Introduction to Health Assessment PDF

Introduction to Health Assessment Who are RNs and what do we do? http://www.hr.duke.edu/images/jobs/nurse_group.jpg Canadian Nurses Association Code of Ethics (2017) Nursing Values and Ethical Responsibilities: A. Providing safe, compassionate, competent and ethical care B....

Introduction to Health Assessment Who are RNs and what do we do? http://www.hr.duke.edu/images/jobs/nurse_group.jpg Canadian Nurses Association Code of Ethics (2017) Nursing Values and Ethical Responsibilities: A. Providing safe, compassionate, competent and ethical care B. Promoting health and well being C. Promoting and respecting informed decision making D. Honouring dignity E. Maintaining privacy and confidentiality F. Promoting justice forrightthingsI peakup advocate G. Being accountable CNA Code of Ethics  Health Promotion Primary Secondary & Tertiary Prevention Primordial Quaternary Population level Mitigating harms risk factor from Health Care mitigation System (e.g. over diagnosis, iatrogenic effects, medicalization, and polypharmacy). Theearlieryou Eien.esYn ihter fordisease screening dealingwthe disease aftereffectsofdisease https://edblogs.columbia.edu/pcore/prevention/prevention-preventive-services/  Knowledge Development for RNs Anatomy, Physiology, Pathophysiology and Pharmacology Psychomotor Skills and Rationale Theoretical and conceptual frameworks to guide practice and think about care Critical Thinking/Clinical Judgement Clinical Area Specifics Therapeutic relationship and communication Health assessment is foundational knowledge for nursing practice! How to Succeed in Health Assessment Review weekly online outcomes: there will be overlap with lab learning outcomes. Read the chapters first and complete the quiz. Review anatomy and physiology – it is expected a-priori knowledge. Watch the Bate’s Videos – this is your hands-on demo. Review head to toe and systems assessments in your syllabus. Reflect on your learning and engagement in class activities. Exam questions range from simple memorization to application. Clinical practice requires some memorization and significant critical thinking! We will focus on expected findings. Once you have mastered these, you are ready for the rest of your program! Assignments/Exams Reading Knowledge ChecksSo 40% Letter Grade Percent Lab Learning Assessment 10% A+ 94.95-100.00 A 90.95-94.94 In class quizzes 3 X 15% 145 A- 86.95-90.94 Final Exam 35% B+ 82.95-86.94 B 78.95-82.94 B- 74.95-78.94 C+ 70.95-74.94 C 66.95-70.94 C- 62.95-66.94 D+ 58.95-62.94 D 54.95-58.94 F 0.00-54.94 https://s-media-cache-ak0.pinimg.com/236x/2e/5f/53/2e5f53ebf208717299eff6db0f698bf4.jpg Basics of Health Assessment  What is Health Assessment? Subjective & Objective Data Collection via healthingtonsitting General Survey + Health History what riiitEm s.tnsmreaeanatgnosbisiig.aeionsitamignxeanergies + Review of Systems + nexpnssiiid.io system circulatory to goal wpatjsout.hr achieve DATA SUBJECTIVE Physical Examination = Health Assessment OBJECTIVEDATA Overarching Concepts for Nursing Practice (Giddens, 2017) Individual Professional Health and Patient/Client Health Care Contexts Nursing Illness (Healing) Characteristics Health Assessment Nursing Process and Health Assessment constantly assessing ANALYSIS Iiiiiii Copyright Wolters Kluwer Health Lippincott Williams & Wilkins Tanner’s Clinical Judgement Model Thinking like a nurse...judgement in nursing  Guiding Frameworks approaches Three major frameworks/approaches to health assessment: Functional Questioning during health history dietexerciselifestyle neath itaffect does p erception you o seeit dyou Body Systems & Concepts Organize Findings to Document and Communicate. Guide learning. Requires critical thinking! Head to toe Efficient Conduction of a Physical Exam a  Types of Assessment Three common types of health assessments that nurses provide: ◦ Urgent emergency ◦ Comprehensive comp Ian.isnIwnatiswwng ◦ Focused (may include screening) of aspecificbodypartsystem a ssessment detailed  Frequency of Health Assessment Varies with the patient’s needs, purpose of assessment, and health care context ◦ Long-term care comprehensive ◦ Acute care urgent well as sometimescomprehensive ◦ Intensive care alltypes ◦ Outpatient/Community focusedbutshouldbe comprehensive ◦ Focused assessments following treatments ◦ Periodic health assessment focuses on screening and prevention guidelines for age and risk factors (See Current Canadian Screening Guidelines). ◦ Regular health assessment for people living with chronicity may focus on their unique health issues (e.g. Spina Bifida Clinic, Diabetes Clinic). Communication phases ofinÉéiiiewProcess preinteractionPhase Beginning p in c Iiii womanphase E IE iiiiII i Iiii Communication Tips for Health Assessment Active Listening: Ability to focus on patients and their perspectives ibeengaged listentotheir responses Guided Questioning: Open ended to focused questions are this notexperiencing youre you toexplain agethen now Ask one question at a time Offer multiple choices for answers Express empathyidon'tminimizetheirexperiencebeunderstanding Avoid “negative” questions (i.e. you don’t have ….do you?)  Nonverbal Communication Skills Equally as if not more important than verbal communication! Observe a patient’s nonverbal cues carefully Position yourself at eye level Touch may be appropriate ifsomeone'scryingandyouput theirshoulderhand yourhandon Ongoing self reflection! it'sokaytocryas a nursejutpullyourselftogether http://www.ahrq.gov/sites/default/files/wysiwyg/images/ptfamily2.jpg Nontherapeutic Responses False reassurance Sympathy intohave sexite drugs smoking targeting Unwanted advice (some exceptions) Biased questions I Eatin Changes of subject (some ten exceptions) ineedustogobacktothisconversation Distractionsminimizedistractionsand beawareofhazards Technical or overwhelming language Interrupting (some exceptions)  At the end of theday acknowledge whothey are and whoyou are don'tmake assumptions Intercultural Communication be understanding prioritizesafety Differences between you and clients/patients exist related to a complex combination of factors including group or ethnicity, gender and sexual diversity, economic, religion, age, values, and life experiences. Communication etiquette remainprofessionalbutnotclosedoff it i ii LimitedBNET.ee English e iIicaimunnot aoo Working with an interpreter notbest to havefamilymember  Lifespan Considerations Children talktochildadult and s imply thoroughlyexplain toguardian Newborns and infants Older children and adolescents 114 themin itneposaieniteoftal.int Older adults might tomes anemia.la in'tiEeiaisiiion i.inwom http://images.agoramedia.com/wte3.0/gcms/newborn-appearance-722x406.jpg  What communications skills do you have or need to develop to support: Patients in health care settings Hearing impairedtreatthemnormally askthemwhattheyneedexpenpaperasinterpreter Low level of consciousness stilltalktothemdiligently Cognitive impairment Mental health/illness Anxiety T.EE i i EIiiii.IEiiii Crying ii Summary https://www.ualberta.ca/nursing/programs/why-apply/nursing-simulation-centre.html References Giddens, J.F. (2017). Concepts for nursing practice: Second edition. Elsevier. Stephen, T.C. & Skillen, D.L. (2021). Canadian nursing health assessment: A best practice approach. Second edition. Wolters Kluwer. Tanner, C.A. (2006). Thinking like a nurse: a research-based model of clinical judgement in nursing. Journal of Nursing Education, 45 (6), 204-211. https://doi.org/10.3928/01484834-20060601-04. * Links to other references provided in the slides