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Teaching NANDA, NIC and NOC Novice to Expert教学南达,NIC与NOC的新手到专家
* * * * * * * * Deflate authority of course, we need experts but we have to help students to put them in perspective. they cannot leave all the thinking to the experts. Also, if students believe that they need to be experts in order to have an opinion, they will not think for themselves to deflate authority, teachers should admit when they are wrong and show that their thinking can be flawed as well as students. * * * * * * * * * * * * * * * * * * * * * * * * * Observe students grow in abilities through: Encouragement Trust Respect * * * * * * * * * * * * * * * * * * * * * * * * So, needless to say, identifying the best diagnosis of human responses is a puzzle. It is a much more difficult puzzle to solve than nurses and teachers presently realize. We like to believe that if we say a patient is anxious they are anxious, rather than thinking that the data we are noticing can have other possible meanings, for which different interventions would be needed. For example, if the best diagnosis is fear, the interventions would be different than if it is anxiety or ineffective coping, or ineffective breathing pattern. * * * * * * to change from traditional ways of using the nursing process to use of NNN, we should also use a theoretical perspective to deal with the change. If you are comfortable with one of the change theories, use one of them, but if not, I recommend Rogers 5th ed of Diffusion of Innovations. Implementing NNN is an innovation. He says innovations are diffused very slowly but we can help them along. He describes an S shaped diffusion curve. Use of NNN is at the lower left corner of the S moving up. 5 Perceived characteristics that help an innovation become diffused are : Relative advantage (+) for nurses advantage to patients and self Compatibility (+) with other ways of doing things Complexity (-) the more complex, the slower the diffusion and perhaps may never succeed Trail Ability (+) can we design pilot projects to demonstrate that it will wor
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