Solution Manual For Health Physical Assessment in Nursing 2 e 2nd Edition Donita Damico Colleen Barbarito

Solution Manual for Health & Physical Assessment in
Nursing, 2/E 2nd Edition Donita Dâ€™Amico, Colleen

Barbarito
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-nursing-2-e-2nd-edition-donita-damico-colleen-barbarito/
Solution Manual for Health & Physical Assessment in Nursing, 2/E 2nd Edition Donita Dâ€
D’Amico Chapter 10
Concepts for Lecture
Resource Library
PEARSON NURSING STUDENT RESOURCES
Key Concepts
Application Through Critical Thinking Case Study
Documentation
NCLEX-RN® Review
Media Link Application
Media Links
Audio Glossary
Toolbox
NY Times
LEARNING OUTCOME 1
Discuss the purpose of the nursing health history.
1. The health history is a comprehensive record of the client’s past and current health.
2. The purpose of the nursing health history is to document the response of the whole person to
actual and potential health concerns.
3. The nurse’s health history differs from that of the physician’s in that it focuses on the client’s
response to a health concern as a whole person, rather than on the diagnosis of a disease.
©2012 by Pearson Education, Inc.

D’Amico/Barbarito, Instructor’s Resource Manual for Health & Physical Assessment In Nursing,
2nd Edition
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4. The health history includes a wellness assessment covering questions on how the client
optimizes health and well-being in areas such as nutrition, stress management, and social
interaction.
PowerPoint Slides
1. Nursing Health History—Definition
2. Purpose of the Nursing Health History
3. Difference Between the Nursing Health History and the Physician Medical History
4. Components of the Health History
• Wellness assessment
o Nutrition
o Stress management
o Social interaction
Suggestions for Classroom Activities
• Have students discuss how the nursing health history varies from the medical history
performed by the physician.
LEARNING OUTCOME 2
Describe communication skills used by the professional nurse when conducting a health history.
1. Communication is the exchange of information between individuals. Communication skills

are essential to establish an effective nurse-client relationship.
2. Interactional skills are used during the communication process to obtain and disseminate
information, develop relationships, and promote understanding of self and others. These
interactional skills include listening, attending, paraphrasing, leading, questioning, reflecting,
and summarizing.
3. Listening is paying undivided attention to what the client says and does.
4. Attending is giving full attention to verbal and nonverbal messages.

2nd Edition
5. Paraphrasing is restating the client’s basic message.
6. Leading techniques include direct leading, focusing, and questioning and are used to
encourage open communication.
7. Questioning is a direct way of speaking with clients to obtain subjective data for decision
making and planning care. The use of closed and open-ended questions is important for this
interactional skill.
8. Reflecting is repeating the client’s verbal or nonverbal message for the client’s benefit to
show that the nurse has empathy with the client’s thoughts, feelings, or experiences.
9. Summarizing is the process of gathering the ideas, feelings, and themes that clients have
discussed throughout the interview and restating them in several general statements.
PowerPoint Slides
1. Communication—Exchange of Information Between Individuals (Figure 10.1)
2. Interactional Skills (Table 10.1)
• Listening (Figure 10.2)

• Attending
• Paraphrasing
• Leading
• Questioning
• Reflecting
• Summarizing
3. Listening—Paying Undivided Attention to What the Client Says and Does
4. Attending—Giving Full Attention to Verbal and Nonverbal Messages
5. Paraphrasing—Restating the Client’s Basic Message
6. Leading—Used to Encourage Open Communication
7. Questioning—Direct Way of Speaking With Clients to Obtain Subjective Data for Decision
Making and Planning Care
8. Reflecting—Repeating the Client’s Verbal or Nonverbal Message for the Client’s Benefit to
Show That the Nurse Has Empathy With the Client’s Thoughts, Feelings, or Experiences
2nd Edition
9. Summarizing—The Process of Gathering the Ideas, Feelings, and Themes That Clients Have
Discussed Throughout the Interview and Restating Them in Several General Statements
• Have students discuss how each of the communication skills outlined facilitates the
collection of subjective and objective data from the client, and which particular skills
would be used in various client interactions.
Suggestions for Clinical Activities
• Have students practice using the outlined communication skills with selected clients to
obtain subjective and objective data.
LEARNING OUTCOME 3
Identify barriers to effective nurse-client communication.
1. Barriers to effective client interactions include false reassurance, interrupting or changing the
subject, passing judgment, cross-examination, using technical terms, and encountering
sensitive issues.
2. False reassurance occurs when the nurse assures the client of a positive outcome with no
basis for believing in it.
3. Interrupting or subject changing shows insensitivity to the client’s thoughts and feelings and
may occur when the nurse is not comfortable with the conversation.
4. Passing judgment conveys messages to clients that they are not meeting the nurse’s values.
5. Cross-examination, or asking questions during the interview, may cause the client to feel
threatened and reveal less information.
6. The use of technical terminology should be avoided, as well as jargon, slang, or clichés, to
facilitate client understanding.
7. Encountering sensitive issues that deal with personal information may make the client feel
uncomfortable or defensive.

2nd Edition
PowerPoint Slides
1. Barriers to Effective Client Interactions
• False reassurance
• Interrupting or changing the subject
• Passing judgment
• Cross-examination
• Using technical terms
• Encountering sensitive issues
2. False Reassurance—Occurs When the Nurse Assures the Client of a Positive Outcome With
No Basis for Believing in It
3. Interrupting or Subject Changing—Shows Insensitivity to the Client’s Thoughts and Feelings

and May Occur When the Nurse Is Not Comfortable With the Conversation
4. Passing Judgment—Conveys Messages to Clients That They Are Not Meeting the Nurse’s
Values
5. Cross-Examination—Asking Questions During the Interview May Cause the Client to Feel
Threatened and Reveal Less Information
6. Technical Terminology—Should Be Avoided, as Well as Jargon, Slang, or Clichés, to

Facilitate Client Understanding
7. Encountering Sensitive Issues—May Make the Client Feel Uncomfortable or Defensive
• Have students discuss how these barriers to effective communication have impacted their
own communication process with their friends and family in the past.
• In a clinical postconference, have students discuss examples of barriers to effective

communication that interfered with client interactions during clinical.

2nd Edition
LEARNING OUTCOME 4
Describe the influence of culture on nurse-client interactions.
1. Differences in culture have an impact on the nurse-client interactions. This diversity depends
on a combination of factors, including culture, body language, ethnicity, religion, nationality,
education, health status, and level of intelligence.
2. The nurse must not bring cultural stereotypes into the communication process.
3. The nurse must be aware of the impact of body language on the communication process.
4. The nurse must not make assumptions about the ethnicity of various client groups.
5. The nurse should use a translator if the client does not speak the same language as the nurse
or uses English as a second language.
PowerPoint Slides
1. Diversity and Impact on the Nurse-Client Interactions (Figure 10.3)
• Factors
o Culture
o Body Language
o Ethnicity
o Religion
o Nationality
o Education
o Health Status
o Level of Intelligence
2. Cultural Stereotypes
3. Body Language
4. Ethnicity
5. Language (Box 10.1 and Figure 10.4)

2nd Edition
• Have students discuss how cultural diversity can impair the nurse-client interaction by
providing specific examples using the factors outlined.
LEARNING OUTCOME 5
Discuss the professional characteristics used in establishing a nurse-client relationship.
1. Clients are more willing to discuss health issues in a trusting, helping relationship. Clients
who do not speak English need a translator to help build this relationship. Most healthcare
agencies offer language assistive services. Family and friends should not be used to provide
interpretive services.
2. Nurses help individuals possess the following characteristics: positive regard, empathy,
genuineness, and concreteness.
3. Positive regard means respect for another’s worth and dignity.
4. Empathy is the capacity to respond to another’s feelings and experiences as if they were
one’s own.
5. Genuineness is the ability to present oneself honestly and spontaneously.
6. Concreteness means speaking in specific terms.
PowerPoint Slides
1. Establishing the Nurse-Client Relationship
• Use of translator for non–English-speaking clients
2. Characteristics
• Positive regard
• Empathy
• Genuineness
• Concreteness

2nd Edition
3. Positive Regard—Respect for Another’s Worth and Dignity
4. Empathy—Capacity to Respond to Another’s Feelings and Experiences as If They Were

One’s Own
5. Genuineness—Ability to Present Oneself Honestly and Spontaneously
6. Concreteness—Speaking in Specific Terms
• Have students describe an interaction when they observed the outlined characteristics
being used by a healthcare professional.
• Have students practice the outlined characteristics in client interactions.
LEARNING OUTCOME 6
Discuss the phases of the client interview.
1. The health history interview occurs in three phases, which include the preinteraction phase,
the initial interview, and the focused interview.
2. The preinteraction phase occurs before the nurse meets the client when data are collected
from previous records.
3. The initial interview is the second phase of the health history interview and is a planned
meeting in which the nurse gathers information from the client.
4. The focused interview is the third phase of the health history interview and is to clarify
previously obtained assessment data and gather missing information.
5. When obtaining subjective data about a client’s symptoms an acronym OLDCART & ICE
may be used. When using the acronym, the nurse will elicit information about the onset,
location, duration, characteristics, aggravating factors, relieving factors, and treatment of
symptoms as well as the impact of symptoms on activities of daily living (ADLs), the coping
strategies used to deal with symptoms, and emotional responses to the symptoms.

2nd Edition
PowerPoint Slides
1. Health History Interview Phases
• Preinteraction phase
• Initial interview
• Focused interview
2. Preinteraction Phase—Occurs Before the Nurse Meets the Client, When Data Are Collected
From Previous Records
3. Initial Interview—Planned Meeting in Which the Nurse Gathers Information From the Client
4. Focused Interview—To Clarify Previously Obtained Assessment Data and Gather Missing
Information
5. OLDCART & ICE (Figures 10.5 and 10.6)
• Have students determine if subjective data or objective data, or both, are collected in each
of the outlined phases of the nursing health history.
LEARNING OUTCOME 7
Describe the components of the nursing health history.
1. The health history interview is a planned, formal interaction between the nurse and the client.
2. Components of the health history include biographic data, present health or illness history,
past history, family history, psychosocial history, and review of body systems.
3. Biographic data are demographic data about the client and includes name, address, age, date
of birth, birthplace, gender, marital status, race, religion, occupation, and insurance coverage.
4. The present health or illness history includes information about all of the client’s past and
current health problems and concerns. This information covers the reason for seeking care,
health beliefs and practices, health patterns, and medications.

2nd Edition
5. Past history includes information about childhood diseases; immunizations; allergies; blood
transfusions; major illnesses; injuries; hospitalizations; childbirths; surgeries; psychiatric
problems; and the use of alcohol, tobacco, and other substances.
6. Family history is a review to determine whether genetic or familial patterns of health impact the
client’s current or future health status. A genogram is useful in this area of the health history.
7. The psychosocial history includes information about occupation, education, finances, roles
and relationships, ethnicity and culture, family, spirituality, and self-concept.
8. The review of body systems provides subjective information about each body system and its
organs.
9. The source of information for the health history must be able to provide accurate and
reliable information. The primary source for health history information is the client.
Secondary sources of information for the health history include individuals who have
known the client for some time, generally a significant other. Client records and charts are
also secondary sources of information for the health history.
10. Client privacy is protected under the Health Insurance Portability and Accountability Act
(HIPAA). HIPAA regulations permit the use of professional judgment and experience in
solicitation of information from secondary sources under emergency circumstances or when
the client is incapacitated.
PowerPoint Slides
1. Health History Interview—A Planned, Formal Interaction Between the Nurse and the Client
2. Components of the Health History (Table 10.2)
• Biographic data
• Present health or illness
• Past history
• Family history
• Psychosocial history
• Review of body systems
3. Biographic Data
• Demographic data about the client
o Name
o Address
2nd Edition
o Age
o Date of birth
o Birthplace
o Gender
o Marital status
o Race
o Religion/Culture (Box 10.2)
o Occupation
o Insurance coverage
4. The Present Health or Illness History
• Past and current health problems and concerns
o Reason for seeking care

o Health beliefs and practices
o Health patterns
o Medications
5. Past History
• Childhood diseases
• Immunizations
• Allergies
• Blood transfusions
• Major illnesses
• Injuries
• Hospitalizations
• Childbirths
• Surgeries
• Psychiatric problems
• Use of alcohol, tobacco, and other substances
6. Family History—Determines Whether Genetic or Familial Patterns of Health Impact the

Client’s Current or Future Health Status
• Genogram
7. Psychosocial History
• Occupation
• Education
• Finances

2nd Edition
• Roles and relationships
• Ethnicity and culture
• Family
• Spirituality
• Self-concept
8. Review of Body Systems—Provides Subjective Information About Each Body System and
Its Organs (Box 10.3)
9. Sources of Information for the Health History
• Primary source
o Client
• Secondary sources
o Other individuals
o Client records and charts
10. HIPAA
• Have students determine whether subjective data or objective data, or both, are collected
in each of the outlined components of the nursing health history data.
• Have students review nursing health histories on selected hospitalized clients.
LEARNING OUTCOME 8
Obtain a health history.
1. The nurse uses the health history and interview in various healthcare settings to create a
comprehensive account of the client’s past and present health. It is a compilation of all the
client data collected by the nurse combined with the information obtained during the nursing
physical assessment.

2nd Edition
Solution Manual for Health & Physical Assessment in Nursing, 2/E 2nd Edition Donita Dâ€
PowerPoint Slides
1. Health History and Interview
• Have students practice obtaining a health history on each other.
• Have students obtain a health history on selected clients.
LEARNING OUTCOME 9
Develop a genogram.
1. A genogram is a pictorial representation of family relationships and medical history. It is also

known as a pedigree or family tree and is the most effective method of recording large
amounts of data gathered from a family’s health history.
PowerPoint Slides
1. Genogram—Pictorial Representation of Family Relationships and Medical History (Figure

10.7)
• Have students complete a genogram on themselves.
• Have students complete a genogram on selected clients.

2nd Edition
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Solution Manual for Health & Physical Assessment in

Nursing, 2/E 2nd Edition Donita Dâ€™Amico, Colleen

To download the complete and accurate content document, go to:

PEARSON NURSING STUDENT RESOURCES

Application Through Critical Thinking Case Study

Media Link Application

Concepts for Lecture

©2012 by Pearson Education, Inc.

Visit TestBankBell.com to get complete for all chapters

1. Nursing Health History—Definition

2. Purpose of the Nursing Health History

4. Components of the Health History

Suggestions for Classroom Activities

Concepts for Lecture

1. Communication is the exchange of information between individuals. Communication skills

4. Attending is giving full attention to verbal and nonverbal messages.

©2012 by Pearson Education, Inc.

1. Communication—Exchange of Information Between Individuals (Figure 10.1)

2. Interactional Skills (Table 10.1)

• Listening (Figure 10.2)

3. Listening—Paying Undivided Attention to What the Client Says and Does

4. Attending—Giving Full Attention to Verbal and Nonverbal Messages

5. Paraphrasing—Restating the Client’s Basic Message

6. Leading—Used to Encourage Open Communication

Suggestions for Classroom Activities

Suggestions for Clinical Activities

Concepts for Lecture

©2012 by Pearson Education, Inc.

1. Barriers to Effective Client Interactions

3. Interrupting or Subject Changing—Shows Insensitivity to the Client’s Thoughts and Feelings

6. Technical Terminology—Should Be Avoided, as Well as Jargon, Slang, or Clichés, to

7. Encountering Sensitive Issues—May Make the Client Feel Uncomfortable or Defensive

Suggestions for Classroom Activities

Suggestions for Clinical Activities

• In a clinical postconference, have students discuss examples of barriers to effective

©2012 by Pearson Education, Inc.

Concepts for Lecture

1. Diversity and Impact on the Nurse-Client Interactions (Figure 10.3)

5. Language (Box 10.1 and Figure 10.4)

©2012 by Pearson Education, Inc.

Concepts for Lecture

3. Positive regard means respect for another’s worth and dignity.

5. Genuineness is the ability to present oneself honestly and spontaneously.

6. Concreteness means speaking in specific terms.

1. Establishing the Nurse-Client Relationship

• Use of translator for non–English-speaking clients

©2012 by Pearson Education, Inc.

4. Empathy—Capacity to Respond to Another’s Feelings and Experiences as If They Were

5. Genuineness—Ability to Present Oneself Honestly and Spontaneously

6. Concreteness—Speaking in Specific Terms

Suggestions for Classroom Activities

Suggestions for Clinical Activities

• Have students practice the outlined characteristics in client interactions.

Concepts for Lecture

©2012 by Pearson Education, Inc.

1. Health History Interview Phases

5. OLDCART & ICE (Figures 10.5 and 10.6)

Suggestions for Classroom Activities

Concepts for Lecture

©2012 by Pearson Education, Inc.

2. Components of the Health History (Table 10.2)

• Demographic data about the client

4. The Present Health or Illness History