Applying nursing process : a tool for critical thinking / Rosalinda Alfaro-LeFevre.

Includes bibliographical references and index.

Guidelines: determining patient-centered outcomes--Relationship of outcomes to accountability--Clinicall, functional, and quality of life outcomes--Discharge outcomes and discharge planning--Case management--Deciding which problems must be recorded--CRITICAL THINKING EXERCISE X: Applying standards, setting priorities, and clarifying expected outcomes--Determining nursing interventions--Assessment - Monitoring health status--Teaching - The key to empowerment--Guidelines: Planning teaching--Counselling - Helping people make informed choices--Consulting and referring- the cornershone of multidisciplinary approaches--Individuallizing interventions--Evidence-based practice: Weigh risks and benefits; be proactive--Guidelines: Individualizing nursing orders--Making sure the plan is adequately recorded--Guidelines: Computerized charting--Multidisciplinary plans--CRITICAL THINKING EXERCISE XI: Determining interventions and making sure the plan is adequately recorded--Summary--CHAPTER V: IMPLEMENTATION :- Putting the plan into action--Critical thinking indicators(CTIs) related to implementation--Preparing for report and getting report--Setting daily priorities--Delegating care, not accountability--Coordinating care--Monitoring responses: Assessing and reassessing--Performing nursing interventions--Implementation and evidence-based practice--Guidelines: Preparing to act--Thinking critically: What to do if things go wrong--Case management: Critical paths and care variances--Ethical / Legal concerns--Critical Thinking exercise XII: Delegating, case management, critical paths, and care variances--Charting--Learning to chart effectively--Guidelines: Charting during implementation--Critical thinking exercise XIII: Principles of effective charting--Giving change-of-shift report--Guidelines: giving change-of-shift report--Keeping the plan up to date and evaluating your day--Summary--CHAPTER VI: EVALUATION:- Critical evaluation: excellence in health care delivery--Evaluation and the other steps in the nursing process--Evaluating an individual plan of care--Guidelines: determining outcome achievement--Identifying variables (Factors) affecting outcome achievement--Deciding whether to discharge the patient--Critical thinking exercise XIV: Determining outcome achievement, identifying variables affecting achievement, and deciding whether to discharge the patient--Quality improvement (QI)--Critical thinking exercise XV: Quality improvement--Summary--Bibliography--Quick reference to nursing diagnoses--Example responses to critical thinking exercises.

CHAPTER 1: NURSING PROCESS OVERVIEW:- What is the nursing process and why learn about it?--Steps of the nursing process--Relationships among the steps of the Nursing Process--What are the benefits of using the Nursing Process-?--Nursing process in context of today\'s changing world--Patient safety is top priority--Ethics: Advocating for patient\'s rights--Including Patient partners while following HIPPA rules--CRITICAL THINKING EXERCISE 1: Using the nursing process in a changing world:- What\'s the difference between nursing process and critical thinking?--Willingness and ability to care--CRITICAL THINKING EXERCISE II: Critical thinking and willingness and ability to care--Summary--CHAPTER II: ASSESSMENT:- The first step to determining health status--Collecting data--Health Promotion: Screening for prevention and early diagnosis--The nursing interview and physical assessment--The nursing interview--Guidelines: Promoting a caring interview---Physical assessment--CRITICAL THINKING EXERCISE III: The nursing interview and physical assessment--Identifying subjective and objective data--Identifying cues and making inferences--Validating (verifying) data--CRITICAL THINKING EXERCISE IV: Subjective and objective data; cues and inferences; validating data--Organizing (clustering) data--CRITICAL THINKING EXERCISE V: Organizing (clustering) data--Ientifying patterns / Testing first impressions--Reporting and recording--Guidelines: reporting significant findings--Deciding what to record--Guidelines: recording the nursing data base--CRITICAL THINKING EXERCISE VI: Recognizing abnormal data; deciding what\'s relevant--Summary--CHAPTER III: DIAGNOSIS:- From assessment to diagnosis: a pivotal point--New ANA standard related to diagnosis--Nurses\' growing responsibilities as diagnosticians--Diagnose and treat (DT) versus predict, prevent, manage and promote (PPMP) --Multidisciplinary practice--Disease management--Point-of-care testing--Critical pathways (Clinical pathways, caremaps)--Informatics and computer-assisted diagnosis--Using standard or recognized terminologies--Computer-assisted diagnosis--Becoming a competent diagnostician--Key terms related to diagnosis--Recognizing risk factors: The key to proactive approaches--Critical thinking indicators(CTIs) related to diagnosis--CRITICAL THINKING EXERCISE VII:-Learning how to make definite diagnoses--Fundamental principles and rules of diagnostic reasoning-- Becoming a competent diagnostician: old versus current thinking--Patients as partners in diagnosis--Clarifying causes and contributing (Risk) Factors--Avoiding diagnostic errors--Identifying nursing diagnoses--Guidelines: Identifying nursing diagnoses--Mapping diagnoses--Using the PES (or PRS) method for stating nursing diagnoses--Guidelines: avoiding errors when writing--Diagnostic statements--CRITICAL THINKING EXERCISE VIII: Identifying potential complications--Guidelines: Identifying potential complications--Identifying problems requiring multidisciplinary approaches--CRITICAL THINKING EXERCISE IX: Predicting potential commplications / identifying problems requiring a multidisciplinary approach, pulling it all together--Summary--CHAPTER IV: PLANNING:- Four main purposes ofthe plan of care--Initial versus ongoing planning--Applying standards--Computers and standard plans--Attending to urgent priorities--Clarifying expected outcomes (Results)--Principles of patient-centered outcomes--