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Caregiver verbalizes that her child sometimes has toothaches caregiver reports the child's dietary habits (eats more candies and sweet milk) Objective Data Tooth enamel discoloration Erosion of enamel Crown and root carries on almost all teeth Premature loss of primary teeth (upper center incisors) ineffective oral hygiene.
Caregiver verbalizes that her child sometimes has toothaches caregiver reports the child's dietary habits (eats more candies and sweet milk) Objective Data Tooth enamel discoloration Erosion of enamel Crown and root carries on almost all teeth Premature loss of primary teeth (upper center incisors) ineffective oral hygiene.
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Caregiver verbalizes that her child sometimes has toothaches caregiver reports the child's dietary habits (eats more candies and sweet milk) Objective Data Tooth enamel discoloration Erosion of enamel Crown and root carries on almost all teeth Premature loss of primary teeth (upper center incisors) ineffective oral hygiene.
Drepturi de autor:
Attribution Non-Commercial (BY-NC)
Formate disponibile
Descărcați ca DOC, PDF, TXT sau citiți online pe Scribd
Subjective Data Objective Data Assessment Planning Intervention Rationale Evaluation
Caregiver Tooth enamel After 30 minutes 1. Demonstrate to 1. For the client to
verbalizes discoloration of nursing the client the know the proper The caregiver was that her child Impaired intervention, the proper way of way of brushing able to verbalize Erosion of sometimes enamel dentition r/t client will be able brushing teeth. teeth. understanding of has Crown and dietary to: 2. Promote 2. For client the matters about toothaches root carries on - verbalize and wellness through independence in oral hygiene. habits, demonstrate caregiver doing self-care However, the Caregiver almost all reports the teeth ineffective effective teaching by: and assisting the client was not child’s dietary Premature loss oral hygiene, dental hygiene a. Instruct client in learning; able to habits (eats skills caregiver in home To treat condition demonstrate of primary and lack of interventions like: and/or prevent proper brushing more candies teeth (upper and sweet center knowledge After 30 minutes -brushing further techniques. milk) and oral incisors) regarding of nursing teeth complications Therefore, the hygiene intervention, the -gargling warm goal is partially Incomplete dental habits caregiver will be water with salt met. (merely eruption of brushes her able to: - flossing 3. For optimum teeth for age teeth) - verbalize 3. Assisting/ oral health (deciduous understanding encouraging teeth are 18, 2 of the brushing at least 4. For optimal upper center importance of twice a day. nutrition and for incisors fell oral health 4. Advising oral health out) - encourage and minimal intake of promotion assist the sugary foods and client in her more on foods dental hygiene rich in protein, and set as an carbohydrates, example to her vitamins and - follow through minerals, 5. For client’s on referrals for especially knowledge and appropriate calcium-rich food. accessibility to dental care 5. Review the needed resources that are resources needed for client to perform 6. To minimize adequate dental oral/ dental hygiene care damage. 6. Discuss advisability of dental check-ups Subjective Data Objective Data Assessment Planning Intervention Rationale Evaluation Caregiver Able to speak After 30 minutes 1.Improve client’s verbalizes a language Readiness for of nursing ability to Most of the that her child Forms small intervention, the communicate interventions are is able to enhanced client will be able thoughts, for the client. words and speak but is phrases communicati to: needs, and However, the still slurry Uses and on r/t - Express ideas by: 1.a. For client client’s when interprets information/ a.Maintaining a comfort availability at the composing development thoughts/ calm, time of nonverbal cues sentences appropriately in child’s feelings in a unhurried intervention is Imitates language and satisfactory manner. b. To establish unheard of. She manner b.Sitting down trust with the was busy playing written letters cognition - Write at least and client and her attention though letters are not well her first name maintaining is not on the formed eye contact. c. To establish examiner/nurse. After 30 minutes c. Paying trust and rapport On the other of nursing attention to with the client, hand, the intervention, the the client. and to make her caregiver caregiver will be feel that she is verbalized that able to: heard she has no - Verbalize/ d. May reveal questions with indicate d.Observe body unspoken regards to the understanding language, concerns topic discussed of techniques eye about improving that will assist movements, the client’s the client to and e. To enhance communication learn/ behavioral understanding skills. comprehend cues. and to enhance Therefore, the on e.Establish cooperation and goal is partially communicatio hand and eye interest met. n lessons signals if f. To enhance necessary. learning and interest in f. Provide learning writing and other learning g. Distracting materials environment can (e.g. picture interfere with boards) communication, g.Reduce limiting attention distractions to tasks, and and making speech background and noises communication more difficult. Reducing noise can help both parties hear clearly, thus, improving understanding.
2. Promote a. For effective
optimum communication communication on both parties by: a.Discussing with caregiver b. Enhances effective ways family to which the relationship and client promotes self- communicate esteem for all b. Encourag members e client and family/ caregiver to use successful techniques for communicatio n Subjective Data Objective Data Assessment Planning Intervention Rationale Evaluation The caregiver Client has After 30 minutes 1. Ask the .1. To promote verbalizes that developed Deficient of nursing caregiver to predictability of The caregiver her child needs micturation Knowledge r/t intervention, the regulate liquid voiding patterns was able to and is willing to patterns and has best method of caregiver will be intake of the verbalize be toilet trained learned how to toilet training able to: client at understanding of The caregiver control urgency - Verbalize prescheduled the topic and the verbalizes that except when understanding of times. Restrict client’s condition. her child still sleeping client’s condition fluid intake 2-3 However, voids in bed that has hours before 2. To promote alterations of the potential for bedtime to pro-active environment was altering reduce voiding problem solving not carried out. elimination at night. and support Therefore, the - Alter the 2.Encourage normalization of goal is partially environment to activities met. continuation of accommodate successful client’s needs toileting - Assist the client program and in achieving 3. To promote identify possible normal and client comfort alterations to healthy meet individual micturation needs pattern 3.Instruct caregiver in cues (voiding on routine schedules, providing adequate room lighting, easy access to comfort room) that client needs to improve micturation patterns