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In your group use your field-specific Assessing needs scenario. Work as a team to complete this nursing care plan and be ready to provide feedback.

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•  Please be in your uniform in the Stone X building level 2 Room 208, 'student lounge' at 8:45.

•  Please be prepared to remove all jewellery and clothing to be bare below the elbows in the clinical areas.

• To have the best experience as adult learners we advise that you are familiar with the A-E (F,G) assessment

Proficiencies

Proficiency 1. Demonstrate and apply knowledge of commonly encountered presentations to inform a holistic nursing assessment including physical, psychological and socio-cultural needs.

Proficiency 3. Accurately processes all information gathered during the assessment process to identify needs for fundamental nursing care and develop and document person-centred care plans.

Proficiency 5. Demonstrates an understanding of the importance of therapeutic relationships in providing an appropriate level of care to support people with mental health, behavioural, cognitive and learning challenges.

Proficiency 6. Provides person centred care to people experiencing symptoms such as anxiety, confusion, pain and breathlessness using verbal

and non-verbal communication and appropriate use of open and closed questioning

Proficiency 7. Takes appropriate action in responding promptly to signs of deterioration or distress considering mental, physical, cognitive and behavioural health

Proficiency 27. Demonstrate an understanding of the challenges of providing safe nursing care for people with co[1]morbidities including physical,

psychological and socio-cultural needs.

Proficiency 29. Provides accurate, clear, verbal, digital or written information when handing over care responsibilities to others.

Competencies

Competency 1. Is aware of the patient/service user’s plan of care and the reason for medication demonstrating knowledge of pharmacology for commonly prescribed medicines

Competency 2. Communicates appropriately with the patient/service user. Provides clear and accurate information and checks understanding

Competency 3. Understands safe storage of medications in the care environment.

Competency 5. Checks prescription thoroughly.

• Right patient/service user

• Right medication

• Right time/Date/Valid period

• Right dose/last dose

• Right route/method

• Special instructions

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Please complete Evaluation for today's session

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Lesson Aim
To enhance students' knowledge and understanding of patient needs assessment and care planning by exploring health belief models.

Learning Outcomes

1. Explain the key concepts of health belief models and their relevance to patient needs assessment.

2. Identify and analyse patient needs using health belief models as a framework.

3. Develop comprehensive care plans that incorporate insights from health belief models.

4. Evaluate the effectiveness of care plans by applying principles from health belief models to real-world scenarios.

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Be ready to present what you have discussed to the wider group.

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Enjoy your lunch. Please do not log off, mute your mikes and switch off your cameras.

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Be ready to present what you have discussed to the wider group.

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Do not log off just switch off camera and mute yourself. Enjoy!

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We will now dedicate the remaining time to a debriefing session

How did you reflect on your decision-making processes based on the Padlet content?

Were there any “aha” moments or realisations?

Link to Practice:

How will you apply the insights gained from the Padlet to real-world decision-making scenarios?

What practical strategies or tools can be derived from the Padlet content?

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What is patient assessment?

Can you list 5 main importance of patient assessment?

Can you think of at least 4 effective patiet assessment steps?

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In your group use your field-specific scenario. Work as a team to complete this nursing care plan and be ready to provide feedback.

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Let's talk about person-centred care | Caring with Confidence: The Code in Action | NMC

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Care Quality Commission - Assessing needs

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Care Quality Commission - Assessing needs

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Sarah Age: 45

Occupation: Office manager

Marital status: Married with two children (ages 10 and 12)

Education: Bachelor's degree in business administration

Health status: Hypertension, high cholesterol, and mild depression

Drinking habits: Heavy drinking (4-5 drinks per day, 5-6 days a week) for the past 10 years. She started drinking as a way to cope with the stress of her job and the challenges of her personal life. Over time, her drinking has become more frequent and excessive, and she has started to experience negative consequences as a result. She has had several blackouts, has been in trouble at work, and has lost touch with her friends and family.

Apply the components of the Health Belief Model to Sarah's situation:

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Patient Name: Mr. Linal Dennis
Age: 65
Medical History: Diabetes, Hypertension, History of Smoking, Multiple hospitalisations for heart-related issues
Current Complaint: Chest pain and shortness of breath

Observations:

1. Symptoms:

Chest Pain: Severe, described as a squeezing sensation, radiating to the left arm.

Shortness of Breath: Difficulty breathing, worsened with exertion.

Associated Symptoms: Anxiety, sweating, nausea.

2. Vital Signs:

Blood Pressure: 160/100 mmHg

Heart Rate: 105 bpm

Temperature: 37.0°C (98.6°F)

Respiratory Rate: 24 breaths per minute

Oxygen Saturation: 92% on room air

3. Physical Examination:

Appearance: Anxious, diaphoretic (sweating).

Cardiovascular: Tachycardia (rapid heart rate), no murmurs.

Respiratory: Clear breath sounds bilaterally.

Abdomen: Soft, non-tender.

4. Electrocardiogram (ECG):

Findings: ST-segment depression in multiple leads, is suggestive of ischemia.

5. Lab Results:

Troponin Levels: Elevated, indicating cardiac muscle damage.

Blood Glucose: 180 mg/dL (elevated).

Complete Blood Count (CBC): Within normal limits.

Electrolytes: Within normal limits.

6. Medical History:

Diabetes: Diagnosed 10 years ago, on Metformin 500mg twice daily.

Hypertension: Diagnosed 15 years ago, on Amlodipine 5mg daily.

Smoking: History of smoking for 30 years, quit attempts unsuccessful.

7. Social History:

Living Situation: Lives alone, with occasional visits from family.

Diet: Struggles with maintaining a diabetic-friendly diet.

Exercise: Minimal physical activity, finds it challenging to adhere to an exercise regimen.

Support System: Limited, primarily relies on healthcare providers for support.

Based on this information, discuss how you would deliver patient-centred care. Consider these questions:

1. How would you approach a patient to assess their current state and willingness to engage in care?

Consider their current emotional and physical state. What strategies might you use to help them feel more comfortable and open to conversation?

2. Given their history of health concerns, what steps would you take to ensure the patient’s safety?

Think about both immediate actions and longer-term safety planning. How would you involve them in creating a safety plan?

3. How would you assess the patient’s support system and identify any additional resources they might need?

Reflect on their current support system. What questions would you ask to understand their support network, and how might you help them build a stronger support system?

Please be prepared to provide feedback to the whole group.

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In your group use your field-specific scenario. Work as a team to complete this nursing care plan and be ready to provide feedback.

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To give your groups feedback please create a new post by clicking the " + " symbol at the top of the column, type your group name/name/initials in the "subject field" and then your feedback.

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Using the health belief model to assess racial/ethnic disparities in cancer-related behaviors in an NCI-designated comprehensive cancer center catchment area | Cancer Causes & Control (springer.com)

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Teen adjusts to life with Type 1 diabetes

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Emma, a 13-year-old, has just been diagnosed with type 1 diabetes. She's been feeling tired and thirsty lately, and her parents have been taking her to the doctor for regular check-ups. Today, Emma's doctor told her that she has diabetes and will need to take insulin injections every day.

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Patient Name: Holly Burrows
Age: 16
Incident: Car accident (passenger)
Current Complaint: Severe abdominal pain and difficulty breathing

Observations:

1. Symptoms:

Abdominal Pain: Severe, with visible bruising and swelling.

Chest Pain: Associated with difficulty breathing.

Shortness of Breath: Present, worsened with movement.

Heart Rate: Rapid.

2. Vital Signs:

Blood Pressure: 110/70 mmHg

Heart Rate: 120 bpm

Temperature: 36.7°C (98.1°F)

Respiratory Rate: 28 breaths per minute

Oxygen Saturation: 93% on room air

3. Physical Examination:

Appearance: Conscious, anxious, and in visible distress.

Abdomen: Bruising and swelling noted, tender to palpation.

Chest: Bruising present, breath sounds diminished on the left side.

Extremities: No obvious fractures or deformities.

4. Medical History:

Past Medical History: No significant medical history.

Medications: None.

Allergies: No known drug allergies.

5. Social History:

Living Situation: Lives with parents and younger brother.

School: High school student, active in sports.

Support System: Family is present and supportive.

Based on this information, discuss how you would deliver patient-centred care. Consider these questions:

1. How would you approach a patient to assess their current state and willingness to engage in care?

Consider their current emotional and physical state. What strategies might you use to help them feel more comfortable and open to conversation?

2. Given their history of health concerns, what steps would you take to ensure the patient’s safety?

Think about both immediate actions and longer-term safety planning. How would you involve them in creating a safety plan?

3. How would you assess the patient’s support system and identify any additional resources they might need?

Reflect on their current support system. What questions would you ask to understand their support network, and how might you help them build a stronger support system?

Please be prepared to provide feedback to the whole group.

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In your group use your field-specific scenario. Work as a team to complete this nursing care plan and be ready to provide feedback.

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Identifying AEFI in diverse skin colour - The Melbourne Vaccine Education Centre (MVEC) (mcri.edu.au)

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Sarah Age: 45

Occupation: Office manager

Marital status: Married with two children (ages 10 and 12)

Education: Bachelor's degree in business administration

Health status: Hypertension, high cholesterol, and mild depression

Drinking habits: Heavy drinking (4-5 drinks per day, 5-6 days a week) for the past 10 years. She started drinking as a way to cope with the stress of her job and the challenges of her personal life. Over time, her drinking has become more frequent and excessive, and she has started to experience negative consequences as a result. She has had several blackouts, has been in trouble at work, and has lost touch with her friends and family.

Apply the components of the Health Belief Model to Sarah's situation:

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Patient Information:

Year 2 Mental Health Nurses – Focus on Emergency/deteriorating patient

You are a student nurse working within a GP setting (Practice Based Mental Health Team). You and your practice supervisor are conducting a home assessment for Katia, a 32-year-old new mother. Katia has been referred by her Health Visitor with concerns about her mental health.

Social and Medical History:

Katia had been trying to conceive for 5 years and underwent 3 rounds of IVF.

She is 9 weeks post birth (baby girl, Alina, healthy and thriving).

Her birth experience was long and difficult, involving a failed induction and ending with an emergency caesarean.

Katia has experienced feeding difficulties with the baby who is now bottle fed

Katia is married and lives with her husband, George, who works long hours as a delivery driver.

She has limited family support nearby.  She hasn’t seen her friends since the birth.

Katia has no significant past medical history but has a history of anxiety.

Current Presentation:

Katia is low in mood, anxious and is often tearful.

Katia is in visibly dirty pyjamas and appears dishevelled and unwashed

She looks tired and reports feeling exhausted.  She is having difficulty sleeping at night, often waking before the baby and struggling to get back to sleep after night-time feeds.  She describes worrying about the baby during the night and having to frequently check on her.

Katia talks about feeling overwhelmed, constantly worrying about the baby, knowing that she failed as she had a c-section and the baby is bottle-fed, feeling that she is an inadequate mother.  She feels guilty that she is not enjoying motherhood and worries about bonding with the baby.

Katia feels unable to manage normal activities (shopping, going to gym, cooking, cleaning).  She is hardly leaving the house and is avoiding seeing friends and family who all want to visit her and the baby.  She has not been able to attend baby clinic at all.

Her husband is very worried about her and says that this is completely out of character.

Vital Signs and NEWS2 Score:

Respiratory rate: 18 breaths per minute

Oxygen saturation: 98% on room air

Temperature: 36.8°C

Blood pressure: 120/80 mmHg

Heart rate: 82 beats per minute

Level of consciousness: Alert

NEWS2 Score: 0 (indicating no immediate clinical concern based on vital signs)

Mental Health Assessment:

Appearance and Behaviour: Katia appears tired and dishevelled. She maintains minimal eye contact, her speech is quiet and her movements are slow.  She is frequently tearful.

Mood and Affect: Katia reports feeling persistently low, anxious, overwhelmed and tearful. Her affect is flat and she shows little emotional range in her expressions.

Thought Process: Her thought process is coherent but she expresses feelings of guilt and worthlessness. She is feeling hopeless about the future, and her ability to be a good mother.  She denies any active suicidal plans or intent, but admits to wishing everything would just stop/go away/end.

Cognition: Katia is oriented to time, place, and person. Her concentration is poor, she is forgetful, and is struggling to focus on tasks.

Insight and Judgment: Katia has some insight into her condition, acknowledging that she feels different from before the birth; she knows that something is wrong and that she is not coping, but interprets this as her own failure.  Katia’s judgment appears impaired as she struggles to make decisions, feels overwhelmed by daily tasks, and is struggling to look after herself and the baby.

QUESTIONS FOR THE STUDENTS TO CONSIDER

·       What is your risk assessment of Katia?  How would you manage these risks?

·       What treatment priorities can you identify?  How urgently do you need to act?

·       What could you put in a community care and treatment plan to support Katia?

·       Would you consider hospital admission?  Why?  What might the pros + cons of an admission be?

·       What safeguarding issues can you identify?  How would you manage these?

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To give your groups feedback please create a new post by clicking the " + " symbol at the top of the column, type your group name/name/initials in the "subject field" and then your feedback.

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nihms712389.pdf

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The Health Belief Model helps predict public attitudes and actions around health issues. It is used implicitly or explicitly in many areas of medicine. The Health Belief Model assumes that people are largely rational in their thoughts and actions, and will take the best health-supporting action if they:

Feel that it is possible to address a negative health issue.

Have a positive expectation that taking the proposed action will be effective in addressing the issue.

Believe they are able to take the proposed action.

There are a number of sub-variables in the belief that a health-related action is valuable. These provide both factors to enable measurement of attitudes and also routes to persuading people to act in healthy ways.

Perceived susceptibility: This is the person's assessment of the likelihood of them getting the given condition. If, for example, they are younger and believe that the condition afflicts mainly older people, then they will be less likely to act to protect themselves. Education may correct misunderstandings about susceptibility, which is often grossly incorrect, typically due either to social folklore or individual denial.

Perceived severity: This is the person's view of how severely they would be impacted if they were affected by the condition. The most severe health impact is death, followed by disablement and pain. Duration is also important: a short, sharp pain may be preferable to a long ache. As with susceptibility, education can be specific about severity, including probabilities of survival and disablement.

Perceived benefits: This is the belief in how effective the advised medicine or action will be in mitigating the problems of the condition considered in severity. You can give a positive message about the benefits of taking specific actions, including accurate information about how effective medicines are at reducing susceptibility and severity. The message may also subtly include instructions in taking the recommended actions and indicate the timescales involved before benefits appear.

Perceived barriers: This is the person's perceptions of the difficulties they would encounter in taking the proposed actions, including both physical and psychological barriers. These may be addressed through various means of support, from financial through reassurance and assistance.

Cues to action: These are the prompts that are needed to move the person into the state where they are ready to take the prescribed action. These can include practical ways of nudging them, such as marked calendars, email reminders, how-to charts and so on.

Self-efficacy: This is the person's confidence and belief in their own ability to take the given action. If they think 'I cannot do this' or even 'I would find it difficult' then they may well shy away from action, even if they believe the action is essential or otherwise worthwhile. This self-belief can be bolstered with encouragement, hand-holding, training and other support.
THE MODEL
The model assumes the following causal linkages between constructs and other factors.

Likelihood of behaviour change is affected solely by the perceived threat from the disease.

Perceived threat is impacted by:

Perceived susceptibility and seriousness

Cues to action, including information and symptoms

General factors such as age, sex, race, personality and intelligence affect all of:

Perceived threat

Perceived susceptibility and seriousness

Perception of benefits vs. barriers

This model simply describes a combination of a personal risk analysis, followed by an evaluation of the proposed solution and its use. As a general method of addressing beliefs it offers a useful structure for a wider range of belief-change situations.

When seeking to change a person's belief, we first need to understand the model beneath the belief and then address the sub-elements. The Health Belief Model provides a useful framework that may either provide direct help or may inspire similar thinking.

Want to know more how this model can be used effectively in your daily dealings with patients and colleagues?

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The Health Belief Model & Understanding Patient Behaviour

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The Health Belief Model helps predict patient behaviour and actions around health issues. It is used implicitly or explicitly in many areas of medicine.

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To give your groups feedback please create a new post by clicking the " + " symbol at the top of the column, type your group name/name/initials in the "subject field" and then your feedback.

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To give your groups feedback please create a new post by clicking the " + " symbol at the top of the column, type your group name/name/initials in the "subject field" and then your feedback.

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Color awareness: A must for patient assessment (myamericannurse.com)

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Understanding the audio-visual skill of blood pressure reading

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Understanding the audio-visual skill of blood pressure reading

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LearningTools: Blood Pressure Basics - Audio-Visual Coordination Skills

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Blood Pressure: Korotkoff Sounds | Ausmed Explains...

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Blood Pressure: Korotkoff Sounds | Ausmed Explains...

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This is a comprehensive A to E assessment

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Nursing students ABCDE assessment framework

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Sarah Johnson :

1. Modifying variables : Age , Her occupation as a office manager ( high-stress job), Raising two children - family responsibilities, depression, support system - availability of support from friends and family, lack of family support, financial status, long-term drinking habits resulted in addiction and withdrawal symptoms..

2. perceived seriousness : High cholesterol, hypertension, her heavy drinking have resulted in blackouts.

3. perceived susceptibility : she has hypertension and cholesterol. if she knows or understands the risks associated with heavy drinking, she may change her lifestyle...

4. perceived benefits: if she reduces alcohol intake it will improve her overall health and mental well-being. it will improve her work performance, reduce depression and also emotional stability.

5. perceived barriers: no social supports as she has less contact with family and friends. She is drinking alcohol to manage stress. And being a habitual drinker (10 years) she may find it hard to change. She might fear withdrawal symptoms, social stigma, or losing the only coping mechanism she has used for years.

6. Cues : Blackout, high risk of heart attack, fear of losing her job, strain her relationship with her husband and kids.

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Analyse patient needs:

Support from therapy, alcohol recovery programs, or lifestyle changes (e.g., stress management techniques) could help boost her confidence in making a change.

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By removing barriers from sarahs situation, providing motivation, and increasing her confidence, Sarah can take control of her health and adopt sustainable, positive lifestyle changes. With ongoing support, education, and encouragement, she can break free from unhealthy habits and improve her physical, emotional, and social well-being.

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•Perceived Susceptibility: Sarah is at risk for severe health and social consequences.

•2. Perceived Severity: Blackouts and job troubles indicate serious repercussions.

•3. Perceived Benefits: Reducing alcohol intake can improve health and relationships.

•4. Perceived Barriers: Stress and dependence may hinder change.

•5. Cues to Action: Intervention from friends, family, or healthcare professionals.

•6. Self-Efficacy: Sarah’s ability to take control and seek help.

Health Belief Model Components
•1. Perceived Susceptibility: Emma understands she must manage her diabetes daily.
•2. Perceived Severity: Without insulin, complications could be severe.
•3. Perceived Benefits: Proper insulin use prevents complications and improves quality of life.
•4. Perceived Barriers: Fear of injections, lifestyle changes, and adjustment period.
•5. Cues to Action: Parental support, doctor Health Belief Model Components
•1. Perceived Susceptibility: Sarah is at risk for severe health and social consequences.
•2. Perceived Severity: Blackouts and job troubles indicate serious repercussions.
•3. Perceived Benefits: Reducing alcohol intake can improve health and relationships.
•4. Perceived Barriers: Stress and dependence may hinder change.
•5. Cues to Action: Intervention from friends, family, or healthcare professionals.

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By applying the Health Belief Model to Emma’s issues, we can understand Emma’s perceptions, fears, and motivation toward managing her Type 1 diabetes. Using patient-centered education, emotional support, and skill-building, healthcare providers can help her develop confidence, adhere to her treatment plan, and maintain a good quality of life.

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Health Belief Model Components
•1. Perceived Susceptibility: Emma understands she must manage her diabetes daily.
•2. Perceived Severity: Without insulin, complications could be severe.
•3. Perceived Benefits: Proper insulin use prevents complications and improves quality of life.
•4. Perceived Barriers: Fear of injections, lifestyle changes, and adjustment period.
•5. Cues to Action: Parental support, doctor Health Belief Model Components
•1. Perceived Susceptibility: Sarah is at risk for severe health and social consequences.
•2. Perceived Severity: Blackouts and job troubles indicate serious repercussions.
•3. Perceived Benefits: Reducing alcohol intake can improve health and relationships.
•4. Perceived Barriers: Stress and dependence may hinder change.
•5. Cues to Action: Intervention from friends, family, or healthcare professionals.

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Developing care plans :

Stress management techniques like short breaks during work and trying a more holistic approach to her reduction in consumption, Holistic therapy is a type of therapy that considers the whole person, including their mind, body, and spirit. Which would then support the approach of person centred care, regular medical checkups for blood pressure and cholesterol, mental health support to reduce depression. Annual leave from workplace to build family relationship. Visit her GP surgery and seek mental health support.

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Feedback for Sarah’s Case:

Your analysis effectively applies the Health Belief Model, highlighting Sarah’sdrinking habits, stress, and health risks. You balance the seriousness of her condition with the benefits of change. To strengthen it, consider expanding on emotional barriers (e.g., denial, stigma) and providing more specific action steps, such as therapy or support groups. Overall, a strong and insightful analysis!

Feedback for Emma ‘sCase:

application of the Health Belief Model is clear and thoughtful, considering Emma’s age, emotions, and the challenges of diabetes management. You effectively balance risks and motivation. To enhance it, dive deeper into her emotional adjustment (fear, frustration) and suggest concrete action steps, like peer support groups or diabetes education tools. Great job!

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Feedback for Sarah’sCase:

The analysis effectively applies the Health Belief Model, highlighting Sarah’s drinking habits, stress, and health risks. The balance the seriousness of her condition with the benefits of change. To strengthen it, consider expanding on emotional barriers (e.g., denial, stigma) and providing more specific action steps, such as therapy or support groups. Overall, a strong and insightful analysis!

Feedback for Emma’Case:

application of the Health Belief Model is clear and thoughtful, considering Emma’s age, emotions, and the challenges of diabetes management. The effectively balance risks and motivation. To enhance it, dive deeper into her emotional adjustment (fear, frustration) and suggest concrete action steps, like peer support groups or diabetes education tools. Great job!

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1. Perceived Susceptibility – Belief about the risk of developing a condition.

2. Perceived Seriousness – Understanding the severity and consequences of the condition.

3. Perceived Benefits – Recognizing the advantages of taking preventive action.

4. Perceived Barriers – Identifying obstacles that may prevent action.

5. Perceived Threat – The combined impact of susceptibility and seriousness, influencing behavior.

6. Self-Efficacy – Confidence in one's ability to take action and make a change.

7. Cues to Action – Triggers that prompt behavior change (e.g., symptoms, advice, reminders).

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Assessing Needs in Person Centred Care

Assessing an individual's needs is a foundational step in delivering person-centred care. This process involves a comprehensive evaluation of various aspects of a person's life to ensure that care plans are tailored to their unique circumstances. Key components include, Holistic Assessment ,Active Participation, Continuous Review,

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Once a thorough assessment is completed, the next step is to develop a care plan that is centered around the individual's specific needs and preferences. This involves : Collaborating Goal Setting, Customised intervention, empowerment and Support, Interdisciplinary Aproach

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Feedback for Sarah’sCase:

The analysis effectively applies the Health Belief Model, highlighting Sarah’s drinking habits, stress, and health risks. You balance the seriousness of her condition with the benefits of change. To strengthen it, consider expanding on emotional barriers (e.g., denial, stigma) and providing more specific action steps, such as therapy or support groups. Overall, a strong and insightful analysis!

Feedback for Emma’sCase:

The application of the Health Belief Model is clear and thoughtful, considering Emma’s age, emotions, and the challenges of diabetes management. You effectively balance risks and motivation. To enhance it, dive deeper into her emotional adjustment (fear, frustration) and suggest concrete action steps, like peer support groups or diabetes education tools. Great job!

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The presentation provided a well structured overview of assessing needs and planning person centred care, covering key principles, holistic assessment, and collaborative care planning.

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Feedback Summary for Mr. Linal Dennis Care Approach:

Thorough Assessment this effectively use his medical history and symptoms to understand his condition. Empathy and Engagement also prioritize his emotional well-being and involve him in his care. Safety Focus .the address both immediate and long-term safety, ensuring his stability.

Areas for Improvement:

Engagement Strategies .Include specific techniques to encourage lifestyle changes, like goal setting.

Detailed Safety Plan Elaborate on long-term management and preventive measures.

Support System Provide more ideas for strengthening his social support, such as involving family or connecting to resources.

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In a situation of Emma , 13 years old girl , living with diabete which required insulin injection daily, Adult nurse role is as follows

1)education & training

2)education on blood glucose monitoring, e.g hypoglycaemia and hyperglycaemia

3)support & advocacy

4) care coordination I.e working in collaboration with MDT teams and monitoring and follow up

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How would you approach a patient to assess their current state and willingness to engage in care?

Use simple, direct questions.Can you describe your chest pain? When did it start? Have you had similar symptoms before? What concerns you have the most right now?Actively listen and validate his fears, ensuring he feels heard and involved in his care. Gain consent and then Check his vitals and tests.

Given their history of health concerns, what steps would you take to ensure the patient’s safety?

Administer Oxygen to bring his oxygen levels to 95% , Contact his family members to provide support, offer support to stop smoking, Cardiac evaluation: Given ST-segment depression and elevated troponin, he may be experiencing unstable angina or a heart attack-requires urgent cardiology consult and possible hospitalization. Medication adjustments: Control high BP (160/100 mmHg) and tachycardia (105 bpm) using appropriate medications. connect with social worker to address his isolation issues.. review his medical prescriptions and Adjust his medications based on past medical history. motivate him to exercise more often..

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Patient assessment is the process of putting all information together about a patient history.

5 main importance of patient assessment

*Treatment plans

*patient safety

*health issues seen early

*Monitoring patients progress

*Good communication

4 effective patient assessment

*getting patients medical history

*Doing lab test

*Physical examination

*Planning a treatment plan

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3. How would you assess the patient’s support system and identify any additional resources they might need?

Contact his family and request if they can get involved in his care.

contact social service group to provide help with isolation issues

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Assessment can be defined as a systematic process of gathering & Analysing information about the patients, psychological, physiological, sociological and spiritual status such as

1) Holistic approach

2)Data collection (objectives & subjective)

3) critical thinking

4)Dynamic process

Nursing assessment guide care planning & ensure that intervention are tailored to meet individuals unique needs

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The role of mental health nurse in Sarah situation is are follows

1)psychosocial support e.g addressing underline issues,

2) Therapeutic intervention

3)Referral to specialist

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In Sarah situation, Sarah may not aware of the consequences of her heavily drinking, her drinking may lead to damage of Cardiovascular system which is affecting her withdrawal from people (self isolation) absent from work

The role if adult nurse are

1)carry out Audit C screening, intervention & health education

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Facilitator Feedback - Health Belief model

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Facilitator Feedback - Health Belief model

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Facilitator Feedback - Applying the components of the Health Belief Model to Sarah's Scenario. (1)

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Facilitator Feedback - Roper, Tierney and Logan

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Facilitator Feedback - Roper, Tierney and Logan

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Facilitator Feedback using Roper, Tierney, and Logan Health Behaviours

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What is person centred care ?

Person centred care involves putting the person who is receiving care at the centre of his own care provision and ensuring that he receives care as per his needs, wishes and preferences.

Person-centered care (PCC) is a healthcare approach that prioritizes an individual's unique needs, preferences, and values. It involves respect, collaboration, holistic care, dignity, and empowerment, ensuring patients actively participate in their own healthcare decisions. This approach improves patient satisfaction, health outcomes, and overall quality of life.

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Assessment of Alcoholic patient

Creating an assessment and care plan for an alcoholic patient involves a detailed, structured process to understand their alcohol use, its impact on their health, and their readiness for change. The goal is to provide appropriate care and support tailored to the patient's needs.

1. Assessment of an Alcoholic Patient

The assessment process includes several key components that evaluate the patient's physical health, mental health, alcohol consumption patterns, and social and environmental factors. Below is a step-by-step approach to assess an alcoholic patient:

Patient History

Patient problem

Alcohol consumption

Screening tools

CAGE QUESTIONAIRE: Cut down, Annoyed,

AUDIT

Physical Assessment

Psychological assessment

Social and environmental factors

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to the best of our knowledge