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PubMedDate not supplied

Nursing process: the science of nursing in the curriculum.

In conveying the nature of nursing science to our future scholars, faculty members must clearly define the role and function of the problem-solving process and its variations in nursing science as used at each level of the curricula. Although they have some common characteristics, the nursing process, clinical inquiry process, and research process also have distinct and unique characteristics. Assuming a common understanding of the undergraduate nursing process and the postgraduate research process, the purpose of this article is 1) to focus on defining a masters-level prototype of the baccalaureate-level nursing process and nursing care plan, 2) distinguish it from the research process, and 3) to share some experiences in using the prototype with graduate students.

Curriculum↗
PubMedDate not supplied

Application of the Neuman Systems Model to teaching health assessment and nursing process.

TOPIC: A nursing theory framework for teaching health assessment. PURPOSE: To improve teaching of health assessment and nursing process to beginning-level baccalaureate nursing students. SOURCES: The Assessment and Analysis Guideline Tool, published and unpublished literature, personal observation, and faculty feedback were used in tool development. CONCLUSIONS: Faculty concluded that students who could envision the connection of the Neuman Systems Model and NANDA nursing diagnoses through the nursing process would be better able to understand the nursing model and choose appropriate nursing diagnoses for client care.

Adult↗
PubMed1989

Theories and models of nursing and the nursing process.

In summary, nursing models can be evaluated by carefully considering how human beings are conceptualised within a model, how adequately the model guides nurses in the decision-making associated with all stages of the nursing process and how appropriate is the expected role of the nurse. Reference to the criteria for evaluating nursing theory (Fig. 1) demonstrates that not only can nursing models be regarded as the precursors of nursing theory but some evaluative criteria for nursing theory develop from ways of evaluating nursing models (Fig. 2). The essence of this paper has been to consider nursing theory and its place in the current climate of concern both about nursing's professional status and about standards of patient care. The difficulty in defining theory has been briefly explored and suggestions have been made of possible ways of evaluating nursing theory. A distinction has been drawn between nursing models and nursing theory with a rationale for considering nursing models as precursors of nursing theory especially as there are similarities in the criteria used to evaluate them both. The nursing process has been described as a systematic, problem-solving approach to care. It is neither a nursing model nor a theory but rather one way of organising nursing activities. A major dilemma has been omitted from this paper, however, which nonetheless deserves mention here. This dilemma is identified and summarised by Jacox (1974) among others. The question posed is: Can and should we develop nursing theories?' (Jacox's emphasis). The main competing arguments put forward by Jacox are on the one hand that there are no phenomena or activities peculiar to nursing around which nursing theory can develop, and on the other hand that there is a need for a specified body of knowledge to inform nursing practice. Efforts to establish a firmer body of knowledge on which to base nursing practice may help to identify the unique function of the nurse. This will only be achieved if practising nurses take a keen interest in developing rigorous approaches to the evaluation of nursing models and theories. Craig (1980) has linked theory development and its integration with nursing practice to professional survival. If nurses cannot identify phenomena and activities that are peculiar to nursing and if they are not prepared to safeguard these areas of practice, then the future of nursing looks bleak. Project 2000 (UKCC 1986) offers an opportunity for nurses to be more willing and able to critically consider nursing's unique contribution to health care.

Humans↗
PubMed1999

[The nursing process in the daily lives of nursing students and nurses].

The present study aims to be a contribution to the Nursing student and the nurse's daily use of the Nursing process; the investigation method used was qualitative, applying semi-structured research tools; the data obtained were confronted with theoretical references and were put together in themes. The results show that the Nursing students and the nurses recognize the true value of the Nursing process, although they are not so sure about its practical use, and for them the Nursing schools should have the responsibility of promoting discussions in order to establish the theoretical references that would support the Nursing process. In other words, the schools should define one or more Nursing Theories and/or Conceptual References and its following methodologic definitions to be used on teaching the Nursing process.

Attitude of Health Personnel↗
PubMed1994

The written nursing process: is it still useful to nursing education?

As nursing practice becomes more complex, and patient care more variable, it will be crucial for nurse educators to teach students to think creatively and to develop a repertoire of strategies to resolve patient problems. The written nursing process has been the primary tool that nurse educators use to teach students to identify patient problems and plan for their resolution, but is it still useful? We combined a review of the literature with an informal survey of BSN nursing students to examine the usefulness of the nursing process from three perspectives: as a problem-solving tool, as a means of fostering the art and creativity of nursing, and as a method of individualizing patient care. Current nursing literature and students' comments about the nursing process suggest that this approach may no longer be realistic or germane to current practice needs.

Attitude↗
PubMed2006

Computerized nursing process in critical care unit using the ICNP--Beta2.

The process of nursing is an assertive solving problem approach to the identification and care of patients' problems as well as an instrument of education in Nursing. At the CCU, due to the complexity of care, constant changes in the clinical situation of patients and the elevated amount of information, the informatics is seen as a way to the development of the nursing process and consequently improvement of the quality of care. Therefore, this methodological study and technological production was developed with 05 nurses of the CCU aiming describing the development of the nursing computerized process in the CCU from the ICNP Beta 2 and demonstrating the contributions to the improvement of nursing care. The ethical principals of the resolution 196/96 of CNS were followed and constituted 03 production phases: planning, development and production of the B version. The evaluation process interposed the system production phases and made it possible necessary modifications to be done. The evaluations make noteworthy that a new conception of nursing care practice is established; the process of nursing informatics makes the care more notorious, organized and permits the early mistake detection; the program allows a continuous learning and explicit clinical decision making of the nurse. Therefore, information systems and related technology are necessary in order to create, democratize, and apply knowledge in nursing.

Brazil↗
PubMed1996

Disparagement of the nursing process: the new dogma?

The nursing process has achieved predominance, if not pre-eminence, in nursing. Concurrent with critical scholarly evaluation of the philosophical foundations of nursing, vigorous critiques of the nursing process have emerged. The critiques are wide-ranging and varied, and question the philosophical commitments, stage of development, components, focus and consequences of using the nursing process. However, the arguments are marred by dualistic dichotomous thinking and a lack of definitional clarity. The critiques fail to discriminate between questions arising from the administrative implementation of the nursing process and questions regarding its theoretical value. Clarification of the definition, description and purpose of the nursing process is essential to rigorous critique and to further development. Given the pervasive use of the nursing process and the need for process theory in nursing, it seems most productive to develop the nursing process more fully and in congruence with contemporary philosophies of nursing.

Humans↗
PubMed1987

The nursing process: the effect on patients' satisfaction with nursing care.

This study compares the effects of the nursing process and traditional care in a patient population where the environment, nurses, other multidisciplinary team members and the nursing model were the same for two patient groups. Both groups were nursed using traditional therapeutic community techniques. One group also received care using a nursing process approach. Patients in the nursing process group did not feel nurses were significantly more therapeutic nor were they more satisfied with their care.

Consumer Behavior↗
PubMed1988

An administrative marketing strategy: a different perspective on the nursing process.

Through the methods of the nursing process, nurse administrators were able to sell nursing to nurses. The use of marketing to link the business world with nursing stimulated professional dedication, skill, and responsibility. The program helped to encourage habits of flexibility, ensure continuous learning, acceptance of change, and the opportunity for individuals and institutions to grow and advance. It promoted autonomous, collaborative, and consultative practice. Nurturing the nurse had become a reality.

Administrative Personnel↗
PubMed1997

The relationship between research and the nursing process in clinical practice.

The nursing process was originally adopted by the North American nursing profession from the general systems theory (GST) and quickly became a symbol of contemporary nursing as well as a professionalist nurse ideology. In contrast its initial introduction in the United Kingdom (UK) was not a complete success. This could be attributed to the mode of its implementation, which utilized a power-coercive change strategy, that is, comprising of imposition from above without sufficient time for education regarding its scientific and philosophical foundations. Consequently the nursing process was initially regarded as a professional and educational mandate rather than an organizational component of nursing care delivery. It has been maintained that the theoretical basis from which the nursing process was derived, together with the theoretical developments in diagnostic and intervention studies, has established the nursing process as a key element of the nurse's role in research, education and practice. This paper will briefly review the early theoretical developments and fate of the nursing process as a tool for clinical practice and research. It will then examine recent attempts to revitalize and modernize the theory for practice through research into nursing diagnosis.

Attitude of Health Personnel↗