Relevant bibliographies by topics / Nursing assessment Methods

Academic literature on the topic 'Nursing assessment Methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Journal articles on the topic "Nursing assessment Methods":

1

Chabeli, M. M. "Alternative methods for clinical nursing assessment and evaluation." Health SA Gesondheid 6, no. 3 (October 30, 2001): 18–30. http://dx.doi.org/10.4102/hsag.v6i3.71.

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The recommendations made in the article on nurse educators’ perceptions of OSCE as a clinical evaluation method (Chabeli, 2001:84-91) are addressed in this article.OpsommingIn hierdie artikel word daar gefokus op die aanbevelings wat gedoen is met betrekking tot die persepsies van verpleeg- opvoedkundiges ten opsigte van die OGKE as ‘n kliniese evalueringsmetode (Chabeli, 2001:84-91). *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
2

Landis, Carol A. "Sleep and methods of assessment." Nursing Clinics of North America 37, no. 4 (December 2002): 583–97. http://dx.doi.org/10.1016/s0029-6465(02)00027-0.

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Suwardianto, Heru, and Vitaria Wahyu Astuti. "Competency In Critical Care Nursing With Approach Methods Journal Sharing of Critical Care (JSCC) In Nursing Profession Students." STRADA Jurnal Ilmiah Kesehatan 9, no. 2 (November 1, 2020): 686–93. http://dx.doi.org/10.30994/sjik.v9i2.361.

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The results showed that most respondents had good critical nursing competency scores including primary assessment: airway assessment (53.8%); breathing assessment (56.4%); Circulation assessment (61.5%); Disability assessment (56.4%); and Exposure assessment (59%), professionalism (56.4%), critical nursing care competencies (79.5%), Clinical reasoning process (71.8%), Patient safety (61.5%) and critical care exam score (46.2%). The result of statistical test with Pearson test obtained that the primary assessment: airway assessment (ρ = 0.038); circulation assessment (ρ = 0.029); Exposure assessment (ρ = 0.023), competence of critical nursing care (ρ = 0.049), clinical reasoning process (ρ = 0.028) and patient safety (ρ = 0.001) have a significant relationship to the critical care exam score. The implementation of learning methods for journal sharing of critical care has a positive impact on competencies and results in good student competencies.
4

Garside, Joanne, Jean Z. Z. Nhemachena, Julie Williams, and Annie Topping. "Repositioning assessment: Giving students the ‘choice’ of assessment methods." Nurse Education in Practice 9, no. 2 (March 2009): 141–48. http://dx.doi.org/10.1016/j.nepr.2008.09.003.

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Leung, Sau Fong, Esther Mok, and Daniel Wong. "The impact of assessment methods on the learning of nursing students." Nurse Education Today 28, no. 6 (August 2008): 711–19. http://dx.doi.org/10.1016/j.nedt.2007.11.004.

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Farrar Highfield, Martha. "Spiritual assessment across the cancer trajectory: Methods and reflections." Seminars in Oncology Nursing 13, no. 4 (November 1997): 237–41. http://dx.doi.org/10.1016/s0749-2081(97)80017-4.

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Suwardianto, Heru, and Vitaria Wahyu Astuti. "Kompetensi Pengkajian Primary Survey dengan Pendekatan Metode Journal Sharing Of Critical Care (JSCC) pada Mahasiswa Profesi Ners." (JKG) JURNAL KEPERAWATAN GLOBAL 5, no. 2 (December 22, 2020): 74–81. http://dx.doi.org/10.37341/jkg.v5i2.111.

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Background: Primary Survey is important to be achieved by nursing students in carrying out early detection of critical patient conditions. Innovation of learning methods is a challenge for teachers to improve the quality of student competencies. The research objective is the Primary Survey critical nursing competency with the method of journal sharing of critical care (JSCC) approach to nursing professional students. Methods: The research design is descriptive analytic. The study population was all professional students in 2020. The research sample was professional students in 2020 using total sampling. The size of the study sample was 39 respondents with the inclusion of students who had completed the medical surgical nursing profession and followed the critical nursing profession to completion. Primary Survey independent variable. Data were collected using a questionnaire and analyzed using data frequency distribution. Results: Showed that the most respondents had primary survey critical nursing competency values ​​obtained good value on the airway assessment of 53.8 respondents, breathing assessment of 56.4% of respondents, Circulation assessment of 61.5% of respondents, Disability assessment of 56.4 % of respondents, and Exprosure Assessment by 59% of respondents. Conclusion: The implementation of learning methods for journal sharing of critical care has a positive impact on student competencies to carry out primary survey assessments and produce good student competencies. It is not only the learning process that supports a competency but also the ability of students to follow the learning method.
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Ahn, Chulhyun, and Richard "Sal" Salcido. "Advances in Wound Photography and Assessment Methods." Advances in Skin & Wound Care 21, no. 2 (February 2008): 85–93. http://dx.doi.org/10.1097/01.asw.0000305411.58350.7d.

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Ahn, Chulhyun, and Richard "Sal" Salcido. "Advances in Wound Photography and Assessment Methods." Advances in Skin & Wound Care 21, no. 2 (February 2008): 94–95. http://dx.doi.org/10.1097/01.asw.0000305414.43102.bd.

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Hufford, Michael R., and Saul Shiffman. "Assessment Methods for Patient-Reported Outcomes." Disease Management & Health Outcomes 11, no. 2 (2003): 77–86. http://dx.doi.org/10.2165/00115677-200311020-00002.

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You might also be interested in the extended bibliographies on the topic 'Nursing assessment Methods' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Nursing assessment Methods":

1

Masigan, Peterson. "Competency-based assessment in clinical high-fidelity simulation : a survey of methods used in undergraduate nursing." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54980.

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This study aimed to describe the current use of competency-based assessment frameworks and tools in nursing programs in British Columbia (BC) who utilize HFS. High-Fidelity Simulation (HFS) is being adopted and used by nursing programs at an increasing rate. Competency-based assessment frameworks or tools offer an effective way to assess student learning and competence when utilizing HFS as part of teaching. However, current assessment methods used by nurse educators when utilizing HFS mostly involve assessing student’s self-reported competence measures, confidence, or satisfaction with the learning process. These instruments are typically designed within their institution and many have not been tested for validity or reliability. A survey study was designed to explore the frameworks and instruments currently used by nurse educators, trends related to specialized training in using HFS as a teaching tool for nurse educators, HFS utilization in nursing programs, and challenges experienced when using HFS. An online survey was used to collect data from nurse educators in British Columbia. Findings indicated inconsistent use of competency-based assessment frameworks and tools in various nursing programs in BC. Participants reported completing formative assessments after each HFS scenario, but a large majority of participants did not complete any summative assessments when utilizing HFS activities as part of their teaching. Lower range values were reported with regards to the number of specially trained nurse educators using HFS, as well as hours students were exposed to HFS in their programs. Challenges related to students’ attitudes towards realism of HFS scenarios, as well as nurse educators’ resistance to implementing best practices related to HFS use in education were also reported. Further research on developing validated and reliable competency-based assessment frameworks and tools, and implementation of consistent use of these tools in nursing programs is recommended.
Applied Science, Faculty of
Nursing, School of
Graduate
2

Zeitz, Kathryn. "Post-operative observations, ritualised or vital in the detection of post-operative complications." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phz483.pdf.

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Copy of author's previously published work inserted. Includes bibliographical references (leaves 273-283). Aims to identify if the current practice of post-operative vital sign collection detects complications in the first 24 hours after the patient has returned to the general ward setting using a combination of methods within a triangulated approach to data collection.
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Yimer, Endris Mekonnen, Firew Ayalew Desta, Kefyalew Muleta Akassa, Tadele Bogale Yitaferu, Mesfin Goji Abebe, Mebit Kebede Tariku, and Hannah Gibson. "Assessment of Midwifery and Nursing Students’ Nutrition Competence in Ethiopia: A Cross Sectional Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/2.

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Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their competence. Methods: A cross-sectional survey was employed in June 2015. Students’ knowledge was assessed using objective written assessment questions; and their skills were assessed using a five-station objectively structured clinical examination. Students’ perception of the nutrition learning environment and their learning experience was obtained by administering a structured questionnaire using interviews. Bivariate and multivariable analysis, including Chi-square test and independent sample t-test, were used to detect statistically significant associations or differences. Results: A total of 113 students from four public universities in Ethiopia participated in the study. Only 38.1% of students demonstrated adequate competency in nutrition. The mean percentage score for nutrition knowledge and skills were 63.8% and 46.6% respectively. There was no statistically significant difference between midwifery and nursing students’ nutrition competence (P>0.05). Both cadres scored a mean value above 50% in the knowledge assessment, except in the competency areas of nutrition and HIV. However, both showed lesser competence in performing basic nutrition skills such as anthropometry. Midwives scored higher than nurses on counseling mothers on optimal breast feeding (p=0.001). The majority (98.2%) of students reported that they had no access to nutrition skills laboratory when they took the nutrition course. In multivariable analysis, students who perceived the practice sites as conducive for nutrition skills learning achieved higher levels of competence. Conclusions: The target students were deficient in nutrition competencies. The study suggests revision of midwifery and nursing curricula for adequacy and relevance of nutrition contents, learning and assessment techniques. Nutrition skills learning both in skills lab and at clinical and practical settings need to be strengthened.
4

Black, Julie Black. "An Integrative Review Focusing on Accuracy and Reliability of Clinical Thermometers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2342.

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Technological advances in clinical thermometers have resulted in a variety of minimally invasive devices that give rapid results but may not have the accuracy necessary for use in acutely ill adults. Inaccurate temperatures can result in missed opportunities for the early identification and treatment of infection and sepsis. Following the methodology outlined by Whittemore and Knafl, the purpose of this project was to conduct an integrative review of the research on the accuracy of clinical thermometers used for acutely ill adults. The evidence was categorized using the Hierarchy of Evidence for Interventional Studies, and the quality of the studies was appraised using the indicators described by Hooper and Andrews. Forty-seven studies met the inclusion criteria; the findings on device accuracy were contradictory. Device accuracy was found in 10 (n = 27) studies on the tympanic (TM), 2 (n = 8) on the chemical dot (CH), 7 (n = 19) on the temporal artery (TAT), and 3 (n = 13) on the axillary (AX) thermometers. Two of 2 studies found the no-touch (NT) device clinically inaccurate. Diagnostic accuracy was found in 3 (n = 8) and 0 (n = 5) studies on the TM and TAT, respectively. Only 22 studies had an acceptable quality grade of A or B, limiting the validity of the evidence. The evidence did not support the use of the NT and TAT thermometers or the AX route for acutely ill adults. The CH device should be use with caution, and abnormal temperatures should be validated with a more reliable device. For thermometers in use, appropriate training and technique are essential for the most accurate results. Closing the knowledge-to-practice gap on clinical thermometers can change the culture of nursing practice, improve early sepsis identification, and increase the quality of patient care.
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Beischel, Kelly. "Anxiety as a Mediating Variable to Learning Outcomes in a Human Patient Simulation Experience: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1283285145.

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Murdock, Jacqueline. "Preparation of Associate Degree Nurses in the Domain of Informatics." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1480070006389545.

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Cook, Jennifer D. M. "The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected Bachelor of Science in Nursing program in Texas." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4728.

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This retrospective descriptive study addressed the relationship between reading comprehension skills as measured by the Nelson-Denny Reading Test and the Nurse Entrance Test and indices of academic success (i.e., grade point average of prerequisite science courses and overall grade point average) prior to admission for students in a Bachelor of Science in Nursing program with student success in the first semester of nursing coursework. Overall, there has been a continual decline in average reading ability of college-aged students. Reading is a basic skill for learning and academic success. To successfully complete an academic program of study in preparation to become professional nurses, students must be able to read and apply material from textbooks and journals. With the well-documented nursing shortage, any attrition from a nursing program contributes to the professional dilemma. Correlational and descriptive methods were used to determine the relationships among the variables for 179 students in this selected Bachelor of Science in Nursing (BSN) program. A comparative approach was used to investigate possible cause and effect relationships between measures of academic success of students and reading comprehension abilities. Data were obtained from official academic records and test results for the Nelson-Denny Reading Test and the Nurse Entrance Test. Statistical procedures used to understand and interpret the interactions among and between the variables and included frequency distributions, descriptive statistics, correlational analysis, and a regression model. Results of the study, limited to the students in this BSN program, indicated that reading comprehension, as measured by the Nelson-Denny Reading Test, was better in identifying student risk for academic failure. There was a positive relationship between the grade point average (GPA) for prerequisite science courses, overall cumulative GPA, and GPA for the first semester nursing courses. Early determination of reading comprehension ability provides needed information to direct intervention activities to improve individual reading comprehension abilities and, thus, promote successful academic performance in the first semester of this nursing program and thereafter.
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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.

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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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Barkley, Zenesha R. "An Educational Intervention to Increase Fruit and Vegetable Consumption in Parents of Obese and Overweight Children." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/394.

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The incidence and prevalence of overweight and obese children in the United States is a serious health concern since the complications of childhood obesity can have serious and long-term effects: cardiovascular disease, sleep apnea, type 2 diabetes, neurological disease, and pulmonary disease. Parental modeling and nutritional education focusing on the obese/overweight child’s parents has been shown as an effective strategy for improving nutritional outcomes of the recommended servings of fruits and vegetables in children from five to ten years of age. Outcomes of this study and targeted nutritional modeling included increasing vegetable and fruit consumption of the parent by at least one fruit and vegetable serving per day post-intervention through nutritional education. The project purpose was to measure the impact of a parent-focused nutritional educational intervention that increases fruit and vegetable consumption in the parents of obese and overweight children. While the study indirectly measured a nutrition education intervention aimed at children via their parents, no children were included in this project. Parents (N = 93) of obese/overweight children were provided nutritional and modeling education over three months. A participation rate of 14% (N = 13) was achieved. The majority of the parents were single African American mothers between 18 and 25 years old with one or two children living in the household, an average income less than $10,000 per year, and some college or technical education. This project used a pre-and post-test design to measure the effectiveness of a nutritional educational intervention. A descriptive analysis of the participants was computed. Differences in the pre-and post-test scores on the parental dietary modeling questionnaire and the food frequency questionnaire were analyzed. Results showed a significant increase in fruit and vegetable consumption (p < .05). The majority of the increase was due to improved fruit consumption. There was also an increase in parental modeling awareness. Parents’ understanding of the importance of parental modeling had an impact on nutritional selection of their own fruit and vegetable intake.
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Paul, Michaelynn R. "Medical Floor Confusion Assessment Method: Implementation and Assessment of Risk Factors." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4243.

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An estimated 50% of older hospitalized patients experience delirium. This has created significant complications costing an estimated $164 billion or more per year worldwide. The ability to identify patients developing delirium would allow the implementation of specific interventions to decrease or eliminate the adverse effects of delirium. The purpose of this quality improvement project was to provide high quality delirium education to determine if medical unit nursing staff could successful implement the Confusion Assessment Method (CAM) screening tool to identify patients experiencing delirium as the first phase of an overall plan. Implementation of the project followed Roger's diffusion of innovations theory. Patients were additionally screened for 5 potential risk factors of delirium from the multifactorial model of delirium to determine if delirium could be identified in the local population admitted to a single hospital. With a high quality education intervention, the staff nurses on the medical unit successfully implemented the CAM into their nursing practice and accurately identified delirium. Nurses identified delirium and subsyndromal delirium in 25% of the 208 patients in the study population. Consistent with the literature, patients who had a urinary catheter and experienced an iatrogenic event were predictors of delirium. An additional predictor of delirium, not included in the multifactorial model of delirium, included patients receiving benzodiazepines. This quality improvement project suggests that quality delirium education combined with the use of an accurate delirium detection tool could predict delirium accurately in the medical floor population. This has the potential to reduce the impact of delirium on patients, hospital staff, and reduce hospital expenditures.
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Books on the topic "Nursing assessment Methods":

1

Weber, Janet. Health assessment in nursing. 4th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2010.

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Hanson, Cynthia. Instant nursing assessment: Gerontologic. Albany: Delmar Publishers, 1996.

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Billings, Patricia Collins. Instant nursing assessment: Pediatric. Albany: Delmar Publishers, 1996.

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Fitzgerald, Margaret A. Nursing health assessment. Springhouse, Pa: Springhouse Corp., 1994.

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Wilby, Mary L. Instant nursing assessment: Respiratory. Albany: Delmar Publishers, 1996.

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Korolishin, Theresa M. O'Neill. Instant nursing assessment: Cardiovascular. Albany: Delmar Publishers, 1996.

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Mauro, Judith A. Instant nursing assessment: Neurologic. Albany: Delmar Publishers, 1995.

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Wilson, Susan Fickertt. Health assessment for nursing practice. 3rd ed. St. Louis, Mo: Elsevier/Mosby, 2005.

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Lapworth, Tracy. Clinical assessment. Harlow, England: Pearson, 2013.

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Jones, Dorothy A. Health assessment manual. Edited by Lepley Mary Kolassa. New York: McGraw-Hill, 1986.

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Book chapters on the topic "Nursing assessment Methods":

1

Milne, Derek. "Methods of Assessment." In Psychology and Mental Health Nursing, 81–105. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22666-5_4.

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Burch, Jennie, and Brigitte Collins. "Nursing assessment." In Oxford Handbook of Gastrointestinal Nursing, 201–10. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198833178.003.0009.

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The nursing assessment chapter explores the essential processes required to enable nurses to effectively assess patients and subsequently plan care. Undertaking a general patient history is important to determine a general health assessment. Additionally, there are a number of additional assessments that can be undertaken to gain greater understanding of specific gastrointestinal systems, such as a gastrointestinal assessment, a liver assessment, or a nutritional assessment. After performing an assessment through the use of questions, to gain more details about the patient and any condition they might be presenting with, a physical examination is necessary of the abdomen and rectum; a digital rectal examination may be undertaken. Succinct explorations on the various assessment methods that nurses use to evaluate the needs of patients can be reviewed when necessary within clinical practice by the nurse.
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Oermann, Marilyn H. "Assessment Methods." In Teaching in Nursing and Role of the Educator. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826140142.0012.

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Oermann, Marilyn H. "Assessment Methods." In Teaching in Nursing and Role of the Educator. 3rd ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826152633.0013.

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Ringdahl, Deborah, Natalie Pool, and Mary Koithan. "Integrative Nursing Practice." In Integrative Nursing, edited by Mary Jo Kreitzer and Mary Koithan, 167–84. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.003.0013.

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The principles of integrative nursing provide a framework to guide the practice of nursing in a way that aligns our beliefs and values with actions and therapeutic strategies. When conceptualized from an integrative approach to care, nurses support the person’s innate capacity to heal by providing care based on symptom severity, physiologic response, the patient’s condition, patient/family needs and preferences, and available resources. This chapter describes whole-person/whole-systems assessment that focuses on health and wellbeing, clinical decision-making, and methods to apply the full range of therapeutic interventions to weave together a way of being-knowing-doing that honors nursing’s traditions and prepares them to lead integrative healthcare delivery models.
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"Nursing patients with pain." In Oxford Handbook of Adult Nursing, edited by George Castledine and Ann Close, 787–812. Oxford University Press, 2009. http://dx.doi.org/10.1093/med/9780199231355.003.0023.

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Definition and overview of pain788 Acute pain790 Chronic pain792 Pain assessment794 Pain assessment tools796 Methods of relieving pain800 Issues relating to drug use in pain control802 Non-pharmacological interventions to manage pain804 Complementary therapies for pain relief806...
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"Symptom control: Using pharmacological and non-pharmacological methods." In Oxford Handbook of Musculoskeletal Nursing, edited by Susan M. Oliver and Susan M. Oliver, 307–28. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831426.003.0009.

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This chapter examines how to assess and manage the common symptoms of musculoskeletal conditions including pain, depression, and fatigue. As the most prevalent symptom is pain, the assessment and support of patients with pain are discussed in depth including the significance of identifying both serious causes of pain and psychosocial influences on pain. Pharmacological and non-pharmacological approaches to the management of all three symptoms are included. The roles of education, exercise, pacing of activities, relaxation, and access to specialist input are discussed. The chapter outlines how the nurse can provide practical support and advice to enable the patient to manage the impact of their symptoms as well as managing self-limiting conditions such as a soft tissue injury.
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Westra, Bonnie L., Elizabeth Fine Weinfurter, and Connie W. Delaney. "Integrative Nursing and Health Literacy." In Integrative Nursing, 445–56. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.003.0034.

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Health literacy is the degree to which an individual has the capacity to obtain, communicate, process, and understand basic health information and services to make appropriate health decisions. Health literacy is a complex multidimensional issue and involves more than reading skills. Low health literacy is associated with poorer health outcomes and higher costs of care. In this chapter, definitions of health literacy dimensions and methods to assessment and interventions to address these are discussed. Multiple resources are included for improving health literacy.
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"Inflammatory joint diseases." In Oxford Handbook of Musculoskeletal Nursing, edited by Susan M. Oliver and Susan M. Oliver, 61–126. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831426.003.0004.

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Inflammatory joint diseases are conditions that have an underlying inflammatory component that may be driven by a faulty autoimmune response by the body, often resulting in the body’s tissues being attacked by the body’s own immune responses. This chapter covers a range of inflammatory joint diseases, which both target specific joints and/or surrounding tissues and have a genetic predisposition. For each condition, it covers methods of diagnosis, clinical features, methods of assessment and treatment, management, and frequently asked questions when presented with a patient experiencing the condition.
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Bookbinder, Marilyn, Romina Arceo, and James T. McDaniel. "Improving the Quality of Care across All Settings." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice, 573–605. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0048.

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This chapter provides perspectives on quality-based initiatives in the United States across healthcare settings and populations and describes their impact on patient, professional, and system outcomes. The authors discuss the need for quality improvement (QI) at end of life, QI principles, and the models, methods, and tools most frequently used. Also described are areas of national priority for improving end-of-life (EOL) care. A care-path for the end of life is used to illustrate a QI effort and the FOCUS_PDSA method and to encourage use of specific tools for improving EOL care, including respiratory distress, and a clinician assessment of EOL care using The Joint Commission (TJC) tracer methodology. The authors review the linkages between QI and practice changes in hospitals and hospices that ultimately lead to improved EOL care and close with examples of how nurses are providing leadership in the field of quality hospice and palliative care.

Conference papers on the topic "Nursing assessment Methods":

1

Chen, Xueyan, Jihong Wang, and Ling Gong. "Research on the Application of Criterion-meeting Assessment Method in the Fundamental Nursing." In 3rd International Conference on Material, Mechanical and Manufacturing Engineering (IC3ME 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ic3me-15.2015.38.

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Handayani, Nanik. "Effectiveness of Acupressure on Reducing of Nausea and Vomiting in Pregnant Women in Independent Midwifery Practice, Sidoarjo, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.52.

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ABSTRACT Background: During pregnancy, there can be various pregnancy complications, including nausea and vomiting, which is often experienced by pregnant women. This condition is one of the earliest symptoms of pregnancy. This nausea and vomiting are physiological. This physiological condition will turn into a pathology if not appropriately treated. This study aimed to analyze the effect of acupressure on reducing nausea and vomiting in pregnant women at the Sidoarjo midwife’s independent practice. Subjects and Method: This study is a quasi-experiment with pre and post-test control group design conducted at Midwife Independent Practice, Sidoarjo from April to September, 2020. The dependent variable was nausea and vomiting. The independent variable was acupressure. The population of all primigravida pregnant women who experience nausea and vomiting. A sample of 40 was divided into 20 given intervention and 20 as control selected by purposive sampling. The data were collected by acupressure SOP and questionnaire with a Score Pregnancy Unique Quantification of Emesis and or Nausea Scoring System (PUQE) assessment. The data were analyzed by Wilcoxon and Mann Whitney. Results: The results showed that acupressure was effective in reducing nausea and vomiting in primigravida pregnant women (OR = 19.00; 95% CI = 2.11 to 5.13; p= 0.009). Conclusion: Acupressure is effective in reducing nausea and vomiting in primigravida pregnant women. Keywords: acupressure, pregnant women, nausea and vomiting Correspondence: Nanik Handayani. Faculty of Nursing and Midwifery, Universitas Nahdlatul Ulama Surabaya, East Java. Jl. Smea No 57 Surabaya. Email: nanik_handayani@unusa.ac.id. Mobile: 08123278582. DOI: https://doi.org/10.26911/the7thicph.03.52
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Ettema, Roelof, Goran Gumze, Katja Heikkinen, and Kirsty Marshall. "European Integrated Care Horizon 2020: increase societal participation; reduce care demands and costs." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10175.

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Abstract:
BackgroundCare recipients in care and welfare are increasingly presenting themselves with complex needs (Huber et al., 2016). An answer to this is the integrated organization of care and welfare in a way that personalized care is the measure (Topol, 2016). The reality, however, is that care and welfare are still mainly offered in a standardized, specialized and fragmented way. This imbalance between the need for care and the supply of care not only leads to under-treatment and over-treatment and thus to less (experienced) quality, but also entails the risk of mis-treatment, which means that patient safety is at stake (Berwick, 2005). It also leads to a reduction in the functioning of citizens and unnecessary healthcare cost (Olsson et al, 2009).Integrated CareIntegrated care is the by fellow human beings experienced smooth process of effective help, care and service provided by various disciplines in the zero line, the first line, the second line and the third line in healthcare and welfare, as close as possible (Ettema et al, 2018; Goodwin et al, 2015). Integrated care starts with an extensive assessment with the care recipient. Then the required care and services in the zero line, the first line, the second line and / or the third line are coordinated between different care providers. The care is then delivered to the person (fellow human) at home or as close as possible (Bruce and Parry, 2015; Evers and Paulus, 2015; Lewis, 2015; Spicer, 2015; Cringles, 2002).AimSupport societal participation, quality of live and reduce care demand and costs in people with complex care demands, through integration of healthcare and welfare servicesMethods (overview)1. Create best healthcare and welfare practices in Slovenia, Poland, Austria, Norway, UK, Finland, The Netherlands: three integrated best care practices per involved country 2. Get insight in working mechanisms of favourable outcomes (by studying the contexts, mechanisms and outcomes) to enable personalised integrated care for meeting the complex care demand of people focussed on societal participation in all integrated care best practices.3. Disclose program design features and requirements regarding finance, governance, accountability and management for European policymakers, national policy makers, regional policymakers, national umbrella organisations for healthcare and welfare, funding organisations, and managers of healthcare and welfare organisations.4. Identify needs of healthcare and welfare deliverers for creating and supporting dynamic partnerships for integrating these care services for meeting complex care demands in a personalised way for the client.5. Studying desired behaviours of healthcare and welfare professionals, managers of healthcare and welfare organisations, members of involved funding organisations and national umbrella organisations for healthcare and welfare, regional policymakers, national policy makers and European policymakersInvolved partiesAlma Mater Europaea Maribor Slovenia, Jagiellonian University Krakow Poland, University Graz Austria, Kristiania University Oslo Norway, Salford University Manchester UK, University of Applied Sciences Turku Finland, University of Applied Sciences Utrecht The Netherlands (secretary), Rotterdam Stroke Service The Netherlands, Vilans National Centre of Expertise for Long-term Care The Netherlands, NIVEL Netherlands Institute for Health Services Research, International Foundation of Integrated Care IFIC.References1. Berwick DM. The John Eisenberg Lecture: Health Services Research as a Citizen in Improvement. Health Serv Res. 2005 Apr; 40(2): 317–336.2. Bruce D, Parry B. Integrated care: a Scottish perspective. London J Prim Care (Abingdon). 2015; 7(3): 44–48.3. Cringles MC. Developing an integrated care pathway to manage cancer pain across primary, secondary and tertiary care. International Journal of Palliative Nursing. 2002 May 8;247279.4. Ettema RGA, Eastwood JG, Schrijvers G. Towards Evidence Based Integrated Care. International journal of integrated care 2018;18(s2):293. DOI: 10.5334/ijic.s22935. Evers SM, Paulus AT. Health economics and integrated care: a growing and challenging relationship. Int J Integr Care. 2015 Jun 17;15:e024.6. Goodwin N, Dixon A, Anderson G, Wodchis W. Providing integrated care for older people with complex needs: lessons from seven international case studies. King’s Fund London; 2014.7. Huber M, van Vliet M, Giezenberg M, Winkens B, Heerkens Y, Dagnelie PC, Knottnerus JA. Towards a 'patient-centred' operationalisation of the new dynamic concept of health: a mixed methods study. BMJ Open. 2016 Jan 12;6(1):e010091. doi: 10.1136/bmjopen-2015-0100918. Lewis M. Integrated care in Wales: a summary position. London J Prim Care (Abingdon). 2015; 7(3): 49–54.9. Olsson EL, Hansson E, Ekman I, Karlsson J. A cost-effectiveness study of a patient-centred integrated care pathway. 2009 65;1626–1635.10. Spicer J. Integrated care in the UK: variations on a theme? London J Prim Care (Abingdon). 2015; 7(3): 41–43.11. Topol E. (2016) The Patient Will See You Now. The Future of Medicine Is in Your Hands. New York: Basic Books.

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