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Assessment > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

The collection of data about an individual’s health state

We need to be fast, efficient, effective, and thorough

A

Assessment

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2
Q

A complete health history and full physical examination
The patients records, lab studies, objective and subjective data
Start from scratch, you get all of the health history info: vaccinations, medications, surgeries, assessment
Kind of what they do when they admit a new patient to the hospital
Can make a judgment or diagnosis from this…

A

Complete database

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3
Q

Simultaneously problem solving while self improving one’s own thinking ability

  • novice thinking
  • competent thinking
  • proficient thinking
  • expert thinking
A

Critical thinking

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4
Q

The process of analyzing health data and drawing conclusions to identify diagnoses.
A method of collecting and analyzing clinical information with the following components:
-clustering data & attending to initially available cues
(62yr, male, pale, diaphoretic, anxious)
-formulating diagnostic hypotheses
(hypoglycemic?)
-gathering data relative to the tentative hypotheses
(also irritable, shaky, and hungry)
-evaluating each hypothesis with the new data collected
(yes those support hypoglycemia)
-arriving at a final diagnosis
(risk for hypoglycemia)

A

Diagnostic reasoning

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5
Q

Rapid collection of the database, often compiled concurrently with lifesaving measures
There’s an emergency so you’re only going to focus on that specific emergency situation

A

Emergency database

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6
Q

The total of all the conditions and elements that make up the surroundings and influence and development of a person

A

Environment

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7
Q

A systematic approach emphasizing the best research evidence, the clinician’s experience, patient preferences and values, physical examination, and assessment

A

Evidence based practice

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8
Q

One used for a limited or short term problem, concerns mainly one problem, one cue complex, or one body system
Looks at just their specific problem rather than looking at all their other data
Sinus problems for example, you’re only really going to do an assessment on sinuses and not other areas

A

Focused / Problem centered database

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9
Q

Used in all settings to monitor progress on short term or chronic health problems
Seeing a patient for a 2nd time and reevaluating what you did for them last time
May need to change antibiotics

A

Follow up database

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10
Q

The view that the mind, body, and spirit are interdependent and function as a whole within the environment
Looking at your patient and not only taking care of physical needs but also spiritual needs and emotional needs
Ex.) Chaplin, bibles, giving them someone to talk to, or things to do

A

Holistic health

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11
Q

Used to evaluate the cause and etiology of disease, focus is on the function or malfunction of a specific organ system

A

Medical diagnosis

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12
Q

Used to evaluate the response of the whole person to actual or potential health problems

A

Nursing diagnosis

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13
Q

What are the 6 components of the nursing process

A
  • assessment
  • –physical as well as looking at labs, xrays, etc.
  • diagnosis
  • outcome identification/expected outcomes
  • planning
  • –establish priorities, set timelines
  • implementation
  • evaluation
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14
Q

What the health professional observes by inspecting, palpating, percussing, and auscultating during the physical examination
O- objective, O- observed

A

Objective data

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15
Q

Any action directed toward promoting health and preventing the occurrence of disease

A

Prevention

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16
Q

What the person says about himself or herself during history taking
S- subjective S- says

A

Subjective data

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17
Q

A dynamic process and view of health, a move toward optimal functioning

A

Wellness

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18
Q

A 6 phase, interactive process, that applies a problem solving approach

A

Nursing process

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19
Q

What 3 components make up decisions about care

A 
Clinician's experience 
\+
Evidence based techniques
\+
Patient's preference and values
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20
Q

What are first level, second level, and third level priority problems?

A

First level: Their life is in danger
Second level: Risk for things, urgent
Third level: Can be addressed after more serious issues

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21
Q

A set of congruent behaviors, attitudes, and policies that come together in a system among professionals that enables work in cross cultural situations

  • who is the patient?
  • how can we help him/her?
  • what do they understand about our health care system?
  • what is her/her heritage, cultural background, health and illness beliefs and practices?
A

Cultural and linguistic competence

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22
Q

A professional health care that is culturally sensitive, appropriate, and competent

A

Cultural care nursing

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23
Q

The nonphysical attributes of a person - the thoughts, communications, actions, beliefs, values, and institutions of racial, ethnic, religious, or social groups

A

Culture

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24
Q

A condition that is culturally defined

A

Culture bound syndrome

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25
Q

A social group within the social system that claims to possess variable traits such as a common geographic origin, migratory status, and religion

A

Ethnicity

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26
Q

Tendency to view your own way of life as the most desirable, acceptable, or best and to act superior to another culture’s lifestyles

A

Ethnocentrism

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27
Q

The balance/imbalance of the person, both within one’s being (physical, mental, spiritual,) and in the outside world (natural, communal, metaphysical)

A

Health/illness

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28
Q

The degree to which a person’s lifestyle reflects his or her traditional heritage, whether it is American Indian, European, Asian, African, or Hispanic

A

Heritage consistency

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29
Q

The belief in a divine or superhuman power or powers to be obeyed and worshiped as the creator and ruler of the universe, and a system of beliefs, practices, and ethical values

A

Religion

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30
Q

The process of being raised within a culture and acquiring the characteristics of that group

A

Socialization

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31
Q

A federal law that mandates that when people with limited English proficiency (LEP) seek health care in health care settings such as hospitals, nursing homes, clinics, daycare centers, and mental health centers, services cannot be denied to them

A

Title VI of the Civil Rights Act of 1964

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32
Q

A desirable or undesirable state of affairs and a universal feature of all cultures

A

Values

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33
Q

Individuals whose parents were born in a different country but they themselves were born in the U.S.

A

Naturalized people

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34
Q

Immigrants who are in the U.S. for work or education and will return home when they are finished

A

Work or education immigration

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35
Q

Immigrants who come from a place of war

A

Refugees

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36
Q

Immigrants who do not have documented paper work

A

Illegal

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37
Q

The National Standards for Culturally and Linguistically Appropriate Services in Health Care states what..

A

“Health care organizations should ensure that patients receive from all staff members effective, understandable and respectful care that is provided in a manner compatible with their cultural health beliefs and practices and preferred language”

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38
Q

The unusual and disproportionate frequency of a given health problem (diabetes, hypertension, certain cancers) within a population when compared with other populations
–maybe certain demographics do not have access to healthy foods so they will have high blood pressure

A

Health disparities

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39
Q

The cultural care style implying that caregivers possess some basic knowledge of and constructive attitudes toward the diverse cultural populations found in the setting int which they are practicing

A

Culturally sensitive

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40
Q

The cultural care style implying that the caregivers apply the underlying background knowledge that must be possessed to provide a given person with the best possible health care

A

Culturally appropriate

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41
Q

The cultural care style implying that the caregivers understand and attend to the total context of the individuals situation, including awareness of immigration status, stress factors, other social factors, and cultural similarities and differences

A

Culturally competent

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42
Q

To be culturally competent you should have a knowledge of..

A
  • your own personal heritage
  • the heritage of the nursing profession
  • the heritage of the health care system
  • the heritage of the patient
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43
Q

Heritage consistency is made up of traditional and modern hertage.. what are these 2 types

A

Traditional- when you live within the norms of your culture

Modern- when you become acculturated to the norms of the dominant or main society in which you live

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44
Q

What are the 4 basic characteristics of culture

A

Culture is..

  • learned
  • shared
  • adapted
  • dynamic and ever changing
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45
Q

What are some health practices or health related behaviors that may be promoted based on a patient’s religion

A 
Meditating
Exercising/physical fitness
Sleep habits
Vaccinations
Willingness to undergo physical examination
Truthfulness about how patient feels
Caring for children
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46
Q

Adapting to and acquiring another culture

A

Acculturation

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47
Q

Developing a new cultural identity and becoming like the members of the dominant culture

A

Assimilation

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48
Q

Dual pattern of identification or identifying/expressing 2 different identifications and often of divided loyalty

A

Biculturation

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49
Q

The theory in which life events have a cause and effect, the human body is mechanical, things can be made smaller and observed

A

Biomedical

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50
Q

The theory that human life is opposing categories, an aspect of nature, forces of nature, and must be kept in balance

  • Yin and Yang
  • Yin is cold and so it is foods eaten with a hot illness
  • Yang is hot and so it is foods eaten with a cold illness
A

Naturalistic

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51
Q

The theory that the world is seen as an arena where super natural forces dominate

A

Magicoreligious

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52
Q

What does RESPECT stand for in cultural competence

A

R- realize you must know heritage of your self and patient
E- examine patient within cultural context
S- select simple questions and speak slowly
P- pace questioning throughout exam
E- encourage patient to discuss meaning of health and illness with you
C- check patient’s understanding and acceptance of recommendations
T- touch patient within boundaries of their heritage

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53
Q

Using a patient’s family member, friend, or child as an interpreter for a limited English proficiency (LEP) patient

A

Ad hoc interpreter

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54
Q

Imagining that inanimate objects (blood pressure cuff) come alive and have human characteristics

A

Animism

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55
Q

The use of euphemisms to avoid reality or to hide feeling

A

Avoidance language

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56
Q

The examiner’s response used when the patient’s word choice is ambiguous or confusing

A

Clarification

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57
Q

Questions that ask for specific information- elicit a short, one or two word answer such as “yes or no” or a forced choice

A

Closed questions

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58
Q

The response in which an examiner gives honest feedback about what he or she has seen or felt after observing a certain patient action, feeling, or statement

A

Confrontation

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59
Q

The use of impersonal speech to put space between the self and a threat

A

Distancing

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60
Q

Infantilizing and demeaning language used by a health professional when speaking to an older adult

A

Elderspeak

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61
Q

Direct computer entry of the patient health record while in the patient’s presence

A

Electronic health recording

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62
Q

Viewing the world from the other person’s inner frame of reference while remaining yourself, recognizing and accepting the other person’s feelings without criticism

A

Empathy

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63
Q

The tendency to view your own way of life as the most desirable, acceptable, or best and to act in a superior manner to another culture’s way of life

A

Ethnocentrism

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64
Q

The examiner’s statements that inform the patient, the examiner shares factual and objective information

A

Explanation

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65
Q

The examiner’s response that encourages the patient to say more, to continue with the story

A

Facilitation

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66
Q

A private room or space with only the examiner and the patient

A

Geographic privacy

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67
Q

The examiner’s statement that is not based on direct observation, but is based on the examiner’s inference or conclusion, it links events, makes associations, or implies cause

A

Interpretation

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68
Q

A meeting between the examiner and patient with the goal of gathering a complete health history

A

Interview

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69
Q

Using medical vocabulary with the patient in an exclusionary and paternalistic way

A

Jargon

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70
Q

A question that implies that one answer would be better than the other

A

Leading questions

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71
Q

A message conveyed through body language- postures, gestures, facial expression, eye contact, touch, and even where one places the chairs

A

Nonverbal communication

72
Q

Asks for longer narrative information, unbiased, leaves the person free to answer in any way they choose

A

Open ended questions

73
Q

The examiner’s response that echoes the patient’s words, repeats part of what the patient has just said

A

Reflection

74
Q

Final review of what the examiner said, condenses facts and presents a survey of how the examiner perceives the health problem or need

A

Summary

75
Q

Speech used by age 3 or 4 in which three or four word sentences contain only the essential words

A

Telegraphic speech

76
Q

Messages sent through spoken words, vocalizations, tone of voice

A

Verbal communication

77
Q

What 4 things are a result of a successful interview

A
  • Accurate data
  • Health history
  • Rapport/trust
  • Education
78
Q

What should you share with the patient during an interview

A 
Where
When
Introduction 
Explanation
Duration
Expectation
Confidentiality
Cost
79
Q

What are the 4 situational responses

A

Confrontation
Interpretation
Explanation
Summary

80
Q

What are the 10 interviewing traps

A
  1. false assurance - you’ll be fine
  2. unwanted advice - if I were you..
  3. using authority - nurse knows best
  4. avoidance language - saying passed instead of dead
  5. distancing - saying “my friend” about themselves
  6. professional jargon - myocardial infarction
  7. leading/biased questions - you don’t smoke do you..
  8. talking too much
  9. interrupting
  10. using why questions - makes them feel small
81
Q

7 Nonverbal behaviors

A 
Physical appearance
Posture
Gestures
Facial expression
Eye contact
Tone of voice
Touching
82
Q

What could you do when interviewing a hearing impaired patient?

A

Use a dry erase board to communicate
Keep eye contact so they are able to read your lips easier as well as talking slowly
Could use an interpreter or signing if you know how

83
Q

What should you do when interviewing someone who is acutely ill?

A

Take care of things such as vomit before proceeding with the interview

84
Q

What should you do when someone comes to an interview drunk or under the influence?

A

Wait until they have sobered up to interview them

85
Q

What should you do when a client starts to ask you personal questions?

A

Try to redirect their attention and questions else where

86
Q

What should you do when a client becomes sexually aggressive?

A

Could say, “this is not appropriate, I am your nurse”

As well as getting a male employee in the room with you

87
Q

What should you do if a client becomes angry and is threatening or violent?

A

Call lights, use vocera, get out of the situation and call security

88
Q

What is the purpose of the health history?

A

To collect data on just what the patient is telling you

89
Q

What are the 8 parts of a health history?

A 
Biographical data
Source of history
Reasons for seeking care
Present health or history of present illness
Past health
Family history
Review of systems
Functional assessment including ADLs
90
Q

What are you gathering during the biographical data portion of the health history?

A 
Time and date
Patient's name
Address
Phone #
Age
Birth date
Birthplace
Sex - body parts
Marital status
Race
Ethnic origin
Culture/religion and practices
Occupation
91
Q

What are you gathering during the source of the history portion of the health history?

A

Who is the source of information and are they reliable

-alert, giving correct info, consistent

92
Q

What are you gathering during the reasons for seeking care portion of the health history?

A

A brief statement from the patient on why they came in today
Symptoms - what the patient feels
Signs- what you witness/observe

93
Q

What are the critical characteristics used to explore the patient during the present health & history of illness portion of the health history?

A
  • Location of “pain”
  • Character/quality: dull, sharp, burning
  • Quantity/severity: pain scale
  • Timing: when did the pain begin
  • Setting: what were you doing
  • Aggravating or relieving factors: makes it worse or better
  • Associated factors: what else happens if you feel pain
  • Patient’s perception: what do they think is causing it
94
Q

What can help you with the critical characteristics of the present health & health history portion?

A

PQRSTU

  • provocative
  • quality & quanity
  • region
  • severity/scale
  • timing/onset
  • understanding patient’s problem
95
Q

What are you gathering during the past health portion of the health history?

A 
Childhood illness, accidents, injuries
Hospitalizations
Operations
Immunizations
Last exam date
Allergies
Medications
96
Q

What are you gathering during the family history portion of the health history?

A

The age, health, and cause of death of relatives

Family history of diseases

97
Q

What should you NOT do when reviewing systems?

A

Do not use normal, negative, or good

98
Q

What all are you looking at when doing a review of systems?

A 
General overall state of health
Skin
Hair
Head
Eyes
Ears
Nose/sinuses
Mouth/throat
Neck 
Breast
Axilla
Respiratory system
Cardiovascular
Peripheral vascular
Gastrointestinal 
Urinary system
Genitals
Sexual health
Musculoskeletal
Neurologic
Hematologic
Endocrine
99
Q

What all are you looking at when doing a functional assessment?

A 
Self esteem and self concept
Activity and exercise
Sleep and rest
Nutrition and elimination
Interpersonal relationships and resources
Spiritual resources
Coping and stress management 
Personal habits
Environment (home and work) hazards
Intimate partner violence
Occupational health
Health promotion
100
Q

Pondering a deeper meaning beyond the concrete and literal

A

Abstract reasoning

101
Q

Concentration, ability to focus on one specific thing

A

Attention

102
Q

Being aware of one’s own existence, feelings, and thoughts and being aware of the environment

A

Consciousness

103
Q

An acute confusional change or loss of consciousness and perceptual disturbance, may accompany acute illness, and usually resolves when the underlying cause is treated

A

Delirium

104
Q

A gradual progressive process, causing decreased cognitive function even though the person is fully conscious and awake, and it is not reversible

A

Dementia

105
Q

Using the voice to communicate one’s thoughts and feelings

A

Language

106
Q

Ability to lay down and store experiences and perceptions for later recall

A

Memory

107
Q

Prolonged display of a person’s feelings

A

Mood

108
Q

Awareness of the objective world in relation to the self

A

Orientation

109
Q

Awareness of objects through any of the five senses

-Is the patient feeling paranoid as if people are out to get them

A

Perceptions

110
Q

What the person thinks - specific ideas, beliefs, the use of words
-it is consistent and logical

A

Thought content

111
Q

The way a person thinks, the logical train of thought

-Does the patient make sense, can I follow what they are saying

A

Thought process

112
Q

Define mental status

A

A mixture and good balance of emotional (feelings) and cognitive functioning (knowing)

113
Q

It is apparent when a person’s response is much greater than the expected reaction to a traumatic event in life.
A significant behavioral or psychological pattern that is associated with distress or disability.
It also puts the patient at risk for pain, disability, or death

A

Mental disorder

114
Q

What is an organic disorder?

A

Organic disorders have some known, specific cause of the disease
-dementia, alcohol, hallucinations caused by drugs

115
Q

What is a psychiatric mental illness?

A

This is where there is no known cause for the illness.

  • No drugs, no tumors, no lesions of the brain
  • Schizophrenia, anxiety
116
Q

The mental status exam allows you to see..

A

the emotional and cognitive functioning of the patient

117
Q

What are the 4 main headings of a mental status exam

A

ABCT

  • Appearance
  • Behavior
  • Cognition
  • Thought processess
118
Q

It is necessary to perform a full mental status examination when…

A
  • When you discover any abnormalities in affect or behavior
  • Patients whose screenings suggest an anxiety disorder or depression
  • When the family is concerned about a person’s behavioral changes
  • When brain lesions are apparent from things such as trauma, tumor, brain attack, or strokes
  • When aphasia is apparent (the impairment of language- it is second to brain damage)
  • When symptoms of psychiatric mental illness are apparent
119
Q

What 4 factors affect the mental health exam

A
  • Any known illness or health problems in general
  • Current meds whose side effect could be depression
  • The unusual education/behavioral level
  • Responses to a persons history indicating stress levels, sleep, or drugs
120
Q

Going in and out of consciousness

A

Lethargic - should wait until the patient is conscious

121
Q

The first heading of the mental status exam, appearance, assess what?

A

Posture
Body movements
Dress
Appropriate

122
Q

The second heading of the mental status exam, behavior, assess what?

A

Levels of consciousness
Facial expression
Speech
Mood & affect

123
Q

Showing no emotion from serious news

A

Flat affect

124
Q

Having emotions that are easily aroused or expressed

A

Labile effect

125
Q

The third heading of the mental status exam, cognition assess what?

A 
Orientation
Attention span
Recent memory
Remote memory
4 unrelated words test
126
Q

The loss of ability to speak, understand, and write language

A

Aphasia

127
Q

When you pick up an item and have the patient identify it

A

Word comprehension

128
Q

When you provide your patient with a sample text for them to read

A

Reading

129
Q

When you have you patient form a sentence and write it out

A

Writing

130
Q

The fourth heading of the mental status exam, thought processes and perceptions, assess what?

A

Thought process
Thought content
Perceptions

131
Q

GAD 7

A

Generalized Anxiety Disorder

-screening for depression

132
Q

Describe a mini-mental status exam

A

It is a 5-10 minute exam that screens to detect dementia, delirium, and psychiatric mental illnesses
It tests only cognitive functioning while the full mental status exam looks at the ABCTs

133
Q

How does an aging adult’s cognitive functions decline

A 
They are losing: 
their independence
their home
some of their abilities 
-hearing, reading, writing, memory
---decline in the 4 words test
-----those with dementia/alzheimers wont be able to do it
134
Q

What are the 5 levels of consciousness

A 
Alert
Lethargic (somnolent)
Obtunded
Stupor (semi-coma)
Coma
135
Q

Level of consciousness when you talk to them and they respond appropriately

A

Alert

136
Q

Level of consciousness when they are not fully alert, they drift off, but they will wake up or be aroused when you say their name

A

Lethargic (somnolent)

137
Q

Level of consciousness when they sleep most of the time, you will have to talk a little louder and shake a little harder, will act confused when they are aroused, speech may be mumbled or incoherent

A

Obtunded

138
Q

Level of consciousness when they are spontaneously unconscious, they respond only to talking very loudly or vigorously shaking them or pain, they will have appropriate motor responses, can really only groan and mumble

A

Stupor (semi-coma)

139
Q

Level of consciousness when they are completely unconscious, if it is deep there will be no response to pain or any external stimuli, if it is light they can have some reflex activity but not on purpose

A

Coma

140
Q

How loud or soft a sound is (intensity)

A

Amplitude

141
Q

The length of time a note lingers

A

Duration

142
Q

An infection acquired in the hospital/during hospitalization

A

Nosocomial infection

143
Q

An instrument that illuminates the ear canal, enabling the examiner to look at the ear canal and tympanic membrane

A

Otoscope

144
Q

An instrument that illuminates the internal eye structures, enabling the examiner to look through the pupil at the fundus (background) of the eye

A

Ophthalmoscope

145
Q

The number of vibrations (or cycles) per second of a note

Can also be called frequency

A

Pitch

146
Q

A subjective difference in a sound due to the sound’s distinctive overtones

A

Quality

147
Q

In what order should you use the 4 assessment techniques

A
  1. Inspection
  2. Palpation
  3. Percussion
  4. Auscultation
148
Q

What is inspection? When, why, and how should you do it..

A

When you look at the patient, visual, concentrated watching
When: Should always do first, from the moment of first contact
Why: Just looking at the patient can give you a large amount of data
How: Start with the body as a whole (general survey) and then move into individual body system assessments

149
Q

What is palpation? When, why, and how should you do it..

A

When you apply touch to the patient to assess their texture, temperature, moisture, organ locations as well as size, swelling vibrations, pulsations, rigidity, spasticity, crepitation, lumps and masses, tenderness, or pain
When: Should be second, after inspection
Why: It will confirm notes that were taken during inspection
How: Be slow and systematic, be calm and gentle, rub your hands together to make sure your hands are warm, palpate the tender areas last
Fingertips- used for texture and swelling
Fingers & thumbs- used for masses and lumps
Dorsa of hands & fingers- used for skin temperature
Base of fingers- used for vibration

150
Q

What is percussion? When, why, and how should you do it..

A

Assessing underlying structures by tapping, using different parts of your hands for different jobs, useful if going at least 5cm deep
When: Should be third, after palpation
Why: You can see the density, size, and location of organs, detect abnormal superficial masses, and see deep tendon reflexes by using the things like the percussion hammer
How: Use short strokes and listen to the sound that is produced

151
Q

What is auscultation? When, why, and how should you do it..

A

Listening to body sounds
When: Should be done last, unless its the abdomen, then it should come before palpation to avoid messing with bowel sounds
Why: Allows you to discover normal and abnormal organ functions
How: Use a stethoscope, place firmly against the skin
Diaphragm is for high pitched sounds: breath, bowel, normal heart tones
Bell is for soft, low pitch sounds: extra heart tones, murmurs

152
Q

A brief time period when Korotkoff sounds disappear during auscultation of blood pressure, common with hypertension

A

Auscultatory gap

153
Q

Heart rate less than 50 beats per minute in the adult

A

Bradycardia

154
Q

Instrument for measuring arterial blood pressure

A

Sphygmomanometer

155
Q

Amount of blood pumped out of the heart with each heartbeat

A

Stroke volume

156
Q

Heart rate of more than 90 beats per minute in the adult

A

Tachycardia

157
Q

What are the 4 components of a general survey and other aspects to look at as well

A

Physical appearance
Body structure
Mobility
Behavior

Height, weight, BMI, waist circumference, vitals

158
Q

What are you looking at in the physical component of a general survey

A 
Do they appear their age
Is their sexual development appropriate
Are they A&O x 3
Do they have even skin color with no lesions
Is their face symmetrical
159
Q

What are you looking at in the body structure component of a general survey

A

The height is appropriate and in normal range
The nutrition is adequate and weight is in normal range
The body parts are symmetrical
Posture is erect and comfortable: tripod or flat
Body build and contour is equal: arm span equal, pubis is located in the middle

160
Q

What are you looking at in the mobility component of a general survey

A

Note how the patient was brought in
Is the base of their gait shoulder width apart
Is there accurate foot placement with smooth, even, and well balanced associated movement such as arm swing
Is there full ROM in each joint
Check to make sure there is no involuntary movements

161
Q

What are you looking at in the behavior component of a general survey

A

Appropriate facial expressions and eye contact
Cooperative, pleasant, and congruent mood and affect
Clear and understandable speech
Appropriate dress for gender, season, age, culture
Personal hygiene is good, well groomed for SES, appropriate makeup

162
Q

Weight should include what 2 things..

A

BMI and waist circumference

163
Q

Name the underweight to class 2 obese BMI rankings

A

< 18.5 underweight
18.5 – 24.9 normal
25-29.9 overweight
30-34.9 class 1 obese
35-39.9 class 2 obese

164
Q

What should waist circumference be depending on gender

A

Greater than 40 in women and greater than 35 in men suggests an increased risk for CVD, DM, and HTN

165
Q

Normal temperature

A

98.6F (96.4-99.1)

166
Q

Normal adult pulse

A

60-100 bpm or 50-90

167
Q

Normal adult respirations

A

12-20 breaths a min

168
Q

Normal adult blood pressure

A

120/80
110/70
100/60

169
Q

Abnormal adult blood pressures

A

120-139/90-99 prehypertension
140-159/90-99 stage 1 hypertension
greater than 160 / greater than 100 stage 2 hypertension

170
Q

Name the body changes that an aging adult will see

A

Body proportions are going to be redistributed, loss of muscle and weight with sharp, bony hips and ankles
Wider gait to compensate for unbalanced shorter steps, will probably use canes or walkers
Height will decrease, shorter trunk, longer limbs
Shallower respirations with an irregular pulse

171
Q

Abnormal finding that occurs in childhood, causes a delay in puberty, causes hypothyroid/adrenal problems, and causes a deficiency in growth hormone

A

Hypopituitary dwarfism

172
Q

Abnormal finding that occurs in childhood and causes excessive growth hormone

A

Gigantism

173
Q

Abnormal finding where there is excessive growth hormone in adulthood after normal body growth has occurred.. there will be an overgrowth of hands, feet, face, head but no change in height

A

Acromegaly (hyperpituitaryism)

174
Q

Abnormal finding of tall, thin stature, flat feet.. its inherited

A

Marfan’s syndrome

175
Q

Abnormal finding where they have a normal trunk size, short arms and legs

A

Achondroplastic dwarfism

Assessment (11 decks)

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