Solution Manual for Physical Examination and Health Assessment, 9th Edition by Carolyn Jarvis, Ann L

Solution Manual for Jarvis Physical Examination and Health Assessment, 9th Edition Chapter1-32

TEACH FOR NURSES LESSON PLAN Chapter 01: Evidence-Based Assessment CHAPTER OBJECTIVES 1. Discuss the role of assessment as the starting point of all models of clinical reasoning.

2. Discuss the use of the nursing process in clinical judgment. 3. Differentiate between novice, proficient, and expert practitioner. 4. Describe the use of critical thinking in sound diagnostic reasoning and clinical judgment. 5. Differentiate first-level, second-level, third-level priority, and collaborative problems. 6. Use a conceptual framework to guide nursing practice. 7. Contrast medical diagnosis with nursing diagnosis. 8. Discuss the expanded concept of health and relate it to the process of data collection. 9. Relate the patient situation to the amount of data collected. 10. Relate the patient age and health status to the frequency of health assessment. 11. Consider life cycle and cross-cultural factors when performing a health assessment. 12. Discuss the importance of high-level assessment skills.

STUDENT RESOURCES

understand

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Textbook Chapter 01 Sherpath* Animations Audio Audio Glossary Key Points Clinical References

apply

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Next Generation NCLEX™ (NGN)-Style Case Studies Elsevier Adaptive Quizzing* Video Assessment Answer Keys, Study Guide, Lab Manual Review Questions

CLINICAL JUDGMENT CLASSROOM TOOLS in text

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Assessment—Point of Entry in an Ongoing Process

lesson focus

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Recognize Cues Analyze Cues Prioritize Hypotheses Generate Solutions Take Actions Evaluate Outcomes

INSTRUCTOR RESOURCES before class

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Nursing Curriculum Standards (below) Clinical Judgment Classroom Tools (above)

in class

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Next-Generation NCLEX™ (NGN)–Style Case Studies for Jarvis: Physical Examination & Health Assessment (Evolve) PowerPoint Presentations (Evolve) Image Collection (Evolve) Learning Activities (below) Discussion Topics (below) Conversion Guide (Evolve)

after class

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Test Bank (Evolve)

* Sold separately from textbook.

TEACHING STRATEGIES

Content Focus

Content Highlights

ASSESSMENT—POINT OF ENTRY IN AN ONGOING PROCESS

Define the techniques for collecting subjective and objective data and the other relative material needed for the database.

Diagnostic Reasoning

Explain abductive, inductive, and deductive reasoning and the importance of validating your information.

Clinical Judgment and the Diagnostic Process

EVIDENCE-BASED ASSESSMENT COLLECTING FOUR TYPES OF PATIENT DATA Complete (Total Health) Database Focused or ProblemCentered Database

Give examples of the differences in the level of competency of the novice and the proficient nurse. Explain how the repetitive use of these skills will develop the multidimensional process. Consider first-level, second-level, and third-level priority problems and provide examples of each in conjunction with patient scenarios. Give examples of techniques previously used that research has deemed either unnecessary or detrimental to the patient. Name some of the many variables that make up EBP. Discuss why there is such a gap between research and implementation. Discuss how the organization of assessment data (the database) varies, depending on the conceptual model used. Explain how the compilation of all this information will influence the outcome of the patient’s treatment.

Follow-Up Database Emergency Database

Bring in clinical documentation with examples of focused data and give a demonstration on how this data could have been collected.

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Learning Activities

Resources

Activity: Using an age-specific chart for periodic health examination, have students identify a patient and design a recommended frequency of health visits and preventive services, as well as health promotion activities for that individual patient. Clinical Activity: Using available problems, have students identify the four major components of diagnostic reasoning that should be followed for each problem. Discussion Topic: Discuss the nursing process as a linear versus a circular process.

 Figure 1.2  Table 1.1

• Figure 1.4 Discussion Topic: Have advanced practice students • Table 1.1 discuss barriers they have encountered with implementing evidence-based practice (EBP) in their health care facilities. Clinical Activity: Using patient records at clinical agencies associated with the school of nursing, have students review the available database as part of the evaluation step of the nursing process. Group Activity: Break the students into pairs and have one student act as the patient who has come into the ED with an urgent issue, and have the other student act as the nurse who is assessing and entering information into the Emergency Database. Provide the “patient” with a condition or symptoms and evaluate the questions asked by the “nurse” to get to the information efficiently and effectively.

Relate your experience of an emergency department situation that required quick assessment, discuss issues that interfered with obtaining the pertinent

TEACHING STRATEGIES Content Focus

COMPREHENSIVE HEALTH CARE GENETICS AND ENVIRONMENT

Content Highlights information, and explain how these issues were overcome. Give an example of how health care has expanded over the past 10 years. Give some examples of cultural and genetic differences and how they affect the medical profession.

Learning Activities 

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Discuss the social determinants of health. 

Resources

Online Activity: Have students access the Guide to Clinical Preventive Services online. Have them choose a section to read and report on the information that can be found in this guide. Research Activity: Discuss the demographics of the area in which you live. Have students develop a list of appropriate cross-cultural considerations for the ethnic groups in the area. Journal Activity: In their online journal, ask the students to evaluate which social determinants of health are applicable to them and how these determinants have affected or will affect them.

IN-CLASS/ONLINE CASE STUDY M. G. is a 62-year-old man with diabetes, diagnosed 3 years ago, who presents to the outpatient diabetes clinic for a routine preventive checkup. Subjective Data Complains of occasional dizziness when rising in morning Follows 1600-calorie diabetic diet Married with two grown children Retired construction worker Goes to the gym three times a week Objective Data Vital signs: T 37 P 118 R 18 BP 120/68 Glucose reading: 96 Weight: 165

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