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Community assessment: an RN-BSN partnership with community.

Conducting a community assessment can be a vital aspect of a community health course for a baccalaureate nursing student. This experience can enable the student to use the nursing process in a basic community assessment as well as provide community decision makers with significant data and analysis about community health related needs and potential solutions. This paper describes use of the Community-as-Partner model by Anderson and McFarlane to do a class project to assess a local community.

Community Health Nursing↗

[Welcoming: soft technology in nurse's management processes].

This study aimed the identification of the use of soft technologies in nursing management processes and their interference in care production. It was constituted in a case study case of quality feature and the research subjects were nurses of a public hospital located in a city of Rio Grande do Sul. Data were collected by means of free observation of the nurses' job. In their managing processes, it was identified the use of soft technologies, among them the welcoming, as well as some factors that present it, what makes possible to affirm that, when the nurse uses this technology, he/she produces and promotes care humanization.

Nursing Care↗

MDS coordinator relationships and nursing home care processes.

This study describes how Minimum Data Set (MDS) coordinators' relationship patterns influence nursing home care processes. MDS coordinators interact with nursing home staff to coordinate resident assessment and care planning, but little is known about how they enact this role or influence particular care processes beyond paper compliance. Guided by complexity science and using two nursing home case studies, the authors describe MDS coordinators' relationship patterns by assessing the extent to which they used and fostered good connections, new information flow, and cognitive diversity. MDS coordinators at one site fostered new information flow, good connections, and cognitive diversity, which positively influenced assessment and care planning, whereas those at the other site did little to foster these three relationship parameters, with little influence on care processes. This study revealed that MDS coordinators are an important new source of capacity for the nursing home industry to improve quality of care.

Aged↗

The role of psychiatric consultation liaison nurses in ethical decisions to remove life-sustaining treatments.

This article proposes a deliberative nursing process for ethical decisions about the withdrawal of life-saving treatments from terminally ill patients. It highlights the role of the psychiatric consultation liaison nurse in facilitating this process and the growing need for an expanded nursing role, presents relevant ethical theory and principles, and introduces a paradigm for such ethical decisions. As medical technology and life-saving equipment continue to proliferate, the psychiatric consultation liaison nurse can become increasingly involved in assisting all health care providers in the essential professional role of helping patients and families to make these ethical decisions.

Beneficence↗

Teaching students about pressure sores.

The author reviews work she completed in 1985 which looked at the provision of education on pressure sores at basic and post-basic level in colleges of nursing, and concludes that although awareness of relevant issues has been raised in the interim, there is evidence that the methods used to teach skin care to students is inappropriate. A strategy for education on pressure sores is introduced, based on the essential tenets of the nursing process.

Curriculum↗

[The nurse's role in a child psychiatric unit of St. Sophia Children's Hospital, Athens, Greece].

The role of the nurse in a child psychiatric unit is defined by the systems: a. Nurse-child b. Nurse-child-family c. Nurses-children d. Nurses-disciplinary team (a). In these systems the nurse: assesses the child, identifies the problems, sets the goals, provides care, educates the child. (b). Reinforces the parents' role, intervenes to help the relationships in the family. (c). Facilitates the team interactions and also the healthy behaviour in the peer group team, provides secure relationships. The nurse also functions as a reinforcement which leads to maturity. (d). The nurse is an equal member in the therapeutic team, is the link for communication and the main source for information. He participates in the organization and management of the team. Many nurses are specialized in psychiatric and child psychiatric nursing. All nurses believe in the continuing education and they attend various seminars. Through the activities in the unit the nurses have an update information on the subject of their work. Supervisions with educational character have been established for the nursing team. The nurse works on the base of the "special nurse-child" relationship and has the full responsibility of the child. The special nurse fulfills the nursing history. Systematic observation and evaluation are performed by the special nurse: he identifies the problems, sets the goals, formulates a programme, writes down and evaluates the results which means that he works with the implementation of the nursing process.

Child↗

Teaching strategies that promote adherence.

Teaching strategies that promote adherence to the diabetes regimen are based on a setting of priorities that differentiates Level One (essential) knowledge from Level Two (important) and Level Three (desirable) knowledge when teaching is planned. The nursing process is used to provide for effective assessment of the learner, diagnosis of education requirements, mutual goal-setting between patient and nurse, individualized planning and instruction, and evaluation both during the process and afterward by follow-up contact with the patient.

Adolescent↗

Re-establishing effective team work.

The Weed System of Problem Orientated Medical Records (POMR) was first used by medical staff in the psychogeriatric unit at Cefn Coed Hospital, Swansea in 1976. In 1983, when the Nursing Process was introduced, it became apparent that both systems are virtually identical. Although different terminology is used, each contains four components--data collection, listing of problems, drawing up management plans and establishing systematic reviews. This paper describes an experiment, in progress for three years, which has joined both systems into a unified method of working which is used by each member of the multidisciplinary team.

Aged↗

Behavioral intervention for the obese client.

Nurse practitioners usually follow obese clients in outpatient settings. The behavioral approach to treating obesity has been demonstrated to help clients lose weight and maintain their weight loss. This article presents one such behavioral approach to treating obesity. Utilizing the nursing process as a framework, the components of a behavioral program are explored. Assessments of motivation, assets and limitations and target behaviors are described. Coverage of treatment planning includes contracting, problem lists and realistic commitments. Intervention techniques such as stimulus control, shaping, pairing and problem solving are presented. Evaluation using objective data gathered through monitoring is stressed. The characteristics of the practitioner which might positively or negatively affect a behavioral program for the obese client are discussed.

Behavior Therapy↗

You can get there from here: guide to problem definition in policy development.

1. Nurses can enhance their abilities to formulate and implement health policy through the use of the assessment part of the nursing process. 2. Problem definition, the first step in policy development, includes identifying the issues, discussing and framing the issues, analyzing data and resources, and deciding on a problem definition. 3. Problem definition develops as an interaction between an instrumental, or cognitive, component and an expressive component, which represents the contextual setting of the problem. 4. Problem definitions change over a course of events. Current solutions may lead to new concerns and issues that then require new problem definitions.

Data Interpretation, Statistical↗

A typology of nursing therapeutics.

A typology of nursing therapeutics is proposed in relation to the intended level of alteration of patient responses, patterns, or life processes. Nursing therapeutics is described as single or multiple interventions by the nurse to alter life processes, life patterns, and functional health patterns.

Humans↗

Family-centered care at home for families with children who are technology dependent.

The philosophy of family-centered care recognizes parents as equal in partnerships with professionals. An adapted nursing process can provide a useful mechanism for members of this partnership to create and maintain a system that promotes an optimal quality of life at home for children who are technology dependent and their families. A family-centered assessment requires the nurse to facilitate the family's self-assessment and promote a family systems perspective. The family and the nurse together develop a plan of care, with the family establishing priorities. The nurse assumes joint responsibility with the family in implementing the plan of care, and promotes the principle of normalization and the use of informal options whenever possible. Evaluation is formal, informal, and ongoing and includes the family and nurse's evaluation of both outcome and process.

Adult↗

Teaching the skills of assessment through the use of an experiential workshop.

Assessment is a key element of the nursing process, yet the skills required to perform a nursing assessment are poorly defined in the literature. Related to this, nurse education does not adequately address how it might be possible to develop in students the skills required to plan individualised care. As a contribution to this important area of nurse education, this paper describes the first term of an assessment course, an important component of which is an experiential workshop. This workshop introduces students to the skills of observation, measurement and testing as used when assessing physiological indicators of health status. The workshop was designed to facilitate an understanding of the connection between the students' knowledge of biological sciences and nursing practice.

Clinical Competence↗

Cooperative care: an application of Orem's self-care theory.

Cooperative Care provides acute care patients the opportunity to function with maximum autonomy during all or part of their hospitalization. Based on the self-care theory of Orem, it enables patients and their families to have increased participation in the health care process. Nursing care is available but the role is primarily that of educator and skilled observer as the patients and families assume responsibility for activities of daily living. This paper describes the Cooperative Care Unit at the Medical Center Hospital of Vermont (MCHV).

Evaluation Studies as Topic↗

The student process for success: the nursing care plan.

Written nursing care plans are designed to focus students on individualizing nursing care, which promotes critical thinking and decision making. In actual practice, emphasis has shifted from care plans toward standards of care. The authors discuss a concise, simplified care plan format that includes both standards of care and collaborative problems. This plan of care is compatible with healthcare regulations and requires less time to produce and evaluate.

Clinical Competence↗

A case study: perspectives on a self-care deficit nursing theory-based curriculum.

This case study provides a descriptive analysis of administrative, faculty and student perspectives on use of and satisfaction with Orem's Self-Care Deficit Nursing Theory (SCDNT) in one baccalaureate nursing programme's curriculum elements of (a) goals and objectives, (b) materials, (c) content, (d) nursing foci, and (e) evaluation. The need for such an analysis is indicated by the wide acceptance and use of the SCDNT in education and the absence of any similar study. Curriculum is conceptualized in the context of the Curriculum Model for the Study of Schooling, USA. Administrative representatives included the dean of nursing, the director of the nursing programme, the two curriculum chairpersons and the programme co-ordinator. The faculty and students from two specific courses provided the instructional and experiential perspectives. Data collection included structured personal interviews and document review. The investigator developed from the ideal perspective of the literature (Orem and related scholars) criteria for judging if the SCDNT indeed was implemented in the curriculum elements and the satisfaction with the theory. The faculty perspective was the most similar to the ideal, and the administration's was the least similar. Student and faculty perceptions were extremely similar. All three perspectives were in near agreement with the ideal on the use of the SCDNT in: goals and objectives, content and evaluation. A major inconsistency was found. Each perspective expressed varying interpretations of the nursing process. Pronounced patterns were examined, and implications for nursing education were stated.

Attitude↗

Is research in the practice setting feasible?

Staff development educators are in key positions to assist staff nurses with practice-oriented research, a necessary part of clinical practice. The first step in developing an environment conducive to practice-oriented research is the establishment of a "working committee" within existing quality assurance or standards committees. As committee chairpersons, staff development educators can help staff nurses recognize the research potential inherent in practice by relating research terminology to the nursing process. Examples of client care problems illustrate how nurses can exert control over their practice and effect positive change.

Clinical Nursing Research↗

Geriatric nursing assessment.

Gerontological nursing is a unique area of nursing. The cornerstone of the gerontological nursing process is assessment. In some traditional education models, nurses are taught assessments in general areas, such as cardiology, neurology, urology, and orthopedics. Little emphasis is placed on integrating these systems. A one-day workshop was developed with the objective to further develop the assessment skills of the registered nurse (RN) in continuing care by demonstrating a holistic approach to assessment and care planning. For this workshop, the "giants of geriatric medicine," namely falls, incontinence, confusion, iatrogenic illness, and impaired homeostasis (Cape, 1978) were further developed into a geriatric nursing model to include the psychosocial issues. This model demonstrates a way of assessing and integrating the information known about the resident. To ensure the workshop content was practical for the nurse, existing resident care documentation within the sponsoring organization, The Capital Care Group, was used. Through the education provided in the workshop, the RNs recognized that individualized care is based on full assessment of the resident, integration of the information gathered, and complete documentation.

Aged↗

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