Cecilia Sironi

Measuring elderly care through the use of a nursing conceptual model and the international classification for nursing practice

INTRODUCTION   Nursing models and terminologies can contribute to research the nature of nursing care. AIM   The aim of this study was to describe nursing diagnoses in acute- and long-term elderly care. METHODS   A point prevalence survey was conducted on 240 patients. The International Classification for Nursing Practice was used to describe nursing diagnoses, and a conceptual model was used to categorize them in nursing needs. RESULTS   A total of 2,673 diagnoses were detected. Mean was higher in nursing home than in hospital (t test =-3.688; p = .0003). Prevalent diagnoses were significantly different. DISCUSSION   High complexity, with different issues for nurses, was observed both in acute- and in long-term settings. CONCLUSION   The results could help to comprehend the nature of older persons needs and could contribute to the development of an International Classification for Nursing Practice catalogue for elderly care.

[L'impiego dell'ICNP® nella formazione infermieristica con modelli teorici infermieristici: una revisione della letteratura]

INTRODUCTION The International Classification for Nursing Practice (ICNP®) is the only nursing terminology that has been accepted within the Family of International Classification of the World Health Organization. The academic teaching of ICNP® could contribute to improve nursing clinical practice. However, standards for its implementation in undergraduate nursing education together with a nursing theoretical model are not available. AIM To know the state of the art about the use of ICNP® in undergraduate nursing education and its use with a nursing theoretical model. METHOD A narrative literature review was conducted searching main health scientific databases and including monographs, statements from international associations, and published conference papers. RESULTS Available literature about ICNP® implementation in nursing education and its use with theoretical models is limited. Results supported the organization of a specific course on ICNP® before clinical teaching programs, the development of paper or electronic ICNP® based educational tools, and the use of active learning strategies. Only three experiences reporting the use of ICNP® with theoretical models have been found. CONCLUSIONS Both the use of ICNP® in nursing undergraduate education and its use according to one or more nursing theoretical models, could help students to learn nursing process. However, weak recommendations can be found in the literature to orient ICNP® implementation in undergraduate nursing education and/or with an explicit theoretical framework. Further studies focusing on these issues are strongly needed.