23 Tables.docx

+-----------------+-----------------+-----------------+-----------------+ | **Step 1: | | | | | Prepare the | | | | | Patient** | | | | +===...

+-----------------+-----------------+-----------------+-----------------+ | **Step 1: | | | | | Prepare the | | | | | Patient** | | | | +=================+=================+=================+=================+ | Tell the | - Patient | - Patient | - A number of | | patient you | pays | displays | assessment | | will be | attention | high levels | tools are | | performing a | and asks | of | available, | | series of | questions | confusion, | with some | | tests. Describe | as | anxiety, or | tailored to | | what equipment | appropriate | agitation. | specific | | you'll use. |. | | conditions | | Explain that | | - Patient | and/or | | the exam should | - Patient may | shows signs | populations | | be comfortable | be nervous, | of |. | | and ask the | but this | delusions | | | patient to | should not | or | - Direct | | inform you | interfere | hallucinati | questioning | | should | with the | ons. | may not be | | difficulties | assessment | | appropriate | | arise. Provide | process. | - Patient | for | | an overview of | | pays no | patients | | the assessment | | attention | who are | | activities and | | to the | experiencin | | the order in | | information | g | | which they will | | you | hallucinati | | occur. | | provide. | ons, | | | | | delusions, | | | | - Patient is | or extreme | | | | partially | anxiety. | | | | or fully | | | | | uncommunica | - Questions | | | | tive. | for | | | | | children or | | | | | individuals | | | | | with | | | | | intellectua | | | | | l | | | | | disabilitie | | | | | s | | | | | should be | | | | | modified. | +-----------------+-----------------+-----------------+-----------------+ | **Step 2: | | | | | Observe the | | | | | Patient** | | | | +-----------------+-----------------+-----------------+-----------------+ | Take note of | - Patient | - Poor | - Poor | | the patient's | follows | hygiene | hygiene may | | general | directions. | and/or | be related | | appearance, | | inappropria | to economic | | including | - Patient's | te | circumstanc | | hygiene, | hygiene and | expressions | es. | | posture, body | overall | and body | Patient | | language, and | appearance | language | expressions | | expression. | are | might be | and body | | | acceptable. | reflective | language | | Observe the | | of | may be | | patient's | - Patient's | depression, | congruent | | ability to | expressions | schizophren | with | | follow your | and body | ia, | cultural | | instructions. | language | dementia, | norms that | | | are | or another | are | | | appropriate | cognitive | different | | | to the | disorder. | from the | | | situation. | | provider's. | +-----------------+-----------------+-----------------+-----------------+ | **Step 3: | | | | | Assess the | | | | | Patient's | | | | | Language | | | | | Abilities** | | | | +-----------------+-----------------+-----------------+-----------------+ | Note the tone, | - Patient's | - Problems | - Consider | | rate, | tone, rate, | with | whether the | | pronunciation, | pronunciati | language | patient's | | and volume of | on, | could be a | hearing may | | the patient's | and volume | result of | be | | speech | are | anxiety, | impaired, | | throughout the | appropriate | dementia, | especially | | course of the |. | depression, | when | | exam. Consider | | or an | working | | the patient's | - Patient | expressive | with older | | vocabulary and | speaks | or | adults. | | whether what | easily and | receptive | | | you are saying | naturally, | language | - Don't | | is understood. | without | disorder | assume all | | | searching | related to | patients | | | for words. | brain | are native | | | | injury/illn | English | | | - Patient | ess. | speakers. | | | understands | | Some | | | what you | | patients | | | are saying | | may | | | and | | communicate | | | indicates | | more | | | this | | effectively | | | through | | in another | | | verbal and | | language | | | physical | | and require | | | reactions. | | assistance | | | | | from an | | | - Social and | | interpreter | | | language | |. | | | milestones | | | | | have been | | - Consider | | | met. | | the child's | | | | | stage of | | | | | development | | | | |. | +-----------------+-----------------+-----------------+-----------------+ | **Step 4: | | | | | Assess the | | | | | Patient's Level | | | | | of | | | | | Orientation** | | | | +-----------------+-----------------+-----------------+-----------------+ | Assess | - Patient is | - Reduced or | - Noticeable | | orientation to | fully | varying | decreases | | person, place, | conscious | consciousne | in | | time, and | and alert, | ss | consciousne | | situation. | oriented to | may be due | ss | | | self, | to | during the | | | location, | hypoglycemi | exam may | | | time, and | a, | necessitate | | | situation. | stroke, | immediate | | | | seizure, | medical | | | | delirium, | attention. | | | | or organic | | | | | brain | - Modify | | | | disease. | questions | | | | | for | | | | | children | | | | | according | | | | | to | | | | | development | | | | | al | | | | | level. | +-----------------+-----------------+-----------------+-----------------+ | **Step 5: | | | | | Assess the | | | | | Patient's | | | | | Memory** | | | | +-----------------+-----------------+-----------------+-----------------+ | See whether the | - Patient can | - Inability | - In | | patient knows | recall | to recall | Alzheimer | | name, birth | basic | events from | disease, | | date, and | personal | one's past | loss of | | address. Ask | information | may be | short-term | | the patient for | and provide | suggestive | memory | | a brief summary | an accurate | of | typically | | of places lived | biography | dementia, | precedes | | and jobs held. | appropriate | especially | loss of | | Attempt to | to age and | Alzheimer | long-term | | verify all | development | disease. | memory. | | responses. | al | | | | | level. | | - Alterations | | | | | in memory | | | | | in children | | | | | may suggest | | | | | a problem | | | | | with | | | | | learning or | | | | | intellectua | | | | | l | | | | | function. | +-----------------+-----------------+-----------------+-----------------+ | **Step 6: | | | | | Assess the | | | | | Patient's | | | | | Computational | | | | | Ability** | | | | +-----------------+-----------------+-----------------+-----------------+ | Have the | - Patient can | - Inability | - Patient's | | patient answer | compute the | to perform | responses | | several | correct | simple | may be | | arithmetic | values. | calculation | negatively | | problems. Start | Depending | s | affected by | | with basic | on age and | may be | language | | facts and work | cognitive | suggestive | barriers, | | toward more | stage, | of brain | cognitive | | complicated | patient may | disease or | development | | questions. The | be able to | learning | , | | age and the | identify | problems. | anxiety, | | developmental | numeric | | and/or | | status of the | symbols and | | limited | | patient should | count. | | experience | | be considered. | | | or | | | | | education | | | | | in | | | | | mathematics | | | | |. | +-----------------+-----------------+-----------------+-----------------+ | **Step 7: | | | | | Assess the | | | | | Patient's | | | | | Emotions and | | | | | Mood** | | | | +-----------------+-----------------+-----------------+-----------------+ | Note the | - Patient's | - Mismatch | - Culture, | | patient's | affect | between the | temperament | | affect. Ask how | corresponds | patient's | , | | the patient is | with the | affect and | and | | feeling and | tone and | speech may | development | | whether this is | content of | reflect | impact | | typical. If | speech. | neurologic | emotional | | not, ask about | | or | expression. | | events that may | - Patient's | psychologic | Certain | | have prompted | emotions | problems. | development | | the change. | and mood | | al | | | are | - Absent, | stages are | | Modify | appropriate | excessively | associated | | questions for | given past | subdued, or | with | | children. | events and | excessively | increased | | Children may be | current | animated | lability. | | asked to draw | situation | expressions | | | pictures of how | and | and | | | they are | development | responses | | | feeling or to | al | may be | | | select from a | status. | indicative | | | visual scale. | | of | | | | | psychologic | | | | | disorders. | | +-----------------+-----------------+-----------------+-----------------+ | **Step 8: | | | | | Assess the | | | | | Patient's | | | | | Perceptions and | | | | | Thinking | | | | | Abilities** | | | | +-----------------+-----------------+-----------------+-----------------+ | Note whether | - Patient is | - Patients | - Patient's | | the patient's | aware of | who are | responses | | statements are | reality. | unaware of | may be | | complete, | | reality may | negatively | | rational, and | - Patient's | be | affected by | | pertinent, and | statements | experiencin | language | | whether the | are logical | g | barriers, | | patient seems | and | neurologic | education | | aware of | complete. | disturbance | level, | | reality. | | s | and/or | | | - Patient | or a mental | intellectua | | Ask the patient | correctly | disorder. | l | | to compare two | compares | | disability | | different | two objects | - Illogical, | or level of | | things or | and/or | incomplete | cognitive | | explain the | explains | statements | development | | meaning of a | the meaning | suggest |. | | common phrase. | of a | problems | | | | phrase. | with | - Perceptual | | Ask if the | | concrete | differences | | patient can | - Patient | thought and | in young | | see, hear, | denies | may be | children | | smell, or feel | hallucinati | indicative | may be | | things that are | ons | of a mental | related to | | not apparent to | of any | disorder. | magical | | others. | kind, or | | thinking | | | perceptual | - Absent or | and | | | differences | strange | animism. | | | may be | comparisons | Children | | | explained | and | may h | | | by level of | explanation | | | | cognitive | s | | | | development | are | | | | or | frequent | | | | sociocultur | symptoms of | | | | al | psychologic | | | | factors. | disorders. | | +-----------------+-----------------+-----------------+-----------------+ | **Step 9: | | | | | Assess the | | | | | Patient's | | | | | Decision-Making | | | | | Ability** | | | | +-----------------+-----------------+-----------------+-----------------+ | Ask the patient | - Patient | - Patient | - Consider | | about a | considers | considers | whether the | | personal | possible, | impossible, | patient's | | situation that | probable, | improbable, | options and | | requires good | and | or | decisions | | judgment. | appropriate | inappropria | make | | Determine | options. | te | sense---not | | whether the | | options. | whether | | patient's | - Patient's | | they | | responses | thinking | - Patient's | reflect the | | reflect | and | decision | choice you | | consideration | decision-ma | reflects | would make. | | of viable | king | absent or | | | options and | capabilitie | inadequate | - Decision-ma | | logical | s | considerati | king | | decision | are | on | capacity | | making. | appropriate | of | depends on | | | for age and | available | the stage | | | stage of | options. | of | | | development | | cognitive | | |. | | development | | | | | ; | | | | | refer to | | | | | normal | | | | | characteris | | | | | tics | | | | | of thinking | | | | | associated | | | | | with each | | | | | stage. | +-----------------+-----------------+-----------------+-----------------+