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Using Gordon’s Functional Health Patterns and Thinking Like a Nurse Model: Professional Practice Coursework, UOL, UK
| University | University of London (UOL) |
| Subject | Professional Practice |
ASSIGNMENT OUTCOME
Using Gordon’s Functional Health Patterns and Thinking Like a Nurse Model, students will prepare for client-based care and informed clinical decision-making by collecting, organizing, and beginning to interpret data.
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INSTRUCTIONS
There are three parts to this assignment. Follow the instructions for each, as indicated below. In order to achieve ‘Requirements Met’, students must achieve satisfactorily in all criteria.
Part A: Gordon’s Functional Health Patterns
Part B: “Thinking like a Nurse”
Part A: Gordon’s Functional Health Pattern Assessment
Patient’s Initials:__________________ Age:__________________ Date:______________
Diagnosis:_______________________
Medical History:
| Assessment Criteria | Patient Data | Influencing Factors |
| COGNITIVE-PERCEPTUAL PATTERN (Neurological) | ||
| PAIN | ||
| SLEEP-REST PATTERN | ||
| ACTIVITY-EXERCISE PATTERN | ||
| NUTRITIONAL-METABOLIC PATTERN | ||
| ELIMINATION PATTERN | ||
| SKIN INTEGRITY | ||
| HEALTH PERCEPTION-MANAGEMENT PATTERN | ||
| SELF CONCEPT PATTERN | ||
| ROLES-RELATIONSHIPS PATTERN | ||
| REPRODUCTIVE-SEXUALITY PATTERN | ||
| COPING-STRESS TOLERANCE PATTERN | ||
| VALUE-BELIEF PATTERN |
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Part B: THINKING LIKE A NURSE
| Part 1: Preparing for Client Care | |
| Knowing the Client’s Medical Conditions: What is the underlying pathophysiology of my client’s medical diagnoses? What is the typical/usual clinical course? What types of treatments (including medications) are used and why? What is the nursing role in caring for a client with this diagnosis? What types of communication skills will I likely need to provide safe and effective care for my client. | |
| Knowing the Individual . . . | |
| Client as a Person What is my client’s story (narrative)? How do (or might) my client’s past experiences with health & illness influence his/her responses to the pathophysiology, treatment, and care? Are there other factors affecting my client’s health or response to care (e.g., age, social context, spirituality, personal preferences, family, etc.)? | |
| Noticing – Gathering Cues & Information You need to gather data/ cues/ information from a wide variety of areas in order to thoroughly determine the main issues that are affecting your client. Look for the following information: | |
| Chart Data Interprofessional health team notes. | Plan of Care Why is your client receiving care? Which members of the interprofessional team would be involved? |
| Cues from my Client & his/her Family Client’s perception of the situation; my own observations about the client’s needs? Does she have a family? | Lab & Diagnostic Reports |
| Part 2: Interpreting Data and Implementing of Care | |
| Assessments Identify the priority assessments for this client. | |
| Interpreting – Recognizing Patterns and Interpreting Data | |
| Clinical Reasoning & Decision Making What are the most important nursing issues for my client & family today? What are the major nursing assessments you will use to collect data? What are the priorities of care? What is the client at risk for? What complications may arise? | Planning Outcomes What expected outcomes have been identified in collaboration with the client and the Interprofessional Health Care Team? What short and long-term goals should the plan of care address to achieve expected outcomes? |
| Responding – Determining a Course of Action | |
| Actions What interventions selected in collaboration with the client and the interprofessional team would best address my client’s identified needs and goals? | Rationale Why are these interventions appropriate? Support with evidence-informed practice. |
| After the Professional Practice Experience | |
| Reflection – On Action and Clinical Learning | |
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