Specialized Nursing Care

Subtopic:

Nursing Process

The Nursing Process

Definition

The nursing process is defined as a systematic, organized, dynamic, and methodical approach focused on identifying and treating the unique responses of individuals or groups to actual or potential alterations in health.

It involves five main phases:

  1. Assessment

  2. Nursing Diagnosis

  3. Planning

  4. Implementation

  5. Evaluation


Characteristics of the Nursing Process

  • It must be planned systematically.

  • It must be patient-centered.

  • It must be patient/client oriented.

  • It must be goal-directed.

  • It must be outcome-oriented.


Key Questions in the Nursing Process

The process involves answering the following questions:

  1. What is wrong with this patient?

  2. What are this patient’s needs?

  3. What can be done to help the patient?

  4. Which planned nursing actions will help this patient?

  5. How will the planned nursing actions be implemented and why?

  6. Were the solutions effective? What were the results of nursing care?


3.1 Health Assessment

Definition

Assessment is the first phase of the nursing process. It includes gathering information (data) about a patient’s or client’s health status to identify actual or potential health problems.


Components of Assessment

  • Data Collection

  • Data Organization and Validation

  • Data Analysis

(i) Data Collection

Involves gathering information to create a patient database. Data is categorized into:

  • Subjective Data: Information obtained directly from the patient through interviews (e.g., symptoms).

  • Objective Data: Information obtained independently by the nurse or health team through observation, physical exams, or diagnostic tests.


Sources of Data

  • The patient (primary source)

  • Family members and significant others

  • Patient records

  • Health team members


Methods of Data Collection

  • Observation

  • Interview

  • Physical Examination


Nursing History

  • Differs from medical history.

  • Focuses on identifying existing and potential problems to form a base for nursing care planning, implementation, and evaluation.

  • Should avoid duplicating data already found in medical histories.

  • Can use a checklist format, covering content areas and classifications of patient conditions.


Assessment Equipment

Trolley Setup

Top Shelf (Observation Tray):

  • Thermometer

  • Watch

  • Stethoscope

  • Blood pressure machine

Neurological Tray:

  • Torchlight

  • Pen-light

  • Spatula

  • Patella hammer

Other Tools:

  • Ophthalmoscope

  • Tuning fork

  • Gallipot with cotton swabs/gauzes

  • Skin pencil

  • Snellen’s chart

  • Auroscope & Auroscope eye drop

  • Addison Horning probe

  • Blood & applicators

  • Dissecting forceps

  • Sterile throat swab

  • Dental mirror

  • Laryngoscope

  • Nasal speculum

  • Ear swabs

  • Lubricant

  • Drip

  • Vaginal speculum

  • Disposable pads

Bottom Shelf:

  • Record forms

  • Disposable gloves

  • Specimen bottles

Side Items:

  • Weight scale

  • Privacy screen

  • Examination table

  • Hand washing equipment


Special Senses Equipment

  • Bottles for cold and hot water

  • Bottles with distinctive smelling liquids (e.g., lavender)

  • Bottles with salt, sugar, bitter, and sour substances

Taking History of the Patient

Procedure:

Step 1: Follow General Rules for Procedure

Rationale: To maintain professional standards.


Step 2: Take the History in the Following Order

  1. Biographical/Personal Information

  • Name
  • Age
  • Tribe
  • Address
  • Occupation
  • Religion
  • Marital status
  • Level of education
  • Telephone number
  • Patient or nearest of kin
    Rationale: For identification, legal purposes, follow-up, and to create a therapeutic relationship.

Step 3:Presenting or Main Complaint

  • Reason for seeking healthcare
  • Onset: When did it begin?
  • Has it gotten better, worse, or remained the same?
    Rationale: Helps the nurse understand the patient’s main concern and form the basis for the nursing care plan.

Symptom Analysis

  • Character: How does it feel, look, smell, sound? Severity?
  • Anatomical location: Where is it located? Does it radiate anywhere?
  • Duration: How long does it last? Does it recur?
  • Setting: In what context does it occur?
  • Pattern/Precipitating Factors: What makes it better or worse?
  • Associated Symptoms: Any other symptoms occurring alongside?

Step 4: Social History

  • Alcohol and tobacco use
  • Source of income
  • Housing and environmental conditions
  • Source of water
  • Marital status
  • Number of children
  • Health of spouse and children
  • Recreational activities and entertainment
  • Sexual activity, sex partners, family planning
    Rationale: Identifies risk factors or conditions linked to lifestyle and social context.

Step 5: Family History

  • Parents: Alive or deceased? Cause of death?
  • Spouse: Health condition
  • Children: Age and illnesses
    Rationale: Helps to identify hereditary issues and general wellbeing of the household.

Step 5: Medical History

  • Past illnesses or recurring conditions:
    e.g., sickle cell, asthma, malaria, kidney disease, diabetes, STIs, poliomyelitis, rickets
  • Past hospitalizations or acute infections
    Rationale: Assists in identifying underlying health issues affecting the current condition.

Step 6: Surgical History

  • Past accidents or injuries
  • History of blood transfusions (reason and outcome)
  • Any fractures
    Rationale: Establishes any lasting effects or complications from prior treatments or procedures.

Step 7: Past Medications

  • Previous medications taken and patient’s response
  • Any current medications?
  • Allergies
  • Use of home remedies or herbal medicines
    Rationale: Prevents drug interactions and supports safe care planning.

Step 8: Gynecological History (for female patients)

  • Menarche (age at first menstruation)
  • Menstrual cycle details: length, flow, regularity
  • History of STIs
  • Tumors, cervical/uterine cancer
  • Cysts, abortions, abnormal discharges
    Rationale: Rules out gender-specific diseases and reproductive health issues.

Step 9: Male History (for male patients)

  • Fertility-related conditions
  • Sexually transmitted infections or conditions
    Rationale: Identifies male reproductive and sexual health concerns.

Taking Height and Weight

Objectives:

  1. Identify requirements for taking height and weight.
  2. Prepare equipment for weight and height measurement.
  3. Perform accurate assessment of height and weight.

Requirements

Tray:

  • Measuring tape
  • Ruler
  • Record chart

Bedside:

  • Weighing scale (electronic or sling)
  • Measuring pole

Procedure

StepActionRationale
1Check patient’s weight using an electronic scale. 
2Assess patient’s ability to stand on a weighing scale.Ensures safety of the patient.
3Wash hands.Reduces transmission of organisms.
4Explain the procedure and ask patient to pass urine.Helps gain cooperation; empty bladder for accurate weight.
5Ask patient to remove shoes and heavy clothing; wear hospital gown.Extra clothing may cause errors in weight reading.
6Place the weighing scale close to the patient.Reduces risk of fall or injury.
7Turn on and calibrate scale to zero.Ensures accurate reading.
8Instruct patient not to step on scale until display shows zero.Prevents premature measurement.
9Ask patient to stand straight and still.Ensures accurate reading.
10Read weight after digital numbers stabilize.Weight is inaccurate if numbers are fluctuating.
11Assist patient off the scale back to bed or wheelchair.Reduces risk of injury.
12Wash hands.Maintains infection prevention.
13Record the procedure.Documentation for care continuity.

Height Measurement

StepActionRationale
14Ask patient to remove shoes.Ensures accurate height measurement.
15Secure or hold measuring tape vertically on the wall. 
16Measure height using a wall-mounted device or measuring pole.Obtains accurate height.
17Instruct patient to stand straight with heels together.Proper posture for accuracy.
18Place ruler horizontally at 90° to tape; read height in cm/inches.Correct positioning ensures accuracy.
19Guide patient back to a comfortable bed position.Ensures patient comfort.
20Wash hands and record the procedure.Promotes infection control and care continuity.
21Clear equipment and reassure patient.Concludes procedure with patient-centered care.

Physical Examination

Definition: Physical examination of a patient involves a systematic head-to-toe assessment, including evaluation of the major body systems.


Techniques of Physical Examination

  1. Inspection
    Careful visual observation of the patient to identify signs of illness.

  2. Palpation
    Using hands to touch and feel the body. Different hand parts provide different sensations:

  • Fingertips: fine tactile discrimination.
  • Back of fingers: temperature.
  • Flat of palm and fingers: vibrations.
  1. Percussion
    Determines body density through sound produced when body parts are tapped. Helps identify:

    • Solid masses, fluid, or gas.

    • Size and borders of organs (e.g., heart).

    Steps in Percussion:

    • Place middle finger of the left hand on the target area.
    • Tap the end joint of this finger with the middle finger of the right hand.
    • Apply 2–3 taps per area.
    • Compare sounds in different regions.
  1. Auscultation
    Listening to body sounds using a stethoscope (e.g., heart, lung, and bowel sounds).


Functional Health Pattern Approach

Based on Gordon’s functional health patterns, this approach collects comprehensive data across 11 domains:

  1. Health perception/health management
  2. Nutritional/metabolic
  3. Elimination
  4. Activity/exercise
  5. Sleep/rest
  6. Cognitive/perceptual
  7. Self-perception/self-concept
  8. Role/relationship
  9. Sexuality/reproductive
  10. Coping/stress tolerance
  11. Value/belief

Data Grouping

Organizing collected data into relevant categories (functional health patterns) to:

  • Identify patient strengths and problem areas.
  • Detect missing or inconsistent information.

Data Analysis

After data collection, the nurse critically examines the findings and compares them to normal standards. Conclusions may include:

  • No problem identified.
  • Potential problem.
  • Actual problem.
  • Wellness diagnosis.

Examples:

  • Potential problem: A patient on traction may develop pressure sores.
  • Actual problem: A postoperative patient is actively bleeding.

General Physical Examination

Procedure:

  • Observe general rules of nursing procedures.

  • Observe general appearance – posture, gait, movement, hygiene.
    Rationale: To identify obvious changes.

Inspection

  • Inspect the patient’s general condition.

  • Observe the patient’s ability to respond to verbal commands.
    Rationale: Indicates speech and cognitive function.

  • Observe the patient’s level of consciousness and orientation.
    Rationale: Indicates brain function.

  • Observe the patient’s ability to think, remember, process information, and communicate.
    Rationale: Indicates cognitive functioning.

  • Note articulation of speech, including style and content.

  • Observe the patient’s ability to see, hear, smell, and distinguish tactile sensations.
    Rationale: Aids diagnosis and treatment.

  • Observe facial expressions and mood.

  • Observe movement. (Refer to detailed weight and height measurement procedure.)

Height

  • Request the patient to remove shoes and stand straight with heels and back touching the wall. Measure height.
    Rationale: Aids diagnosis and treatment.

  • Use a height scale to record height.

Weight

  • Weigh the patient without shoes and heavy clothing.
    Rationale: Ensures accurate measurement for diagnosis and treatment.

Inspect and palpate the skin

Assess skin, hair, nails, and overall integumentary health.
Rationale: Aids diagnosis and treatment.

  • Examine the skin for appearance, texture, sensation, lesions, growths, or trauma.

  • Check capillary refill by pressing the nail bed and noting the return of color.
    Rationale: Helps rule out anemia.

Head

  • Inspect the hair for color, texture, growth, and distribution.
    Rationale: Detects abnormalities.
  • Observe the size, shape, and symmetry of the head.
  • Palpate the head for deformities, depressions, or tenderness.

Face

  • Inspect facial expression, asymmetry, involuntary movements, edema, and masses.
    Rationale: To rule out paralysis or facial issues.

Eye

  • Inspect both eyes for position, alignment, symmetry, and color.
    Rationale: Detects abnormalities.

Nose

  • Inspect the nose’s anterior and inferior surfaces. Gently press the tip of the nose to examine nostrils.
  • Use a penlight to view nasal vestibules. Observe for symmetry, size, flaring, and sensation.
    Rationale: Detects abnormalities.

Mouth

  • Observe lips, mucous membranes, gums, tongue, teeth, and palate for color, moisture, texture, and sensation.
    Rationale: Detects abnormalities.

Neck

  • Inspect and palpate the ears for shape, size, symmetry, and patency using an otoscope.
    Rationale: Detects abnormalities.

  • Inspect and palpate lymph nodes using the pads of your index and middle fingers. Assess for location, size, shape, texture, and pain.
    Includes: Preauricular, postauricular, occipital, tonsillar, submandibular, submental, superficial and posterior cervical, deep cervical chain, supraclavicular nodes.
    Rationale: Helps detect infection or other conditions.

  • Inspect and palpate the jugular vein.
    Rationale: To rule out distention of jugular veins.

Inspect the thyroid gland

  • Ask the patient to extend the neck and swallow. Observe movement, contour, and symmetry.
    Rationale: To detect abnormalities.

Palpate the thyroid gland 

  • stand on the patient’s right side. Ask them to lean slightly forward and swallow while you feel for the gland.
    Rationale: Relaxes the sternomastoid and helps assess for enlargement.

Chest,Lung and heart

  • Ask the patient to sit on the side of the bed and expose the chest. Observe chest movement and symmetry.
    Auscultate the lungs and heart.

Breast and Axilla

  • Inspect the breasts for appearance, color, symmetry, size, shape, and texture.

Nipple

  • Inspect the nipples for symmetry, shape, scaling, fissures, ulceration, bleeding, or discharge.

  • Refer to detailed procedure for breast examination.

  • Expose the abdomen. Ensure hands and stethoscope are warm.
    Rationale: To avoid muscle tension and discomfort.

  • Position the patient supine. Inquire about painful areas and examine these last.
    Rationale: Prevents muscle guarding.

Inspect the abdomen

  • Observe color, shape, symmetry, and any visible pulsations or bulging.
    Rationale: Detects abnormalities such as masses or aneurysms.
  • Auscultate bowel sounds before percussion and palpation.
    Use the diaphragm to listen to bowel sounds; if absent, listen for 5 minutes. Use the bell to listen for vascular sounds.
    Rationale: Prevents alteration of bowel activity; bruit suggests aneurysm.

  • Percuss the abdomen to assess tone.
    Rationale: Identifies gas, fluid, or masses.

  • Perform light palpation – depress about 1cm with a rotary motion, moving clockwise across the abdomen.
    Rationale: Detects tenderness or superficial masses.

  • Perform deep palpation – use fingertips or bimanual technique for obese patients.
    Palpate for kidneys, liver, spleen, and femoral pulse.
    Rationale: Detects enlargement, abnormalities, or masses.

  • Ask the patient to stand. Inspect the neck, shoulders, arms, hands, hips, knees, legs, ankles, and feet. Compare both sides.
    Rationale: To detect swelling, deformities, or masses.

  • Palpate each joint for tenderness, swelling, or crepitus.
    Ask the patient to move joints to assess range of motion.
    Rationale: Assesses joint integrity and function.

Nursing Diagnosis (Problem Identification)

Definition

A nursing diagnosis identifies a patient’s actual or potential health problems that require nursing intervention. It is a statement combining signs and symptoms or situations where nursing help is needed.


Components of a Nursing Diagnosis

A nursing diagnosis has three components joined by the phrases “related to” and “as evidenced by”:

  1. Problem: Statement of the actual or potential health issue.

  2. Etiology: Causes or contributing factors leading to the problem.

  3. Signs and Symptoms: Observable or reported characteristics that define the problem.


Examples of Nursing Diagnoses

  • Actual diagnosis:
    Constipation related to inactivity as evidenced by verbal report of failure to pass stool for 3 days.

  • Another example:
    Pain related to migraine headache as evidenced by restlessness, irritability, and unusual posture.


Potential Nursing Diagnosis

  • Consists of only two components joined by “related to” because signs and symptoms are not yet present.

  • Example:
    Potential for bed sores related to limited mobility.


Important Notes

  • Nursing diagnosis is different from medical diagnosis.

  • Medical diagnosis identifies the disease or abnormal body function (e.g., lobar pneumonia).

  • Nursing diagnosis focuses on the patient’s response to the disease or condition (e.g., chest pain related to pneumonia).

  • Patients may have multiple nursing diagnoses; prioritize based on urgency and threat to life.

Problem (Diagnosis)Related Factors (Etiology)Defining Characteristics (Evidence)
Activity intoleranceRestricted movementVerbal report of fatigue or weakness
Ineffective airway clearanceIncreased bronchial secretionsAbnormal breath sounds
ConstipationInactivityNo bowel movement for 3 days
Potential for skin breakdownInactivity
Impaired physical mobilityLimited mobilityAbnormal heart rate or blood pressure
Imbalance oxygen supply/demandResponse to activity
PainVerbal report of pain, grimacing, holding abdomen
Severe anxietyEmotional distress, discomfort, or dyspnea
ProblemEtiology (Related to)Evidence (As evidenced by)
Constipationrelated to prolonged laxative use
Severe anxietyrelated to threat to physiologic integrity
Risk for infectionrelated to possible surgical diagnosisEvidence as available

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Planning

Planning is the determination of a course of action to assist the client towards the goal or optimal wellness. In this stage, the nurse refers to assessment findings and nursing diagnoses to design nursing strategies that will prevent, reduce, or eliminate the client’s health problems.

The formulated nursing diagnosis or diagnoses provide direction to the planning process and help in selecting nursing interventions aimed at achieving the expected patient outcome(s). After choosing the interventions, the nurse writes them in the nursing care plan.


Planning Involves:

  1. Setting Priorities

  2. Setting Goals and Objectives

  3. Choosing Appropriate Nursing Interventions

  4. Writing the Nursing Care Plan


1. Setting Priorities

Identify the patient’s needs and problems and rank them in order of priority, giving immediate attention to life-threatening problems.


2. Setting Goals and Objectives

Goals and objectives describe the expected outcome of nursing care. They must be written in terms of expected patient behavior, not the nursing activity.

For goals to be meaningful, they must:

  • Indicate the expected change in the patient’s condition after appropriate nursing care.

  • Indicate how the expected change can be observed.

  • Indicate when the expected change is likely to be achieved (i.e. target date or time).

Goals should be:

  • Specific

  • Measurable

  • Achievable

  • Realistic

  • Time-bound

  • Observable (in terms of behavior, activity, or physical state)

Each Goal Should Consist of:

  • Subject – The patient or part of the patient (e.g., limbs, vital signs).

  • Action Verb – Desired performance by the patient.

  • Criteria – Standard for judging performance.

  • Time/Date – When it is expected to be achieved.

  • Manner/Condition – In which the performance is to be carried out (if applicable).

Examples of Goal Statements:

  • The patient’s temperature will drop by 2°C within 4 hours.

  • The patient will drink at least 1000ml in 8 hours.

  • The patient will verbalize his feelings by the end of the week.

  • A 10-year-old child weighing 18kgs will gain 250g per week and reach 20kgs within four weeks.


3. Selecting Nursing Actions to Meet the Goals

Once the nurse has identified the patient’s problems and established the goals, the next step is to select nursing actions (interventions) that will help meet those goals.

These Selected Actions Should:

  • Comply with the doctor’s plan of care.

  • Reflect the priority level of the identified problems.

  • Be guided by the nurse’s knowledge of nursing theory.

  • Consider the individual patient’s needs and condition.


4. Writing the Nursing Prescription

A nursing prescription outlines specific nursing measures used to address the diagnosed problems.

Nursing Prescription Must:

  • Demonstrate ethical behavior that reflects positively on the nursing profession.

  • Be consistent with the goals and diagnoses.

  • Align with institutional guidelines and the doctor’s plan of car

Writing the Nursing Care Plan

Each hospital is encouraged to design its own format for the nursing care plan. However, a suggested care plan format should include the following columns:

Nursing Diagnosis / Patient ProblemGoals / Objectives / Expected OutcomesNursing Interventions / Nursing Orders
Example: Constipation related to inactivityThe patient will pass stool within 24 hoursEncourage fluids, assist with mobility, monitor bowel movements
Example: Pain related to migraine headacheThe patient will report reduced pain score from 8 to 3 within 1 hourProvide prescribed medication, ensure quiet environment, apply cold compress

Example of a Nursing Care Plan

Situation:
Paul is a 10-year-old boy admitted to the surgical ward 4 days ago after sustaining a greenstick fracture of his right femur, resulting from a bicycle collision with a school friend.


Psycho-social History:

  • First hospital admission

  • Brought in by parents and friends

  • Primary Five student at Kabojja Primary School

  • Enjoys football and riding his bicycle


Clinical Observations:

  • Height: 125 cm

  • Weight: 32 kg

  • Well nourished and physically well developed

  • Received all childhood immunizations


Nutrition:

  • Eating very little since admission

  • States he is not hungry


Elimination:

  • No bowel movement for 2 days before the accident

  • Urine appears concentrated


Mobility:

  • Reluctant to move due to pain

  • On continuous skin traction for reduction and immobilization


Investigations:

  • X-ray: Greenstick fracture of the right femur

  • Urinalysis: No abnormalities


Doctor’s Prescription:

  • Continuous skin traction with 2.7 kg weight

  • Paracetamol 500 mg p.r.n. every 6 hours

  • Review leg and apply crepe bandage


Identified Nursing Problems:

  1. Pain related to fracture and traction

  2. Immobility related to skin traction

  3. Constipation related to immobility

  4. Self-care deficit related to fracture and traction

DateNursing Diagnosis (Actual/Potential Problem)Goals of Care (Expected Outcome)Nursing Orders (Nursing Interventions)Evaluation (Actual Outcome)Date Solved
 1. Pain related to tissue damageThe patient will have minimal pain within 2 hours1. Administer prescribed analgesics every 6 hours2. Check tightness of traction bandages3. Provide diversional activities4. Maintain proper body alignment5. Perform cold compress 4-hourlyPain has decreased.Patient is completely free from pain. 
 2. Immobility related to fracture and tractionPatient will regain functional mobility within 8 weeks1. Monitor temperature2. Reposition every 2 hours and provide massage3. Massage back, buttocks, and heels4. Encourage active exercises of non-affected limbs5. Teach use of trapeze barTemperature is normal.Patient performs exercises willingly and uses trapeze. 
 3. Constipation related to immobility and low intakePatient will have normal bowel movement within 3 days and maintain regular pattern post-discharge1. Encourage high-roughage foods and 2000ml fluid intake/day2. Monitor intake/output3. Offer warm liquids for breakfast (e.g., uji)4. Encourage bowel habits without resistancePatient ate pawpaw and cabbage.Drank 2500ml/24hrs.Had bowel movement on day 3.9/3/2015
 4. Self-care deficit related to fracture and tractionPatient will increase participation in personal hygiene activities1. Place hygiene supplies within reach2. Assist with bathing only for areas he cannot reach3. Encourage independence in self-carePatient fully participates in personal hygiene. 

IMPLEMENTATION

This is the actual giving of nursing care in accordance with the plan. It is the action phase of the nursing process. Since the term nursing actions involves carrying out doctor’s prescriptions and nursing prescriptions. At all stages of the nursing process, the patient and his/her relatives must be involved as much as possible.

The nurse’s role in assisting patients includes:

  • Doing for the patient those activities which the patient is unable to do for himself.

  • Guide the patient carefully on those activities which he can do himself.

  • Compensate for some need by providing mental and physical support.

  • Teach and create a therapeutic environment.

Two important steps are involved in implementation:

  1. Determining specific nursing actions that will assist the patient to progress towards expected outcome.

  2. Documentation of care administered.

You won’t be there 24 hours a day and other nurses need to know how the patient is doing and how the plan is working. Nursing actions include both Independent and Collaborative activities.

Independent actions These are activities the nurse performs using his/her own judgment and that require no validation or guidelines from any other health care practitioner.

Collaborative activities These are activities involving decision making, between two or more health care practitioners.

 

EVALUATION OF NURSING CARE

  • Evaluation is defined as the fifth and final phase of the nursing process.

  • It is an on-going process involving the patient, nurse, and other health care team members.

  • Evaluation refers to measuring the effectiveness of nursing care given in relation to stated goals and objectives.

  • During this phase, the patient is monitored and data is collected to determine whether progress is being made towards the achievement of the expected patient outcomes.

  • It also aims to determine whether the patient’s condition has improved.

Evaluation helps to identify:

  1. Goals of care which have been met, as shown by the improvement in the patient’s condition.

    • If goals are met, the nurse should note and delete them in the care plan.

  2. Goals of care which are being met progressively.

    • When the patient’s condition progresses favorably, the nursing measures are continued as shown by signs of improvement.

  3. Goals of care which are not met, as shown by no signs of improvement in the patient’s condition, or if the condition is deteriorating.

    • In this case, the following aspects should be checked:

    • Was the data collected accurate?

    • Was the nursing diagnosis correct?

    • Were the nursing orders appropriate and based on scientific rationale?

    • Were the nursing measures performed skillfully?

    • Is there a need to consult other health professionals?