TEACH FOR NURSES LESSON PLAN
Chapter 1: Evidence-Based Assessment
CHAPTER OBJECTIVES
1. Discuss the role of assessment as the starting point of all models of clinical reasoning.
2. Describe the use of diagnostic reasoning in clinical judgment.
3. Discuss the use of the nursing process in clinical judgment.
4. Differentiate between novice, proficient, and expert practitioner.
STUDENT RESOURCES
understand
• Textbook Chapter 1
• Sherpath for Medical-Surgical Nursing*
• Animations (Evolve website)
1-2
• Online course: Physical Examination and Health Assessment Online*
• Video clips (Evolve)
apply
• Case Studies (Evolve)
• Elsevier Adaptive Quizzing*
INSTRUCTOR RESOURCES
before class
• Nursing Curriculum Standards (below)
in class
• PowerPoint Presentations (Evolve)
• Image Collection (Evolve)
* Sold separately from textbook.
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
ASSESSMENT—POINT
OF ENTRY IN AN
Define the techniques
for collecting subjective
• Activity: Using an age-specific chart for periodic health examination, have students identify
a patient and design a recommended frequency of health visits and preventive services, as
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
deductive process and
the importance of
validating your
information.
process.
assessment data (the
EVIDENCE-BASED
ASSESSMENT
COLLECTING FOUR
TYPES OF DATA
Give examples of
techniques previously
used that research has
deemed either
unnecessary or
detrimental to the
• Discussion Topic: Have advanced practice students discuss barriers they have encountered
with implementing evidence-based practice (EBP) in their health care facilities.
• Clinical Activity: Using patient records at clinical agencies associated with the school of
nursing, have students review the available database as part of the evaluation step of the
nursing process.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
database) varies,
depending on the
conceptual model used.
Bring in clinical
documentation with
examples of focused
data, and give a
demonstration on how
this data could have
been collected.
1-5
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
CULTURE AND
GENETICS
expanded over the past
10 years. Suggest
reading the Guide to
Clinical Preventive
Services.
• Research Activity: Discuss the demographics of the area in which you live. Have students
develop a list of appropriate cross-cultural considerations for the ethnic groups in the area.
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IN-CLASS/ONLINE CASE STUDY
M. G. is a 62-year-old man with diabetes, diagnosed 3 years ago, who presents to the outpatient diabetes clinic for a routine preventive checkup.
Subjective Data
Complains of occasional dizziness when rising in morning
Objective Data
Vital signs: T 37 P 118 R 18 BP 120/68
Glucose reading: 96
Weight: 165
Height: 5 feet, 8 inches
Questions
1. What type of assessment should the nurse perform on this patient?
Answers
1. The type of health assessment performed by the nurse is also driven by patient need. A problem-focused assessment involves a history and
examination that are limited to a specific problem. A follow-up assessment should be done at the next visit to be sure the problem has
resolved.
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peripheral vascular disease, and target organ damage; therefore, secondary prevention also is warranted. Secondary prevention involves
screening patients in an effort to detect disease early and to prevent complications from the disease.
NURSING CURRICULUM STANDARDS
QSEN/NLN COMPETENCIES
• Patient-Centered Care/Human Flourishing
o Assessment—Point of Entry in an Ongoing Process
o Critical Thinking and the Diagnostic Process
NURSING CONCEPTS
The following conceptual themes and specific concepts match those presented in Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.).
St. Louis: Elsevier. The specific exemplars chosen and listed below for each concept have been tailored specifically to correspond to the Jarvis
textbook.
A full Concept-Based Curriculum Map covering the entire book can be found in the “Download by Resource Type” folder on Evolve.
THEME: Nursing Attributes and Roles
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THEME: Care Competencies
• Concept: Health Care Quality
o Exemplar: Critical Thinking and the Diagnostic Process
BSN ESSENTIALS
• Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o Culture and Genetics
• Essential III: Scholarship for Evidence-Based Practice
o Evidence-Based Assessment
o Figure 1.4
ANSWERS TO QUESTIONS IN THE STUDY GUIDE