Professional Documents
Culture Documents
NURSNG REPORT
BY :
BACHELOR OF NURSING
2019/2020
A. NURSING REPORTS
Now, let's take a look at how following the steps in the SBAR acronym leads
the speaker to convey information in a methodical and logical way so that the listener
can easily follow.
Situation. The "S" component should take about 8 to 12 seconds. The nurse
states what's happening now. If giving a shift report to the next caregiver, the nurse
states the patient's name, why the patient is on the unit, and introduces the nurse
coming on duty to the patient. For example: "Ms. J, this is Tina Jones, the registered
nurse who will be caring for you today. Tina, Ms. J is here to have rehab after her
right knee replacement." To be effective, you must be concise, clear, and to the point
when giving the report, leaving irrelevant information out of the conversation.
Background. During the "B" component, the nurse gives the next caregiver
brief background information specific to the patient's relevant history. This section
sets the context for what's being discussed, which may include the patient's diagnosis,
history of procedures done, and family situation. For example: "Ms. J had a right
knee replacement on June 3rd by Dr. Smith. She has a history of hypertension,
diabetes, and arthritis. She lives with her husband who's retired and able to care for
her at home when discharged."
Assessment. During the "A" component, the nurse reports the current
condition of the patient. For example: "Blood glucose levels have been stable, vital
signs within normal limits, and the incision line is clean and dry with no drainage
noted. The dressing was changed today. Ms. J is able to ambulate to the restroom
with a contact guard of one and the use of a walker. Her pain has been reported as a 7
on a 0-to-10 scale and she was given two hydrocodone pills at 9 a.m. The
hydrocodone appears to be helping her, especially when given before therapy."
Recommendation. During the "R" component, the nurse states what he or she
thinks would be the desired response to the patient's care of the day. She may suggest
that discharge planning be initiated by discussing needs with the patient, contacting
the physician with discharge plans, and conveying to the rest of the care team what
needs to be done before discharge. You don't need to read the entire patient profile or
orders. For example: "Ms. J is scheduled for discharge this Friday and will need to
speak to the discharge planner today."
Remember, not everything about the patient needs to be conveyed, just what's
pertinent to the situation at that time. Also remember that effective communication
takes two: Ask if there are any questions and remind team members and the patient
that you'll be available should further clarification be needed.
Communication concerns
Although nurses communicate all the time with their patients, it's sometimes
difficult for them to conduct a report that includes the patient. One reason for this
uneasiness has been identified as a fear of having to interrupt the patient if he or she
monopolized the report episode. Staff nurses who feel comfortable communicating in
the presence of and with patients can share their techniques to demonstrate best
practices to the nurses who are unsure of the process.
Informing the patient of his or her role in the bedside report process is also
important. To guide patient participation and minimize the disclosure of irrelevant
information, remind your patient of the upcoming bedside report toward the end of
the shift. To minimize interruptions by the patient during the report, use this time to
address the patient's needs for pain relief, toileting, and other requests.
You should also discuss the bedside report process with the patient upon
admission to the unit. The patient can choose whether the family or significant other
can be present during the bedside report, and those wishes must be passed from nurse
to nurse. One hospital made signs for each patient room that reminded the patients, as
well as the nurses, about the reporting process. Preparing patients proved to be a vital
part of this hospital's implementation process and successful bedside report.
A. NURSING PROCESS
The nursing process is a scientific method used by nurses to ensure the quality of
patient care.This approach can be broken down into five separate steps.
Assessment Phase
The first step of the nursing process is assessment. During this phase, the nurse
gathers information about a patient's psychological, physiological, sociological, and
spiritual status. This data can be collected in a variety of ways. Generally, nurses will
conduct a patient interview. Physical examinations, referencing a patient's health
history, obtaining a patient's family history, and general observation can also be used
to gather assessment data. Patient interaction is generally the heaviest during this
evaluative phase.
Diagnosing Phase
Planning Phase
Once a patient and nurse agree on the diagnoses, a plan of action can be
developed. If multiple diagnoses need to be addressed, the head nurse will prioritize
each assessment and devote attention to severe symptoms and high risk factors. Each
problem is assigned a clear, measurable goal for the expected beneficial outcome. For
this phase, nurses generally refer to the evidence-based Nursing Outcome
Classification, which is a set of standardized terms and measurements for tracking
patient wellness. The Nursing Interventions Classification may also be used as a
resource for planning.
Implementing Phase
The implementing phase is where the nurse follows through on the decided plan of
action. This plan is specific to each patient and focuses on achievable outcomes.
Actions involved in a nursing care plan include monitoring the patient for signs of
change or improvement, directly caring for the patient or performing necessary
medical tasks, educating and instructing the patient about further health management,
and referring or contacting the patient for follow-up. Implementation can take place
over the course of hours, days, weeks, or even months.
Evaluation Phase
Once all nursing intervention actions have taken place, the nurse completes an
evaluation to determine of the goals for patient wellness have been met. The possible
patient outcomes are generally described under three terms: patient's condition
improved, patient's condition stabilized, and patient's condition deteriorated, died, or
discharged. In the event the condition of the patient has shown no improvement, or if
the wellness goals were not met, the nursing process begins again from the first step.
1. USEFUL EXPRESION
Useful Expressions To Express Your Opinion
I have the feeling that ... My own feeling on the subject is that ...
I think / consider / find / feel / believe / suppose / presume / assume that ...
I hold the opinion that ... (I form / adopt an opinion.)
I think so.
2. VOCABULARY
The first major distinction that must be made when evaluating word
knowledge is whether the knowledge is productive (also called achieve) or receptive
(also called receive); even within those opposing categories, there is often no clear
distinction. Words that are generally understood when heard or read or seen constitute
a person's receptive vocabulary. These words may range from well-known to barely
known (see degree of knowledge below). A person's receptive vocabulary is the
larger of the two. For example, although a young child may not yet be able to speak,
write, or sign, he or she may be able to follow simple commands and appear to
understand a good portion of the language to which they are exposed. In this case, the
child's receptive vocabulary is likely tens, if not hundreds of words, but his or her
active vocabulary is zero. When that child learns to speak or sign, however, the
child's active vocabulary begins to increase. It is also possible for the productive
vocabulary to be larger than the receptive vocabulary, for example in a second-
language learner who has learned words through study rather than exposure, and can
produce them, but has difficulty recognizing them in conversation.
Degree of knowledge
Within the receptive–productive distinction lies a range of abilities that are often
referred to as degree of knowledge. This simply indicates that a word gradually enters
a person's vocabulary over a period of time as more aspects of word knowledge are
learnt. Roughly, these stages could be described as:
Depth of knowledge
The differing degrees of word knowledge imply a greater depth of knowledge, but
the process is more complex than that. There are many facets to knowing a word,
some of which are not hierarchical so their acquisition does not necessarily follow a
linear progression suggested by degree of knowledge. Several frameworks of word
knowledge have been proposed to better operationalise this concept. One such
framework includes nine facets:
Definition of word
Words can be defined in various ways, and estimates of vocabulary size differ
depending on the definition used. The most common definition is that of a lemma
(the uninflected or dictionary form; this includes walk, but not walks, walked or
walking). Most of the time lemmas do not include proper nouns (names of people,
places, companies, etc). Another definition often used in research of vocabulary size
is that of word family. These are all the words that can be derived from a ground
word (e.g., the words effortless, effortlessly, effortful, effortfully are all part of the
word family effort). Estimates of vocabulary size range from as high as 200 thousand
to as low as 10 thousand, depending on the definition used.
Types of vocabulary
Reading vocabulary
A literate person's vocabulary is all the words they can recognize when
reading. This is generally the largest type of vocabulary simply because a reader
tends to be exposed to more words by reading than by listening.
Listening vocabulary
A person's listening vocabulary is all the words they can recognize when
listening to speech. People may still understand words they were not exposed to
before using cues such as tone, gestures, the topic of discussion and the social context
of the conversation.
Speaking vocabulary
A person's speaking vocabulary is all the words they use in speech. It is likely
to be a subset of the listening vocabulary. Due to the spontaneous nature of speech,
words are often misused. This misuse, though slight and unintentional, may be
compensated by facial expressions and tone of voice.
Writing vocabulary
Words are used in various forms of writing from formal essays to social
media feeds. Many written words do not commonly appear in speech. Writers
generally use a limited set of words when communicating.For example, if there are a
number of synonyms, a writer may have a preference as to which of them to use, and
they are unlikely to use technical vocabulary relating to a subject in which they have
no knowledge or interest.
Focal vocabulary
Vocabulary growth
In first grade, a child who can read learns about twice as many words as one
who cannot. Generally, this gap does not narrow later. This results in a wide range of
vocabulary by age five or six, when an English-speaking child will have learned
about 1500 words.
Vocabulary grows throughout our entire life. Between the ages of 20 and 60,
people learn some 6,000 more lemmas, or one every other day.An average 20-year-
old knows 42,000 words coming from 11,100 word families; an average 60-year-old
knows 48,200 lemmas coming from 13,400 word families.People expand their
vocabularies by e.g. reading, playing word games, and participating in vocabulary-
related programs. Exposure to traditional print media teaches correct spelling and
vocabulary, while exposure to text messaging leads to more relaxed word
acceptability constraints
Importance
Vocabulary size
Native-language vocabulary
One most recent 2016 study shows that 20-year-old English native speakers
recognize on average 42,000 lemmas, ranging from 27,100 for the lowest 5% of the
population to 51,700 lemmas for the highest 5%. These lemmas come from 6,100
word families in the lowest 5% of the population and 14,900 word families in the
highest 5%. 60-year-olds know on average 6,000 lemmas more. [8]
For native speakers of German average absolute vocabulary sizes range from
5,900 lemmas in first grade to 73,000 for adults
Foreign-language vocabulary
The effects of vocabulary size on language comprehension
The knowledge of the 3000 most frequent English word families or the 5000
most frequent words provides 95% vocabulary coverage of spoken discourse For
minimal reading comprehension a threshold of 3,000 word families (5,000 lexical
items) was suggestedand for reading for pleasure 5,000 word families (8,000 lexical
items) are required. An "optimal" threshold of 8,000 word families yields the
coverage of 98% (including proper nouns).
Memorization
Word lists
Several word lists have been developed to provide people with a limited
vocabulary either for the purpose of rapid language proficiency or for effective
communication. These include Basic English (850 words), Special English (1,500
words), General Service List (2,000 words), and Academic Word List. Some learner's
dictionaries have developed defining vocabularies which contain only most common
and basic words. As a result word definitions in such dictionaries can be understood
even by learners with a limited vocabulary.
3. CASE STUDY
What is it?
Case study is a research methodology, typically seen in
social and life sciences. There is no one definition of case
study research.
1. However, very simply... ‘a case study can be defined as an intensive study about a
person, a group of people or a unit, which is aimed to generalize over several
units’. A case study has also been described as an inten- sive, systematic
investigation of a single individual, group,community or some other unit in which
the researcher examines in-depth data relating to several variables.
2. Researchers describe how case studies examine complex phenomena in the
natural setting to increase understanding of them.
3. Indeed
4. Sandelowski
5. Suggests using case studies in research means that the holisticnature of nursing
care can be addressed. Furthermore, when describing the steps undertaken while
using a case study approach, this method of research allows the researcher to take
a complex and broad topic, or phenom- enon, and narrow it down into a
manageable research question(s). By collecting qualitative or quantitative data-
sets about the phenomenon, the researcher gains a more in-depth insight into the
phenomenon than would be obtained using only one type of data. This is
illustrated in the examples provided at the end of this paper. Often there are
several similar cases to consider such as educational or social service programmes
that are delivered from a number of locations. Although similar, they are complex
and have unique features. In these circumstances, the evaluation of several,
similar cases will provide a better answer to a research ques- tion than if only one
case is examined, hence the multi- ple-case study. Stake asserts that the cases are
grouped and viewed as one entity, called the quintain.
6. ‘We study what is similar and different about the cases to under-
stand the quintain better’. Method The steps when using case study methodology are
the same as for other types of research.The first step is defining the single case or
identifying a group of similar cases that can then be incorporated into a multiple-
casestudy. A search to determine what is known about the case(s) is typically
conducted. This may include a review of the literature, grey literature, media, reports
and more, which serves to establish a basic understanding of the cases and informs
the development of research ques- tions. Data in case studies are often, but not
exclusively, qualitative in nature. In multiple-case studies, analysis within cases and
across cases is conducted. Themes arise from the analyses and assertions about the
cases as a whole, or the quintain, emerge.
Benefits and limitations of case studies If a researcher wants to study a
specific phenomenon arising from a particular entity, then a single-case study is
warranted and will allow for a in-depth understanding of the single phenomenon and,
as discussed above, would involve collecting several different types of data. This is
illustrated in example 1 below. Using a multiple-case research study allows for a
more in-depth understanding of the cases as a unit, through comparison of similarities
and differences of the individual cases embedded within the quintain. Evidence
arising from multiple-case studies is often stronger and more reliable than from
single-case research. Multi-ple-case studies allow for more comprehensive explo-
ration of research questions and theory development.Despite the advantages of case
studies, there are limitations. The sheer volume of data is difficult to orga- nise and
data analysis and integration strategies need to be carefully thought through. There is
also sometimesa temptation to veer away from the research focus.Reporting of
findings from multiple-case research studies is also challenging at times,
1. particularly in rela-tion to the word limits for some journal papers. Examples of
case studies
Example 1: nurses’ paediatric pain management practices One of the authors of this
paper (AT) has used a case study approach to explore nurses’ paediatric pain
management practices. This involved collecting several datasets:
1. Observational data to gain a picture about actual pain management practices.
2. Questionnaire data about nurses’ knowledge about paediatric pain management
practices and how well they felt they managed pain in children.
3. Questionnaire data about how critical nurses perceived pain management tasks to
be.
These datasets were analysed separately and then compared 7–9 and demonstrated
that nurses’ level of theoretical did not impact on the quality of their pain
management practices. 7 Nor did individual nurse’s percep- tions of how critical a
task was effect the likelihood of them carrying out this task in practice. 8 There was
also a difference in self-reported and observed practices 9; actual (observed) practices
did not confirm to best practice guide- lines, whereas self-reported practices tended
to. Example 2: quality of care for complex patients at Nurse Practitioner-Led Clinics
(NPLCs) The other author of this paper (RH) has conducted a multiple-case study to
determine the quality of care for patients with complex clinical presentations in
NPLCs in Ontario, Canada. 10 Five NPLCs served as individual cases that, together,
represented the quatrain. Three types of data were collected including:
1. Review of documentation related to the NPLC model (media, annual reports,
research articles, grey literature and regulatory legislation).
2. Interviews with nurse practitioners (NPs) practicing at the five NPLCs to
determine their perceptions of the impact of the NPLC model on the quality of
care provided to patients with multimorbidity.
3. Chart audits conducted at the five NPLCs to determine the extent to which
evidence-based guidelines were followed for patients with diabetes and at least
one other chronic condition. The three sources of data collected from the five
NPLCs were analysed and themes arose related to the quality of care for complex
patients at NPLCs. The multiple-case study confirmed that nurse practitioners are
the primary care providers at the NPLCs, and this positively impacts the quality
of care for patients with multimorbidity. Healthcare policy, such as lack of an
increase in salary for NPs for 10 years, has resulted in issues in recruitment and
retention of NPs at NPLCs. This, along with insuf- ficient resources in the
communities where NPLCs are located and high patient vulnerability at NPLCs,
have a negative impact on the quality of care. 10 Conclusion.
These examples illustrate how collecting data about a single case or multiple cases
helps us to better under- stand the phenomenon in question. Case study meth-
odology serves to provide a framework for evaluation and analysis of complex issues.
It shines a light on the holistic nature of nursing practice and offers a perspec- tive
that informs improved patient care. Competing interests
None declared. Provenance and peer review Commissioned; internally peer
reviewed.
Useful expressions :
You are fantastic.
You're terrific.
You look great!
You look nice.
You are looking good.
May I say how elegant you look.
I f I may so, you are quite charming.
My compliments on your beautiful.
I really must express my admiration for your party.
What a charming dress!
That's a very nice coat!
I like your hair style!
What a nice dress!
What a charming dress!
That's a very nice coat!
You're looking glamorous.
Dialogue
N hospital A, there s a patent after appendix surgery. Doctor A come to see
paten P to see the patent condition. Doctor A first met Nurse B first.
5 minute while
Nurse B : okay sir, stay a while. Will be there n 15 minute to give pan
medicine
Px P : Okay nurse, thank you.
After giving he patent comfortable poston and time contract, the doctor and
nurse leave the patent room.