Acronyms Flashcards
PIE
problem define particular problem POMR
Intervention
Evaluation
SOLER
Sit squarely. interview techniques Open positive Lean toward other Eye contact Relax
COLDSPA
character illness assessment onset Location Duration Severity Pattern Associated factors
SOAP
Subjective. format narrative documentation
Objective
Assessment
Plan
Focus charting
DAR
Data. format narrative documentation
Action
Response
cbe
Charting normal assessment/ routine care unless otherwise WDL/WNL
By
Exception
PES
P problem (nanda label) writing diagnosis
Etiology (R/T)
Symptoms (AEB)
SBAR
Situation. tool comm among HC providers
Background
Assessment
Recommendation
SURETY
Sit at angle facing pt Uncross legs & arms Relax Eeye conact T ouch (therapeutic "& acceptance tp pt) Y our intuition (know w/out reasoning)
AIDET
Acknowledge. staff comm with pt& families Introduce Duration Explanation Thank u
SACCIA
Suffiecieny help nurses comm effectively Accuracy Clarity Contextualization Interpersonal Adaptation
AAPIE
Assessment Analysis Planning Implementation Evaluation
SMART
SMART expected outcome Measurable Attainable Realistic Timed
PICOT
Population/pt Intervention based on scientific research
Intervention. help choose which int better
Comparison
Outcome
Time
ABCT
Appearance. mental status assess check emotional
Behavior. n cognitive function
Cognition
Thought process
GCs
Glasgow
Coma
scale
PQRST
Provoke. present illness or health conc guidance assess Quality Radiate Severity Time
CAGE
Cut down uncontrolled drinking 2 or more= abuse
Annoyed
Guilty
Eye opener
FICA
Faith does religious play imp role in life
Influence. how does religion influence way think art ur health
Community r u part religion congregation
Address. u want address any religious concern w u
RACE
Rescue n remove pt
Activate alarm
Confine fire
Extinguish fire
PASS
Pull. use fire extinguisher
Aim
Squeeze
Sweep
TUG
Timed get. assess mobility (balance, sit, stand walk)
Up
Go
SPLATT
Symptoms at time fall assess previous fall Previous fall Location fall Activiy fall Time fall Trauma after fall
HEEADSSS
HOME. psychosocial interview for adolescents Education/emplyment Eatng Activities Drugs Sexuality Suicide/depression Safety
ABCDE
A: Ask about pain regularly. Assess pain systematically.
B: Believe patient and family in their report of pain and what relieves it.
C: Choose pain control options appropriate for the patient, family, and setting.
D: Deliver interventions in a timely, logical, and coordinated fashion.
E: Empower patients and their families. Enable them to control their course to the greatest extent possible.
PEARL
Pupils Equal, Round, React to Light, and Accommodation.
SPICES framework
S: Sleep disorders P: Problems with eating or feeding I: Incontinence C: Confusion E: Evidence of falls S: Skin breakdown -Tool for Overall Assessment of Older Adults
F.A.S.T. plan
• F = Face drooping • A = Arm weakness • S = Speech difficulty • T = Time to call 9-1-1 - remember the sudden signs of stroke
PLISSIT (patient with dyspareunia)
P:ermission to discuss sexuality issues
L:imited Information related to sexual health problems being experienced
S:pecific Suggestions—only when the nurse is clear about the problem
I:ntensive Therapy—referral to professional with advanced training if necessary
ABCDEF
- A:symmetry (not regularly round or oval, two halves of lesion do not look the same)
- B:order irregularity (notching, scalloping, ragged edges, poorly defined margins)
- C:olor variation (areas of brown, tan, black, blue, red, white, or combination)
- D:iameter greater than 6 mm (i.e., the size of a pencil eraser), although early melanomas may be diagnosed at a smaller size.
- E:levation or Evolution
- F:unny looking (refers to the “ugly duckling” sign, in which the suspicious lesion stands out as looking different compared with its neighboring nevi
acronym NAVEL
(Nerve, Artery, Vein, Empty space, Lymphatics)- palpate for hernia
Self-Care—Testicular Self-Examination (TSE)
- T = timing, once a month. (check testicular cancer)
- S = shower, warm water relaxes scrotal sac
- E = examine, check for changes, report changes immediately
CUS Tool,
I am C oncerned, (health care communic when pt condition changes)
I am U ncomfortable
this is a S afety issue
CUS
C:concerned. (To communicating tool for nurses used to convey to physicians important changes in the health status of patients)
U: uncomfortable
S:safety
(6) ACCESS :
cultural factors that influence pt education outcomes
- Assessment of a patient’s lifestyle, health beliefs, cultural traditions, and health practices.
- Communication with an awareness of the many variations in verbal and nonverbal responses.
- Cultural negotiation and compromise that encourages awareness of characteristics of a patient’s culture and one’s own biases.
- Establishment of respect for a patient’s cultural beliefs and values; creating a caring rapport.
- Sensitivity to how patients from diverse backgrounds perceive their care needs and the patterns of communication they use.
- Safety that enables patients to feel culturally secure and avoids disempowerment of their cultural identity.
LEARN
(Acquiring the willingness to practice cultural desire)
• L:isten to the patient’s perception of the problem. Be nonjudgmental and use encouraging comments, such as “Tell me more” or “I understand what you are saying.”
• E:xplain your perception of the problem.
• A:cknowledge not only the differences between the two perceptions of the problem but also the similarities. Recognize the differences but build on the similarities.
• R:ecommendations must involve the patient.
• N:egotiate a treatment plan, considering that it is beneficial to incorporate selected aspects of the patient’s culture into the plan.
RESPECT:
Rapport, Empathy, Support, Partnership, Explanations, Cultural Competence, Trust
ETHNIC
Explanation, Treatment, Healers, Negotiate, Intervention, Collaboration
C-LARA
Calm, Listen, Affirm, Respond, Add
