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statistics for nursing a practical approach
Fundamentals Of Nursing: Standards And Practices 2nd Edition Sue C. DeLaune, Patricia Kelly Ladner - Solutions
e. If thermometer is not below a normal body temperature reading, grasp thermometer with thumb and forefinger and shake vigorously by snapping the wrist in a downward motion to move mercury to a level below normal.
d. Read thermometer by locating mercury level.It should read 35.5°C (96°F).
c. Wipe thermometer dry with a tissue from bulb’s end toward fingertips.
b. Remove thermometer from storage container and cleanse under cool water.
a. Select correct color tip of thermometer from client’s bedside container.
Fahrenheit to centigrade conversion: deduct 32 from the Fahrenheit reading and multiply by 5/9:°C = (°F – 32) × 5/9
Centigrade to Fahrenheit conversion: multiply the centigrade reading by 9/5 and add 32: °F =(°C × 9/5) + 32
7. Assist the client back to the former position
6. Read and record the weight.
5. Slowly move the standing scale’s weight indicators on the balance beam until the tip of the beam registers in the middle of the mark(Figure 27-3B). Digital scales will automatically display the weight.
4. Make sure the scale is sitting evenly on the floor and assist the client onto the scale.Instruct the client to remain still. Avoid touching the client.
3. Assist the client to a standing position. Have the client empty his or her bladder before the weight measurement.
2. Digital display scales should read zero. If they do not, follow the manufacturer’s instructions to recalibrate the scale.
1. Calibrate the standing scale by setting both weight indicators to zero. The balance beam will be at the top (Figure 27-3A). When calibrated the balance beam will be at the midway point.
An acceptable method of treatment
A significant asymptomatic period allowing an opportunity for detection and treatment that will reduce the rate of morbidity and mortality
Been shown to have better therapeutic results if detected in the early stage and worse results with delayed detection and treatment
A sufficiently high prevalence rate to justify the cost of the screening program
A significant effect on the longevity or the quality of life
Regulation—The inability of lung function to perform maximal breathing for extended periods of time reduces the rate of alveolar ventilation to meet the demands of the body
Transport—Atherosclerosis (plaques in the inner walls of arteries) and dysrhythmia (irregular heartbeat)reduce the amount of blood flow available to tissues.
Circulation and diffusion—The increase in dead air space in the respiratory tree decreases the quantity of blood flowing through the lungs and gaseous exchange.
Ventilation—Bony changes in the thorax and vertebrae and the decline in respiratory and abdominal musculature reduce the ability of the lungs to distend.
Diastolic blood pressure is a measurement of pressure remaining in the arterial system during diastole(period of relaxation that reflects the pressure remaining in the blood vessels after the heart has pumped), primarily a reflection of peripheral vascular resistance.
Systolic blood pressure is a measurement of the maximal pressure exerted against arterial walls during systole(when myocardial fibers contract and tighten to eject blood from the ventricles), primarily a reflection of cardiac output.
Vital capacity—the amount of air exhaled from the lungs after a minimal full inspiration
Expiration (exhalation)—the movement of gases from the lungs to the atmosphere
Inspiration (inhalation)—the intake of air into the lungs
Internal respiration—the interchange of oxygen and carbon dioxide between the circulating blood and cells throughout the body
External respiration—the exchange of oxygen and carbon dioxide between the alveoli of the lungs and the pulmonary blood system
7. Document the normal findings of a physical examination.
6. Describe the assessment alterations obtained from a physical examination.
5. Demonstrate the psychomotor techniques used in conducting a physical examination.
4. Describe the correct positioning of the client for performing a physical examination.
3. Select the appropriate equipment used to take the vital signs and perform a physical examination.
2. Identify the normal age-related variations for vital sign measurements.
1. Describe the physiological mechanisms governing temperature, pulse, respiration, and blood pressure.
30 Responding to the Needs of the Perioperative Client
29 Medication Administration
28 Diagnostic Testing
27 Vital Signs and Physical Assessment
Record the exact details, in time sequence, what happened, and the consequences for the persons involved
Document accurately and objectively the exact occurances that you witnessed or first saw after the incident;for example, record “found the client sitting on the floor. Client stated that . . .” rather than “client fell.”
Identify the person(s) involved in the occurrence, including witnesses.
Record the date, exact time, and place you discovered the occurrence.
What the expected outcomes are
How to say it
Why it needs to be said
What needs to be said
Client or family complaints
Adjustments in the plan of care
Progress toward expected outcomes: priority problems, teaching or discharge planning
Effective interventions or treatments of priority problems, inclusive of laboratory and diagnostic results(e.g., client’s response to pain medication)
Recent changes in condition or in treatments (e.g., new medications, elevated temperature)
Identification of client risk problems
Primary medical and nursing diagnoses and priority problems
Background data obtained from client interactions and assessment of the functional health patterns
Client instructions regarding medications, diet, fooddrug interactions, activity, treatments, follow-up instructions, and other special needs
Resolved problems and continuing care needs for unresolved problems, inclusive of referrals
Intervention and education outcomes
A brief summary of the client’s care
The client’s status at admission and discharge
11. Describe ways in which nurses can cope with their own grief.
10. Discuss nursing responsibilities when a client dies.
9. Develop a plan for end-of-life (EOL) care.
8. Define the purpose of hospice care.
7. Discuss use of the nursing process with a grieving individual.
6. Discuss the holistic needs of the dying person and family.
5. Explain the relationship between loss and grief.
4. Differentiate adaptive grief and pathological grief.
3. Describe the characteristics of an individual experiencing grief.
2. Describe various losses that affect individuals at different stages of the life cycle.
1. Discuss theoretical perspectives of loss, grief, and dying.
10. Answer the following as true or false to determine how well you care for yourself.
9. What are some changes you can begin now to improve your ability to handle personal and professional stress in your life?
8. Select one stress management exercise described in this chapter and practice it three times a week for 4 weeks. Keep a journal reflecting your experience, including your emotions, physical responses, and behaviors.
7. Identify some ways you can become a change agent for clients.
6. How can you act as a change agent in your school?
5. List some ways in which your life has changed since becoming a nursing student.
4. Describe how you would explain to a client the relationship between stress and illness.
3. Explain the fight-or-flight response.
2. Reflect on the past 4 months. List some of the changes that you experienced during that time.What were the outcomes of the changes? Would you now respond differently in similar situations?If so, what would be altered
1. Identify positive and negative outcomes of an upcoming change in your life.
3. Demonstrate relaxation skills.
2. Report that anxiety is reduced to a manageable level
1. Identify effective coping mechanisms.
Encourage the use of appropriate humor in the workplace.
Listen to your self-talk.
Let go of the need to be perfect.
Remember the power of self-fulfilling prophecies and deliberately focus on the positive.
Expect to be successful
Engage in activity that increases heart rate for a period of time and is followed by a cool-down period
Plan a routine, allow for a warm-up and cool-down period using stretch exercises
Set realistic goals.
Consult with a health care provider about the safety of a specific exercise program.
Explore the availability of different exercise programs.
Verbalizes a plan for stress management, including necessary lifestyle modifications.
Demonstrates the accurate use of selected stress management exercises (e.g., progressive muscle relaxation[PMR], guided imagery, thought stopping).
Classifies stressors into categories of those that can be eliminated, can be controlled, or cannot be controlled directly by self.
Differentiates positive and negative stressors in his or her life.
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