ASSESSMENT NURSING OUTCOME PLANNING NURSING INTERVENTION EVALUATION

DIAGNOSIS IDENTIFICATION
INDEPENDENT
Subjective: Deficient After 1 week of Short term:  Render physical After 1 week of
knowledge related nursing comfort for the patient. nursing
“Hindi ko alam kung to lack of exposure After 8 hours of nursing
bakit tumataas or recall as interventions, the intervention the patient Rationale: Based on interventions, the
nanaman ang blood evidenced by will
sugar level ko, Ano patient will verbalize Maslow’s theory, basic patient verbalize
Inaccurate follow- a. Participate in
bang pwede kong through of understanding of physiological needs must be understanding of
gawin?” as learning process.
instructions. condition, disease b. Identify addressed before the condition, disease
verbalized by client.
interferences to
Objective: process, and learning and patient education. Ensuring process, and
treatment. specific physical comfort allows the treatment.
- repeated action(s) to deal
questioning with them. patient to concentrate on
- lack of integration what is being discussed or Goal was partially
between the
treatment plan and Long term: demonstrated. met.
daily activities  Grant a calm and
After 1-2 days of
- non-compliance peaceful environment
nursing intervention the
with the prescribed
without interruption.
therapy patient will Initiate
Rationale: A calm
- scratching necessary lifestyle
head(sign of people environment allows the
changes and participate
express
patient to concentrate and
confusedness) in treatment regimen.
focus more completely.
  Verify that the patient
V/S taken as understands and
follows: demonstrates the
BP: 110/80 mmHg
T: 36.7 C technique and timing of
PR: 110 bpm home monitoring of
RR: 22 cpm
glucose.
Rationale: Monitoring
provides data on the degree
of glucose control and
identifies the need for
changes in the
insulin dosage.
 Include the patient in
creating the teaching
plan, beginning with
establishing objectives
and goals for learning
at the beginning of the
session.
Rationale: Goal
setting allows the
learner to know what
 will be discussed and
expected during the
session. Adults tend to
focus on here-and-now,
problem-centered
education.
 Render positive,
constructive
reinforcement of
learning.
Rationale:A positive
approach by the patient will
help him or her feel good
about learning
accomplishments, gain
confidence, and maintain
self-esteem.
 Help patient in
integrating information
into daily life.
Rationale: This technique
aids the learner make
adjustments in daily life
that will result in the
desired change in behavior.
 Provide clear, thorough,
and understandable
explanations and
demonstrations.
Rationale: Patients are
better able to ask questions
when they have basic
information about what to
expect.
 Encourage questions
Rationale: Questions
facilitate open
communication between
patient and health care
professionals and allow
verification of
understanding of given
information.
 Allow repetition of the
 information or skill.
Rationale: Repeated
practice allows patient gain
confidence in self-care
ability.
DEPENDENT

 Use various tools to

complement teaching and
maintain flexibility with
regard to teaching method
according to agency
protocol.
Rationale: In using
variety of teaching
materials, make sure that
they match the patient’s
learning needs,
language, and reading
level. Use the free
resources from the
American Diabetes
Association (ADA) to
 complement or outline
your diabetes teaching
plan.
COLLABORATIVE
 Help patient identify
community resources
for continuing
information and
support.
Rationale: Learning occurs
through imitation, so persons
who are currently involved in
lifestyle changes can help the
learner anticipate adjustment
issues. Community resources
can offer financial and
educational support.