Consider what you have learnt so far in relation to
the data that you collect during an assessment and the
inferences that you make from these data. Apply this by
revisiting the scenarios where you are the community
nurse assessing Claire. Throughout the interview and
assessment with you, Claire’s mother has been present.
You are concerned that Claire may not be giving you
complete answers to your health assessment questions.
1. What cues might Claire display to make you think this?
2. What inferences can you draw from her behaviour?
Now reflect on how this may change the inferences
that you draw from the data and how you might
structure the next assessment.
Unit III Thoughtful practice and the process of care
282
DATA COMMUNICATION
The personal data collected by the nurse or midwife, both
initially and as contact with the person continues, are of no
benefit unless they are appropriately communicated. See
Box 15-3. Appropriate communication involves correct
timing and proper documentation, and this is further dis-
cussed in Chapter 20.
Timing
Immediate verbal communication of data is indicated when-
ever assessment findings reveal a critical change in the
person’s health status that necessitates the involvement of
TABLE 15-4 Common problems of data collection, possible causes and suggested remedies
Problem
Possible causes
Suggested remedies
Database inappropriately
organised
Pertinent data omitted
Failure to identify needed data and
plan for comprehensive and
continuous assessment.
Use of inappropriate tools for data
collection.
Not following up on cues during data
collection; inappropriate guidelines.
Review the guidelines for specifying pertinent
data.
Consider modifying tool for data collection or
select an alternative tool.
Identify potentially relevant factors in advance of
collection. Practise interview strategies.
Irrelevant or duplicate
data collected
Failure to identify specific purpose
of data collection.
Failure to review available
personal records.
Use of inappropriate tools for data
collection.
Determine specific purpose of data collection for
each person.
Consider existing data before initiating
collection.
Consider modifying data collection tool or
selecting alternative.
Erroneous or
misinterpreted data
collected
Failure to observe carefully or
validate during data collection.
Interviewer prejudices or
stereotypes.
Sharpen observation skills by independently
observing the same situation with a peer and
comparing notes afterwards. Role-play several
validation techniques.
Failure to establish
rapport
Failure to establish sufficient
rapport or use appropriate
communication techniques.
Failure to know what information
is wanted.
Review and practise communication techniques
discussed in Chapter 7. Role-play several
explanations of purpose of data collection.
Identify general data desired before collection.
Interpretation of data is
recorded rather than the
observed behaviour
Hasty conclusion is drawn about
the person’s behaviour, depriving
others of the opportunity to
explore possible causes of the
behaviour with the person.
Deficient validation.
Review the distinction between data and
interpretation of data.
Practise documenting observed behaviour
concisely.
Failure to update the
database
Erroneous belief that assessment
is concluded after the initial
database is recorded.
Low priority attached to ongoing
data collection.
Recollect that it is impossible to give quality,
individualised care without knowledge of
changes in the person’s status.
Ongoing data collection is critical to the
resolution or modification of old problems and
the identification of new problems.
