Nursing Practice/Theory/Continuum Care 1451 – Flashcards
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Regarding Historical Perspective Highlights Nurses:
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-Respond to needs of clients - Actively participate in policy - Respond and adapt to challenges
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-Established first nursing philosophy
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Florence Nightingale (1860)
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- Health maintenance - Restoration
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Florence Nightingale (1860)
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• Role of nursing: - "charge of somebody's health" - "how to put the body in such a state to be free of disease or to recover from disease
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Florence Nightingale (1860)
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Civil War to the Beginning of the Twentieth Century -Red Cross
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Clara Barton
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Civil War to the Beginning of the Twentieth Century
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Dorothea Dix and Mother Bickerdyke
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Civil War to the Beginning of the Twentieth Century -Led slaves to freedom
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Harriet Tubman
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Civil War to the Beginning of the Twentieth Century -First colored nurse -Respect
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Mary Mahoney
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In the Twenty‐First Century what was put in place
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• Nursing Code of Ethics • Changes in curriculum • Nursing in multiple care settings • End of Life Care
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What are the Societal Influences on Nursing
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• Demographic changes • Woman's health care issues • Human rights • Medically underserved • Threat of bio terrorism
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Influence of Today's Health Care Delivery System
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• Rising health care costs • Evidence‐based practice • Nursing and biomedical research • Nursing shortage
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What are the needs of the Consumers
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• Cultural diversity • Safety • Health promotion and wellness
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Nursing as a Profession
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- Requires an extended education - Requires a body of knowledge - Provides a specific service - Has autonomy - Incorporates a code of ethics
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• Nursing: Scope and Standards of Practice - 1960: Documentation began - Standards of Practice - Standards of Professional Performance • Goal - To improve the health and well‐being of all individuals, communities, and populations through the significant and visible contributions of registered nursing using standards‐based practice
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Scope and Standards of Practice
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Nursing: Scope and Standards of Practice Goal
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- To improve the health and well‐being of all individuals, communities, and populations through the significant and visible contributions of registered nursing using standards‐based practice
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ANA Standards of Nursing Practice
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Nursing standards provide the guidelines for implementing and evaluating nursing care. • Assessment • Diagnosis • Planning • Implementation • Evaluation
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ANA Nursing standards provide
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guidelines for implementing and evaluating nursing care.
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Standards of Professional Performance
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Ethics Quality of Practice Professional Practice Evaluation Education Communication Resources Evidence-Based Practice and Research Leadership Environment allied Health Collaboration
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Code of Ethics
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• Philosophical ideals of right or wrong that define principals. • Incorporate your - Ethics - Values - Worldview
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Nursing is defined as a profession because nurses
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Practice autonomy.
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Nursing Education
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• Professional Registered Nurse Education - Diploma - ADN - BSN • Graduate Education - MSN • Doctoral Preparation - DSN or DNP - PhD • Continuing and In‐Service Education
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Nursing Practice
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Nurses practice in a variety of settings. • Nurses: - Protect, promote, and optimize our patients' health - Prevent illness and injury - Alleviate suffering through the diagnosis and treatment of human responses - Advocate for the care of our patients
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Nurse Practice
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• Nurse Practice Acts • Licensure and Certification • Science and Art of Nursing Practice
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Nursing Practice Benner: From Novice to Expert
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• Novice • Advanced Beginner • Competent • Proficient • Expert
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Novice
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New Grad nurse
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Advanced beginner
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2-3 years experience
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Professional Responsibilities and Roles
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• Nurses are responsible for obtaining and maintaining specific knowledge and skills. • In the past: - To provide care and comfort • Now: - To provide care and comfort and to emphasize health promotion and illness prevention
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• Nurses are responsible for obtaining and maintaining specific knowledge and skills. • In the past:
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- To provide care and comfort
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• Nurses are responsible for obtaining and maintaining specific knowledge and skills. Now:
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- To provide care and comfort and to emphasize health promotion and illness prevention
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Professional Responsibilities and Roles "The making of a Nurse"
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• Caregiver • Advocate • Educator • Communicator • Manager
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Career Development
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Nursing provides an opportunity for you to commit to lifelong learning and career development.
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Career Development
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• Clinician • Advanced Practice Nurse - Clinical Nurse Specialist - Nurse Practitioner - Certified Nurse Midwife - Certified Registered Nurse Anesthetist • Nurse Educator • Nurse Administrator • Nurse Researcher
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Ming is particularly drawn to the idea of becoming an advanced practice registered nurse (APRN). - Ming's career options for becoming an APRN include which of the following? (Select all that apply.)
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Clinical nurse specialist (CNS) Certified nurse midwife (CNM) Certified RN anesthetist (CRNA)
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Professional Nursing Organizations
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• National League for Nursing • American Nurses Association • International Council of Nursing • National Student Nurses Association
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If Ming decides to pursue a career as an APRN, which patient populations may he serve?
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Neonatology Psychiatric mental health Adult‐gerontology
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Quality and Safety Education for Nurses (QSEN)
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Competency Patient‐Centered Care Teamwork and Collaboration Evidence‐Based Practice Quality Improvement Safety Informatics
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Additional Nursing Trends
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Genomics • Public perception of nursing • Impact of nursing on politics and health policy • Future trends
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You practice using nursing code of ethics for professional registered nurse. This code:
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Defines the principals by which nurses provide care to their clients
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A Case for Evidence
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• A response to societal forces • A problem‐solving approach to practice • Challenge to obtain: - The very best information - The most current information - Information at the right time, when you need it for patient care
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Steps for Evidence‐Based Practice
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EBP achievement of best practice: • Five steps: - Ask the clinical question. - Collect the best evidence. - Critique the evidence. - Integrate the evidence. - Evaluate the practice decision or change.
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EBP achievement of best practice: • Five steps:
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- Ask the clinical question. - Collect the best evidence. - Critique the evidence. - Integrate the evidence. - Evaluate the practice decision or change.
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Developing a PICO question P
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Patient population of interest Identify pts by age, ethnicity , disease of health problems
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Developing a PICO question I
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Intervention of interest What is the intervention that is worthwhile to use in practice (ex. Tx, Dx test, Prognostic factor)
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Developing a PICO question C
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Comparison of interest What is the usual standard of care or current intervention used now in practice?
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Developing a PICO question O
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Outcome: What result do you wish to achieve or observe as a result of an intervention (ex. Change in client behavior, physical finding, client perception)
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Gathering Evidence
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• The more focused a PICOT question is, the easier it will become to search for evidence in the scientific literature. • Expert clinicians are a rich source of evidence because they use it frequently to build their own practice and to solve clinical problems. • The critique or evaluation of evidence includes determining the value, feasibility, and usefulness of evidence in making a practice change.
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The more focused a PICOT question is
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the easier it will become to search for evidence in the scientific literature.
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Expert clinicians are a rich source of evidence because they use it frequently to
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build their own practice and to solve clinical problems.
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Reviewing Studies • Evidence-based articles include the following:
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- Abstract - Introduction - Literature review or background - Narrative (clinical or research) • Purpose • Methods or design - Results and/or conclusion • Clinical implications
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Analysis of Evidence
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• After critiquing all articles for a PICOT question, - Synthesize or combine the findings - Consider the scientific rigor of the evidence and - Whether it has application in practice
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After critiquing all articles for a PICOT question
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- Synthesize or combine the findings - Consider the scientific rigor of the evidence and - Whether it has application in practice
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Integration of Evidence When you decide to apply evidence, consider:
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- The setting - Whether support is provided from staff and available resources • Evaluate the change. • Share the information.
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Nursing Research
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• A way to identify new knowledge, improve professional education and practice, and use resources effectively • The International Council of Nurses (ICN) supports the need for nursing research as a means of improving the health and welfare of people.
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The International Council of Nurses (ICN) supports the need for
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nursing research as a means of improving the health and welfare of people
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Outcomes Management Research
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• Designed to assess and document the effectiveness of health care services and interventions • A response of the health care industry to demands from policy makers, insurers, and public • Care delivery outcomes are the observable or measurable effects of some intervention or action
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Outcomes Management Research Examples of Nursing‐Sensitive Outcome Measures
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• Central line bacteremia rate • Compliance/adherence to actions (diet, meds, activity restriction) • Failure to rescue • Fall rate • Functional status • Nosocomial (health‐care associated) infection rate • Nosocomial (health‐care associated) ulcer rate • Symptom reduction
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Which of the following is the first step of the research process?
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Identify problem.
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Human Research Terminology
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• Institutional Review Board (IRB) • Informed consent means - Participants receive full and complete information - They can understand the information - They have free choice to participate - They understand how their confidentiality will be kept • Confidentiality
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Quality and Performance Improvement
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• Every health care organization gathers data on health outcome measures as a way to gauge the quality of care. • Quality improvement • Performance improvement • A thorough analysis of QI data leads clinicians to understand work processes and the need to change practice.
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QI Program
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• Plan—Review available data to understand existing practice conditions or problems to identify the need for change. • Do—Select an intervention on the basis of the data reviewed and implement the change. • Study—Study (evaluate) the results of the change. • Act—If the process change is successful with positive outcomes, act on these practices by incorporating them into daily unit performance.
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QI Program Plan
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Review available data to understand existing practice conditions or problems to identify the need for change.
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QI Program Do
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Select an intervention on the basis of the data reviewed and implement the change.
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QI Program Study
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(evaluate) the results of the change.
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QI Program Act
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If the process change is successful with positive outcomes, act on these practices by incorporating them into daily unit performance.
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Every health care organization gathers data on health outcomes. Examples of data include
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Infection rates.
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An operating room nurse is talking with colleague during a meeting and asks, "I wonder if we would see fewer wound infections if we used chlorhexidine instead of povidone‐iodine to clean the skin of our surgical client? In this example of a PICO question, the P is?
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Surgical Clients
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The nurse involved in scientific research effectively analyzes the information collected and determines a course of nursing action by:
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Using critical thinking
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The Domain of Nursing
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- Is the perspective of a profession - Provides the subject, central concepts, values and beliefs, phenomena of interest, and central problems of a discipline -provides both practical and theoretical aspects of the discipline.
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Paradigm
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- Links science, philosophy, and theories accepted and applied by a discipline
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Nursing paradigm
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Links person, health, environment/situation, and nursing
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Terminology
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• Person • Health • Environment/situation • Nursing • Nursing process: Method of applying the theory or knowledge • Integration of theory and nursing process is the basis for professional nursing.
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Theory
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contains a set of concepts, definitions, and assumptions or propositions that explain a phenomenon.
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Theories
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guide the design of nursing interventions.
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Nursing Theory
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- Is a conceptualization of some aspect of nursing - Describes, explains, predicts, and/or prescribes nursing care
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Components of a Theory
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Concepts,Definitions,Assumptions or propositions *Phenomenon*
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Types of Theory
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• Grand - Broad in scope, complex, require specification • Middle‐range - More limited in scope and less abstract • Descriptive - Describe phenomena, speculate on why phenomena occur, and describe the consequences of phenomena. • Prescriptive - Address nursing interventions for a phenomenon, and predict the consequence of a specific nursing intervention.
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Grand
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Broad in scope, complex, require specification
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Middle‐range
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More limited in scope and less abstract
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Descriptive
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Describe phenomena, speculate on why phenomena occur, and describe the consequences of phenomena.
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Prescriptive
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Address nursing interventions for a phenomenon, and predict the consequence of a specific nursing intervention.
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Theory‐Based Nursing Practice • Theories
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- Generate nursing knowledge for use in practice - Can direct how to use nursing process - Are adaptable to different patients and all care settings
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The goal of nursing knowledge is to
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explain the practice of nursing as different and distinct from the practice of medicine, psychology, and other health care disciplines.
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Interdisciplinary Theories
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Explain systematic views of phenomena specific to the discipline of inquiry: - Basic human needs - Developmental - Psychosocial - Systems
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Nursing theories provide nurses with perspectives from which to
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Analyze patient data.
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Systems Theories
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Input,System,Feedback,Output
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Systems Theories Input
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Pateints interaction with environment including interactions from the following domains: Psychological Physiological Developmental Socioculture Environmental Spiritual
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Systems Theories Output
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Patients health status for returning to the environment
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Systems Theories Feedback
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Patient successfully or unsuccessfully functions in the environment
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Selected Nursing Theories Nightingale (mid‐1800s)
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- Environment as the focus of nursing care - Descriptive theory
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Peplau (1952)
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- Focus on interpersonal relations between nurse, patient, and patient's family - Development of nurse‐patient relationship
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Henderson (1955, 1966)
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- 14 basic needs of the whole person - Framing nursing care are the needs of the individual.
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Orem (2001)
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- Focuses on patient's self‐care needs - Goal is for patient to manage his or her health problems.
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Leininger (2010)
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- Theory of cultural care diversity and universality - Considers social structure factors
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Neuman (2010)
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- Based on stress and the patient's reaction to the stressor - Role of nursing is to stabilize the patient or situation.
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Roy (1989)
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- Views the patient as an adaptive system - When patient cannot adapt to stressors, nursing is needed.
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Watson (1996)
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- Defines the outcome of nursing activity with regard to the humanistic aspects of life - Purpose is to understand the interrelationships among health, illness, and human behavior.
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Benner and Wrubel (1989)
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- Caring is central.
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The Link Between Theory and Knowledge Development
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• Nursing knowledge is theoretical and practical. • The goals of theoretical knowledge are to stimulate thinking and create a broad understanding of the "science" and practices of the nursing discipline. • Experiential knowledge, or the "art" of nursing, is based on nurses' experiences in providing care to patients.
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The goals of theoretical knowledge are to
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stimulate thinking and create a broad understanding of the "science" and practices of the nursing discipline
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Experiential knowledge, or the "art" of nursing, is based on
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is based on nurses' experiences in providing care to patients.
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Nursing process is central to nursing practice. Nursing practice
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is derived from a theory.
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Theories provide
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direction for nursing research.
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Nursing theory and nursing research build the
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knowledge base for nursing, which is then applied to practice.
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Theory‐generating or theory‐testing research refines the
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knowledge base of nursing.
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Nurses incorporate research‐based interventions into
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theory‐based practice.
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Health and Wellness
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• Healthy People: The Surgeon General's Report on Health Promotion and Disease Prevention, 1979 • Healthy People 2000: National Health Promotion and Disease Prevention Objectives • Healthy People 2010 • Healthy People 2020
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Healthy People 2020 Goals
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• Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death • Achieve health equity, eliminate disparities, and improve the health of all groups • Create social and physical environments that promote good health for all • Promote quality of life, healthy development, and healthy behaviors across all life stages.
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Definition of Health
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• Health is more than the absence of disease! • A state of complete physical, mental, and social well‐being, not merely the absence of disease or infirmity (WHO, 1947) • A state of being that people define in relation to their own values, personality, and lifestyle
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Models of Health and Illness
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• Health Belief Model - Addresses the relationship between a person's beliefs and behaviors • Health Promotion Model - Directed at increasing a patient's level of well‐being • Basic Human Needs Model - Attempts to meet the patient's basic needs • Holistic Health Model - Attempts to create conditions that promote optimal health
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Maslow Hierarchy of Needs
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1.Self Actualization 2. Self esteem 3.Love and belonging needs 4.Physical Safety/Psychological safety (safety and security) 5.Physiological: O2,Fluids,Nutrtion,Bod temp,Elimination,Shelter,Sex
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Three levels of prevention
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• Primary - Health promotion - Educational programs - Immunization programs - Nutritional programs • Secondary - Health screenings - Treating earlier stages of disease to decrease further complications - Nursing care in hospital, home, and skilled care • Tertiary - Disease process is permanent - Prevention of further complication - Promote independent level of function
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levels of prevention: Primary
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- Health promotion - Educational programs - Immunization programs - Nutritional programs
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levels of prevention: Secondary
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- Health screenings - Treating earlier stages of disease to decre
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levels of prevention: Tertiary
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- Disease process is permanent - Prevention of further complication - Promote independent level of function
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Risk Factors
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• Variables that increase the vulnerability of an individual or a group to an illness or accident • Risk factors include: - Genetic and physiological factors - Age - Environment - Lifestyle
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Risk Factor Modification and Changing Health Behaviors
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• Precontemplation - Not intending to make changes within the next 6 months • Contemplation - Considering a change within the next 6 months • Preparation - Making small changes in preparation for a change in the next month • Improvement in health may involve a change in health behaviors. • Action - Actively engaged in strategies to change behavior; lasts up to 6months • Maintenance stage - Sustained change over time; begins 6 months after action has started and continues indefinitely
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Risk Factor Modification and Changing Health Behaviors, Prcontemplation:
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Not intending to make changes within the next 6 months
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Risk Factor Modification and Changing Health Behaviors, Contemplation:
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Considering a change within the next 6 months
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Risk Factor Modification and Changing Health Behaviors, Preparation:
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Making small changes in preparation for a change in the
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Risk Factor Modification and Changing Health Behaviors, Improvement in health may involve a change in health behaviors, Action:
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Actively engaged in strategies to change behavior; lasts up to 6months
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Risk Factor Modification and Changing Health Behaviors, Maintenance stage:
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Sustained change over time; begins 6 months after action has started and continues indefinitely
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Illness
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• A state in which a person's physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished or impaired • Acute Illness - Short duration and severe • Chronic Illness - Persists longer than 6 months
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Acute Illness
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Short duration and severe
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Chronic Illness
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Persists longer than 6 months
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Illness Behavior
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• Involves how people monitor their bodies and define and interpret their symptoms • Influenced by many variables and must be considered by the nurse when planning care • Internal variables - Perception of illness and nature of illness • External variables - Visibility of symptoms, social group, cultural background, economics, and accessibility to health care
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Illness Behavior, Internal variables:
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Perception of illness and nature of illness
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Illness Behavior, External variables
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Visibility of symptoms, social group, cultural background, economics, and accessibility to health care
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Impact of Illness on the Patient and Family
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• Behavioral and emotional changes • Impact on body image • Impact on self‐concept • Impact on family roles • Impact on family dynamics
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Levels and Settings of Care
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• Primary Care: health promotion • Preventive Care • Community Based Care • Home Care • Secondary and tertiary care • Long term acute care • Assisted Living • Restorative • Rehabilitation • Extended care • Palliative care • Hospice • Respite
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In Patient Hospital Nursing
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• Levels of care - ED - Intensive Care Units - Medical Surgical units • Delivery models - Team nursing - Total client care - Primary nursing - Case management - Nurse Manager
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Delivery System Challenges
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• Regulatory agencies - Joint Commission - Centers for Medicare/Medicaid - OSHA • Utilization review • Diagnostic related groups (DRG) • Capitation • Managed Care
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Regulatory agencies
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• Joint Commission • Accredits and Certifies • Recognizes an organization commitment to meeting certain performance standards • National patient safety goals
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Regulatory agencies
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• Centers for Medicare • Funded national insurance program for people 65years and older - Medicare health plans - Medicare financial management - Medicare fee for service operations • Center for Medicaid • Federally funded state operated program - Low income families - People with long term disabilities - Supplemental coverage to older adults
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Regulatory agencies, Funded national insurance program for people 65years and older
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- Medicare health plans - Medicare financial management - Medicare fee for service operations
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Regulatory agencies,, Federally funded state operated program
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- Low income families - People with long term disabilities - Supplemental coverage to older adults
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Regulatory agencies, OSHA
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• Covers employers and their employee's • Assure safe and healthful working conditions for working men and women • Authorize enforcement of the standards developed under the Act
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Health Care Focus
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• Wellness and prevention • Evidenced based practice • Safety and quality • Technology • Patient satisfaction
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Items Influencing Med/Surg Nursing
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• National Patient Safety Goals • Institute of Health initiatives • Institute of Medicine Core Competencies • Patient Centered Care • Collaboration Initiatives • Quality Improvement
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Magnet: 14 Forces of Magnetism
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- Quality of Nursing Leadership - Organizational structure - Management style - Personnel Polices and Programs - Autonomy - Community and Healthcare Organization - Nurses as teachers - Image of Nursing - Interdisciplinary Relationships - Professional Development
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Nursing Care Decision Making
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• Autonomy • Responsibility • Accountability • Authority • Collaborate • Delegate
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Nursing Care Skills
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• Good Communicator • Priority Setting - Highest - Intermediate - Lowest • Organization Time Management • Utilization of Resources • Evaluate Outcomes
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Disciplines
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• Physical Therapist (PT) - PTA • Occupational Therapist (OT) - OTA • Speech language pathologists (SLP) - SLPA • Recreational therapist • Nutritionist • Nursing assistant • Social worker • Case manager
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Admission Procedure
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• Admitting a patient to the nursing unit • Meet and Greet • Orient patient • Physician's orders • Patient History and Physical Assessment • Specimens • Clarify Patient Questions and Expectations • Document • History and Physical • Time of arrival on the unit • How they arrived (wheelchair, stretcher)
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Requirements
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• Nursing Admission Assessment - Check institution policy on timing (JCAHO suggests 24 hours) • Screening patients for multidisciplinary needs - Institutions have policies in regards to the time frame in which the referral needs to be completed • Medication Reconciliation • Plan of Care • Patient Education record must begin • Discharge Planning must begin
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Plan of Care
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• Requires patient/caregiver input • Can take many formats - Standardized care plan - Individualized care plan - Problem list - Clinical/Critical pathway
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Styles of Physician's Orders
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• Written orders - Secretaries must transcribe exactly as written, they cannot assume they know what the order is supposed to say • Computerized entry • Verbal orders - Should be reserved for emergency purposes only - Must be cosigned within 24 hours • Telephone Orders - Must be read back and have a verification procedure - Must be cosigned within 24 hours • All orders must be checked with the original by an RN
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Medication Orders
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• Components of medication orders - Month, date, year order written - Time the order was written - Client Name - Medication name - Dose - Route - Frequency - Signature of physician, APN, or PA - Some medication orders may have parameters associated with them • Orders must be complete, or they must be verified
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Other Orders
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• Treatments, diet, activity etc. • Lab values, diagnostic tests‐fill out appropriate requisitions • Medication reconciliation • Recheck for accuracy • Designate that the transcription process is complete by writing the date & time the orders were transcribed, sign your name and title in a specific color of ink
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Referrals
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Need a physician's order for referrals to social workers, PT, meals on wheels, reach to recovery, etc. for services to be covered by insurance
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Discharge Planning
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• Crucial due to prospective payment system • Patient must be involved - Identification of strengths, limitations, and resources • Medication Reconciliation must occur again
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The Joint Discharge Requirements
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• Information on safe, effective use of medications • Information on safe, effective use of equipment • Food‐drug interaction information • Techniques/Rehabilitation planned for any functional limitations • Access to community resources • When/how to access future treatment • Client/caregiver responsibilities • Hygiene/grooming
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Discharge Summaries
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• Concise and in the client's own language • Step by step instructions • Precautions • Signs and symptoms of complications and what to do about them • Names and phone numbers of healthcare providers • Unresolved problems and follow up needed • Actual time of discharge, mode of transportation, and with whom the patient left - Make sure the patient has all of their belongings!!
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Discharge Against Medical Advice (AMA)
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• There are times when pts leave the hospital against medical advice • Patient must sign a form releasing the hospital and physician from any responsibility • Pt has the right to terminate healthcare, but the nurse has an obligation to discuss the possible outcomes of this decision • There maybe health consequences of their decision
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Intake and Output
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• Provides important data about client's fluid and electrolyte balance • Some facilities measure I&O only if ordered by the physician • Accurate measurement of I&O is essential • I&O is always measured and recorded in cc's
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Intake and Output GOAL:
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of course, is to have intake equal output as closely as possible in a 24 hour period • "Concern" output: greater than 2,500cc in 24° or less than 30cc per hour for more than 2 consecutive hours • For clients requiring extremely close fluid and electrolyte monitoring, I&O alone is not accurate enough. Daily weights (same time, same scale) & labs will be part of the regimen
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Patients Who Should Be on I&O
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Post op Burns/trauma Electrolyte issues Acute renal failure Oliguria Heart failure Increased loss of body fluids Nephron necrosis Diuretics Steroids Poor nutritional intake
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Intake
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Oral fluids Food (liquid at room temperature) IV Subcutaneous Irrigation Tube feed Water flushes
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Output
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Urine Vomitus Diarrhea Fistulas Suction Perspiration Lesions
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Common Errors with I&O
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Communicating who is on I&O Explanation to patient and family Recording/promising to later Guessing amounts Lack of designated measurements of utensils Measuring devices unavailable for small amounts Ice/ice melting Over filled IV bags Assuming "empty" means the patient drank it
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Common Errors in I&O, continued
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Failure to consider perspiration "uncaught" emesis Unmeasured liquid feces Wound exudate difficulty to quantify Not checking catheter patency Lack of a urometer Not matching irrigant correctly with results
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Nursing Implications
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Must do accurate I&O including routes -Must watch totals over consecutive days -Use a urometer for small amounts -If the patient takes in a high solute load, they need to increase their intake of free water -If they have poor urine concentration ability, must increase intake to keep up with the output