NR 226 Final Exam Study Outline (1).
NR 226 Final Exam Study Outline
*****ADPIE for ALL!!****
The Nursing Process
o The purpose of the nursing process is to diagnose and treat human responses (e.g.,
patient symptoms, need for knowledge) to actual or potential health problems.
Use of the process allows nurses to help patients meet agreed-on outcomes for
better health.
o The nursing process requires a nurse to use the general and specific critical
thinking competencies described earlier to focus on a particular patient's
unique needs. The format for the nursing process is unique to the discipline of
nursing and provides a common language and process for nurses to “think
through” patients' clinical problems
• 5 Steps of the Nursing Process (ADPIE)
o Assessment
▪ Phases of interview/assessment
• An interview is an approach for gathering subjective and objective
data from a patient through an organized conversation. An initial
interview involves collecting a nursing health history and gathering
information about a patient's condition
• 1. Orientation and Setting an Agenda
o Begin an interview by introducing yourself and your
position and explaining the purpose of the interview.
Explain why you are collecting data and assure patients that
all of the information will be confidential.
o Your aim is to set an agenda for how you will gather
information about a patient's current chief concerns or
problems. Remember, the best clinical interview focuses
on a patient's goals, preferences, and concerns and not on
your agenda.
• 2. Working Phase-Collecting Assessment or Nursing Health
History
o Start an assessment or a nursing health history with open-
ended questions that allow patients to describe more clearly
their concerns and problems. For example, begin by having
a patient explain symptoms or physical concerns and
describe what he or she knows about the health problem or
ask him or her to describe health care expectations.
,NR 226 Final Exam Study Outline (1).
o Use attentive listening and other therapeutic
communication techniques that encourage a patient to tell
his or her story.
• 3. Terminating an Interview
o Termination of an interview requires skill. You summarize
your discussion with a patient and check for accuracy of the
information collected. Give your patient a clue that the
interview is coming to an end. For example, say, “I have
just two more questions. We'll be finished in a few more
minutes.”
o This helps a patient maintain direct attention without
being distracted by wondering when the interview will
end.
▪ Methods of obtaining data
• An assessment is necessary for you to gather information to make
accurate judgments about a patient's current condition. Your
information comes from:
• The patient through interview, observations, and physical
examination.
• Family members or significant others' reports and response to
interviews.
• Other members of the health care team.
• Medical record information (e.g., patient history, laboratory
work, x-ray film results, multidisciplinary consultations).
• Scientific and medical literature (evidence about disease
conditions, assessment techniques, and standards).
▪ Subjective Data
• Subjective data are your patients' verbal descriptions of their health
problems. For example, Mr. Lawson's self-report of pain at the
area
where his incision slightly separated is an example of subjective
data. Subjective data include patients' feelings, perceptions, and
self-report of symptoms.
• Only patients provide subjective data relevant to their health
condition. The data often reflect physiological changes, which
you further explore through objective review of body systems.
▪ Objective Data
• Objective data are observations or measurements of a patient's
health status. Inspecting the condition of a surgical incision or
wound, describing an observed behavior, and measuring
blood
pressure are examples of objective data.
,NR 226 Final Exam Study Outline (1).
• Objective data is measured on the basis of an accepted standard
such as the Fahrenheit or Celsius measure on a thermometer,
inches or centimeters on a measuring tape, or a rating scale (e.g.,
pain).
• When you collect objective data, apply critical thinking intellectual
standards (e.g., clear, precise, and consistent) so you can correctly
interpret your findings.
o Diagnosis
▪ Identify components of the nursing diagnostic statement
• The diagnostic reasoning process involves using the assessment
data you gather about a patient to logically explain a clinical
judgment, in this case a nursing diagnosis.
• The diagnostic process flows from the assessment process and
includes decision-making steps. These steps include data
clustering, identifying patient health problems, and formulating the
diagnosis.
▪ Identify assessment findings, goals, interventions, evaluations appropriate
to a specific nursing diagnosis.
• Be able to recognize the difference between each
category. Context clues like “The Patient will…” means it
is a goal.
o Planning
▪ Components of goal/outcome statement
• A patient-centered goal reflects a patient's highest possible level of
wellness and independence in function. It is realistic and based on
patient needs, abilities, and resources. A patient-centered goal or
outcome reflects a patient's specific behavior, not your own
goals or interventions.
• Goals and expected outcomes direct your nursing care. Once you
set a patient-centered goal for a nursing diagnosis, the expected
outcomes provide the desired physiological, psychological, social,
developmental, or spiritual responses that indicate resolution of the
patient's health problems.
• Usually you develop several expected outcomes for each nursing
diagnosis and goal. For a patient to resolve a goal, several
measurable outcomes are needed to ensure that the goal is met. In
the case of Mr. Lawson's diagnosis of Risk for Infection, Tonya
knows that more than one outcome is needed to ensure that the
patient is infection free.
, NR 226 Final Exam Study Outline (1).
• The SMART acronym (Specific, Measurable, Attainable,
and Realistic, Timely) is a useful approach for writing goals
and outcome statements more effectively.
o Implementation
▪ Independent nursing interventions
• Nurse-initiated interventions are the independent nursing
interventions or actions that a nurse initiates without supervision or
direction from others.
• Examples include positioning patients to prevent pressure ulcer
formation, instructing patients in side effects of medications,
or
providing skin care to an ostomy site. Independent nursing
interventions do not require an order from another health care
provider.
▪ Dependent nursing interventions
• Health care provider–initiated interventions are dependent nursing
interventions, or actions that require an order from a health care
provider. The interventions are based on the health care
provider's response to treating or managing a medical diagnosis.
• Advanced practice nurses who work under collaborative
agreements with physicians or who are licensed independently by
state practice acts are also able to write dependent interventions.
• As a nurse you intervene by carrying out the health care provider's
written and/or verbal orders. Administering a medication,
implementing an invasive procedure (e.g., inserting a Foley
catheter, starting an intravenous [IV] infusion) and preparing a
patient for diagnostic tests are examples of health care provider-
initiated interventions.
▪ Direct care activities
• Direct care interventions are treatments performed through
interactions with patients. For example, a patient receives direct
intervention in the form of medication administration, insertion of
a urinary catheter, discharge instruction, or counseling during
a time of grief.
▪ Indirect care activities
• Indirect care interventions are treatments performed away from a
patient but on behalf of the patient or group of patients (e.g.,
managing a patient's environment [e.g., safety and infection
control]), documentation, and interdisciplinary collaboration.
o Evaluation
▪ Elements of the evaluation process
NR 226 Final Exam Study Outline
*****ADPIE for ALL!!****
The Nursing Process
o The purpose of the nursing process is to diagnose and treat human responses (e.g.,
patient symptoms, need for knowledge) to actual or potential health problems.
Use of the process allows nurses to help patients meet agreed-on outcomes for
better health.
o The nursing process requires a nurse to use the general and specific critical
thinking competencies described earlier to focus on a particular patient's
unique needs. The format for the nursing process is unique to the discipline of
nursing and provides a common language and process for nurses to “think
through” patients' clinical problems
• 5 Steps of the Nursing Process (ADPIE)
o Assessment
▪ Phases of interview/assessment
• An interview is an approach for gathering subjective and objective
data from a patient through an organized conversation. An initial
interview involves collecting a nursing health history and gathering
information about a patient's condition
• 1. Orientation and Setting an Agenda
o Begin an interview by introducing yourself and your
position and explaining the purpose of the interview.
Explain why you are collecting data and assure patients that
all of the information will be confidential.
o Your aim is to set an agenda for how you will gather
information about a patient's current chief concerns or
problems. Remember, the best clinical interview focuses
on a patient's goals, preferences, and concerns and not on
your agenda.
• 2. Working Phase-Collecting Assessment or Nursing Health
History
o Start an assessment or a nursing health history with open-
ended questions that allow patients to describe more clearly
their concerns and problems. For example, begin by having
a patient explain symptoms or physical concerns and
describe what he or she knows about the health problem or
ask him or her to describe health care expectations.
,NR 226 Final Exam Study Outline (1).
o Use attentive listening and other therapeutic
communication techniques that encourage a patient to tell
his or her story.
• 3. Terminating an Interview
o Termination of an interview requires skill. You summarize
your discussion with a patient and check for accuracy of the
information collected. Give your patient a clue that the
interview is coming to an end. For example, say, “I have
just two more questions. We'll be finished in a few more
minutes.”
o This helps a patient maintain direct attention without
being distracted by wondering when the interview will
end.
▪ Methods of obtaining data
• An assessment is necessary for you to gather information to make
accurate judgments about a patient's current condition. Your
information comes from:
• The patient through interview, observations, and physical
examination.
• Family members or significant others' reports and response to
interviews.
• Other members of the health care team.
• Medical record information (e.g., patient history, laboratory
work, x-ray film results, multidisciplinary consultations).
• Scientific and medical literature (evidence about disease
conditions, assessment techniques, and standards).
▪ Subjective Data
• Subjective data are your patients' verbal descriptions of their health
problems. For example, Mr. Lawson's self-report of pain at the
area
where his incision slightly separated is an example of subjective
data. Subjective data include patients' feelings, perceptions, and
self-report of symptoms.
• Only patients provide subjective data relevant to their health
condition. The data often reflect physiological changes, which
you further explore through objective review of body systems.
▪ Objective Data
• Objective data are observations or measurements of a patient's
health status. Inspecting the condition of a surgical incision or
wound, describing an observed behavior, and measuring
blood
pressure are examples of objective data.
,NR 226 Final Exam Study Outline (1).
• Objective data is measured on the basis of an accepted standard
such as the Fahrenheit or Celsius measure on a thermometer,
inches or centimeters on a measuring tape, or a rating scale (e.g.,
pain).
• When you collect objective data, apply critical thinking intellectual
standards (e.g., clear, precise, and consistent) so you can correctly
interpret your findings.
o Diagnosis
▪ Identify components of the nursing diagnostic statement
• The diagnostic reasoning process involves using the assessment
data you gather about a patient to logically explain a clinical
judgment, in this case a nursing diagnosis.
• The diagnostic process flows from the assessment process and
includes decision-making steps. These steps include data
clustering, identifying patient health problems, and formulating the
diagnosis.
▪ Identify assessment findings, goals, interventions, evaluations appropriate
to a specific nursing diagnosis.
• Be able to recognize the difference between each
category. Context clues like “The Patient will…” means it
is a goal.
o Planning
▪ Components of goal/outcome statement
• A patient-centered goal reflects a patient's highest possible level of
wellness and independence in function. It is realistic and based on
patient needs, abilities, and resources. A patient-centered goal or
outcome reflects a patient's specific behavior, not your own
goals or interventions.
• Goals and expected outcomes direct your nursing care. Once you
set a patient-centered goal for a nursing diagnosis, the expected
outcomes provide the desired physiological, psychological, social,
developmental, or spiritual responses that indicate resolution of the
patient's health problems.
• Usually you develop several expected outcomes for each nursing
diagnosis and goal. For a patient to resolve a goal, several
measurable outcomes are needed to ensure that the goal is met. In
the case of Mr. Lawson's diagnosis of Risk for Infection, Tonya
knows that more than one outcome is needed to ensure that the
patient is infection free.
, NR 226 Final Exam Study Outline (1).
• The SMART acronym (Specific, Measurable, Attainable,
and Realistic, Timely) is a useful approach for writing goals
and outcome statements more effectively.
o Implementation
▪ Independent nursing interventions
• Nurse-initiated interventions are the independent nursing
interventions or actions that a nurse initiates without supervision or
direction from others.
• Examples include positioning patients to prevent pressure ulcer
formation, instructing patients in side effects of medications,
or
providing skin care to an ostomy site. Independent nursing
interventions do not require an order from another health care
provider.
▪ Dependent nursing interventions
• Health care provider–initiated interventions are dependent nursing
interventions, or actions that require an order from a health care
provider. The interventions are based on the health care
provider's response to treating or managing a medical diagnosis.
• Advanced practice nurses who work under collaborative
agreements with physicians or who are licensed independently by
state practice acts are also able to write dependent interventions.
• As a nurse you intervene by carrying out the health care provider's
written and/or verbal orders. Administering a medication,
implementing an invasive procedure (e.g., inserting a Foley
catheter, starting an intravenous [IV] infusion) and preparing a
patient for diagnostic tests are examples of health care provider-
initiated interventions.
▪ Direct care activities
• Direct care interventions are treatments performed through
interactions with patients. For example, a patient receives direct
intervention in the form of medication administration, insertion of
a urinary catheter, discharge instruction, or counseling during
a time of grief.
▪ Indirect care activities
• Indirect care interventions are treatments performed away from a
patient but on behalf of the patient or group of patients (e.g.,
managing a patient's environment [e.g., safety and infection
control]), documentation, and interdisciplinary collaboration.
o Evaluation
▪ Elements of the evaluation process
