Include all authors' names in the order that they appear on the title page (not in alphabetical order). Only the first initial is provided for any given names.
If you are referencing an entire book that has an editor (rather than an author), start the reference with the editors' names followed by the designation Ed. or Eds. in brackets.
If you are citing a chapter from a book, begin the reference with the author, date, and title of the chapter, then add the editors' names (preceded by the word "In") and the title of the book in italics. You should also include the page numbers for the chapter in brackets. This is followed by the publication information.
In general, only the first word of the title and subtitle are capitalized, with the exception of proper nouns. If not the first edition, the edition number is provided in brackets after the title.
Information required for a book referencce includes:
Examples of References:
One Author and Edition other than the First:
Carpenito-Moyet, L. J. (2010). Nursing diagnosis: Application to clinical practice (13th ed.). Philadelphia, PA: Lippincott.
Two or More Authors:
Benner, P., Tanner, C., & Chesla, C. (2009). Expertise in nursing practice: Caring, clinical judgment, and ethics (2nd ed.). New York, NY: Springer.
Sinclair, R., Hart, M. A., & Bruyère, G. (Eds.). (2009). Wicihitowin: Aboriginal social work in Canada. Halifax, NS: Fernwood.
Chapter from a Book:
Galván, A. (2012). Risky behavior in adolescence: The role of the developing brain. In V. F. Reyna, S. B. Chapman, M. R. Dougherty, & J. Confrey (Eds.), The adolescent brain: Learning, reasoning, and decision making (pp.267-290). Washington, DC: American Psychological Association.
Examples of In-Text Citations:
According to Carpenito-Moyet (2010), patients with rheumatoid arthritis reported that their fatigue was "related to joint pain" (p. 255).
Galván (2012) states that dopamine is involved in several cognitive behaviors, including "learning, reward sensitivity, addiction, decision making, motor skills, and plasticity" (p. 274).
A nurse's understanding and response to illness is not based on abstract concepts, but rather on a knowledge of the patient's situation and clinical experience with other patients who have similar medical problems (Benner, Tanner, & Chesla, 2009).