16219897 ncm101

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16219897 ncm101

  1. 1. FUNDAMENTALS OF NURSING
  2. 2. CONCEPT OF MAN
  3. 3. MAN <ul><li>Forms the foundation of Nursing </li></ul>
  4. 4. FOUR COMPONENTS OR ATTRIBUTES OF MAN <ul><li>Capacity to think on an Abstract Level </li></ul><ul><li>Establish a family </li></ul><ul><li>Establish a territory </li></ul><ul><li>Ability to use verbal symbols as language </li></ul>
  5. 5. CONCEPT <ul><li>Animals form a family by instinct </li></ul><ul><li>Via hormonal scents </li></ul>
  6. 6. NURSING CONCEPTS OF MAN <ul><li>Biopsychosocial Being </li></ul><ul><li>Open System </li></ul><ul><li>Unified Whole </li></ul><ul><li>Vital Reparative Process </li></ul><ul><li>Man is a whole. Man is complete </li></ul>
  7. 7. BIOPSYCHOSOCIAL BEING <ul><li>By Sister Calista Roy </li></ul><ul><li>Man interacts with the environment </li></ul>
  8. 8. OPEN SYSTEM <ul><li>By Martha Rogers </li></ul><ul><li>Man interacts with the environment </li></ul><ul><li>Exchanges matter with energy </li></ul><ul><li>Exchanges energy with environment </li></ul>
  9. 9. UNIFIED WHOLE <ul><li>By Martha Rogers </li></ul><ul><li>Man is composed of certain parts </li></ul><ul><li>Total of those parts is more than the sum of all parts </li></ul><ul><li>This is because man has attributes </li></ul>
  10. 10. VITAL REPARATIVE PROCESS <ul><li>By Florence Nightingale </li></ul><ul><li>Man is passive in influencing the nurse or the environment </li></ul>
  11. 11. MAN IS A WHOLE. MAN IS COMPLETE <ul><li>By Virginia Henderson </li></ul><ul><li>Man has fourteen (14) fundamental needs </li></ul>
  12. 12. HUMAN NEEDS <ul><li>Needs are physiologic and psychologic. </li></ul><ul><li>Both these needs must be met in order to maintain well-being. </li></ul>
  13. 13. KEY CONCEPT <ul><li>Basic Human Needs are equivalent to COMMON NEEDS </li></ul>
  14. 14. CHARACTERISTICS OF HUMAN NEEDS <ul><li>Universal </li></ul><ul><li>Interrelated </li></ul><ul><li>One need is related to another need </li></ul><ul><li>May be stimulated by internal or external factors </li></ul><ul><li>May be deferred (but not indefinitely) </li></ul>
  15. 15. ABRAHAM MASLOW’S HIERARCHY OF NEEDS <ul><li>Why do we study this? </li></ul><ul><ul><li>In order to prioritize nursing actions </li></ul></ul>
  16. 16. ABRAHAM MASLOW’S HIERARCHY OF NEEDS <ul><li>Physiologic needs </li></ul><ul><ul><li>Food </li></ul></ul><ul><ul><li>Air </li></ul></ul><ul><ul><li>Drink </li></ul></ul><ul><ul><li>Shelter </li></ul></ul><ul><ul><li>Warmth </li></ul></ul><ul><ul><li>Sex </li></ul></ul><ul><ul><li>Sleep </li></ul></ul><ul><ul><li>Maintenance of homeostasis </li></ul></ul>
  17. 17. ABRAHAM MASLOW’S HIERARCHY OF NEEDS <ul><li>Safety and security </li></ul><ul><ul><li>Protection </li></ul></ul><ul><ul><li>Security </li></ul></ul><ul><ul><li>Order </li></ul></ul><ul><ul><li>Law </li></ul></ul><ul><ul><li>Limits </li></ul></ul><ul><ul><li>Stability </li></ul></ul>
  18. 18. ABRAHAM MASLOW’S HIERARCHY OF NEEDS <ul><li>Love and Belongingness </li></ul><ul><ul><li>Family </li></ul></ul><ul><ul><li>Affection </li></ul></ul><ul><ul><li>Relationships </li></ul></ul><ul><ul><li>Work group </li></ul></ul>
  19. 19. ABRAHAM MASLOW’S HIERARCHY OF NEEDS <ul><li>Self-esteem </li></ul><ul><ul><li>Feeling good about one’s self </li></ul></ul><ul><ul><li>Two factors affecting Self-esteem </li></ul></ul><ul><ul><ul><li>Yourself </li></ul></ul></ul><ul><ul><ul><ul><li>Sense of adequacy </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Accomplishment </li></ul></ul></ul></ul><ul><ul><ul><li>Others </li></ul></ul></ul><ul><ul><ul><ul><li>Appreciation </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Recognition </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Admiration </li></ul></ul></ul></ul>
  20. 20. ABRAHAM MASLOW’S HIERARCHY OF NEEDS <ul><li>Self-actualization </li></ul><ul><ul><li>Personal growth and fulfillment </li></ul></ul><ul><ul><li>Able to fulfill needs and ambitions </li></ul></ul><ul><ul><li>Maximizing one’s full potential </li></ul></ul>
  21. 21. ABRAHAM MASLOW’S MODIFIED HIERARCHY OF EIGHT NEEDS (1990) <ul><li>Additional needs: </li></ul><ul><ul><li>Need to know and understand </li></ul></ul><ul><ul><li>Aesthetic needs </li></ul></ul><ul><ul><li>Transcendence </li></ul></ul>
  22. 22. ABRAHAM MASLOW’S MODIFIED HIERARCHY OF EIGHT NEEDS (1990) <ul><li>Need to know and understand or Cognitive needs is supported by Richard Kalish who says that: </li></ul><ul><ul><li>Man needs stimulation </li></ul></ul><ul><ul><li>Needs to explore </li></ul></ul><ul><ul><ul><li>Sex </li></ul></ul></ul><ul><ul><ul><li>Activity </li></ul></ul></ul><ul><ul><ul><li>Novelty </li></ul></ul></ul><ul><ul><ul><ul><li>Stimulator </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Desire to come up with something of your own </li></ul></ul></ul></ul>
  23. 23. ABRAHAM MASLOW’S MODIFIED HIERARCHY OF EIGHT NEEDS (1990) <ul><li>Aesthetic needs: </li></ul><ul><ul><li>Beauty </li></ul></ul><ul><ul><li>Balance </li></ul></ul><ul><ul><li>Form </li></ul></ul>
  24. 24. ABRAHAM MASLOW’S MODIFIED HIERARCHY OF EIGHT NEEDS (1990) <ul><li>Transcendence: </li></ul><ul><ul><li>Helping others to self-actualize </li></ul></ul>
  25. 25. CHARACTERISTICS OF SELF-ACTUALIZED PERSONS <ul><li>Judges people correctly </li></ul><ul><li>Superior perception </li></ul><ul><li>Decisive </li></ul><ul><ul><li>Capable of making decisions </li></ul></ul><ul><li>Clear notion as to what is right and wrong </li></ul>
  26. 26. CHARACTERISTICS OF SELF-ACTUALIZED PERSONS <ul><li>Open to new ideas </li></ul><ul><ul><li>Not adopts new ideas </li></ul></ul><ul><ul><li>Not one track mind </li></ul></ul><ul><li>Highly creative and flexible </li></ul><ul><li>Does not need fame </li></ul><ul><li>Problem-centered rather than self-centered </li></ul>
  27. 27. CONCEPT <ul><li>Self-Actualization is very difficult to attain </li></ul><ul><li>It is impossible to attain </li></ul><ul><li>New needs come after getting one need </li></ul>
  28. 28. ILLNESS, WELLNESS AND HEALTH
  29. 29. ILLNESS <ul><li>Highly subjective feeling of being sick or ill </li></ul>
  30. 30. TWO TYPES OF ILLNESS <ul><li>Acute Illness </li></ul><ul><li>Chronic Illness </li></ul>
  31. 31. ACUTE ILLNESS <ul><li>Sudden in onset (most of the time, but not always) </li></ul><ul><li>Less than six (6) months </li></ul>
  32. 32. CHRONIC ILLNESS <ul><li>Gradual in onset (most of the time, but not always) </li></ul><ul><li>Types of Chronic Illness </li></ul><ul><ul><li>Exacerbation </li></ul></ul><ul><ul><ul><li>Period characterized by active signs and symptoms of the illness </li></ul></ul></ul><ul><ul><li>Remission </li></ul></ul><ul><ul><ul><li>Periods where no signs and symptoms are present </li></ul></ul></ul>
  33. 33. DISEASE <ul><li>Objective pathologic process </li></ul>
  34. 34. CONCEPTS ON DISEASE <ul><li>Illness without disease is possible </li></ul><ul><li>Disease without illness is possible </li></ul><ul><li>Illness may or may not be related to a disease </li></ul><ul><li>One can have a disease without necessarily feeling ill </li></ul>
  35. 35. DEVIANCE <ul><li>Any behavior that goes against social norms </li></ul><ul><li>Shortens life span </li></ul><ul><li>Results to disrupted family and community </li></ul>
  36. 36. CONCEPT <ul><li>Deviant behavior can be considered a disease </li></ul>
  37. 37. RATIONALE <ul><li>Because it also shortens the life span like a disease </li></ul>
  38. 38. EXAMPLE OF DEVIANCE <ul><li>Alcoholism </li></ul><ul><ul><li>A disease rather than a social problem </li></ul></ul>
  39. 39. WELLNESS <ul><li>Feeling of being well </li></ul>
  40. 40. DEFINITIONS OF HEALTH <ul><li>World Health Organization </li></ul><ul><ul><li>Health is the complete physical, mental, social (totality) well-being and not merely the absence of disease or infirmity </li></ul></ul><ul><ul><li>A high-level wellness! </li></ul></ul>
  41. 41. DEFINITIONS OF HEALTH <ul><li>Claude Barnard </li></ul><ul><ul><li>Ability to maintain internal milieu </li></ul></ul>
  42. 42. DEFINITIONS OF HEALTH <ul><li>Walter Cannon </li></ul><ul><ul><li>Ability to maintain homeostasis </li></ul></ul><ul><ul><li>A dynamic equilibrium </li></ul></ul><ul><ul><li>A state of balance of the internal environment while external environment is changing </li></ul></ul>
  43. 43. DEFINITIONS OF HEALTH <ul><li>Florence Nightingale </li></ul><ul><ul><li>Health is using one’s power to the fullest </li></ul></ul><ul><ul><li>Being well </li></ul></ul><ul><ul><li>Can be maintained by manipulating the environment </li></ul></ul>
  44. 44. DEFINITIONS OF HEALTH <ul><li>Virginia Henderson </li></ul><ul><ul><li>Viewed in terms of ability to perform the fourteen (14) fundamental needs or components of nursing care UNAIDED </li></ul></ul>
  45. 45. DEFINITIONS OF HEALTH <ul><li>Martha Rogers </li></ul><ul><ul><li>Positive health symbolizes wellness </li></ul></ul><ul><ul><li>Health is a value term defined by a certain culture </li></ul></ul>
  46. 46. DEFINITIONS OF HEALTH <ul><li>Sister Calista Roy </li></ul><ul><ul><li>A state and process of being and becoming an INTEGRATED PERSON </li></ul></ul>
  47. 47. DEFINITIONS OF HEALTH <ul><li>Dorothea Orem </li></ul><ul><ul><li>Characterized by soundness and wholeness of DEVELOPED HUMAN STRUCTURES and FUNCTIONS </li></ul></ul>
  48. 48. DEFINITIONS OF HEALTH <ul><li>Imogene King </li></ul><ul><ul><li>A dynamic state in the life cycle (contrasted with illness) </li></ul></ul><ul><ul><li>Illness is interference in the life cycle </li></ul></ul>
  49. 49. DEFINITIONS OF HEALTH <ul><li>Betty Neuman </li></ul><ul><ul><li>Wellness is that all parts and subparts are in harmony with each other and the whole system </li></ul></ul>
  50. 50. DEFINITIONS OF HEALTH <ul><li>Dorothy Johnson </li></ul><ul><ul><li>Elusive dynamic state influenced by biologic, psychologic and social factors </li></ul></ul>
  51. 51. MODELS OF HEALTH AND ILLNESS <ul><li>Health-Illness Continuum: Dunn’s High-level Wellness and Grid Model </li></ul><ul><li>Health Belief Model by Rosentock </li></ul><ul><li>Four Levels of Health by Smith </li></ul><ul><li>Agent, Host and Environment Model by Leavell and Clark </li></ul>
  52. 52. DUNN’S HIGH-LEVEL WELLNESS AND GRID MODEL <ul><li>X-axis is HEALTH </li></ul><ul><li>Y-axis is environment </li></ul><ul><li>Quadrant 1 </li></ul><ul><ul><li>High-level wellness in favorable environment </li></ul></ul><ul><li>Quadrant 2 </li></ul><ul><ul><li>Protected poor health in favorable environment </li></ul></ul><ul><li>Quadrant 3 </li></ul><ul><ul><li>Poor health in unfavorable environment </li></ul></ul><ul><li>Quadrant 4 </li></ul><ul><ul><li>Emergent high-level wellness in unfavorable environment </li></ul></ul>
  53. 53. HEALTH BELIEF MODEL BY ROSENTOCK <ul><li>Based on a motivational theory </li></ul><ul><li>It assumed that good health is an objective common to all people </li></ul><ul><li>Consider perceptions (influences individuals motivation toward results) </li></ul><ul><ul><li>Perceived susceptibility </li></ul></ul><ul><ul><li>Perceived seriousness </li></ul></ul><ul><ul><li>Perceived threat </li></ul></ul><ul><li>Likelihood of Action influenced by: </li></ul><ul><ul><li>Perceived benefit out of the action </li></ul></ul><ul><ul><li>Perceived barriers </li></ul></ul>
  54. 54. FOUR LEVELS OF HEALTH BY SMITH <ul><li>1. Clinical Model </li></ul><ul><ul><li>Man is viewed as a Physiologic Being </li></ul></ul><ul><ul><li>If there are no signs and symptoms of a disease, then you are healthy </li></ul></ul><ul><ul><li>Against WHO definition of health </li></ul></ul><ul><ul><li>This is the NARROWEST concept of health </li></ul></ul>
  55. 55. FOUR LEVELS OF HEALTH BY SMITH <ul><li>2. Role Performance Model </li></ul><ul><ul><li>As long as you are able to perform SOCIETAL functions and ROLES you are healthy </li></ul></ul>
  56. 56. FOUR LEVELS OF HEALTH BY SMITH <ul><li>3. Adaptive Model </li></ul><ul><ul><li>Health is viewed in terms of capacity to ADAPT. </li></ul></ul><ul><ul><li>Therefore, goal of treatment is to restore capacity to adapt. </li></ul></ul><ul><ul><li>Failure to adapt is disease </li></ul></ul>
  57. 57. FOUR LEVELS OF HEALTH BY SMITH <ul><li>4. Eudaemonistic Model </li></ul><ul><ul><li>This is the BROADEST concept of health </li></ul></ul><ul><ul><li>Because health is viewed in terms of Actualization </li></ul></ul>
  58. 58. AGENT, HOST, ENVIRONMENT MODEL BY LEAVELL AND CLARK <ul><li>Also known as the Ecologic Model </li></ul><ul><li>Expands to the MULTI-CAUSATION of a DISEASE </li></ul><ul><li>Definitions of a disease as to its cause is expanded to a multi-causation of a disease (i.e. cancer is a multi-factorial disease) </li></ul><ul><li>Triad is composed of the agent, host and environment </li></ul><ul><li>Based on the interplay of three components of the model </li></ul>
  59. 59. DEFINITIONS OF NURSING
  60. 60. DEFINITIONS OF NURSING <ul><li>American Nurses Association </li></ul><ul><ul><li>Nursing is the diagnosis and treatment of human responses to illness (to actual and potential health problems) </li></ul></ul>
  61. 61. DEFINITIONS OF NURSING <ul><li>Canadian Nurses Association </li></ul><ul><ul><li>The same definition as that of the American Nurses Association plus… </li></ul></ul><ul><ul><li>… includes the supervision of functions and services in collaboration with others to promote health </li></ul></ul>
  62. 62. DEFINITIONS OF NURSING <ul><li>Florence Nightingale </li></ul><ul><ul><li>Nursing is the act of utilizing the ENVIRONMENT for the following purposes: </li></ul></ul><ul><ul><ul><li>Recovery </li></ul></ul></ul><ul><ul><ul><li>Reparative process </li></ul></ul></ul>
  63. 63. DEFINITIONS OF NURSING <ul><li>Virginia Henderson </li></ul><ul><ul><li>The unique function of the nurse is to assist individuals, sick or well, with the activities towards health that he would do unaided, if with strength and knowledge. If that is not possible, towards a PEACEFUL DEATH </li></ul></ul>
  64. 64. DEFINITIONS OF NURSING <ul><li>Martha Rogers </li></ul><ul><ul><li>Nursing is a HUMANISTIC SCIENCE dedicated to compassionate concern for the promotion of health, prevention of illness and rehabilitation of the sick </li></ul></ul>
  65. 65. DEFINITIONS OF NURSING <ul><li>Sister Calista Roy </li></ul><ul><ul><li>Nursing is a THEORETICAL SYSTEM OF KNOWLEDGE that prescribes analysis and action related to the care of the sick or ill </li></ul></ul><ul><ul><li>It is a set of knowledge </li></ul></ul>
  66. 66. DEFINITIONS OF NURSING <ul><li>Dorothea Orem </li></ul><ul><ul><li>Nursing is a helping service to any individual who is sick </li></ul></ul><ul><ul><li>It comprises of wholly dependent or partly dependent care when the person is unable to do so. </li></ul></ul><ul><ul><li>Defines nursing in terms of a NEED ! </li></ul></ul>
  67. 67. DEFINITIONS OF NURSING <ul><li>Imogene King </li></ul><ul><ul><li>Nursing is a helping profession that assists a person (same with Henderson) towards a DIGNIFIED DEATH </li></ul></ul>
  68. 68. DEFINITIONS OF NURSING <ul><li>Betty Neuman </li></ul><ul><ul><li>Nursing is a profession that is concerned with INTRAPERSONAL, INTERPERSONAL, and EXTRAPERSONAL VARIABLES affecting a person’s response to stressors </li></ul></ul>
  69. 69. DEFINITIONS OF NURSING <ul><li>Dorothy Johnson </li></ul><ul><ul><li>Nursing is an EXTERNAL REGULATORY FORCE that regulates the ACTION or BEHAVIOR of a person when such behavior constitutes a threat, in order to preserve his organization </li></ul></ul>
  70. 70. DEFINITIONS OF NURSING <ul><li>Dorothy Johnson </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>In a COPD patient who remains a smoker, the nurse who encourages the patient not to smoke, serves as an external regulatory force </li></ul></ul></ul>
  71. 71. DEFINITIONS OF NURSING <ul><li>Faye Abdella </li></ul><ul><ul><li>Nursing is a service to individuals, families… and therefore, to society </li></ul></ul><ul><ul><li>Conceptualized nursing as an ART and SCIENCE of MOLDING THE INTELLECT, ATTITUDE and SKILLS of the nurse </li></ul></ul><ul><ul><li>Nursing in terms of providing education </li></ul></ul>
  72. 72. DEFINITIONS OF NURSING <ul><li>Hildegard Peplau </li></ul><ul><ul><li>Nursing is the INTERPERSONAL process of THERAPEUTIC INTERACTION between the nurse and the patient. </li></ul></ul>
  73. 73. NURSING THEORIES
  74. 74. 1) FLORENCE NIGHTINGALE: ENVIRONMENTAL NURSING THEORY <ul><li>Often considered the first nurse theorist </li></ul><ul><li>Defined nursing as “the act of utilizing the environment of the patient to assist him in his recovery”. </li></ul><ul><li>Nightingale’s theory remains an integral part of nursing and healthcare today. </li></ul>
  75. 75. 1) FLORENCE NIGHTINGALE: ENVIRONMENTAL NURSING THEORY <ul><li>5 Environmental Factors: </li></ul><ul><ul><li>Pure or fresh air </li></ul></ul><ul><ul><li>Pure water </li></ul></ul><ul><ul><li>Efficient drainage </li></ul></ul><ul><ul><li>Cleanliness </li></ul></ul><ul><ul><li>Light, especially direct sunlight </li></ul></ul>
  76. 76. 1) FLORENCE NIGHTINGALE: ENVIRONMENTAL NURSING THEORY <ul><li>Nightingale’s general concepts are: </li></ul><ul><ul><li>Ventilation </li></ul></ul><ul><ul><li>Cleanliness </li></ul></ul><ul><ul><li>Quiet </li></ul></ul><ul><ul><li>Warmth </li></ul></ul><ul><ul><li>Diet </li></ul></ul>
  77. 77. CONCEPT <ul><li>First Nursing School – Florence Nightingale </li></ul>
  78. 78. 2) DOROTHY JOHNSON: BEHAVIORAL SYSTEMS MODEL <ul><li>Seven Subsystems </li></ul><ul><ul><li>Attachment and Affiliative </li></ul></ul><ul><ul><li>Dependency </li></ul></ul><ul><ul><li>Ingestive </li></ul></ul><ul><ul><li>Eliminative </li></ul></ul><ul><ul><li>Sexual Achievement </li></ul></ul><ul><ul><li>Aggressive </li></ul></ul>
  79. 79. 3) VIRGINIA HENDERSON: FOURTEEN FUNDAMENTAL NEEDS <ul><li>Fourteen (14) Fundamental Needs focusing on PHYSIOLOGIC SOCIAL RECREATION </li></ul>
  80. 80. 3) VIRGINIA HENDERSON: FOURTEEN FUNDAMENTAL NEEDS <ul><li>1) Breathing normally </li></ul><ul><li>2) Eating and drinking adequately </li></ul><ul><li>3) Eliminating body waste </li></ul><ul><li>4) Moving and maintaining a desirable position </li></ul><ul><li>5) Sleeping and resting </li></ul><ul><li>6) Selecting suitable clothes </li></ul><ul><li>7) Maintaining body temperature within normal range by adjusting clothing and modifying the environment </li></ul>
  81. 81. 3) VIRGINIA HENDERSON: FOURTEEN FUNDAMENTAL NEEDS <ul><li>8) Keeping the body clean and well groomed to protect the integument. </li></ul><ul><li>9) Avoiding dangers in the environment and avoiding injuring others. </li></ul><ul><li>10) Communicating with others in expressing emotions, needs, fears, or opinions </li></ul><ul><li>11) Worshipping according to one’s faith </li></ul>
  82. 82. 3) VIRGINIA HENDERSON: FOURTEEN FUNDAMENTAL NEEDS <ul><li>12) Working in a such way that one feels a sense of accomplishment </li></ul><ul><li>13) Playing or participating in various forms of recreation </li></ul><ul><li>14) Learning, discovering, or satisfying the curiosity that leads to normal development and health, and using available health facilities </li></ul>
  83. 83. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>Focus is on PROPER IDENTIFICATION of the problem </li></ul><ul><li>Particularly about the proper nursing diagnosis </li></ul>
  84. 84. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>1.To maintain good hygiene. </li></ul><ul><li>2.To promote optimal activity: exercise, rest, and sleep. </li></ul><ul><li>3.To promote safety. </li></ul><ul><li>4.To maintain good body mechanics. </li></ul><ul><li>5.To facilitate the maintenance of supply of oxygen. </li></ul>
  85. 85. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>6.To facilitate maintenance of nutrition. </li></ul><ul><li>7.To facilitate maintenance of elimination. </li></ul><ul><li>8.To facilitate the maintenance of fluid and electrolytes balance. </li></ul><ul><li>9.To recognize the physiologic response of the body to disease conditions. </li></ul>
  86. 86. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>10.To facilitate the maintenance of regulatory mechanisms and functions. </li></ul><ul><li>11.To facilitate the maintenance of sensory function. </li></ul><ul><li>12.To identify and accept positive and negative expressions, feelings and reactions. </li></ul><ul><li>13.To identify and accept the interrelatedness of emotions and illness. </li></ul>
  87. 87. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>14.To facilitate the maintenance of effective verbal and non-verbal communication. </li></ul><ul><li>15.To promote the development of productive interpersonal relationship. </li></ul><ul><li>16.To facilitate progress toward achievement of personal spiritual goals. </li></ul><ul><li>17.To create and maintain a therapeutic environment. </li></ul>
  88. 88. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>14.To facilitate the maintenance of effective verbal and non-verbal communication. </li></ul><ul><li>15.To promote the development of productive interpersonal relationship. </li></ul><ul><li>16.To facilitate progress toward achievement of personal spiritual goals. </li></ul><ul><li>17.To create and maintain a therapeutic environment. </li></ul>
  89. 89. 4) FAYE ABDELLA: PROBLEM SOLVING APPROACH TO 21 NURSING PROBLEMS <ul><li>18.To facilitate awareness of self as an individual with varying needs. </li></ul><ul><li>19.To accept the optimum possible goals. </li></ul><ul><li>20.To use community resources as an aid in resolving problems arising from illness. </li></ul><ul><li>21.To understand the role of social problems as influencing factors. </li></ul>
  90. 90. 5) MARJORIE GORDON: HUMAN FUNCTIONAL HEALTH PATTERNS <ul><ul><li>Focus is on Eleven (11) Health Patterns </li></ul></ul><ul><ul><li>Advantage to the nurse: </li></ul></ul><ul><ul><ul><li>It enables the nurse to determine the client’s response as functional or dysfunctional </li></ul></ul></ul>
  91. 91. 5) MARJORIE GORDON: HUMAN FUNCTIONAL HEALTH PATTERNS <ul><li>Eleven Functional Health Patterns </li></ul><ul><ul><li>Health perception </li></ul></ul><ul><ul><li>Nutritional / Metabolic </li></ul></ul><ul><ul><li>Elimination </li></ul></ul><ul><ul><li>Activity and Exercise Pattern </li></ul></ul><ul><ul><li>Cognitive Perceptual Pattern </li></ul></ul>
  92. 92. 5) MARJORIE GORDON: HUMAN FUNCTIONAL HEALTH PATTERNS <ul><li>Eleven Functional Health Patterns </li></ul><ul><ul><li>Sleep and Rest </li></ul></ul><ul><ul><li>Self perception / Self concept </li></ul></ul><ul><ul><li>Role Relationship Pattern </li></ul></ul><ul><ul><li>Sexuality / Reproductive </li></ul></ul><ul><ul><li>Coping-Stress-Tolerance </li></ul></ul><ul><ul><li>Value Belief Patterns </li></ul></ul>
  93. 93. 6) IMOGENE KING: GOAL ATTAINMENT THEORY <ul><li>Patient has three (3) interacting systems: </li></ul><ul><ul><li>Individuals / Personal systems </li></ul></ul><ul><ul><li>Group systems / Interpersonal systems fraternity </li></ul></ul><ul><ul><li>Social systems </li></ul></ul>
  94. 94. 7) MADELEINE LEHNINGER: TRANSCULTURAL NURSING THEORY <ul><li>Nursing is a HUMANISTIC and SCIENTIFIC mode of helping through CULTURE-SPECIFIC PROCESS </li></ul>
  95. 95. 8) MYRA LEVINE: FOUR CONSERVATION PRINCIPLES OF NURSING <ul><li>1. Conservation of Energy </li></ul><ul><ul><li>Example: complete bed rest without bathroom privileges </li></ul></ul><ul><li>2. Conservation of Structural Integrity </li></ul><ul><ul><li>Example: turn patient from side to side every two hours to avoid bed sores </li></ul></ul>
  96. 96. 8) MYRA LEVINE: FOUR CONSERVATION PRINCIPLES OF NURSING <ul><li>3. Conservation of Personal Integrity </li></ul><ul><ul><li>Example: maintain patient’s privacy </li></ul></ul><ul><li>4. Conservation of Social Integrity </li></ul><ul><ul><li>Example: maintenance of patient’s relationships </li></ul></ul>
  97. 97. 9) BETTY NEUMAN: HEALTH CARE SYSTEMS MODEL <ul><li>The concern of nursing is to PREVENT STRESS INVASION </li></ul>
  98. 98. 10) DOROTHEA OREM: SELF CARE AND SELF CARE DEFICIT THEORY <ul><li>Three (3) Nursing Systems based on Art of Care of Patient Needs </li></ul>
  99. 99. 10) DOROTHEA OREM: SELF CARE AND SELF CARE DEFICIT THEORY <ul><li>1. Partial Compensatory </li></ul><ul><ul><li>Patient performs some of nursing care needs </li></ul></ul><ul><li>2. Wholly Compensatory or Total Compensatory </li></ul><ul><ul><li>For paralyzed patients, for ICU patients </li></ul></ul><ul><li>3. Supportive-Educative </li></ul><ul><ul><li>For up and about patient </li></ul></ul>
  100. 100. 11) HILDEGAARD PEPLAU: INTERPERSONAL MODEL <ul><li>Four (4) Phases of Nurse-Patient Interaction </li></ul><ul><ul><li>1. Orientation </li></ul></ul><ul><ul><ul><li>Nurse and patient test the role each one assumes </li></ul></ul></ul><ul><ul><ul><li>Prepares patient for termination </li></ul></ul></ul><ul><ul><ul><li>Patient identifies areas of difficulty </li></ul></ul></ul>
  101. 101. 11) HILDEGAARD PEPLAU: INTERPERSONAL MODEL <ul><ul><li>2. Identification Phase </li></ul></ul><ul><ul><ul><li>Patient identifies with the personnel who can satisfy his needs </li></ul></ul></ul><ul><ul><li>3. Exploitation Phase </li></ul></ul><ul><ul><ul><li>Nurse maximizes all the resources to benefit the patient </li></ul></ul></ul>
  102. 102. 11) HILDEGAARD PEPLAU: INTERPERSONAL MODEL <ul><ul><li>4. Resolution Phase or Termination Phase </li></ul></ul><ul><ul><ul><li>Occurs when patient’s needs have been met </li></ul></ul></ul>
  103. 103. CONCEPTS! <ul><li>Various settings for application of: </li></ul><ul><ul><li>Pre-Interaction Phase </li></ul></ul><ul><ul><ul><li>In psychiatric setting, this consists of gathering data </li></ul></ul></ul><ul><ul><li>Pre-Entry Phase </li></ul></ul><ul><ul><ul><li>In community health nursing, this consists of a courtesy call </li></ul></ul></ul>
  104. 104. 12) MARTHA ROGERS: SCIENCE OF UNITARY HUMAN BEINGS <ul><li>Man is composed of energy fields, which are in constant interaction with the environment </li></ul>
  105. 105. CONCEPT! <ul><li>The most reliable method of identification is the Energy Field. </li></ul><ul><li>This is better than the fingerprints as a person’s energy field is absolutely unique! </li></ul>
  106. 106. 13) SISTER CALISTA ROY: ADAPTATION MODEL <ul><li>Man is a BIOPSYCHOSOCIAL BEING </li></ul><ul><li>Four (4) modes of Adaptation </li></ul><ul><ul><li>Physiologic Mode </li></ul></ul><ul><ul><ul><li>Compatible with Hans Selye </li></ul></ul></ul><ul><ul><li>Self Consent </li></ul></ul><ul><ul><li>Role Function </li></ul></ul><ul><ul><li>Interdependence </li></ul></ul>
  107. 107. 14) LYDIA HALL: CARE, CORE, CURE <ul><li>Care </li></ul><ul><ul><li>Comfort measures given by the nurse to a patient </li></ul></ul><ul><ul><li>Nurturance aspect of Nursing </li></ul></ul><ul><li>Core </li></ul><ul><ul><li>Therapeutic use of self </li></ul></ul><ul><li>Cure </li></ul><ul><ul><li>Activities in relation to doctors’ orders </li></ul></ul><ul><ul><li>Dependent orders </li></ul></ul>
  108. 108. 15) JEAN WATSON: HUMAN CARING MODEL <ul><li>Nursing involves the application of ART and HUMAN SCIENCE through TRANSPERSONAL TRANSACTIONS in order to help the person achieve mind, body and soul harmony </li></ul>
  109. 109. 16) ROSEMARIE RIZZO PARSE: THEORY OF HUMAN BECOMING <ul><li>Emphasis is a FREE CHOICE (with personal meaning) </li></ul><ul><li>Actions of patients may either be: </li></ul><ul><ul><li>Revealing or concealing </li></ul></ul><ul><ul><li>Enabling or limiting </li></ul></ul><ul><li>Therefore, there is a consequence </li></ul><ul><ul><li>This pertains to behavior and action </li></ul></ul>
  110. 110. 17) JOSEPHINE PATTERSON & LORETA ZDERAD: HUMANISTIC NURSING PRACTICE THEORY <ul><li>Nursing is an EXISTENTIAL EXPERIENCE between the nurse and the patient (nagkataon-nagkatagpo!) </li></ul><ul><li>Nursing is a LIVE DIALOGUE between the patient who wants to be nursed and the nurse who has the skill to nurse </li></ul>
  111. 111. 18) HELEN TOMLIN, EVELYN TOMLYN & MARY ANN SWAIN: MODELING AND REMODELING THEORY <ul><li>Focus is on the PERSON </li></ul><ul><li>Emphasis is on the UNCONDITIONAL ACCEPTANCE of the PATIENT </li></ul>
  112. 112. 19) ANN BOYKIN & SAVINA SCHOENHOFER: GRAND THEORY OF NURSING AS A CARING THEORY <ul><li>Nursing is NOT BASED on a DEFICIT but rather it is an EGALITARIAN MODE of helping </li></ul><ul><li>This theory is against the theory of OREM </li></ul>
  113. 113. 19) ANN BOYKIN & SAVINA SCHOENHOFER: GRAND THEORY OF NURSING AS A CARING THEORY <ul><li>Nursing is an obligation towards humanity, whether there is a need or NOT! </li></ul>
  114. 114. 20) MARGARET NEWMAN: HEALTH AS EXPANDING CONSCIOUSNESS <ul><li>Humans are Unitary Human Beings </li></ul><ul><li>The nurse is a NOT A GOAL-SETTER or an OUTCOME PREDICTOR, rather is a PARTNER OF THE PATIENT </li></ul>
  115. 115. 21) JOYCE TRAVELBEE: INTERPERSONAL PROCESS THEORY <ul><li>Nurse needs to go beyond nursing roles to establish therapeutic relationship </li></ul><ul><li>TRANSPERSONAL COMMUNICATION as the means to establish therapeutic relationship </li></ul><ul><li>This implies that the nurse should not be rigid in the nursing role </li></ul>
  116. 116. 22) IDA JEAN ORLANDO: DYNAMIC NURSE-PATIENT RELATIONSHIP MODEL <ul><li>There is movement, the relationship is not static </li></ul><ul><li>If the patient’s condition improved, then the intervention is effective and the patient moves on to new problems </li></ul>
  117. 117. 23) NOLA PENDER: HEALTH PROMOTION MODEL <ul><li>Motivation to participate in health care activities influenced by COGNITIVE and PERCEPTUAL FACTORS: </li></ul><ul><ul><li>Importance of health to the person </li></ul></ul><ul><ul><li>Perceived control of health </li></ul></ul><ul><ul><li>Self-efficiency </li></ul></ul><ul><ul><li>Perceived health status </li></ul></ul><ul><ul><li>Definition of health </li></ul></ul><ul><ul><li>Perceived barriers to action </li></ul></ul>
  118. 118. 24) PHIL BARKER & POPPY BUCHANAN-BARKER: TIDAL MODEL <ul><li>Helping patients recall their own personal stories of DISTRESS is the FIRST STEP in helping them regain control of their lives again! </li></ul>
  119. 119. 25) CORBIN AND STRAUSS: TRAJECTORY MODEL <ul><li>The patient moves in a TRAJECTION of Eight (8) Phases </li></ul><ul><li>Nurse needs to follow the patient along the eight phases of trajection </li></ul>
  120. 120. EIGHT PHASES OF TRAJECTION BY CORBIN AND STRAUSS <ul><li>1. Pre-Trajectory Phase </li></ul><ul><ul><li>Patient shows no signs and symptoms of illness </li></ul></ul><ul><ul><li>No sickness </li></ul></ul><ul><li>2. Trajectory Onset Phase </li></ul><ul><ul><li>Patient now has signs and symptoms of illness </li></ul></ul><ul><li>3. Crisis Phase </li></ul><ul><ul><li>Patient is unstable </li></ul></ul><ul><ul><li>Patient is in a life-threatening situation </li></ul></ul><ul><ul><li>Patient is critical </li></ul></ul><ul><li>4. Acute Phase </li></ul><ul><ul><li>Patient is in a state of active illness </li></ul></ul>
  121. 121. EIGHT PHASES OF TRAJECTION BY CORBIN AND STRAUSS <ul><li>5. Stable Phase </li></ul><ul><ul><li>Patient’s illness is controlled </li></ul></ul><ul><ul><li>Patient may still be in the hospital </li></ul></ul><ul><li>6. Unstable Phase </li></ul><ul><ul><li>Patient is on a critical period </li></ul></ul><ul><ul><li>Signs and symptoms are present </li></ul></ul><ul><ul><li>Patient is NOT in the hospital </li></ul></ul><ul><ul><li>Patient is NOT under control </li></ul></ul><ul><ul><li>Patient is OUT of the hospital </li></ul></ul><ul><li>7. Downward Phase </li></ul><ul><ul><li>Patient is in a deteriorating phase </li></ul></ul><ul><li>8. Death </li></ul>
  122. 122. 26) BONNIE WEAVER DULDT BATTEY: HUMANISTIC NURSING COMMUNICATION THEORY <ul><li>Emphasis is on the interpersonal relationship between the nurse, the patient, the peers and colleagues </li></ul>
  123. 123. 27) MCGILL: MODEL OF NURSING <ul><li>Emphasis is to encourage and engage the patient and the family to actively participate in learning about health </li></ul>
  124. 124. 28) KATHRYN BARNARD: PARENT-CHILD INTERACTION MODEL <ul><li>In order to produce a healthy person, the baby’s need should be ADDRESSED AT ONCE! </li></ul><ul><li>Application: Bonding </li></ul>
  125. 125. 29) ALFRED ADLER: THEORY OF PERSONALITY <ul><li>The personality of an individual is affected by the BIRTH ORDER </li></ul>
  126. 126. 30) GLADYS HUSTED & JAMES HUSTED: SYMPHONOLOGICAL-BIOETHICAL THEORY <ul><li>Symphono- means harmony and agreement </li></ul><ul><li>Governed by ethical standards, which influence nursing actions. </li></ul>
  127. 127. LEVELS OF PREVENTION
  128. 128. LEVELS OF PREVENTION <ul><li>Primary Prevention </li></ul><ul><li>Secondary Prevention </li></ul><ul><li>Tertiary Prevention </li></ul>
  129. 129. PRIMARY PREVENTION <ul><li>Emphasis on: </li></ul><ul><ul><li>Generalized health promotion and specific protection </li></ul></ul><ul><ul><li>Recipients are GENERALLY HEALTHY PEOPLE </li></ul></ul><ul><li>When given: </li></ul><ul><ul><li>Before onset of illness or before onset of disease </li></ul></ul>
  130. 130. PRIMARY PREVENTION <ul><li>Examples: </li></ul><ul><ul><li>Generalized health education </li></ul></ul><ul><ul><ul><li>Prevention of accidents </li></ul></ul></ul><ul><ul><ul><li>Standards of nutrition </li></ul></ul></ul><ul><ul><li>Immunizations </li></ul></ul><ul><ul><ul><li>Specific preventions </li></ul></ul></ul><ul><ul><li>Risk Assessment for specific disease </li></ul></ul><ul><ul><li>Family Planning Services and Marriage Counseling </li></ul></ul><ul><ul><li>Environmental Sanitation </li></ul></ul><ul><ul><li>Recreation and Housing </li></ul></ul>
  131. 131. SECONDARY PREVENTION <ul><li>Emphasis placed on: </li></ul><ul><ul><li>Early detection / diagnosis </li></ul></ul><ul><ul><li>Prompt treatment </li></ul></ul><ul><ul><li>Health maintenance of persons already having health problems </li></ul></ul><ul><ul><li>Prevention of complications </li></ul></ul><ul><li>When given: </li></ul><ul><ul><li>During illness </li></ul></ul>
  132. 132. SECONDARY PREVENTION <ul><li>Examples: </li></ul><ul><ul><li>Screening survey </li></ul></ul><ul><ul><li>Encouraging regular check-ups </li></ul></ul><ul><ul><li>Complying with regular check-ups </li></ul></ul><ul><ul><li>Teaching Breast-self-examination </li></ul></ul><ul><ul><li>Teaching Testicular-self-examination </li></ul></ul>
  133. 133. CONCEPT! <ul><li>Most effective method of teaching is DEMONSTRATION </li></ul>
  134. 134. SECONDARY PREVENTION <ul><li>Additional Examples of Secondary Prevention </li></ul><ul><ul><li>Assessment of growth and development </li></ul></ul><ul><ul><li>General nursing assessment and care at the hospital, community and the home </li></ul></ul>
  135. 135. TERTIARY PREVENTION <ul><li>Emphasis placed on: </li></ul><ul><ul><li>Support of the client to achieve the following: </li></ul></ul><ul><ul><ul><li>Successful re-adaptation </li></ul></ul></ul><ul><ul><ul><li>Optimal reconstitution </li></ul></ul></ul><ul><ul><ul><li>Regain high-level wellness </li></ul></ul></ul><ul><li>Therefore, the purpose is more of REHABILITATION </li></ul><ul><li>When given: </li></ul><ul><ul><li>Begins after the illness or when a defect or disability is fixed or irreversible </li></ul></ul>
  136. 136. TERTIARY PREVENTION <ul><li>Examples: </li></ul><ul><ul><li>Referring a client to support groups </li></ul></ul><ul><ul><li>Teaching a diabetic client how to inject insulin </li></ul></ul>
  137. 137. ROLES OF A NURSE
  138. 138. ROLES OF A NURSE <ul><li>1. Caregiver / Care Provider </li></ul><ul><ul><li>To convey understanding and support </li></ul></ul><ul><ul><li>Activities: </li></ul></ul><ul><ul><ul><li>Support and comfort measures (mothering aspect of nursing / nurturance aspect of nursing) </li></ul></ul></ul>
  139. 139. ROLES OF A NURSE <ul><li>2. Counselor </li></ul><ul><ul><li>Involves helping patient identify and avoid stressful and psychological problems </li></ul></ul><ul><ul><li>Focuses on: </li></ul></ul><ul><ul><ul><li>Helping client establish capacity for successful interpersonal relations </li></ul></ul></ul><ul><ul><ul><li>Helping the patient develop new coping skills </li></ul></ul></ul>
  140. 140. CONCEPT! <ul><li>Do not give advice! </li></ul><ul><ul><li>This is meant to facilitate decision-making on the part of the client </li></ul></ul><ul><ul><li>This is observed so that the client would not develop DEPENDENCY </li></ul></ul>
  141. 141. ROLES OF A NURSE <ul><li>3. Client Advocate </li></ul><ul><ul><li>Protects rights of patients </li></ul></ul><ul><ul><li>Activity: </li></ul></ul><ul><ul><ul><li>Speaking on behalf of the patient </li></ul></ul></ul>
  142. 142. ROLES OF A NURSE <ul><li>4. Change Agent </li></ul><ul><ul><li>Brings change or adjustments </li></ul></ul><ul><ul><li>Nurse only influences a patient </li></ul></ul><ul><ul><li>Nurse does not change the patient </li></ul></ul>
  143. 143. ROLES OF A NURSE <ul><li>5. Teacher </li></ul><ul><ul><li>Teaching </li></ul></ul><ul><ul><li>Imparting of knowledge </li></ul></ul>
  144. 144. ROLES OF A NURSE <ul><li>6. Leader </li></ul><ul><ul><li>Application of interpersonal influence to bring out desired behavior (leadership) </li></ul></ul>
  145. 145. ROLES OF A NURSE <ul><li>7. Manager </li></ul><ul><ul><li>Decision-making </li></ul></ul><ul><ul><li>Planning </li></ul></ul><ul><ul><li>Giving directions </li></ul></ul><ul><ul><li>Monitoring operations </li></ul></ul><ul><ul><li>Facilitating staff development </li></ul></ul><ul><ul><li>Therefore, this is done on the supervisory level of organization </li></ul></ul>
  146. 146. ROLES OF A NURSE <ul><li>8. Researcher </li></ul><ul><ul><li>After graduation, nurse cannot yet be a researcher </li></ul></ul><ul><ul><li>He can only be a researcher after he receives his Master of Arts in Nursing (M.A.N) degree </li></ul></ul>
  147. 147. TEACHING AND LEARNING STRATEGIES
  148. 148. TEACHING AND LEARNING STRATEGIES <ul><li>Basic Guidelines </li></ul><ul><ul><li>Develop a well-defined objective </li></ul></ul><ul><ul><li>Assess client’s readiness to learn </li></ul></ul><ul><ul><li>Start with what the client is concerned about </li></ul></ul>
  149. 149. TEACHING AND LEARNING STRATEGIES <ul><li>Basic Guidelines </li></ul><ul><ul><li>Assess and start with what the client already knows; proceed from the known to the unknown </li></ul></ul><ul><ul><li>Start with the simple proceeding to the complex </li></ul></ul><ul><ul><li>Schedule a review of the content </li></ul></ul>
  150. 150. CONCEPT! <ul><li>Areas of Learning Domain </li></ul><ul><ul><li>Knowledge – cognitive </li></ul></ul><ul><ul><li>Skills – motor </li></ul></ul><ul><ul><li>Attitude – emotional </li></ul></ul>
  151. 151. TEACHING STRATEGIES <ul><li>1. Explanation and Description </li></ul><ul><ul><li>Address cognitive aspect of learning </li></ul></ul>
  152. 152. TEACHING STRATEGIES <ul><li>2. One-to-one Discussion </li></ul><ul><ul><li>Addresses affective and cognitive learning </li></ul></ul>
  153. 153. TEACHING STRATEGIES <ul><li>3. Answering Questions </li></ul><ul><ul><li>Cognitive </li></ul></ul>
  154. 154. TEACHING STRATEGIES <ul><li>4. Demonstration </li></ul><ul><ul><li>Motor </li></ul></ul>
  155. 155. TEACHING STRATEGIES <ul><li>5. Discovery </li></ul><ul><ul><li>Cognitive and Affective </li></ul></ul>
  156. 156. CONCEPT! <ul><li>Learning is more effective if the learner discovers the content for himself. (That is, through experience!) </li></ul>
  157. 157. TEACHING STRATEGIES <ul><li>6. Group Discussion </li></ul><ul><ul><li>Affective and Cognitive </li></ul></ul><ul><ul><li>Sharing feelings during group dynamics </li></ul></ul>
  158. 158. TEACHING STRATEGIES <ul><li>7. Practice </li></ul><ul><ul><li>Motor </li></ul></ul>
  159. 159. TEACHING STRATEGIES <ul><li>8.Printed and Audiovisual Material </li></ul>
  160. 160. TEACHING STRATEGIES <ul><li>9. Role-playing </li></ul><ul><ul><li>For pediatric and psychiatric nursing settings </li></ul></ul>
  161. 161. TEACHING STRATEGIES <ul><li>10. Modeling </li></ul><ul><ul><li>What you say is what you do </li></ul></ul>
  162. 162. TEACHING STRATEGIES <ul><li>11. Computer Assisted Learning Programs </li></ul><ul><ul><li>Online review </li></ul></ul>
  163. 163. NURSING PROCESS
  164. 164. THE NURSING PROCESS <ul><li>Definition: </li></ul><ul><ul><li>The Nursing Process is a systematic, organized, rational method of planning and providing individualized, humanistic nursing care </li></ul></ul>
  165. 165. PURPOSES OF THE NURSING PROCESS <ul><li>To identify health status </li></ul><ul><ul><li>Actual health problems </li></ul></ul><ul><ul><li>Potential health problems </li></ul></ul><ul><li>To establish plans </li></ul><ul><li>To deliver specific nursing care </li></ul>
  166. 166. CHARACTERISTICS OF THE NURSING PROCESS <ul><li>Goal-oriented and client-centered </li></ul><ul><li>Cyclical (no absolute beginning and end), dynamic (moving) rather than static </li></ul><ul><li>Plan of care organized according to client problems rather than nursing goals </li></ul>
  167. 167. CHARACTERISTICS OF THE NURSING PROCESS <ul><li>Basis of prioritizing nursing activities would be the problems and not the goals </li></ul><ul><li>Follows a logical sequence </li></ul><ul><li>Universally applicable (to any type of patient) </li></ul><ul><li>Interpersonal and collaborative </li></ul><ul><ul><li>Work with patients and relatives </li></ul></ul><ul><ul><li>Work with colleagues and other members of the health team </li></ul></ul>
  168. 168. CHARACTERISTICS OF THE NURSING PROCESS <ul><li>Adaptation of problem-solving techniques and principles </li></ul><ul><li>Problem-oriented, flexible, open to new information </li></ul><ul><li>Allows creativity of nurse and patient </li></ul>
  169. 169. BENEFITS DERIVED FROM THE NURSING PROCESS <ul><li>Concepts: </li></ul><ul><ul><li>Both the nurse and the patient benefit from the nursing process </li></ul></ul><ul><ul><li>Patient obtains greater benefit </li></ul></ul><ul><ul><li>Remember: </li></ul></ul><ul><ul><ul><li>Nursing process is CLIENT-CENTERED or PATIENT-CENTERED and NOT NURSE-CENTERED </li></ul></ul></ul>
  170. 170. BENEFITS DERIVED FROM THE NURSING PROCESS <ul><li>Improves quality of care </li></ul><ul><li>Ensures continuity and appropriate level of care </li></ul><ul><li>Facilitates client participation through planning with patient </li></ul><ul><li>Enables nurse to maximize resources </li></ul>
  171. 171. BENEFITS DERIVED FROM THE NURSING PROCESS <ul><li>Feedback allows nurse to evaluate care </li></ul><ul><li>Serves as a framework for accountability through documentation </li></ul><ul><li>Promotes a positive working atmosphere through collaboration </li></ul><ul><li>Helps the nurse define roles to those outside the profession </li></ul>
  172. 172. BENEFITS DERIVED FROM THE NURSING PROCESS <ul><li>For job satisfaction </li></ul><ul><li>Facilitates professional growth </li></ul><ul><li>Avoidance of legal action </li></ul><ul><li>Meeting standards of accredited hospitals </li></ul>
  173. 173. PARTS OR COMPONENTS OF THE NURSING PROCESS <ul><li>Assessment Phase </li></ul><ul><li>Diagnosing Phase </li></ul><ul><li>Planning Phase </li></ul><ul><li>Intervention Phase </li></ul><ul><li>Evaluation Phase </li></ul>
  174. 174. ASSESSMENT PHASE OF THE NURSING PROCESS
  175. 175. ASSESSMENT PHASE OF THE NURSING PROCESS <ul><li>Nursing Activities in the Assessment Phase </li></ul><ul><ul><li>Data Collection </li></ul></ul><ul><ul><li>Data Organization </li></ul></ul><ul><ul><li>Data Validation </li></ul></ul><ul><ul><li>Data Recording </li></ul></ul>
  176. 176. IMPORTANT CONCEPT! <ul><li>No conclusion is developed in the assessment phase </li></ul>
  177. 177. ASSESSMENT PHASE OF THE NURSING PROCESS <ul><li>Purposes of the Assessment Phase </li></ul><ul><ul><li>To create a data base of the client’s response to health and illness </li></ul></ul><ul><ul><li>To determine the nursing care needs of the patient </li></ul></ul>
  178. 178. FOUR TYPES OF ASSESSMENT <ul><li>Initial Assessment </li></ul><ul><li>Focus Assessment or On-going Assessment </li></ul><ul><li>Emergency Assessment </li></ul><ul><li>Time-Lapsed Assessment </li></ul>
  179. 179. FOUR TYPES OF ASSESSMENT <ul><li>1. Initial Assessment </li></ul><ul><ul><li>When performed: </li></ul></ul><ul><ul><ul><li>At specified time after admission </li></ul></ul></ul><ul><ul><li>Where done: </li></ul></ul><ul><ul><ul><li>Done at the ward </li></ul></ul></ul><ul><ul><li>Where Admitted: </li></ul></ul><ul><ul><ul><li>At the ward </li></ul></ul></ul><ul><ul><li>Purpose of Initial Assessment: </li></ul></ul><ul><ul><ul><li>To create a data base for problem identification </li></ul></ul></ul><ul><ul><ul><li>For reference and future comparison </li></ul></ul></ul>
  180. 180. FOUR TYPES OF ASSESSMENT <ul><li>2. Focus Assessment or On-going Assessment </li></ul><ul><ul><li>When performed: </li></ul></ul><ul><ul><ul><li>Integrated throughout the nursing process </li></ul></ul></ul><ul><ul><li>Purpose of On-going Assessment: </li></ul></ul><ul><ul><ul><li>To identify problems overlooked earlier </li></ul></ul></ul><ul><ul><ul><li>To determine the status of a health problem (i.e. hydration status every fifteen minutes) </li></ul></ul></ul>
  181. 181. FOUR TYPES OF ASSESSMENT <ul><li>3. Emergency Assessment </li></ul><ul><ul><li>When done: </li></ul></ul><ul><ul><ul><li>During acute physiologic and psychologic crisis </li></ul></ul></ul><ul><ul><li>Where done: </li></ul></ul><ul><ul><ul><li>Emergency Room </li></ul></ul></ul><ul><ul><ul><li>Comfort Room </li></ul></ul></ul><ul><ul><ul><li>Anywhere!!! </li></ul></ul></ul><ul><ul><ul><li>On site!!! </li></ul></ul></ul><ul><ul><li>Purpose of Emergency Assessment </li></ul></ul><ul><ul><ul><li>To identify life-threatening condition </li></ul></ul></ul>
  182. 182. FOUR TYPES OF ASSESSMENT <ul><li>3. Emergency Assessment </li></ul><ul><ul><li>Framework or Principle in Emergency Assessment </li></ul></ul><ul><ul><ul><li>A – Airway </li></ul></ul></ul><ul><ul><ul><li>B – Breathing </li></ul></ul></ul><ul><ul><ul><li>C – Circulation </li></ul></ul></ul><ul><ul><li>Utilize either Maslow’s Hierarchy of Needs or ABC principle </li></ul></ul>
  183. 183. FOUR TYPES OF ASSESSMENT <ul><li>4. Time-Lapsed Assessment </li></ul><ul><ul><li>When done: </li></ul></ul><ul><ul><ul><li>Several months after initial assessment </li></ul></ul></ul><ul><ul><li>Purpose of Time-Lapsed Assessment </li></ul></ul><ul><ul><ul><li>To compare current status of patient with base line data (initial assessment) </li></ul></ul></ul>
  184. 184. ASSESSMENT PROCESS <ul><li>Concept: </li></ul><ul><ul><li>Data is equivalent to information </li></ul></ul>
  185. 185. ASSESSMENT PROCESS <ul><li>What is the initial output of the Assessment Phase? </li></ul><ul><ul><li>Data or Recorded Data </li></ul></ul><ul><ul><li>Never validated data!!! </li></ul></ul>
  186. 186. TYPES OF DATA <ul><li>1. Subjective or Covert Data </li></ul><ul><ul><li>Felt by the patient </li></ul></ul><ul><ul><li>During the recording of data, this should be stated using the patient’s own words </li></ul></ul><ul><ul><li>These are the symptoms felt by the patient </li></ul></ul>
  187. 187. TYPES OF DATA <ul><li>2. Objective or Overt Data </li></ul><ul><ul><li>Capable of being observed by use of senses – sight, touch, smell, taste, hearing </li></ul></ul><ul><ul><li>These are the signs which are observable </li></ul></ul>
  188. 188. SOURCES OF DATA <ul><li>1. Primary Source </li></ul><ul><ul><li>Patient himself except when: </li></ul></ul><ul><ul><ul><li>He is unconscious </li></ul></ul></ul><ul><ul><ul><li>Patient is a baby </li></ul></ul></ul><ul><ul><ul><li>Patient is insane </li></ul></ul></ul>
  189. 189. SOURCES OF DATA <ul><li>2. Secondary Source </li></ul><ul><ul><li>Patient’s record </li></ul></ul><ul><ul><li>Health care members </li></ul></ul><ul><ul><li>Related literature or journals </li></ul></ul><ul><ul><li>Significant others (they become primary source when patient is unconscious) </li></ul></ul><ul><ul><li>Family or relatives </li></ul></ul><ul><ul><li>The person who brought the patient to the hospital </li></ul></ul>
  190. 190. SOURCES OF DATA <ul><li>3. Environment of the Patient </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Patient with diabetes mellitus exhibits acetone breath </li></ul></ul></ul><ul><ul><ul><ul><li>Assess for diabetic ketoacidosis </li></ul></ul></ul></ul>
  191. 191. METHODS OF DATA COLLECTION <ul><li>Observing </li></ul><ul><li>Interviewing </li></ul><ul><li>Examining </li></ul>
  192. 192. METHODS OF DATA COLLECTION: OBSERVING <ul><li>It should be deliberate </li></ul><ul><li>Exert effort!!! </li></ul>
  193. 193. METHODS OF DATA COLLECTION: OBSERVING <ul><li>Two (2) aspects of observation process: </li></ul><ul><ul><li>Noticing the stimuli </li></ul></ul><ul><ul><li>Do an interpretation of the stimuli </li></ul></ul>
  194. 194. METHODS OF DATA COLLECTION: INTERVIEWING <ul><li>Two types of Interview </li></ul><ul><ul><li>Directive Type of Interview </li></ul></ul><ul><ul><li>Non-directive Type of Interview or Rapport-building Interview </li></ul></ul>
  195. 195. DIRECTIVE TYPE OF INTERVIEW <ul><li>Structured </li></ul><ul><li>Uses closed-ended questions calling for specific data </li></ul><ul><li>When used: </li></ul><ul><ul><li>When you need to elicit specific data </li></ul></ul><ul><ul><li>When there is little time available </li></ul></ul>
  196. 196. CONCEPT! <ul><li>Characteristics of Closed-ended questions: </li></ul><ul><ul><li>Yes or No questions </li></ul></ul><ul><ul><li>Asks when or asks for the time when event happened </li></ul></ul><ul><ul><li>Asks how many </li></ul></ul><ul><ul><li>Point with finger when asking to provide clarity </li></ul></ul><ul><ul><li>Therefore, they call for highly specific answers </li></ul></ul>
  197. 197. NON-DIRECTIVE TYPE OR RAPPORT-BUILDING INTERVIEW <ul><li>Uses more open-ended questions </li></ul><ul><li>Advantage is that it allows the patient to volunteer information </li></ul>
  198. 198. TYPES OF INTERVIEW QUESTIONS <ul><li>Open-Ended Questions </li></ul><ul><li>Closed-Ended Questions </li></ul><ul><li>Neutral Questions </li></ul>
  199. 199. TYPES OF INTERVIEW QUESTIONS <ul><li>1. Open-Ended Questions </li></ul><ul><ul><li>Questions not answerable by “yes” or “no” </li></ul></ul><ul><ul><li>Questions that elicit information or explanation </li></ul></ul>
  200. 200. TYPES OF INTERVIEW QUESTIONS <ul><li>2. Closed-Ended Questions </li></ul><ul><ul><li>Questions answerable by “yes” or “no” </li></ul></ul><ul><ul><li>Leading Questions </li></ul></ul><ul><ul><li>Phrasing of question suggests what answer the interviewer is expecting </li></ul></ul>
  201. 201. TYPES OF INTERVIEW QUESTIONS <ul><li>3. Neutral Questions </li></ul><ul><ul><li>Phrasing allows patient to answer with least pressure </li></ul></ul><ul><ul><li>Usually NOT addressed to patient personally (i.e. what is your opinion about…) </li></ul></ul><ul><ul><li>Raised as a general topic </li></ul></ul>
  202. 202. PLANNING THE INTERVIEW SETTING <ul><li>Concepts: </li></ul><ul><ul><li>Before the interview, determine what information you already know or what information is available </li></ul></ul><ul><ul><li>An interview is a planned conversation with a purpose </li></ul></ul><ul><ul><li>An interview is a two-way process </li></ul></ul>
  203. 203. PLANNING THE INTERVIEW SETTING <ul><li>Concepts: </li></ul><ul><ul><li>When is it done? </li></ul></ul><ul><ul><ul><li>When patient is available </li></ul></ul></ul><ul><ul><ul><li>When patient is comfortable </li></ul></ul></ul><ul><ul><li>Recommended distance from the patient is three (3) to four (4) feet. </li></ul></ul>
  204. 204. STAGES OF THE INTERVIEW <ul><li>1. Opening Stage </li></ul><ul><ul><li>Key Concept!!! </li></ul></ul><ul><ul><ul><li>This is the most important part of the interview </li></ul></ul></ul><ul><ul><li>Rationale </li></ul></ul><ul><ul><ul><li>What was said and done during the opening stage sets the tone all throughout the interview </li></ul></ul></ul>
  205. 205. THE INTERVIEW <ul><li>2. Body of the Interview </li></ul><ul><ul><li>Occurs when patient responds to questioning </li></ul></ul>
  206. 206. THE INTERVIEW <ul><li>3. Closing Stage </li></ul><ul><ul><li>How to close the interview: </li></ul></ul><ul><ul><ul><li>Summarizing Technique </li></ul></ul></ul>
  207. 207. VALIDATION OF DATA <ul><li>Act of double-checking the data </li></ul><ul><li>Purposes of Data Validation </li></ul><ul><ul><li>To ensure the: </li></ul></ul><ul><ul><ul><li>Correctness </li></ul></ul></ul><ul><ul><ul><li>Completeness </li></ul></ul></ul><ul><ul><ul><li>Accuracy of the data </li></ul></ul></ul>
  208. 208. GUIDELINES IN VALIDATION OF DATA <ul><li>Compare subjective and objective data </li></ul><ul><li>Be familiar with word usage (particularly if the patient is a child) </li></ul><ul><li>Reassess / double-check data which are extremely abnormal </li></ul><ul><li>Be sure that your data contains CUES and not INFERENCES </li></ul><ul><li>Be sure that your data is FREE OF BIASES </li></ul><ul><li>Avoid jumping to conclusions </li></ul>
  209. 209. DATA RECORDING <ul><li>Concepts: </li></ul><ul><ul><li>Data Recording COMPLETES the Assessment Phase </li></ul></ul><ul><ul><li>Initial Output of the Assessment Phase is DATA </li></ul></ul><ul><ul><li>Final Output of the Assessment Phase is RECORDED DATA </li></ul></ul>
  210. 210. DIAGNOSING PHASE OF THE NURSING PROCESS
  211. 211. DIAGNOSING PHASE OF THE NURSING PROCESS <ul><li>Activities during the Diagnosing Phase: </li></ul><ul><ul><li>This involves sorting, clustering, analyzing and interpreting data </li></ul></ul>
  212. 212. DIAGNOSING PHASE OF THE NURSING PROCESS <ul><li>Concept: </li></ul><ul><ul><li>The final output in the Diagnosing Phase is a NURSING DIAGNOSIS!!! </li></ul></ul>
  213. 213. DIFFERENT TYPES OF NURSING DIAGNOSES <ul><li>1. Actual Nursing Diagnosis </li></ul><ul><ul><li>Problem present at the time the statement was made </li></ul></ul><ul><ul><li>Describes a clinical judgment that the nurse has validated because of the presence of major defining characteristics. </li></ul></ul><ul><ul><li>Example: Ineffective Airway Clearance related to excessive and tenacious secretions </li></ul></ul>
  214. 214. DIFFERENT TYPES OF NURSING DIAGNOSES <ul><li>2. High-Risk Nursing Diagnosis </li></ul><ul><ul><li>A diagnosis that a patient is more vulnerable or susceptible compared with others in the same situation </li></ul></ul><ul><ul><li>Example: Risk for Impaired Skin Integrity related to immobility secondary to fractured hip. </li></ul></ul>
  215. 215. DIFFERENT TYPES OF NURSING DIAGNOSES <ul><li>3. Possible Nursing Diagnosis </li></ul><ul><ul><li>There is an evidence of a health problem but the causes are NOT fully understood </li></ul></ul><ul><ul><li>An option to indicate that some data are present to confirm a diagnosis but are insufficient as of this time </li></ul></ul><ul><ul><li>Example: Possible Self Care Deficit related to impaired ability to use left hand secondary to presence of intravenous therapy. </li></ul></ul>
  216. 216. DIFFERENT TYPES OF NURSING DIAGNOSES <ul><li>4. Wellness Nursing Diagnosis </li></ul><ul><ul><li>A positive statement </li></ul></ul><ul><ul><li>Indicates a healthy response </li></ul></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><ul><li>Potential for increased compliance related to increased level of knowledge </li></ul></ul></ul><ul><ul><ul><li>Potential for enhanced body image related to regular exercise </li></ul></ul></ul><ul><ul><ul><li>Potential for effective coping related to adequate support systems </li></ul></ul></ul>
  217. 217. DOMAINS OF NURSING DIAGNOSES <ul><li>Key Concept! </li></ul><ul><ul><li>It only includes health problems that a nurse is capable and licensed to treat </li></ul></ul>
  218. 218. PARTS OF A NURSING DIAGNOSIS <ul><li>1. Problem Statement </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Fluid Volume Deficit </li></ul></ul></ul><ul><li>2. Presumed Etiology </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>… related to frequent loss of bowel movement </li></ul></ul></ul><ul><li>3. Defining Characteristics </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>… as manifested by decreased skin turgor </li></ul></ul></ul>
  219. 219. ADVANTAGES OF USING A STANDARDIZED DIAGNOSTIC TERMINOLOGY <ul><li>Provides professional accountability and autonomy by defining and describing the independent areas of practice </li></ul><ul><li>Provides effective vehicle of communication </li></ul><ul><li>Provides an organizing principle for meaningful research </li></ul><ul><li>Facilitates continuity and individualized care </li></ul>
  220. 220. PLANNING PHASE OF THE NURSING PROCESS
  221. 221. PLANNING PHASE OF THE NURSING PROCESS <ul><li>Concept: </li></ul><ul><ul><li>Planning means: </li></ul></ul><ul><ul><ul><li>Determining ahead of time </li></ul></ul></ul><ul><ul><ul><li>Forecasting a course of action </li></ul></ul></ul>
  222. 222. PLANNING PHASE OF THE NURSING PROCESS <ul><li>Key Concept!!! </li></ul><ul><ul><li>For your plans to be effective, involve the patient and the family </li></ul></ul>
  223. 223. PLANNING PHASE OF THE NURSING PROCESS <ul><li>IMPORTANT CONCEPT!!! </li></ul><ul><ul><li>Final output of the Planning Phase is a NURSING CARE PLAN or a WRITTEN CARE PLAN </li></ul></ul>
  224. 224. TYPES OF PLANNING <ul><li>1. Initial Planning </li></ul><ul><ul><li>Done by the nurse </li></ul></ul><ul><ul><li>When done: </li></ul></ul><ul><ul><ul><li>At specified time upon or after admission of the patient </li></ul></ul></ul>
  225. 225. TYPES OF PLANNING <ul><li>2. On-going Planning </li></ul><ul><ul><li>Who are involved: </li></ul></ul><ul><ul><ul><li>Done by all nurses who worked with the patient </li></ul></ul></ul><ul><ul><ul><li>The patient himself </li></ul></ul></ul><ul><ul><ul><li>The family </li></ul></ul></ul><ul><ul><ul><li>But primarily, the NURSE </li></ul></ul></ul>
  226. 226. TYPES OF PLANNING <ul><li>2. On-going Planning </li></ul><ul><ul><li>Purposes of On-going Planning </li></ul></ul><ul><ul><ul><li>To determine if the client’s health status has changed </li></ul></ul></ul><ul><ul><ul><li>To decide which problems to focus on during the shift </li></ul></ul></ul><ul><ul><ul><li>To set priorities for client care during the shift </li></ul></ul></ul><ul><ul><ul><li>To coordinate the patient care and activities so that more than one problem can be addressed at the same time </li></ul></ul></ul>
  227. 227. TYPES OF PLANNING <ul><li>3. Discharge Planning </li></ul><ul><ul><li>Purpose of Discharge Planning </li></ul></ul><ul><ul><ul><li>To ensure continuity of care </li></ul></ul></ul>
  228. 228. CHARACTERISTICS OF THE PLANNING PROCESS <ul><li>S – Specific </li></ul><ul><li>M – Measurable </li></ul><ul><li>A – Attainable </li></ul><ul><li>R – Realistic </li></ul><ul><li>T – Time bound </li></ul>
  229. 229. ACTIVITIES DURING THE PLANNING PROCESS <ul><li>Set priorities </li></ul><ul><li>Set goals </li></ul><ul><li>Identify alternatives of nursing care </li></ul><ul><li>Select nursing measures </li></ul><ul><li>Write nursing orders (supervisors do this) </li></ul><ul><li>Write the nursing care plan </li></ul>
  230. 230. PURPOSES OF GOAL-SETTING <ul><li>To set direction </li></ul><ul><li>To provide a time span </li></ul><ul><li>To have a criteria for evaluation </li></ul><ul><li>To enable the nurse and the patient to determine whether the problem has been resolved or not </li></ul><ul><li>To help motivate the client and the patient by providing a sense of accomplishment </li></ul>
  231. 231. KEY CONCEPT IN GOAL SETTING! <ul><li>For your goal to be useful during evaluation, it should be stated in BEHAVIORAL TERMS </li></ul>
  232. 232. IMPLEMENTATION PHASE OF THE NURSING PROCESS
  233. 233. IMPLEMENTING PHASE OF THE NURSING PROCESS <ul><li>Implementation </li></ul><ul><ul><li>Putting the care plan into action </li></ul></ul>
  234. 234. IMPLEMENTING PHASE OF THE NURSING PROCESS <ul><li>Purpose of Implementation </li></ul><ul><ul><li>To carry out planned activities </li></ul></ul><ul><ul><li>To help the client </li></ul></ul>
  235. 235. IMPLEMENTING PHASE OF THE NURSING PROCESS <ul><li>Concept!!! </li></ul><ul><ul><li>The implementation phase ends upon recording of the care given and the response of the patient to that procedure </li></ul></ul>
  236. 236. IMPLEMENTING PHASE OF THE NURSING PROCESS <ul><li>Requirements for Implementation </li></ul><ul><ul><li>Adequate knowledge </li></ul></ul><ul><ul><li>Technical Skills </li></ul></ul><ul><ul><li>Communication skills </li></ul></ul><ul><ul><li>Therapeutic use of self </li></ul></ul><ul><ul><li>Right attitude as a requirement </li></ul></ul>
  237. 237. NURSING ACTIVITIES DURING THE IMPLEMENTATION PHASE <ul><li>Reassess the patient </li></ul><ul><ul><li>Rationale </li></ul></ul><ul><ul><ul><li>To determine if the procedure is still needed </li></ul></ul></ul><ul><li>Determine the need for nursing assistance </li></ul><ul><li>Implement the nursing strategies </li></ul>
  238. 238. NURSING ACTIVITIES DURING THE IMPLEMENTATION PHASE <ul><li>Communicate the procedure performed by documenting the procedure </li></ul><ul><li>Understand orders </li></ul><ul><ul><li>Clarify / verify doctors’ orders </li></ul></ul><ul><li>Encourage patient to participate actively </li></ul>
  239. 239. GUIDELINES FOR IMPLEMENTATION OF NURSING STRATEGIES <ul><li>It should be based on scientific knowledge, research, professional standards of practice (care) </li></ul><ul><ul><li>Rationale: </li></ul></ul><ul><ul><ul><li>This is done to ensure safe nursing care </li></ul></ul></ul><ul><li>It should be adapted to the individual patient </li></ul>
  240. 240. GUIDELINES FOR IMPLEMENTATION OF NURSING STRATEGIES <ul><li>It should always be safe. Do not compromise </li></ul><ul><li>It should be holistic </li></ul><ul><li>It should be accompanied by support, comfort and teaching </li></ul>
  241. 241. EVALUATION PHASE OF THE NURSING PROCESS
  242. 242. EVALUATION PHASE OF THE NURSING PROCESS <ul><li>Purpose of the Evaluation Phase </li></ul><ul><ul><li>To determine client’s progress </li></ul></ul><ul><ul><li>To determine the effectiveness of the care plan </li></ul></ul><ul><ul><li>To determine as to what extent the nursing goals have been met </li></ul></ul>
  243. 243. EVALUATION PHASE OF THE NURSING PROCESS <ul><li>Importance of doing an Evaluation </li></ul><ul><ul><li>It determines if the care plan will be: </li></ul></ul><ul><ul><ul><li>Continued </li></ul></ul></ul><ul><ul><ul><li>Modified </li></ul></ul></ul><ul><ul><ul><li>Discontinued </li></ul></ul></ul>
  244. 244. EVALUATION PHASE OF THE NURSING PROCESS <ul><li>Activities during the Evaluation Phase </li></ul><ul><ul><li>Identify the OUTCOME CRITERIA to be used as measurement </li></ul></ul><ul><ul><li>Gather information (data) relevant to the outcome criteria </li></ul></ul><ul><ul><li>Compare outcome (data) with the criteria </li></ul></ul><ul><ul><li>Assess the reasons for the outcome </li></ul></ul><ul><ul><li>Revise the nursing care plan as needed </li></ul></ul>
  245. 245. TYPES OF EVALUATION <ul><li>1. On-going Evaluation </li></ul><ul><ul><li>When done: </li></ul></ul><ul><ul><ul><li>During or immediately after the intervention </li></ul></ul></ul><ul><ul><li>Importance: </li></ul></ul><ul><ul><ul><li>Allows the nurse to decide and make on-the-spot modification/s in an intervention </li></ul></ul></ul>
  246. 246. TYPES OF EVALUATION <ul><li>2. Intermittent Evaluation </li></ul><ul><ul><li>When done: </li></ul></ul><ul><ul><ul><li>At a specified time </li></ul></ul></ul><ul><ul><li>Purpose: </li></ul></ul><ul><ul><ul><li>It shows the extent of progress of the patient </li></ul></ul></ul><ul><ul><li>Importance: </li></ul></ul><ul><ul><ul><li>Enables the nurse to correct deficiencies and modify the nursing care plan </li></ul></ul></ul>
  247. 247. TYPES OF EVALUATION <ul><li>3. Terminal Evaluation </li></ul><ul><ul><li>When done: </li></ul></ul><ul><ul><ul><li>At or immediately before discharge </li></ul></ul></ul><ul><ul><li>Importance: </li></ul></ul><ul><ul><ul><li>States the status of a health problem at the time of discharge </li></ul></ul></ul><ul><ul><ul><li>It determines whether the goals are: </li></ul></ul></ul><ul><ul><ul><ul><li>Met </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Partially met </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Unmet </li></ul></ul></ul></ul>
  248. 248. DOCUMENTATION
  249. 249. DOCUMENTATION <ul><li>It is a written, formal document </li></ul><ul><li>A record of client’s progress </li></ul>
  250. 250. PURPOSES OF DOCUMENTATION <ul><li>Planning Care </li></ul><ul><li>Communication </li></ul><ul><li>For legal documentation purposes </li></ul><ul><li>For research </li></ul><ul><li>For education </li></ul><ul><li>Reimbursements </li></ul><ul><li>For statistics, reporting, epidemiology </li></ul><ul><li>Accreditation, licensing </li></ul>
  251. 251. GUIDELINES ON DOCUMENTATION <ul><li>Timing </li></ul><ul><ul><li>Document patient care as soon as possible </li></ul></ul><ul><li>Observe confidentiality </li></ul><ul><li>Observe permanence </li></ul><ul><ul><li>Use non-erasable ink </li></ul></ul><ul><ul><li>Do not use sign pen </li></ul></ul>
  252. 252. GUIDELINES ON DOCUMENTATION <ul><li>Signature </li></ul><ul><ul><li>Sign full name and append R.N. </li></ul></ul><ul><li>Accuracy </li></ul><ul><ul><li>Ensure that data is correct </li></ul></ul><ul><ul><li>Avoid biases </li></ul></ul><ul><ul><li>Avoid ambiguous terms </li></ul></ul><ul><li>Appropriateness </li></ul><ul><ul><li>Write only appropriate information </li></ul></ul>
  253. 253. GUIDELINES ON DOCUMENTATION <ul><li>Completeness </li></ul><ul><li>Use standard terminology </li></ul><ul><li>Brevity </li></ul><ul><ul><li>Make it concise yet meaningful </li></ul></ul><ul><li>Legal Awareness </li></ul><ul><ul><li>Cross out erroneous entry </li></ul></ul><ul><ul><li>Write “Error” </li></ul></ul><ul><ul><li>Countersign </li></ul></ul>
  254. 254. TYPES OF RECORDS <ul><li>Source-Oriented Clinical Record </li></ul><ul><li>Problem-Oriented Clinical Record </li></ul>
  255. 255. SOURCE-ORIENTED CLINICAL RECORD <ul><li>Accumulation of chronological, variative notations that are difficult to follow because they are not assembled into an orderly or scientific manner </li></ul><ul><li>Classification of information is based on SOURCE </li></ul><ul><li>Each person or department maintains a different section on chart </li></ul>
  256. 256. COMPONENTS OF A SOURCE-ORIENTED CLINICAL RECORD <ul><li>Admission Sheet </li></ul><ul><li>Face Sheet </li></ul><ul><li>Medical History and Physical Examination Sheet </li></ul><ul><li>Diagnostic Findings Sheet </li></ul><ul><li>TPR Graphic Sheet </li></ul><ul><li>Doctor’s Treatment and Order Sheet </li></ul><ul><li>Therapeutic Sheet </li></ul>
  257. 257. PROBLEM-ORIENTED CLINICAL RECORD <ul><li>Same as Problem Oriented Medical Record </li></ul><ul><li>Entry of data is based on CLIENT’S PROBLEM </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Problem No. 1: constipation </li></ul></ul></ul><ul><ul><ul><ul><li>Increase fluid intake: doctor </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Diatabs: pharmacist </li></ul></ul></ul></ul><ul><ul><ul><ul><li>NPO: </li></ul></ul></ul></ul><ul><li>Includes observations about the patient </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Radiologist’s notes are with doctor’s notes under one problem </li></ul></ul></ul>
  258. 258. FOUR BASIC COMPONENTS OF PROBLEM-ORIENTED CLINICAL RECORD <ul><li>1. Baseline Data </li></ul><ul><ul><li>All information gathered from a patient when he first entered the agency </li></ul></ul>
  259. 259. FOUR BASIC COMPONENTS OF PROBLEM-ORIENTED CLINICAL RECORD <ul><li>2. Problem List </li></ul><ul><ul><li>Contains only ACTIVE problems (and relevant information about the problem) </li></ul></ul><ul><ul><li>No potential problems (these are contained only in the progress notes) </li></ul></ul>
  260. 260. FOUR BASIC COMPONENTS OF PROBLEM-ORIENTED CLINICAL RECORD <ul><li>3. Initial list of orders or Care Plans </li></ul>
  261. 261. FOUR BASIC COMPONENTS OF PROBLEM-ORIENTED CLINICAL RECORD <ul><li>4. Progress Notes </li></ul><ul><ul><li>Includes: </li></ul></ul><ul><ul><ul><li>Nurses’ narrative notes (SOAPIE) </li></ul></ul></ul><ul><ul><ul><li>Flow sheets </li></ul></ul></ul><ul><ul><ul><li>Discharge Notes and Referral Summaries </li></ul></ul></ul><ul><ul><li>Formats: </li></ul></ul><ul><ul><ul><li>SOAPIE – for revisions </li></ul></ul></ul>
  262. 262. COMMON METHODS OF COMMUNICATION AMONG NURSES <ul><li>1. Referring </li></ul><ul><ul><li>To endorse patient’s special concern to a higher authority or a specialized department or personnel </li></ul></ul>
  263. 263. COMMON METHODS OF COMMUNICATION AMONG NURSES <ul><li>2. Confer </li></ul><ul><ul><li>Verifying information </li></ul></ul>
  264. 264. COMMON METHODS OF COMMUNICATION AMONG NURSES <ul><li>3. Reporting </li></ul><ul><ul><li>Giving information to a concerned person </li></ul></ul>
  265. 265. KARDEX <ul><li>Is the Kardex a part of the patient’s record? </li></ul><ul><ul><li>No, it is not!!! </li></ul></ul><ul><li>It is just a bulletin board </li></ul>
  266. 266. PURPOSES OF THE KARDEX <ul><li>To make valuable information readily available </li></ul><ul><li>Allergies are written in red ink </li></ul><ul><li>It is a reminder </li></ul><ul><li>It is not a record </li></ul>
  267. 267. IMPORTANT CONCEPT <ul><li>A Nursing Care Plan is not a record!!! </li></ul>
  268. 268. COMMUNICATION
  269. 269. COMMUNICATION <ul><li>Exchange of ideas, information, feelings, data between two communicators </li></ul>
  270. 270. CONCEPT! <ul><li>Communication is the basic component of Human Relationships </li></ul>
  271. 271. ELEMENTS OF COMMUNICATION <ul><li>1. Message </li></ul><ul><ul><ul><li>Data </li></ul></ul></ul><ul><li>2. Sender </li></ul><ul><ul><ul><li>Encoder </li></ul></ul></ul><ul><li>3. Receiver </li></ul><ul><ul><ul><li>Decoder </li></ul></ul></ul><ul><li>4. Feedback </li></ul><ul><li>5. Context </li></ul><ul><ul><ul><li>Setting </li></ul></ul></ul><ul><ul><ul><li>Overall environment where the communication takes place </li></ul></ul></ul>
  272. 272. MODES OF COMMUNICATION <ul><li>1. Verbal </li></ul><ul><ul><ul><li>Oral </li></ul></ul></ul><ul><ul><ul><li>Spoken </li></ul></ul></ul><ul><ul><ul><li>Written communication </li></ul></ul></ul><ul><ul><ul><li>Text communication </li></ul></ul></ul><ul><ul><ul><li>Cable communication </li></ul></ul></ul><ul><ul><ul><li>Telex communication </li></ul></ul></ul><ul><ul><ul><li>Facsimile communication </li></ul></ul></ul>
  273. 273. MODES OF COMMUNICATION <ul><li>2. Non-verbal communication </li></ul><ul><ul><ul><li>Facial expression </li></ul></ul></ul><ul><ul><ul><li>Grimacing </li></ul></ul></ul><ul><ul><ul><li>Posture </li></ul></ul></ul><ul><ul><ul><li>Gait </li></ul></ul></ul><ul><ul><ul><li>Adornment </li></ul></ul></ul><ul><ul><ul><li>Make-up </li></ul></ul></ul><ul><ul><ul><li>Gestures </li></ul></ul></ul>
  274. 274. FACTORS AFFECTING COMMUNICATION <ul><li>Ability of the communicator </li></ul><ul><li>Perceptions </li></ul><ul><li>Proxemics </li></ul><ul><ul><li>Distances between communicators </li></ul></ul><ul><ul><ul><li>Intimate Distance </li></ul></ul></ul><ul><ul><ul><ul><li>Actual physical contact to 1.5 feet </li></ul></ul></ul></ul><ul><ul><ul><li>Personal Distance </li></ul></ul></ul><ul><ul><ul><ul><li>1.5 feet to 4 feet </li></ul></ul></ul></ul><ul><ul><ul><ul><li>3 feet to 4 feet for interview </li></ul></ul></ul></ul><ul><ul><ul><li>Social Distance </li></ul></ul></ul><ul><ul><ul><ul><li>4 feet to 12 feet </li></ul></ul></ul></ul><ul><ul><ul><li>Public Distance </li></ul></ul></ul><ul><ul><ul><ul><li>12 feet and beyond </li></ul></ul></ul></ul>
  275. 275. FACTORS AFFECTING COMMUNICATION <ul><li>Territoriality </li></ul><ul><ul><li>One person believes that the space and all the things in that space belongs to him </li></ul></ul><ul><ul><li>Do not enter abruptly; this may result in breach of privacy </li></ul></ul><ul><li>Roles and relationships </li></ul>
  276. 276. THERAPEUTIC COMMUNICATION IN NURSING <ul><li>Using Silence </li></ul><ul><ul><li>Supplement with non-verbal communication </li></ul></ul><ul><li>Provide General Leads </li></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><ul><li>“… go on” </li></ul></ul></ul><ul><ul><ul><li>“… tell me more” </li></ul></ul></ul><ul><li>Open-ended questions </li></ul>
  277. 277. THERAPEUTIC COMMUNICATION IN NURSING <ul><li>Use Touch </li></ul><ul><ul><li>But assess the culture of the patient </li></ul></ul><ul><ul><li>If the patient is a child, touch the patient on the top of the head </li></ul></ul><ul><ul><li>If the patient is an elderly, touch the patient on the hand </li></ul></ul><ul><ul><li>If the patient is of the same age level, touch the patient on the shoulder </li></ul></ul><ul><li>Offering yourself </li></ul><ul><ul><li>For autistic child </li></ul></ul><ul><ul><ul><li>Stay nearby or stay beside the patient </li></ul></ul></ul>
  278. 278. THERAPEUTIC COMMUNICATION IN NURSING <ul><li>Presenting Reality </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>“ You are in the hospital” </li></ul></ul></ul><ul><li>Reflecting </li></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>“ What do you think will make you happy” </li></ul></ul></ul><ul><ul><li>Never agree nor disagree </li></ul></ul><ul><ul><li>Reflect it back or throw it back </li></ul></ul>
  279. 279. NON-THERAPEUTIC COMMUNICATION <ul><li>Stumbling blocks to effective communication </li></ul><ul><ul><li>Stereotyping </li></ul></ul><ul><ul><li>Generalizing </li></ul></ul><ul><ul><li>Agreeing and Disagreeing </li></ul></ul><ul><ul><li>No confrontation </li></ul></ul><ul><ul><li>No argument </li></ul></ul><ul><ul><li>Being defensive </li></ul></ul><ul><ul><li>Moralizing or Passing Judgment </li></ul></ul><ul><ul><li>Giving Common Advise </li></ul></ul><ul><ul><ul><li>Examples: </li></ul></ul></ul><ul><ul><ul><ul><li>“ If I were you…” </li></ul></ul></ul></ul><ul><ul><ul><ul><li>“ You should have done it…” </li></ul></ul></ul></ul>
  280. 280. PROMOTING REST AND SLEEP
  281. 281. CIRCADIAN RHYTHM <ul><li>A biological rhythm </li></ul><ul><li>A biological clock </li></ul><ul><li>Regulated from outside the person’s body </li></ul>
  282. 282. TYPES OF SLEEP <ul><li>1. Rapid Eye Movement Sleep (REM Sleep) </li></ul><ul><ul><li>Increased brain metabolism and activity </li></ul></ul><ul><ul><li>Also called PARADOXICAL SLEEP </li></ul></ul><ul><ul><li>Characterized by: </li></ul></ul><ul><ul><ul><li>Vivid dreams </li></ul></ul></ul><ul><ul><ul><li>Easily recalled upon awakening </li></ul></ul></ul>
  283. 283. TYPES OF SLEEP: REM SLEEP <ul><li>Colorful, dramatic, emotional, implausible dream </li></ul><ul><li>Characterized by rapid eye movements </li></ul><ul><li>Almost complete loss of muscle control </li></ul>
  284. 284. TYPES OF SLEEP: REM SLEEP <ul><li>Penile erection (males) and vaginal moistening (females) </li></ul><ul><li>Easy to awaken </li></ul><ul><li>Usually a time for more intensive, vivid dreams </li></ul>
  285. 285. TYPES OF SLEEP: REM SLEEP <ul><li>REM sleep varies </li></ul><ul><ul><li>Adolescents spend 30% of total sleep time in REM sleep </li></ul></ul><ul><ul><li>Adults spend 15% of total sleep in REM sleep </li></ul></ul>
  286. 286. CONCEPTS! <ul><li>REM sleep is NOT AS RESTFUL as NON-REM sleep </li></ul><ul><li>However, REM sleep is NEEDED </li></ul><ul><li>Dreaming is a psychological outlet of pent up emotions </li></ul>
  287. 287. NURSING ALERT! <ul><li>Deprivation of REM sleep results to: </li></ul><ul><ul><li>Irritability </li></ul></ul><ul><ul><li>Restlessness </li></ul></ul><ul><ul><li>Poor concentration </li></ul></ul>
  288. 288. TYPES OF SLEEP <ul><li>2. Non-Rapid Eye Movement Sleep (Non-REM Sleep) </li></ul><ul><ul><li>Deep restful sleep </li></ul></ul><ul><ul><li>Benefit is that it restores the body physically and psychologically (especially for post-operative patients) </li></ul></ul>
  289. 289. TYPES OF SLEEP: NON-REM SLEEP STAGE 1 <ul><li>Stage of very light sleep </li></ul><ul><li>The eyes roll from side to side </li></ul><ul><li>Heart and respiratory rates drop slightly </li></ul><ul><li>The sleeper can be readily awakened </li></ul><ul><li>Stage only lasts for a few minutes </li></ul>
  290. 290. TYPES OF SLEEP: NON-REM SLEEP STAGE 2 <ul><li>Stage of light sleep in which the body processes continue to slow down </li></ul><ul><li>The eyes are generally still </li></ul><ul><li>The heart and respiratory rates decrease slightly </li></ul><ul><li>The body temperature falls </li></ul><ul><li>Lasts only about 10 to 15 minutes but constitutes 40 – 45% of total sleep </li></ul>
  291. 291. TYPES OF SLEEP: NON-REM SLEEP STAGE 3 <ul><li>The heart and respiratory rates, as well as other body processes, slow further because of the domination of the parasympathetic nervous system </li></ul><ul><li>The sleeper becomes more difficult to arouse </li></ul><ul><li>The person is not disturbed by sensory stimuli </li></ul><ul><li>The skeletal muscles are very relaxed </li></ul><ul><li>The reflexes are diminished and snoring may occur </li></ul>
  292. 292. TYPES OF SLEEP: NON-REM SLEEP STAGE 4 <ul><li>Delta sleep or deep sleep </li></ul><ul><li>Heart and respiratory rates drop 20 – 30% below that exhibited during waking hours </li></ul><ul><li>Sleeper is very relaxed, rarely moves and is difficult to arouse </li></ul><ul><li>This stage is thought to restore the body physically </li></ul><ul><li>The eyes usually roll and some dreaming occurs </li></ul>
  293. 293. CONCEPT! <ul><li>Deprivation of Non-REM sleep causes: </li></ul><ul><ul><li>Physical exhaustion </li></ul></ul><ul><ul><li>Decreased resistance against infection </li></ul></ul>
  294. 294. WELLNESS TEACHINGS TO ENHANCE OR PROMOTE SLEEP <ul><li>Establish a regular routine </li></ul><ul><li>Have adequate exercise at daytime </li></ul><ul><ul><li>Avoid stimulating activity by bedtime </li></ul></ul>
  295. 295. WELLNESS TEACHINGS TO ENHANCE OR PROMOTE SLEEP <ul><li>Avoid all types of stimulants </li></ul><ul><ul><li>Caffeine-containing foods </li></ul></ul><ul><ul><ul><li>Coffee </li></ul></ul></ul><ul><ul><ul><li>Cocoa </li></ul></ul></ul><ul><ul><ul><li>Chocolate </li></ul></ul></ul><ul><ul><ul><li>Tea </li></ul></ul></ul><ul><ul><ul><li>Cola </li></ul></ul></ul><ul><ul><li>Nicotine </li></ul></ul><ul><ul><li>Alcohol </li></ul></ul><ul><ul><ul><li>Prolongs the REM stage of sleep </li></ul></ul></ul><ul><ul><ul><li>It excites the patient like an anesthetic </li></ul></ul></ul><ul><ul><ul><li>Not a stimulant </li></ul></ul></ul>
  296. 296. WELLNESS TEACHINGS TO ENHANCE OR PROMOTE SLEEP <ul><li>Avoid shabu </li></ul><ul><li>Use the bed mainly for sleep </li></ul><ul><li>If unable to sleep, get up and pursue satisfying activity </li></ul>
  297. 297. WELLNESS TEACHINGS TO ENHANCE OR PROMOTE SLEEP <ul><li>Drink something warm or hot (except stimulants) </li></ul><ul><ul><li>Milk contains L-tryptophan </li></ul></ul><ul><ul><li>L-tryptophan is an amino acid with a natural sedative effect that induces one to sleep </li></ul></ul>
  298. 298. WELLNESS TEACHINGS TO ENHANCE OR PROMOTE SLEEP <ul><li>Do something HOT! </li></ul><ul><ul><li>Twice-a-week masturbation is ideal </li></ul></ul><ul><ul><li>Facilitates release of tension of the day </li></ul></ul>
  299. 299. WELLNESS TEACHINGS TO ENHANCE OR PROMOTE SLEEP <ul><li>Side-to-side turning every two hours with back tapping </li></ul><ul><li>Support bedtime rituals </li></ul><ul><li>Remove all music in order to sleep </li></ul>
  300. 300. PROMOTING OXYGENATION
  301. 301. DEEP BREATHING <ul><li>Two (2) types of Deep Breathing: </li></ul><ul><ul><li>Apical Deep Breathing </li></ul></ul><ul><ul><li>Basal Deep Breathing </li></ul></ul>
  302. 302. APICAL DEEP BREATHING <ul><li>Done to expand the upper portion of the lungs </li></ul><ul><li>Let the patient place palms on the upper chest </li></ul><ul><li>Concentrate on that area </li></ul><ul><li>Take a slow deep breath at a count of 1,2,3 </li></ul><ul><li>Release it slowly through the nose or a pursed lip at a count of 4,5,6,7 </li></ul><ul><li>Therefore, expiration is longer than inspiration </li></ul><ul><ul><li>Rationale: </li></ul></ul><ul><ul><ul><li>To prevent respiratory alkalosis </li></ul></ul></ul>
  303. 303. APICAL DEEP BREATHING <ul><li>Taught to patients who will undergo: </li></ul><ul><ul><li>Upper abdominal surgery </li></ul></ul><ul><ul><li>Cholecystectomy </li></ul></ul><ul><ul><ul><li>Incision site on diaphragm </li></ul></ul></ul><ul><ul><ul><li>Patient does not want to breathe </li></ul></ul></ul><ul><ul><ul><li>Predisposed to hypostatic pneumonia </li></ul></ul></ul>
  304. 304. BASAL DEEP BREATHING <ul><li>Same procedure </li></ul><ul><li>Area of concentration is the lower ribcage </li></ul><ul><li>When to teach patient: </li></ul><ul><ul><li>Before surgery </li></ul></ul><ul><ul><li>Before pain is present </li></ul></ul><ul><li>Rationale: </li></ul><ul><ul><li>If pain is already present, it would be difficult for patient to follow </li></ul></ul>
  305. 305. BASAL DEEP BREATHING <ul><li>When done: </li></ul><ul><ul><li>Done q2 hours together with turning </li></ul></ul>
  306. 306. COUGHING EXERCISES <ul><li>Purpose </li></ul><ul><ul><li>To expand the lungs </li></ul></ul><ul><ul><li>To facilitate expectoration of secretions </li></ul></ul><ul><li>How often done: </li></ul><ul><ul><li>At least every two (2) hours </li></ul></ul>
  307. 307. COUGHING EXERCISES <ul><li>Procedure </li></ul><ul><ul><li>Teach the patient to inhale and exhale </li></ul></ul><ul><ul><li>Tell the patient to inhale and exhale a second time </li></ul></ul><ul><ul><li>Tell the patient to inhale and cough out </li></ul></ul>
  308. 308. NURSING ALERT! <ul><ul><li>Coughing is contraindicated in the following patients: </li></ul></ul><ul><ul><ul><li>With increased intracranial pressure (ICP) </li></ul></ul></ul><ul><ul><ul><li>With increased intraoptical pressure (IOP) </li></ul></ul></ul><ul><ul><ul><li>With cardiac arrhythmias (but are allowed to do deep breathing) </li></ul></ul></ul>
  309. 309. CONCEPTS! <ul><li>Deep Breathing and Coughing </li></ul><ul><ul><li>Purpose is to stimulate surfactant production </li></ul></ul><ul><li>Yawning and sneezing also stimulate surfactant production </li></ul>
  310. 310. OXYGEN INHALATION AND ADMINISTRATION <ul><li>Practical Application Concept! </li></ul><ul><ul><li>When administering oxygen, be sure to open the valve of the oxygen tank first. </li></ul></ul><ul><ul><li>Be certain that the valve on the regulator is closed so that the flow meter would not break! </li></ul></ul>
  311. 311. CONCEPTS! <ul><li>Humidifier moistens the oxygen administered </li></ul><ul><li>Purpose </li></ul><ul><ul><li>To avoid drying and irritation of the mucosal lining </li></ul></ul><ul><ul><li>Also traps particulates from the tank </li></ul></ul><ul><ul><ul><li>Iron oxide may be present in the tank (iron plus oxygen produces iron oxide or rust) </li></ul></ul></ul>
  312. 312. CONCEPTS! <ul><li>Fire Precaution </li></ul><ul><ul><li>Place ‘NO SMOKING’ sign at the door or at the head part of the patient </li></ul></ul><ul><li>Tank and oxygen do not explode </li></ul><ul><li>They merely support combustion </li></ul>
  313. 313. OTHER CONCEPTS! <ul><li>Do not use volatile substances </li></ul><ul><li>Acetone and alcohol can react with oxygen and lead to toxicity of patient </li></ul><ul><li>Do not use oil based or grease on any part of the oxygen set </li></ul><ul><li>Do not allow the patient to use an electric razor as sparks may trigger combustion </li></ul>
  314. 314. NURSING ALERT! <ul><li>Retrolental Fibroplasia occurs if there is excess oxygen administration in infants. </li></ul><ul><li>Excess oxygen leads to destruction of the retina and blindness </li></ul>
  315. 315. MODES OF ADMINISTRATION <ul><li>1. Low Flow Administration </li></ul><ul><ul><li>Utilizes nasal cannula or nasal prongs or nasal catheters </li></ul></ul><ul><ul><li>Given to COPD patients </li></ul></ul><ul><li>2. High Flow Administration </li></ul><ul><ul><li>Uses a venturi mask </li></ul></ul>
  316. 316. NEBULIZATION <ul><li>With sodium chloride and salbutamol </li></ul><ul><li>A physiologic solution </li></ul><ul><ul><li>Water liquefies secretions </li></ul></ul><ul><ul><li>Sodium chloride stimulates coughing </li></ul></ul><ul><ul><li>Salbutamol is a bronchodilator </li></ul></ul><ul><li>Purpose: </li></ul><ul><ul><li>For expectoration of secretions </li></ul></ul>
  317. 317. NURSING PRE-THERAPY ASSESSMENT PRIOR TO NEBULIZATION <ul><li>Have baseline data of patient’s breath sounds </li></ul><ul><li>Assess again after nebulization to assess effectiveness of the procedure </li></ul>
  318. 318. SPIROMETRY <ul><li>Purpose is to expand the lungs </li></ul><ul><li>Done when inhaling </li></ul><ul><li>Instruction to the patient: </li></ul><ul><ul><li>Inhale from the spirometer and NOT blow to the spirometer </li></ul></ul><ul><li>Procedure: </li></ul><ul><ul><li>Inhale – exhale </li></ul></ul><ul><ul><li>Inhale – exhale fully </li></ul></ul><ul><ul><li>Place mouthpiece between teeth </li></ul></ul><ul><ul><li>Hold breath for four (4) seconds </li></ul></ul><ul><ul><li>Then inhale, fully rising the ball </li></ul></ul><ul><li>Upon inhalation, the ball rises </li></ul>
  319. 319. CHEST PHYSIOTHERAPY <ul><li>This is a dependent procedure </li></ul><ul><li>There are no absolute contraindications to this procedure </li></ul><ul><li>Contraindicated for the following patients with: </li></ul><ul><ul><li>Pacemakers </li></ul></ul><ul><ul><li>Lung abscess </li></ul></ul><ul><ul><li>Hemoptysis </li></ul></ul><ul><ul><li>Dangerous Arrhythmias </li></ul></ul><ul><ul><li>Active PTB (which goes to the other lobe) </li></ul></ul><ul><ul><li>Lung CA (malignancy goes to other lung) </li></ul></ul>
  320. 320. THREE COMPONENTS OF CHEST PHYSIOTHERAPY <ul><li>Percussion </li></ul><ul><li>Vibration </li></ul><ul><li>Postural Drainage </li></ul>
  321. 321. THREE COMPONENTS OF CHEST PHYSIOTHERAPY <ul><li>1. Percussion </li></ul><ul><ul><li>Use cupped hands </li></ul></ul><ul><ul><li>Hands alternate in rising and coming into contact with chest or back of patient </li></ul></ul>
  322. 322. THREE COMPONENTS OF CHEST PHYSIOTHERAPY <ul><li>2. Vibration </li></ul><ul><ul><li>Palms of your hand are placed on chest or back of patient giving quivering motions </li></ul></ul><ul><ul><li>Palms remain in contact with the chest or back </li></ul></ul>
  323. 323. THREE COMPONENTS OF CHEST PHYSIOTHERAPY <ul><li>3) Postural Drainage </li></ul><ul><ul><li>Drain secretions by gravity </li></ul></ul><ul><ul><li>Change positions </li></ul></ul>
  324. 324. POSTURAL DRAINAGE POSITIONS
  325. 325. IMPORTANT CONCEPT! <ul><li>Rule out contraindications before performing chest physiotherapy </li></ul>
  326. 326. PRE-THERAPY ASSESSMENT FOR VIBRATION AND PERCUSSION <ul><li>Assess breath sounds to know which lung fields have secretions </li></ul><ul><li>Then assess again after procedure to check effectiveness of the procedure . </li></ul>
  327. 327. CONCEPTS! <ul><li>Vibration and percussion are done to mechanically dislodge secretions </li></ul><ul><li>Nebulization is done to liquefy secretions </li></ul><ul><li>Suctioning is done to clear secretions </li></ul><ul><li>Postural Drainage is done to drain secretions using gravity </li></ul>
  328. 328. POSTURAL DRAINAGE <ul><li>When done: </li></ul><ul><ul><li>Before meals </li></ul></ul><ul><ul><li>Two (2) hours after meals </li></ul></ul><ul><li>Before doing the procedure, the following baseline data are needed: </li></ul><ul><ul><li>Breath sounds </li></ul></ul><ul><ul><li>Vital signs </li></ul></ul><ul><ul><li>Continuous ECG monitoring </li></ul></ul>
  329. 329. POSTURAL DRAINAGE <ul><li>During the procedure: </li></ul><ul><ul><li>Ensure the comfort of the patient </li></ul></ul><ul><ul><li>Provide a kidney basin and tissue paper </li></ul></ul>
  330. 330. NURSING ALERT! <ul><ul><li>Watch out for signs of symptoms which may require stopping of the procedure: </li></ul></ul><ul><ul><ul><li>Sudden dyspnea </li></ul></ul></ul><ul><ul><ul><li>Cyanosis </li></ul></ul></ul><ul><ul><ul><li>Extreme diaphoresis </li></ul></ul></ul><ul><ul><ul><li>Sudden alteration of blood pressure, respiratory rate, pulse rate </li></ul></ul></ul><ul><ul><ul><li>Appearance of arrhythmias </li></ul></ul></ul><ul><ul><ul><li>Hemoptysis </li></ul></ul></ul><ul><ul><ul><li>General intolerance of the procedure </li></ul></ul></ul>
  331. 331. IMPORTANT CONCEPT! <ul><li>If any of those written on the previous slide occurs, STOP THE PROCEDURE and inform the physician </li></ul>
  332. 332. CONCEPT! <ul><li>After the procedure assess the following: </li></ul><ul><ul><li>Breath sounds </li></ul></ul><ul><ul><li>Vital signs </li></ul></ul><ul><ul><li>Quantity and quality of sputum </li></ul></ul><ul><ul><li>Overall response of the patient to the procedure </li></ul></ul><ul><li>Give oral hygiene </li></ul><ul><ul><li>Rationale: </li></ul></ul><ul><ul><ul><li>To eliminate phlegm from the mouth </li></ul></ul></ul>
  333. 333. IMPORTANT CONCEPT! <ul><li>Patients with cystic fibrosis benefit much from postural drainage </li></ul>
  334. 334. SUCTIONING
  335. 335. SUCTIONING <ul><li>Purpose is to seek out secretions </li></ul>
  336. 336. CONCEPTS ON SUCTIONING <ul><li>Question: </li></ul><ul><ul><li>If you have only one (1) suction catheter, which will you suction first, the nose or the mouth? </li></ul></ul><ul><li>Answer: </li></ul><ul><ul><li>If the patient is an infant or a newborn: </li></ul></ul><ul><ul><ul><li>Start on the mouth then proceed to the nose </li></ul></ul></ul><ul><li>Rationale: </li></ul><ul><ul><li>If you start on the nose, you will trigger the sneezing reflex and this would result into aspiration </li></ul></ul>
  337. 337. CONCEPTS ON SUCTIONING <ul><li>Question: </li></ul><ul><ul><li>If you have only one (1) suction catheter, which will you suction first, the nose or the mouth? </li></ul></ul><ul><li>Answer: </li></ul><ul><ul><li>If the patient is an adult, suction the mouth first, then proceed to the nose </li></ul></ul><ul><li>Rationale: </li></ul><ul><ul><li>This is done for aesthetic reasons </li></ul></ul>
  338. 338. TYPES OF SUCTIONING TYPE OF SUCTIONING: OROPHARYN-GEAL SUCTIONING POSITION OF THE PATIENT WHILE SUCTIONING DEPTH DURATION INTERVAL WITH EACH PASS OF SUCTION TOTAL TIME If the patient is conscious Fowler’s (high or moderate); Head turned to one side (towards the nurse) 10 – 15 cm Not more than 10 – 15 seconds 20 – 30 seconds Not more than 5 minutes If the patient is unconscious Place on one side (facing the nurse); Tilt neck to move head slightly forward towards the basin to avoid aspiration during suctioning 10 – 15 cm Not more than 10 – 15 seconds 20 – 30 seconds Not more than 5 minutes
  339. 339. TYPES OF SUCTIONING TYPE OF SUCTIONING: NASOPHA- RYNGEAL SUCTIONING POSITION OF THE PATIENT WHILE SUCTIONING DEPTH DURATION INTERVAL WITH EACH PASS OF SUCTION TOTAL TIME If the patient is conscious Neck should be hyperextended; Fowler’s position   From tip of the nose to tip of the earlobe   Not more than 10 – 15 seconds 20 – 30 seconds Not more than 5 minutes If the patient is unconscious Flat on bed with head turned to the nurse Lateral position may be assumed From tip of the nose to tip of the earlobe   Not more than 10 – 15 seconds 20 – 30 seconds Not more than 5 minutes
  340. 340. TYPES OF SUCTIONING TYPE OF SUCTIONING: OROTRA- CHEAL SUCTIONING POSITION OF THE PATIENT WHILE SUCTIONING DEPTH DURATION INTERVAL WITH EACH PASS OF SUCTION TOTAL TIME If the patient is conscious Low to semi-fowler’s position Measure from mouth to mid-sternum Not more than 10 seconds 20 – 30 seconds Not more than 5 minutes If the patient is unconscious Flat on bed; Suction trachea through the mouth Measure from mouth to mid-sternum Not more than 10 seconds 20 – 30 seconds Not more than 5 minutes
  341. 341. TYPES OF SUCTIONING TYPE OF SUCTIONING: NASOTRA- CHEAL SUCTIONING POSITION OF THE PATIENT WHILE SUCTIONING DEPTH DURATION INTERVAL WITH EACH PASS OF SUCTION TOTAL TIME If the patient is conscious Low to semi-fowler’s position   From tip of the nose to earlobe to dominating side of neck to the thyroid cartilage Not more than 10 seconds 20 – 30 seconds Not more than 5 minutes If the patient is unconscious Flat on bed; Suction trachea through the nose From tip of the nose to earlobe to dominating side of neck to the thyroid cartilage Not more than 10 – 15 seconds 20 – 30 seconds Not more than 5 minutes
  342. 342. TYPES OF SUCTIONING TYPE OF SUCTIONING: POSITION OF THE PATIENT WHILE SUCTIONING DEPTH DURATION INTERVAL WITH EACH PASS OF SUCTION TOTAL TIME ENDOTRA-CHEAL TUBE SUCTIONING Semi-Fowler’s if not contraindicated   12.5 cms. or 6 inches; Insert as far as it goes until you meet resistance or until patient coughs 5 – 10 seconds 2 – 3 minutes Not more than 5 minutes TRACHEOS-TOMY TUBE SUCTIONING Semi-Fowler’s if not contraindicated   Insert as far as it gets until you meet resistance or until the patient coughs   5 – 10 seconds 2 – 3 minutes Not more than 5 minutes
  343. 343. IMPORTANT CONCEPTS ON SUCTIONING!!! <ul><li>For Endotracheal suctioning : </li></ul><ul><ul><li>NO TUBE IS USED HERE </li></ul></ul><ul><ul><li>This is suctioning of the trachea through the mouth or through the nose </li></ul></ul><ul><li>Two (2) types of Endotracheal Suctioning: </li></ul><ul><ul><li>Orotracheal Suctioning </li></ul></ul><ul><ul><ul><li>Oral approach </li></ul></ul></ul><ul><ul><li>Nasotracheal Suctioning </li></ul></ul><ul><ul><ul><li>Nasal approach </li></ul></ul></ul>
  344. 344. GENERAL CONDITIONS FOR SUCTIONING <ul><li>For Endotracheal and Tracheostomy (Naso and Oral and Tube) </li></ul><ul><ul><li>Before suctioning, HYPEROXYGENATE the patient </li></ul></ul><ul><ul><li>During intervals, HYPEROXYGENATE the patient </li></ul></ul>
  345. 345. GENERAL CONDITIONS FOR SUCTIONING <ul><li>For ET, Tracheostomy, ET tube : </li></ul><ul><ul><li>Nursing Alert! </li></ul></ul><ul><ul><ul><li>During insertion, if you encounter resistance, withdraw the catheter about one centimeter (1 cm) before applying suction </li></ul></ul></ul><ul><ul><li>Rationale : </li></ul></ul><ul><ul><ul><li>To avoid trauma on the mucous membrane </li></ul></ul></ul>
  346. 346. GENERAL CONDITIONS FOR SUCTIONING <ul><li>For ET, Tracheostomy, ET Tube : </li></ul><ul><ul><li>Do suctioning intermittently </li></ul></ul><ul><ul><li>Suctioning should not be continuous </li></ul></ul><ul><ul><li>Rotate the catheter (between the thumb and the index finger) as you withdraw </li></ul></ul><ul><ul><li>Apply suction only when you are ready to withdraw (i.e. keep finger away from suction port if you are still not ready) </li></ul></ul>
  347. 347. HOW TO HYPEROXYGENATE THE PATIENT <ul><li>Give two (2) to three (3) blows by ambubag </li></ul><ul><li>Increase flow rate and concentration of oxygen </li></ul><ul><li>Nursing Alert! </li></ul><ul><ul><li>If the patient has thick, tenacious secretions, DO NOT USE AN AMBUBAG </li></ul></ul><ul><ul><li>Use an OXYGEN INSUFFLATION SUCTION CATHETER instead!!! </li></ul></ul><ul><ul><li>This is a two-lumen catheter (one lumen brings oxygen to the patient, the other lumen brings out secretions from the patient) </li></ul></ul>
  348. 348. HOW TO HYPEROXYGENATE THE PATIENT <ul><li>In the event of encrustations, PERFORM TRACHEAL LAVAGE </li></ul><ul><ul><li>Instill 2.5 ml to 5.0 ml Normal Saline Solution for adults to liquefy the mucous plug </li></ul></ul><ul><ul><li>Instill 2.0 ml Normal Saline Solution for children to liquefy the mucous plug </li></ul></ul><ul><ul><li>Instill 0.5 ml to 1.0 ml Normal Saline Solution for infants to liquefy the mucous plug </li></ul></ul>
  349. 349. VITAL SIGNS
  350. 350. TEMPERATURE
  351. 351. TEMPERATURE <ul><li>Oral Temperature </li></ul><ul><li>Axillary Temperature </li></ul><ul><li>Rectal Temperature </li></ul>
  352. 352. ORAL TEMPERATURE <ul><li>Most convenient </li></ul><ul><li>Most accessible </li></ul><ul><li>Nursing Alert! </li></ul><ul><ul><li>Applicability is for children aged six (6) years and above </li></ul></ul><ul><ul><li>Not applicable for children below six (6) years old </li></ul></ul>
  353. 353. ORAL TEMPERATURE <ul><li>Contraindicated in the patients with : </li></ul><ul><ul><li>Oral surgery </li></ul></ul><ul><ul><li>Mouth breathers </li></ul></ul><ul><ul><li>History of convulsive seizures </li></ul></ul><ul><ul><li>Unconscious </li></ul></ul><ul><ul><li>Incoherent </li></ul></ul><ul><ul><li>Irrational </li></ul></ul><ul><ul><li>Mentally disrupted </li></ul></ul><ul><ul><li>Insane </li></ul></ul>
  354. 354. ORAL TEMPERATURE <ul><li>Procedure </li></ul><ul><ul><li>Nothing Per Orem for about thirty (30) minutes before taking temperature </li></ul></ul><ul><ul><li>No food intake </li></ul></ul><ul><ul><li>No drinks </li></ul></ul><ul><ul><li>No smoking </li></ul></ul><ul><ul><li>No chewing gum </li></ul></ul><ul><ul><li>No whistling </li></ul></ul><ul><ul><li>No gargling </li></ul></ul><ul><li>Rationale </li></ul><ul><ul><li>Any of the above would alter the results </li></ul></ul>
  355. 355. ORAL TEMPERATURE <ul><li>Placement : </li></ul><ul><ul><li>Under the tongue, beside the frenulum (right or left) </li></ul></ul><ul><li>Total Time : </li></ul><ul><ul><li>Two (2) to three (3) minutes </li></ul></ul>
  356. 356. AXILLARY TEMPERATURE <ul><li>Least reliable </li></ul><ul><li>Safest method </li></ul><ul><li>Nursing Alert! </li></ul><ul><ul><li>During application, be sure that axilla is dry </li></ul></ul><ul><ul><li>Dry using a patting motion </li></ul></ul>
  357. 357. AXILLARY TEMPERATURE <ul><li>Nursing Alert! </li></ul><ul><ul><li>Do not RUB! </li></ul></ul><ul><li>Rationale </li></ul><ul><ul><li>This increases heat due to friction </li></ul></ul><ul><ul><li>Rubbing increases blood supply to the area </li></ul></ul><ul><ul><ul><li>Therefore, there will be increase in temperature reading </li></ul></ul></ul><ul><ul><li>Rubbing provides a false-positive elevation of temperature reading </li></ul></ul>
  358. 358. AXILLARY TEMPERATURE <ul><li>Duration : </li></ul><ul><ul><li>In adults – nine (9) minutes </li></ul></ul><ul><ul><li>In children – five (5) minutes </li></ul></ul>
  359. 359. RECTAL TEMPERATURE <ul><li>Most reliable (except for Tympanic Thermometer) </li></ul><ul><li>Most accurate (except for Tympanic Thermometer) </li></ul><ul><li>Concept! </li></ul><ul><ul><li>If tympanic method is used using a tympanic thermometer, the rectal method is only second most reliable and second most accurate </li></ul></ul>
  360. 360. RECTAL TEMPERATURE <ul><li>Disadvantage : </li></ul><ul><ul><li>Placement on a different site yields a different reading </li></ul></ul><ul><ul><li>Therefore, ensure that the bulb of the rectal thermometer rests on the mucous membrane. </li></ul></ul><ul><li>Contraindications : </li></ul><ul><ul><li>Hemorrhoids </li></ul></ul><ul><ul><li>Rectal Surgery </li></ul></ul><ul><ul><li>Certain Cardiac ailments due to stimulation of the vagus nerve; valsalva maneuver leads to arrhythmias </li></ul></ul>
  361. 361. RECTAL TEMPERATURE <ul><li>Position of the patient when taking the reading : </li></ul><ul><ul><li>Sim’s left position </li></ul></ul><ul><ul><li>Sim’s right position </li></ul></ul><ul><ul><li>For Newborn, lift up ankles to keep buttocks up </li></ul></ul><ul><ul><li>In Toddlers, set on prone position on adult’s lap </li></ul></ul><ul><li>Duration : </li></ul><ul><ul><li>Two (2) minutes </li></ul></ul>
  362. 362. TEMPERATURE SCALES <ul><li>Conversion of Centigrade to Fahrenheit </li></ul><ul><ul><ul><li>Centigrade = (5/9)F – 32 </li></ul></ul></ul><ul><ul><ul><li>Centigrade = (F/1.8) – 32 </li></ul></ul></ul>
  363. 363. TEMPERATURE SCALES <ul><li>Conversion of Fahrenheit to Centigrade </li></ul><ul><ul><ul><li>Fahrenheit = (9/5)C + 32 </li></ul></ul></ul><ul><ul><ul><li>Fahrenheit = (1.8)C + 32 </li></ul></ul></ul>
  364. 364. CONCEPTS ON HUMAN BODY TEMPERATURE <ul><li>Highest body temperature is usually reached between 8:00 PM to 12:00 MN </li></ul><ul><li>Lowest body temperature occurs in the early morning hours of the day at around 4:00 AM to 6:00 AM </li></ul>
  365. 365. FEVER <ul><li>Normally, the hypothalamus is able to adjust body temperatures between 37 ° C to 40°C </li></ul><ul><li>But due to the presence of pyrogenic materials like the following: </li></ul><ul><ul><li>Pathogenic microorganisms </li></ul></ul><ul><ul><li>Toxins </li></ul></ul><ul><ul><li>Foreign substances </li></ul></ul><ul><ul><li>Any substance capable of increasing body temperature </li></ul></ul><ul><li>Creates a deficiency of -3°C, making a person enter the FIRST STAGE OF FEVER </li></ul>
  366. 366. FIRST STAGE OF FEVER <ul><li>Typical signs and symptoms indicate the body’s compliance mechanism to increase and conserve heat: </li></ul><ul><ul><li>Chills </li></ul></ul><ul><ul><li>Shivering </li></ul></ul><ul><ul><li>Gooseflesh </li></ul></ul><ul><ul><ul><li>Contraction of arectores pilorum or pilo arecti muscles </li></ul></ul></ul><ul><ul><li>Vasoconstriction </li></ul></ul><ul><ul><ul><li>Decreases blood supply to the skin </li></ul></ul></ul><ul><ul><li>Pallid Skin </li></ul></ul><ul><ul><li>Cyanotic nail beds </li></ul></ul>
  367. 367. FIRST STAGE OF FEVER <ul><li>Key Concept!!! </li></ul><ul><ul><li>Patient complains of feeling cold </li></ul></ul><ul><ul><li>Sweating will stop because body will minimizes heat loss </li></ul></ul><ul><ul><li>Also called: </li></ul></ul><ul><ul><ul><li>Onset Stage </li></ul></ul></ul><ul><ul><ul><li>Chill Stage </li></ul></ul></ul><ul><ul><ul><li>Cold Stage </li></ul></ul></ul><ul><ul><li>This stage is characterized by low febrile temperatures </li></ul></ul>
  368. 368. FIRST STAGE OF FEVER <ul><li>Nursing Management : </li></ul><ul><ul><li>Aim is to minimize heat loss </li></ul></ul><ul><ul><li>Do NOT apply TEPID SPONGE BATH because this would make patient progress to SHOCK </li></ul></ul><ul><ul><li>Provide additional clothing as necessary </li></ul></ul><ul><ul><li>Provide additional blankets as necessary </li></ul></ul><ul><ul><li>Provide something warm to drink </li></ul></ul><ul><ul><li>These measures would result to a gradual increase in body temperature </li></ul></ul>
  369. 369. FIRST STAGE OF FEVER <ul><li>Question : </li></ul><ul><ul><li>When will you st

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