Sometimes patient’s neurological deficits get resolved after a few hours or days and that calls for change of treatment plan. How do I know the nursing intervention to perform on stroke patients? It’s through empirical knowing. Empirical knowing is the ‘science’ of nursing, it can be systematically organized into general laws and theories that are used to describe, explain, and predict (Carper, 1978).Empirical knowing is knowledge obtained from school lectures, text books and journals. Empirical knowing focuses on evidenced based practice which leads to effective nursing practice.
The overall goal is for the client to return to pre-hospital living condition in an improved state of wellness. The theory of self-efficacy is based on the belief that what people think, believe, and feel affects how they behave. So, if the patient is taught to believe that they can take care of themselves and actually practice how to do it will help in maintaining good health. Nursing diagnosis: Anxiety and fear related to new diagnosis, lack of understanding of medical condition and disease process. The patient needs to understand his new medical condition in order to gain understanding of the disease process, signs and symptoms, complications, medication regimen, follow-up appointment as well as the benefits of physical activity, diet and weight control.
Benner (1984) describes how the student initially learns skills as a series of steps and states that a student acquires some experience of the clinical area and that they should be able to see the ‘whole’ picture before they can effectively achieve the competence. The clinical skill I have chosen to reflect on within this essay is blood pressure. Before starting my midwifery training I worked as a healthcare assistant within a medical practice for eighteen years, taking blood pressure was a vast part of my role. Although I always felt competent in taking a blood pressure and had some knowledge and understanding of the theory related, I would suggest my knowledge of the cardiovascular system was very basic. According to Coni and Coni (2003) in order to understand blood pressure, it is important to have knowledge and understanding of the circulatory system.
NVQ in Health and Social Care – Level 3 Discussion Candidate Name: Outcomes & Assessment Criteria | Discussion CU2717 – Enable Individuals to Negotiate Environments | 1.1, 1.2, 1.32.1, 2.2, 2.3, 2.43.1, 3.2, 3.34.1, 4.2, 4.3, 4.4, 4.5 | Xxx is a health care assistant at xxx Residential Home. Xxx has read all the learning outcomes and criteria’s and made notes for today’s discussion.I asked Xxx what she understood of conditions and disabilities impact in negotiating environments. Changes in relationship functioning includes a reduction in: the multidimensionality or range of companionate activity (activities people engage in with others), social space, and discomfort in communication and support processes. Inevitably, relationship quality is affected as a result of the absence of valued relationship provisions and the difficulty of negotiating relationship constraints produced by illness and disability. The impact appears more substantial with degenerative or unpredictable health problems, and/or conditions involving severe chronic pain or cognitive functioning Relationships are central to self identity.
Bloom's Taxonomy of Education and Managing Patients with Chronic Disease Willene Phelps NUR/427 March 5, 2013 Kathy Cavanaugh, RN, MSN, FNP, CCTC Bloom's Taxonomy of Education and Managing Patients with Chronic Disease To assist patients in the management of their chronic disease processes, we must first understand the information available and the knowledge base of the learner (patient). Bloom’s taxonomy of educational objectives assists in this endeavor by establishing a guideline for the learning process. Classified learning objectives permit an organized approach to the teaching and learning process (“Bloom’s Cognitive Domain,” 2011). Organization is a key element in ensuring our education efforts are meeting full potential for comprehension. Use of Bloom’s Taxonomy of Education in Nursing Education The use of Bloom’s Taxonomy of Education in nursing education provides a guideline for data collection, data analysis, evaluation, and implementation of a working plan.
Introduction This paper will discuss the Perceived Stress Scale, Mini-Mental State exam, and the Beck Depression Inventory. It will identify how the test is done, what appropriate age the test can be used, and how these test would help in the nursing process. It also relates to the vulnerable population of psychiatric patients. Assessment Tool Analysis To be able to assist patients with their physical, mental, and psychological health concerns, assessment tools may be used. This allows the medical staff to use the knowledge they obtained in school in order to help the patients in improving their life.
Because the entrapment of the infant in the birth canal is an emergent situation, it’s imperative that the obstetric team is familiar with the actions/interventions required to achieve the best outcome for both mother and infant. This article will review risk factors for shoulder dystocia and nursing strategies for managing it. Continuing Nursing Education (CNE) Credit A total of 2 contact hours may be earned as CNE credit for reading “An Overview of Shoulder Dystocia: The Nurse’s Role” and for completing an online post-test and evaluation. To take the test and complete the evaluation, please visit http://JournalsCNE.awhonn.org. Certificates of completion will be issued on receipt of the completed evaluation form, application and processing fees.
Bloom's Taxonomy of Education One area many nurses strive to improve on are patient outcomes. With the education that nurses receive, they can apply their knowledge to develop teaching plans that will enhance the patients understanding of their own learning needs. Bloom’s Taxonomy of education gives nurses direction on how they will apply their knowledge into a more systematic process for educating their patients. Blooms Taxonomy was originally published in 1956 and was mainly used for classifying learning outcomes. In 2001 Bloom’s Taxonomy was revised to include a structure for categorizing cognitive learning.
Bloom's Taxonomy of Education Angela Michalski NURS/427 December 14, 2013 Kathy Cavanaugh Bloom's Taxonomy of Education In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain was designed to provide a reliable procedure for assessing students and the outcomes of educational practice. This paper will discuss how the application of Bloom’s taxonomy can assist nurses in educating patients with Diabetes. The are six categories in the Cognitive Domain were renamed in 2001 after the revision to the original taxonomy. The structure of the Cognitive Domain included six categories.
The purpose of this paper is for the nurse to complete a health assessment of a family by using Gordon’s 11 functional health patterns and the system’s approach. By using open ended questions for the 11 principals, the nurse can predict potential problems in the health perception, nutrition, elimination, activity-exercise, cognitive perception, rest-sleep, self perception/concept, role relationship, sexuality, coping, values and beliefs by evaluating the risk taking and behavioral patterns within the family. A nursing diagnosis and care plan can then be developed by using the data collected during the interview. The nurse can then provide health care interventions which will assist the family in obtaining optimal health (Edelman & Mandle, 2010). The family interviewed consists of five family members.