MARC details
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09379cam a22002894a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20231205143656.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
040831s2005 paua bf 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0781753783 (pbk. : alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780781753784 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
BUL |
| Transcribing agency |
BUL |
| Modifying agency |
BUL |
| Language of cataloging |
eng |
| Description conventions |
rda |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
WY 100 A385a 2005 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Alfaro-LeFevre, Rosalinda. |
| 245 10 - TITLE STATEMENT |
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| Title |
Applying nursing process : |
| Remainder of title |
a tool for critical thinking / |
| Statement of responsibility, etc. |
Rosalinda Alfaro-LeFevre. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
6th edition |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Philadelphia : |
| Name of publisher, distributor, etc. |
Lippincott Williams & Wilkins, |
| Date of publication, distribution, etc. |
c2005. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxv, 309 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Contents<br/><br/>Chapter 1 Nursing Process Overview<br/>What Is the Nursing Process and Why Learn About It?<br/>What Is it? <br/> Nursing Process Characteristics That Promote Critical Thinking <br/>Why Learn About it? <br/> Steps of the Nursing Process <br/> Relationships Among the Steps of the Nursing Process<br/>Assessment and Diagnosis <br/>Diagnosis and Planning<br/>Planning and Implementation<br/>Implementation and Evaluation<br/>Evaluation and the Other Steps in the Nursing Process<br/>What Are the Benefits of Using the Nursing Process? <br/>Nursing Process in Context of Today's Changing World<br/> Today's Health Care Reality<br/>Patient Safety Is Top Priority <br/> Ethics: Advocating for Patients' Rights <br/>Seven Ethical Principles<br/>Including Patient Partners While Following HIPAA Rules<br/>Critical Thinking Exercise I: Using the Nursing Process in a Changing World<br/>What's the Difference Between Nursing Process and Critical Thinking?<br/>How to Become a Critical Thinker<br/>Critical Thinking: Get the Picture?<br/>Willingness and Ability to Care<br/>Willingness to Care<br/>Being Able to Care<br/>Understanding Ourselves<br/>Understanding Others<br/>Critical Thinking Exercise II: Critical Thinking and Willingness and Ability to Care<br/>Summary<br/><br/>Chapter 2 Assessment<br/>Assessment: The First Step to Determining Health Status<br/>Characteristics of an Assessment That Promotes Critical Thinking<br/>Six Activities of Assessment<br/>Collecting Data<br/>What Resources Do You Use?<br/>How to Ensure Comprehensive Data Collection<br/>Data Base (Start of Care) Versus Focus Assessment<br/> Data Base (Start of Care) Assessment<br/> Focus Assessment<br/>Health Promotion: Screening for Prevention and Early Diagnosis<br/> Helping Patients Make Informed, Joint Decisions <br/>The Nursing Interview and Physical Assessment<br/>Ethical, Cultural, and Spiritual concerns <br/>The Nursing Interview<br/>Guidelines: Promoting a Caring Interview<br/>How to Establish Rapport<br/>How to Listen<br/>How to Ask Questions<br/>How to Observe<br/>Physical Assessment<br/>Guidelines: Doing a Physical Assessment<br/>Checking Diagnostic Studies<br/>Critical Thinking Exercise III: The Nursing Interview and Physical Assessment<br/>Identifying Subjective and Objective Data<br/>Identifying Cues and Making Inferences<br/>Validating (Verifying) Data<br/>Critical Thinking Exercise IV: Subjective and Objective Data; Cues and Inferences;<br/> Validating Data<br/>Organizing (Clustering) Data<br/>Clustering Data According to Purpose<br/>Critical Thinking Exercise V: Organizing (Clustering) Data<br/>Identifying Patterns/Testing First Impressions<br/>Reporting and Recording<br/>Deciding What to Report<br/>Deciding What's Abnormal<br/>Guidelines: Reporting Significant Findings<br/>General Guidelines<br/>Guidelines for Phone Reports <br/>Deciding What to Record<br/>Guidelines: Recording the Nursing Data Base<br/>Critical Thinking Exercise VI: Recognizing Abnormal Data, Deciding What's<br/> Relevant<br/>Summary<br/><br/>Chapter 3 Diagnosis<br/>From Assessment to Diagnosis: A Pivotal Point<br/>New ANA Standard Related to Diagnosis<br/>Nurses' Growing Responsibilities as Diagnosticians<br/>Diagnose and Treat (DT) Versus. Predict, Prevent, Manage, and Promote (PPMP)<br/>Multidisciplinary Practice <br/>Disease Management<br/>Point-of-Care Testing<br/>Critical Pathways (Clinical Pathways, CareMapsTM)<br/> Advantages of Critical Paths<br/> Disadvantages of Critical Paths<br/>Informatics and Computer-Assisted Diagnosis<br/>Using Standard or Recognized Terminologies<br/>Changing Thinking About What Terms to Use<br/>How to Use Standard Languages. <br/>Computer-Assisted Diagnosis<br/>Benefits of Computer-Assisted Diagnosis<br/>Limitations of Computer-Assisted Diagnosis<br/>Becoming a Competent Diagnostician<br/>Key Terms Related to Diagnosis<br/>Recognizing Risk Factors: The Key to Proactive Approaches<br/>Critical Thinking Indicators (CTIs) Related to Diagnosis<br/>Critical Thinking Exercise VII: Nurses' Responsibilities as Diagnosticians; Key<br/> Terms Related to Diagnois; Differentiating Between Nursing Diagnoses and<br/> Other Problems<br/>Learning How to Make Definitive Diagnoses<br/>Fundamental Principles and Rules of Diagnostic Reasoning<br/>Becoming a Competent Diagnostician: Old Versus Current Thinking<br/>Patients as Partners in Diagnosis<br/>Clarifying Causes and Contributing (Risk) Factors <br/>Avoiding Diagnostic Errors<br/>Identifying Nursing Diagnoses<br/>Guidelines: Identifying Nursing Diagnoses<br/>Mapping Diagnoses<br/>Using the PES (or PRS) Method for Stating Nursing Diagnoses<br/>Guidelines: Avoiding Errors When Writing Diagnostic Statements<br/>Critical Thinking Exercise VIII: Recognizing, Mapping and Stating Nursing<br/> Diagnoses<br/>Identifying Potential Complications<br/>Guidelines: Identifying Potential Complications<br/>Identifying Problems Requiring Multidisciplinary Approaches<br/>Critical Thinking Exercise IX: Predicting Potential Complications/Identifying<br/> Problems Requiring a Multidisciplinary Approach, Pulling It All Together<br/>Summary<br/><br/>Chapter 4 Planning<br/>Four Main Purposes of the Plan of Care<br/>Initial Versus Ongoing Planning<br/>Applying Standards<br/>Pain Management, Patient Safety, and Error-Prevention Standards <br/>Computers and Standard Plans <br/>Attending to Urgent Priorities <br/>Clarifying Expected Outcomes (Results)<br/> Outcomes Versus Indicators<br/>Principles of Patient-Centered Outcomes <br/>Guidelines: Determining Patient-Centered Outcomes<br/>Relationship of Outcomes to Accountability<br/>Clinical, Functional, and Quality of Life Outcomes<br/>Discharge Outcomes and Discharge Planning <br/>Case Management<br/>Deciding Which Problems Must Be Recorded <br/>Critical Thinking Exercise X: Applying Standards, Setting Priorities, and Clarifying<br/> Expected Outcomes <br/>Determining Nursing Interventions<br/>Assessment-Monitoring Health Status<br/>Teaching-The Key to Empowerment<br/>Guidelines: Planning Teaching<br/>Counseling-Helping People Make Informed Choices<br/>Consulting and Referring-The Cornerstone of Multidisciplinary Approaches<br/>Individualizing Interventions<br/>Evidence-Based Practice: Weigh Risks and Benefits, Be Proactive<br/>Guidelines: Individualizing Nursing Orders<br/>Making Sure the Plan Is Adequately Recorded<br/>Guidelines: Computerized Charting<br/>Multidisciplinary Plans <br/>Critical Thinking Exercise XI: Determining Interventions and Recording Nursing<br/> Orders<br/>Summary<br/><br/>Chapter 5 Implementation<br/>Implementation: Putting the Plan Into Action<br/>Critical Think Indicators (CTIs) Related to Implementation<br/>Preparing for Report and Getting Report<br/> Preparing for Report<br/> Getting Report<br/>Setting Daily Priorities<br/> Strategies: Prioritizing Care for Several Patients<br/>Delegating Care, Not Accountability<br/>Coordinating Care <br/>Monitoring Responses: Assessing and Reassessing<br/>Performing Nursing Interventions<br/> Be Proactive-Promote Safety, Comfort, and Efficiency<br/>Implementation and Evidence-based Practice<br/>Guidelines: Preparing to Act<br/>Thinking Critically: What to Do If Things Go Wrong<br/>Case Management: Critical Paths and Care Variances<br/>Ethical/Legal Concerns<br/>Critical Thinking Exercise XII: Delegating, Case Management, Critical Paths, and<br/> Care Variances<br/>Charting <br/> Five Purposes of Charting<br/> Different Ways of Charting<br/> Principles of Effective Charting <br/> Avoiding Dumping Syndrome With Computerized Charting <br/>Learning to Chart Effectively <br/>Guidelines: Charting During Implementation <br/> Memory-Jogs Used for Charting <br/>Critical Thinking Exercise XIII: Principles of Effective Charting<br/>Giving Change-of-Shift Report <br/>Guidelines: Giving Change-of-Shift Reports <br/>Keeping the Plan Up to Date and Evaluating Your Day<br/>Summary<br/><br/>Chapter 6 Evaluation<br/>Critical Evaluation: Excellence in Health Care Delivery<br/>Evaluation and the Other Steps in the Nursing Process<br/>Evaluating an Individual Plan of Care<br/>Guidelines: Determining Outcome Achievement<br/>Identifying Variables (Factors) Affecting Outcome Achievement<br/>Deciding Whether to Discharge the Patient <br/>Critical Thinking Exercise XIV: Determining Outcome Achievement, Identifying<br/> Variables Affecting Achievement, and Deciding Whether to Discharge The<br/> Patient <br/>Quality Improvement (QI)<br/>The Agency for Health Quality and Research (AHRQ)<br/>Consumer Satisfaction: Maximizing Value<br/>Health Care Systems: Constantly Interacting and Affecting Outcomes<br/>Three Types of Evaluation: Outcome, Process, and Structure<br/>Staff Nurses' Role<br/>Preventing Mistakes and Infection Transmission<br/>Critical Thinking Exercise XV: Quality Improvement<br/>Summary |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Nursing |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Nursing Process. |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
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| Materials specified |
Table of contents |
| Uniform Resource Identifier |
<a href="http://www.loc.gov/catdir/toc/ecip0422/2004020603.html">http://www.loc.gov/catdir/toc/ecip0422/2004020603.html</a> |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
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| Materials specified |
Publisher description |
| Uniform Resource Identifier |
<a href="http://www.loc.gov/catdir/enhancements/fy0712/2004020603-d.html">http://www.loc.gov/catdir/enhancements/fy0712/2004020603-d.html</a> |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
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cbc |
| c |
orignew |
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1 |
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ecip |
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20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Book Open Access |
| Edition |
6th edition |
| Classification part |
WY 100 |
| Item part |
1 |
| Call number prefix |
A385a 2005 |
| Call number suffix |
WY 100 A385a 2005 |
