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Ebook PDF Nursing Diagnosis Manual Planning Individualizing and Documenting Client Care 5th Edition
Ebook PDF Nursing Diagnosis Manual Planning Individualizing and Documenting Client Care 5th Edition
PREFACE
TStatement
he American Nurses Association (ANA) Social Policy
of 1980 was the first to define nursing as the
work for data collection, such as the Diagnostic Divi-
sions Assessment Tool.
diagnosis and treatment of human responses to actual A creative approach for developing and docu-
and potential health problems. This definition, when menting the planning of care is demonstrated in Chapter
combined with the ANA Scope and Standards of Prac- 4. Mind or Concept Mapping is a technique or learning
tice, has provided impetus and support for the use of tool provided to assist you in achieving a holistic view
nursing diagnosis. Defining nursing and its effect on of your client, enhance your critical-thinking skills, and
client care supports the growing awareness that nursing facilitate the creative process of planning client care.
care is a key factor in client survival and in the main- For more in-depth information and inclusive plans of
tenance, rehabilitative, and preventive aspects of health- care related to specific medical/psychiatric/obstetrical
care. Changes and new developments in healthcare de- and newborn conditions (with rationale and the appli-
livery in the past decades have given rise to the need cation of the diagnoses), refer to the larger work also
for a common framework of communication to ensure published by the F. A. Davis Company: Nursing Care
continuity of care for the client moving between mul- Plans: Guidelines for Individualizing Client Care
tiple healthcare settings and providers. Across the Life Span, 9th ed. (Doenges, Moorhouse, &
This book is designed to aid the student nurse and Murr, 2014). Psychiatric/mental health and maternal/
the practitioner in identifying interventions commonly newborn plans of care are available on the Davis Plus
associated with specific nursing diagnoses as dissemi- Web site.
nated by NANDA International. These interventions are Chapter 6 contains 850 disorders and health con-
the activities needed to implement and document care ditions reflecting all specialty areas with associated
provided to the individual client and can be used in var- nursing diagnoses written as client problem/need state-
ied settings from acute to community/home care. ments to aid you in validating the assessment and di-
Chapter 1 presents a brief discussion of the nurs- agnosis steps of the nursing process.
ing process and introduces the concept of evidence- In Chapter 5, the heart of the book, all the nursing
based practice. Standardized nursing languages (SNLs) diagnoses are listed alphabetically for ease of reference
are discussed in Chapter 2, with a focus on NANDA-I and include the diagnoses accepted for use by NANDA-I
(nursing diagnoses), NIC (interventions), and NOC 2015 – 2017. The alphabetization of diagnoses follows
(outcomes). NANDA-I has 235 diagnosis labels with NANDA-I’s own sequencing, whereby diagnoses are
definitions, defining characteristics, and related or risk alphabetized first by their key term, which is capitalized.
factors used to define a client need or problem. NIC is Subordinate terminology or descriptors of the diagnosis
a comprehensive standardized language providing 554 are presented in lowercase words and are alphabetized
direct and indirect intervention labels with definitions secondarily to the key term (for example, chronic Pain
and a list of activities a nurse might choose to carry out is alphabetized under P, following acute Pain). Each
each intervention. NOC language provides 490 outcome approved diagnosis includes its location in NANDA-I’s
labels with definitions; a set of indicators describing Taxonomy II (see Appendix A), definition, and infor-
specific client, caregiver, family, or community states mation divided into the NANDA-I categories of Related
related to the outcome; and a 5-point Likert-type mea- or Risk Factors and Defining Characteristics. Related/
surement scale that can demonstrate client progress Risk Factors information reflects causative or contrib-
even when outcomes are not fully met. Chapter 3 ad- uting factors that can be useful for determining whether
dresses the assessment process using a nursing frame- the diagnosis is applicable to a particular client.
vii
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Defining Characteristics (signs and symptoms or cues) (e.g., medical, psychiatric), and you will need to deter-
are listed as subjective and/or objective and are used to mine when this is necessary and take the appropriate
confirm problem diagnoses, aid in formulating out- action. Icons are also used to differentiate collaborative
comes, and provide additional data for choosing appro- interventions, diagnostic studies, and medications, as
priate interventions. We have not deleted or altered well as transcultural considerations. All of these “spe-
NANDA-I’s listings; however, on occasion, we have cialized” interventions are presented with icons, rather
added to their definitions and suggested additional cri- than being broken out under separate headings, to main-
teria to provide clarification and direction. These addi- tain their sequence within the prioritization of all nurs-
tions are denoted with brackets [ ]. ing interventions for the diagnosis. Additionally, in sup-
NANDA-I nursing diagnosis labels are designed port of evidence-based practice, rationales are provided
to be multiaxial with seven axes or descriptors. An axis for the interventions and references for these rationales
is defined as a dimension of the human response that is are cited.
considered in the diagnostic process (see Appendix B). The inclusion of Documentation Focus sugges-
Sometimes an axis may be included in the diagnostic tions is to remind you of the importance and necessity
concept, such as ineffective community Coping, in of recording the steps of the nursing process.
which the unit of care (i.e., community) is named. Some As noted, with few exceptions, we have presented
are implicit, such as Activity Intolerance, in which the NANDA-I’s recommendations as formulated. We sup-
individual is the unit of care. At times, an axis may not
port the belief that practicing nurses and researchers
be pertinent to a particular diagnosis and will not be a
need to study, use, and evaluate the diagnoses as pre-
part of the nursing diagnosis label. For example, the
sented. Nurses can be creative as they use the standard-
time frame (e.g., acute, intermittent) or body part (e.g.,
ized language, redefining and sharing information as the
cerebral, oral, skin) may not be relevant to each diag-
diagnoses are used with individual clients. As new nurs-
nostic situation.
Desired Outcomes/Evaluation Criteria are identi- ing diagnoses are developed, it is important that the data
fied to assist you in formulating individual client out- they encompass are added to assessment tools and cur-
comes and to support the evaluation process. Sample rent databases. As part of the process by clinicians, ed-
NOC linkages to the nursing diagnosis are provided. ucators, and researchers across practice specialties and
Nursing priorities are used to group the suggested academic settings to define, test, and refine nursing di-
interventions, which are primarily directed to adult care, agnosis, nurses are encouraged to share insights and
although interventions designated as across the lifespan ideas with NANDA-I at the following address: NANDA
do include pediatric and geriatric considerations and are International, PO Box 157, Kaukauna, WI 54130 –
designated by an icon. In general, the interventions can 0157; e-mail: nanda.org.
be used in multiple settings — acute care, rehabilitation,
community clinics, home care, or private practice. Most Marilynn E. Doenges
interventions are independent or nursing originated; Mary Frances Moorhouse
however, some interventions are collaborative orders Alice C. Murr
viii Preface
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CONTRIBUTORS
Diane Bligh, RN, MS, CNS Susan Moberly, RNC, BSN, ICCE (Deceased)
Associate Professor, Nursing Childbirth Educator
Front Range Community College Obstetric Nursing and Lactation Consultant
Westminster, Colorado Colorado Springs, Colorado
ix
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REVIEWERS
xi
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CONTENTS
CHAPTER 1 CHAPTER 6
The Nursing Process: The Foundation of Health Conditions and Client Concerns
Quality Client Care 1 With Associated Nursing Diagnoses 943
CHAPTER 2 APPENDIX A
The Language of Nursing: NANDA, NIC, NANDA-I’s Taxonomy II 1065
NOC, and Other Standardized Nursing
Languages 9 APPENDIX B
Definitions of Taxonomy II Axes 1067
CHAPTER 3
The Assessment Process: Developing APPENDIX C
the Client Database 13 NANDA-I Nursing Diagnoses Organized
According to Maslow’s Hierarchy of
CHAPTER 4 Needs 1069
Concept or Mind Mapping to Create and
Document the Plan of Care 24 Index 1072
CHAPTER 5
Nursing Diagnoses in Alphabetical
Order 32
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CHAPTER 1
The Nursing Process:
The Foundation of Quality
Client Care
Defining the Profession
In the world of healthcare, nursing has long struggled nonphenomenological or nonobservable, the nature of
to establish itself as a profession. Dictionary terms de- nursing cannot be explained using the usual parameters
scribe nursing as “a calling requiring specialized of scientific investigation. Kikuchi proposes that con-
knowledge and often long and intensive academic ceptualizations about nursing are philosophic in nature
preparation; a principal calling, vocation, or employ- and as such are still testable.5 As nursing research con-
ment; the whole body of persons engaged in a calling.”1 tinues the work of establishing the profession as inde-
Throughout the history of nursing, unfavorable ste- pendent in its own right, the value of nursing goals is
reotypes (based on the view of nursing as subservient being understood and the difference between nursing
and dependent on the medical profession) have nega- and other professions is being delineated. Nursing is
tively affected the view of nursing as an independent now recognized as both a science and an art concerned
entity. In its early developmental years, nursing did not with the physical, psychological, sociological, cultural,
seek or have the means to control its own practice. and spiritual concerns of the individual. The science of
Florence Nightingale, in discussing the nature of nurs- nursing is based on a broad theoretical framework; its
ing in 1859, observed that “nursing has been limited to art depends on the caring skills and abilities of the in-
signify little more than the administration of medicines dividual nurse. The importance of the nurse within the
and the application of poultices.”2 Although this atti- healthcare system is noted in many positive ways, and
tude may persist to some degree, the nursing profession the profession of nursing is acknowledging the need
has defined what makes nursing unique and has iden- for its practitioners to act professionally and be ac-
tified a body of professional knowledge. As early as countable for the care they provide.
1896, nurses in America banded together to seek stan- Barely a century after Florence Nightingale
dardization of educational programs and laws govern- noted that “the very elements of nursing are all but
ing their practice. The task of nursing since that time unknown,” the American Nurses Association (ANA)
has been to create descriptive terminology reflecting developed its first Social Policy Statement in 1980,
specific nursing functions and levels of competency.3 defining nursing as “the diagnosis and treatment of
Erickson, Tomlin, and Swain stated the belief that human responses to actual or potential health prob-
“nursing will thrive as a unique and valued profession lems.”6 Human responses (defined as people’s ex-
when nurses present a theory and rationalistic model periences with and responses to health, illness, and
for their practice, correct misleading stereotypes, locate life events) are nursing’s phenomena of concern. In
control with clients, and actively participate in pro- 1995, this statement was revisited, updated, and ti-
cesses for change.”4 tled “Nursing’s Social Policy Statement.” This pol-
In the past several decades, more than a dozen icy statement acknowledged that since the release of
prominent nursing scholars (e.g., Rogers, Parse, and the original statement, “nursing has been influenced
Henderson) have developed conceptualizations to de- by many social and professional changes, as well as
fine the nature of nursing. Because much of nursing is by the science of caring.”7
1
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The statement delineated four essential features helps the nurse to determine the client’s needs at a par-
of today’s contemporary nursing practice: ticular moment in time. Maslow’s hierarchy of needs9
provides a basis for understanding that unmet needs can
1. Attention to the full range of human experiences
interfere with an individual’s holistic growth and may
and responses to health and illness without restric-
even result in physical or mental distress and illness.
tion to a problem-focused orientation
Other theorists have also studied how people are sim-
2. Integration of objective data with knowledge
ilar, providing the nurse with more information to help
gained from an understanding of the client’s or
understand the client. For example, Erik Erikson’s ob-
group’s subjective experience
servations on the stages of psychological development
3. Application of scientific knowledge to the pro-
suggest that the individual is a “work in progress” ac-
cesses of diagnosis and treatment
complishing age-specific maturational tasks throughout
4. Provision of a caring relationship that facilitates
the lifespan. Piaget’s cognitive stages address how
health and healing7
thinking develops and how individuals adapt to and
Thus, nursing’s role includes the promotion of organize their environment intellectually.4 However, in
health as well as the performance of activities that con- the end, the individual is the primary source of infor-
tribute to recovery from or adjustment to illness. This is mation about himself/herself. The nurse needs to listen
reflected in ANA’s 2003 Nursing’s Social Policy State- with an open mind and empathic, unconditional ac-
ment, which recognized nursing’s full scope of care by ceptance to what the client is relating. Knowing how
defining nursing as “the protection, promotion, and op- people are alike provides a basis to understanding hu-
timization of health and abilities, prevention of illness man nature. However, each person is unique, and the
and injury, alleviation of suffering through the diagnosis nurse needs to look for the client’s model of the world
and treatment of human response, and advocacy in the and how it relates to the client’s own situation.
care of individuals, families, communities, and popula- The nursing profession is further defined by fun-
tions.”8 Also, nurses support the right of clients to define damental philosophical beliefs that have been identified
their own health-related goals and to engage in care that over time as essential to the practice of nursing. These
reflects their personal values. Emphasis is placed on the values and assumptions offer guidance to the nurse and
mind-body-spirit connection with a holistic view of the need to be kept in mind to enhance the quality of nurs-
individual as nurses facilitate the client’s efforts in striv- ing care provided:
ing for growth and development.
In your readings, you will likely encounter other • The client is a human being who has worth and
definitions of nursing. As your knowledge and expe- dignity.
rience develop, your definition of nursing may change • Humans manifest an essential unity of mind/body/
to reflect your personal nursing philosophy, your focus spirit.7
on a particular care setting or population, or your spe- • There are basic human needs that must be met
cific role. For example, although the definition of nurs- (Maslow’s hierarchy of needs).
ing developed by Erickson, Tomlin, and Swain is more • When these needs are not met, problems arise that
than 30 years old, it remains viable and timely because may require intervention by another person until the
it incorporates the concepts noted previously with to- individuals can resume responsibility for
day’s holistic approach to care. Their definition in- themselves.
cludes what nursing is, how it is accomplished, and the • Human experience is contextually and culturally
goals of nursing: “Nursing is the holistic helping of defined.7
persons with their self-care activities in relation to their • Health and illness are human experiences.7
health. This is an interactive, interpersonal process that • Clients have a right to quality health and nursing
nurtures strengths to enable development, release, and care delivered with interest, compassion, and com-
channeling of resources for coping with one’s circum- petence with a focus on wellness and prevention.
stances and environment. The goal is to achieve a state • The presence of illness does not preclude health,
of perceived optimum health and contentment.”4 nor does optimal health preclude illness.7
An understanding of human nature is certainly • The therapeutic nurse-client relationship is impor-
important in the development of a philosophy of nurs- tant in the nursing process and provision of individ-
ing. Understanding that “needs motivate behavior” ualized care.
Finally, the Code of Ethics for Nurses10 ad- Florence Nightingale used statistics to measure
dresses the need for nurses to respect human dignity, health, identify causes of mortality, evaluate health ser-
acknowledge the uniqueness of each client, and vices, and reform institutions. After the Crimean War,
honor the client’s right to privacy. The Code also she began organizing committees, assembling data, and
calls on nurses to assume responsibility for individ- preparing reports and hearings on how administrative
ual nursing judgments and actions and for the dele- inadequacies affected clients’ health. Her work resulted
gation of nursing activities to others. Nurses are en- in British Army Hospital and government reforms in
couraged to maintain competence in nursing, the interest of preventing death and disease. She be-
contribute to the ongoing development of the pro- came an honorary member of the American Statistical
fession, and participate in the implementation and Association in 1874, and her papers were read at a Na-
improvement of standards. This last goal can be ac- tional Social Science Congress in 1863 and at the
complished by using the results of nursing research nurses’ congress of the Chicago World’s Fair in 1893.
to engage in evidence-based nursing practice. The efforts of these pioneers laid the groundwork for
The roots of evidence-based practice lie in the the development of evidence-based practice.
efforts of many in the past. Hippocrates described the Barnsteiner and Provost note that “the current def-
symptoms and course of illnesses and related them to inition [of evidence-based practice] is the integration
the seasons, geographical area, and types of people as- of best research evidence with clinical expertise and
sociated with each. These hypotheses founded the ra- patient values”12 — that is, both research and nonre-
tional approach to the understanding of disease. As search components are combined to create evidence-
knowledge grew and the germ theory of disease was based practice. Quantitative research is invaluable in
accepted, epidemiology began to count disease events, measuring the effectiveness of nursing interventions,
leading to the establishment of a central government while qualitative studies capture the preferences, atti-
agency to collect and record data. This led to the posing tudes, and values of healthcare consumers. However,
of questions in the form of testable hypotheses, the col- the nurses’ clinical judgment and individual client
lection of data to support or refute hypotheses, and the needs and perspectives must also be included. As
development of statistical tools to summarize numeri- nurses work to provide cost-effective care in the best
cal data.11 The work of Pasteur and Koch expanded the setting for the client, “the most important [and chal-
understanding of causal relationships between bacterial lenging] requirement for practicing nurses in the 21st
causes of many diseases, leading to reducing illness and century will be to utilize [appropriate] evidence avail-
mortality. able to improve practice.”13
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Assessment Assessment
Figure 1.1 Diagram of the nursing process. The steps of the nursing process are interrelated, forming a continuous
circle of thought and action that is both dynamic and cyclical.
client’s response to and the effectiveness of the se- tified needs or problems remain unresolved, further as-
lected nursing interventions for the purpose of alter- sessment, additional nursing diagnoses, alteration of
ing the plan as indicated. outcomes and goals, or changes of interventions are
required.
Because these five steps are central to nursing
Although we use the terms assessment, diag-
actions in any setting, the nursing process is now in-
nosis, planning, implementation, and evaluation as
cluded in the conceptual framework of nursing curric-
separate, progressive steps, in reality they are inter-
ula and is accepted as part of the legal definition of
related. Together these steps form a continuous circle
nursing in the Nurse Practice Acts of most states.
of thought and action that recycles throughout the cli-
When a client enters the healthcare system,
ent’s contact with the healthcare system. Figure 1.1
whether as an inpatient, a clinic outpatient, or a home-
depicts a model for visualizing this process. You can
care client, the nursing process steps are set into mo-
see that the nursing process uses the nursing diagno-
tion. The nurse collects data, identifies client needs
sis, which is the clinical judgment product of critical
(nursing diagnoses), establishes goals, creates measur-
thinking. Based on this judgment, nursing interven-
able outcomes, and selects nursing interventions to as-
tions are selected and implemented. Figure 1.1 also
sist the client in achieving these outcomes and goals.
shows how the progressive steps of the nursing pro-
Finally, after the interventions have been implemented,
cess create an understandable model of both the prod-
the nurse evaluates the client’s responses and the ef-
ucts and the processes of critical thinking contained
fectiveness of the plan of care in reaching the desired
within the nursing process. The model graphically
outcomes and goals to determine whether or not the
emphasizes both the dynamic and cyclic characteris-
needs or problems have been resolved and the client is
tics of the nursing process.
ready to be discharged from the care setting. If the iden-
FOR EXAMPLE While studying for your semester finals, you snack on pepperoni pizza. After going to bed, you are awak-
ened by a burning sensation in the center of your chest. You are young and in good health and note no other symptoms
(assessment). You decide that your pain is the result of the spicy food you have eaten (diagnosis). You then determine
that before you can return to sleep, you need to relieve the discomfort with an over-the-counter preparation (planning).
You take a liquid antacid for your discomfort (implementation). Within a few minutes, you note the burning sensation is
relieved, and you return to bed without further concern (evaluation).
As you see, this is a process you routinely use to other related disciplines such as medicine and psy-
solve problems in your life that can be readily applied chology. Creativity is needed in the application of nurs-
to client-care situations. You need only to learn the new ing knowledge, as is adaptability in handling change
terms describing the nursing process rather than having and the many unexpected happenings that occur. As a
to think about each step (assessment, diagnosis/need nurse, you must make a commitment to practice your
identification, planning, implementation, and evalua- profession in the best possible way, trusting in yourself
tion) in an entirely new way. and your ability to do your job well and displaying the
To effectively use the nursing process, the nurse necessary leadership to organize and supervise as your
needs to possess and apply some basic abilities. Partic- position requires. In addition, intelligence, well-
ularly important is a thorough knowledge of science developed interpersonal skills, and competent technical
and theory, not only as applied in nursing, but also in skills are essential.
FOR EXAMPLE A diabetic client’s irritable behavior could be the result of low serum glucose or the effects of excessive
caffeine intake. However, it could also arise from a sense of helplessness regarding life events. A single behavior may
have varied causes. It is important that your nursing assessment skills identify the underlying etiology to provide appropri-
ate care.
The practice responsibilities presented in the def- abbreviated description of the standards of clinical
initions of nursing and the nursing process are ex- practice. With the ultimate goal of quality healthcare,
plained in detail in the publication Nursing: Scope & the effective use of the nursing process will result in a
Standards of Practice.18 The standards provide work- viable nursing care system that is recognized and ac-
able guidelines to ensure that the practice of nursing cepted as nursing’s body of knowledge and that can be
can be carried out by each nurse. Table 1.1 presents an shared with other healthcare professionals.
Source: American Nurses Association. (2010). Nursing: Scope & Standards of Practice. 2nd ed. Silver Spring,
MD: Nursesbooks.org.
Summary
Nursing is continuing to evolve into a well-defined Each step of the nursing process builds on and
profession with a more clearly delineated definition interacts with the other steps, ensuring an effective
and phenomena of concern. Fundamental philosoph- practice model. Inclusion of the standards of clinical
ical beliefs and qualities have been identified that are nursing practice provides additional information to re-
important for the nurse to possess in order to provide inforce understanding and opportunities to apply
quality care. knowledge.
The nursing profession has developed a body of Please note, the term client rather than patient
knowledge that contributes to the growth and well- is used in this book to reflect the philosophy that the
being of the individual and the community, the pre- individuals or groups you work with are legitimate
vention of illness, the maintenance and/or restoration members of the decision-making process with some
of health, and the relief of pain and provision of support degree of control over the planned regimen and are
when a return to health is not possible. The nursing able, active participants in the planning and imple-
process is the basis of all nursing actions and is the mentation of their care.4
essence of nursing, providing a flexible, orderly, and Next, we introduce the language described in the
logical problem-solving approach for administering nursing process. This includes NANDA International’s
nursing care so that client (whether individual, com- classification of nursing diagnoses,19 the Iowa Inter-
munity, or population) needs for such care are met vention and Outcome Projects: Nursing Interventions
comprehensively and effectively. It can be applied in Classification (NIC),20 and the Nursing Outcomes Clas-
any healthcare or educational setting, in any theoretical sification (NOC).21 NANDA-I, NIC, and NOC have
or conceptual framework, and within the context of any combined their classification systems (NNN Alliance)
nursing philosophy. to provide a comprehensive nursing language.
References
1. Merriam-Webster Online Dictionary. Retrieved 9. American Nurses Association. (2003). Nursing’s So-
May 7, 2003, from www.m-w.com/dictionary cial Policy Statement. Washington, DC:
.htm. Nursesbooks.org.
2. Nightingale, F. (1859). Notes on Nursing: What It Is 10. Fowler, M. D. M. (ed.). (2008/reissue 2010). Guide
and What It Is Not. Facsimile edition. Philadelphia:: to the Code of Ethics for Nurses. Washington, DC:
J. B. Lippincott, 1946. Nursesbooks.org.
3. Jacobi, E. M. (1976). Foreword. In Flanigan, L. 11. Stolley, P. D., Lasky, T. (1995). Investigating Dis-
(ed). One Strong Voice: The Story of the American ease Patterns: The Science of Epidemiology. (Scien-
Nurses’ Association. Kansas City, MO: American tific American Library, no. 57). New York, NY:
Nurses Association. WH Freeman.
4. Erickson, H. C., Tomlin, E. M., Swain, M. A. 12. Barnsteiner, J., Provost, S. (2002). How to imple-
(1983). Modeling and Role-Modeling: A Theory and ment evidence-based practice: Some tried and true
Paradigm for Nursing. Englewood Cliffs, NJ: Pren- pointers. Reflect Nurs Leadersh, 28(2), 18.
tice Hall. 13. Amarsi, Y. (2002). Evidence-based nursing: Per-
5. Kikuchi, J. F. (1999). Clarifying the nature of con- spective from Pakistan. Reflect Nurs Leadersh,
ceptualizations about nursing. Canadian J Nurs Res, 28(2), 28.
30(4), 115–128. 14. Shore, L. S. (1988). Nursing Diagnosis: What It Is
6. American Nurses Association. (1980). Nursing: A and How to Do It, a Programmed Text. Richmond,
Social Policy Statement. Kansas City, MO: Ameri- VA: Medical College of Virginia Hospitals.
can Nurses Publishing. 15. Peplau, H. E. (1952). Interpersonal Relations in
7. American Nurses Association. (1995). Nursing’s So- Nursing: A Conceptual Frame of Reference for Psy-
cial Policy Statement. Washington, DC: American chodynamic Nursing. New York, NY: Putnam.
Nurses Publishing. 16. King, L. (1971). Toward a Theory for Nursing:
8. Maslow, A. H. (1970). Motivation and Personality. General Concepts of Human Behavior. New York,
2d ed. New York, NY: Harper & Row. NY: Wiley.
17. Yura, H., Walsh, M. B. (1988). The Nursing Pro- 20. Bulecheck, G. M., Butcher, H. K., Dochterman,
cess: Assessing, Planning, Implementing, Evaluat- J. M. (2008). Nursing Interventions Classification
ing. 5th ed. Norwalk, CT: Appleton & Lange. (NIC). 5th ed. St. Louis, MO: Mosby.
18. American Nurses Association. (2010). Nursing: 21. Moorhead, S., Johnson, M., Maas, M., Swanson, E.
Scope & Standards of Practice. 2nd ed. Silver (2008). Nursing Outcomes Classification (NOC). 4th
Spring, MD: Nursesbooks.org. ed. St. Louis, MO: Mosby.
19. North American Nursing Diagnosis Association.
(2001). Nursing Diagnoses: Definitions & Classifi-
cation. Philadelphia, PA: NANDA.
CHAPTER 2
The Language of Nursing:
NANDA, NIC, NOC, and
Other Standardized
Nursing Languages
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Around the world, nursing researchers continue comes has led to the development of several other
their efforts to identify and label people’s experiences SNLs, including Clinical Care Classification (origi-
with (and responses to) health, illness, and life pro- nally Home Health Care Classification5),6 Nursing In-
cesses as they relate to the scope of nursing practice. terventions Classification (NIC),7 Nursing Outcomes
The use of universal nursing terminology directs our Classification (NOC),8 Omaha System-Community
focus to the central content and process of nursing care Health Classification System (OS),9 Patient Care Data
by identifying, naming, and standardizing the “what” Set (now retired),10 and Perioperative Nursing Data Set
and “how” of the work of nursing — including both di- (PNDS).11
rect and indirect activities. This wider application for Whereas some of these languages (e.g., OS and
a standardized language has spurred its development. PNDS) are designed for a specific client population,
A recognized pioneer in SNL is NANDA Inter- the NANDA-I, NIC, and NOC languages are compre-
national’s “nursing diagnosis.”3 Simply stated, a nurs- hensively designed for use across systems and settings
ing diagnosis is defined as a clinical judgment about and at individual, family, and community or population
individual, family, or community responses to actual levels.12
or potential health problems and life processes. Nursing NIC is a comprehensive standardized language
diagnoses provide the basis for selecting nursing inter- providing 554 direct and indirect intervention labels
ventions to achieve outcomes for which the nurse is (Table 2.1) with definitions. A list of activities a nurse
accountable.4 NANDA-I nursing diagnoses currently might choose to carry out for each intervention is also
include 235 labels with definitions, defining character- provided and can be modified as necessary to meet the
istics, and related or risk factors used to define a client specific needs of the client. These research-based in-
need or problem. Once the client’s need is defined, out- terventions encompass a broad range of nursing prac-
comes can be developed and nursing interventions cho- tices, addressing both general practice and specialty ar-
sen to achieve the desired outcomes. eas, including direct care as well as support or
The linkage of client problems or nursing diag- administrative activities.
noses to specific nursing interventions and client out-
Source: Bulecheck, G., Butcher, H. K., Dochterman, J., Wagner, C. M. (2013). Nursing Interventions Classifica-
tions (NIC). 6th ed. St. Louis, MO: Mosby.
ROMANTIK
Kulturroman.
Geheftet 75 M. / Halbleinen 110 M. / Halbleder 275 M.
Ein lebensprühender Roman, der in einem Wirbel von
Erlebnissen russisches Aristokratentum, ungarisches
Zigeunerblut und deutsche Kleinbürgerlichkeit miteinander
verknüpft und zur Harmonie zwingt.
*
DIE „GOLDENE KRONE“
Gasthausroman.
Geheftet 60 M. / Gebunden 95 M.
Die Schicksale der „Goldenen Krone“, des guten alten, seit
Generationen in der Familie vererbten Gasthauses, und der mit
ihm eng verbundenen Menschen sind hier mit reifer Kunst
geschildert.
*
DER GROSSE RACHEN
Großstadtroman.
Geheftet 75 M. / Halbleinenband 110 M.
Das Buch predigt die immer wieder in Vergessenheit geratene
Lehre, daß die Großstadt ein Moloch ist, der hart und
unbarmherzig seine Opfer fordert. Fein durchdacht und
interessant in der Problemstellung fesselt die kraftvoll entwickelte
Handlung unser Interesse bis zum Schluß.
AUGUST SCHERL G. M. B. H. / BERLIN SW68