Nursing Logic 2.0

Client education

-7th concept of ATI helix of sucess -The provision of health-related education to clients that will facilitate their acquisition of new knowledge and skills, adoption of new behaviors, and modification of attitudes

Professionalism

-8th concept of ATI helix of success -The accountable and responsible behavior of the nurse that incorporates legal and ethical principles and complies with standards of nursing practice

Goals of client centered care

-A higher level of client satisfaction with the care provided -Increase in the quality of care -More efficient and cost-effective use of physical and financial resources

Collaboration: interdisciplinary team

-Allows expertise of various members of the interdisciplinary team to be maximized -Facilitates coordination of client care -Promotes trust and respect between members -Involves group process and team decision making

Advanced student nurse

-Be able to identify the multifaceted role information technology plays in the health care setting -Integrate information technology and information literacy to support the provision of safe, quality care -Use information technologies to communicate and collaborate with other members of the healthcare team

Strategies for Success

-Be prepared for class, work, and study time. -Preparation decreases stress, allowing for a better learning experience. -Key skills Being organized Reading effectively Managing time -plan for sucess, stick to routine, maintain consistency, budget your time

Clinical judgement

-Clinical judgment is the decision made regarding a course of action based on a critical analysis of data when nursing knowledge is applied to a clinical situation. -Clinical judgment requires the nurse to use critical thinking skills when: Analyzing client data and related evidence. Ascertaining the meaning of the data and evidence. Determining client outcomes desired and/or achieved as indicated by evidence-based best practices.

Nurse's role: interdisciplinary team

-Collaborate with other nurses -Collaborate with other members of the interdisciplinary team -Recognize and respect role and expertise of each member -Use effective communication techniques during collaboration -Serve as client advocate as necessary in regard to client's plan of care

Beginning student nurse

-Coordinate care activities related to assigned client -Delegate selected activities to assistive personnel -Modify plan of care to enhance quality and safety of care -Provide client education about upcoming tests, treatments, or prescribed medications -Advocate for client when plan of care is not in concert with client's wishes

Advanced student nurses

-Coordinate care activities related to caseload of clients -Delegate/assign tasks to other nurses and assistive personnel -Provide client education about long-term therapies and discharge instructions -Advocate for client -Develop comprehensive plan of care -Identify quality and safety issues

Tools to help set priorities

-Develop a schedule that outlines the care that the client will need. -Determine what interventions must be done Immediately. According to a specified time. Before the end of the shift. -Delegate tasks to assistive personnel when time is compromised. -Use a priority setting framework to help make client care decisions.

Advanced student nurse: education

-Develop and implement health promotion and restoration education for clients and families -Provide comprehensive health education -Respond to client concerns -Reinforce client teaching provided by other healthcare professionals

Advanced student nurse: interdisciplinary team

-Discuss care management issues with members of the interdisciplinary team -Make care-related recommendations to members of the interdisciplinary team -Use assertive communication skills to ensure recommendations are taken into consideration

Time management skills

-Estimate time needed for various activities -Group activities together -Mentally visualize procedure when obtaining needed equipment -Document client care as it is given -Enlist the aid of other staff when needed -Complete more difficult tasks early on -Say "no" when asked for help if time is already compromised Avoid socializing with other students/staff when not on break

Foundational thinking in clinical practice

-Expected signs and symptoms of an illness, -expected reference range for laboratory results, -risk factors for an alteration in health, expected and side effects of a medication or treatment, -nursing interventions that are appropriate to help meet a specified client need

Seeking nursing guidance: professionalism

-Facility resources -American Nurses Association Standards of practice Code of ethics -State mandated scope of practice directives -Institutional policies and procedures

Informatics

-Fifth concept of ATI helix -InformaticsThe use of information technology as a communication and information gathering tool that supports clinical decision making and scientifically based nursing practice

Interpretation

-First step of critical thinking -Interpreting information Recognize Understand Describe -Information for interpretation The meanings of written materials Verbal and non verbal communications Assessments and empirical data Graphics

Nursing Knowledge

-Focuses on knowledge needed for the care of clients -Based on nursing research and research from other disciplines -Evidence-based practices use evidence from research for nursing best practices.

Beginning student nurses

-Identify and recognize safety concerns that impact client care -Identify safety risks that exist in the client care environment -Assess injury risks of clients -Report safety risks to appropriate individuals -Employ nursing interventions that promote a safe environment

knowledge

-Knowledge is the acquisition of facts and principles based on evidence and is considered to be the foundation of reasoned action. -Knowledge is acquired: In the classroom Online In clinical settings In response to other learning activities -Knowledge is reinforced when it is applied in laboratory and clinical situations.

Auditory Learners

-Learn best by hearing Verbal repetition Tapes Lectures -Characteristics Like to talk things through Like listening to others Dislikes working quietly for extended periods of time Easily distracted by noise and silence

Striving for excellence :professionalism

-Legal and ethical standards -Accountable and responsible -Lifelong learning -Delivery of evidence-based care

Lifelong learning: quality improvement

-Lifelong learning is essential. -Quality improvement efforts must be evidence-based. -constantly review your practice to identify Gaps in local practice standards and current best practices should be identified and addressed.

Additional online resources: evidenced based practice

-MedlinePlus -Agency for Healthcare Research and Quality (AHRQ) -Centers for Disease Control -Cochrane Library

Leadersjip

-Ninth concept of ATI helix of sucess -LeadershipThe process by which nurses use a set of skills that directs and influences others in the provision of individualized, safe, quality client care.

Interdisciplinary team

-Nurse -Provider -Unlicensed assistive personnel -Case manager -Social worker -Physical, occupational and speech therapists -Respiratory therapist -Dietician or nutritionist -Pharmacist -Spiritual support

Nursing knowledge and Ana definition

-Nursing Knowledge -Knowledge -Skills -Attitudes "Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations." - American Nurses Association

Online search engines and databases: evidenced based practiceq

-OVID -EBSCOhost -Cumulated Index of Nursing and Allied Health Literature (CINAHL)

Advanced student nurse: QI

-Participate in quality improvement projects and root cause analyses -Analyze factors that interfere with quality care -Assist with the implementation of audits and root cause analyses -Develop and implement improvement processes or interventions to enhance the provision of quality care

Sources: Base evidence for a client's plan of care on credible resources that publish research studies. These include:

-Peer-reviewed journals and Web sites -Meta-analysis or evidence reports -Textbooks

Root cause analysis

-Performed in response to a sentinel event -Begins with an in-depth collection of data surrounding the event -Each piece of data is thoroughly analyzed. -Probable cause or causes are identified. -Corrective actions are outlined.

Beginning student nurses: QI

-Practice according to current best practices and identify when that standard is not being met -Use evidence-based resources to identify current best practices -Identify client care concerns related to quality of care -Recognize gaps in local practice and current best practices

Beginning student nurses: education

-Provide client education about Upcoming tests Treatments Prescribed medications -Incorporate the domains of learning in client teaching -Use evidence-based literature for the development of client education -Ensure teaching materials are at a level appropriate for the client

Quality improvement practice

-Qi is cyclicals and best practices change, to give Safe quality care it is crucial to continue to validate and evaluate current practices Plan-Do-Study-Act Cycle Process, structure, outcome audits Root cause analysis

Beginning student nurses: interdisciplinary team

-Recognize the role of members of the interdisciplinary team -Use communication skills to relay client-related information -Relate client-related information in a timely manner

Beginning student nurse

-Responsible for the use of information technologies in the provision of client care -Use appropriate search engines and databases -Validate accuracy and reliability of information found -Use information technologies to document and record client findings and progress. -Maintain security and confidentiality of client information

Safety

-Sixth concept of ATI helix of sucess -The minimization of risk factors that could cause injury or harm while promoting quality care and maintaining a secure environment for clients, self, and others

Client and facility issues: quality improvement

-The ability to recognize client and facility issues that impact the provision of safe, quality care is a critical component of professional practice. -engage in quality improvement efforts

Requirements of clinical reasoning

-The nurse must simultaneously analyze and evaluate assessment data during its compilation. -The nurse uses the retained data to begin drawing a conclusion about the situation. -Clinical reasoning supports the clinical decision-making process.

Roles of nurses in new technology initiatives

-Use of new initiatives in practice -Integration of new initiatives into the health care setting -Development of guidelines and best practice standards detailing new initiatives

Nurse's priority-based clinical judgements include

-Which client should i see first -which interventions should i provide now and which can be done later? -what can or should be delegates to other personnel so I have time to perform tasks that their scope of practice does not allow them to do? -are there legal consequences if I postpone or do not complete a task?

Explanation

-fifth step of critical thinking -Clarify the assumptions and reasoning processes followed Justify one's reasoning and conclusions -Concepts used Evidence Concepts Methodologies Contextual considerations

Quality improvement

-fourth bar of ATI's helix of success -the study of care related and organizational processes with the goal of developing and implementing a plan to improve health care services and better meet the needs of clients

Inference

-fourth step of critical thinking -Draw conclusions based on evidence. -Differentiate between conclusions and hypotheses. -Identify knowledge gaps or needs.

Regulatory, accrediting, and independent agency: QI

-important to have knowledge of these agencies -The Centers for Medicare and Medicaid Services -Institute for Healthcare Alliance -The Joint Commission

Study for foundational foundational thinking

-practice retrieval of knowledge Organize content, highlight

Advocacy: client centered care

-safe care -quality care -client's rights are maintained -support client or family -advocate for client -client advocacy important role of being a nurse

Analysis

-second step of critical thinking -Analyzing information Examine Organize Validate Categorize or prioritize -Information for analyzing Signs and symptoms of illness or injury Evidence, facts, and research findings Concepts and ideas Beliefs and points of view

Priority setting

-tenth concept of ATI helix of success -The ability to use nursing judgement when making decisions about the rank order in which nursing actions should be taken

Evidenced-base practice

-third concept of ATI helix of success -The use of current knowledge from research and other credible sources, when making clinical judgments and client care decisions.

Evaluation

-third step of critical thinking -Assess Credibility of sources of information Strength of evidence Relevance, significance, value, or applicability of information

Electronic health care data

-widely use sources of information technology is the electronic health record. Information data: Allergies Medical and surgical history Prior diagnostic studies Consultations Immunization status Health insurance Demographics Legal information

Meaningful reading

1. SKIM (5 MIN) 2. READ ACTIVELY 3. ASK QUESTIONS 4. STOP AND THINK 5. REVIEW PERIODICALLY (as soon as possible after learning, before and after class, before an exam)

Clinical decision-making process

1.Identify that client issue or problem exists 2.Analyze and interpret relevant data 3.Make inference based on this interpretation to determine possible causes 4. List all possible actions that could be taken 5. Evaluate each action and possible outcome 6. Select best action Outcome of the clinical decision making process is the clinical judgment.

specialized knowledge

A nurse's knowledge base includes: -Biological, physical, and social sciences. -Pathophysiology. -Understanding of nursing procedures and skills. Nurses use this knowledge to critically think and make sound judgements to: -Promote health. -Prevent disease. -Empower others.

Match the critical thinking skill on the left with the term that describes how the nurse uses that skill on the right. In the space provided, place the letter that corresponds with the correct number choice. Click "Submit" when all blanks are filled in. A. Interpretation 1. Describe B. Analysis 2. Justify C. Evaluate 3. Assess D. Inference 4. Conclude E. Explanation 5. Examine

A. Interpretation 1. Describe E. Explanation. 2. Justify C. Evaluation 3. Assess D. inference 4. Conclude B. Analysis. 5. Examine The critical thinking skill of interpretation requires the nurse to be able to recognize, understand and describe the meanings of written materials, verbal and nonverbal communications, assessment and empirical data, and graphics. The critical thinking skill of analysis requires the nurse to be able to examine, organize, validate, and categorize or prioritize the significance of variables such as signs and symptoms of illness or injury, evidence, facts, research findings, concepts, ideas, beliefs, and points of view. The critical thinking skill of evaluation requires the nurse to be able to assess the credibility of sources of information, strength of evidence, and the relevance, significance, value or applicability of information in relation to a specific situation. The critical thinking skill of inference requires the ability to draw conclusions based on evidence, differentiate between conclusions/hypotheses that are logically or evidentially necessary and those that are merely possible or probable, and to identify knowledge gaps or needs. And the critical thinking skill of explanation requires the nurse to be able to clarify, in writing or orally, the assumptions and reasoning processes followed and to justify one's reasoning/conclusion in terms of evidence, concepts, methodologies, or contextual considerations in relation to a conclusion that has been reached.

Accountability and responsibility: professionalism

Accountability Compliance with legal and ethical standards Acknowledging personal knowledge limitations Appropriate delegation of activities Responsibility Tasks related to safe, quality nursing care Nurse's obligation, dependability, and reliability to complete these tasks

Evaluating web-base information

Accuracy Objectivity Currency Usability Author expertise: special interest groups? Or authority on subject?

Advanced student nurse: client centered care

Active on the health care team Participate in managing client care that is high in quality and cost-effective Using the nursing process with confidence Advocate for clients to ensure care is ethical and legal

Advanced priority setting

Advanced Priority Setting -Know the job description of various levels of nurses -Use the five rights of delegation -Assign tasks/clients to proper level of nurse -Thoroughly assess clients at the beginning of the shift -Use assertive communication skills -Use critical thinking when making clinical judgments -Reprioritize on an ongoing basis

Personal characteristics: safety

Age Lifestyle Mobility Health status Cognitive awareness Emotional state Communication patterns Knowledge of safety issues

Analysis

Analysis is a key cognitive skill of a critical thinker. Analysis involves: -Scrutinizing all of the data -Determining the significance of each piece -Distinguishing relevant from irrelevant data -Various interventions are then Considered in relation to potential outcomes and the risk of positive and negative consequences

Learning Strategies for Tactile Learners

Apply classroom knowledge in clinical setting Simulation Create models or displays Practice kits with equipment Be active during scheduled breaks

Practice of nursing

Apply knowledge from: biological, physical, and social sciences, nursing procedures and skills. Levels of knowledge: basic-foundational thinking, highest-critical thinking

Nursing process: client centered care

Assessment Analysis Planning Implementation Evaluation

Beginning student nurse practice client centered care

Begin with the nursing process Communication skills are practiced Cultural differences are explored Advocacy is encouraged and supported

Expectations for nursing students: evidenced based practice

Both beginning and advanced nursing students are expected to use research-based evidence in their clinical practice. The student's textbooks along with the sources previously cited should be used to develop or contribute to the following: -Client's plan of care -Concept maps -Case report -Teaching plans

Horizontal helix bars

Client centered care Interdisciplinary collaboration Evidenced based practice Quality improvement Informatics Safety Client education Professionalism Leadership Priority setting

Client safety

Client safety is a priority in the provision of nursing care. Impacts on client safety: Structures Processes Environment

Client's role in client centered care

Client's RoleIn client-centered care the client: Is the focus of the care provided. Is a partner in making care-related decisions. Has his or her cultural, ethnic, and social values considered.

Client-centered care

Client-centered Care: first concept of ATI helix of success The provision of compassionate, culturally sensitive care that is based on the client's physiological, psychological, sociological, spiritual, and cultural needs, preferences, and values

Barriers to learning

Client-related barriers Low literacy level Lack of motivation Educator-related barriers Fear of public speaking Dealing with challenging individuals Uncomfortable with unrehearsed responses to questions Dependent on written notes Uncertainties stemming from: Educational materials Appropriate program length Adjusting teaching materials or instructional methods​

Clinical judgement

Clinical JudgmentClinical judgment is the decision made regarding a course of action based on a critical analysis of data when nursing knowledge is applied to a clinical situation. Sound clinical judgments help ensure: Safe care High-quality care Client-centered care

Helix of success bars

Clinical judgement and knowledge

Experience Improves Clinical Judgement

Clinical judgment improves as the steps of the clinical decision-making process are done simultaneously -Listening -Evaluating -Selecting the best nursing action -Collection of data -Interpretation of data

Clinical reasoning

Clinical reasoning is the mental process used when analyzing all the elements of a clinical situation and making a decision based on that analysis. Clinical reasoning supports the clinical decision making process by: -Guiding the nurse through the process of assessing and compiling data -Selecting and discarding various bits of data based on their relevance -Making decisions regarding client care based on nursing knowledge

Three domains of learning

Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation Affective Expression of feelings Role play Group discussions Psychomotor Acquisition of new skills Viewing a demonstration Practicing skills

Advanced student nurses

Conduct risk assessments to identify client and environmental risks Develop and implement a plan of care for that addresses these risks Expand knowledge of safety issues in the health care environment Develop strategies to address safety issues found in the home and community

Clinical thinking in the classroom

Content becomes harder as you advance. Knowledge for complex or multiple disorders

Critical thinking

Critical thinking is used when analyzing client issues and problems. Thinking skills include: -Interpretation -Analysis -Evaluation -Inference -Explanation These skills facilitate critical analysis of the issue and assist you to determine the most appropriate action to take.

Other leadership roles

Delegator Coordinator Educator Advocate Change agent

Which of the following are essential strategies to effectively manage time? (Select all that apply.) Avoid over-estimating time needed for projects. Complete tasks entirely just prior to due date. Develop a written or electronic schedule. Allow time for personal rewards. Study at regular intervals.

Develop a written of electronic schedule Allow time for personal rewards Study at regular intervals Developing a written or electronic schedule, allowing time for personal rewards, and studying at regular intervals are all strategies that can be used to enhance management of time. Avoiding the over-estimation of time needed to complete projects and completing tasks entirely just prior to a due date are not effective methods of time management. When developing a plan for success and to improve your time management it is better to over-estimate instead of under-estimating the amount of time that might be needed. Also, tasks should be broken down in to smaller steps and completed over a period of time.

Referrals: interdisciplinary team

Due to the nurse's relationship with clients and holistic approach to client care, the nurse is often the team member who identifies a client need for involvement by other disciplines. Nurse may initiate referral or request referral be made through the provider.

Educational needs

Educational needs of clients vary depending on -Health status -Geographic location -Socioeconomic status -Psychological state -Social factors -Spiritual factors

Elements of teaching plan

Elements of a Teaching Plan -Overall goal or purpose -Measurable objectives -Outline of content -Instructional methods -Timeline for teaching -Various teaching tools or resources -Methods of evaluation

Five stages of nursing competence

Five Stages of Nursing Competence Novice Advanced beginner Competent Proficient Expert This module addresses: Beginning students - Just beginning nursing school and throughout first year of clinical Advanced students - Second and third years of nursing school

Team meetings and referrals: interdisciplinary team

In some settings such as rehabilitation, regularly scheduled team meetings are held and team members revise client's plan of care based on each member's report/recommendations.

Client definition

Individuals m families, groups or communities

Leadership traits

Individuals who are leaders are typically -Honest and trustworthy -Good communicators and listeners -Optimistic and have a positive outlook -Confident -Energetic -Persistent -Role models

Information and computer literacy

Information and computer literacy are essential skills for nurses functioning at all levels.

National Patient Safety Goals (some are institution dependent)

Joint commission has national pt safety goals for various health care facilities, also universal protocol for surgical procedure -Improve the accuracy of patient identification -Improve the effectiveness of communication among caregivers -Improve the safety of using medications -Reduce the risk of health care-associated infections -Accurately and completely reconcile medications across the continuum of care -Reduce the risk of patient harm resulting from falls -Prevent health care-associated pressure ulcers (decubitus ulcers) -The organization identifies safety risks inherent in its patient population

Characteristics and leadership skill

Leaders are not always in positions of power. Personal characteristics and leadership skills enhance an individual's ability to be a leader.

Leadership roles of nurses

Leadership Roles of Nurses -Unit manager -Charge nurse -Team leader -Case manager -Home health nurse

Tactile Learners

Learn best by touching and doing Projects Concept maps Simulations Role-playing Characteristics Actively explore the physical world Easily distracted from learning Enjoy using the computer

Learning styles

Learning Styles -Questions Do you prefer reading or listening? Do visual images work best to help you understand new information? With charts and images, do you focus on the text? Do you like to learn by doing? -We each perceive and process information in various ways. -Learning styles are different approaches to learning.

Locating evidenced: evidence-based practice

Locating Evidence -Internet searches will hit on popular and opinion-based information. -Conduct a review of the literature using an appropriate search engine and online resources.

Major contributors to client injuries

Major Contributors to Client Injuries In health care: Medication errors Falls Incorrectly performed or timed procedures In the home or community: Motor vehicle accidents Drowning Fires Poisoning Inhalation and ingestion of foreign materials Firearms

Priority setting framewaorks

Maslow hierarchy of needs: Self actualization Self-esteem Love and belonging Safety and security Physiological Nursing Process: Assessment/data collection Analysis Planning Implementation Evaluation ABC's 1st Airway 2nd Breathing 3rd Circulation Safety/Riskreduction Risk assessment Safety risk to client Greatest risk to client Significance of risk compares to other risks Least restrictive/least invasive -> most restrictive/invasive Survival potential Expectant->nonurgent->urgent->emergent->resources Acute vs chronic Unstable vs stable Urgent vs nonurgent

Nursing knowledge is based on which of the following? (Select all that apply.) Intuition Nursing research Provider's recommendations Discipline-specific research Agency policies

NURSING RESEARCH AND DISCIPLINE-SPECIFIC RESEARCH Nursing knowledge is based on both nursing research and research conducted by other disciplines whose knowledge is used in nursing practice. Intuition is knowing or sensing something without the use of cognitive processes and as such does not provide a basis for nursing knowledge. And while a significant part of a client's plan of care is prescribed by the provider, these prescriptions do not contribute to nursing knowledge. Agency policies should be based on best practices and as such reflect nursing knowledge. However, since knowledge must be based on research or evidence, agency policies do not provide the basis for nursing knowledge.

Nurse contributions to client safety

Nurse Contribution to Client Safety Serving in leadership roles Remaining flexible Working as a team within the facility Ensuring provision of client-centered care Maintaining an environment of open communication Practicing in a manner consistent with current evidence

Nurse's role in client cantered care

Nurse's Role: The nurse is a member of the health care team that provides client-centered care. Responsible for providing client centered care since with client on n24/7 basis, able to ascertain changes in client condition and needs as they occurs. You are often the one that recommends changes needed in client's care

Communication

Nursing knowledge: Communication -Effective communication fosters trust and therapeutic relationships. -Communication includes verbal, written word, expressions, gestures, and attitude. ​

Nursing Procedures

Nursing knowledge: Guided by evidence-based literature -Designed to provide safe, -high-quality care -Frequently evaluated for best practices

Legal Issues

Nursing knowledge: Legal Issues -Protect the public. Provide safe, high-quality care Maintaining currency of practice -Adhere to nursing practice acts. -Understand legal requirements of: Informed consent Advance health care directives Health Insurance Portability and Accountability Act

Nutrition Knowledge

Nursing knowledge: Nutrition Knowledge Counsel Provide nutritional education Nutritional screenings Nutritional assessment

Pharmacology-related Nursing Responsibilities

Nursing knowledge: Pharmacology-related Nursing Responsibilities: -Administering drugs -Evaluating therapeutic responses to drugs -Promoting client adherence -Providing education -Intervene for adverse effects

Knowledge of physiology and pathology

Nursing knowledge: Physiology and Pathophysiology -Make appropriate nursing judgments -Project client needs -Anticipate changes

Ethical issues

Nursing knowledge: ethical issues -May or may not be supported by legal requirements. -Guidance from: Professional organizations Facility regulations

Information Technology

Nursing knowledge: information technology -Internet -Electronic medical records -Telehealth Results: -Clients are better informed about health issues -Transmit client information electronically -Connect rural clients to providers and specialists

Mathematic Calculations

Nursing knowledge: mathematic calculation -Drug administration -Nutritional needs -Intake and output -Incidence and prevalence rates -Morbidity and mortality rates -Percentage of weight loss -Body mass index

Knowledge and Skills Needed to Provide Client-centered Care

Nursing process Therapeutic communication Cultural competence Advocacy

Plan-do-study-act-cycle PDSA cycle

One method of implementing QI measures Plan needed changes Implement changes Study outcomes resulting from change Act to implement needed modifications

Recalling information

Part of foundational thinking Requires remembering information that has been previously learned Does not require an understanding of the information or how it can be used

Content of Nursing Knowledge

Physiology and patho, pharmacology, nutrition, nursing procedures, mathematics, information technology, legal issues, ethical issues, effective communication

The ability to predict client needs and anticipate changes in the health status of a client stems from knowledge of which of the following topics? Nutrition Mathematics Legal and ethical issues Physiology and pathophysiology

Physiology and pathophysiology Knowledge of physiology and pathophysiology is essential to predict client needs and anticipate change in the health status of a client. Specific knowledge of nutrition plays a role in both health promotion and disease prevention, and it can assist the nurse to promote health, as well as conduct nutritional screenings and assessments. Knowledge of mathematics is used to calculate drug dosages, convert weight, and determine intravenous flow rates. It is also used in the calculation of intake and output and to determine nutritional needs and a percentage of weight loss or gain. Knowledge of legal issues that impact nursing is used to protect the public, as well as the nurse. Additionally, ethical issues are frequently encountered in healthcare, and knowledge of these issues will assist the nurse in being prepared to respond when encountering a dilemma, as well as know where to seek guidance in such situations.

Issues with EHR

Privacy -Privacy Act of 1974, protects clients rights to privacy by allowing them to prevent disclosure of certain health information even to other health care providers, EHR follows ct throughout lifetime Confidentiality -Health Insurance Portability and Accountability Act of 1996 (HIPAA) guidelines for client confidentiality Security -Legal guidelines

Audits (process, structure, outcome)

Process Audit Evaluates the process followed when delivering care Structure Audit Evaluates the impact of structure on the delivery of care Outcome Audit Evaluates the actual outcome, or impact, of the delivered care

ATI helix of sucess. Concepts of nursing competencies sources

Quality and Safety Education for Nurses (QSEN) project Institute of Medicine's (IOM) recommendations for nursing education Essentials of Baccalaureate Education for Professional Nursing Practice Competencies for Graduates of Associate and Diploma Programs Standards of Practice and Educational Competencies of Graduates of Practical/Vocational Nursing Programs

Learning Strategies for Auditory Learners

Read text aloud Use a tape recorder in class Record summary of notes - Emphasize major points Create songs or mnemonics Study in groups Explain the information being read aloud

Using foundational thinking

Recall information Demonstrate comprehension Apply it to a clinical situation

Foundational knowledge is represented by which of the following types of thinking? (Select all that apply.) Recall Analysis Interpretation Evaluation Comprehension

Recall, comprehension When using foundational knowledge a nurse is only recalling or retrieving information and comprehending that information. If you remember, recalling or retrieving information only requires the nurse to remember information or facts that have been previously learned. Comprehending or understanding information requires the nurse to be able to understand the knowledge retrieved and verbalize or use it in some manner. Analysis, interpretation, and evaluation are all critical thinking skills.

Clinical thinking in clinical practice

Recognize and take the correct action

Need for improved safety

Regulatory and accrediting organizations emphasize the need for improved safety in health care. Accredited facilities Ambulatory care facilities Laboratories Hospitals Long-term care facilities Behavioral health facilities Home care organizations Office-based surgeries

Research and evidence: why should practice be based on research findings or evidence?

Research and EvidenceWhy should practice be based on research findings or evidence? Promotes optimum care Provides client care options Validates effectiveness of nursing interventions

Interdisciplinary collaboration

Second concept of ATI helix of success The delivery of client care, in partnership with multidisciplinary members of the health care team, to achieve continuity of care and positive client outcomes

Clinical reasoning requires the nurse to be able to do which of the following? Perform nursing skills based on best practice standards. Separate higher from lower level thinking. Use learning strategies that are appropriate for learning style. Separate relevant from irrelevant data.

Separate relevant from irrelevant data. Clinical reasoning requires the nurse to analyze data very closely and separate relevant from irrelevant data. Performing nursing skills based on best practice standards is an important skill of the professional nurse but is not a part of clinical reasoning. Separating higher from lower level learning is not an action that supports clinical reasoning. And while using learning strategies that are appropriate for one's learning style will facilitate learning, it does not contribute to clinical reasoning.

Sources of Data to establish priorities

Sources of Data to Establish Priorities -Shift report -Communications with staff and other members of the interdisciplinary team -Review of documents -Client assessment data -Concerns verbalized by client or client's representative

Expectations for nursing students

Students must demonstrate behaviors that are consistent with professional nursing practice. -Adhering to nursing practice acts, established standards of practice, and institutional policies and procedures -Following the American Nurses Association code of ethics -Maintaining professional responsibility and accountability in the provision of client care

The horizontal bars of patient-centered care, interdisciplinary collaboration, evidence-based practice, quality improvement, informatics and safety in the ATI Helix of Success were significantly influenced by which of the following? American Nurses' Association (ANA) National League for Nursing (NLN) Quality and Safety Education for Nurses (QSEN) Na

The Quality and Safety Education for Nurses (QSEN) project responded to the Institute of Medicine's (IOM) recommendations for nursing education which were made based on the current and anticipated health care needs of our society. The American Nurses' Association (ANA) and National League for Nursing (NLN) are professional nursing organizations. The National Comprehensive Licensure Exam for Nursing (NCLEX) is the organization that develops the licensure exam that graduates of nursing must pass in order to become licensed.

Which of the following statements describe what clinical judgment is? The decision made regarding the course of action a nurse will take to solve a client problem. The use of a set of cognitive skills that support higher level thinking. The ability to recall data and determine if it is within or outside the expected parameters. The process of analyzing all the elements of a clinical situation to determine their relevance.

The decision made regarding the course of action a nurse will take to solve a client problem. Clinical judgment is the decision made regarding a course of action based on a critical analysis of data when nursing knowledge is applied to a clinical situation. The use of a set of cognitive skills that support higher level thinking is critical thinking. The ability to recall data and determine if it is within or outside the expected parameters is a part of foundational thinking. And the process of analyzing all the elements of a clinical situation to determine their relevance is part of clinical reasoning.

List and describe the five steps that should be taken to improve reading comprehension and retention.

The first step is to skim the reading assignment quickly. When skimming the material be certain to look closely at the headings and subheadings, as well as inspect all graphs, charts, tables, and diagrams. Also, be certain to examine illustrations and read the captions for increased understanding. The second step is to look for basic and most important concepts by reading assignments actively. Using a highlighter or pencil to underline or highlight keywords and phrases, placing an asterisk by the most important concepts, and indicating content questions using a question mark will assist in reading actively. The third step is to ask questions while reading the assignment. This can be accomplished by converting headings and subheadings into who, what, when, where, why, and how questions to be answered later from reading, or by asking questions such as "What are the major manifestations of this disease process?" or "What are the goals and priority interventions for a client who has this disorder?" The fourth step is to stop and think or reflect at regular intervals. At the end of each chapter or section be certain essential details of the reading can be recalled by stopping and thinking. Additionally, reciting the main points of the reading from memory, as well as rephrasing the major concepts can be beneficial. The fifth step is to periodically review the readings. Reviewing periodically can help to increase retention of the material. It is important to always review new material just after learning it, as well as at various times.

Cultural competence: client centered care

The nurse must understand: -Differences between various cultures -Culture-specific perspectives -Health care -Birth -Death -Other life experiences

Comprehending information

Understand the knowledge retrieved, verbalize or use it in some manner, understanding is another term used for comprehension Part of foundational thinking

Learning Strategies for Visual Learners

Use charts or outlines View videos Read books or pamphlets - Highlight important words and information Place information on a timeline or diagram Organize notes in an outline - Create a PowerPoint or handout

Therapeutic communication: client centered care

Verbal: Active listening Empathy Use of touch and silence Clarification and summarization of clients' statements Non-verbal: Eye contact Personal space Body posture Facial expressions Hand gestures

Visual learners

Visual Learners -Learn best from strategies that involve sight Written word Pictures Graphs Diagrams Mental visualizations -Characteristics Sit at the front, avoiding visual obstructions Take detailed notes

Web based information

Web-based Information -Quick and dirty searching: entering key terms to get info in a search engine -Brute force: typing in a link to specific website for information -following Links on appropriate website Keep the intended recipient of information in mind.

Match the learning strategies in the right column with its appropriate style of learning in the left column. In the space provided, place the letter that corresponds to the correct number. Note each style will be matched to two strategies. Click "Submit" when all the blanks are filled in. A. Visual 1. Practice skills in nursing lab B. Auditory 2. Place information on a timeline C. Tactile 3.Use a tape recorder in class 4. Create songs or mnemonics 5. Organize notes in an outline 6. Develop models or displays

c 1. Practice skills in nursing lab a 2. Place information on a timeline b 3.Use a tape recorder in class b 4. Create songs or mnemonics a 5. Organize notes in an outline c. 6. Develop models or displays Visual learners learn best from strategies that involve sight. Auditory learners learn best by hearing. And tactile learners learn best by touching and doing. Therefore, the most appropriate learning strategies for the visual learner are place information on a timeline or to organize notes in an outline. The auditory learner would benefit most from using a tape recorder in class or creating songs or mnemonics. Finally, tactile learners would prefer to learn by practicing skills in the nursing lab or developing models or displays.

Information technologies

storage, retrieval, communication and management of data. Assists in preventing errors, and supporting clinical decisions that members of the healthcare team make. Uses a variety IE: -Electronic medical record -Bar coding and auto-identification systems -Electronic prescribing -Telehealth -Handheld and portable computer systems

Foundational thinking

the ability to recall and comprehend information and concepts foundational to quality nursing practice