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Journal articles on the topic 'Nursing assessment'

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

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1

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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2

&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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Nesler, Mitchell S., Deborah L. Sopczyk, Kimberly M. Cummings, and Vincent J. Fortunato. "Nursing Informatics Needs Assessment." Nurse Educator 23, no. 5 (September 1998): 25–29. http://dx.doi.org/10.1097/00006223-199809000-00013.

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12

Hennessy, Juliette. "Health Assessment in Nursing." AORN Journal 49, no. 5 (May 1989): 1450. http://dx.doi.org/10.1016/s0001-2092(07)70126-6.

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13

Roth, Rosemary Ann. "Nursing Assessment and Diagnosis." AORN Journal 58, no. 5 (November 1993): 1042. http://dx.doi.org/10.1016/s0001-2092(07)65652-x.

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14

&NA;. "NURSING ASSESSMENT CONTINUING EDUCATION." Topics in Geriatric Rehabilitation 1, no. 4 (July 1986): 85. http://dx.doi.org/10.1097/00013614-198607000-00017.

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15

LOOGMAN, ESTELLA A. "Nutritional Assessment in Nursing." Gastroenterology Nursing 14, no. 4 (February 1992): 189–94. http://dx.doi.org/10.1097/00001610-199202000-00006.

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16

Krekhovska-Lepiavko, O. M., B. A. Lokay, and R. K. Volkov. "HEALTH ASSESSMENT AND PROMOTION IN NURSING PRACTICE." Медсестринство, no. 3 (February 7, 2023): 26–28. http://dx.doi.org/10.11603/2411-1597.2022.3.13522.

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Although health assessments are performed regularly and routinely, they must be conducted and documented with great thoroughness and attention to detail. Nursing assessments inform each step of the patient’s care plan. Therefore, nurses have a tremendous responsibility to ensure they have the necessary skill sets to perform accurate evaluations for all patients. The article outlines main types of health assessment, that are included into the course of studies Health Assessment, which is aimed at development of systemic knowledge and understanding of conceptual foundations by students utilizing systematic history taking and the knowledge of therapeutic communication to elicit subjective data; collecting objective data; validating, analyzing and documentation of those data. Holistic health assessment is viewed from a health promotion, cultural, nutritional, mental health and developmental perspective. During this course students identify appropriate methods of data collection to conduct a multidimensional systemic screening health assessment on clients across the lifespan. Health Assessment is one of the main courses for students studying at I. Horbachevsky Ternopil National Medical University, Training program “Nursing”, the first (bachelor) degree of higher education, branch of knowledge 00 “22 Health Care”, specialty 223 “Nursing”.
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17

Annamma Kunjukunju, Aini Ahmad, and Nurul Fariza. "The effectiveness and challenges of online assessment using Interactive Teaching and Learning (ITEL) Platform in Nursing Education: A cross-sectional study." International Journal of Scholarly Research and Reviews 3, no. 1 (September 30, 2023): 008–15. http://dx.doi.org/10.56781/ijsrr.2023.3.1.0060.

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Background: Assessment is a crucial aspect of teaching and learning. Due to COVID-19, most assessments were changed to online mode. This sudden transition from traditional face-to-face to online assessment presented numerous challenges for nursing students. As such, this study determined student's perception of online assessment usage for their final semester exam using Interactive Teaching and Learning (ITEL) as their learning management system. Methods: This study used a cross-sectional survey design, with the questionnaire administered via Google Forms. A purposive sampling method was employed to collect data from 165 undergraduate nursing students. The survey link was shared through WhatsApp's instant messaging system. Descriptive statistics were used to analyse the data. Results: The students believed online assessment is helpful in higher education (61.8%). However, only 46% of the respondents consider online assessment relevant to nursing education. Most (54.6%) find nursing education too complicated for online exams. In addition, most respondents (70.9%) are apprehensive about technical glitches that can challenge online assessment. As the method of online assessment, respondents prefer coursework or assignments over written tests (50.9%). The findings also highlighted that the ITEL quiz questions mainly focused on memorising the assessed content (56.4%). However, the students found immediate feedback in the ITEL quiz helpful in the learning process (50.3%). Conclusion: Using less paper and accessing immediate feedback from anywhere is convenient, but there have been some technological issues. Unfortunately, nursing students still hesitate to embrace online assessments due to fears of technical difficulties during exams. Respondents prefer online assessments for formative assessments, while traditional face-to-face exams are preferred for summative assessments. Considering strategies to improve hybrid assessment practices in the post-pandemic era is important.
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18

Jeon, Yunsuk, Marita Ritmala-Castrén, Riitta Meretoja, Tero Vahlberg, and Helena Leino-Kilpi. "Anaesthesia nursing competence: Self-assessment of nursing students." Nurse Education Today 94 (November 2020): 104575. http://dx.doi.org/10.1016/j.nedt.2020.104575.

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19

Nelson, Jessica L., Stephanie P. Chambers, Holly E. Brakke, and Jessica H. Hus. "Decreasing the Frequency of Nursing Assessment for Medically Stable Hospitalized Patients." Clinical Nurse Specialist 37, no. 5 (September 2023): 223–27. http://dx.doi.org/10.1097/nur.0000000000000768.

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Purpose/Objectives During the COVID-19 pandemic, a large Midwest tertiary care medical center had prolonged hospitalizations due to strained staffing and few options for post–acute care recovery. Patients deemed medically ready for discharge were receiving the same care interventions as all other hospitalized medical-surgical patients. The study objective was to appropriately match care assessment frequency for these patients with their individual needs by reducing the frequency of routine nursing assessments. Description of the Project/Program This quality improvement initiative reduced the frequency of nursing assessments, including routine monitoring of vital signs, to once daily for medically stable patients whose discharge was delayed. Outcome During the 4-week pilot, 40 hospitalized patients were enrolled; 960 assessments were eliminated, and nurses were able to reallocate approximately 500 hours to other nursing tasks. No adverse outcomes were observed among patients who received once-daily assessment. Conclusion By decreasing nursing assessment frequency for hospitalized patients with discharge delays, nurses appropriately matched care interventions with the patient's needs.
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20

RH, Salgado. "Mental Health Nursing Evaluation Form: A Patient Assessment Guide." Nursing & Healthcare International Journal 5, no. 1 (2021): 1–3. http://dx.doi.org/10.23880/nhij-16000233.

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Nursing notes are essential for mental health nursing, and thus they should be included in mental health education for undergraduate nursing students. In clinical settings, It has been observed that fourth-year nursing students commonly omitted critical information from the assessment of mentally ill patients, neglecting their requirements as well as losing valuable learning opportunities. For this reason, an evaluation form has been created and implemented in order to optimise the student’s learning opportunities. The main objectives that motivated the design of this instrument were to support the nursing student’s learning process, promote a systematic record of the mental examination, and apply specific descriptors in the assessment of the patient’s mental state. This evaluation form was designed according to a systematic and standardized registration system, including the main areas that compose mental health assessment. This cost-effective tool has significantly facilitated the student’s learning and training in mental health nursing. During the five-year period in which this instrument has been applied, student records improved in quality, precision, as well as a positive opinion about it from students. Besides, this document has been recently used in the context of distance education and clinical simulation in mental health by assessing patients in simulated situations, with positive outcomes
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21

Thobaben, Marshelle, and Marilyn M. Friedman. "Family Nursing: Theory and Assessment." American Journal of Nursing 87, no. 2 (February 1987): 257. http://dx.doi.org/10.2307/3470705.

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22

Wise, Pat S. Yoder. "Health Assessment in Nursing Practice." Journal of Continuing Education in Nursing 16, no. 1 (January 1985): 36. http://dx.doi.org/10.3928/0022-0124-19850101-14.

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23

Barbato, Lea. "PATIENT ASSESSMENT IN PSYCHIATRIC NURSING." Journal of Psychosocial Nursing and Mental Health Services 25, no. 6 (June 1987): 41–42. http://dx.doi.org/10.3928/0279-3695-19870601-12.

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24

Bruce, Karin, Karin Dahlberg, and Björn-Ove Suserud. "Ambulance nursing assessment part two." Emergency Nurse 11, no. 1 (April 2003): 14–18. http://dx.doi.org/10.7748/en.11.1.14.s16.

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25

Heymsfield, Beverly, Jorge Grimes, and Elizabeth Burns. "Health Assessment in Nursing Practice." American Journal of Nursing 88, no. 6 (June 1988): 921. http://dx.doi.org/10.2307/3425812.

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26

Beal, Judy A., and Margaret Comerford Freda. "Nursing Assessment of Infant Pain." MCN, The American Journal of Maternal/Child Nursing 29, no. 5 (September 2004): 330. http://dx.doi.org/10.1097/00005721-200409000-00014.

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27

OSTWALD, SHARON KAY. "Nursing Assessment: A Multidimensional Approach." AJN, American Journal of Nursing 85, no. 2 (February 1985): 213. http://dx.doi.org/10.1097/00000446-198502000-00035.

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28

Johnston-Hanson, Kim Sue. "Nursing Department Education Needs Assessment." Journal for Nurses in Staff Development 28, no. 5 (2012): 222–24. http://dx.doi.org/10.1097/nnd.0b013e318269fdfe.

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29

Black, Gloria, and JoEllen Nolan. "Health Assessment for Professional Nursing." Nurse Practitioner 12, no. 1 (January 1987): 61. http://dx.doi.org/10.1097/00006205-198701000-00006.

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30

Friedman, Marilyn M., and Connie H. Coralli. "Family Nursing. Theory and Assessment." Nurse Practitioner 12, no. 2 (February 1987): 68???69. http://dx.doi.org/10.1097/00006205-198702000-00015.

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31

Davis, Linda. "Nursing Assessment and Health Promotion." Nurse Practitioner 19, no. 2 (February 1994): 52. http://dx.doi.org/10.1097/00006205-199402000-00015.

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32

Reyes, Sarah. "Nursing Assessment of Infant Pain." Journal of Perinatal & Neonatal Nursing 17, no. 4 (October 2003): 291–303. http://dx.doi.org/10.1097/00005237-200310000-00008.

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33

&NA;. "Health Assessment for Nursing Practice." American Journal of Nursing 97, no. 6 (June 1997): 16C. http://dx.doi.org/10.1097/00000446-199706000-00012.

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34

Peterson, Kristine J. "Adaptation Nursing: Assessment and Intervention." Journal of Neuroscience Nursing 17, no. 4 (August 1985): 270–71. http://dx.doi.org/10.1097/01376517-198508000-00015.

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35

REYMSFIELD, BEVERLY. "Health Assessment in Nursing Practice." AJN, American Journal of Nursing 88, no. 6 (June 1988): 921. http://dx.doi.org/10.1097/00000446-198806000-00037.

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36

Sewell, Jeanne, Flor Culpa-Bondal, and Martha Colvin. "Nursing Program Assessment and Evaluation." Nurse Educator 33, no. 3 (May 2008): 109–12. http://dx.doi.org/10.1097/01.nne.0000312176.67529.c6.

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37

Waeleghem, J. P., M. M. Elseviers, J. Y. Vos, and P. Malderen. "Quality assessment in nephrology nursing." EDTNA-ERCA Journal 26, no. 4 (October 12, 2000): 46–51. http://dx.doi.org/10.1111/j.1755-6686.2000.tb00119.x.

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38

Savage, Peter. "Patient assessment in psychiatric nursing." Journal of Advanced Nursing 16, no. 3 (March 1991): 311–16. http://dx.doi.org/10.1111/j.1365-2648.1991.tb01654.x.

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39

D?? Argenio, Constance, and Margo G. Weeks. "Nursing Assessment: Forms Follow Functions." Nursing Management (Springhouse) 23, no. 11 (November 1992): 93–95. http://dx.doi.org/10.1097/00006247-199211000-00028.

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40

Vélez-McEvoy, Margarita. "Nursing Assessment—Taking the History." AAOHN Journal 52, no. 1 (January 2004): 8–9. http://dx.doi.org/10.1177/216507990405200105.

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41

Lewis, Cinda. "Health Assessment for Nursing Practice." AORN Journal 75, no. 1 (January 2002): 206. http://dx.doi.org/10.1016/s0001-2092(06)61732-8.

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42

ALVERSON, ELISE. "Health Assessment for Professional Nursing." AORN Journal 45, no. 6 (June 1987): 1478–80. http://dx.doi.org/10.1016/s0001-2092(07)70333-2.

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43

Wardell, Diane Wind, and Joan Engebretson. "Technology assessment for nursing innovations." Applied Nursing Research 6, no. 4 (November 1993): 172–77. http://dx.doi.org/10.1016/s0897-1897(05)80117-x.

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44

Ouslander, Joseph G., and Sally Martin. "Assessment in the Nursing Home." Clinics in Geriatric Medicine 3, no. 1 (February 1987): 155–74. http://dx.doi.org/10.1016/s0749-0690(18)30834-6.

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45

Donovan, Marilee Ivers. "Nursing assessment of cancer pain." Seminars in Oncology Nursing 1, no. 2 (May 1985): 109–15. http://dx.doi.org/10.1016/s0749-2081(85)80044-9.

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46

Kelly, Laura D. "Nursing assessment and patient management." Seminars in Oncology Nursing 15, no. 4 (November 1999): 282–91. http://dx.doi.org/10.1016/s0749-2081(99)80057-6.

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47

&NA;. "Orthopaedic Nursing Self-Assessment Software." Orthopaedic Nursing 17, no. 4 (July 1998): 92???93. http://dx.doi.org/10.1097/00006416-199807000-00013.

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48

Whelan, Lynn. "Competency Assessment of Nursing Staff." Orthopaedic Nursing 25, no. 3 (May 2006): 198???202. http://dx.doi.org/10.1097/00006416-200605000-00008.

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&NA;. "Competency Assessment of Nursing Staff." Orthopaedic Nursing 25, no. 3 (May 2006): 203???204. http://dx.doi.org/10.1097/00006416-200605000-00010.

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50

Cobb, Ann Kuckelman. "Transcultural nursing: Assessment and intervention." Patient Education and Counseling 22, no. 3 (December 1993): 173–74. http://dx.doi.org/10.1016/0738-3991(93)90105-6.

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