ORGAN SYSTEMS

The human body is made up of several organ systems that all work together as a unit to make sure the body keeps functioning. There are ten major organ systems in the body, each of which plays a different role in helping the body work.

AILMENTS

If you've got a rash or a persistent cough, you can call that an ailment. Some other common ailments are allergies or chronic headaches. They can be a real pain. Literally.

LINIMENTS AND OILS

Liniments and oils have been in existence for thousands of years. They run from your basic feel good muscle rub to penetrating, target-specific formulas. A liniment is an alcohol-based formula, one in which herbs have been soaked in alcohol for an extended period of time. An oil is created in a similar manner, but no alcohol is used. Liniments absorb more quickly and generally have better penetration than oils.

5 AREAS FOR LISTENING TO THE HEART

There are five important areas used for listening to heart sounds. These are: Aortic area, Pulmonic area, Tricuspid area, Mitral Area (Apex), ERB's point.

TOOLS ON PHYSICAL ASSESSMENT

Observe the overall appearance of the child: alert, orientated, active/hyperactive/drowsy, irritable. Colour(centrally and peripherally): pink, flushed, pale, mottled, cyanosed , clubbing Respiratory rate, rhythm and depth (shallow, normal or deep) Respiratory effort (Work of Breathing WOB): mild, moderate, severe, inspiratory: expiratory ratio, shortness of breath.

Wednesday, January 14, 2015

Immediate Nursing Care of the Newborn

Immediate Nursing Care of the Newborn

Newborns undergo profound physiologic changes at the moment of birth, as they are released from a warm, snug, dark liquid-filed environment that has met all of their basic needs, into a chilly, unbounded, brightly lit, gravity based outside world.

Within minutes after being plunged into this strange environment, a newborn’s body must initiate respirations and accommodate a circulatory system to extrauterine oxygenation.

How well the newborn makes these major adjustments depends on his or her genetic composition, the competency of the recent intrauterine environment, the care received during the labor and birth period, and the care received during the newborn or neonatal period—from birth through the first 28 days of life. (Adele Pillitteri, 2007)

Two thirds of all deaths that occur during the first year of life occur in the neonatal period. More than half occur in the first 24 hours after birth—an indication of how hazardous this time is for an infant. Close observation of a newborn for this indication of distress is essential during this period (National Center for Health Statistics, 2005).

Establish and Maintain a Patent Airway

    Never stimulate a baby to cry unless secretions have been drained out.
    Mucus should be sustained from a newborn’s mouth by a bulb syringe as soon as the head is delivered.
    As soon as an infant is born, he/she should be held for a few seconds with the head lightly lowered for further drainage of secretion.
    Suction the newborn properly:
        Turn the baby’s head to one side
        Suction gently and quickly.
        Suction the mouth first before the nose.
        Occlude one nostril at a time when testing for airway patency.
        Record the first cry.
        Maintain appropriate body temperature as chilling will increase the body’s need for oxygen.
        Newborn suffers large losses of heat because he is wet at birth, the delivery room is cold he does not have enough adipose tissues and does not know how to shiver.

Keep Newborn Warm

Effects of Cold Stress

    · Metabolic acidosis
    · Hypoglycemia

    Dry the newborn immediately
    Wrap him with a warm blanket but not too tight as not to compromise respiratory effort
    Lay infant on his side in a warmed bassinet or place under a droplight
    Place a head cap to conserve heat especially if they are in an open crib.
    All nursing care should be accomplished quickly as possible to minimize exposure of the infant.
    Apgar score—standardized evaluation of the newborn’s condition. Done at one minute after birth to determine the general condition and then at 5 minutes to determine how well the newborn is adjusting to extrauterine life.
        Color—all infants appear cyanotic at birth and grow pink with or shortly after the first breath
        Heart Rate—auscultation of the newborn’s heart
        Reflex irritability—response to a suction catheter or having the soles of their feet slapped.
        Muscle tone—newborn hold the extremity tightly flex. They should resist any effort to extend their extremities
        Respiratory effort—a mature newborn usually cries spontaneously at about 30 seconds after birth. At one minute, the infant is maintaining regular although rapid respirations.
 

    Proper Identification and Charting
        Proper identification of the newborn and footprints must be taken and kept in the chart.
        Attach ID bracelet with a number that corresponds to the mother’s hospital number, mother’s full name, sex, date and time of birth.
        Inspect for the presence of 2 arteries and 1 vein. Suspect a congenital anomaly if blood vessels are not complete.
        Apply triple dye or Betadine for faster healing effect.
        This is to cleanse the baby of blood mucus and vernix, and then followed with sponge bath. Dry infant, wrap and keep him warm.
        Crede’s Prophylaxis—prophylactic treatment of the newborns eyes against gonorrheal conjunctivitis aka opthalmia neonatarum, which the baby acquires as he passes through the birth canal of the mother who has untreated gonorrhea.

Care of the Umbilical Cord
Give Initial Oil Bath
Administer Eye Care

Procedure

    Wipe the face dry.
    Shade the eyes from light and open one eye at a time by exerting gentle pressure on the upper and lower lids.
    Apply Erythromycin/Terramycin Opthalmic ointment from the inner to outer canthus of the eye. The antibiotic will eliminate gonorrhea and Chlamydia as well.

Administration of Vitamin K

    Vitamin K facilitates production of the clotting factor, thus preventing bleeding.

Method: Aquamephyton 1mg (Phytonadione), a synthetic Vitamin K is injected IM into the lateral aspect of the anterior thigh (vastus lateralis).
Document Birth Record

    Accomplish the form properly.

Continue Physical Assessment
Characteristics of a Newborn

1. General Appearance—position and activity

2. Skin

    a. Color—ruddy complexion due to increased RBC concentration and decreased subcutaneous fat which makes blood vessels more visible.
        Acrocyanosis
        Physiologic Jaundice
        Texture—slight desquamation for the first 2 to 4 weeks of life
        Skin Turgor—good elasticity
        Vernix Caseosa—white cream-cheese like that serves as a skin lubricant
        Milia—pinpoint size white spots seen on the nose and chin due to obstruction of the sebaceous glands.
        Erythema Toxicum—newborn rash. It begins with a papule and eventually to an erythematic appearance.
        Lanugo—is the fine downy hair that covers a newborn’s shoulders, back and upper arms. Immature newborns have more lanugo than mature infant.
        Birthmarks
            Hemangiomas—are vascular tumors of the skin.
                Nevus flammeus—muscular purple or dark red lesion. Generally appear on the face and thighs.
                Strawberry hemangiomas—elevated areas formed by immature capillaries and endothelial cells.
                Cavernous hemangiomas—these are dilated vascular spaces.
                Mongolian spots—slate gray patches across the sacrum or buttocks and consist of a collection of pigment cells.
                Forceps marks—these are circular or linease contusion matching the rim of the blade forceps on the infant’s cheeks.

3. Head—newborn’s head is disproportionately large

    Fontanelles—spaces or opening where the skull bones join
    Molding—the part of the infant’s head that engages the cervix. It is molded to fit the cervix contours.
    Caput Succedaneum—is edema of the scalp at the presenting part of the head.
    Cephalhematoma—is a collection of blood between the periosteum of the skull bone and the bone itself caused by rupture of the periosteum capillary due to the pressure of birth.
    Craniotabes—is a localized softening of the cranial bones.

4. Eyes—vision is present as evidence of blinking reflex

5. Ears—hearing is present as soon as amniotic fluid is drained or is absorbed from the middle ear.

6. Nose—may appear large for the face.

7. Mouth—should open evenly when the baby cries.

8. Neck—is short and chubby, creased with skin folds and head rotate freely.

9. Chest—appear small in proportion to infant’s head.

    Abdomen—contour is slightly protuberant (sticking out from the surroundings)
    Anogenital Area—anus should not be covered by a membrane. Take note of the time meconium is first passed.
        Back—the spine appears flat in the lumbar and sacral areas
        Extremities
            Arms and legs appear short
            Hands are plump and clinch into fists
            Should move symmetrically
            Fingernails are soft, smooth
            Good muscle tone, arms always in flexed position
            Palm of hands should have three creases.
            Legs are bowed as well short
            Soles of the feet appears to be flat
            Presence of crisscrossed lines on the soles of the foot.
        Feeding
 

Levels of Health Care Referral System


Levels of Health Care Referral System

There are 3 different levels of health care system which are primary, secondary, and tertiary. In this post, you’ll get to know more about these health care systems. These referral systems are interlinked or interconnected to one another.

Primary Level of Care

Devolved to cities and municipalities
Usually the first contact between the community members and other levels of health facility.
Center physicians, public health nurse, rural health midwives, brgy. Health workers, traditional healers.

Secondary Level of Care

Given by physicians with basic health training.
Usually given in health facilities either private owned or government operated.
Infirmaries, municipal, district hospital, out-patient departments.
Rendered by specialists in health facilities.

Tertiary Level of Care

Referral system for the secondary care facilities.
Provided complicated cases and intensive care.
Medical centers, regional and provincial hospitals and specialized hospitals

DOH Maternal Health Program

DOH MATERNAL HEALTH PROGRAM

The Maternal Health Program is a set of actions and services administered by the Department of Health to aid women before, during and after pregnancy. The Philippines is tasked to reduce the maternal mortality ratio (MMR) by three quarters by 2015 to achieve its millennium development goal.

This means a MMR of 112/100,000 live births in 2010 and 80/100,000 live births by 2015.

Year Expected MMR
2010 112/100,000 live births
2015 80/100,000 live births
The maternal mortality ratio (MMR) has declined from an estimated 209 per 100,000 live births in 1987-93 (NDHS 1993) to 172 in 1998. The Philippines found it hard to reduce mortality. Similarly, perinatal mortality reduction has been minimal. It went down by 11% in 10 years from 27.1 to 24 per thousand live births.

Year Actual MMR
1987-1993 209/100,000 live births
1998 172/100,000 live births
The percentage of pregnant woman with at least four prenatal visits decreased from 77% in 1998 to 70.4 in 2003. In addition, pregnant women who received at least two doses of tetanus toxoid also decreased from 38% in 1998 to 37.3% in 2003. Only about 76.8% of pregnant women received iron supplementation during pregnancy.

The Philippine Health Statistics revealed that maternal deaths are due to:

Complication Percentage of total maternal deaths
Hypertension 25%
Postpartum Hemorrhage 20.3%
Pregnancy with abortive outcomes 9%
However births attended by health professionals increased from 56% in 1998 to 59.8% in 2003. There was also a notable increase to 51% in 2003 from 43% in 1998 in the percentage of women with at least one prenatal visit. Only 44.6% of postpartum women received a dose of Vitamin A.

The underlying causes of maternal deaths are delays in taking critical actions:

delay in seeking care,
delay in making referral and
delay in providing of appropriate medical management.
Other factors that contribute to maternal deaths includes

closely spaced births,
frequent pregnancies,
poor detection and management of high-risk pregnancies,
poor access to health facilities brought about by geographic distance and
cost of transportation, and
as well as health care and health staff who lack competence in handling obstetrical emergencies.
The overall goal of the Maternal Health Program is to improve the survival, health and well being of mothers and unborn through a package of services all throughout the course of and before pregnancy.

Nursing Home Visit

NURSING HOME VISIT

A nursing home visit is a family-nurse contact which allows the health worker to assess the home and family situations in order to provide the necessary nursing care and health related activities. In performing  home visits, it is essential to prepare a plan of visit to meet the needs of the client and achieve the best results of desired outcomes.

Purposes
To give care to the sick, to a postpartum mother and her newborn with the view teach a responsible family member to give the subsequent care.
To assess the living condition of the patient and his family and their health  practices in order to provide the appropriate health teaching.
To give health teachings regarding the prevention and control of diseases.
To establish close relationship between the health agencies and the public for the promotion of health.
To make use of the inter-referral system and to promote the utilization of community services
Principles
The following principles are involved when performing a home visit:

A home visit must have a purpose or objective.
Planning for a home visit should make use of all available information about the patient and his family through family records.
In planning for a home visit, we should consider and give priority to the essential needs if the individual and his family.
Planning and delivery of care should involve the individual and family.
The plan should be flexible.
Guidelines
The following guidelines are to be considered regarding the frequency of home visits:

The physical needs psychological needs and educational needs of the individual and family.
The acceptance of the family for the services to be rendered, their interest and the willingness to cooperate.
The policy of a specific agency and the emphasis given towards their health programs.
Take into account other health agencies and the number of health personnel already involved in the care of a specific family.
Careful evaluation of past services given to the family and how the family avails of the nursing services.
The ability of the patient and his family to recognize their own needs, their knowledge of available resources and their ability to make use of their resources for their benefits.
Steps
Greet the patient and introduce yourself.
State the purpose of the visit
Observe the patient and determine the health needs.
Put the bag in a convenient place and then proceed to perform the bag technique.
Perform the nursing care needed and give health teachings.
Record all important date, observation and care rendered.
Make appointment for a return visit.

Sunday, January 11, 2015

Bag Technique

BAG TECHNIQUE

The bag technique is a tool by which the nurse, during her visit will enable her to perform a nursing procedure with ease and deftness, to save time and effort with the end view of rendering effective nursing care to clients.

The public health bag is an essential and indispensable equipment of a public health nurse which she has to carry along during her home visits. It contains basic medication and articles which are necessary for giving care.

Principles

    Performing the bag technique will minimize, if not, prevent the spread of any infection.
    It saves time and effort in the performance of nursing procedures.
    The bag technique can be performed in a variety of ways depending on the agency’s policy, the home situation, or as long as principles of avoiding transfer of infection is always observed.

Contents

The following are the contents of a Public Health Nurse bag:

    Paper lining
    Extra paper for making waste bag
    Plastic/linen lining
    Apron
    Hand towel
    Soap in a soap dish
    Thermometers (oral and rectal)
    2 pairs of scissors (surgical and bandage)
    2 pairs of forceps (curved and straight)
    Disposable syringes with needles (g. 23 & 25)
    Hypodermic needles (g. 19, 22, 23, 25)
    Sterile dressing
    Cotton balls
    Cord clamp
    Micropore plaster
    Tape measure
    1 pair of sterile gloves
    Baby’s scale
    Alcohol lamp
    2 test tubes
    Test tube holders
    Solutions of:
        Betadine
        70% alcohol
        Zephiran solution
        Hydrogen peroxide
        Spirit of ammnonia
        Ophthalmic ointment
        Acetic acid
        Benedict’s solution

*BP apparatus and stethoscope are carried separately and are never placed in the bag.
Points to consider

    The bag should contain all the necessary articles, supplies and equipment that will be used to answer the emergency needs
    The bag and its contents should be cleaned very often, the supplies replaced and ready for use anytime.
    The bag and its contents should be well protected from contact with any article in the patient’s home.
    Consider the bag and its contents clean and sterile, while articles that belong to the patients as dirty and contaminated.
    The arrangement of the contents of the bag should be the one most convenient to the user, to facilitate efficiency and avoid confusion.

COPAR (Community Organizing Participatory Action Research)

COPAR

Definitions of COPAR

    A social development approach that aims to transform the apathetic, individualistic and voiceless poor into dynamic, participatory and politically responsive community.
    A collective, participatory, transformative, liberative, sustained and systematic process of building people’s organizations by mobilizing and enhancing the capabilities and resources of the people for the resolution of their issues and concerns towards effecting change in their existing oppressive and exploitative conditions (1994 National Rural Conference)
    A process by which a community identifies its needs and objectives, develops confidence to take action in respect to them and in doing so, extends and develops cooperative and collaborative attitudes and practices in the community (Ross 1967)
    A continuous and sustained process of educating the people to understand and develop their critical awareness of their existing condition, working with the people collectively and efficiently on their immediate and long-term problems, and mobilizing the people to develop their capability and readiness to respond and take action on their immediate needs towards solving their long-term problems (CO: A manual of experience, PCPD).

Importance of COPAR

    COPAR is an important tool for community development and people empowerment as this helps the community workers to generate community participation in development activities.
    COPAR prepares people/clients to eventually take over the management of a development programs in the future.
    COPAR maximizes community participation and involvement; community resources are mobilized for community services.


Principles of COPAR

    People, especially the most oppressed, exploited and deprived sectors are open to change, have the capacity to change and are able to bring about change.
    COPAR should be based on the interest of the poorest sectors of society
    COPAR should lead to a self-reliant community and society.


COPAR Process

    A progressive cycle of action-reflection action which begins with small, local and concrete issues identified by the people and the evaluation and the reflection of and on the action taken by them.
    Consciousness through experimental learning central to the COPAR process because it places emphasis on learning that emerges from concrete action and which enriches succeeding action.
    COPAR is participatory and mass-based because it is primarily directed towards and biased in favor of the poor, the powerless and oppressed.
    COPAR is group-centered and not leader-oriented. Leaders are identified, emerge and are tested through action rather than appointed or selected by some external force or entity.


COPAR Phases of Process

1. Pre-entry Phase

    Is the initial phase of the organizing process where the community/organizer looks for communities to serve/help.
    It is considered the simplest phase in terms of actual outputs, activities and strategies and time spent for it

        Activities include:

        Designing a plan for community development including all its activities and strategies for care development.
        Designing criteria for the selection of site
        Actually selecting the site for community care

2. Entry Phase

    Sometimes called the social preparation phase as to the activities done here includes the sensitization of the people on the critical events in their life, innovating them to share their dreams and ideas on how to manage their concerns and eventually mobilizing them to take collective action on these.
    This phase signals the actual entry of the community worker/organizer into the community. She must be guided by the following guidelines however.

        Recognizes the role of local authorities by paying them visits to inform them of their presence and activities.
        The appearance, speech, behavior and lifestyle should be in keeping with those of the community residents without disregard of their being role models.
        Avoid raising the consciousness of the community residents; adopt a low-key profile.

3. Organization Building Phase

    Entails the formation of more formal structures and the inclusion of more formal procedures of planning, implementation, and evaluating community-wide activities. It is at this phase where the organized leaders or groups are being given trainings (formal, informal, OJT) to develop their skills and in managing their own concerns/programs.

4. Sustenance and Strengthening Phase

    Occurs when the community organization has already been established and the community members are already actively participating in community-wide undertakings. At this point, the different communities setup in the organization building phase are already expected to be functioning by way of planning, implementing and evaluating their own programs with the overall guidance from the community-wide organization.

        Strategies used may include:

        Education and training
        Networking and linkaging
        Conduct of mobilization on health and development concerns
        Implementing of livelihood projects
        Developing secondary leaders

COMMMUNITY HEALTH NURSING

Hints To Malignant Melanoma

HINTS TO MALIGNANT MELANOMA

Even if you have carefully practiced sun safety all summer, it's important to continue being vigilant about your skin in fall, winter, and beyond. Throughout the year, you should examine your skin head-to-toe once a month, looking for any suspicious lesions. Self-exams can help you identify potential skin cancers early, when they can almost always be completely cured.

First, for a successful self-exam, you obviously need to know what you're looking for.  As a general rule, to spot either melanomas or non-melanoma skin cancers (such as basal cell carcinoma and squamous cell carcinoma), take note of any new moles or growths, and any existing growths that begin to grow or change significantly in any other way.  Lesions that change, itch, bleed, or don't heal are also alarm signals.

It is so vital to catch melanoma, the deadliest form of skin cancer, early that physicians have developed two specific strategies for early recognition of the disease: the ABCDEs and the Ugly Duckling sign.  


A- ASYMMETRY

If you draw a line through this mole, the two halves will not match.

B - Border

The borders of an early melanoma tend to be uneven. The edges may be scalloped or notched.

C - Color

    Having a variety of colors is another warning signal. A number of different shades of brown, tan or black could appear. A melanoma may also become red, blue or some other color.

D - Diameter

Melanomas usually are larger in diameter than the size of the eraser on your pencil (1/4 inch or 6 mm), but they may sometimes be smaller when first detected.


 

5 Areas for Listening to the Heart

  
5 AREAS FOR LISTENING TO THE HEART

There are five important areas used for listening to heart sounds. These are: Aortic area, Pulmonic area, Tricuspid area, Mitral Area (Apex), ERB's point.
A common notation for a sound heard at an auscultatory site is to use the first initial of the site and the number 1 or 2 to describe the first or second heart sound respectively. Thus T1 denotes the first heart sound at the tricuspid area; M2 denotes the second sound at the mitral area, etc. In general both the first and second sounds can be heard at all sites, but some pathologic and normal sounds are heard best at one site or another. Gallops are often best heard at the apex as is M1 and T1. T1 is slightly louder at the tricuspid position. The A2 and P2 are best heard at the aortic and pulmonic sites respectively with the A2 sound being the major component of the second sound heard at the apex. 

The first heart sound consists of four components. The most notable components are two large, high amplitude deflections, M1 - related to mitral valve closure - and T1 - related to tricuspid valve closure. The second heart sound consists of high frequency deflections relating to the closure of aortic and pulmonic valves. Transit time through the lungs causes a delay between generation of these two sounds causing the aortic sound to be noted some 40-85 milliseconds before the pulmonic sound (A2 and P2 respectively). Variability of the pulmonary vascular impedance with respirations causes prolongation of the time period between A2 and P2 with inspiration and a decrease in the interval with expiration.

Sounds related to mitral and tricuspid valves (atrioventricular valves) opening and closing can de defined relatively easily at the apex. At this point, opening snaps and nonejection sounds can also be heard. Sounds related to the second heart sound include the opening and the closing of aortic and pulmonic valves (semilunar valves), and early ejection clicks.
Two low frequency deflections are associated with these two deflections and are largely inaudible to the human ear. M1 and T1 are usually only separated by 20 to 30 milliseconds except in a few cases where unusual splitting of the two sounds are noted.


Tools On Physical Assessment

TOOLS ON PHYSICAL ASSESSMENT

Inspection/Observation

    Observe the overall appearance of the child: alert, orientated, active/hyperactive/drowsy, irritable.
    Colour(centrally and peripherally): pink, flushed, pale, mottled, cyanosed , clubbing
    Respiratory rate, rhythm and depth (shallow, normal or deep)
    Respiratory effort (Work of Breathing WOB): mild, moderate, severe, inspiratory: expiratory ratio, shortness of breath
    Use of accessory muscles (UOAM): intercostal/subcostal/suprasternal/supraclavicular/substernal retractions, head bob, nasal flaring
    Symmetry and shape of chest
    Tracheal position, tracheal tug
    Audible sounds: vocalisation, wheeze, stridor, grunt, cough - productive/paroxysmal
    Monitor for oxygen saturation

Auscultation

    Listen for absence /equality of breath sounds
    Auscultate lung fields for bilateral adventitious noises e.g.: wheeze, crackles etc
To assess bowel sounds, vascular sound; in pregnancy, FHT’s are heard.
.

Palpation

    Bilateral symmetry of chest expansion
    Skin condition – temperature, turgor and moisture
    capillary refill (central/peripheral)
    Fremitus (tactile)
    Subcutaneous emphysema

Percussion

To identify organ size and detect fluid, gas or masses.

Secondary Assessment History

SECONDARY  ASSESSMENT HISTORY


AMPLE history.

A    Allergies
M   Medications (Anticoagulants, insulin and cardiovascular medications especially)
P    Previous medical/surgical history
L    Last meal (Time)
E    Events /Environment surrounding the injury; ie. Exactly what happened


 Secondary Survey
Pitfalls:

1. Head and face
    a. Posterior scalp lacs/compound skull fractures
    b. Pupil changes since primary survey
    c. Visual deficits

2. Neck
    a. Injuries under the hard collar are not seen
    b. In line immobilisation while the collar is off

3. Chest
    a. Clinical rib #s and sternal #s are missed
        i. many do not show on the chest X-ray
        ii. they can compromise the patient
        iii. X-ray 'proof' is not required

4. Abdomen
    a. Pain or tenderness or bruising requires further investigation
    b. The inaccessible abdomen with appropriate mechanism requires
         investigation.
        i. FAST or DPL in the unstable
        ii. CT in stable patients
    c. Vaginal examination in female patients with pelvic fractures or
         vaginal bleeding. In pregnancy this examination should be deferred
         to an obstetric specialist.
    d. A nasogastric tube is contraindicated in the presence of facial
         fractures (an orogastric tube should be inserted)
    e. a urinary catheter should only be inserted if there is no blood at
         the urethral meatus, no perineal bruising, and rectal examination is
         normal.

5. Back
    a. Log roll takes 5 people, 3 body, one head, one examining
    b. Inspection and palpation
    c. Perform the rectal examination at this time.

6. Extremities
    a. Inspect and palpate each limb for tenderness, crepitation, or
         abnormal movement.
    b. If the patient is cooperative ask him or her to move the limbs in
         response to command in preference to passive movement in the
         first instance.
    c. Adequately splint any injuries.
    d. Reassess after splints, traction or manipulation

7. Neurological examination
    a. Repeat the Glasgow Coma Scale - record scores for E, V and M
         as well as the total score
    b. Re-evaluate the pupils
    c. Look for any localising/lateralising signs
    d. Look for signs of cord injury

Pain Measurement Scale

PAIN MEASUREMENT SCALE

This tool was originally created with children to help them communicate about their pain.  Now it is used around the world with people ages 3 and older, improving assessment so pain management can be addressed.

To use this scale, your doctor should explain that each face shows how a person in pain is feeling. That is, a person may feel happy because he or she has no pain (hurt), or a person may feel sad because he or she has some or a lot of pain.

    Face 0 is very happy because he or she doesn't hurt at all.
    Face 1 hurts just a little bit.
    Face 2 hurts a little more.
    Face 3 hurts even more.
    Face 4 hurts a whole lot.
    Face 5 hurts as much as you can imagine, although you don't have to be crying to feel this bad.

You should point to each face using the words to describe the pain intensity. You should then choose the face that best describes how you feel.

PQRST Pain Assessment Method

 PQRST PAIN ASSESSMENT METHOD

Since pain is subjective, self-report is considered the Gold Standard and most accurate measure of pain. The PQRST method of assessing pain is a valuable tool to accurately describe, assess and document a patient’s pain. The method also aids in the selection of appropriate pain medication and evaluating the response to treatment.

Nurses can help patients more accurately report their pain by using these very specific PQRST assessment questions:

P = Provocation/Palliation

What where you doing when the pain started? What caused it? What makes it better or worse? What seems to trigger it? Stress? Position? Certain activities?

What relieves it? Medications, massage, heat/cold, changing position, being active, resting?

What aggravates it? Movement, bending, lying down, walking, standing?
Q = Quality/Quantity

What does it feel like? Use words to describe the pain such as sharp, dull, stabbing, burning, crushing, throbbing, nauseating, shooting, twisting or stretching.
R = Region/Radiation

Where is the pain located? Does the pain radiate? Where? Does it feel like it travels/moves around? Did it start elsewhere and is now localized to one spot?
S = Severity Scale

How severe is the pain on a scale of 0 to 10, with zero being no pain and 10 being the worst pain ever? Does it interfere with activities? How bad is it at its worst? Does it force you to sit down, lie down, slow down? How long does an episode last?
T = Timing

When/at what time did the pain start? How long did it last? How often does it occur: hourly? daily? weekly? monthly? Is it sudden or gradual? What were you doing when you first experienced it? When do you usually experience it: daytime? night? early morning? Are you ever awakened by it? Does it lead to anything else? Is it accompanied by other signs and symptoms? Does it ever occur before, during or after meals? Does it occur seasonally?
Documentation

In addition to facilitating accurate pain assessment, careful and complete documentation demonstrates that you are taking all the proper steps to ensure that your patients receive the highest quality pain management. It is important to document the following:

    Patient’s understanding of the pain scale. Describe the patient’s ability to assess pain level using the 0-10 pain scale.
    Patient satisfaction with pain level with current treatment modality. Ask the patient what his or her pain level was prior to taking pain medication and after taking pain medication. If the patient’s pain level is not acceptable, what interventions were taken?
    Timely re-assessment following any intervention and response to treatment. Quote the patient’s response.
    Communication with physician. Always report any change in condition.
    Patient education provided and patient’s response to learning. Don’t write “patient understands” without a supportive evaluation such as patient can verbalize, demonstrate, describe, etc.

Pain Assessment Mnemonics

PAIN ASSESSMENT

SOCRATES is a mnemonic acronym used by emergency medical services, doctors, nurses and other health professionals to evaluate the nature of pain that a patient is experiencing.

The acronym is used to gain an insight into the patient's condition, and to allow the Health Care Provider to develop a plan for dealing with it.
    *Site - Where is the pain? Or the maximal site of the pain.
    *Onset - When did the pain start, and was it sudden or gradual? Include also whether if it is progressive or regressive.
   *Character - What is the pain like? An ache? Stabbing?
   * Radiation - Does the pain radiate anywhere? (See also Radiation.)
    *Associations - Any other signs or symptoms associated with the pain?
    *Time course - Does the pain follow any pattern?
    *Exacerbating/Relieving factors - Does anything change the pain?
    *Severity - How bad is the pain?

Dorothea Orem- Self-Care Theory

 DOROTHEA OREM - SELF CARE THEORY

Dorothea Elizabeth Orem (1914 – June 22, 2007), born in Baltimore, Maryland, was a nursing theorist and creator of the self-care deficit nursing theory, also known as the Orem model of nursing.

Through these, the Self-Care Nursing Theory or the Orem Model of Nursing was developed by Dorothea Orem between 1959 and 2001. It is considered a grand nursing theory, which means the theory covers a broad scope with general concepts that can be applied to all instances of nursing.

The Self-Care or Self-Care Deficit Theory of Nursing is composed of three interrelated theories: (1) the theory of self-care, (2) the self-care deficit theory, and (3) the theory of nursing systems, which is further classified into wholly compensatory, partial compensatory and supportive-educative.

Theory of Self-care

This theory focuses on the performance or practice of activities that individuals initiate and perform on their own behalf to maintain life, health and well-being.
Self-care Requisites

Self-care Requisites or requirements can be defined as actions directed toward the provision of self-care. It is presented in three categories:

Universal self-care requisites

Universal self-care requisites are associated with life processes and the maintenance of the integrity of human structure and functioning.

    The maintenance of a sufficient intake of air
    The maintenance of a sufficient intake of water
    The maintenance of a sufficient intake of food
    The provision of care associated with elimination process and excrements
    The maintenance of a balance between activity and rest
    The maintenance of a balance between solitude and social interaction
    The prevention of hazards to human life, human functioning, and human well-being
    The promotion of human functioning and development within social groups in accord with human potential, known human limitations, and the human desire to be normal

Theory of Self-care Deficit

This theory delineates when nursing is needed. Nursing is required when an adult (or in the case of a dependent, the parent or guardian) is incapable of or limited in the provision of continuous effective self-care. Orem identified 5 methods of helping:

    Acting for and doing for others
    Guiding others
    Supporting another
    Providing an environment promoting personal development in relation to meet future demands
    Teaching another

Virginia Henderson - Nursing Need Theory

VIRGINIA HENDERSON - NURSING NEED THEORY

Virginia Avenel Henderson, (November 30, 1897 – March 19, 1996) was an influential nurse, researcher, theorist and author.[1]

Henderson is famous for a definition of nursing: "The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge" (first published in Henderson & Nite 1978, p. 5, 1955 ed.).She is known as "the first lady of nursing" and has been called, "arguably the most famous nurse of the 20th century"and "the quintessential nurse of the twentieth century". In a 1996 article in the Journal of Advanced Nursing Edward Halloran wrote, "Virginia Henderson's written works will be viewed as the 20th century equivalent of those of the founder of modern nursing, Florence Nightingale."

The Nursing Need Theory was developed by Virginia A. Henderson to define the unique focus of nursing practice. The theory focuses on the importance of increasing the patient’s independence to hasten their progress in the hospital. Henderson’s theory emphasizes on the basic human needs and how nurses can assist in meeting those needs.

The 14 components of the Need Theory show a holistic approach to nursing that covers the physiological, psychological, spiritual and social needs.

Physiological Components

    1. Breathe normally
    2. Eat and drink adequately
    3. Eliminate body wastes
    4. Move and maintain desirable postures
    5. Sleep and rest
    6. Select suitable clothes – dress and undress
    7. Maintain body temperature within normal range by adjusting clothing and modifying environment
    8. Keep the body clean and well groomed and protect the integument
    9. Avoid dangers in the environment and avoid injuring others
Psychological Aspects of Communicating and Learning

    10. Communicate with others in expressing emotions, needs, fears, or opinions.
    14. Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities.
Spiritual and Moral

    11. Worship according to one’s faith

Sociologically Oriented to Occupation and Recreation

    12. Work in such a way that there is sense of accomplishment
    13. Play or participate in various forms of recreation

Sister Callista L. Roy - Adaptation Model of Nursing

SISTER CALLISTA L. ROY -  ADAPTATION MODEL OF NURSING

Sister Callista Roy, CSJ (born October 14, 1939) is an American nursing theorist, professor and author. She is known for creating the adaptation model of nursing. Roy was designated as a 2007 Living Legend by the American Academy of Nursing.

Roy’s Adaptation Model of Nursing was developed by Sister Callista Roy in 1976. The prominent nursing theory aims to explain or define the provision of nursing. In her theory, Roy’s model sees the individual as a set of interrelated systems who strives to maintain balance between these various stimuli.

The Adaptation Model of Nursing is a prominent nursing theory aiming to explain or define the provision of nursing science. In her theory, Sister Callista Roy’s model sees the individual as a set of interrelated systems who strives to maintain balance between various stimuli.

The Roy Adaptation Model was first presented in the literature in an article published in Nursing Outlook in 1970 entitled “Adaptation: A Conceptual Framework for Nursing.” In the same year, Roy’s Adaptation Model of Nursing was adapted in Mount St. Mary’s School in Los Angeles, California.

Roy’s model was conceived when nursing theorist Dorothy Johnson challenged her students during a seminar to develop conceptual models of nursing. Johnson’s nursing model was the impetus for the development of Roy’s Adaptation Model.

Roy’s model incorporated concepts from Adaptation-level Theory of Perception from renown American physiological psychologist Harry Helson, Ludwig von Bertalanffy’s System Model, and Anatol Rapoport’s system definition.

Adaptation is the “process and outcome whereby thinking and feeling persons as individuals or in groups use conscious awareness and choice to create human and environmental integration.”

Levels of Adaptation
Integrated Process

The various modes and subsystems meet the needs of the environment. These are usually stable processes (e.g., breathing, spiritual realization, successful relationship).
Compensatory Process

The cognator and regulator are challenged by the needs of the environment, but are working to meet the needs (e.g., grief, starting with a new job, compensatory breathing).
Compromised Process

The modes and subsystems are not adequately meeting the environmental challenge (e.g., hypoxia, unresolved loss, abusive relationships).

Six-Step Nursing Process

A nurse’s role in the Adaptation Model is to manipulate stimuli by removing, decreasing, increasing or altering stimuli so that the patient
  1. Assess the behaviors manifested from the four adaptive modes.
  2. Assess the stimuli, categorize them as focal, contextual, or residual.
  3. Make a statement or nursing diagnosis of the person’s adaptive state.
  4. Set a goal to promote adaptation.
  5. Implement interventions aimed at managing the stimuli.
  6. Evaluate whether the adaptive goal has been met.