to anaerobic energy production leads to a higher total energy expenditure, blood lactate accumulation, greater carbohydrate utilization and rapid exhaustion.
  1. Reduction in aerobic capacity (VO2). The athlete’s aerobic capacity (VO2 max) diminishes over time in the heat as blood and oxygen is shunted away from the working muscles to the surface of the skin. Preserving a high VO2 max during exercise is essential to maintaining maximum endurance capacity and sustaining performance. Because VO2 max decreases in the heat, the athlete will be working at a higher percentage of their VO2 max; in other words, relative stress increases at a given workload due to decreased efficiency in the circulatory system.
  1. Humidity impedes cooling. Relative humidity is the amount of water vapor in the air and directly impacts sweating and cooling. The principal mechanism for cooling the athlete in the heat is the evaporation of sweat. The higher the humidity level, the more saturated the air becomes with water and the harder it becomes to evaporate sweat from the skins surface. As sweat evaporation decreases, the body struggles to stay cool resulting in a reduction in endurance capacity and an increased susceptibility to heat stress.

Understanding the impact that heat and humidity can have on the body, athletes will better equipped to prevent its many threats by implementing the following recommendations:

  1. Heat acclimatization - Athletes should integrate sport-specific drills such as shuttle runs, agility drills, and short sprints at a high intensity, as an effective way to adapt aerobic and anaerobic activities to the heat. Thirty to forty five minute sessions of high intensity activity at (approximately 75% VO2 max) over the course of 10-14 days in hot conditions are sufficient to see improvements.
  2. Protective equipment - Sports requiring protective equipment such as football and lacrosse should avoid wearing equipment for the first 5 days in a hot environment and gradually add equipment to subsequent practices. Single practice sessions for the first 5 days with succeeding practices shifting to double practice days are recommended.
  3. Clothing - Athletes should wear loose fitting, cotton, light and reflective colored clothing to increase air flow to the skin and help reduce the amount of heat storage in the body during exercise in the heat and humidity. Additionally, wearing tight -fitting wicking material can improve heat dissipation. Wear as little clothing as required during exercise. Maximizing skin exposure enhances the cooling surface area for evaporation. Remove equipment such as helmets during breaks and instruction.
  4. Cooling - Athletes should take frequent breaks during exercise. Seek shelter from the heat, drink plenty of fluids, and use cold-water techniques such as cold wet towels, misting fans, or forearm and face immersion in ice water buckets to enhance cooling.

Exercising indoors or outdoors in hot and humidity conditions produces additional strain on athlete’s cardiovascular and temperature regulation systems. Using the techniques provided, there are a variety of ways athletes can improve performance and enhance safety. Maintaining hydration levels throughout exercise and progressing through a heat acclimatization protocol are two of the best ways to ensure optimal performance and prevent heat illness. information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to . Questions will be answered on a monthly basis.

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Holistic Nursing, Seventh Edition Receives 5 Stars

Holistic Nursing, Seventh EditionThe accolades are already starting for the recently published Holistic Nursing: A Handbook for Practice, Seventh Edition by authors Barbara Montgomery Dossey and Lynn Keegan and editors Cynthia C. Barrere, Mary A. Blaszko Helming, Deborah A. Shields, and Karen M. Avino. In a recent 5-star review, Silvana F. Richardson, PhD, RN, Viterbo University, for Doody’s Review Service, wrote that,

“This edition, with its updated and expanded content, ideal blending of theory and praxis, emphasis on self-development, and new interactive web resources, offers readers a state-of-the-art resource on holistic nursing…”

Holistic Nursing: A Handbook for Practice, Seventh Edition continues as the definitive resource for holistic nursing for both students and professionals. Completely updated and revised, it includes seven new chapters on creative expressions in healing, herbs and dietary supplements, holistic leadership, holistic nursing education, self-care and self-development, advanced holistic nursing practice, and advanced integrative health and well-being practice demonstrated through case study exemplars. In addition, each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, student practice activities and assessments, a full suite of instructor resources, and learning analytics reporting tools.

The Seventh Edition has been awarded the American Holistic Nurses Association (AHNA) Seal of Distinction. This newly developed Seal of Distinction indicates that the book is:

  • Aligned with AHNA’s mission, vision, and Holistic Nursing: Scope and Standards of Practice, Second Edition
  • Of interest to holistic nurses and of significant value to the nursing profession
  • Provides knowledge that advances holistic nursing
  • Is timely and relevant
  • Consistent with relevant historical publications
  • Scientifically and technically accurate
  • Authored by individuals with demonstrated expertise in the field of the work submitted

Can’t wait to learn more? Preview a sample chapter now or visit our website.

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Jones & Bartlett Learning Debuts Digital Review Product for Medical Students Preparing for the USMLE Step 1 and Step 2 CK Exams

USMLE BenchmarkWe’re so proud to announce the debut of USMLE Benchmark, a new digital review product for medical students and residents preparing for the USMLE Step 1 and Step 2 CK exams.

“As leaders in providing high quality medical content and technology, we are pleased to introduce USMLE Benchmark. We spent over a year listening to medical students on their needs to drive better USMLE outcomes. USMLE Benchmark is the result of that effort – an affordable, comprehensive, easy-to-use, one stop destination for medical students,” said Eduardo Moura, Chief Product Officer, Jones & Bartlett Learning.

USMLE Step 1 is designed to assess basic scientific knowledge as it applies to the practice of medicine. USMLE Step 2 CK is intended to assess clinical knowledge and skills as it applies to the diagnosis and management of patients.

Every subscription of USMLE Benchmark includes a 7 block, timed assessment exam that simulates the style of the boards and is based on the most recent NBME blueprint. Also included in each subscription is the ability to create unlimited, custom practice tests in multiple content areas. Users can choose to take practice exams using the actual USMLE interface or USMLE Benchmark’s unique interface.

Each question in USMLE Benchmark includes detailed rationales for both the correct and incorrect answers. All items are written by experienced question writers, medical students, and residents and are meticulously reviewed for clinical accuracy by a medical advisory board consisting of licensed content experts. New questions are always being added and existing questions are regularly analyzed for efficacy.

USMLE Benchmark provides users with custom reports that pinpoint the topics that require more study, individual progress, progress compared to other users, and time spent per question.

For more information, visit our website. Read the entire press release here.

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5-Star Review for Organizational Behavior in Health Care, Third Edition

Organizational Behavior in Health Care, Third EditionTerrific news to share– Organizational Behavior in Health Care, Third Edition by Nancy Borkowski, DBA, CPA, FACHE, FHFMA, recently earned 5 stars and a perfect score of 100 from Doody’s Review Service.

Cynthia Lee Cummings, RN, MSN, EdD, University of North Florida Brooks College of Health, writes that it is,

“…an engaging and worthwhile read. I wish that all managers and administrators could read this book and understand the organizational concepts that apply to all systems.”

Organizational Behavior in Health Care, Third Edition is specifically written for health care managers who are on the front lines every day, motivating and leading others in a constantly changing, complex environment. Designed for graduate-level study, it introduces the reader to the behavioral science literature relevant to the study of individual and group behavior, specifically in healthcare organizational settings. Using an applied focus, it provides a clear and concise overview of the essential topics in organizational behavior from the healthcare manager’s perspective.

The Third Edition offers:

  • More application examples of the theories and concepts throughout all chapters
  • New and updated case studies
  • Diversity chapter updated for recent demographic changes affecting the industry
  • Contemporary leadership chapter broadened to include collaborative leadership characteristics and skill set
  • Each new print copy includes Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, student practice activities and assessments, a full suite of instructor resources, and learning analytics reporting tools

Would you like to learn more? Preview a sample chapter now or visit our website.

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Washington Post Makes Health Navigators Front Page News

Richard Riegelman MD, MPH, PhD

Richard Riegelman, MD, MPH, PhD

Guest blogger, author, and editor of the Essential Public Health Series, Richard Riegelman MD, MPH, PhD, writes about the emerging career field known as “Health Navigator.”

On July 4, the Washington Post featured a front page article, “Navigators’ for cancer patients: A nice perk or something more?” Perhaps the Post recognized that health navigators can provide “independence day” for patients with serious disease. The article and the comments provided numerous testimonials recognizing the “godsend” that health navigators can be for cancer patients. They also indicated that health navigators are being shown to be cost-effective at least for poorer patients.

The Post article focused on patient navigators for cancer patients. It suggested that the jury is still out on the effectiveness and cost effectiveness of these health navigators. To understand the issues raised by the Post’s article, it is key to recognize that in the past most health navigators were trained on-the-job. This has been the case for community health workers, patient navigators, as well as health insurance navigators.

The Community Colleges and Public Health report produced by the Association of Schools and Programs of Public Health and the League for Innovation in the Community Colleges recommended Health Navigator associate degree and academic certificate programs. These 30 semester credit hour programs are recommended to encourage the education of a new group of health professionals. It is expected that these health navigation professionals, when integrated into the health system, can improve health outcomes and reduce costs.

Health navigation education is designed not only to prepare cancer patient navigators but to prepare graduates for a range of roles in the health system including job titles such as community health worker, patient navigator, health insurance navigator plus as many as 30 other job titles being used across the country. Regardless of the job title, to be effective, health navigation education needs to prepare graduates with the knowledge and skills needed to function effectively as part of the health team.

To accomplish this goal the Community Colleges and Public Health report recommended the following 30 semester credit curriculum for all health navigator associate degrees and academic certificate programs:

Public Health Foundations and Core

  • Public Health Overview
  • Health Communications
  • Personal Health with a Population Perspective

Health Navigation Required Courses

  • Prevention and Community Health
  • Health Care Delivery
  • Health Insurance
  • Accessing and Analyzing Health Information

Experiential Learning and Electives

The League for Innovation in the Community Colleges has distributed the Community Colleges and Public Health report to all 1100+ community colleges and has developed a “call for planning” encouraging community colleges to develop health navigator programs consistent with the report. For a copy of the full report and more information on health navigation education see

Jones & Bartlett Learning has responded to the growth and importance of health navigation education by developing a new Health Navigation textbook series. This four-book series as well as other Jones & Bartlett Learning textbooks will provide the full range of texts needed to fulfill the health navigation recommendations of the Community Colleges and Public Health report. Principles of Health Navigation by Kay Perrin, the first book in the series, will be published in time for use in fall 2016 courses.

In addition, existing texts such as Public Health 101 and forthcoming texts on health communications and personal health with a population perspective will provide excellent texts for teaching the Public Health Foundations and Core courses in community colleges and career schools. A range of textbooks included in the Jones & Bartlett Learning Essential Public Health series can be used as part of public health & health navigation associate degrees and academic certificate programs. To learn more, visit

The four-book The Jones & Bartlett Learning Health Navigation Series will include Navigating the U.S. Health System, Navigating Health Insurance, and Navigating Community and Consumer Health. More information will be available this fall.

About the author:

Richard K. Riegelman, MD, MPH, PhD is Professor of Epidemiology-Biostatistics, Medicine, and Health Policy, and Founding Dean of the George Washington University School of Public Health and Health Services in Washington, DC. His education includes an M.D. from the University of Wisconsin plus a M.P.H. and Ph.D. in Epidemiology from Johns Hopkins. Dr. Riegelman practiced primary care internal medicine for over 20 years.

Dr. Riegelman has over 70 publications including 6 books for students and practitioners of medicine and public health. He is currently editor of the Jones & Bartlett Learning book series Essential Public Health. The series provides books and ancillary materials for the full spectrum of curricula for undergraduate public health as well as the core and cross-cutting competencies covered by the Certification in Public Health examination of the National Board of Public Health Examiners. He has taken a lead role in developing the Educated Citizen and Public Health initiative which has brought together arts and sciences and public health education associations to implement the Institute of Medicine of the National Academies recommendation that “…all undergraduates should have access to education in public health.” Dr. Riegelman also led the development of George Washington’s undergraduate major and minor and currently teaches “Public Health 101” and “Epidemiology 101” to undergraduates.

Would you like to learn more about the Health Navigator field? Read Understanding the Health Navigator and Health Navigators: Characteristics Through Internships from guest blogger, Kay Perrin, PhD, MPH.

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