Maandag 29 April 2013

PRE DAN POST CONFERENCE DALAM MPKP


Pre dan Post Conference
Konferensi merupakan pertemuan tim yang dilakukan setiap hari. Konferensi dilakukan sebelum atau setelah melakukan operan dinas, sore atau malam sesuai dengan jadwal dinas perawatan pelaksanaan. konference sebaiknya dilakukan di tempat tersendiri sehingga dapat mengurangi gangguan dari luar.
Konferensi terdiri dari pre conference dan post conference yaitu :

 Pre Conference
Pre conference adalah komunikasi katim dan perawat pelaksana setelah selesai operan untuk rencana kegiatan pada shift tersebut yang dipimpin oleh ketua tim atau penanggung jawab tim. Jika yang dinas pada tim tersebut hanya satu orang, maka pre conference ditiadakan. Isi pre conference adalah rencana tiap perawat (rencana harian), dan tambahan rencana dari katim dan PJ tim(Modul MPKP, 2006)

Waktu : setelah operan
Tempat : Meja masing – masing tim
Penanggung jawab : Ketua tim atau Pj tim

Kegiatan :
1) Ketua tim atau Pj tim membuka acara
2) Ketua tim atau pj tim menanjakan rencana harian masing – masing perawat pelaksana
3) Ketua tim atau Pj tim memberikan masukan dan tindakan lanjut terkait dengan asuhan yang diberikan saat itu.
4) Ketua tim atau Pj tim memberikan reinforcement.
5) Ketua tim atau Pj tim menutup acara

Post Conference
Post conference adalah komunikasi katim dan perawat pelaksana tentang hasil kegiatan sepanjang shift dan sebelum operan kepada shift berikut. Isi post conference adalah hasil askep tiap perawatan dan hal penting untuk operan (tindak lanjut). Post conference dipimpin oleh katim atau Pj tim (Modul MPKP, 2006)

Waktu :Sebelum operan ke dinas berikutnya.
Tempat : Meja masing – masing tim.
Penanggung jawab : ketua tim atau Pj tim

Kegiatan :
1) Ketua tim atau Pj tim membuka acara.
2) Ketua tim atau Pj tim menanyakan kendala dalam asuhan yang telah diberikan.
3) Ketua tim atau Pj tim yang menanyakan tindakan lanjut asuhan klien yang harus dioperkan kepada perawat shift berikutnya.
4) Ketua tim atau Pj menutup acara.

Tujuan Pre dan Post Conference
Secara umum tujuan konferensi adalah untuk menganalisa masalah-masalah secara kritis dan menjabarkan alternatif penyelesaian masalah, mendapatkan gambaran berbagai situasi lapangan yang dapat menjadi masukan untuk menyusun rencana antisipasi sehingga dapat meningkatkan kesiapan diri dalam pemberian asuhan keperawatan dan merupakan cara yang efektif untuk menghasilkan perubahan non kognitif (McKeachie, 1962). Juga membantu koordinasi dalam rencana pemberian asuhan keperawatan sehingga tidak terjadi pengulangan asuhan, kebingungan dan frustasi bagi pemberi asuhan (T.M.Marelli, et.al, 1997).

Tujuan pre conference adalah:
1) Membantu untuk mengidentifikasi masalah-masalah pasien, merencanakan asuhan dan merencanakan evaluasi hasil
2) Mempersiapkan hal-hal yang akan ditemui di lapangan
3) Memberikan kesempatan untuk berdiskusi tentang keadaan pasien

 Tujuan post conference adalah:
Untuk memberikan kesempatan mendiskusikan penyelesaian masalah dan membandingkan masalah yang dijumpai.

Syarat Pre dan Post Conference

a.   Pre conference dilaksanakan sebelum pemberian asuhan keperawatan dan post conference dilakukan sesudah pemberian asuhan keperawatan
b.   Waktu efektif yang diperlukan 10 atau 15 menit
c.    Topik yang dibicarakan harus dibatasi, umumnya tentang keadaan pasien, perencanaan tindakan rencana dan data-data yang perlu ditambahkan
d. Yang terlibat dalam conference adalah kepala ruangan, ketua tim dan anggota tim

Adapun panduan bagi PP dalam melakukan konferensi adalah sebagai berikut: (Ratna Sitorus, 2006).
1. Konferensi dilakukan setiap hari segera setelah dilakukan pergantian dinas pagi atau sore sesuai dengan jadwal perawatan pelaksana.
2. Konferensi dihadiri oleh perawat pelaksana dan PA dalam timnya masing – masing.
3. Penyampaian perkembangan dan masalah klien berdasarkan hasil evaluasi kemarin dan kondisi klien yang dilaporkan oleh dinas malam.

Hal hal yang disampaikan oleh perawat pelaksana meliputi :
a. Utama klien
b. Keluhan klien
c. TTV dan kesadaran
d. Hasil pemeriksaan laboraturium atau diagnostic terbaru.
e. Masalah keperawatan
f. Rencana keperawatan hari ini.
g. Perubahan keadaan terapi medis.
h. Rencana medis.

4. Perawat pelaksana mendikusikan dan mengarahkan perawat asosiet tentang masalah yang terkait dengan perawatan klien yang meliputi :
a. Klien yang terkait dengan pelayanan seperti : keterlambatan, kesalahan pemberian makan, kebisikan pengunjung lain, kehadiran dokter yang dikonsulkan.
b. Ketepatan pemberian infuse.
c. Ketepatan pemantauan asupan dan pengeluaran cairan.
d. Ketepatan pemberian obat / injeksi.
e. Ketepatan pelaksanaan tindakan lain,
f. Ketepatan dokumentasi.
5. Mengiatkan kembali standar prosedur yang ditetapkan.
6. Mengiatkan kembali tentang kedisiplinan, ketelitian, kejujuran dan kemajuan masing –masing perawatan asosiet.
7. Membantu perawatan asosiet menyelesaikan masalaah yang tidak dapat diselesaikan.



Sondag 28 April 2013

PENDIDIKAN KEPERAWATAN

PENDIDIKAN KEPERAWATAN DI INDONESIA

Pendidikan keperawatan di indonesia mengacu kepada UU No. 20 tahun 2003 tentang Sistem  Pendidikan Nasional. Jenis pendidikan keperawatan di Indonesia mencakup:
Pendidikan Vokasional; yaitu jenis pendidikan diploma sesuai dengan jenjangnya untuk memiliki keahlian ilmu terapan keperawatan yang diakui oleh pemerintah Republik Indonesia.

Pendidikan Akademik; yaitu pendidikan tinggi program sarjana dan pasca sarjana yang diarahkan terutama pada penguasaan disiplin ilmu pengetahuan tertentu

Pendidikan Profesi; yaitu pendidikan tinggi setelah program sarjana yang mempersiapkan peserta didik untuk memiliki pekerjaan dengan persyaratan keahlian khusus.

Sedangkan jenjang pendidikan keperawatan mencakup program pendidikan diploma, sarjana, magister, spesialis dan doktor.
Sesuai dengan amanah UU Sisdiknas No.20 Tahun 2003 tersebut Organisasi Profesi yaitu Persatuan Perawat Nasional Indonesia (PPNI) dan Asosiasi Pendidikan Ners Indonesia (AIPNI), bersama dukungan dari Kementerian Pendidikan Nasional (Kemendiknas), telah menyusun dan memperbaharui kelengkapan sebagai suatu profesi. 

Perkembangan pendidikan keperawatan sungguh sangat panjang dengan berbagai dinamika perkembangan pendidikan di Indonesia, tetapi sejak tahun 1983 saat deklarasi dan kongres Nasional pendidikan keperawatan indonesia yang dikawal oleh PPNI dan diikuti oleh seluruh komponen keperawatan indonesia, serta dukungan penuh dari pemerintah kemendiknas dan kemkes saat itu serta difasilitasi oleh Konsorsium Pendidikan Ilmu kesehatan saat itu, sepakat bahwa pendidikan keperawatan Indonesia adalah pendidikan profesi dan oleh karena itu harus berada pada pendidikan jenjang Tinggi.dan sejak itu pulalah mulai dikaji dan dirangcang suatu bentuk pendidikan keperawatan Indonesia yang pertama yaitu di Universitas Indonesia yang program pertamannya dibuka tahun 1985.

Sejak 2008 PPNI, AIPNI dan dukungan serta bekerjasama dengan Kemendiknas melalui project Health Profession Educational Quality (HPEQ), menperbaharui dan menyusun kembali Standar Kompetensi Perawat Indonesia, Naskah Akademik Pendidikan Keperawatan Indonesia, Standar Pendidikan Ners, standar borang akreditasi pendidikan ners Indonesia. dan semua standar tersebut mengacu pada Peraturan Presiden Nomor.8 tahun 2012 tentang Kerangka Kualifikasi Nasional Indonesia (KKNI) dan sat ini sudah diselesaikan menjadi dokumen negara yang berkaitan dengan arah dan kebijakan tentang pendidikan keperawatan Indonesia.

Standar-standar yang dimaksud diatas juga mengacu pada perkembangan keilmuan keperawatan, perkembangan dunia kerja yang selalu berubah, dibawah ini sekilas saya sampaikan beberapa hal yang tertulis dalam dokumen Naskah Akademik Pendidikan Keperawatan, yang berkaitan dengan Jenis, jenjang, Gelar akademik dan Level KKNI;

Jenis Pendidikan Keperawatan Indonesia:
1.  Pendidikan Vokasi; yaitu pendidikan yang diarahkan terutama pada kesiapan penerapan dan penguasaan keahlian keperawatan tertentu sebagai perawat
2.  Pendidikan Akademik; yaitu pendidikan yang diarahkan terutama pada penguasaan dan pengembangan disiplin ilmu keperawatan yang mengcakup program sarjana, magister, doktor.
3.  Pendidikan Profesi; yaitu pendidikan yang diarahkan untuk mencapai kompetensi profesi perawat.

Jenjang Pendidikan Tinggi Keperawatan Indonesia dan sebutan Gelar:
1.  Pendidikan jenjang Diploma Tiga keperawatan lulusannya mendapat sebutan Ahli Madya Keperawatan (AMD.Kep)
2.  Pendidikan jenjang Ners (Nurse) yaitu (Sarjana+Profesi), lulusannya mendapat sebutan Ners(Nurse),sebutan gelarnya (Ns)
3.  Pendidikan jenjang Magister Keperawatan, Lulusannya mendapat gelar (M.Kep)
4.  Pendidikan jenjang Spesialis Keperawatan, terdiri dari:
            1) Spesialis Keperawatan Medikal Bedah, lulusannya (Sp.KMB)
            2) Spesialis Keperawatan Maternitas, Lulusannya (Sp.Kep.Mat)
            3) Spesialis Keperawatan Komunitas, Lulusannya (Sp.Kep.Kom)
            4) Spesialis Keperawatan Anak, Lulusannya (Sp.Kep.Anak)
            5) Spesialis Keperawatan Jiwa, Lulusannya (Sp.Kep.Jiwa
5.  Pendidikan jenjang Doktor Keperawatan, Lulusannya (Dr.Kep)

Lulusan pendidikan tinggi keperawatan sesuai dengan level KKNI, adalah sebagai berikut:
  1. Diploma tiga Keperawatan - Level KKNI 5
  2. Ners (Sarjana+Ners) - Level KKNI 7
  3. Magister keperawatan - Level KKNI 8
  4. Ners Spesialis Keperawatan - Level KKNI 8
  5. Doktor keperawatan - Level KKNI 9

Kutipan dari Naskah Akademik Pendidikan keperawatan Indonesia oleh PPNI,AIPNI,AIPDIKI dan dukungan dari Kemendiknas (Project HPEQ 2009-2015)
Sunardi- Bidang Oragnisasi, Anggota Komponen I HPEQ wakil PPNI 



Saterdag 27 April 2013

STANDAR ASUHAN KEPERAWATAN BERBASIS NANDA, NOC, NIC


NURSING DIAGNOSIS NANDA-1 

List of complete all Nursing Diagnoses
Activity Intolerance
Activity Intolerance, Risk for
Airway Clearance, Ineffective
Anxiety
Anxiety, Death
Aspiration, Risk for
Attachment, Parent/Infant/Child, Risk for
Impaired
Autonomic Dysreflexia
Autonomic Dysreflexia, Risk for
Blood Glucose, Risk for Unstable
Body Image, Disturbed
Body Temperature: Imbalanced, Risk for
Bowel Incontinence
Breastfeeding, Effective
Breastfeeding, Ineffective
Breastfeeding, Interrupted
Breathing Pattern, Ineffective
Cardiac Output, Decreased
Caregiver Role Strain
Caregiver Role Strain, Risk for
Comfort, Readiness for Enhanced
Communication: Impaired, Verbal
Communication, Readiness for Enhanced
Confusion, Acute
Confusion, Acute, Risk for
Confusion, Chronic
Constipation
Constipation, Perceived
Constipation, Risk for
Contamination
Contamination, Risk for
Coping: Community, Ineffective
Coping: Community, Readiness for Enhanced
Coping, Defensive
Coping: Family, Compromised
Coping: Family, Disabled
Coping: Family, Readiness for Enhanced
Coping (Individual), Readiness for Enhanced
Coping, Ineffective
Decisional Conflict
Decision Making, Readiness for Enhanced
Denial, Ineffective
Dentition, Impaired
Development: Delayed, Risk for
Diarrhea
Disuse Syndrome, Risk for
Diversional Activity, Deficient
Energy Field, Disturbed
Environmental Interpretation Syndrome, Impaired
Failure to Thrive, Adult
Falls, Risk for
Family Processes, Dysfunctional: Alcoholism
Family Processes, Interrupted
Family Processes, Readiness for Enhanced
Fatigue
Fear
Fluid Balance, Readiness for Enhanced
Fluid Volume, Deficient
Fluid Volume, Deficient, Risk for
Fluid Volume, Excess
Fluid Volume, Imbalanced, Risk for
Gas Exchange, Impaired
Grieving
Grieving, Complicated
Grieving, Risk for Complicated
Growth, Disproportionate, Risk for
Growth and Development, Delayed
Health Behavior, Risk-Prone
Health Maintenance, Ineffective
Health-Seeking Behaviors (Specify)
Home Maintenance, Impaired
Hope, Readiness for Enhanced
Hopelessness
Human Dignity, Risk for Compromised
Hyperthermia
Hypothermia
Immunization Status, Readiness for Enhanced
Infant Behavior, Disorganized
Infant Behavior: Disorganized, Risk for
Infant Behavior: Organized, Readiness for
Enhanced
Infant Feeding Pattern, Ineffective
Infection, Risk for
Injury, Risk for
Insomnia
Intracranial Adaptive Capacity, Decreased
Knowledge, Deficient (Specify)
Knowledge (Specify), Readiness for Enhanced
Latex Allergy Response
Latex Allergy Response, Risk for
Liver Function, Impaired, Risk for
Loneliness, Risk for
Memory, Impaired
Mobility: Bed, Impaired
Mobility: Physical, Impaired
Mobility: Wheelchair, Impaired
Moral Distress
Nausea
Neurovascular Dysfunction: Peripheral, Risk for
Noncompliance (Specify)
Nutrition, Imbalanced: Less than Body
Requirements
Nutrition, Imbalanced: More than Body
Requirements
Nutrition, Imbalanced: More than Body
Requirements, Risk for
Nutrition, Readiness for Enhanced
Oral Mucous Membrane, Impaired
Pain, Acute
Pain, Chronic
Parenting, Impaired
Parenting, Readiness for Enhanced
Parenting, Risk for Impaired
Perioperative Positioning Injury, Risk for
Personal Identity, Disturbed
Poisoning, Risk for
Post-Trauma Syndrome
Post-Trauma Syndrome, Risk for
Power, Readiness for Enhanced
Powerlessness
Powerlessness, Risk for
Protection, Ineffective
Rape-Trauma Syndrome
Rape-Trauma Syndrome: Compound Reaction
Rape-Trauma Syndrome: Silent Reaction
Religiosity, Impaired
Religiosity, Readiness for Enhanced
Religiosity, Risk for Impaired
Relocation Stress Syndrome
Relocation Stress Syndrome, Risk for
Role Conflict, Parental
Role Performance, Ineffective
Sedentary Lifestyle
Self-Care, Readiness for Enhanced
Self-Care Deficit: Bathing/Hygiene
Self-Care Deficit: Dressing/Grooming
Self-Care Deficit: Feeding
Self-Care Deficit: Toileting
Self-Concept, Readiness for Enhanced
Self-Esteem, Chronic Low
Self-Esteem, Situational Low
Self-Esteem, Risk for Situational Low
Self-Mutilation
Self-Mutilation, Risk for
Sensory Perception, Disturbed (Specify: Auditory,
Gustatory, Kinesthetic, Olfactory Tactile,
Visual)
Sexual Dysfunction
Sexuality Pattern, Ineffective
Skin Integrity, Impaired
Skin Integrity, Risk for Impaired
Sleep Deprivation
Sleep, Readiness for Enhanced
Social Interaction, Impaired
Social Isolation
Sorrow, Chronic
Spiritual Distress
Spiritual Distress, Risk for
Spiritual Well-Being, Readiness for Enhanced
Spontaneous Ventilation, Impaired
Stress, Overload
Sudden Infant Death Syndrome, Risk for
Suffocation, Risk for
Suicide, Risk for
Surgical Recovery, Delayed
Swallowing, Impaired
Therapeutic Regimen Management: Community,
Ineffective
Therapeutic Regimen Management, Effective
Therapeutic Regimen Management: Family,
Ineffective
Therapeutic Regimen Management, Ineffective
Therapeutic Regimen Management, Readiness for
Enhanced
Thermoregulation, Ineffective
Thought Processes, Disturbed
Tissue Integrity, Impaired
Tissue Perfusion, Ineffective (Specify: Cerebral, Cardiopulmonary, Gastrointestinal, Renal)
Tissue Perfusion, Ineffective, Peripheral
Transfer Ability, Impaired
Trauma, Risk for
Unilateral Neglect
Urinary Elimination, Impaired
Urinary Elimination, Readiness for Enhanced
Urinary Incontinence, Functional
Urinary Incontinence, Overflow
Urinary Incontinence, Reflex
Urinary Incontinence, Stress
Urinary Incontinence, Total
Urinary Incontinence, Urge
Urinary Incontinence, Risk for Urge
Urinary Retention
Ventilatory Weaning Response, Dysfunctional
Violence: Other-Directed, Risk for
Violence: Self-Directed, Risk for
Walking, Impaired
Wandering

Nursing Outcomes Classification (NOC)
The Nursing Outcomes Classification (NOC) is a comprehensive, standardized classification of patient/client outcomes developed to evaluate the effects of nursing interventions. Standardized outcomes are necessary for documentation in electronic records, for use in clinical information systems, for the development of nursing knowledge and the education of professional nurses. An outcome is a measurable individual, family, or community state, behavior or perception that is measured along a continuum and is responsive to nursing interventions. The outcomes are developed for use in all settings and with all patient populations. Clinical sites used to test the NOC included tertiary care hospitals, community hospitals, community agencies, nursing centers, and a nursing home. The outcomes are developed for use in all settings and can be used across the care continuum to follow patient outcomes throughout an illness episode or over an extended period of care. Since the outcomes describe patient/client status, other disciplines may find them useful for the evaluation of their interventions. 

The 330 NOC outcomes in Nursing Outcomes Classification (NOC) (3rd ed.) are listed in alphabetical order. Each outcome has a definition, a list of indicators that can be used to evaluate patient status in relation to the outcome, a target outcome rating, place to identify the source of data, a five-point Likert scale to measure patient status, and a short list of references used in the development of the outcome. For 76 of the outcomes an additional measurement scale was added to the outcome based on feedback from our research in 10 clinical sites. Examples of scales used with the outcomes are: 1=Extremely compromised to 5= Not compromised and 1=Never demonstrated to 5=Consistently demonstrated. The NOC (3rd ed.) includes 311 individual level outcomes, 10 family and 9 community level outcomes. The NOC outcomes are grouped in a coded taxonomy that organizes the outcomes within a conceptual framework to facilitate locating an outcome. The 330 outcomes are grouped into thirty-one classes and seven domains for ease of use. The seven domains are: Functional Health, Physiologic Health, Psychosocial Health, Health Knowledge & Behavior, Perceived Health, Family Health, and Community Health. Each outcome has a unique code number that facilitates its use in computerized clinical information systems and allows manipulation of data to answer questions about nursing care quality and effectiveness. The classification is continually updated to include new outcomes and to revise older outcomes based on new research or user feedback and is published on a 4 year cycle.
 

The research to develop NOC began with the formation of the outcomes research team in 1991 and has progressed through the following phases.
Phase I - Pilot Work to Test Methodology (1992-1993) 
Phase II - Construction of the Outcomes (1993-1996)
 
Phase III - Construction of the Taxonomy and Clinical Testing (1996-1997)
 
Phase IV - Evaluation of Measurement Scales (1998-2002)
 
Phase V - Refinement and Clinical Use (1997 - Present)
Funding for Phase I was received from Sigma Theta Tau International and funding for Phases II through V from the National Institutes of Health, National Institute of Nursing. Multiple research methods have been used in the development of NOC. An inductive approach was used to develop the outcomes based on current practice and research. Concept analysis and research team review were used in the construction of the outcomes. Questionnaire surveys of expert nurses were used to assess the content validity and nursing sensitivity of the outcomes. The taxonomy was constructed using similarity/dis-similarity analysis and hierarchical clustering techniques. Feedback from clinical test sites and other sites implementing NOC have been used to identify new outcomes for development and refine current outcomes. Currently, inter-rater reliability, criterion measures and other methods are being used to evaluate the reliability, validity, and sensitivity of the outcome measures in clinical sites. This data is included in the third edition. 

The outcomes have been linked to NANDA International diagnoses, to Gordon's functional patterns, to the Taxonomy of Nursing Practice, to Omaha System problems, to resident admission protocols (RAPs) used in nursing homes, to the OASIS System used in home care and to NIC interventions. A more in depth look at the linkage between NANDA, NIC and NOC is available in a separate book Nursing diagnoses, outcomes, & interventions: NANDA, NOC, and NIC Linkages. This publication is also available in a CD-ROM.
 

NOC is one of the standardized languages recognized by the American Nurses' Association (ANA). As a recognized language it meets the language guideline standards set by ANA's Nursing Information and Data Set Evaluation Center (NIDSEC) for information system vendors. NOC is included in the National Library of Medicine's Metathesaurus for a Unified Medical Language and in The Cumulative Index to Nursing Literature (CINAHL) and has been approved for use by Health Level 7 Terminology (HL7). NOC is currently being mapped into SNOMED (Systemized Nomenclature of Medicine). The use of NOC in practice, nursing education, and research is the most accurate indicator of NOC's usefulness. NOC is being adopted in a number of clinical sites for the evaluation of nursing practice and is being used in educational settings to structure curricula and teach students clinical evaluation. Interest in NOC has been demonstrated in other countries. NOC has been translated into Dutch, Japanese, Korean, French, and Spanish and several other translations are in progress including German and Portuguese.

For further information contact :
Center for Nursing Classification & Clinical Effectiveness 
The University of Iowa, College of Nursing 407 NB
 
Iowa City IA 52242-1121
 
            319-335-7051       Fax: 319-335-6820 
e-mail:
 classification-center@uiowa.edu 



Nursing Interventions Classification (NIC)
OVERVIEW OF NIC

The Nursing Interventions Classification (NIC) is a comprehensive, research-based, standardized classification of interventions that nurses perform. It is useful for clinical documentation, communication of care across settings, integration of data across systems and settings, effectiveness research, productivity measurement, competency evaluation, reimbursement, and curricular design. The Classification includes the interventions that nurses do on behalf of patients, both independent and collaborative interventions, both direct and indirect care. An intervention is defined as "any treatment, based upon clinical judgment and knowledge, that a nurse performs to enhance patient/client outcomes." While an individual nurse will have expertise in only a limited number of interventions reflecting on her or his specialty, the entire classification captures the expertise of all nurses. NIC can be used in all settings (from acute care intensive care units, to home care, to hospice, to primary care) and all specialties (from critical care to ambulatory care and long term care). While the entire classification describes the domain of nursing, some of the interventions in the classification are also done by other providers. NIC can be used by other non-physician providers to describe their treatments.

NIC interventions include both the physiological (e.g. Acid-Base Management) and the psychosocial (e.g. Anxiety Reduction). Interventions are included for illness treatment (e.g. Hyperglycemia Management), illness prevention (e.g. Fall Prevention), and health promotion (e.g. Exercise Promotion). Most of the interventions are for use with individuals but many are for use with families (e.g. Family Integrity Promotion), and some are for use with entire communities (e.g. Environmental Management: Community). Indirect care interventions (e.g. Supply Management) are also included. Each intervention as it appears in the classification is listed with a label name, a definition, a set of activities to carry out the intervention, and background readings.

The 542 interventions in NIC (5th ed.) are grouped into thirty classes and seven domains for ease of use. The 7 domains are: Physiological: Basic, Physiological: Complex, Behavioral, Safety, Family, Health System, and Community. Each intervention has a unique number (code). NIC interventions have been linked with NANDA nursing diagnoses, Omaha System problems, and NOC outcomes. The classification is continually updated with an ongoing process for feedback and review. In the back of the book, there are instructions for how users can submit suggestions for modifications to existing interventions or propose a new intervention. All contributors whose changes are included in the next edition are acknowledged in the book. New editions of the classification are planned for approximately every 4 years. The classification was first published in 1992, the second edition in 1996, the third edition in 2000, the fourth edition in 2004, and the fifth edition in 2008. Work that is done between editions and other relevant publications that enhance the use of the classification are available form the Center for Nursing Classification & Clinical Effectiveness at the College of Nursing, The University of Iowa.

NIC is recognized by the American Nurses' Association (ANA) and is included as one data set that will meet the uniform guidelines for information system vendors in the ANA's Nursing Information and Data Set Evaluation Center (NIDSEC). NIC is included in the National Library of Medicine's Metathesaurus for a Unified Medial Language and the cumulative index of nursing Literature (CINAHL). NIC is also included in The Joint Commission as one nursing classification system that can be used to meet the standard on uniform data. The National League for Nursing has made a 40-minute video about NIC to facilitate teaching of NIC to nursing students and practicing nurses. Alternative Link has included NIC in its ABC codes used for reimbursement for alternative providers. NIC is registered in HL7 and is mapped into SNOMED (Systemized Nomenclature of Medicine).

Hundreds of health care agencies have adopted NIC for use in standards, care plans, competency evaluation, and nursing information systems; nursing education programs are using NIC to structure curriculum and identify competencies of graduating nurses; authors of major texts are using NIC to discuss nursing treatments; and researchers are using NIC to study the effectiveness of nursing care. Interest in NIC has been demonstrated in several other countries, notably Brazil, Canada, Denmark, England, France, Germany, Iceland, Japan, Korea, Spain, Switzerland, and The Netherlands. NIC has been translated into Chinese, Dutch, French, German, Icelandic, Japanese, Korean, Portugese, and Spanish; other translations are in progress.

For further information contact :

Center for Nursing Classification & Clinical Effectiveness
The University of Iowa, College of Nursing 407 NB
Iowa City IA 52242-1121
319-335-7051 Fax: 319-335-9990
e-mail: classification-center@uiowa.edu