Nursing process Dr AbdulMonim Batiha Assistant Professor Critical

Nursing process Dr. Abdul-Monim Batiha Assistant Professor Critical Care Nursing Philadelphia university

Nursing Process n The nursing process is a deliberate, problemsolving approach to meeting the health care and nursing needs of patients. It involves assessment (data collection), nursing diagnosis, planning, implementation, and evaluation, with subsequent modifications used as feedback mechanisms that promote the resolution of the nursing diagnoses. The process as a whole is cyclical, the steps being interrelated, interdependent, and recurrent.

The Nursing Process Copyright 2008 by Pearson Education, Inc.

Assessing Collecting data n Organizing data n Validating is the act of “double-checking” or verifying data to confirm that it is accurate and factual. n Documenting data n Goal n n Establish a database about the client’s response to health concerns or illness Copyright 2008 by Pearson Education, Inc.

Diagnosing Analyzing and synthesizing data n Goals n Identify client strengths n Identify health problems that can be prevented or resolved n Develop a list of nursing and collaborative problems n Copyright 2008 by Pearson Education, Inc.

Planning n n Determining how to prevent, reduce, or resolve identified priority client problems Determining how to support client strengths Determining how to implement nursing interventions in an organized, individualized, and goal-directed manner Goals n n Develop an individualized care plan that specifies client goals/desired outcomes Related nursing interventions Copyright 2008 by Pearson Education, Inc.

Implementing n n Carrying out (or delegating) and documenting planned nursing interventions Goals n n n Assist the client to meet desired goals/outcomes Promote wellness Prevent illness and disease Restore health Facilitate coping with altered functioning Copyright 2008 by Pearson Education, Inc.

Evaluating Measuring the degree to which goals/outcomes have been achieved n Identifying factors that positively or negatively influence goal achievement n Goal n n Determine whether to continue, modify, or terminate the plan of care Copyright 2008 by Pearson Education, Inc.

Characteristics of the Nursing Process Cyclic and dynamic nature n Client centeredness n Focus on problem-solving and decisionmaking n Interpersonal and collaborative style n Universal applicability n Use of critical thinking n Copyright 2008 by Pearson Education, Inc.

Characteristics of the Nursing Process Copyright 2008 by Pearson Education, Inc.

Types of Assessments n Initial n n n Problem-Focused n n n Ongoing process integrated with care Determines status of a specific problem Emergency n n Performed within a specified time period Establishes complete database Performed during physiologic or psychologic crises Identifies life-threatening problems Identifies new or overlooked problems Time-lapsed n n Occurs several months after initial Compares current status to baseline

n Initial assessment is performed within a specified time after admission to a health care agency for the purpose of establishing a complete database for problem identification, reference, and future comparison.

n Problem-focused assessment is an ongoing process integrated with nursing care to determine the status of a specific problem identified in an earlier assessment.

n Emergency assessment occurs during any physiologic or psychologic crisis of the client to identify the life-threatening problems and to identify new or overlooked problems.

n Time-lapsed (expired)reassessment occurs several months after the initial assessment to compare the client’s current status to baseline data previously obtained.

Assessment Activities Collecting data n Organizing data n Validating data n Documenting data n

n Collecting data is the process of gathering information about a client’s health status.

Organizing data is categorizing data systematically using a specified format. n Validating data is the act of “doublechecking” or verifying data to confirm that it is accurate and factual. n Documenting is accurately and factually recording data. n

Subjective Data n Symptoms or covert data n Apparent only to the person affected n Can be described only by person affected n Includes sensations, feelings, values, beliefs, attitudes, and perception of personal health status and life situations Copyright 2008 by Pearson Education, Inc.

Objective Data n Signs or overt data n Detectable by an observer n Can be measured or tested against an accepted standard n Can be seen, heard, felt, or smelled n Obtained through observation or physical examination Copyright 2008 by Pearson Education, Inc.

Sources of Data n Primary n The Source client n Secondary Sources n All other sources of data n Should be validated, if possible Copyright 2008 by Pearson Education, Inc.

Methods of Data Collection n Observing Gathering data using the senses n Used to obtain following types of data: n n Skin color (vision) n Body or breath odors (smell) n Lung or heart sounds (hearing) n Skin temperature (touch) Copyright 2008 by Pearson Education, Inc.

Methods of Data Collection n Interviewing Planned communication or a conversation with a purpose n Used to: n n Identify problems of mutual concern n Evaluate change n Teach n Provide support n Provide counseling or therapy Copyright 2008 by Pearson Education, Inc.

Methods of Data Collection n Examining (physical examination) Systematic data-collection method n Uses observation and inspection, auscultation, palpation, and percussion n n Blood pressure n Pulses n Heart and lungs sounds n Skin temperature and moisture n Muscle strength Copyright 2008 by Pearson Education, Inc.

Closed and Open-ended Questions n n Open-ended Question n Specify broad topic to n Yes/no discuss n Factual n Invite longer answers Less effort and information n Get more information from client “What medications did you n Useful to change topics take? ” and elicit attitudes “Are you having pain now? ” n “How have you been feeling lately? ” Closed Question Restrictive Copyright 2008 by Pearson Education, Inc.

n Types of Nursing Diagnosis n n n Actual Risk Wellness Possible Syndrome

Actual Diagnosis n Problem present at the time of the assessment n Presence of associated signs and symptoms n (ineffective breathing pattern)

Risk Diagnosis Problem does not exist n Presence of risk factors n

Wellness Diagnosis n n n Readiness for enhancement describes human responses to levels of wellness in an individual, family, or community that have a readiness enhancement. ” (readiness for enhanced spiritual wellbeing or readiness for enhanced family coping)

Possible Diagnosis Evidence about a health problem incomplete or unclear n Requires more data to either support or to refute it n (possible social isolation) n

Syndrome Diagnosis Associated with a cluster of other diagnoses n (risk for disuse syndrome) n

Components of a Nursing Diagnosis Problem n Etiology n Defining characteristics n

Problem Statement (Diagnostic Label) n Describes the client’s health problem or response

n Identifies one or more probable causes of the health problem

Defining Characteristics Cluster of signs and symptoms indicating the presence of a particular diagnostic label (actual diagnoses) n Factors that cause the client to be more vulnerable to the problem (risk diagnoses) n

Steps in Diagnostic Process n Analyzing data Compare data against standards n Cluster cues n Identify gaps and inconsistencies n Identifying health problems, risks, and strengths n Formulating diagnostic statements n

n n Formats for Writing Nursing Diagnoses Basic two-part statement n n Problem (P) Etiology (E)

n Basic three-part statement Problem (P) n Etiology (E) n Signs and symptoms (S) n

n One-part statement n n Wellness (readiness for enhanced) Syndrome

Variations n n n Unknown etiology Complex factors Possible Secondary Other additions for precisions

n n Writing unknown etiology when the of There are five variations defining characteristics are present but the basic formats: the nurse does not know the cause or contributing factors Using the phrase complex factors when there are too many etiologic factors or when they are too complex to state in a brief phrase

n Using the word possible to describe either the problem or the etiology when the nurse believes more data are needed about the client’s problem or the etiology

Using secondary to divide the etiology into two parts, thereby making the statement more descriptive and useful (the part following secondary to is often a pathophysiologic or disease process or a medical diagnosis) n Adding a second part to the general response or NANDA label to make it more precise n

n The following are guidelines for writing nursing diagnosis statements: Write statements in terms of a problem instead of a need. n Word the statement so that it is legally advisable. n Use nonjudgmental statements. n Be sure both elements of the statement do not say the say thing. n

Be sure cause and effect are stated correctly. n Word diagnosis specifically and precisely. n Use nursing terminology rather than medical terminology to describe the client’s response. n Using nursing terminology rather than medical terminology to describe the probable cause of the client’s response. n

n . To improve diagnostic reasoning and avoid diagnostic reasoning errors, the nurse should do the following: verify diagnoses by talking with the client and family, build a good knowledge base and acquire clinical experience, have a working knowledge of what is normal, consult resources, base diagnoses on patterns (that is, behavior over time) rather than an isolated incident, and improve critical-

n Advantages of a Taxonomy of Nursing Diagnoses Development of a standardized nursing language n Nursing minimum data set n

Identify activities that occur in the planning process. Activities in the Planning Process n Prioritizing problems/diagnoses n Formulating client goals/desired outcomes n Selecting nursing interventions n Writing individualized nursing interventions n

Identify essential guidelines for writing nursing care plans. n Guidelines for Writing Nursing Care Plans n n Date and sign the plan Use category headings Use standardized/approved terminology and symbols Be specific

Refer to other sources n Individualize the plan to the client n Incorporate prevention and health maintenance n Include discharge and home care plans n

Identify factors that the nurse must consider when setting priorities. Setting Priorities n Establishing a preferential sequence for addressing nursing diagnoses and interventions n High priority (life-threatening) n Medium priority (health-threatening) n Low priority (developmental needs) n

Factors to Consider When Setting Priorities n n n Client’s health values and beliefs Client’s priorities Resources available to the nurse and client Urgency of the health problem Medical treatment plan

Describe the relationship of goals/desired outcomes to the nursing diagnoses. Goals/Desired Outcomes and Nursing Diagnosis n Goals derived from diagnostic label n Diagnostic label contains the unhealthy response (problem) n Goal/desired outcome demonstrates resolution of the unhealthy response (problem) n

Identify guidelines for writing goals/desired outcomes. n Components of Goal/Desired Outcome Statements n Subject n Verb n Condition or modifier n Criterion of desired performance n

Guidelines for Writing Goal/Outcome Statements n n n Write in terms of the client responses Must be realistic Ensure compatibility with therapies of other professionals Derive from only one nursing diagnosis Use observable, measurable terms

Describe the process of selecting and choosing nursing interventions. n Nursing Interventions and Activities Actions nurse performs to achieve goals/desired outcomes n Focus on eliminating or reducing etiology of nursing diagnosis n Treat signs/symptoms and defining characteristics n

n n n Types of Nursing Interventions Direct Independent interventions Dependent interventions Collaborative interventions

Direct care is an intervention performed through interaction with the client. n Indirect care is an intervention performed away from but on behalf of the client such as interdisciplinary collaboration or management of the care environment. n

independent interventions, those activities that nurses are licensed to initiate on the basis of their knowledge and skills; n dependent interventions, activities carried out under the primary care provider’s orders or supervision, or according to specified routines; n collaborative interventions, actions the nurse carries out in collaboration with other health team members. The nurse must choose interventions that are most likely to achieve the goal/desired outcome. n

Criteria for Choosing Appropriate Intervention n n n Safe and appropriate for the client’s age, health, and condition Achievable with the resources available Congruent with the client’s values, beliefs, and culture Congruent with otherapies Based on nursing knowledge and experience or knowledge from relevant sciences Within established standards of care

Discuss the five activities of the implementing phase. n Five Activities of the Implementing Phase n Reassessing the client n Determining the nurse’s need for assistance n Implementing nursing interventions n Supervising delegated care n

Explain how evaluating relates to other phases of the nursing process. Nursing Process—Evaluating n Depends on the effectiveness of phases that precede n Assessing and nursing diagnosis must be accurate n Goals/desired outcomes must be stated behaviorally to be useful for evaluating n

n Without implementing phase, there would be nothing to evaluate

Evaluating and assessing phases overlap n 1. Evaluating is a planned, ongoing, purposeful activity in which clients and health care professionals determine the client’s progress toward achievement of goals/ outcomes and the effectiveness of the nursing care plan. Successful evaluation depends on the effectiveness of the steps that precede it. n

n Assessment data must be accurate and complete so the nurse can formulate appropriate nursing diagnoses and goals/desired outcomes. The goals/desired outcomes must be stated concretely in behavioral terms to be useful for evaluating client responses. Without the implementing phase in which the plan is put into action, there would be nothing to evaluate. The evaluating and assessing

n During the assessment phase the nurse collects data for the purpose of making diagnoses. During the evaluation step the nurse collects data for the purpose of comparing the data to preselected goals and judging the effectiveness of the nursing care. The act of assessing (data collection) is the same. The differences lie in when the data are collected and how the data are used.

Components of the Evaluation Process Collecting data related to the desired outcomes ( nursing outcomes classifications NOC indicators) n Comparing the data with outcomes n Relating nursing activities to outcomes n Drawing conclusions about problem status n Continuing, modifying, or terminating the nursing care plan n