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. Define critical thinking and discuss its importance in nursing.2. Define and describe the five steps of the nursing process.3. Summarize the use of the nursing process in assisting patients in problem-solving.4. Discuss the components of the nursing assessment.5. Identify the various types of nursing assessments.6. List and discuss the steps of the nursing diagnosis process.7. Compare objective and subjective data.8. Describe how to write a nursing diagnosis statement: three part and two part. 9. Explain what makes a written nursing diagnosis correct or incorrect.10. List the purpose and benefits of the nursing care plan.11. Describe the process of planning, identifying goal statements, and prioritizing patient needs.12. Discuss the differences between dependent, independent, and interdependent interventions.13. Describe evaluation, its purpose, and its relation to other steps in the nursing process.14. Compare quality assurance and quality improvement detailing its importance as apart 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. Identify the various methods of documentation.19. Discuss the role of recording and reporting in health team communication.20. Identify the abbreviations and symbols commonly used for charting.21. Describe the purpose of patient records and the legal guidelines for effective documentation.22. Identify ways to maintain confidentiality.23. Discuss HIPAA and its impact on healthcare.24. Compare and contrast therapeutic versus nontherapeutic communication.25. Describe the purpose of discharge planning, as well as the components of discharge planning used in providing continuity of care.Revised 8/2007 kw Page 126. Discuss basic teaching-learning principles.27. Compare teaching strategies appropriate to domains of learning and age-appropriateness.28. Differentiate the factors that determine the readiness to learn from the ability to learn.29. Explain what is involved in creating and implementing a teaching plan.30. Compare the teaching-learning process with the nursing process.31. Identify appropriate teaching methods when teaching patients in the clinical area.32. Describe the core competencies essential to nursing practice.33. Identify habits which assist in the development of technical competencies.34. Recognize common lab and diagnostic terms as well as standard values.TOPICAL OUTLINEI. CRITICAL THINKINGII. NURSING PROCESS UTILIZING THE ROY ADAPTATION MODELA. Assessment1. General condition in assessmenta. behaviorb. stimuli2. Lab and diagnostic test values in assessmentB. Nursing DiagnosisC. PlanningD. ImplementationE. EvaluationIII. COMMUNICATION A. Methods of communicating with Health Team Members1. Reporta. Shiftb. Physician2. Documentation3. Care PlansB. Therapeutic CommunicationIV. TEACHING AND LEARNINGA. Definitions and PurposesB. Basic Learning PrinciplesC. Basic Teaching PrinciplesV. DOSAGE CALCULATIONSA. Metric, Apothecary, and Household Systems of MeasurementB. Drug Preparations and Equipment to Measure DosesC. Calculations of Oral Medications – Solids and LiquidsRevised 8/2007 kw Page 2REQUIRED READINGS:Ackley, B. & Ladwig, G. (2005). Nursing diagnosis handbook: A guide to planning care. (7th ed.). St. Louis: Mosby. Ch. 1.Buchholz, S. (2006). Henke’s med-math dosage calculation, preparation & administration (5th ed.). Philadelphia: Lippincott Williams & WilkinsCh 4-6Fischbach, F. & Dunning, III, M. (2006). Common laboratory & diagnostic tests. (4th ed.) Philadelphia: Lippincott. Pgs. 208-215, 251-256, 573-586.Taylor, D., Lillis, C., & LeMone, P. (2008). Fundamentals of nursing: The art & science of nursing care (6th ed.). Philadelphia: Lippincott. Ch. 9, 11-17, 21-22, pp. 236-237, 344-345, 359-360.Taylor, D., Lillis, C., & LeMone, P. (2008). Study guide to accompany fundamentals of nursing: The art & science of nursing care (6th ed.). Philadelphia: Lippincott. Ch. 11-17, 21-22.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.9. Correctly document nursing assessments and interventions utilizing appropriate abbreviations and/or symbols.10. Create a teaching plan reflective of the patient’s needs, age, culture, and religion.11. Recognize common lab values (Ex.-CBC, electrolytes, urinalysis, etc.)Revised 8/2007 kw Page 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