Clincle care plan
| NOTICING – UTILIZING OBSERVATIONS TO RECOGNIZE PATTERNS, AND GATHER INFORMATION. | |||||||||||||||||||||||||
| ASSESSMENT/RECOGNIZING CUES – The mental process involved in identifying relevant and important information | |||||||||||||||||||||||||
| 60 second initial visual assessment
(completed while receiving report and prior to physically assessing patient) |
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| What do you see?
Visual cues such as room cleanliness, hygiene of patient, IV pump, O2, other lines, drains, tubes.
What information is relevant/irrelevant?
What information is most important?
What is of immediate concern? |
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| Focused Physical Assessment
Recognize abnormal vs. normal – Recognizing signs and symptoms |
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| What will you focus on based on this information? Perform appropriate focused assessment. Include the findings of your focused assessment
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Admitting diagnosis:
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| Include the pathophysiology of the client’s admitting diagnosis, including the risk factors, signs/symptoms, diagnostics, prognosis, and treatments. You must include a resource for this information. | Patho:
Risk factors:
Diagnostics:
Prognosis/Treatments:
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| Identify History Of
Medical/Surgical/Home Medication/Social, Occupational History cues Recognize contributing past history |
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| Interview your patient.
What is their pertinent medical/surgical history?
What home meds do they take?
Where do they work, live, socialize?
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| Vital Signs, Lab Values and Diagnostics
Recognize abnormal vs. normal as well as pertinent information related to patient diagnosis |
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| Document the patient’s vital signs.
Include reasoning for any abnormal vital signs. |
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Examine your patient’s Electronic Medical Record.
What are the pertinent lab values given the admitting diagnosis and current condition of your patient?
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Lab Value | Normal Range | Patient’s Lab Value Result | Reason for Abnormal Value | |||||||||||||||||||||
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| What diagnostic tests has the client undergone? Include the results of the test.
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| INTERPRETING – MAKING SENSE OF THE DATA AND PRIORITIZING INFORMATION
UTILIZING YOUR REASONING ABILITIES TO INTERPRET THE FACTS AND FORSEE POSSIBLE INTERVENTIONS |
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| ANALYZING CUES – clustering and linking related information to create groups of individual cues | ||
| PRIORITIZE HYPOTHESIS – Evaluate and rank potential causes or risk factors to address | ||
| Based on findings from 60 second initial visual assessment
Hypothesize regarding needed interventions |
||
| What will require action?
Prioritizing action (i.e. bathe patient, tidy room, fluid replacement, adjust O2 etc) |
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| Based on findings from Focused Physical Assessment
Analyze and form hypothesis for future action |
||
| What assessment findings are most concerning?
What makes you say that?
Are there any findings that seems contradictory? (i.e. findings that may point to an alternative or additional concern)
What findings are consistent with admitting diagnosis?
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| Based on Identifying History Of
Medical/Surgical/Home Medication/Social, Occupational History cues Analyze and form hypothesis for future action |
||
| What findings did you expect based on the client’s diagnosis/concern?
What medications would you expect based on the client’s diagnosis, concern, history?
Are there any findings that seem contradictory? (i.e. meds expected but not present, meds present but not expected, assessment findings without interventions)
What else could be going on?
|
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| Based on Vital Signs, Lab Values and Diagnostics
Analyze and form hypothesis for future action |
||
|
What will require action? (i.e. BP requiring treatment, increase or decrease O2, treat electrolyte imbalance, intervene regarding fluid volume status, etc.)
|
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| GENERATE SOLUTIONS – Generate a set of feasible solutions to handle emergent concerns based on prioritized hypothesis above | ||
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Things to address?
What are the desirable outcomes?
Things to avoid?
What interventions are indicated?
Which hypothesis is the most important and should be managed first?
What makes you say this?
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| RESPONDING – UTILIZING YOUR CLINICAL JUDGMENT TO MAKE DECISIONS AND JUDGMENTS | ||
| TAKE ACTION – Implementation of the solutions based on generated hypothesis | ||
| Based on generated solutions
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| What are the critical safety issues and what did you do to protect the client?
What interventions are needed immediately? How will you implement them? What interventions can be delegated and to whom? What specific items will you teach the client? How did you respond to patient, family and caregivers?
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| REFLECTING – EVALUATION OF PERSONAL EXPERIENCE AND UTILIZING JUDGMENT SKILLS | ||
| EVALUATING OUTCOMES – Understanding signs of clinical improvement or decline and reflecting on the effective outcomes of interventions | ||
| What follow-up data is Needed?
What findings show interventions have been effective? What interventions require formulating a new hypothesis? What values show a need for continued monitoring (i.e. labs, vital signs, interventions) What went well and what did not go well and why? What would you do differently? Would other interventions have been more effective? What priorities, skills do you think you need to improve in order to care for future patients? |
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For the problem statements, you need to ask, “What issue could kill this patient if not addressed”? The problem needs to be a current issue, not something that has already been addressed, like surgery. The interventions need to be NURSING interventions. Nurses cannot perform surgeries, order medications or labs, etc. Use your Conceptual Nursing Care Planning textbook for ideas on appropriate nursing interventions.
| Problem Statement 1 |
| 1.
|
| Intervention Statement 1 |
| 1.
|
| Problem Statement 2 |
| 2.
|
| Intervention Statement 2 |
| 2.
|
| Problem Statement 3 |
| 3.
|
| Intervention Statement 3 |
| 3.
|
Medication Administration Log: In your own words please provide the following
| Medication Name
|
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| Explain how this relates to the primary diagnosis
|
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| Administration route and reasoning
|
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| Common side effects
|
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| Nursing/Safety concerns
|
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| Patient/Caregiver teaching
|
ng
Clincle care plan
| NOTICING – UTILIZING OBSERVATIONS TO RECOGNIZE PATTERNS, AND GATHER INFORMATION. | |||||||||||||||||||||||||
| ASSESSMENT/RECOGNIZING CUES – The mental process involved in identifying relevant and important information | |||||||||||||||||||||||||
| 60 second initial visual assessment
(completed while receiving report and prior to physically assessing patient) |
|||||||||||||||||||||||||
| What do you see?
Visual cues such as room cleanliness, hygiene of patient, IV pump, O2, other lines, drains, tubes.
What information is relevant/irrelevant?
What information is most important?
What is of immediate concern? |
|
||||||||||||||||||||||||
| Focused Physical Assessment
Recognize abnormal vs. normal – Recognizing signs and symptoms |
|||||||||||||||||||||||||
| What will you focus on based on this information? Perform appropriate focused assessment. Include the findings of your focused assessment
|
Admitting diagnosis:
|
||||||||||||||||||||||||
| Include the pathophysiology of the client’s admitting diagnosis, including the risk factors, signs/symptoms, diagnostics, prognosis, and treatments. You must include a resource for this information. | Patho:
Risk factors:
Diagnostics:
Prognosis/Treatments:
|
||||||||||||||||||||||||
| Identify History Of
Medical/Surgical/Home Medication/Social, Occupational History cues Recognize contributing past history |
|||||||||||||||||||||||||
| Interview your patient.
What is their pertinent medical/surgical history?
What home meds do they take?
Where do they work, live, socialize?
|
|
||||||||||||||||||||||||
| Vital Signs, Lab Values and Diagnostics
Recognize abnormal vs. normal as well as pertinent information related to patient diagnosis |
|||||||||||||||||||||||||
| Document the patient’s vital signs.
Include reasoning for any abnormal vital signs. |
|
||||||||||||||||||||||||
|
Examine your patient’s Electronic Medical Record.
What are the pertinent lab values given the admitting diagnosis and current condition of your patient?
|
Lab Value | Normal Range | Patient’s Lab Value Result | Reason for Abnormal Value | |||||||||||||||||||||
|
|
|||||||||||||||||||||||||
| What diagnostic tests has the client undergone? Include the results of the test.
|
|
||||||||||||||||||||||||
| INTERPRETING – MAKING SENSE OF THE DATA AND PRIORITIZING INFORMATION
UTILIZING YOUR REASONING ABILITIES TO INTERPRET THE FACTS AND FORSEE POSSIBLE INTERVENTIONS |
||
| ANALYZING CUES – clustering and linking related information to create groups of individual cues | ||
| PRIORITIZE HYPOTHESIS – Evaluate and rank potential causes or risk factors to address | ||
| Based on findings from 60 second initial visual assessment
Hypothesize regarding needed interventions |
||
| What will require action?
Prioritizing action (i.e. bathe patient, tidy room, fluid replacement, adjust O2 etc) |
||
| Based on findings from Focused Physical Assessment
Analyze and form hypothesis for future action |
||
| What assessment findings are most concerning?
What makes you say that?
Are there any findings that seems contradictory? (i.e. findings that may point to an alternative or additional concern)
What findings are consistent with admitting diagnosis?
|
|
|
| Based on Identifying History Of
Medical/Surgical/Home Medication/Social, Occupational History cues Analyze and form hypothesis for future action |
||
| What findings did you expect based on the client’s diagnosis/concern?
What medications would you expect based on the client’s diagnosis, concern, history?
Are there any findings that seem contradictory? (i.e. meds expected but not present, meds present but not expected, assessment findings without interventions)
What else could be going on?
|
||
| Based on Vital Signs, Lab Values and Diagnostics
Analyze and form hypothesis for future action |
||
|
What will require action? (i.e. BP requiring treatment, increase or decrease O2, treat electrolyte imbalance, intervene regarding fluid volume status, etc.)
|
||
| GENERATE SOLUTIONS – Generate a set of feasible solutions to handle emergent concerns based on prioritized hypothesis above | ||
|
Things to address?
What are the desirable outcomes?
Things to avoid?
What interventions are indicated?
Which hypothesis is the most important and should be managed first?
What makes you say this?
|
|
|
| RESPONDING – UTILIZING YOUR CLINICAL JUDGMENT TO MAKE DECISIONS AND JUDGMENTS | ||
| TAKE ACTION – Implementation of the solutions based on generated hypothesis | ||
| Based on generated solutions
|
||
| What are the critical safety issues and what did you do to protect the client?
What interventions are needed immediately? How will you implement them?
What interventions can be delegated and to whom?
What specific items will you teach the client?
How did you respond to patient, family and caregivers?
|
|
|
| REFLECTING – EVALUATION OF PERSONAL EXPERIENCE AND UTILIZING JUDGMENT SKILLS | ||
| EVALUATING OUTCOMES – Understanding signs of clinical improvement or decline and reflecting on the effective outcomes of interventions | ||
| What follow-up data is needed?
What findings show interventions have been effective?
What interventions require formulating a new hypothesis?
What values show a need for continued monitoring (i.e. labs, vital signs, interventions)
What went well and what did not go well and why?
What would you do differently?
Would other interventions have been more effective?
What priorities, skills do you think you need to improve in order to care for future patients?
|
|
|
For the problem statements, you need to ask, “What issue could kill this patient if not addressed”? The problem needs to be a current issue, not something that has already been addressed, like surgery. The interventions need to be NURSING interventions. Nurses cannot perform surgeries, order medications or labs, etc. Use your Conceptual Nursing Care Planning textbook for ideas on appropriate nursing interventions.
| Problem Statement 1 |
| 1.
|
| Intervention Statement 1 |
| 1.
|
| Problem Statement 2 |
| 2.
|
| Intervention Statement 2 |
| 2.
|
| Problem Statement 3 |
| 3.
|
| Intervention Statement 3 |
| 3.
|
Medication Administration Log: In your own words please provide the following
| Medication Name
|
|||||
| Explain how this relates to the primary diagnosis
|
|||||
| Administration route and reasoning
|
|||||
| Common side effects
|
|||||
| Nursing/Safety concerns
|
|||||
| Patient/Caregiver teaching
|