Lynn D. Phillips, "IV Therapy Flash Cards"
F. A. Davis Company | 2009 | ISBN: 0803621418 | 225 pages | PDF | 1,4 MB

Table of Contents:
Section 1: Infection Control Related to IV Therapy 1–27
Section 2: Fluid, Electrolytes, and Parenteral Solutions 28–55
Section 3: Equipment 56–78
Section 4: Technique/Maintenance Peripheral IVs 79–100
Section 5: Technique/Maintenance Central IVs 101–113
Section 6: Complications 114–136
Section 7: Infusion Modalities 137–146
Section 8: Transfusion Therapy 147–160
Section 9: Nutritional Support 161–165
Section 10: IV Therapy Bonus Cards, Illustration Credits 166–170 Guide to Pronunciation:
Pronunciations are spelled phonetically; pronunciations, diacritical marks (long and short vowels), and
stressses on syllables ( ' for primary and '' for secondary) follow Taber’s Cyclopedic Medical Dictionary.
See “Features and Their Use” in the dictionary for more information.
Getting the Most Out of Your IV Therapy Flash Cards
Purpose of Flash Cards
You’re on your way to mastering IV therapy vocabulary! Using these flash cards will develop
your ability to focus and achieve deep memory learning. They will help you not only learn
the terminology, but they will help you relate those terms to the nursing content you are
studying. It is important to make a connection between the term, its meaning, and how it
functions in the language of nursing. So I designed the flash cards to allow you to see the
word, read the word (out loud is best), use the word, and associate the word with other
related concepts. How to Use Flash Cards
This set of flash cards is unique because it gives you opportunities to actively associate each
word or phrase with your studies. Here are some strategies I recommend to get the most out
of the time you spend with the cards. But these are not the only ways they can be used; see
if you can think of others that better suit your learning style.
1. Write the word on a separate piece of paper and recite the word out loud.
2. Work with a partner, take turns saying words out loud to each other, and recite their definitions.
Check your achievement by turning over the cards to see if you provided the
correct definitions.
3. Draw a picture of the word on a separate piece of paper if you are having trouble remembering
it. This is called concept mapping—an example is on the back of this card.
4. On the back of each card is a “notes” area that you can use to include associated
concepts from a textbook or lecture. Example:
✓Notes: Phlebitis occurs frequently from mechanical or chemical irritation to the vein.
Must anchor IV securely
5. To review for a test, mix up the sections, and use these same strategies as above to test
your understanding of all the words and concepts. Concept Mapping
Concept mapping is a thinking tool that reflects externally what is going on in your brain.
Each map is unique to the student creating the map. The steps are simple and can be
used for any nursing content.
1. Write the word on a blank piece of paper.
2. Create stems off the word using different colors, and curve the stems leading from the
central word.
Note: The brain connects better with free flowing curves rather than straight lines.
3. Write words on the stems that connect ideas to the center word. (Narrow-tip colored
marking pens work great.)
4. Write one word on each stem and make the stem the length of the word.
5. Draw smaller branches coming off each large stem, again the length of the word you
are going to write, and only one word per branch.
6. Draw pictures if you wish, adding them next to the appropriate stem. Search for images
online or create your own drawings. The brain connects to the word or term through
pictures.
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