FINALS NA YAWA Flashcards

1
Q

It encompasses organized systems of beliefs,
practices, and rituals that aim to provide answers to
existential questions, such as the nature of existence,
morality, and the afterlife.

A

Religion

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2
Q

It refers to the extent to which an individual engages
with and adheres to the beliefs, practices, and rituals
of a particular religion.

A

religiosity

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3
Q

Muslims believe in the teachings of the Prophet
Muhammad and follow the Quran. They practice the Five
Pillars of Islam, which include the declaration of faith,
prayer, fasting during Ramadan, giving to charity, and
making a pilgrimage to Mecca.

A

Islam

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4
Q

It encompasses a broad range of beliefs, practices,
experiences, and perspectives that relate to the
search for meaning, purpose, and connection with
something greater than oneself

A

spirituality

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5
Q

They believe in the teachings of
Jesus Christ and follow the Bible. They practice prayer,
attending church services, participating in sacraments such as baptism and communion, and living according to
moral and ethical principles.

A

Christianity

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6
Q

Hindus believe in a variety of gods and
goddesses and follow the sacred texts such as the Vedas
and Upanishads. They practice rituals, meditation, yoga,
and engage in acts of devotion to their deities

A

Hinduism

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7
Q

follow the teachings of
Siddhartha Gautama, the Buddha. They seek
enlightenment and liberation from suffering through
practices such as meditation, mindfulness, and the
observance of ethical princip

A

Buddhism

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8
Q

Jews believe in the covenant between God
and the Jewish people. They follow the Torah and engage
in practices such as prayer, observing the Sabbath,
celebrating holidays, and participating in rituals such as
circumcision and bar/bat mitzvah.

A

Judaism

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9
Q

vary greatly across different cultures
and regions. They often involve a deep connection to
nature, ancestral spirits, and rituals to maintain harmony
with the natural world. It can be helpful for nurses to learn
basic knowledge about common religions and religious
practices as they support their patients’ beliefs

A

Indigenous and Traditional Beliefs

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10
Q

What are the COMMON RELIGIOUS BELIEFS AND PRACTICES

A
  • BUDDHIST PATIENTS
  • CATHOLIC PATIENTS
  • HINDU PATIENTS
  • JEHOVAH’S WITNESS PATIENTS
  • JEWISH PATIENTS
  • MUSLIM PATIENTS
  • PENTECOSTAL PATIENTS
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11
Q

Nurses work with patients
from diverse backgrounds, cultures, and belief
systems. Understanding their own spiritual beliefs
helps nurses to be more culturally competent and
respectful towards the beliefs of their patients.

A

Cultural Competence

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12
Q
  • By being aware of their own
    spiritual beliefs and biases, nurses can provide more
    patient-centered care. They can better understand
    and respect the spiritual needs of their patients,
    leading to improved communication and trust
    between the nurse and the patient.
A

Patient Centered Care

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13
Q

Unconscious biases can impact
the quality of care provided. Nurses who are aware of
their own biases can actively work to prevent these
biases from affecting their interactions with patients,
ensuring fair and equitable treatment for all

A

Avoiding Prejudice

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14
Q

Understanding their own
spiritual beliefs can help nurses cope with the
emotional challenges of their profession. It can
provide them with a sense of purpose, resilience, and
inner strength, which are essential for providing
compassionate care to patients

A

Emotional Support

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15
Q
  • Situations where individuals feel torn between their
    religious or spiritual values and societal expectations,
    personal desires, or professional responsibilities, can
    provoke spiritual distress. This inner conflict may
    erode one’s sense of integrity and moral compass.
A

Moral and Ethical Dilemmas

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16
Q
  • Traumatic experiences can shatter individuals’ sense of
    trust, safety, and connection with a higher power or
    spiritual community.
A

Trauma and Abuse

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16
Q

Experiencing profound grief and loss.

A

Grief and Loss

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17
Q
  • Chronic illness, disability, or terminal diagnosis can
    profoundly impact individuals’ spiritual well-being
A

Illness and Disability

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18
Q

Social isolation, discrimination, cultural stigma, or
pressure to conform to religious or societal norms

A

Social and Cultural Factors

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19
Q
  • Spiritual beliefs can
    influence ethical decision-making in healthcare.
    Nurses who are aware of their own beliefs can
    navigate ethical dilemmas more effectively and make
    decisions that align with their values and the values of
    their patients
A

Ethical Decision Making

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20
Q

Individuals grappling with profound existential
questions, such as the meaning of life, death, suffering,
and the nature of existence.

A

Existential Questions

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21
Q
  • A significant loss of faith in one’s religious or spiritual
    beliefs.
A

Loss of Faith

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22
Q

is a complex concept that is unique to each
individual; it depends on a person’s culture, development,
life experiences, beliefs, and ideas about life.
Furthermore, spirituality is an inherent human
characteristic that exists in all people, regardless of their
religious beliefs. It gives individuals the energy needed to
discover themselves, cope with difficult situations, and
maintain health. An individual’s beliefs and expectations
often have effects on his or her physical and psychological
well-being.

A

Spirituality

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23
Q

is a spiritual assessment tool
that evaluates a patient’s sense of well-being and
spirituality using a scale of 0 to 10.

A

Was Scale

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23
Q

What does FICA stands for?

A

Faith and Belief
Importance of of spirituality life
Community and Support
Addressing spiritual concerns

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24
Q

What does SPIRIT stands for?

A

Spiritual beliefs and practices
Prayer or Medication
Importance of spirituality in life living
Rituals and practices
Impact of spirituality on health
Spiritual Tones

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25
Q

This tool assesses a
patient’s spiritual beliefs, values, and practices using a
framework that includes: Religious beliefs and practices
Spiritual beliefs and practices Meaning and purpose in life
Coping mechanisms and stress management Religious

A

Spiritual Assessment Tool (SAT)

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26
Q

Maintaining optimal
health status can reduce the risk of chronic diseases
such as heart disease, diabetes, and certain cancers.

A

Reduce Chronic Disease Risk

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26
Q

This tool assesses the patient’s religious
community and its impact on their mental health using a
framework that includes: Religious community
engagement Religious community support Conflict
between religious communities

A

FCAT

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27
Q

Adequate nutrition is
crucial for proper growth and development,
especially during childhood and adolescence. It
provides the necessary nutrients for bone growth,
organ development, and overall physical and
cognitive development.

A

Growth and development

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27
Q

A balanced diet with
appropriate portion sizes helps prevent obesity and
related health issues.

A

Maintain a healthy weight

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28
Q
  • Assessing height, weight, body mass index (BMI), and
    waist circumference to determine nutritional status
    and growth.
A

Anthropometric measurements

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28
Q

Proteins are the building
blocks of our muscles, organs, and even hair and
nails.

A

Build and repair tissues

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29
Q

Identifying physical signs of undernutrition such as
wasting, stunting, or micronutrient deficiencies.

A

Clinical examination

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30
Q

Analyzing blood tests for deficiencies in nutrients like
iron, vitamin D, or protein.

A

Biochemical Markers

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31
Q

Evaluating dietary intake through food diaries, recall
interviews, or dietary surveys.

A

Dietary assessment

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32
Q

Evaluating physical and cognitive function to gauge
the impact of undernutrition on daily activities and
overall well-being.

A

Functional Assessment

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33
Q

Reviewing medical records and history to understand
past illnesses, hospitalizations, or nutritional
interventions.

A

Health History

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34
Q

Monitoring the incidence of diseases,
hospitalizations, or mortality rates associated with
undernutrition.

A

Health outcomes

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35
Q

Considering factors like income, access to food, and
education level, which can influence nutritional
status and health outcomes

A

Socioeconomic factors

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36
Q

Water helps our
bodies sweat, which is how we cool down

A

Regulating body temperature

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37
Q

Water helps break down food and
move it through your digestive system

A

Aiding digestion

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38
Q

Proper hydration keeps your joints
moving smoothly.

A

Lubricating joints

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39
Q

refers to a condition where an
individual’s intake of nutrients is insufficient to meet
their body’s needs, leading to deficiencies in
essential nutrients and impaired physical and mental
development. It can manifest in various forms,
including Protein-energy malnutrition, micronutrient
deficiencies, stunting, wasting, and underweight.
Undernutrition can have severe consequences on
physical and mental health, including increased
susceptibility to infections, delayed growth and
development, cognitive impairment, and even
mortality, particularly among children and vulnerable
populations

A

Undernutrition

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40
Q
  • Increased susceptibility
    to infections and illnesses.
A

Weakened Immune System

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41
Q

Loss of muscle
mass, leading to reduced strength and physical
performance

A

Muscle Wasting and Weakness

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42
Q

Slower recovery from
injuries and surgeries.

A

Delayed Wound Healing

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43
Q

Anemia and other deficiencies
that affect overall health and energy levels.

A

Nutrient Defiency

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44
Q

Identifying physical signs of overnutrition, such
as excessive body fat, skin changes, and joint
problems.

A

Physical Sign

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45
Q
  • Testing fasting blood
    glucose and HbA1c levels to diagnose and
    monitor diabetes.
A

Blood Glucose Level

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46
Q

Evaluating thyroid
hormone levels to rule out hypothyroidism, which
can contribute to weight gain.

A

Thyroid function test

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47
Q
  • Measuring levels of total
    cholesterol, LDL (low-density lipoprotein), HDL
    (high-density lipoprotein), and triglycerides to
    assess cardiovascular risk.
A

Lipid Profile

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47
Q

Checking liver enzymes
(ALT, AST) to detect non-alcoholic fatty liver
disease (NAFLD).

A

Liver Function Test

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48
Q

: Having individuals record
their food and beverage intake over several days to
provide detailed information on eating habits and
portion sizes.

A

Dietary Logs or Diaries

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48
Q

is a form of malnutrition characterized
by the excessive intake of nutrients, especially
calories, fats, sugars, and sometimes proteins. This
often leads to an imbalance in nutrient consumption
and storage, resulting in overweight and obesity.
Over-nutrition is commonly associated with the
overconsumption of energy-dense, nutrient-poor
foods and a sedentary lifestyle.

A

Over Nutrition

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49
Q

Interviewing the
individual to recall all foods and beverages
consumed in the past 24 hours to estimate nutrient
intake

A

24 Hour Dietary Recall

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50
Q

Potentially high risk food

A

raw and cooked meat
dairy products
smallgoods
seafood
prepared salads
ready to eat foods

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50
Q

Using a
questionnaire to assess usual dietary intake over a
specific period (e.g., week, month).

A

Food Frequency Quetionnaire (FFQ)

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51
Q

is a condition that occurs when the body
loses more fluids than it takes in, leading to a
deficiency in the amount of water and electrolytes
necessary for normal bodily functions. This
imbalance disrupts essential processes such as
temperature regulation, waste elimination, and
cellular function.

A

Dehydration

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52
Q

Less frequent
urination can lead to bacterial buildup in the urinary
tract

A

Urinary Tract Infection (UTI)

53
Q
  • Chronic dehydration can lead to the
    formation of kidney stones due to concentrated
    urine.
A

Kidney Stone

54
Q
  • Chronic dehydration can lead to the
    formation of kidney stones due to concentrated
    urine.
A

Chronic Kidney Disease

55
Q

Symptoms of food poisoning?

A

Nausea
Stomach cramps
diarrhea
Vomiting
fever
Headaches

55
Q

how to avoid food poisoning?

A

practice good hygiene
cook food thoroughly
store food safely
avoid cross contamination
be cautious with raw food

56
Q

is an evaluation of food and
nutrient intake and dietary pattern of an individual or
individuals in the household or population group over
time. It is one of the four approaches in nutrition
assessment to evaluating the nutritional status of
individuals comprehensively

A

Dietary Assessment

56
Q

People who are at risk of food poisoning?

A

Pregnant women
elderly
young children
people with chronic illness

57
Q

is the measurement of the size,
weight. and proportions of the body. Common
anthropometric measurements include weight,
height, MUAC, head circumference, and skinfold.

A

Anthropometric Assessment

58
Q

means checking levels of
nutrients in a person’s blood, urine, or stools. Lab test
results can give trained medical professionals useful
information about medical problems that may affect
appetite or nutritional status.

A

Biochemical Assessment

59
Q

Estimation of nutritional status on the basis of
recording a medical history and conducting a
physical examination to detect signs (observations
made by a qualified observer) and symptoms
(manifestations reported by the patient) associated
with malnutrition

A

Clinical Assessment

60
Q

occurs when there’s an insufficient
amount of iron in the body.
Symptoms: Fatigue, weakness, pale skin, shortness of
breath, dizziness, headache, brittle nails, and cold hands
and feet.

A

Iron defiency

60
Q

results from inadequate levels
of vitamin D in the body, which is essential for
maintaining bone health, regulating immune function,
and supporting overall well-being.

A

Vitamin D Defiency

61
Q

occurs when there’s insufficient
intake of vitamin A, which is essential for vision,
immune function, and cell growth

A

Vitamin A Defiency

62
Q

occurs when there’s insufficient
iodine intake, affecting thyroid hormone production

A

Iodine Defiency

63
Q

Bluish discoloration of the skin?

A

Cyanosis

64
Q

is defined as a reduction of oxygen supply at the tissue level, which is not measured directly by a laboratory value
Patients may not indicate signs of hypoxemia

A

Hypoxia

65
Q

is defined as a condition where arterial oxygen tension or partial pressure of oxygen (PaO2) measured to be between 80 to 100 mmHg
Patients will also experience hypoxia

A

Hypoxemia

66
Q

a rapid test used for assessing the blood flow through peripheral tissues.

A

Capillary Refill time

67
Q

The phalangeal depth ratio, the ratio of the digit’s depth measured at the nail and the distal interphalangeal joint,

A

Clubbing

68
Q

are heard
over the trachea and larynx and are
high-pitched and loud.

A

Bronchial breath sounds

69
Q

6p’s of Dyspnea

A

Pulmonary bronchial constriction
Possible foreign body
Pulmonary embolus
Pneuomonia
Pump failure
Pneumo thorax

69
Q

are
medium-pitched and heard over the
major bronchi

A

Bronchovesicular sounds

70
Q

are heard
over the lung surfaces, are lowerpitched, and often described as soft,
rustling sounds

A

Vesicular breath sounds

71
Q

4 Types of Dizziness

A

Vertiligo
Disequilibrium
Lightheadedness
Presyncope

72
Q

strong sense of motion of
spinning

A

Vertiligo

73
Q

– feeling off- balance
unsteady or wobbly

A

Disequilibrium

74
Q

woozy or
disconnected from environment

A

LightHeadedness

75
Q

a feeling of losing
consciousness or about to faint

A

Presyncope

75
Q

Sounds of the Heart?

A

Lub Dub

76
Q

What does DVT Stands for?

A

Deep Vein Thrombosis

76
Q

is a blood clot
that forms in a vein deep in the body.
DVT requires emergency notification of
the health care provider and immediate
follow-up because of the risk of
developing a life-threatening pulmonary
embolism.

A

Deep Vein Thrombosis

77
Q

Meaning of JVD?

A

Jugular Vein Distension

78
Q

A loud grating lung sound that is heard
when inflamed pleura rub together that
is caused by decreased fluid in the
pleural space. The lung sound is often
heard in patients with pleurisy

A

Pleural Friction Rub

79
Q

Why do nurses write a nursing care plan?

A

to document the patient’s needs and wants, as well as the nursing interventions (or implementations) planned to meet these needs.

80
Q

Purposes of NCP?

A

NCP are an important part of providing
quality patient care.
o Help define nurses’ role in the patient’s
treatment.
o Provide consistency of care and allow the
nursing to customize its interventions for
each patient.
o Promotes holistic treatment of the patient
and help define specific goals for the
patient

81
Q

can be met in a short
period

A

Short term goal

82
Q
  • requires more time
    (several weeks or months)
A

Long term goal

83
Q

specific, measurable,
realistic statements goal attainment.

A

outcome criteria

83
Q

3 Types of Nursing Intervention

A

Independent
Dependent
Collaborative

84
Q

any action
the nurse can initiate without direct
supervision

A

Independent

84
Q

(physician initiated)-nursing
actions requiring MD ordersD

A

Dependent

85
Q

nursing actions performed
jointly with other health care team
members

A

Collaborative

86
Q

How do you assess the upper extremities of the patient?

A

First begin by assessing bilateral hand grip strength
Extend your index and second fingers on each hand toward the patient and ask them to squeeze them as tightly as possible
Then ask the patient to extend their arms with their palms up
As you provide resistance on their forearms, ask the patient to pull their arms towards them
Finally ask the patient to place their palms againsts yours and press while you provide resistance

87
Q

How do you assess the lower extremities of the patient?

A

Place your palms on the patients thighs and ask them to lift their legs while providing resistance
Secondly place your hands behind their calves and ask them to pull their legs backward while you provide resistance
Place your hands on the top of their feet and ask them to pull their feet upwards against your resistance
finally place your hands on the soles of the their feet and ask them to press downwards
while you provide resistance, instructing them to “press downwards like pressing the gas pedals of their car

88
Q

Normal response of the patient when assessing the olfactory nerve?

A

Client will be able to identify different smell of each nostril separately and with eyes closed unless such conditions like colds is present

89
Q

how to assess the OLFACTORY NERVE?

A

Let the patient smell their cologne with each nostril separately and with the eyes closed

90
Q

How to assess the OPTIC NERVE?

A

Provide adequate lighting and ask client to read from a reading

91
Q

How to assess the oculomotor cranial nerve?

A

Using a penlight and approaching from the side, shine a light on the pupil
Observe the response of the iluminated pupil.
Shine the light on the pupil again observe the response of the other pupil penlight with the eyes only.

91
Q

Normal response of a patient when assessing the optic nerve?

A

The client should be able to read with each eye and both

92
Q

Normal response when assessing the oculomotor cranial nerve?

A

Illuminated and non illuminated pupil should constrict

93
Q

How to assess the Trigemial cranial nerve?

A

While the client looks upward, lightly touch the lateral sclera of eye to elicit blink reflex.

93
Q

Normal response of the patient when assessing the abducense cranial nerve?

A

Both eyes coordinated, move in unison with parallel alignment

93
Q

How to assess the trochlear cranial nerve?

A

Hold a penlight 1 ft. in front of the client’s eyes. Ask the client to follow the movements of the penlight with the eyes only. the penlight through the six cardinal fields of gaze.

94
Q

How to assess the abducens cranial nerve?

A

Hold a penlight 1 ft. in front of the client’s eyes. Ask the client to follow the movements of the penlight with the eyes only. Movethe penlight through the six cardinal fields of gaze

94
Q

Normal response of the patient when assessing the trigemial cranial nerve?

A

Client should have a (+) corneal reflex, able to respond to light and deep sensation and able to differentiate hot from cold.

94
Q

Normal response when assessing the trochlear nerve?

A

Client’s eyes should be able to follow the penlight as it moves.

94
Q

How to assess the patients hypologlossal cranial nerve?

A

Ask the client to protude tongue at midline and then move it to side to side

94
Q

How to assess the patients accessory cranial nerve?

A

Ask client to shrug shoulders against resistance from your hands and turn head to side against resistance from your hand (repeat for other side).

94
Q

How to assess the facial cranial nerve?

A

Hold a penlight 1 ft. in front of the client’s eyes. Ask the client to follow the movements of the penlight with the eyes only. Move the penlight through the six cardinal fields of gaze.

95
Q

How to assess the vagus cranial nerve?

A

Ask the patient to swallow and speak (note hoarseness)

95
Q

Normal response of the patient when assessing the accessory cranial nerve?

A

Client should be able to shrug shoulders and turn their head from side to side

95
Q

Normal response of the patient when assessing the facial cranial nerve?

A

Both eyes coordinated, move in unison with parallel alignment

95
Q

Normal response of the patient when assessing the vestibulocochlear cranial nerve?

A

Client should be able to hear the tickling of the watch in both ears.

96
Q

How to assess the vestibulocochlear cranial nerve?

A

Have the client occlude one ear. Out of the client’s sight, place a tickling watch 2 to 3 cm. ask what the client can hear and repeat with the other ear

97
Q

How to assess the glossopharyngeal cranial nerve?

A

Ask the client to say “ah” and have the patient yawn to observe upward movement of the soft palate.

97
Q

Normal response of the patient when assessing the glossopharyngeal cranial nerve?

A

Client should be able to elicit gag reflex and swallow without any difficulty.

97
Q

Normal response of the patient when assessing the vagus nerve?

A

The client should be able to swallow without difficulty and speak audibly.

97
Q

sexual desires

A

tebido

98
Q

abscence of menstration

A

amenorrhea

98
Q

Normal findings when assessing the hypoglossal cranial nerve?

A

The client should be able to move their tongue from side to side without any difficulty

98
Q

loss of appetite

A

anorexia

98
Q

painful urination

A

URIA

98
Q

Episgastric Region

A

Heartburn/Indigestion
Hiatial hernia
Epigastric hernia
Stomach Ulcer
Duodenal Ulcer
Hepatitis

98
Q

is used to objectively describe the extent of impaired consciousness in all types of acute medical and trauma patients.

A

Glasgow coma scale

98
Q

Chronic hypoxia

A

clubbing

98
Q

menstration

A

menorrhea

98
Q

Right hypochodriac region

A

Gallstones
Cholecystitis
Stomach Ulcer
Duodenal Ulcer
Hepatitis

99
Q

Left epigastric region

A

Functional dyspepsia
Gastritis
Stomach Ulcer
Pancreatitis

99
Q

Right lumbar region

A

Kidney stones
Kidney infection
Inflammatory bowel disease
Constipation

99
Q

Left umbilical region

A

Kidney stones
Kidney infection
Inflammatory bowel disease
Constipatition

100
Q

Right hypogastric region

A

Appendicitis
Inflammatory bowel disease
Constipatition
Pelvic Pain (Gyne)

100
Q

Umbilical Region

A

Umbilical hernia
Early appendicitis
Stomach Ulcer
Inflammatory bowel disease
Pancreatitis

101
Q
A
101
Q

Hypogastric Region

A

Bladder Infection
Prostatitis
Diverticulititis
Inflammatory bowel disease
Inguinal hernia (GROIN PAIN)
Pelvic Pain ( gyne)

101
Q
A
102
Q

Left hypogastric region

A

Constipatition
Irritable bowel syndrome
Inflammatory bowel disease
Pelvic Pain (Gyne)
Inguinal hernia (groin pain)

102
Q

signs and symptoms of hypoxemia

A

shortness of breath
rapid breathing
coughing
sweating
wheezing

102
Q

is a bulbous enlargement of the
tips of the fingers due to chronic hypoxia.

A

Clubbing

103
Q

is the loss of
color, or paleness of the skin or mucous
membranes, as result of reduced blood
flow, oxygenation, or decreased number
of red blood cells.

A

pallor

104
Q
A