Importance of clinical reasoning in preventing patient deterioration

This is a paper that focuses on the importance of clinical reasoning in preventing patient deterioration. The paper also provides further questions to focus in writing the assignment paper.

Importance of clinical reasoning in preventing patient deterioration

Question 1
Firstly, using the Levett-Jones et al. (2010) article and additional evidence based nursing literature discuss the importance of clinical reasoning in relation to preventing patient deterioration and also maintaining safe
nursing practice. (350 words maximum) [20 marks]

Question 2
Secondly, the first phase of the CRC is: Consider the Patient Situation. Identify the aspects that are considered when evaluating the patient situation; and why it is an important initial step in the CRC? (100 words maximum) [5 marks]

Question 3
Thirdly, the second phase of the CRC is: Collecting Cues and Information. This question has 3 parts. (400 words maximum) [Total 20 marks]

3a) Discuss the importance of collecting cues. In your answer consider the possible consequences for not collecting enough cues, and also how therapeutic communication could impact the collection of cues.
Use evidence based nursing literature to support your answer. [8 marks]
3b) Current information: Using the scenario, provide a list of all the cues that you identify based on the current information for Mrs Watkins. [4 marks]
3c) Gather new information: Based on the current information listed for 3b, list two additional assessments that you would conduct and also provide a brief rationale for each, using evidence based nursing literature to support this discussion. [8 marks]
Note: You can include any assessment that relates to Mrs Watkins. The assessment does not have to relate to the subject content.

Question 4

Fourthly, the third phase of the CRC is: Processing Information. As you progress through your BN degree you will become more confident with processing information, at this point we will focus on the following:
This question has three parts (400 words maximum) [Total 20 marks]
4a) Briefly describe what is involved in the processing information phase. Also, as a nurse, what is the purpose of processing information? [3 marks]
4b) Identifying normal versus abnormal: Using your list of cues in question 3b, list what cues you consider are not in the normal range for Mrs Watkins (using supportive literature) [ 12 marks]
4c) Discriminate: From the cues identified above, identify the one cue that would be your priority for Mrs Watkins (what are you most concerned about), and why? [5 marks]

Question 5

Also, the fourth phase of the CRC is: Identifying problems or issues. (The terms “nursing problem”, “nursing issue” and “nursing diagnosis” are interchangeable during your degree). The purpose of generating a nursing problem/diagnosis and stating what it is related to and evidenced by is to further your understanding of relationships when using clinical reasoning. This question has four parts (250 words maximum) [Total 15 marks]

5a) Explain the difference between an actual and a potential (at risk) nursing problem/diagnosis [4 marks]
5b) Explain the role of “related to” and “evidenced by” statements when making a nursing diagnosis. (When answering this question explains what information nurses use to make these statements? Be sure to distinguish which information can be used for “related to” and which information that can be used for “evidenced by” statements in your answer). [3 marks]
5c) Additionally, identify one (1) priority actual nursing diagnosis for Mrs Watkins using “related to” and “evidenced by” statements. [4 marks]

Question 6
Lastly, consider Fiona Watkin’s story and scenario. Additionally, discuss three actions/strategies nurses can take to care for Fiona in a person centred way. Please use evidence based nursing literature to support your answer (300 words maximum) [20 marks]