Relevant bibliographies by topics / Nursing assessment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nursing assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Nursing assessment"

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Morrison, Elizabeth G. "Nursing Assessment." Western Journal of Nursing Research 11, no. 4 (August 1989): 469–76. http://dx.doi.org/10.1177/019394598901100409.

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&NA;. "NURSING ASSESSMENT." American Journal of Nursing 99, no. 8 (August 1999): 10. http://dx.doi.org/10.1097/00000446-199908000-00005.

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Richardson, Giovanna M., Sue Gardner, and Rita A. Frantz. "Nursing Assessment." Journal of Wound, Ostomy and Continence Nursing 25, no. 6 (November 1998): 273–80. http://dx.doi.org/10.1097/00152192-199811000-00004.

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Jones, Wayne H. "The Nursing Assessment." Australian Critical Care 8, no. 1 (March 1995): 30. http://dx.doi.org/10.1016/s1036-7314(95)70223-5.

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Takahashi, Jacklyn J., and Shelley C. Bever. "Preoperative Nursing Assessment." AORN Journal 50, no. 5 (November 1989): 1022–35. http://dx.doi.org/10.1016/s0001-2092(07)66973-7.

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Olenek, Katherine, Teresia Skowronski, and Dianne Schmaltz. "Geriatric Nursing Assessment." Journal of Gerontological Nursing 29, no. 8 (August 1, 2003): 5–9. http://dx.doi.org/10.3928/0098-9134-20030801-04.

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Leblanc, Keri Barrett, and Francine Elise Forestell. "Assessment of the Neonatal Respiratory System." AACN Advanced Critical Care 1, no. 2 (August 1, 1990): 401–8. http://dx.doi.org/10.4037/15597768-1990-2019.

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The nursing process related to alteration in respiratory status provides a framework to review information about neonatal respiratory assessment. The information includes definitions of terms used to document nursing observations. Risk factors affecting an alteration in respiratory status are outlined and diseases associated with respiratory dysfunction, many unique to the neonate, are discussed including the pathophysiology and defining characteristics. Nursing diagnoses are briefly stated. Presentation of a case study demonstrates the nursing interventions based on on the assessments made on the infant with progressing respiratory distress syndrome (RDS). An evaluation is made of the effect of nursing assessment on changing an infant’s respiratory status. Keys to accurate nursing assessment of neonatal respiratory status are observation, recognition of contributory disease processes, and implementation and evaluation of appropriate nursing interventions
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Barry, Cathy R., Kathy Brown, Debbie Esker, Mary Dee Denning, Robin L. Kruse, and Ellen F. Binder. "Nursing Assessment of Ill Nursing Home Residents." Journal of Gerontological Nursing 28, no. 5 (May 1, 2002): 4–7. http://dx.doi.org/10.3928/0098-9134-20020501-04.

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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (November 16, 2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.
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Scherb, Cindy A., and Alice P. Weydt. "Work Complexity Assessment, Nursing Interventions Classification, and Nursing Outcomes Classification: Making Connections." Creative Nursing 15, no. 1 (February 2009): 16–22. http://dx.doi.org/10.1891/1078-4535.15.1.16.

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When nurses understand what interventions are needed to achieve desired patient outcomes, they can more easily define their practice. Work Complexity Assessment (WCA) is a process that helps nurses to identify interventions performed on a routine basis for their specific patient population. This article describes the WCA process and links it to the Nursing Interventions Classification (NIC) and the Nursing Outcomes Classification (NOC). WCA, NIC, and NOC are all tools that help nurses understand the work they do and the outcomes they achieve, and that thereby acknowledge and validate nursing’s contribution to patient care.
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Dissertations / Theses on the topic "Nursing assessment"

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Taylor, Helen. "The nursing assessment of older adults." Thesis, Coventry University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421753.

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Wu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.

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A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. Difficulties in the development of valid and reliable assessment measures in nursing competency continue to pose a challenge in nursing education. A holistic approach in the assessment of competency comprises knowledge, skills and professional attitudes, wherein the notion of competency incorporates professional judgement and management skills in the clinical situation. Therefore, the thesis aims to develop a holistic clinical assessment tool with a reasonable level of validity and reliability to meet the needs of clinical education. The conceptual framework underlying this research is formed by establishing a theoretical connection between the practice of learning, and of pedagogy and assessment. This research consists of five studies. In Study I, a systematic review was conducted to explore the current assessment practices and tools for nursing undergraduates. In Studies II, III and IV, a qualitative approach with focus group discussions was adopted to explore the views of final-year undergraduate nursing students, preceptors, clinical nurse leaders and academics on the clinical assessment. Based on the multiple perspectives, it therefore addresses concerns in clinical assessment. In Study V, a holistic clinical assessment tool was developed, for which a psychometric testing was conducted. The systematic review indicated that limited studies adequately evaluate the psychometric properties of the assessment instrument. The qualitative studies have raised an awareness of professional and educational issues in relation to clinical assessment. Workload, time, availability of resources, adequate preparation of preceptors, and availability of valid and reliable clinical assessment tools were deemed to influence the quality of students’ clinical learning and assessment. In addition, the presence of support systems and formal educational programs for preceptors influenced their preparation and self-confidence. Nursing leaderships in hospitals and educational institutions have a joint responsibility in shaping the holistic clinical learning environment and making holistic clinical assessment for students. The involvement of all stakeholders in the development of a valid and reliable assessment tool for clinical competency is also essential to the process. The Holistic Clinical Assessment Tool (HCAT) was developed by the author based on the systematic review, qualitative findings and the core competencies of registered nurse from the professional nursing boards. The HCAT consists of 4 domains and 36 assessment items. Furthermore, testing of the psychometric properties indicated that the HCAT has satisfactory content validity, construct validity, internal consistency and test-retest reliability. In conclusion, the HCAT is meritorious in that it carries the potential to be used as a valid measure to evaluate clinical competency in nursing students, and provide specific and ongoing feedback to enhance the students’ holistic clinical learning experience. The HCAT not only functions as a tool for self-reflection for the students, but also guides the preceptors in clinical teaching and assessment. In addition, the HCAT can be used for peer-assessment and feedback. It is imperative that the clinical and academic institutions establish various levels of ongoing support for both students and preceptors in the process of clinical assessment.
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Walloch, Judy A. Crumpler Thomas P. "Assessment practices in the nursing classroom an exploration of educators' assessment of students /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152541&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178120778&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Douglas D. Hatch, Wendy G. Troxel, Gary S. O'Malley, Emily Schlenker. Includes bibliographical references (leaves 96-104) and abstract. Also available in print.
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Kumlien, Suzanne. "Persons with stroke and their nursing care in nursing homes /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-406-6/.

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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.

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Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators and the revised Bloom's Taxonomy were used as the conceptual frameworks for this study. The Director of the Nursing Program and 9 faculty members participated. Data were collected from a review of documents, 2 focus groups, faculty-maintained diaries, and an interview. During data analysis, categories were identified and themes emerged, revealing the key findings. Using a single method alone to assess student learning limited the opportunity for formative assessment, the ability to assess higher order thinking, and the development of metacognition on the part of students. To assist faculty in creating assessments of student learning that would address these themes, a 3-day faculty professional development project followed by 4 monthly lunch and learn sessions was designed. Providing additional faculty development in assessment methods may promote positive social change as it may ultimately increase the retention of qualified students to meet the demand for registered nurses within the community.
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Latimer, Joanna. "Writing patients, writing nursing : the social construction of nursing assessment of elderly patients in an acute medical unit." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/9998.

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The study examines nursing assessment in the context of questioning how nurses' encounters with patients become occasions for nursing. The focus of the study is on those occasions which constitute nursing assessment, in recognition that these occasions cannot be detached from other aspects of nurses' conduct. To undertake this examination of nursing assessment, I have drawn on the work of Michel Foucault, with an approach to field research and the analysis of discourse which has developed from contemporary writings on communication, anthropology, ethnomethodology and ethnography. With its focus on examining how power effects are constituted within an acute medical ward, the position developed in the thesis seeks to integrate critical thinking in ethnography with a post-structuralist problematising of 'detachment' as an everyday feature of social conduct. There are three parts to the study. The first part entails a textual analysis of how nursing assessment has been written in the literature. Nursing assessment has been conceptualised as a component of the nursing process; as a technical and cognitive activity. Representing nursing assessment in this way raises issues of knowledge and power. Writing nursing in terms of information processing, problem-solving 'models' is however less a representation of nursing reality and more a discursive practice, one with its own domain and locus of action. The nursing process detaches nursing assessment as a technology, separable from the organisation of patient care and autonomous from the social, but one designed to reconstitute the social through making nursing thinkable in a particular epistemic space. The second part of the study, a detailed examination of the care of old people in an acute medical ward, suggests the particular development of nursing assessment as a cognitive and technical activity overlooks the heterogenous conditions in which nursing is practised, in which it is being written and in which the conditions of detachment that the nursing process, once in process, helps produce and reproduce. These include involving an instrumentalrationalist approach to research on health services, a managerialist climate which seeks to make nursing 'visible' in relation to cost and time; the professionalisation of nursing, which impacts on nurses as a call for nurses to make nursing 'professional', rational and distinct from other practices; and, instituted through fashionable talk of customer care and the care of the subject, a heightening of persons as individuated, accountable, knowing subjects. The analysis shows how the disposal of elderly persons is effected by nurses through a 'constituting of classes' and explicates the motility of these classes in response to the aforementioned pressures. The final part of the thesis develops these themes. The nursing process appears to give the burden of knowing to the nurse as expert, always saving itself from appearing to be a congenitally failing technology through appeals for more and better training. Far from this being so, I illustrate how the burden of knowing falls upon the person; how as patient, persons must detach themselves from their everyday experience and seek modes of conduct appropriate to their disposal. By writing nurses as rational, scientific and professional practitioners, I suggest how the nursing process has been developed as a control technology which both disciplines patients to help accomplish their disposal and manage nurses through the institution of new forms of accountability and self-discipline.
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Paul, Michaelynn R. "Medical Floor Confusion Assessment Method: Implementation and Assessment of Risk Factors." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4243.

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An estimated 50% of older hospitalized patients experience delirium. This has created significant complications costing an estimated $164 billion or more per year worldwide. The ability to identify patients developing delirium would allow the implementation of specific interventions to decrease or eliminate the adverse effects of delirium. The purpose of this quality improvement project was to provide high quality delirium education to determine if medical unit nursing staff could successful implement the Confusion Assessment Method (CAM) screening tool to identify patients experiencing delirium as the first phase of an overall plan. Implementation of the project followed Roger's diffusion of innovations theory. Patients were additionally screened for 5 potential risk factors of delirium from the multifactorial model of delirium to determine if delirium could be identified in the local population admitted to a single hospital. With a high quality education intervention, the staff nurses on the medical unit successfully implemented the CAM into their nursing practice and accurately identified delirium. Nurses identified delirium and subsyndromal delirium in 25% of the 208 patients in the study population. Consistent with the literature, patients who had a urinary catheter and experienced an iatrogenic event were predictors of delirium. An additional predictor of delirium, not included in the multifactorial model of delirium, included patients receiving benzodiazepines. This quality improvement project suggests that quality delirium education combined with the use of an accurate delirium detection tool could predict delirium accurately in the medical floor population. This has the potential to reduce the impact of delirium on patients, hospital staff, and reduce hospital expenditures.
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O'Connell, Beverly O. "A comparative study evaluating the effectiveness of nursing assessment formats." Thesis, Curtin University, 1992. http://hdl.handle.net/20.500.11937/2199.

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Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.
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Alexander, Aziza. "Evaluating Nursing Pain Assessment Documentation with the Pediatric Client." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5156.

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Pain is often seen as a primary complaint in the pediatric emergency department (ED). Assessment and documentation of pain are integral to effective pain management, and nurses are responsible for documenting pain assessment. Nursing documentation is essential for ensuring continuous, safe, high-quality care. Evidence shows nurses are inadequately documenting pain assessment and reassessment and not always using appropriate pain scales in a busy, cosmopolitan children's hospital ED. The practice-focused question that guided this project was: How does an educational module and change in electronic health record pain assessment flowsheet increase the nurses' compliance with initial documentation of pain? An educational module and minor change in the electronic health record was developed and implemented. Chart audits showed an improvement in pain documentation in triage from 16% to 84% with a chi-square value of 11.4, p = .001. Prior to the DNP project there were 24 of 71 charts (33.8%) with all 3 required elements properly documented; after the educational module, this improved to 51 of 80 charts, 63.7%. The results of the chi square 13.4, p = < .001 demonstrate a statistically significant improvement. In the qualitative survey data collected before and after nurses completed the educational module, they cited short-staffing, electronic health records, lack of education, nursing experience, and time management as explanatory of documentation failures. Attention to accurate and timely pain assessment and documentation using the correct tools improves the care of the pediatric patient and contributes significantly to positive social change.
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Rubarth, Lori. "Nursing Patterns of Knowing in Assessment of Newborn Sepsis." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1105%5F1%5Fm.pdf&type=application/pdf.

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Books on the topic "Nursing assessment"

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Morton, Patricia Gonce. Health assessment in nursing. Springhouse, Pa: Springhouse Corp., 1989.

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1952-, Morton Patricia Gonce, ed. Health assessment in nursing. 2nd ed. Springhouse, Pa: Springhouse Corp., 1993.

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Golden West College. New Media Center and Concept Media inc, eds. Postpartum assessment. Huntington Beach, CA: New Media Center @ Golden West College, 2003.

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Weber, Janet. Health assessment in nursing. 4th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2010.

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Weber, Janet. Health assessment in nursing. Philadelphia: Lippincott-Raven, 1998.

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author, Kelley Jane 1944, ed. Health assessment in nursing. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2014.

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1944-, Kelley Jane, ed. Health assessment in nursing. 4th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2010.

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K, Sims Lina, ed. Health assessment in nursing. Redwood City, Calif: Addison-Wesley Pub. Co., 1995.

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Weber, Janet. Health assessment in nursing. 2nd ed. Philadelphia: Lippincott Williams & Wilkins, 2003.

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Northern Ireland. Department of Health, Social Services and Public Safety. Nursing needs assessment tool. Belfast: DHSSPS, 2002.

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Book chapters on the topic "Nursing assessment"

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Clark, Jennifer, and Mary McDermott. "Nursing assessment." In Caring for the Dying Patient and the Family, 20–26. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3376-8_3.

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Fischman, Aaron M., Adie Friedman, and Jacxelyn Moran. "Nursing Assessment." In Transradial Access in Interventional Radiology, 19–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81678-0_3.

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Gough, Helen. "Community nursing assessment." In A Textbook of Community Nursing, 132–46. 2. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.1201/9781315157207-7.

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Braun, Lynne T., and Donald M. Lloyd-Jones. "Comprehensive Risk Assessment." In Preventive Cardiovascular Nursing, 249–87. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-53705-9_9.

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Ludlow, Helen. "Clinical Assessment." In Inflammatory Bowel Disease Nursing Manual, 27–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-75022-4_4.

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Comisso, Irene, and Alberto Lucchini. "Cardiovascular Assessment." In Nursing in Critical Care Setting, 107–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50559-6_4.

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Eaton, Nicola, and Pam Moule. "Assessment and Evaluation." In E-learning in Nursing, 112–24. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-08846-8_7.

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Searle, Samuel, and Ken Rockwood. "Frailty and comprehensive geriatric assessment." In Nursing Older People, 73–84. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315116129-7.

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Brown, Michelle, and Kersten Hardy. "Holistic assessment." In Palliative Care in Nursing and Healthcare, 30–43. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473969384.n3.

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Moore, Tina. "Neurological assessment." In Nursing Skills in Control and Coordination, 33–43. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-5.

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Conference papers on the topic "Nursing assessment"

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Mulyani, Sri, Intansari Nurjannah, and Sri Warsini. "Community Assessment System (CAS) as an Assessment tOol in nursing process A Psychometric Testing." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.68.

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Naeem Badr, Mohamed, Warda Youssef Morsy, and Nahla Shaaban Khalil. "Pain Assessment and Management in Critically Ill Patients: Nurses' Knowledge and Practices." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.35.

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Kim, Jaeeun, Jaeseong Choi, and Jongeun Yim. "A Study of the Selective Functional Movement Assessment on Lumbar and Shoulder Disorders." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.26.

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"SUPPORTING NURSING CARE ASSESSMENT PROTOCOLS WITH SMARTPHONES." In International Conference on Health Informatics. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003783100810086.

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Park, SangWook, ByeongWoo Kim, and BeomJin Choi. "Exposure Assessment of a High-Resonance Wireless Power Transfer System under the Misaligned Condition." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.116.03.

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Hansini Isurika, K. A. D., and T. D. de Silva. "Assessment of Awareness of Lung Cancer and Possible Environmental Risk Factors Among Non-Smokers in Uswetakeiyawa, Sri Lanka." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.24.

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Romih, Davor, Dani Mirnik, Marjan Bilban, and Tihomir Ratkajec. "405 Upper extremities strain assessment in nursing personnel." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.971.

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Knorr, Linda, Linda Farling, Trevor Kuhlengel, Jennifer W. Toth, and Rebecca Bascom. "Nursing Assessment of Patients With Diagnosed Lung Cancer." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a4797.

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Cavia-Saiz, Mónica, Maria Dolores Rivero-Perez, Miriam Ortega-Herás, Inmaculada Gómez-Bastida, Maria Luisa Gonzalez-SanJosé, and Pilar Muñiz. "SELF-ASSESSMENT EXPERIENCE IN FIRST YEAR NURSING STUDENTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1190.

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T. Edwards, Quannetta, Ivy Tuason, and Ruth Trudgeon. "An Ecological and Educational Approach for On-line Community Health Assessment - Implementation in Masters’ and Doctoral of Nursing Practice Education." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.57.

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Reports on the topic "Nursing assessment"

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Rodríguez-Acelas, Alba Luz, Jennifer Rojas Reyes, Carolina Chavarriaga, and Mónica López de Ávila. Parameters for Nursing Assessment According to the Human Life Cycle: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2023. http://dx.doi.org/10.37766/inplasy2023.6.0019.

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Review question / Objective: To review the parameters for nursing assessment according to the human life cycle evidenced in the scientific literature? Condition being studied: Nursing assessment is one of the steps of the nursing process (NP), it consists of obtaining data that allows knowing the health status of a person and focusing the attention on the identified needs, guaranteeing the effectiveness and safety of care. According to the literature, there are different assessment approaches from nursing, which require an understanding for their use that is rarely developed, the above caused by various difficulties such as lack of time, problems at the level of knowledge, no interest, clarity in the parameters, among others, leading nursing professionals to lean towards the biomedical model due to its traditional use throughout history, which results in an apparent affinity. To deal with this situation, it is intended to determine by means of a scoping review, the assessment parameters applied in nursing according to the stages of the human life cycle, in order to contribute to the understanding of this component and make visible its importance within the disciplinary development.
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Leggett, Richard Wayne, and Keith F. Eckerman. Assessment of Dose to the Nursing Infant from Radionuclides in Breast Milk. Office of Scientific and Technical Information (OSTI), March 2010. http://dx.doi.org/10.2172/974621.

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3

Johnson, C. An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.417.

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4

Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Newman-Toker, David E., Susan M. Peterson, Shervin Badihian, Ahmed Hassoon, Najlla Nassery, Donna Parizadeh, Lisa M. Wilson, et al. Diagnostic Errors in the Emergency Department: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), December 2022. http://dx.doi.org/10.23970/ahrqepccer258.

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Objectives. Diagnostic errors are a known patient safety concern across all clinical settings, including the emergency department (ED). We conducted a systematic review to determine the most frequent diseases and clinical presentations associated with diagnostic errors (and resulting harms) in the ED, measure error and harm frequency, as well as assess causal factors. Methods. We searched PubMed®, Cumulative Index to Nursing and Allied Health Literature (CINAHL®), and Embase® from January 2000 through September 2021. We included research studies and targeted grey literature reporting diagnostic errors or misdiagnosis-related harms in EDs in the United States or other developed countries with ED care deemed comparable by a technical expert panel. We applied standard definitions for diagnostic errors, misdiagnosis-related harms (adverse events), and serious harms (permanent disability or death). Preventability was determined by original study authors or differences in harms across groups. Two reviewers independently screened search results for eligibility; serially extracted data regarding common diseases, error/harm rates, and causes/risk factors; and independently assessed risk of bias of included studies. We synthesized results for each question and extrapolated U.S. estimates. We present 95 percent confidence intervals (CIs) or plausible range (PR) bounds, as appropriate. Results. We identified 19,127 citations and included 279 studies. The top 15 clinical conditions associated with serious misdiagnosis-related harms (accounting for 68% [95% CI 66 to 71] of serious harms) were (1) stroke, (2) myocardial infarction, (3) aortic aneurysm and dissection, (4) spinal cord compression and injury, (5) venous thromboembolism, (6/7 – tie) meningitis and encephalitis, (6/7 – tie) sepsis, (8) lung cancer, (9) traumatic brain injury and traumatic intracranial hemorrhage, (10) arterial thromboembolism, (11) spinal and intracranial abscess, (12) cardiac arrhythmia, (13) pneumonia, (14) gastrointestinal perforation and rupture, and (15) intestinal obstruction. Average disease-specific error rates ranged from 1.5 percent (myocardial infarction) to 56 percent (spinal abscess), with additional variation by clinical presentation (e.g., missed stroke average 17%, but 4% for weakness and 40% for dizziness/vertigo). There was also wide, superimposed variation by hospital (e.g., missed myocardial infarction 0% to 29% across hospitals within a single study). An estimated 5.7 percent (95% CI 4.4 to 7.1) of all ED visits had at least one diagnostic error. Estimated preventable adverse event rates were as follows: any harm severity (2.0%, 95% CI 1.0 to 3.6), any serious harms (0.3%, PR 0.1 to 0.7), and deaths (0.2%, PR 0.1 to 0.4). While most disease-specific error rates derived from mainly U.S.-based studies, overall error and harm rates were derived from three prospective studies conducted outside the United States (in Canada, Spain, and Switzerland, with combined n=1,758). If overall rates are generalizable to all U.S. ED visits (130 million, 95% CI 116 to 144), this would translate to 7.4 million (PR 5.1 to 10.2) ED diagnostic errors annually; 2.6 million (PR 1.1 to 5.2) diagnostic adverse events with preventable harms; and 371,000 (PR 142,000 to 909,000) serious misdiagnosis-related harms, including more than 100,000 permanent, high-severity disabilities and 250,000 deaths. Although errors were often multifactorial, 89 percent (95% CI 88 to 90) of diagnostic error malpractice claims involved failures of clinical decision-making or judgment, regardless of the underlying disease present. Key process failures were errors in diagnostic assessment, test ordering, and test interpretation. Most often these were attributed to inadequate knowledge, skills, or reasoning, particularly in “atypical” or otherwise subtle case presentations. Limitations included use of malpractice claims and incident reports for distribution of diseases leading to serious harms, reliance on a small number of non-U.S. studies for overall (disease-agnostic) diagnostic error and harm rates, and methodologic variability across studies in measuring disease-specific rates, determining preventability, and assessing causal factors. Conclusions. Although estimated ED error rates are low (and comparable to those found in other clinical settings), the number of patients potentially impacted is large. Not all diagnostic errors or harms are preventable, but wide variability in diagnostic error rates across diseases, symptoms, and hospitals suggests improvement is possible. With 130 million U.S. ED visits, estimated rates for diagnostic error (5.7%), misdiagnosis-related harms (2.0%), and serious misdiagnosis-related harms (0.3%) could translate to more than 7 million errors, 2.5 million harms, and 350,000 patients suffering potentially preventable permanent disability or death. Over two-thirds of serious harms are attributable to just 15 diseases and linked to cognitive errors, particularly in cases with “atypical” manifestations. Scalable solutions to enhance bedside diagnostic processes are needed, and these should target the most commonly misdiagnosed clinical presentations of key diseases causing serious harms. New studies should confirm overall rates are representative of current U.S.-based ED practice and focus on identified evidence gaps (errors among common diseases with lower-severity harms, pediatric ED errors and harms, dynamic systems factors such as overcrowding, and false positives). Policy changes to consider based on this review include: (1) standardizing measurement and research results reporting to maximize comparability of measures of diagnostic error and misdiagnosis-related harms; (2) creating a National Diagnostic Performance Dashboard to track performance; and (3) using multiple policy levers (e.g., research funding, public accountability, payment reforms) to facilitate the rapid development and deployment of solutions to address this critically important patient safety concern.
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