PDF Health Assessment For Nursing Practice Susan F Wilson Ebook Full Chapter

Health Assessment for Nursing
Practice Susan F. Wilson

Visit to download the full and correct content document:
https://textbookfull.com/product/health-assessment-for-nursing-practice-susan-f-wilso
n/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Medical Surgical Nursing Concepts Practice Susan C.

Dewit
https://textbookfull.com/product/medical-surgical-nursing-
concepts-practice-susan-c-dewit/
Psychiatric Mental Health Nursing for Canadian Practice

Wendy Austin
https://textbookfull.com/product/psychiatric-mental-health-
nursing-for-canadian-practice-wendy-austin/
Assessment and Intervention for English Language

Learners Translating Research into Practice 1st Edition
Susan Unruh
https://textbookfull.com/product/assessment-and-intervention-for-
english-language-learners-translating-research-into-practice-1st-
edition-susan-unruh/
Bone Health Assessment in Pediatrics Guidelines for

Clinical Practice 2nd Edition Ellen B. Fung
https://textbookfull.com/product/bone-health-assessment-in-
pediatrics-guidelines-for-clinical-practice-2nd-edition-ellen-b-
fung/
Essentials for nursing practice Ninth Edition Hall
https://textbookfull.com/product/essentials-for-nursing-practice-
ninth-edition-hall/
The Oxford Dictionary of Architecture James Stevens

Curl Susan Wilson
https://textbookfull.com/product/the-oxford-dictionary-of-
architecture-james-stevens-curl-susan-wilson/
Hospital Based Health Technology Assessment The Next

Frontier for Health Technology Assessment 1st Edition
Laura Sampietro-Colom
https://textbookfull.com/product/hospital-based-health-
technology-assessment-the-next-frontier-for-health-technology-
assessment-1st-edition-laura-sampietro-colom/
Advanced Practice in Healthcare: dynamic developments

in nursing and allied health professions Paula Mcgee
https://textbookfull.com/product/advanced-practice-in-healthcare-
dynamic-developments-in-nursing-and-allied-health-professions-
paula-mcgee/
Empowerment Series Psychopathology A Competency Based

Assessment Model for Social Workers Susan W. Gray
https://textbookfull.com/product/empowerment-series-
psychopathology-a-competency-based-assessment-model-for-social-
workers-susan-w-gray/
Health Assessment for Nursing Practice
SIXTH EDITION
Susan Fickertt Wilson, PhD, RN

Emeritus Associate Professor, Harris College of Nursing and Health Sciences, Texas Christian University,
Fort Worth, Texas
Jean Foret Giddens, PhD, RN, FAAN

Dean and Professor, Yingling Endowed Chair of Nursing, School of Nursing, Virginia Commonwealth
University, Richmond, Virginia
2
Table of Contents
Cover image
Title page
Copyright
Dedication
About the Authors
Contributors and Consultants
Reviewers
Preface
Unit I. Foundations for Health Assessment
Chapter 1. Introduction to Health Assessment

Components of Health Assessment
Types of Health Assessment
Clinical Reasoning and Judgment
Health Promotion and Health Protection
Clinical Application and Clinical Reasoning
Review Questions
Case Study 1
Case Study 2
Chapter 2. Obtaining a Health History

The Interview
The Health History
Age-Related Variations
Infants, Children, and Adolescents
Pregnancy
Older Adults
Review Questions
3
Case Study
Chapter 3. Techniques and Equipment for Physical Assessment

Infection Control Practices
Latex Allergy
Techniques of Physical Assessment
Examination Setting
Patient Positioning
Equipment Used During the Examination
Review Questions
Chapter 4. General Inspection and Measurement of Vital Signs

General Inspection
Measurement of the Vital Signs, Height, and Weight
Infants and Children
Older Adults
Review Questions
Chapter 5. Cultural Assessment

Ethnic, Cultural, and Spiritual Awareness
Develop Cultural Competence
Avoid Stereotyping
Develop a Template for Assessment
Remember
Review Questions
Chapter 6. Pain Assessment

Concept Overview
Cognitive and Cultural Influences on Pain Perception
Types of Pain
Standards for Pain Assessment
Anatomy and Physiology
Health History
Problem-Based History
Assessing the Pain of Patients who Cannot Communicate
Examination
4
Older Adults
Review Questions
Case Study
Chapter 7. Mental Health Assessment

Health History
General Health History
Examination
Older Adults
Common Problems and Conditions
Bipolar Disorder
Schizophrenia
Anxiety Disorders
Substance Abuse Disorders
Delirium and Dementia
Review Questions
Case Study
Chapter 8. Nutritional Assessment

Concept Overview
Macronutrients
Micronutrients
Water
Health History
Assessment of Dietary Intake
Examination
Older Adults
Hyperlipidemia
Protein-Calorie Malnutrition
Eating Disorders
Review Questions
5
Case Study
Unit II. Health Assessment of the Adult
Chapter 9. Skin, Hair, and Nails

Concept Overview
Skin
Appendages
Health History
Examination
Adolescents
Older Adults
Situational Variations
Hair
Nails
Review Questions
Case Study
Chapter 10. Head, Eyes, Ears, Nose, and Throat

Concept Overview
The Head
The Eyes
The Ear
The Nose
The Mouth and Oropharynx
Neck
Lymph Nodes
Health History
Examination
Older Adults
6
Eyes
Ears
Nose
Mouth
Neck
Review Questions
Case Study
Chapter 11. Lungs and Respiratory System

Concept Overview
Structures Within the Thorax
External Thorax
Mechanics of Breathing
Topographic Markers
Health History
Examination
Techniques Performed by an Advanced Practice Registered Nurse
Older Adults
Common Problems And Conditions
Chronic Pulmonary Disease
Acute or Traumatic Conditions
Other Pulmonary Conditions
Review Questions
Case Study
Chapter 12. Heart and Peripheral Vascular System

Concept Overview
The Heart and Great Vessels
Peripheral Vascular System
Lymph System
Health History
Examination
7
Older Adults
Cardiac Disorders
Review Questions
Case Study
Chapter 13. Abdomen and Gastrointestinal System

Concept Overview
Peritoneum, Musculature, and Connective Tissue
Alimentary Tract
Accessory Organs
Urinary Tract
Vasculature of the Abdomen
Health History
Examination
Older Adults
Hepatobiliary System
Pancreas
Urinary System
Review Questions
Case Study
Clinical Reasoning
Chapter 14. Musculoskeletal System

Concept Overview
Skeleton
Skeletal Muscles
Joints
Ligaments and Tendons
Cartilage and Bursae
Axial Skeleton and Supporting Structures
8
Appendicular Skeleton and Supporting Structures
Health History
Examination
Older Adults
Joints
Spine
Review Questions
Case Study
Chapter 15. Neurologic System

Concept Overview
Central Nervous System
Peripheral Nervous System
Autonomic Nervous System
Health History
Examination
Older Adults
Disorders of Peripheral Nerves
Review Questions
Case Study
Chapter 16. Breasts and Axillae

Female Breast
Male Breast
Lymphatic Network
Health History
9
Examination
Male Breast Examination
Adolescents
Older Adults
Situational Variations
Breast Cancer
Other Breast Conditions
Review Questions
Case Study
Chapter 17. Reproductive System and the Perineum

Male Reproductive System
Rectum and Anus
Health History
Obstetric History
Examination
Preparing for the Female Examination
Techniques Performed by an Advanced Practice Nurse
Male Examination
Preparing for the Male Examination
Adolescents
Older Adults
Benign Reproductive Conditions Affecting Women
Malignant Reproductive Conditions Affecting Women
Conditions of the Scrotum/Testicles
Conditions of the Prostate
Conditions of the Anus and Rectum
Prolapse or Herniation
Review Questions
Case Study
10
Unit III. Health Assessment Across the Life Span
Chapter 18. Developmental Assessment Throughout the Life Span

Theories of Development
Developmental Tasks
Expected Growth and Developmet by Age-Group
Family Development
Review Questions
Case Study
Chapter 19. Assessment of the Infant, Child, and Adolescent

Health History
Components of the Pediatric Health History
Examination
Vital Signs and Baseline Measurements
Examination of Newborns and Infants
Examination of Toddlers and Children
Examination of Adolescents
Ear Conditions
Eye Conditions
Mouth and Throat Conditions
Respiratory Conditions
Cardiovascular Conditions
Musculoskeletal Conditions
Neurologic Conditions
Review Questions
Case Study
Chapter 20. Assessment of the Pregnant Patient

Signs of Pregnancy
Health History
Examination
Review Questions
Case Study
11
Chapter 21. Assessment of the Older Adult
Health History
Examination
Vital Signs and Baseline Measurements
Skin, Hair, and Nails
Head, Eyes, Ears, Nose, and Throat
Lungs and Respiratory System
Heart and Peripheral Vascular System
Abdomen and Gastrointestinal System
Musculoskeletal System
Neurologic System
Breasts
Reproductive System and Perianal Area
Review Questions
Case Study
Unit IV. Synthesis and Application of Health Assessment
Chapter 22. Conducting a Head-to-Toe Examination

Initial Encounter
Guidelines for Adult Head-To-Toe Examination
Chapter 23. Documenting the Comprehensive Health Assessment

Health History
Physical Examination
Problem List
Chapter 24. Adapting Health Assessment to the Hospitalized Patient

Shift Assessment
Obtaining and Analyzing Patient Data
Adapting Assessment Skills to Hospitalized Patients
Summary
Appendixes
Appendix A. Abbreviations
Appendix B. Answer Key
12
Glossary
Illustration Credits
References
Index
Special Features
13
Copyright
3251 Riverport Lane

St. Louis, Missouri 63043
HEALTH ASSESSMENT FOR NURSING PRACTICE, SIXTH EDITION ISBN: 978-0-323-37776-8
Copyright © 2017 by Elsevier, Inc. All rights reserved.

Copyright © 2013, 2009, 2005, 2001, 1996 by Mosby, Inc., an affiliate of Elsevier Inc.
No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or any information storage and
retrieval system, without permission in writing from the publisher. Details on how to seek
permission, further information about the Publisher’s permissions policies and our arrangements
with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency,
can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the
Publisher (other than as may be noted herein).
Notices
Knowledge and best practice in this field are constantly changing. As new research and
experience broaden our understanding, changes in research methods, professional practices, or
medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in
evaluating and using any information, methods, compounds, or experiments described herein. In
using such information or methods they should be mindful of their own safety and the safety of
others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check the
most current information provided (i) on procedures featured or (ii) by the manufacturer of each
product to be administered, to verify the recommended dose or formula, the method and
duration of administration, and contraindications. It is the responsibility of practitioners, relying
on their own experience and knowledge of their patients, to make diagnoses, to determine
dosages and the best treatment for each individual patient, and to take all appropriate safety
precautions.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors,
assume any liability for any injury and/or damage to persons or property as a matter of products
liability, negligence or otherwise, or from any use or operation of any methods, products,
instructions, or ideas contained in the material herein.
International Standard Book Number: 978-0-323-37776-8
Executive Content Strategist: Lee Henderson

Senior Content Development Manager: Laurie Gower
Content Development Specialist: Laura Goodrich
Publishing Services Manager: Julie Eddy
14
Project Manager: Mike Sheets
Design Direction: Brian Salisbury
Printed in Canada
Last digit is the print number: 9 8 7 6 5 4 3 2 1
15
Dedication
To my daughter, Megan, for her continued love, patience, and support; and to the faculty,
colleagues, and students who have challenged me through the years.
SFW
To my husband, Jay, for his unconditional support; to my mentors and role models, for their
guidance throughout my career; and to our nursing students, the future of our profession.
JFG
16
About the Authors
Susan Fickertt Wilson is an Emeritus Associate Professor from Harris College of Nursing and
Health Sciences at Texas Christian University in Fort Worth, Texas. Dr. Wilson earned a Bachelor of
Science in Nursing from the University of Texas Medical Branch, a Master of Nursing from the
University of Washington, and a Doctor of Philosophy in Allied Health Teaching and
Administration from Texas A&M University. Dr. Wilson has over 40 years of teaching experience,
including 30 years teaching health assessment. Her teaching experience includes baccalaureate and
master’s degree programs in Texas and Alaska. Her content areas in nursing education include
adult health nursing, pathophysiology, pharmacology, health assessment, curriculum development,
and spirituality. This text is a synthesis of her experiences performing and teaching health
assessment.
17
Jean Foret Giddens is Dean, Professor, and the Doris B. Yingling Endowed Chair at the School of
Nursing at Virginia Commonwealth University in Richmond, Virginia. Dr. Giddens earned a
Bachelor of Science in Nursing from the University of Kansas, a Master of Science in Nursing from
the University of Texas at El Paso, and a Doctor of Philosophy in Education and Human Resource
Studies from Colorado State University. Dr. Giddens has been involved with nursing education
since 1984. Her teaching experience includes associate, baccalaureate, and master’s degree
programs in New Mexico, Texas, Colorado, and Virginia. Her content areas in nursing education
include adult health nursing, health assessment, nursing process, curriculum development, and
innovative educational strategies.
18
Contributors and Consultants
Chapter 19
Joanne Bartram, MSN, RN, FNP-BC, Clinical Educator, Family Nurse Practitioner, University of
New Mexico, Albuquerque, New Mexico
Carolyn Montoya, PhD, RN, CPNP, Associate Professor and Associate Dean of Academic
Affairs, University of New Mexico, Albuquerque, New Mexico
Chapter 20
Sue Goebel, MS, RN, WHNP, SANE, Associate Professor of Nursing, Colorado Mesa University,
Grand Junction, Colorado
Ancillary Writers
Case Studies
Reitha Cabaniss
PowerPoint Slides
Katrina Allen-Thomas
Review Questions
Abimbola Farinde
Test Bank
Christine Kessel
19
Reviewers
Anna Bruch, MSN, RN, Nursing Professor, Illinois Valley Community College, Department of
Health Professions, Oglesby, Illinois
Anna M. Czubatyj, MSN, MSA, RN, Director of Nursing, Baker College Clinton Township,
Department of Academics, Clinton Township, Michigan
Heather Doughtery, MSN, RN, Associate Professor of Nursing, Central Methodist University,
Department of Nursing, Fayette, Missouri
Laura Hudson Dower, MSN, RN, FNP, CNE, Instructor of Nursing, East Tennessee State
University, Undergraduate Programs, Johnson City, Tennessee
Sandra Renee Faust, MSN, RN, Nursing Instructor, Lurleen B. Wallace Community College,
Department of Nursing, Opp, Alabama
Laura M. Robbins-Frank, MSN, RNC, APN, Instructor, Loyola University Chicago, Marcella
Niehoff School of Nursing, Chicago, Illinois
Paula Gauthier, MSc, RN, Learning Manager, Holland College, Health and Community Studies
Department, Charlottetown, PE, Canada
Karen J. Howatt, MSN, RN, Instructor of Nursing, Siena Heights University, Department of
Nursing, Adrian, Michigan
Patricia A. Lynes-Hayes, PhD, RN, Assistant Professor, University of Alaska Anchorage, College
of Health, School of Nursing, Anchorage, Alaska
Laura Montgomery, MSN, MA, RN, FNP-C, Clinical Assistant Professor, Sam Houston State
University, Department of Nursing, Huntsville, Texas
Samantha Headstream-Pehl, DNP, RN, CNM, FNP-C, Assistant Professor, Tarleton State
University, Nurse Scientist, Texas Health Resources Stephenville, Stephenville, Texas
Gloria Copeland Smith, EdD, MPH, RN, LNC, Central Texas College, Killeen, Texas
Melissa Vander Stucken, MSN, RN, Associate Clinical Professor, Sam Houston State University,
School of Nursing, Huntsville, Texas
Kathleen Young, MSN, RN, CNE, Nursing Instructor, Lock Haven University of Pennsylvania,
Department of Nursing, Clearfield, Pennsylvania
20
Preface
If a teacher is indeed wise, he does not bid you enter the house of his wisdom, but rather leads you to the
threshold of your own mind.
Kahlil Gibran The Prophet
Following this teaching we have revised this text Health Assessment for Nursing Practice to retain
the strong features and add others. The underlying principles of the previous editions are steadfast.
As with the previous editions, the sixth edition is based on the assumption that every patient—from
neonate to older adult—is an interactive, complex being who is more than a collection of his or her
parts. Each patient’s health status depends on the interactions of physiologic, psychologic,
sociocultural, and spiritual factors. These interactions occur within their physical environments
(what they eat, drink, and breathe; what type of activity and work they participate in and where
they live), their social environments and health beliefs (friends, family, and support systems; when
and how they seek health care), and their internal environments (what they eat and drink, how they
sleep, and how often they exercise).
As faculty, we are challenged with several responsibilities toward our students:
• Demonstrate caring and compassion when we interact with patients to act as role models for
students.
• Help students become knowledgeable and skilled in history-taking and physical assessment.
• Model for students as well as teach them how to be objective and nonjudgmental.
• Assist students to mobilize their resources to apply health assessment knowledge and skills to
patients of all ages and from a multitude of cultures and ethnic groups.
We know that students will need this content for the remainder of their professional lives. This
textbook is a toolbox of information and techniques. As a wise teacher, you lead students to the
threshold.
21
Organization
Health Assessment for Nursing Practice is organized into four units to assist students and faculty to
find their areas of interest. Unit 1, entitled Foundations for Health Assessment, provides a strong
foundation for students, covering issues pertinent to nursing practice with all age-groups, such as
Introduction to Health Assessment, Obtaining a Health History, Techniques and Equipment for Physical
Assessment, and General Inspection and Vital Signs. Also included are chapters on Cultural Assessment,
Pain Assessment, Mental Health Assessment, and Nutritional Assessment.
Unit 2, entitled Health Assessment of the Adult, is organized by body system. Several chapters
in Unit 2 begin with a Concept Overview that features concepts in the context of health assessment.
These concepts include pain, nutrition, oxygenation, perfusion, elimination, tissue integrity, motion,
sensory perception, and intracranial regulation. The concept and interrelated concepts are shown
along with an explanation of how these concepts are linked.
Each chapter includes a review of Anatomy and Physiology. This is found at the beginning of the
chapter because physical assessment techniques allow the student to answer the question, “How
does this patient’s anatomy and physiology compare with that expected for his or her age group
and ethnic group?”
The Health History section instructs the student on history data to collect by providing sample
questions to ask patients along with the reasons for asking those questions. The text below each
question describes the variances that the student may find. Included in the Health History section
are headings for Present Health Status, Past Health History, Family History, Personal and
Psychosocial History, and Problem-Based History. Risk factor boxes for disorders in each body
system are found within the history section to remind students to discuss these behaviors with
patients to help them maintain health and reduce risk of disease. The areas of risk factor
identification and health promotion are unique to this text. These areas indicate our commitment to
not only teach students how to gather data from patients and examine their bodies to detect health
and disease, but also to teach them how to attain and maintain a higher level of health.
The Examination section begins with a table that outlines procedures performed routinely and in
special circumstances as well as procedures completed by an advanced practice registered nurse. A
list of the appropriate Equipment needed for these procedures is included in the table. This section
sequentially guides the student in the techniques routinely performed during the physical
assessment of an adult, telling what to do, how to do it, and what to expect. Photographs are
provided to enhance learning. The subsequent section describes the examination procedures
performed in special circumstances. The indication for performing each procedure is followed by
expected and abnormal findings. The left column, Procedures and Techniques with Expected
Findings, details the techniques of the assessment and the expected findings, and the right column
describes Abnormal Findings. Following the examination section, techniques performed by
advanced practice registered nurses are described briefly. When applicable, a section on Patients
with Situational Variations may include examinations of patients who are hearing impaired or
paralyzed.
The Clinical Application and Clinical Reasoning section at the end of each chapter contains
Review Questions, and answers are provided in Appendix B. Case Studies give subjective and
objective data about a patient and ask the student to use clinical reasoning skills to answer
questions. Answers for these questions are included in Appendix B to facilitate self-study.
Health Promotion for Evidence-Based Practice boxes outline Healthy People 2020 objectives and
include discussions of recommendations for health promotion and reducing health risks. These
special feature boxes follow the Health History section so that data are collected at the time of
history taking. The Common Problems and Conditions section toward the end of each chapter has
been updated. Special Ethnic, Cultural, and Spiritual Variations boxes throughout the body
systems chapters contain racial, cultural, and religious variations the nurse should consider when
assessing patients.
Unit 3, entitled Health Assessment Across the Life Span, begins with an overview of growth and
development and continues with chapters on Assessment of the Infant, Child, and Adolescent;
22
Assessment of the Pregnant Patient; and Assessment of the Older Adult. These chapters describe how to
individualize the examination for patients of different ages and in pregnancy. Each chapter includes
a box that lists the differences in anatomy and physiology pertinent to those patients. Health history
and examination follow along with procedures and techniques and expected and abnormal
findings. The Common Problems and Conditions section toward the end of each chapter has been
retained in these chapters as they pertain to the patients described.
Unit 4, entitled Synthesis and Application of Health Assessment, contains Conducting a Head-to-
Toe Examination, Documenting the Comprehensive Health Assessment, and Adapting Health Assessment to
the Hospitalized Patient. These chapters provide guidelines and photographs for combining the body
system assessments into one comprehensive examination, for communicating the findings to other
health care professionals, and for adapting the comprehensive assessment to patients in a
hospitalized setting.
Appendix A provides abbreviations for selected terms.
A Glossary at the end of the book provides definitions to enhance student comprehension of key
concepts and terms.
Chapters were updated and revised based on feedback from both faculty and students. Consider
each chapter a different type of tool from the toolbox. Collectively they provide all that students
need to perform a comprehensive health assessment.
23
Summary of Special Features
Updated Health Promotion for Evidence-Based Practice boxes outline Healthy People 2020
objectives and include thorough discussions of recommendations for health promotion and
reducing risk.
The Examination section in each body system chapter has a table that outlines procedures
performed routinely and in special circumstances.
Risk Factors boxes are found in the Health History and highlight information specific to various
body systems and disorders.
Unique and revised Clinical Reasoning boxes walk students through the thought process of how
an experienced nurse or advanced registered nurse practitioner makes decisions and includes
examples of how experts notice, interpret, and respond to clinical situations.
Frequently Asked Questions boxes answer common questions students have as they are learning
health assessment. These “FAQs” appear throughout Unit 2.
Near the end of each chapter is a section on Clinical Application and Clinical Reasoning. Included
are the Case Studies and Review Questions, and answers to these exercises are provided in
Appendix B to help students evaluate their learning.
Reformatted Ethnic, Cultural, and Spiritual Variations boxes anticipate the unique needs of a
multicultural patient population.
A Lab Guide accompanies this book to assist students when practicing health assessment in
laboratory settings.
24
Teaching and Learning Aids
The Evolve website for this book contains extensive student and instructor resources and can be
accessed at http://evolve.elsevier.com/Wilson/assessment. This dynamic educational component
allows students and faculty to access the most current information and resources for further study
and research. The comprehensive Evolve Instructor Resources include TEACH for Nurses, a
resource that ties together every chapter resource necessary for the most effective class
presentations. TEACH for Nurses incorporates objectives, key terms, nursing curriculum standards
(including BSN Essentials and Concepts), student and instructor chapter resources, in-class/online
case studies, and teaching strategies consisting of student activities, online activities, and discussion
topics. The ExamView Test Bank has been updated and includes approximately 650 test questions.
Also included is a comprehensive Image Collection, which contains hundreds of full-color images
that can be imported into the PowerPoint Lecture Slides for use in classroom lectures. Audience
Response Questions and Case Studies are also provided for the PowerPoint lecture slides.
Evolve Student Resources include animations, case studies, content updates, examination
techniques, lab guides, key points, heart and lung sounds, review questions, skills checklists, and
video clips.
Visit http://evolve.elsevier.com/Wilson/assessment to access these resources.
25
UNIT I
Foundations for Health Assessment
OUTLINE
Chapter 1. Introduction to Health Assessment
Chapter 2. Obtaining a Health History
Chapter 3. Techniques and Equipment for Physical Assessment
Chapter 4. General Inspection and Measurement of Vital Signs
Chapter 5. Cultural Assessment
Chapter 6. Pain Assessment
Chapter 7. Mental Health Assessment
Chapter 8. Nutritional Assessment
26
CHAPTER 1
27
Introduction to Health Assessment
http://evolve.elsevier.com/Wilson/assessment
Health assessment refers to a systematic method of collecting and analyzing data for the purpose of
planning patient-centered care. The nurse collects health data from the patient and compares these
with the ideal state of health, taking into account the patient’s age, gender, culture, ethnicity, and
physical, psychologic, and socioeconomic status. Data about the patient’s strengths, weaknesses,
health problems, and deficits are identified. The nurse incorporates the patient’s knowledge,
motivation, support systems, coping ability, and preferences to develop a plan of care that will help
the patient maximize his or her potential.
One approach to developing a plan of care is using the American Nurses Association’s (ANA)
Standards of Practice.1 The first six standards are based on the nursing process (i.e., assessment,
diagnosis, outcome identification, planning, implementation, and evaluation) (Box 1-1). The first
and foundational step is assessment, defined as the collection of “comprehensive data pertinent to
the patient’s health and/or situation.”1 p.32 The assessment and subsequent analysis of data are
performed by nurses in all settings. Five core competencies identified by the Institute of Medicine
are essential for all health care professionals to demonstrate in all areas of practice. These include:
(1) provide patient-centered care, (2) work in interdisciplinary teams, (3) use evidenced-based
practice, (4) apply quality improvements, and (5) use informatics.2
28
Components of Health Assessment
Components of health assessment include conducting a health history, performing a physical
examination, reviewing other data from the health record (as available), and documenting the
findings (Fig. 1-1). These steps lead to data analysis and interpretation (discussed later in this
chapter) so that a patient-centered plan of care can be developed and implemented. The amount of
information collected by the nurse during a health history and the extent of the physical
examination depend on the setting, the situation, the patient’s needs, and the nurse’s experience.
Structured patient assessment formats provide an outline of elements to include in the assessment,
which then enhances the quality and consistency of the data collected and the care provided by
health care clinicians.3 Many standardized formats are evidence-based (meaning they are based on
scientific evidence) and are used to guide comprehensive health assessments. They are also a
specific or focused component of a health assessment (such as standardized pain scales, wound
assessment scales, risk for fall assessment scales).
Health History
A health history consists of subjective data collected during an interview. This history includes
information about the current state of health of patients, the medications they take, any previous
illnesses and surgeries, and a family history and review of systems. Patients may report feelings or
experiences associated with health problems. These patient reports are called symptoms and are
considered subjective data (Box 1-2). Subjective data acquired directly from a patient are considered
primary source data. If data are acquired from another individual (such as a family member), they are
referred to as secondary source data. More information about conducting a health history is presented
in Chapter 2.
Physical Examination
A physical examination involves the collection of objective data; these data are sometimes referred
to as signs (see Box 1-2). During a physical examination, objective data are collected using the
techniques of inspection, palpation, percussion, and auscultation for each body system. In addition,
the patient’s height, weight, blood pressure, temperature, pulse rate, and respiratory rate are
measured. Specific physical examination skills and techniques are presented in chapters throughout
this textbook.
B O X 1 - 1 S t a n d a r d s o f N u r s i n g P r a c t i c eT h e N u r s i n g P r o c e s s
Standard 1: Assessment
The registered nurse collects comprehensive data pertinent to the health care consumer’s health
and/or the situation.
Standard 2: Diagnosis
The registered nurse analyzes the assessment data to determine the diagnoses or issues.
Standard 3: Outcome Identification
The registered nurse identifies expected outcomes for a plan individualized to the health care
consumer or the situation.
Standard 4: Planning
The registered nurse develops a plan that prescribes strategies and alternatives to attain expected
outcomes.
Standard 5: Implementation
The registered nurse implements the identified plan.
5A: Coordination of Care—The registered nurse coordinates care delivery.
29
Another random document with
no related content on Scribd:
Crocodile, Timsa, karem
Hippopotamus, Nghroot
Many mosquitoes, Kantano n’gubboo
Hyena, Dela
Elephant, Kamāgun
Calf, Kena gana
Cow, Kena
Where are your shoes? Sononem daran
Where is your cap? Geaqua n’daran
A bad man, Koati dibbe
You are bad, Nema dibbe
Do you wish that Kamo ati rakami
woman?
Not that one? This I Ati waniski too raguski
wish,
Man, Kam
Woman, Kamo
A strong man, Kamqua
Two men, Kuandee
Two women, Kamundee
Camel, Kelgimmo
Camel’s saddle, Kantergue
Riding camel or Kelgimmo serdebee
maherhy,
Wear your cap; the sun Geaqua coutai kou
is strong, n’gubboo
My house, Fany
The house of me, Fatto kakai
I will come at night, Ou boone leniske
It is now night, Kerama boone
Why did you not come Afero biska issamy bah
yesterday?
I could not come, Issiskany
I am come to-day, Kou issisky
I am angry, Ou gergan iskana
Always, Zaar
I go on horseback, Kela furby linisky
Horse, Fur, or Pur
I go on foot, Sheenin linisky
Your house, Fanem
His house, Fansa
All their houses are one, Andi summa fanday telo
Give me this, Ougoaty orashe
A little, not much, Gana
Take care, Zebba
Now give me, Kormashee
Shut the door, Suganay tapah
Not now, Kormakany
By and by, Oo kanowaā
I will give you a Koulko angala
handsome shirt, noroweskin
I will dress you prettily, Kasamow angala
noroweskin
Hear me, I say, Fanimy
God bless you, Allah kabunsho
May you live for ever, Engoubourou dagah
God send you a happy Allah kiaro
old age, literally gray
hairs,
Bring water to wash my Inki coutai muskowy
hands, toliske
To wash your hands, Muskonem tolei
Like a Bornowy, Kanourin kalcal
Near, Karengha
A long way off, Kiento rinta
Why are you afraid? Afero ranimin
You come directly? Kurma ma duaree
The day after to-morrow, Wagoro
Eat you, Nema booy
I can read, Rageski karaengen
Can you read? Ne karanemin bah
I cannot, Karaniskin baco
I know, Ooma nongana
You know, Nema nonema
He knows, Shema nosena
We know, Amgaso nony-enna
Ye know, Ande amgaso
They know, Nony-enna
Every body knows, Amsemma nozana
Nobody knows, Ondooma nozana baco
Gazelle, Engry
Ducks, Enguddoo
Vulture, Quogoo
Monkey, Daggel
Buffalo, Zamouse
I will not go, Laniski baco
I will come, Lazusko
Is it necessary for you? Ragumba
It is necessary, Ragiski
Now, Kurma
Not now, but in a little, Kurmagany, laga toosiny
Why is your cap off? Afero geaquanem gogo
It fell off, Oogony konusko
My horse, Furny
Your horse, Furnem
His horse, Furnsa
My hut, Engiminy
Your hut, Engiminem
His hut, Engiminsa
Onions, L’bussel
Wheat, Gomah
Gussub, Arkum
Fan of ostrich feathers, Kergeaga
Ostrich, Nham
Feathers, Riesh
I wish a man who knows Ooroo kam angala sidi
the road to Waday, Waday nosena
Do you know all the Sidi Waday nony mabah
road?
All I know, Angaso nony ski
In the road, river great is Waday den komadagoo
there? kora beetche
There is, but not a great Beetche, gana laga
one,
And a great deal of N’gobboo gany inki enga
water, there is not,
Gussub is there plenty? Argum beetche
engubbooba
Rain little, and gussub Inki gana argum
not much, engubboo, gany
Last year rain plenty, Mindy inki engubboo
more than at this time, kerma koge
This year, Kimmindy
Last year, Mindy
Fish, Boony
Standard carried before Yerma
the Sultan of Bornou,
Fire bring, quick, quick, Kano coutai doua, doua
Fire bring, get supper, Kano coutai bree
deniskin
Mount, we will go, Neebamin baa lanyée
Now I will come, Kurma mai issisky
I do not wish, Wanisky, wangy
Wait a little, now he will Garany gana kurma
come, machin
Bring water, I will drink, Inki coutai yaskin
I will not come, Isiskin baco
Give grass to the horse Fena kajem furby zebbo
to eat,
Nose bag, Engerky
The nose bag for the Engerky furby coutai
horse bring,
Fill it with gussub, Fegana argum
Give it him to feed, Yeshery zebbo
Does he feed? Zebbe ra-watche
He feeds, A zebbena
Feed he will not, Zebbin baco watche
Take off the nose bag, if Zenney engerky
he will not, watchea
Take him to drink, Yeati inkero
Give him well to drink, Y’eshero angeloro tsaa
Bucket none, yesterday Kirfy baco biska creety
broke,
Go a bucket good buy, Lanee kerfy angala
belinefay
Take care thieves don’t Wata kaleny burbo
take it, gotzenu
I wish it, Oura kusku
Something I wish, Aqualaka oura kusku
What do you wish? Afferacum
Where are we going? Ainfera lanen
Near now we go? Karinga ateman lascia
Sunset before? Shall we Magrubo setteny?
stop? Zubtsayu bah
We shall stop, Zubtsayu
At sunset we shall not Mugrubbo kelten
stop, we shall go until zubtsay inde leesharo
Ashea; then we shall letzaya doo go
stop, zubtneia
Sunset before we shall Mugrubbo setteny doo
return, goo lanem
To-day go, to-morrow Kou lanemya bali arai
come,
You are very handsome, Neety angala engubboo
You than others I like Neety kamo gediro
best, rakuskin ago angalko
Speak true speeches, Mana gereby manany
It is necessary, I see the Kouroo garoubi ruguski,
well,
This is my town now, Ate bellany kurma
I wish to see, Raguski rusky
Will you buy anything? Neema eefamy bah
I wish to buy, Raguski effuskin
I do not wish to buy, Wankee effeesky baco
I will not sell, Wankee ladisky baco
I wish to sell, Ragusky ladisky
Will you sell? Ladamin bah
My feet ache, Sheeny zow
Do your feet ache? Eenim zow bah
My legs, Shegul ny
My knees, Engurum grum kakai
My thighs, Dunomy
My loins, Duefurgy-ny
My belly, Suero-ny
My breast, Ingun geny
My neck, Dubboony
Woman’s breast, Tekkum
My mouth, Cheny
My nose, Kinoa-ny
My tongue, Telam-ny
My teeth, Teneeny
My cheeks, Gegaty
The eyes, Shem
The forehead, Engum
Eyebrows, Engum eshem
Ears, Summo
Head, Kla
This woman, her face is Kamo atteta feskansa
handsome, angala
Long gourd with a hole Zantoo
at each end, used by
Tibboo and Bornou as
a musical instrument,
Wrapper or petticoat, Zeneh
Eggs, Gubbel
FOOTNOTES:
[81]In the southern provinces of Bornou this is pronounced

Paro.
No. XVIII.
Begharmi Vocabulary, taken from the mouth of the late Sultan’s son,
now a slave of the Sheikh of Bornou.
One, Keddy
Two, Sub
Three, Mattāh
Four, Soh
Five, Mee
Six, Meeka
Seven, Chilly
Eight, Marta
Nine, Doso
Ten, Dokemy
Eleven, Dokemy kar keddy
Twelve, Dokemy kar sub
Thirteen, Dokemy kar muttāh
Fourteen, Dokemy kar soh
Twenty, Doke sub
Twenty-one, Doke sub kar keddy
Twenty-two, Doke sub kar sub
Thirty, Doke muttah
Thirty-one, Doke muttah
Forty, Doke soh
Forty-one, Doke soh kar keddy
Fifty, Doke mee
Fifty-one, Doke mee kar keddy
Sixty, Doke muka
Sixty-one, Doke muka kar keddy
Seventy, Doke killy
Seventy-one, Doke killy kar keddy
Eighty, Doke marta
Ninety, Doke doso
One hundred, Arrou
One hundred and one, Arrou se keddy
Two hundred, Arrou sub
One thousand, Dooboo
Two thousand, Dooboo sub
Eyes, Kammo
Leaf of a plant, Kammo
Head, Geujo
Mouth, Tara
Door of a room, Tara be
Breast, Kājā
Sun, Kājā
Nose, Amo
Belly, Ngala
Thighs, Brinjee
Knees, Kejee
Legs, Kersha
Feet, Njanja
Flesh, Nja debe
Ox, Mungho
Flesh of an ox, Nja mungho
Sheep, Batta
Goat, Angha
Water, Mane
Flour, Jumo
Bread, Tabaka
No kinds of fruit known,
all plants different.
Onions, (Good, great.) Bussara
Honey, (Quantities Tejee,
eaten.)
Elephant, Keejee
Horse, Soudah
Mule, El Feddrah
Ass, (plenty), Krow
Dog, (many), Besee
Lion, (plenty), Tobio
Lioness, Tobiony
Leopard, Nugo
Gazelle, Ngria
Rabbit, Omo
Fowls, Kenja
Cock, Kla
Father, Babma
Mother, Konuma
Brother, Monnjema
Sister, Monnjum
Son, Wonma
Daughter, Wonum
Woman, Née
Man, Gaba
Wife, Neema
Favorite, Mandama
Noon, Dooro
Night, Njow
Sleep, Tonangy
Awake, Ingra
I am hungry, Bow
I am thirsty, Mane mukago
My friend, Kaffama
Your friend, Kaffaily
Bring supper, Du gesa
Come here, Da lullo
Go away, Abey
Hot, Kaisungoh
Cold, Kooloo
Fat, Booboo
Too hot, Kaigocho
Very cold, Koolo ognio
Wind, Leélee
Rain falls, Manet kudy
Boat, large, Toko
Small boat, Toko bassa
River, Bah
Great river, Bah nungolo
Near, Bony
Distant, Aouo
Very distant, Aouo killa hudder
Bad, Kussu
I have something, Congassa saikilly
I have nothing, Ngasskoto semki
Good man, Kab
Bad man, Kab-kussu
Young, N’bussa
Old, Kaddah
Handsome woman, Nein
Ugly woman, Nein kussu
Take that, Dibena magi
Merchant, Maly ocho
Slave, Baly
Woman slave, B’llow
White man, Kab n’jaffy
Slaves, Bakee
White woman, Nee njaffy
I will not, Gaily
To kill, Tolly qua
My house, Bema
Your house, Beay
To wound, Noyalee
Wheat, Gkal kumba
Gussub, Tenghoo
Dates, Depenow
Saddle, Serdee
Fire, Peddoo
Wood, Cheree
Bring some wood quick, Den cheree, keske,
keske
I am ill, Mungaly
Are you ill? Gegony
Do you wish physic? Talem kourgoonoo
Come with me, Dejab kow
I am your friend, Ma kafai
I am your servant, Ma manai
Always, Njan
All, Petta
After, Belti
Before, Dencha
Mid-day, Kaisung-oo
Gafooly, Wah
Meloheiœ, Gongonbelto
Bridle, Al jemmo
Halter, Kabboomoo
Grass straw, Moo
Teeth, Nganah
No. XIX.
Mandara Vocabulary, taken from the mouth of Achmet Mandara, a

slave of the Sheikh of Bornou.
One, Mtaque
Two, Sardah
Three, Kighah
Four, Fuddah
Five, Elibah
Six, N’quaha
Seven, Vouyah
Eight, Teesah
Nine, Musselman
Ten, Klaou
Twenty, Kulboa, kulla boa
Thirty, Kullo kegah
Forty, Kullo fuddah
Fifty, Kullo elibah
Sixty, Kullo N’quaha
Seventy, Kullo Vouga
Eighty, Kullo Teesa
Ninety, Kullo Musselman
One hundred, Drimka
Two hundred, Dibboo
Water, Yowah
Bring water, Sensa yowah
Meat, Souah
Gussub, Mudjuga
Man, Geela
Woman, Mug’sa
Girl, Gala
Handsome girl, Shugra
Ugly girl, Mowgwa
Good man, Zeeriah
Mother, Mama
Father, Dada
Brother, Malay
Sister, Koudray
Mountains, Ouvra
River, Gouah
Well, Souah
Spring, Pooshay
Great, Yeakay
Little, Chequah
Great mountains, Ouvre yeakay
Little sister, Koudray Chequah
Meal, breakfast, or Dafah
supper,
To eat, Zuzie
Bring to eat, Senga dafah
I will not, Wyanga
Sultan, Tsuksa
I am tired, Yaluffa luffa
Good bye, N’gea dha
Day, Vechea
Night, Véggea
I must go, Amindala
Come here, Souah sokena
My wife, Muksanga
Your wife, Muksarwa
Good road, Oungala shrugra
Bad road, Oungala mangoua
Rice, Acheiah
Butter, Wyay
Honey, Ammah
Eyes, Echey
Nose, Ukteray
Mouth, Okay
Ears, Shimmah
Head, Erey
Female slave, Quatana
Male slave, Affee
Handsome slave, Quatana mugray
Grass, Massah
My country, Uksarwa
Your country, Uksangra
I wish to sleep, Wenwyah yeksentia sah
I am your friend, Tukkatarwa
Horse, Bilsah
Ox, Tsah
Tiger-cat, Oobellah
Tiger’s skin, Ogzo oobellah
Ass, Anzouwah
Sheep, Keoay
Rich man, Tallowah
Poor man, Tszuah
No. XX.
Timbuctoo Vocabulary.
Come, Kaa
Go, Koey
Quickly, Tumba
Give me to eat, Kata mung-ha
Give me to drink, Katahary mungenee
I am thirsty, Hamai egowei
I, or me, Ei
You, Ee
Him, Wo
They, Oo
Good, Abooree
Bad, Affootoo
Man, Harree
Woman, Weey
Girl, Izowy
Boy, Ezahary
Handsome woman, Weey tienta
Bad man, Harree footoo
Two eyes, Moh inka
Mouth, Mey
Beard, Kabi
Head, Bong-o
Horse, Barree
Camel, Yeo
Ass, Furka
Dog, Hanshe
Sheep, Fagee
An ox, Hou foh
Oxen, Hou bobo
Meat, Hum
Sweet milk, Wah gana
Sour milk, Wah coutoo
Sultan, Gabee coin
Bread, Takoola
River, Issa
Boat, Hee
House, Hoo
Slave, Bunneea
Female slave, Kong-o
Fire, Jarree
Night, Keegee
Day, Noony
Wood, Togoolee
Elephant, Turcondu
Water, Hary
Blood, Koorie
Knife, Hoorie
Gold, Oorah
Silver, N’zurfa
Turban, Tabbai
Tobe, Tilleby-kai
Breeches, Seeby
Sandals, Tarno
Cap, Foolah
Clouds, Beenee
Earth, Gunda
Mountain, Foudee
Well, Bungo
A ghrazzie, Wongo
Spear, Yagy
Mat, Tangaree
The truth, Keemy
That man lies, Wahareeagoothangany
Eat, Ngha
Foot, Kay
Hand, Kambah
One, Affoo
Two, Nahinka
Three, Nahinza
Four, Attakee
Five, Aggoo
Six, Iddoo
Seven, Ea
Eight, Yaha
Nine, Yugga
Ten, Auwy
Eleven, Auwy kindofoo
Twelve, Auwy kindoohinka
Thirteen, Auwy kindohinza
Fourteen, Auwy kindotakee
Fifteen, Auwy kindaggoo
Sixteen, Auwy kindo iddoo
Seventeen, Auwy kindoea
Eighteen, Auwy kindo yaha
Nineteen, Auwy kindoyugga
Twenty, Warunka
Twenty-one, Warunka kindofoo
Thirty, Warunza
Thirty-one, Warunza kindofoo
Forty, Waytakkee
Forty-one, Waytakkee kindofoo
Fifty, Wayaggoo
Fifty-one, Wayaggoo kindofoo
ZOOLOGY.
No. XXI.
Having been requested by the authors of the preceding narrative

to describe the Zoological subjects collected during their journey, we
think it right, in the first place, to notice the difficulties attending their
acquisition and preservation. The European traveller, who is
transported with equal comfort over the rugged heights of Mont
Cenis, or along the level plains of Holland, can have little conception
of the privations and distresses which attend the wanderer in the
desert. The most feeble and timid may encounter the first task
without fatigue or fear; but the robur et æs triplex of a strong
constitution, persevering patience, and undaunted courage, must
fortify his resolution who directs his daring course through the sands
of the Sahara.
Having arrived at the farthest point of their route, our travellers
were occupied no less than five months in their return to Tripoli,
pursuing their “weary way” almost wholly through deserts, and
suffering severely by sickness and all sorts of privations. Their
means, too, of skinning and preserving the animals they procured
were of the slightest kind; the only cutting instrument they possessed
being a penknife belonging to Major Denham, and a little arsenical
soap, left from the stores of the late Mr. Ritchie, their sole antidote to
protect the skins from moth and corruption. Such, however, was their
ardour in the pursuit of Zoological subjects, that in spite of all the
difficulties and drawbacks that beset them, they succeeded in
collecting and bringing home upwards of a hundred specimens, and
some of them in exceedingly good condition and of peculiar interest;
though we regret to say, that less than a third of that number is all
that have come into our hands, many of the subjects having fallen
into utter decay.
Classis. Mammalia. Auct.
Ordo. Carnassiers. Cuv.
Tribus. Carnivores. Cuv.
Stirps. Digitigrades. Cuv.
Genus. Fennecus. Lacep.
Species 1.—Fennecus Cerdo.
Fennec. Bruce, vii. 231. (8vo). pl. 28.

Animal Anonyme. Buff. Supp. iii. 128. pl. 19. (1776).
Zerda. Penn. Quad. pag. 248. pl. 28.
Canis Cerdo. Gmel. Linn.
Fennecus Brucii. Desm. Mamm. pl. 108. f. 4.
Canis Megalotis. Griff. An. King.
This beautiful and extraordinary animal, or at least one of this
genus, was first made known to European naturalists by Bruce, who
received it from his drogoman, whilst consul general at Algiers. It
was brought from Biscara by a Turkish soldier, from whom the
janizary bought it, and who said it was not uncommon at that place,
but was more frequently met with in the date territories of Beni
Mezzab and Werglah, where these animals are hunted for their
skins, which are afterwards sold at Mecca, and thence exported to
India. Bruce kept his animal alive for several months, and took a
drawing of it in water colours, of the natural size; a copy of which, on
transparent paper, was clandestinely made by his servant. On
leaving Algiers, Bruce gave the animal to Captain Cleveland, of the
Royal Navy, who made a present of it to Mr. Brander, the Swedish
consul. Mr. Brander, according to Sparman, as quoted by Bruce,
gave an account of the animal in “some Swedish Transactions,” but
refused to let the figure be published, the drawing having been
unfairly obtained. Bruce asserts that this animal is described in many
Arabian books, under the name of El Fennec, by which, he adds,
that it is known all over Africa; he conceives the appellation to be
derived from the Greek word φοινιξ, a palm, or date tree.
Drawn by Major Denham. Engraved by E. Finden.
FENNECUS CERDO.
Published Feb. 1826, by John Murray, London.
After Bruce left Algiers, he met with two other Fennecs, one of
which had been brought by the caravan of Fezzan to the Island of
Gerba, from whence it was carried to Tunis, where Bruce saw it; the
other he bought at Sennaar, but where it came from he knew not;
though it seems probable that it was a native of the date villages in
the desert of Selima. These animals exactly resembled the one first
seen at Algiers, and were known by the name of Fennec, and by no
other.
The favourite food of Bruce’s Fennec was dates, or any sweet
fruit; but it was also very fond of eggs: when hungry it would eat
bread, especially with honey or sugar. His attention was immediately
attracted if a bird flew near him, and he would watch it with an
eagerness that could hardly be diverted from its object; but he was
dreadfully afraid of a cat, and endeavoured to hide himself the

PDF Health Assessment For Nursing Practice Susan F Wilson Ebook Full Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PDF Health Assessment For Nursing Practice Susan F Wilson Ebook Full Chapter

Uploaded by

Copyright:

Available Formats

Health Assessment for Nursing

Practice Susan F. Wilson

Medical Surgical Nursing Concepts Practice Susan C.

Psychiatric Mental Health Nursing for Canadian Practice

Assessment and Intervention for English Language

Bone Health Assessment in Pediatrics Guidelines for

The Oxford Dictionary of Architecture James Stevens

Hospital Based Health Technology Assessment The Next

Advanced Practice in Healthcare: dynamic developments

Empowerment Series Psychopathology A Competency Based

Susan Fickertt Wilson, PhD, RN

Jean Foret Giddens, PhD, RN, FAAN

About the Authors

Contributors and Consultants

Chapter 1. Introduction to Health Assessment

Types of Health Assessment

Clinical Reasoning and Judgment

Health Promotion and Health Protection

Clinical Application and Clinical Reasoning

Chapter 2. Obtaining a Health History

The Health History

Infants, Children, and Adolescents

Clinical Application and Clinical Reasoning

Chapter 3. Techniques and Equipment for Physical Assessment

Techniques of Physical Assessment

Equipment Used During the Examination

Clinical Application and Clinical Reasoning

Chapter 4. General Inspection and Measurement of Vital Signs

Measurement of the Vital Signs, Height, and Weight

Infants and Children

Clinical Application and Clinical Reasoning

Chapter 5. Cultural Assessment

Develop Cultural Competence

Develop a Template for Assessment

Clinical Application and Clinical Reasoning

Chapter 6. Pain Assessment

Cognitive and Cultural Influences on Pain Perception

Standards for Pain Assessment

Anatomy and Physiology

Assessing the Pain of Patients who Cannot Communicate

Infants and Children

Clinical Application and Clinical Reasoning

Chapter 7. Mental Health Assessment

General Health History

Common Problems and Conditions

Substance Abuse Disorders

Delirium and Dementia

Clinical Application and Clinical Reasoning

Chapter 8. Nutritional Assessment

Anatomy and Physiology

General Health History

Assessment of Dietary Intake

Common Problems and Conditions

Clinical Application and Clinical Reasoning

Unit II. Health Assessment of the Adult

Chapter 9. Skin, Hair, and Nails

Anatomy and Physiology

General Health History

Infants and Children

Common Problems and Conditions

Clinical Application and Clinical Reasoning

Chapter 10. Head, Eyes, Ears, Nose, and Throat

Anatomy and Physiology