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| Nursing Process Overview | |
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| What Is the Nursing Process and Why Learn About It? | |
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| What Is It? | |
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| Why Learn About It? | |
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| Steps of the Nursing Process | |
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| Relationships Among the Steps of the Nursing Process | |
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| Assessment and Diagnosis | |
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| Diagnosis and Planning | |
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| Planning and Implementation | |
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| Implementation and Evaluation | |
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| Evaluation and the Other Nursing Process Steps | |
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| What Are the Benefits of Using the Nursing Process? | |
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| Nursing Process in Context of Today's Clinical Setting | |
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| Patient Safety Is Top Priority | |
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| Ethics: Advocating for Patients' Rights | |
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| Seven Ethical Principles | |
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| Following Ana Ethics Code | |
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| Including Patient Partners While Following Hipaa Rules | |
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| What's the Difference Between Nursing Process and Critical Thinking? | |
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| How to Become a Critical Thinker | |
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| Using the Four-Circle CT Model | |
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| Willingness and Ability to Care | |
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| Willingness to Care | |
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| Being Able to Care | |
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| Assessment | |
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| Assessment: The First Step to Determining Health Status | |
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| Characteristics of an Assessment That Promotes Critical Thinking | |
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| Standard Assessment Tools and Evidence-Based Practice | |
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| Six Phases of Assessment | |
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| Collecting Data | |
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| What Resources Do You Use? | |
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| How to Ensure Comprehensive Data Collection | |
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| Data Base, Focus, and Quick Priority Assessments | |
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| Data Base (Start of Care) Assessment | |
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| Focus Assessment | |
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| Quick Priority Assessments (QPAs) | |
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| Assessing Disease and Disability Management | |
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| Health Promotion: Screening for Risk Management and Early Diagnosis | |
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| Partnering With Patients to Make Informed Decisions | |
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| The Interview and Physical Assessment | |
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| Ethical, Cultural, and Spiritual Concerns | |
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| Developing Your Interviewing Skills | |
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| Guidelines: Promoting a Caring Interview | |
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| How to Establish Rapport | |
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| How to Listen | |
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| How to Ask Questions | |
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| How to Observe | |
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| How to Terminate the Interview | |
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| Developing Your Physical Assessment Skills | |
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| Guidelines: Performing a Physical Assessment | |
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| Checking Diagnostic Studies | |
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| Identifying Subjective and Objective Data | |
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| Identifying Cues and Making Inferences | |
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| Validating (Verifying) Data | |
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| Guidelines: Validating (Verifying) Data | |
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| Clustering Related Data | |
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| Clustering Data According to Purpose | |
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| Identifying Patterns/Testing First Impressions | |
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| Reporting and Recording | |
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| Reporting Abnormal Findings | |
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| Deciding What's Abnormal | |
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| Guidelines: Reporting and Recording | |
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| General Guidelines | |
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| Guidelines: Verbal and Phone Communications | |
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| Guidelines: Recording the Nursing Data Base | |
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| Guidelines: Charting on Electronic Records | |
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| Diagnosis | |
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| From Assessment to Diagnosis: A Pivotal Point | |
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| Diagnosis: What ANA Standards Say | |
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| Nurses' Growing Responsibilities as Diagnosticians | |
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| Diagnose and Treat (DT) Versus Predict, Prevent, Manage, and Promote (PPMP) | |
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| Multidisciplinary Practice | |
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| Disease and Disability Management | |
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| Point-of-Care Testing | |
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| Critical Pathways (Care Maps) | |
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| Advantages of Critical Paths | |
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| Disadvantages of Critical Paths | |
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| Informatics and Computer-Assisted Diagnosis | |
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| Using Standard or Recognized Terms | |
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| How to Use Standard Languages | |
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| Computer-Assisted Diagnosis | |
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| Limitations of Computer-Assisted Diagnosis | |
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| Becoming a Competent Diagnostician | |
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| Key Terms Related to Diagnosis | |
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| Recognizing Risk Factors: The Key to Proactive Approaches | |
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| Critical Thinking Indicators (CTIs) Related to Diagnosis | |
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| Learning How to Make Definitive Diagnoses | |
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| Fundamental Principles and Rules of Diagnostic Reasoning | |
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| Patients as Partners in Diagnosis | |
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| Clarifying Causes and Contributing (Risk) Factors | |
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| Identifying Nursing Diagnoses | |
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| Guidelines: Identifying Nursing Diagnoses | |
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| Mapping Diagnoses | |
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| Writing Diagnostic Summary Statements Using the PES or PRS Format | |
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| Identifying Potential Complications | |
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| Guidelines: Identifying Potential Complications | |
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| Identifying Problems Requiring Multidisciplinary Approaches | |
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| Planning | |
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| Thinking Critically During Planning | |
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| Four Main Purposes of the Plan of Care | |
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| Initial Versus Ongoing Planning | |
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| Applying Standards | |
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| Clinical Decision Making | |
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| Pain Management, Restraint Management, and Patient Safety Standards | |
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| Standard and Electronic Plans | |
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| Attending to Urgent Priorities | |
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| Clarifying Expected Outcomes (Results) | |
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| Outcomes Versus Indicators | |
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| Principles of Patient-Centered Outcomes | |
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| Guidelines: Determining Patient-Centered Outcomes | |
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| Relationship of Outcomes to Accountability | |
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| Clinical, Functional, and Quality-of-Life Outcomes | |
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| Discharge Outcomes and Discharge Planning | |
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| Case Management | |
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| Deciding Which Problems Must Be Recorded | |
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| Determining Nursing Interventions | |
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| Assessment-Monitoring Health Status and Responses to Care | |
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| Teaching-Empowering Patients and Families | |
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| Guidelines: Planning Teaching | |
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| Counseling and Coaching: Helping People Make Informed Choices | |
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| Consulting and Referring: Key to Multidisciplinary Care | |
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| Individualizing Interventions | |
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| Evidence-Based Practice: Weigh Risks and Benefits-Be Proactive | |
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| Guidelines: Individualizing Nursing Orders | |
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| Making Sure the Plan Is Adequately Recorded | |
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| Multidisciplinary Plans | |
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| Implementation | |
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| Implementation: Putting the Plan into Action | |
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| Critical Thinking Indicators (CTIs) Related to Implementation | |
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| Preparing for Report and Getting Report (Shift Hand-off) | |
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| Preparing for Report (Shift Hand-off) | |
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| Getting Report (Shift Hand-off) | |
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| Setting Daily Priorities | |
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| Strategies: Prioritizing Care for Several Patients | |
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| Delegating Care, Not Accountability | |
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| Coordinating Care | |
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| Monitoring Responses: Assessing and Reassessing | |
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| Performing Nursing Interventions | |
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| Be Proactive-Promote Safety, Comfort, and Efficiency | |
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| Implementation and Evidence-Based Practice | |
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| Guidelines: Preparing to Act | |
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| Thinking Critically: What to Do If Things Go Wrong | |
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| Case Management: Critical Paths and Care Variances | |
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| Ethical/Legal Concerns | |
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| Charting | |
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| Six Purposes of Charting | |
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| Various Ways of Charting | |
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| Principles of Effective Charting | |
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| Avoiding Dumping Syndrome With Electronic Charting | |
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| Learning to Chart Effectively | |
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| Guidelines: Charting During Implementation | |
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| Memory-Jogs for Charting | |
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| Giving Report (Shift Hand-Off) | |
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| Guidelines: Giving Report (Shift Hand-off) | |
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| Keeping the Plan Up-to-Data and Evaluating Your Day | |
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| Evaluation | |
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| Critical Evaluation: Key to Excellence in Nursing | |
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| Evaluation and the Other Steps in the Nursing Process | |
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| Evaluating an Individual Plan of Care | |
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| Guidelines: Determining Outcome Achievement | |
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| Identifying Variables (Factors) Affecting Outcome Achievement | |
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| Deciding Whether to Discharge the Patient | |
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| Quality Improvement (QI) | |
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| Evidence-Based Practice | |
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| Consumer Satisfaction: Maximizing Value | |
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| Health Care Systems Interest and Affect Outcomes | |
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| Three Types of Evaluation: Outcome, Process, and Structure | |
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| Staff Nurses' Responsibilities | |
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| Preventing Mistakes and Infection Transmission | |
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| Quick Reference To Nursing Diagnoses | |
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| Example Responses To Critical Thinking Exercises | |
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| Four Roles Of Advanced Practice Nurses (Apns) | |
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| Dead On!! A Game To Promote Critical Thinking | |
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| Commonly Used Nanda Diagnoses Organized According To Gordon's Functional Health Patterns | |
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| Good Learning Environments, Healthy Workplace Standards, And Establishing A Culture of Safety | |
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| Nursing Interventions Classification (NIC) And Nursing Outcomes Classification (NOC) Examples | |
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| Glossary | |
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| Index | |