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Teaching NANDA, NIC and NOC: Novice to Expert. Margaret Lunney, RN, PhD College of Staten Island, CUNY Presentation at the Center for Nursing Classification Informatics Conference, Iowa City, IA, June 2005. Learning Objectives. Explain 3 propositions r. t. teaching NNN - PowerPoint PPT Presentation
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Teaching NANDA, NIC and NOC: Novice to
Expert
Margaret Lunney, RN, PhDCollege of Staten Island, CUNYPresentation at the Center for
Nursing Classification Informatics Conference, Iowa City, IA, June 2005
Learning Objectives
1.Explain 3 propositions r. t. teaching NNN
2.Set expectations for students at Novice to Expert stages of development
3.Implement teaching strategies4.Integrate NNN with nursing curricula
Objective 1: Explain Propositions
1.Use of NNN requires intellectual, interpersonal, & technical competencies, tolerance for ambiguity & reflection
2.Accurate diagnoses are the basis for use of NIC & NOC
3.Use of NNN differs from the traditional nursing process
Proposition # 1Skills/Competencies
Intellectual Knowledge related to:
Diagnoses, interventions, & outcomes Thinking processes
Research findings Human beings vary in thinking process abilities Thinking process abilities
can be improved
Variation in Nurses’ Thinking Abilities, N = 86 (Lunney 1992)
Basic Thinking Abilities
Mean
S.D. Range
DMU-Fluency 21.3
7.2 6 - 41.5
DMC-Flexibility 10.8 6.5 0 – 27.5
DMI-Elaboration 17.8 4.9 7 – 30.5
Intellectual Skills:Research Findings r.t. Women
Thinking processes of women develop through relationships
Women’s perspectives on thinking (Belenkey, et al., 1986) Silence Received Knowledge Subjective Knowledge Procedural Knowledge Constructed Knowledge
Nursing students and nurses may have lower level perspectives
Intellectual Skills:Critical Thinking (CT)
Thinking (CT) processes can be improved Stimulate to use Expect use Validate appropriate use Demonstrate support & confidence in
abilities
CT abilities -essential for accuracy of diagnoses & use of NOC & NIC
Intellectual Skills:What is CT in Nursing?
Delphi study of 55 nurse experts
(Scheffer & Rubenfeld, 2000)
Purpose: Identify the components of CT that relate to nursing
Results- Definition for nursing7 Cognitive Skills10 Habits of Mind
Cognitive Skills
Analyzing Applying Standards Discriminating Information Seeking Logical Reasoning Predicting Transforming Knowledge
Habits of Mind
Confidence Contextual
perspective Creativity Flexibility Inquisitiveness
Intellectual integrity
Intuition Open-
mindedness Perseverance Reflection
Intellectual Skills:CT Processes
CT involves continuous processing of data and inferences
In any situation, two or more cognitive skills are probably being used
Habits of mind support cognitive skills The combination of CT abilities
needed is unique to the situation
Proposition # 1 (cont.)Interpersonal Skills
Exquisite communicationPromote TrustWork in partnership, share powerValidate perceptions
Accept that we do not “know” others
Proposition # 1 (cont.)Technical Skills
Obtain valid and reliable dataHealth histories
ComprehensivePhysical exams Focused
Perform nursing interventions Technical aspects of using NNN
Shortcut to super_woman_run_md_wht.lnk
Proposition #1(cont.)Personal Strengths
Tolerate ambiguityDecisions are relative to context &
specific nature of individualsMultiple factors influence clinical
situationsHuman beings are complex and
diverseAmbiguity is the norm
Proposition #1(cont.)Personal Strengths
Reflect on practice experiences Accept possible flaws
Thinking InterpersonalTechnical
Aim - develop & grow
Proposition # 2: Accurate Interpretations-Foundational
Cues/data may be incorrect Examples
Objective Data: Diagnostic testsSubjective Data
PatientsFamilies
Proposition # 2: Accurate Interpretations-Foundational
Use of NNN requires many decisions All decisions are based on patient data Data amounts are overwhelming
Short tem memory = 7 ± 2 bits of data Data are converted to interpretations
Proposition #2: Accurate Interpretations -Foundational
Interpretations determine actions Additional data collection Subsequent decisions Possible outcomes to consider Choices of interventions
High potential for inaccuracy Diagnosis and etiology
High Potential for Inaccuracy, e.g., Marian Hughes
16 y.o. Diabetic (#1) Hospitalized, DKA (#2) “did not follow prescribed diet”
(#3) NDX: Ineffective management of
therapeutic regimen r.t. _______ (fill in the blank)
Possible Interpretation/Diagnosis
Knowledge deficitDisconfirming Cues:
Meals eaten at school are consistent with diet (#9)
Able to explain what she should be eating (12) She can adjust her diet to her lifestyle (#13)
Conclusion: Low accuracy diagnosisTeaching is waste of time, effort, &
money
Highest Accuracy Diagnosis
Ineffective Management of Therapeutic Regimen related to communication difficulties between Marion and her mother
Patient Outcome (NOC): Communication = 3 (moderately
compromised), Increase to 5 (not compromised)
Nursing Intervention Communication enhancement
44 Diagnoses by 80 Nurses
Examples Communication difficulties mother/daughter Stressful mother/child relationship Altered family dynamics Ineffective coping Ineffective time management Adolescent image Low self esteem Denial Knowledge deficit
Seven Levels of Accuracy
+5 Highest level of accuracy+4 Close to the highest level but not quite+3 General idea but not specific enough+2 Not enough highly relevant cues or not
the highest priority+1 Suggested by only one or a few cues 0 Not indicated by data-1 Should be rejected, disconfirming cues
Diagnostic Accuracy Scores
Communication difficulties between mother and daughter +5
Stressful mother/child +4 Altered family dynamics +3 Ineffective coping +2 Ineffective time management +2 Adolescent image +1 Low self esteem +1 Denial 0 Knowledge deficit -1
Research Findings
Studies: 1966 to present Conclusions: Interpretations vary widely All interpretations are not high accuracy Influencing factors (Carnevali & Gordon):
Nurse Diagnostician Diagnostic Task Situational Context
Research: Positive Influences
Diagnostic Task Lesser amounts and complexity of data
Nurse Diagnostician Education related to nursing diagnoses Knowledge of diagnostic process and
concepts Teaching aids for diagnostic reasoning Variety of thinking processes Experience specific to diagnostic task
Challenge: Achieving Accuracy
Puzzle: What is the Diagnosis?
Solving the Puzzle
Is it this? Or this? Or this?
Accurate Interpretations-Foundational (cont.)
Supporting Factors: Acknowledge that data interpretations
are probabilistic; question accuracy Use CT, interpersonal & technical skills Develop tolerance for ambiguity
It’s OK not to have an answer Accept that we might make mistakes
Develop reflective practice
Proposition # 3: New Perspective on Nursing Process
Traditional Limited # concepts Collect
comprehensive data
No accountability for diagnoses
Intervene based on data
Behavioral outcomes
Disorganized follow-up
Use of NNN More than 1000
concepts Cue-based & hypothesis-
driven data collection Fully accountable for
diagnoses Intervene based on data
interpretations Neutral terms with scale Systematic follow-up
Changing from Traditional to Use of NNN
Acknowledge difficulty level: Simple to complex
Influencing factors: Similarity of terms in three systems Structure of classifications Resources (books, pamphlets, other) Complexity of clinical situations Nurses perspective/model for practice Experience with NNN
Examples: User-Friendly Simplicity
NANDA NOC NIC Anxiety: -Vague uneasy feeling; autonomic response; feeling of apprehension; altering signal warning of impending danger
Anxiety Control: Personal actions to eliminate or reduce feelings of apprehension and tension from an unidentifiable source
Anxiety Reduction: Minimizing apprehension, dread, foreboding, or uneasiness related to unidentified source of anticipated danger
Risk for Infection: -Increased risk for being invaded by pathogens
Infection Status: Presence and extent of infection
Infection Protection: Prevention and early detection of infection in a patient at risk
Changing from Traditional to Use of NNN
Use theoretical perspective:Change theoryDiffusion of Innovations (Rogers,
2003)S shaped diffusion curve Perceived characteristics:
Relative advantage (+) Compatibility (+) Complexity (-) Trail Ability (+) Observability (+)
Changing From Traditional to Use of NNN
Be a champion Sell first to opinion
leaders Goal: Create a critical mass Share demonstration projects
e.g., Protocols; Journals Faculty development program; adoption
by system adoption by individuals
Objective # 2: Set Expectations, Novice to Expert
Novices & Advanced Beginners (ABs) learn to use NNN as well as experienced nurses
Novices & ABs may be easier to teach than nurses at Competent, Proficient & Expert (Expert) stages
Expert nurses must be “sold” on new way to think and document
Selling NNN to Experts
EHR is imminent (IOM 1997, 2001) NNN = file names for EHR NNN describes what nurses bring to the table NNN makes knowledge available at bedside Aggregated data knowledge Measurement of care improved quality Linguistics theory supports SNLS Fits with nursing theories
Set Expectations
Expect (at all levels of expertise): Correct use of the three systems, e.g.,
Nursing diagnoses are used to guide interventions, not for labeling per se
Intervention label is the intervention, not the activities
Outcome label is outcome, not indicators Correct use of concepts, e.g.,
NANDA- Social Isolation NIC- Coping Enhancement NOC- Knowledge (specify)
Set Expectations
Do not underestimate nursing students or nurses:
“…nursing and nursing knowledge must be presented in all its complexity….
Help students and nurses to “…experience the complex and messy world of nursing….and learn how to navigate through it…”
(Doane & Varcoe, 2005, p. xi)
Set Expectations
All Levels:Self evaluation Integrate with new theories, e.g.,
Pender’s health promotion model Integrate with strategies for evidence-
based nursing
Set Expectations
Encourage experts to: Integrate with
previous knowledge Use NNN in:
Communicating scope of practice Developing standards of care Evidence-based nursing projects Research projects
Evaluate clinical applications of NNN Teach CE programs to nursing personnel
Objective 3:Teaching Strategies, Intellectual
Assume that thinking ishuman, imperfect, attainable
Encourage thinking in class & clinical:Ask questions instead of giving
answersProvide opportunities
for problem solving
Teaching Strategies: Intellectual
Deflate authority
Teaching Strategies: Intellectual
Think out loud WITH students Act as midwife or coach Help them think about
thinking: Ask: what kind of thinking is needed Use the 17 CT terms and definitions Evaluate thinking processes Expect self evaluation of thinking
Teaching Strategies: Intellectual
Share paradigm cases (e.g. Marian Hughes)
Simplify representations, identify high relevance cues (e.g., Carlson-Catalano, 2001)
Conduct iterative hypothesis testing
Teaching Strategies: Intellectual
Seminars instead of lectures: Why?Groups represent wide variations in
thinking abilitiesPromotes in-class thinkingRecognizes students’ abilities to think &
learn without authority/expertsSupports future work in groups to
describe, analyze, & synthesize information, solve problems (e.g., what is the diagnosis?)
Teaching Strategies: Intellectual
Seminars: How? Assign readings, Provide discussion
questions Lead the group, Ask the discussion questions Be respectful; Protect students’ self esteem Address:
what is the author saying? What is the fit with previous knowledge? how does this information apply to practice?
25-30% of grade for discussion of readings
Teaching Strategies: Intellectual
Expect self evaluationAsk questions, instead of giving
answersDiscussion in classDiscussion online Journal writing (Degazon &
Lunney,1996)
Teaching Strategies: Interpersonal
Expect accountability forpatient relationships
Demonstrate: Good interviewing Validation of diagnoses Partnership processes to select
outcomes & interventions Reward power sharing Teach & support assertiveness
Teaching Strategies: Technical
Expect accountabilityfor using standardizedmethods
Demonstrate useof diagnostic reasoning
Show technical use of NNN using case studies
Teaching Strategies: General
Demonstrate correct use of NNN Provide incentives for correct use
of NNN, e.g., percent of grade Integrate with theories of nursing,
e.g., Neuman’s Systems Model Roger’s Science of Unitary Human Beings Leininger’s Sunrise Model AACN Synergy Model of Patient Care
Case Study: Laura
30 y.o. woman in good health
Smokes 1 - 1.5 packs per day for > twelve years
Asked for assistance to quit
Stated “I know it’s not good for me and I want to stay healthy.”
What is the Diagnosis?
Health Seeking Behavior: Smoking Cessation (00084)
Definition: Active seeking (by a person in stable health) of ways to alter personal health habits and/or the environment in order to more toward a higher level of health.
What is the Outcome?
Risk Control: Tobacco Use (1906) Actions to eliminate or reduce tobacco use Rarely demonstrated (2), Goal = 5 Indicators:
03 Monitors environment for encouraging tobacco use (2)
04 Monitors personal behavior for tobacco use (2) 05 Develops strategies to eliminate tobacco use (3) 07 Commits to tobacco use control strategies (3) 13 Uses support group to eliminate tobacco use (1) 16 Eliminates tobacco use (1)
What are the Interventions?
Smoking Cessation Assistance (4490) Teaching: Medication, Nicotine
Replacement Therapy (5616)
NIC: Smoking Cessation Assistance (4490)
Helping another to stop smoking Activities:
Give Laura clear, consistent advice to quit Assist Laura in choosing strategies Motivate her to set a quit date Refer to group programs/individual therapy Inform Laura of possible symptoms Help plan coping strategies and resolve
problems
Evaluation of Outcomes
Risk Control: Tobacco Use After 6 wks, nurse & Laura rate outcome as
5 03 & 04: Laura consistently monitors her
environment and personal behaviors for factors that affect her tobacco use
05 & 07: Laura developed effective strategies and remains consistently commit0ted to controlling her use
13: Laura uses friends & group for help 16: Laura has not smoked for six weeks
Case Study: Stella C 49 y.o. single, Italian American woman Type 2 DM with adequate control Overweight Head of household; 80 y.o. dependent mother Works full time, provides care for self & mother Accepts care of mother but has many
frustrations Attempts to reduce her workload have failed Mother thinks Stella “can do it all” Mother discourages son’s involvement Stella expresses conflicting emotions, stress,
lack of control
What are the Diagnoses?
The diagnostic process: Which are important cues? What are possible diagnoses? Which diagnoses have the best support?
Are the diagnoses consistent with the situational context?
Can the nurse help Stella with the diagnoses?
What are the diagnoses?
NANDA Diagnoses: Risk of Caregiver Role Strain (00062) Readiness for Enhanced Family Coping
(00075) Checking for accuracy:
Are there a sufficient number of confirming cues?
Are there any disconfirming cues? Did Stella C validate the diagnosis? Should other providers be consulted?
What are the Outcomes?
Caregiver Well-Being (2508) Caregiver satisfaction with health and
lifestyle circumstances Moderately compromised (3), Goal = 4 or 5 Indicators:
01: Satisfaction with physical health (3) 02: Satisfaction with emotional health (2) 03: Satisfaction with usual lifestyle (3) 06: Satisfaction with instrumental support (2) 08: Satisfaction with social relationships (3)
What are the Outcomes?
Family Coping (2600) Family actions to manage stressors that tax
family resources Moderately compromised (3); Goal = 4 or 5 Indicators:
01: Demonstrates role flexibility (3) 02: Family enables member role flexibility (3) 07: Expresses feelings and emotions freely (2) 13: Arranges for respite care (2) 16: Seeks assistance when appropriate (3) 17: Uses social support (3)
What are the Interventions?
Assertiveness Training (4340) Self Esteem Enhancement (5400) Emotional Support (5270) Caregiver Support (7040) Role Enhancement (5370) Family Involvement Promotion (7110) Respite Care (7260)
NIC Example: Assertiveness Training
Assistance with the effective expression of feelings, needs, and ideas while respecting the rights of others
Activities: Determine barriers to assertiveness, e.g., family
roles Help Stella recognize & reduce cognitive
distortions Instruct Stella in different ways to act assertively Facilitate practice opportunities using discussion,
modeling and role playing Help Stella practice conversational skills
Evaluation of Outcomes
Caregiver Well-Being After 4 wks, nurse & Stella rate outcome as 4
01: Stella’s physical health has improved; satisfaction with physical health (4)
02: Stella uses assertiveness skills to make time for herself after work and to plan recreation; satisfaction with emotional health (4)
04: Stella continues to need help in the performance of caregiver roles; satisfaction with performance of usual roles (4)
09: Stella feels in control of her caregiver routines; satisfaction with caregiver role (4)
Evaluation of Outcomes
Family Coping After 4 wks, nurse & Stella rate outcome as 4
01: Stella’s assertiveness behaviors work well to accomplish goals; demonstrates role flexibility (4)
02: Stella’s mother agrees with the plan to relieve her of some of the workload; family enables member role flexibility (4)
13: Stella’s brother stays with her mother so Stella can go away for short periods; arranges for respite care (4)
18: Family exhibits a wider repertoire of coping behaviors (4)
Case Study by Mitchell, In Lunney, 2001
Use of non-approved nursing diagnoses, Risk of Disease Progression
Relation of nurses’ role to diagnoses, interventions, & outcomes
NOCs NICs Outcome Evaluation
Teaching Strategies: Summary
Observe students grow in abilities through encouragement, trust, respect
Objective 4:Integrate with Curricula
Prepare Faculty Diffusion of Innovations
(Rogers, 2003)
Talking points: Electronic Health Record Quality-based nursing care Ability to develop information & knowledge
Involve clinical faculty Evaluation/Peer Observation
Integrate with Curricula
Simplify complexity-map diagnoses, interventions & outcomes for courses
All faculty evaluate students’Correct use of NNNPartnership processes, use of “we”Technical skills Individualize NNN content with
patients
Integrate with Curricula
Fundamentals of Nursing NNN - Framework for skills learning Thinking - High priority, include in testing Expect students to use CT terms &
definitions, e.g., journal writing, discussion Develop case studies (Lunney, 1992) Iterative hypothesis testing
Integrate with Curricula
Educators & Practice-Based Leaders: Spread the word to nurses in other agencies Meet with leaders; use marketing strategies Demonstrate advantages of NNN Provide CE programs Disseminate your success in using NNN to
others
Questions/Discussion?
“Teamwork is the fuel that allows common
people to attain uncommon results.” Unknown
“The illiterate of the 21st century will not be
those who cannot read and write, but those
who cannot learn, unlearn and relearn.” Alvin
Toffler