99442 - Accertamento ed esame obiettivo infermieristico (BO1)

Learning outcomes

Knowledge and skills to be acquired. At the end of the training activities,students will have acquired knowledge of data collection methods according to a nursing model, which are useful for identifying clinical care problems in patients. These problems may

be managed by nurses or through integrated management.

Course contents

Nursing Care Process: Assessment

Definition and Significance

• Definition of nursing assessment
• Positioning within the nursing care process
• Nurse competencies in conducting the assessment

Reference Theoretical Models

• Adopted nursing model(s) (Gordon's Functional Health Patterns)
• Relationship between the theoretical model and data collection

Types of Data

• Subjective data
• Objective data
• Data sources (primary and secondary)

Types of Assessment

• Initial/admission, focused, emergency, and follow-up assessment (according to the adopted model)

Data Management

• Data validation
• Data organisation
• Data recording: assessment documentation tools (e.g., nursing records, assessment forms)

Nursing Assessment Methods

• Observation
• Interview
• Structured tools: scales and questionnaires
• Physical examination
• Preparation of the person and the environment
• Equipment
• Conducting the physical examination

From Assessment to Problem Identification

• Analysis and interpretation of collected data (data clustering, formulation of inferences)

Readings/Bibliography

L. Saiani, A. Brugnolli "Trattato di cure infermieristiche" 3° Edizione, CEA Milano 2021

J.M. Willkinson, "Processo infermieristico e pensiero critico" 3° Edizione, CEA Milano 2013

Teaching methods

Lectures

Case study analysis

Guided practical exercises (interview and physical examination)

Assessment methods

Written examination comprising 2 open-ended questions:

• Knowledge question: theoretical content of the nursing assessment process (definition, theoretical models, data typology, assessment methods).
• Reasoning and application question: based on a clinical case, students identify subjective and objective data and group them into clusters.
  

The grade is assigned as follows:

The student reports only the minimum essential theoretical content, with conceptual inaccuracies and no connections between the elements; identifies only some of the data from the case, with frequent confusion between subjective and objective findings, and sketches a clustering of data lacking any clear rationale: grade Sufficient (Pass).

The student reports the essential theoretical content in a substantially correct but fragmented manner; identifies only part of the relevant data from the case, with some inaccuracies in classification, and produces clusters that are poorly structured or contain some inconsistencies: grade Fair.

The student reports the theoretical content correctly, albeit in a predominantly descriptive manner, with only partial connections between concepts; identifies most of the data from the case, with occasional errors in classifying subjective versus objective findings, and organises partially coherent clusters, the rationale for which is not always made explicit: grade Good.

The student presents the theoretical content correctly and with sound conceptual connections, notwithstanding minor inaccuracies; identifies nearly all the data from the case, classifying it correctly, and constructs coherent clusters based on an adequate rationale, even if not always fully substantiated: grade Very Good.

The student presents the theoretical content of the assessment process (definition, theoretical models, data typology, assessment methods) in a thorough and rigorous manner, critically integrating these elements with one another; applies this theoretical framework to the clinical case by identifying, fully and accurately, all subjective and objective data, including implicit ones, and groups them into coherent, well-justified clusters oriented towards hypothesising care priorities: grade Excellent/Outstanding

Teaching tools

Digital tools for innovative teaching.

Handouts and concept maps by the teacher

Office hours

See the website of Luisa Sist