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Complex Care > Week 1 TUES > Flashcards

Week 1 TUES Flashcards

PEDS: assessment and comfort

1
Q

What makes an assessment successful?

A
  • obtain accurate data
  • use equipment correctly and right size
  • validate and interpret data correctly
  • demonstrate respect for child and caregivers
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2
Q

What is included in an assessment?

A
  • health history
  • observation of the caregiver-child interaction
  • assessment of child’s emotional, cognitive, and social development
  • physical examination
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3
Q

T or F
You will only talk to the children during an exam

A

FALSE!
you will talk to both caregivers and children

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4
Q

components of health history

A
  • demographics
  • chief complaints and history of present illness
  • past health history
  • family health history
  • developmental history
  • functional history
    family/ friend/ school relationships
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5
Q

Developmental history

A
  • asking about gross and fine motor skills, language development
  • ask about walking, talking, sitting
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6
Q

Functional History

A
  • focus on daily routine items; safety, well child checks, nutrition status, sleep, activity
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7
Q

What document allows nurse/ provider/ team the opportunity to review health history and ask more focused questions

A

Health history questionaries

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8
Q

What does the physical exam focus on?

A

chief complaints!
- what area is causing issues but also look at other systems around

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9
Q

What to look for while observing patient

A
  • Eye: PERRLA
  • Face: Symmetry, expression, mood
  • Resp: breathing, nonlabored, distress
  • Skin: color, turgor
  • General appearance: hygiene, groomed, impaired
  • teeth: intact, missing, drug use, vomiting
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10
Q

The physical exam starts with what?

A

General appearance

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11
Q

General appearance components

A
  • are they crying? consolable?
  • moving? appropriate movements?
  • breathing? color appropriate
  • tracking appropriately?
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12
Q

T or F?
Patient vital sign trends are more important than normals

A

TRUE!

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13
Q

What can impact vital signs

A
  • anxiety
  • fear
  • crying
  • feeding
  • wrong size equipment
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14
Q

What age do you auscultate respiration and pulse for one minute

A

< 10 years old

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15
Q

First BP in a child with no risk factors is at what age

A

3 years old and older
- may be younger if patient has risk factors

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16
Q

T or F you should do a rectal temperature always

A

F!
- avoid rectal tmeperature
- oral, tympanic, auxiliary work well

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17
Q

Why are body measurements and growth charts important?

A
  • growth is a good indicator of overall health
  • helps monitor growth and can be predictive and helps spot of growth spurts and regression
  • measure head circumference until 6 y.o.
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18
Q

Physical Examinations:
Skin

A

birthmarks, rash, lacerations, temperature, moisture, edema

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19
Q

Physical Examinations:
Hair and nails

A

dry, brittle nails may indicate nutritional deficiency

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20
Q

Physical Examinations:
Head

A

shape and symmetry, fontanels (open, closed, sunken, bulging)

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21
Q

Physical Examinations:
Eyes

A

symmetry, PERRLA, vision screening

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22
Q

Physical Examinations:
Ears

A

hearing screen, any drainage is abnormal

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23
Q

Physical Examinations:
Nose

A

drainage color and thickness, infants up to 6 m.o. are nose breathers

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24
Q

Physical Examinations:
Breast

A

development occurs around 13 y.o. and as young as 8 y.o.

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25
Q

Physical Examinations:
abdomen

A

size, shape, auscultations
- infants and toddlers have rounded bellys

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26
Q

Physical Examinations:
Genitalia and anus

A
  • this should follow abdomen in most children
  • occur at end part of the exam
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27
Q

Physical Examinations:
Musculoskeletal

A

Clavicles and shoulders, spine, extremities

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28
Q

Physical Examinations:
Thorax and lungs

A

Shape, work of breathing
- infants and toddlers are diaphragmatic breathers

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29
Q

Physical Exam findings for a peds pt

A

-Fontanelles: open or closed
-head size is proportionally larger
-trachea is short and narrow
- nose breathers until 4-6 months
- resp muscles and alveoli not fully developed
- more susceptible to trauma and illness
- bones are softer and easily fractured
- skin is thinner, fragile
- easily dehydrated/ electrolyte imbalances

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30
Q

T or F
We have to approach children the same as adults

A

False
- we have to use other strategies to help us get the data we need

31
Q

Exam Strategies for peds

A
  • address children and caregivers
  • observation
  • use distraction and play
  • involve toys, characters, family
  • utilize caregivers for questions
  • create a friendly, nonthreatening environment
32
Q

Physical exam: Newborns and infants

A
  • if infant is alseep/ calm: auscultate heart rate, resp rate, and abdomen
  • count HR and RR for 1 minute each
  • undress but leave diaper on to complete exam and then remove before assessing genitals
  • incorporate caregivers; calm/ sooth
  • DON’T WAKE THEM!
33
Q

Physical Exam: Toddlers

A
  • remove clothing one at a time and then replace
  • explain equipment/ use play
  • use caregivers to have child sit on lap
  • positive reinforcement and praise
  • perform invasive parts last!
34
Q

Physical Exam: Preschoolers

A
  • simple explanations for each step
  • allow them to help
  • offer choices
  • provide praise
35
Q

Physical Exam: School-age

A
  • use language child can understand
  • avoid medical terms
  • truthful and simple explanations
  • allow them to wear underwear under their gown
  • privacy
36
Q

Physical Exam: Adolescents

A
  • Privacy- when undressing/ changing
  • consider having caregivers leave
  • expose only the area you are assessing
  • discuss physical changes that are occurring
  • normalize what they are going through
37
Q

T or F
Newborns do not feel pain?
Children learn to adapt to pain and painful procedure?

A

FALSE!!

38
Q

Pain manifestations: behavioral

A
  • knitted brows, squinted eyes, closed tight
  • crying
  • jerky, flailing mov’t
  • stiff posture
  • pupil dilation
  • distressed, anxious, irritable, lethargic
  • restlessness, agitation, hyperalert
  • sleep disturbances
39
Q

Pain manifestations: physiological

A
  • Tachycardia, tachypnea, hypertension
  • pale, sweaty, skin color changes
40
Q

Goal of a pain assessment

A

to gather accurate information about the location and intensity of pain and its effect on the child functioning

41
Q

T or F
Should we ask parents about pain history information?

A

True!!
- parents know their children and what works best and what doesn’t
- they know how they react to pain

42
Q

QUESTT Pain approach

A
  • Question the child (and caregivers)
  • Use a reliable and valid pain scale
  • Evaluate the child’s behavior and physiologic changes to establish baseline and effectiveness of intervention
  • secure he caregiver’s involvement
  • take the cause of pain into account when interviewing
  • take action
43
Q

Developmental considerations

A

children at different developmental stages use different strategies to cope with pain
- some may not complain of pain

44
Q

Cultural considerations

A
  • culture and social learning influence expression of pain
  • imitate how parents respond to pain
  • some encourage a stoic response, diminished pain expression
  • some use of verbal/ nonverbal expression
45
Q

Developmental considerations for pain rating: Toddlers

A

Can’t give a description of their pain, limited vocabulary

46
Q

Developmental considerations: Preschoolers

A

May be quiet, withdrawn, hide, may think pain is punishment, assume the nurse knows they are experiencing pain

47
Q

Developmental considerations: School-age

A

Able to communicate type, location, and severity but may believe they need to be brave and not worry their caregivers, may be afraid it will hurt more to have their pain treated

48
Q

Developmental considerations: Adolescents

A

Body image concerns and loss of control, mood impacts their response to pain

49
Q

Pain scales

A
  • FACES Pain Rating Scale
  • Numeric Scales
  • r-FLACC behavioral scale for pain
50
Q

FACES

A
  • can be used by children young as 3-4 and up to 8
  • nurse explains words associated with each face to the child
  • child selects the facial expression to describe their pain
51
Q

Numeric Scale

A
  • nurse asks the child to pick the number best describes their pain level
  • used for children 8 and older
52
Q

r-FLACC Scale

A
  • Useful in assessing a child’s pain when the child cannot accurately report in themselves
  • used in children 2 months to 7 years and children with cognitive impairment
  • scores are totaled, higher the total greater the pain
53
Q

How do you choose a scale

A
  • scale must be developmentally appropriate
  • must be consistent from nurse to nurse> if wrong method fix and switch
  • most document pain before and after
54
Q

What pain scale for a 3 m.o. patient with an upper respiratory infection

A

FLACC scale

55
Q

What pain scale for a 3 year old patient being observed for seizure activity

A

FLACC or FACES

56
Q

Pain scale for a 11 y.o. patient post op

A

Numeric pain scale

57
Q

Nonpharmacologic pain management

A
  • behavioral cognitive strategies
  • biophysical interventions
58
Q

Behavioral cognitive strategies

A
  • relaxing, distraction, imagery, biofeedback, thought stopping, positive self talk
59
Q

Biophysical interventions

A
  • sucking and sucrose
  • heat and cold applications
  • massage and pressure
60
Q

Non-opioid Analgesics

A
  • tylenol> given orally, rectally, IV
  • NSAIDSs> orally, rectally
  • mild-moderate pain
61
Q

Opioid Analgesics

A
  • morphine is the gold standard for severe pain
  • moderate- severe pain and chronic pain
  • DO NOT use codeine
62
Q

Pharmacologic adverse effects

A
  • respiratory depression
  • respiratory arrest
  • nausea and vomiting
  • constipation
  • urinary retention
  • sedation; monitor LOC
63
Q

Drug tolerance

A

increased dosage required for the same pain relief previously achieved with a lower dose

64
Q

Physical dependence

A

need for continued administration to prevent w/d symptoms

65
Q

T or F
you often have physical dependence with addiction, but you don’t always have addiction with physical dependence

A

TRUE

66
Q

Pharmacologic pain management

A
  • nonopioid analgesics
  • opioid analgesics
  • Adjuvant drugs
  • local anesthetics
67
Q

Adjuvant drugs

A

pain management alone or in combination
- secondary use of meds
- benzos for anxiety
- anticonvulsants for neuropathic pain

68
Q

Local Anesthetics

A
  • given with procedure- effective pain relief minimal side effects
  • given via injection, cream, patch
69
Q

Nurses role in pain management

A
  • assess and reassess pain
  • adhere to right med administration
  • use age appropriate pain scale
  • ask families what work best
  • be knowledgeable about the medications given
  • topical numbing cream before IVs/ procedures
70
Q

What is the best position to take infants respirations

A

them sleeping on a parents lap

71
Q

Priority nurse documentation oh hx includes

A

clients immunization records

72
Q

Child has blue nail beds, what action should the nurse take next

A

assess childs oxygen level

73
Q

If giving child an opioid make sure to continuous assessing what?

A

Respiration status

74
Q

Pain scale used for a cognitive delayed 8 y.o.

A

FACES

Complex Care (26 decks)

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