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CHAPTER
Obtaining a Medical History
and Vital Signs
12
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Topics
• Obtaining a Medical History
• Vital Signs
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OBTAINING A MEDICAL HISTORY
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Obtaining a Medical History
• Medical history: previous medical
conditions and events for patient.
• Signs: something you can see and
observe about patient.
– Can be pale skin; rapid pulse; open wound
to chest.
– All are obvious.
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Obtaining a Medical History
• Symptom: something patient feels;
may complain about.
– Can be obvious or very subtle.
– Pain, nausea common symptoms.
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Common Signs and Symptoms
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Obtaining a Medical History
• Interviewing Your Patient
– An alert patient is the best source of
information.
– Chief complaint: main medical complaint
described by patient.
– Family members, bystanders, first
responders should all be questioned.
(continued)
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Get down at eye level with your patient and make good eye contact
as you begin your medical history.
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Obtaining a Medical History
• Interviewing Your Patient:
– Ask questions slowly and clearly.
– Allow time for patient to process and
respond.
– Listen carefully.
– Document important details.
(continued)
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Obtaining a Medical History
• Interviewing Your Patient
– Establish a good rapport
Introduction
Consent
Patient's name
Patient's age
Chief complaint
(continued)
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Obtaining a Medical History
• Interviewing Your Patient
– SAMPLE history tool:
S — Signs/symptoms
A — Allergies
M — Medications
P — Past pertinent medical history
L — Last oral intake
E — Events leading to the illness or injury
(continued)
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Obtaining a Medical History
• Interviewing Your Patient
– OPQRST: most commonly used for
assessment of pain or discomfort.
O — Onset
P — Provocation
Q — Quality
R — Region/Radiate
S — Severity
T — Time
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Obtaining a Medical History
• Additional Sources of Information
– Family members, bystanders, first
responders; patient unresponsive or unable
to provide medical history.
– Medical identification jewelry.
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Consider using bystanders or family members when your patient is
unresponsive or unable to provide a medical history on his own.
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VITAL SIGNS
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Vital Signs
• Respiration
• Pulse
• Blood pressure
• Skin signs
• Pupils
• Perfusion: adequate supply of well-
oxygenated blood to all parts of body
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Vital Signs
• Mental status (Level Of Consciousness
[LOC]) or level of responsiveness
evaluated using AVPU scale.
– A — Alert
– V — Verbal, responsive to verbal stimuli
– P — Pain, responsive only to painful stimuli
– U — Unresponsive, unconscious, or
completely unresponsive
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Vital Signs
• Baseline vital signs: first set of vital
signs obtained.
• Trending: comparing multiple sets of
vital signs from same patient over time.
• Careful analysis of vital signs can alert
you to current or developing problems.
• Do not rush to a conclusion too soon.
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Vital Signs
• Respiration
– Act or process of breathing in (inhaling)
and out (exhaling).
• Evaluate
– Rate, depth, sound, ease.
• Work of breathing
– Effort that patient must exert to breathe.
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Assessment Signs—Respirations
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Vital Signs
• To assess respirations:
– Grasp patient's wrist as if you were going
to count pulse rate. Hold his arm firmly
against his upper abdomen.
– Observe abdomen and chest move in and
out. Listen for abnormal sounds.
– Count number of breaths patient takes in
15 or 30 seconds.
(continued)
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Vital Signs
• To assess respirations:
– While counting respirations, note depth and
ease of breathing.
– Document rate, depth, ease.
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Normal Respiration Rates
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Emergency Medical Responder assessing respirations on a supine
patient.
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EMT assessing respirations on a seated patient.
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Vital Signs
• Pulse: remote heartbeat.
– Gives insight into circulatory status of
patient.
– Good pulse indicates blood is moving well
throughout body.
– Carotid; femoral: central pulses.
– Brachial; radial; pedal: peripheral pulses.
(continued)
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Locating the carotid pulse point in the neck.
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Locating the radial pulse point in the wrist.
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Vital Signs
• Pulse
– Assess for rate, strength, rhythm.
• Responsive patient
– Check radial pulse.
• Unresponsive patient
– Check carotid pulse.
• Radial pulse may not be detectable if
blood pressure is too low or if there is
extremity injury.
(continued)
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Vital Signs
• Pulse rate for adults is between 60 and
100 beats per minute (see Table 11.4).
– Rate above 100 considered rapid
(tachycardia)
– Rate below 60 considered slow
(bradycardia)
• Pulse point for infants under the age of
one year is brachial pulse in upper arm.
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Vital Signs
• Capillary refill: time it takes for
capillaries to refill after being blanched.
– Select appropriate finger or toe.
– Using thumb and index finger, squeeze pad
of finger or toe from both sides. Observe
pad as it blanches.
– Quickly release pressure; observe color
return to pad; document findings.
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Checking capillary refill time in the fingers.
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Vital Signs
• Blood pressure: measurement of
pressure of blood against walls of
arteries, both when heart beats and
when it is at rest.
– Systolic: pressure within arteries when
heart beats; contraction phase of heart.
– Diastolic: pressure that remains in arteries
when heart is at rest; resting phase of
heart.
(continued)
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Vital Signs
• Reading of 120/80 considered normal
blood pressure.
• Take several readings to identify
changes in status.
• Systolic reading above 140 considered
high blood pressure (hypertension).
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Normal Blood Pressures
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Vital Signs
• Palpation: using one's hands to touch
or feel the body.
• Auscultation: listening to internal
sounds of the body (stethoscope).
– Adjust earpieces.
– Have patient sit or lie down.
– Remove clothing on arm.
– Support arm at level of heart.
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Adjust the earpieces of the stethoscope so they point forward into
the ear canal.
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Proper position for taking a blood pressure while seated.
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Obtaining a blood pressure on a supine patient.
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Vital Signs
• Auscultation
– Select correct-size blood pressure cuff.
– Wrap cuff around upper arm.
– Apply cuff securely but not too tightly.
– Place ends of stethoscope in your ears.
– Use fingertips to locate brachial artery.
– Position diaphragm of stethoscope over
brachial artery pulse site.
(continued)
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Location of the brachial artery.
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Proper placement of the blood pressure cuff.
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Vital Signs
• Auscultation
– Close valve and inflate cuff (180 mmHg
adult; 120 mmHg child).
– Open valve slowly to release pressure from
cuff.
– Listen carefully as you watch needle move.
– Let cuff continue to deflate.
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Vital Signs
• Auscultation
– Let rest of air out of cuff quickly.
– Record time, arm used, position of person,
pressure readings.
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Place the cuff snugly around the upper arm.
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Palpate the brachial pulse point and place the diaphragm of the
stethoscope over the pulse point.
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Quickly inflate the cuff then release the pressure to obtain the blood
pressure readings.
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Document your readings.
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Vital Signs
• Palpation
– Not very accurate method.
– One reading: approximate systolic
pressure.
– Used when too much noise, making it
difficult to hear with stethoscope.
(continued)
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Place the cuff and locate the radial pulse.
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Inflate the cuff until you feel the radial pulse go away.
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Continue inflating cuff to approximately 30 mmHg beyond where the
pulse went away.
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Release the pressure in the cuff and note the pressure on the gauge
when the radial pulse returns.
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Vital Signs
• Palpation
– Place cuff and locate radial pulse.
– Inflate cuff until you feel radial pulse go
away.
– Continue inflating cuff to 30 mmHg beyond
where pulse went away.
– Release pressure in cuff; note pressure on
gauge when radial pulse returns.
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Vital Signs
• Skin signs: evaluate color, temperature,
and moisture.
– Not perfused well: pale or cyanotic
(bluish).
– Receiving abnormal amount of blood flow:
flushed (red).
– Yellow: jaundiced.
(continued)
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Vital Signs
• Skin signs
– Examples of skin signs:
Pink, warm, dry (PWD)
Pale, cool, moist
Flushed, hot, moist
Flushed, hot, dry
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Skin Signs
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Use the back of an ungloved hand to assess skin temperature and
moisture.
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Vital Signs
• Evaluate skin color in dark-skinned
patients:
– Oral mucosa
– Conjunctiva
– Nail beds
– Palms
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Vital Signs
• Pupils
– Note general condition; identify any
obvious injury or deformity.
– Ensure both pupils are round and same
size.
– Respond to sudden introduction of light by
constricting; dilate when light to pupil is
blocked.
(continued)
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Vital Signs
• Pupils
– PERL stands for:
P — Pupils
E — Equal
R — Reactive
L — Light
– See Table 11.7: Pupils.
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Pupils
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Constricted pupils
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Dilated pupils
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Unequal pupils
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SUMMARY
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Summary
• Good patient assessment: gathering
information (history) about patient and
chief complaint and obtaining complete
and accurate vital signs.
• Properly introduce yourself and get
patient's name right away.
• Whenever possible, direct your
questions to patient.
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Summary
• Speak clearly and confirm that patient
hears, understands, and answers each
question before asking another.
• Utilize SAMPLE tool to help guide
questions, and always document
patient's answers.
• Obtain set of vital signs to establish
good baseline.
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Summary
• Repeat vital signs and compare to
previous readings to establish trends in
patient's condition.
• Most vital signs have multiple
characteristics; document
characteristics for each vital sign.
Editor's Notes Discussion Question: What are some examples of signs you may see or observe in a patient? Discussion Question: What are some examples of symptoms you may learn by asking appropriate assessment questions? Talking Point: When EMRs work in pairs; one may question the patient while the other gathers information from family members and bystanders. It's important that the information is shared between the two responders to make a more complete patient condition picture. Critical Thinking: Why is it important to be at eye level an maintain good eye contact with the patient? Critical Thinking: Why is it important to establish a good rapport with the patient early in the assessment process? Discussion Questions: What is the significance for each question related to the SAMPLE history? What information do you hope to learn for “Events”? What are the best strategies for obtaining this information?
Class Activity: Direct students to work in pairs; one as patient and the other as EMR. Provide the “patient” with a piece of paper on which a chief complaint and medical history is written (encourage them to ad-lib freely). Have the other student conduct an assessment interview using the SAMPLE tool. Switch students so both have the opportunity to act as EMR. Discussion Questions: What is the significance for each question related to the OPQRST? What information do you hope to learn for “Severity”? What are the best strategy for obtaining this information?
Class Activity: Direct students to work in pairs; one as patient and the other as EMR. Provide the “patient” with a piece of paper on which a pain-related chief complaint and scenario is written (encourage them to ad-lib freely). Have the other student conduct an assessment interview using the OPQRST tool. Switch students so both have the opportunity to act as EMR. Critical Thinking: When attempting treatment of the unresponsive patient, when family members or bystanders are not on scene to help provide information, how can situational awareness help with information gathering? Critical Thinking: How do these vital signs relate to the body systems? Critical Thinking: How would you assess each level of responsiveness using the AVPU scale? Why is each finding significant?
Teaching Tip: Discuss/demonstrate how each level is assessed. Discussion Questions: Why is important to obtain baseline vital signs? What is the benefit of obtaining multiple sets through trending?
Critical Thinking: You obtain a blood pressure that is below the normal range. How might asking the patient what their blood pressure is usually measured at be helpful? Critical Thinking: You respond to a call where you find a patient exerting a lot of effort to breathe. How might that affect how you proceed with the remaining vital signs?
Answer: You would immediately apply oxygen before proceeding with the remaining vital signs. Discussion Question: How might respirations be inaccurate if the patient is aware that s/he is being assessed? What strategies might the EMR employ to avoid this? Class Activity: Direct students to work in pairs to assess the respirations of the other student, documenting rate, depth, and ease. Discussion Question: What factors could contribute to making the heart rate faster? What factors could contribute to making the heart rate slower? Teaching Tip: Direct students to locate their own carotid pulse. Teaching Tip: Direct students to locate their own radial pulse.
Critical Thinking: You respond to the home of an elderly female seated on her sofa and complaining of weakness. She is pale and you cannot locate a radial pulse. What might you consider regarding positioning the patient?
Answer: Assist her to a supine position on the sofa. Class Activity: Direct students to work in pairs to obtain the pulse rate of the other student. Teaching Tip: Direct students to obtain their own capillary refill. How does the cold affect capillary refill time? Critical Thinking: What are some risks of a blood pressure that is too high? Too low? Critical Thinking: You have a patient with very high blood pressure. How might this affect the way you decide to position the patient? What if the blood pressure is very low?
Answer: Too high should be positioned Fowler's and too low should be positioned supine or lateral recumbent. Discussion Question: Discuss the difference between a blood pressure obtained through auscultation and one that has been palpated. Why might one be more accurate than the other? Critical Thinking: Why is it so important to select the correct-size blood pressure cuff?
Answer: Readings may be inaccurate if the cuff is too big or too small.
Talking Point: The EMR may need to use a pediatric cuff on a small elderly woman or a thigh cuff on an obese patient. Class Activity: Direct students to work in pairs to obtain a blood pressure by auscultation. Circulate around the room to monitor progress and offer guidance. Critical Thinking: When might the EMR find it necessary to obtain a blood pressure through palpation? Class Activity: Direct students to work in pairs to obtain a blood pressure by palpation. Circulate around the room to monitor progress and offer guidance. Discussion Question: What causes pale skin? What causes blue skin? How might these signs affect the treatment actions the EMR takes? Critical Thinking: How do skin signs relate to the body systems? Critical Thinking: You have a patient in no apparent distress. You note that one pupil is larger than the other. What should you do?
Answer: Ask the patient if the finding is normal for him/her. The patient may have a benign condition called physiological anisocoria. Critical Thinking: Why is it important to determine if a patient's pupils are equal and reactive to light? Critical Thinking: You respond to an apartment to find an unresponsive female in her early 20s. Her skin is bluish and her respirations are very shallow and at a rate of 6. Her pupils are constricted. What might you suspect in this situation?
Answer: Narcotic overdose Critical Thinking: You respond to an apartment to find an unresponsive female in her early 20s. Her skin is bluish and her respirations are very shallow and at a rate of 6. Her pupils are constricted. What might you suspect in this situation?
Answer: Narcotic overdose