Name : Dea Adesti E

NIM : 202102108
Summarize article
Information Needed to Support Knowing the Patient

It explases the meaning of "knowing the patients" and presents the results of
studies of how nurses obtain the information they need to support their knowledge
of patients for the give cares.

Knowing in Nursing
Carper described four patterns including aesthetics, morals, empirical and
personal. Aesthetic knowledge refers to the art of nursing; The morals of knowing
right and wrong for the patient; Empirical knowledge as an objective and factual
knowledge that can be generalized toward others; And personal knowledge as
self-knowledge. This knowledge pattern is not exclusive to each other and nurses
use the attributes of all four patterns to treat patients successfully.
The work of these scholars has provided a solid basis for the concept of “knowing
patient” from deep relationships between nurses and patients, where nurses
engage in sustained assessment and struggle to understand and interpret patients'
needs across dimensions. Most nurses have a collective understanding of patients
who oppose articulation. While nurses use previous clinical experiences and
interactions with patients as important sources of knowledge, they are limited to
nurses with fewer experiences, and in nursing situations where patients' ability to
interact may be limited to developmental ages (for example, babies) or medical
states (for example, intubated).

Information Sources
At hospitals nurses have several basic sources of information that they use to
support a patient's knowledge. In addition to verbal interactions with patients and
families, nurses also obtain information through verbal interactions with other
members of the health team. The components of a patient's medical record (such
as a flow of documentation on nursing records, orders, provider records and
consulting records) are also a source of information for patients and nurses using
nursing documentation as a primary mechanism for collecting and communicating
patient information.

Methode
Setting and Sample
Two pediatric intensive care units (PICUs) within a children’s hospital in a
southeastern academic medical center in the United States were purposively
sampled to serve as the study setting. These units provide care for pediatric
patients ranging in age from birth through young adulthood.
Procedure
After obtaining IRB approval, the nursing leadership from both PICUs provided a
roster of nurses’ names, their corresponding years of nursing experience, and their
email addresses. The principal investigator (first author) attended a staff meeting
on each of the two PICUs to provide information on the purpose, potential risks,
and benefits of participating in the study. During the meeting, the investigator told
the nurses they may receive an email inviting them to participate in the study.

Data Analysis
Audio interviews are transcribed by team verbs and cross-referenced. The
transcript is analyzed using the content analysis. Each interview was first read in
its entirety to gain an comprehensive understanding of the nurse's perspective.
Furthermore, the transcript is analyzed line after line and coded using inductive
procedures. The temporary code is applied to a meaningful text and after the code
book is almost fully developed, the label is lowered using a consensus procedure
with two researchers (TK and DB). Furthermore, codes are grouped into core
categories and themes developed.

Result
Writer sought to answer two primary aims in this study. First, writer aimed to
describe the meaning of knowing the patient from the perspective of nurses
providing care to a vulnerable patient population. Writer nurses caring for
pediatric patients in an intensive care setting in order to illuminate the
phenomenon of knowing the patient in a challenging clinical setting. Second, we
aimed to understand how nurses used available information sources to support
knowing the patient.

Knowing Patients
Analysis of the interviews revealed the meaning of knowing the patient consisted
of two broad domains of information needs. Nurses emphasized the need for
knowing clinical information and knowing personal information about the
patient. By knowing both the clinical and personal information about the patient,
nurses were able to provide individualized care to the patient. In response to
exemplifying the information sources that were essential for nurses to obtain the
clinical and personal information needed to know the patient, nurses described
needing to obtain information through verbal interactions, nursing
documentation within the patient’s medical record, and the nurses’ paper-
based report sheet. The types of information sources may appear obvious
however, the less obvious findings existed in how the information sources were or
were not used to obtain the clinical and personal information needed to know the
patient.
Discussion
In the study, we explained what it means to know the patients from the point of
view of the nurses who care for the vulnerable population. Knowing the patient in
this study is defined as knowing clinical and personal information about the
patient. It supports the findings and broadened the definition of knowing a patient
by describing two broad domain of information that could be built over further
research to identify different categories of information in the two domains of
information needed to know the patient. From these studies an effort can be made
to improve a nurse's ability to articulate and quantify a patient's knowledge in
practice.

Conclusion
“Knowing the patient” is an essential element to the practice of nursing. Every
nurse should have the ability to obtain the clinical and personal information
needed to know the patient. Additionally, the information should be consistent
across all nurses and only vary based on the individual patient’s care needs. In this
study, we were able to expand on the concept of knowing the patient.