Nursing Chapter 14 Homework The Evaluating And Assessing Phases Overlap During

LEARNING OUTCOME 1

Explain how implementing relates to other phases of the nursing process.

Concepts for Lecture

1. The first three nursing process phases provide the basis for the nurs-

ing actions performed during the implementing phase. In turn, the

LEARNING OUTCOME 2

Describe three categories of skills used to implement nursing interventions.

Concepts for Lecture

1. To implement the care plan successfully, nurses need cognitive,

2. Cognitive skills (intellectual) include problem solving, decision–

3. Interpersonal skills are all of the activities, verbal and nonverbal,

individuals use when interacting directly with one another. The ef-

4.

Technical skills are purposeful “hands–on” skills such as manipulating

LEARNING OUTCOME 3

Discuss the five activities of the implementing phase.

Concepts for Lecture

1. The five activities of the implementing phase are reassessing the

C

HAPTER

14

IMPLEMENTING AND EVALUATING

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UGGESTIONS FOR

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LASSROOM

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CTIVITIES

• Provide a client case study much like the one

in the text. Have the students develop a con-

cept map, using the CMap Tool provided on

the Prentice Hall Nursing MediaLink DVD,

demonstrating the relationships between the

steps in the process.

tation phase.

• Discuss the meaning of the term psychomotor,

provide examples illustrating the association

between cognition and motor skills.

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UGGESTIONS FOR

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LASSROOM

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CTIVITIES

• Discuss situations in which the nurse may

need to obtain assistance when implementing

nursing interventions and how the nurse may

obtain this assistance.

CHAPTER 14 / Implementing and Evaluating 67

or efficiently alone; assistance would reduce stress on the client; or

the nurse lacks the knowledge or skills to implement a particular

responses in the progress notes. Care must not be recorded in

advance because the nurse may determine on reassessment that the

LEARNING OUTCOME 4

Identify guidelines for implementing nursing interventions.

Concepts for Lecture

1. Base nursing interventions on scientific knowledge, nursing

research, and professional standards (evidence–based practice) when

environment are factors that can affect the success of nursing ac-

tions. Implement safe care. Provide teaching, support, and comfort.

Explain the purpose of interventions, what the client will experience,

LEARNING OUTCOME 5

Explain how evaluating relates to other phases of the nursing process.

Concepts for Lecture

1. Evaluating is a planned, ongoing, purposeful activity in which

clients and health care professionals determine the client’s progress

• Ask the students to describe how they keep a

record of routine or recurring activities prior

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UGGESTIONS FOR

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LASSROOM

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CTIVITIES

•

Discuss the importance of understanding the

scientific rationale for nursing interventions.

Give examples of how knowledge from science

and the liberal arts can be used to provide these

rationales.

• Discuss evidence-based practice and its rela-

tionship to nursing interventions.

• Provide examples of how the client’s age,

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UGGESTIONS FOR

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LINICAL

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CTIVITIES

•

Require students to include the scientific rationale

for nursing interventions in their student care

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UGGESTIONS FOR

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LASSROOM

A

CTIVITIES

•

Provide a client case study much like the one in

the text. Have the students develop a concept

map demonstrating the relationships between the

steps in the process.

• Have the students indicate on the concept map

or verbally how assessment is incorporated in

the assessing, implementing, and evaluating

phases of the nursing process.

68 CHAPTER 14 / Implementing and Evaluating

toward achievement of goals/outcomes and the effectiveness of the

nursing care plan. Successful evaluation depends on the effective-

LEARNING OUTCOME 6

Describe five components of the evaluation process.

Concepts for Lecture

1. The evaluation process has five components: collecting data related

to the desired outcomes (NOC indicators), comparing the data with

ter intervention would be compared with those measured at baseline

to determine improvement. The next aspect of the evaluating process

is determining whether the nursing activities had any relation to the

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UGGESTIONS FOR

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LINICAL

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CTIVITIES

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UGGESTIONS FOR

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LASSROOM

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CTIVITIES

•

Provide examples of goals/desired outcomes and

client responses. Have the students decide

whether these goals have been met, partially met,

or not met. Have the students provide a rationale

for their decisions.

• Ask the students to give examples of situa-

tions where they achieved personal goals or

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UGGESTIONS FOR

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LINICAL

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CTIVITIES

CHAPTER 14 / Implementing and Evaluating 69

LEARNING OUTCOME 7

Describe the steps involved in reviewing and modifying the client’s care

plan.

Concepts for Lecture

1. Before making modifications to the care plan, the nurse must review

the entire care plan and critique each step of the nursing process.

out? During the implementing phase, was the client’s input obtained,

were the goals and nursing interventions acceptable to the client, did

caregivers have the knowledge and skills to correctly perform the in-

terventions, and was the client given explanation prior to implement-

ing? (See Table 14–1.) Even if all sections of the care plan appear to

2.

After making necessary modifications to the care plan, the nurse imple-

ments the modified plan and begins the nursing process cycle again.

LEARNING OUTCOME 8

Describe three components of quality evaluation: structure, process, and

outcomes.

Concepts for Lecture

1. Quality assurance evaluation involves three components of care:

2. Structure evaluation focuses on the setting in which the care is given.

It answers the question “What effect does the setting have on the

quality of care?” Structure standards describe desirable environmen-

3. Process evaluation focuses on how the care was given. It answers

questions such as “Is the care relevant to the client’s needs?” and “Is

the care appropriate, complete, and timely?” Process standards focus

4.

Outcome evaluation focuses on demonstrable changes in the client’s

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UGGESTIONS FOR

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LASSROOM

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CTIVITIES

• Review the checklist in Table 14–1 in the

textbook and discuss how this may be used to

critique the phases of the nursing process,

including the process as used in developing

student care plans.

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UGGESTIONS FOR

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LINICAL

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CTIVITIES

70 CHAPTER 14 / Implementing and Evaluating

LEARNING OUTCOME 9

Differentiate quality improvement from quality assurance.

Concepts for Lecture

1. A quality-assurance (QA) program is an ongoing, systematic process

designed to evaluate and promote excellence in the health care

2. Quality improvement (QI) follows client care rather than organiza-

tional structure, focuses on process rather than individuals, and uses

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UGGESTIONS FOR

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LASSROOM

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CTIVITIES

• Invite a nurse responsible for quality im-

provement to discuss the responsibilities of

this role and the flow of the nurse’s findings

throughout the institution.