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The Salzburg Statement on Shared Decision-making [], the product of international collaboration in formulating SDM’s core goals, was released in early 2011 and, although it called on patients and clinicians to “work together to be coproducers of health” through the appropriate provision of two-way communication, it did not establish a firm definition for what SDM ought to be and was silent with respect to patients with chronic conditions.

Nursing Process and Clinical Decision-Making

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"Clinical Decision Making". Anti Essays. 2 Oct. 2017

Nursing Process and Clinical Decision-Making

As the previous example helps illustrate, clinical decision making is a balancing act – of art and science, intuition and analysis, gut instinct and evidence, experience and knowledge. Formalizing our own personal approaches to the process will help us to make clinical decisions with greater confidence.

The book will give a critical overview of the current research literature regarding the topic of clinical decision making and judgement in nursing

Closely linked to this decision-making model is the ubiquitous nursing process. The nursing process includes data collection and documentation, analysis of the data to determine current condition and real or potential health related issues, development of an individualized plan of care to deal with these issues, implementation of that plan of care, and evaluation of the plan of care to determine its effectiveness and adjust the plan as needed. (Blais, Hayes, Kozier, & Erb, 2006)

Clinical decision making is a term frequently used to describe the fundamental role of the nurse practitioner; however, other terms have been used interchangeably.

Underlying both the clinical decision-making process and the nursing process is the skill of critical thinking. Critical thinking has been described as the ability to gather and process data in such a way as to arrive at the best conclusion using the filters of prior knowledge, experience and external resources to overcome personal emotions, biases, and assumptions. (This description was developed during NUR/300 class, University of Phoenix, S. Colorado, March 16, 2006) Note that critical thinking is described as a skill. As with all skills, there may be some innate ability to think critically; however, as with all skills, achieving a high degree of proficiency as a critical thinker requires study and practice. As stated above, data must be filtered through prior knowledge and experience which only come through time and hard work. Just as a baseball player may have some natural ability to play the game, he can only attain proficiency through learning the game and practice. The same principle is true in the nursing profession. As the nurse increases in experience and knowledge, the lenses of prior knowledge and experience begin to sharpen the focus on the data collected and the possible conclusions become at once narrower and broader: narrower in the sense that many considerations can be quickly eliminated; broader in the sense that new possibilities can now be considered that may not have been previously evident.

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The nursing process and Benner's stages of clinical judgment have major roles in the nursing profession as well as nursing students. The nursing process serves as a guide or foundation for nurses and students alike to help formulate clinical decision-making. The Benner's stages of clinical judgment illustrate the different levels of proficiencies in both nursing students and licensed nurses. Both nursing process and Benner's stages have five progressive levels, which will help nurses have a solid foundation in making effective clinical decision-making.