List of Current Nursing Diagnoses and Domains
List of Current Nursing Diagnoses and Domains
In the 2020 to 2023 edition of NANDA-I, there are 13 domains of nursing diagnoses. Each domain has between three and six classes of nursing diagnoses, that are then broken down into individual diagnoses. Here we will list all 13 domains, related classes, and an example nursing diagnosis. Please see NANDA International- Nursing Diagnoses Definitions and Classification, 12th Edition, for the complete list of diagnoses.
Domain 1: Health PromotionClass 1: Health AwarenessClass 2: Health ManagementDiagnosis: Risk for frail elderly syndrome
Domain 2: NutritionClass 1: IngestionClass 2: DigestionClass 3: AbsorptionClass 4: MetabolismClass 5: HydrationDiagnosis: Risk for unstable blood glucose level
Domain 3: Elimination and exchangeClass 1: Urinary functionClass 2: Gastrointestinal functionClass 3: Integumentary functionClass 4: Respiratory functionDiagnosis: Urinary retention
Domain 4: Activity/restClass 1: Sleep/RestClass 2: Activity/ExerciseClass 3: Energy balanceClass 4: Cardiovascular/pulmonary responsesClass 5: Self-careDiagnosis: Bathing self-care deficit
Domain 5: Perception/cognitionClass 1: AttentionClass 2: OrientationClass 3: Sensation/perceptionClass 4: CognitionClass 5: CommunicationDiagnosis: Impaired memory
Domain 6: Self-perceptionClass 1: Self-conceptClass 2: Self-esteemClass 3: Body imageDiagnosis: Chronic low self-esteem
Domain 7: Role relationshipClass 1: Caregiving rolesClass 2: Family relationshipsClass 3: Role performanceDiagnosis: Impaired social interaction
Domain 8: SexualityClass 1: Sexual identityClass 2: Sexual functionClass 3: ReproductionDiagnosis: Risk for disturbed maternal-fetal dyad
Domain 9: Coping/stress toleranceClass 1: Post-trauma responsesClass 2: Coping responsesClass 3: Neurobehavioral stressDiagnosis: Risk for post-trauma syndrome
Domain 10: Life principlesClass 1: ValuesClass 2: BeliefsClass 3: Value/belief/action congruenceDiagnosis: Moral distress
Domain 11: Safety/protectionClass 1: InfectionClass 2: Physical injuryClass 3: ViolenceClass 4: Environmental hazardsClass 5: Defensive processesClass 6: ThermoregulationDiagnosis: Risk of surgical site infection
Domain 12: ComfortClass 1: Physical comfortClass 2: Environmental comfortClass 3: Social comfortDiagnosis: Impaired comfort
Domain 13: Growth/developmentClass 1: GrowthClass 2: DevelopmentDiagnosis: Delayed infant motor development
List of Common Nursing Diagnoses for care plans
Activity IntoleranceAcute ConfusionAcute PainAnxietyChronic PainConstipationDecreased Cardiac OutputDiarrheaDisturbed Body ImageExcess Fluid VolumeFatigueFluid Volume Deficit (Dehydration)HopelessnessHyperthermiaImbalanced NutritionImpaired ComfortImpaired Gas ExchangeImpaired Physical MobilityImpaired Skin IntegrityImpaired Urinary EliminationImpaired Verbal CommunicationIneffective Airway ClearanceIneffective Breathing PatternIneffective CopingIneffective Health MaintenanceIneffective Tissue PerfusionInsomniaKnowledge DeficitNoncompliance (Ineffective Adherence)Risk For AspirationRisk for BleedingRisk for Electrolyte ImbalanceRisk for FallsRisk for InfectionRisk for InjuryRisk For Unstable Blood GlucoseSelf-Care DeficitSocial IsolationStress OverloadUrinary Retention
Assessment 3
Laboratory skill 1
Assessment: Care Plan Report
Task Overview
Course NUR2102 Clinical Skills for Practice A
Brief task description Written case study analysis for people with musculoskeletal, endocrine, respiratory, circulatory conditions and people with pain and infection. You are to complete all case study questions for TWO chosen case studies.
Rationale for assessment task Registered Nurses are required to think through the different aspects of patient care to arrive at a reasonable decision regarding the diagnosis, and treatment of a clinical problem for the person in their care.
Due Date Wednesday 6th of September 2023 by 11:59 pm AEST.
All students to submit this assessment regardless of attendance of laboratory or residential school
Length 1000 words +/- 10% (includes in-text referencing, excludes your reference list)
Marks out of:
Weighting: Marks out of 50
50 % weighting
Course Objectives measured Course learning outcomes:
LO1 Apply critical thinking and clinical reasoning skills in the assessment, planning, management, evaluation and education of individuals experiencing musculoskeletal, endocrinology, respiratory, circulatory, pain and infection.
LO2 Apply theoretical knowledge and evidence-based practice to inform cultural safety, communication, planning, management, and evaluation of individuals experiencing acute illness and episodic health concerns or experiences across the lifespan.
LO3 Develop critical thinking and clinical reasoning skills relating to nursing practice for current regional and National Health Priorities and pre-dominant diseases within the Australian context.
Task information You are to choose TWO case studies and provide an answer (in essay format) to ALL of the case study questions relevant to that case study.
Case study one
Mrs Christine (Chris) Brown (date of birth 29/09/1986), was diagnosed at age 8 with type 1 diabetes. She has been admitted with moderate dehydration and unstable blood glucose levels associated with Quinsy which she has had for the past four days. She has not been able to eat very much for a couple of days and over the past 24 hours has only had sips of liquids. She has not been able to swallow tablets so has not been able to have pain relief and is in considerable pain.
Chris did have several episodes of tonsilitis as a very young child, however, a tonsillectomy was not considered appropriate. She then grew out of it until a couple of years ago when she had worsening tonsilitis, 3-4 times per year. She is currently waiting to see a specialist about having her tonsils removed. Chris reports an allergy to Penicillin causing anaphylaxis. She has no other medical conditions. Chris is currently afebrile but her partner, Michelle, states she has witnessed Chris having rigors over the past 24 hours.
Case study one questions (500 words)
Briefly describe the pathophysiology for one of the priority medical diagnoses.
List two priority assessment cues that is the signs and symptoms from the data provided that assist to determine the nursing problems.
Identify two nursing problems (see the list on StudyDesk) that relate to the assessment cues you have identified.
Discuss two nursing skills cares related to the problems identified that are required for Chris Brown.
Identify and explain rationales for each of these two nursing tasks.
Case study two
Mrs. Xia Wang (date of birth 14/02/1931), UR number: 226984, recently suffered a fall and fractured her left femoral neck of femur. She has since had a hip replacement to repair the fracture and has arrived on the ward post-operatively. Mrs. Wang is originally from the Jiangxi province of China, migrating to Australia with her husband (now deceased) when they were in their 20s. She has 2 children and several grandchildren and great-grandchildren. Her family all live near her residential care facility and visit her regularly.
Mrs. Wangs medical history includes hypertension, rheumatoid arthritis in both hands, osteoporosis, and urinary tract infections. She suffered a cerebrovascular accident (CVA) ten years ago which left her with mild urinary incontinence and mild left hemiplegia. She uses a wheelie walker and is usually independent when mobilising. She is also slightly forgetful.
Case study two questions (500 words)
Briefly describe the pathophysiology for one of the priority medical diagnoses.
List two priority assessment cues that is the signs and symptoms from the data provided that assist to determine the nursing problems.
Identify two nursing problems (see the list on StudyDesk) that relate to the assessment cues you have identified.
Discuss two nursing skills cares related to the problems identified that are required for Xia Wang.
Identify and explain rationales for each of these two nursing tasks.
Case study three
Mr. Ken Burns (date of birth 15/10/1956) has been admitted with chest crackles, shortness of breath, high respiratory rate, increased work of breathing, and low oxygen saturations. He has copious green sputum and a moist cough. He has poor urinary output. He is unable to eat or drink due to shortness of breath and was ordered 2L on nasal prongs but keeps removing them. He has been diagnosed with community-acquired streptococcus pneumonia (due to his chest x-ray, sputum, and observations), he is in the hospital every few months and is known to the hospital. He has been previously diagnosed with chronic heart failure, atrial fibrillation, and hypertension.
Case study three questions (500 words)
Briefly describe the pathophysiology for one of the priority medical diagnoses.
List two priority assessment cues that is the signs and symptoms from the data provided that assist to determine the nursing problems.
Identify two nursing problems (see the list on StudyDesk) that relate to the assessment cues you have identified.
Discuss two nursing skills cares related to the problems identified that are required for Ken Burns.
Identify and explain rationales for each of these two nursing tasks.
Case study four
Master Jamie Peel (date of birth 24/12/2013) has an anaphylactic allergic allergy to peanuts. He has a history of mild asthma triggered by peanuts. Jamie was at school when he accidentally ate peanuts. He has had an injection of his EpiPen (300 microg EpiPen Jr) by the nurse at school. He is now in the Emergency Department (ED) with a slight wheeze. Jamies inhalers have been via a spacer. Jamie continues to be lethargic and is on 2 hourly vital signs. He is having regular salbutamol and ipratropium via a metered dose inhaler and spacer. He has an order for IV fluids for dehydration. Oral fluids are to be encouraged.
Case study four questions (500 words)
Briefly describe the pathophysiology for one of the priority medical diagnoses.
List two priority assessment cues that is the signs and symptoms from the data provided that assist to determine the nursing problems.
Identify two nursing problems (see the list on StudyDesk) that relate to the assessment cues you have identified.
Discuss two nursing skills cares related to the problems identified that are required for Jamie Peel.
Identify and explain rationales for each of these two nursing tasks.
Case study five
Dr. Narendra Singh (date of birth 01/12/1956), was brought in by ambulance to the Emergency Department (ED). He is complaining of 10/10 chest pain radiating down his left arm and into his jaw. Has been diagnosed with refractory angina. He has a history of 3x myocardial infarctions and peripheral vascular disease. He has chest crackles, shortness of breath, high respiratory rate, high work of breathing and oxygen saturations of 90%. He is on a fluid restriction of 1.5 L per day.
Case study five questions (500 words)
Briefly describe the pathophysiology for one of the priority medical diagnoses.
List two priority assessment cues that is the signs and symptoms from the data provided that assist to determine the nursing problems.
Identify two nursing problems (see the list on StudyDesk) that relate to the assessment cues you have identified.
Discuss two nursing skills cares related to the problems identified that are required for Chris Brown.
Identify and explain rationales foreach of these two nursing tasks.
Resources available to complete task The Study Desk Assessment Tab contains many resources to help you with this assessment:
Support for academic writing (and referencing) is available from the Learning Advisor and Liaison Librarian, you can find information and contact them via their site: Study and Research Support for Health & Community studentsPresentation and Submission information
Writing & formatting requirements Use the following points for your assignment. Penalties will apply if these conventions are not adhered to.
Submit your assignment in Word format.
Use Times New Roman size 12 font.
Double line spacing.
Do NOT attach the marking rubric to your assignment.
Referencing/ citations In-text citations are required (no less than 5 references minimum). Contemporary evidence-based literature should be sourced (most references no more than 7 years old)
Reference according to USQ APA 7th ed (https://www.usq.edu.au/library/referencing/apa-referencing-guide).
Submission You are required to submit one (1) Microsoft Word document meeting the following requirements:
No coversheet required
Footer must include: Surname_initial_studentnumber_NUR2102_A1_page no
Do not include the marking rubric
This assessment task must:
use APA 7th edition referencing
be submitted in electronic format via StudyDeskTurnitin has been enabled so that students can check for similarity matching within their assessment and make amendments prior to the due date to demonstrate academic integrity.
Marking & Moderation This task will be marked against the marking rubric available at the end of this document.
All staff who are assessing your work meet to discuss and compare their marking before marks or grades are finalised.
Final release of grades will normally be within three weeks of submission. This same timeframe applies for any approvals for an extension of time commencing at the time of submission.
Academic Integrity & Misconduct Students should be familiar with, and abide by, USQs policy on Academic Integrity and the definition of Academic Misconduct . Penalties apply to students found to have breached these policies & procedures. Students are required to complete the Academic Integrity Module PRIOR to submission of this assessment.
Assessment Policies & procedures
Information and links regarding USQs assessment policy/ procedure; extensions and late submissions; academic integrity & misconduct and marking are found on your course Study Desk Assessment page.
Note on Late submission & extensions: Applications for an extension of time will only be considered if received in accordance with the USQ Assessment procedure and the Assessment of Compassionate and Compelling Circumstances Procedure. Refer to the links on Study Desk for copies of these procedures.
Marking Rubric | NUR2102| Semester 1, 2023 | Case study analysis
Discussion of pathophysiology
(20 marks in total)
10 - 8.5 8.4 - 7.5 7.4 - 6.5 6.4 - 4.6 4.5 - 0
Excellent description of the pathophysiology detailing understanding by clearly, logically, and succinctly paraphrasing well, all the key concepts of the medical diagnosis chosen in case study 1.
A very good, description of the pathophysiology however more clarity &/ or logical development &/ or succinctness required in paraphrasing the key concepts to demonstrate understanding of the medical diagnosis in case study 1 A good demonstrated description of the pathophysiology, however further clarity &/ or logical development &/ or succinctness required in paraphrasing the key concepts.
Not all key concepts are covered to demonstrate understanding of the pathophysiology of case study 1 A satisfactory description of the pathophysiology however over-use of direct quotes, little evidence of paraphrasing, &/ or not succinct & / or logically developed concepts however does demonstrate some understanding of the pathophysiology of case study 1 Very limited or no description of the pathophysiology provided, no evidence or minimal paraphrasing &/or concepts are unclear and / or needs further logical development of concepts providing little evidence of understanding the pathophysiology of case study 1.
10 -8.5 8.4 - 7.5 7.4 - 6.5 6.4 - 4.6 4.5 - 0
An excellent demonstrated pathophysiology case study 2
A very good demonstrated understanding of the pathophysiology case study 2 A good demonstrated of understanding of the pathophysiology case study 2 A satisfactory demonstrated understanding of the pathophysiology case study 2 Limited or no evidence of understanding of the pathophysiology case study 2
Utilising the Nursing Process:
Assessment/Cues
(4 marks in total) 2-1.75 1.75 - 1.5 1.45 - 1.26 1.25- 0.60 0.5 0.0
Two focused assessment cues (signs & symptoms) are identified and relate well/ are focused to the simulated patient 1.
Two focused assessment cues are identified and are mostly focused to simulated patient 1. One to two assessment cues are identified; however one could be more focused to simulated patient 1. One two assessment cues are provided however they both are only broadly related to the simulated patient 1. Limited or no assessment cues are provided for simulated patient 1.
2-1.75 1.75 - 1.5 1.4-1.26 1.25 - 0.60 0.5-0
An excellent demonstrated understanding of the assessment cues for the simulated patient 2
A very good demonstrated understanding of the assessment cues for the simulated patient 2 A good demonstrated of understanding of the assessment cues for the simulated patient 2 A satisfactory demonstrated understanding of the assessment cues for the simulated patient 2 Limited or no evidence of understanding of assessment cues for chosen simulated patient 2
Nursing problems (4 marks in total) 2-1.75 1.75-1.5 1.45-1.26 1.25-0.6 0.5-0
Two nursing problems are identified and link cogently to the focused assessment cues for the chosen simulated patient case study 1 Two nursing problems are identified and link mostly to the focused assessment cues A for chosen simulated patient case study 1 Two nursing problems are identified however the links to the focused assessment cues are broad for one of the nursing problems identified and need further thought. Two nursing problems identified, however the links to the assessment cues are too broad for both nursing problems identified and requires further logical thought and linkage to the assessment cues One or two nursing problems are identified however there is a tenuous link to the to the assessment cues identified. Little/ no evidence of clear logical thought in linking the cues with the nursing problems identified.
2-1.75 1.75-1.5 1.45-1.26 1.25-0.65 0.5-0
An excellent demonstrated understanding of the nursing problems identified for the simulated patient. Excellent link between assessments cues and problems identified for chosen simulated patient
case study 2
A very good demonstrated understanding of the problems identified for the simulated patient. Very good link between assessments cues and problems identified for chosen simulated patient case study 2 A good demonstrated of understanding of the problems identified for the simulated patient. Very good link between assessments cues and problems identified for chosen simulated patient case study 2 A satisfactory demonstrated understanding of the problems identified for the simulated patient. Very good link between assessments cues and problems identified for chosen simulated patient case study 2 Limited or no evidence of understanding of the problems identified for the simulated patient. Very good link between assessments cues and problems identified for chosen simulated patient case study 2
Development utilising the Nursing Process:
Planning/ Implementation of 2 Nursing tasks
(4 marks in total) 2-1.75 1.75-1.5 1.45-1.26 1.25-0.65 0.5-0
Two focused nursing tasks are identified and discussed cogently, and concisely in relation to the problems identified. The relationship between the tasks and problems is clearly articulated and explained.
Discussion is well supported with reference to the literature at least 4-5 relevant references are utilised for case study 1.
Two focused nursing tasks are identified and discussed mostly cogently, and concisely in relation to the problems identified. Some further clarity required at times.
The relationship between the tasks and problems is mostly clearly articulated and explained.
Discussion is well supported with reference to relevant literature at least 4-5 relevant references are utilised for case study 1.
Two nursing tasks are identified and discussed broadly and needs further edits for conciseness in relation to the problems identified. Further clarity & / or elaboration required at times.
The relationship between the tasks and problems is sometimes clear, however needs further explanation at times.
Discussion is supported with reference to the literature at least 3 relevant references are utilised for case study 1.
Two nursing tasks are identified and discussed broadly, however one or both are not fully focused to the problem/s identified. Needs further thought. Further clarity & / or elaboration required at times.
The relationship between the tasks and problems is sometimes clear, however needs further explanation at times.
Discussion is supported with reference to the literature at least 2 relevant references are utilised for case study 1.
No or limited discernible nursing tasks are identified and &/or are discussed minimally.
Tasks do not / or minimally relate to the problems identified.
Discussion is not supported with reference to the relevant literature.
2-1.75 1.75-1.5 1.45-1.26 1.25-0.65 0.5-0
An excellent demonstrated understanding of the care required for simulated patient. Excellent link between problems identified and appropriate nursing care planned for simulated patient. Discusses all key topics of care for the patient.
Supports clinical decision-making with well-developed rationale and highly relevant supporting references for case study 2 A very good demonstrated understanding of the care required for the simulated patient. A good link between problems identified and appropriate nursing care planned for simulated patient. Discusses most of the key topics of care for the patient.
Supports clinical decision-making with well-developed rationale and good supporting references for case study 2 A good demonstrated understanding of the care required for the simulated patient. A good link between problems identified and appropriate nursing care planned for simulated patient. Discusses most of the key topics of care for the patient.
Supports clinical decision-making with appropriate rationale and supporting references for case study 2 A satisfactory demonstrated understanding of the care required for the simulated patient. A satisfactory link between problems identified and appropriate nursing care planned for simulated patient. Discusses some of the key topics for patient care.
Rationales to support clinical decision making are missing details. Includes some references to support clinical decision-making for case study 2 Limited or no evidence of understanding of care required for chosen simulated patient.
Does not include relevant information regarding appropriate nursing care for chosen patient.
Rationales not included
Limited or inappropriate use of academic resources to support clinical decision-making for case study 2
Rationale development to support tasks
(8 marks in total) 4 3.5 3.4 3.0 2.9 1.6 1.5 1.0 0.9 - 0
Rationale is highly relevant, well thought out and focused to the tasks and is supported by key evidence- based literature &/ or theory for case study 1.
Rationale is mostly relevant and focused to the tasks, further linkage and elaboration required at times, and is supported by evidence- based literature &/ or theory for case study 1.
Rationale is relevant to the task, could be more focused, Requires further explanation at times.
Is supported by evidence- based literature &/ or theory
Rationale is somewhat relevant to the tasks, too broad, needs to be more focused, linkage is obscure at times, Requires further explanation at times.
Is supported by evidence- based literature &/ or theory
Rationale is minimally / not relevant to the tasks, link is unclear and explanations irrelevant. Little or no evidenced based literature &/or theory used.
4 3.5 3.4 3.0 2.9 1.6 1.5 1.00 0.9 - 0
Supports clinical decision-making with well-developed rationale and highly relevant supporting reference for case study 2
A very good demonstrated of clinical decision-making with well-developed rationale and good supporting references for case study 2
A good demonstrated of clinical decision-making with appropriate rationale and good supporting references for case study 2
A satisfactory demonstrated rationales to support clinical decision making are missing details. Includes some references to support clinical decision-making for case study 2
Does not include relevant information regarding appropriate nursing evaluation for chosen patient. Rationales not included
Limited or inappropriate use of academic resources to support clinical decision-making for case study 2
Academic writing (10 marks) 10 8.5 8.4 - 7 6.9 - 5 4.9 - 2 1.9-0
Word limit: Adhered to word limit +/- 10%
Expression
High standard of academic presentation. Expressed ideas clearly, concisely & fluently
Very few, if any spelling or grammatical errors 1 or less
Structure
Well-constructed using template provided, clearly expressed & linked main points
Referencing
Correctly cited sources both within text & reference list
No mistakes in citation or referencing format using highly relevant literature Word limit: Adhered to word limit +/- 10%
Expression
Sound academic structure and presentation. Expressed ideas clearly and concisely. Very few spelling or grammatical errors, less than 3
Structure
Well-constructed using template provided, clearly expressed.
Referencing
References to literature conform to the conventions APA7 and there are limited mistakes 1-2 in citation or referencing format. Word limit: Adhered to word limit +/- 10%
Expression
Sound academic structure and presentation. Expressed ideas clearly and concisely. Very few spelling or grammatical errors less than 4
Structure
Well-constructed using template provided, clearly expressed.
Referencing
References to literature mostly conform to APA7 conventions. Some mistakes, 3-4, in citation or referencing format. Word limit: Adhered to word limit +/-10%
Expression
Limited clarity of expression
Errors in spelling & grammar 4-6
Structure
Used template provided however, main points were inappropriate, or they were not linked key content areas.
Referencing
References to literature mostly conform to APA7 conventions. Mistakes, 4-5 noted in citation or referencing format. Word limit: Not adhered to
Expression
Used incorrect terminology
Numerous mistakes in spelling and/or grammar, greater than 6
Structure
No or limited structure
Referencing
References to literature minimally / do not conform to APA7 conventions. Numerous mistakes, greater than 5, in citation or referencing format.
MARKS LOST FOR LATE PENALTY (IF RELEVANT -5% of the total marks available for the assessment item per calendar day deducted from total mark gained) Comments from your marker: Final Mark /50
