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NCM 106
Course Description:
It deals with the principles and techniques of nursing care management of sick clients across
the lifespan with the emphasis on the adult and older person with alteration/problems in acute
biologic crisis.
Objectives:
At the end of the course, and given actual clients with problems in acute biologic crisis, the
student should be able:
Description - Is the inability of the heart to pump sufficient blood to meet the
needs of the tissues for oxygenation and nutrients
- CHF is most commonly used when referring to left-sided and right-
sided failure
- Formerly called Congestive Heart Failure
- Anemia
Pathophysiology: - Cardiac failure most commonly occurs with disorders of cardiac
muscles that result in decreased contractile properties of the heart.
Common underlying conditions that lead to decreased myocardial
contractility include myocardial dysfunction, arterial hypertension,
and valvular dysfunction. Myocardial dysfunction may be due to
coronary artery disease, dilated cardiomyopathy, or inflammatory
and degenerative diseases of the myocardium. Atherosclerosis of
the coronary arteries is the primary cause of heart failure.
Ischemia causes myocardial dysfunction because of resulting
hypoxia and acidosis (from accumulation of lactic acid). Myocardial
infarction causes focal myocellular necrosis, the death of
myocardial cells, and a loss of contractility; the extent of the
infarction is prognostic of the severity of CHF. Dilated
cardiomyopathy causes diffuse cellular necrosis, leading to
decreased contractility. Inflammatory and degenerative diseases
of the myocardium, such as myocarditis, may also damage
myocardial fibers, with a resultant decrease in contractility.
Systemic or pulmonary HPN increases afterload which increases
the workload of the heart and in turn leads to hypertrophy of
myocardial muscle fibers; this can be considered a compensatory
mechanism because it increases contractility. Valvular heart
disease is also a cause of cardiac failure. The valves ensure that
blood flows in one direction. With valvular dysfunction, valve has
increasing difficulty moving forward. This decreases the amount of
blood being ejected, increases pressure within the heart, and
eventually leads to pulmonary and venous congestion.
Left-Sided Cardiac - Pulmonary congestion occurs when the left ventricle cannot pump
Failure the blood out of the chamber. This increases pressure in the left
ventricle and decreases the blood flow from the left atrium. The
pressure in the left atrium increases, which decreases the blood
flow coming from the pulmonary vessels. The resultant increase in
pressure in the pulmonary circulation forces fluid into the
pulmonary tissues and alveoli; which impairs gas exchange.
Nursing Diagnoses - Activity intolerance r/t imbalance between oxygen supply and
demand secondary to decreased CO
- educate client and family about the rationale for the regimen
Description - Occurs when the heart muscle is deprived of oxygen and nutrient-
rich blood. However, in the case of MI, this deprivation occurs over
a sustained period to the point at which irreversible cell death and
necrosis take place. Infarction results from sustained ischemia and
is irreversible causing cellular death and necrosis.
- Emotional stress
- Weather extremes
- Valsalva maneuver
- Sexual excitation
Nursing Diagnoses - Acute Pain related to myocardial ischemia resulting from coronary
artery occlusion
Pharmacologic - Nitroglycerine (to dilate coronary vessels and increase blood flow)
Therapy
- Morphine Sulfate (to relieve chest pain)
- Anti-dysrhytmic drugs
Clinical
- Tachypnea
Manifestations
- Tachycardia
- Cold, clammy skin and frank diaphoresis are apparent especially
around the forehead and face
Diagnostics - ABG analysis indicates respiratory failure when PaO2 is low and
PaCO2 is high and the HCO3 level is normal
- Monitor vital signs, heart rhythm, and fluid intake and output,
including daily weights, to identify fluid overload or impending
dehydration
- Note the amount and quality of lung secretions and look for
changes in the patient’s status
Etiologic factor a. Prerenal - caused by decrease blood flow to kidneys like severe
dehydration,diuretic therapy,circulatory collapse,hypovolemia or
shock;readily reversible when recognized and treated
Clinical *A change in blood pressure and volume signals pre renal failure, the
Manifestations patient may have the following:
- Oliguria
- Tachycardia
- Hypotension
*As renal failure progresses, the patient may manifest the following
signs and symptom:
- uremia
- confusion
- GI complaints
- infection
- kidney ultrasonography
- KUB radiography
- excretory urography
- renal scan
- retrograde pyelography
- Deficient Knowledge
Client Education - Dietary and fluid restrictions, including those that may be
continued after discharge
Stroke/Cerebrovascular accident
- history of TIA
- diabetes mellitus
- familial hyperlipidemia
- cigarette smoking
- Brain scan shows ischemic areas but may not be conclusive for
up to 2 weeks after stroke
Client Education - Educate client and family about CVA and CVA prevention
- Educate client and family about physical care and need for
psychosocial support
Clinical - blurring of vision, decreased visual acuity and diplopia are the
manifestations earliest signs of increased ICP
- change of LOC
- CT scan
- MRI
Client Education - Teach the client at risk for increased ICP to avoid coughing,
blowing the nose, straining for bowel movements, pushing
against the bed side rails, or performing isometric exercises
- Educate the family that upsetting the client may increase ICP
METABOLIC EMERGENCIES
DKA
- Illness or infection
- Abdominal pain
- Blurred vision
- Weakness
- Headache
- Dehydration
- Thirst or polydipsia
- Orthostatic hypotension
- weight loss
- leg cramps
- recurrent infections
- Knowledge Deficit
- Anxiety
Nursing Management - Restore fluid, electrolyte and glucose balance with IV infusions
and medications, analyze intake and out, blood glucose, urine
ketones, vital signs, oxygenation and breathing pattern
Client Education - Instruct client about the nature and causes of DKA (such as
excess glucose intake, insufficient medications or physiological
and/or psychological stressors) any new medications
Etiology - Medications
- Infections
- acute illness
- invasive procedure
- chronic illness
- diaphoresis
- tachypnea
- vision changes
- neurologic changes
- Hyperthermia
- Deficient Knowledge
Client Education - Instruct client and family about HHNK, symptoms to report, and
administration of new medications
Massive Bleeding
- Hemoptysis
Burns
Clinical - Localized pain and erythema, usually without blisters in the first
Manifestations 24 hours (first degree burn)
Diagnostics *Rule of Nines chart determines the percentage of body surface area
(BSA)covered by the burn
- ABG levels may be normal in the early stages but may reveal
hypoxemia and metabolic acidosis
- Anxiety
- Pain
Nursing Management - Assess patient’s ABCs; monitor arterial oxygen saturation and
serial ABG values and anticipate the need for ET intubation and
mechanical ventilation
- Pain therapy
- Tetanus prophylaxis
- Topical antimicrobial
Client Education - Environmental safety: use low temperature setting for hot water
heater, ensure access to and adequate number of electrical
cords/outlets, isolate household chemicals, avoid smoking inbed
Poisoning
- Food poisoning
- Drug overdose
- Anxiety
- Hopelessness
Multiple Injuries
Etiology - Weapons
- Physical confrontation
- Falls
Diagnostics - Chest Xray – detect rib and sterna fractures, pneumothorax, flail
chest, pulmonary contusion and lacerated or ruptured aorta
- Anxiety
- Pain
Nursing Management - Assess the patient’s ABCs and initiate emergency measures
- Immobilize fractures
Glossary of terms
1. Appropriate: Matching the circumstances of a situation or meeting the needs of the individual
or group.
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 27
2. Assessment: A systematic procedure for collecting qualitative and quantitative data to
describe progress and ascertain deviations from expected outcomes and achievements.
6. Competence: The combination of skills, knowledge, attitudes, values and abilities that
underpin effective performance as a nurse.
7. Competent: The person has competence across all domains of competencies applicable to
the registered nurse, at a standard that is judged to appropriate for the level of nurse being
assessed.
12. Enrolled nurse: A nurse registered under the enrolled nurse scope of practice.
13. Indicator: Key generic examples of competent performance. They are neither
comprehensive nor exhaustive. They assist the assessor when using their professional
judgment in assessing nursing practice. They further assist curriculum development.
14. Performance criteria: Descriptive statements that can be assessed and that reflect the intent
of a competency in terms of performance, behaviour and circumstance.
15. Registered nurse: A nurse registered under the registered nurse scope of practice
16. Reliability: The extent to which a tool will function consistently in the same way with
repeated use.
17. Validity: The extent to which a measurement tool measures what it purports to measure.
CLINICAL COMPETENCE
DIRECTION: Circle the one best answer for each test question. Write your rationale for
selecting the answer. To enhance your learning and test taking skill, discuss your
answer and rationale with a partner.
1. The nurse is using a digital thermometer to take an oral temperature. After taking the
oral temperature, the nurse obtains a reading of 94.2 degree F. Which of the follow-
up actions is most appropriate for the nurse to do?
3. The nurse is caring for a client who has an oral temperature of 99.6 degree F at
8:00AM, the start of the day shift. The client’s RAND indicates that the vital signs
sould be taken once a shift. In planning care for the client, which action is most
appropriate?
1. The nurse is using a digital thermometer to take an oral temperature. After taking the
oral temperature, the nurse obtains a reading of 94.2 degree F. Which of the follow-
up actions is most appropriate for the nurse to do?
Rationale: B is the answer. It is important for the nurse to identify the appropriate
information on where the temperature was taken. Option A,C,& D do not accurately
document the temperature information.
3. The nurse is caring for a client who has an oral temperature of 99.6 degree F at
8:00AM, the start of the day shift. The client’s RAND indicates that the vital signs
sould be taken once a shift. In planning care for the client, which action is most
appropriate?
Rationale: C is the answer. The nurse can make an independent decision to take the
temperature more frequently to ensure safe nursing care. Option A does not allow for
through ongoing assessment. Option B & D are not necessary at this time.
CORE COMPETENCIES
-Benjamin Franklin
Definition:
Legal Basis:
Board shall monitor & enforce quality standards of nursing practice necessary to ensure
the maintenance of efficient, ethical and technical, moral and professional standards in
the practice of nursing taking into account the health needs of the nation.
○ 1st Phase
○ 2nd Phase
Verification of identified competencies among nursing experts from the different regions of the
country
○ 3rd Phase
Pilot testing ( senior student in 8 nursing colleges)
○ 4th Phase
Benchmarking with exiting standards from 3 countries as well as International Council for
Nurses (ICN)
There are four domains of competence for the registered nurse scope of practice. Evidence of
safety to practise as a registered nurse is demonstrated when the applicant meets the
competencies within the following domains:
This domain contains competencies that relate to professional, legal and ethical responsibilities
and cultural safety.
These include being able to demonstrate knowledge and judgment and being accountable for
own actions and decisions, while promoting an environment that maximizes clients’ safety,
independence, quality of life and health.
This domain contains competencies related to client assessment and managing client care,
which is responsive to clients’ needs, and which is supported by nursing knowledge and
evidence based research.
This domain contains competencies to demonstrate that, as a member of the health care team,
the nurse evaluates the effectiveness of care and of the team.
• These are neither comprehensive nor exhaustive; rather they provide examples of
evidence of competence.
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 32
• The indicators are designed to assist the assessor when using his/her professional
judgment in assessing the attainment of the competencies.
• The indicators further assist curriculum development for bachelors’ degrees in nursing or
first year of practice programmes.
The registered nurse also provides comprehensive nursing assessments to develop, implement,
and evaluate an integrated plan of health care, and provides nursing interventions that require
substantial scientific and professional knowledge and skills. This occurs in a range of settings in
partnership with individuals, families, and communities.
Nursing students are supervised in practice by a registered nurse. Nursing students are
assessed against all competencies on an ongoing basis, and will be assessed for entry to the
registered nurse scope of practice at the completion of their program.
The competencies also reflect the scope statement that some registered nurses use their
nursing expertise to manage, teach, evaluate and research nursing practice. Registered nurses,
who are not practicing in direct client care, are exempt from those competencies in domain two
(management of nursing care) and domain three (interpersonal relationships) that only apply to
clinical practice. There are specific competencies in these domains for nurses working in
management, education, policy and/or research. These are included at the end of domains two
and three. Nurses who are assessed against these specific competencies are required to
demonstrate how they contribute to practice.
Those practicing in direct client care and in management, education, policy and/or research
must meet both sets of competencies.
CORE COMPETENCY 1:
Demonstrate knowledge based on health/illness status of individual/ groups
Indicators :
○ Identifies health needs of patients/groups
○ Explains patient/group status
CORE COMPETENCY 2:
Provides sound decision making in care of individual/groups considering their beliefs, values
Indicators :
○ Problem identification
○ Data gathering related to problem
○ Data analysis
○ Selection appropriate action
○ Monitor progress of action taken
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CORE COMPETENCY 3:
Promotes patient safety and comfort
Indicators :
○ Performs age-specific safety measures and comfort measure in all aspects of patient care
CORE COMPETENCY 4:
Priority setting in nursing care based on patients’ needs
Indicators :
○ Identifies priority needs of patients
○ Analysis of patients’ needs
○ Determine appropriate nursing care to be provided
CORE COMPETENCY 5:
Ensures continuity of care
Indicators :
○ Refers identified problems to appropriate individuals/ agencies
○ Establish means of providing continuous patient care
CORE COMPETENCY 6:
Administers medications and other health therapeutics
Indicators :
○ Conforms to the 10 golden rules in medication administration and health therapeutics
CORE COMPETENCY 7:
Utilizes nursing process as framework for nursing. Performs comprehensive, systematic nursing
assessment
Indicators :
○ Obtains consent
○ Complete appropriate assessment forms
○ Performs effective assessment techniques
○ Obtains comprehensive client information
○ Maintains privacy and confidentiality
○ Identifies health needs
CORE COMPETENCY 8:
Formulates care plan in collaboration with patients, other health team members
Indicators :
○ Includes patients, family in care planning
○ States expected outcomes in nursing interventions
○ Develops comprehensive patient care plan
○ Accomplishes patient centered discharge plan
CORE COMPETENCY 9:
Implements NCP to achieve identified outcomes
Indicators :
○ Explain interventions to patient, family before carrying them out
○ Implement safe, comfortable nursing interventions
○ Acts according to client’s health conditions, needs
○ Performs nursing interventions effectively and in timely manner
Indicators :
○ Monitors effectiveness of nursing interventions
○ Revises care plan PRN
Indicators :
○ Identifies sudden changes in patient’s health conditions
○ Implements immediate, appropriate interventions
CORE COMPETENCY 1:
Organizes workload to facilitate patient care
Indicators:
○ Identifies task or activities that need to be accomplished
○ Plans the performance of task or activities based on priority
○ Finishes work assignment on time
CORE COMPETENCY 2:
Utilizes resources to support patient care
Indicators:
○ Determines the resources needed to deliver patient care
○ Control the use of equipment
CORE COMPETENCY 3:
Ensures the functioning of resources
Indicators:
○ Check proper functioning of the equipment
○ Refers Malfunctioning equipment to appropriate unit
CORE COMPETENCY 4:
Check the Proper functioning of the Equipment
Indicators:
○ Determines the task and procedures that can be safely assigned to the other members of the
team
○ Verifies the competence of the staff prior to delegating tasks
CORE COMPETENCY 5:
Maintains safe Environment
Indicators:
○ Observe proper disposal of waste
○ Adheres to policies, procedures and protocols on prevention and control of infection
○ Defines steps to follow incase of fire , earthquake and other emergency situation
Indicators:
○ Obtains learning information through interview, observation and validation
○ Defines relevant information
○ Completes assessment records appropriately
○ Identify priority needs
CORE COMPETENCY 2:
Develops Health Education plan based on assessed and anticipated needs.
Indicators:
○ Considers nature of the learner in relation to social, cultural, political, economic, educational,
and religious factor
CORE COMPETENCY 3:
Develops learning material for health education
Indicators:
○ Involves the patient, family and significant others and other resources
○ Formulates a comprehensive health educational plan with the following components ,
objectives, content and time allotment
○ Teaching-learning resources and evaluation parameters
○ Provides for feedback to finalize plan
CORE COMPETENCY 4:
Implements the health Education Plan
Indicators:
○ Provides for conducive learning situation in terms of timer and place
○ Considers client and family preparedness○ Utilize appropriate strategies
○ Provides reassuring presence through active listening, touch and facial expression and
gestures
○ Monitors client and family’s responses to health education
CORE COMPETENCY 5:
Evaluates the outcome of health Education
Indicators:
○ Utilizes evaluation parameters
○ Documents outcome of care
○ Revises health education plan when necessary
CORE COMPETENCY 1:
Respects the rights of individual/ groups
Indicator:
○ Renders nursing care consistent with the patient’s bill of rights (ie. confidentiality of
information, privacy, etc.)
CORE COMPETENCY 2
Accepts responsibility & accountability for own decisions and actions
Indicators:
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 36
○ Meets nursing accountability requirements as embodied in the job description
○ Justifies basis for nursing actions and judgment
○ Protects a positive image of the profession
CORE COMPETENCY 3
Adheres to the national and international code of ethics for nurses
Indicators:
○ Adheres to the Code of Ethics for Nurses and abides by its provisions
○ Reports unethical and immoral incidents to proper authorities
V. LEGAL RESPONSIBILITY
CORE COMPETENCY 1:
Adheres to practices in accordance with the nursing law and other relevant legislation including
contract and informed consent.
Indicators:
○ Fulfill legal requirements in Nursing Practice
○ Holds current professional license
○ Acts in accordance with the terms of contract of employment and other rules and regulation
○ Complies with the required CPE
○ Confirms information given by the doctor for informed consent
○ Secures waiver of responsibility for refusal to undergo treatment or procedures
○ Check the completeness of informed consent and other legal forms
CORE COMPETENCY 2:
Adheres to organizational policies and procedures, local and national
Indicators:
○ Articulates the vision and mission of the institution where one belongs
○ Acts in accordance with the established norms and conduct of the institution/ organization
CORE COMPETENCY 3:
Document care rendered to patients.
Indicators:
○ Utilizes appropriate patient care records and reports
○ Accomplish accurate documentation in all matters concerning patient care in accordance with
the standard of nursing practice.
CORE COMPETENCY 1
Identifies own learning needs
Indicators:
○ Verbalizes strengths, weaknesses, limitations.
○ Determines personal and professional goals and aspirations.
CORE COMPETENCY 2
Pursues continuing education
Indicators:
○ Participates in formal and non-formal education.
○ Applies learned information for the improvement of care.
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 37
CORE COMPETENCY 3
Gets involved in professional organizations and civic activities
Indicators:
○ Participates actively in professional, social, civic and religious activities
○ Maintain membership to professional organizations
○ Support activities related to nursing and health issues
CORE COMPETENCY 4
Projects a professional image of nurse
Indicators:
○ Demonstrate good manners and right conduct at all times.
○ Dresses appropriately.
○ Demonstrates congruence of words and actions.
○ Behaves appropriately at all times.
CORE COMPETENCY 5
Possesses positive attitude towards change and criticism
Indicators:
○ Listens to suggestions and recommendations.
○ Tries new strategies or approaches.
○ Adapts to changes willingly.
CORE COMPETENCY 6
Performs function according to professional standards
Indicators:
○ Assesses own performance against standards of practice.
○ Sets attainable objectives to enhance nursing knowledge and skills.
○ Explains current nursing practices, when situations call for it.
VII. RESEARCH
CORE COMPETENCY 1:
Indicators:
Identifies researchable problems regarding patient care and community health
Identifies appropriate methods of research for a particular patient/community problem
Combines quantitative and qualitative nursing design thru simple explanation on the
phenomena observed
Analyzes data gathered
CORE COMPETENCY 2:
Recommends actions for implementation
Indicator:
Based on the analysis of data gathered, recommends practical solutions appropriate for the
problem
CORE COMPETENCY 3:
Disseminates results of research findings
Indicators:
Communicates results of findings to colleagues/patients/family and to others
CORE COMPETENCY 4:
Applies research findings in nursing practice
Indicators:
Utilizes and findings in research in the provision of nursing care to
individuals/groups/communities
Makes use of evidence-based nursing to ameliorate nursing practice
CORE COMPETENCY 1:
Maintains accurate and updated documentation of patient care
Indicator:
Completes updated documentation of patient care
CORE COMPETENCY 2:
Records outcome of patient care
Indicator:
Utilizes a record system
CORE COMPETENCY 3:
Observes legal imperatives in recording keeping
Indicators:
Observes confidentially and privacy of patient’s records
Maintains an organized system of filing and keeping patient’s records in a designated area
Refrains from releasing records and other information without proper authority
IX. COMMUNICATION
CORE COMPETENCY 1:
Establishes rapport with patients, significant others and members of the health team.
Indicators:
○ Creates trust and confidence
○ Listens attentively to client’s queries and requests
○ Spends time with the client to facilitate conversation that allows client to express concern.
CORE COMPETENCY 2:
Identifies verbal and non-verbal cues
Indicator:
○ Interprets and validates client’s body language and facial expression
CORE COMPETENCY 3:
Utilizes formal and informal channels
Indicator:
○ Makes use of available visual aids
CORE COMPETENCY 4:
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 39
Responds to needs of individuals, family, group and community
Indicator:
○ Provides re- assurance through therapeutic, touch, warmth and comforting words of
encouragement
○ Readily smiles
CORE COMPETENCY 5:
Uses appropriate information technology to facilitate communication
Indicator:
○ Utilizes telephone, mobile phone, email and internet, and informatics
○ Identifies a significant other so that follow up care can be obtained
○ Provides “holding” or emergency numbers of services
CORE COMPETENCY 1:
Establishes collaborative relationship with colleagues and other members of the health team
Indicators:
○ Contributes to decision making regarding patients” needs and concerns
○ Participates actively in patients care management including audit
○ Recommends appropriate intervention to improve patient care
○ Respects the role of the other members of the health team
○ Maintains good interpersonal relationships with patients, colleagues and other members of the
health team
CORE COMPETENCY 2:
Collaborates plan of care with other members of the health team
Indicator:
○ Refers patients to allied health team partners
○ Acts liaison / advocate of the patients
○ Prepares accurate documentation of efficient communication of services
CORE COMPETENCY 1:
Gathers data for quality improvement
Indicators:
Demonstrates knowledge of method appropriate for the clinical problems identified
Detects variation in the vital signs of the patient from day to day
Reports necessary elements at the bedside to improve patient stay at hospital
Solicits feedback from patient and significant others regarding care rendered
CORE COMPETENCY 2:
Participates in nursing audits and rounds
Indicators:
Contributes relevant information about patient condition as well as unit condition and patient
current reactions
Shares with the team current information regarding particular patients condition
Encourages the patient to speak about what is relevant to his condition
Documents and records all nursing care and actions
Performs daily check of patient records/condition
Completes patients records
Actively contributes relevant information of patients during rounds thru readings and sharing
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 40
with others
CORE COMPETENCY 3:
Identifies and reports variances
Indicators:
Documents observed variance regarding patient care and submits to appropriate group within
24 hours
Identifies actual and potential variance to patient care
Reports actual and potential variance to patient care
Submits report to appropriate groups within 24 hours
CORE COMPETENCY 4:
Recommends solutions to identified problems
Indicators:
Gives appropriate suggestions on corrective and preventive measures
Communicates and discusses with appropriate groups
Gives and objective and accurate report on what was observed rather than an interpretation of
the event.
PRE TEST 2
INSTRUCTIONS: Circle the one best answer for each test question. Write your rationale
for selecting the answer. To enhance your learning and test taking skill, discuss your
answer and rationale with a partner.
1. The nurse is preparing to assess neuro status of an adult client who had hip fracture 5
days ago and was reported to have experienced confusion the previous shift. Which
statement will provide the nurse with the most appropriate information?
Rationale:_________________________________________________
2. The nurse is informed that the newly admitted client is complaining of itching and has a
rash all over the body. The most appropriate nursing intervention initially is to:
Rationale:____________________________________________________
3. The nurse is assigned to a client who was admitted for a blood clot in the right leg.
Which of the following describes the appropriate assessment technique initially?
Rationale:____________________________________________________
1. The nurse is preparing to assess neuro status of an adult client who had hip fracture 5
days ago and was reported to have experienced confusion the previous shift. Which
statement will provide the nurse with the most appropriate information?
2. The nurse is informed that the newly admitted client is complaining of itching and has a
rash all over the body. The most appropriate nursing intervention initially is to:
Rationale:it is most appropriate for the nurse to initially gather data by using the
assessment skill of inspection and then to further describe the observations. Options
A,C, & D are follw-up nursing interventions.
3. The nurse is assigned to a client who was admitted for a blood clot in the right leg.
Which of the following describes the appropriate assessment technique initially?
Rationale: Inspection is the initial step in the assessment process that provides
information on color, size, shape and movement of the extremity. Options B and D
are not appropriate initially and option C should not be done in this situation.
INTRODUCTION:
Stressing the point that the entire plan of care depends on the accuracy and completeness of
Assessment, this section examines how to do an assessment in a way that facilitates the next
step, Diagnosis. It addresses characteristics of an assessment that promotes critical thinking
and competency indicators that relate to assessment. Finally it gives the tips for interviewing
and examining patients and explains the how to’s and the why’s of the six phases of
assessment.
After studying the content of this section, the students should be able to:
2. Explain how the interview and physical assessment complement and clarify each other.
5. Explain why organizing data more than one way promotes competence and critical
thinking.
ANA STANDARD
The nurse collects comprehensive data pertinent to the patient’s health situation (ANA, 2004)
2. Identifying cues and making inferences- recognizing significant data and drawing some
beginning conclusions about what the data may indicate.
3. Validating the data- double checking to make sure that your data are accurate and
complete.
4. Clustering the data- organizing or grouping related pieces of information to help you
identify patterns of health or illness (eg, Clustering data about nutrition together, the data
about rest together and so forth)
5. Identifying patterns/ testing first impressions- looking for the patterns and focusing your
assessment to gain more information to better understand the situations at hand. For
example, you suspect that someone’s data shows a pattern of poor nutrition and decide
to find out what’s contributing to this pattern( does the person have poor eating habits or
could it be something else, such as not having enough money to eat well?)
6. Reporting and recording data- Reporting significant data (eg. High fever) and charting on
the patient’s record.
1. PURPOSEFUL
For example:
Are you aiming to assess all aspects of care, or are you monitoring one specific
problem?
NOTE: Your aim is to gain all the information needed to ensure that your patients have
individualized plans that are designed to help them achieve outcomes in the best way
possible, in context of their particular situation (eg, their age, culture, and level of
independence)
For example:
“ Mrs. Garcia has pain and swelling in all joints. Diagnostic studies indicates that
she has rheumatoid arthritis. We will start her on a course of anti inflammatory drugs
to treat the rheumatoid arthritis.” (focus on the treatment modalities)
Nurse’s Data: (holistic focus, considering both problems and their effect on the
person’s ability to function independently)
“Mrs. Garcia has pain and swelling in all joints, making it difficult to feed and dress
herself. She has voiced that it’s difficult to feel worthwhile when she can’t feed
herself. She states that she is depressed because she misses seeing her two small
grandchildren. We need to to develop a plan to help her with her pain, to assist her
with feeding and dressing, to work through feelings of self-esteem, and for special
visitations with the grandchildren.” ( Focus is on Mrs. Garcia)
3. SYSTEMATIC
For example:
• Can you point out with one finger to the areas that are bothering you?
• Can you think of anything else that might be contributing to your symptoms?
The most common error that happens in critical thinking is identifying problems or
making judgments based on sufficient or incorrect information. Your information must
be factual, and as complete as is warranted by your purpose.
For example:
An assessment aims to get information about one specific problem is shorter than
one that aims to get comprehensive data about all aspects of care.
DISPLAY B.1.1:
1. Before you see the person: You find what you can. This information may be
limited( only name and age) or extensive ( medical records may be available for
you to read)
2. When you see the person: You interview the person and do Physical
Examination (PE).
3. After you see the person: You review the resources(consumer like patient, family
and community, significant others, nursing and medical records, verbal and
written consultations, diagnostic and laboratory results) you used and determines
what other resources may offer additional information (e.g. You may consult a
pharmacist to gain more information about a medication regimen)
DISPLAY B.1.2:
Major Intellectual Skills & Critical Thinking Skills R/T Assessment (Behavior
Evidence Suggesting Competence in Nursing Practice)
• Sets priorities and make decisions in a timely way; includes key stakeholders
in making decisions
“Safety lies at the crux of the care we deliver. And yet we all
know that there are so many factors that affect patient safety-
from communication snafus through systems design problems
and through inadequate staffing- at the minimum. Nurses are
in pivotal roles within health care settings because they
coordinate, implement and evaluate the patient care that is
administered by the entire team on an ongoing basis”
Identifying subjective and objective data both aids in critical thinking and competence
because each complements and clarifies the other.
For example:
Objective data: Right radial pulse 150 beats per minute, regular, and strong.
The preceding objective data support the subjective data- what you observe confirms
what the person is stating.
Sometimes, what you observe and what the person states are different.
For example:
Above, what the person states isn’t supported by what you observe. You need to
investigate then further to understand fully the scope of the problems.
The subjective and objective data you identified acts as cues. Cues are data that prompt
you to get a beginning impression of patterns of health or illness.
For example:
The above gives you cues that may lead you to infer (suspect) that there is an allergic
reaction to penicillin. How you interpret or perceive a cue- the conclusion you draw about
the rash: you decide that rash may indicate a penicillin allergy.
Your ability to identify cues and make correct inferences is influenced by your
observational skills, your nursing knowledge, and your clinical expertise. Your values
and beliefs also affect how you interpret some cues, so make an effort to avoid making
value judgments ( for example, inferring that a person who bathes only once a week
needs to be taught better hygiene when the practice may be a part of his culture.
Display B.1.3
CUES INFERENCES
“I cannot stand this pain anymore” The person is experiencing unbearable pain.
GENERAL RULE:
1. Establishes rapport and trust with the patient, family and significant others.
Quality Indicators:
3. Recognizes normal and abnormal findings from common laboratory and diagnostic
examination results. As indicated by comparing results from standard listing of normal
values/ results of common laboratory and diagnostic examination.
4. Defines health needs and problems from data gathered by identifying the significant
findings from the accurate nursing history, PE and laboratory/diagnostic results.
CLASSROOM ACTIVITY 1
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 49
The Nursing Interview and Physical Assessment
Instructions:
Divide the class into 4 groups. Each group is entitled to answer task Part 1 and Part
2. Presentation should be in a clinical setting and is limited to 15 minutes only.
Part 1: Interviewing
2. Practice clarifying ideas by using reflection(restating what you hear) and making
an open-ended questions. For each statement below, write a reflective statement
and an open-ended question that would help you to clarify what has been said.
a. You examine and find: The patient’s hands and fingernails are filthy with
ground-in dirt, although the rest of him is clean. What will you say next?
b. You examine and find: The patient has a lump on the back of his head. What
will you say next?
c. You examine and find: The patient’s RR is 40. What will you say next?
d. You examine and find: The patient’s right eye is red, teary, and inflamed.
What will you say next?
a. Patient states: “I have had a rash that comes and goes.” What will you reply
and examine?
b. Patient states:”My stomach has been hurting me,” What will you reply and
examine?
c. Patient states:” I find it burns when I urinate,” What will you reply and
examine?
d. Patient states: “I feel like I’m heavier than usual, like I’m bloated with fluid,”
What will reply and examine?
Part 1: Interviewing
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 50
1. Practice asking open-ended questions. Restate each question below so it’s an
open ended question.
c. Are your happy here? How do you feel about being here?
d. Are you having pain? Describe what you are feeling; tell me how you’re
feeling.
2. Practice clarifying ideas by using reflection(restating what you hear) and making
an open-ended questions. For each statement below, write a reflective statement
and an open-ended question that would help you to clarify what has been said.
a. “I’ve been sick off and on for a month.”So, you’ve been sick off and for a
month. What do you mean by sick off and on?
b. “Nothing ever goes right for me.”You feel like nothing ever goes right for you.
What is been happening?
c. “I seem to have a pain in my side that comes and goes.” You have pain in
your side that comes and goes- can you explain more?
d. “I’ve had this funny feeling for a week.” You’ve had a funny feeling for a
week. What do you mean by funny?
a. You examine and find: The patient’s hands and fingernails are filthy with
ground-in dirt, although the rest of him is clean. What will you say next?
b. You examine and find: The patient has a lump on the back of his head. What
will you say next?
I feel a lump on the back of your head. How did it happen? Does it hurt when
I touch it?
c. You examine and find: The patient’s RR is 40. What will you say next?
d. You examine and find: The patient’s right eye is red, teary, and inflamed.
What will you say next?
a. Patient states: “I have had a rash that comes and goes.” What will you reply
and examine?
Show me where (and examine that area). Is there anything you think causes
it?
b. Patient states:”My stomach has been hurting me,” What will you reply and
examine?
c. Patient states:” I find it burns when I urinate,” What will you reply and
examine?
d. Patient states: “I feel like I’m heavier than usual, like I’m bloated with fluid,”
What will reply and examine?
Where do you feel this bloating? Your stomach? Ankles? Where? Examine
the areas
Lesson B.2
For example:
To meet the goals of healthy people. Which aims to increase the length and quality of life
of all people, all health care providers are encouraged to record health promotion
counseling that occurs during all important interactions.
The length of discussions about screening for health problems and use of
medication to prevent diseases varies according to:
NOTE:
3. Have weighed their values regarding the potential harms and benefits
associated with the service.
Display B.2.1
Lesson C.1
Communication
Display C.1.1
Get organized: When you know what you’re going to do, you’re more
confident and able to focus on the person
Ensure privacy: Make sure you have a quiet, private setting, free from
interruptions or distractions.
Get focused: Take a minute to clear your mind of other concerns( other
duties, worries about yourself). Say to yourself, Getting to know this
person is most important thing I have to do right now.
Give your name and position: (if the person can read, give it in writing).
This sends the message that you accept responsibility and are willing to
be accountable of your actions.
Verify the person’s name and ask what he or she would like to be called
(eg. I have your name listed here as Michael Riles. Is that correct? What
would you like us to call you?”). Using the preferred name helps the
person to feel more relaxed and sends the message that you recognize
that this person is an individual who has likes and dislikes. Most facilities
require that you use two unique identifiers to identify the patient (eg,
asking the person his name and also checking ID bracelets)
Give the person your full attention. Avoid the impulse to become
engrossed in your notes or in reading the assessment tool.
Don’t hurry: Rushing sends the message that you’re not interested in
what the person has to say.
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 54
Sit down: This communicates that you’re willing to take your time.
How to listen
Be an empathetic listener
To listen empathetically
2. Listen carefully for feelings, trying to identify with how the other person
perceives his situation. Don’t allow yourself to think about how you feel or
how you’re going to respond; think only about the content of what you’re
hearing
3. Reflect on what you’ve been told, then rephrase the feelings you have heard.
4. Seek validation that you understood the message, content, and emotion
correctly. Keep trying until you’re sure you understand.
5. Detach, come back to your own frame of reference, and separate yourself
from the emotions involved.
DISPLAY C.1.2
1. Monitoring patients closely and telling them you know you’re doing it.
4. Taking time, rather than hurrying through just to get things done.
5. 2
8. Demonstrating thoughtfulness
10. Showing your human side by sharing humor or stories of daily life.
NOTE:
Acute Biologic Crisis By: Raidis L. Dela Cruz,RN,MAN Page 55
Simply Being Nice and Making Work Fun Can Improve Patient Outcomes
“(Studies show that) patients who come away from a positive encounter with a nurse are more
likely to follow prescribed directions, take medications, and seek follow-up care… (however if) a
patient encounters a health care worker who’s in a negative emotional state, it becomes a
springboard into other negative behaviors. Down the road, their own outcomes to suffer, and
they just don’t fare well..try to make the work environment as fun as possible> If you see a staff
member in a bad mood, jump in and try to derail it before itr becomes contagious.”- Howared
Weiss (Farella, 2009)
CLINICAL SCENARIO
Pat notes that Sharon seems very quiet. Recognizing the importance of being
empathetic listener, Pat has the following conversation with Sharon.
Sharon: “I can’t help it. I’m supposed to be happy, but I’m really disappointed-
I was so sure I’d had a baby boy.”
Pat: (making a conscious effort to eliminate thoughts about the fact that she’d
be happy with any child, and rephrasing what Sharon seems to be feeling): “
you feel like you’re supposed to be happy, but you really feel sort of sad?”
Sharon: “yes”,
Sharon: “I was going to name this baby after my father. He died 2 months
ago.”
Pat (connecting to what Sharon must be feeling): “I’m sorry. That would be a
disappointment. Being able to name the baby after him would have been a
lovely thing to do.”
“Sharon, I think you needed to cry and you may need to cry again. But right
now you’ve got a very beautiful baby girl, with the longest hair I’ve ever seen,
waiting to meet her mother. How would you feel if I brought her into you?”
Sharon: (smiling) “Yes, I really haven’t seen her for more than 5 minutes. I’ve
got to admit, I’ve always gotten along better with my girls than my boys.”
CLASSROOM ACTIVITY 2
2. Complete the following sentence, using as many words as you choose: If I were to tell
someone how I think, I would say that I………..
b. The presence of illness does not preclude health nor does optimal health preclude
illness.
ASSIGNMENT
1. Improve your interpersonal skills by learning about your innate personality and
how to get along well with “difficult” people.
2. Are you stressed out? Managing stress is an important part of staying healthy.
Take the Life Stress Test at http://www.cliving.org/lifstrstst.htm. Think of some
things that you can do to reduce your stress level.
Ask someone to tell you about an upsetting experience in his or her childhood
and listen using the steps of empathetic listening taught.
Discuss in the class what can happen when you are too emotionally involved in
patient situations.
Identify ways you can manage your emotions to remain empathetic, but also
objective and logical.
Lesson C.3
1. Provide service with respect for human dignity and the uniqueness of
the patient, unrestricted by considerations of social or economic
status, personal attributes, or the nature of health problems (ANA,
2004)
3. Be honest. Tell the person the truth about how you’ll see the data (eg.
“I have to write a paper examining someone’s eating patterns. Would
you be willing to tell me about your eating habits?
• Biologic variations
For example:
For example: