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Prioritization, Delegation, and Assignment: Practice Exercises for the NCLEX Examination

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Candice K. Kumagai

Prioritization, Delegation, and Assignment: Practice Exercises for the NCLEX Examination 3rd Edition

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Prioritization, Delegation, and Assignment: Practice Exercises for the NCLEX-RN® Examination

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The only NCLEX review book on the market with a focus on prioritization, delegation, and patient assignment ? just like the current NCLEX Examination itself! Using a unique simple-to-complex approach, Prioritization, Delegation, and Assignment: Practice Exercises for the NCLEX® Examination, 3rd Editionestablishes your foundational knowledge in management of care, then provides exercises of increasing difficulty to help you build confidence in your prioritization, delegation, and patient assignment skills.

"..certainly a great resource for use in any healthcare setting." Reviewed by Anne Duell on behalf of Nursing Times, September 2015

  • UNIQUE! Emphasis on the NCLEX Examination’s management-of-care focus addresses the heavy emphasis on prioritization, delegation, and patient assignment in the current NCLEX Examination (17–23% of the 2013 NCLEX-RN Exam).
  • UNIQUE! Three-part organization establishes foundational knowledge and then provides exercises of increasing difficulty to help you build confidence in your prioritization, delegation, and patient assignment skills.
  • Answer key at the back of the book offers a detailed rationale and an indication of the focus of the question to encourage formative assessment.
  • Introduction chapter by delegation expert Ruth Hansten provides guidelines for prioritization, delegation, and patient assignment decisions as well as a concise, practical foundation on which Parts 2 and 3 build.
  • Part 2: Prioritization, Delegation, and Assignment in Common Health Scenarios give you practice in applying the principles from Part 1 with straightforward NCLEX-style multiple-choice, multiple-select, ordering, and short-answer questions to help you develop and build confidence in prioritization, delegation, and patient assignment skills while working within the confines of relatively simple health scenarios.
  • Part 3: Prioritization, Delegation, and Assignment in Complex Health Scenarios utilizes unfolding cases that build on the skills learned in Part 2 to equip you to make sound decisions in realistic, complex health scenarios involving complicated health problems and/or challenging patient assignment decisions and help you learn to "think like nurses" by developing what Benner (2010) calls "clinical imagination."
  • NEW! Fully interactive question functionality features optional online answer submission with automated scoring.
  • Introducing the QSEN initiative and QSEN competencies in Part I
  • Including a new chapter focused primarily on safety and other "nursing fundamentals" issues
  • Identifying corresponding QSEN competencies and Concepts for each question in the Answer Key in the Evolve Instructor Resources
  • NEW! Faculty-only Unfolding Cases and Suggested Uses resource on Evolve facilitate classroom discussion, development of clinical reasoning skills, and learner evaluation, as well as tips for teaching with the book throughout the nursing curriculum.
  • NEW! Safety and Infection Control chapter features an increased number of questions specific to the QSEN safety competency.
  • NEW! Separate Diabetes Mellitus and Other Endocrine Problems chapters give greater emphasis to diabetes as requested in feedback on the previous edition.
  • NEW! Pediatric Problems and Psychiatric–Mental Health Problems chapters expand on content formerly integrated into body systems chapters to provide you with a more thorough understanding of these key clinical areas.
  • NEW! NCLEX chart-format questions include six patient "charts" in Case Study 6 (Home Health) to reflect the NCLEX Exam's chart-format questions.
  • NEW! Design and navigation enhancements include page cross-references at the bottom of each page, quick-reference tabs on the answer key, and a new two- color design.
  • NEW! Additional questions address the newborn, immunization, catheter-related infection, and ventilator-related infection.
  • ISBN-10 0323113435
  • ISBN-13 978-0323113434
  • Edition 3rd
  • Publisher Mosby
  • Publication date December 16, 2013
  • Language English
  • Dimensions 8.25 x 0.5 x 10.5 inches
  • Print length 256 pages
  • See all details

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Editorial Reviews

"This book should be considered for reading in any nursing environment, incorporating hospital and community homes where an individual is cared for by a range of health care staff. It should be read by learning and development departments where they support nursing staff with clinical decision making." Reviewed by Anne Duell on behalf of Nursing Times, September 2015

Product details

  • Publisher ‏ : ‎ Mosby; 3rd edition (December 16, 2013)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 256 pages
  • ISBN-10 ‏ : ‎ 0323113435
  • ISBN-13 ‏ : ‎ 978-0323113434
  • Item Weight ‏ : ‎ 1.3 pounds
  • Dimensions ‏ : ‎ 8.25 x 0.5 x 10.5 inches
  • #226 in Nursing Administration & Management
  • #697 in Nursing Reviews & Study Guides (Books)
  • #21,828 in Unknown

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Introduction to Nursing for First Year Students

Introduction to Nursing for First Year Students

  • Calvin Moorley - London South Bank University, UK
  • Description

The perfect handbook for first year nursing students! Covering all the skills, theory and knowledge that students will need to know in order to succeed, this book is packed full of information relating to the core modules and key topics taught in the first year of a nursing degree (in line with the NMC standards for pre-registration nursing education). Written by a team of experienced registered nurses, the book uses innovative activities, scenarios and case studies to put the theory into context and bring the subject to life. The book introduces the full range of nursing skills including:

  • Person centred care, effective communication and ethical value
  • Research, academic and study skills
  • Core clinical skills for effective practice
  • Anatomy and Physiology
  • Pharmacology and medicines management

Whether preparing for their first practice placement, tackling assignments or revising for end-of-year exams, this book will support first-year nursing students in all specialisms and students on the first year of their nursing associate or nursing apprenticeship programmes.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

Excellent well written book. Covers all essential topics including difficult ones such as end of life care with dignity and respect. All aspects of nursing covered and case studies provided offering real life situations. Academic topics are also discussed giving the reader every opportunity to do well in university.

An interesting and insightful book to support learners transition to HE and the expectations of the course

The book offers a comprehensive introduction to key topics of nursing education and practice. Perfect for first-year students and for our expansive learning modules.

The Ultimate Guide to Nursing Assignments: 7 Tips and Strategies

Nursing assignments are a critical component of every nursing student’s academic journey. They serve as opportunities to test your knowledge, apply theoretical concepts to real-world scenarios, and develop essential skills necessary for your future nursing career. However, tackling nursing assignments can often be overwhelming, particularly when you’re juggling multiple responsibilities. In this comprehensive guide, we provide valuable tips, strategies, and expert assignment help services to help you excel in your nursing assignments. Whether you’re struggling with research, structuring your assignment, or proofreading, we’re here to support you every step of the way.

Understanding the Nursing Assignments

To excel in nursing assignments , it’s crucial to start by thoroughly understanding the requirements. Take the time to carefully read the assignment prompt, paying close attention to the topic, word count, formatting guidelines, and any specific instructions provided by your instructor. Understanding these key components will ensure that you meet all the necessary criteria.

Impressive nursing essays

Conducting Thorough Research

Once you have a clear understanding of the assignment, it’s time to conduct thorough research. Solid research forms the foundation of any successful nursing assignment. Begin by gathering relevant and credible sources, such as nursing textbooks, scholarly articles, reputable websites , and academic databases specific to nursing. These resources will provide you with evidence-based information to support your arguments and demonstrate your understanding of the topic.

Creating a Well-Structured Outline

A well-structured outline is essential for organizing your thoughts and ensuring a logical flow in your nursing assignment. An effective outline acts as a roadmap, guiding you through the writing process and ensuring that you cover all the necessary points.

At [Your Service Name], our expert writers can assist you in creating a comprehensive outline tailored to your specific assignment. By collaborating with us, you can receive personalized guidance in organizing your ideas effectively and structuring your assignment in a logical manner. Our writers understand the nuances of nursing assignments and can help you identify the most important concepts and supporting evidence to include.

Using a Professional Tone

Maintaining a professional tone throughout your nursing assignment is crucial. As aspiring healthcare professionals, it’s essential to communicate your ideas with clarity, conciseness, and professionalism. Use clear and concise language, avoiding jargon or slang that may hinder the reader’s understanding. Present your arguments and supporting evidence in a logical and coherent manner, demonstrating your ability to think critically and apply nursing principles.

Our expert writers have extensive experience in academic writing within the field of nursing. They possess a deep understanding of the professional tone required for nursing assignments and can ensure that your assignment is written to the highest standards. By collaborating with us, you can receive guidance in maintaining a professional tone and effectively conveying your ideas.

Nursing homework

Incorporating Practical Examples

In addition to a professional tone, incorporating practical examples into your nursing assignment can greatly enhance its quality. Practical examples bring theoretical concepts to life, illustrating their application in real-life scenarios. They demonstrate your understanding of nursing principles and showcase your ability to bridge the gap between theory and practice.

Our team consists of experienced nursing professionals who can assist you in incorporating relevant practical examples into your assignment. Drawing from their extensive knowledge and expertise, they can provide you with real-life scenarios or case studies that strengthen the impact and credibility of your work. By collaborating with us, you can elevate the quality of your assignment by demonstrating your ability to apply nursing concepts in practical settings.

Proofreading and Editing

Proofreading and editing are essential steps in the assignment writing process. They ensure that your nursing assignment is polished, error-free, and effectively communicates your ideas. After completing the initial draft, it’s crucial to take a break and return to your work with fresh eyes. During the proofreading stage, carefully review your assignment for grammar, spelling, punctuation, and sentence structure. Correct any errors and inconsistencies that may affect the clarity and professionalism of your writing.

At nursingresearchhelp.com , we have a dedicated team of proofreaders and editors who specialize in nursing assignments. They meticulously review your work, ensuring that it adheres to formatting guidelines and meets the highest standards of academic writing. Our proofreaders and editors will help you refine your assignment, ensuring that it is polished and error-free. By collaborating with us, you can rest assured that your assignment will be thoroughly reviewed and refined before submission.

Seeking Help When Needed

In addition to proofreading and editing, it’s important to seek help when needed. Nursing assignments can be challenging, and it’s perfectly normal to require assistance. Whether you’re facing difficulties in understanding the assignment prompt, need guidance in specific areas, or simply want a fresh perspective on your work, don’t hesitate to reach out for support.

Our friendly and knowledgeable support team is always available to address any questions or concerns you may have. We understand the unique challenges faced by nursing students and can provide you with the guidance and clarification you need. By seeking help when needed, you can overcome obstacles and ensure the successful completion of your nursing assignments.

Nursing

Mastering nursing assignments is within your reach with the right tips, strategies, and expert assignment help services. At nursingresearchhelp.com we are committed to supporting nursing students in excelling in their academic pursuits. Our experienced writers, proofreaders, and editors can provide personalized assistance throughout the assignment writing process, ensuring that your assignments meet the highest standards of quality and professionalism.

With our help, you can confidently tackle your nursing assignments and overcome any challenges you may face. Visit our website nursingresearchhelp.com to learn more about our services and how we can support you in achieving academic excellence. Whether you need guidance in understanding the assignment, conducting thorough research, creating a well-structured outline, using a professional tone, incorporating practical examples, or ensuring a polished final product, we are here to assist you. Trust us for reliable and professional assignment help tailored to your needs.

Don’t let the challenges of nursing assignments hold you back—reach out to us for reliable and professional assignment help tailored to your needs.

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poster for Righting a Wrong: Ethics & Professionalism in Nursing

Righting a Wrong - Ethics & Professionalism in Nursing

Started Nov 30, 2021

Full course description

ICRS Connections Catalog

Renew your commitment to professional conduct after disciplinary action

You’ve experienced disciplinary action that has impacted your ability to practice nursing. Now that you are ready to return to practice, it is important to consider how ethics and professional conduct can safeguard and re-energize your practice of nursing.

Righting A Wrong – Ethics & Professionalism In Nursing will help you rethink how to handle professional mistakes and shortcomings in a way that demonstrates your commitment to ethical and safe nursing practice.

Invest in your nurse licensure...and renew your professional confidence

Set the stage for career renewal and sharpen your critical thinking with 24-7 access to interactive e-learning techniques:

  • Explore links to knowledge, visual/graphical aids and key terms.
  • Complete short-answer and essay questions in the downloadable Assignment Book. (Note: completion of the Assignment Book may be necessary to meet your board of nursing's requirements.)
  • Enjoy material from Nancy Crigger, PhD, APRN, BC, MA and Nelda Godfrey, PhD, RN, ACNS-BC, two recognized nurse educators who have written extensively on nursing ethics and professionalism.
  • Complete a post-test with a score of 75% or above to receive your CE credit's and a certificate to mark your achievement.

Take action today to protect your RN, LPN/LVN license for the future

Right any nursing mistakes you make and protect your license by implementing these course objectives into your practice of nursing:

  • Relate the Staircase Model of Professional Development to the nursing code of ethics, standards of practice, nurse practice acts and institutional policies as the basis for professional nursing practice
  • Describe the types of thinking that lead to wrongdoing
  • Demonstrate the ethically appropriate response to a mistake or professional shortcoming through disclosure, apologizing, and making amends when possible
  • Apply the STOP decision making model to clinical and professional situations
  • Construct a statement of commitment that reflects an ethical, professional ideal to society, the profession and those for whom the nurse provides care

Course Information

Course Dates: Self-paced Cost: $30 | Free for Members CEs: 3.0

Writing Center Home Page

OASIS: Writing Center

Common assignments: writing in nursing.

Although there may be some differences in writing expectations between disciplines, all writers of scholarly work are required to follow basic writing standards such as writing clear, concise, and grammatically correct sentences; using proper punctuation; demonstrating critical thought; and, in all Walden programs, using APA style. When writing in nursing, however, students must also be familiar with the goals of the discipline and discipline-specific writing expectations.

Nurses are primarily concerned about providing quality care to patients and their families, and this demands both technical knowledge and the appropriate expression of ideas (“Writing in nursing,” n.d). As a result, nursing students are expected to learn how to present information succinctly, and even though they may often use technical medical terminology (“Writing in nursing,” n.d.), their work should be accessible to anyone who may read it. Among many goals, writers within this discipline are required to:

  • Document knowledge/research
  • Demonstrate critical thinking
  • Express creative ideas
  • Explore nursing literature
  • Demonstrate understanding of learning activities. (Wagner, n.d., para. 2)

Given this broad set of objectives, nursing students would benefit from learning how to write diverse literature, including scholarly reports, reviews, articles, and so on. They should aim to write work that can be used in both the research and clinical aspects of the discipline. Walden instructors often ask nursing students to write position and reflective papers, critique articles, gather and analyze data, respond to case studies, and work collaboratively on a project. Although there may be differences between the writing expectations within the classroom and those in the workplace, the standards noted below, though more common in scholarly writing, require skills that are transferrable to the work setting.

Because one cannot say everything there is to say about a particular subject, writers present their work from a particular perspective. For instance, one might choose to examine the shortage of nurses from a public policy perspective. One’s particular contribution, position, argument, or viewpoint is commonly referred to as the thesis and, according to Gerring et al. (2004), a good thesis is one that is “new, true, and significant” (p. 2). To strengthen a thesis, one might consider presenting an argument that goes against what is currently accepted within the field while carefully addressing counterarguments and adequately explaining why the issue under consideration matters (Gerring et al., 2004). The thesis is particularly important because readers want to know whether the writer has something new or worthwhile to say about the topic. Thus, as you review the literature, before writing, it is important to find gaps and creative linkages between viewpoints with the goal of contributing innovative ideas to an ongoing discussion. For a contribution to be worthwhile you must read the literature carefully and without bias; doing this will enable you to identify some of the subtle differences in the viewpoints presented by different authors and help you to better identify the gaps in the literature. Because the thesis is essentially the heart of your discussion, it is important that it is argued objectively and persuasively.

With the goal of providing high quality care, the healthcare industry places a premium on rigorous research as the foundation for evidence-based practices. Thus, students are expected to keep up with the most current research in their field and support the assertions they make in their work with evidence from the literature. Nursing students also must learn how to evaluate evidence in nursing literature and identify the studies that answer specific clinical questions (Oermann & Hays, 2011). Writers are also expected to critically analyze and evaluate studies and assess whether findings can be used in clinical practice (Beyea & Slattery, 2006). (Some useful and credible sources include journal articles, other peer-reviewed sources, and authoritative sources that might be found on the web. If you need help finding credible sources contact a librarian.)

Like other APA style papers, research papers in nursing should follow the following format: title, abstract, introduction, literature review, method, results, discussion, references, and appendices (see APA 7, Sections 2.16-2.25). Note that the presentation follows a certain logic: In the introduction one presents the issue under consideration; in the literature review, one presents what is already known about the topic (thus providing a context for the discussion), identifies gaps, and presents one’s approach; in the methods section, one would then identify the method used to gather data; and in the results and discussion sections, one then presents and explains the results in an objective manner, noting the limitations of the study (Dartmouth Writing Program, 2005). Note that not all papers need to be written in this manner; for guidance on the formatting of a basic course paper, see the appropriate template on our website.

In their research, nursing researchers use quantitative, qualitative, or mixed methods. In quantitative studies, researchers rely primarily on quantifiable data; in qualitative studies, they use data from interviews or other types of narrative analyses; and in mixed methods studies, they use both qualitative and quantitative approaches. A researcher should be able to pose a researchable question and identify an appropriate research method. Whatever method the researcher chooses, the research must be carried out in an objective and scientific manner, free from bias. Keep in mind that your method will have an impact on the credibility of your work, so it is important that your methods are rigorous. Walden offers a series of research methods courses to help students become familiar with the various research methods.

Instructors expect students to master the content of the discipline and use discipline- appropriate language in their writing. In practice, nurses may be required to become familiar with standardized nursing language as it has been found to lead to the following:

  • better communication among nurses and other health care providers,
  • increased visibility of nursing interventions,
  • improved patient care,
  • enhanced data collection to evaluate nursing care outcomes,
  • greater adherence to standards of care, and
  • facilitated assessment of nursing competency. (Rutherford, 2008)

Like successful writers in other disciplines and in preparation for diverse roles within their fields, in their writing nursing students should demonstrate that they (a) have cultivated the thinking skills that are useful in their discipline, (b) are able to communicate professionally, and (c) can incorporate the language of the field in their work appropriately (Colorado State University, 2011).

If you have content-specific questions, be sure to ask your instructor. The Writing Center is available to help you present your ideas as effectively as possible.

Beyea, S. C., & Slattery, M. J. (2006). Evidence-based practice in nursing: A guide to successful implementation . http://www.hcmarketplace.com/supplemental/3737_browse.pdf

Colorado State University. (2011). Why assign WID tasks? http://wac.colostate.edu/intro/com6a1.cfm

Dartmouth Writing Program. (2005). Writing in the social sciences . http://www.dartmouth.edu/~writing/materials/student/soc_sciences/write.shtml

Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? [Abstract]. Online Journal of Issues in Nursing , 13 (1). http://ojin.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Health-IT/StandardizedNursingLanguage.html

Wagner, D. (n.d.). Why writing matters in nursing . https://www.svsu.edu/nursing/programs/bsn/programrequirements/whywritingmatters/

Writing in nursing: Examples. (n.d.). http://www.technorhetoric.net/7.2/sectionone/inman/examples.html

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3.3 Assignment

Nursing team members working in inpatient or long-term care settings receive patient assignments at the start of their shift. Assignment refers to routine care, activities, and procedures that are within the legal scope of practice of registered nurses (RN), licensed practical/vocational nurses (LPN/VN), or assistive personnel (AP). [1] Scope of practice for RNs and LPNs is described in each state’s Nurse Practice Act. Care tasks for AP vary by state; regulations are typically listed on sites for the state’s Board of Nursing, Department of Health, Department of Aging, Department of Health Professions, Department of Commerce, or Office of Long-Term Care. [2]

See Table 3.3a for common tasks performed by members of the nursing team based on their scope of practice. These tasks are within the traditional role and training the team member has acquired through a basic educational program. They are also within the expectations of the health care agency during a shift of work. Agency policy can be more restrictive than federal or state regulations, but it cannot be less restrictive.

Patient assignments are typically made by the charge nurse (or nurse supervisor) from the previous shift. A charge nurse is an RN who provides leadership on a patient-care unit within a health care facility during their shift. Charge nurses perform many of the tasks that general nurses do, but also have some supervisory duties such as making assignments, delegating tasks, preparing schedules, monitoring admissions and discharges, and serving as a staff member resource. [3]

Table 3.3a Nursing Team Members’ Scope of Practice and Common Tasks [4]

An example of a patient assignment is when an RN assigns an LPN/VN to care for a client with stable heart failure. The LPN/VN collects assessment data, monitors intake/output throughout the shift, and administers routine oral medication. The LPN/VN documents this information and reports information back to the RN. This is considered the LPN/VN’s “assignment” because the skills are taught within an LPN educational program and are consistent with the state’s Nurse Practice Act for LPN/VN scope of practice. They are also included in the unit’s job description for an LPN/VN. The RN may also assign some care for this client to AP. These tasks may include assistance with personal hygiene, toileting, and ambulation. The AP documents these tasks as they are completed and reports information back to the RN or LPN/VN. These tasks are considered the AP’s assignment because they are taught within a nursing aide’s educational program, are consistent with the AP’s scope of practice for that state, and are included in the job description for the nursing aide’s role in this unit. The RN continues to be accountable for the care provided to this client despite the assignments made to other nursing team members.

Special consideration is required for AP with additional training. With increased staffing needs, skills such as administering medications, inserting Foley catheters, or performing injections are included in specialized training programs for AP. Due to the impact these skills can have on the outcome and safety of the client, the National Council of State Board of Nursing (NCSBN) recommends these activities be considered delegated tasks by the RN or nurse leader. By delegating these advanced skills when appropriate, the nurse validates competency, provides supervision, and maintains accountability for client outcomes. Read more about delegation in the “ Delegation ” section of this chapter.

When making assignments to other nursing team members, it is essential for the RN to keep in mind specific tasks that cannot be delegated to other nursing team members based on federal and/or state regulations. These tasks include, but are not limited to, those tasks described in Table 3.3b.

Table 3.3b Examples of Tasks Outside the Scope of Practice of Nursing Assistive Personnel

As always, refer to each state’s Nurse Practice Act and other state regulations for specific details about nursing team members’ scope of practice when providing care in that state.

Find and review Nurse Practice Acts by state at www.ncsbn.org/npa.

Read more about the Wisconsin’s Nurse Practice Act and the standards and scope of practice for RNs and LPNs Wisconsin’s Legislative Code Chapter N6.

Read more about scope of practice, skills, and practices of nurse aides in Wisconsin at DHS 129.07 Standards for Nurse Aide Training Programs.

  • American Nurses Association and NCSBN. (2019). National guidelines for nursing delegation . https://www.ncsbn.org/NGND-PosPaper_06.pdf ↵
  • McMullen, T. L., Resnick, B., Chin-Hansen, J., Geiger-Brown, J. M., Miller, N., & Rubenstein, R. (2015). Certified nurse aide scope of practice: State-by-state differences in allowable delegated activities. Journal of the American Medical Directors Association, 16 (1), 20–24. https://doi.org/10.1016/j.jamda.2014.07.003 ↵
  • RegisteredNursing.org. (2021, April 13). What is a charge nurse? https://www.registerednursing.org/specialty/charge-nurse/ ↵
  • RegisteredNursing.org. (2021, January 27). Assignment, delegation and supervision: NCLEX-RN. https://www.registerednursing.org/nclex/assignment-delegation-supervision/ ↵
  • State of Wisconsin Department of Health Services. (2018). Medication administration by unlicensed assistive personnel (UAP): Guidelines for registered nurses delegating medication administration to unlicensed assistive personnel. https://www.dhs.wisconsin.gov/publications/p01908.pdf ↵

Routine care, activities, and procedures that are within the authorized scope of practice of the RN, LPN/VN, or routine functions of the assistive personnel.

Making adjustments to medication dosage per an established protocol to obtain a desired therapeutic outcome.

Nursing Management and Professional Concepts Copyright © by Chippewa Valley Technical College is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Nursing admission assessment and examination.

Tammy J. Toney-Butler ; Wendy J. Unison-Pace .

Last Update: August 28, 2023 .

  • Definition/Introduction

The initial nursing assessment, the first step in the five steps of the nursing process, involves the systematic and continuous collection of data; sorting, analyzing, and organizing that data; and the documentation and communication of the data collected. Critical thinking skills applied during the nursing process provide a decision-making framework to develop and guide a plan of care for the patient incorporating evidence-based practice concepts. This concept of precision education to tailor care based on an individual's unique cultural, spiritual, and physical needs, rather than a trial by error, one size fits all approach results in a more favorable outcome. [1] [2] [3]

The nursing assessment includes gathering information concerning the patient's individual physiological, psychological, sociological, and spiritual needs. It is the first step in the successful evaluation of a patient. Subjective and objective data collection are an integral part of this process. Part of the assessment includes data collection by obtaining vital signs such as temperature, respiratory rate, heart rate, blood pressure, and pain level using an age or condition appropriate pain scale. The assessment identifies current and future care needs of the patient by allowing the formation of a nursing diagnosis. The nurse recognizes normal and abnormal patient physiology and helps prioritize interventions and care. [4] [5]

  Nursing Process

  • Assessment (gather subjective and objective data, family history, surgical history, medical history, medication history, psychosocial history)
  • Analysis or diagnosis (formulate a nursing diagnosis by using clinical judgment; what is wrong with the patient)
  • Planning (develop a care plan which incorporates goals, potential outcomes, interventions)
  • Implementation (perform the task or intervention)
  • Evaluation (was the intervention successful or unsuccessful)
  • Issues of Concern

The function of the initial nursing assessment is to identify the assessment parameters and responsibilities needed to plan and deliver appropriate, individualized care to the patient. [6] [7] [8] [9]

This includes documenting:

  • Appropriate level of care to meet the client's or patient’s needs in a linguistically appropriate, culturally competent manner
  • Evaluating response to care
  • Community support
  • Assessment and reassessment once admitted
  • Safe plan of discharge

The nurse should strive to complete:

  • Admission history and physical assessment as soon as the patient arrives at the unit or status is changed to an inpatient
  • Data collected should be entered on the Nursing Admission Assessment Sheet and may vary slightly depending on the facility
  • Additional data collected should be added
  • Documentation and signature either written or electronic by the nurse performing the assessment

Summary Nursing Admission Assessment

  • Documentation: Name, medical record number, age, date, time, probable medical diagnosis, chief complaint, the source of information (two patient identifiers)
  • Past medical history: Prior hospitalizations and major illnesses and surgeries
  • Assess pain: Location, severity, and use of a pain scale
  • Allergies: Medications, foods, and environmental; nature of the reaction and seriousness; intolerances to medications; apply allergy band and confirm all prepopulated allergies in the electronic medical record (EMR) with the patient or caregiver
  • Medications: Confirm accuracy of the list, names, and dosages of medications by reconciling all medications promptly using electronic data confirmation, if available, from local pharmacies; include supplements and over-the-counter medications
  • Valuables: Record and send to appropriate safe storage or send home with family following any institutional policies on the secure management of patient belongings; provide and label denture cups
  • Rights: Orient patient, caregivers, and family to location, rights, and responsibilities; goal of admission and discharge goal
  • Activities: Check daily activity limits and need for mobility aids
  • Falls: Assess Morse Fall Risk and initiate fall precautions as dictated by institutional policy
  • Psychosocial: Evaluate need for a sitter or video monitoring, any signs of agitation, restlessness, hallucinations, depression, suicidal ideations, or substance abuse
  • Nutritional: Appetite, changes in body weight, need for nutritional consultation based on body mass index (BMI) calculated from measured height and weight on admission
  • Vital signs: Temperature recorded in Celsius, heart rate, respiratory rate, blood pressure, pain level on admission, oxygen saturation
  • Any handoff information from other departments

Physical Exam

  • Cardiovascular: Heart sounds; pulse irregular, regular, weak, thready, bounding, absent; extremity coolness; capillary refill delayed or brisk; presence of swelling, edema, or cyanosis
  • Respiratory: Breath sounds, breathing pattern, cough, character of sputum, shallow or labored respirations, agonal breathing, gasps, retractions present, shallow, asymmetrical chest rise, dyspnea on exertion
  • Gastrointestinal: Bowel sounds, abdominal tenderness, any masses, scars, character of bowel movements, color, consistency, appetite poor or good, weight loss, weight gain, nausea, vomiting, abdominal pain, presence of feeding tube
  • Genitourinary: Character of voiding, discharge, vaginal bleeding (pad count), last menstrual period or date of menopause or hysterectomy, rashes, itching, burning, painful intercourse, urinary frequency, hesitancy, presence of catheter
  • Neuromuscular: Level of consciousness using AVPU (alert, voice, pain, unresponsive); Glasgow coma scale (GCS); speech clear, slurred, or difficult; pupil reactivity and appearance; extremity movement equal or unequal; steady gait; trouble swallowing
  • Integument: Turgor, integrity, color, and temperature, Braden Risk Assessment, diaphoresis, cold, warm, flushed, mottled, jaundiced, cyanotic, pale, ruddy, any signs of skin breakdown, chronic wounds

Initial Assessment [10] [11] [12]

Steps in Evaluating a New Patient

  • Record chief complaint and history
  • Perform physical examination
  • Complete an initial psychological evaluation; screen for intimate partner violence; CAGE questionnaire and CIWA (Clinical Institute Withdrawal Assessment for Alcohol) scoring if indicated; suicide risk assessment
  • Provide a certified translator if a language barrier exists; ensure culturally competent care and privacy
  • Ensure the healthcare provider has ordered the appropriate tests for the suspected diagnosis, and initiate any predetermined protocols according to the hospital or institutional policy

Which provides the diagnosis most often: history, physical, or diagnostic tests?

  • History: 70%
  • Physical: 15% to 20%
  • Diagnostic tests: 10% to 15%

History Taking Techniques

Record chief complaint

History of the present illness, presence of pain

P-Q-R-S-T Tool to Evaluate Pain

  • P: What provokes symptoms? What improves or exacerbates the condition? What were you doing when it started? Does position or activity make it worse?
  • Q: Quality and Quantity of symptoms: Is it dull, sharp, constant, intermittent, throbbing, pulsating, aching, tearing or stabbing?
  • R: Radiation or Region of symptoms: Does the pain travel, or is it only in one location? Has it always been in the same area, or did it start somewhere else?
  • S: Severity of symptoms or rating on a pain scale. Does it affect activities of daily living such as walking, sitting, eating, or sleeping?
  • T: Time or how long have they had the symptoms. Is it worse after eating, changes in weather, or time of day?

S-A-M-P-L-E

  • S: Signs and symptoms
  • A: Allergies
  • M: Medications
  • P: Past medical history
  • L: Last meal or oral intake
  • E: Events before the acute situation

Pain Assessment

Pain, or the fifth vital sign, is a crucial component in providing the appropriate care to the patient. Pain assessment may be subjective and difficult to measure. Pain is anything the patient or client states that it is to them. As nurses, you should be aware of the many factors that can influence the patient's pain. Systematic pain assessment, measurement, and reassessment enhance the ability to keep the patient comfortable. Pain scales that are age appropriate assist in the concise measurement and communication of pain among providers. Improvement of communication regarding pain assessment and reassessment during admission and discharge processes facilitate pain management, thus enhancing overall function and quality of life in a trickle-down fashion.

According to one performance and improvement outpatient project in 2017, areas for improvement in pain reassessment policies and procedures were identified in a clinic setting. The study concluded compliance rates for the 30-minute time requirement outlined in the clinic policy for pain reassessment were found to be low. Heavy patient load, staff memory rather than documentation, and a lack of standardized procedures in the electronic health record (EHR) design played a role in low compliance with the reassessment of pain. Barriers to pain assessment and reassessment are important benchmarks in quality improvement projects. Key performance indicators (KPIs) to improve pain management goals and overall patient satisfaction, balanced with the challenges of an opioid crisis and oversedation risks, all play a role in future research studies and quality of care projects. Recognition of indicators of pain and comprehensive knowledge in pain assessment will guide care and pain management protocols.

Indicators of Pain

  • Restlessness or pacing
  • Groaning or moaning
  • Gasping or grunting
  • Nausea or vomiting
  • Diaphoresis
  • Clenching of the teeth and facial expressions
  • Tachycardia or blood pressure changes
  • Panting or increased respiratory rate
  • Clutching or protecting a part of the body
  • Unable to speak or open eyes
  • Decreased interest in activities, social gatherings, or old routines

Psychosocial Assessment

The primary consideration is the health and emotional needs of the patient. Assessment of cognitive function, checking for hallucinations and delusions, evaluating concentration levels, and inquiring into interests and level of activity constitute a mental or emotional health assessment. Asking about how the client feels and their response to those feelings is part of a psychological assessment. Are they agitated, irritable, speaking in loud vocal tones, demanding, depressed, suicidal, unable to talk, have a flat affect, crying, overwhelmed, or are there any signs of substance abuse? The psychological examination may include perceptions, whether justifiable or not, on the part of the patient or client. Religion and cultural beliefs are critical areas to consider. Screening for delirium is essential because symptoms are often subtle and easily overlooked, or explained away as fatigue or depression.

Safety Assessment

  • Ambulatory aids
  • Environmental concerns, home safety
  • Domestic and family violence risk, human trafficking risks, elder or child abuse risk
  • Suicidal ideation (initiate suicide precautions as directed by institutional policy)

Therapeutic Communication Techniques Used to Take a Good History

Multiple strategies are employed that will include:

  • Active, attentive listening
  • Reflection, sharing observations
  • Share hope 
  • Share humor
  • Therapeutic silence
  • Provide information
  • Clarification
  • Paraphrasing
  • Asking relevant questions
  • Summarizing
  • Self-disclosure
  • Confrontation

What are examples?

  • Active, attentive listening: Attention to the details of what the patient is saying either in a verbal or nonverbal manner
  • Reflection, share observations: Repeat the patient’s words to encourage discussion, state observations that will not make the patient angry or embarrassed; i.e., " You seem tired today, sad...," " You have hardly eaten anything this morning."
  • Empathy: Demonstrate that you understand and feel for the patient, recognition of their current situation and perceived feelings, and communicating in a nonjudgmental, unbiased way of acceptance
  • Share hope: Ensure in the patient a sense of power, hope in an often hopeless environment, and the possibility of a positive outcome
  • Share humor: Fosters a relationship of emotional support, establishes rapport, acts as a positive diversion technique, and promotes physical and mental well being. Cultural considerations play a role in humor
  • Touch: Touch may be a source of comfort or discomfort for a patient, wanted or unwanted; observe verbal and nonverbal cues with touch; holding a hand, conducting a physical assessment, performing a procedure
  • Therapeutic silence: Fosters an environment of patience, thought and reflection on difficult decisions, and allows time to observe any nonverbal signs of discomfort (the patient typically breaks the silence first)
  • Provide information: During an assessment and care, inform the patient as to what is about to happen, explain findings and the need for further testing or observation to promote trust and decrease anxiety
  • Clarification: Ask questions to clear up ambiguous statements, ask the client or patient to rephrase or restate confusing remarks so wrong assumptions are clarifiable and a missed opportunity for valuable information forgone
  • Focusing: Brings the focus of the conversation to an essential area of concern, eliminating vague or rambling dialogue, centers the assessment on the source of discomfort and pertinent details in the history
  • Paraphrasing: Invites patient participation and understanding in a conversation
  • Asking relevant questions: Questions are general at first then become more specific; asked in a logical, consecutive order; open-ended, close-ended, and focused questions may be useful during an assessment
  • Summarizing: Provides a review of assessment findings, offers clarification opportunities, informs the next step in the admission and hospitalization process
  • Self-disclosure: Promotes a trusting relationship, the feeling that the patient is not in this alone, or unique in their current circumstances; provides a framework for hope, support, and respect
  • Confrontation: You may have to confront the patient after a trustful rapport has been established, discussing any inconsistencies in the history, thought processes, or inappropriate behavior

Cultural Assessment

The cultural competency assessment will identify factors that may impede the implementation of nursing diagnosis and care. Information obtained should include:

  • Ethnic origin, languages spoken, and need for an interpreter
  • Primary language preferred for written and verbal instructions
  • Support system, decision makers
  • Living arrangements
  • Religious practices
  • Emotional responses
  • Special food requirements, dietary considerations
  • Cultural customs or taboos such as unwanted touching or eye contact

Physical Examination Techniques

Initial evaluation or the general survey may include:

  • Overall health status
  • Body habitus
  • Personal hygiene, grooming
  • Skin condition such as signs of breakdown or chronic wounds
  • Breath and body odor
  • Overall mood and psychological state
  • Initial vital sign measurements: temperature recorded in Celsius in most institutions, respiratory rate, pulse rate, blood pressure with appropriate sized cuff, pulse oximetry reading and note if on room air or oxygen; accurately measured weight in kilograms with the proper scale and height measurement, so body mass index (BMI) is calculable for dosing weights and nutritional guidelines

Secondary Assessment

  • Cardiovascular
  • Gastrointestinal
  • Musculoskeletal
  • Neurological
  • Genitourinary/Pelvic
  • Integumentary
  • Mental status and behavioral
  • Look at all areas of the skin, including those under clothing or gowns
  • Ensure patient is undressed, allowing for privacy, uncover one body part at a time if possible
  • Lighting should be bright
  • Be alert for any malodors from the body including the oral cavity; fecal odor, fruity-smell, odor of alcohol or tobacco on the breath
  • Compare one side to the other, and ask the patient about any asymmetrical areas
  • Observe for color, rashes, skin breakdown, tubes and drains, scars, bruising, burns
  • Grade any edema present
  • Document pertinent normal and abnormal findings
  • Consistency
  • Tenderness 
  • Temperature and moisture (warm, moist or cool, and dry)
  • Tactile fremitus
  • Good hand and finger technique
  • Good striking and listening technique
  • Especially important in the pulmonary and gastrointestinal systems
  • Dull, flat, resonance, hyper-resonance, or tympany sounds
  • Percussion is an advanced technique requiring a specific skill set to perform. Therefore, it is a skill practiced by advanced practice nurses as opposed to a bedside nurse on a routine basis

Auscultation

  • Listening to body sounds such as bowel sounds, breath sounds, and heart sounds
  • Important in examination of the heart, blood pressure, and gastrointestinal system
  • Listen for bruits, murmurs, friction rubs, and irregularities in pulse

What are important things to remember about the physical exam?

  • Physical exam length can vary depending on complexity
  • Physical exam extends from passive observation to hands-on 
  • Be systematic and thorough
  • Ensure privacy and comfort
  • Warm hands for patient comfort
  • Avoid long fingernails to prevent patient injury during the exam
  • Palpate areas that are tender or painful last
  • Be alert for any signs of maltreatment or abuse, and follow mandatory reporting guidelines
  • Abdominal assessment follows the techniques in this sequence: inspection, auscultation, percussion, and palpation
  • Auscultate bowel sounds for at least 15 seconds in each quadrant using the diaphragm of the stethoscope, starting with the lower right-hand quadrant and moving clockwise
  • If a fistula is present for hemodialysis, assess for a thrill or bruit, document presence or absence. Notify managing healthcare provider immediately if absent
  • Steps in a comprehensive lung exam include PIPPA; Positioning of the patient, Inspection, Palpation, Percussion, Auscultation

Diagnostic Studies

Driven by findings on the history and physical examination; options include:

  • Blood tests (CBC, chemistry, bedside glucose, pregnancy test, urinalysis, cardiac enzymes, coagulation studies)
  • Imaging studies (X-rays, CT, MRI, ultrasound)
  • Other diagnostic studies (ECG, EEG, lumbar puncture, etc.,)

Discharge Planning

  • Document mode of transport
  • Who is accompanying the patient?
  • Transfer forms/EMTALA considerations
  • Functional status
  • Financial considerations
  • Discharge medications and instructions
  • Follow up information, referrals, hotline numbers, shelter information
  • Barriers to learning
  • Document verbalization that discharge instructions were understood by caregiver or surrogate
  • Provide translators and language appropriate discharge instructions or paperwork
  • Clinical Significance

Often the initial history and physical examination lead to the identification of life- or limb-threatening conditions that can be stabilized promptly, ensuring better patient outcomes. The sooner the patient is correctly assessed, the more likely a life-altering condition is recognizable, nursing diagnosis formulated, appropriate intervention or treatment initiated, and stabilizing care rendered. Physiological abnormalities manifested by changes in vital signs and level of consciousness often provide early warning signs that patient condition is deteriorating; thus, requiring prompt intervention to forego an adverse outcome, decreasing morbidity and mortality risk. In the fast-paced, resource-challenged healthcare environment today, thorough assessment can pose a challenge for the healthcare provider but is essential to safe, quality care. The importance of a head-to-toe assessment, critical thinking skills guided by research, and therapeutic communication are the mainstays of safe practice.  [13] [14] [15]

Assessment findings that include current vital signs, lab values, changes in condition such as decreased urine output, cardiac rhythm, pain level, and mental status, as well as pertinent medical history with recommendations for care, are communicated to the provider by the nurse. Communicating in a concise, efficient manner in rapidly changing situations and deteriorating patient conditions can promote quick solutions during difficult circumstances. Healthcare providers communicate and share in the decision-making process. The SBAR model facilitates this communication between members of the healthcare team and bridges the gap between a narrative, descriptive approach and one armed with exact details.

Communication using the SBAR Model

  • Recommendation

Assessment Tools

  • Activities of daily living scale
  • Cough assessment
  • Health questionnaires such as those that address recent travel and exposure risks
  • Waterlow or Braden scale for assessing pressure ulcer risk
  • Glasgow coma scale/AVPU for assessment of consciousness
  • Pain scales such as the Faces Pain Scale (FPS), Numeric Rating System (NRS), Visual Analogue Scales (VAS), Wong-Baker Faces Pain Rating Scale (WBS), and the (MPQ) McGill Pain Questionnaire
  • CAGE assessment/CIWA scoring
  • Morse Fall Risk
  • Standard vital sign flow charts for different age groups
  • NIH Stroke Scale (NIHSS)
  • Dysphagia Screen
  • 4AT Assessment for Delirium
  • The nurse should be familiar with the otoscope, penlight, stethoscope (bell and diaphragm), thermometer, bladder scanner, speculum, eye charts, cardiac and blood pressure monitors, fetal doppler and extremity doppler, and sphygmomanometer
  • Stretcher or bed for proper positioning during a physical exam
  • Hand hygiene products, personal protective equipment if required
  • Alcohol swabs, sanitizer, or soapy water to clean equipment after use, such as with stethoscopes, to decrease the likelihood of cross-contamination of pathogens from inanimate objects (follow any manufacturer guidelines or institutional policies)
  • Computer or paper chart to document findings
  • Calculation devices for BMI, conversion from pounds to kilograms, kilograms to pounds, Celsius to Farenheight
  • Review Questions
  • Access free multiple choice questions on this topic.
  • Comment on this article.

Disclosure: Tammy Toney-Butler declares no relevant financial relationships with ineligible companies.

Disclosure: Wendy Unison-Pace declares no relevant financial relationships with ineligible companies.

This book is distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) ( http://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits others to distribute the work, provided that the article is not altered or used commercially. You are not required to obtain permission to distribute this article, provided that you credit the author and journal.

  • Cite this Page Toney-Butler TJ, Unison-Pace WJ. Nursing Admission Assessment and Examination. [Updated 2023 Aug 28]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

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Safety Errors Cited in Fire That Killed 45 in Moscow

By Steven Lee Myers

  • Dec. 9, 2006

MOSCOW, Dec. 9 — A fire in a drug-treatment hospital here early Saturday killed 45 women who were trapped behind a blocked emergency exit and locked window grilles as smoke suffocated them, Russian officials said.

While arson was suspected, the magnitude of the death toll appeared to result from gross safety violations and the evident failure of the hospital’s staff to make an effort to rescue its patients, the officials said.

“I have to say that no rescue operations were carried out by the personnel,” Aleksandr P. Chupriyan, the deputy minister of emergencies services, said in remarks broadcast on Ekho Moskvy. “The fact is that when they discovered the fire, they themselves jumped out from the first floor.”

The fire itself was not large, beginning in a wooden cabinet in a second-floor kitchen that had undergone repair work the previous day, but the flames generated thick, toxic smoke that filled that wing of Moscow Drug Treatment Hospital No. 17, one of the country’s largest centers for treating addicts.

Of those killed, 43 were patients, sleeping on the women’s ward on the second floor. The two others were hospital workers. Most the patients were younger than 35, seeking to break their addictions, a hospital psychologist, Olga Rudakov, told NTV, a national TV station. All should have been able to walk out, she said, had they not been trapped.

Many of the windows in the wing had been smashed, but the metal bars blocking any escape remained in place. The only exit not engulfed in smoke was behind a locked metal gate, the chief of the emergencies ministry’s fire inspection department, Maj. Gen. Yuri P. Nenashev, said.

Hospital workers should have had keys to unlock the window grilles. It was not clear if they had tried. “I suspect that the personnel response was completely inadequate,” Mr. Chupriyan said.

He and other officials said the victims died from smoke inhalation, not burns. At least 150 patients and workers escaped, though at least 12 of them were injured, some seriously. One patient, who was not identified, told NTV that patients had jumped from windows, though it was not clear where.

“We could not open the door,” she said.

Russia has strict building and fire codes but also a culture of bribery and corruption that allows violations to pass unpunished - and unfixed.

The Prosecutor General’s Office announced that it would begin an investigation into the cause of the fire and safety violations.

Mr. Chupriyan said his ministry would conduct inspections at hospitals elsewhere.

Safety problems at Hospital No. 17 had already drawn the attention of the authorities, but to no avail.

Mr. Nenashev said that fire inspectors had found fire-safety violations in February and March and recommended closing the hospital until they were corrected. A court refused, however, and issued only a warning.

The fire’s toll was the worst in years in Moscow. A fire at People’s Friendship University in 2003 killed 44 people, mostly foreign students. In that case, too, locked emergency exits trapped those inside.

The victims on Saturday were among the most vulnerable people in Russia, recovering addicts who engender little public sympathy. The hospital is located in a depressed part of southern Moscow, an area of crumbling Soviet-era apartment blocs.

One elderly woman outside the hospital said her granddaughter was among the patients and had survived the fire. Still, she offered her no sympathy for the latest ordeal in her granddaughter’s life.

“Let death take her,” she said, declining to say her name.

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    The Ultimate Guide to Nursing Assignments: 7 Tips and Strategies. Nursing assignments are a critical component of every nursing student's academic journey. They serve as opportunities to test your knowledge, apply theoretical concepts to real-world scenarios, and develop essential skills necessary for your future nursing career.

  11. Righting a Wrong

    Complete short-answer and essay questions in the downloadable Assignment Book. (Note: completion of the Assignment Book may be necessary to meet your board of nursing's requirements.) Enjoy material from Nancy Crigger, PhD, APRN, BC, MA and Nelda Godfrey, PhD, RN, ACNS-BC, two recognized nurse educators who have written extensively on nursing ...

  12. Academic Guides: Common Assignments: Writing in Nursing

    Walden instructors often ask nursing students to write position and reflective papers, critique articles, gather and analyze data, respond to case studies, and work collaboratively on a project. Although there may be differences between the writing expectations within the classroom and those in the workplace, the standards noted below, though ...

  13. Chapter 4

    Delivering safe, quality client care often requires registered nurses (RN) to manage care provided by the nursing team. Making assignments, delegating tasks, and supervising nursing team members are essential managerial components of an entry-level staff RN role. As previously discussed, nursing team members include RNs, licensed practical/vocational nurses (LPN/VN), and assistive personnel ...

  14. 3.3 Assignment

    3.3 Assignment. Nursing team members working in inpatient or long-term care settings receive patient assignments at the start of their shift. Assignment refers to routine care, activities, and procedures that are within the legal scope of practice of registered nurses (RN), licensed practical/vocational nurses (LPN/VN), or assistive personnel ...

  15. Chapter 4 Nursing Process

    The nursing process becomes a road map for the actions and interventions that nurses implement to optimize their patients' well-being and health. This chapter will explain how to use the nursing process as standards of professional nursing practice to provide safe, patient-centered care. Go to: 4.2. BASIC CONCEPTS.

  16. Nursing: Assignment & Resource Tips

    There are 3 different HESI items. One is for the Nursing Admission Exam (specific name of that test is HESI A2 .) Students take this exam in order to gain admittance into the ADN Program. However, any nursing entrance exam test prep resource will work because they all test the same content: math, science, and verbal skills.

  17. Nursing Admission Assessment and Examination

    The initial nursing assessment, the first step in the five steps of the nursing process, involves the systematic and continuous collection of data; sorting, analyzing, and organizing that data; and the documentation and communication of the data collected. Critical thinking skills applied during the nursing process provide a decision-making framework to develop and guide a plan of care for the ...

  18. Books

    Publisher: Beresta Books (December 8, 2019) Language: English ISBN-10: 0996139567 ISBN-13: 978-0996139564 Product Dimensions: 6.7 x 1.2 x 9.6 inches. Purchase on Amazon Summary and Information . Ages of Discord. Kindle Edition Available Paperback: 288 Pages Published: October 2016 ISBN-10: 0996139540

  19. Safety Errors Cited in Fire That Killed 45 in Moscow

    MOSCOW, Dec. 9 — A fire in a drug-treatment hospital here early Saturday killed 45 women who were trapped behind a blocked emergency exit and locked window grilles as smoke suffocated them ...

  20. FeedVet Expo 2024

    The FeedVet Expo is an international event that brings together the best of the best in feed, feed additives, veterinary, and equipment. This event is the perfect opportunity to network with industry experts and explore the latest innovations in the field. With exhibitors from around the world, the FeedVet Expo provides a platform for industry professionals to come together and share their ...