Download Identify interventions using the 5 tools of Bevis

63-272 – Official 2006
COLLABORATIVE BACHELOR OF SCIENCE IN NURSING
PROGRAM
(University of Windsor, Lambton College, St. Clair College)
Clinical Nursing Experience
63-272
(10 hours/week x 13 weeks)
Site: Faculty of Nursing, University of Windsor
Fall 2006
Lead Teacher:
Maher M. El-Masri, PhD, RN
University of Windsor
©Faculty of Nursing 2006
ALL RIGHTS RESERVED
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63-272
CLINICAL NURSING EXPERIENCE
I.
Course Description
This is the third of a sequence of 10 clinical practice courses. It is designed to provide
the student with the opportunity to learn and practice professional and technical skills
including assessment, goal-oriented planning, interventions and evaluation of clinical
outcomes for young adults, adults and older adults experiencing acute and long-term
health needs within the context of family and community.
II.
Program Competency Outcomes
By the end of the program, graduating students will be able to:
1. Implement behaviours to promote personal and professional self-development.
2. Integrate the ethical, legal, professional and regulatory parameters into nursing
practice.
3. Formulate clinical judgements that are based on critical inquiry and analytical
reasoning.
4. Integrate nursing and multidisciplinary knowledge into nursing practice.
5. Integrate research findings into clinical practice, education and management.
6. Implement the nursing process to promote, maintain and restore the health of
individuals, families, groups and communities.
7. Use the teaching/learning process to promote the health of individuals, families,
groups and communities.
8. Collaborate with clients, their families, communities, members of the health team
and other organizations for the promotion, achievement and restoration of optimal
health.
9. Integrate leadership and management roles into the delivery of health care.
10. Engage in activities to promote the development of the profession of nursing.
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III.
Course Competency Outcomes
1.
Implement behaviours to promote personal and professional self-development

Analyze own philosophy/values about the care of adults and older adults experiencing
episodic and long-term health alterations.

Using reflective journal, analyze how own personal growth as a member of a family has
influenced his/her nursing practice.

Integrate feedback from individual client, families, peers, faculty and other health
professionals to set goals to improve own practice.

Analyze own learning needs, readiness, style and their impact on care of individuals
and/or families experiencing episodic and long-term alterations.

Evaluate own behaviours that document goal achievement against program competencies.
2.
Integrate ethical, legal, professional and regulatory parameters into nursing
practice

Advocate for the rights of individual clients and/or families in provision of care during
episodic and long-term health alterations.

Use the College of Nurses of Ontario Standard of Practice in the care of adults
experiencing health alterations.

Adhere to the policies of the Collaborative Nursing Program and the participating
agencies when caring for individual clients and/or families with episodic and long-term
health alteration.

Analyze with assistance ethical dilemmas encountered in the care of individual clients
and/or families experiencing long-term health alterations.

Document client care accurately.
3.
Formulate clinical judgements that are based on critical inquiry and analytical
reasoning

Use inductive and deductive reasoning to assess and determine health needs.

Use critical analysis skills to prioritize the needs of individual clients and/or families
experiencing episodic and long-term alterations.

Use analytical reasoning in collaboration with clients, to generate strategies to promote
optimal health.

Verify with clinical faculty and/or health care professionals evidenced based clinical
judgements.

Analyze own nursing actions that promote optimal health of individual clients and/or
families experiencing episodic and long-term alterations.
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4.
Integrate nursing and multidisciplinary knowledge into nursing practice

Provide theoretical rationale for all actions taken to promote health of individual adult
clients and/or families.

Analyze the factors that contribute to the development of selected episodic and long-term
health alterations.

Apply relevant multidisciplinary theories to the care of individual adult clients and/or
families.
5.
Integrate research findings into clinical practice, education and management

Analyze how research is applied in the care of individual clients and/or families
experiencing health alterations.

Use evidenced based practice in the care of individual clients and/or families
experiencing health alterations.

Formulate researchable questions to promote the health of individual clients and/or
families.
6.
Implement the nursing process to promote, maintain and restore the health of
individuals, families, groups and communities

Perform holistic health assessment for individual clients and/or families experiencing
episodic and long-term health alterations.

Perform preoperative and postoperative assessments for individual clients and/or families
using selected tools

Perform gerontological assessments for individual clients using selected tools.

Perform pain assessment.

Formulate nursing diagnoses in collaboration with clients and/or families.

Collaborate within individual clients and/or families to formulate expected outcome
criteria.

Implement interventions that are relevant to the nursing diagnoses identified.

Administer medications safely following the rights of medication administration.

Evaluate client outcomes by comparing actual to anticipated outcomes, modifying the
plan of care as required.
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7.
Use the teaching/learning process to promote the health of individuals, families,
groups and communities

Collaborate with clients to determine learning needs.

Determine learning needs of client in preparation for diagnostic procedures and
preoperatively.

Determine client readiness to learn.

Mutually develop learning goals with individual clients and/or families.

Implement learning plans based on teaching/learning principles to promote optimal health
of clients and/or families with episodic and long-term health needs.

Evaluate the effectiveness of teaching/learning strategies for clients and/or families by
comparing actual to anticipated outcomes and modifying the plan as required.
8.
Collaborate with clients, their families, communities, and members of the health
team and other organizations for the promotion, achievement and restoration of
optimal health. Use therapeutic and professional communication techniques.

Respect clients/families and apply the principles of a helping relationship.

Advocate for the rights of client and family.

Collaborate with the members of the health team and related agencies to promote optimal
health.
9.
Integrate leadership and management roles into the delivery of health care

Demonstrate time and resource management in the care of individual clients and/or
families experiencing episodic and long-term health alterations.

Analyze the leadership and management roles of nurses in the promotion of optimal
health in clients and/or families experiencing episodic and long-term health alterations.
10.
Engages in activities to promote the development of the profession of nursing.

Participate in nursing and other professional discussions in promotion of optimal health
of clients and/or families experiencing episodic and long-term health alterations.

Explore the role of nursing in advocating for the rights of clients and/or families to
quality care in a variety of settings.

Identify factors that enhance or inhibit quality care of clients and/or families in a variety
of settings.
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Adapted Concepts of Bevis’ Curricular Framework
Philosophical Foundation and Key Theoretical Concepts
Introduction
The University of Windsor, St. Clair and Lambton Colleges have adopted the key concepts from
Em Bevis’ Curricular Framework (1973, 1983) as the theoretical basis for the collaborative
nursing program. This brief outline provides the philosophical and theoretical underpinnings of
the collaborative program.
Philosophical Foundation
The philosophical underpinnings of the curriculum are important in that they provide insight into
nursing’s beliefs about persons, environment, health and nursing, as well as knowledge and
ethics which underlie nursing practice. The theoretical foundation for Bevis’ concepts is based
on a humanistic existentialism philosophy.
Humanism
Humanism emphasizes the value, beauty and importance of being human and a concerned action
geared to human ideals, human existence and quality of life. Humanism is characterized by a
value system that places great importance and high priority on caring about people.
Existentialism
Existentialism holds that each person is unique and inexplicable by science or philosophy. It is a
natural part of holistic philosophy and proposes that the whole of a human being is different from
his/her parts. Existentialism proposes that human are thinking beings who make choices.
The tenet that a human is free (freedom to choose) is the most basic of all freedoms. Two other
attributes spring from this freedom. Freedom of choice makes a human being a suffering
individual and unpredictable. Freedom to choose and being a thinking being implies
accountability. If one makes one’s own choices, then one is accountable to self and other human
beings.
Theoretical Basis
The theoretical base for Bevis’ concepts is “General Systems Theory”. A system is anything that
functions as a unit of “wholes” because its parts are interdependent. Persons have open systems
in that energy and matter are imported from other systems and free exchange causes the system
to achieve more complexity and heterogeneity. All open systems have subsystems and all but
the largest have supra systems. Systems have inputs (energy and information going into the
system) and outputs (energy and information going out of the system).
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The key concepts for the collaborative nursing program are outlined below:
Person: Individuals are unique holistic persons with inherent dignity and are worthy of respect
and care. Individuals are capable of entering reciprocal relationships that foster health, growth
and self-actualization.
Environment: The milieu within which individuals, families and communities strive to achieve
optimal health. As persons attempt to mature and adapt, there are dynamic interactions that can
serve as a source of growth.
Health: Is a dynamic process whereby the individual, family or community is able to realize
aspirations, satisfy needs and change or cope with the environment. Health is a resource for
everyday life. It is a positive concept emphasizing social and personal resources a well as
physical capacity. Health is the goal of all nursing behaviours.
Nursing: Is a process. Its purpose is to promote optimal health through nursing activities. These
activities are carried out with three client systems-individuals, families and communities.
Nursing’s role is to facilitate maturation and adaptation in these client systems. The tools with
which nurses function are: communication, caring, problem-solving/decision-making,
management/change and teaching/learning. Nurses are autonomous health professionals, who
collaborate with other members of the health care team for the benefit of clients. They are
accountable for their activities; they monitor and regulate the quality of nursing care given and
prove each other with mutual protection, nurturing and facilitation of growth. The purpose of
nursing is “the highest possible level of health or self-actualization for clients/patients”. (Bevis).
LIFE PROCESSES: Bevis has identified two life processes: (maturation and adaptation) which
are health-producing tasks.
Maturation: Clients/patients are involved in maturational tasks that influence health.
Individuals, families and communities have tasks to achieve to continue to grow. Clients,
developing beings, move through life from one level to another, each level progressively
differentiated from the other and integrated with the other at more advanced levels.
Developmental status is one of the variables that influence nursing care because health and
consequently nursing care impinge on, encourage or inhibit development as it moves from
differentiation to integration.
Adaptation: Is the outcome of the interaction of variables with the dynamics of stress as it
influences persons, families and/or communities. Stress is a physical and emotional state always
present in the person, one influenced by various environmental, psychological, and social factors
but uniquely perceived by the person and intensified in response when environmental change or
threat occurs internally or externally and the person must respond. The stress response is always
an attempt at adaptation. For example, eustress is the stress that comes with successful
adaptation and that is beneficial or promotes development and self-actualization. Distress is
negative, noxious, unpleasant, damaging stress that results when adaptive capacity is decreased
or exhausted.
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FIVE TOOLS OF NURSING PRACTICE
Problem-Solving/Decision Making: Problem solving, a process, is used to arrive at a place
where decision can be made. Decision-making presupposes that problem solving has taken place
and is the end product of problem solving. Problem solving involves all of the analytical
processes including the nursing process and research. Decision-making is the acquiring,
ordering and selecting of tools, resources, or alternatives for reaching goals or fulfilling needs.
Problem solving is the system/process used to arrive at a place where decision can be made.
Decision-making involves all of the analytical processes, including the nursing process and
research process and utilizes critical thinking abilities of participants.
Communication: Communication involves a series of processes such as becoming self-aware,
sensitive and responsible to oneself and others. There are overt and covert signs and symbols as
well as verbal and nonverbal cures to promote message-sending, an receiving activities plus
processing, intuiting activities and the sending of feedback messages.
Teaching/Learning: Learning is a change in behaviour, perception, insights, attitude, or a
combination of these that can be repeated when the need is aroused. The change in behaviour
may/may not be directly observable; however, the effects of learning are always observable.
Teaching is a purposeful activity designated to facilitate learning and hence, becomes linked to
learning.
Caring: “Caring gives comprehensive meaning and order to one’s life (Mayeroff, 1971). Caring
is one of the basic drives of life is to complete oneself. It is manifested in the drive to grow, to
fulfill, to transcend one’s “prison of self”. The conditions of caring and the caring process
enable mutual growth.
Management/Planned Change: The process of management/planned change subsumes the
processes of leadership, organizational structure and management. Planned change is the
purposeful planned adaptation to a shift in the environment. “Planned” indicated collaborative
and cooperative endeavours. The phrase “shift in the environment” means an increase in the
number and complexity of variables as opposed to the stability of the environmental factors.
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V.
Course Requirements, Evaluation Methods and Grading System.
63-272 will be offered on a pass/non-pass basis.
Each week students will have a laboratory experience during which there will be casestudies, technical skills, calculation skills and critical thinking exercises presented.
Students are expected to read the assigned readings and have a good understanding of the
theoretical basis of the skills prior to each lab. There will be skills evaluation session
related to technical skills and theoretical knowledge as well as two written medication
calculation quizzes in which the student must obtain 100%. The above evaluation
methods will constitute the Competency Performance Evaluation (CPE) for the
laboratory experience. All CPE’s and all of the critical elements must be passed. If
unsuccessful in CPE skills, students must set aside time to practice and will be retested on
one further opportunity to demonstrate progress from a “Non-Pass” to a “Pass”. If
students are unsuccessful in calculation quizzes, they must set aside time to review and
will be given two further opportunities to pass.
Each week, students will also have the opportunity to care for clients in the clinical area.
These clients will include young adults, adults, and older adults experiencing acute and
long-term health needs. Students will be expected to practice both professional and
technical skills. Students will be expected to demonstrate both UC’s and Course
Competency Outcomes (CPE’s) and their critical elements at an acceptable level (see
evaluation format). There will be a written mid-term performance evaluation. If a
student obtains a non-pass, a written plan will be devised by the student and instructor in
order to assist the student to obtain a “Pass” grade. There will also be a final written
performance evaluation. Students are expected to pass all critical elements indicated in
the CPE’s.
All Universal Competencies must be passed. All Competency Outcome Elements
(CPE’s) must be passed.
A pass in BOTH the laboratory and the clinical experience must be obtained in order for
the student to obtain a Pass in 63-272.
The written assignments (CPAs) for the 63-272 clinical experience are as follows:
CPA #1 – Learning Plan
1. A written learning plan is to be handed to the clinical instructor by Week 2. The plan
should consist of an evaluation of the learning plan from first year as well as 2 new
goals relevant to 63-272. Students are required to submit their revised learning plan
and their portfolio for the instructor to assess.
CPA #2 – OR Assignment
1. Pre and post-op assessment. Completion of Peri-operative Case Study assignment.
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CPA #3 – Assessment Tool (Appendix A) & NCP (Appendix B)
1. Assessment tool: includes an assessment of the client and his family. Relevant
nursing diagnoses must be included based on assessment findings. Due the week of
November 6, 2006.
2. Care plan (one only), based on the clients for whom the assessment tools were
completed. However, if the student’s writing of the care plan is deemed
unsatisfactory, the instructor has the right to ask the student to rewrite or do more
than one care plan until a satisfactory care plan is presented. Teaching activities,
including assessment of learning needs and actual teaching must be included within
the care plan or done separately. Due the week of November 6, 2006.
CPA #4 – Research Article
Research article related to some aspect of the clinical experience including a copy of
the article and a one-page summary and its relevancy to the clinical area. Also include
one researchable question relevant to the promotion of health of clients and/or
families. Due the week of November 20, 2006.
Weekly CPA’s
VI.
1.
Weekly reflective journal based on clinical experiences.
2.
Complete the clinical worksheet for each clinical experience.
Student Expectations/Class Preparation/Lab Expectations
Students are expected to do readings and previewing of video content as outlined prior to labs.
Students are expected to be familiar with all relevant materials listed and covered in labs
as these materials will form the basis for testing.
Students are also expected to carry forward what they learned in first year, from all
semesters. It is up to students to continue to practice and review information they were
responsible for in the first year.
 Missed lab time must be made up within 7 days of the missed lab by prearrangement with the lab instructor in conjunction with the Lab Coordinator. A written
assignment as well as the weekly Preparatory Study Guide or videotape of the student
practicing might be required. Arrangement for the AV equipment is the sole
responsibility of the student.
 Valid photo ID with student number is required for all quizzes and skill testing.
 Calculators will not be allowed in quizzes, in keeping with the RN exam
experience.
 Completed Preparatory Study Guides will be required weekly at the beginning of
lab in order to attend that lab.
 The mandatory purchase of a Lab Kit is required by September 19th. Lab kits are
paid for at the Cashier’s Office then the receipt presented to Nursing Lab to receive a kit.
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 Students are expected to practice weekly in lab, in addition to attending scheduled
lab times.
 The only way lab groups can be switched is by one student trading with another,
with the approval of both lab instructors. Lab group sizes must remain stable. The
arrangements are the responsibility of the students initiating the switch.
VII.
Faculty of Nursing Policies

After the end of the semester, no supplemental activities (CPEs, CPAs) will be offered in this
course.

Students of the Collaborative Nursing Program are required to demonstrate behaviours
consistent with the “Professional Standards for Registered Nurses and Registered Practical
Nurses” in Ontario and the “Ethical Framework for Nurses in Ontario”. Failure of any
nursing student to conform to the principles of these documents may result in dismissal from
any of the Faculty of Nursing programs at the University of Windsor.

Students missing tests, laboratory or clinical may do so only with the clinical instructor’s
written, e-mail or verbal permission supported with documentation of a valid reason.

Late submission of assignments (CPAs) without the instructor’s consent will result in a nonpass.

Anyone demonstrating dishonesty or cheating in relation to any aspect of this course will
receive a non-pass.

Preparation is expected for clinical and laboratory activities as stated in the course outline.

Attendance is mandatory for both laboratory and clinical activities.
VIII. Collaborative and Second Career Program Policies
Professional Conduct and Appearance
Nursing students are offered experiences in a variety of settings. As new members of the nursing
profession, conduct and personal appearance must be congruent with the College of Nurses
current Standards of Practice, principles of medical and surgical asepsis, legal contracts between
the Faculty of Nursing and the agencies and policies of the Faculty and agencies.
When attending lab professional, casual-business attire is expected (shoulders to mid-thigh
covered) and the Dress Code Policy (below) followed. Dress should be conducive to moving,
bending, stretching, lifting, lying and preventing contamination (no loose sleeves). A lab coat is
recommended.
Conduct
Students of the Collaborative and Second Career Nursing programmes are required to
demonstrate behaviours consistent with the following College of Nurses of Ontario documents:
 Professional Standards for Registered Nurses and Registered Practical Nurses
 The Standard for the Therapeutic Nurse - Client Relationship
 The Ethical Framework for Nurses in Ontario and Explanation of Professional
Misconduct
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The failure of any nursing student to conform to the principles of these documents and those of
the Faculty of Nursing and may result in dismissal from the nursing programmes.
Dress Code Policy
A dress code policy is necessary for the purpose of infection control and the conveyance of a
professional, well-groomed appearance.
Hair must be neat, clean and worn above the collar; moustache and beards must be neatly
groomed.
Hands Nails must be short, clean and well manicured. Clear or pastel polish may be worn but
must not be chipped.
Make-up may be used conservatively, but must be scent-free. Proper hygienic practices are
expected.
Jewellery is restricted to a plain wedding band, watch and a small earring worn in one or both
ears. Where possible, tattoos should be concealed.
Uniform Policy
 Uniforms will not be needed until the second year of clinical. Students provide their own
uniform, white lab coat, white duty shoes, white stockings or socks, watch with a second
hand, bandage scissors, penlight, stethoscope and photo-identification name tag.
 Uniforms are to be clean and sized appropriately. They may be either white or a solid colour.
Students must follow the uniform policies for speciality areas (Labour and Delivery,
Renal Dialysis , NICU, Psychiatry and the Operating Room). Students’ name tags should
be clearly visible.
 Solid white, closed, athletic shoes are acceptable in lieu of duty shoes.
 Students must follow medical asepsis practices to care for their equipment; i.e., bandage
scissors and stethoscope.
 Students are to be dressed in casual-business attire (no jeans) when uniforms are not
required, i.e. Psychiatry, community agencies, seminars or field trips. Refer to agency’s
policy and professional guidelines.
 Lockers are generally not available. Areas for coat and boots will be identified. Keep
valuables on your person or in designated areas. Uniforms should be worn only while on
duty. Changing after duty, though recommended, may not be feasible; therefore, cover
your uniform when it is necessary to wear it home to maintain infection control.
 When doing clinical research, students must wear appropriate professional attire, for
example, a lab coat over street clothes and photo-identification badge.
IX.
Required Texts
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington: Author.
Craig, G. (2004). Clinical calculations made easy: Solving problems using multidimensional analysis (3rd ed.). Philadelphia: Lippincott
Jarvis, C. (2000). Physical examination and health assessment. Philadelphia: W.B.
Saunders.
Ross-Kerr, J. C. & Wood, M. J. (ed.). (2006). Potter & Perry Canadian fundamentals of
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nursing (3rd ed.). Toronto: Mosby.
Wilson, B., Shanon, M., & Stang, C. (ed). (2007). Nurses drug guide. Upper Saddle
River: Pearson Prentice Hall. (or any similar drug book)
Recommended References/Resources
Diagnostic Testing and findings reference book (or on-line resource)
One medical dictionary of your choice
Note: CD’s/videos will be available in the Learning Resource Centre (Lab)
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Appendix A
CPA - Client Assessment
Biographical Data:
Name:
DOB:
Sex:
Date of Admission:
Marital Status:
Dependents:
Religion:
Birthplace:
Ethnic Background:
Source of information: (reliable/unreliable and why)
Present Medical History:
Medical Diagnoses:
Past Medical History:
Childhood Illnesses:
Medical Illnesses:
Surgeries:
Injuries:
Allergies: (drugs, food & environmental)
Medications at home (prescription, over the counter, herbal supplements, vitamins):
Immunizations:
Last H&P or Problem Focused H & P: (on admission)
Last Dental Exam & outcome:
Last Hearing Exam & outcome:
Last Eye Exam & outcome:
Last Self Testicular/Breast Exam:
Last Mammogram & outcome:
Chief Complaint: (what is the patient’s chief complaint in their own words)
History of Present Concern / Illness (HPI): (refer to Jarvis for PQRST; if pain use page 15 instead.)
P:
Q:
R:
S:
T:
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Associated Symptoms:
Hospital Medications and Treatments:
Relevant Lab Values:
Diagnostic Tests & Results:
Developmental Theorists: (use Erickson or Piaget and give a brief description of the appropriate stage
of development. Discuss 3 tasks for the developmental stage and provide support as to whether the
patient is meeting or not meeting the tasks)
Systematic Physical Assessment
Review of Systems (ROS):
S (Subjective)
1. General: (don’t forget
BMI)
O (Objective)
2. Skin:
3.
4.
5.
6.
7.
8.
Head:
Eyes:
Ears:
Nose and sinuses:
Mouth and throat
Neck:
9. Breasts:
10. Respiratory:
11. Cardiac:
12. Peripheral-vascular:
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13. Haematological:
14. Gastrointestinal:
15. Endocrine:
16. Urinary
17. Genito reproductive
18. Musculoskeletal:
19. Neurological:
(including sensory)
20. Psychiatric:
21. Psychosocial:
a. Coping and
stress:
b. Developmental
factors:
c. Home, family,
community and
environmental
factors:
d. Social support:
e. Spiritual, cultural
and ethnic:
Pain Assessment:
a. PROVOKING/PALLIATING FACTORS: What brought (brings) it on?
What makes it better?
What makes it worse?
b. QUALITY: What words best describe your pain?
What other problems/symptoms occur with your pain?
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c. REGION/RADIATION: Describe or point to the area of pain.
Does the pain go anywhere? Describe where.
d. SEVERITY
Rate your pain on a scale of 0 (no pain) 10 (worst possible pain):
At present: ________________________________ 1 hour after medication
Worst it gets: ______________________________ Best it getse. TIMING When did it begin?
How often does it occur?
How long does it last?
f. Visual Analogue Scale of Pain
0
No pain
10
Worst possible pain
g. Symptoms associated with pain
Nursing Diagnoses (in order of priority. Use ABC’s of CPR and Maslow’s Hierachy; Actual
Problems, their Risks) (Minimum of 5)
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Appendix B
NCP
Nursing Diagnosis #1:
Goal Statements:
Short-term (1) &
Long-term (1)
Interventions: Identify interventions
using the 5 tools of Bevis
Rationale & References
Evaluation Strategies
Goal Statements
Interventions
Rationale & References
Evaluation Strategies
Short-term(1) &
Long-term(1)
Identify interventions using the 5
tools of Bevis
Nursing Diagnosis #2:
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Appendix C
CLINICAL WORK SHEET
Student : ___________________ Date: ___________Client initials:________ Rm.# ______ Age ______
Admission Date:
Allergies:*
DNR status*
Medical Diagnosis: (inc. definition)*
Hgb
Hct
RBC
WBC
PTT
INR
Platelets
K+
Na+
ClCO2
Glucose
BUN/Urea
Creat
Urinalysis
Cultures/Others
Diagnostic
Tests &
Results (eg.:
XRay,CT,
PFT,
scopes)
Lab values:
(include norms)
History of illness:
Dose
Time
Action/Use
Meds (add sheet if nec.)
Drug
Diet/Feeding Assistance*
IV (type, rate, site)*
Glucometer checks
Hygiene Needs*
Mobility Status*
Treatments*
Elimination Needs*
Priority Assessments/Interventions*
DATA COLLECTION & DOCUMENTATION
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Implications
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Assessments
Vital Signs
Nutrition &
Fluid balance:
Neurological, Cognitive & Pain:
Skin:
Activity & Rest:
(include Safety)
Elimination
(GI & GU):
Cardiovascular:
Psychosocial/
Family
Respiratory:
PRIORITY NURSING DIAGNOSES:
1.
2.
3.
4.
Goals/Interventions
Communication, Caring, Critical thinking - problem-solving - decision-making, Management of change, Teaching / learning.
[Bevis]
Goals (long-term, short-term)
Interventions
1.
2.
63-272 Course Outline – F06
20
63-272 – Official 2006