Running Header: assessment of the older adults. 1
Nursing care plan
Students name
Institutional affiliation
, Nursing care plan for the older adults. 2
The paper tests the student’s ability to be able to identify the nursing care requirements of
the patient and prioritize them in accordance with the importance. The assessment is on patient
Amalie Jones who is eighty-nine years old. Firstly, on assessment, three nursing diagnosis/care
will be identified with the help of the clinical reasoning cycle using its firsts four steps:
considering the patient, collecting the necessary cues/information, processing the information
and identifying the problem/issue. Secondly, the above-formulated nursing care will be
prioritized according to their importance using the remaining four steps of the clinical reasoning
cycle. Thirdly, establishing the goals of patient care. The goals set have to be SMART, that is,
specific, time-bound, accurate, realistic, and measurable. These goals will demonstrate
consideration of the patient’s dignity. Fourthly, taking action on the nursing care identified and
prioritized, giving a scientific rationale for each action taken. Next, evaluation of the outcome
will be done. This will be done so as to assess the attainment of the goals that had been set.
Patient Jone is elderly so the Millers functional consequences will be useful in explaining the
relationship between the patient’s presentation and aging. Lastly, the conclusion will summarize
the work.
Clinical reasoning is used to explain the process in which the nurses gather cues,
processes this information, have an understanding of the patient condition, plan the patient care,
plan on how the patient care will be done, have an evaluation of the results after evaluation and
lastly have a self-reflection and learning from the whole process (Millard, Hallet, & Luker, 2009;
Laurie et al., 2011). It is important as the nurses who have effective clinical reasoning impacts
positively on the patient’s outcome (Bannings, 2008). Those whose clinical thinking is poor in
most cases fails to detect patient deterioration which causes failure-to-rescue (Aiken, Cheung,
Clarke, Sloane & Silber, 2013). As discussed above the clinical reasoning has eight steps. These
include; looking, collecting, processing, deciding, planning, acting, evaluating and reflecting.
These steps do not have distinct boundaries and in most cases, they merge.
Mrs. Amalie Jones is eighty-nine years old woman. A retired primary teacher. She is a
widow. She has lived in Australia for the past 40 years after migrating from Germany. She has a
daughter, Tracy with whom they are always in touch. Her past medical history includes
hypothyroidism, arthritis, and macular degeneration. She suffers from joint stiffness, swollen
joints, painful joints, limited joint movement, constipation, occasional dizziness, vision deficit,
Nursing care plan
Students name
Institutional affiliation
, Nursing care plan for the older adults. 2
The paper tests the student’s ability to be able to identify the nursing care requirements of
the patient and prioritize them in accordance with the importance. The assessment is on patient
Amalie Jones who is eighty-nine years old. Firstly, on assessment, three nursing diagnosis/care
will be identified with the help of the clinical reasoning cycle using its firsts four steps:
considering the patient, collecting the necessary cues/information, processing the information
and identifying the problem/issue. Secondly, the above-formulated nursing care will be
prioritized according to their importance using the remaining four steps of the clinical reasoning
cycle. Thirdly, establishing the goals of patient care. The goals set have to be SMART, that is,
specific, time-bound, accurate, realistic, and measurable. These goals will demonstrate
consideration of the patient’s dignity. Fourthly, taking action on the nursing care identified and
prioritized, giving a scientific rationale for each action taken. Next, evaluation of the outcome
will be done. This will be done so as to assess the attainment of the goals that had been set.
Patient Jone is elderly so the Millers functional consequences will be useful in explaining the
relationship between the patient’s presentation and aging. Lastly, the conclusion will summarize
the work.
Clinical reasoning is used to explain the process in which the nurses gather cues,
processes this information, have an understanding of the patient condition, plan the patient care,
plan on how the patient care will be done, have an evaluation of the results after evaluation and
lastly have a self-reflection and learning from the whole process (Millard, Hallet, & Luker, 2009;
Laurie et al., 2011). It is important as the nurses who have effective clinical reasoning impacts
positively on the patient’s outcome (Bannings, 2008). Those whose clinical thinking is poor in
most cases fails to detect patient deterioration which causes failure-to-rescue (Aiken, Cheung,
Clarke, Sloane & Silber, 2013). As discussed above the clinical reasoning has eight steps. These
include; looking, collecting, processing, deciding, planning, acting, evaluating and reflecting.
These steps do not have distinct boundaries and in most cases, they merge.
Mrs. Amalie Jones is eighty-nine years old woman. A retired primary teacher. She is a
widow. She has lived in Australia for the past 40 years after migrating from Germany. She has a
daughter, Tracy with whom they are always in touch. Her past medical history includes
hypothyroidism, arthritis, and macular degeneration. She suffers from joint stiffness, swollen
joints, painful joints, limited joint movement, constipation, occasional dizziness, vision deficit,
