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Nursing Interventions & Clinical
Skills

SEVENTH EDITION

ANNE GRIFFIN PERRY, RN, MSN,

EdD, FAAN
Professor Emerita
School of Nursing
Southern Illinois University—Edwardsville
Edwardsville, Illinois

PATRICIA A. POTTER, RN, MSN,

PhD, FAAN
Formerly, Director of Research
Patient Care Services
Barnes-Jewish Hospital
St. Louis, Missouri
WENDY R. OSTENDORF, RN, MS,
EdD, CNE
Contributing Faculty
Master's of Science in Nursing
Walden University
Minneapolis, Minnesota
Table of Contents

Cover image

Title Page

Copyright

About the Authors

Contributors

Reviewers

Acknowledgments

Notes From the Authors

Preface to the Instructor

Key Features

New to This Edition

Ancillaries

Unit 1 Quality and Safety in Nursing Practice

1 Using Evidence in Nursing Practice

Introduction

Steps in the EBP Framework

Safe and Effective Nursing Skills and Procedures

Practice Standards

Practice Standards

Benefits of EBP

Practice Reflections

Clinical Review Questions

References

2 Communication and Collaboration

SKILL 2.1 Discharge Planning and Transitional Care

SKILL 2.2 Workplace Violence and Safety

Clinical Review Questions

References

3 Documentation and Informatics

Introduction

Practice Standards

Electronic Health Record

 Evidence-Based Practice

Safety Guidelines

Confidentiality

Legal Guidelines in Documentation

Standards

Guidelines for Quality Documentation

Special Considerations

Practice Reflections

Clinical Review Questions

References

4 Patient Safety and Quality Improvement

SKILL 4.1 Fall Prevention in a Health Care Setting

SKILL 4.2 Designing a Restraint-Free Environment

SKILL 4.3 Applying Physical Restraints

SKILL 4.4 Seizure Precautions

Clinical Review Questions

References

5 Infection Control

SKILL 5.1 Hand Hygiene

 SKILL 5.2 Applying Personal Protective Equipment

SKILL 5.3 Caring for Patients Under Isolation Precautions

SKILL 5.4 Preparing a Sterile Field

SKILL 5.5 Sterile Gloving

Clinical Review Questions

References

6 Disaster Preparedness

SKILL 6.1 Care of a Patient After Biological Exposure

SKILL 6.2 Care of a Patient After Chemical Exposure

SKILL 6.3 Care of a Patient After Radiation Exposure

Clinical Review Questions

References

Unit 2 Patient Assessment Skills

7 Vital Signs

SKILL 7.1 Measuring Body Temperature

SKILL 7.2 Assessing Apical Pulse

SKILL 7.3 Assessing Radial Pulse

SKILL 7.4 Assessing Respirations

SKILL 7.5 Assessing Blood Pressure

 Clinical Review Questions

References

8 Health Assessment

SKILL 8.1 General Survey

SKILL 8.2 Assessing the Head and Neck

SKILL 8.3 Assessing the Thorax and Lungs

SKILL 8.4 Cardiovascular Assessment

SKILL 8.5 Assessing the Abdomen

SKILL 8.6 Assessing the Genitalia and Rectum

SKILL 8.7 Musculoskeletal and Neurological Assessment

Clinical Review Questions

References

9 Specimen Collection

SKILL 9.1 Urine Specimen Collection—Midstream (Clean-

Voided) Urine, Sterile Urinary Catheter

SKILL 9.2 Testing for Gastrointestinal Alterations—Gastroccult

Test, Stool Specimen, and Hemoccult Test

SKILL 9.3 Collecting Nose and Throat Specimens

SKILL 9.4 Collecting a Sputum Specimen

SKILL 9.5 Collecting Wound Drainage Specimens

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 SKILL 9.6 Blood Glucose Monitoring

SKILL 9.7 Collecting Blood and Culture Specimens by

Venipuncture (Syringe and Vacutainer Method)

Clinical Review Questions

References

10 Diagnostic Procedures

SKILL 10.1 Intravenous Moderate Sedation

SKILL 10.2 Contrast Media Studies: Arteriogram (Angiogram),

Cardiac Catheterization, Intravenous Pyelogram

SKILL 10.3 Care of Patients Undergoing Aspirations: Bone

Marrow, Lumbar Puncture, Paracentesis, Thoracentesis

SKILL 10.4 Care of Patients Undergoing Bronchoscopy

SKILL 10.5 Care of Patients Undergoing Gastrointestinal

Endoscopy

SKILL 10.6 Obtaining a 12-Lead Electrocardiogram

Clinical Review Questions

References

Unit 3 Basic Human Needs

11 Bathing and Personal Hygiene

SKILL 11.1 Complete or Partial Bed Bath

 SKILL 11.2 Performing Mouth Care for an Unconscious or
Debilitated Patient

Clinical Review Questions

References

12 Care of the Eye and Ear

SKILL 12.1 Eye Irrigation

SKILL 12.2 Ear Irrigation

Clinical Review Questions

References

13 Promoting Nutrition

SKILL 13.1 Dysphagia Screening and Assisting With Oral

Nutrition

SKILL 13.2 Aspiration Precautions

SKILL 13.3 Insertion and Removal of a Small-Bore Feeding

Tube

SKILL 13.4 Verifying Placement and Irrigating a Feeding Tube

SKILL 13.5 Administering Enteral Nutrition: Nasogastric,

Nasointestinal, Gastrostomy, or Jejunostomy Tube

Clinical Review Questions

References
14 Parenteral Nutrition

SKILL 14.1 Administering Central Parenteral Nutrition

SKILL 14.2 Administering Peripheral Parenteral Nutrition With

Lipid (Fat) Emulsion

Clinical Review Questions

References

15 Pain Management

SKILL 15.1 Pain Assessment and Basic Comfort Measures

SKILL 15.2 Nonpharmacological Pain Management

SKILL 15.3 Pharmacological Pain Management

SKILL 15.4 Patient-Controlled Analgesia

SKILL 15.5 Epidural Analgesia

SKILL 15.6 Local Anesthetic Infusion Pump for Analgesia

SKILL 15.7 Moist and Dry Heat Application

SKILL 15.8 Cold Application

Clinical Review Questions

References

16 Promoting Oxygenation

SKILL 16.1 Oxygen Administration

 SKILL 16.2 Airway Management: Noninvasive Positive-Pressure
Ventilation

SKILL 16.3 Airway Management: Suctioning

SKILL 16.4 Care of Artificial Airways

SKILL 16.5 Managing Closed Chest Drainage Systems

Clinical Review Questions

References

Unit 4 Activity and Mobility

17 Safe Patient Handling

SKILL 17.1 Transfer Techniques

SKILL 17.2 Moving and Positioning Patients in Bed

Clinical Review Questions

References

18 Exercise, Mobility, and Immobilization Devices

SKILL 18.1 Assisting With Ambulation (Without Assist Devices)

SKILL 18.2 Use of Canes, Crutches, and Walkers

SKILL 18.3 Care of a Patient With an Immobilization Device

Clinical Review Questions

References
Unit 5 Promoting Elimination

19 Urinary Elimination

SKILL 19.1 Applying a Male Incontinence Device

SKILL 19.2 Insertion of a Straight or Indwelling Catheter

SKILL 19.3 Care and Removal of an Indwelling Catheter

SKILL 19.4 Suprapubic Catheter Care

SKILL 19.5 Performing Catheter Irrigation

Clinical Review Questions

References

20 Bowel Elimination and Gastric Decompression

SKILL 20.1 Administering an Enema

SKILL 20.2 Insertion, Maintenance, and Removal of a

Nasogastric Tube for Gastric Decompression

Clinical Review Questions

References

21 Ostomy Care

SKILL 21.1 Pouching a Bowel Diversion

SKILL 21.2 Pouching a Urostomy

SKILL 21.3 Catheterizing a Urostomy

 Clinical Review Questions

References

Unit 6 Medication Administration

22 Preparation for Safe Medication Administration

Introduction

Practice Standards

Evidence-Based Practice

Safety Guidelines

Pharmacokinetics

Drug Actions

Types of Medication Action

Administering Medications

Distribution Systems

Medication Administration Record

Seven Rights of Medication Administration

Medication Preparation

Nursing Process

Reporting Medication Errors

Patient and Family Caregiver Teaching

 Handling of Special Medications

Special Considerations

Practice Reflections

Clinical Review Questions

References

23 Nonparenteral Medications

SKILL 23.1 Administering Oral Medications

SKILL 23.2 Administering Medications Through a Feeding Tube

SKILL 23.3 Applying Topical Medications to the Skin

SKILL 23.4 Instilling Eye and Ear Medications

SKILL 23.5 Using Metered-Dose Inhalers

SKILL 23.6 Using Small-Volume Nebulizers

Clinical Review Questions

References

24 Parenteral Medications

Introduction

Practice Standards

Evidence-Based Practice

Safety Guidelines
Needlestick Prevention

SKILL 24.1 Preparing Injections: Vials and Ampules

Assessment

SKILL 24.2 Administering Subcutaneous Injections

Assessment

SKILL 24.3 Administering Intramuscular Injections

Injection Sites

Assessment

SKILL 24.4 Administering Intradermal Injections

Assessment

SKILL 24.5 Administering Medications by Intravenous Bolus

Assessment

SKILL 24.6 Administering Intravenous Medications by Piggyback

and Syringe Pumps

Assessment

SKILL 24.7 Administering Medications by Continuous

Subcutaneous Infusion

Assessment

Special Considerations

Practice Reflections

Clinical Review Questions

 References

Unit 7 Dressings and Wound Care

25 Wound Care and Irrigation

SKILL 25.1 Performing a Wound Irrigation

SKILL 25.2 Managing Wound Drainage Evacuation

SKILL 25.3 Removing Sutures and Staples

SKILL 25.4 Negative-Pressure Wound Therapy

Clinical Review Questions

References

26 Pressure Injury Prevention and Care

SKILL 26.1 Risk Assessment, Skin Assessment, and Prevention

Strategies

SKILL 26.2 Treatment of Pressure Injuries and Wound

Management

Clinical Review Questions

References

27 Dressings, Bandages, and Binders

SKILL 27.1 Applying a Gauze Dressing (Dry and Damp-to-Dry)

SKILL 27.2 Applying a Pressure Bandage

 SKILL 27.3 Applying Hydrocolloid, Hydrogel, Foam, or Alginate
Dressings

Clinical Review Questions

References

Unit 8 Complex Nursing Interventions

28 Intravenous and Vascular Access Therapy

SKILL 28.1 Insertion of a Short-Peripheral Intravenous Device

SKILL 28.2 Regulating Intravenous Infusion Flow Rates

SKILL 28.3 Maintenance of an Intravenous Site

SKILL 28.4 Managing Central Vascular Access Devices

SKILL 28.5 Transfusion of Blood Products

Clinical Review Questions

References

29 Preoperative and Postoperative Care

SKILL 29.1 Preoperative Assessment

SKILL 29.2 Preoperative Teaching

SKILL 29.3 Patient Preparation Before Surgery

SKILL 29.4 Providing Immediate Anesthesia Recovery in the

Postanesthesia Care Unit (PACU)
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 SKILL 29.5 Providing Early Postoperative (Phase II) and
Convalescent Phase (Phase III) Recovery

Clinical Review Questions

References

30 Emergency Measures for Life Support in the Hospital Setting

SKILL 30.1 Inserting an Oropharyngeal Airway

SKILL 30.2 Using an Automated External Defibrillator

SKILL 30.3 Code Management

Clinical Review Questions

References

Unit 9 Supportive Nursing Interventions

31 End-of-Life Care

SKILL 31.1 Supporting Patients and Families in Grief

SKILL 31.2 Symptom Management at End of Life

SKILL 31.3 Care of the Body After Death

Clinical Review Questions

References

32 Home Care Safety

SKILL 32.1 Home Environment Assessment and Safety

 SKILL 32.2 Adapting the Home Setting for Clients With
Cognitive Deficits

SKILL 32.3 Medication and Medical Device Safety

Clinical Review Questions

References
Appendixes

Appendix A Integrative Practice Reflections

Gerontological Focus

Home Care Focus

Appendix B Abbreviations and Equivalents

Abbreviations for Conversion Using Household Measures

Standard Equivalents, Abbreviations, and Conversions

Symbols

Abbreviations

Answers to Clinical Review Questions

Index

Index of Skills
Copyright
NURSING INTERVENTIONS AND CLINICAL SKILLS, SEVENTH
EDITION ISBN: 978-0-323-54701-7

Copyright © 2020 by Elsevier Inc. All rights reserved.

No part of this publication may be reproduced or transmitted in any

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permissions policies and our arrangements with organizations such
as the Copyright Clearance Center and the Copyright Licensing
Agency, can be found at our website:
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This book and the individual contributions contained in it are

protected under copyright by the Publisher (other than as may be
noted herein).

Notice
Practitioners and researchers must always rely on their own
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 This ebook is for the use of anyone anywhere in the United
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*** START OF THE PROJECT GUTENBERG EBOOK NO-TIME-LAND: A

STORY FOR GIRLS AND BOYS ***
 No-Time-Land . .

A STORY
FOR . . .

GIRLS AND BOYS.

. BY .

M. J. C. Fulton.

Tasmania:
Printed at The Examiner Office, Launceston.
1901.
 o all my dear little Nephews,
Nieces, and other little boys and
girls, this Story is dedicated,
trusting they will derive both amusement
and profit from its pages.
Wishing them all a “Happy New
Century.”
From their affectionate Aunt and
Friend,
MARY J. C. FULTON.
Leith,
Tasmania,
December, 1900.
A STORY OF NO-TIME-LAND.
 CHAPTER I.
“G uy, come and play with me.”
“Oh! I can’t, Tina, I have no time; I am going fishing soon
with Urie Cass.”
“Oh, dear!” said the little voice; “you never get time, Guy, to have
a game.”
“Cannot you have one game with her, sonny!” said his mother;
“the wee girlie is dull playing by herself all day.”
“But mother, dear, I have no time now,” and so saying, Guy
shouldered his fishing rod and walked off.
But his mother’s sad, grieved expression seemed to haunt him all
day, and his little sister’s voice echoed so in his ears, that the fishing
was not altogether such an enjoyable time as he expected. He got
back tired and hungry, and soon after tea he was glad to go to bed.
He was just dropping off to sleep, when his eyes seemed to
wander to the open window, where the moonbeams were dancing
in, as if they had come to see what sort of a room it was, and what
the inmate was like. They are inquisitive little things, you know; both
moonbeams and sunbeams. They like to get into all the odd dark
corners, and if people are dirty and slovenly in their work, they show
up the dust, and dirt, as much as to say: “Oh, fie, for shame, you
slovenly creatures!”
Just as Guy’s eyes alighted on the windows he saw two ladies
come floating in on the moonbeams. “There he is,” one of them
whispered, “that is the little boy who has no time. Let us carry him
off to No-Time-Land.”
 “He saw two ladies come floating in on the moonbeams.”

Guy was fascinated at the beauty of his visitors; so much so that

he never thought of hiding under the bed-clothes; but it would have
been little use if he had done so, for these kind of ladies see
everything, like the fairies of fairyland. They lifted him up; it was no
use his struggling, for he seemed quite powerless and unable to
move a limb. While they were carrying him, Guy noticed they were
very pretty. Gueldine, as her companion called her, had golden hair
and large brown eyes, with golden brown lashes and eyebrows, the
other had chestnut brown hair, and large blue eyes, with dark brown
lashes and eyebrows; her name was Crystal.
They ought to have changed eyes, he thought: but perhaps they
would not have looked so nice? His eyes next went to their dresses.
Gueldine’s dress was pure white, with a gold thread interwoven
through it, and a gold sash with long ends. It gave her a very
dazzling appearance. On her hair she wore a crescent moon of
diamonds and rubies. Crystal’s dress was white, with silver
interwoven, a silver sash with long ends; in her hair were stars made
of diamonds and sapphires.
Away they went, over hills and water, then he caught sight of dim
grey hills in the distance, as they drew nearer to them the two ladies
exclaimed—“Here we are in No-Time-Land.”
They floated across to the nearest town, and placed him on a
bench in the middle of one of the parks, as it was getting daylight,
and said, “Good-by, little boy, we have no time to stop,” and away
they went. Guy watched them till he could see them no longer, and
as it was fast getting daylight, and things were becoming clearer
every minute, he roused himself, as he found now he could move,
and looked around. Dear me! What a dreadful untidy-looking place;
and so it was, for papers were lying about everywhere. In the centre
of the square was a fountain, but it was broken; the wall round the
basin was crumbling and falling to pieces; the water seemed
stagnant, the flower beds, and grass lawns were overgrown with
weeds, and everything looked sadly neglected and forlorn. A boy
came sauntering along, so Guy said to him—“Boy; why does your
park look so neglected and untidy?” The boy stared at him.
“Are you a stranger?” he asked at last.
“Yes,” said Guy.
“Well,” said the other; “no one has time here to put it right.”
“Are they so busy,” asked Guy.
“Too busy to answer your questions,” replied the other, and walked
off.
“No time either for manners,” shouted Guy; but the boy was out of
earshot, so did not hear.
“I will go into the town,” he thought, “and see what it is like,” so
got up and strolled about; but everywhere he went the same neglect
met his eyes. He became very hungry after a while, and seeing a
young woman hurrying along, went up to her.
 “Is there any place here where I can get something to eat, please
ma’am,” asked Guy.
“Oh! I have no time to talk to little boys,” she said.
Again and again he asked the same question, and received the
same reply. He at last saw a pastry cook’s shop, and went in. People
kept coming in and ordering things, and, eating them, went out,
saying, “I have no time to pay, put it down.” A little girl came in and
asked for two penny buns.
“Why don’t you pay for them?” asked Guy.
“No one pays here,” she said, “we have no time.”
How dreadfully dishonest, he thought.
“Please ma’am,” said Guy, “I am so hungry, can you give me some
bread and butter and milk? but I have no money to pay for it.”
She handed him a couple of rolls and some butter on a plate, also
a large tumbler of hot milk.
“Never mind about money,” she said; “I have no time to take it. I
will just put it down,” and she immediately started to eat a cake.
 “Never mind about money,” she said; “I have no time to take it.”

Guy began to laugh, saying—“That’s a funny way to put it down.”

“No time for anything else,” she replied.
Guy sighed. I am getting quite tired hearing those words, he
thought to himself, “No time, no time,” always dinned into one’s
ears. As he had finished his meal he went out.
 CHAPTER II.
Seeing a number of children going to school, he followed them in,
and sat down with them.
They all started as the schoolmaster came in to sing—

We have no time to learn our lessons,

No time! no time at all,
We do not want to gain any sense,
As we have no sense like Paul.

“I suppose Paul is the schoolmaster,” said Guy to the girl sitting

next to him.
“What is your name?” she asked.
“Guy,” he answered.
Then they all began to sing again—

There was a little boy,

And he was called a guy,
He wished to know Oom Paul;
But like the rest of us,
He had no sense at all.

Guy became very angry upon hearing this, and began himself to
sing—

You have no sense at all!

You need not tell me so.
I’ve no time to talk to you,
So I’ll take my hat and go.
 “School is dismissed,” said the schoolmaster, “I have no time to-
day to hear lessons.”
Guy went down a narrow lane, or passage, it seemed, as it was
carpeted; he saw a little boy crying.
“What’s the matter?” said Guy.
“I have no time to tell you,” he said.
“Oh, rubbish,” said Guy; “make time.”
The boy looked up in surprise.
“Why that is what they used to say to me before I came down
here. But I am not clever, and I cannot make anything, not even
time.”
Guy was disgusted.
“No;” he said, “stupids like you want a good beating, and I would
like to give you one, only I think it would be a waste of time to give
you even that.”
“I did not know time had a waist,” said the boy. “I thought it was
only people.”
“You thickhead,” said Guy, and walked off.
“What funny words he uses,” said the boy “I wonder where he
comes from? But, oh dear; I have no time to think.”
Almost at the end of the passage Guy came to a large eight-day
clock; he stood and gazed at it with surprise; and well he might. For
the clock was fixed upon a long stick; in the centre of the clock the
eyes and lips moved as if it was alive. Outside the face it had figures
all round, in order to tell the time of day. The arms and hands
protruded from the sides of the clock like numerous arms and
hands; which gave it rather an odd look. The pendulum hung below,
swinging backwards and forwards. Just as Guy was looking at him,
the clock opened his mouth, rolled up his eyes, and began to sing—

Tick, tick, I’m a clock upon a stick;

 Never on a shelf I’ll stay;
But in this no-time-land
Upon a stick I’ll stand,
And my pendulum will wag all day.
“Dear me,” said Guy; “I’ve heard something like that before; but it
sounds all wrong?”
“Everything is wrong in this land,” said the clock.
“How is that?” asked Guy.
“No time,” said the clock.
“Did you ever study?” again asked Guy.
“Study?” questioned the clock, in a tone of surprise. “I have heard
of a person being in a brown study, if that is what you mean.”
“No, no! Study the time,” said Guy. “If you studied time you might
manage to get along better, you know.”
“Oh! I get along alright,” said the clock; “only if there is no time,
how can you study it?” He gave such a loud tick, and pulled such a
funny grimace that it frightened Guy, so he began to run; and, as he
turned the corner, seeing no one was after him, he stopped to take
breath, and there right in front of him was a large open piece of
ground, in the centre of which was a summer house, and roads
branching all ways from it, and sign-posts saying where each road
led to.
 CHAPTER III.
Guy read some of the signs. One was to the land Selfishness,
another to Forgetfulness. To the land of Put-off, and By-and-by.
Another was I Can’t and I Won’t.
“Oh, dear! They are all as bad as the one I am in, and I’ve no time
to read any more. Dear! Dear! I am always saying no time myself
now;” and, feeling very miserable, he entered the arbour, sat down
on one of the cane chairs, and, putting his arms on the table, rested
his head on them.
“What a dreadful muddle things have got into.”
“Perhaps you have stirred up the mud,” said a voice.
Guy started! “The only sensible thing I have heard yet,” he
thought; and, looking up, saw on the mantelpiece—he never noticed
a fireplace in the arbour before—a little old man holding a scroll.
“May I ask your name, please sir?” said Guy.
“Mr. Memory-Pricker,” replied the little man; “but I am called M.P.
for short.”
“Why, that stands for member of Parliament too,” said Guy.
“Well, it is the same thing,” answered the little man. “You see,
‘Parle’ in French means to speak. So it is meant, that I, an active
member, speak to, and prick up, people’s memories; it is what
people would call a play upon words; only you have a way of putting
it backwards.”
“Please, sir, can you tell me why this is called No-Time-Land; at
least, how it got its name?”
“Well, I think I can,” said the M.P. “You must have noticed people
hurrying along bent on some great purpose, but they never seem to
attain that purpose; or to put it still plainer, they want to do some
great thing, or even little things, but they never get time, they say,
to do them, so all their great and little ideas end in simple talk.
Consequently, and in fact, all lazy people who say they have no time,
are sent to No-Time-Land.”
“Do they ever leave here? Mr. M.P.”
“Sometimes,” said the little man, “when they stray into my arbour,
I prick up their memories; they occasionally turn over a new leaf
then, if they wish to overcome their bad habits; but it is not often,”
sighed he, “not often!”
“May I ask what you use the scroll for, please sir?”
“Yes; this is my scrap book. I am a collector of poetry, wise
sayings, and various other things of interest. Here is a piece—you
may like to read.”
Guy got up and went close to the scroll, and read these lines—

No time like the present

To do the things that are right;
If you let your chances slip,
They may vanish from your sight.

Then do the thing that’s right,

Find time to help another;
Let love be the golden rule,
No time lost in endeavour.

“I like that,” said Guy. “I think I will have a try, too.”

“Small beginnings may lead to great endings,” said the Memory
Pricker.
Ting, ting, went a bell. A great noise arose. Guy hurried out to see
what it was all about. People were hurrying along, shouting “Kill him!
Kill him! Kill him!”
“Kill who?” cried Guy, running up to a small boy.
 “Time, of course;” said the boy.
“But why kill him,” cried Guy. “What has he done?”
“You simpleton,” said the other, “have you never heard of ‘People
killing time’ or ‘Murdering the time’?”
“Yes I have,” remarked Guy; “but instead of ‘Killing’ him, suppose
you try and ‘Keep’ time my boy?” so saying, Guy stuck out his leg
and tripped him up. Guy heard Mr. Time laugh and shout out—

Tick, tick, said the clock upon a stick,

“Pride will have a fall,” they say.

But Guy heard no more, for he had to run, as the little boy was
chasing him. He ran and ran till he was nearly out of breath, and
thought the boy would soon catch him, as he was gaining on him
fast.
When he heard someone shaking him, and saying, “Guy, dear!
Guy, wake up! the breakfast bell has rung, and you will be late for
school.”
“Oh! Mother,” said Guy, “can it all be only a dream?”
“Yes, sonny; you have been very fast asleep; but hurry, now, and
you can tell me your dream as soon as you are dressed.”
While he was eating his breakfast, he told his mother his dream.
“Was it not a strange dream, Mother?”
“Yes, dearie; but strange dreams are often sent us for some wise
purpose, if we have only the wisdom to understand the meaning of
them.”
“You mean, Mother, it was sent to break me of my fault of always
saying ‘I have no time.’”
His mother smiled, and said “Just that, sonny!”
In after years, Guy used to say that dream of his was at the
bottom of all his success in life, as he mastered a bad fault, and at
last quite gave up saying “I have no time,” but always “found time”
for everything, not only in doing his own work, but also in helping
others, so that his life became a truly happy and useful one.
And now, dear little readers, will you also try and overcome your
faults? Not in your own strength, for then you will surely fail; but in
the strength of Him, who said “Be ye perfect, even as your Father in
Heaven is perfect.” Then you, too, can claim the promise, which is
this:—“He that overcometh shall inherit all things, and I will be his
God, and he shall be my son.”—Rev. xxi. 7.

“Time is short,
If idly spent, no art or care
Time’s blessing can restore;
And God requires a strict account
For every misspent hour.”

Printed at The Examiner Office,

Launceston, Tasmania.

Transcriber’s Note:
Punctuation and spelling inaccuracies were silently corrected.
*** END OF THE PROJECT GUTENBERG EBOOK NO-TIME-LAND: A
STORY FOR GIRLS AND BOYS ***

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