Nursing diagnoses

Xem 1-19 trên 19 kết quả Nursing diagnoses
  • Chapter 10 - Patient education. Chapter 10 content: patients’ rights and nurses’ responsibilities related to education; accreditation requirements for patient education; patients’ learning needs; nursing diagnoses, outcomes, and interventions for patient education; implementation, evaluation, and documentation of patient education.

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  • Although the fifth edition of this book has seen many author changes, our commitment and direction was clearly stated by, Dr. Helen Cox, in the preface to the fourth edition. We continue our commitment to providing a nursing focus to the process of nursing care. The fifth edition reflects seventeen new and six revised diagnoses accepted by NANDA in 2003 and 2005 and updated information in each chapter. The chapter formats remain the same. We have revised the integration of NANDA, NIC, and NOC terminology to assist with understanding their integration.

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  • The information nurses need when, where, and how they need it! Here s the information nurses and nursing students need to know about laboratory and diagnostic tests! This nursing-focused, easy-to-read handbook provides all of the information you need to understand how tests work, interpret their results, and provide quality patient care pre-test, intra-test, and post-test. Tests and procedures are listed in alphabetical order by their complete name for quick reference.

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  • Through years of clinical practice and teaching, I have observed that orientation to each major clinical nursing specialty usually leads the novice to ask a somewhat predictable set of questions ranging from specialty-related communication, to assessment and anatomy, physiology, and pathology involved in frequently seen conditions to questions related to the planning and implementation of patient care. Many excellent texts are available to provide in-depth information related to these topics.

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  • The day-to-day responsibility for wound management is usually undertaken by nurses. It includes assessing the wound, selecting an appropriate treatment and evaluating the patient’s progress. To do this effectively the nurse needs to understand the healing process, recognise factors that may delay wound healing, understand how wound healing can be optimised, know how to recognise complications if they arise and know how to treat them.

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  • Chapter 2 - Nursing documentation overview. After completing Chapter 2, the students will be able to: Describe the role of documentation in nursing practice; identify the purposes of documentation; identify and explain different types of documentation methods; explain documentation of medication administration using an electronic Medication Administration Record (eMAR); explain the importance and relevance of nursing diagnoses, NOC, and NIC in nursing documentation.

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  • Chapter 4 - Nurse note documentation, level 2. After completing Chapter 6, the students will be able to: Use NANDA-International (NANDA-I) approved nursing diagnoses to reflect patient needs, identify patient specific goals using Nursing Outcomes Classification (NOC), identify and document nursing interventions using Nursing Intervention Classification (NIC), carry out documentation of medication administration, carry out documentation of intake and output (I&O).

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  • The American Nurses Association (ANA) Social Policy Statement of 1980 was the first to define nursing as the diagnosis and treatment of human responses to actual and potential health problems. This definition, when combined with the ANA Standards of Practice, has provided impetus and support for the use of nursing diagnosis. Defining nursing and its effect on client care supports the growing awareness that nursing care is a key factor in client survival and in the maintenance, rehabilitative, and preventive aspects of healthcare.

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  • This book is based on a study of the beliefs, actions, and interactions of a group of extraordinary oncology nurses - the nurses their peers would choose to have care for them if they were diagnosed with cancer. Beth Perry weaves narrative, comments, field notes, poetry, and photography to create a very personal and unique perspective on nursing.

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  • The first and second editions of this book were conceived to provide distilled, up-to-date information to nursing students and staff nurses about many conditions and diagnoses encountered in nursing practice. With the third edition, we have responded to the ever-changing health care environment as well as to the recommendations of our readers and editors.

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  • Monthly breast self-exam, starting at age 20, instructed to woman as an optional tool for identifying and reporting breast changes ■ Clinical breast exam at least every 3 years (age 20–40) during a physical exam by a health professional; yearly after age 40 ■ Annual mammogram starting at age 40

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  • Support to help parents or carers develop their parenting skills. This may involve providing information or offering small, group-based programmes run by community nurses (such as school nurses and health visitors) or other appropriately trained health or education practitioners. In addition, all parents should be given details of the school’s policies on promoting social and emotional wellbeing and preventing mental health problems.

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  • PPHE staff designed and later simplified the parent informational brochure and parent application forms to collect the necessary basic information and to accommodate parents’ literacy skills. Parents signed an Informed Consent form and used hospital approved parent stipend information materials. A stipend was provided for the families throughout the three-year program. Once families completed their family visit and evaluations, a quarterly stipend was distributed to families. The St.

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  • The Global Alliance for Leadership in Nursing Education and Science (GANES) serves as the international voice on the contribution of professional nursing education and scholarship to improving global health and health care. GANES constitutes the only international body providing strategic-level expertise in the education and professional development of nurses worldwide. Its membership comprises national associations of nursing deans and schools of nursing and is able to offer information, support, and advice to healthcare policy makers and nurse educators across the world.

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  • Within this overall reduction, there exists considerable variation within each region and by specialty area. In Scotland, cuts of 10% have been announced, which is similar to decreases initiated in Northern Ireland last year. Wales is likely to follow suit and reduce funding as well. With 180,000 nurses in UK due to retire in the next 10 years, cuts of this magnitude may inhibit nursing schools from producing enough nurses to replace those lost to retirement.

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  • Tham khảo sách 'three thousand years of mental healing', y tế - sức khoẻ, y học thường thức phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả

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  • In general, the health status at old age has an important individual and social relevance. The vulnerability is increasing by physiological and morphological changes in the organism and central nervous system during the ageing process. The indicators of physiological health are based on prevalence of disabilities and causes of death. In Germany the main causes of death are circulatory diseases, neoplasms, diseases of respiratory system and diseases of digestive system (Statistisches Bundesamt 2007a; Nolte, Shkolinikov & McKee 2000).

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  • In Just the Facts in Pediatrics, we have attempted to create a book that will fulfill the needs of several groups of medical professionals. Medical students, residents, and specialty fellows, as well as pediatricians, nurses, practitioners, and other child health providers require rapid access to a broad base of pediatric knowledge to develop complete differential diagnoses and comprehensive treatment plans. Additionally, recertifying pediatricians are seeking a concise, but comprehensive pediatric knowledge base for review and self-study...

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  • Multiple source documents also show that some national standard treatment guidelines limit which health providers are authorized to administer these medicines. For example, Bolivia, DRC, Ethiopia, Guatemala, and Zimbabwe do not yet authorize midwives to diagnose severe pre-eclampsia and eclampsia or give the first dose of magnesium sulfate to prevent seizures. In DRC, a prescription is required for magnesium sulfate, but midwives are not authorized to write them (see Box 2).

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