Health assessment final
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| culturally sensitive implies that caregivers | possess some basic knowledge of and constructive attitudes toward the diverse cultural populations
🗑
|
||||
| culturally appropriate implies that the caregivers | apply the underlying background knowledge that must be possessed to provide a given person with the best possible health care
🗑
|
||||
| culturally competent implies that the caregivers | understand and attend to the total context of the individual's situation, including awareness of immigration status
🗑
|
||||
| religion is the belief in a | divine or superhuman power or powers to be obeyed and worshipped as the creator and ruler of the universe
🗑
|
||||
| socialization is the process of | being raised within a culture and acquiring the characteristics of that group
🗑
|
||||
| acculturation is the process of | adapting to and acquiring another culture
🗑
|
||||
| assimilation is the process of | a person develops a new cultural identity and becomes like the members of the dominant culture
🗑
|
||||
| biculturalism is the | dual pattern of identification and often of divided loyalty
🗑
|
||||
| subjective data | what the patient tells you
🗑
|
||||
| objective data | is what you observe
🗑
|
||||
| the nursing process includes | assessment, diagnosis, outcome identification, planning, implementation and evaluation
🗑
|
||||
| novice nurse has | no experience with specific patient populations and uses rules to guide performance.
🗑
|
||||
| competent nurse can | see actions in the context of arching goals or daily plans for patients, between 2-3 years
🗑
|
||||
| proficient nurse | understands a patients situation as a whole rather than as a list of tasks, can see long-term goals
🗑
|
||||
| expert nurses can | grasp a clinical situation an zero in on the accurate solution
🗑
|
||||
| First-level priority problems are | emergent, life-threatening, and immediate, such as establishing an airway or supporting breathing.
🗑
|
||||
| Second-level priority problems are | next in urgency. They require prompt intervention to prevent deterioration, and may include a mental status change or acute pain.
🗑
|
||||
| Third-level priority problems are | important to the patient’s health, but can be addressed after more urgent problems. Examples include lack of knowledge or family coping.
🗑
|
||||
| A complete (or total health) database | includes a complete health history and a full physical examination.
🗑
|
||||
| A focused (or problem-centered) database is | used for a limited or short-term problem. It is smaller in scope and more targeted than the complete database.
🗑
|
||||
| A follow-up database evaluates | the status of any identified problem at regular intervals to follow up on short-term or chronic health problems.
🗑
|
||||
| An emergency database calls | for rapid collection of data, which commonly occurs while performing lifesaving measures.
🗑
|
||||
| The biomedical model of Western medicine views health as the | absence of disease. It focuses on collecting data on biophysical signs and symptoms and on curing disease.
🗑
|
||||
| The holistic health model assesses the whole person because it views | the mind, body, and spirit as interdependent and functioning as a whole within the environment. Health depends on all these factors working together.
🗑
|
||||
| verbal communication is the | words you speak, vocalizations and the tone of voice
🗑
|
||||
| nonverbal communication is your | body language, posture, gestures, facial expression, eye contact, foot tapping, touch, even where you place your chair
🗑
|
||||
| empathy means | viewing the world from the other person's inner frame of reference while remaining yourself
🗑
|
||||
| Mental status is a person’s | emotional and cognitive functions and its functioning is inferred by assessing the individual’s consciousness, language, mood and affect, orientation, attention, memory, abstract reasoning, thought process, thought content, and perceptions.
🗑
|
||||
| The full mental status examination is a | systematic check of emotional and cognitive functioning. Its purpose is to determine mental health strengths and coping skills and to screen for dysfunction.
🗑
|
||||
| the close, careful observation of the patient as a whole and then of each body system. | Inspection
🗑
|
||||
| the use of touch to assess texture, temperature, moisture, and organ location and size | Palpation
🗑
|
||||
| tapping the patient’s skin with short, sharp strokes to create percussion sounds | Percussion
🗑
|
||||
| technique used to assess the location, size, and density of an organ, detect an abnormal mass, or elicit a deep tendon reflex. | Percussion
🗑
|
||||
| listening to sounds made by the body, usually using a stethoscope. | Auscultation
🗑
|
||||
| Use the stethoscope’s diaphragm for | high-pitched sounds, such as breath, bowel, and normal heart sounds
🗑
|
||||
| Use the stethoscope’s bell for | soft, low-pitched sounds, such as extra heart sounds or murmurs.
🗑
|
||||
| the otoscope funnels | light into the ear canal and onto the tympanic membrane
🗑
|
||||
| the ophthalmoscope illuminates the | internal eye structures
🗑
|
||||
| the single most important step to decrease risk of microorganism transmission is to | wash your hands promptly and thoroughly
🗑
|
||||
| The general survey is your overall impression of the patient and begins when you first encounter him or her. It covers four areas: | physical appearance, body structure, mobility, and behavior.
🗑
|
||||
| Physical appearance includes an assessment of the person’s | age, sex, level of consciousness, skin color, and facial features as well as any signs of distress
🗑
|
||||
| Body structure addresses In this area | stature, nutrition, symmetry, posture, position, and body build or contour.
🗑
|
||||
| Mobility is concerned with | gait and range of motion.
🗑
|
||||
| Behavior considers | facial expression, mood and affect, speech, dress, and personal hygiene.
🗑
|
||||
| Waiting less than 1 to 2 minutes before repeating the blood pressure reading on the same arm will result in a | falsely high diastolic pressure related to venous congestion in the forearm.
🗑
|
||||
| The blood pressure cuff bladder length should be about | 80% of the arm circumference.
🗑
|
||||
| The oral temperature route is | accurate and convenient.
🗑
|
||||
| insert a rectal thermometer | 2 to 3 cm or 1in into the adult rectum
🗑
|
||||
| the heart rate normally ranges from | 50 to 90 beats per minute, but varies with age and sex.
🗑
|
||||
| The pulse rhythm normally has an | even, regular tempo.
🗑
|
||||
| The force of the pulse shows the | strength of the heart’s stroke volume
🗑
|
||||
| The Doppler technique may be used to | locate peripheral pulse sites and for blood pressure measurement to augment Korotkoff sounds.
🗑
|
||||
| The tympanic membrane thermometer (TMT) is an | accurate measurer of core body temperature.
🗑
|
||||
| Endogenous obesity is caused by either | the administration of adrenocorticotropin (ACTH) or excessive production of ACTH by the pituitary.
🗑
|
||||
| Respirations should be counted for | 30 seconds (if regular) and multiplied by two. The respirations should be counted after the pulse assessment.
🗑
|
||||
| To assess respirations, count them while | your hand is still in position for taking the pulse.
🗑
|
||||
| Blood pressure is the | pressure of the blood against the blood vessel walls
🗑
|
||||
| Systolic pressure is the maximum pressure felt on the artery during | left ventricular contraction (or systole).
🗑
|
||||
| Diastolic pressure is the | elastic recoil (or resting) pressure the blood exerts constantly between contractions.
🗑
|
||||
| Pulse pressure is the difference between | the systolic and diastolic pressures and reflects the stroke volume.
🗑
|
||||
| Mean arterial pressure is the | pressure forcing blood into the tissues, averaged over the cardiac output.
🗑
|
||||
| A cuff that is too narrow yields a | falsely high pressure.
🗑
|
||||
| A cuff that is too wide yields a | falsely low pressure.
🗑
|
||||
| BP has a false high measurement when the | legs are crossed versus uncrossed
🗑
|
||||
| a drop of in systolic pressure of more than 20mm Hg | orthostatic hypotension
🗑
|
||||
| thigh pressure is normally | higher than that in the arm
🗑
|
||||
| the pulse oximeter is a | noninvasive method to assess arterial oxygen saturation
🗑
|
||||
| the light on the pulse ox measures the | relative amount of light absorbed by oxyhemoglobin and unoxygenated hemoglobin
🗑
|
||||
| Nociceptive pain develops when | nerve fibers in the peripheral and central nervous systems are functioning and intact.
🗑
|
||||
| nociceptors are designed to | detect painful sensations from the periphery and transmit them to the CNS
🗑
|
||||
| Neuropathic pain does not | adhere to typical and predictable phases
🗑
|
||||
| 1st phase of pain is transductions which | occurs when a noxious stimulus in the form of traumatic or chemical injury, burn, incision, or tumor takes place in the periphery
🗑
|
||||
| 2nd phase of pain is the transmission where the | pain impulse moves from the level of the spinal cord to the brain
🗑
|
||||
| 3rd phase of pain is the modulation where | neurons from the brainstem release neurotransmitters that block the pain impulse
🗑
|
||||
| Visceral pain originates from | Large internal organs, such as the kidneys, stomach, intestines, gallbladder, and pancreas.
🗑
|
||||
| Deep somatic pain comes from | sources such as blood vessels, joints, tendons, muscles, and bone.
🗑
|
||||
| Cutaneous pain is derived from | the skin and subcutaneous tissues.
🗑
|
||||
| Referred pain is felt at a | particular site, but originates from another location.
🗑
|
||||
| Acute pain is | short-term and self-limiting, often follows a predictable track, and ends after the injury heals.
🗑
|
||||
| Persistent (or chronic) pain continues for | 6 months or longer and can last for years.
🗑
|
||||
| A numeric scale is used for | adults and older children.
🗑
|
||||
| used for young children in determining pain | the Oucher Scale and the Faces Pain Rating Scale, are
🗑
|
||||
| the descriptor scale of pain lists | words that describe different levels of pain intensity
🗑
|
||||
| PAINAD scale is called | pain assessment in advanced dementia
🗑
|
||||
| nonverbal behaviors of pain, such as | guarding, grimacing, moaning, agitation, restlessness, stillness, diaphoresis, or vital sign changes
🗑
|
||||
| nutritional status refers to the | degree of balance between nutrient intake and nutrient requirements
🗑
|
||||
| optimal nutritional status is achieved | is achieved when sufficient nutrients are consumed to support dat to day body needs
🗑
|
||||
| undernutrition occurs when | nutritional reserves are depleted and or when nutrient intake is inadequate to meet day to day needs
🗑
|
||||
| over nutrition is caused by | the consumption of nutrients, especially calories, sodium and fat in excess of body needs
🗑
|
||||
| nutrition screening is the | first step in assessing nutritional status and is required for all patients in all health care settings within 24 hours
🗑
|
||||
| normal hemoglobin level is | 14-18 g/dl for men and 12-16 g/dl for women
🗑
|
||||
| normal hematocrit level is | 37%- 49% for men and 36%-46% for females
🗑
|
||||
| LDL cholesterol is the | bad cholesterol
🗑
|
||||
| good cholesterol is the | good cholesterol
🗑
|
||||
| Marasmus is due to | inadequate intake of protein and calories or prolonged starvation
🗑
|
||||
| Kwashiorkor is due to | diets high in calories but contain little or no protein, low protein diets
🗑
|
||||
| rickets is a | sign of vitamin D and calcium deficiencies in children
🗑
|
||||
| the body’s largest organ system. | The skin
🗑
|
||||
| The epidermis is the | thin, tough outer layer.
🗑
|
||||
| The dermis is the | inner supportive layer, consisting mostly of collagen or connective tissue
🗑
|
||||
| The subcutaneous layer is the | adipose tissue below the dermis.
🗑
|
||||
| fine, faint hair that covers most of the body is called | vellus hair
🗑
|
||||
| hair that is darker, thicker and grows on the scalp and eyebrows, pubic area, chest and face are called | terminal hair
🗑
|
||||
| sebaceous glands produce a | protective lipid substance called sebum
🗑
|
||||
| eccrine glands are | coiled tubules that open directly onto the skin surface and produce a dilute saline solution called sweat
🗑
|
||||
| apocrine glands produce a | thick milky secretion and open into the hair follicles
🗑
|
||||
| vitiligo is the | complete absence of melanin pigment
🗑
|
||||
| Common causes of pruritus include | dry skin, aging, drug reactions, allergy, obstructive jaundice, uremia, and lice.
🗑
|
||||
| in a newborn a bluish color around the lips, hands, and fingernails, may last for a few hours and disappears with warming is called | acrocyanosis
🗑
|
||||
| erythema toxicum is a | common rash that appears in the first 3 to 4 days of life, also called a flea bite
🗑
|
||||
| stage 1 skin appears | red but unbroken, skin will not blanch
🗑
|
||||
| stage 2 skin is | partial thickness with loss of epidermis or also the dermis.
🗑
|
||||
| stage 3 skin is | full-thickness pressure ulcer extending into the subcutaneous tissue and resembling a crater
🗑
|
||||
| stage 4 skin is | full-thickness pressure ulcer that involves all skin layers and exposes muscles, tendons, bones
🗑
|
||||
| a rigid, bony box that protects the brain and special sense organs | the skull,
🗑
|
||||
| immovable joints are called | sutures
🗑
|
||||
| highly vascular endocrine gland synthesizes and secretes thyroxine and triiodothyronine | the thyroid gland
🗑
|
||||
| the adam's apple is also known as the | thyroid cartilage
🗑
|
||||
| tension headaches tend to be | occipital, frontal and bandlike tightness
🗑
|
||||
| a bruit occurs with | accelerated or turbulent blood flow
🗑
|
||||
| the pupillary light reflex is the | normal constriction of pupils when bright light shines on the retina
🗑
|
||||
| accommodation is the | adaptation of the eye for near vision.
🗑
|
||||
| pupil loses elasticity, becomes hard and glasslike, loses it's ability to change shape to accommodate for near vision | presbyopia
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
691650210
Popular Nursing sets