SlideShare a Scribd company logo
1 of 4
Download to read offline
8A
                                               Skills workshop:
                                               Examination of
                                               the abdomen
                                               in labour
                                               B. What should be assessed on
 Objectives                                    examination of the abdomen of
                                               a patient who is in labour?

 When you have completed this skills           1. The shape of the abdomen.
                                               2. The height of the fundus.
 workshop you should be able to:
                                               3. The size of the fetus.
 • Assess the size of the fetus.               4. The lie of the fetus.
 • Determine the fetal lie and presentation.   5. The presentation of the fetus.
 • Determine the descent of the head.          6. The fetal heart rate pattern.
 • Grade the uterine contractions.             7. The descent and engagement of the head.
                                               8. The presence or absence of hardness and
                                                  tenderness of the uterus.
                                               9. The contractions.
ABDOMINAL PALPATION
                                               C. Shape of the abdomen
A. When should you examine the                 It is helpful to look at the shape and contour of
abdomen of a patient who is in labour?         the abdomen.
The abdominal examination forms an             1. The shape of the uterus will be oval with a
important part of every complete physical         singleton pregnancy and a longitudinal lie.
examination in labour. The examination is      2. The shape of the uterus will be round with
done:                                             a multiple pregnancy or polyhydramnios.
1. On admission.                               3. A ‘flattened’ lower abdomen suggests
2. Before every vaginal examination.              a vertex presentation with an occipito-
3. At any other time when it is considered        posterior position (ROP or LOP).
   necessary.                                  4. A suprapubic bulge suggests a full bladder.
SK ILLS WORKSHOP : EXAMINATION OF THE ABDOMEN IN LABOUR       167




Figure 8A-1: Vertex, face and brow presentations

D. Height of the fundus                               It is also important to know the presentation
                                                      of the fetus. If a breech presentation is present,
It is important to ask yourself whether the
                                                      it must be decided whether a vaginal delivery
height of the fundus is in keeping with the
                                                      is possible. With breech presentation, there is
patient’s dates and the findings at previous
                                                      an increased risk of cord prolapse or a placenta
antenatal attendances.
                                                      praevia.

E. Size of the fetus
                                                      G. Cephalic presentation of the fetus
It is important on palpation to assess the size
                                                      If the presentation is cephalic, it is sometimes
of the fetus. This is best done by feeling the
                                                      possible when palpating the abdomen to
size of the fetal head. Is the size of the fetus in
                                                      determine the presenting part of the fetal
keeping with the patient’s dates and the size
                                                      head (vertex, face or brow). Figure 8A-1
of the uterus? A fetus which feels smaller than
                                                      indicates some features that can assist you in
expected is likely to be associated with:
                                                      determining the presentation.
1. Incorrect dates.
2. Intra-uterine growth restriction.                  H. Descent and engagement of the head
3. Multiple pregnancy.
                                                      This assessment is an essential part of every
                                                      examination of a patient in labour. The
F. Lie and presentation of the fetus
                                                      descent and engagement of the head is an
The lie and presentation of the fetus is decided      important part of assessing the progress of
on abdominal palpation by using the four              labour and must be assessed before each
steps described for antenatal care.                   vaginal examination.
It is important to know whether the                   The amount of descent and engagement of
lie is longitudinal (cephalic or breech               the head is assessed by feeling how many
presentation), oblique, or transverse. With           fifths of the head are palpable above the brim
an abnormal lie, there is an increased risk of        of the pelvis:
umbilical cord prolapse. An abnormal lie may
                                                      1. 5/5 of the head palpable means that the
suggest that there is a multiple pregnancy or a
                                                         whole head is above the inlet of the pelvis.
placenta praevia.
                                                      2. 4/5 of the head palpable means that a small
                                                         part of the head is below the brim of the
168   MATERNAL CARE




Figure 8A-2: An accurate method of determining the amount of head palpable above the brim of the pelvis


   pelvis and can be lifted out of the pelvis         possibility of disproportion at the pelvic inlet
   with a deep pelvic grip.                           can be ruled out.
3. 3/5 of the head palpable means that the
   head cannot be lifted out of the pelvis. On
   doing a deep pelvic grip, your fingers will
                                                       Descent and engagement of the head are assessed
   move outwards from the neck of the fetus,           on abdominal and not on vaginal examination.
   then inwards before reaching the pelvic
   brim.                                              I. Hardness and tenderness of the uterus
4. 2/5 of the head palpable means that most
                                                      A uterus may be regarded as abnormally hard:
   of the head is below the pelvic brim, and
   on doing a deep pelvic grip, your fingers          1. When it is difficult to palpate fetal parts.
   only splay outwards from the fetal neck to         2. When the uterus feels harder than usual.
   the pelvic brim.
                                                      This may occur:
5. 1/5 of the head palpable means that only
   the tip of the fetal head can be felt above        1.   In some primigravidas.
   the pelvic brim.                                   2.   During a contraction.
                                                      3.   When there has been an abruptio placentae.
It is very important to be able to distinguish
                                                      4.   When the uterus has ruptured.
between 3/5 and 2/5 head palpable above the
                                                      5.   When there is polyhydramnios.
pelvic brim. If only 2/5 of the head is palpable,
then engagement has taken place and the               When there is both hardness and tenderness of
                                                      the uterus, without period of relaxation during
SK ILLS WORKSHOP : EXAMINATION OF THE ABDOMEN IN LABOUR           169




Figure 8A-3: Method of grading the duration of uterine contractions for recording on the partogram



which the uterus is not tender, the commonest          K. Grading the duration of contractions
causes are:
                                                       1. Contractions lasting less than 20 seconds
1. An abruptio placentae.                                 (‘weak contractions’).
2. A ruptured uterus.                                  2. Contractions lasting 20–40 seconds
                                                          (‘moderate contractions’)
Therefore, there is likely to be a serious
                                                       3. Contractions lasting more than 40 seconds
problem if the uterus is harder than normal
                                                          (‘strong contractions’).
and there is also tenderness without periods
of relaxation. Hardness or tenderness of the
uterus must be recorded on the partogram and           L. Grading the frequency and
reported immediately to the responsible doctor.        duration of contractions
                                                       The frequency of contractions is assessed by
                                                       counting the number of contractions that
ASSESSING                                              occur in a period of ten minutes
CONTRACTIONS
                                                       ASSESSING THE
J. Contractions                                        FETAL HEART RATE
Contractions can be felt by placing a hand
on the abdomen and feeling when the uterus
becomes hard, and when it relaxes. It is               M. Fetal heart rate pattern
therefore possible to assess the length of a
contraction by taking the time at the beginning        The fetal heart rate must be detected and the fetal
and end of the contraction. The strength of            heart rate pattern assessed and recorded every
contractions is assessed by measuring their            time the abdomen is examined in labour.
duration, and also the frequency with which
they occur in a period of ten minutes.

More Related Content

More from Saide OER Africa

Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
 
Integrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled LearningIntegrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled LearningSaide OER Africa
 
Higher Education Technology Outlook in Africa
Higher Education Technology Outlook in AfricaHigher Education Technology Outlook in Africa
Higher Education Technology Outlook in AfricaSaide OER Africa
 
eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?Saide OER Africa
 
Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)Saide OER Africa
 
Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.Saide OER Africa
 
Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Saide OER Africa
 
Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.Saide OER Africa
 
Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.Saide OER Africa
 
Toolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learnersToolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learnersSaide OER Africa
 
Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.Saide OER Africa
 
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Saide OER Africa
 
Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
 
Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)Saide OER Africa
 
Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
 
Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
 
Professional Learning Communities for Teacher Development: The Collaborative ...
Professional Learning Communities for Teacher Development: The Collaborative ...Professional Learning Communities for Teacher Development: The Collaborative ...
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
 
Plan and conduct assessment
Plan and conduct assessmentPlan and conduct assessment
Plan and conduct assessmentSaide OER Africa
 
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
 

More from Saide OER Africa (20)

Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...
 
Integrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled LearningIntegrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled Learning
 
Higher Education Technology Outlook in Africa
Higher Education Technology Outlook in AfricaHigher Education Technology Outlook in Africa
Higher Education Technology Outlook in Africa
 
eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?
 
The Rise of MOOCs
The Rise of MOOCsThe Rise of MOOCs
The Rise of MOOCs
 
Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)
 
Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.
 
Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.
 
Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.
 
Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.
 
Toolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learnersToolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learners
 
Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.
 
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
 
Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)
 
Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)
 
Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)
 
Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)
 
Professional Learning Communities for Teacher Development: The Collaborative ...
Professional Learning Communities for Teacher Development: The Collaborative ...Professional Learning Communities for Teacher Development: The Collaborative ...
Professional Learning Communities for Teacher Development: The Collaborative ...
 
Plan and conduct assessment
Plan and conduct assessmentPlan and conduct assessment
Plan and conduct assessment
 
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...
 

Recently uploaded

Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)eniolaolutunde
 
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajansocial pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajanpragatimahajan3
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...Sapna Thakur
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationnomboosow
 
CARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptxCARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptxGaneshChakor2
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformChameera Dedduwage
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionSafetyChain Software
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...fonyou31
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDThiyagu K
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesFatimaKhan178732
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Sapana Sha
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactPECB
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeThiyagu K
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfJayanti Pande
 

Recently uploaded (20)

Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
 
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajansocial pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajan
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
CARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptxCARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptx
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy Reform
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory Inspection
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
 
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SDMeasures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and Actinides
 
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
 
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global Impact
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 

Maternal Care: Skills workshop Examination of the abdomen in labour

  • 1. 8A Skills workshop: Examination of the abdomen in labour B. What should be assessed on Objectives examination of the abdomen of a patient who is in labour? When you have completed this skills 1. The shape of the abdomen. 2. The height of the fundus. workshop you should be able to: 3. The size of the fetus. • Assess the size of the fetus. 4. The lie of the fetus. • Determine the fetal lie and presentation. 5. The presentation of the fetus. • Determine the descent of the head. 6. The fetal heart rate pattern. • Grade the uterine contractions. 7. The descent and engagement of the head. 8. The presence or absence of hardness and tenderness of the uterus. 9. The contractions. ABDOMINAL PALPATION C. Shape of the abdomen A. When should you examine the It is helpful to look at the shape and contour of abdomen of a patient who is in labour? the abdomen. The abdominal examination forms an 1. The shape of the uterus will be oval with a important part of every complete physical singleton pregnancy and a longitudinal lie. examination in labour. The examination is 2. The shape of the uterus will be round with done: a multiple pregnancy or polyhydramnios. 1. On admission. 3. A ‘flattened’ lower abdomen suggests 2. Before every vaginal examination. a vertex presentation with an occipito- 3. At any other time when it is considered posterior position (ROP or LOP). necessary. 4. A suprapubic bulge suggests a full bladder.
  • 2. SK ILLS WORKSHOP : EXAMINATION OF THE ABDOMEN IN LABOUR 167 Figure 8A-1: Vertex, face and brow presentations D. Height of the fundus It is also important to know the presentation of the fetus. If a breech presentation is present, It is important to ask yourself whether the it must be decided whether a vaginal delivery height of the fundus is in keeping with the is possible. With breech presentation, there is patient’s dates and the findings at previous an increased risk of cord prolapse or a placenta antenatal attendances. praevia. E. Size of the fetus G. Cephalic presentation of the fetus It is important on palpation to assess the size If the presentation is cephalic, it is sometimes of the fetus. This is best done by feeling the possible when palpating the abdomen to size of the fetal head. Is the size of the fetus in determine the presenting part of the fetal keeping with the patient’s dates and the size head (vertex, face or brow). Figure 8A-1 of the uterus? A fetus which feels smaller than indicates some features that can assist you in expected is likely to be associated with: determining the presentation. 1. Incorrect dates. 2. Intra-uterine growth restriction. H. Descent and engagement of the head 3. Multiple pregnancy. This assessment is an essential part of every examination of a patient in labour. The F. Lie and presentation of the fetus descent and engagement of the head is an The lie and presentation of the fetus is decided important part of assessing the progress of on abdominal palpation by using the four labour and must be assessed before each steps described for antenatal care. vaginal examination. It is important to know whether the The amount of descent and engagement of lie is longitudinal (cephalic or breech the head is assessed by feeling how many presentation), oblique, or transverse. With fifths of the head are palpable above the brim an abnormal lie, there is an increased risk of of the pelvis: umbilical cord prolapse. An abnormal lie may 1. 5/5 of the head palpable means that the suggest that there is a multiple pregnancy or a whole head is above the inlet of the pelvis. placenta praevia. 2. 4/5 of the head palpable means that a small part of the head is below the brim of the
  • 3. 168 MATERNAL CARE Figure 8A-2: An accurate method of determining the amount of head palpable above the brim of the pelvis pelvis and can be lifted out of the pelvis possibility of disproportion at the pelvic inlet with a deep pelvic grip. can be ruled out. 3. 3/5 of the head palpable means that the head cannot be lifted out of the pelvis. On doing a deep pelvic grip, your fingers will Descent and engagement of the head are assessed move outwards from the neck of the fetus, on abdominal and not on vaginal examination. then inwards before reaching the pelvic brim. I. Hardness and tenderness of the uterus 4. 2/5 of the head palpable means that most A uterus may be regarded as abnormally hard: of the head is below the pelvic brim, and on doing a deep pelvic grip, your fingers 1. When it is difficult to palpate fetal parts. only splay outwards from the fetal neck to 2. When the uterus feels harder than usual. the pelvic brim. This may occur: 5. 1/5 of the head palpable means that only the tip of the fetal head can be felt above 1. In some primigravidas. the pelvic brim. 2. During a contraction. 3. When there has been an abruptio placentae. It is very important to be able to distinguish 4. When the uterus has ruptured. between 3/5 and 2/5 head palpable above the 5. When there is polyhydramnios. pelvic brim. If only 2/5 of the head is palpable, then engagement has taken place and the When there is both hardness and tenderness of the uterus, without period of relaxation during
  • 4. SK ILLS WORKSHOP : EXAMINATION OF THE ABDOMEN IN LABOUR 169 Figure 8A-3: Method of grading the duration of uterine contractions for recording on the partogram which the uterus is not tender, the commonest K. Grading the duration of contractions causes are: 1. Contractions lasting less than 20 seconds 1. An abruptio placentae. (‘weak contractions’). 2. A ruptured uterus. 2. Contractions lasting 20–40 seconds (‘moderate contractions’) Therefore, there is likely to be a serious 3. Contractions lasting more than 40 seconds problem if the uterus is harder than normal (‘strong contractions’). and there is also tenderness without periods of relaxation. Hardness or tenderness of the uterus must be recorded on the partogram and L. Grading the frequency and reported immediately to the responsible doctor. duration of contractions The frequency of contractions is assessed by counting the number of contractions that ASSESSING occur in a period of ten minutes CONTRACTIONS ASSESSING THE J. Contractions FETAL HEART RATE Contractions can be felt by placing a hand on the abdomen and feeling when the uterus becomes hard, and when it relaxes. It is M. Fetal heart rate pattern therefore possible to assess the length of a contraction by taking the time at the beginning The fetal heart rate must be detected and the fetal and end of the contraction. The strength of heart rate pattern assessed and recorded every contractions is assessed by measuring their time the abdomen is examined in labour. duration, and also the frequency with which they occur in a period of ten minutes.