The Nursing Process and Critical Skills

The focus of this week’s lessons was an analysis of the nursing process and critical and diagnostic skills that both lead to better clinical judgment and patient outcomes. Firstly, as per the nursing process, six stages of “assessment, diagnosis, outcome identification, planning, implementation, and evaluation” have been identified (Claywell, 2018, p. 146). Secondly, the lessons emphasized the need in the “cultivated, diagnostic, inductive, and deductive thinking” as core competencies (Claywell, 2018, p. 172). The aim of the lessons was to communicate the needed steps and skills to ensure the best patient care.

As per the learning outcomes and their implementation, I can emphasize understanding the of the nursing process and critical reasoning as the most useful. For instance, Younas (2017) noted that nurses’ evaluation has to be not only physical but also cultural, social, economic, cognitive, psychological, and spiritual. In my RN practice, I will imply interviewing techniques described in the lesson such as patient-centeredness, active listening, discussion-invoking comments, etc. As per the diagnosis, it has to be concrete, not causational, and legally accurate. Subject, verb, condition, performance criteria, and timing variables will help me to create measurable plans. Lastly, implementation and evaluation stages of my nursing process will include a “problem-solving approach to systematically research clinical evidence directed toward a specific patientissue” (Younas, 2017, p. 13). Critical inductive and deductive reasoning, or analyzing an issue based on evidence to arrive at a generalized conclusion or vice versa, will facilitate my decision making.


Claywell, L. (2018). LPN to RN transitions. Elsevier.

Younas, A. (2017). The nursing process and patient teaching. Nursing Made Incredibly Easy, 15(6), 13-16. Web.