Showing posts with label Care Plan. Show all posts
Showing posts with label Care Plan. Show all posts

Monday, 19 March 2012

Clinical Skills: Mouth Care

Hello again!
I'd like to add mor to clinical skills while I still can! I'm in the UCS library at the minute and I've had, like, a whole day of lectures which as some of you may know can be very tiring even though you are sitting down the whole day!! ^ ^
Someone in this library has KFC... I can smell it... It smells sooo good!!!!! -_-;
Anyway, here is mouth care! Enjoy!

Mouth Care

What you need:

* Towel and/or disposable soft cloths, disposable bowl, waste bag, mouthwash, toothbrush and toothpaste, jug and glass, drinking straw, gloves, goggles and apron, small, free-standing mirror, tongue depressor, pen torch.
* Fill a jug with water, bring it and other equipment to the patients bedside.
Wash hands thoroughly, put on gloves and an apron (you may wish to wear goggles to prevent splashing into your eyes.

Supervising mouth care

* If the patient is bed-ridden but capable of self-care, encourage him to perform his own mouth care
* If allowed, assist the patient into an upright position, place the over-bed table in front of him with the mirror angled to allow the patient to view his face; arrange the rest of equipment on the table, ensuring everything is within reach.
* Drape the towel over the patient’s chest to protect clothing.
* Mix mouthwash in a glass, place a straw in it if needed and position the disposable bowl nearby.
* Instruct him to brush his teeth and gums while looking into the mirror. Encourage him to rise frequently during brushing, and provide facial tissues or soft cloths for him to wipe his mouth.
* Ensure all areas of the mouth are cleaned – teeth, palate, buccal surfaces, gums and tongue.

Performing mouth care
* Perform mouth care on the patient if they are comatose or unable to do it themselves.
* If they wear dentures, clean them thoroughly.
* Raise the bed to a comfortable working height to prevent back strain.
* If a patient is unconscious then lower the head of the bed and position the patient on his side, with his face extended over the edge of the pillow to facilitate drainage and prevent fluid aspiration.
* The conscious patient should be assisted to an upright position.
* Arrange the equipment on the over-bed table or bed locker.
* Place a soft disposable cloth under the patients chin and a disposable kidney bowl near his cheek to absorb and catch drainage.
* Lubricate the patients lips with water or petroleum-free balm to prevent dryness and cracking. Reapply lubricant as needed, during oral care
* If necessary use a tongue depressor to hold the patients tongue flat during the procedure.
* Wet the toothbrush with water. If needed, use hot water to soften the bristles.
* Apply toothpaste and brush the patients lower teeth from the gum line up; the upper teeth, from the gum line down.
* Place the brush at a 45 degree angle to the gum line and press the bristles gently into the gingival sulcus. Using short gentle stroke to prevent gum damage, brush the buccal surfaces (toward the cheek) and the lingual surfaces (toward the tongue) of the bottom teeth. Using the same technique, brush the buccal and lingual surfaces of the top teeth. Brush the biting surfaces of the bottom and top teeth, using a back and forth motion.
* Hold the disposable kidney bowl steady under the patients cheek and wipe his mouth and cheecks with tissues/soft cloth as needed. Use suction as required.
* Follow up with a swab.
* After brushing the patients teeth, dip a cotton-tipped mouth swab into the mouthwash solution or warm water. Press the swab against the side of the glass to remove excess moisture. Gently stroke the gums, buccal surfaces, palate and tongue to clean the mucosa and stimulate circulation.

After mouth care
* Assess the patients mouth for cleanliness and tooth and tissue condition
* Rinse the toothbrush and glass, dispose of the kidney bowl
* Empty and clean the suction bottle, if used, and place a clean yanker suction catheter on the tubing
* Remove your gloves and apron, return reusable equipment to the appropriate storage location, and discard disposable equipment in the clinical waste or household waste as per local policy. Wash your hands.

Documenting mouth care
* In your nursing care plan document the time and date of mouth care and sign. Document the condition such as bleeding, dry, oedema, mouth odour, excessive secretions or plaque on the tongue.
* Document the care that your administered.


And that's it!!
Hope you enjoyed it!! (:

Emily

Clinical Skills: Eye care

hi guys! this is the second clinical skills post that i'm doing!! yey!! Today we had our first lecture on IPL which is 'Inter-professional learning'. I'll get to that stuff a bit later on...
For now though I'm gonna explain Eye care! Enjoy!!

Eye Care

For this you will need:


A sterile galley pot, gloves and apron, sterile towel, sterile normal saline solution, sterile low-linting gauze swabs, artificial tears or eye ointment.

How to do it

* Assemble the equipment at the patients bedside. Open the sterile towel and open all sterile equipment on to this.
* Pour a small amount of saline solution into the galley pot. Open the sterile gauze using an aseptic technique and place on the sterile towel.
* Wash your hands thoroughly, put gloves and an apron on and inform the patient of what you would like to do in order to gain consent, even if the patient is comatose or unresponsive.
* To remove secretions or crusts adhering to the eyelids and eyelashes, first soak gauze in sterile normal saline solution. Then gently wipe the patients eye with the moistened gauze, working from the inner canthus to the outer canthus to prevent debris and fluid from entering the nasolacrimal (tear) duct.
* After cleaning the eyes, instil artificial tears or apply eye ointment, as prescribed, to keep them moist.
* After giving eye care, dispose of the galley pot, apron and gloves. Use new equipment for each care episode.

Documenting eye care
* Record the time and type of eye care in your notes.
* If applicable, record administration of eye drops or ointment in the patient’s medication chart.
* Document unusual crusting or excessive or coloured drainage and report findings as appropriate

Hope you enjoyed it!

Emily

Saturday, 17 March 2012

Negotiated Care

Hi everyone!
I'm really sorry for the lack of posts!
I've been juggling quite a few things at the minute (but, hey, my aim is to keep this particular blog 'professional' so...)
Today I'm gonna be talking about negotiated care, so here goes...

Negotiated Care

Pearson, 1989. P.141:

‘The power to heal lies within the patient and not the nurse'


Who are your caring for? What do we call those we care for?
•Service user
•Patient
•Client
•Individuals – nursing is about holistic care
•Customer
•Consumer

Terminology
•Patient – A person receiving or required to receive medical treatment - (concise oxford dictionary, 2010)
•Client – refers to all groups or individuals who have direct or indirect contact with nurses or midwives in professional capacity (used in mental health a lot) – (NMC, 2002)
•Customer – one that buys goods or services
•Consumer – recipient of health care such as a patient in a hospital
•Service user – a person who uses health services

Patient
•Have some form of treatment to improve their own health or wellbeing
•Are expected to co-operate and trust the nurse
•Patients can behave anxious, distress or nervous and tend to have ‘blind faith’ in doctors or nurses. They can become quite passive and may not ask questions as they do not want to make a fuss.
•Department of health, 1996 – patient or carer involvement is essential to help people make informed decisions about their own health care
•NHS plan, 2000 – patients must have more say in their own treatment and more influence over the way the NHS works.
•DH, 2008 – high quality care for all:
•“set new foundation for health services – giving patients more choice and thei healthcare is more personalised and fair”.
•Emphasis is on a partnership between healthcare professional and the patients. Focus is on meeting and exceeding the expectations of patients.
•NHS constitution, 2010: Includes rights to choose both treatment and providers and information on quality so that where relevant patients are able to make informed choices.

High quality care – what does it involve?
•Negotiation
•Patient choice
•Shared decision making
•Active participation in care
•What do we mean by negotiation?
•Working together
•Principles of decision making

For patients to make a decision they must be able to…
•Understand
•Know the risks
•Given enough information to enable them to make the right decision (DH, 2001)

A person is unable to make a decision if they…
•Are unconscious
•Are not active in the decision making process
•Cannot understand the information
•Cannot retain formation
•Cannot communicate the decision

Mental capacity act 2005
•Protect people who cannot make decisions for themselves
•Could have a brain injury, a stroke or a severe learning disability
•A person is presumed to make their own decisions

Children or young people
•16-17 year olds can legally consent to treatment
•Under 16 year olds can consent to treatment is deemed ‘gillick competent’

Children act 1989
•Those with parental responsibility can make decisions for a young person or child
•Children or young people have the right to be involved in decisions, be heard or have their views taken into account

What information do patients need?
•Who you are
•Information about the treatment including the pros and cons and side effects
•After care
•Up to date information
•Nurses to be honest to patients and use limited jargon
•What the treatment involves
•The role of the nurse is to inform and interpret for the patient

Benefits
•Can make quicker decisions
•Feel more in control of decision making
•Prevent further problems and issues in the future
•Confidence
•Helps them to plan their lives
•Makes people feel more respected and valued

Difficulties
•May think we do not have enough knowledge as a student nurse
•May take anger out on HCPs
•Can refuse treatment
•Can be difficult to communicate decisions
•Religious beliefs

Examples of when service users/carer might become active participants in care planning…
•Rehab
•Palliative care
•Support plans
•Medications
•Four levels of involving them in decision making…
•Give information about decision
•Consultation
•Joint decision making
•Giving responsibility for users to decide or act themselves

User involvement
+VE

•Can tell you things you don’t already know
•Aids recovery
•Builds rapor
•Greater sense of control

-VE
•Lack of co-operation
•May not understand or think they are not ill

Empowerment
•“Social process of recognising, promoting and enhancing people abilities to meet their own needs, solve their own problems and mobilise the necessary resources in order to feel in control of their lives.” – Gibson, 1991
•Nurses’ role is to empower and help patients to consider options and consequences in order to make informed decisions. Nurses must allow patients to participate in their own care.

Again, so sorry for the lack of updates. I know i did promise i'd update a lot. It's just a lot is going on for me now. Please bear with me! Keep checking for updates! I love my readers!

'Til next time.

Emily

Thursday, 8 March 2012

Holistic Nursing

Hello ^ ^
Long time no see (; LOL!
Tonight I'll be talking about holistic nursing.

What is holistic nursing?
• Relationship-centred care
• Recognising body-mind-emotion-spirit-environment principles in daily life and in clinical practice
• Desire to do good – not performed for the sake of the law or because of duty
• Paying attention to all aspects of an individual – the physical, social, mental and emotional person
• Communicating verbally and non-verbally

The practice process is based on six main principles...
• Assessing
• Diagnosing
• Identifying outcomes
• Planning care
• Implementing plan of care
• Evaluating

The caring process involves...
• Recognising the totality of the human being – the interconnectedness of the body, mind, spirit and emotion
• Focusing on how the individual is cognitively perceiving and emotionally dealing with the illness
• Focusing on effect on persons family, social relationships and economic resources
• Focusing on care interventions that promote healing, peace and comfort

Holistic Assessments
• Include physical, mental, emotional, cultural, sexual, spiritual and transpersonal and energy field assessments
• Energy field assessments are based on the concept that all beings are composed of energy and congestion of this energy will create disharmony and disease
• Spiritual assessments – religious beliefs and a person’s purpose in life. Ask questions about their sense of peace, what brings them joy, strength and hope.
• First ask an individual: “What do you think is happening/going on with you?” And then: “What do you think would help?”
• Help the person to identify risk factors such as lifestyle, habits, beliefs, values, family or personal history
• Focus on individual’s goals rather than the nurses
• Therapeutic plans of care respect person experience and uniqueness of each healing journey
• Holistic nurses respect that outcomes may not be expected as they may evolve differently


I know some of my posts seem quite short and to the point, without much detail but I promise that as the year progresses I will continuously add detail as I go along! You'll pretty much be able to see my knowledge grow over the years, I promise ^^
Oh, also I did a little research earlier. It might sound silly but I actually did not know what the different was between diagnosis and prognosis. If you didn't know here you go:

Diagnosis: what illness or injury a patient has.

Prognosis: the outlook/forecast/decision of how to TREAT the diagnosis. Good prognosis = you are likely to recover. Poor prognosis = you are not likely to recover.

Bye!!

Emily

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