tag:blogger.com,1999:blog-66713261602301571862024-03-13T23:59:35.466-07:00NANDA LISTNanda Nursing Diagnosis ListPuji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comBlogger181125tag:blogger.com,1999:blog-6671326160230157186.post-78463343767216054272021-09-22T01:01:00.005-07:002021-09-22T01:01:35.434-07:00Jean Watson Nursing Theory - The Philosophy and Science of Caring<p> <b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">The Philosophy and Science of Caring</b><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">, which was published in 2008. She currently holds an endowed chair at the University of Colorado, and in 2008, she created the Watson Caring Science Institute to help spread her nursing theory and ideas.</span></p><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><div class="separator" style="background-color: #fff9ee; clear: both; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEO63YYGOZL9PG9tXk0VYaIZFntfj9yL3214zAOVBO9B-xLKVSMmrF04PVmVnWzYgcQ7JRsw_76yPSu7tgRodFrUhWZVmoVuv5CHbnU8dY54FrSHLCyY7B07b4CwV_Jlf9ch91EJoS5D2n/s1600/jean-watson-nursing-theory.jpg" imageanchor="1" style="color: #993300; margin-left: 1em; margin-right: 1em; text-decoration-line: none;"><img alt="Jean Watson Nursing Theory - The Philosophy and Science of Caring" border="0" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEO63YYGOZL9PG9tXk0VYaIZFntfj9yL3214zAOVBO9B-xLKVSMmrF04PVmVnWzYgcQ7JRsw_76yPSu7tgRodFrUhWZVmoVuv5CHbnU8dY54FrSHLCyY7B07b4CwV_Jlf9ch91EJoS5D2n/s320/jean-watson-nursing-theory.jpg" style="background: rgb(255, 255, 255); border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.1) 1px 1px 5px; padding: 5px; position: relative;" width="144" /></a></div><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Jean Watson</b><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;"> was born in a small, close-knit town in the Appalachian Mountains of West Virginia in the 1940s. Jean Watson graduated from the Lewis Gale School of Nursing in Roanoke, Virginia, in 1961. She continued her nursing studies at the University of Colorado at Boulder, earning a B.S. in 1964, an M.S. in psychiatric and mental health nursing in 1966, and a Ph.D. in educational psychology and counseling in 1973.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Jean Watson's Philosophy and Science of Caring addresses how nurses express care to their patients. Caring is central to nursing practice, and promotes health better than a simple medical cure. She believes that a holistic approach to health care is central to the practice of caring in nursing.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">According to Watson, caring, which is manifested in nursing, has existed in every society. However, a caring attitude is not transmitted from generation to generation. Instead, it's transmitted by the culture of the nursing profession as a unique way of coping with its environment.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">According to her theory, caring can be demonstrated and practiced by nurses. Caring for patients promotes growth; a caring environment accepts a person as he or she is, and looks to what he or she may become.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Caring consists of carative factors. Watson's 10 carative factors are:</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">1.) The formation of a humanistic- altruistic system of values. 2.) The installation of faith-hope. 3.) The cultivation of sensitivity to one’s self and to others. 4.) The development of a helping-trust relationship. 5.) The promotion and acceptance of the expression of positive and negative feelings. 6. The systematic use of the scientific problem-solving method for decision making. 7. ) The promotion of interpersonal teaching-learning. 8.) The provision for a supportive, protective and /or corrective mental, physical, socio-cultural and spiritual environment. 9.) Assistance with the gratification of human needs. 10.) The allowance for existential-phenomenological forces.</span>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-80735159283809443532021-09-22T01:00:00.002-07:002021-09-22T01:00:20.747-07:00Virginia Henderson's Nursing Theory - Need Theory<p> <b style="color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px; text-align: center;">Virginia Henderson Biography</b></p><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Virginia Henderson was born on November 30, 1897 in Kansas City, Missouri, and was the fifth of eight children in her family.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">In 1921, Henderson graduated from the Army School of Nursing at Walter Reed Hospital in Washington, D.C. In 1932, she earned her Bachelor's Degree and in 1934 earned her Master's Degree in Nursing Education, both from Teachers College at Columbia University.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Henderson died on March 19, 1996.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Army School of Nursing, Washington, D.C., 1921</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><ul style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px; line-height: 1.4; margin: 0.5em 0px; padding: 0px 2.5em;"><li style="margin: 0px 0px 0.25em; padding: 0px;">First full-time nursing instructor in Virginia</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Recipient of the Virginia Historical Nurse Leader Award</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Member of the American Nurses Association Hall of Fame</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Fellow of the American Academy of Nursing</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Authored one of the most widely used definitions of nursing</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Proposed plan to create districts within the Graduate Nurses Association of Virginia (now Virginia Nurses Association)</li></ul><div style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px; text-align: center;"><a href="http://s626.photobucket.com/albums/tt342/sandikaarva/?action=view&current=virginia_henderson.jpg" style="color: #993300; text-decoration-line: none;" target="_blank"><img alt="Virginia Henderson" border="0" src="https://blogger.googleusercontent.com/img/proxy/AVvXsEjy589sGqLE2Z4BM2OBBH3wBBM1hD7QfDBr6ru0klZ_p7HUnb6cc3OnkB3CqtEV6tWL5M6lRZVLK9SsftxdDnhBBFpY6UOkIgBP6a5xWbCcDksqtk06A9JpYBFVQRnd5EkaI530eATNlTWjFkUy3ziQUGOaQL7GcTaN74MraFAx5iflMTQO-6jjEZYt=s0-d" style="background: rgb(255, 255, 255); border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.1) 1px 1px 5px; padding: 5px; position: relative;" /></a></div><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><div style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px; text-align: center;"><b>Virginia Henderson's Nursing Theory - Need Theory</b></div><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Virginia Henderson </b><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">categorized nursing activities into fourteen components based on human needs. The fourteen components of Henderson's concept are as follows:</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><ol style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;"><li style="margin: 0px 0px 0.25em; padding: 0px;">Breathe normally. Eat and drink adequately.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Eliminate body wastes.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Move and maintain desirable postures.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Sleep and rest.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Select suitable clothes-dress and undress.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Maintain body temperature within normal range by adjusting clothing and modifying environment</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Keep the body clean and well groomed and protect the integument</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Avoid dangers in the environment and avoid injuring others.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Communicate with others in expressing emotions, needs, fears, or opinions.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Worship according to one’s faith.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Work in such a way that there is a sense of accomplishment.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Play or participate in various forms of recreation.</li><li style="margin: 0px 0px 0.25em; padding: 0px;">Learn, discover, or satisfy the curiosity that leads to normal development and health and use the available health facilities.</li></ol><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">The first 9 components are physiological. The tenth and fourteenth are psychological aspects of communicating and learning The eleventh component is spiritual and moral The twelfth and thirteenth components are sociologically oriented to occupation and recreation.</span><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Virginia Henderson's Nursing Theory - Need Theory</b>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-59079991635403240462021-09-19T04:58:00.002-07:002021-09-19T04:58:37.211-07:00Knowing the Types of Nursing Diagnosis Used by Nurses<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8UH-FGKhm5TpOo0STGkfJ-0X37qBuTaisdJCUKCKIk65cGwlm6a0p7FHKWmjvpuYx8LNCpmGebDSKe2FV5rjwLFifxGDaHD9mhcAzQG2HF8nu8sz8-2BFDG53ze7nGYaSMCoT2ozCEWh6/s620/Types+of+Nursing+Diagnosis.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="330" data-original-width="620" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8UH-FGKhm5TpOo0STGkfJ-0X37qBuTaisdJCUKCKIk65cGwlm6a0p7FHKWmjvpuYx8LNCpmGebDSKe2FV5rjwLFifxGDaHD9mhcAzQG2HF8nu8sz8-2BFDG53ze7nGYaSMCoT2ozCEWh6/s320/Types+of+Nursing+Diagnosis.png" width="320" /></a></div>Establishing a diagnosis is an important aspect of nursing practice. Over time, the format and quality of diagnosis has evolved, but the focus continues to impact client care (Potter & Perry; 2009).<p></p><p>Nursing diagnosis is a clinical decision about the response of individuals, families and communities to actual or potential health problems, where based on their education and experience, nurses can responsibly identify and provide definite interventions to maintain, reduce, limit, prevent and change the client's health status (Yeni, 2008). To be able to formulate nursing diagnoses requires high analytical skills in determining and understanding the appropriate actions or decisions of each nurse.</p><p>In the patient status that has been studied, it can be seen that the nurse only chooses the nursing diagnoses that have been provided on the side of the assessment format. This makes it easier for nurses but can also cause nurses to be lazy and lack the initiative to analyze data and then formulate their own nursing diagnoses if different data are found. Such conditions also cause the quality of documentation of nursing diagnoses to be monotonous (Hartati, Handoyo, Anis, 2010)</p><p>Nurses as health workers who are tasked with meeting the basic needs of clients holistically have a responsibility to help fulfill the client's inadequate oxygen needs. Nursing care must carry out nursing methods in the form of assessment, nursing diagnosis, intervention, and evaluation.</p><p>Nursing diagnoses can be divided into 5 categories: Actual nursing diagnosis, Risk nursing diagnosis, Possible nursing diagnosis, Wellness nursing diagnosis and Syndrome nursing diagnosis.</p><p><b>1. Actual nursing diagnosis</b></p><p>Describes the current real problem in accordance with the clinical data found. The condition for establishing an actual nursing diagnosis must include an element of PES. Symptoms (S) must meet the major criteria and some minor criteria from the NANDA diagnostic guidelines.</p><p><b>2. Risk nursing diagnosis</b></p><p>Explain the real health problems that will occur if no intervention is carried out. Conditions for enforcing the risk of nursing diagnoses include elements of PE (problem and etiology). The use of the term “high risk and risk” depends on the severity / susceptibility to the problem.</p><p>Diagnosis: “Risk for impaired skin integrity related to persistent diarrhea continuously".</p><p><b>3. Possible nursing diagnosis</b></p><p>Explained that additional data were needed to confirm possible nursing problems. In this situation, the problems and supporting factors do not yet exist, but there are factors that can help</p><p>cause problems. Requirements for enforcing possible nursing diagnoses include elements of a response (problem) and factors that might cause problems but do not yet exist.</p><p><b>4. Wellness nursing diagnosis</b></p><p>Wellness nursing diagnosis is a clinical decision about the state of an individual, family, and/or society in transition from a certain level of well-being to a higher level of well-being. There are 2 keys that must be present: 1) Something pleasant at a higher level of well-being 2) The existence of an effective status and function.</p><p><b>5. Syndrome nursing diagnosis</b></p><p>A syndrome nursing diagnosis is a nursing diagnosis consisting of a group of actual or risk nursing diagnoses, which are suspected to arise due to a particular event or situation.</p><p><br /></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-62643331060398658812021-09-16T08:38:00.002-07:002021-09-16T08:38:24.655-07:00Urine Incontinence - Nursing Diagnosis and Interventions<h4 style="text-align: center;"><b>Urine Incontinence</b></h4><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY4AHoMgJf8ZhdIqaOc4_fzHhSH_TAwpbzu3VNDvSVGWUkcD0Q-m4TNLk6R0UVSRWn6E8aJFRHGRxgCvA9rmqv9ptIyYi5hv5kPrcpjZKL-Xasuf-xyuDJqeRTXHBiISXJKbGAFovRgXIX/s2048/Urine+Incontinence+-+Nursing+Diagnosis+and+Interventions.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Urine Incontinence - Nursing Diagnosis and Interventions" border="0" data-original-height="2048" data-original-width="1112" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY4AHoMgJf8ZhdIqaOc4_fzHhSH_TAwpbzu3VNDvSVGWUkcD0Q-m4TNLk6R0UVSRWn6E8aJFRHGRxgCvA9rmqv9ptIyYi5hv5kPrcpjZKL-Xasuf-xyuDJqeRTXHBiISXJKbGAFovRgXIX/w174-h320/Urine+Incontinence+-+Nursing+Diagnosis+and+Interventions.jpg" title="Urine Incontinence - Nursing Diagnosis and Interventions" width="174" /></a></div><b>CLASSIFICATION</b><p></p><p>According to Brunner & Suddart:</p><p>Stress Incontinence</p><p>It is the involuntary elimination of urine through the urethra as a result of a sudden increase in intra-abdominal pressure. This type of incontinence is most common in women and can be caused by obstetric injuries, bladder column lesions, extrinsic pelvic abnormalities, fistulas, detrusor dysfunction and a number of other conditions. In addition, this disorder can occur due to congenital abnormalities (exstrophy of the bladder, ectopic ureter).</p><p>Urgency Incontinence</p><p>Occurs when the patient feels the urge or urge to urinate but is unable to hold it in long enough before reaching the toilet. In many cases, uninhibited bladder contractions are a concomitant factor; This condition can occur in patients with neurological dysfunction that interferes with inhibition of bladder contractions or in patients with symptoms of local irritation due to urinary tract infections or bladder tumors.</p><p>Overflow Incontinence</p><p>Characterized by frequent and sometimes almost continuous elimination of urine from the bladder. The bladder cannot empty its contents normally and is excessively distended. Although the elimination of urine occurs frequently, the bladder is never empty. Overflow incontinence can be caused by neurological disorders (ie, spinal cord lesions) or by factors that block the urinary outlet (ie, drug use, tumors, prostatic structures and hyperplasia).</p><p>Functional Incontinence</p><p>Incontinence with intact lower urinary tract function but other factors, such as severe cognitive impairment that makes it difficult to identify the need to urinate (eg Alzheimer's dementia) or physical impairment that makes it difficult or impossible for the patient to reach the toilet to urinate.</p><p>Reflex Incontinence</p><p>It is the involuntary loss of urine when a certain volume has been reached, occurring at predictable intervals. Neurologic disorders such as spinal cord lesions. (Barbara C. Long. 1996)</p><p><br /></p><p><b>ETIOLOGY</b></p><p>1. Cerebral clouding: It is a cerebral control disorder in the form of mental status characterized by confusion, decreased perception, lack of attention and results in disorientation to time, place, and others.</p><p>2. Infection</p><p>3. Disturbance of pathways from the central nervous (cortical lesions)</p><p>4. Upper neuronal lesion</p><p>5. Lower motor neuron lesions</p><p>6. Tissue damage</p><p><br /></p><p><b>CLINICAL MANIFESTATIONS</b></p><p>1. Stress incontinence: Urinary discharge during coughing, straining, and so on. These symptoms are very specific for stress incontinence.</p><p>2. Urgency incontinence: the inability to hold the urine out with a picture of frequent rush to urinate.</p><p>3. Nocturnal enuresis: 10% of children aged 5 years and 5% of children aged 10 years wet during sleep. Bedwetting in older children is abnormal and indicates an unstable bladder.</p><p>4. Symptoms of urinary infection (frequency, dysuria, nocturia), obstruction (weak stream, dripping), trauma (including surgery, eg abdominoperineal resection), fistula (continuous dripping), neurological disease (sexual or bowel dysfunction) or systemic disease (eg diabetes) may indicate an underlying disease.</p><p>5. Discomfort in the pubic area.</p><p>6. Urinary bladder distension.</p><p>7. Inability to urinate.</p><p>8. Frequent urination, when the bladder contains a small amount of urine (20-50 ml).</p><p>9. Imbalance of the amount of urine excreted with the intake.</p><p>10. Increases anxiety and urge to urinate.</p><p>11. The presence of as much as 3000-4000 ml of urine in the bladder.</p><p>12. Do not feel urine come out.</p><p>13. Bladder feels full even after urinating.</p><p><br /></p><p style="text-align: center;"><b>Nursing Diagnosis and Interventions</b></p><p><b>Nursing Diagnosis 1 :</b></p><p>Impaired urinary elimination related to sensory-motor disturbances</p><p>Expected result:</p><p></p><ul style="text-align: left;"><li>Empty bladder completely.</li><li>No urine residue >100-200 cc.</li><li>Fluid intake within the normal range.</li><li>Balance fluid balance.</li></ul><p></p><p><b>Nursing Interventions :</b></p><p></p><ol style="text-align: left;"><li>Perform a comprehensive urinary assessment focusing on incontinence (eg, urine output, voiding pattern, cognitive function)</li><li>Monitor use of drugs with anticholinergic properties</li><li>Monitor intake and output</li><li>Monitor the degree of bladder distension by palpation or percussion</li><li>Help with the toilet regularly</li><li>Catheterization</li></ol><p></p><p><br /></p><p><b>Nursing Diagnosis 2 : </b></p><p>Disturbed body image related to loss of body function, changes in social involvement.</p><p>Expected results:</p><p></p><ul style="text-align: left;"><li>Positive body image</li><li>Able to identify personal strengths</li><li>Describe factually changes in body function</li><li>Maintaining social interaction</li></ul><p></p><p><b>Nursing Interventions :</b></p><p></p><ol style="text-align: left;"><li>Assess verbally and non-verbally the client's response to his body</li><li>Explain about the treatment and care of the disease</li><li>Identify the meaning of reduction through the use of tools.</li><li>Facilitate contact with other individuals in other groups</li></ol><p></p><p><br /></p><p><b>Nursing Diagnosis 3 :</b></p><p>Anxiety related to changes in health status.</p><p>Expected results :</p><p></p><ul style="text-align: left;"><li>The client is able to identify and express anxious symptoms.</li><li>Identify, disclose and demonstrate techniques for controlling anxiety.</li><li>Posture, facial expressions, body language and activity levels show reduced anxiety.</li></ul><p></p><p><b>Nursing Interventions :</b></p><p></p><ol style="text-align: left;"><li>Use a calming approach.</li><li>Explain all procedures and how the client felt during the procedure.</li><li>Understand the client's perspective on stressful situations.</li><li>Accompany the patient to provide security and reduce fear.</li><li>Encourage the family to accompany the patient.</li></ol><p></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-48981678211744573322021-08-07T09:07:00.002-07:002024-01-16T17:58:21.504-08:00Nursing Diagnosis for Pre and Post Cataract SurgeryA cataract is a clouding of the lens in the eye that affects vision. The lens is usually clear, allowing light to pass through and focus onto the retina. However, with age or due to certain factors, the proteins in the lens may clump together, causing clouding and reducing the clarity of vision.<br /><br /><b>Causes:</b><br /><ul><li>Age: The most common cause of cataracts is aging. Over time, the proteins in the lens break down and may lead to clouding.</li><li>Trauma: Injury to the eye can cause cataracts.</li><li>Congenital Factors: Some people may be born with cataracts or develop them during childhood due to genetic factors.</li><li>Medical Conditions: Certain medical conditions like diabetes can increase the risk of developing cataracts.</li><li>Exposure to Ultraviolet Radiation: Prolonged exposure to sunlight without protective eyewear may contribute to the development of cataracts.</li><li>Smoking and Alcohol Use: These lifestyle factors have been associated with an increased risk of cataracts.</li></ul><b>Symptoms:</b><br /><br />The symptoms of cataracts can vary, but common signs include:<ul style="text-align: left;"><li>Clouded, blurred, or dim vision</li><li>Sensitivity to light and glare</li><li>Difficulty seeing at night</li><li>Need for brighter light for reading or other activities</li><li>Fading or yellowing of colors</li><li>Double vision in a single eye</li></ul><b>Prevention:</b><br /><br />While cataracts are a natural part of aging, there are some measures to help reduce the risk or slow their progression:<ul style="text-align: left;"><li>Protect Your Eyes from the Sun: Wear sunglasses that block ultraviolet (UV) rays.</li><li>Quit Smoking: Smoking has been linked to an increased risk of cataracts.</li><li>Healthy Diet: Eat a diet rich in fruits and vegetables, which may help protect against cataracts.</li><li>Regular Eye Exams: Schedule regular eye exams to monitor your eye health and catch any issues early.</li></ul>If you suspect you have cataracts or are experiencing changes in your vision, it's important to consult with an eye care professional for a proper diagnosis and appropriate management.<br /><br /><br /><br />If you're looking for more in-depth information about cataracts, you may find helpful resources in medical textbooks, reputable health books, or online publications. Here are a few suggestions:<ol style="text-align: left;"><li><b>"Basic and Clinical Science Course (BCSC): Section 11 - Lens and Cataract" by American Academy of Ophthalmology: </b>This is part of the American Academy of Ophthalmology's comprehensive series and covers various aspects of the lens, including cataracts.</li><li><b>"Cataract Surgery: Maximizing Outcomes Through Research" by Roger F. Steinert and David F. Chang: </b>This book focuses specifically on cataract surgery, exploring the latest research and approaches to maximize outcomes.</li><li><b>"Oxford American Handbook of Ophthalmology" by James C. Bobrow: </b>This handbook provides concise information on various ophthalmological topics, including cataracts.</li><li><b>"Cataract: Detection, Measurement and Management in Optometric Practice" by Kerry S. Gelb, Sidney L. Weiss: </b>This book is geared towards optometrists and covers the detection, measurement, and management of cataracts in optometric practice.</li><li><b>"Cataract and Refractive Surgery: Progress III" edited by Thomas Kohnen, Douglas D. Koch: </b>This book is part of a series that discusses the progress in cataract and refractive surgery, providing insights into the latest advancements.</li></ol>These resources can be found in medical libraries, bookstores, or online retailers. Additionally, academic institutions and medical libraries may provide access to these books or similar publications. Always check for the latest editions to ensure you have the most up-to-date information.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT65jzzXiGL4ogPG1OhcC9-m5OqqqQsDxL3R3vvZapyxEbxPrc2aGy24hCdO80N3rS1cTfStIEsN_08HpBw-WbdpKaUSzcvcSwYO5qZKN5Z32gCsffG10tUXG0taFV7GMOrPEUYFGWF4Kj/s800/Nursing+Diagnosis+for+Pre+and+Post+Cataract+Surgery.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="396" data-original-width="800" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgT65jzzXiGL4ogPG1OhcC9-m5OqqqQsDxL3R3vvZapyxEbxPrc2aGy24hCdO80N3rS1cTfStIEsN_08HpBw-WbdpKaUSzcvcSwYO5qZKN5Z32gCsffG10tUXG0taFV7GMOrPEUYFGWF4Kj/w400-h198/Nursing+Diagnosis+for+Pre+and+Post+Cataract+Surgery.jpg" width="400" /></a></div><br /><p><br /></p><p><b>Nursing Diagnosis for Pre and Post Cataract Surgery :</b></p><p><br /></p><p><b>Pre Cataract Surgery :</b></p><p>1. Impaired sensory perception (vision): related to changes in sensory reception.</p><p>2. Anxiety related to lack of information about operating procedure.</p><p><br /></p><p><b>Post Cataract Surgery :</b></p><p>1. Acute pain related to postoperative wounds.</p><p>2. Risk for infection related to increased susceptibility secondary, due to surgical interruption of the ocular surface.</p><p><br /></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-33820219363747585732021-08-06T08:58:00.001-07:002024-01-16T17:48:03.873-08:00List of Nursing Diagnosis for Encephalitis<p>Encephalitis is a medical condition characterized by inflammation of the brain. This inflammation can be caused by viral infections, bacterial infections, or other non-infectious factors. The inflammation can lead to a range of symptoms and complications, varying in severity.<br /><br /><b> </b></p><p><b>Causes:</b><br /></p><ul><li>Viral Infections: The majority of encephalitis cases are caused by viruses. Common viruses that can lead to encephalitis include herpes simplex virus, enteroviruses (such as those causing the common cold), and the mosquito-borne West Nile virus.</li><li>Bacterial Infections: Bacterial infections, although less common, can also cause encephalitis. Bacteria such as Streptococcus and Mycoplasma pneumoniae are known to be associated with this condition.</li><li>Other Causes: Non-infectious causes of encephalitis may include autoimmune disorders, reactions to certain medications, or exposure to toxic substances.</li></ul><p><b> </b></p><p><b>Symptoms:</b><br /><br />Encephalitis symptoms can range from mild to severe and may include:</p><ul style="text-align: left;"><li>Fever</li><li>Headache</li><li>Confusion or altered mental status</li><li>Seizures</li><li>Photophobia (sensitivity to light)</li><li>Stiff neck</li><li>Nausea and vomiting</li><li>Fatigue</li><li>Behavioral changes</li></ul><p><br /><b>Prevention:</b><br /><br />Preventing encephalitis often involves vaccination against specific viruses known to cause the condition, such as the measles, mumps, and rubella (MMR) vaccine or the varicella (chickenpox) vaccine. Protection against mosquito bites can help prevent encephalitis caused by mosquito-borne viruses.<br /><br />It's crucial to consult with healthcare professionals for accurate diagnosis and appropriate treatment if encephalitis is suspected. Early intervention can improve outcomes, especially in severe cases.</p><p></p><p></p><p></p><p> </p><p>If you're looking for more in-depth information on encephalitis, you might find valuable resources in medical textbooks, academic publications, or reputable health books. Here are a few suggestions, but please note that availability may vary based on your location and the publication date:</p><ol style="text-align: left;"><li><b>"Merritt's Neurology" by Elan D. Louis, Stephan A. Mayer, Lewis P. Rowland : </b>This is a comprehensive neurology textbook that covers various neurological disorders, including encephalitis.</li><li><b>"Harrison's Principles of Internal Medicine" edited by J. Larry Jameson, Dan L. Longo, Anthony S. Fauci : </b>This widely used textbook covers internal medicine and provides information on infectious diseases, including those affecting the nervous system.</li><li><b>"Principles and Practice of Infectious Diseases" by John E. Bennett, Raphael Dolin, Martin J. Blaser : </b>This book is a comprehensive resource on infectious diseases and may have detailed information on infectious causes of encephalitis.</li><li><b>"Textbook of Neurology" by David Gelb, Michael J. Aminoff : </b>This textbook focuses specifically on neurology and may include sections on various neurological disorders, including encephalitis.</li><li><b>"Encephalitis: Diagnosis and Treatment" by James J. Sejvar, Avindra Nath : </b>This book may provide a more focused and specialized approach to encephalitis, covering aspects of diagnosis and treatment.</li></ol><p>For more recent research articles, you can explore databases such as PubMed, where you can find a wealth of scientific literature on encephalitis. Remember to check the availability of these resources in your local library, bookstore, or online retailers. Additionally, you can access some scientific articles through university libraries or online platforms that provide access to academic publications.<br /><br /></p><p><b>Nursing Diagnosis for Encephalitis</b></p><p></p><ol><li>Hyperthermia</li><li>Acute Pain</li><li>Impaired physical mobility</li><li>Impaired gas exchange</li><li>Disturbed thought processes</li><li>Risk for impaired skin integrity</li><li>Risk for deficient fluid volume</li><li>Imbalanced nutrition: Less than body requirements</li><li>Anxiety</li></ol><div><br /></div><div>Source : </div><div><a href="https://purba-java-indo.blogspot.com/2014/12/9-nursing-diagnosis-for-encephalitis.html">9 Nursing Diagnosis for Encephalitis - Purba Java (purba-java-indo.blogspot.com)</a></div><div><a href="https://en.wikipedia.org/wiki/Encephalitis">Encephalitis - Wikipedia</a></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-31604112872973313752021-08-06T08:52:00.001-07:002021-09-18T22:02:37.949-07:00List of Nursing Diagnosis for Parkinson's Disease<div><div><span style="font-family: Open Sans;">Parkinson's disease (PD), or simply Parkinson's, is a long-term degenerative disorder of the central nervous system that mainly affects the motor system. The symptoms usually emerge slowly, and as the disease worsens, non-motor symptoms become more common. The most obvious early symptoms are tremor, rigidity, slowness of movement, and difficulty with walking. Cognitive and behavioral problems may also occur with depression, anxiety, and apathy occurring in many people with PD. Parkinson's disease dementia becomes common in the advanced stages of the disease. Those with Parkinson's can also have problems with their sleep and sensory systems. The motor symptoms of the disease result from the death of cells in the substantia nigra, a region of the midbrain, leading to a dopamine deficit. The cause of this cell death is poorly understood, but involves the build-up of misfolded proteins into Lewy bodies in the neurons. Collectively, the main motor symptoms are also known as parkinsonism or a parkinsonian syndrome.</span></div><div><span style="font-family: Open Sans;"><br /></span></div><div><span style="font-family: Open Sans;">The cause of PD is unknown, with both inherited and environmental factors being believed to play a role. Those with a family member affected by PD are at an increased risk of getting the disease, with certain genes known to be inheritable risk factors. Other risk factors are those who have been exposed to certain pesticides and who have prior head injuries. Tobacco smokers and coffee and tea drinkers are at a reduced risk.</span></div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjer3Sg9SqgE1HcYBNVo_CJSfrch2pSdmRHcHm1FqVANAZaCCUX_GXd0GVns2cLGSPJW7pLrAmhdWFlnMikx2xTJdTOMEs9L0S-lol-6YqYoInBMX9uWw8oFEJYzpjzZxzy_oZ4BCYRJUzX/s776/List+of+Nursing+Diagnosis+for+Parkinson%2527s+Disease.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="776" data-original-width="470" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjer3Sg9SqgE1HcYBNVo_CJSfrch2pSdmRHcHm1FqVANAZaCCUX_GXd0GVns2cLGSPJW7pLrAmhdWFlnMikx2xTJdTOMEs9L0S-lol-6YqYoInBMX9uWw8oFEJYzpjzZxzy_oZ4BCYRJUzX/w242-h400/List+of+Nursing+Diagnosis+for+Parkinson%2527s+Disease.jpg" width="242" /></a></div><br /><div><br /></div><a href="http://nandanursingdiagnoses.blogspot.com/2012/08/7-nanda-nursing-diagnosis-for.html" style="background-color: white; border: 0px; box-sizing: border-box; color: #333333; font-family: Verdana, Geneva, sans-serif; font-size: 14px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; transition: all 0.2s ease-in 0s; vertical-align: baseline;" target="_blank"><b style="border: 0px; box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Nursing Diagnosis for Parkinson's Disease</b></a><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">1. </span><a href="http://nursing-diagnosis-intervention.blogspot.com/2012/07/impaired-physical-mobility-nursing-care.html" style="background-color: white; border: 0px; box-sizing: border-box; color: #859ce6; font-family: Verdana, Geneva, sans-serif; font-size: 14px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank">Impaired Physical Mobility</a><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;"> related to stiffness and muscle weakness</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">2. </span><a href="http://nanda-nurse-diary.blogspot.com/2012/11/history-of-self-care-deficit-theory.html" style="background-color: white; border: 0px; box-sizing: border-box; color: #859ce6; font-family: Verdana, Geneva, sans-serif; font-size: 14px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank">Self-care Deficit</a><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;"> related to neuromuscular weakness, decreased strength, loss of muscle control / coordination</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">3. Impaired Bowel Elimination: Constipation related to medication and decreased activity</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">4. </span>Imbalanced Nutrition: Less than Body Requirements<span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;"> related to tremor, slowing the process of eating, difficulty chewing and swallowing</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">5. Impaired verbal communication related to the decrease in the volume of speech, delayed speech, inability to move facial muscles</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">6. Ineffective individual coping related to depression and dysfunction due to disease progression</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">7. Knowledge Deficit related to information resources inadequate maintenance procedures.</span><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><br style="background-color: white; box-sizing: border-box; font-family: Verdana, Geneva, sans-serif; font-size: 14px; margin: 0px; padding: 0px;" /><p><span face="Verdana, Geneva, sans-serif" style="background-color: white; font-size: 14px;">Source : </span><a href="http://nandanursingdiagnoses.blogspot.com/2012/08/7-nanda-nursing-diagnosis-for.html" style="background-color: white; border: 0px; box-sizing: border-box; color: #859ce6; font-family: Verdana, Geneva, sans-serif; font-size: 14px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank">http://nandanursingdiagnoses.blogspot.com/2012/08/7-nanda-nursing-diagnosis-for.html</a> </p><p><a href="https://en.wikipedia.org/wiki/Parkinson%27s_disease">Parkinson's disease - Wikipedia</a></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-31082679648656660072021-08-04T10:43:00.004-07:002021-08-04T10:43:33.180-07:00Low Back Pain - Nursing Diagnosis and Intervention <p>Low back pain (LBP) or lumbago is a common disorder involving the muscles, nerves, and bones of the back. Pain can vary from a dull constant ache to a sudden sharp feeling. Low back pain may be classified by duration as acute (pain lasting less than 6 weeks), sub-chronic (6 to 12 weeks), or chronic (more than 12 weeks). The condition may be further classified by the underlying cause as either mechanical, non-mechanical, or referred pain. The symptoms of low back pain usually improve within a few weeks from the time they start, with 40–90% of people recovered by six weeks.</p><p>In most episodes of low back pain, a specific underlying cause is not identified or even looked for, with the pain believed to be due to mechanical problems such as muscle or joint strain. If the pain does not go away with conservative treatment or if it is accompanied by "red flags" such as unexplained weight loss, fever, or significant problems with feeling or movement, further testing may be needed to look for a serious underlying problem. In most cases, imaging tools such as X-ray computed tomography are not useful and carry their own risks. Despite this, the use of imaging in low back pain has increased. Some low back pain is caused by damaged intervertebral discs, and the straight leg raise test is useful to identify this cause. In those with chronic pain, the pain processing system may malfunction, causing large amounts of pain in response to non-serious events.</p><p><br /></p><p><b>Nursing Diagnosis for Low Back Pain</b></p><p></p><ol style="text-align: left;"><li>Acute pain associated with musculoskeletal problems.</li><li>Impaired physical mobility related to pain, muscle spasm, and reduced flexibility.</li><li>Deficient knowledge related to body mechanics techniques to protect the back.</li><li>Ineffective Role Performance related to impaired mobility and chronic pain.</li><li>Imbalanced Nutrition: more than body requirements related to obesity.</li></ol><p></p><p><br /></p><p><b>Nursing Intervention for Low Back Pain</b></p><p>1. Relieves Pain</p><p>To reduce pain nurses can encourage patients to bed rest and modification of the position is determined to improve lumbar flexion. Patients are taught to control and adjust the pains that go through the respiratory diaphragm and relaxation can help reduce muscle tension that contributes to lower back pain. Distract patients from pain with other activities such as reading books, watching TV and with imagination.</p><p>Massage of the soft tissue, gently is very useful for reducing muscle spasms, improve circulation and reduce the damming and reduce pain. When given the drug the nurse should assess the patient's response to each drug.</p><p>2. Improving physical mobility</p><p>Physical mobility is monitored through continuous assessment. Nurses assess how patients move and stand. Once back pain is reduced, self-care activities may be performed with minimal strain on the injured structure. Change of position should be done slowly and assisted if necessary. Circular motion and sway should be avoided. Patients are encouraged to switch activities lying, sitting and walking around for a long time. Nurses need to encourage patients comply with exercise programs according to established, that one just does not exercise effective.</p><p>3. Health education</p><p>Patients must be taught how to sit, stand, lie down and lifting objects properly.</p><p>4. Improving the performance of the role</p><p>Responsibilities associated with the role may have changed since the occurrence of lower back pain. Once the pain healed, patients can return to his role of responsibility again. But when the activity is impacting on the bottom of back pain occurs again, it may be difficult to return to the original responsibility without bearing the risk of chronic low back pain with disability and depression caused.</p><p>5. Changing nutrition and weight loss</p><p>Weight loss through eating way of adjustment can prevent recurrence of back pain, by means of the rational nutrition plan that includes changes in eating habits to maintain a desired weight.</p><p><br /></p><p>Source :</p><p><a href="https://en.wikipedia.org/wiki/Low_back_pain">Low back pain - Wikipedia</a></p><p><a href="https://nursing-care-plan.blogspot.com/2011/11/nursing-care-plan-for-low-back-pain.html">Nursing Care Plan for Low Back Pain : Assessment, Diagnosis, Interventions, Implementation and Evaluation - Nursing Care Plan (nursing-care-plan.blogspot.com)</a></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-40940112378015048972021-08-04T10:36:00.004-07:002021-08-04T10:36:29.574-07:0010 Nursing Diagnosis for COPD (Chronic Obstructive Pulmonary Disease)<p>Chronic obstructive pulmonary disease (COPD) is a type of obstructive lung disease characterized by long-term respiratory symptoms and airflow limitation. The main symptoms include shortness of breath and a cough which may or may not produce mucus. COPD progressively worsens with everyday activities such as walking or dressing becoming difficult.</p><p>The two most common conditions of COPD are emphysema and chronic bronchitis, and they have been the two classic COPD phenotypes. Emphysema is defined as enlarged airspaces (alveoli) whose walls break down resulting in permanent damage to the lung tissue. Chronic bronchitis is defined as a productive cough that is present for at least three months each year for two years. Both of these conditions can exist without airflow limitation when they are not classed as COPD. Emphysema is just one of the structural abnormalities that can limit airflow and can exist without airflow limitation in a significant number of people. Chronic bronchitis does not always result in airflow limitation but in young adults who smoke the risk of developing COPD is high. Many definitions of COPD in the past included emphysema, and chronic bronchitis but these have never been included in GOLD report definitions.</p><p>The most common cause of COPD is tobacco smoking, other risk factors include indoor and outdoor pollution and genetics. In developing countries, common sources of indoor air pollution are the use of biomass fuels such as wood and dry dung fuel for cooking and heating. Most people living in European cities are exposed to damaging levels of air pollution. A number of occupations and associated substances including cadmium dust or fumes, and dust from grains that promote respiratory symptoms has been published in the UK. Long-term exposure to any of these irritants causes an inflammatory response in the lungs, resulting in narrowing of the small airways and breakdown of lung tissue.The diagnosis is based on poor airflow as measured by spirometry.</p><p>Most cases of COPD can be prevented by reducing exposure to risk factors such as smoking and indoor and outdoor pollutants. While treatment can slow worsening, there is no conclusive evidence that any medications can change the long-term decline in lung function. COPD treatments include smoking cessation, vaccinations, pulmonary rehabilitation, inhaled bronchodilators, and corticosteroids. Some people may benefit from long-term oxygen therapy, lung volume reduction (surgical) or (bronchoscopic), and lung transplantation. In those who have periods of acute worsening, increased use of medications, antibiotics, corticosteroids, and hospitalization may be needed.</p><p><br /></p><p><b>10 List of Nursing Diagnosis for COPD</b></p><p></p><ol style="text-align: left;"><li>Ineffective airway clearance related to: bronchoconstriction, increased sputum production, ineffective cough, fatigue / lack of energy, bronchopulmonary infection.</li><li>Ineffective breathing pattern related to: shortness of breath, mucus, bronchoconstriction, airway irritants.</li><li>Impaired gas exchange related to: ventilation perfusion inequality.</li><li>Activity intolerance related to: imbalance between oxygen supply with demand.</li><li>Imbalanced Nutrition: less than body requirements related to: anorexia.</li><li>Disturbed sleep pattern related to: discomfort, sleeping position.</li><li>Bathing / Hygiene Self-care deficit related to: fatigue secondary to increased respiratory effort and ventilation and oxygenation insufficiency.</li><li>Anxiety related to: threat to self-concept, threat of death, purposes that are not being met.</li><li>Ineffective individual coping related to: lack of socialization, anxiety, depression, low activity levels and an inability to work.</li><li>Deficient Knowledge related to: lack of information, do not know the source of information.</li></ol><div><br /></div><div>Source :</div><div><br /></div><div><a href="https://en.wikipedia.org/wiki/Chronic_obstructive_pulmonary_disease">Chronic obstructive pulmonary disease - Wikipedia</a></div><div><br /></div><div><a href="https://nursing-care-plan.blogspot.com/2011/12/nursing-care-plan-for-chronic.html">Nursing Care Plan for Chronic Obstructive Pulmonary Disease (COPD) with 10 Nursing Diagnosis - Nursing Care Plan (nursing-care-plan.blogspot.com)</a></div><p></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-13960202255826297412021-08-02T09:43:00.004-07:002021-08-02T09:43:32.646-07:00Nursing Care Plan for Anorexia Nervosa<p><b style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">Anorexia nervosa</b><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"> </span><span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">is an illness of starvation, brought on by severe disturbance of body image and a</span></p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">morbid fear of obesity. Bulimia nervosa is an eating disorder (binge-purge syndrome) characterized by extreme overeating, followed by self-induced vomiting. It may include abuse of laxatives and diuretics. Binge-eating is defined as recurrent episodes of overeating associated with subjective and behavioral indicators of impaired control over and significant distress about the eating behavior but without the use of inappropriate compensatory behaviors (e.g., purging, fasting, excessive exercise).</p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">DSM-IV<br />307.1 Anoxexia nervosa<br />307.51 Bulimia nervosa<br />307.50 Eating disorders NOS<br />Binge-eating disorder (proposed, requiring further study)</p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b><br /></b></p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>ETIOLOGICAL THEORIES</b><br /><br /></p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">Psychodynamics<br />The individual reflects a developmental arrest in the very early childhood years. The tasks of trust, autonomy, and separation-individuation are unfulfilled, and the individual remains in the dependent position. Ego development is retarded. Symptoms are often associated with a perceived loss of control in some aspect of life and may center on fears of sexual maturity/intimacy. Although these disorders affect women primarily, approximately 5% to 10% of those afflicted are men. Additionally, eating disorders are often associated with depression, anxiety, phobias, and cognitive problems.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>Biological</b><br />These disorders may be caused by neuroendocrine abnormalities within the hypothalamus. Symptoms are linked to various chemical disturbances normally regulated by the hypothalamus. Furthermore, a physiological defect may make it difficult for the individual to interpret sensations of hunger and fullness.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>Family Dynamics</b><br />Issues of control become the overriding factors in the family of the client with an eating disorder. These families often consist of a passive father, a domineering mother, and an overly dependent child. There is a high value placed on perfectionism in this family, and the child believes she or he must please others and satisfy these standards.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>NURSING PRIORITIES</b><br />1. Reestablish adequate/appropriate nutritional intake.<br />2. Correct fluid and electrolyte imbalance.<br />3. Assist client to develop realistic body image/improve self-esteem.<br />4. Provide support/involve SO, if available, in treatment program to client/SO.<br />5. Coordinate total treatment program with other disciplines.<br />6. Provide information about disease, prognosis, and treatment.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>DISCHARGE GOALS</b><br />1. Adequate nutrition and fluid intake maintained.<br />2. Maladaptive coping behaviors and stressors that precipitate anxiety recognized.<br />3. Adaptive coping strategies and techniques for anxiety reduction and self-control implemented.<br />4. Self-esteem increased.<br />5. Disease process, prognosis, and treatment regimen understood.<br />6. Plan in place to meet needs after discharge.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">Nursing diagnosis of Anorexia Nervosa and Bulimia Nervosa: NUTRITION: altered, less than body requirements may be related to inadequate food intake; self-induced vomiting and chronic/excessive laxative use possibly evidenced by body weight 15% (or more) below expected (anorexia), or may be within normal range (bulimia, binge-eating), pale conjunctiva and mucous membranes; poor skin turgor/muscle tone, edema, excessive loss of hair; increased growth of body hair (lanugo), amenorrhea, hypothermia, bradycardia, cardiac irregularities, hypotension, electrolyte imbalances.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>Desired Outcome:</b><br />1. Verbalize understanding of nutritional needs.<br />2. Establish a dietary pattern with caloric intake adequate to regain/maintain appropriate weight.<br />3. Demonstrate weight gain toward expected goal range.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><b>Nursing intervention with rationale:</b><br />1. Establish a minimum weight goal and daily nutritional requirements.<br />Rationale: Malnutrition is a mood-altering condition leading to depression and agitation and affecting cognitive functioning/decision-making. Improved nutritional status enhances thinking ability, and psychological work can begin.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">2. Involve client with team in setting up/carrying out program of behavior modification. Provide reward for weight gain as individually determined; ignore loss.<br />Rationale: Provides structured eating stimulation while allowing client some control in choices. Behavior modification may be effective only in mild cases or for short-term weight gain. Note: Combination of cognitive-behavioral approach is preferred for treating bulimia.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">3. Use a consistent approach. Sit with client while eating; present and remove food without persuasion and/or comment. Promote pleasant environment and record intake.<br />Rationale: Client detects urgency and reacts to pressure. Any comment that might be seen as coercion provides focus on food. When staff member responds consistently, client can begin to trust her or his responses. The single area in which client has exercised power and control is food/eating, and she or he may experience guilt or rebellion if forced to eat. Structuring meals and decreasing discussions about food will decrease power struggles with client and avoid manipulative games.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">4. Provide smaller meals and supplemental snacks, as appropriate.<br />Rationale: Gastric dilation may occur if refeeding is too rapid following a period of starvation dieting. Note: Client may feel bloated for 3–6 weeks while body readjusts to food intake.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">5. Make selective menu available and allow client to control choices, as much as possible.<br />Rationale: Client who gains self-confidence and feels in control of environment is more likely to eat preferred foods.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">6. Be alert to choices of low-calorie foods/beverages; hoarding food; disposing of food in various places such as pockets or wastebaskets.<br />Rationale: Client will try to avoid taking in what is viewed as excessive calories and may go to great lengths to avoid eating.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">7. Maintain a regular weighing schedule, such as Monday/Friday before breakfast in same attire, on same scale, and graph results.<br />Rationale: Provides accurate ongoing record of weight loss/gain. Also diminishes obsessing about changes in weight.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">8. Weigh with back to scale (depending on program protocols).<br />Rationale: Although some programs prefer client to see the results of weighing, this approach can force the issue of trust in client who usually does not trust others.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">9. Consult with dietitian/nutritional therapy team.<br />Rationale: Helpful in determining individual dietary needs and appropriate sources. Note: Insufficient calorie and protein intake can lower resistance to infection and cause constipation, hallucinations, and liver damage.</p><br style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;" /><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">10. Transfer to acute medical setting for nutritional therapy, when condition is life-threatening.<br />Rationale: The underlying problem cannot be cured without improved nutritional status. Hospitalization provides a controlled environment in which food intake, vomiting/elimination, medications, and activities can be monitored. It also separates the client from SO(s) and provides exposure to others with the same problem, creating an atmosphere for sharing.</p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;"><br /></p><p style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.85px;">Source :</p><p style="background-color: white;"><span style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif;"><span style="font-size: 14.85px;"><i>https://nursingdiagnosislist.blogspot.com/2013/07/nursing-care-plan-for-anorexia-nervosa.html</i></span></span></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-39017382451253778122021-07-29T09:18:00.004-07:002021-07-29T09:20:15.999-07:00Nursing Diagnosis : Fatigue<p style="text-align: center;"><b>Nursing Diagnosis: Fatigue</b></p><p><br /></p><p><b>Betty J. Ackley</b></p><p><b>NANDA Definition </b>: An overwhelming, sustained sense of exhaustion and decreased capacity for physical and mental work at usual level</p><p><b>Defining Characteristics </b>: Inability to restore energy even after sleep; lack of energy or inability to maintain usual level of physical activity; increase in rest requirements; tired; inability to maintain usual routines; verbalization of an unremitting and overwhelming lack of energy; lethargic or listless; perceived need for additional energy to accomplish routine tasks; increase in physical complaints; compromised concentration; disinterest in surroundings, introspection; decreased performance; compromised libido; drowsy; feelings of guilt for not keeping up with responsibilities</p><p><b>Related Factors:</b></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>Psychological</i></p></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;">Boring lifestyle; stress; anxiety; depression</p></blockquote></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>Environmental</i></p></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;">Humidity; lights; noise; temperature</p></blockquote></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>Situational</i></p></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;">Negative life events; occupation</p></blockquote></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>Physiological</i></p></blockquote><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;">Sleep deprivation; pregnancy; poor physical condition; disease states (cancer, HIV, multiple sclerosis); increased physical exertion; malnutrition; anemia</p></blockquote></blockquote><p><br /></p><p><b>NOC Outcomes (Nursing Outcomes Classification)</b></p><p><b>Suggested NOC Labels</b></p><p></p><ul style="text-align: left;"><li>Endurance</li><li>Concentration</li><li>Energy Conservation</li><li>Nutritional Status: Energy</li></ul><p></p><p><b>Client Outcomes</b></p><p></p><ul style="text-align: left;"><li>Verbalizes increased energy and improved well-being</li><li>Explains energy conservation plan to offset fatigue</li></ul><p></p><p><br /></p><p><b>NIC Interventions (Nursing Interventions Classification)</b></p><p><b>Suggested NIC Labels</b></p><p></p><ul style="text-align: left;"><li>Energy Management</li></ul><p></p><p><br /></p><p><b>Nursing Interventions and Rationales</b></p><p></p><ul style="text-align: left;"><li>Assess severity of fatigue on a scale of 0 to 10; assess frequency of fatigue, activities associated with increased fatigue, ability to perform activities of daily living (ADLs), times of increased energy, ability to concentrate, mood, and usual pattern of activity. If client has cancer, consider use of an instrument such as the Profile of Mood State short form fatigue subscale, the Multidimensional Assessment of Fatigue, the Lee Fatigue Scale, or the Multidimensional Fatigue Inventory. <i>These assessments have all shown to have good internal reliability. the Profile of Mood State Short Form Fatigue Scale was the strongest performer in one study (Meek et al, 2000).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Evaluate adequacy of nutrition and sleep. Encourage the client to get adequate rest. Refer to <b>Imbalanced Nutrition: less than body requirements</b> or <b>Disturbed Sleep pattern</b> if appropriate. NOTE: Sometimes clients with chronic fatigue syndrome can sleep excessively and need support to limit sleeping. <i>The most commonly suggested treatment for fatigue is rest (Nail, Winningham, 1995). Inadequate nutrition or poor sleep can contribute to fatigue.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Determine with help from the primary care practitioner whether there is a physiological or psychological cause of fatigue that could be treated, such as anemia, electrolyte imbalance, hypothyroidism, depression, or medication effect. <i>The presence of fatigue is associated with biological, psychological, social, and personal factors (Belza et al, 1993). Fatigue should not be tolerated if it can be readily reversed with treatment.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Work with the physician to determine if the client has chronic fatigue syndrome. The Centers for Disease Control and Prevention defines chronic fatigue syndrome as: Clinically evaluated, unexplained, persistent, or relapsing chronic fatigue (over six months duration) that is of new or definite onset (has not been lifelong); is not the result of ongoing exertion; is not alleviated by rest; and results in substantial reduction in previous levels of occupational, educational, social, or personal activities. In addition, four or more the following symptoms must concurrently be present for over six months: impaired memory or concentration, sore throat, tender cervical or axial lymph nodes, muscle pain, multijoint pain, new headaches, unrefreshing sleep, and postexertion malaise lasting more than 24 hours (Walker, 1999).</li></ul><p></p><p></p><ul style="text-align: left;"><li>Encourage client to express feelings about fatigue; use active listening techniques and help identify sources of hope. <i>Fatigue has been associated with depression, anxiety, anger, and mood disturbances (Potempa, 1993; Fisher, 1997).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Encourage client to keep a journal of activities, symptoms of fatigue, and feelings. <i>The journal helps the client monitor progress toward resolving or coping with fatigue and express feelings, which helps with adjustment (Jones, 1992).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Assist client with ADLs as necessary; encourage independence without causing exhaustion.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Help client set small, easily achieved short-term goals such as writing two sentences in a journal daily or walking to the end of the hallway twice daily.</li></ul><p></p><p></p><ul style="text-align: left;"><li>With physician's approval, refer to physical therapy for carefully monitored aerobic exercise program. <i>Aerobic exercise and physical therapy can reduce fatigue in some oncology clients (MacVicar, 1989; Mock et al, 1994; Schwartz, 1998, 2000). An exercise program for patients receiving radiation treatments for cancer of the breast also helped improve emotional health and increased sleep (Mock et al, 1997) A customized exercise program can be helpful to the client with chronic fatigue syndrome (Jain, DeLisa, 1998).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Refer client to diagnosis-appropriate support groups such as National Chronic Fatigue Syndrome Association or Multiple Sclerosis Association. <i>Support groups can help clients deal with body changes and cope with the frequent depression that accompanies fatigue (Jones, 1992; Jain, DeLisa, 1998).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Help client identify essential and nonessential tasks and determine what can be delegated.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Give client permission to limit social and role demands if needed (e.g., switch to part-time employment, hire cleaning service). <i>The nurse can help the client look at life realistically to balance available energy and energy demands.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>For cardiac client, recognize that fatigue is common following a myocardial infarction (Lee et al, 2000). Refer to cardiac rehabilitation for carefully prescribed and monitored exercise program. <i>Carefully monitored exercise is thought to decrease symptoms of fatigue in heart patients (Friedman, King, 1995).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>For fatigue with multiple sclerosis, encourage energy conservation, "recharging efforts," excellent self-care, and keeping the temperature cool (Stuifbergen, Rogers, 1997).</li></ul><p></p><p></p><ul style="text-align: left;"><li>For attentional fatigue, suggest restorative activities such as sitting outside, bird-watching, and gardening (Erickson, 1996). <i>Being outside and enjoying nature can help people recover their strength and think more clearly.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>If not coping well, refer for cognitive therapy to help deal with symptoms of fatigue and help change negative thought patterns. <i>Cognitive therapy can be effective for clients with chronic fatigue syndrome (Fisher, 1997; Walker, 1999), also for clients with HIV (Rose et al, 1998).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>If fatigue is associated with chemotherapy, be sure to treat nausea, vomiting, and pain effectively and prevent mouth sores if possible. <i>Increased fatigue was seen in breast cancer clients receiving chemotherapy if they were also experiencing unrelieved pain, had nausea with vomiting, or developed mouth sores (Jacobsen et al, 1999).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Refer client to occupational therapy to learn new energy-conserving ways to perform tasks. <i>Occupational therapy can help clients learn energy conserving techniques so that clients can perform ADLs without exhaustion.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>If client is very weak, refer to physical therapy for prescription and use of a mobility aid such as a walker.</li></ul><p></p><p><br /></p><p><b>Geriatric</b></p><p></p><ul style="text-align: left;"><li>Identify recent losses; monitor for depression as a possible contributing factor to fatigue. <i>Depression and fatigue are closely correlated; the elderly are more prone to depression because they frequently experience significant losses as they age.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Review medications for side effects. <i>Certain medications (e.g., beta-blockers, antihistamines, pain medications) may cause fatigue in the elderly.</i></li></ul><p></p><p><br /></p><p><b>Home Care Interventions</b></p><p></p><ul style="text-align: left;"><li>Assess client's history and current patterns of fatigue as they relate to the home environment. <i>Fatigue may be more pronounced in specific settings for physical or psychological reasons (e.g., rooms associated with loss of loved ones).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Assess home for environmental and behavioral triggers of increased fatigue (e.g., stairs required to reach bathroom, patterns of movement around home, cleaning activities that require high energy).</li></ul><p></p><p></p><ul style="text-align: left;"><li>When assisting client with adapting to home and daily patterns, avoid activities of high energy output. Refer to occupational therapy to accomplish this if necessary.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Assist client with identifying or creating a safe, restful place within the home that can be used routinely (e.g., a room with familiar, nonthreatening, or nonfrightening belongings).</li></ul><p></p><p></p><ul style="text-align: left;"><li>Refer cancer clients to a community-based pain and fatigue management program, such as the I Feel Better program, if available. <i>A program such as I Feel Better was received with enthusiasm and rapid enrollment by cancer clients (Grant et al, 2000).</i></li></ul><p></p><p><br /></p><p><b>Client/Family Teaching</b></p><p></p><ul style="text-align: left;"><li>Share information about fatigue and how to live with it, including need for positive self-talk. <i>Client education legitimizes fatigue and enhances client's control through self-care and positive self talk (Fisher, 1997).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach strategies for energy conservation (e.g., sitting instead of standing during showering, storing items at waist level).</li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach client to carry a pocket calendar, make lists of required activities, and post reminders around the house. <i>Chronic fatigue is often associated with memory loss and sometimes difficulty thinking (Jain, DeLisa, 1998).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the importance of following a healthy lifestyle with adequate nutrition and rest, pain relief, and appropriate exercise to decrease fatigue.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach stress-reduction techniques such as controlled breathing, imagery, and use of music. See <b>Anxiety</b> care plan if appropriate; anxiety is correlated with increased fatigue.</li></ul><div><br /></div><div>Source :</div><div><br /></div><div><i>http://asuhankeperawatanonline.blogspot.com/2012/03/nursing-diagnosis-fatigue-application.html</i></div><p></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-10383940128510256852021-07-29T09:04:00.007-07:002021-07-29T09:21:07.894-07:00Nursing Diagnosis : Risk for Infection<div style="text-align: center;"><b>Nursing Diagnosis : Risk for Infection</b></div><div style="text-align: center;"><b><br /></b></div><div style="text-align: left;"><b><br /></b></div><div style="text-align: left;"><div><b>Gail B. Ladwig</b></div><div><br /></div><div><b>NANDA Definition </b>: At increased risk for being invaded by pathogenic organisms</div><div><br /></div><div><b>Related Factors</b>: See Risk Factors.</div><div><br /></div><div><b>Risk Factors</b>: Invasive procedures; insufficient knowledge regarding avoidance of exposure to pathogens; trauma; tissue destruction and increased environmental exposure; rupture of amniotic membranes; pharmaceutical agents (e.g., immunosuppressants); malnutrition; increased environmental exposure to pathogens; immunosuppression; inadequate acquired immunity; inadequate secondary defenses (e.g., decreased hemoglobin, leukopenia, suppressed inflammatory response); inadequate primary defenses (e.g., broken skin, traumatized tissue, decrease in ciliary action, stasis of body fluids, change in pH secretions, altered peristalsis); chronic disease</div><div><br /></div><div><b>NOC Outcomes (Nursing Outcomes Classification)</b></div><div><b><br /></b></div><div><b>Suggested NOC Labels</b></div><div><ul style="text-align: left;"><li>Immune Status</li><li>Knowledge: Infection Control</li><li>Risk Control</li><li>Risk Detection</li></ul></div><div><b>Client Outcomes</b></div><div><ul style="text-align: left;"><li>Remains free from symptoms of infection</li><li>States symptoms of infection of which to be aware</li><li>Demonstrates appropriate care of infection-prone site</li><li>Maintains white blood cell count and differential within normal limits</li><li>Demonstrates appropriate hygienic measures such as hand washing, oral care, and perineal care</li></ul></div><div><b><br /></b></div><div><b>NIC Interventions (Nursing Interventions Classification)</b></div><div><br /></div><div><b>Suggested NIC Labels</b></div><div><ul style="text-align: left;"><li>Infection Control</li><li>Infection Protection</li></ul></div><div><br /></div><div><b>Nursing Interventions and Rationales</b></div><div><b><br /></b></div><div><ul style="text-align: left;"><li>Observe and report signs of infection such as redness, warmth, discharge, and increased body temperature. <i>With the onset of infection the immune system is activated and signs of infection appear.</i></li></ul></div><div><ul style="text-align: left;"><li>Assess temperature of neutropenic clients every 4 hours; report a single temperature of >38.5° C or three temperatures of >38° C in 24 hours. <i>Neutropenic clients do not produce an adequate inflammatory response; therefore fever is usually the first and often the only sign of infection (Wujcik, 1993).</i></li></ul></div><div><ul style="text-align: left;"><li>Use an electronic or mercury thermometer to assess temperature. <i>When temperature values have important consequences for treatment decisions, use mercury or electronic thermometers with established accuracy (Erickson et al, 1996).</i></li></ul></div><div><ul style="text-align: left;"><li>Note and report laboratory values (e.g., white blood cell count and differential, serum protein, serum albumin, and cultures). <i>Laboratory values are correlated with client's history and physical examination to provide a global view of the client's immune function and nutritional status and develop an appropriate plan of care for the diagnosis (Lehmann, 1991).</i></li></ul></div><div><ul style="text-align: left;"><li>Remove the granulocytopenic client from areas exposed to construction dust so that the client won't inhale fungal spores. Remove all plants and flowers from client's room. <i>Aspergillus, an organism that can cause fungal pneumonia, is commonly found in soil, water, and decomposing vegetation. This fungus can enter the hospital through an unfiltered air system, in dust stirred up during construction, or in food or ornamental plants (Carlianno, 1999).</i></li></ul></div><div><ul style="text-align: left;"><li>Assess skin for color, moisture, texture, and turgor (elasticity). Keep accurate, ongoing documentation of changes. <i>Preventive skin assessment protocol, including documentation, assists in the prevention of skin breakdown. Intact skin is nature's first line of defense against microorganisms entering the body (Kovach, 1995).</i></li></ul></div><div><ul style="text-align: left;"><li>Carefully wash and pat dry skin, including skinfold areas. Use hydration and moisturization on all at-risk surfaces. <i>Maintaining supple, moist skin is the best method of keeping skin intact. Dry skin can lead to inflammation, excoriations, and possible infection episodes (Kovach, 1995) (see <b>Risk for impaired Skin integrity</b>).</i></li></ul></div><div><ul style="text-align: left;"><li>Encourage a balanced diet, emphasizing proteins to feed the immune system. <i>Immune function is affected by protein intake (especially arginine); the balance between omega-6 and omega-3 fatty acid intake; and adequate amounts of vitamins A, C, and E and the minerals zinc and iron. A deficiency of these nutrients puts the client at an increased risk of infection (Lehmann, 1991).</i></li></ul></div><div><ul style="text-align: left;"><li>Use strategies to prevent nosocomial pneumonia: assess lung sounds, sputum, and redness or drainage around stoma sites; use sterile water rather than tap water for mouth care of immunosuppressed clients; provide a clean manual resuscitation bag for each client; use sterile technique when suctioning; suction secretions above tracheal tube before suctioning; drain accumulated condensation in ventilator tubing into a fluid trap or other collection device before repositioning the client; assess patency and placement of nasogastric tubes; elevate the head of the client to (30° to prevent gastric reflux of organisms in the lung; institute feeding as soon as possible; assess for signs of feeding intolerance—no bowel sounds, abdominal distension, increased residual, emesis. <i>Hospital-acquired pneumonia is the second most common nosocomial infection but has the highest mortality (30%) and morbidity rates. The strategies listed are used to prevent nosocomial pneumonia (Tasota et al, 1998).Once treatment for pneumonia has begun, it must continue for 48 to 72 hours, the minimum time to evaluate a clinical response (Ruiz et al, 2000).</i></li></ul></div><div><ul style="text-align: left;"><li>Encourage fluid intake. <i>Fluid intake helps thin secretions and replace fluid lost during fever (Carlianno, 1999).</i></li></ul></div><div><ul style="text-align: left;"><li>Encourage adequate rest to bolster the immune system. <i>Chronic disease and physical and emotional stress increase the client's need for rest (Potter, Perry, 1993).</i></li></ul></div><div><ul style="text-align: left;"><li>Use proper hand washing techniques before and after giving care to client and any time hands become soiled, even if gloves are worn: Wet hands under running water; dispense a minimum of 3 to 5 ml of soap or detergent and thoroughly distribute it over all areas of both hands; vigorously wash all surfaces of hands and fingers for at least 10 to 15 seconds, including backs of hands and fingers and under nails; rinse to remove soap, and thoroughly dry hands; use a dry paper towel to turn the faucet off. <i>Consistent and meticulous hand washing remains the most important contributing factor related to reduction of the frequency of nosocomial infections in the intensive care unit (ICU). Hand washing significantly decreases the number of pathogens on the skin and contributes to decreases in client's morbidity and mortality (Tasota et al, 1998). Ensure that all hospital staff members follow precautions to prevent the spread of infection. In this study, a high percentage of staff did not wash hands at appropriate times (Chandra, Milind, 2001). When soap is used, the mechanical action of washing and drying removes most of the transient bacteria. Hands should remain in contact with the cleanser for 10 seconds, but 20 to 30 seconds is ideal (Gould, 1994a). Rinsing hands with tap water and drying them with towels can reduce methicillin-resistant Staphylococcus aureus (MRSA) contamination by 95% (Sarver-Steffensen, 1999).</i></li></ul></div><div><ul style="text-align: left;"><li>Hands should be thoroughly dried with paper towels after washing. Bacterial transfer occurs more readily between wet surfaces than dry ones (Marples, Towers, 1979). <i>More microorganisms were removed with paper towels than with linen. After use of hot-air dryers, fecal organisms have been recovered from hands, and bacterial counts are significantly higher than when paper towels are used (Gould, 1994b).</i></li></ul></div><div><ul style="text-align: left;"><li>Follow Standard Precautions and wear gloves during any contact with blood, mucous membranes, nonintact skin, or any body substance except sweat. Use goggles, gloves, and gowns when appropriate. <i>Wearing gloves does not obviate the need for scrupulous hand washing. The purpose of wearing gloves is either to protect the hands from becoming contaminated with dirt and microorganisms or to prevent the transfer of organisms that are already present on the hands (Smock, Shiel, 1994). The first and most important tier of the new Centers for Disease Control and Prevention (CDC) guidelines is Standard Precautions. Because client examination and medical history cannot reliably identify every client with blood-borne pathogens, Standard Precautions apply to all clients. You must assume all clients are carrying blood-borne pathogens such as human immunodeficiency virus (HIV) or Hepatitis B or C (HBV or HCV). Standard Precautions exceed Universal Precautions. Transmission of blood-borne pathogens takes place by parenteral, mucous membrane, or nonintact skin exposure to blood and other body substances. You must take precautions whenever contact is likely with blood, mucous membranes, nonintact skin, or any body substance except sweat (Medcom). This study indicates that when risk for infection is high, powder-free gloves should be considered because powder may promote wound infection (Dave, Wilcox, Kellett, 1999).</i></li></ul></div><div><ul style="text-align: left;"><li>Follow Transmission-Based Precautions for airborne-, droplet-, and contact-transmitted microorganisms:</li><ul><li><b>Airborne</b>: Isolate the client in a room with monitored negative air pressure, with the room door closed, and the client remaining in the room. Always wear appropriate respiratory protection when you enter the room. For tuberculosis, you should wear an approved particulate respirator mask. Limit the movement and transport of the client from the room to essential purposes only. If at all possible, have the client wear a surgical mask during transport.</li><li><b>Droplet</b>: Keep the client in a private room, if possible. If not possible, maintain a spatial separation of 3 feet from other beds or visitors. The door may remain open. You should wear a mask when you must come within 3 feet of the client. Some hospitals may choose to implement a mask requirement for droplet precautions for anyone entering the room. Limit transport to essential purposes, and have the client wear a mask if possible.</li><li><b>Transmission</b>: Place the client in a private room if possible or with someone who has an active infection from the same microorganism. Wear clean, nonsterile gloves when entering the room. When providing care, change gloves after contact with any infective material such as wound drainage. Remove the gloves and wash your hands before leaving the room and take care not to touch any potentially infectious items or surfaces on the way out. Wear a gown if you anticipate your clothing may have substantial contact with the client or other potentially infectious items. Remove the gown before leaving the room. Limit the transport of the client to essential purposes and take care that the client does not contact other environmental surfaces along the way. Dedicate the use of noncritical client care equipment to a single client. If use of common equipment is unavoidable, adequately clean and disinfect equipment before use with other clients.</li></ul></ul></div></div><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><div style="text-align: left;"><div style="text-align: left;"><i>Standard Precautions are based on the likely routes of transmission of pathogens. The second tier of the new CDC guidelines is Transmission-Based Precautions. This replaces many old categories of isolation precautions and disease-specific precautions with three simpler sets of precautions. These three sets of precautions are designed to prevent airborne transmission, droplet transmission, and contact transmission (Medcom).</i></div></div></blockquote><div style="text-align: left;"><div><ul style="text-align: left;"><li>Sterile technique must be used when inserting urinary catheters. Catheters must be cared for at least every shift. <i>The genitourinary (GU) track is the most common site of nosocomial infections in the acute care setting. Catheterization and instrumentation of the urinary tract are implicated as precipitating factors in approximately 80% of cases (Tasota et al, 1998).</i></li></ul></div><div><ul style="text-align: left;"><li>Use careful technique when changing and emptying urinary catheter bags; avoid cross-contamination. <i>Clients are most at risk for cross-infection during bag changing and emptying (Platt et al, 1983; Crow et al, 1993; Roe, 1993).</i></li></ul></div><div><ul style="text-align: left;"><li>Use alternatives to indwelling catheters whenever possible (external catheters, incontinence pads, bladder control techniques). <i>The GU track is the most common site of nosocomial infections in the acute care setting. Catheterization and instrumentation of the urinary tract are implicated as precipitating factors in approximately 80% of cases (Tasota et al, 1998).</i></li></ul></div><div><ul style="text-align: left;"><li>Provide well-designed site care for all peripheral, central venous, and arterial catheters: standardize insertion technique; select catheters with as few lumens as necessary; avoid use of femoral catheters in clients with fecal or urinary incontinence; use aseptic technique for insertion and care; stabilize cannula and tubing; maintain a sterile occlusive dressing (change every 72 hours per hospital policy); label insertion sites and all tubing with date and time of insertion, inspect every 8 hours for signs of infection, record and report; replace peripheral catheters per hospital policy (usually every 48 to 72 hours); when fever of unknown origin develops, obtain culture. <i>More than 40% of bloodstream infections in ICUs are associated with short-term use of central venous catheters. Strict aseptic technique should be maintained. The risk of infection associated with use of triple-lumen catheters is as much as three times greater than the risk associated with single-lumen catheters. Clients with unexplained fever and signs of localized infection most likely have a catheter-related infection. The catheter should be removed and samples obtained for microbial culture (Tasota et al, 1998). Care in selection of site and catheter is important. The shortest catheter and smallest size should be used when possible. Accommodate the need to replace catheters before they occlude (Schmid, 2000).</i></li></ul></div><div><ul style="text-align: left;"><li>Use careful sterile technique wherever there is a loss of skin integrity. <i>Use of sterile technique prevents infection in at-risk clients (Wujcik, 1993).</i></li></ul></div><div><ul style="text-align: left;"><li>Ensure client's appropriate hygienic care with hand washing; bathing; and hair, nail, and perineal care performed by either nurse or client. <i>Hygienic care is important to prevent infection in at-risk clients (Wujcik, 1993).</i></li></ul></div><div><ul style="text-align: left;"><li>Recommend responsible use of antibiotics; use antibiotics sparingly. <i>Clients infected with resistant strains of bacteria are more likely than control clients to have received previous antimicrobials, and hospital areas that have the highest prevalence of resistance also have the highest rates of antibiotic use. For these reasons, programs to prevent or control the development of resistant organisms often focus on the overuse or inappropriate use of antibiotics, for example, by restriction of widely used broad-spectrum antibiotics (e.g., third-generation cephalosporins) and vancomycin. Other approaches are to rotate antibiotics used for empiric therapy and to use combinations of drugs from different classes (Weber, Raasch, Rutala, 1999). Widespread use of certain antibiotics, particularly third-generation cephalosporins, has been shown to foster development of generalized beta-lactam resistance in previously susceptible bacterial populations. Reduction in the use of these agents (as well as imipenem and vancomycin) and concomitant increases in the use of extended-spectrum penicillins and combination therapy with aminoglycosides have been shown to restore bacterial susceptibility (Yates, 1999).</i></li></ul></div><div><br /></div><div><b>Geriatric</b></div><div><br /></div><div><ul style="text-align: left;"><li>Recognize that geriatric clients may be seriously infected but have less obvious symptoms. <i>The immune system declines with aging. The elderly may present with atypical manifestations of infections (Madhaven, 1994).</i></li></ul></div><div><ul style="text-align: left;"><li>Suspect pneumonia when the client has symptoms of fatigue or confusion. <i>The only early indicators of pneumonia in an elderly client may be confusion and fatigue. An elderly client with pneumonia may not have such classic signs and symptoms as fever, cough, or an increased white blood cell (WBC) count, or lung consolidation may be masked by chronic pulmonary disease. Among all age groups, the elderly are at greatest risk because aging can impair normal pulmonary defense mechanisms. Once an older client develops pneumonia, his or her risk takes on deadly dimensions. Clients >65 years of age are five times more likely than those in any other age group to die of a bacterial nosocomial pneumonia (Calianno, 1999).</i></li></ul></div><div><ul style="text-align: left;"><li>Most clients develop nosocomial pneumonia by either aspirating contaminated substances or inhaling airborne particles. Refer to care plan for <b>Risk for Aspiration.</b></li></ul></div><div><ul style="text-align: left;"><li>Foot care other than simple toenail cutting should be performed by a podiatrist.</li></ul></div><div><ul style="text-align: left;"><li>Observe and report if client has a low-grade temperature or new onset of confusion. <i>The elderly can have infections with low-grade fevers. Be suspicious of any temperature rise or sudden confusion—these symptoms may be the only signs of infection (Madhaven, 1994).</i></li></ul></div><div><ul style="text-align: left;"><li>During the peak of the influenza epidemic, limit visits by relatives and friends. <i>Hospital- and nursing home-acquired influenza A virus infection leads to high mortality in the elderly (Madhaven, 1994).</i></li></ul></div><div><ul style="text-align: left;"><li>Recommend that the geriatric client receive an annual influenza immunization and one-time pneumococcal vaccine. <i>Among the many infections to which the aged are susceptible, pneumonia and influenza combined are responsible for the greatest mortality (Madhaven, 1994). Oseltamivir prophylaxis was very effective in protecting nursing home residents from ILI and in halting an outbreak of influenza B. A comparable nursing home in this study that did not use this treatment had double the cases (Parker, Loewen, Skowronski, 2001).</i></li></ul></div><div><ul style="text-align: left;"><li>Recognize that chronically ill geriatric clients have an increased susceptibility to infection; practice meticulous care of all invasive sites.</li></ul></div><div><br /></div><div><br /></div><div><b>Home Care Interventions</b></div><div><br /></div><div><ul style="text-align: left;"><li>Assess home care environment for appropriate disposal of used dressing materials. <i>Used dressing materials may contain or be a primary medium for growth of pathogens.</i></li></ul></div><div><ul style="text-align: left;"><li>Role model all preventive behaviors in care of client (e.g., Universal Precautions). Do not visit client when you are ill. <i>Demonstration is a more effective teaching strategy than verbalization.</i></li></ul></div><div><ul style="text-align: left;"><li>Maintain the cleanliness of all irrigation and cleansing solutions. Change solutions when cleanliness has not been maintained—do not wait to finish bottle. <i>Solutions exposed to contaminants provide a medium for growth of pathogens.</i></li></ul></div><div><ul style="text-align: left;"><li>Assess and teach clients about current medications and therapies that promote susceptibility to infection: corticosteroids, immunosuppressants, chemotherapeutic agents, and radiation therapy. <i>Knowledge of risk factors promotes vigilance in assessment, prompt reporting, and early treatment.</i></li></ul></div><div><ul style="text-align: left;"><li>Assess client for knowledge of infections that have been drug resistant.</li></ul></div><div><ul style="text-align: left;"><li>Instruct client to complete any course of prophylactic antibiotic therapy unless experiencing adverse side effects. <i>Prophylactic antibiotic therapy decreases the risk of infection.</i></li></ul></div><div><br /></div><div><b>Client/Family Teaching</b></div><div><br /></div><div><ul style="text-align: left;"><li>Teach client and family the symptoms of infection that should be promptly reported to a primary medical caregiver (e.g., redness; warmth; swelling; tenderness or pain; new onset of drainage or change in drainage from wound; increase in body temperature; hepatitis B virus [HBV]/acquired immunodeficiency syndrome [AIDS] symptoms: malaise, abdominal pain, vomiting or diarrhea, enlarged glands, rash; tuberculosis symptoms: cough, night sweats, dyspnea, changes in sputum, changes in breath sounds; insulin-dependent diabetes mellitus [IDDM] symptoms: sores or wounds that do not heal). <i>A high prevalence of HBV/AIDS, an increasing incidence of tuberculosis, and the general risk of diabetes are related to increased rate of infection.</i></li></ul></div><div><ul style="text-align: left;"><li>Encourage high-risk persons, including health care workers, to have influenza vaccinations. <i>Vaccinations help to prevent viral nosocomial pneumonia (Carlianno, 1999).</i></li></ul></div><div><ul style="text-align: left;"><li>Assess whether client and family know how to read a thermometer; provide instructions if necessary. <i>Chemical dot thermometers are easy to use and decrease risk of infection. Clients need to know that the instructions should be followed carefully and that electronic or mercury thermometers may be the best choice for accuracy. Chemical dot thermometers may underestimate the oral temperature by (0.4° C in about 50% of adults, thus lacking the sensitivity to screen for fever and providing many false readings. Conversely, they may overestimate axillary temperature by (0.4° C in about 50% of adults and some young children, thus lacking the specificity to rule out fever and providing many false-positive readings (Erickson et al, 1996).</i></li></ul></div><div><ul style="text-align: left;"><li>Instruct client and family about the need for good nutrition (especially protein) and proper rest to bolster immune function.</li></ul></div><div><ul style="text-align: left;"><li>If client has AIDS, discuss the continued need to practice safe sex, avoid unsterile needle use, and maintain a healthy lifestyle to prevent infection.</li></ul></div><div><ul style="text-align: left;"><li>Refer client and family to social services and community resources to obtain support in maintaining a lifestyle that increases immune function (e.g., adequate nutrition and rest, freedom from excessive stress).</li></ul><div><br /></div><div>Source : </div><div><br /></div><div><i>http://asuhankeperawatanonline.blogspot.com/2012/03/nursing-diagnosis-risk-for-infection.html</i></div></div></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-40650244467128100732021-07-28T09:39:00.002-07:002021-07-29T09:21:27.097-07:00Nursing Diagnosis : Urinary Retention<p style="text-align: center;"><b>Nursing Diagnosis: Urinary Retention</b></p><p><b>Mikel Gray</b></p><p><b>NANDA Definition </b>: Incomplete emptying of the bladder</p><p><br /></p><p><b>Defining Characteristics </b>: Measured urinary residual >150 to 200 ml or 25% of total bladder capacity; obstructive lower urinary tract symptoms (poor force of stream, intermittency of stream, hesitancy of urination, postvoiding dribbling, feelings of incomplete bladder emptying); irritative lower urinary tract symptoms (urgency to urinate, diurnal frequency of urination, nocturia); overflow incontinence (dribbling urine loss caused when intravesical pressure overwhelms the sphincter mechanism)</p><p><br /></p><p><b>Related Factors:</b></p><p></p><ul style="text-align: left;"><li>Bladder outlet obstruction: benign prostatic hyperplasia, prostate cancer, prostatitis, urethral stricture, bladder neck dyssynergia, bladder neck contracture, detrusor striated sphincter dyssynergia, obstructing cystocele or urethral distortion, urethral tumor, urethral polyp, posterior urethral valves, postoperative complication</li></ul><p></p><p></p><ul style="text-align: left;"><li>Deficient detrusor contraction strength: sacral level spinal lesions, cauda equina syndrome, peripheral polyneuropathies, herpes zoster or simplex affecting sacral nerve roots, injury or extensive surgery causing denervation of pelvic plexus, medication side effect, complication of illicit drug use, impaction of stool</li></ul><p></p><p><br /></p><p><b>NOC Outcomes (Nursing Outcomes Classification)</b></p><p><br /></p><p><b>Suggested NOC Labels</b></p><p></p><ul style="text-align: left;"><li>Urinary Elimination</li><li>Urinary Continence</li></ul><p></p><p><br /></p><p><b>Client Outcomes</b></p><p></p><ul style="text-align: left;"><li>Completely and regularly eliminates urine from the bladder; measured urinary residual volume is <150 to 200 ml or 25% of total bladder capacity (voided volume plus urinary residual volume)</li><li>Correction or relief from obstructive symptoms</li><li>Correction or alleviation of irritative symptoms</li><li>Client is free of upper urinary tract damage (renal function remains sufficient; absence of febrile urinary infections)</li></ul><p></p><p><br /></p><p><b>NIC Interventions (Nursing Interventions Classification)</b></p><p><b>Suggested NIC Labels</b></p><p></p><ul style="text-align: left;"><li>Urinary Catheterization</li></ul><p></p><p><br /></p><p><b>Nursing Interventions and Rationales</b></p><p></p><ul style="text-align: left;"><li>Obtain focused urinary history emphasizing character and duration of lower urinary symptoms, remembering that the presence of obstructive or irritative voiding symptoms is not diagnostic of urinary retention. Query the patient about episodes of acute urinary retention (complete inability to void) or chronic rentention (documented elevated postvoid residual volumes). <i>A focused nursing history provides clues to the likely etiology of retention and its management (Gray, 2000a).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Question the client concerning specific risk factors for urinary retention including:</li><ul><li>Disorders affecting the sacral spinal cord such as spinal cord injuries of vertebral levels T12 to L2, disk problems, cauda equina syndrome, tabes dorsalis</li><li>Acute neurological injury causing sudden loss of mobility such as spinal shock</li><li>Metabolic disorders such as diabetes mellitus, chronic alcoholism, and related conditions associated with polyuria and peripheral polyneuropathies</li><li>Heavy metal poisoning (lead, mercury) causing peripheral polyneuropathies</li><li>Advanced stage AIDS</li><li>Medications, including antispasmodics/parasympatholytics, alpha-adrenergics, antidepressants, sedatives, narcotics, psychotropic medications, illicit drugs</li><li>Recent surgery requiring general or spinal anesthesia</li><li>Bowel elimination patterns, history of fecal impaction, encopresis</li></ul></ul><p></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>Urinary retention is related to multiple factors affecting either detrusor contraction strength or urethral (bladder outlet) resistance of flow (Gray, 2000a; Kruse, Bray, deGroat, 1995; Pertek, Haberer, 1995; Anders, Goebel, 1998; Ginsberg et al, 1998).</i></p></blockquote><p></p><ul style="text-align: left;"><li>Perform a focused physical assessment or review the results of a recent physical including perineal skin integrity; neurological examination, inspection, percussion, and palpation of the lower abdomen for obvious bladder distension; neurological examination including perineal skin sensation and the bulbocavernosus reflex; and vaginal vault examination in women/digital rectal examination in men. <i>The physical assessment provides clues to the likely etiology of urinary retention and its management.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Determine the urinary residual volume by catheterizing the patient immediately after urination, or by obtaining a bladder ultrasound following micturition. <i>Catheterization provides the most accurate method to determine urinary residual volume, but the procedure is invasive, carries a risk of infection, and may be uncomfortable for the patient. A bladder ultrasound is not as accurate as catheterization; nonetheless it is adequate for clinical judgments and is noninvasive (Bent, Nahhas, Mclennan, 1997; Lewis, 1995).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Complete a bladder log, including patterns of urine elimination, patterns of urine loss (if present), nocturia, and volume and type of fluids consumed for a period of 3 to 7 days. <i>The bladder log provides an objective verification of urine elimination patterns and allows comparison between fluids consumed and urinary output in a 24-hour period (Nygaard, Holcomb, 2000).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Consult with the physician concerning eliminating or altering medications suspected of producing or exacerbating urinary retention. <i>Medication side effects may cause or greatly exacerbate urinary retention in susceptible individuals (Gray, 2000a, 2000b).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Assess the severity of retention and its impact on quality of life using a symptom score such as the AUA Prostate Symptom Score (BPH Guideline Panel, 1994). <i>A symptom allows rating of the severity of obstructive and irritative symptoms, providing baseline assessment and evaluation of the efficacy of management.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the patient with mild to moderate obstructive symptoms to double void by urinating, resting in the rest room for 3 to 5 minutes, then making a second effort to urinate. <i>Double voiding promotes more efficient bladder evacuation by allowing the detrusor to contract initially, then rest and contract again (Gray, 2000b).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the patient with urinary retention and infrequent voiding to urinate by the clock. <i>Timed or scheduled voiding may reduce urinary retention by preventing bladder overdistension (Gray, 2000b).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Advise the male patient with urinary retention related to benign prostatic hyperplasia (BPH) to avoid risk factors associated with acute urinary retention by doing the following:</li><ul><li>Avoiding over-the-counter cold remedies containing a decongestant (alpha-adrenergic agonist)</li><li>Avoiding over-the-counter dietary medications (which frequently contain alpha-adrenergic agonists)</li><li>Discussing voiding problems with a health care provider before beginning any new prescription medications</li><li>After prolonged exposure to cool weather, warming the body before attempting to urinate</li><li>Avoiding overfilling the bladder by adhering to regular urination patterns and refraining from excessive intake of alcohol</li></ul></ul><p></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>These manageable factors predispose the patient to acute urinary retention by overdistending the bladder and compromising detrusor contraction strength, or by increasing outlet resistance (Gray, 2000b).</i></p></blockquote><p></p><ul style="text-align: left;"><li>Teach the elderly male client with BPH to self-administer finasteride or an alpha-adrenergic blocking agent such as doxazosin, terazosin, or tamsulosin as directed. Provide careful instruction concerning the dosage, administration schedule, and side effects of these drugs, including possible adverse effects when multiple doses are inadvertently missed. <i>Finasterid is a 5-alpha reductase inhibitor that reduces the risk of acute urinary retention when taken by men with BPH for a prolonged period (McConnell et al, 1998). The magnitude of obstruction associated with BPH is also reduced by routine administration of alpha-adrenergic blocking agents including tamsulosin, terazosin, or doxazosin. However, these agents must be taken regularly to reduce the risk of side effects, including postural hypotension (Narayan, Tewari, 1998; Lepor et al, 1997, 1998).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the client who is unable to void specific strategies to manage this potential medical emergency including:</li><ul><li>Drinking a cup of hot tea or coffee</li><li>Attempting urination in complete privacy</li><li>Placing the feet solidly on the floor</li><li>If unable to void using these strategies, taking a warm sitz bath or shower and voiding (if possible) while still in the tub or the shower</li><li>If unable to void within 6 hours, or if bladder distension is producing significant pain, seeking urgent or emergency care</li></ul></ul><p></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p style="text-align: left;"><i>A warm cup of coffee or tea stimulates the bladder and may promote voiding. Attempting urination in complete privacy and placing the feet solidly on the floor help relax the pelvic muscles and may encourage voiding. Warm water also stimulates the bladder and may produce voiding, while the cooling experienced by leaving the tub or shower may again inhibit the bladder (Gray, 2000b).</i></p></blockquote><p></p><ul style="text-align: left;"><li>Remove the indwelling urethral catheter at midnight in the hospitalized patient to reduce the risk of acute urinary retention. <i>Removal of indwelling catheters offers several advantages to morning removal, including a larger initial voided volume (Crowe et al, 1994) or early hospital discharge with no increased risk for readmission when compared with those undergoing morning removal (McDonald, Thompson, 1999).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Consult the physician about bladder stimulation in the patient with urinary retention caused by deficient detrusor contraction strength. <i>Electrical stimulation of the bladder neck has been reported to provide beneficial results among persons with urinary retention resulting from deficient detrusor contraction strength (Moore et al, 1993).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the client with significant urinary retention to perform self-intermittent catheterization as directed. <i>Intermittent catheterization allows regular, complete bladder evacuation without serious complications (Horsley, Crane, Reynolds, 1982).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Advise the person managed by intermittent catheterization that bacteria are likely to colonize the urine but that this condition does not indicate a clinically significant urinary tract infection. <i>Bacteriuria frequently occurs in the patient managed by intermittent catheterization; only symptoms producing infections warrant treatment (Maynard, Diokno, 1984).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Insert an indwelling catheter for the individual with urinary retention who is not a suitable candidate for intermittent catheterization. <i>An indwelling catheter provides continuous drainage of urine; however, the risk of serious urinary complications with prolonged use are significant (Anson, Gray, 1993; Stickler, Zimakoff, 1994).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Advise the person managed by an indwelling catheter that bacteria in the urine is an almost universal finding after the catheter has remained in place for a period of weeks or months and that only symptomatic infections warrant treatment. <i>The indwelling catheter is associated with frequent bacterial colonization. Most bacteriuria does not produce significant infection and attempts to eradicate bacteriuria often produce subsequent morbidity because resistant bacteria are encouraged to reproduce while more easily managed strains are eradicated (Moore, Rayome, 1995; White, Ragland, 1995).</i></li></ul><p></p><p><br /></p><p><b>Geriatric</b></p><p></p><ul style="text-align: left;"><li>Aggressively assess the elderly client for urinary retention, particularly the client with dribbling urinary incontinence, urinary tract infection, or related conditions. <i>Elderly women (and men) may experience retention of urine of 1500 ml or more with few or no apparent symptoms; a urinary residual volume and related assessments are necessary to determine the presence of retention in this population (Williams, Wallhagen, Dowling, 1993)</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Assess the elderly client for impaction when urinary retention is documented or suspected. <i>Impaction is a common and reversible factor associated with urine loss and retention among elderly persons (Urinary Incontinence Guideline Panel, 1996).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Assess the elderly male client for retention related to BPH or prostate cancer. <i>The incidence of urinary retention related to BPH and prostate cancer increase with aging (BPH Guideline Panel, 1994).</i></li></ul><p></p><p><br /></p><p><b>Client/Family Teaching</b></p><p></p><ul style="text-align: left;"><li>Teach techniques for intermittent catheterization including use of clean rather than sterile technique, washing using soap and water or a microwave technique, and reuse of the catheter.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the person with an indwelling catheter to assess the tube for patency, maintain the drainage system below the level of the symphysis pubis, and to routinely cleanse the bedside bag.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Teach the person managed by an indwelling catheter or intermittent catheterization the symptoms of a significant urinary infection, including hematuria, acute onset incontinence, dysuria, flank pain, or fever.</li></ul><div><br /></div><div>Source :</div><div><i>http://asuhankeperawatanonline.blogspot.com/2012/03/nursing-diagnosis-urinary-retention.html</i></div><p></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-59769113925609807182021-07-28T09:05:00.005-07:002021-07-29T09:21:44.909-07:00Nursing Diagnosis : Risk for Falls<p> Nursing Diagnosis: Risk for Falls</p><p><b>Betty J. Ackley and Teepa Snow</b></p><p><b><br /></b></p><p><b>NANDA Definition </b>: Increased susceptibility to falling that may cause physical harm</p><p><b>Related Factors:</b> See Risk Factors</p><p><br /></p><p><b>Risk Factors:</b></p><p><i>Adults</i></p><p>History of falls; wheelchair use; (65 years of age; female (if elderly); lives alone; lower limb prosthesis; use of assistive devices (e.g., walker, cane)</p><p><i>Physiological</i></p><p>Presence of acute illness; postoperative conditions; visual difficulties; hearing difficulties; arthritis; orthostatic hypotension; sleeplessness; faintness when turning or extending neck; anemias; vascular disease; neoplasms (i.e., fatigue/limited mobility, urgency and/or incontinence, diarrhea, decreased lower extremity strength, posprandial blood sugar changes, foot problems, impaired physical mobility, impaired balance, difficulty with gait, unilateral neglect, proprioceptive deficits, neuropathy)</p><p><i>Cognitive</i></p><p>Diminished mental status (e.g., confusion, delerium, dementia, impaired reality testing)</p><p><i>Medication</i></p><p>Antihypertensive agents; ACE-inhibitors; diuretics; tricyclic antidepressants; alcohol use; antianxiety agents; opiates; hypnotics or tranquilizers</p><p><i>Environment</i></p><p>Restraints; weather conditions (e.g., wet floors/ice); throw/scatter rugs; cluttered environment; unfamiliar, dimly lit room; no antislip material in bath and/or shower</p><p><i>Children (<2 years of age)</i></p><p>Male gender when <1 year of age; lack of auto restraints; lack of gate on stairs; lack of window guard; bed located near window; unattended infant on bed/changing table/sofa; lack of parental supervision</p><p><br /></p><p><b>NOC Outcomes (Nursing Outcomes Classification)</b></p><p><br /></p><p><b>Suggested NOC Labels</b></p><p></p><ul style="text-align: left;"><li>Safety Behavior: Fall Prevention</li><li>Knowledge: Child Safety</li></ul><p></p><p><b>Client Outcomes</b></p><p></p><ul style="text-align: left;"><li>Remains free of falls</li><li>Changes environment to minimize the incidence of falls</li><li>Explains methods to prevent injury</li></ul><p></p><p><br /></p><p><b>NIC Interventions (Nursing Interventions Classification)</b></p><p><b>Suggested NIC Labels</b></p><p></p><ul style="text-align: left;"><li>Fall Prevention</li><li>Dementia Management</li><li>Safety</li></ul><p></p><p><br /></p><p><b>Nursing Interventions and Rationales</b></p><p style="text-align: left;"></p><ul style="text-align: left;"><li>Determine risk of falling by using an evaluation tool such as the Fall Risk Assessment (Farmer, 2000), The Conley Scale (Conley, Schultz, Selvin, 1999), or the FRAINT Tool for fall risk assessment (Parker, 2000). <i>Risk factors for falling include recent history of falls, confusion, depression, altered elimination patterns, cardiovascular/respiratory disease impairing perfusion or oxygenation, postural hypotension, dizziness or vertigo, primary cancer diagnosis, and altered mobility (Hendrich et al, 1995; Wilson, 1998; Farmer, 2000). Predictors of fall risk in the community included atrial fibrilation, neurological problems, living alone, and not adhering to a regular exercise program (Resnick, 1999).</i></li></ul><p></p><p style="text-align: left;"></p><ul style="text-align: left;"><li>Screen all clients for stability and mobility skills (supine to sit, sitting supported and unsupported, sit to stand, standing, walking and turning around, transferring, stooping to floor and recovering, and sitting down). Use tools such as the Balance Scale by Tinetti or the Get Up and Go Scale by Mathais. <i>It is helpful to determine the client's functional abilities and then plan for ways to improve problem areas or determine methods to ensure safety (Lewis et al, 1994; Macknight, Rockwood, 1996).</i></li></ul><p></p><p style="text-align: left;"></p><ul style="text-align: left;"><li>Recognize that when people attend to another task while walking, such as carrying a cup of water, clothing, or supplies, they are more likely to fall. <i>Those who slow down when given a carrying task are at a higher risk for subsequent falls (Lundin-Olsson, Nysberg, Gustafson, 1998).</i></li></ul><ul style="text-align: left;"><li>Be careful when getting a mostly immobile client up. Be sure to lock the bed and wheelchair and have sufficient personnel to protect client from falls. <i>The most important preventative measure to reduce the risk of injurious falls for nonambulatory residents involves increasing safety measures while transferring, including careful locking of equipment such as wheelchairs and beds before moves (Thapa et al, 1996). These immobile clients commonly sustain the most serious injuries when they fall.</i></li></ul><ul style="text-align: left;"><li>Identify clients likely to fall by placing a "Fall Precautions" sign on the doorway and by keying the Kardex and chart. Use a "high-risk fall" arm band and room marker to alert staff for increased vigilance and mobility assistance. <i>These steps alert the nursing staff of the increased risk of falls (Cohen, Guin, 1991).</i></li></ul><ul style="text-align: left;"><li>If necesssary to place the client in a wrist or vest restraint, use increased vigilance and watch for falls. <i>The risk of falling is highest soon after a client has been placed in a mechanical restraint (Arbesman, Wright, 1999).</i></li></ul><ul style="text-align: left;"><li>Evaluate client's medications to determine whether medications increase the risk of falling; consult with physician regarding client's need for medication if appropriate. Polypharmacy, or taking more than four medications, has been associated with increased falls. Medications increasing the risk of falls include diuretics, hypnotics, sedatives, opiates, antidepressants, and psychotropic and antihypertension agents (Wilson, 1998). Medications such as benzodiazapines and antipsychotic and antidepressant medications given to promote sleep actually increase the rate of falls (Capezuti, 1999). Use of selective serotonin reuptake inhibitors and tricyclic antidepressants resulted in increased incidences of falls in a nursing home setting (Thapa et al, 1998; Liu et al, 1998).</li></ul><ul style="text-align: left;"><li>Thoroughly orient client to environment. Place call light within reach and show how to call for assistance; answer call light promptly.</li></ul><p></p><p></p><ul style="text-align: left;"><li>Use 1/4- to 1/2-length side rails only, and maintain bed in a low position. Ensure that wheels are locked on bed and commode. Keep dim light in room at night. <i>Use of full side rails can result in the client climbing over the rails, leading with the head, and sustaining a head injury. Siderails with widely spaced vetical bars and siderails not situated flush with the mattress have been associated with asphxiation deaths because of rail and in-bed entrapment and should not be used (Todd, Ruhl, Gross, 1997; Capezuti, 1999).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Routinely assist client with toileting on his or her own schedule. Always take client to bathroom on awakening, before bedtime, and before administering sedatives (Wilson, 1998). Keep the path to the bathroom clear, label the bathroom, and leave the door open. <i>The majority of falls are related to toileting. It is more acceptable to fall than to "wet yourself." Studies have indicated that falls are often linked to the need to eliminate in a hurry (Cohen, Guin, 1991; Wilson, 1998).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Avoid use of restraints; obtain a physician's order if restraints are necessary. <i>Restrained elderly clients often experience an increased number of falls, possibly as a result of muscle deconditioning or loss of coordination (Tinetti, Liu, Ginter, 1992; Wilson, 1998). If elderly clients are restrained and fall, they can sustain severe injuries, including strangulation, asphyxiation, or head injury from leading with their heads to get out of the bed (DiMaio, Dana, Bix, 1986; Evans, Strumpf, 1990). Restraint-free extended care facilities were shown to have fewer residents with activities of daily living (ADLs) deficiencies and fewer residents with bowel or bladder incontinence than facilities that use restraints (Castle, Fogel, 1998). Restraint use can lead to depression, anger, infection, pressure ulcers, deconditioning, and sometimes death (Rogers, Bocchino, 1999). The risk of falling is highest soon after a client is placed in a mechanical restraint (Arbesman, Wright, 1999). No differences in nighttime fall rates was shown between a group that was restrained versus a similar group that was not restrained (Capezuti et al, 1999).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>In place of restraints, use the following:</li><ul><li>Alarm systems with ankle, above the knee, or wrist sensors</li><li>Bed or wheelchair alarms</li><li>Increased observation of client</li><li>Locked doors to unit</li><li>Low or very low height beds</li><li>Border-defining pillow/mattress to remind the client to stay in bed</li></ul></ul><p></p><p></p><ul style="text-align: left;"><li>If client is extremely agitated, consider using a special safety bed that surrounds client. If client has a traumatic brain injury, use the Emory cubicle bed. <i>Special beds can be an effective alternative to restraints and can help keep the client safe during periods of agitation (Williams, Morton, Patrick, 1990).</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>If client has a new onset of confusion (delirium), provide reality orientation when interacting. Have family bring in familiar items, clocks, and watches from home to maintain orientation. <i>Reality orientation can help prevent or decrease the confusion that increases risk of falling for clients with delirium. See interventions for <b>Acute Confusion.</b></i></li></ul><p></p><p></p><ul style="text-align: left;"><li>If client has chronic confusion with dementia, use validation therapy that reinforces feelings but does not confront reality. <i>Validation therapy is for clients with dementia (Fine, Rouse-Bane, 1995). See Interventions for <b>Chronic Confusion.</b></i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Ask family to stay with client to prevent client from accidentally falling or pulling out tubes.</li></ul><p></p><p></p><ul style="text-align: left;"><li>If client is unsteady on feet, use a walking belt or two nursing staff members when ambulating the client. <i>The client can walk independently with a walking belt, but the nurse can rapidly ensure safety if the knees buckle.</i></li></ul><p></p><p></p><ul style="text-align: left;"><li>Place a fall-prone client in a room that is near the nurses' station. <i>Such placement allows more frequent observation of the client.</i></li><li>Help clients sit in a stable chair with arm rests. Avoid use of wheelchairs and geri-chairs except for transportation as needed. <i>Clients are likely to fall when left in a wheelchair or geri-chair because they may stand up without locking the wheels or removing the footrests. Wheelchairs do not increase mobility; people just sit in them the majority of the time (Lipson, Braun, 1993; Simmons et al, 1995).</i></li><li>Ensure that the chair or wheelchair fits the build, abilities, and needs of the client to ensure propulsion with legs or arms and ability to reach the floor, eliminating footrests and minimizing problems with shearing. <i>The seating system should fit the needs of the client so that the client can move the wheels, stand up from the chair without falling, and not be harmed by the chair. Footrests can cause skin tears and bruising, as well as postural alignment and sitting posture problems (Lipson, Braun, 1993).</i></li><li>Avoid use of wheelchairs as much as possible because they can serve as a restraint device. Most people in wheelchairs do not move. <i>Wheelchairs unfortunately serve as a restraint device. A study has shown that only 4% of residents in wheelchairs were observed to propel them independently and only 45% could propel them, even with cues and prompts. Another study showed that no residents could unlock wheelchairs without help, the wheelchairs were not fitted to residents, and residents were not trained in propulsion (Simmons et al, 1995).</i></li><li>Refer to physical therapy for strengthening exercises and gait training to increase mobility. <i>Gait training in physical therapy has been shown to be effective for preventing falls (Galinda-Ciocon, Ciocon, Galinda, 1995; Wilson, 1998).</i></li></ul><p></p><p><br /></p><p><b>Geriatric</b></p><p></p><ul style="text-align: left;"><li>Encourage client to wear glasses and use walking aids when ambulating.</li><li>Help the client obtain and wear a specially designed hip protector when ambulating. Hip protectors are worn in a specially designed stretchy undergarment containing a pocket on each side for placement of the protector. <i>The risk of a hip fracture in the elderly can be reduced by use of an anatomically designed external hip protector when ambulating (Kannus et al, 2000).</i></li><li>Consider use of a "Merri-walker" adult walker that surrounds body if client is mobile but unsafe because of wobbling.</li><li>If client experiences dizziness because of orthostatic hypotension when getting up, teach methods to decrease dizziness, such as rising slowly, remaining seated several minutes before standing, flexing feet upward several times while sitting, sitting down immediately if feeling dizzy, and trying to have someone present when standing. <i>The elderly develop decreased baroreceptor sensitivity and decreased ability of compensatory mechanisms to maintain blood pressure when standing up, resulting in postural hypotension (Aaronson, Carlon-Wolfe, Schoener, 1991; Matteson, McConnell, Linton, 1997).</i></li><li>If client is experiencing syncope, determine symptoms that occur before syncope, and note medications that client is taking. Refer for medical care. <i>The circumstances surrounding syncope often suggest the cause. Use of many medications, including diuretics, antihypertensives, digoxin, beta-blockers, and calcium channel blockers can cause syncope. Use of the tilt table can be diagnostic in incidences of syncope (Cox, 2000).</i></li><li>Refer to physical therapy for strength training, using free weights or machines. <i>Strength improvement in response to resisted exercise is possible even in the very elderly, extremely sedentary client, with multiple chronic diseases and functional disabilities. Increased strength can help prevent falls (Connelly, 2000).</i></li></ul><p></p><p><br /></p><p><b>Home Care Interventions</b></p><p></p><ul style="text-align: left;"><li>If client was identified as a fall risk in the hospital, recognize that there is a high incidence of falls after discharge, and use all measures possible to reduce the incidence of falls. <i>The rate of falls is substantially increased in the geriatric client who has been recently hospitalized, especially during the first month after discharge (Mahoney et al, 2000).</i></li><li>Assess home environment for threats to safety: clutter, slippery floors, scatter rugs, unsafe stairs and stairwells, blocked entries, dim lighting, extension cords (across pathway), high beds, pets, and pet excrement. Use antiskid acrylic floor wax, nonskid rugs, and skid-proof strips near the bed to prevent slippage. <i>Clients suffering from impaired mobility, impaired visual acuity, and neurological dysfunction, including dementia and other cognitive functional deficits, are all at risk for injury from common hazards.</i></li><li>Instruct client and family or caregivers on how to correct identified hazards. Refer to occupational therapy services for assistance if needed. Notify landlord or code enforcement office of structural building hazards as necessary.</li><li>If client is at risk for falls, use gait belt and additional persons when ambulating. <i>Gait belts decrease the risk of falls during ambulation.</i></li><li><i>Install motion sensitive lighting that turns on automatically when the client gets out of bed to go to the bathroom.</i></li><li>Have client wear supportive low heeled shoes with good traction when ambulating. <i>Supportive shoes provide the client with better balance and protect the client from instability on uneven surfaces.</i></li><li>Refer to physical therapy services for client and family education of safe transfers and ambulation and for strengthening exercises (for client) for ambulation and transfers.</li><li>Provide a signaling device for clients who wander or are at risk for falls. If client lives alone, provide a Lifeline or similar call device. <i>Orienting a vulnerable client to a safety net relieves anxiety of the client and caregiver and allows for rapid response to a crisis situation.</i></li><li>Provide medical identification bracelet for clients at risk for injury from dementia, seizures, or other medical disorders.</li></ul><p></p><p><br /></p><p><b>Client/Family Teaching</b></p><p></p><ul style="text-align: left;"><li>Teach client how to safely ambulate at home, including using safety measures such as hand rails in bathroom.</li><li>Teach client the importance of maintaining a regular exercise program such as walking. <i>Lack of a consistent exercise program was one of the variables associated with a higher incidence of falls (Resnick, 1999).</i></li></ul><div><i><br /></i></div><div>Source : </div><div><br /></div><div><i>http://asuhankeperawatanonline.blogspot.com/2012/03/nursing-diagnosis-risk-for-falls.html </i></div><p></p>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-43430083060513734182020-04-21T08:43:00.000-07:002020-04-21T08:43:32.736-07:00Travel Nurse Kits That You Need To Prepare<br />
Travel nurses are RNs from various clinical backgrounds who work for independent staffing agencies. They are assigned to different care areas on a temporary basis to fill in short-term employment gaps.<br />
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Travel nursing is a specialty that took root when the field of nursing faced a nationwide shortage. Hospitals, clinics, and other care areas had unfilled positions, yet had patients needing care. To try and attract nurses to the open positions, employers offered higher pay, housing, and covered the cost of relocating. (<a href="http://www.registerednursing.org/" target="_blank">www.registerednursing.org</a>)<br />
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Once you figure out what items you can leave off of your list, here are some of things you will need:<br />
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1. Clothes<br />
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Remember, you only need enough to get through a few weeks, so you don’t necessarily have to take your entire wardrobe, or seasonal items.<br />
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Stick with a few casual outfits (tops and bottoms that you can mix and match), a couple of sweaters/sweatshirts, work clothes/uniforms, gym/lounge clothes, nice shoes, sneakers, slippers, pajamas, and intimates. Items to consider depending on where and when you’re traveling: outwear, a swimsuit, rain gear.<br />
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2. Personal care items<br />
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You will likely want to take your hair dryer, electric toothbrush, etc., but don’t go too crazy packing up toiletries that you can buy once you’re there. Bring a few days supply so you have them on hand, and then stock up once you arrive.<br />
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3. Electronics<br />
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Bring along your laptops, e-readers, tablet, phone, and the appropriate chargers for each. Don’t forget to pick up a car charger if you’re road tripping it.<br />
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4. Paperwork and financial stuff<br />
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When you’re traveling for a long period of time, you should always take along copies of important documents that you’ll need for work, and in case of an emergency. This includes:<br />
<ul>
<li>Your travel nursing contract</li>
<li>Driver’s license, Car registration, insurance card (originals)</li>
<li>Birth certificate and Social Security card (copies)</li>
<li>Copies of nursing license and credentials</li>
<li>Major credit card, debit card</li>
</ul>
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5. Meds<br />
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If you take prescription medication, bring a full supply and prescriptions for refills. You can also take along a small first aid kit, vitamins, and a couple days supply of other over-the-counter medicines you use. Other items can be purchased when you arrive.<br />
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Get paid to travel. Up to $10k per assignment plus benefits!<br />
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6. Cooking and kitchen appliances<br />
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If not supplied, pick up any of the following that you use: a coffee maker, tea kettle, toaster, microwave, slow cooker, and pots and pans.<br />
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You can also buy utensils, a can opener, dishes and glassware (a service for 2 or 4 should suffice), etc. Unless you like to bake or live on smoothies, you can probably live without a hand mixer or blender.<br />
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What you need really depends on your cooking preferences.<br />
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7. Travel gear<br />
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If you’re flying, a neck pillow and headphones are good items to have. If you’re in the car, consider a good quality travel mug, some bottled water, and snacks.<br />
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8. Comforts from home<br />
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Whether it’s photos of friends and loved ones, a favorite knick-knack, a local coffee brand, or scented candles, bring along something that will help you fight homesickness.<br />
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9. Bed and bath items<br />
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A bed in a bag set, and a couple of bath towels, hand towels, and washcloths are probably all you’ll need. You might also bring things like a comfy throw and a bathrobe.<br />
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10. Household items<br />
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Think about things you might need, like a basic tool set, a broom and dustpan, office supplies, and pack up a box. Again, you can get these items once you arrive, but why pay for new ones if you have them on hand?<br />
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Deciding what to pack for your travel nursing assignment really depends on what you use and what you don’t, but this list will give you a starting point. Happy packing!<br />
(<a href="https://www.travelnursing.org/10-things-a-travel-nurse-must-always-pack" target="_blank">www.travelnursing.org</a>/)<br />
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<div style="text-align: center;">
<b>Travel Nurse Kit</b></div>
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<b>1. <a href="https://www.amazon.com/First-Aid-Only-Piece-All-Purpose/dp/B000069EYA/ref=as_li_ss_tl?crid=2S0MWK1IT4RBU&dchild=1&keywords=travel+nurse+kit&qid=1587482509&sprefix=travel+nurse,aps,421&sr=8-3&linkCode=ll1&tag=carplanur-20&linkId=850ff5e33b9c4e0f91bd36543114d3dc&language=en_US" target="_blank">First Aid Only FAO-442 All-Purpose First Aid Kit</a></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiol9jVn5DyzEsmxolIrwhIXveNmhyWLb0pUrw1ShedU0inCyN3w_BA7FS-0nVqEis01whZjJrHwNKy8ku5XbEKXolndn61BIvR0dljDzD2H7rJ8nfDt26B6h9yZXTlMwP5T6qRHvmTbSJr/s1600/First+Aid+Only+FAO-442+All-Purpose+First+Aid+Kit.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1124" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiol9jVn5DyzEsmxolIrwhIXveNmhyWLb0pUrw1ShedU0inCyN3w_BA7FS-0nVqEis01whZjJrHwNKy8ku5XbEKXolndn61BIvR0dljDzD2H7rJ8nfDt26B6h9yZXTlMwP5T6qRHvmTbSJr/s320/First+Aid+Only+FAO-442+All-Purpose+First+Aid+Kit.jpg" width="320" /></a></div>
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<b>2. <a href="https://www.amazon.com/ASATechmed-Starter-Stethoscope-Pressure-Monitor/dp/B07KPNHNYM/ref=as_li_ss_tl?crid=2S0MWK1IT4RBU&dchild=1&keywords=travel+nurse+kit&qid=1587483219&sprefix=travel+nurse,aps,421&sr=8-1&linkCode=ll1&tag=carplanur-20&linkId=ca471727e5d246e35613816ae36988e8&language=en_US" target="_blank">ASATechmed Nurse Starter Kit Stethoscope Blood Pressure Monitor and More</a></b> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7MgpnHfv0QgAfKWjjLpiI3Ani5qRoK0yBDWJYpmNT1-Su3CWWgFvi6ppkbXJvYmUiR5lRWd6RqNyeQivB_dnQBUXguRFn-ivRKKBAFhe9-eyZZYRwdsAC2rsFFOG1UkQkYOFN6U70MrNK/s1600/ASATechmed+Nurse+Starter+Kit+Stethoscope+Blood+Pressure+Monitor+and+More.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1500" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7MgpnHfv0QgAfKWjjLpiI3Ani5qRoK0yBDWJYpmNT1-Su3CWWgFvi6ppkbXJvYmUiR5lRWd6RqNyeQivB_dnQBUXguRFn-ivRKKBAFhe9-eyZZYRwdsAC2rsFFOG1UkQkYOFN6U70MrNK/s320/ASATechmed+Nurse+Starter+Kit+Stethoscope+Blood+Pressure+Monitor+and+More.jpg" width="320" /></a></div>
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<b>3. <a href="https://www.amazon.com/AsaTechmed-Diagnostic-Stethoscope-Neurological-Accessories/dp/B081PNPBD8/ref=as_li_ss_tl?crid=2S0MWK1IT4RBU&dchild=1&keywords=travel+nurse+kit&qid=1587483353&sprefix=travel+nurse,aps,421&sr=8-2&linkCode=ll1&tag=carplanur-20&linkId=b43d5282e435f27d9b3138200de40a19&language=en_US" target="_blank">AsaTechmed Complete Diagnostic Blood Pressure, Stethoscope, Otoscope Kit w/Tuning Fork, Neurological Reflex Hammer, EMT Shears || Nurse Starter Kit with Travel Pouch + Accessories</a></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit-RmLAuUWqgO4b0EfY5R0UIHI8KPoSlPTiDbU8xQZUl0roAs78w9zx3X3eyaSFwO-H5MkOAXQQAw46FvXEQtOaXjRSfceEgoqIQLlhfkQM9S285mjgycRzO-Lob3gzvaIWBOIFK1pIu-S/s1600/AsaTechmed+Complete+Diagnostic+Blood+Pressure%252C+Stethoscope%252C+Otoscope+Kit+w+Tuning+Fork%252C+Neurological+Reflex+Hammer%252C+EMT+Shears.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1274" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit-RmLAuUWqgO4b0EfY5R0UIHI8KPoSlPTiDbU8xQZUl0roAs78w9zx3X3eyaSFwO-H5MkOAXQQAw46FvXEQtOaXjRSfceEgoqIQLlhfkQM9S285mjgycRzO-Lob3gzvaIWBOIFK1pIu-S/s320/AsaTechmed+Complete+Diagnostic+Blood+Pressure%252C+Stethoscope%252C+Otoscope+Kit+w+Tuning+Fork%252C+Neurological+Reflex+Hammer%252C+EMT+Shears.jpg" width="271" /></a></div>
<b> </b> <br />
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<b>4. <a href="https://www.amazon.com/Medical-Diagnostic-Nursing-Surgical-Student/dp/B01MPYHKIZ/ref=as_li_ss_tl?crid=2S0MWK1IT4RBU&dchild=1&keywords=travel+nurse+kit&qid=1587483496&sprefix=travel+nurse,aps,421&sr=8-4&linkCode=ll1&tag=carplanur-20&linkId=d658d04d5219dfdf5165fe87afef9d55&language=en_US" target="_blank">9 Piece Medical Diagnostic Kit in Pink Ideal for EMT, Nursing, Surgical, EMS and Medical Student</a></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRo7roGzPeZ9B_FKEZHjc75kV0mt88dF98QZ6feHECkoXDWg67lGLpd1RaYPtnp9YuGFRHea6yLpP6mWrmV68esbFC6nc06DXD9JFG3tlDmX9bkCfc55wImWay05Sxpbs0xb07-GfUexMe/s1600/9+Piece+Medical+Diagnostic+Kit+in+Pink+Ideal+for+EMT%252C+Nursing%252C+Surgical%252C+EMS+and+Medical+Student.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1500" data-original-width="1500" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRo7roGzPeZ9B_FKEZHjc75kV0mt88dF98QZ6feHECkoXDWg67lGLpd1RaYPtnp9YuGFRHea6yLpP6mWrmV68esbFC6nc06DXD9JFG3tlDmX9bkCfc55wImWay05Sxpbs0xb07-GfUexMe/s320/9+Piece+Medical+Diagnostic+Kit+in+Pink+Ideal+for+EMT%252C+Nursing%252C+Surgical%252C+EMS+and+Medical+Student.jpg" width="320" /></a></div>
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<hr />
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<b>5. <a href="https://www.amazon.com/Nurse-Starter-Stethoscope-Pressure-Monitor/dp/B0053UKIYA/ref=as_li_ss_tl?crid=2S0MWK1IT4RBU&dchild=1&keywords=travel+nurse+kit&qid=1587483601&sprefix=travel+nurse,aps,421&sr=8-7&linkCode=ll1&tag=carplanur-20&linkId=0ba0372ae0b05aa4f14137a73e387e50&language=en_US" target="_blank">EMI Nurse Starter Kit Stethoscope Blood Pressure Monitor and More</a></b><br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTQpI72hyphenhyphenmDrbDLR55O5TzRFKiC-YJC1Xz7TUnqa3qpKQ4hIGu3oGa6AZhbsMt1gkB_t53yHfO5qcCADMSIwfuitR8R40XCjqtETIHh49ZUFK57Nhi2TQlmdIUPXBlULHhoz48_WJAaSgx/s1600/EMI+Nurse+Starter+Kit+Stethoscope+Blood+Pressure+Monitor+and+More.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1125" data-original-width="1500" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTQpI72hyphenhyphenmDrbDLR55O5TzRFKiC-YJC1Xz7TUnqa3qpKQ4hIGu3oGa6AZhbsMt1gkB_t53yHfO5qcCADMSIwfuitR8R40XCjqtETIHh49ZUFK57Nhi2TQlmdIUPXBlULHhoz48_WJAaSgx/s320/EMI+Nurse+Starter+Kit+Stethoscope+Blood+Pressure+Monitor+and+More.jpg" width="320" /></a></div>
Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-36965162368527820952020-03-24T08:16:00.002-07:002020-03-29T10:05:30.883-07:0020 Best Sellers Books in Nursing AnesthesiaA nurse anesthetist is an advanced practice nurse who administers anesthesia for surgery or other medical procedures. Nurse anesthetists are involved in the administration of anesthesia in a majority of countries, with varying levels of autonomy. A 2002 survey reported that there were 107 countries where nurse anesthetists practice anesthesia and nine countries where nurses assist in the administration of anesthesia. <i>(wikipedia)</i><br />
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<b>Here are 20 Best Sellers Books in Nursing Anesthesia :</b><br />
<b><br />
</b> <b>1. Suture like a Surgeon: A Doctor’s Guide to Surgical Knots and Suturing Techniques used in the Departments of Surgery, Emergency Medicine, and Family Medicine </b><br />
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<i>by M. Mastenbjörk M.D. (Author), S. Meloni M.D. (Author), Medical Creations (Editor) </i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Z0vFSURn-QltaSYtODiEacVGfMRsKOi0_XIZA4zHGiaDNdFE6WXm_dTeKUg6KZ-iQzTPpLXf_uZPkVpppOzR7bZA7C2AwICj4qcqqghbYKt4bZCclycLmSCtOVbVEGlbKFpR3s1yv2Tq/s1600/Best+Sellers+in+Nursing+Anesthesia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="333" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Z0vFSURn-QltaSYtODiEacVGfMRsKOi0_XIZA4zHGiaDNdFE6WXm_dTeKUg6KZ-iQzTPpLXf_uZPkVpppOzR7bZA7C2AwICj4qcqqghbYKt4bZCclycLmSCtOVbVEGlbKFpR3s1yv2Tq/s200/Best+Sellers+in+Nursing+Anesthesia.jpg" width="133" /></a></div>
<br />
This is the Official Suturing Techniques Textbook created by Medical Creations.<br />
The perfect complement to your Medical Creations Suture Practice kit!<br />
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<center>
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="//ws-na.amazon-adsystem.com/widgets/q?ServiceVersion=20070822&OneJS=1&Operation=GetAdHtml&MarketPlace=US&source=ss&ref=as_ss_li_til&ad_type=product_link&tracking_id=nursingdiagnosisintervention-20&language=en_US&marketplace=amazon&region=US&placement=1698150857&asins=1698150857&linkId=0c4fb49379f46a615675009c0e539990&show_border=true&link_opens_in_new_window=true" style="height: 240px; width: 120px;"></iframe></center>
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<br />
<b>2. Basics of Anesthesia </b><br />
<br />
<i>by Manuel Pardo MD (Author), Ronald D. Miller MD MS (Author) </i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6hcn0i1qkzszC-wxxHbyorUSyxHtglp_nzu2k2smTkJ7X1Qp6axjod4uBHRDWbABy7ULEMqCvV0iqKdrm02XXIs7jAP0U1SJyrCRShCicA7CI846cNCTeanT5WcEhjOv8EQczXKz9rOj2/s1600/Basics+of+Anesthesia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="400" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6hcn0i1qkzszC-wxxHbyorUSyxHtglp_nzu2k2smTkJ7X1Qp6axjod4uBHRDWbABy7ULEMqCvV0iqKdrm02XXIs7jAP0U1SJyrCRShCicA7CI846cNCTeanT5WcEhjOv8EQczXKz9rOj2/s200/Basics+of+Anesthesia.jpg" width="160" /></a></div>
<br />
The undisputed leading text in its market, Basics of Anesthesia, 7th Edition, provides comprehensive coverage of both basic science and clinical topics in anesthesiology. Drs. Manuel C. Pardo, Jr. and Ronald D. Miller, in conjunction with many new contributors, have ensured that all chapters are thoroughly up to date and reflect the latest advances in today’s practice. Unparalleled authorship, concise text, easy-to-read chapters, and a user-friendly format make this text the #1 primer on the scope and practice of anesthesiology.<br />
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<center>
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<br />
<b>3. Anesthesia: A Comprehensive Review</b><br />
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<i>by Mayo Foundation for Medical Education (Author), Brian A. Hall MD (Author), Robert C. Chantigian MD (Author) </i><br />
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Offering complete, up-to-date coverage of everything from basic science through current clinical practice, Hall Anesthesia: A Comprehensive Review, 6th Edition, provides 1,000 review questions that help you improve your mastery of anesthesiology. You’ll reinforce your current knowledge, identify areas that require more study, and improve your long-term retention of the material – all while preparing for certification and re-certification examinations as well as clinical practice.<br />
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<b>4. Pocket Guide to the Operating Room (Pocket Guide to Operating Room) </b><br />
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<i>by Maxine A. Goldman BS RN (Author) </i><br />
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<div class="separator" style="clear: both; text-align: center;">
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<ul>
<li>This guide was written for perioperative nurses, surgical technologists, and students in these disciplines.</li>
<li>Features extensive coverage of minimal access surgery, including endoscopic procedures for multiple specialties, microsurgical techniques, and instrumentation for these procedures.</li>
<li>Updates the section on anesthesia and anesthetic drugs.</li>
<li>Describes equipment and instrument trays, including pediatric trays.</li>
<li>Addresses the roles of the registered nurse and the surgical technologist in the perioperative environment.</li>
<li>Provides charting/documentation of care to comply with medicolegal requirements.</li>
<li>Includes a Surgical Assessment and Perioperative Checklist, and a Preoperative Care Plan adaptable to the individual patient, complete with areas that focus on nursing care and desired outcomes.</li>
<li>Fits in a lab coat pocket for immediate reference.</li>
<li>Offers a Bibliography that provides sources for additional reading, including websites.</li>
</ul>
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<b>5. Duke's Anesthesia Secrets</b><br />
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<i>by James Duke MD MBA (Author), Brian M. Keech MD FAAP (Editor) </i><br />
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<div class="separator" style="clear: both; text-align: center;">
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Get quick answers to the most important clinical questions with Duke’s Anesthesia Secrets, 5th Edition! Authors James Duke, MD and Brian M. Keech, MD present this easy-to-read, bestselling resource that uses the popular and trusted Secrets Series® Q&A format. It provides rapid access to the practical, "in-the-trenches" know-how you need to succeed – both in practice and on board and recertification exams.<br />
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<br />
<b>6. CRNA Mnemonics: 120 Tips, Tricks, and Memory Cues to Help You Kick-Ass in CRNA School</b><br />
<br />
<i>by Chris Mulder </i><br />
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<div class="separator" style="clear: both; text-align: center;">
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From the author of Survive CRNA School, this book continues the mission of helping students get past the daunting task of becoming a nurse anesthetist. This is not meant as a replacement for the education you receive in school, but rather as a way to remember some of the difficult things that tend to slip away at times. For example, if you're having trouble keeping track of the bleeding risk for placenta accreta, increta, and percreta, it's covered here in the Pediatrics/Obstetrics section. Can't remember Guedel's stages of anesthesia or how to calculate fluid maintenance? You'll find that in the Anesthesia Basics section. Although this book is geared toward student CRNAs, it has helpful information that can be utilized by any type of aspiring anesthesia provider. <br />
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<br />
<b>7. Stoelting's Anesthesia and Co-Existing Disease</b><br />
<br />
<i>by Katherine Marschall MD LLD (honoris causa) (Author), Roberta L. Hines MD (Editor) </i><br />
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<div class="separator" style="clear: both; text-align: center;">
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<br />
A classic since its first publication nearly 25 years ago, Stoelting's Anesthesia and Co-Existing Disease, 7th Edition, by Drs. Roberta L. Hines and Katherine E. Marschall, remains your go-to reference for concise, thorough coverage of pathophysiology of the most common diseases and their medical management relevant to anesthesia. To provide the guidance you need to successfully manage or avoid complications stemming from pre-existing conditions there are detailed discussions of each disease, the latest practice guidelines, easy-to-follow treatment algorithms, and more. <br />
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<br />
<b>8. Faust's Anesthesiology Review </b><br />
<br />
<i>by Mayo Foundation for Medical Education</i><br />
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<div class="separator" style="clear: both; text-align: center;">
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<br />
Authored by current and former physicians at the Mayo Clinic, Faust's Anesthesiology Review, 5th Edition, combines comprehensive coverage of essential anesthesiology knowledge with an easy-to-use format, reflecting the latest advances in the field. This outstanding review tool offers concise content on everything needed for certification, recertification, or as a refresher for anesthesiology practice, covering a broad range of important and timely topics. Save valuable time with this trusted resource as you master the latest advances, procedures, guidelines, and protocols in anesthesiology.<br />
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<br />
<b>9. Oh's Intensive Care Manual E-Book<br />
</b><br />
<br />
<i>by Andrew D Bersten (Author), Jonathan Handy (Author) </i><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
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For nearly 40 years, Oh’s Intensive Care Manual has been the quick reference of choice for ICU physicians at all levels of experience. The revised 8th edition maintains this tradition of excellence, providing fast access to practical information needed every day in today’s intensive care unit. This bestselling manual covers all aspects of intensive care in sufficient detail for daily practice while keeping you up to date with the latest innovations in the field.<br />
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<br />
<b>10. Essentials of Mechanical Ventilation</b><br />
<br />
<i>by Dean Hess (Author), Robert Kacmarek (Author) </i><br />
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Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product.<br />
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<br />
<b>11. Lab Values: 137 Values You Must Know to Easily Pass the NCLEX! (Nursing Review and RN Content Guide, Registered Nurse, Practitioner, Study Guide, Laboratory Medicine Textbooks, Exam Prep)</b><br />
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<br />
Focusing on Every Single Lab Value Totally Sucks!<br />
This book provides you an inexpensive solution to focus on what lab values truly matter to ultimately pass the NCLEX.<br />
<br />
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<b>12. Anesthesia Life: A Snarky Coloring Book for Adults: A Funny Adult Coloring Book for Anesthesiologists, CRNAs (Certified Registered Nurse Anesthetist), ... Technologists & Anesthesia Technicians </b><br />
<br />
<i>by Papeterie Bleu (Author) </i><br />
<br />
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<br />
GIFT IDEAS | COLORING BOOKS FOR GROWN-UPS | HUMOR<br />
<br />
Code brown does not mean someone brought chocolates.<br />
<br />
---The Snarky Mandala<br />
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<b>13. NCLEX: Perioperative Nursing: 105 Practice Questions & Rationales to EASILY Crush the NCLEX! (Nursing Review Questions and RN Content Guide, Study Guide, Test Success Book 17)</b><br />
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<br />
<i>by Chase Hassen <br />
<br />
</i>105 practice questions to help you become an RN!<br />
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<b>14. Advanced Airway Management for Nursing</b><br />
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<i> by Kevin Stansbury (Author)<br />
</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_ADrxGPPZJKdK_E_5zRAErhMJA2vP6fPjyJl2IgSCAuUSqCee4NkjXBgrKVpotqIGUCr7__g41WK2i9I-WS4xZozzA5lnStge4AkD1SD9spQMha0pZ1GfGQgXTdJ-_msFUm0hWQ64eL0z/s1600/Advanced+Airway+Management+for+Nursing.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="290" data-original-width="260" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_ADrxGPPZJKdK_E_5zRAErhMJA2vP6fPjyJl2IgSCAuUSqCee4NkjXBgrKVpotqIGUCr7__g41WK2i9I-WS4xZozzA5lnStge4AkD1SD9spQMha0pZ1GfGQgXTdJ-_msFUm0hWQ64eL0z/s200/Advanced+Airway+Management+for+Nursing.jpg" width="179" /></a></div>
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Advanced airway management is an essential skill for health care providers caring for injured or critically ill patients. Rapid sequence induction (RSI) is the most frequently-used and successful means of intubating the trachea. This course will teach a wide range of skills imperative for successful patient outcomes, including airway anatomy and physiology, basic airway techniques, basic airway devices, normal and abnormal respiratory patterns, indications and procedures for intubation, monitoring equipment, and indications, procedures, and medications used in rapid sequence intubation. Knowledge and competence in advanced airway management is of the highest importance in patient care; in fact, it saves lives every day!<br />
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<b>15. Risk Management in Health Care Institutions: Limiting Liability and Enhancing Care, 3rd Edition</b><br />
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<i>by Florence Kavaler (Author), Raymond S. Alexander (Author) </i><br />
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This text serves as a primer for risk management professionals. It covers basic concepts of risk management, employment practices, and general risk management strategies. It also goes over specific risk areas including medical malpractice, strategies to reduce liability, managing positions and litigation alternatives. It includes an emphasis on outpatient medicine and the risks associated with electronic medical records.<br />
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<b>16. Cracking the Nursing Interview</b><br />
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<i>by Jim Keogh (Author) </i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid1KzjKkeFnNcp5fSgiPtjm7kqNHfKM0ifymWo_eRhALLF0mY2W7oHmeaRdyEhdjb5W25qjkb9VXTVRKn_8Pfo1HNnClAeraCqJrPEEzEWwdEVEJRuQHCXW1uy92CaucO5x2gEMYuCSC4n/s1600/Cracking+the+Nursing+Interview.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="333" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid1KzjKkeFnNcp5fSgiPtjm7kqNHfKM0ifymWo_eRhALLF0mY2W7oHmeaRdyEhdjb5W25qjkb9VXTVRKn_8Pfo1HNnClAeraCqJrPEEzEWwdEVEJRuQHCXW1uy92CaucO5x2gEMYuCSC4n/s200/Cracking+the+Nursing+Interview.jpg" width="133" /></a></div>
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Cracking the Nursing Interview is designed to help you land your ideal nursing job. The book's unique two-part organization helps both first-time and experienced nurses through the job application process, the interviewing process, job training, and everything in between! In Part I you will learn the ins and outs of the interviewing process: how to get your application noticed, how to prepare for the interview, how to uncover hints in an interviewer's question, and more. Part Ii is an extensive review of what you need to know in order to ensure success in your interview. This section includes an overview of fundamental medications and techniques, providing a quick review for those about to go into an interview, and for those considering nursing as a profession, it is a great resource to know what you will need to learn. Cracking the Nursing Interview also provides practice interview questions and solutions, so readers can go into their interviews confidently. In addition to interview tips and tricks, readers will learn how to sell their value and determine if they fit within a specific healthcare organization. Nurses will be given an overview of the unique nurse hiring process, a detailed walk-through of the various nursing careers available to them, and all the information necessary to identify and pursue their ideal career. With a dual career in nursing and information technology, Jim Keogh, Dnp, Rn-Bc is a nurse educator at New Jersey's largest hospital as well as an assistant professor at New York University and a faculty member at Saint Peter's University in Jersey City, New Jersey, as well as a former faculty member and chair of the e-commerce track of study at Columbia University.<br />
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<b>17. Certification Review for Nurse Anesthesia</b><br />
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<i>by Shari Burns (Author) </i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgURKAJRVQUntVPx5pW2EsnxCfIhhZjM9QBhGxnjDu5ZO0efaLmKS0o5R02dDCAhrIdI3CSibPOgBNfKMAIqNd9683ipttwEbMYE9XIE_Gvhff9-wr0LiT-RI9VUkiWS191-LFXkOa1KJzP/s1600/Certification+Review+for+Nurse+Anesthesia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="389" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgURKAJRVQUntVPx5pW2EsnxCfIhhZjM9QBhGxnjDu5ZO0efaLmKS0o5R02dDCAhrIdI3CSibPOgBNfKMAIqNd9683ipttwEbMYE9XIE_Gvhff9-wr0LiT-RI9VUkiWS191-LFXkOa1KJzP/s200/Certification+Review+for+Nurse+Anesthesia.jpg" width="155" /></a></div>
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CERTIFICATION REVIEW FOR NURSE ANESTHESIA<br />
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<b>18. Miller's Anesthesia, 2-Volume Set</b><br />
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<i>by Ronald D. Miller MD MS (Author), Lars I. Eriksson MD PhD FRCA (Author), Lee A Fleisher MD FACC (Author), Jean</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJW9zA0baVv0qEt5W8HGICAGhb_Kd6Eh5POzDCl1vLTQEpY1p4DT2hPKuC2KMBHN28OzzhuiRLMqhV_fhhDaEHKzMd0k7GxNJF7QbMHzDAQjmu7kdy6V1h24ByqR06nABSSqfhHAqGvg1H/s1600/Miller%2527s+Anesthesia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="306" data-original-width="260" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJW9zA0baVv0qEt5W8HGICAGhb_Kd6Eh5POzDCl1vLTQEpY1p4DT2hPKuC2KMBHN28OzzhuiRLMqhV_fhhDaEHKzMd0k7GxNJF7QbMHzDAQjmu7kdy6V1h24ByqR06nABSSqfhHAqGvg1H/s200/Miller%2527s+Anesthesia.jpg" width="169" /></a></div>
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From fundamental principles to advanced subspecialty procedures, Miller’s Anesthesia covers the full scope of contemporary anesthesia practice. This go-to medical reference book offers masterful guidance on the technical, scientific, and clinical challenges you face each day, in addition to providing the most up-to-date information available for effective board preparation.<br />
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<b>19. Smith's Anesthesia for Infants and Children</b><br />
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<i>by Peter J. Davis MD (Editor), Franklyn P. Cladis MD (Editor) </i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8IpPjzRBBpO_qYX14cltHJE_kQVR-YQrczREdCTq78S-QjsGpbhhjvOglBt3ggIIVUI-RAoB1AOFmvexDtSFpDtH4ymBRA-QWxTt5vhgjmW8VIkGlAJfDh5i03YFcVtBcHjahMN6zJYyA/s1600/Smith%2527s+Anesthesia+for+Infants+and+Children.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="372" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8IpPjzRBBpO_qYX14cltHJE_kQVR-YQrczREdCTq78S-QjsGpbhhjvOglBt3ggIIVUI-RAoB1AOFmvexDtSFpDtH4ymBRA-QWxTt5vhgjmW8VIkGlAJfDh5i03YFcVtBcHjahMN6zJYyA/s200/Smith%2527s+Anesthesia+for+Infants+and+Children.jpg" width="148" /></a></div>
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Now thoroughly up to date with new chapters and new multimedia resources, Smith’s Anesthesia for Infants and Children, 9th Edition, by Drs. Peter Davis and Franklyn Cladis, covers the information you need to provide effective perioperative care for any type of pediatric surgery. Leading experts in pediatric anesthesia bring you up to date with every aspect of both basic science and clinical practice, helping you incorporate the latest clinical guidelines and innovations in your practice.<br />
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<b>20. Survive CRNA School: Guide to Success as a Nurse Anesthesia Student</b><br />
<br />
<i>by Chris Mulder </i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipOw41lAk5oS7HWKvVfKdigGFlBGais-Ia-_uL1SkOaNOcyKbdVwC-VzBG8Or5sSBZWqXCPCo_eQ5RaM1QQZpv6Tui3UEwxa-zssV9PpRTlDVTzOkh78r9w9JiRx1RE12i14ktNHCfujJZ/s1600/Survive+CRNA+School+Guide+to+Success+as+a+Nurse+Anesthesia+Student.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="346" data-original-width="239" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipOw41lAk5oS7HWKvVfKdigGFlBGais-Ia-_uL1SkOaNOcyKbdVwC-VzBG8Or5sSBZWqXCPCo_eQ5RaM1QQZpv6Tui3UEwxa-zssV9PpRTlDVTzOkh78r9w9JiRx1RE12i14ktNHCfujJZ/s200/Survive+CRNA+School+Guide+to+Success+as+a+Nurse+Anesthesia+Student.jpg" width="138" /></a></div>
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If you've made it into CRNA school or are considering applying, you probably know how difficult it will be getting from orientation day to graduation day. As a successful graduate of nurse anesthesia school, I will provide some insight into what it takes to go from a student to a CRNA. Some of these things I learned while I was in school, while others I picked up on after I started working as a nurse anesthetist. It was not an easy road for me, and it won't be for you either. But I hope you can learn from my mistakes and perhaps some of the bumps along the way will be a little smaller. The aim of this book is not to teach you anesthesia itself. Rather, it is to teach you how to survive while learning the art of anesthesia.<br />
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<iframe allowfullscreen="" frameborder="0" height="344" src="https://www.youtube.com/embed/Va0mRzuVH9k?clip=&clipt=EAAYAA%3D%3D" width="459"></iframe>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-1882004778131428992020-03-23T19:58:00.001-07:002020-03-23T19:58:40.026-07:00List of NANDA - Nursing Care Plan<b>NANDA</b><br />
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<b>NANDA International Nursing Diagnoses: Definitions & Classification, 2018-2020 </b> 11th Edition<br />
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<i>by NANDA International (Author), T. Heather Herdman (Author), Shigemi Kamitsuru (Author) </i><br />
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Fully updated and revised by editors T. Heather Herdman, PhD, RN, FNI, and Shigemi Kamitsuru, PhD, RN, FNI, NANDA International Nursing Diagnoses: Definitions and Classification 2018-2020, Eleventh Edition is the definitive guide to nursing diagnoses, as reviewed and approved by NANDA International (NANDA-I). In this new edition of a seminal text, the authors have written all introductory chapters at an undergraduate nursing level, providing the critical information needed for nurses to understand assessment, its link to diagnosis and clinical reasoning, and the purpose and use of taxonomic structure for the nurse at the bedside.<br />
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Other changes include:<br />
<ul>
<li>18 new nursing diagnoses and 72 revised diagnoses</li>
<li>Updates to 11 nursing diagnosis labels, ensuring they are consistent with current literature and reflect a human response</li>
<li>Modifications to the vast majority of the nursing diagnosis definitions, including especially Risk Diagnoses</li>
<li>Standardization of diagnostic indicator terms (defining characteristics, related factors, risk factors, associated conditions, and at-risk populations) to further aid clarity for readers and clinicians</li>
<li>Coding of all diagnostic indicator terms for those using electronic versions of the terminology</li>
<li>Web-based resources include chapter and reference lists for new diagnoses</li>
</ul>
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Rigorously updated and revised, NANDA International Nursing Diagnoses: Definitions and Classification 2018-2020, Eleventh Edition is a must-have resource for all nursing students, professional nurses, nurse educators, nurse informaticists, and nurse administrators.<br />
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<b><a href="https://www.amazon.com/gp/product/1626239290/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=nursingdiagnosisintervention-20&linkId=c415568edbb250d587bc56106fee739a&language=en_US">Read More</a> </b><br />
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<br />
<b>Nursing Care Plan<br />
</b><br />
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<b>Nursing Care Plans: Diagnoses, Interventions, and Outcomes</b> 9th Edition<br />
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<i>by Meg Gulanick PhD APRN FAAN (Author), Judith L. Myers RN MSN (Author) </i><br />
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Learn to think like a nurse with the bestselling nursing care planning book on the market! Covering the most common medical-surgical nursing diagnoses and clinical problems seen in adults, Nursing Care Plans: Diagnoses, Interventions, and Outcomes, 9th Edition contains 217 care plans, each reflecting the latest best practice guidelines. This new edition specifically features three new care plans, two expanded care plans, updated content and language reflecting the most current clinical practice and professional standards, enhanced QSEN integration, a new emphasis on interprofessional collaborative practice, an improved page design, and more. It’s everything you need to create and customize effective nursing care plans!<br />
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<ul>
<li>217 total care plans provide more care plans than any other book.</li>
<li>Prioritized care planning guidance internally organizes care plans from "actual" to "risk" diagnoses, from general to specific interventions, and from independent to collaborative/interprofessional interventions, to help you select the most important, priority interventions for your particular patients.</li>
<li>Introductory chapter explains the components of nursing care plans, NANDA-I nursing diagnoses, the NIC and NOC systems, and how to create nursing care plans.</li>
<li>Latest NANDA-I taxonomy is integrated throughout to incorporate the very latest NANDA-I nursing diagnoses, related factors, and defining characteristics.</li>
<li>Latest NIC and NOC labels ensure you are made aware of appropriate interventions and outcomes.</li>
<li>70 nursing diagnosis care plans include the most common/important NANDA-I nursing diagnoses, providing the building blocks for you to create your own individualized care plans.</li>
<li>150 disorders care plans cover virtually every common medical-surgical condition, organized by body system.</li>
<li>Health promotion and risk factor management care plans emphasize the importance of preventive care and teaching for self-management.</li>
<li>Basic nursing concepts care plans focuses on concepts that apply to disorders found in multiple body systems.</li>
<li>Nursing diagnosis care plan format includes a definition/explanation of the diagnosis, related factors, defining characteristics, expected outcomes, related NOC Outcomes and NIC Interventions, ongoing assessment, and therapeutic interventions.</li>
<li>Disorders care plan format covers synonyms for the disorder (for ease in cross referencing), a definition, common related factors, defining characteristics, expected outcomes, NOC Outcomes and NIC Interventions, ongoing assessment, and therapeutic interventions for each relevant nursing diagnosis.</li>
<li>Independent and collaborative/interprofessional interventions are highlighted by special icons that differentiate between independent and collaborative/interprofessional interventions.</li>
<li>30 online care plans are hosted on the Evolve companion site in a user-friendly PDF format that allows you to cut-and-paste care plan contents to create customized care plans.</li>
<li><br />
</li>
<li>NEW! Three all-new care plans include Readiness for Enhanced Decision-Making, Frail Elderly Syndrome, and Gender Dysphoria.</li>
<li>NEW! Enhanced QSEN integration includes expanded coverage of the QSEN initiative in the opening chapter, incorporation of QSEN language across care plan rationales, and a greater overall emphasis on the four key QSEN competencies: Patient- Centered Care, Teamwork and Collaboration, Evidence-Based Practice, and Safety.</li>
<li>NEW! Greater focus on interprofessional collaborative practice addresses the growing interest in interprofessional education and the Teamwork and Collaboration QSEN competency.</li>
<li>NEW! Expanded rationales now include physiological and pharmacologic effects and actions, the most current nursing interventions and medical treatments, lab values, evidence-based practice, QSEN competencies, and reference to national standards (TJC, CDC, AHA, ONS), nursing standards, and other professional standards.</li>
<li>NEW! Updated content throughout reflects the latest evidence-based assessments and interventions.</li>
<li>NEW! Detailed table of contents lists every nursing diagnosis addressed in Chapters 4 through 14 for easier navigation.</li>
<li>NEW! Improved design offers a more contemporary look that’s easy to use.</li>
<li>NEW! Collaborative care map creator on the Evolve companion website helps you connect your Yoost & Crawford Fundamentals content with your care planning projects and clinical assignments.</li>
<li>NEW! Reorganized chapters and care plans include logical combinations and divisions of topics making it easier to navigate throughout the reference.</li>
</ul>
<b><br />
<a href="https://www.amazon.com/gp/product/0323428185/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=nursingdiagnosisintervention-20&linkId=06a335253e8fc91cf6683fcef03d05a3&language=en_US">Read More</a></b><br />
<br />
<br />
<br />
<b>Nursing Care Plans: Guidelines for Individualizing Client Care Across the Life Span </b>10th Edition<br />
<br />
The all-in-one care planning resource!<br />
<br />
Here’s the step-by-step guidance you need to develop individualized plans of care while also honing your critical-thinking and analytical skills. You’ll find about 160 care plans in all, covering acute, community, and home-care settings across the life span. Each plan features…<br />
<br />
<ul>
<li>Client assessment database for each medical condition</li>
<li>Complete listings of nursing diagnoses organized by priority</li>
<li>Diagnostic studies with explanations of the reason for the test and what the results mean</li>
<li>Actions and interventions with comprehensive rationales</li>
<li>NANDA, NIC, and NOC’s most recent guidelines and terminology</li>
<li>Evidence-based citations</li>
<li>Index of nursing diagnoses and their associated disorders</li>
</ul>
<br />
<b><a href="https://www.amazon.com/gp/product/0803660863/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=nursingdiagnosisintervention-20&linkId=bad17f4fd300026eabfbe9fb133c13c8&language=en_US">Read More</a></b><br />
<br />
<br />
<b><br />
Nursing Care Planning Made Incredibly Easy (Incredibly Easy! Series)</b> Third Edition<br />
<br />
Master the concepts and process of care planning …<br />
<ul>
<li><br />
</li>
<li>NEW and updated guidance on following the evidence-based standards of North American Nursing Diagnosis Association (NANDA) diagnoses, and Nursing Outcomes Classification (NOC) and Nursing Interventions Classification (NIC) guidelines</li>
<li>Nursing Outcomes Classification (NOC), and Nursing Interventions Classification (NIC) guidelines</li>
<li>NEW full-color design—dozens of illustrations and diagrams that outline the process of concept mapping, diagramming, and intervention planning</li>
<li>NEW guidance on creating electronic plans—online access to 166 customizable care plans covering every nursing specialty, including new plans for gastric bypass, preterm labor, and cerebral palsy, plus examples of handwritten care plans</li>
<li>NEW Nurse Joy and Jake offer practical advice throughout</li>
<li>Breaks down the process of creating individualized care plans into easy-to-follow segments</li>
<li>Guides nursing students and new nurses into the critical thinking and planning skills needed to choose appropriate, effective treatments and interventions</li>
<li>Case study exercises and clinical tips to help you integrate care plan concepts and evidence-based standards with real-life situations</li>
<li>Part I discusses NANDA-I, NOC, and NIC —covers assessment, nursing diagnosis, planning, implementation, evaluation, and integrating the concepts</li>
<li>Part II integrates major nursing diagnoses with common medical diagnoses —addresses medical-surgical, maternal-neonatal, pediatric, and psychiatric diagnoses</li>
<li>Chapter features include:</li>
</ul>
<blockquote class="tr_bq">
<ul>
<li>Just the facts —quick summary of chapter content</li>
<li>Under construction —sample concept maps and care plan components, with tips for creating individualized care plans</li>
<li>On the case —visual, step-by-step instruction applied to real-life patient care scenarios</li>
<li>Weighing the evidence —the latest evidence-based standards of care, demonstrated in sample care plans</li>
<li>Teacher knowsbest —helpful tips and reminders to help you apply what you are learning</li>
<li>Memory jogger —techniques for remembering vital content</li>
</ul>
</blockquote>
<b><br />
<a href="https://www.amazon.com/gp/product/1496382560/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=nursingdiagnosisintervention-20&linkId=23c7a8cf7f53ef53d9cdf8cd8b04532e&language=en_US">Read More</a> </b><br />
<br />
<b><br />
Nursing Care Plans: Guidelines for Individualizing Client Care Across the Life Span</b> 9th Edition<br />
<i><br />
by Marilynn E. Doenges APRN BC (Author), Mary Frances Moorhouse RN MSN CRRN (Author), Alice C. Murr BSN RN (Author)</i><br />
<br />
<ul>
<li>167 care plans focuses on individualized care for clients across the lifespan.</li>
<li>Provides guidelines that cover total patient needs—physical, cultural, sexual, nutritional, and psychosocial.</li>
<li>Offers a client assessment database for each medical condition for quick review and retrieval of information.</li>
<li>Presents diagnoses by priority.</li>
<li>Applies the body system approach to care planning.</li>
<li>Contains comprehensive rationales for every intervention.</li>
<li>Covers complementary therapies.</li>
<li>Shows what to expect in the hospital and community-based settings.</li>
<li>Explains how to document for government regulations and third-party payers.</li>
<li>Identifies discharge plan considerations.</li>
<li>Presents diagnostic studies with explanations of the reason for the test and what the results mean.</li>
<li>Begins each chapter with a glossary.</li>
<li>Care plans addressing acutely ill patients.</li>
<li>Includes an Index of Nursing Diagnoses with page numbers.</li>
</ul>
<b><a href="https://www.amazon.com/gp/product/0803630417/ref=as_li_ss_tl?ie=UTF8&linkCode=ll1&tag=nursingdiagnosisintervention-20&linkId=b987bf5b5623d814710f9921f499fbdd&language=en_US">Read More</a></b>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-73844555468332038272020-02-20T18:25:00.000-08:002020-02-20T18:25:04.472-08:00Nursing Care Plan for Disturbed Sleep Pattern related to Pleural EffusionPleural effusion is excess fluid that accumulates in the pleural cavity, the fluid-filled space that surrounds the lungs. This excess can impair breathing by limiting the expansion of the lungs. Various kinds of pleural effusion, depending on the nature of the fluid and what caused its entry into the pleural space, are hydrothorax (serous fluid), hemothorax (blood), urinothorax (urine), chylothorax (chyle), or pyothorax (pus). Pneumothorax is the accumulation of air in the pleural space.<br />
<br />
Five types of fluids can accumulate in the pleural space:<br />
Serous fluid (hydrothorax)<br />
Blood (hemothorax)<br />
Chyle (chylothorax)<br />
Pus (pyothorax or empyema)<br />
Urine (urinothorax)<br />
<br />
<br />
Nursing Diagnosis for Pleural Effusion : Disturbed Sleep Pattern related to persistent cough and pleuritic pain.<br />
<br />
Goal: There was no disruption of sleep patterns and needs are met rest-sleep.<br />
<br />
Outcomes:<br />
Patients no shortness of breath,<br />
patients can sleep comfortably without experiencing interference,<br />
patients can sleep easily within 30-40 minutes and the patient rest or sleep within 3-8 hours per day.<br />
<br />
Interventions:<br />
1 Give the position as comfortable as possible for patients.<br />
Rasonal: semi-Fowler's position or a pleasant position will facilitate the circulation of O2 and CO2.<br />
<br />
2 Determine the motivation habits before bedtime in accordance with the habits of patients before treatment.<br />
Rationale: Changing pattern that has become a habit before sleeping, will disrupt the sleep process.<br />
<br />
3 Instruct the patient to relaxation exercises before bed.<br />
Rationale: Relaxation can help overcome sleep disorders.<br />
<br />
4 Observe the patient's general condition.<br />
Rationale: Observations to determine changes in the patient's condition.<br />
<br />
<span style="background-color: white; font-family: "verdana" , "geneva" , sans-serif; font-size: 14px;">Source :</span><br />
<a href="http://nandanursingdiagnoses.blogspot.com/2014/08/disturbed-sleep-pattern-ncp-for-pleural.html" style="background-color: white; border: 0px; box-sizing: border-box; color: #859ce6; font-family: Verdana, Geneva, sans-serif; font-size: 14px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; transition: all 0.2s ease-in 0s; vertical-align: baseline;" target="_blank">http://nandanursingdiagnoses.blogspot.com/2014/08/disturbed-sleep-pattern-ncp-for-pleural.html</a><br />
<br />
<a href="https://ncp-blog.blogspot.com/2015/01/ncp-for-disturbed-sleep-pattern-related.html">https://ncp-blog.blogspot.com/2015/01/ncp-for-disturbed-sleep-pattern-related.html</a>Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-16449099965810879422020-02-20T18:22:00.000-08:002020-02-20T18:22:00.806-08:0022 Nursing Diagnosis for Schizophrenia<b>Nursing Care Plan for Schizophrenia</b><br />
<br />
According to Isaac (2005), schizophrenia is a group of psychotic reaction that affects many areas of individual functions including thinking and communicating, receive, interpret reality, showing emotion, and behavior in a manner that is socially acceptable. Schizophrenia is a common form of psychosis that long ago, but our knowledge of causality and its pathogenesis is very less.<br />
<br />
Symptoms include:<br />
Cold feeling, no attention to what is happening around him. Not seen any emotional reaction to the nearest person, no emotion of anger, sadness and fear. Everything is faced with indifferent.<br />
Many are in a reverie that far from reality, it is very difficult for people to understand the mind. And prefer to avoid interaction with the crowd and aloof.<br />
Have prejudices improper and unwarranted, for example; when seeing people who write or talk about something, it was thought that writing or speech that is intended to denounce.<br />
Frequent incorrect responses or cessation of the mind, such as people talking suddenly forget what it said. Sometimes the conversation moved from one problem to another problem that is not related at all.<br />
Hallucinations hearing, smell or sight, where the patient as if to hear, smell or see something that does not exist. He seemed to hear others (neighbors) to talk about it, or see something scary.<br />
Many desperate and felt that he was a victim of crime or public crowd. Feel that everyone is guilty and led to his suffering.<br />
The desire to distance themselves from society, do not want to see other people and so on, sometimes up to not want to eat or drink and so on, so in this case it must be injected in order to be saved.<br />
<br />
<b>Nursing Diagnosis for Schizophrenia</b><br />
<br />
<ol>
<li>Anxiety</li>
<li>Bathing or hygiene self-care deficit</li>
<li>Disabled family coping</li>
<li>Disturbed body image</li>
<li>Disturbed personal identity</li>
<li>Disturbed sensory perception (auditory, visual, kinesthetic)</li>
<li>Disturbed sleep pattern</li>
<li>Disturbed thought processes</li>
<li>Dressing or grooming self-care deficit</li>
<li>Fear</li>
<li>Hopelessness</li>
<li>Imbalanced nutrition: Less than body requirements</li>
<li>Impaired home maintenance</li>
<li>Impaired social interaction</li>
<li>Impaired verbal communication</li>
<li>Ineffective coping</li>
<li>Ineffective role performance</li>
<li>Powerlessness</li>
<li>Risk for injury</li>
<li>Risk for other-directed violence</li>
<li>Risk for self-directed violence</li>
<li>Social isolation</li>
</ol>
<br />
Read More : <a href="https://ncp-blog.blogspot.com/2015/01/ncp-schizophrenia-22-nursing-diagnosis.html">https://ncp-blog.blogspot.com/2015/01/ncp-schizophrenia-22-nursing-diagnosis.html</a><br />
<br />
<h4 style="border: 0px; box-sizing: border-box; font-family: Oswald, sans-serif; font-size: 22.4px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-weight: 400; line-height: 1.1; margin: 0px 0px 0.5em; padding: 0px 0px 5px; vertical-align: baseline;">
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<li style="border: 0px; box-sizing: border-box; font: inherit; margin: 5px 0px; padding: 0px; vertical-align: baseline;"><a href="https://ncp-blog.blogspot.com/2015/01/ncp-for-anxiety-related-to-ectopic.html" style="border: 0px; box-sizing: border-box; color: #859ce6; font: inherit; margin: 0px; padding: 0px; text-decoration-line: none; transition: all 0.2s ease-in 0s; vertical-align: baseline;" title="NCP for Anxiety related to Ectopic Pregnancy">NCP for Anxiety related to Ectopic Pregnancy</a></li>
<li style="border: 0px; box-sizing: border-box; font: inherit; margin: 5px 0px; padding: 0px; vertical-align: baseline;"><a href="https://ncp-blog.blogspot.com/2015/01/ncp-for-disturbed-sleep-pattern-related.html" style="border: 0px; box-sizing: border-box; color: #859ce6; font: inherit; margin: 0px; padding: 0px; text-decoration-line: none; transition: all 0.2s ease-in 0s; vertical-align: baseline;" title="NCP for Disturbed Sleep Pattern related to Pleural Effusion">NCP for Disturbed Sleep Pattern related to Pleural Effusion</a></li>
<li style="border: 0px; box-sizing: border-box; font: inherit; margin: 5px 0px; padding: 0px; vertical-align: baseline;"><a href="https://ncp-blog.blogspot.com/2015/01/ncp-ineffective-tissue-perfusion.html" style="border: 0px; box-sizing: border-box; color: #859ce6; font: inherit; margin: 0px; padding: 0px; text-decoration-line: none; transition: all 0.2s ease-in 0s; vertical-align: baseline;" title="NCP Ineffective Tissue perfusion (peripheral) related to Abruptio Placentae ">NCP Ineffective Tissue perfusion (peripheral) related to Abruptio Placentae</a></li>
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</ul>
Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-12417403530506224292019-03-22T00:02:00.001-07:002019-03-22T00:02:25.373-07:00Example of Nursing Care Plan For Knowledge Deficit<br />
A Nursing care plan of Knowledge Deficit is used when there is a lack of cognitive information or psychomotor skills required for health recovery, maintenance, or health promotion. Teaching may take place in a hospital, ambulatory care, or home setting. The learner may be the patient, a family member, a significant other, or a caregiver unrelated to the patient. Learning may involve any of the three domains: cognitive domain (intellectual activities, problem solving, and others); affective domain (feelings, attitudes, beliefs); and psychomotor domain (physical skills or procedures). The nurse must decide with the learner what to teach, when to teach, and how to teach the mutually agreed-on content.<br />
<br />
<br />
<b>Example of Nursing Care Plan For Knowledge Deficit</b><br />
<br />
<br />
Example Related Factors for Knowledge Deficit Nursing Care Plans:<br />
<br />
New diagnosis, procedure, treatment<br />
Complexity of treatment<br />
Cognitive/physical limitation<br />
Misinterpretation of information<br />
Decreased motivation to learn<br />
Emotional state affecting learning (anxiety, denial, or depression)<br />
Unfamiliarity with information resources<br />
<br />
Assessment in Nursing Care Plans for Knowledge Deficit<br />
<br />
A deficiency in knowledge or skill<br />
Does not correctly perform a desired or prescribed health behaviour.<br />
Request information<br />
Lack of integration of treatment plans into daily activities.<br />
Expresses inaccurate perception of health status.<br />
Exhibits or expresses psychological alteration, (anxiety, depression) resulting from misinformation or lack of information.<br />
<br />
Knowledge Deficit Nursing Care Plans: Key Outcomes<br />
<br />
The patient will:<br />
<br />
Describe disease process, causes, factors contributing to symptoms.<br />
Describe procedure(s) for disease or symptom control.<br />
Identify needed alterations in lifestyle.<br />
<br />
<br />
Intervention for Knowledge Deficit Nursing Care Plans:<br />
<br />
1)Assess patient’s readiness to learn by assessing emotional response to illness.<br />
<br />
Acceptance<br />
Anger<br />
Anxiety<br />
Denial<br />
Depression<br />
Other _____________________________________<br />
<br />
2) Allow person to work through and express intense emotions prior to teaching<br />
<br />
3) Examine patient’s health beliefs<br />
<br />
4) Assess patient’s desire to learn<br />
<br />
5) Assess preferred learning mode:<br />
<br />
Auditory<br />
Group<br />
One on one<br />
Visual<br />
Other<br />
<br />
6) Assess literacy level<br />
<br />
7) Provide health teaching and referrals: _________________________________<br />
<br />
Plan and share necessity of learning outcomes with patient – significant other<br />
<br />
9) Evaluate patient – significant other behaviors as evidence that learning outcomes have been achieved:<br />
<br />
<br />
<br />
Source : <i>http://nursinglibrary.info/nursing-care-plans/nursing-care-plans-for-knowledge-deficit/</i>Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-25191326559943945392015-12-07T08:58:00.003-08:002015-12-07T08:58:27.124-08:00List of Various Skin Diseases<br />
Skin diseases are diseases that interfere, but because of health factors, skin diseases also affect the sufferer of beauty or aesthetic factors. Here are a variety of skin diseases.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjGDLSE1Bzj0IQS1ajBAtKYwww-blYAA2UbSfmsEqrMqLD980H36QDDWrSvRXaoeS2NuCb7FapD1YEsxzq72r30UNY24083c5Cc7cY6Du_uDyYpCsb7LPcilnl1MpDQe0L0hQdVkvV2C8/s1600/Pimple.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjGDLSE1Bzj0IQS1ajBAtKYwww-blYAA2UbSfmsEqrMqLD980H36QDDWrSvRXaoeS2NuCb7FapD1YEsxzq72r30UNY24083c5Cc7cY6Du_uDyYpCsb7LPcilnl1MpDQe0L0hQdVkvV2C8/s320/Pimple.jpg" width="320" /></a></div>
<br />
<br />
<ol>
<li>Skin Cancer</li>
<li>Lupus</li>
<li>Measles</li>
<li>Pimple</li>
<li>Hemangioma</li>
<li>Cold Sore (Herpes Simplex Virus)</li>
<li>Psoriasis</li>
<li>Rosacea</li>
<li>Seborrheic eczema</li>
<li>Hives (Urticaria)</li>
<li>Vitiligo</li>
<li>Warts </li>
<li>Necrotizing Fasciitis </li>
<li>Cutaneous Candidiasis</li>
<li>Carbuncle</li>
<li>Cellulitis</li>
<li>Hypohidrosis </li>
<li>Impetigo</li>
<li>Cutis Laxa</li>
<li>Decubitus Ulcers</li>
<li>Erysipelas</li>
<li>Diaper Rash </li>
<li>Dyshidrotic Eczema</li>
<li>Canker Sore</li>
<li>Herpetic stomatitis </li>
<li>Fungal Nail Infection</li>
<li>Ichthyosis Vulgaris</li>
<li>Dermatomyositis</li>
<li>Molluscum Contagiosum</li>
<li>Ingrown Nails</li>
<li>Acrodermatitis</li>
<li>Sebaceous Cyst</li>
<li>Seborrheic keratosis </li>
<li>Pilonidal Sinus</li>
<li>Keloid</li>
</ol>
Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-37830703552781894552015-12-07T08:43:00.000-08:002015-12-07T08:43:03.083-08:00Causes, Symptoms and How to Prevent of Ringworm<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJutOTOkEFJYIN1sS-vhXOCM1jqaAAYMtLQ5hk-7LXrtPYqYlY_NfgTuXMTPqvtNiImxMIW4WWbsgjuYQ-vwABBdlqi689WXAcr_fpdDcK4HG_nXd7saZbHHVJSBBRsxGv-6eIbiPGLgM/s1600/Causes%252C+Symptoms+and+How+to+Prevent+of+Ringworm.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJutOTOkEFJYIN1sS-vhXOCM1jqaAAYMtLQ5hk-7LXrtPYqYlY_NfgTuXMTPqvtNiImxMIW4WWbsgjuYQ-vwABBdlqi689WXAcr_fpdDcK4HG_nXd7saZbHHVJSBBRsxGv-6eIbiPGLgM/s320/Causes%252C+Symptoms+and+How+to+Prevent+of+Ringworm.jpg" width="320" /></a></div>
Ringworm is a type of skin disease that is often referred to as Tinea Corporis. This disease attacks the skin and cause itching outstanding. Itching arise normally would not be tolerated for a scratch. By scratching constantly make ringworm widening of the skin.<br />
<br />
Ringworm make people lose confidence. These diseases also cause patches on the skin resemble the symptoms of lupus. Part of being attacked diverse, some places are often attacked, among others: the face, back, scalp, armpits, legs, groin and others.<br />
<br />
<b>Causes of Ringworm</b><br />
<br />
Ringworm is a contagious disease caused by a parasite known as dermatophytes that feed on keratin. Ringworm can be transmitted by means of direct contact with humans and other animals that have the disease. In addition to humans and animals, inanimate objects affected by these parasites can also be a medium for the spread of the disease.<br />
<br />
<br />
<b>Symptoms of Ringworm</b><br />
<br />
Here are the symptoms of ringworm are often experienced by people with the disease.<br />
<ul>
<li>Round-shaped lesions arise at the periphery rather high water translucent color.</li>
<li>It feels very itchy.</li>
<li>Inflammation of the skin due to scratching.</li>
<li>If the shower will feel sore.</li>
<li>On cold or sweating itching will occur.</li>
<li>Scaly skin.</li>
</ul>
That's symptoms that often occur so that if there are the same symptoms as described above, it is certain that it is ringworm.<br />
<br />
<br />
<b>How to Prevent</b><br />
<br />
This disease is closely related to poor environmental hygiene. so the key is to maintain cleanliness. Some things that can be done to prevent ringworm are as follows:<br />
<ol>
<li>Clean the place frequently used everyday for example bathrooms. The bathroom was damp place that is often used as a den by these germs.</li>
<li>Clean bed linen and pillow either.</li>
<li>Wear clothing that is clean and replace every day.</li>
<li>Avoid direct contact with this disease.</li>
<li>Do not use a tool used by people, such as a towel that has been used by people with ringworm.</li>
</ol>
It is a few ways you can do to avoid ringworm.Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-88674695652334543062015-10-30T08:58:00.000-07:002015-10-30T08:58:58.593-07:00List of Artists and Songs - Soft RockThe following is a list of notable soft rock bands and artists and their most notable soft rock songs. This list should not include artists whose main style of music is anything other than soft rock, even if they have released one or more songs that fall under the "soft rock" genre. <br />
<br />
Artists which have released music of various different genres throughout their career including soft rock as one of their main styles, may be included together with their notable soft rock songs.<br />
<br />
Ace<br />
<ul>
<li>How Long</li>
</ul>
<br />
Bryan Adams<br />
<ul>
<li>Cloud Number Nine</li>
<li>(Everything I Do) I Do It for You</li>
<li>Have You Ever Really Loved a Woman?</li>
<li>I'll Always Be Right There</li>
<li>Let's Make a Night to Remember</li>
<li>Please Forgive Me</li>
</ul>
<br />
Air Supply<br />
<ul>
<li>All Out of Love</li>
<li>Even the Nights Are Better</li>
<li>Here I Am</li>
<li>Just as I Am</li>
<li>Lonely Is the Night</li>
<li>Lost in Love</li>
<li>Making Love Out of Nothing at All</li>
<li>The One That You Love</li>
</ul>
<br />
The Alan Parsons Project <br />
<ul>
<li>Eye in the Sky</li>
<li>Old and Wise</li>
<li>Snake Eyes</li>
<li>Time</li>
</ul>
Alessi Brothers<br />
<ul>
<li>Oh Lori</li>
</ul>
<br />
Ambrosia <br />
<ul>
<li>Biggest Part of Me</li>
<li>How Much I Feel</li>
<li>You're the Only Woman (You & I)</li>
</ul>
<br />
America<br />
<ul>
<li>A Horse with No Name</li>
<li>Daisy Jane</li>
<li>I Need You</li>
<li>Lonely People</li>
<li>Sister Golden Hair</li>
<li>Tin Man</li>
<li>Today's the Day </li>
<li>Ventura Highway</li>
<li>You Can Do Magic</li>
</ul>
<br />
Paul Anka<br />
<ul>
<li>(You're) Having My Baby</li>
</ul>
<br />
The Association <br />
<ul>
<li>Along Comes Mary</li>
<li>Cherish</li>
<li>Everything That Touches You</li>
<li>Never My Love</li>
<li>Windy</li>
</ul>
<br />
Atlanta Rhythm Section<br />
<ul>
<li>Imaginary Lover</li>
<li>So into You</li>
</ul>
<br />
The Autumn Defense <br />
<ul>
<li>Canyon Arrow</li>
<li>Feel You Now</li>
</ul>
<br />
Marty Balin<br />
<ul>
<li>Hearts</li>
</ul>
<br />
Bee Gees <br />
<ul>
<li>Don't Wanna Live Inside Myself</li>
<li>He's a Liar</li>
<li>How Can You Mend a Broken Heart</li>
<li>How Deep Is Your Love</li>
<li>I Started a Joke</li>
<li>Lonely Days</li>
<li>New York Mining Disaster 1941</li>
<li>Run to Me</li>
<li>To Love Somebody</li>
</ul>
<br />
The Bells<br />
<ul>
<li>Stay Awhile</li>
</ul>
<br />
Stephen Bishop<br />
<ul>
<li>It Might Be You</li>
<li>On and On</li>
</ul>
<br />
Colin Blunstone <br />
<ul>
<li>I Don't Believe in Miracles</li>
<li>Say You Don't Mind</li>
</ul>
<br />
James Blunt <br />
<ul>
<li>1973</li>
<li>So Far Gone</li>
<li>Stay the Night</li>
<li>Superstar</li>
</ul>
<br />
Michael Bolton <br />
<ul>
<li>How Am I Supposed to Live Without You</li>
<li>How Can We Be Lovers?</li>
<li>Time, Love and Tenderness</li>
</ul>
<br />
Karla Bonoff<br />
<ul>
<li>Somebody's Eyes</li>
</ul>
<br />
Debby Boone<br />
<ul>
<li>You Light Up My Life</li>
</ul>
<br />
Boston<br />
<ul>
<li>Amanda</li>
<li>More Than a Feeling</li>
</ul>
<br />
Bread<br />
<ul>
<li>Baby I'm-a Want You</li>
<li>Everything I Own</li>
<li>The Guitar Man</li>
<li>If</li>
<li>Lost Without Your Love</li>
<li>Make It with You</li>
</ul>
<br />
Jackson Browne<br />
<ul>
<li>Fountain of Sorrow</li>
<li>The Load-Out/Stay</li>
<li>The Pretender</li>
<li>Rock Me on the Water</li>
<li>Tender Is the Night</li>
</ul>
<br />
Peabo Bryson<br />
<ul>
<li>Tonight, I Celebrate My Love (with Roberta Flack)</li>
</ul>
<br />
Glen Campbell <br />
<ul>
<li>By the Time I Get to Phoenix</li>
<li>Galveston</li>
<li>Rhinestone Cowboy</li>
<li>Southern Nights</li>
<li>Wichita Lineman</li>
</ul>
<br />
Jim Capaldi <br />
<ul>
<li>It's All Up to You</li>
<li>That's Love</li>
</ul>
<br />
Captain & Tennille <br />
<ul>
<li>Do That to Me One More Time</li>
<li>Love Will Keep Us Together</li>
<li>Muskrat Love</li>
</ul>
<br />
Eric Carmen <br />
<ul>
<li>All by Myself</li>
<li>Hungry Eyes</li>
<li>Make Me Lose Control</li>
<li>Never Gonna Fall in Love Again</li>
<li>She Did It</li>
</ul>
<br />
Kim Carnes <br />
<ul>
<li>Bette Davis Eyes</li>
<li>Don't Fall in Love with a Dreamer</li>
</ul>
<br />
Richard Carpenter <br />
<ul>
<li>Calling Your Name Again</li>
<li>Something in Your Eyes</li>
</ul>
<br />
The Carpenters<br />
<ul>
<li>All of My Life</li>
<li>(They Long to Be) Close to You</li>
<li>For All We Know</li>
<li>Goodbye to Love</li>
<li>Hurting Each Other</li>
<li>It's Going to Take Some Time</li>
<li>Please Mr. Postman</li>
<li>Rainy Days and Mondays</li>
<li>Sing</li>
<li>Superstar</li>
<li>Top of the World</li>
<li>Touch Me When We're Dancing</li>
<li>We've Only Just Begun</li>
<li>Yesterday Once More</li>
</ul>
<br />
Felix Cavaliere<br />
<ul>
<li>Only a Lonely Heart Sees</li>
</ul>
<br />
Chad & Jeremy <br />
<ul>
<li>Before and After</li>
<li>A Summer Song</li>
<li>Willow Weep for Me</li>
</ul>
<br />
Harry Chapin <br />
<ul>
<li>A Better Place to Be</li>
<li>Cat's in the Cradle</li>
<li>Sniper</li>
<li>Taxi</li>
<li>W·O·L·D</li>
</ul>
<br />
Chicago <br />
<ul>
<li>Baby, What a Big Surprise</li>
<li>Brand New Love Affair, Part I & II</li>
<li>Colour My World</li>
<li>Does Anybody Really Know What Time It Is?</li>
<li>Hard Habit to Break</li>
<li>Hard to Say I'm Sorry</li>
<li>If You Leave Me Now</li>
<li>Make Me Smile</li>
<li>Saturday in the Park]</li>
<li>Will You Still Love Me?]</li>
<li>You're the Inspiration</li>
</ul>
<br />
Eric Clapton <br />
<ul>
<li>Anything for Your Love</li>
<li>Everything Will Be Alright</li>
<li>I Shot the Sheriff</li>
<li>Lay Down Sally</li>
<li>Promises</li>
<li>Tears in Heaven</li>
<li>Wonderful Tonight</li>
</ul>
<br />
Classics IV<br />
<ul>
<li>Spooky</li>
<li>Stormy</li>
<li>Traces</li>
</ul>
<br />
Climax<br />
<ul>
<li>Precious and Few</li>
</ul>
<br />
Climax Blues Band<br />
<ul>
<li>Couldn't Get It Right</li>
<li>I Love You</li>
</ul>
<br />
Joe Cocker <br />
<ul>
<li>Up Where We Belong</li>
<li>You Are So Beautiful</li>
</ul>
<br />
Leonard Cohen <br />
<ul>
<li>Bird on the Wire</li>
<li>Suzanne</li>
</ul>
<br />
Marc Cohn<br />
<ul>
<li>Walking in Memphis</li>
<li>Wild World</li>
</ul>
<br />
Phil Collins <br />
<ul>
<li>Against All Odds (Take a Look at Me Now)</li>
<li>Another Day in Paradise</li>
<li>Do You Remember</li>
<li>In the Air Tonight</li>
<li>One More Night</li>
<li>Separate Lives</li>
</ul>
<br />
Rita Coolidge <br />
<ul>
<li>All Time High</li>
<li>We're All Alone</li>
<li>(Your Love Has Lifted Me) Higher and Higher</li>
</ul>
<br />
Jim Croce <br />
<ul>
<li>Bad, Bad Leroy Brown</li>
<li>I'll Have to Say I Love You in a Song</li>
<li>Operator (That's Not the Way It Feels)</li>
<li>Time in a Bottle</li>
</ul>
<br />
Crosby, Stills, Nash & Young<br />
<ul>
<li>Helpless</li>
<li>Just a Song Before I Go</li>
<li>Lady of the Island"</li>
<li>Our House</li>
<li>Southern Cross</li>
</ul>
<br />
Christopher Cross <br />
<ul>
<li>All Right</li>
<li>Arthur's Theme (Best That You Can Do)</li>
<li>Never Be the Same</li>
<li>Ride Like the Wind]</li>
<li>Sailing</li>
<li>Think of Laura</li>
</ul>
<br />
Burton Cummings<br />
<ul>
<li>You Saved My Soul</li>
</ul>
<br />
Cymarron<br />
<ul>
<li>Rings</li>
</ul>
<br />
Mac Davis <br />
<ul>
<li>Baby, Don't Get Hooked on Me</li>
<li>I Never Made Love (Till I Made It with You)</li>
<li>One Hell of a Woman</li>
<li>Stop and Smell the Roses</li>
</ul>
<br />
Paul Davis <br />
<ul>
<li>Cool Night</li>
<li>I Go Crazy</li>
</ul>
<br />
Chris de Burgh <br />
<ul>
<li>A Spaceman Came Travelling</li>
<li>Don't Pay the Ferryman</li>
<li>The Lady in Red</li>
<li>Missing You</li>
</ul>
<br />
John Denver <br />
<ul>
<li>Annie's Song</li>
<li>How Can I Leave You Again</li>
<li>I'm Sorry</li>
<li>Me and My Uncle</li>
<li>Rocky Mountain High</li>
<li>Sunshine on My Shoulders</li>
</ul>
<br />
Dennis DeYoung <br />
<ul>
<li>Call Me</li>
<li>Desert Moon</li>
</ul>
<br />
Neil Diamond<br />
<ul>
<li>America</li>
<li>Cracklin' Rosie</li>
<li>Forever in Blue Jeans</li>
<li>I Am... I Said</li>
<li>Love on the Rocks</li>
<li>Shilo</li>
<li>Solitary Man</li>
<li>Song Sung Blue</li>
<li>Sweet Caroline</li>
</ul>
<br />
The Doobie Brothers<br />
<ul>
<li>Another Park, Another Sunday</li>
<li>Black Water</li>
<li>The Doctor</li>
<li>It Keeps You Runnin'</li>
<li>Listen to the Music</li>
<li>Minute by Minute</li>
<li>Takin' It to the Streets</li>
<li>What a Fool Believes</li>
</ul>
<br />
Dr. Hook & the Medicine Show<br />
<ul>
<li>A Little Bit More</li>
<li>Sexy Eyes</li>
<li>Sharing the Night Together</li>
<li>The Cover of Rolling Stone</li>
<li>When You're in Love with a Beautiful Woman</li>
</ul>
<br />
Robbie Dupree<br />
<ul>
<li>Steal Away</li>
</ul>
<br />
<br />
Eagles<br />
<ul>
<li>Best of My Love</li>
<li>Busy Being Fabulous</li>
<li>Desperado</li>
<li>Doolin–Dalton</li>
<li>Hotel California</li>
<li>I Can't Tell You Why</li>
<li>The Long Run</li>
<li>Love Will Keep Us Alive</li>
<li>Most of Us Are Sad</li>
<li>New Kid in Town</li>
<li>One of These Nights</li>
<li>Peaceful Easy Feeling</li>
<li>Take It Easy</li>
<li>Take It to the Limit</li>
<li>Tequila Sunrise</li>
</ul>
<br />
Walter Egan <br />
<ul>
<li>Magnet and Steel</li>
</ul>
<br />
England Dan & John Ford Coley<br />
<ul>
<li>I'd Really Love to See You Tonight</li>
<li>It's Sad to Belong</li>
<li>Love Is the Answer</li>
<li>Nights Are Forever Without You</li>
<li>We'll Never Have to Say Goodbye Again</li>
<li>What's Forever For</li>
</ul>
<br />
Exile<br />
<ul>
<li>Kiss You All Over</li>
</ul>
<br />
Donald Fagen <br />
<ul>
<li>I.G.Y. (What a Beautiful World)</li>
<li>Ruby Baby</li>
<li>Snowbound</li>
</ul>
<br />
José Feliciano <br />
<ul>
<li>Light My Fire</li>
</ul>
<br />
Jay Ferguson <br />
<ul>
<li>Shakedown Cruise</li>
</ul>
<br />
Firefall<br />
<ul>
<li>Just Remember I Love You</li>
<li>You Are the Woman</li>
</ul>
<br />
Roberta Flack<br />
<ul>
<li>Feel Like Makin' Love</li>
</ul>
<br />
Fleetwood Mac <br />
<ul>
<li>Big Love</li>
<li>Don't Stop</li>
<li>Dreams</li>
<li>Gypsy</li>
<li>Little Lies</li>
<li>Rhiannon</li>
<li>Say You Love Me</li>
<li>Sentimental Lady</li>
</ul>
<br />
Dan Fogelberg<br />
<ul>
<li>Believe in Me</li>
<li>Hard to Say</li>
<li>Leader of the Band</li>
<li>Longer</li>
<li>Make Love Stay</li>
<li>Part of the Plan</li>
<li>Run for the Roses</li>
<li>Same Old Lang Syne</li>
</ul>
<br />
Steve Forbert <br />
<ul>
<li>Romeo's Tune</li>
</ul>
<br />
Foreigner<br />
<ul>
<li>Cold as Ice</li>
<li>I Don't Want to Live Without You</li>
<li>I Want to Know What Love Is</li>
<li>Waiting for a Girl Like You</li>
</ul>
<br />
Peter Frampton<br />
<ul>
<li>Baby, I Love Your Way</li>
<li>Do You Feel Like We Do</li>
<li>I'm in You</li>
<li>Show Me the Way</li>
</ul>
<br />
Franke and the Knockouts<br />
<br />
Glenn Frey <br />
<ul>
<li>The One You Love</li>
</ul>
<br />
Gallery<br />
<ul>
<li>I Believe in Music</li>
<li>Nice to Be with You</li>
</ul>
<br />
David Gates<br />
<ul>
<li>The Goodbye Girl</li>
</ul>
<br />
Genesis<br />
<ul>
<li>Follow You Follow Me</li>
<li>Hold on My Heart</li>
<li>In Too Deep</li>
<li>Man on the Corner</li>
<li>Never a Time</li>
<li>Taking It All Too Hard</li>
<li>Throwing It All Away</li>
<li>Tonight, Tonight, Tonight</li>
</ul>
<br />
Andy Gibb<br />
<ul>
<li>I Just Want to Be Your Everything"</li>
</ul>
<br />
Andrew Gold<br />
<ul>
<li>Lonely Boy</li>
<li>Never Let Her Slip Away</li>
<li>Thank You for Being a Friend</li>
</ul>
<br />
Dobie Gray <br />
<ul>
<li>Drift Away</li>
</ul>
<br />
Henry Gross<br />
<ul>
<li>Shannon</li>
</ul>
<br />
Adrian Gurvitz <br />
<ul>
<li>Classic</li>
</ul>
<br />
<br />
Hall & Oates<br />
<ul>
<li>I Can't Go for That (No Can Do)</li>
<li>Kiss on My List</li>
<li>One on One</li>
<li>Rich Girl</li>
<li>Sara Smile</li>
<li>She's Gone</li>
<li>You've Lost That Lovin' Feelin'</li>
</ul>
<br />
Hamilton, Joe Frank & Reynolds<br />
<ul>
<li>Fallin' in Love</li>
</ul>
<br />
Albert Hammond<br />
<ul>
<li>99 Miles From L.A.</li>
<li>The Free Electric Band</li>
<li>I'm a Train</li>
<li>It Never Rains in Southern California</li>
<li>When I'm Gone</li>
</ul>
<br />
Don Henley <br />
<ul>
<li>Not Enough Love in the World</li>
<li>Sometimes Love Just Ain't Enough</li>
<li>The End of the Innocence</li>
<li>The Heart of the Matter</li>
</ul>
<br />
Bertie Higgins<br />
<ul>
<li>Key Largo</li>
</ul>
<br />
Dan Hill<br />
<ul>
<li>All I See Is Your Face</li>
<li>Sometimes When We Touch</li>
</ul>
<br />
The Hollies<br />
<ul>
<li>He Ain't Heavy, He's My Brother</li>
<li>The Air That I Breathe</li>
<li>Sandy</li>
</ul>
<br />
Rupert Holmes <br />
<ul>
<li>Escape</li>
<li>Him</li>
<li>Terminal</li>
</ul>
<br />
Janis Ian <br />
<ul>
<li>At Seventeen</li>
</ul>
<br />
Terry Jacks<br />
<ul>
<li>Seasons in the Sun</li>
</ul>
<br />
Jefferson Starship <br />
<ul>
<li>Miracles</li>
<li>With Your Love</li>
</ul>
<br />
Billy Joel<br />
<ul>
<li>Allentown</li>
<li>And So It Goes</li>
<li>An Innocent Man</li>
<li>Goodnight Saigon</li>
<li>Honesty</li>
<li>Just the Way You Are</li>
<li>Leave a Tender Moment Alone</li>
<li>My Life</li>
<li>New York State of Mind</li>
<li>Piano Man</li>
<li>She's Got a Way</li>
<li>She's Always a Woman</li>
<li>This Night</li>
</ul>
<br />
Elton John<br />
<ul>
<li>All Quiet on the Western Front</li>
<li>Believe</li>
<li>Bennie and the Jets</li>
<li>Blue Eyes</li>
<li>Border Song</li>
<li>Burn Down the Mission</li>
<li>Candle in the Wind</li>
<li>Daniel</li>
<li>Dear God</li>
<li>Don't Let the Sun Go Down on Me</li>
<li>Goodbye Yellow Brick Road</li>
<li>I Guess That's Why They Call It the Blues</li>
<li>Levon</li>
<li>Little Jeannie</li>
<li>Nikita</li>
<li>Rocket Man</li>
<li>Sacrifice</li>
<li>Skyline Pigeon</li>
<li>Someone Saved My Life Tonight</li>
<li>Something About the Way You Look Tonight</li>
<li>Sorry Seems to Be the Hardest Word</li>
<li>Tiny Dancer</li>
<li>You Gotta Love Someone</li>
<li>Your Song</li>
</ul>
<br />
Robert John<br />
<ul>
<li>Sad Eyes</li>
</ul>
<br />
Sammy Johns<br />
<ul>
<li>Chevy Van</li>
</ul>
<br />
Michael Johnson<br />
<ul>
<li>Bluer Than Blue</li>
<li>I'll Always Love You</li>
<li>This Night Won't Last Forever</li>
</ul>
<br />
Rickie Lee Jones <br />
<ul>
<li>Chuck E.'s In Love</li>
</ul>
<br />
Journey<br />
<ul>
<li>Faithfully</li>
<li>Lights</li>
<li>Lovin', Touchin', Squeezin'</li>
<li>Open Arms</li>
</ul>
<br />
Joshua Kadison <br />
<ul>
<li>Beautiful in My Eyes</li>
<li>Jessie</li>
</ul>
<br />
Kalapana<br />
<ul>
<li>The Hurt</li>
<li>Naturally</li>
</ul>
<br />
Kansas<br />
<ul>
<li>All I Wanted</li>
<li>Dust in the Wind</li>
</ul>
<br />
Carole King<br />
<ul>
<li>I Feel the Earth Move</li>
<li>It's Too Late</li>
<li>So Far Away</li>
</ul>
<br />
Fred Knoblock <br />
<ul>
<li>Why Not Me</li>
</ul>
<br />
Nicolette Larson<br />
<ul>
<li>Lotta Love</li>
</ul>
<br />
Little River Band<br />
<ul>
<li>Cool Change</li>
<li>Help Is on Its Way</li>
<li>Lonesome Loser</li>
<li>Reminiscing</li>
<li>Take It Easy on Me</li>
</ul>
<br />
Lobo <br />
<ul>
<li>Don't Expect Me to Be Your Friend</li>
<li>I'd Love You to Want Me</li>
<li>Me and You and a Dog Named Boo</li>
<li>Where Were You When I Was Falling In Love</li>
</ul>
<br />
Dave Loggins <br />
<ul>
<li>Please Come to Boston</li>
</ul>
<br />
Kenny Loggins<br />
<ul>
<li>Danny's Song</li>
<li>Don't Fight It</li>
<li>For the First Time</li>
<li>Heart to Heart</li>
<li>Keep the Fire</li>
<li>This Is It</li>
<li>Whenever I Call You Friend</li>
</ul>
<br />
Loggins and Messina<br />
<ul>
<li>Watching the River Run</li>
</ul>
<br />
Looking Glass <br />
<ul>
<li>Brandy (You're a Fine Girl)</li>
</ul>
<br />
Mary MacGregor<br />
<ul>
<li>Torn Between Two Lovers</li>
<li>Wedding Song (There Is Love)</li>
</ul>
<br />
The Magic Lanterns<br />
<br />
The Mamas & the Papas <br />
<ul>
<li>Dedicated to the One I Love</li>
</ul>
<br />
Melissa Manchester<br />
<ul>
<li>Midnight Blue</li>
<li>You Should Hear How She Talks About You</li>
</ul>
<br />
Barry Manilow<br />
<ul>
<li>Can't Smile Without You</li>
<li>Could It Be Magic</li>
<li>Even Now</li>
<li>I Made It Through the Rain</li>
<li>I Write the Songs</li>
<li>Looks Like We Made It</li>
<li>Mandy</li>
<li>Read 'Em and Weep</li>
<li>Somewhere Down the Road</li>
<li>The Old Songs</li>
<li>This One's for You</li>
<li>Tryin' to Get the Feeling Again</li>
<li>Weekend in New England</li>
<li>When I Wanted You</li>
</ul>
<br />
The Marbles <br />
<ul>
<li>Only One Woman</li>
</ul>
<br />
Benny Mardones <br />
<ul>
<li>Into the Night</li>
</ul>
<br />
Richard Marx <br />
<ul>
<li>Hazard</li>
<li>Hold On to the Nights</li>
<li>Now and Forever</li>
<li>Right Here Waiting</li>
</ul>
<br />
Dave Mason<br />
<ul>
<li>Let It Go, Let It Flow</li>
<li>We Just Disagree</li>
</ul>
<br />
Iain Matthews<br />
<ul>
<li>Shake It</li>
<li>Woodstock</li>
</ul>
<br />
John Mayer<br />
<ul>
<li>Gravity</li>
<li>Paper Doll</li>
<li>Who You Love (with Katy Perry)</li>
<li>Your Body Is a Wonderland</li>
</ul>
<br />
Paul McCartney<br />
<ul>
<li>The Girl Is Mine (with Michael Jackson)</li>
<li>Maybe I'm Amazed</li>
<li>No More Lonely Nights</li>
</ul>
<br />
Sarah McLachlan<br />
<ul>
<li>Angel</li>
<li>Building a Mystery</li>
<li>Possession</li>
<li>Sweet Surrender</li>
</ul>
<br />
Michael McDonald<br />
<ul>
<li>I Keep Forgettin' (Every Time You're Near)</li>
<li>On My Own</li>
<li>Sweet Freedom</li>
</ul>
<br />
Don McLean<br />
<ul>
<li>American Pie</li>
<li>And I Love You So</li>
<li>Crying</li>
<li>Vincent</li>
</ul>
<br />
Michael Learns to Rock <br />
<ul>
<li>The Actor</li>
<li>Paint My Love</li>
<li>Sleeping Child</li>
<li>Someday</li>
<li>Take Me to Your Heart</li>
</ul>
<br />
Mike + The Mechanics<br />
<ul>
<li>The Living Years</li>
<li>Over My Shoulder</li>
<li>Taken In</li>
</ul>
<br />
Ronnie Milsap <br />
<ul>
<li>Any Day Now</li>
<li>He Got You</li>
<li>Stranger in My House</li>
</ul>
<br />
Joni Mitchell<br />
<ul>
<li>Carey</li>
<li>Free Man in Paris</li>
</ul>
<br />
Van Morrison <br />
<ul>
<li>Brown Eyed Girl</li>
<li>Crazy Love</li>
<li>Into the Mystic</li>
<li>Tupelo Honey</li>
</ul>
<br />
Maria Muldaur <br />
<ul>
<li>Midnight at the Oasis</li>
</ul>
<br />
Michael Martin Murphey <br />
<ul>
<li>What's Forever For</li>
<li>Wildfire</li>
</ul>
<br />
Anne Murray<br />
<ul>
<li>Bidin' My Time</li>
<li>Hard as I Try</li>
<li>I Just Fall in Love Again</li>
<li>It Only Hurts for a Little While</li>
<li>Just Another Woman in Love</li>
<li>Snowbird</li>
<li>You Needed Me</li>
</ul>
<br />
Randy Newman<br />
<ul>
<li>Sail Away</li>
</ul>
<br />
Olivia Newton-John<br />
<ul>
<li>Can I Trust Your Arms</li>
<li>Have You Never Been Mellow</li>
<li>Hopelessly Devoted to You</li>
<li>I Honestly Love You</li>
<li>Magic</li>
<li>Summertime Blues</li>
<li>The Way You Look Tonight</li>
</ul>
<br />
Stevie Nicks <br />
<ul>
<li>Has Anyone Ever Written Anything for You?</li>
<li>Rooms on Fire</li>
<li>Whenever I Call You Friend</li>
</ul>
<br />
Harry Nilsson <br />
<ul>
<li>Everybody's Talkin'</li>
<li>Without You</li>
</ul>
<br />
Nitty Gritty Dirt Band (as The Dirt Band)<br />
<ul>
<li>An American Dream</li>
</ul>
<br />
Kenny Nolan<br />
<ul>
<li>I Like Dreamin'</li>
</ul>
<br />
Chris Norman<br />
<ul>
<li>Broken Heroes</li>
<li>Midnight Lady</li>
<li>No Arms Can Ever Hold You</li>
<li>Some Hearts Are Diamonds</li>
<li>Stumblin' In</li>
</ul>
<br />
Gilbert O'Sullivan <br />
<ul>
<li>Alone Again (Naturally)</li>
<li>Clair</li>
<li>Get Down</li>
</ul>
<br />
Orleans<br />
<ul>
<li>Dance with Me</li>
<li>Love Takes Time</li>
<li>Still the One</li>
</ul>
<br />
Pablo Cruise<br />
<ul>
<li>A Place in the Sun</li>
<li>Cool Love</li>
<li>Love Will Find a Way</li>
<li>Whatcha Gonna Do</li>
</ul>
<br />
David Pack <br />
<ul>
<li>I Just Can't Let Go</li>
<li>That Girl is Gone</li>
</ul>
<br />
Martin Page <br />
<ul>
<li>In the House of Stone and Light</li>
<li>Put on Your Red Dress</li>
</ul>
<br />
Steve Perry <br />
<ul>
<li>Foolish Heart</li>
<li>Missing You</li>
</ul>
<br />
Jim Photoglo <br />
<ul>
<li>Fool in Love with You</li>
<li>We Were Meant to Be Lovers</li>
</ul>
<br />
Pilot<br />
<ul>
<li>January</li>
<li>Magic</li>
</ul>
<br />
Player<br />
<ul>
<li>Baby Come Back</li>
</ul>
<br />
Poco <br />
<ul>
<li>Crazy Love</li>
<li>Heart of the Night</li>
</ul>
<br />
Pure Prairie League <br />
<ul>
<li>Amie</li>
<li>Let Me Love You Tonight</li>
</ul>
<br />
Gerry Rafferty<br />
<ul>
<li>Baker Street</li>
<li>Home and Dry</li>
<li>Night Owl</li>
<li>Right Down the Line</li>
</ul>
<br />
Chris Rea<br />
<ul>
<li>Ace of Hearts</li>
<li>Auberge</li>
<li>Fool (If You Think It's Over)</li>
<li>The Road to Hell</li>
<li>Winning</li>
<li>Wired to the Moon</li>
</ul>
<br />
Helen Reddy<br />
<ul>
<li>Ain't No Way to Treat a Lady</li>
<li>I Am Woman</li>
<li>I Can't Hear You No More</li>
</ul>
<br />
REO Speedwagon<br />
<ul>
<li>Can't Fight This Feeling</li>
<li>Keep On Loving You</li>
<li>Take It on the Run</li>
<li>Time for Me to Fly</li>
</ul>
<br />
Lionel Richie<br />
<ul>
<li>All Night Long (All Night)</li>
<li>Endless Love (with Diana Ross)</li>
<li>Hello</li>
<li>Say You, Say Me</li>
<li>You Are</li>
</ul>
<br />
Linda Ronstadt<br />
<ul>
<li>Don't Know Much (with Aaron Neville)</li>
<li>Hurt So Bad</li>
<li>Ooh Baby Baby</li>
<li>When Will I Be Loved</li>
<li>You're No Good</li>
</ul>
<br />
Todd Rundgren<br />
<ul>
<li>Can We Still Be Friends</li>
<li>A Dream Goes On Forever</li>
<li>Hello It's Me</li>
<li>I Saw the Light</li>
<li>Take It All</li>
</ul>
<br />
Sad Café<br />
<ul>
<li>Every Day Hurts</li>
</ul>
<br />
Leo Sayer<br />
<ul>
<li>I Can't Stop Loving You (Though I Try)</li>
<li>More Than I Can Say</li>
<li>Oh Girl</li>
<li>Orchard Road</li>
<li>Raining in My Heart</li>
<li>When I Need You</li>
</ul>
<br />
Boz Scaggs<br />
<ul>
<li>Lido Shuffle</li>
<li>Look What You've Done to Me</li>
<li>Lowdown</li>
<li>We're All Alone</li>
</ul>
<br />
Joey Scarbury <br />
<ul>
<li>Believe It or Not</li>
</ul>
<br />
Seals and Crofts<br />
<ul>
<li>Diamond Girl</li>
<li>Get Closer</li>
<li>Summer Breeze</li>
</ul>
<br />
Bob Seger<br />
<ul>
<li>Against the Wind</li>
<li>Night Moves</li>
<li>Still the Same</li>
</ul>
<br />
Simon & Garfunkel<br />
<ul>
<li>Bridge over Troubled Water</li>
</ul>
<br />
Carly Simon<br />
<ul>
<li>Anticipation</li>
<li>Mockingbird (with James Taylor)</li>
<li>That's the Way I've Always Heard It Should Be</li>
<li>We Have No Secrets</li>
<li>You Belong to Me</li>
<li>You're So Vain</li>
</ul>
<br />
Paul Simon<br />
<ul>
<li>Slip Slidin' Away</li>
</ul>
<br />
Skylark <br />
<ul>
<li>Wildflower</li>
</ul>
<br />
Rex Smith <br />
<ul>
<li>You Take My Breath Away</li>
</ul>
<br />
Smokie<br />
<ul>
<li>Don't Play Your Rock 'n' Roll to Me</li>
<li>If You Think You Know How to Love Me</li>
<li>Living Next Door to Alice</li>
</ul>
<br />
Sneaker <br />
<ul>
<li>More Than Just the Two of Us</li>
</ul>
<br />
J. D. Souther<br />
<ul>
<li>You're Only Lonely</li>
</ul>
<br />
Starbuck <br />
<ul>
<li>Moonlight Feels Right</li>
</ul>
<br />
Starland Vocal Band<br />
<ul>
<li>Afternoon Delight</li>
</ul>
<br />
Starship <br />
<ul>
<li>Sara</li>
</ul>
<br />
Stealers Wheel<br />
<ul>
<li>Stuck in the Middle with You</li>
</ul>
<br />
Steely Dan<br />
<ul>
<li>Do It Again</li>
<li>Hey Nineteen</li>
<li>Peg</li>
<li>Rikki Don't Lose That Number</li>
</ul>
<br />
Cat Stevens<br />
<ul>
<li>Father and Son</li>
<li>Mona Bone Jakon</li>
<li>Moonshadow</li>
<li>Peace Train</li>
<li>Wild World</li>
</ul>
<br />
Al Stewart<br />
<ul>
<li>Time Passages</li>
<li>Year of the Cat</li>
</ul>
<br />
John Stewart<br />
<ul>
<li>Lost Her in the Sun</li>
<li>Midnight Wind</li>
</ul>
<br />
Rod Stewart<br />
<ul>
<li>Downtown Train</li>
<li>Have I Told You Lately</li>
<li>I Don't Want to Talk About It</li>
<li>I Was Only Joking</li>
<li>Maggie May</li>
<li>Mandolin Wind</li>
<li>Pretty Flamingo</li>
<li>Reason to Believe</li>
<li>Sailing</li>
<li>Tonight's the Night (Gonna Be Alright)</li>
</ul>
<br />
Sting<br />
<ul>
<li>Desert Rose</li>
<li>They Dance Alone</li>
</ul>
<br />
Curtis Stigers<br />
<ul>
<li>I Wonder Why</li>
<li>You're All That Matters to Me</li>
</ul>
<br />
Styx<br />
<ul>
<li>Babe</li>
<li>The Best of Times</li>
<li>Boat on the River</li>
<li>Don't Let It End</li>
<li>Fooling Yourself</li>
<li>Show Me the Way</li>
</ul>
<br />
James Taylor<br />
<ul>
<li>Carolina in My Mind</li>
<li>Country Road</li>
<li>Fire and Rain</li>
<li>Handy Man</li>
<li>How Sweet It Is (To Be Loved by You)</li>
<li>Shower the People</li>
<li>Sweet Baby James</li>
<li>You've Got a Friend</li>
<li>Your Smiling Face</li>
</ul>
<br />
B. J. Thomas<br />
<ul>
<li>(Hey Won't You Play) Another Somebody Done Somebody Wrong Song</li>
<li>Everybody's Out of Town</li>
<li>I Just Can't Help Believing</li>
<li>No Love at All</li>
<li>Raindrops Keep Fallin' on My Head</li>
<li>Rock and Roll Lullaby</li>
</ul>
<br />
Three Dog Night<br />
<br />
Toby Beau<br />
<ul>
<li>My Angel Baby</li>
</ul>
<br />
Toto<br />
<ul>
<li>99</li>
<li>Africa</li>
<li>Georgy Porgy</li>
<li>I'll Be over You</li>
<li>I Won't Hold You Back</li>
<li>Rosanna</li>
</ul>
<br />
Bonnie Tyler<br />
<ul>
<li>Believe in Me</li>
<li>Bitterblue</li>
<li>Fools Lullaby</li>
<li>It's a Heartache</li>
<li>Love Is the Knife</li>
<li>This Is Gonna Hurt</li>
<li>Total Eclipse of the Heart</li>
</ul>
<br />
Gino Vannelli<br />
<ul>
<li>Hurts to Be in Love</li>
<li>I Just Wanna Stop</li>
<li>Living Inside Myself</li>
</ul>
<br />
Randy VanWarmer<br />
<ul>
<li>Just When I Needed You Most</li>
</ul>
<br />
John Waite <br />
<ul>
<li>Missing You</li>
</ul>
<br />
Bob Welch <br />
<ul>
<li>Sentimental Lady</li>
</ul>
<br />
Snowy White <br />
<ul>
<li>Bird of Paradise</li>
</ul>
<br />
The Williams Brothers <br />
<ul>
<li>Can't Cry Hard Enough</li>
</ul>
<br />
Paul Williams <br />
<ul>
<li>An Old Fashioned Love Song</li>
<li>I Won't Last a Day Without You</li>
</ul>
<br />
Wings<br />
<ul>
<li>Band on the Run</li>
<li>Bluebird</li>
<li>Cook of the House</li>
<li>Country Dreamer</li>
<li>I'm Carrying</li>
<li>Let 'Em In</li>
<li>Listen to What the Man Said</li>
<li>Live and Let Die</li>
<li>London Town</li>
<li>Maybe I'm Amazed</li>
<li>Mrs Vandebilt</li>
<li>Must Do Something About It</li>
<li>Silly Love Songs</li>
<li>With a Little Luck</li>
</ul>
<br />
Steve Winwood <br />
<ul>
<li>Higher Love</li>
<li>Valerie</li>
<li>While You See a Chance</li>
</ul>
<br />
Gary Wright <br />
<ul>
<li>Dream Weaver</li>
</ul>
<br />
Neil Young<br />
<ul>
<li>A Man Needs a Maid</li>
<li>Heart of Gold</li>
</ul>
Source : <a href="https://en.wikipedia.org/wiki/List_of_soft_rock_artists_and_songs">wikipedia</a> <br />
<ul>
</ul>
Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-47041925498532716702015-10-29T06:36:00.001-07:002015-10-29T06:39:08.056-07:00List of Keyword Suggestion : Nanda<b>List of Keyword Suggestion About Nanda</b><br />
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</ul>
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<li>nanda 9th edition appendix a</li>
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</ul>
<br />
Source : <a href="http://ubersuggest.org/" target="_blank">http://ubersuggest.org/</a>Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.comtag:blogger.com,1999:blog-6671326160230157186.post-38267064548352058912015-10-29T05:47:00.000-07:002015-10-29T05:47:00.994-07:00List of Highest Paying Nursing Specialties<b>Top 10 Highest Paying Nursing Specialties</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCKeZb-CMjQsAs9mCkNmZyp4pESqI6vNt464-2oBQVBwrBfEf92VJEuV3ZlREC3LF9sl575NARtY9f73SaOSwvL1LMDvagvaH8GiIGZZKFzR7AhLZup8K_EXWYtC6DZiCyhBv6ktkjHEM/s1600/Nursing+Specialties.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCKeZb-CMjQsAs9mCkNmZyp4pESqI6vNt464-2oBQVBwrBfEf92VJEuV3ZlREC3LF9sl575NARtY9f73SaOSwvL1LMDvagvaH8GiIGZZKFzR7AhLZup8K_EXWYtC6DZiCyhBv6ktkjHEM/s320/Nursing+Specialties.jpg" width="320" /></a></div>
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After nurses finish nursing school, choosing the right nursing specialty becomes their chief focus. With so many specialties to choose from, many prospective nurses find it difficult to just pick one, but with nearly every specialty requiring candidates to pass a series of exams and fulfill a period of on-the-job training, time is of the essence!<br />
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Pay should not be your only considering when deciding on a specialty, but the list below of the highest paying nursing specialties provides a good primer on which types of nurses have the greatest earning potential.<br />
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1) Certified Registered Nurse Anesthetist – $135,000<br />
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2) Nurse Researcher – $95,000<br />
<br />
3) Psychiatric Nurse Practitioner – $95,000<br />
<br />
4) Certified Nurse Midwife – $84,000<br />
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5) Pediatric Endocrinology Nurse – $81,000<br />
<br />
6) Orthopedic Nurse – $81,000<br />
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7) Nurse Practitioner – $78,000<br />
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8) Clinical Nurse Specialist – $76,000<br />
<br />
9) Gerontological Nurse Practitioner – $75,000<br />
<br />
10) Neonatal Nurse – $74,000<br />
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Source : <i>http://nursinglink.monster.com/education/articles/2626-top-10-highest-paying-nursing-specialties</i>Puji Whttp://www.blogger.com/profile/09558110150052740501noreply@blogger.com