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The nursing process is almost taken for granted in the United Kingdom. Fijian nurses, when faced with its implementation, found it was poorly understood and uncommonly used. This study highlights some of the perceptions of Fijian nurses to the nursing process and how it is intended to overcome the challenges these pose.
Today's nursing environment is complex, with many sources of data that are often poorly displayed. Ecological interface design (EID) is a systematic approach to designing interfaces to complex systems. EID has been used to design interfaces for aviation displays, power plant monitoring and control, human hemodynamic monitoring, anesthesia monitoring, and neonatal intensive care monitoring and diagnosis. EID makes critical relationships easily visible, eliminating the mental workload of integrating, calculating, or remembering multiple values. This paper reviews past experimental studies of EID in healthcare applications and discusses the application of EID to a decision-support tool for diabetic patients using personal digital assistants. The authors also discuss other contributions that EID could make to the nursing process in the areas of physiological monitoring, decision support, database design, and the measurement and analysis of nurse-sensitive outcomes, including patient safety outcomes.
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1. Many clients have concerns about environmental exposures. 2. Nursing care plans can be adapted to guide practice related to environmental health issues including physiologic, behavioral, emotional concerns, and educational needs. 3. Experience and education in counseling, along with sensitivity to client needs and beliefs, make nurses particularly valuable members of the environmental health team.
This study investigated the relationship among methodologies used in teaching the nursing process, nursing students' ability to use nursing process, and the following student attributes of: field-related perceptual functioning, impulsiveness, locus of control, convergent-divergent thinking ability, and scholastic aptitude. Data were collected from 201 students at the beginning and at the end of their first clinical nursing course in six institutions. Mean scores on the Group Embedded Figures Test, Different Uses Test, and Inference Test increased significantly. The most-used teaching methodology was teacher-dominated presentation; the least-used, individual conference. Findings regarding methods were based on replies from 77 faculty teaching the clinical course. A significant predictive relationship was found between the ability to use nursing process and inference ability, locus of control, and minimal time spent in small group discussion.
The nursing process provides a framework for nursing practice. Nursing literature however, highlights that both nurses and patients may experience problems associated with its use. The nursing process may not be the best method of delivering holistic nursing care.
The process dimension in nursing is far more complex than currently recognized. Lack of knowledge about process in nursing has consequences for professional development and nursing theory. A method for generating theory from systemic observation, description, identification and analysis of nursing practice is presented.
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Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
In recent years, practising nurses and nurse theorists have shown interest in the development of conceptual models of nursing and nursing theory. As yet, however, there exists little agreement concerning the most appropriate methodologies to be employed in such an exercise. This paper identifies a number of strategies which might usefully be adopted for this purpose. In particular, it distinguishes between inductive and hypothetico-deductive approaches to the development of nursing theory. It further attempts a clarification of the relationship between conceptual models of nursing and theories of nursing, and explores the use of the nursing process as a research technique which combines both inductive and hypothetico-deductive commitments. Finally, it argues that the systematic use of the nursing process may identify a set of research procedures with the potential to facilitate the development of nursing theory using insights from both the direct experience of practising nurses and from existing conceptual models of nursing.
Greater patient acuity and decreased length of stay for episodic care in hospitals increase the complexity of integrating patient education responsibilities into professional nursing practice. This article describes a problem-solving approach paralleling the nursing process developed through a regional, collaborative, experimental, action research approach. The process tool developed through this year-long activity can be applied to a variety of staff development challenges.