Health of Adults Assessments and OSCA Flashcards

1
Q

what does the O in the OPQRST pain assessment mean and what questions to ask?

A

Onset
- When did the pain start?
- What were you doing when
the pain started?

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2
Q

what does the P in the OPQRST pain assessment mean and what questions to ask?

A

Palliative/ Provocative Factors
- What makes the pain
better?
- What makes the pain
worse?

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3
Q

what does the Q in the OPQRST pain assessment mean and what questions to ask?

A

Quality
- Describe the pain.
- Is it Sharp? Dull? Crushing?
Stabbing?

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4
Q

what does the R in the OPQRST pain assessment mean and what questions to ask?

A

Radiation/Region
- Where is the pain?
- What area of the body is
affected?
- Is it radiating anywhere?

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5
Q

what does the S in the OPQRST pain assessment mean and what questions to ask?

A

Severity
- How does the pain
compare with other pain
you have experienced?
- How severe is it?
- What is the pain score?
Numeric scale 0-10

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6
Q

what does the T in the OPQRST pain assessment mean and what questions to ask?

A

Temporal factors/Time
- Does the intensity of the
pain change with time?
- How long does it last?
- Is it constant or does it
come and go?

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7
Q

What does the H in the respiratory assessment mean and what questions should be asked?

A

History

Acute presentation
* What symptoms does the patient have, when did they begin (e.g.
cough, shortness of breath, pain on breathing, haemoptysis)?
* Impact of symptoms on daily living.
Chronic respiratory conditions
* Tobacco use? Home oxygen use?
* COPD, emphysema, asthma, cystic fibrosis, lung Ca?
* Surgical history – e.g. lobectomy, tracheostomy?

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8
Q

What does the first A in the respiratory assessment mean and what should be done?

A

Assess Vital Signs

Position the patient
* Undress and drape for privacy
* Semi-Fowler’s or sitting position is best for respiratory assessment
Perform a full set of vital signs.
* Relate the respiration rate and pulse oximetry to the respiratory
system.
* Identify and escalate any deterioration.

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9
Q

What does the I in the respiratory assessment mean and what should be done?

A

Inspections

General inspection
* Ease and comfort of breathing.
* Ability to speak.
* General colour and appearance
* Use of accessory muscles
Focused inspection
* Scars, bruising, contour of the thorax
* Symmetry of chest expansion

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10
Q

What is the acronym for the respiratory assessment

A

HAIPPA

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11
Q

What does the first P in the respiratory assessment mean and what should be done?

A

Palpation

Palpate the anterior and posterior of the patient’s chest, working from
the top to bottom.
* Use the palms of both hands flat on the patient’s chest.
* Feel for tenderness, lumps, subcutaneous emphysema.
* Palpate for tactile fremitus (vibrations from sound waves). Have the
patient say 99. Increased vibrations may indicate consolidation or fluid,
while decreased vibrations may indicate pneumothorax.

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12
Q

What does the second P in the respiratory assessment mean and what should be done?

A

Percussion
Percuss the anterior and posterior thorax, comparing bilaterally, at
every second intercostal space.
* Lay middle finger of non-dominant hand flat on the chest wall and tap
this finger (and through it the chest wall). Listen for the resulting
sound:
Resonance indicates lung tissue filled with air
Dull Sounds indicate tissue filled with fluid (e.g. pleural effusion,
pneumonia).
Flat Sounds are normally heard over bone

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13
Q

What does the second A in the respiratory assessment mean and what should be done?

A

Auscultation

  • Use the flat diaphragm of the stethoscope and auscultate every second
    intercostal space, comparing bilaterally.
  • Note the presence of both normal and abnormal breath sounds.
    Decreased breath sounds indicate lack of airflow to the area
    auscultated.
    Crackles / crepitations may indicate pneumonia / pulmonary oedema.
    Wheezes indicate narrowing of lower airways (e.g. asthma).
    Stridor indicates partial obstruction of upper airway
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14
Q

What does the H in the cardiovascular assessment mean and what questions should be asked?

A

History

Acute presentation
* What symptoms does the patient have, when did they begin (e.g. chest
pain, orthopnoea)? If the patient has acute chest pain, the chest pain
management flowchart should be followed before undertaking a focused
cardiovascular assessment.
* Impact of symptoms on daily living.
Chronic conditions to consider
* Age, gender, and family cardiac history
* Cardiovascular history (MI, IHD, arrhythmias, PVD, HTN,etc)
* Medications and social history (smoking, illicit drug use, etc)
* Exercise tolerance

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15
Q

What is the acronym for the cardiovascular assessment

A

HAIPAP

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16
Q

What does the first A in the cardiovascular assessment mean and what should be done?

A

Assess Vital Signs

Position the patient
* Undress and drape for privacy
* Supine position (lying on back) is best suited for cardiovascular assessment
Perform a full set of vital signs, including orthostatic blood pressure.
* Relate the pulse, blood pressure, respirations, and pulse oximetry to the
cardiovascular system and functional aspects of the heart.
* Identify and escalate any deterioration.

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17
Q

What does the I in the cardiovascular assessment mean and what should be done?

A

Inspection

Identify landmarks
* Sternal angle (angle of Louis)
* Midclavicular line
Torso inspection
* Colour of skin, surgical scars, presence of pacemaker
Other inspection
* Peripheral oedema / cyanosis
* Distension of jugular veins

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18
Q

What does the first P in the cardiovascular assessment mean and what should be done?

A

Palpation

Palpate the apical pulse – 5th ICS, midclavicular line.
* Use the palms of both hands flat on the patient’s chest. Feel for:
* Warmth and moisture.
* Tenderness, lumps, masses (especially pulsatile masses).
* Abnormally large heart beats (“heaves” indicate hypertrophy).
* Vibrations ‘thrill’ may indicate turbulent blood flow.

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19
Q

What does the second P in the cardiovascular assessment mean and what should be done?

A

Perfusion assessment

Central perfusion
* General colour, level of consciousness, skin temperature.
* Urine output (should be > 0.5ml/kg/hr).
* Central capillary return.
* Correlate with manual blood pressure.
* Palpate carotid / femoral pulses.
Peripheral perfusion
* Colour of peripheral limbs, peripheral capillary refill.
* Palpate brachial / radial pulses.

20
Q

What does the second A in the cardiovascular assessment mean and what should be done?

A

Auscultate

Auscultate the apical pulse (5th intercostal space midclavicular line)
* Auscultate the high epigastric region just below the sternum – a shooshing
sound (known as a ‘bruit’) may indicate aortic aneurysm.
* Auscultate the heart sounds. A saying to help remember the four sites is
“All Patients Take Medication” (Aortic, Pulmonic, Tricuspid, Mitral)

21
Q

What is the acronym for the neurological assessment?

22
Q

What does the A in the Neurological assessment mean and what should be done?

A

Assess Vital Signs

Perform a full set of vital signs
* Relate any vital sign abnormalities to the neurological system.
o Hypotension may correspond to and explain a decreased level of
consciousness due to low cerebral blood flow.
o Raised intracranial pressure is often characterised by Cushing’s triad,
which is a combination of bradycardia, irregular respirations, and
widened pulse pressure (high SBP, low DPB).
* Identify and escalate any deterioration.

23
Q

What does the H in the neurological assessment mean and what questions should be asked?

A

History

Acute presentation
* What symptoms does the patient have, when did they begin (e.g. headache, seizure,
syncope, vertigo, dizziness, confusion, delirium, gait abnormalities, swallowing or
speech difficulties)
Chronic conditions to consider
* Neurological specific problems (e.g. Parkinsons, Alzheimer’s, epilepsy, migraines,
Huntington’s, etc).
* Chronic diseases that have a high incidence of neurological complications (e.g.
diabetes, vascular disorders, HIV infection, etc.)
* Social history (exposure to drugs, stress, alcohol, toxins, parasites, etc)

24
Q

What does the G in the Neurological assessment mean and what should be done?

A

Glascow Coma Scale

Formally assess the patient’s GCS. A drop in 2 or more points is a medical
emergency

Eye Opening
4 spontaneous
3 to speech
2 to pain
1 no response

verbal response
5 orientated
4 sentences
3 words
2 sounds
1 no response

motor responses
6 obeys commands
5 localises pain
4 flexion/withdrawal from pain
3 abnormal flexion to pain
2 extension to pain
1 no response

25
What does the L in the Neurological assessment mean and what should be done?
Limb Movement and strength In a person who obeys commands, assess their ability to move limbs against gravity and resistance in response to a verbal command (e.g. squeezing hands.) * Assess upper and lower limbs simultaneously, observing symmetry and noting differences. * In a person who does not obey commands, assess and document symmetry and strength of each un-restrained limb movement based on assessment of motor function for GCS (i.e. by observing patient’s spontaneous movements or patients response to central pain.) The limb movement categories on the neurological chart are usually ‘normal power’, ‘mild weakness’, ‘severe weakness’, ‘flexion’, ‘extension’, and ‘no movement.
25
What does the E in the Neurological assessment mean and what should be done?
Eye Pupillary Reaction Check pupillary size and response to light. * Pupil size is measured against a pupil gauge in millimetres. Up to 17% of the population normally have unequal pupils (aniscoria) * Check pupillary reaction to light using a concentrated light source (e.g. penlight) in a dimly lit room. * Record a “+” symbol if the pupil reacts and a “-“ symbol if is does not react
26
What is the acronym for the abdominal assessment?
HAIAPP
27
What does the H in the abdominal assessment mean and what questions should be asked?
History Acute presentation * What symptoms does the patient have and when did they begin (e.g. abdominal pain, nausea / vomiting, diarrhoea, constipation, haematemesis, dark stools, jaundice, weight loss, reflux, etc.) * OPQRST Pain assessment Chronic conditions to consider * Age, gender (if female, pregnancy status), and family history * Surgical history (bowel resection, stoma, appendectomy, cholecystectomy) * Gastrointestinal specific history (Crohn’s, gallstones, pancreatitis, liver cirrhosis, diverticulitis, etc)
28
What does the first A in the abdominal assessment mean and what should be done?
Assess Vital Signs Position the patient * Undress and drape for privacy * Supine position (lying on back) is best suited for abdominal assessment Perform a full set of vital signs * Relate the pulse, blood pressure, respirations, and pulse oximetry to the gastrointestinal system. * Identify and escalate any deterioration.
29
What does the I in the abdominal assessment mean and what should be done?
Inspection Identify landmarks * Identify the four anterior quadrants by mentally dividing into four using the umbilicus as the centre point. Torso inspection * Trauma, bruising, distention (ascites or build up of gas / fluid), masses or bulges (hernias), skin colour, scarring, visible peristalsis, visible pulsations (abdominal aortic aneurysm),
30
What does the second A in the abdominal assessment mean and what should be done?
Auscultate Use the diaphragm of the stethoscope * Work systematically along the path of the large intestine – RLQ, RUQ, LUQ, LLQ. * Bowel sounds should be audible. They are caused by muscular contractions of peristalsis (Intestinal movement to move contents along). * Normal bowel sounds consist of clicks, rumbling, gurgles (5-30/min), and occasional borborygmus (loud prolonged gurgle.) * Decreased or absent bowel sounds may mean constipation. * Hyperactive bowel sound may occur with diarrhoea
31
What does the first P in the abdominal assessment mean and what should be done?
Percussion - Follow the same path of the large intestine – RLQ, RUQ, LUQ, LLQ. * Listen for tympany (a drum-like sound) over hollow organs like the intestine and stomach due to their gas content. * Dullness (a flat, muffled sound) is normally heard over solid organs (e.g. the liver, spleen, or full bladder. * Percussion distinguishes between gas and fluid in the abdominal organs.
32
What does the second P in the abdominal assessment mean and what should be done?
Palpation Use the palmar surface of straight fingers held horizontally to the abdomen, indenting the surface by 2cm. Feel for: * Warmth and moisture. * Tenderness, lumps, masses (especially pulsatile masses). * Rebound tenderness indicated inflamed peritoneum. Press slowly and deeply into the painful area, then quickly withdraw your hand. Increased pain means the test is positive. * Rovsing’s sign (referred rebound tenderness felt in the RLQ when palpating the LLQ) is indicative of appendicitis.
33
What is involved in the neurovascular assessment?
pain, sensation, movement, colour, pulse, capillary refill
34
What is involved in the pain section of the neurovascular assessment
The most important and earliest indicator of neurovascular compromise is pain disproportionate to the injury. Pain associated with compartment syndrome is generally constant, worse with passive movement and not relieved with opioid analgesia. In non-verbal patients, indications of pain may include restlessness, grimacing, guarding, tachycardia, or diaphoresis. Escalate to the medical team if disproportionate pain is suspected.
35
What is involved in the sensation section of the neurovascular assessment
Ask the patient about any alteration in sensation in the distal digits. Symptoms of nerve compression include numbness, pins and needles, pressure, tightness, tingling, burning, or any other abnormal sensation. Be aware of lingering regional or spinal anaesthetic causing paraesthesia. Patients may use different words to describe changes in sensation such as tingly, fuzzy, or funny. Remember these words and use them again when you are reassessing. Specific nerves can be tested by assessing different dermatomes.
36
What is involved in the movement section of the neurovascular assessment
Assess motor function by asking the person to move their distal joints through a full range of motion. Movement may be restricted by a cast, bandage, or splint. Consideration must also be given to the injury and how the injury may affect movement of the limb.
37
What is involved in the colour section of the neurovascular assessment
Colour in both limbs should be a healthy, well-perfused pink in Caucasions. The palms, soles, and nail beds of people with darker skin are pink. Skin must be cleaned before assessing colour. Compartment syndrome usually causes pallor in arterial insufficiency or redness, mottled, or cyanotic (blue) if there is venous compromise.
38
What is involved in the pulse section of the neurovascular assessment
Pulses should be at the same rate and volume of the same pulse point on the unaffected limb. Mark pulse points that are hard to find with a skin marker to ensure consistency among staff, or use a doppler if the pulse is faint.
39
What is involved in the capillary refill section of the neurovascular assessment
The capillary refill test is a rapid test to assess the blood flow through peripheral tissues. Squeeze the person’s fingernail or toe long enough to cause blanching (about 4-5 seconds). Release pressure and observe how quickly normal colour returns. Colour normally returns in 2-3 seconds. Delayed capillary refill indicates poor peripheral perfusion.
40
The major peripheral pulse points include:
brachial, radial, femoral, popliteal, posterior tibial, and dorsalis pedis.
41
What does A in the A-E assessment stand for and what does it consist of
airways The upper airway includesthe nose andmouth,soft palate, base oftongue, larynx, and pharynx. There are many causes for a compromised airway including: * Altered level of consciousness * Aspiration of foreign body (e.g. vomit, food, medication) * Trauma or burns to the neck or face * Chemical burns from ingestion * Throat / neck cancer * Swelling of the airway (e.g. oedema, haematoma, abscess) * Anaphylaxis
42
What does B in the A-E assessment stand for and what does it consist of
breathing Breathing is the normally involuntary chest wall movement whereby air enters and leaves the lungs and gas exchange occurs in the alveoli. The purpose of breathing is twofold: oxygen is delivered to the blood for distribution and waste products (in particular carbon dioxide) are expelled from the body. There are a number of causes for breathing abnormalities including: Breathing Assessment * Respiratory rate – ensure you count it! Respiratory rates are the most inaccurately documented vital signs despite being the earliest indicator of patient deterioration. * Oxygen saturation (SpO2.) * Bilateral chest wall expansion * Presence of subcutaneous emphysema * Auscultate lung fields * Ease and comfort of breathing / use of accessory muscles * Depth of respiration (shallow, deep) * Ability to breathe while speaking – inability to speak in sentences is a sign of extreme respiratory distress. * General colour and appearance (e.g. pallor, sweating, cyanosis) * Additional audible breath sounds (e.g. wheezing, stridor) * Use of accessory muscles
43
What does C in the A-E assessment stand for and what does it consist of
circulation Circulation describes tissue perfusion with nutrients. Inadequate tissue perfusion is described in medical terms asshock. There are four main types ofshock; hypovolemic (lack of volume), cardiogenic (inability of the heart to pump adequately), obstructive (blockage to flow) and distributive (lack of vascular tone). Circulation Assessment * Palpate a heart rate, including rhythm and regularity. The body’s normal compensatory response to circulatory compromise is to increase the heart rate. Tachycardia is commonly seen in shock unless the cause is a bradyarrhythmia. * Perform a manual blood pressure. A blood pressure measurement is a surrogate for cardiac output as it is the product of cardiac output and systemic vascularresistance. * Assess mucous membranes for signs of dehydration. * Monitor urine output and fluid balance. Urine output should be > 0.5ml/kg/hr. Ensure adequate fluid intake. * Monitor peripheral and central capillary refill, should return to normal colour in less than 2-3 seconds. * Assess wounds and drains for signs of haemorrhage. * Perform a 12-lead electrocardiograph (ECG.)
44
What does D in the A-E assessment stand for and what does it consist of
Disability (including Diabetes & Drugs) Disability refers to the function of the central nervous system. Common causes of central nervous dysfunction include head injury, hypo/hyperglycaemia, recent drug/sedative administration, profound hypoxia, or circulatory shock. Disability Assessment Assessment of disability involves evaluating the central nervous system, including hyo/hyperglycaemia and drugs/alcohol as potential causes of impairment. * A rapid initial assessment of the patient’s conscious level can be obtained using the AVPU method o A – the patient is alert. o V – the patient responds to verbalstimuli. o P – the patient responds to painful stimuli. o U – the patient is unresponsive. * Check a blood sugar level (BGL) to rule out hypoglycaemia/hyperglycaemia. * Check any recent drug administration and obtain a history of recreational drug use. * A more comprehensive neurological assessment involves a Glasgow Coma Score (GCS) that assesses the patient’s eye opening, verbal response and motor response as well as their limb power and pupillary response.
45
What does E in the A-E assessment stand for and what does it consist of
Exposure Fully expose the patient to assess their integumentary system. * Temperature – measure core temperature (e.g. tympanic). * Expose the patient front and back, checking for: o Trauma (e.g. fractures, penetrating objects, or bleeding) o Wounds, lesions, burns, orrashes. o Check drain sites to assess if they are dislodged or kinked.