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Nursing Diagnosis for Rheumatoid Arthritis

Rheumatoid arthritis (RA) is a long-term autoimmune disorder that primarily affects joints. It typically results in warm, swollen, and painful joints. Pain and stiffness often worsen following rest. Most commonly, the wrist and hands are involved, with the same joints typically involved on both sides of the body. The disease may also affect other parts of the body, including skin, eyes, lungs, heart, nerves and blood. This may result in a low red blood cell count, inflammation around the lungs, and inflammation around the heart. Fever and low energy may also be present. Often, symptoms come on gradually over weeks to months. 

While the cause of rheumatoid arthritis is not clear, it is believed to involve a combination of genetic and environmental factors. The underlying mechanism involves the body's immune system attacking the joints. This results in inflammation and thickening of the joint capsule. It also affects the underlying bone and cartilage. The diagnosis is made mostly on the basis of a person's signs and symptoms. X-rays and laboratory testing may support a diagnosis or exclude other diseases with similar symptoms. Other diseases that may present similarly include systemic lupus erythematosus, psoriatic arthritis, and fibromyalgia among others. 

Nursing Diagnosis for Rheumatoid Arthritis


Nursing Diagnosis for Rheumatoid Arthritis


1. Pain (acute / chronic)

related to:

tissue distended by the accumulation of fluid / inflammation,

joint destruction.


2. Impaired physical mobility

related to:

skeletal deformity,

pain,

decreased muscle strength.


3. Disturbed Body Image

related to:

changes in the ability to carry out common tasks,

increased use of energy,

imbalance mobility.


4. Self-care deficit

related to:

musculoskeletal damage,

decreased strength and endurance,

pain when moving,

depression.


5. Knowledge Deficit: about the disease, prognosis, and treatment needs

related to:

lack of exposure / recall,

misinterpretation of information.


Source :


 

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Nursing Diagnosis for Cataract

A cataract is a clouding or opacification of the normally clear lens of the eye or its capsule (surrounding transparent membrane) that obscures the passage of light through the lens to the retina of the eye. This blinding disease can affect infants, adults, and older people, but it predominates the latter group. It can be bilateral and vary in severity. The disease process progresses gradually without affecting daily activities early on, but with time, especially after the fourth or fifth decade, the cataract will eventually mature, making the lens completely opaque to light interfering with routine activities. Cataracts are a significant cause of blindness worldwide. Treatment options include correction with refractive glasses only at earlier stages, and if cataract mature enough to interfere with routine activities, surgery may be advised, which is very fruitful.

Cataracts are a common part of the eye’s aging process. Eventually, they can cause:

  • Vision that’s cloudy, blurry, foggy or filmy.
  • Sensitivity to bright sunlight, lamps or headlights.
  • Glare (seeing a halo around lights), especially when you drive at night with oncoming headlights.
  • Prescription changes in glasses, including sudden nearsightedness.
  • Double vision.
  • Need for brighter light to read.
  • Difficulty seeing at night (poor night vision).
  • Changes in the way you see color.


Nursing Diagnosis for Pre and Post Cataract Surgery :


Pre Cataract Surgery :

1. Impaired sensory perception (vision): related to changes in sensory reception.

2. Anxiety related to lack of information about operating procedure.


Post Cataract Surgery :

1. Acute pain related to postoperative wounds.

2. Risk for infection related to increased susceptibility secondary, due to surgical interruption of the ocular surface.

 

Source : https://creativenurse.blogspot.com/2021/08/nursing-diagnosis-for-cataract.html

 

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5 Nursing Diagnosis for Pancreatitis

Pancreatitis is an inflammation of the pancreas gland, the occurrence of a sudden, there is light, there is also to lead to fatal consequences. Even the deaths occurred mostly in just over two weeks since the first symptoms of pancreatitis or the pain symptoms first appear.

Symptoms of pancreatitis is divided into two types, acute pancreatitis and chronic pancreatitis. The difference, acute pancreatitis damage to the pancreas by certain enzymes sudden and thorough, while chronic pancreatitis occur destructively, pancreatitis mild type that does not heal, ongoing and increasingly severe and repetitive.

The cause of pancreatitis is due to the blockage so that the enzymes produced by the pancreas will still accumulate in the pancreas and pancreatic cells digest themselves from there emerged inflammation. Besides inflammation of the pancreas can also be caused by excessive alcohol consumption, taking certain medications, high triglycerides, high levels of calcium in the blood, inveksi virus, pancreas damage due to trauma or surgery, a lack of blood flow to the pancreas, pancreatic cancer or the use of estrogen in ladies high triglyceride levels.

Symptoms of Pancreatitis :
  • Pain in the pit of the stomach that breaks down to the back.
  • While eating, pain in the gut will be even worse.
  • Ongoing pain felt and the longer the severity increases.
  • Pain will continue to be felt for days.
  • The pain will get worse if the patient coughs.
  • Nausea and vomiting.
  • Increased body temperature.
  • Yellow skin.
  • Heartbeat becomes rapid.
  • Patients appears uneasy.
  • Swelling in the upper abdomen.
  • Acute inflammation of the pancreas that has been accompanied by severe symptoms of dehydration and low blood pressure.
  • Chronic pancreatitis symptoms are accompanied by diarrhea, oily dirt and also weight loss.

5 Nursing Diagnosis for Pancreatitis
  1. Ineffective breathing pattern.
  2. Impaired tissue perfusion.
  3. Fluid volume deficit.
  4. Acute pain.
  5. Hyperthermia.


Source :

https://nandacareplan.blogspot.com/2021/06/4-nursing-diagnosis-for-pancreatitis.html
http://www.nurseskomar.com/2015/11/nursing-diagnosis-for-acute-and-chronic.html

 

 

5 Nursing Diagnosis for Anaphylactic Shock

 Anaphylactic Shock

Definition

Anaphylactic is a collection of symptoms that result from an acute reaction to a foreign substance to a person who previously had the sensitization (immediate / hypersensitivity reactions indirect immunity).

Etiology

  • Because drugs indirect histamine reaction that usually follows the injection of the drug weight, serum, the x-ray contrast media.
  • Certain foods, insect bites.
  • The reaction can sometimes idiopathic / immunologic abnormalities manifestations.
Symptoms
  • Cardiovascular: tachycardia, hypotension, shock, arrhythmia, palpitations.
  • Respiratory tract: rhinitis, sneezing, itching of the nose, bronchospasm, hoarseness, shortness, apnea.
  • Gastrointestinal: nausea, vomiting, abdominal pain.
  • Skin: pruritus, urticaria, angioedema, skin pale and cold.



Nursing Diagnosis for Anaphylactic Shock

1. Impaired gas exchange related to ventilation perfusion imbalance.
characterized by: shortness of breath, tachycardia, flushing, hypotension, shock, and bronchospasm.

2. Altered tissue perfusion related to decreased blood flow secondary to vascular disorders due to anaphylactic reactions.
characterized by: palpitations, skin pale, cold acral, hypotension, angioedema, arrhythmias, ECG features horizontal and inverted T waves.

3. Ineffective breathing pattern related to the swelling of the nasal mucosa wall
characterized by: shortness of breath, breath with the lips, there rhinitis.

4. Acute pain related to gastric irritation
characterized by: abdominal pain, looked grimacing while holding stomach.

5. Impaired skin integrity related to changes in circulation
characterized by: swelling and itching of the skin and the nose, there are hives, urticaria, and runny nose. 

 Source : https://purba-java-indo.blogspot.com/2014/11/5-nursing-diagnosis-for-anaphylactic.html

 

9 Nursing Diagnosis for Encephalitis

Encephalitis is an acute inflammation of the brain. Usually the cause is a viral infection, but bacteria can also cause it. It can be mild or severe. Most cases are mild. Examples of viral infections that can cause encephalitis include herpes simplex virus (the virus that causes cold sores and genital herpes), varicella zoster virus (the chickenpox virus), mumps virus, measles virus and flu viruses. In the UK, the most common virus to cause encephalitis is herpes simplex virus.





Most cases of encephalitis are caused by the virus directly infecting the brain. However, sometimes encephalitis can develop if your immune system tries to fight off a virus and, at the same time, attacks the nerves in your brain in error. This is known as post-infectious or autoimmune encephalitis. Rarely, this type of encephalitis can develop after an immunisation.


Adult patients with encephalitis present with acute onset of fever, headache, confusion, and sometimes seizures. Younger children or infants may present irritability, poor appetite and fever. Neurological examinations usually reveal a drowsy or confused patient. Stiff neck, due to the irritation of the meninges covering the brain, indicates that the patient has either meningitis or meningoencephalitis.

Vaccination is available against tick-borne and Japanese encephalitis and should be considered for at-risk individuals.

Post-infectious encephalomyelitis complicating small pox vaccination is totally avoidable now as small pox is now eradicated. Contraindication to Pertussis immunisation should be observed in patients with encephalitis. An immunodeficient patient who has had contact with chicken pox virus should be given prophylaxis with hyperimmune zoster immunoglobulin.


9 Nursing Diagnosis for Encephalitis
  1. Hyperthermia
  2. Acute Pain
  3. Impaired physical mobility
  4. Impaired gas exchange
  5. Disturbed thought processes
  6. Risk for impaired skin integrity
  7. Risk for deficient fluid volume
  8. Imbalanced nutrition: Less than body requirements
  9. Anxiety

Source : https://purba-java-indo.blogspot.com/2014/12/9-nursing-diagnosis-for-encephalitis.html

 

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Activity Intolerance - Nursing Care Plan for Hypoglycemia

Hypoglycemia, also known as low blood sugar or low blood glucose, is when blood sugar decreases to below normal.

The most common cause of hypoglycemia is medications used to treat diabetes mellitus such as insulin, sulfonylureas, and biguanides. Risk is greater in diabetics who have eaten less than usual, exercised more than usual, or drunk alcohol. Other causes of hypoglycemia include kidney failure, certain tumors, liver disease, hypothyroidism, starvation, inborn error of metabolism, severe infections, reactive hypoglycemia, and a number of drugs including alcohol.

This may result in a variety of symptoms including clumsiness, trouble talking, confusion, loss of consciousness, seizures, or death. A feeling of hunger, sweating, shakiness, and weakness may also be present. Symptoms typically come on quickly. (wikipedia)


Activity Intolerance - Nursing Care Plan for Hypoglycemia

Activity Intolerance related to imbalance of oxygen supply and demand, weakness.

Defining characteristics:

  • Fatigue and weakness.
  • The response to activity indicates abnormal pulse and blood pressure.
  • Changes in ECG showed arrhythmia / dysrhythmia.
  • Dyspnea and discomfort.
  • Agitated.
Goal: The client is able to achieve: activity tolerance,

with expected outcomes:

Activity Tolerance:

  • Oxygen saturation within normal limits when activity.
  • HR in the normal range when the activity.
  • Respiration in the normal range when the activity.
  • Systolic blood pressure in the normal range when the activity.
  • Diastolic blood pressure in the normal range when the activity.
  • ECG within normal limits.
  • Skin color.
  • Breathing efforts when the activity.
  • Walking in the room.
  • Walk away.
  • Climbing up the stairs.
  • ADL strength.
  • The ability to talk while exercising.
Interventions :

Therapeutic Activities:

  • Note the frequency of heart rhythm, changes in blood pressure before, during and after activity as indicated.
  • Increase rest, limit activity and provide leisure activities that are not heavy.
  • Limit visitors.
  • Monitor response to emotional, physical, social and spiritual.
  • Describe the pattern of a gradual increase in activity.
  • Help clients recognize a meaningful activity.
  • Help clients know the options for activity.
  • Determine the client's commitment to increase the frequency of the activity.
  • Collaboration related to the physical, recreational therapy, proper supervision activity program.
  • Help the client make a specific plan for the transfer of routine daily activity.
  • Help the client / family know all the quality of a shortage of activity.
  • Train the client / family about the role of physical, social, spiritual, sense activity in health care.
  • Help the client / family environment with a desire to adjust the activity.
  • Provide activities that increase attention in a certain period.
  • Facilitation replacement activity when the client has passed the deadline, energy and movement.
  • Provide an environment that is not harmful to walk as indicated.
  • Provide positive reinforcement for participation in the activity.
  • Help the client generates its own motivation.
  • Monitor the emotional, physical, social, and spiritual activities.
  • Help the client / family getting monitor progress toward achieving the goal.

Energy Management :
  • Observation of the client restrictions in activity.
  • Encourage to express feelings towards limitations.
  • Assess the factors that cause fatigue.
  • Monitor nutrition and adequate sources of energy.
  • Monitor the client for physical fatigue and emotional excess.
  • Monitor the cardiovascular response to activity.
  • Monitor patterns of sleep and duration of sleep / rest.

Dysrhythmia Management :
  • Knowing for certain clients and families who have a history of heart.
  • Monitor and check oxygenation deficiency, acid-base balance, electrolytes.
  • Record ECG.
  • Advise the client to break every attack.
  • Record the frequency and duration of the attack.
  • Monitor hemodynamic status.

 

Source :

https://nanda-health.blogspot.com/2015/10/nursing-care-plan-for-hypoglycemia.html

https://care-plan-nursing.blogspot.com/2015/11/activity-intolerance-nursing-care-plan.html 

Disturbed Sleep Pattern - Insomnia related to Fear and Anxiety

Disturbed Sleep Pattern - Insomnia related to Fear and Anxiety
Do you often feel bad mood, not calm, and easily distracted after having nightmares or when your sleep disturbed? It has nothing to do with the feeling and can be explained scientifically. A research shows that lack of sleep or sleep disorders affect parts of the brain associated with emotions. This then triggers the emergence of a sense of worry and anxiety.

Researchers from the University of California, Berkeley found that when people lack of sleep or often feel disturbed while sleeping, the activity in the amygdala and insular cortex region of the brain will increase. The increased activity was then trigger anxiety and worry naturally.

"It is difficult to find if lack of sleep is a result of anxiety, or lack of sleep can actually cause the emergence of anxiety. However, this study helped us find a link causal more clearly," said researcher Andrea Goldstein, as reported by the Huffington Post (27/06).

These results were obtained after the researchers observed 18 adults. They were asked to sleep soundly and reduces sleep time. The participants then underwent brain scans and tests of emotion. Researchers found that participants who do not get enough sleep have higher activity in the amygdala compared with participants who get enough sleep.

Meanwhile, previous studies have also demonstrated the opposite relationship. A Finnish study in 2007 showed that anxiety and stress can interfere with sleep quality and make people less sleep. They found that people who had undergone events that create tension and anxiety often experience sleep problems.

Anxiety Disorders related to Acute and Chronic Bronchitis

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Nursing Intervention for Patients with Low Self-Esteem

 

Low self esteem is feeling worthless, meaningless, and low self-esteem due to a negative evaluation of self and self-efficacy. Lost their sense of self-confidence, sense of failure for not being able to achieve the ideal fit themselves desire.

Nursing intervention for patients

Goal:
Conduct an assessment of things behind the low self-esteem on the client (predisposing factor, precipitation factor, an assessment of the stressor, coping resources and coping mechanisms)
The client can raise awareness about the positive relationship between self-esteem and effective problem solving.
The client can identify, on its positive capabilities.

Nursing Interventions:

1. Assess the things behind the low self-esteem on the client (predisposing factor, precipitation factor, an assessment of the stressor, coping resources and coping mechanisms)

2. Raise awareness about the positive relationship between self-esteem and effective problem solving, by the way:
Help the patient to identify changes in sense of self.
Help the patient in describing clearly the situation in a positive self-evaluation earlier.
Exploration with the patient, neighborhood, organization, job (stability of the organization, interpersonal conflict, a threat to the current job)
Involve the patient in problem solving (identify objectives to increase and develop an action plan to meet the goals).

3. Provide support for self-care skills for self-esteem, by the way:
Together with the patient to identify the positive aspects that are still owned by the client
Train the client to optimize the positive aspects that still has
Enter into the schedule, the activities that can be done to optimize its positive aspects


Nursing intervention for patients' families

Patient's family is expected to care for patients with low self-esteem at home and become an effective support system for the patient.

Goal:
Patient's family help patients identify the ability of the patient
Patient's family to facilitate the implementation of the capabilities that are still owned by the patient
Patient's family motivate patients to engage in activities that are already trained and give credit for the success of the patient
Patient's family is able to assess developmental changes in patients' ability

Nursing Intervention:
1. Discuss the problems faced by families in caring for the patient
2. Explain to the family of low self-esteem who exist in a patient
3. Discussion with the patient's family capabilities and praise
     patients on their ability
4. Describe ways to care for patients with low self-esteem
5. Demonstrate how to treat a patient with low self-esteem
6. Give the opportunity for families to practice how to care for patients with low self-esteem
7. Assist family in preparing the action plan patients at home 

 

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NCP - Nursing Assessment for Burns (Combustion)

Burns are a global public health problem. This is due to the high rate of burn mortality and morbidity, especially in low- and middle-income countries, where more than 95% of the incidence of burns causes death (mortality). However, death is not the only consequence of burns. Many burn patients eventually experience disability (morbidity). This often creates a stigma against community rejection. (Ziaeian, Boback and Gregg C. Fonarow. (2016).)

Burns (combustio) are tissue loss caused by contact with heat sources such as water, fire, chemicals, electricity, and radiation. Burns will cause not only skin damage, but also affect the entire body system (Brunner & Suddarth, 2014)

Burns are a form of tissue damage and or loss caused by contact with sources that have very high temperatures (eg fire, hot water, chemicals, electricity, and radiation) or very low temperatures. Upon contact with a heat source (or other cause). A chemical reaction takes place that drains energy from the tissue so that the cell is reduced and damaged (Moenadjat 2014)

Burns are damage to body tissues, especially the skin as a result of direct or intermediary with chemical, electrical, and radiation heat sources. Burns are wounds caused by heat trauma which give symptoms depending on the area and location of the wound (Brunner & Suddarth, 2014)

Nursing Assessment for Burns (Combustio)


Nursing Assessment

Assessment of patients with burns is intended to collect the latest data and information about the patient's status, with the assessment of the Iitegument system as an assessment priority. Systematic assessment of the patient includes a history specifically related to difficulty moving, palpitations. Each symptom should be evaluated for its time and duration as well as its precipitating factors.

1) Client identity. In addition to the client's name, age, gender, religion, occupation and education.

2) Activity/rest. Signs: decreased strength, resistance, limited range of motion in the affected area, impaired muscle mass, changes in tone.

3) Circulation. Signs: hypotension (shock), decreased peripheral pulse distal to the injured extremity, generalized peripheral vasoconstriction with loss of pulse, white and cold skin (electrical shock), tachycardia, dysrhythmias, tissue edema formation.

4) Ego integrity. Symptoms: problems with family, work, finances, disability. Signs: anxiety, crying, dependence, denial, withdrawal, anger.

5) Elimination. Signs: decreased/absent urine output during the emergency phase, color may be reddish black in the presence of myoglobin, indicating deep muscle damage, diuresis (after capillary leakage and mobilization of fluid into the body circulation), decreased bowel sounds are absent.

6) Food or liquid. Signs: generalized tissue oedema, anorexia, nausea/vomiting. Symptoms: decreased appetite, bowel sounds and decreased intestinal peristalsis, changes in bowel habits.

7) Neurosensory. Symptoms: border area, tingling. Signs: changes in orientation, affect, behavior, decreased deep tendon reflexes in extremity injuries, seizure activity, corneal laceration, retinal damage, decreased sharpness vision.

8) Pain/comfort. Symptoms: various pains, e.g., first degree burns are extremely sensitive to touch, pressure, air movement, and temperature changes.

9) Breathing. Symptoms: confined in an enclosed space, prolonged exposure (possible inhalation injury). Signs: shortness of breath, coughing wheezing, carbon particles in sputum, inability to swallow oral secretions and cyanosis, indications of inhalation injury. Thoracic expansion may be limited to the presence of burns to the chest circumference, airway or stridor/wheezing (obstruction related to laryngospasm, laryngeal edema), breath sounds: deep airway secretions (rhonchi).

10) Security. Signs: generalized skin: deep tissue instruction may not be evident for 3-5 days in connection with the process microvascular thrombus in some wounds.

11) Medical history

  • Chief complaint: infection in burns
  • History of present illness: Most or most of the causes of burns are due to electric shock, heat, temperature, chemical mediators.
  • Past medical history: the client does not have a history of previous illnesses related to burns.
  • Family history of disease: no case correlation on family members to the incidence of burn infection. (Price, A. Sylvia 2014)

Assessment, Nursing Diagnosis and Interventions for Pain

Assessment Techniques

Assessment and Nursing Diagnosis for Blepharitis

6 Nursing Diagnosis for Empyema

 

6 Nursing Diagnosis for Empyema
Empyema

Empyema is defined as a collection of pus in the pleural cavity, gram-positive, or culture from the pleural fluid. Empyema is usually associated with pneumonia but may also develop after thoracic surgery or thoracic trauma. (www.ncbi.nlm.nih.gov)

Empyema is usually caused by an infection that spreads from the lung. It leads to a buildup of pus in the pleural space.

There can be 2 cups (1/2 liter) or more of infected fluid. This fluid puts pressure on the lungs.

Risk factors include: Bacterial pneumonia, Tuberculosis, Chest surgery, Lung abscess, Trauma or injury to the chest.

In rare cases, empyema can occur after thoracentesis. This is a procedure in which a needle is inserted through the chest wall to remove fluid in the pleural space for medical diagnosis or treatment. (medlineplus.gov)

Symptoms of empyema may include: having a case of pneumonia that does not improve, a fever, chest pain, a cough, pus in mucus, difficulty breathing, a crackling sound from the chest, decreased breathing sounds, dullness when tapping chest, fluid in the lungs (visible with a chest X-ray).

Empyema can progress through three stages if a person does not receive treatment. (www.medicalnewstoday.com)

Nursing Diagnosis for Empyema

  1. Ineffective breathing pattern related to shortness of breath, mucus, bronchoconstriction, fatigue.
  2. Ineffective airway clearance related to increased secretions, ineffective coughing.
  3. Activity intolerance related to reduced oxygen supply.
  4. Self-care deficit related to fatigue.
  5. Imbalanced nutrition: less than body requirements related to anorexia.
  6. Impaired gas exchange related to ventilation-perfusion imbalance.

 

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Nursing Diagnosis and Interventions for Non Hemorrhagic Stroke

 

Nursing Diagnosis for Non Hemorrhagic Stroke :

  1. Ineffective Tissue Perfusion :  cerebral related to decreased brain oxygen
  2. Imbalanced Nutrition: Less Than Body Requirements related to inability to absorb nutrients
  3. Impaired Physical Mobility related to decrease muscle strength
  4. Risk for Impaired Skin Integrity related to risk factor : damp
  5. Impaired Verbal Communication related to neuromuscular damage, speech central damage

 


Nursing Interventions for Non Hemorrhagic Stroke

No.

Nursing Diagnosis

Goal (NOC)

Interventions (NIC)

Rationale

1.

Ineffective Tissue Perfusion :  cerebral related to decreased brain oxygen

 

Tissue perfusion can be achieved optimally

 

Expected Outcome :

·      Able to maintain level of consciousness

·      Sensory and motor function getting better

 

1.   Monitor vital signs hourly and record the result

2.   Assess motor response to simple commands

3.   Monitor neurological status regularly

4.   Encourage active/passive leg exercises

5.   Collaboration: drug delivery according to indication

 

1.      An increase in systemic blood pressure followed by a decrease in diastolic blood pressure is a sign of increased ICP.

2.      Irregular breathing indicates an increase in ICP

3.      Able to determine the level of motor response of the patient

4.      Prevent/reduce atelectasis

5.      Reduces venous static

6.      Reduce the risk of complications

 

2.

 Imbalanced Nutrition: Less Than Body Requirements related to inability to absorb nutrients

 

1.   Nutritional status

2.   Food intake

3.   Fluids and nutrients

 

Expected Outcomes :

·     Explain the components of diet closeness

·     Report adequacy nutritional level

·     Laboratory values ​​(eg: transferrin, albumen and electrolyte

·     Tolerance to good nutrition recommended.

 

1.    Disturbance management food

2.    Nutrition management

3.    Help to gain weight

 

Nursing activities:

1.    Determine the client's motivation to change eating habits

2.    Know the client's favorite food

3.    Refer to a doctor to determine the cause of nutritional changes

4.    Help eat according to client's needs

5.    Create an environment that fun to eat

 

 

1.    The client's motivation influences the change in nutrition

2.    The client's favorite food to facilitate the provision of nutrition

3.    Refer to the doctor to find out the changes in the client and for the healing process

4.    Help eat to know nutritional changes

5.    Creating an environment for the comfort of the client's rest as well as for tranquility in the room.

 

 

3.

Impaired Physical Mobility related to decrease muscle strength

 

Show increased mobility, indicated by the following indicators (state the value 1 – 5) : dependent (not participating) requires the help of others or the tool requires the help of others, independent with the help of assistive devices or fully independent).

 

Expected Outcomes :

·     Demonstrate the correct use of assistive devices with supervision.

·     Asking for assistance in mobilizing activities if needed.

·     Use a wheelchair effectively.

 

1.    Activity therapy, ambulation

2.    Activity therapy, joint mobility.

3.    Position change

 

Nursing activities:

1.    Teach clients about the use of tools

2.    Assist mobility.

3.    Teach and assist clients in the transfer process.

4.    Provide positive reinforcement during activities.

5.    Support ROM training techniques

6.    Collaboration with the medical team on client mobility

 

1.         Teach clients about and monitor the use of mobility aids clients more easily.

2.         Helping clients in the transfer process will help clients practice in this way.

3.         Giving positive reinforcement during the activity will help the client to be enthusiastic in training.

4.         Accelerate the client in mobilization and relax the muscles

5.         Knowing the client's mobilization development after ROM exercises

6.         Collaboration with the medical team can help improve patient mobility such as collaboration with doctors

 

4.

Risk for Impaired Skin Integrity related to risk factor : damp

 

Tissue Integrity : Skin and Mucous Membranes

 

Expected Outcomes :

·     Good skin integrity can be maintained (sensation, elasticity, temperature, hydration, pigmentation)

·     There are no wounds / lesions on the skin

·     Demonstrate understanding in the skin repair process and prevent repeated injury

·     Able to protect the skin and maintain skin moisture and natural care

 

1.    Advise the patient to wear loose clothing

2.    Avoid wrinkles on the bed

3.    Keep the skin clean to keep it clean and dry

4.    Patient mobilization (change patient position) every two hours

5.    Monitor the skin for redness

6.    Apply lotion or oil/baby oil on stressed areas

7.    Collaboration giving antibiotics as indicated

 

1.    Skin may be damp and may feel unable to rest or need to move

2.    Reduce the risk of infection on the skin

3.    The first way to prevent infection

4.    Prevent further complications

5.    Knowing the development of the occurrence of skin infections

6.    Reduce exposure to infectious germs on the skin

7.    Reduce the risk of infection

 

5.

Impaired Verbal Communication related to neuromuscular damage, speech central damage

 

Good communication

 

Expected Outcomes :

·     Clients can express feelings

·     Understanding the intentions and conversations of others

·     The patient's speech can be understood

 

1.   Communicate with reasonable, clear, simple language and if necessary repeated

2.   Listen carefully when the patient starts talking

3.   Stand in the patient's field of view when speaking

4.   Exercise your speech muscles optimally

5.   Involve the family in practicing verbal communication with the patient

6.   Collaboration with speech therapists

 

1.    Checking the client's communication whether it really can't do communication

2.    Knowing how the client's communication skills

3.    Knowing the degree / level of communication skills

4.    Reduce the occurrence of further complications

5.    Families know & are able to demonstrate how to practice verbal communication to clients without the help of nurses

6.    Knowing the development of the client's verbal communication

 

Stroke - Physical Examination (B1-B6) - Breathing, Blood, Brain, Bladder, Bowel and Bone

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