DOC PREVIEW
LMU NURS 115 - Lesson Plan: Nursing Process and Roles

This preview shows page 1-2 out of 7 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 7 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

UNIT II LESSON PLAN: Nursing Process and RolesTOPICAL OUTLINETechniques that Hinder Communication ( Non-therapeutic)Non-Therapeutic Techniques ExamplesLincoln Memorial UniversitySchool of NursingNursing 115UNIT II LESSON PLAN: Nursing Process and RolesDATES & TIMES: See Class ScheduleOBJECTIVES: Upon completion of Unit II, the student will demonstrate mastery of the following objectives in the clinical/campus laboratory, in individual and group conferences and on written materials.1. Complete the Learning Outcomes and Critical Thinking Exercises at the end of each chapter.2. Define and describe the five steps of the nursing process.3. Utilize critical thinking skills in planning and implementing nursing care.4. Discuss the components of the nursing assessment.5. List and discuss the steps of the nursing diagnosis process.6. Compare objective and subjective data.7. Write a patient diagnosis statement using a three part statement: problem, etiology, and defining characteristics (signs and symptoms).8. Explain what makes a written nursing diagnosis correct or incorrect.9. List the purpose and benefits of the nursing care plan.10. Develop a nursing care plan from a nursing assessment.11. Discuss the differences between dependent, independent, and interdependent interventions.12. Correctly document nursing assessments and interventions.13. Describe evaluation, its purpose, and its relation to other steps in the nursing process.14. Discuss the importance of quality assurance as a part of the evaluation process.15. Describe the interrelationship between communication and the nursing process.16. Describe the role communication plays in the performance of nursing care measures.17. Distinguish a social relationship from a therapeutic relationship.18. Discuss the role of recording and reporting in health team communication.19. Identify ways to maintain confidentiality.20. Describe the purpose of discharge planning, as well as the components of discharge planning used in providing continuity of care.21. Discuss the goals of therapeutic communication and describe the role these techniques play in the performance of nursing care measures.22. Discuss basic teaching-learning principles.23. Compare teaching strategies appropriate to domains of learning and age-appropriateness.24. Describe the process of planning, identifying goal statements, and prioritizing patient needs.125. Summarize the use of the nursing process in assisting patients in problem-solving.26. Differentiate the factors that determine the readiness to learn from the ability to learn.27. Explain what is involved in creating and implementing a teaching plan.28. Compare the teaching-learning process with the nursing process.29. Select appropriate teaching methods when teaching patients in the clinical area.30. Describe the core competencies essential to nursing practice.31. Identify habits which assist in the development of technical competencies.32. Identify the abbreviations and symbols commonly used for charting.33. Describe the purpose of patient records and the legal guidelines for effective documentation.TOPICAL OUTLINEI. CRITICAL THINKINGII. NURSING PROCESS UTILIZING THE ROY ADAPTATION MODELA. Assessment1. behavior2. stimuliB. Nursing DiagnosisC. PlanningD. ImplementationE. EvaluationIII. COMMUNICATION A. Methods of communicating with Health Team Members1. Reporting2. RecordingB. Therapeutic CommunicationIII. TEACHING AND LEARNINGA. Definitions and PurposesB. Basic Learning PrinciplesC. Basic Teaching PrinciplesIV. DOSAGE CALCULATIONSA. Metric, Apothecary, and Household Systems of MeasurementB. Drug Preparations and Equipment to Measure DosesC. Calculations of Oral Medications – Solids and LiquidsREQUIRED READINGS:Ackley, B. & Ladwig, G. (2005). Nursing diagnosis handbook: A guide to planning care. (7th ed.). St. Louis: Mosby. Ch. 1.2Buchholz, S. (2006). Henke’s med-math dosage calculation, preparation & administration (5th ed.). Philadelphia: Lippincott Williams & WilkinsCh 4-6Taylor, D., Lillis, C., & LeMone, P. (2005). Fundamentals of nursing: The art & science of nursing care (5th ed.). Philadelphia: Lippincott. Ch. 11-16, 21-23.Taylor, D., Lillis, C., & LeMone, P. (2005). Study guide to accompany fundamentals of nursing: The art & science of nursing care (5th ed.). Philadelphia: Lippincott. Ch. 11-16, 21-22.AUDIOVISUAL MATERIALS:Harrogate Hiwassee BRMC/SMMCCOV1 V7 V11 Nurse Patient RelationshipFV1 V7 V19 The Workup and NANDA NomenclatureFV2 V7 V19 The What and Why of Nursing DiagnosisHarrogate Harold Finley Resources Center (Library) Focus on Nursing Process (5 Titles)CLINICAL/CAMPUS LABORATORY SKILLS:1. Utilize the nursing process to provide care to selected patients experiencing common health problems.2. Utilize the nursing process to write a nursing care plan applying the Roy Adaptation Model of Nursing.3. Utilize critical thinking principles in the planning, delegation, and prioritization of nursing care.4. Identify principles of learning.5. Utilize opportunities to teach.6. Utilize basic/therapeutic communication skills.7. Utilize appropriate channels and methods of communication.8. Utilize basic skills of observation, recording, and reporting with assistance. 3THERAPEUTIC COMMUNICATION TECHNIQUESTherapeutic Technique ExampleUsing Silence ………Accepting Yes…Uh Hmm… I follow what you said (nodding).Giving Recognition Good Morning Mr. S. You’ve tooled a leather Wallet! I notice that you’ve combed your hair.Offering Self I’ll sit with you awhile. I’ll stay here with you.I’m interested in your comfort.Giving Broad Openings Is there something you’d like to talk about?Where would you like to begin?Offering General Leads Go on…And then? Tell me about it.Placing the Event in Time What seemed to lead up to ____?Or Sequence When did this happen?Making Observations You appear tense. Are you uncomfortable when you______? It makes me uncomfortable when you ______?Encouraging Description Tell me when you feel anxious. What is happening?Of Perceptions What does the voice seem to be saying?Encouraging Comparison Was this something like ____? Have you had Similar experiences?Restating Patient: I can’t sleep. I stay awake all night.Nurse: You have difficulty sleeping.Reflecting Patient: Do you think I should tell the doctor?Nurse: Do you think you should?Patient: My brother spends all my money and


View Full Document

LMU NURS 115 - Lesson Plan: Nursing Process and Roles

Download Lesson Plan: Nursing Process and Roles
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Lesson Plan: Nursing Process and Roles and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Lesson Plan: Nursing Process and Roles 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?