CLASS 6: Inquiry and Assessment

Everyone is different. Their uniqueness is disclosed by structured questioning.

 

 

ANNOUNCEMENTS:

Class 5  tasks are due to be submitted by classtime of Class 6.
Class material and assignments related to CLASS 6 will be tested in CLASS 8.

 

Topic:  YOUR FIRST CARE PLAN

  • Details on the care plan assignment
  • Group work: Examine nursing students' care plans.

 


Topic:  INQUIRY AS AN EXPRESSION OF CARING

  • Types of questions
  • Self-Test: How well do you understand inquiry? Take this Inquiry self-test.
  • Group work : Questioning - true and false

 


Topic:  INTERVIEWING

  • Review of the downloaded guidelines
  • Partner work: Practice the Guidelines for Interviewing 
  1. The interview starts with a self-introduction as a nursing student.
  2. The body language and words used foster trust and good will.
  3. Before questioning starts the client knows the kinds of information you are interested in, the use of this information and how much of the client's time you plan to take.
  4. Before you start you tell the client the components of the assessment (interview, limited physical assessment, diet recall).
  5. The environment and time selected are conducive to sharing information.
  6. The seating arrangements, your posture, eye contact and facial expression show interest but not intrusion.
  7. Based on this client's feelings about being touched, you use limited or no touch.
  8. Most of the questions are open ended and neutral.
  9. You avoid judging the client, staying away from "good", "you should", or "I agree".
  10. The client feels you are on his/ her side. You do not pry, challenge or act defensive.
  11. The sequence of your questions shows logic.
  12. You ask only one question at a time.
  13. You use restatement to clarify the client's responses when needed.
  14. You honor the client's request to omit a question.
  15. The pace of the questioning is unhurried, and comfortable for the client.
  16. You use appropriately placed, brief periods of silence so the client can gather her/ his thoughts.
  17. Responses to client statements show that you have been listening.
  18. You invite your client to expand on selected statements.
  19. You refocus the client on these topics as needed, limiting wandering to other topics.
  20. At the end of each part of the assessment (interview, brief physical assessment, diet recall) you ask for questions.
  21. At the end of the discussion coming out of the 24 hour diet recall you briefly review the areas covered since the start of the interview, and express satisfaction with the process the two of you have completed.
  22. You thank the client.
  23. You express positive hopes for the client's health and wellbeing.
  24. You ask to either set up the next meeting or plan for the possibility of a future meeting if you need this to complete your care plan.

CHL: 7/97 10interviewing guidelines



Topic: Assessment

In this course we will use nutritional assessment as an example of the process for making any nursing assessment.

In any assessment the nurse begins with a point of view which we call a Conceptual Framework.

Once the Conceptual Framework has been selected the nurse uses this framework to decide the kinds of information s/he needs to get about and from the client.

For the Care Plan assignments in NURS 1100 we will use Gordon's Functional Patterns as our framework. As you look at the patterns listed below you will notice that a nurse is obligated to gather more that just nutritional information. Assessing a client using Gordon's Patterns will allow us to get an overall view of how the client is functioning in his/ her environment.

Gordon's 11 Functional Patterns

Once this overview has been done a nurse can then focus in on the details of nutritional assessment. The following is a sample assessment form:

Sample Nutritional Assessment Form

 


Topic: Assignments

  1. Print out the Nutritional Assessment Form to use with the client you have selected for your care plan.
  2. Complete Assignments for Class #7