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Clinical Reasoning and Care Coordination in Advanced Practice Nursing

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Clinical Reasoning and Care Coordination in Advanced Practice Nursing

SKU# 9780826131836

Author: RuthAnne Kuiper PhD, RN, CNE, ANEF, Daniel J. Pesut PhD, RN, PMHCNS-BC, FAAN, Tamatha E. Arms DNP, PMHNP-BC, NP-C

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Teaches students how to think like an APRN

This book describes an innovative model for helping APRN students develop the clinical reasoning skills required to navigate complex patient care needs andcoordination in advanced nursing practice. This model, the Outcome-Present-State-Test (OPT), encompasses a clear, step-by-step process that students can use to learn the skills of differential diagnosis and hone clinical reasoning strategies. This method facilitates understanding of the relationships among patient problems, outcomes, and interventions that focus on promoting patient safety and care coordination. It moves beyond traditional ways of problemsolving by focusing on patient scenarios and stories and juxtaposing issues and outcomes that have been derived from an analysis of patient problems,evidence-based interventions, and desired outcomes.

The model offers a blueprint for using standardized health care languages and provides strategies for developing reflective and complex thinking thatbecomes habitual. It embodies several levels of perspective related to patient-centered care planning, team-centered negotiation, and health care systemconsiderations. Through patient stories and case scenarios, the text highlights care coordination strategies critical in complex patient situations. Itprovides students with the tools to collect patient information, determine priorities for care, and test interventions to reach health care outcomes bymaking clinical judgments during the problem-solving process. Concept maps illustrate complex patient care issues and how they relate to each other. For faculty use, the text provides links to relevant APN competencies and provides guidelines for using the OPT when supervising students in field settings.

Key Features:

  • Delivers a concrete learning model for developing creative thinking and problem solving in the clinical setting
  • Offers a blueprint and structure for using standardized health care languages
  • Includes patient stories and case scenarios to illustrate effective use of the OPT model
  • Highlights care coordination strategies associated with complex client situations with the use of the Care Coordination Clinical Reasoning model
  • Reinforces methods of reaching a diagnosis, outcomes, and interventions and how to duplicate the process

Product Details 

  • Publication Date April 21, 2016
  • Page Count 416
  • Product Form Paperback / softback
  • ISBN 13 9780826131836
  • EISBN 9780826131843

About The Author(s) 

RuthAnne Kuiper, PhD, RN, CNE, ANEF—RuthAnne is a Professor of Nursing in the School of Nursing at the University of North Carolina Wilmington. She earned a PhD in Nursing from the University of South Carolina, Columbia; a Master of Nursing degree as a clinical nurse specialist in cardio-pumonary nursing from the University of California, Los Angeles; a BSN is from Excelsior College, Albany, New York; and a Diploma in nursing from Mountainside Hospital School of Nursing in Montclair, New Jersey.

Dr. Kuiper’s research interests include clinical reasoning, metacognition, self-regulated learning, and technologic innovation in nursing education. Dr. Kuiper has been the primary investigator for numerous studies related to nursing education and has many data-based publications from this work. She has been a grant reviewer for the National League for Nursing, Sigma Theta Tau International, INASCL, and the Department of Health and Human Services. She is on the editorial board for Clinical Simulation in Nursing and is a reviewer for multiple other professional journals. She is a member of Sigma Theta Tau International and has held multiple leadership positions in local chapters. She holds alumnus status from AACN for CCRN certification and has been a National League for Nursing Certified Nurse Educator since 2007. In 2011, Dr. Kuiper was inducted into the Academy of Nursing Education Fellows. Dr. Kuiper was also included in the top 20 medical and nursing professors in North Carolina in 2013 based on being chosen as one of the top 100 nursing professors in the East by the Louise H. Batz Patient Safety Foundation.

Dr. Kuiper’s instructional and clinical expertise is in the area of adult health, specifically critical care nursing. She continues to teach nurse educator classes, nurse practitioner classes, supervises nurse educator practicums, and mentors graduate students across country on master’s and dissertation research projects. She has received a number of teaching awards in her professional career and is sought out by her colleagues for mentoring. Most recently, Dr. Kuiper has been faculty mentor in the Nurse Faculty Leadership Academy co-sponsored by Sigma Theta Tau International and Elsevier Foundation for the past two classes.

Daniel J. Pesut, PhD, RN, PMHCNS-BC, FAAN-- Dan is a Professor of Nursing in the Nursing Population Health and Systems Cooperative Unit of the School of Nursing at the University of Minnesota. And Director of the Katharine J. Densford International Center for Nursing Leadership. He holds the Katherine R. and C. Walton Lillehei Chair in Nursing Leadership. Dr. Pesut has an international reputation and is known for his ability to inspire and support people as they create and design innovative practices with a desired future in mind. Dan is a master teacher and has devoted his academic nursing career to the development of teaching learning innovations in nursing education. He is best known for his work in creativity and metacognition and the development and testing of the Outcome Present State Test Model of Reflective Clinical Reasoning.

Dr. Pesut earned a PhD in Nursing from the University of Michigan, a Master’s Degree in Psychiatric Mental Health Nursing from the University of Texas Health Science Center in San Antonio, TX and BS degree in Nursing from Northern Illinois University, DeKalb, IL. He has completed Certificates in Management Development from Harvard Institute for Higher Education, Core Mediation Skills Training from the International Association of Dispute Resolution (IARD) and Integral Studies from Fielding Graduate University. He is a certified Hudson Institute of Santa Barbara coach. He is past President (2003-2005) of the Honor Society of Nursing, Sigma Theta Tau International. He is a Fellow in the American Academy of Nursing, He is the recipient of many awards including an Army Commendation Award while on active duty (1975-1978) in the US Army Nurse Corps; the Honor Society of Nursing, Sigma Theta Tau International Edith Moore Copeland Founder’s Award for Creativity; The American Assembly for Men In Nursing Luther Christman Award; as well as a number of other distinguished alumni, teaching, mentoring and leadership awards.

Tamatha E. Arms, DNP, RN, PMHNP-BC, NP-C, is an assistant professor of nursing in the School of Nursing in the College of Health and Human Services at the University of North Carolina at Wilmington. During her professional career she specialized in critical care and nephrology. After obtaining her master’s degree with concentration as an adult/geriatric nurse practitioner from the University of North Carolina at Greensboro, she specialized in geriatrics. She later obtained her doctorate of nursing practice degree with concentration as a family psychiatry–mental health nurse practitioner from the College of Nursing at the University of Tennessee Health Science Center. She currently maintains a specialized clinical practice in geropsychiatry. Dr. Arms is a member of Sigma Theta Tau International Nu Omega Chapter, North Carolina Nurses Association, American Academy of Nurse Practitioners, and she serves on the gerontology/psychiatric focus group of the Gerontological Advanced Practice Nurses Association. As a full-time assistant professor of nursing, Dr. Arms coordinates the undergraduate prelicensure gerontology/end-of-life course, teaches clinical psychiatric–mental health courses, lectures in the graduate family nurse practitioner program, and is a guest speaker across health care disciplines. Her research areas focus on geropsychiatry and interprofessional education. She has delivered presentations of scholarly work to the U.S. Preventive Health Services, at interprofessional conferences, the Sigma Theta Tau International 43rd Biennial Convention, and the Southern Nursing Research Society. Dr. Arms is passionate about mentoring students, which has resulted in two of her students being recognized for the National Gerontological Nursing Association Leadership award in 2014.

Table of Contents 





1. Care Coordination Clinical Reasoning: Contemporary Competency Expectations

2. Knowledge Complexity and Clinical Reasoning: Standardized Terminologies

3. The Evolving Nature of Nursing Process and Clinical Reasoning

4. Essentials of Care Coordination Clinical Reasoning

5. Thinking Skills That Support Care Coordination Clinical Reasoning


6. Care Coordination for a Patient in Primary Community Health

7. Care Coordination for a Psychological/Mental Health Patient

8. Care Coordination for a Patient in Acute Care

9. Care Coordination for a Veteran/Military Patient

10. Care Coordination for a Pediatric Patient

11. Care Coordination for a Maternity Patient

12. Care Coordination for a Neonatal Patient

13. Care Coordination for a Patient in Rehabilitation

14. Care Coordination for Long-Term Care of the Adult Patient


15. Future Trends and Challenges