This can be inclusive of evaluating for all of the clinical aspects on the patient. It will also include examining for impacts on nursing care, implementing care plans for diagnosis set for the patients and evaluating for any needs and requirements that have to be done in the intervention plans set for the patient. This will be inclusive of detailed assessment of the patient including, personal history, medical history, and surgical history as well as noting for social and religious practices as well. Comprehensive assessment can be deemed as an integral part of the nursing care practice and it is also required for planning and providing the patient with the patient-centered care required by him. AS per the NMBA guidelines, it is the duty of the nurse to conduct a comprehensive and systematic nursing assessment for the patient. After doing so, they should also be able to provide the patient with the nursing care and consultation and should help in drafting care plans tagged along with the help of multidisciplinary team (Brown, 2017). They should also be able to adapt as per the rapidly changing situation of the patient.
It is an important part of nursing care as it defines the direction of the care plan that will be provided to the patient to help with his ongoing clinical condition. The comprehensive assessment for the patient helps in identifying not only for the medical history, but also gives an image about the person’s physiological, psychological, socioeconomic, social determinants, spiritual as well as the patient’s lifestyle modulations. This is helpful not only from the point of view of defining diagnosis for the patient and developing care plans, but is also useful in improving healthcare outcomes of the patient, leading to improve health status (Mather, 2017). The main use of assessment in nursing care is to form the basis of the care plan to be formulated for the patient. It is also important from the point of view of providing a holistic nursing care plan. It is crucial from the point of view of examining the individualized needs of the patient and thus, modulating the care plan from time and on, in accordance with the same.
The nurses can follow the enlisted pointers in order to conduct a comprehensive assessment:
The practice of hand hygiene is an important procedure that should be practiced in the healthcare settings that assist in preventing the spread of viral as well as bacterial infections in the atmosphere. These infections can be contaminated by the patient by coming in contact with the healthcare settings they are being admitted to. One of the main NSHQS standards include preventing and controlling the hospital-associated infection (Park, 2017). Therefore, it the duty of the nurses to provide for an aseptic environment to the patients so that they do not contaminate the infections that can be spread through the healthcare settings.
The patients admitted in the healthcare settings are usually not well and might be also suffering from one or the other underlying infection. The patients also have a reduced immunity and might be on the verge of catching infection by a higher possibility. These patients upon catching these underlying infections, might not be able to recover from the condition that well and might also lead to death in severe cases. These infections are also liable to cause an increased length of stay in the hospital and thus, adds to the burden of the medical cost of the patient (Mithra, 2019). As nurses work in close contact with the patients while providing them with constant care, they might be a good carrier of infection from one source to another. Therefore, it becomes imperative to follow stringent hand hygiene practices in order to break the chain of infection.
These strategies cane be inclusive of the education programs that can be imparted to the nurses. They can comprise of not only teaching proper hand washing techniques but should also be inclusive of the importance of following this practice religiously (Løyland, 2020). The healthcare areas, where these hand washing activities usually take place, can be supported with steps of hand washing, depicting on how to follow the routine wisely as well as in a competent manner. Staff can also be motivated on regular basis for diligently following this practice in the shape of rewards and recognition (Sadule, 2017). Sudden checks in various settings such as emergency, intensive care units and so on, should be conducted in order to assess for the presence of any underling infections, so that the same can be dealt with in a professional manner, tagged along with all of the safe aseptic medical procedures.
Brown, R. A., & Crookes, P. A. (2017). How do expert clinicians assess student nurses competency during workplace experience? A modified nominal group approach to devising a guidance package. Collegian, 24(3), 219-225.
Løyland, B., Peveri, A. M., Hessevaagbakke, E., Taasen, I., & Lindeflaten, K. (2020). Students' observations of hand hygiene in nursing homes using the five moments of hand hygiene. Journal of Clinical Nursing, 29(5-6), 821-830.
Mather, C. A., Gale, F., & Cummings, E. A. (2017). Governing mobile technology use for continuing professional development in the Australian nursing profession. BMC nursing, 16(1), 17.
Mithra, S., Ramani, P., Sherlin, H. J., Gheena, S., Ramasubramaniam, A., Jayaraj, G., ... & Santhanam, A. (2019). Knowledge, Attitude and Practice of Hand Hygiene among Medical Students/Practitioners-A Survey. Research Journal of Science and Technology, 11(4), 259-264.
Park, J., & Seale, H. (2017). Examining the online approaches used by hospitals in Sydney, Australia to inform patients about healthcare associated infections and infection prevention strategies. BMC infectious diseases, 17(1), 788.
Sadule-Rios, N., & Aguilera, G. (2017). Nurses’ perceptions of reasons for persistent low rates in hand hygiene compliance. Intensive and critical care nursing, 42, 17-21.
Solheim, E., Plathe, H. S., & Eide, H. (2017). Nursing students' evaluation of a new feedback and reflection tool for use in high-fidelity simulation–Formative assessment of clinical skills. A descriptive quantitative research design. Nurse education in practice, 27, 114-120.
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