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Mein Pflegeguide für den
praktischen Einsatz

Generalistisch – kompetenzorientiert
– lernortübergreifend

2. AUFLAGE

Susanne Geppert
Inhaltsverzeichnis

Cover

Haupttitel

Impressum

Vorwort

Benutzerhinweise

Abkürzungen

Kapitel 1. Praxisorientiertes Lernen mit dem „Pflegeguide-Puzzleball“

1.1. Rotes Puzzleteil: Pflegemaßnahme

1.2. Grünes Puzzleteil: Ursachen und Entstehungsmechanismen

1.3. Blaues Puzzleteil: Symptome, Komplikationen und

Risikopotenziale

1.4. Violettes Puzzleteil: personenzentrierte Anamnese

 1.5. Oranges Puzzleteil: weitere therapie- und pflegerelevante
Interventionen

Kapitel 2. Praktische Handlungssituationen

2.1. Blutzuckermessung und Insulininjektion

2.2. Sondenkost- und Medikamentenapplikation über die PEG

2.3. Vitalwerte Puls und Blutdruck messen

2.4. Verbandwechsel mit Wundbeschreibung

2.5. Infusionsvorbereitung und -verabreichung (hier:

Schmerztherapie)

2.6. Versorgung eines Enterostomas

2.7. Sauerstofftherapie mittels Sauerstoffbrille

2.8. Intimpflege mit Inkontinenzversorgung unter Wahrung der

Intimsphäre

2.9. Versorgung eines Tracheostomas

2.10. Handhabung und Pflege eines Hörgeräts

2.11. Atemstimulierende Einreibung (ASE) zur

Pneumonieprophylaxe

2.12. Kompressionstherapie zur Thromboseprophylaxe

2.13. Subkutane Injektion zur

Thromboembolieprophylaxe/perioperativen
Thromboseprophylaxe
 2.14. Spezielle Mundpflege zur Prophylaxe von
Mundschleimhauterkrankungen (Soor- und Parotitisprophylaxe)

2.15. Druckentlastende und -verteilende Positionierung zur

Dekubitusprophylaxe

2.16. Hautassessment und Hautpflege zur Vorbeugung einer

beeinträchtigten Hautintegrität

2.17. Bewegungsübungen zur Kontrakturprophylaxe

2.18. Infektionsprophylaxe bei liegendem Harnblasenkatheter

2.19. Transfer mit einem Patientenlifter zur Sturzprophylaxe

2.20. Kurzaktivierung zur Deprivationsprophylaxe

Anlage 1: Risikoeinschätzung

Anlage 2: Personenzentrierte Anamnese

Kapitel 3. Feedbackkreis zur Evaluation

Kapitel 4. Praktische Prüfungen mit dem Pflegeguide-Puzzleball

Kapitel 5. Schlussgedanke

Register
Impressum
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Wir freuen uns über Ihr Feedback und Ihre Anregungen an
[email protected]

ISBN 978-3-437-25107-8
eISBN 978-3-437-09629-7

Alle Rechte vorbehalten

2. Auflage 2022
© Elsevier GmbH, Deutschland

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Vorwort
Der Pflegeguide richtet sich an alle Auszubildenden in der Pflege
sowie an Praxisanleitungen und -begleitungen, die den
Ausbildungsprozess mitgestalten.
Knappe Personal- und Zeitressourcen erschweren allzu oft eine
optimale Begleitung und Anleitung der Auszubildenden in der Praxis.
Dies geht sowohl zulasten einer größtmöglichen Verknüpfung des in
der Berufsfachschule erworbenen theoretischen Fachwissens mit der
Praxis als auch lernintensiver Übungseinheiten, um Routine und
Sicherheit im Tun und Handeln zu erlangen.

„Theorie ohne Praxis ist leer,

Praxis ohne Theorie ist blind.“

(Immanuel Kant)

Wendet man das Zitat von Immanuel Kant auf den Pflegealltag an,
so könnte es folgendermaßen verstanden werden: „Nur wenn ich
weiß, warum ich etwas tue, tue ich es richtig!“ Folglich geht es um
die Verknüpfung des praktischen Handelns (= das Wie) mit dem
dazugehörigen Pflegefachwissen (= das Warum und Wozu), sodass
Professionalität entsteht.
Um dieses Richtziel zu erreichen, setzen Praxisanleitungen und -
begleitungen setting- und szenarienspezifische Lehr-
Lernarrangements ein (auszubildenden- und/oder ausbilderaktive
Methoden gemäß Ausbildungskonzept und Modell der vollständigen
Handlung).
 Doch „Was tun?“ fragen Sie sich bestimmt, wenn in Ihrer
Einrichtung die Anleitungszeiten zwar den gesetzlichen Vorgaben,
aber nicht Ihrem individuellen Übungsbedarf entsprechen.
Selbstorganisiertes Lernen (SOL) ist hier der Schlüssel zum Erfolg!
Der Pflegeguide unterstützt Sie dabei. Er hält 20 zentrale
Handlungssituationen für Sie bereit, mit denen Sie
Pflegemaßnahmen am Lernort Praxis, am Dritten Lernort oder auch
im Praxisraum Ihrer Schule so oft selbstständig wiederholen und
einüben als auch mit dem dazugehörigen Pflegefachwissen
bestücken können, wie Sie wollen, d. h., bis Sie sich sicher und
routiniert genug fühlen.
Ich selbst durfte diesen Denkansatz der Verknüpfung von Theorie
und Praxis in meiner Zweitausbildung zur Kinderkrankenschwester in
Südafrika am Johannesburg Hospital kennenlernen. In bedside-
presentations übte ich das Begründen-Können und Nachvollziehbar-
Machen der am Patienten durchzuführenden Pflegehandlungen.
Bis heute profitiere ich von dieser Denkweise, die sich auf meinem
beruflichen Lebensweg in ganz unterschiedlichen Funktionen
(Pflegefachkraft in der Akut- und Langzeitversorgung,
Pflegedienstleitung, Qualitätsbeauftragte in der Pflege, Lehrerin für
Pflegeberufe) bewährt hat.
„Wie, warum und wozu mache ich etwas?“ wurde zu meinem
Berufs- und Lebensmotto.
Augsburg, im Herbst 2020
Susanne Geppert
Susanne Geppert, Dipl.-Pflegewirtin (FH) und Lehrerin für
Pflegeberufe, war 15 Jahre in der Aus-, Fort- und Weiterbildung mit
Schwerpunkt Altenpflege tätig. Seit 2018 ist sie Referentin und
Autorin in der Pflege.
Benutzerhinweise
Alle Kapitel sind nach einem wiederkehrenden Muster aufgebaut:
dem Denkansatz des „Pflegeguide-Puzzleballs“. Jede Pflegehandlung
wird mithilfe von fünf Puzzleteilen (Details in Kap. 1) beleuchtet,
bei denen die Pflegemaßnahme (rotes Puzzleteil) das Zentrum bildet.
Das grüne, blaue, violette und orange Puzzleteil stellen das die
Pflegehandlung komplettierende Pflegefachwissen dar.
Zu Beginn jeden Kapitels bekommt der Leser* Hinweise auf
sogenanntes Know-how-Material. Damit sind Nachschlagewerke
gemeint, die grundlegendes Wissen zur Pflegehandlung bereithalten,
um diese planvoll, systematisch und fachkompetent durchführen zu
können.
Fragen mit Recherchetipps und Antworthilfen lotsen
zielgerichtet durch die Kapitel und ermöglichen Selbstorganisiertes
Lernen (SOL).
Know-how-Material und Recherchetipps fungieren in diesem
Fachbuch zudem als Literaturhinweise.

Frage
Die sogenannten W-Fragen (Wer macht was, wann, wo, womit,
wie, wie oft, warum und wozu?) leiten den Leser strukturiert
durch den Ablauf der jeweiligen Handlungssituation.

Arbeitsauftrag
Hier findet der Leser Arbeitsaufträge und Recherchetipps zum
jeweiligen Thema, mit denen die Beantwortung der W-Fragen
leichter fällt.

Antworthilfe
Antworthilfen unterstützen beim Lösen der jeweiligen
Fragestellung. Es gilt, sie setting- und szenarienspezifisch zu
adaptieren und/oder zu ergänzen.

Ein individuelles Fallbeispiel begleitet den Leser durch jedes

Kapitel/Handlungssituation. Es macht deutlich, dass Pflege
patientenindividuell und nicht standardisiert erbracht wird.

Zu jeder Pflegehandlung gibt es gut nachvollziehbare und visuell

aufbereitete Durchführungsschritte, mit denen es gelingt, eine
angeleitete Pflegehandlung so oft selbstständig zu wiederholen, bis
sie sicher und routiniert durchgeführt werden kann.

*
Aufgrund der besseren Lesbarkeit wird nur die männliche Form
verwendet. Gemeint sind aber alle Geschlechter.
Abkürzungen

AO Arztanordnung

b. B. bei Bedarf

Berufsgenossenschaft für Gesundheitsdienste und

BGW
Wohlfahrtspflege

BRi Begutachtungsrichtlinie

Deutsches Netzwerk für Qualitätsentwicklung in der

DNQP
Pflege

DQR Deutscher Qualifikationsrahmen

IHK Industrie- und Handelskammer

i. d.
in der Regel
R.

IE Internationale Einheit

mod. modifiziert

PEG perkutane endoskopische Gastrostomie

PflBG Pflegeberufegesetz

SGB Sozialgesetzbuch

Z. n. Zustand nach
Kapitel 1: Praxisorientiertes
Lernen mit dem „Pflegeguide-
Puzzleball“
Der „Pflegeguide-Puzzleball“ ist ein Denkansatz, mit dem es
Auszubildenden gelingen kann, berufliche Handlungskompetenz zu
erwerben. Er gründet auf der Annahme, dass sich Professionalität
in der Pflege darin zeigt, Pflegehandlungen nicht nur fachlich
korrekt durchführen, sondern diese mithilfe des dazugehörigen
Pflegefachwissens verstehen, begründen und hinterfragen zu
können.
Der Pflegealltag bietet nicht immer ausreichend Personal- und
Zeitressourcen, um Auszubildende umfassend gemäß dem Modell
der vollständigen Handlung (Didaktisches Prinzip der Ausbildung –
BiBB) anleiten zu können. Dies geht häufig zulasten des die
Pflegehandlung komplettierenden Pflegefachwissens, ohne das
Professionalität im oben beschriebenen Sinn jedoch nicht möglich ist.
„Nur wenn ich weiß, warum und wozu ich etwas tue, tue ich es auch
richtig.“ (Selbst-)Lernkompetenz ist nun gefragt!
Der „Pflegeguide-Puzzleball“ fördert die (Selbst-)Lernkompetenz
und die Fähigkeit zum Wissenstransfer. Beides sind gemäß § 5(1)
PflBG zentrale Ausbildungsziele in der generalistischen
Pflegeausbildung und Basis für lebenslanges Lernen, ohne das
professionelle Pflege nicht möglich wäre. Fünf Puzzleteile (Abb. 1.1)
leiten Auszubildende mithilfe zielgerichteter Fragen durch den
transferorientierten Handlungsprozess. Dies geschieht selbstständig
und/oder begleitet durch die Praxisanleitung.
 Abb. 1.1 Alle Schritte des „Pflegeguide-
Puzzleballs“ greifen ineinander.
[L231]

• Rotes Puzzleteil (Kap. 1.1) = Pflegemaßnahme → „Wie führe

ich die Pflegehandlung fachlich korrekt durch?“
• Grünes Puzzleteil (Kap. 1.2) = Ursachen und
Entstehungsmechanismen → „Warum führe ich die
Pflegehandlung durch?“
• Blaues Puzzleteil (Kap. 1.3) = Symptome, Komplikationen
und Risikopotenziale → „Wozu führe ich die Pflegehandlung
durch?“
 • Violettes Puzzleteil (Kap. 1.4) = personenzentrierte
Anamnese → „Wie erlebt der Patient die Pflegehandlung und
was ist ihm wichtig?“
• Oranges Puzzleteil (Kap. 1.5) = weitere therapie- und
pflegerelevante Interventionen → „Welche weiteren
Maßnahmen wirken sich förderlich auf den Ist-Zustand des
Patienten aus?“
Die fünf Puzzleteile passen sich sowohl jedem Lernort, Setting und
Szenarium an, als auch dem individuellen Lern- und
Ausbildungsstand des Pflegeschülers.
(Selbst-)Lernkompetenz als Basis für lebenslanges Lernen setzt
Lernmotivation, gepaart mit Lernautonomie und dem Bewusstsein,
selbst verantwortlich für das Gelingen der beruflichen Ausbildung zu
sein, voraus. Der „Pflegeguide-Puzzleball“ fungiert hierbei als Hilfe
zur Selbsthilfe.
1.1. Rotes Puzzleteil: Pflegemaßnahme

Die Pflegemaßnahme stellt das Herzstück und damit auch das

erste Element des „Pflegeguide-Puzzleballs“ dar. Die zentrale
Fragestellung des roten Puzzleteils lautet: „Wie führe ich die
Pflegehandlung fachlich korrekt durch?“
Die Handlungssituation baut sich nach dem bewährten
dreischrittigen Ablaufmuster – Vorbereitung, Durchführung und
Nachbereitung – auf. Dabei wird die Leitfrage „Wer macht was,
wann, wo, womit, wie, wie oft, warum und wozu?“ beantwortet. Sie
fungiert wie ein roter Faden im Lernprozess und fördert
selbstständiges Denken und Handeln.
1.2. Grünes Puzzleteil: Ursachen und
Entstehungsmechanismen

Das zweite Element des „Pflegeguide-Puzzleballs“ sucht nach

Grund und Notwendigkeit für die Pflegemaßnahme. Die zentrale
Fragestellung des grünen Puzzleteils lautet: „Warum führe ich die
Pflegehandlung durch?“
Hinter der Ursache, welche die initiierte Pflegehandlung
unabdingbar macht, versteckt sich entweder ein diagnostiziertes
Krankheitsbild oder ein vorhandenes Gefährdungspotenzial, das es
im kausalen Zusammenhang zu erfassen gilt.
1.3. Blaues Puzzleteil: Symptome,
Komplikationen und Risikopotenziale

Das dritte Element des „Pflegeguide-Puzzleballs“ eruiert

Symptome, Komplikationen und pflegerelevanten
Risikopotenziale des Krankheitsbilds bzw. die Gefährdung, die
auftreten kann, wenn das Therapie- und Pflegeziel nicht erreicht
wird. Die zentrale Fragestellung des blauen Puzzleteils lautet:
„Wozu führe ich die Pflegehandlung durch?“
Die Fragestellung zielt auf das Erfassen der Wirkung der
Pflegemaßnahme ab. Patientenindividuelle Beschwerden
(Symptome), Konsequenzen (Folgen und Komplikationen) und
Risikopotenziale gilt es zu verhindern bzw. zu kompensieren.
1.4. Violettes Puzzleteil: personenzentrierte
Anamnese

Das vierte Element des „Pflegeguide-Puzzleballs“ erhebt

Eckpfeiler der personenzentrierten Anamnese, mit denen eine
patientenindividuelle Pflege erst möglich wird. Die zentrale
Fragestellung des violetten Puzzleteils lautet: „Wie erlebt der
Patient die Pflegehandlung und was ist ihm wichtig?“
Im Fokus stehen Bedarf, Bedürfnisse und Befinden des Patienten,
die vor jeder Pflegemaßnahme erfragt werden, um Zufriedenheit,
Wohlbefinden und Adhärenz (Therapietreue) zu sichern.
Another random document with
no related content on Scribd:
 The rope untied, he scrambled into the boat.
Ralph would probably have gone with him, but Ellen began to cry
and repeated that she knew their mother wouldn’t like it, and so he
stayed with her.
To his relief, Sunny Boy found that he would not need the oars
which were in the bottom of the boat, for the tide was carrying his
boat just as it had carried out The Billow. The oars were so heavy
that Sunny Boy never could have handled them.
“I’ll catch it in a minute,” Sunny Boy told himself, as his boat drifted
gently along, “then Ellen will be sorry she was such a cry-baby.”
But he didn’t catch The Billow in a minute. That dancing little boat
sailed on out of sight and Sunny Boy’s boat moved evenly along till
presently he couldn’t see any land at all. He began to wonder how
he was going to get back

“Where’s Sunny Boy?” asked Mrs. Horton when lunch time came.
“Won’t he be surprised to find you here, Daddy?”
“Where’s Sunny Boy?” asked Mr. Horton, who had come down on
an earlier train than usual.
Half an hour passed, an hour. Still no Sunny Boy.
“I’m worried!” Mrs. Horton paced up and down the porch
nervously. “I know he hasn’t run away again. Oh, Daddy, where can
he be?”
“There are the Gray children,” said Aunt Bessie. “Sunny Boy was
sailing boats with them this morning. Call them over and ask them.”
“Sunny Boy?” repeated Ellen when Mrs. Horton asked her. “Oh,
his boat got untied, and Sunny took a big boat and went after it. An’
he didn’t ask the man who owned it or nothin’. I wouldn’t let Ralph
go, ’cause my mother says rowboats are dangerous.”
Mrs. Horton turned very white.
 “There, there, Olive,” said her husband. “It is a beautiful calm day,
and he will be all right. We’ll get Captain Franklin to take us in his
motor-boat, and we ought to pick him up without much trouble. He
can’t have drifted very far.”
“Why didn’t you come and tell us?” asked Mrs. Horton, catching up
a sweater and running down the steps after her husband. “Ellen
dear, what could you have been thinking of not to let us know?”
“I thought Sunny Boy would be back,” said Ellen. “He said it
wouldn’t take him but just a minute.”
Captain Franklin was an old sea captain with a wrinkled kind
brown face and keen blue eyes.
“Sure we’ll find him, ma’am,” he assured Mrs. Horton, when he
had heard the story of the lost Sunny Boy. “Just let me put some
fresh water on board and see if the cracker box is full, an’ we’ll start
right out. Never go out, if it’s only across the bay, without fresh water.
You never know when you’ll need it. And the little feller will be mighty
thirsty when we do find him.”
“Better get a tube of cold cream,” Mr. Horton advised his wife. “The
glare on the water will bum Sunny Boy even if he is tanned. You can
get some in that little shop there.”
Mrs. Horton bought some cold cream in the little shop where
fishing supplies were sold, and as soon as Captain Franklin had
filled his water kegs they set out.
“Chug-chug-chug!” sang the motor-boat engine cheerily. “We’re
going to find Sunny Boy. Chug-chug-chug!”

And what was Sunny Boy doing all this time, alone in his boat and
so far out on the big ocean?
When he found that he couldn’t see the land and that The Billow
had disappeared, Sunny Boy was puzzled.
 “Where did it go?” he asked. “I was looking right at it, an’ now it’s
gone. Maybe I’d better turn my boat around.”
But he could not turn the boat around. Indeed, it seemed that that
rowboat intended to do exactly as it pleased. And it wanted to go
right on, sailing out to sea.
“Maybe we’ll come to China,” thought Sunny Boy, not knowing
very clearly where China was. “Only I would rather have another
some one with me. I wish Ralph had come.”
The sun began to burn him and he wished for some shade.
“The ocean’s awfully sunny,” sighed poor Sunny Boy. “I feel queer
inside.”
He was hungry, but he didn’t know it. The queer feeling grew
worse and worse.
“My mother wouldn’t like me to be sick,” he said aloud. “I wish I
had a drink of water.”
He was really very thirsty, having had no water since breakfast. It
was now two or three o’clock in the afternoon, though there was
nothing to tell Sunny Boy the time. He had never gone without a
meal in his life, and whenever he had wanted a drink of water it had
always been easy to get. Sunny Boy, if he had only known it, was
experiencing some of the worst troubles of shipwrecked sailors.
“I’m lonesome—but I won’t cry,” he said stoutly.
His voice sounded so little on the wide stretch of blue water that
he knew, deep down in his heart, no one could hear him. But he
stood up in the boat—luckily it was a flat-bottomed rowboat or it
might have tipped and spilled him out and that would have been a
serious matter—and shouted as loud as he could. He shouted until
he was tired, and then, realizing that he was a very little boy alone
on a very big ocean, brave little Sunny Boy did give up and cried.
And some grown men, in his place, would have cried, too.
Curled down in the bottom of the boat, he rested his head on one
of the seats and tried to shut out the hot sunlight.
 “I wish,” he murmured drowsily, “I had a drink of water. I wish
Mother was here. I wish I had my boat to show Daddy.”
Then, still making more wishes, Sunny Boy fell asleep.
 CHAPTER XV
A HAPPY ENDING

T HE cheerful chug-chug of Captain Franklin’s motor-boat, on its

way to find Sunny Boy, was something of a comfort to Sunny’s
anxious mother.
“He can hear it while we’re afar off,” she said to Mr. Horton, “and
perhaps he will stand up and wave. How dreadful it must be, Harry,
for sailors to be adrift on this great ocean for days at a time.”
“Yes indeed,” nodded Mr. Horton, “but Sunny Boy, you know, isn’t
going to be adrift even one day. What’s the matter?”
The noise of the engine stopped and the Rocket began to drift.
“Engine trouble,” explained the captain briefly. “I’ll have to ask you
to move a bit while I get those tools under the seat.”
Poor Mrs. Horton looked as if she would like to cry. It was hard,
when she felt that every minute they were delayed Sunny’s boat
might be going farther and farther out to sea.
“Don’t worry, ma’am,” said the kind captain, who knew perfectly
well that she was uneasy and fretting. “I know what the trouble is,
and I’ll have her going in a minute. If I were you, I’d eat a bite, or
take a drink of milk. I’ve a fresh bottle in that locker there. You don’t
want to get played out before we come up with the little chap.”
Mrs. Horton drank a glass of milk, but she could not eat. And
presently “chug-chug, chug-chug!” sounded merrily again.
“Now we’ll make up lost seconds,” said Captain Franklin sturdily.
“There’s a boat!” cried Mrs. Horton suddenly.
“It’s one of the fishing fleet,” replied the captain, who knew
practically every boat in the harbor. “One of the men has likely rowed
out with bait for a party that wants to stay out all night. But I’ll hail
him.”
He stood up, and, putting his hands to his mouth, roared, not “Ship
Ahoy!” as they do in books, and as Mrs. Horton secretly expected
him to, but “Hey, you!”
Tired and anxious as she was, Sunny’s mother had to laugh.
“Seen anything of a stray rowboat this afternoon?” the captain was
calling. “White boat, broad green stripe—one of Jo Grimes’. Haven’t
passed it, have you?”
The solitary man in the other boat stood up and bellowed
something in reply that neither Mr. nor Mrs. Horton could understand.
“He says he hasn’t seen any boat since dinner time,” said the
captain, dropping back into his place by the engine. “I was hoping he
hadn’t. Ned Butterworth is so slow, he’d never think of stopping the
boat if it ran smack into him.”
Meanwhile, Sunny Boy had wakened and found he was still thirsty.
He remembered something Harriet had once told him when he was a
very little boy and had teased for a drink when they were somewhere
where she did not find it easy to get one for him.
“Take your mind off your troubles,” had been Harriet’s counsel.
“Think about something else, and you’ll forget you are thirsty. Count
the red roses on this wallpaper. I’ll help you.”
And Sunny Boy, with the help of his baby fingers, had gone to
counting red wallpaper roses and forgotten his thirst, just as Harriet
said.
“But I’m thirstier now,” said poor Sunny Boy to himself. “What’ll I
count? Clouds?”
He began to count the gray-white clouds scudding swiftly across
the sky. He counted six, ten, eleven.
“Big ones should count more,” he murmured sleepily.
His yellow head was beginning to nod again.
 “Thirteen. What comes after thirteen?” he puzzled.
His eyes shut tight.
When he woke he did not know where he was at first. He lay
quietly in the bottom of the boat, thinking, and then when he saw the
oars, he remembered. He sat up.
The hot sun had gone under a cloud, and the ocean was no longer
blue, but gray. It was hot and still.
Now when Sunny Boy sat up to look about him, something
happened.
“Chug-chug, chug-chug!” said the motor-boat, carrying Mr. and
Mrs. Horton and Captain Franklin.
“That looks like a rowboat,” whispered the captain to Mr. Horton,
putting down his field glasses. “Don’t tell Mrs. Horton—it’s empty.”
But Mrs. Horton had heard, and she took the glasses before any
one could stop her. Just as she put them to her eyes Sunny Boy sat
up in the boat.
“He’s in it!” cried Mrs. Horton joyfully. “See, Harry, that little black
dot must be his head. Oh, hurry, Captain, hurry!”
“Chug-chug, chug-chug!” gurgled the swift little motor-boat, fairly
leaping through the water. “I’ll do my best. Chug-chug.”
And it wasn’t very long before Sunny Boy heard the noise of the
engine and he stood up to look. There was a boat coming straight
toward him.
“Sit still!” called Mr. Horton. “Don’t jump about, Sunny Boy. We’ll be
right there.”
The motor-boat scraped alongside, and Sunny was lifted over and
placed on his mother’s lap.
“My precious!” she whispered, kissing him. “Oh, my dear little boy,
to think I have you in my arms!”
“Don’t cry,” implored Sunny Boy, surprised to see tears running
down her face. “I’m all right, Mother. But I didn’t catch up with my
boat.”
Captain Franklin was fastening the rowboat Sunny Boy had been
in to his own boat, because, as he explained to Mrs. Horton who
wanted him to leave it and hurry them back to the Cove, some one
might find it and think the rower had drowned.
“Besides, Jo Grimes, whose boat ’tis,” said the kind captain, “might
like to use her again. All right, Bub, aren’t you?”
“Could I have a drink?” asked Sunny Boy wistfully.
“All ready and waiting for you,” responded the captain promptly.
“Guess you’re hungry, too. We brought a biscuit or so along—got
them in here somewhere.”
While Sunny Boy drank the cool, fresh water—and you probably
have no idea how good it tasted, because you have never been as
thirsty as he was—and ate his crackers, Mrs. Horton gently rubbed
his sunburned little face and hands with the cold cream.
“Going to be a storm,” announced the captain, watching the gray
sky. “Plenty of wind, most likely. Lucky we found the little fellow, or he
might have been blown pretty far out.”
The wind began to blow as the captain spoke, and the spray
dashed high over the Rocket. Mrs. Horton went into the tiny cabin,
but Sunny Boy and his father stayed with the captain. They were
wrapped in oilskin coats he lent them, and it was very exciting to
watch the Rocket cut through the waves.
“Wouldn’t the wind blow her ashore ’thout any engine?” Sunny
asked, after studying the clouds for a moment.
They were thick, dark clouds, and the wind was blowing them in
toward the shore.
“It might,” admitted the captain, his blue eyes twinkling. “But the
wind’s a tricky friend. You never know just where you’re going to
land, once you give right up to him. I’d rather pin my faith to this little
comrade here,” patting the tarpaulin that covered the noisy little
engine and kept it dry.
 When the rain came it fell in big splashy drops, and the wind
began to moan. Sunny Boy was glad to see the land ahead, and he
thought the way Captain Franklin steered the Rocket in alongside
the little rickety wharf nothing short of wonderful.
“Here we are!” announced the captain cheerfully. “And I guess
you’ve had enough sea-voyaging for one afternoon, heh?”
Sunny Boy agreed with him. Mr. Horton stayed to thank the good
captain and to pay him for taking them out in the motor-boat, and
Sunny Boy and his mother picked their way along the beach,
intending to cross to the road where the sand was firmer. The rain
had settled down into a steady drizzle.
“I hope the little boy who finds my boat will take good care of it,”
said Sunny Boy. He couldn’t stop thinking about the beautiful Billow
he had lost. “I was just as sure I could catch it, Mother.”
“Oh, darling, don’t talk any more about it!” exclaimed his mother,
stopping to hug him. “When I think of you out on that great ocean, all
alone in that flimsy boat—well, I don’t see how I can ever love the
sea again.”
“Why, it was a very nice sea,” insisted Sunny Boy. “Only it’s too
salty to drink. What’s that in the sand, Mother—paper from
sandwiches?”
He ran a little forward to look.
“Mother!” he shouted, kneeling in the wet sand and beginning to
dig frantically. “Mother! I’ve found The Billow!”
Sure enough, he had. The gallant sailboat was half buried in the
sand, the beautiful white sails all draggled and wet. The wind had
evidently driven her ashore and up on the beach.
“That’s what happens to real boats when they are shipwrecked,”
said Mr. Horton, who caught up to them as they were examining the
ship. “You’re lucky, Sunny Boy; Mother can make you a new set of
sails and your boat will be all right and as good as ever. Ever so
many ships are hopelessly wrecked by being driven on the beach.”
 Sunny Boy hugged his recovered treasure happily. He was
puzzled to know how The Billow could have sailed ashore while he
was hunting it, for he thought he had looked very carefully. He finally
decided in his own mind that his boat had passed the motor-boat in
the storm and that the high waves had kept him from seeing it. Even
yet Sunny Boy did not realize how wide and how vast the ocean is,
or understand that many, many ships may pass daily on the sea so
many miles apart that they can not see each other.
“Here’s Sunny!” shrieked Ellen, running out as the Hortons passed
the Gray bungalow. “You didn’t get drowned, did you? And look,
Ralph, he caught up with The Billow, and—”
Sunny Boy would have stayed to explain to Ellen, but Daddy and
Mother hurried him along to get into dry clothes. And when he
reached the house Aunt Bessie and Miss Martinson and Harriet had
to stop him and hug him and hear all about his experience. You
should have seen the dinner Harriet had ready for him when he was
dressed in clean, dry clothes. She had even sent over to town for
chocolate ice-cream.
“Olive,” said Mr. Horton to his wife the next morning, “Sunny Boy
and his sailing expedition made me forget to speak to you about a
letter that came by special delivery yesterday morning. It’s from
Wright, and he says that deal will drag along for several months
unless I come on to New York.”
Sunny Boy was watching his mother cutting out new sails for The
Billow and he knew he must not interrupt Daddy when he was talking
business. He wanted dreadfully to ask Daddy not to go away.
“I was thinking that you and Sunny Boy and I might go to New York
for three or four weeks,” went on Mr. Horton, just as he might say:
“Suppose we go home to-morrow.”
Sunny’s mother put down her shears.
“Go to New York!” she echoed. “Why, think of the expense. And
what should I do with Sunny Boy in a hotel?”
“Have a good time,” smiled Mr. Horton. “I’m in earnest, Olive. The
girls will go back to school next week, Betty will, that is, and Bessie
wants to get her fall schedule started. Let ’em go, and keep Harriet
till we get back. You’d like to see New York, wouldn’t you, Sunny
Boy?”
Sunny Boy nodded. He was too amazed to speak.
“But you’ll have a great deal on your mind,” argued Mrs. Horton.
“Sha’n’t we be in the way? And I wanted to send Sunny Boy to the
kindergarten this fall.”
“Plenty of time after we get back,” announced Mr. Horton, tousling
Sunny’s hair playfully. “I think I’ll need my wife and son to help me
put through this big contract. I’ll find some time to play around with
you, too. But mostly I’m afraid you will have to keep each other
company.”
Sunny Boy took his boat under his arm without waiting for the new
sails, and went out to find Ellen and Ralph.
“When are you going?” demanded Ralph, as soon as he heard
that Sunny Boy was going to New York. “My cousin lives there.”
“Going week after next,” said Sunny Boy. “I wish you were going
too.”
“Goodness, we have to go to school,” declared Ellen importantly.
“My mother says education just mustn’t be ne-ne-glected.”
Sunny Boy was troubled.
“I’m going to kindergarten when we come back,” he explained
hesitatingly.
“Oh, traveling’s good for you,” admitted Ellen, who was a fair little
person in spite of her condescending ways at times. “My mother
says you can learn a lot by traveling in different places.”
So Sunny Boy felt better, for of course he didn’t want to go through
life without education. No one does.
Ellen and Ralph and Sunny Boy had only a few more days to play
together at Nestle Cove. Then they separated, Ellen and Ralph to go
home to the small town where they lived and go to school, and
Sunny Boy and his mother and father to get ready for the trip to New
York.

THE END
SUNNY BOY IN THE
BIG CITY
 CHAPTER I
THE PARADE

“F ALL in!” said Sunny Boy sharply.

The army, six small boys distributed comfortably over the
front steps, scrambled to obey. That is, all except one, who remained
seated, a sea shell held over each ear.
“I said ‘Fall in,’” repeated Sunny Boy patiently, as a general should
speak.
“I heard you the first time,” admitted the small soldier. “Did you
know these shells made a noise, Sunny?”
“Of course,” answered Sunny Boy scornfully. “Any shell sounds
like that if you hold it up to your ear. Come on, Bobbie, we’re going to
parade.”
But Private Robert Henderson, it seemed, didn’t feel like parading
just that minute.
“Let’s take this stuff out to the sand-box,” he suggested. “We can
make a real beach, with shells and everything. Gee, you must have
had fun at the seashore.”
“Did,” said Sunny Boy briefly.
He was exasperated. As general of his army he tried not to be
cross, but Bobbie was famous for always spoiling other people’s
plans. He never by any chance wanted to do what the other boys
wanted to do.
“You can play with the sand-box after we parade,” announced
Sunny Boy now. “Come on, Bobbie.”
Bobbie remained obstinately absorbed in the shells.
“Let me!” Down the steps tumbled a pink gingham frock and a fluff
of yellow bobbed hair that proved to be four-year-old Ruth Baker.
She lived next door to Sunny Boy, and her brother, Nelson, was
already marking time with the waiting army.
“Let me march, Sunny Boy,” Ruth begged. “I can mark time, an’
everything!”
Sunny Boy decided swiftly.
“All right,” he assented. “I don’t think much of girls in an army, but I
s’pose it’s better than being one short. Get in next to David.”
Ruth’s feelings were not easily hurt, and she didn’t mind if her
enlistment was not accepted with enthusiasm as long as she was
accepted. She slipped happily into line back of David Spellman, a
freckle-faced boy with smiling dark eyes.
“Forward, march!” Sunny Boy beat a lively quick-step on his drum
and the army moved down the quiet street, leaving Bobbie
Henderson playing with the shells.
Sunny Boy’s drum, of all his toys, was probably his favorite. He
had let it roll into the street once and a horse had nearly stepped on
it, but his mother had mended it neatly with court-plaster, and it
seemed good for many more days.
“Rub-a-dub, dub! Rub-a-dub, dub!” he pounded gaily now as he
swung along at the head of his gallant forces.
“I don’t think generals play drums,” David Spellman had said
doubtfully, when Sunny Boy first organized his army.
“Well, I’m going to play mine,” Sunny Boy had retorted firmly.
“Daddy says when you’re short of help a man has to do two people’s
work. I can play my drum and be general, too.”
 This Isn’t All!
Would you like to know what became of the good friends you have
made in this book?
Would you like to read other stories continuing their adventures and
experiences, or other books quite as entertaining by the same
author?
On the reverse side of the wrapper which comes with this book, you
will find a wonderful list of stories which you can buy at the same
store where you got this book.

Don’t throw away the Wrapper

Use it as a handy catalog of the books you want some day to have.
But in case you do mislay it, write to the Publishers for a complete
catalog.
 THE BOBBSEY TWINS BOOKS
For Little Men and Women
By LAURA LEE HOPE
Author of “The Bunny Brown Series,” Etc.

Illustrated. Every Volume Complete in Itself.

These books for boys and girls between the ages of three and ten
stand among children and their parents of this generation where the
books of Louisa May Alcott stood in former days. The haps and
mishaps of this inimitable pair of twins, their many adventures and
experiences are a source of keen delight to imaginative children.

THE BOBBSEY TWINS

THE BOBBSEY TWINS IN THE COUNTRY
THE BOBBSEY TWINS AT THE SEASHORE
THE BOBBSEY TWINS AT SCHOOL
THE BOBBSEY TWINS AT SNOW LODGE
THE BOBBSEY TWINS ON A HOUSEBOAT
THE BOBBSEY TWINS AT MEADOWBROOK
THE BOBBSEY TWINS AT HOME
THE BOBBSEY TWINS IN A GREAT CITY
THE BOBBSEY TWINS ON BLUEBERRY ISLAND
THE BOBBSEY TWINS ON THE DEEP BLUE SEA
THE BOBBSEY TWINS IN THE GREAT WEST
THE BOBBSEY TWINS AT CEDAR CAMP
THE BOBBSEY TWINS AT THE COUNTY FAIR
THE BOBBSEY TWINS CAMPING OUT
THE BOBBSEY TWINS AND BABY MAY
THE BOBBSEY TWINS KEEPING HOUSE
THE BOBBSEY TWINS AT CLOVERBANK
THE BOBBSEY TWINS AT CHERRY CORNERS
THE BOBBSEY TWINS AND THEIR SCHOOLMATES
THE BOBBSEY TWINS TREASURE HUNTING
THE BOBBSEY TWINS AT SPRUCE LAKE
THE BOBBSEY TWINS’ WONDERFUL SECRET
THE BOBBSEY TWINS AT THE CIRCUS
 THE BUNNY BROWN SERIES
By LAURA LEE HOPE
Author of the Popular “Bobbsey Twins” Books, Etc.

Illustrated. Each Volume Complete in Itself

These stories ate eagerly welcomed by the little folks from about
five to ten years of age. Their eyes fairly dance with delight at the
lively doings of inquisitive little Bunny Brown and his cunning, trustful
Sister Sue.

Bunny Brown and His Sister Sue

Bunny Brown and His Sister Sue on Grandpa’s Farm
Bunny Brown and His Sister Sue Playing Circus
Bunny Brown and His Sister Sue at Camp Rest-A-While
Bunny Brown and His Sister Sue at Aunt Lu’s City Home
Bunny Brown and His Sister Sue in the Big Woods
Bunny Brown and His Sister Sue on an Auto Tour
Bunny Brown and His Sister Sue and their Shetland Pony
Bunny Brown and His Sister Sue Giving a Show
Bunny Brown and His Sister Sue at Christmas Tree Cove
Bunny Brown and His Sister Sue in the Sunny South
Bunny Brown and His Sister Sue Keeping Store
Bunny Brown and His Sister Sue and Their Trick Dog
Bunny Brown and His Sister Sue at a Sugar Camp
Bunny Brown and His Sister Sue on the Rolling Ocean
Bunny Brown and His Sister Sue on Jack Frost Island
Bunny Brown and His Sister Sue at Shore Acres
Bunny Brown and His Sister Sue at Berry Hill
Bunny Brown and His Sister Sue at Skytop
Bunny Brown and His Sister Sue at the Summer Carnival