3. HISTORY OF NURSING
Early Civilization
Cause of Disease
Medicine Man
Mother Surrogate
Cause of Disease
Temples
Code of Hammurabi: Oldest Sanitation Code
- 1760 BC
- Law codes
- Sanitation
4. HISTORY OF NURSING
Early Christian Period
Deaconesses, Crusaders, Hospitals, Good
Samaritan Law
Parabolani Brotherhood
Teutonic Knights
Knights of St. John of Jerusalem
Knights of Lazarus
5. HISTORY OF NURSING
Throughout history, wars have accentuated the
need for nurses:
WWI, WWII, American Civil War, Vietnam
War (Recruitment of Nurses)
Free Education for Nurses
Crimean War
Sir Sidney Herbert
Florence Nightingale
6. HISTORY OF NURSING
Florence Nightingale
1836
Theodor Fliedner, a German pastor in
Kaiserwerth, opened a hospital with a
training school for nurses
Training School of Deaconesses
1847
Florence Nightingale went to train as a
nurse in Kaiserwerth, Germany
Where she stayed for 3 months
7. HISTORY OF NURSING
1853
Nightingale trained in the Sisters of Charity
Paris
Returning to London, she worked as
administrator and director of nurses at the
Establishment for Gentlewomen During Illness
where she remained
Until she was called into service during the
Crimean War
8. HISTORY OF NURSING
1860
Nightingale opened the Nightingale Training
School for Nurses
Served as model for other nursing schools
Its graduates traveled to other countries
to manage hospitals and nurse training
schools
10. HISTORY OF NURSING
Nightingales biggest contributions in
Nursing:
Sanitation Practices
Nursing Education
First Nurse Theorist
Notes on Nursing: What It Is And
What It Is Not
11. HISTORY OF NURSING
IN THE PHILIPPINES
Earliest Hospitals
Hospital de Real de Manila (1577)
San Lazaro Hospital (1578)
San Juan de Dios Hospital (1596)
12. HISTORY OF NURSING
IN THE PHILIPPINES
Earliest Nursing Schools
Iloilo Mission Hospital School of Nursing (1906)
St. Luke’s Hospital School of Nursing (1907)
Mary Johnston Hospital and School of Nursing
(1907)
Philippine General Hospital School of Nursing
(1910)
13. HISTORY OF NURSING
IN THE PHILIPPINES
Earliest Nursing Universities
University of Santo Tomas College of Nursing
Manila Central University College of Nursing
University of the Philippines College of Nursing,
Manila
FEU Institute of Nursing
UE College of Nursing
14. HISTORY OF NURSING
IN THE PHILIPPINES
Nursing Leaders
Anastacia Giron - Tupaz
- Nurse Chief Superintendent of PNA
- Founder of PNA
15. HISTORY OF NURSING
IN THE PHILIPPINES
Nursing Organizations
Philippine Nurse’s Association (PNA) – National
First President
Rosario Delgado
Current President
Leah Samaco Pacquiz
17. NURSE
Came from the Latin word
“Noutrix”
Meaning of the word
“To Nourish”
18. AS A PROFESSION
Body of specific and unique knowledge
Strong service orientation
Recognized authority by a professional group
Code of ethics and laws
Professional organization
Ongoing research
Autonomy
CARE
20. LEVELS OF NURSES
5 Levels of Nurses
Level I
No experience
Novice
Level II
Has acceptable performance and has
experienced enough situations
Advanced beginner
21. LEVELS OF NURSES
Level III
Has 2 to 3 years of experience
Competent
Employed overseas
Level IV
Has 3 to 5 years of experience
Proficient
22. LEVELS OF NURSES
Level V
Highly proficient
Does not require guidance and rules
Expert
Capable of managing hospital units
24. FIELDS OF NURSING PRACTICE
1)Institutional or
Hospital Nursing
Employment in
hospitals and
health
institutions
Biggest field of
nursing
practice
Staff Nurse
Nurse
Managers
25. FIELDS OF NURSING PRACTICE
2) Community /
Public Health
Nursing
Subdivision:
School
Nursing
26. FIELDS OF NURSING PRACTICE
3) Private Duty
Nursing
One to one
care
Total nursing
care or Case
Management
Home or
hospital based
30. EXPANDED EDUCATIONAL AND
CAREER ROLES
Clinical Nurse Specialist
A nurse with an advanced degree,
education, or experience
Considered to be an expert in a
specialized area of nursing
Example: Geriatric Nurse, Oncology
Nurse, Maternal and Child Nurse
31. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse Practitioner
A nurse with an advanced degree,
certified for a special area or age of
patient care
Delivers independent practice to
make health assessments and deliver
primary care
Diagnose
Prescribe medications
32. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse Anesthetist
A nurse who completes a course of study
in an anesthesia school
Carries out preoperative visits and
assessments
Administers and monitors anesthesia
during surgery
Evaluates postoperative status of
patients
33. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse midwife
A nurse who completes a program in
midwifery
Provides prenatal and postnatal care
Delivers
babies for women with
uncomplicated pregnancies
34. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse Educator
A nurse usually with an advanced
degree, who teaches in educational or
clinical settings
35. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse Administrator
A nurse who functions at various levels
of management
Responsible for management and
administration of resources and
personnel involved in giving patient
care
36. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse Researcher
A nurse with an advanced degree who
conducts research relevant to the
definition and improvement of nursing
practice and education
37. EXPANDED EDUCATIONAL AND
CAREER ROLES
Nurse Entrepreneur
A nurse, usually with an advance degree
who may manage a clinic or health
related business
39. NURSING ROLES
Caregiver
Primary role of the nurse
The provision of care
MOTHER SURROGATE ROLES
Complete Assistance
Partial Assistance
Supportive/Educative
40. NURSING ROLES
Communicator
With Patients
To establish Therapeutic
Communication
To identify health problems
With Health Care Professionals
Documentation
Reporting / Endorsements
42. COMMUNICATION
It is the
interchange of
information
between two or
more people
It is the exchange
of ideas or
thoughts
43. ELEMENTS OF COMMUNICATION
Sender
Originator of the information
Message
Information being transmitted
Receiver
Recipient of information
Channel
Mode of communication
Feedback
Return response
Context
The setting of the communication
44. LEVELS OF COMMUNICATION
Intrapersonal
Occurs when a person communicates
within himself
Interpersonal
Takes place within dyads (groups of two
persons) and in small groups.
Public
Communication between a person and
several other people
46. NON-VERBAL MESSAGES
They carry more meaning than verbal
messages and involves the following:
Body movement or kinetics
Voice quality (pitch and range) and non-
language sounds (sobbing or laughing)
47. NON-VERBAL MESSAGES
Proxemics – use of personal or social space
Intimate Distance – actual contact to 1.5 feet
Personal Distance – 1.5 to 4 feet or 3 to 4 feet
for interviews
Social Distance – 4 to 12 feet
Public Distance – 12 feet and beyond
Cultural Artifacts – items in contact with interacting
persons that may act as non-verbal stimuli (i.e.,
clothes, cosmetics, jewelry, cars)
49. THERAPEUTIC RESPONSES
Identify therapeutic and non-therapeutic
phrases
Open-ended or Closed-ended question?
‘Why’ or ‘What’ questions?
Avoid false reassurances
50. THERAPEUTIC RESPONSES
Use direct questions for suicidal cases
Avoid the ‘Authoritarian Answer’
Giving advices
In initiating conversation
Use Broad Openings
In ending conversation
Summarizing
53. COMMUNICATING WITH HEALTH CARE
PROFESSIONALS
Reporting
Endorsement
Transferring pertinent information
regarding a patient to a concerned
person
Outgoing nurse to a incoming nurse
Staff nurse to physician
54. COMMUNICATING WITH HEALTH CARE
PROFESSIONALS
Conferring
To verify information
Rephrasing
To validate doctor’s orders
To validate a nurse’s endorsement
55. COMMUNICATING WITH HEALTH CARE
PROFESSIONALS
Referring
To endorse patient’s special concern to a
higher authority or a specialized
department or personnel
A community nurse referring a client
to a hospital or a doctor
A staff nurse to a dietitian
56. NURSING ROLES
Teacher/Educator
Providing education about a client’s
health and health care procedures they
need to perform to restore or maintain
their health
57. NURSING ROLES
Teaching Strategies
Assess client’s
Readiness to learn
Assess the client’s knowledge
Simple to complex
58. NURSING ROLES
Teaching Strategies
One to One Discussion or Group
Discussion
Explanation and Description
Answering Questions
Visual Assisted Learning Programs
Demonstration
Actual performance of an activity
59. NURSING ROLES
What is the best method of teaching?
(December 2007 NLE)
What is the best indicator of client learning?
60. NURSING ROLES
Counselor
Facilitates the patient’s problem solving
and decision – making skills
By providing information, make
appropriate referrals
61. NURSING ROLES
Researcher
The participation in or conduct of
research
To increase knowledge in nursing and
improve patient care
62. NURSING ROLES
Advocate
Safeguarding the rights of the patients
Patients Bill of Rights
64. THEORIES OF NURSING
Theory
A hypothesis or system of ideas that is
proposed to explain a given phenomenon
Purpose:
Directs and guide nursing practice
65. THEORIES OF NURSING
Nightingale's
Environmental Theory
The act of utilizing the
environment of the patient to
assist him in his recovery
Linked health with 5
environmental factors
Pure or fresh air
Pure water
Efficient drainage
Cleanliness
Light
66. THEORIES OF NURSING
Nightingale's Environmental Theory
Addition:
Education of nurses
Keeping the client warm
Maintaining a noise free environment
Attending to the client’s diet
67. THEORIES OF NURSING
Hildegard Peplau’s
Interpersonal Relations
Model
Peplau is a
psychiatric nurse
Focus: Therapeutic
process
Attained through:
Healthy Nurse
Patient Relationship
68. THEORIES OF NURSING
Hildegard Peplau’s Interpersonal Relations
Model
Four Phases of the Nurse – Patient
Interaction
Preorientation
Orientation
Working / Exploitation
Termination/Resolution
69. THEORIES OF NURSING
Virginia Henderson’s
14 Fundamental Needs
of a Person
Assisting sick or
healthy individuals
to gain
independence in
meeting 14
fundamental needs
70. THEORIES OF NURSING
Virginia Henderson’s 14 Fundamental Needs
of a Person
1) Breathing normally
2) Eating and drinking adequately
3) Eliminating body waste
4) Moving and maintaining a desirable
position
5) Sleeping and resting
6) Selecting suitable clothes
7) Maintaining body temperature within
normal range by adjusting clothing and
modifying the environment
71. THEORIES OF NURSING
Virginia Henderson’s 14 Fundamental Needs of a
Person
8) Keeping the body clean and well groomed to
protect the integument
9) Avoiding dangers in the environment and
avoiding injuring others
10) Communicating with others in expressing
emotions, needs, fears, or opinions
11) Worshipping according to one’s faith
12) Working in a such way that one feels a sense
of accomplishment
13) Playing or participating in various forms of
recreation
14) Learning, discovering, or satisfying the
curiosity that leads to normal development and
health, and using available health facilities
73. THEORIES OF NURSING
Faye Abdellah’s
21 Nursing Problems
good hygiene
optimal activity
safety
good body mechanics
oxygen
74. THEORIES OF NURSING
Faye Abdellah’s 21 Nursing Problems
nutrition
elimination
fluid and electrolytes balance
physiologic response of the body to disease
regulatory mechanisms
sensory function.
positive and negative expressions, feelings and
reactions.
accept the interrelatedness of emotions and
illness
75. THEORIES OF NURSING
Faye Abdellah’s 21 Nursing Problems
self awareness
optimum possible goals
use community resources
role of social problems
76. THEORIES OF NURSING
Martha Roger’s
Science of Unitary
Human Beings
Views the person as
a irreducible whole,
the whole being
greater than the
sum of its parts
77. THEORIES OF NURSING
Martha Roger’s Science of Unitary Human
Beings
Man is composed of energy fields, which
are in constant interaction with the
environment
Seek to promote harmonic interactions
between the two energy fields (Human
and Environmental)
78. THEORIES OF NURSING
Dorothea Orem’s
Self Care and Self Care
Deficit Theory
Identified three
nursing systems
Wholly
compensatory
systems
Partial
compensatory
systems
Supportive –
Educative
systems
79. THEORIES OF NURSING
Imogene King’s
Goal Attainment Theory
Patient has THREE (3)
interacting systems
Individuals /
Personal systems
Group systems /
Interpersonal
systems
Social systems
80. THEORIES OF NURSING
Betty Neuman’s
Health Care Systems
Model
The concern of nursing
is to prevent Stress
Invasion
Physiological
Psychological
Developmental
Sociocultural
Spiritual
81. THEORIES OF NURSING
Sister Callista Roy’s
Adaptation Model
Man is a
Biopsychosocial
Being that requires
a feedback cycle
82. THEORIES OF NURSING
Sister Callista Roy’s Adaptation Model
The goal is to enhance life processes
through adaptation in four adaptive
models
The Physiologic Mode
Self Consent Mode
Role Function Mode
Interdependence Mode
83. THEORIES OF NURSING
Madeline Leininger’s
Transcultural Nursing
Emphasizes human caring
varies among cultures
Culture Care
Preservation and
Maintenance
Culture Care
Accommodation and
Negotiation
Culture Care
Restructuring and
Repatterning
91. ABRAHAM MASLOW’S
HIERARCHY OF NEEDS
Self-esteem
Feeling good about one’s
self
Two factors affecting
Self-esteem
Yourself
Sense of
adequacy
Accomplishment
Self worth &
respect
Others
Appreciation
Recognition
Admiration
92. ABRAHAM MASLOW’S
HIERARCHY OF NEEDS
Self-actualization –
essence of mental
health
Personal growth
and fulfillment
Able to fulfill
needs and
ambitions
Maximizing one’s
full potential
93. ABRAHAM MASLOW’S
HIERARCHY OF NEEDS
Self Actualization
Judges people correctly
Superior perception
Decisive
Capable of making decisions
Clear notion as to what is right and
wrong
94. ABRAHAM MASLOW’S
HIERARCHY OF NEEDS
Open to new ideas
Not adopts new ideas
Not one track mind
Highly creative and flexible
Does not need fame
Problem-centered rather than self-
centered
95. ABRAHAM MASLOW’S
HIERARCHY OF NEEDS
Additional needs:
Need to know and understand
Aesthetic needs
Transcendence
96. ABRAHAM MASLOW’S
HIERARCHY OF NEEDS
Need to know and understand or Cognitive
needs is supported by Richard Kalish who
says that
Man needs stimulation
Needs to explore
Sex
Activity
New things
100. DEFINITIONS OF HEALTH
Object 5
World Health
Organization
Health is the
complete physical,
mental, social
(totality) well-being
and not merely the
absence of disease
or infirmity
101. DEFINITIONS OF HEALTH
Health is individually defined by each
person
On a personal level, individuals define
health according to
how they feel
absence or presence of symptoms of
illness
and ability to carry out activities
102. DISEASE
Objective pathologic process
Pathologic change in the structure or function
of the mind and body
103. DISEASE
Acute
Rapid onset of symptoms
Some are life threatening
Many do not require medical treatment
104. DISEASE
Chronic
Broad term that encompasses many
different physical and mental alterations in
health
It is a permanent change
Requires special patient education for
rehabilitation
Requires long term of care and support
105. ILLNESS
Highly subjective
feeling of being sick
or ill
How the person
feels towards
sickness
Concerns the Nurse
106. ELEVEN STAGES OF ILLNESS AND
HEALTH-SEEKING BEHAVIOR BY SUCHMAN
1. Symptom Experience
Client realizes there is a problem
Client responds emotionally
2. Sick Role Assumption
Self-medication / Self-treatment
Communication to others
107. ELEVEN STAGES OF ILLNESS AND HEALTH-
SEEKING BEHAVIOR BY SUCHMAN
3. Assuming a Dependent Role
Accepts the diagnosis
Follows prescribed treatment
4. Achieving recovery and rehabilitation
Gives up the dependent role and assumes
normal activities and responsibilities
108. CONCEPTS ON DISEASE AND ILLNESS
Illness without disease
is possible
Disease without illness
is possible
111. DUNN’S HIGH-LEVEL WELLNESS
AND GRID MODEL
Quadrant 1 Quadrant 2
- High Level Wellness - Protected Poor Health
in a favorable in a favorable
environment environment
Quadrant 3 Quadrant 4
- Poor health in an - Emergent High Level
unfavorable Wellness in an
environment unfavorable
environment
112. HEALTH BELIEF MODEL BY
ROSENTOCK
Concerned with what people perceive about
themselves in relation to their health
Consider perceptions (influences individuals
motivation toward results)
Perceived susceptibility
Perceived seriousness
Perceived benefit out of the action
113. FOUR LEVELS OF HEALTH BY SMITH
1. Clinical Model
Man is viewed as a Physiologic Being
If there are no signs and symptoms of a
disease, then you are healthy
114. FOUR LEVELS OF HEALTH BY SMITH
2. Role Performance Model
As long as you are able to perform
SOCIETAL functions and ROLES you are
healthy
115. FOUR LEVELS OF HEALTH BY SMITH
3. Adaptive Model
Health is viewed in terms of capacity to
ADAPT
Failure to adapt is disease
116. FOUR LEVELS OF HEALTH BY SMITH
4. Eudaemonistic Model
This is the BROADEST concept of health
Because health is viewed in terms of
Actualization
117. AGENT, HOST, ENVIRONMENT MODEL
BY LEAVELL AND CLARK
Also known as the Ecologic Model
Triad is composed of the agent, host and
environment
Based on the interplay of three components
of the model
119. THE NURSING PROCESS
Definition:
The Nursing Process is a systematic,
organized, rational method of planning and
providing individualized, humanistic
nursing care
120. Nursing process
foundation of the nursing profession
central to nursing actions
a process to deliver care to patients
supported by nursing models or philosophies.
systematic approach
enhances research opportunities
adaptable to different clients in different care
settings
efficient method of organizing thought processes or
clinical decision-making and problem-solving
121. Synonymous with the problem solving approach
for discovering the healthcare and nursing care
needs of clients. (UDAN)
It is an organized method of giving individualized
nursing care that focuses of identifying unique
responses of individual or group to actual or
potential alteration in health. (KOZIER)
It is a method of problem identification and
problem solving
122. PURPOSES OF THE NURSING PROCESS
To identify health status
Actual health problems
Potential health problems
To establish plans
To deliver specific nursing care
To evaluate nursing care
123. CHARACTERISTICS OF
THE NURSING PROCESS
Client-centered
Cyclical (sequence), dynamic (moving)
rather than static
Data from each phase provide input to
the next phase
Interpersonal and collaborative
Work with patients and relatives
Work with colleagues and other members
of the health team
124. CHARACTERISTICS OF
THE NURSING PROCESS
Adaptation of problem-solving techniques
and decision making principles in all the
phases
Problem-oriented, flexible, open to new
information
125. CHARACTERISTICS:
Problem – Oriented
Goal Oriented
Orderly planned step by step
Open in accepting additional
information during application
Universally applicable to al patients
family and community that nursing
service.
126. BENEFITS FROM THE NURSING PROCESS
Improves quality of care
Ensures continuity and appropriate level
of care
Long term plans
Promotes a positive working atmosphere
through collaboration
Facilitates client participation through
planning with patient
127. BENEFITS FROM THE NURSING PROCESS
Feedback allows nurse to evaluate care
Serves as a framework for accountability
through documentation
128. PARTS OF THE NURSING PROCESS
Assessment Phase
Diagnosing Phase
Planning Phase
Intervention Phase
Evaluation Phase
130. ASSESSMENT PHASE
Is the systematic and continuous collection,
organization, validation, and documentation of
data
Carried all throughout the nursing process
Diagnosing
Planning
Information in assessment is crucial
Implementation
Before performing nursing care
Evaluation
Assessing the current status to compare with
previous status
131. ASSESSMENT PHASE
What to assess
Clients perceived needs
Client’s responses to health problems
Asthma
Difficulty of breathing
Arthritis
Pain
Health practices, values, and lifestyles
133. FOUR TYPES OF ASSESSMENT
Initial Assessment
Focus Assessment or On-going
Assessment
Emergency Assessment
Time-Lapsed Assessment
134. FOUR TYPES OF ASSESSMENT
1. Initial Assessment
When performed:
At specified time after admission
Purpose of Initial Assessment:
To create a data base for problem
identification
For reference and future comparison
135. FOUR TYPES OF ASSESSMENT
2. Focus Assessment or On-going
Assessment
When performed:
Integrated throughout the nursing process
Purpose of On-going Assessment:
To identify problems overlooked earlier
To determine the status of a health
problem
Same from database
Ex before implementation
136. FOUR TYPES OF ASSESSMENT
3. Emergency Assessment
When done:
During acute physiologic and
psychologic crisis
Where done:
Emergency Room
Anywhere
On site
Purpose of Emergency Assessment
To identify life-threatening condition
137. FOUR TYPES OF ASSESSMENT
4. Time-Lapsed Assessment
When done:
Several months after initial
assessment
Purpose of Time-Lapsed Assessment
To compare current status of patient
with base line data (initial
assessment)
Ex
Diabetic
138. ASSESSMENT PHASE
Nursing Activities in the Assessment
Phase
Data Collection
Data Organization
Data Validation
Data Recording
139. CRITICAL THINKING
• It is how the Over time the
nurse uses the nurse learns to
almost
information to
simultaneously
reason, make review, interpret,
inferences and analyze and
form mental evaluate
picture of what information about
is happening to clients.
• Facione and Facione (1996) define
the client.
critical thinking as purposeful self-
regulatory judgment that is
centrally evident in expert clinical
140. To use this process, the nurse must
demonstrate other fundamental
abilities of:
3. Knowledge
4. Creativity
5. Adaptability
6. Commitment
7. Trust
8. Leadership
9. Intelligence
10.Interpersonal and technical skills.
145. TYPES OF DATA
1. Subjective or Covert Data
Felt by the patient
During the recording of data, this should
be stated using the patient’s own words
“Mommy I feel hot”
146. TYPES OF DATA
2. Objective or Overt Data
Capable of being observed by use of
senses – sight, touch, smell, hearing
148. SOURCES OF DATA
1. Primary Source
Patient himself, except when:
Patient is unconscious
Patient is a baby
Patient is insane
Significant others become the primary
source of data (from a secondary source)
Unconscious brought in the ER?
Whoever brought the patient to the
hospital
149. SOURCES OF DATA
2. Secondary Source
Patient’s record
Health care members
Significant others
151. METHODS OF DATA COLLECTION
Observing
Interviewing
Examining
152. METHODS OF DATA COLLECTION:
OBSERVING
To gather data by using the senses
Vision
Overall appearance
Smell
Body or breath odors
Hearing
Lung, heart, and bowel sounds
Touch
Skin temperature, pulse rate
153. METHODS OF DATA COLLECTION:
OBSERVING
Two (2) aspects of observation process:
Noticing the stimuli using the senses
Record the observed stimuli
154. METHODS OF DATA COLLECTION:
INTERVIEWING
Is a planned conversation with a purpose
To get or give information
Provide health teachings
Provide support
155. METHODS OF DATA COLLECTION:
INTERVIEWING
Two types of Interview
Directive Type of Interview
Non-directive Type of Interview or
Rapport-building Interview
156. DIRECTIVE TYPE OF INTERVIEW
Structured
Uses closed-ended questions calling for
specific data
Yes or No
How many
When
When used:
When you need to elicit specific data
When there is little time available
158. PLANNING THE INTERVIEW SETTING
Concepts:
Before the interview, determine what
information you already know
An interview is a planned conversation
with a purpose
An interview is a two-way process
159. PLANNING THE INTERVIEW SETTING
Concepts:
When is it done?
When patient is available
When patient is comfortable
Recommended distance from the patient
is three (3) to four (4) feet
Place
Seating Arrangement
Language
160. STAGES OF THE INTERVIEW
1. Opening Stage
This is the most important part of the
interview
Rationale
What was said and done during the
opening stage sets the tone all
throughout the interview
Establish rapport
Orientation
161. STAGES OF THE INTERVIEW
2. Body of the Interview
Occurs when patient responds to
questioning
The most productive stage
162. STAGES OF THE INTERVIEW
3. Closing Stage
The nurse terminates the interview when
Theneeded information has been
obtained and given
The client can no longer take in
information
Provided support
163. STAGES OF THE INTERVIEW STAGES OF
THE INTERVIEW
3. Closing Stage
How to close the interview:
Summarizing Technique
To verify accuracy
It reassures the client that the
nurse listened
Sense of accomplishment
Offer to answer questions
Thank the client
Plan for the next meeting if there is
one
164. METHODS OF DATA COLLECTION:
EXAMINING
The physical examination or assessment
Use of senses
Use of inspection, palpation, percussion,
and auscultation
165. METHODS OF DATA COLLECTION:
EXAMINING
Cephalocaudal
Proximodistal
IPPA
IAPP
167. ORGANIZING DATA
Clustering of data
Example
Nursing Health History
Current health problem
Past history of illness
Family history of illness
Lifestyle
Body Systems
171. DATA RECORDING
Data Recording COMPLETES the
Assessment Phase
Complete
Factual
Don’t interpret
Man found lying on the floor
Brevity
Short but concise
173. DOCUMENTATION
It is a written, formal document
A record of client’s progress
174. PURPOSES OF DOCUMENTATION
Planning Care
Communication
For legal documentation purposes
For research
For education
175. GUIDELINES ON DOCUMENTATION
Timing
Document patient care as soon as possible
Observe confidentiality
Observe permanence
Use non-erasable ink
Do not use sign pen
176. GUIDELINES ON DOCUMENTATION
Signature
Sign full name and append R.N.
Accuracy
Ensure that data is correct
Avoid biases
Avoid ambiguous terms
Appropriateness
Write only appropriate information
177. GUIDELINES ON DOCUMENTATION
Completeness
Use standard terminology
Brevity
Make it concise yet meaningful
Legal Awareness
Cross out erroneous entry
Write “Error”
Countersign
178. TYPES OF RECORDS
Source-Oriented Clinical Record
Problem-Oriented Clinical Record
179. PROBLEM-ORIENTED
CLINICAL RECORD
Same as Problem Oriented Medical Record
Entry of data is based on CLIENT’S
PROBLEM
Example:
Problem No. 1: constipation
Increase fluid intake: doctor
Diatabs: pharmacist
NPO: dietitian
180. FOUR BASIC COMPONENTS OF
PROBLEM-ORIENTED CLINICAL RECORD
1. Baseline Data
All information gathered from a patient
when he first entered the agency
Assessment of the physician
Assessment of the nurse
181. FOUR BASIC COMPONENTS OF
PROBLEM-ORIENTED CLINICAL RECORD
2. Problem List
Contains only ACTIVE problems (and
relevant information about the problem)
Medical Diagnosis
Nursing Diagnosis
182. FOUR BASIC COMPONENTS OF
PROBLEM-ORIENTED CLINICAL RECORD
3. Initial list of orders or Care Plans
183. FOUR BASIC COMPONENTS OF
PROBLEM-ORIENTED CLINICAL RECORD
4. Progress Notes
Includes:
Nurses’ narrative notes (SOAPIE)
Flow sheets
Discharge Notes and Referral
Summaries
184. SOURCE-ORIENTED CLINICAL RECORD
Classification of information is based on
SOURCE
Each person or department maintains a
different section on chart
185. COMPONENTS OF A
SOURCE-ORIENTED CLINICAL RECORD
Admission Sheet
Nursing Notes
Medical History and Physical Examination Sheet
Diagnostic Findings Sheet
TPR Graphic Sheet
Doctor’s Treatment and Order Sheet
Therapeutic Sheet
189. DIAGNOSING PHASE
Nurses use critical thinking skills to
interpret assessment data and identify
client strengths and problems
Positive or Negative?
190. DIAGNOSING PHASE
Diagnostic Process
Analyze the data
Identify health problems, risk, and
strengths
Formulating diagnostic statements
191. PARTS OF A NURSING DIAGNOSIS
1. Problem Statement
Example:
Fluid Volume Deficit
2. Presumed Etiology
Example:
…related to frequent loss of bowel
movement
3. Signs and Symptoms
Example:
…as manifested by decreased skin
turgor
192. TYPES OF DIAGNOSTIC STATEMENTS
Basic Two Part Statements (PE)
Problem and Etiology
Altered Nutrition Less than Body
Requirements related to difficulty
swallowing
193. TYPES OF DIAGNOSTIC STATEMENTS
Basic Three Part Statement (PES)
Problem
Etiology
Signs and Symptoms
Altered Nutrition Less than Body
Requirements related to difficulty
swallowing as manifested by body
weakness
194. TYPES OF DIAGNOSTIC STATEMENTS
One Part Statements
Problem
Rape Trauma Syndrome
196. DIFFERENT TYPES OF NURSING
DIAGNOSES DIFFERENT TYPES OF
NURSING DIAGNOSES
1. Actual Nursing Diagnosis
Problem present at the time the statement
was made
Example: Ineffective Airway Clearance
related to excessive and tenacious
secretions
197. DIFFERENT TYPES OF NURSING
DIAGNOSES
2. High-Risk Nursing Diagnosis
A diagnosis that a patient is more
vulnerable or susceptible compared with
others in the same situation
Example: Risk for Impaired Skin Integrity
related to immobility secondary to
fractured hip.
198. DIFFERENT TYPES OF NURSING
DIAGNOSES
3. Possible Nursing Diagnosis
Not enough evidence about a problem
Example: Possible Self Care Deficit
related to impaired ability to use left
hand secondary to presence of
intravenous therapy
199. DIFFERENT TYPES OF NURSING
DIAGNOSES
4. Wellness Nursing Diagnosis
A positive statement
Indicates a healthy response
Examples:
Potential for increased compliance
related to increased level of knowledge
Potential for effective coping related to
adequate support systems
201. PLANNING PHASE
Planning is a deliberative, systematic phase
that involves decision making and problem
solving
Formulating client goals with the patient
Designing nursing interventions
202. ACTIVITIES DURING
THE PLANNING PROCESS
Set priorities
Client’s problems
Set goals and objectives
Identify alternatives of nursing care
Select nursing measures
Write the nursing care plan
203. PURPOSES OF GOAL-SETTING
To set direction
To provide a time span
To have a criteria for evaluation
To enable the nurse and the patient to
determine whether the problem has been
resolved or not
To help motivate the client and the patient by
providing a sense of accomplishment
205. TYPES OF PLANNING
1. Initial Planning
Done by the nurse
When done:
At specified time upon or after
admission/assessment of the patient
206. TYPES OF PLANNING
2. On-going Planning
Who are involved:
Done by all nurses who worked with
the patient
When done:
- Before start of shift
207. TYPES OF PLANNING
2. On-going Planning
Purposes of On-going Planning
To determine if the client’s health status
has changed
To decide which problems to focus on
during the shift
To set priorities for client care during
the shift
208. TYPES OF PLANNING
3. Discharge Planning
Purpose of Discharge Planning
To ensure continuity of care
M–E–T–H-O–D-S
211. IMPLEMENTING PHASE
Consists of doing and documenting the
nursing care given to the patient
Putting the care plan into action
212. IMPLEMENTING PHASE
Purpose of Implementation
To carry out planned activities
To help the client
213. IMPLEMENTING PHASE
Requirements for Implementation
Adequate knowledge
Technical Skills
Communication skills
Therapeutic use of self
214. IMPLEMENTING PHASE
Reassess the patient
Rationale
To determine if the procedure is still
needed
Determine the need for nursing assistance
Understand orders
Clarify / verify doctors’ orders
215. NURSING ACTIVITIES DURING THE
IMPLEMENTATION PHASE
Communicate the procedure
performed by documenting the
procedure
Encourage patient to participate
actively
216. GUIDELINES FOR IMPLEMENTATION OF
NURSING STRATEGIES
It should be based on scientific knowledge,
research, professional standards of practice
(care)
Rationale:
This is done to ensure safe nursing care
It should be adapted to the individual patient
217. GUIDELINES FOR IMPLEMENTATION OF
NURSING STRATEGIES
It should always be safe. Do not compromise
It should be holistic
It should be accompanied by support,
comfort and teaching
219. EVALUATION PHASE
Purpose of the Evaluation Phase
To determine client’s progress
To determine the effectiveness of the care
plan
To determine as to what extent the
nursing goals have been met
220. EVALUATION PHASE
Importance of doing an Evaluation
It determines if the care plan will be:
Continued
Modified
Discontinued
221. EVALUATION PHASE
Activities during the Evaluation Phase
Identify the OUTCOME CRITERIA to be
used as measurement (Planning)
Gather information (data) relevant to the
outcome criteria
Compare outcome (data) with the criteria
Assess the reasons for the outcome
Revise the nursing care plan as needed
222. TYPES OF EVALUATION
1. On-going Evaluation
When done:
During or immediately after the
intervention
Importance:
Allows the nurse to decide and make
on-the-spot modification/s in an
intervention
223. TYPES OF EVALUATION
2. Intermittent Evaluation
When done:
At a specified time
Purpose:
It shows the extent of progress of the
patient
Importance:
Enables the nurse to correct deficiencies
and modify the nursing care plan
224. TYPES OF EVALUATION
3. Terminal Evaluation
When done:
At or immediately before discharge
Importance:
States the status of a health problem at
the time of discharge
It determines whether the goals are:
Met
Partially met
Unmet
226. PROMOTING REST AND SLEEP
Sleep is the altered level of consciousness
in which the individual’s perception of and
reaction to environment are decreased
227. PROMOTING REST AND SLEEP
What regulates sleep and wakefulness?
Reticular formation on the Brain Stem
Ascending nerve fibers
Reticular Activating System (RAS)
Sleep Wake Cycle
228. PROMOTING REST AND SLEEP
Types of Sleep
NREM
Non-Rapid Eye Movement Sleep
REM
Rapid Eye Movement Sleep
229. PROMOTING REST AND SLEEP
NREM (Non-Rapid Eye Movement Sleep)
When the RAS is inhibited
Sleep
BODY RESTORATION
About 75% to 80% of sleep
Has 4 Stages
230. PROMOTING REST AND SLEEP
NREM (Non-Rapid Eye Movement Sleep)
Stage I (Very Light Sleep)
Lasts only a few minutes
Drowsy and relaxed
Eyes roll from side to side
HR and RR drop slightly
Readily awakened
231. PROMOTING REST AND SLEEP
NREM (Non-Rapid Eye Movement Sleep)
Stage II (Light Sleep)
Lastsfor 10-15 minutes
Body processes continue to slow down
HR and RR decrease furthermore
Body temperature falls
Eyes are still
232. PROMOTING REST AND SLEEP
NREM (Non-Rapid Eye Movement Sleep)
Stage III
The HR and RR, as well as other body
processes, slow further
The sleeper becomes more difficult to
arouse
The skeletal muscles are very relaxed
The reflexes are diminished and
snoring may occur
233. PROMOTING REST AND SLEEP
NREM (Non-Rapid Eye Movement Sleep)
Stage IV (Delta Sleep or Deep Sleep)
HR and RR drop 20 – 30% below that
exhibited during waking hours
Sleeper is very relaxed, rarely moves
and is difficult to arouse
This stage is thought to restore the
body physically
234. PROMOTING REST AND SLEEP
REM (Rapid Eye Movement Sleep)
Occurs about every 90 minutes
Lasts from 5 to 30 minutes
“Paradoxical Sleep”
Resembles wakefulness
Brain is highly active
Dreams are usual
Irregular HR and RR
May be difficult to arouse or wake up
spontaneously
235. PROMOTING REST AND SLEEP
For sleep to be normal
The person must pass through the NREM and
REM
1 Cycle lasts for 90 to 110 minutes (1 ½ to 2
hours)
1st 3 Stages of NREM (20-30 minutes)
Stage IV (30 minutes)
Back to NREM Stages III and II (20 minutes)
REM (10 minutes)
Very brief
Skipped entirely
236. PROMOTING REST AND SLEEP
What is/are the longest type or stage of
sleep?
Stages II and III
237. PROMOTING REST AND SLEEP
A sleeper who is awakened at any stage
must begin a new cycle
In a 7 to 8 hours of sleep
4 – 6 cycles
239. PROMOTING REST AND SLEEP
Normal Sleep Requirements
Newborns
16 to 18 hours a day
Infants
14 to 15 hours
Toddlers
12 to 14 hours
240. PROMOTING REST AND SLEEP
Normal Sleep Requirements
Preschoolers
11 to 13 hours
School Aged
10 to 11 hours
Adolescents
9 to 10 hours
241. PROMOTING REST AND SLEEP
Normal Sleep Requirements
Adults
7 to 9 hours
Elders
7 to 9 hours
Many sleeping problems
Tendency toward earlier bedtime
and wake times
Increase in disturbed sleep
Medical conditions
242. PROMOTING REST AND SLEEP
Factors Affecting Sleep
Illness
Pain or physical distress
Arthritis, back pain and ulcers
Respiratory conditions
Nasal congestion
Need to urinate
243. PROMOTING REST AND SLEEP
Factors Affecting Sleep
Environment
Noise
Absence of usual stimuli or the
presence of unfamiliar stimuli
Namamahay
Discomfort from environmental
temperature
Too hot or too cold
Comfort and size of the bed
244. PROMOTING REST AND SLEEP
Factors Affecting Sleep
Emotional Stress
Considered by sleep experts as the
number one cause of short term
sleeping difficulties
Preoccupied with personal problems
May be unable to relax sufficiently
to get to sleep
245. PROMOTING REST AND SLEEP
Factors Affecting Sleep
Stimulants and Alcohol
Caffeine containing beverages
Coffee
Tea
Chocolate Drinks
Alcohol
Speed up the onset of sleep
BUT disrupts REM
246. PROMOTING REST AND SLEEP
Factors Affecting Sleep
Smoking
Nicotinehas a stimulating effect on
the body
Smoker
Refrain from smoking after the
evening meal
248. COMMON SLEEP DISORDERS
Insomnia
Inability to fall asleep or remain asleep
Acute Insomnia
Last 1 to several nights
Caused by personal stressors
Chronic
Persists for longer than a month
249. COMMON SLEEP DISORDERS
Insomnia
Chronic Intermittent Insomnia
Difficulty sleeping for a few nights
Followed by a few nights of adequate
sleep
Difficulty sleeping returns
251. COMMON SLEEP DISORDERS
Hypersomnia
The affected individual obtains sufficient
sleep at night
Cannot stay awake during the day
Caused by
CNS Damage
252. COMMON SLEEP DISORDERS
Narcolepsy
Disorder of excessive daytime sleepiness
Sleep attacks
Cataplexy
Sudden weakness or paralysis
Fragmented nighttime sleep
Cause
Lack of chemical hypocretin
253. COMMON SLEEP DISORDERS
Sleep Apnea
Frequent short breathing pauses during
sleep
10 seconds to 2 minutes
ObstructiveApnea
Central Apnea
Mixed
254. COMMON SLEEP DISORDERS
Sleep Apnea
Obstructive Apnea
Blockage of the flow of air
Central
Defect in the respiratory center of the
brain
Medulla Oblongata
Mixed
261. NURSING INTERVENTIONS
TO PROMOTE REST AND SLEEP
Supporting Bedtime Rituals
Most people are accustomed to bedtime rituals or
pre sleep routines
Adults
Hygienic routines
Washing the face
Brushing teeth
Voiding
Relaxation
Listening to music
Reading
Taking a soothing bath
Praying
262. NURSING INTERVENTIONS
TO PROMOTE REST AND SLEEP
Supporting Bedtime Rituals
Children
Need to be socialized into pre sleep
routine
Bedtime story
Holding onto a favorite toy or
blanket
Kissing everyone goodnight
264. NURSING INTERVENTIONS
TO PROMOTE REST AND SLEEP
Creating a Restful Environment
Minimal noise
Comfortable room temperature
Appropriate lighting
265. NURSING INTERVENTIONS
TO PROMOTE REST AND SLEEP
Promoting Comfort and Relaxation
Provide loose fitting nightwear
Assist clients with hygienic routines
Assist or encourage the client to void
before bedtime
Offer to provide a back massage
Schedule medications
For clients with pain, administer
analgesics 30 minutes before bedtime
266. NURSING INTERVENTIONS
TO PROMOTE REST AND SLEEP
Promoting Comfort and Relaxation
Emotional stress interferes with sleep
Relaxation Techniques
Deep Breathing
Muscle Relaxation
Guided Imagery
Meditation
268. PROMOTING NUTRITION
Nutrition
Is the sum of all the interactions
between an organism and the food it
consumes
Nutrients
Are organic or inorganic substances
found in foods that are required for body
functioning
269. PROMOTING NUTRITION
Essential Nutrients
The body’s most basic nutrient need is
Water
Nutrients that provide fuel to body cells
Macronutrients
Carbohydrates
Proteins
Fats
Micronutrients
Vitamins
Minerals
275. MACRONUTRIENTS
CARBOHYDRATES
Complex Sugars
Fibers
Supplies
roughage or bulk
in the diet
Outer layer of
grains
Skin, seeds
and pulp of
many fruits
and
vegetables
276. MACRONUTRIENTS
CARBOHYDRATES
Digestion
In the mouth
Ptyalin (Salivary Amylase)
In the small intestines
Pancreatic amylase
277. MACRONUTRIENTS
CARBOHYDRATES
Metabolism
CHO is Major Source of Body Energy
GO FOODS
CHON
Glucose
Bloodstream Stored
Glycogen Fats
278. MACRONUTRIENTS
PROTEINS
CHON
Amino acids
Essential amino acids
Those that cannot be produced by the
body
Nonessential amino acids
Those that can be produced by the
body
280. MACRONUTRIENTS
PROTEINS
Complete Proteins
Contains all
essential amino
acids plus many non
essential amino
acids
Derived from
animals
Meats, poultry,
fish, dairy
products, and
eggs
281. MACRONUTRIENTS
PROTEINS
Partially Complete
Less than the required amount of one or
two essential amino acids
Gelatin
282. MACRONUTRIENTS
PROTEINS
Incomplete
Lack of one or more
essential amino acids
Usually derived from
vegetables
Vegetarians?
Solution
Vegetable
combinations
Corn and beans
Vegetables with a
small amount of
animal protein
284. MACRONUTRIENTS
PROTEINS
Storage
Protein is stored in the body as tissue
Growth and Development
GROW FOODS
285. MACRONUTRIENTS
PROTEINS
Metabolism
Anabolism
Construction
All body cells manufacture proteins
from amino acids
Catabolism
Destruction
A cell can only accommodate a limited
amount of protein
Liver
286. MACRONUTRIENTS
LIPIDS
Organic substances that are greasy and
insoluble in water
Fats
Lipids that are solid at room temperature
Butter
Oil
Lipids that are liquid at room
temperature
Cooking oil
288. MACRONUTRIENTS
LIPIDS
Saturated fats
coconut oil, and
palm kernel oil
dairy products
(especially butter, ,
cream, and cheese)
meat (beef)
dark meat of
poultry, and poultry
skin
chocolate
289. MACRONUTRIENTS
LIPIDS
Unsaturated
Avocado
Nuts
Vegetable oils
such as soybean,
canola, and olive
oils
290. MACRONUTRIENTS
LIPIDS
Digestion
Starts in the mouth
Mainly in the stomach
Bile
Pancreatic Lipase
291. MACRONUTRIENTS
LIPIDS
They become
Glycerol and Fatty acids
Energy
Cholesterol (Lipids plus protein)
Is Cholesterol needed in the body?
Important in producing bile
Excessive
Atherosclerosis
GLOW FOODS
292. TYPES OF LIPOPROTEINS
1. High Density Lipoproteins (HDL)
Good cholesterol
Function of HDLs
Transportsthe bad cholesterol from
systemic circulation to the liver for
metabolism and eventual elimination
293. TYPES OF LIPOPROTEINS
2. Low Density Lipoproteins (LDL)
Bad cholesterol
Function of LDLs
They clog the blood vessels
296. ENERGY INTAKE
The amount of energy that nutrients or
foods supply to the body is their caloric
value
CHO
CHON
FATS
* ALCOHOL
7 Calories/Gram
297. ENERGY INTAKE
Recommended Calorie Intake per Day
Varies
Generally
Men
2000 – 2500 calories
Women
1500 – 2000 calories
Pregnant
Plus 300 calories
Lactating
Plus 500 calories
298. ENERGY INTAKE
Compute
800 grams of CHO
600 grams of CHON
400 grams of FATS
304. WATER SOLUBLE VITAMINS
Vitamins that cannot be stored by the body
Excess?
Vitamin C
Vitamin B Complex
305. WATER SOLUBLE VITAMINS
Vitamin C
Ascorbic Acid
synthesis of collagen
an important protein used to make skin, scar
tissue, tendons, ligaments, and blood vessels
essential for the healing of wounds, and for the
repair and maintenance of cartilage, bones, and
teeth
immune function
synthesis of the neurotransmitter,
norepinephrine
effective antioxidant
306. WATER SOLUBLE VITAMINS
Vitamin C
Fruits
Guava
Strawberry
Lemon
Orange
Mangoes
Tomato
Vegetables
Bell Peppers
Broccoli
Cauliflower
Green Cabbage
307. WATER SOLUBLE VITAMINS
Vitamin C Deficiency
Scurvy
Bruising easily
hair and tooth loss
joint pain and swelling
Related to the weakening of blood
vessels, connective tissue, and bone,
which contain collagen
309. WATER SOLUBLE VITAMINS
Vitamin B Complex
Vitamins B1, B2, B3
energy production
Vitamin B6
amino acid metabolism
Vitamin B9
Vital for the function and maintenance
of the nervous system and red blood
cells
400 mcg or 0.4 mg (Pregnant)
310. WATER SOLUBLE VITAMINS
Vitamin B Complex
fish, milk, eggs,
liver, meat, brown
rice, whole grain
cereals, and
soybeans, poultry
Folic acid
Green vegetables
Liver
whole grain cereals
311. WATER SOLUBLE VITAMINS
Vitamin B Deficiency
Vitamin B1 (Thiamine)
Beriberi
Wernicke's encephalopathy
Impaired sensory perception
Weakening of the limbs
Irregular heart rate
Korsakoff's syndrome
Amnesia and confabulation
318. FAT SOLUBLE VITAMINS
Vitamin D
Calciferol
To maintain normal blood levels of calcium
Vitamin D aids in the absorption of calcium
Deficiency
In children
Rickets – skeletal deformities
Calcium
osteomalacia
muscular weakness in addition to weak bones
319. FAT SOLUBLE VITAMINS
Vitamin D
Fish
Eggs
fortified milk
cod liver oil
The sun
as little as 10
minutes of
exposure
328. MACROMINERALS
Calcium
Normal growth and maintenance of
bones and teeth
Deficiency
Rickets
Osteoporosis
329. MACROMINERALS
Calcium Sources
Dairy products, such
as milk and cheese
beans
oranges
Okra
broccoli
fortified products
such as orange juice
and soy milk
330. MACROMINERALS
Sodium
Regulation of blood and body fluids
Water Retention
Transmission of nerve impulses
Action Potential (Sodium Potassium
Pump)
2 to 3 grams/day
Table salts and most condiments
Preserved foods
331. MACROMINERALS
Potassium
muscle contraction and the
sending of all nerve impulses in
animals through action
potentials
All meats, poultry and fish are
high in potassium.
Apricots (fresh more so than
canned)
Avocado
Banana
Cantaloupe
Milk
Oranges and orange juice
Potatoes
336. MICROMINERALS
Iron
Oral Form
Take on an empty stomach
If with GI distress, take with food
Use dropper or straw
Drink with
Milk or Orange Juice?
Increase water
Decrease fiber
337. MICROMINERALS
Iron
Parenteral Form
Site
Deep IM
Z Track
Don’t massage
Apply firm pressure for 5 minutes
338. MICROMINERALS
Iodine
As element of the thyroid hormones,
thyroxine (T4) and triiodothyronine (T3)
Deficiency
Hypothyroidism
Goiter
341. NUTRITIONAL ASSESSMENT
Anthropometric Measurements
Height
Weight
(best indicator of nutritional status of
an individual)
Skin Fold Test (fat folds)
Mid-upper arm Circumference
Measurement
Body Mass Index
342. NUTRITIONAL ASSESSMENT
Weight
Weighing Technique
Ideal Body Weight
Rule of 5 for Women
Rule of 6 for Men
343. NUTRITIONAL ASSESSMENT
Ideal Body Weight
Rule of 5 for Women
100 lbs for 5 ft of height
Plus 5 lbs for every inch of height
above 5 ft
Example
5 feet 1 inch
Weight = 105 lbs
5 feet 2 inches
Weight – 110 lbs
344. NUTRITIONAL ASSESSMENT
Ideal Body Weight
Rule of 6 for Men
106 lbs for 5 ft of height
Plus 6 lbs for every inch of height
above 5 ft
Height = 5 ft 1 inch
Weight
112 lbs
345. NUTRITIONAL ASSESSMENT
Anthropometric
Measurements
Skin Fold Test
Derivedfrom
reserved fat of
the body
346. NUTRITIONAL ASSESSMENT
Anthropometric
Measurements
Mid-upper arm
Circumference
Measurement
Obtains the
muscle mass of
the body
This reflects the
protein reserves
of the body
348. NUTRITIONAL ASSESSMENT
BMI
Height in Meter
1 Meter = 3.3 feet or 39.6 inches
1 Kg = 2.2 Lbs
349. NUTRITIONAL ASSESSMENT
BMI Results
Underweight = Less than 18.5
Normal = 18.5 – 24.9
Overweight = 25.0 – 29.9
Obese Type I = 30.0 – 34.9
Obese Type II = 35.0 – 39.9
Obese Type III = 40.0 plus
355. NUTRITIONAL VARIATIONS
THROUGHOUT THE LIFE CYCLE
Neonate
Nutritional requirements are met by
breastmilk or formula milk
Total daily requirements of the newborn
80 to 100 ml of milk per kg
Stomach capacity = 90 ml
Feedings are required every 2 to 4 hours
Demand feeding
Burping
356. NUTRITIONAL VARIATIONS
THROUGHOUT THE LIFE CYCLE
Infant
Solid foods are added when?
4 to 6 months
Cereals (Rice)
Fruits
Vegetables (Yellows before Greens)
Foods are introduced 1 at a time
Every 5 to 7 days
Honey is not given
May contain small amount of
Clostridium botulinum
357. NUTRITIONAL VARIATIONS
THROUGHOUT THE LIFE CYCLE
Toddlers
Toddlers can eat
most foods
Meals short be
short
Environmental
distractions must
be eliminated
Rituals
Attractive foods
Avoid sweet
desserts
358. NUTRITIONAL VARIATIONS
THROUGHOUT THE LIFE CYCLE
Preschooler
These children eat
at school
Children at this
stage are very
active and may rush
through meals to
return to playing
Often require
healthy snacks
Fruits
Milk
Yogurt
359. NUTRITIONAL VARIATIONS
THROUGHOUT THE LIFE CYCLE
School Aged Child
Watch out for the
foods the child are
eating at school
High CHO and High
CHON
Prolonged physical
and mental effort
Breakfast is important
362. NUTRITIONAL VARIATIONS
THROUGHOUT THE LIFE CYCLE
Elderly
They have many problems associated with
nutrition
Difficulty chewing
Denture
Chopped and soft foods
Loss of appetite
SFF
Loss of senses of smell and taste
Favorite foods
Limited income
Substitution
Substitute meat with milk or beans
Difficulty sleeping at night
Promote sleep
364. SPECIAL DIETS
Clear Liquid Diets
Limited to
Water
Tea
Coffee
Clear broths
Strained and
clear juices
Plain gelatin
Hard Candy
365. SPECIAL DIETS
Clear Liquid Diets
This provides water and CHO (in the
form of sugar)
After surgery
366. SPECIAL DIETS
Full Liquid Diet
Foods that are liquids
or foods that turn to
liquid at body
temperature
All foods in the
Clear Liquid Diet
Milk
Puddings and
custards
Ice cream and
sherbets
Yogurt
367. SPECIAL DIETS
Full Liquid Diet
For clients who have gastrointestinal
problems and cannot tolerate semi solid
or solid foods
368. SPECIAL DIETS
Soft Diet
All foods in the Clear and Full Liquid Diet
Meat: Lean, Tender
Fish, grounded meat
Vegetables: Mashed or cooked for a very
soft consistency
Fruits: Cooked or canned
Breads and oatmeals
Soft cakes
369. SPECIAL DIETS
Diet As Tolerated (DAT)
When the client’s appetite, ability to eat
and tolerate food
Gag
Bowel Sounds
370. SPECIAL DIETS
Modification for Disease
Diabetic Diet
Hypertensive Diet
375. NASOGATRIC TUBE
Purpose
For gastric
gavage (feeding)
and lavage
(irrigation)
For
administration of
medication
376. NASOGATRIC TUBE
Indications
Clients who are unable to ingest foods
The upper gastrointestinal tract is
impaired
Transport of food to the small intestines
is interrupted
377. NASOGATRIC TUBE
Single Lumen Tube
Levin Tube
Double Lumen
Salem Sump
Tube
378. NASOGATRIC TUBE
Procedure
Position
High Fowler’s
Hyperextension of head
Explain
Hand Hygiene
Measure Depth of Insertion
NEX
379. NASOGATRIC TUBE
Check Nares
Irritation
Obstruction
Put on Gloves
Lubricate the tip of the tube
Insert
Resistance
Withdraw then lubricate again
380. NASOGATRIC TUBE
When the tube reaches the throat
Ask the client to forward head
Swallow
Gag
Stop
Give water and encourage to
breath
Continue insertion
381. NASOGATRIC TUBE
Ascertain correct placement of the tube
1 – Radiographic Verification
2 – Acidity of pH of aspirate
Lithmus Paper
Blue
Red
3 – Aspiration of gastric content
4 – Ausculate epigastic region
383. NASOGATRIC TUBE
Feeding
Osterized Food
Average volume of feeding:
300 ml to 400 ml
Warmed at room temperature
384. NASOGATRIC TUBE
Feeding
Procedure
Assist the patient in high fowler’s position
If tolerated
If not, Slightly elevated right sided lying
Checks the formula's expiration date
Check the patency of the tube
385. NASOGATRIC TUBE
Elevate the tip of the tube to 12 inches
above nares
Connect tube to a 60 cc syringe
Flush with 30cc of water
Run the formula through the tubing and
reclamp the tube
a rate no greater than 50ml/min is
recommended
Flush with 30cc of water