H



H



1670


Hair and Scalp Care


Definition: Promotion of healthy, clean, and attractive hair and scalp


Activities:



• Monitor condition of hair and scalp, including abnormalities (e.g., dry, coarse, or brittle hair, pest infestation, dandruff, and nutritional deficiencies)


• Provide treatment for abnormalities or notify appropriate health care provider


• Prepare supplies for cleansing hair (e.g., basin, shampoo board, waterproof pad, towel, shampoo, and conditioner)


• Assist patient into comfortable position


• Use hydrogen peroxide or alcohol to dissolve matted blood, if present, prior to cleansing hair


• Place commercially-prepared, disposable cleansing cap on patient’s head and massage head to work solution through hair and scalp, being sure to use cap according to manufacturer’s instructions


• Wash and condition hair, massaging shampoo and conditioner into scalp and hair


• Avoid chilling during cleansing (i.e., adjust room temperature and provide warmed towels)


• Dry hair with hair dryer on a low setting to avoid burning scalp


• Brush or comb hair, using wide-toothed comb or pick, as needed


• Apply small amount of oil to dry or flaking areas of scalp


• Style hair


• Monitor patient response to hair loss, providing support if indicated (i.e., assist in selecting a hat, wig, or scarf; refer to community agency; and discuss hair transplants and drugs to stimulate hair growth)


• Arrange for barber or hairdresser to cut hair


• Prepare supplies for shaving (e.g., shaving cream, towel, and safety or electric razor)


• Shave body hair, if desired, using an electric razor for patients at risk for excessive bleeding


• Perform hair removal procedures using scissors, hair clippers, or chemical depilatory agents prior to surgical procedure, being sure to refer to institutional policies and physician’s order


• Instruct patient or parent on hair care (e.g., cleansing infant scalp and hair and preventing pest infestation)


• Provide referral, as appropriate


1st edition 1992; revised 2008, 2013



6510


Hallucination Management


Definition: Promoting the safety, comfort, and reality orientation of a patient experiencing hallucinations


Activities:



• Establish a trusting, interpersonal relationship with the patient


• Monitor and regulate the level of activity and stimulation in the environment


• Maintain a safe environment


• Provide appropriate level of surveillance/supervision to monitor patient


• Record patient behaviors that indicate hallucinations


• Maintain a consistent routine


• Assign consistent caregivers on a daily basis


• Promote clear and open communication


• Provide patient with opportunities to discuss hallucinations


• Encourage patient to express feelings appropriately


• Refocus patient to topic if patient’s communication is inappropriate to circumstances


• Monitor hallucinations for presence of content that is violent or self-harmful


• Encourage patient to develop control/responsibility over own behavior, if ability allows


• Encourage patient to discuss feelings and impulses rather than acting on them


• Encourage patient to validate hallucinations with trusted others (e.g., reality testing)


• Point out, if asked, that you are not experiencing the same stimuli


• Avoid arguing with patient about the validity of the hallucinations


• Focus discussion upon the underlying feelings rather than the content of the hallucinations (e.g., “It appears as if you are feeling frightened”)


• Provide antipsychotic and antianxiety medications on a routine and PRN basis


• Provide medication teaching to patient and significant others


• Monitor patient for medication side effects and desired therapeutic effects


• Provide for safety and comfort of patient and others when patient is unable to control behavior (e.g., limit setting, area restriction, physical restraint, and seclusion)


• Discontinue or decrease medications (after consulting with prescribing caregiver) that may be causing hallucinations


• Provide illness teaching to patient/significant others if hallucinations are illness based (e.g., delirium, schizophrenia, and depression)


• Educate family and significant others about ways to deal with patient who is experiencing hallucinations


• Monitor self-care ability


• Assist with self-care, as needed


• Monitor physical status of patient (e.g., body weight, hydration, and soles of feet in patient who paces)


• Provide for adequate rest and nutrition


• Involve patient in reality-based activities that may distract from the hallucinations (e.g., listening to music)


1st edition 1992; revised 1996




1390


Healing Touch


Definition: Providing a noninvasive, biofield therapy using touch and compassionate intentionality to influence the energy system of a person, affecting their physical, emotional, mental, and spiritual health and healing


Activities:



• Create a comfortable, private environment without distractions


• Determine willingness to have body touched


• Identify mutual goals for the session


• Advise the patient to ask questions whenever they arise


• Place patient in a comfortable and safe position that facilitates relaxation (e.g., chair, recliner, or massage table may be used if the body can be safely supported)


• Remove constricting items (e.g., eyeglasses, shoes, and belt)


• Keep the patient comfortably clothed


• Drape only to provide temperature comfort


• Center self by focusing awareness on inner self


• Ground self by attuning to Earth’s energy


• Attune to the patient’s energy field


• Set intention to work for the patient’s highest good


• Conduct an assessment of the patient’s energy field (aura) and energy centers to determine whether clearing, balancing, or energizing techniques are to be used


• Determine the specific healing touch approach to promote healing (e.g., unruffling or smoothing the energy field, full body connection, Etheric Vitality, magnetic unruffled, magnetic pain drain, spiral meditation, pyramid technique)


• Use hands to clear, balance, and energize the patient’s field


• Continue until the energy fields and energy centers feel balanced, smooth, connected, symmetrical, and flowing


• Repeat an energy assessment to identify what changes have occurred


• Instruct the patient to gently move their body and stretch before they get up


• Touch the patient’s body to help them ground or connect with the Earth’s energy if they experience dizziness when they get up


• Offer client a glass of water to replenish the water lost with the energy movement


• Provide feedback to the patient regarding the energetic work in terms they understand


• Ask the patient to describe what they experienced or noted during and after the session


• Record the characteristics of the energy work


• Record the physical, mental, and emotional responses to the session


6th edition 2013



7960


Health Care Information Exchange


Definition: Providing patient care information to other health professionals


Activities:



• Identify referring nurse and location


• Identify essential demographic data


• Describe pertinent past health history


• Identify current nursing and medical diagnoses


• Identify resolved nursing and medical diagnoses, as appropriate


• Describe plan of care, including diet, medications, and exercise


• Describe nursing interventions being implemented


• Identify equipment and supplies necessary for care


• Summarize progress of patient toward goals


• Identify anticipated date of discharge or transfer


• Identify planned return appointment for follow-up care


• Describe role of family in continuing care


• Identify capabilities of patient and family in implementing care after discharge


• Identify other agencies providing care


• Request information from health professionals in other agencies


• Coordinate care with other health professionals


• Discuss patient’s strengths and resources


• Share concerns of patient or family with other health care providers


• Share information from other health professionals with patient and family, as appropriate


2nd edition 1996; revised 2004




5510


Health Education


Definition: Developing and providing instruction and learning experiences to facilitate voluntary adaptation of behavior conducive to health in individuals, families, groups, or communities


Activities:



• Target high-risk groups and age ranges that would benefit most from health education


• Target needs identified in Healthy People 2010: National Health Promotion and Disease Prevention Objectives, or other local, state, and national needs


• Identify internal or external factors that may enhance or reduce motivation for healthy behavior


• Determine personal context and social-cultural history of individual, family, or community health behavior


• Determine current health knowledge and lifestyle behaviors of individual, family, or target group


• Assist individuals, families, and communities in clarifying health beliefs and values


• Identify characteristics of target population that affect selection of learning strategies


• Prioritize identified learner needs based on client preference, skills of nurse, resources available, and likelihood of successful goal attainment


• Formulate objectives for health education program


• Identify resources (e.g., personnel, space, equipment, money, etc.) needed to conduct program


• Consider accessibility, consumer preference, and cost in program planning


• Strategically place attractive advertising to capture attention of target audience


• Avoid use of fear or scare techniques as strategy to motivate people to change health or lifestyle behaviors


• Emphasize immediate or short-term positive health benefits to be received by positive lifestyle behaviors rather than long-term benefits or negative effects of noncompliance


• Incorporate strategies to enhance the self-esteem of target audience


• Develop educational materials written at a readability level appropriate to target audience


• Teach strategies that can be used to resist unhealthy behavior or risk taking rather than give advice to avoid or change behavior


• Keep presentation focused and short, and begin and end on main point


• Use group presentations to provide support and lessen threat to learners experiencing similar problems or concerns, as appropriate


• Use peer leaders, teachers, and support groups in implementing programs to groups less likely to listen to health professionals or adults (i.e., adolescents), as appropriate


• Use lectures to convey the maximum amount of information, when appropriate


• Use group discussions and role-playing to influence health beliefs, attitudes, and values


• Use demonstrations/return demonstrations, learner participation, and manipulation of materials when teaching psychomotor skills


• Use computer-assisted instruction, television, interactive video, and other technologies to convey information


• Use teleconferencing, telecommunications, and computer technologies for distance learning


• Involve individuals, families, and groups in planning and implementing plans for lifestyle or health behavior modification


• Determine family, peer, and community support for behavior conducive to health


• Utilize social and family support systems to enhance effectiveness of lifestyle or health behavior modification


• Emphasize importance of healthy patterns of eating, sleeping, exercising, etc. to individuals, families, and groups who model these values and behaviors to others, particularly children


• Use variety of strategies and intervention points in educational program


• Plan long-term follow-up to reinforce health behavior or lifestyle adaptations


• Design and implement strategies to measure client outcomes at regular intervals during and after completion of program


• Design and implement strategies to measure program and cost effectiveness of education, using this data to improve the effectiveness of subsequent programs


• Influence development of policy that guarantees health education as an employee benefit


• Encourage policy where insurance companies give consideration for premium reductions or benefits for healthful lifestyle practices


2nd edition 1996; revised 2000




5515


Health Literacy Enhancement


Definition: Assisting individuals with limited ability to obtain, process, and understand information related to health and illness


Activities:



• Create a health care environment where a patient with impaired literacy can seek help without feeling ashamed or stigmatized


• Use appropriate and clear communication


• Use plain language


• Simplify language whenever possible


• Use a slow speaking pace


• Avoid medical jargon and use of acronyms


• Communicate with consideration for culture-suitability, age-suitability, and gender-suitability


• Determine patient’s experience with the health care system, including health promotion, health protection, disease prevention, health care and maintenance, and health care system navigation


• Determine health literacy status at initiation of contact with the patient through informal and/or formal assessments


• Determine patient’s learning style


• Observe for impaired health literacy cues (e.g., failing to complete written forms, missing appointments, not taking medications appropriately, inability to identify medications or describe reasons for taking them, deferring to family members for information about health condition, asking multiple questions about topics already covered in handouts and brochures, avoiding reading things in front of health care providers)


• Obtain interpreter services as needed


• Provide essential written and oral information to a patient in his/her first language


• Determine what the patient already knows about his/her health condition or risks and relate new information to what is already known


• Provide one-to-one teaching or counseling whenever feasible


• Provide understandable written materials (i.e., use short sentences and common words with fewer syllables, highlight key points, use an active voice, use large print, have a user-friendly layout and design, group similar content into segments, emphasize behaviors and action that should be taken, use pictures or diagrams to clarify and decrease the reading burden)


• Use strategies to enhance understanding (i.e., start with the most important information first, focus on key messages and repeat, limit the amount of information presented at any one time, use examples to illustrate important points, relate to the individual’s experience, use a storytelling style)


• Use multiple communication tools (e.g., audiotapes, videotapes, digital video devices, computers, pictograms, models, diagrams).


• Evaluate patient understanding by having patient repeat back in own words or demonstrate skill.


• Encourage the individual to ask questions and seek clarification (e.g., What is my main problem? What do I need to do? Why is it important for me to do this?)


• Assist the individual in anticipating their experiences in the health care system (e.g., being asked questions, seeing different health professionals, needing to let providers know when information is not understood, getting the results from laboratory tests, making and keeping appointments)


• Encourage use of effective measures for coping with impaired health literacy (e.g., being persistent when asking for help, bringing a written list of questions or concerns to each health care encounter, depending on oral explanations or demonstrations of tasks, seeking the assistance of family or friends in getting health information)


5th edition 2008




7970


Health Policy Monitoring


Definition: Surveillance and influence of government and organization regulations, rules, and standards that affect nursing systems and practices to ensure quality care of patients


Activities:



• Review proposed policies and standards in organizational, professional, and governmental literature, and in the popular media


• Assess implications and requirements of proposed policies and standards for quality patient care


• Compare requirements of policies and standards with current practices


• Assess negative and positive effects of health policies and standards on nursing practice, patient, and cost outcomes


• Identify and resolve discrepancies between health policies and standards and current nursing practice


• Acquaint policy makers with implications of current and proposed policies and standards for patient welfare


• Lobby policy makers to make changes in health policies and standards to benefit patients


• Testify in organizational, professional, and public forums to influence the formulation of health policies and standards that benefit patients


• Assist consumers of health care to be informed of current and proposed changes in health policies and standards and the implications for health outcomes


2nd edition 1996



6520


Health Screening


Definition: Detecting health risks or problems by means of history, examination, and other procedures


Activities:



• Determine target population for health screening


• Advertise health-screening services to increase public awareness


• Provide easy access to screening services (e.g., time and place)


• Schedule appointments to enhance efficiency and individualized care


• Use valid, reliable health screening instruments


• Instruct on rationale and purpose of health screenings and self-monitoring


• Obtain informed consent for health-screening procedures, as appropriate


• Provide for privacy and confidentiality


• Provide for comfort during screening procedures


• Obtain health history, as appropriate, including description of health habits, risk factors, and medications


• Obtain family health history, as appropriate


• Perform physical assessment, as appropriate


• Measure blood pressure, height, weight, percent body fat, cholesterol and blood sugar levels, and urinalysis, as appropriate


• Perform (or refer for) Pap smear, mammography, prostate check, EKG, testicular examination, and vision check, as appropriate


• Obtain specimens for analysis


• Complete appropriate Department of Health or other records for monitoring abnormal results, such as high blood pressure


• Provide appropriate self-monitoring information during screening


• Provide results of health screenings to patient


• Inform patient of limitations and margin of error of specific screening tests


• Counsel patient who has abnormal findings about treatment alternatives or need for further evaluation


• Refer patient to other health care providers, as necessary


• Provide follow-up contact for patient with abnormal findings


1st edition 1992; revised 1996




7400


Health System Guidance


Definition: Facilitating a patient’s location and use of appropriate health services


Activities:



• Explain the immediate health care system, how it works, and what the patient/family can expect


• Assist patient or family to coordinate health care and communication


• Assist patient or family to choose appropriate health care professionals


• Instruct patient on what type of services to expect from each type of health care provider (e.g., nurse specialists, registered dietitians, registered nurses, licensed practical nurses, physical therapists, cardiologists, internists, optometrists, and psychologists)


• Inform the patient about different types of health care facilities (e.g., general hospital, specialty hospital, teaching hospital, walk-in clinic, and outpatient surgical clinic), as appropriate


• Inform the patient of accreditation and state health department requirements for judging the quality of a facility


• Inform patient of appropriate community resources and contact persons


• Advise use of second opinion


• Inform patient of right to change health care provider


• Inform the patient the meaning of signing a consent form


• Provide patient with copy of Patient’s Bill of Rights


• Inform patient how to access emergency services by telephone and vehicle, as appropriate


• Encourage patient to go to the emergency room, if appropriate


• Identify and facilitate communication among health care providers and patient/family, as appropriate


• Inform patient/family how to challenge a decision made by a health care provider, as needed


• Encourage consultation with other health care professionals, as appropriate


• Request services from other health professionals for patient, as appropriate


• Coordinate referrals to relevant health care providers, as appropriate


• Review and reinforce information given by other health care professionals


• Provide information on how to obtain equipment


• Coordinate/schedule time needed by each service to deliver care, as appropriate


• Inform patient of the cost, time, alternatives, and risks involved in a specific test or procedure


• Give written instructions for purpose and location of post-hospitalization/outpatient activities, as appropriate


• Give written instructions for purpose and location of health care activities, as appropriate


• Discuss outcome of visit with other health care providers, as appropriate


• Identify and facilitate transportation needs for obtainment of health care services


• Provide follow-up contact with patient, as appropriate


• Monitor adequacy of current health care follow-up


• Provide report to posthospital caregivers, as appropriate


• Encourage the patient/family to ask questions about services and charges


• Comply with regulations for third-party reimbursement


• Assist individual to complete forms for assistance, such as housing and financial aid, as needed


• Notify patient of scheduled appointments, as appropriate

Related posts:

  1. F
  2. N
  3. B
  4. V

Stay updated, free articles. Join our Telegram channel
Tags:
Dec 3, 2016 | Posted by in NURSING | Comments Off on H

Full access? Get Clinical Tree
Get Clinical Tree app for offline access