BHA Modules Topics

What are the ways to protect patients from infections?

Module 1A

How can a nurse be culturally competent?

Jarvis

How does a nurse incorporate EBP?

1: Evidence-based assessment

1A Assessment Basics What are key elements and order of a physical assessment
and what tools will the nurse use?
2: Cultural competence

SBAR

8: Assessment techiques and

safety
ATI Fundamentals AIDET

35: Cultural and Spiritual Factors that influence BP

nursing care
Systolic/Diastolic BP

Nursing judgement when vitals are out of range

Module 1B Basic health screenings to include

Jarvis General measurements
10:Vital signs Vital signs
11: Pain assessment Pain assessment

Types of pain

1B Health Screenings
Hearing Screening

Hearing loss

Vision screening
Module 1C Pediatric health screenings
 Scoliosis screening

Jarvis

Acanthosis screening
29:Complete Physical
assessment

Well-child visit

1C Pediatric Health
Screenings

Links within module

Ages & Stages Developmental Screening

Erikson’s Stages of Development

How to assess a child

What are the major components of the health history and
Module 2 general survey?

What are the most effective interviewing techniques?

Jarvis
What are the correct methods to assess scoliosis,
acanthosis and what action do you take if you find abnormal
3:The interview assessments?

How do you conduct developmental screening on

children?
9:General survey, msrmnt,
health hist
ATI Fundamentals Subjective / Objective data
26: Data collection and general
svy Health History and General Survey:

32: Therapeutic
communication 2 Health History and General survey
General Survey

Interview

Health history

Allergy history
Module 3A Anatomy and Landmarks for assessing:

Jarvis Thorax and lungs

19:Thorax and lungs Heart and neck vessels

3A Cardiac and
Respiratory
Assessment

20:heart and neck vessels Peripheral vascular system/pulses

21: peripheral vascular and

lymphatic Complete physical examination

29:Complete Physical What are the expected assessment findings for the
assessment cardiovascular and respiratory system?
What are common abnormalities found when assessing
ATI Fundamentals the cardiovascular and respiratory system?
29:heart, thorax, and
abdomen
What are the expected assessment findings for the neuro,
Module 3B musculoskeletal, skin, HEENT, nutrition, GI/GU systems?
What are common abnormalities found when assessing
the neuro, musculoskeletal, skin, HEENT, nutrition, GI/GU
Jarvis systems?

Interview communication techniques-open ended, bias,

leading, confrontation

13: Skin, hair, and nails

22: Abdomen Focused Physical Assessments:
23: Musculoskeletal Infant and child
24: Neurological Nutritional assessment-how and why
Skim Breast and lymphatics
12: Nutritional assessment Abdomen- Anatomy and landmarks, order of assessment
14: Head, Face, and Neck, Male and female genitourinary system-dysuria, age
including Regional Lymphatics related changes

3B Focused Physical
Assessment

Skin-Primary lesions, patterns, ABCDE skin cancer,

17: Nose, Mouth, and Throat definitions ( jaundice, erythema, pallor, cyanosis)

18: Breast and Regional Musculoskeletal system, spinal assessment

Lymphatics

Head, face, neck, eyes, ears-function of the middle ear,

25: Male Genitourinary System nose, mouth, and throat
26: Anus, Rectum, and Neurologic & mental status assessment system
Prostate
27: Female Genitourinary
System
ATI Fundamentals
27: Vital signs

Module 4 What are major expectations for assessment findings in

the pregnant woman for each trimester?
What are major expectations for assessment findings in
Jarvis the neonate, and child? Compare and contrast major
findings.

4 Prenatal and
Neonatal Assessment
7: Domestic and Family
Violence Assessments
31: The Pregnant 4 Prenatal and How does the nurse assess for domestic violence?
WomanPages Neonatal Assessment Prenatal and Neonatal assessment

269-278: Review well-child

visit forms Pediatric assessment
GPAL
Vaccination during pregnancy
Neonate birth marks-common

What major assessment differences would the nurse

expect to assess in the older adult? Respiratory, cognitive
Module 5 changes, weight/height, cardiac
Jarvis How does the nurse determine the functional assessment?

5: Mental Status Assessment

What are essential components of ADL’s?
32: Functional Assessment of What cognition problems can occur in older adults and
the Older Adult how can the nurse assess for them?
5 Assessment of the
Older Adult Who is most at risk for falls?
Module 5 Topics:
Assessment of the older adult
Functional ability screening
Falls assessment
Mental status & cognition assessment

Elder abuse mandatory reporting

What are key assessments and frequency in the acute care

Module 6 6 Assessment of the setting?
Patient in an Acute
Care Environment How does the nurse prioritize assessments and abnormal
Jarvis data? What needs to be addressed first?

30: Bedside Assessment and What additional assessments are required to keep the
Electronic Documentation patient safe?
Assessment of the Patient in an Acute Care Environment
Single most important step to decrease the risk of microorganism transmission is to wash hands promptly and throroghly: (1)
before and after every physical patient encounter; (2) after contact with blood, body fluids, secretions, and excretions; (3)
after contact with any equipment contaminated with body fluids; and (4) after removing gloves.
Cultural comptetency involves understanding your own culture and health. Cultural competency is the development of
cultural care as culturally sensitive (implies that caregivers possess some basic knowledge of and constructive attitudes
toward the diverse cultural populations found in the setting in which they are practicing), appropriate (implies that the
caregivers apply the underlying background knowledge that must be possessed to provide a given person with the best
possible health care), and competent (implies that the caregivers understand and attend to the toral context of the
individual's situation, including awareness of immigration status, stress factors, other social factors, and cultural similarities
and differences).

EBP now encompasses the integration of research evidence, clinical expertise, clinical knowledge (physical assessment), and
patient values and preferences. Clinical decision making depends on all four factors: the best evidence from a critical review
of research literature; the patient's own preferences; the clinician's own experience and expertise; and finally physical
examination and assessment. Assessment skills must be practiced with hands-on experience and refined to a high level.

Inspection-concentrated watching-no tools. Palpation-follows and often confirms what you noted during inspection-hands.
Percussion-tapping the person's skin with short, sharp strokes to assess underlying structures-hands. Auscultation-listening to
sounds produced by the body, such as the heart and blood vessels and the lungs and abdomen-stethoscope.

Situation (state your name, your unit, patient's name, room number, patient's problem, when it happened or when it started,
and the severity), background (Do not recite the patient's full history since admission. Do state the data pertinent to this
moment's problem: admitting diagnosis, when admitted, and appropriate immediate assessment data (e.g., vital signs, pulse
oximetry, change in mental status, allergies, current medications, IV fluids, laboratory results)., assessment (State your
assessment findings. This can include what you found and what you think may be wrong.), recommendation (State what you
want/need to continue caring for the patient.)

Acknowledge, Introduction, Duration, Explanation, Thank you

Age, sex, race, diurnal rhythm, weight, exercise, emotions, and stress.

The systolic pressure is the maximum pressure felt on the artery during left ventricular contraction, or systole. The diastolic
pressure is the elastic recoil, or resting, pressure that the blood exerts constantly between each contraction.
You will use your [nursing] judgment to determine whether vital signs need to be taken more frequently or whether a
provider should be notified.

Physical appearance, body structure, mobility, behavior, weight, height, BMI, waist circumference,
Temperature, pulse rate, respirations, blood pressure, pain assessment, pulse oximetry

Acute pain is short term and self-limiting, often follows a predictable trajectory, and dissipates after an injury heals. Chronic
(persistent) pain is diagnosed when the pain continues for 6 months or longer. Breakthrough pain is a transient spike in pain
level, moderate to severe in intensity, in an otherwise controlled pain syndrome.

Children 4 yrs or older (pre-k, k, 1st, 3rd, 5th, and 7th grades) at 25 dB (intensity) for 1000, 2000, and 4000k Hertz Hz
(frequency) pure tone;

conductive-occurs when a problem in the external or middle ear prevents sound from being conducted properly to the inner
ear. Conductive hearing loss is commonly cause by wax in the external ear, otitis media (infection of the middle ear), or a
ruptured eardrum. Sensoineural-results from impaired function of the inner ear and/or neural (nerve) pathways of the
auditory system; typically in young children caused by congenital factors, severe viral infections, or acoustic trauma. Mixed-
can result from any combination of the conductive and sensorineural; results from impaired functioning of both the
outer/middle ear and the inner ear.

Children 4 yrs or older (pre-k, k, 1st, 3rd, 5th, and 7th grades) for visual acuity
Girls screened twice age 10 (5th) and 12 (7th); boys screened once 13 or 14 (8th)…Defined as an abnormal lateral curvature
of the spine of 10 degrees or more. The spinal column creates a side to side "S" shape when viewed from behind. Structural
scoliosis is a result in the changes in the alignment in the vertebrae that are fixed; spinal twisting can be distinguished by a
hump on one side of rib cage. Functional scoliosis has no permanent change in the shape or structure of the spine; develops
as a result of another abnormality (uneven leg length, poor posture, pain, etc.)

A skin condition characterized by areas of dark, velvety discoloration in body folds and creases. Most often affects armpits,
groin and neck. Acanthosis nigricans was linked to hyperinsulinemia (a consequence of insulin resistance that is associated
with obesity). Suggested as a clinical marker for high blood insulin levels, suggesting insulin resistance. 1st, 3rd, 5th, and 7th
grade
The first week visit (3 to 5 days old)
1 month old
2 months old
4 months old
6 months old
9 months old
12 months old
15 months old
18 months old
2 years old (24 months)
2 ½ years old (30 months)
annually 3 years old and after until 21 years old

The Ages & Stages Questionnaires®, Third Edition (ASQ®-3) pinpoints developmental progress in children between the ages of
one month to 5 ½ years.
Infant-Erikson defines the major task of infancy as establishing trust. An infant is completely dependent on the caregiver for
his or her basic needs. If these needs are met promptly and consistently, the infant feels secure and learns to trust others.
Toddler- This is Erikson's stage of developing autonomy. However, the need to explore the world and be independent is in
conflict with the basic dependency on the caregiver. The Preschool Child- the child at this stage displays developing initiative.
The School-Age Child-during the school-age period the major task of the child is to develop industry. The child is developing
basic competency in school and social networks and desires the approval of caregivers and teachers. The Adolescent-the
major task of adolescence is to develop a self-identity. This takes shape from various sets of values and different social roles
(son or daughter, sibling, and student). In the end each person needs to feel satisfied and comfortable with who he or she is.
In the process the adolescent is increasingly self-conscious and introspective. Peer group values and acceptance are
important. The Aging Adult-during later years the tasks are to develop the meaning of life and one's own existence and to
adjust to changes in physical strength and health

General survey- physical appearance, body structure, mobility, behavior.

The open-ended question is unbiased; it leaves the person free to answer in any way. This type of question encourages the
person to respond in paragraphs and give a spontaneous account in any order chosen. It lets the person express himself or
herself fully. Closed or direct questions ask for specific information. They elicit a one- or two-word answer, a “yes” or “no,” or
a forced choice. Whereas the open-ended question allows the client to have free rein, the direct question limits his or her
answer.
Refer to above section

In some settings, a caregiver-completed instrument may be used to assess developmental milestones. Caregiver-completed
instruments include the Ages and Stages Questionnaire, the Modified Checklist for Autism in Toddlers Revised, or the Parents'
Evaluation of Developmental Status. The tools ask about the child's development in a variety of areas and ask parents to
identify any concerns.

Subjective- what the person says about himself or herself. Objective data- what you obtain through physical examination.
The general survey is a study of the whole person, covering the general health state and any obvious physical characteristics.
It is an introduction for the physical examination that will follow; it gives an overall impression of the person. The general
survey includes objective parameters that apply to the whole person, not just one body system.

Successful interviews allow you to:

1. Gather complete and accurate data about the person's health state, including the description and chronology of any
symptoms.
2. Establish trust so that the person feels accepted and thus free to share all relevant data.
3. Teach the person about his or her health state.
4. Build rapport for a continuing therapeutic relationship.
5. Discuss health promotion and disease prevention.

Health History Sequence

1. Biographic data
2. Reason for seeking care
3. Present health or history of present illness
4. Past history
5. Medication reconciliation
6. Family history
7. Review of systems
8. Functional assessment or activities of daily living (ADLs)

Allergies
Note both the allergen (medication, food, or contact agent such as fabric or environmental agent) and the reaction (rash,
itching, runny nose, watery eyes, difficulty breathing). For drug allergies, list only those that are true allergic reactions, not
unpleasant side effects.

Posterior chest-9 points

Anterior chest 5 points

Aortic
pulmonic
erb's point
tricuspid
mitral
apex

Profile sign-viewing finger from side to check for clubbing

Femoral artieries-inner inside upper thigh by inside of hip
Poplteal pulse-behind the knee
Posterior tibial-behind the ankle
dorsalis pedis-on top of the foot
Check for pretibial edema near the shin
The open-ended question asks for narrative information. It states the topic to be discussed but only in general terms. Use it to
begin the interview, to introduce a new section of questions, and whenever the person introduces a new topic.
Bias or leading questions-Asking a client, “You don't smoke, do you?” or “You don't ever have unprotected sex, correct?”
implies that one answer is “better” than another. If the client wants to please you, he or she will either answer in a way
corresponding to your values or feel guilty when he or she must admit the other answer.
Confrontation-Clarifying inconsistent information. Focusing client's attention on an observed behavior, action, or feeling

RUQ, LUQ, LLQ, RLQ

When a lesion develops on previously unaltered skin, it is primary. Ex: Macule, patch, papule, plaque, nodule, wheal, tumor,
urticaria (hives), vesicle, bulla, cyst, pustule. It is mainly under the skin and unopened.
Asymmetry, border irregularity, color variation, diameter greater than 6mm, elevation or evolution, funny looking.
Jaundice- a yellowish skin color indicates rising amounts of bilirubin in the blood.
Erythema- intense redness of the skin is from excess blood (hyperemia) in the dilated superficial capillaries.
Pallor-when the red-pink tones from the oxygenated hemoglobin in the blood are lost, skin takes on the color of the
connective tissue, which is mostly white.
Cyanosis- this is a bluish mottled color from decreased perfusion.

Extension to 30 degrees and flexion to 90 degrees.

Intructions to person_________Motion and expected range
Bend sideways ______lateral bending of 35 degrees
Bend backwards_______ hyperextension of 30 degrees
Twist shoulders to one side, then the other_____ rotation of 30 degrees, bilaterally
Gravida, para, abortion, living children

mongolian spots and café au lait spot

ADL's are tasks necessary for self-care, include domains of eating/feeding, bathing, grooming, dressing, toileting, walking,
using stairs, and transferring.

Dementia, delirium, and depression.

Almost every state has some form of mandatory reporting of abused older adults and other vulnerable patients. As
mandatory reporters, you need only to have suspicion that elder abuse and/or neglect may have occurred to generate a call
to the authorities. You are not required to have proof before reporting suspected abuse.

In a hospital setting the patient requires a complete head-to-toe physical examination upon admission but does not require
subsequent complete head-to-toe assessments every day of his or her stay. He or she does require a consistent specialized
examination that focuses on certain parameters.
In high-acuity units such as an intensive care unit, the assessment may be completed every 4 hours, whereas on a basic
medical-surgical unit the frequency may be every 12 hours.

Conduct a full assessment to get to know your patient, but once you know the needs and abnormal findings, it is up to you to
use your nursing judgment to determine how often these things need to be assessed.

Use of the EHR increases patient safety.

# of ????

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1 HPDP Study Guide

2 Review Module Outcomes

Module 1
Review Information in Learning
3 Workbook
Giddens

4 Healthy People 2020

Concept 42
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Differentiate terms of health, illness, wellness, health promotion, and disease prevention with a 90% accuracy.
Using the Leavell & Clark Model for Three Levels of Prevention, provide examples for each level of prevention with a 90% accuracy.
Compare and contrast the Health Belief Model and Health Promotion Model.
Given a Healthy People 2020 goal, discuss a plan for a population-groups focused on determinants of health and interventions with attention to effectiveness, efficiency, cost, and e
Using the results of the self-assessment inventory, create an individual health promotion and disease prevention plan starting with a SMART goal.
Given an individual lifespan scenario, identify the nurse’s role in health and illness within the tenets of CST and the ANA Code of Ethics.

sion
society in which all people live long, healthy lives.
ission
ealthy People 2020 strives to:
Identify nationwide health improvement priorities.
Increase public awareness and understanding of the determinants of health, disease, and disability and the opportunities for progress.
Provide measurable objectives and goals that are applicable at the national, State, and local levels.
Engage multiple sectors to take actions to strengthen policies and improve practices that are driven by the best available evidence and knowledge.
Identify critical research, evaluation, and data collection needs.
verarching Goals
Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death.
Achieve health equity, eliminate disparities, and improve the health of all groups.
Create social and physical environments that promote good health for all.
Promote quality of life, healthy development, and healthy behaviors across all life stages.
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Leavell & Clark Model (Primary,

5 Secondary and Tertiary Prevention)

Fundamentals

6 SMART Goals

Chapter 6

Differentiate terms of health, illness,

7 wellness, health promotion and disease
prevention

Module 1
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imary Prevention
imary prevention is true prevention. Its goal is to reduce the incidence of disease. Many primary prevention programs are supported by the government (e.g., federally funded immu
ograms). Primary prevention includes health education programs, nutritional programs, and physical fitness activities. It includes all health promotion efforts and wellness education
tivities that focus on maintaining or improving the general health of 74individuals, families, and communities. Examples of primary prevention include promoting hearing protectio
cupational settings and providing education to reduce cardiac disease risk factors.
condary Prevention
condary prevention focuses on preventing the spread of disease, illness, or infection once it occurs. Activities are directed at diagnosis and prompt intervention, thereby reducing se
d enabling the patient to return to a normal level of health as early as possible. Examples include identifying people who have a new case of a disease or following people who have
posed to a disease but do not have it yet. It includes screening techniques and treating early stages of disease to limit disability by averting or delaying the consequences of advance
sease. Screening activities may lead to primary prevention intervention. For example, a nurse screens a patient who is obese for diabetes. After gathering more information from the
e nurse provides health education about physical activity and preventing hypertension.
ertiary Prevention
rtiary prevention occurs when a defect or disability is permanent and irreversible. It involves minimizing the effects of long-term disease or disability by interventions directed at
eventing complications and deterioration. Activities are directed at rehabilitation rather than diagnosis and treatment. For example, a patient with a spinal cord injury undergoes
habilitation to learn how to use a wheelchair and perform activities of daily living independently. Care at this level helps patients achieve as high a level of functioning as possible, d
e limitations caused by illness or impairment.

pecific—Outcomes and goals reflect a specific patient behavior or response.

easurable—You must be able to measure or observe whether a change takes place in a patient’s status. Changes occur in physiological findings and in a patient’s knowledge, perce
d behavior.
tainable—A goal and an outcome are more attainable or achievable when you mutually set them with a patient. This ensures that you and your patient agree on the direction and tim
mits of care.
ealistic—Set goals and expected outcomes that are realistic or relevant for patients. Consider the patient’s preferences and needs and the resources of the health care agency, family,
tient.
ealth-state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity
ness-a state in which a person’s physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished or impaired
ellness-refers to to a positive state of health of an individual, family, or community. It is multidimensional, encompassing several dimensions, including physical, mental, spritual, s
cupational, environmental, intellectual, and financial. Seen as a continually changing state ranging from high-level to low-level wellness.
ealth Promotion-helps individuals maintain or enhance their present health. It motivates people to engage in healthy activities such as routine exercise and good nutrition to reach m
able levels of health.
ness prevention activities such as immunization programs and blood pressure screenings protect people from actual or potential threats to health. They also help people avoid decli
eir health or ability to function.
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8 Review Module Outcomes

Module 2
Review Information in Learning
9 Workbook
Giddens

Examine health needs, disparities and

10 determinants of health

Concept 52
Apply the concept of health disparities
in the context of nursing and health
11 care. Health Disparities – Avoidable,
Unavoidable, Unacceptable, Acceptable
Fundamentals

12 Chapter 2 (Pages 14- Cultural Competence Model

17) , 3

13

Chapter 12, 13, 14 Review as needed; focus on the sections related to health promotion, health literacy, and poss
 C
Upon completion of the module, the student will differentiate terms of public health from community health nursing and community health nursing from community-based nursing
% accuracy.
Given a vulnerable population scenario, compare and contrast the role of the community health nurse and the role of the nurse in community-based practice.
Given the cultural competence model, examine health needs, disparities, and determinants of health for a vulnerable population.
Given a San Antonio Bexar County health report, compare the city health indicators to the Healthy People 2020 goals and objectives.
Given a vulnerable population scenario, apply the concept of health disparities in the context of nursing and health care.

ealth care disparities are differences in health care outcomes and dimensions of health care, including access, quality, and equity, among population groups. Disparities can be rela
any variables, such as race, ethnicity, socioeconomic status, gender, location, or disability. Factors such as lack of health insurance, lack of access to care, and poor health outcomes
ntribute to the disparities for certain groups
cial Determinants of Health
ological
cioeconomic
ychosocial
ehavioral
cial

navoidable and acceptable-age, sex, family history

navoidable and unacceptable-prevalence of diabetes in hispanics, environment, exposure to crime
voidable and acceptable-those in a natural disaster
voidable and unacceptable-language barriers, lack of transportation, unsafe living environment, biased clinical decision making.

ultural competence in health care entails (1) understanding the importance of sociocultural influences on patients' health beliefs and behaviors (2) considering how these factors inter
ultiple levels of the healthcare delivery systems (organizational, structural, and clinical) (3) devising interventions that take these issues into account to ensure the delivery of high-q
alth care to diverse patient populations.

lated to health promotion, health literacy, and possible health disparities for each age group across the lifespan.
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14 Review Module Outcomes

Module 3
Review Information in Learning
15 Workbook
Giddens
Connections between concepts of
16 development, functional ability and
health promotion
Concept 1, 2, 3, 42

Identify specific health promotion

17 interventions for individuals in each
developmental stage.

Fundamentals
Apply the components of family
18 assessment Functional Ability Family
Chapters 10, 11, 12, Dynamics
13, 14, 16

19 Jarvis BADLS and IADLS

Chapter 31

20

Module 4 Review Module Outcomes

21 Review Information in Learning

Giddens Workbook
 C
Given a client across the lifespan, distinguish connections between the concepts of development, functional ability, family dynamics, and health promotion/disease prevention.
Given clients across the lifespan, identify specific health promotion/disease prevention interventions for individuals in each developmental stage.
Given clients across the lifespan, apply the components of family assessment (as outlined in Giddens).
Given a client across the lifespan, develop a health promotion plan based on developmental stage, functional ability, and family dynamics.

oncepts of development-Physical/physiologic, motoric, social/emotional, cognitive, communication, adaptive.

unctional ability the cognitive, social, physical, and emotional ability to carry on the normal activities of life.

ewborn-Screening, car seats, sleep and cribs

fant-nutrition, supplementation, sleep
oddler-nutrition, toilet training
eschoolers-nutrition, sleep, vision
hool-age-perceptions, health education, health maintenance, safety, nutrition
dolescents-health education, minority health, LGBT health
oung adult-lifestyle choices, self exams, infertitlity, psychosocial issues
iddle adult-health maintenance, physical activity, stress maintenance
der adult-regular health visits, participation in health screenings, immunizations, physical activity, maintaining weight, well-balanced diet, moderate alcohol use, socialization, goo
ndwashing.

amily assessment-structural assessment (understanding regarding the family structure and function), developmental assessment (considers the vicissitudes of living with both predic
d unpredictable events), functional assessment (addresses how individuals actually behave in relation to one another).
amily dynamics-family involved, group of people have relational obligations, communication occurs, interactions are fluid, flexible, and changeable.

ADLS-bathing, dressing, and toileting

ADLS-ability to write a check, shop, prepare meals, or make phone calls
Differentiate the relationship between the infection chain and transmission of infection with a 90% accuracy.
Given a client across the lifespan, utilize the nursing process to prevent communicable illnesses.
Given a group of clients across the lifespan, determine the client who is at most risk for infection.
Given an infection exemplar, provide appropriate nursing and collaborative interventions to optimize immunity in individuals, families, & communities (includes the use of CDC re
d knowledge of safe immunization practices).
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22
Utilize the nursing process to prevent
Concept 22, 24 communicable illnesses. Immunizations

Provide appropriate nursing and

23 collaborative interventions to optimize
immunity in individuals, families, &
Fundamentals communities (includes use of CDC
Chapters 12, 13, 28, resources and knowledge of safe
34 immunization practices)

24

Module 5 Review Module Outcomes

Review Information in Learning
25 Giddens Workbook

26
Differentiate patient education,
Concept 6, 7, 41, 42 adherence, and self-management
27 Fundamentals Nurse’s role in Patient Education
Create teaching plan based on clients
28 learning needs, culture, development
Chapters 14, 16, 25 level

29
Barriers of Learning
30 Domains of Learning
31 Methods for evaluating learning

32 Review Module Outcomes

Module 6
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mmunization programs for infants and children have historically decreased the occurrence of childhood diphtheria, whooping cough, and measles.
hose who die from influenza are predominantly older adults. Providers strongly recommend annual immunization of all older adults for influenza, with special emphasis on residents
rsing homes or residential or long-term care facilities.

now and follow the principles of effective hand hygiene, clean and disinfect environmental surfaces, and avoid close contact with infected individuals or crowded conditions in whic
cterial or viral infections may be easily disseminated.

Differentiate patient education, adherence, and self-management with a 90% accuracy.

Given an individual lifespan scenario, explain the nurse’s role in patient education.
Given a client across the lifespan, create a teaching plan based on the client’s/group's learning needs and developmental level.
Given a client across the lifespan, apply appropriate methods for evaluating learning.
Given a client across the lifespan, distinguish levels of adherence, and levels of self-management.

atient education-anything that provides patients and families with information that enables them to make informed choices about their care.
dherence-self-initiated action taken to promote wellness, recovery, and rehabilitation.
lf-management-the day-to-day tasks an individual must undertake to control or reduce the impact of desease on physical health status.

urses are legally responsible for providing education to all patients, regardless of gender, culture, age, literacy level, religion, or any other defining characteristics

atient-Lack of social support system, cultural differences, lack of financial resources or time,and frequent interruptions
urse-lack of time, multiple competing demands, staffing issues, payment, perception of effectiveness, professional motivation, confidence in education skills
ognitive, psychomotor, and affective
ognitive-teach back, psychomotor-ability to do, affective-surveys and questionnaires
Given a childbearing family, analyze how family dynamics, socioeconomics, environment, behavior, lifestyle, genetics, culture, and spirituality affect their experiences with 80% a
Given a childbearing family, deliver focused patient education about health promotion and disease prevention for women and newborns (includes education for preconception, preg
d postpartum/newborn periods).
Given a newborn, note key elements of a newborn assessment, including physical assessment, gestational age assessment, & determination of SGA, AGA, or LGA.
Given a newborn scenario, describe nursing care that supports a safe and healthy transition to extrauterine life.
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Review Information in Learning
33 Giddens Workbook
Concept 20
Focused patient education for woman
Fundamentals and childbearing family (education for
34 Chapters 12, 13 preconception, pregnancy and
Jarvis postpartum/newborn
Chapter 30

35 Review Module Outcomes

Module 7
Review Information in Learning
36 Giddens Workbook
Concepts 15, 16, 25

37 Fundamentals Assess nutrition status for patient

Chapters 38, 45

Provide appropriate patient education

38
related to nutrition and exercise

39 Review Module Outcomes

Module 8
Review Information in Learning
40
Fundamentals Workbook
Analyze risk for alterations in perfusion
41 (Cardiovascular Disease) and glucose
Chapters 12, 13, 14,
regulation (diabetes)
40, 41
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Given a patient across the lifespan, assess their nutritional status with at least 90% accuracy.
Given a patient across the lifespan, assess their mobility and functional ability with 90% accuracy.
Given a patient across the lifespan, deliver appropriate patient education related to nutrition and exercise.
With a patient across the lifespan, develop a targeted plan for healthy lifestyle.

veral techniques are used to assess nutritional status, including general observation, anthropometric measurements, and other various findings from systems' assessment. Measuring
ight and weight and determining BMI are the initial steps in assessing nutritional status.
person who follows the current Dietary Guidelines for Americans and MyPlate can achieve a healthy diet.
eneral goals for physical activity include 30 minutes of physical activity on most days of the week or 150 or more minutes weekly. Weight loss may require at least twice this amoun
ercise. Guidelines for exercise need to be individualized. A sedentary person or one who has sarcopenia or cardiovascular disease needs linited intervals of exercise more frequently

Given a patient across the lifespan, analyze their risk for alterations in perfusion and glucose regulation with at least 80% accuracy.
Given a patient across the lifespan, deliver targeted patient education related to perfusion and glucose regulation with at least 80% accuracy.
Given a patient across the lifespan, deliver targeted patient education related to genetics and genomics (beginning competency).
Given a patient's family pedigree, analyze risk with 75% accuracy.
Given a patient's family pedigree, deliver targeted patient education with at least 75% accuracy.
Given a patient across the lifespan, analyze their risk for inflammation and for alterations in reproduction, development, perfusion, & gas exchange with at least 80% accuracy.
Given a patient across the lifespan, deliver targeted patient education related to reproduction, development, perfusion, gas exchange, and inflammation with at least 80% accuracy.

terations in perfusion are smoking; nicotine vasoconstricts; elevated serum lipids; contribute to atherosclerosis; sedentary lifestyle: contributes to obesity; obesity: increases risk fo
abetes; diabetes mellitus: increases risk for atherosclerosis; hypertension: increases work of myocardium; increases with age; men affected more than women; family history
terations in glucose regulation family history; poor diet; medications
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6
33

34

35

36
8

37

38

39

40

41
 A B

analyze risk for inflammation and for

alterations in reproduction,
development, perfusion, & gas
42
exchange (exemplars include oral
health, environmental & occupational
risks)

43 Family Pedigree – genetics genomics

Deliver targeted patient education

44 related to reproduction, development,
gas exchange, and inflammation

45 Review Module Outcomes

Module 9
Review Information in Learning
46 Workbook
Giddens
 C
sks for inflammation- presence of autoimmune disease and allergies; exposure to pathogens with or without resultant infection; being very young or elderly with a compromised im
stem; genetics. Chronic inflammation- atherosclerosis, rheumatoid arthritis, diabetes mellitus, and cancer, may lead to or be the result of chronic inflammation. Risk factors for
production- altered or mutated genes, inherited disorders, chromosomal anomolies, multiple gestation, large fetal size, ABO incompatibilities, nutritional concers, smoking, escessi
ffeine intake, alcohol comsumption, drug abuse, spousal abuse, addictive lifestyles, low income, inadequate prenatal care, parity, maritul status, geographic location, race/ethnicity,
dustrial pollution, radiation, chemical exposure, bacterial and viral infections, drugs, and stress. Risk factors for development- Prenatal; genetic conditions, congenital infections, a
enatal exposure to environmental toxins, illicit drugs and /or alcohol, or cigarette smoking. Birth risk: prematurity, low birth rate, birth trauma, and maternal infection. Individual ri
alth, malnutrition, physical or mental disabilities, and cognitive impairments. Family risk: low parental education, poor health of family members, and large family size. Situational
ute life stress, acute mental or physical health crises, acute school/ social problems, bullying, interpersonal violence, sexual abuse, and acute conflictual or violent family relationsh
cial determinants of health: poverty, environmental toxins, adverse living conditions, rural or urban living, areas with high prevalence of disease, community with low cohesion, lim
cess to health promoting foods and safe physical environments that facilitate healthy activity, and limited access to health care. Toxic stress- strict or authorative parenting, child ab
glect, exposure to domestic violence, chronic social isolation, and chronic everyday stressors. Health status: chronic illness, traumatic or severe injuries, and condition requiring pro
d rest and/or multiple/prolonged hospitalizations. Risk for gas exchange: age, air pollution, allergies, tobacco use, chronic diseases, and immunosupression.

amily pedigree-A pedigree is a genetic representation of a family tree that diagrams the inheritance of a trait or disease though several generations. The pedigree shows the relations
tween family members and indicates which individuals express or silently carry the trait in question.
enetics is the study of inheritance, or the way traits are passed down from one generation to another
enomics Genomics is a newer term that describes the study of all the genes in a person and interactions of these genes with one another and with that person’s environment. Genomi
formation combined with technology can potentially improve health outcomes, quality, and safety and reduce health care costs. This information allows health care providers to dete
w genomic changes contribute to patient conditions and influence treatment decisions

Given an individual, analyze health risks related to stress with at least 80% accuracy.
Given a family, analyze how the relationship between family structure and patterns of functioning affects the health of individuals within the family and the family unit.
Given a family, assess the family as context, family as patient, and family as system.
Given an individual or a family experiencing stress, use the nursing process to develop a focused plan of care with at least 80% accuracy.
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9
42

43

44

45

46

6
 A B

47 Analyze health risks related to stress

Concept 30

Analyze how the relationship between

family structure and patterns of
48 functioning affects the health of
individuals within the family and the
family unit
Fundamentals
Given an individual or a family
experiencing stress, use the nursing
49
Chapter 10, 11, 12, process to develop a focused plan of
13, 33 care

50 Review Module Outcomes

Module 10
Review Information in Learning
51 Workbook
Giddens
 C
NS-chronic stress affects cognitive function, including headaches, nervousness, irritability, problems with decision making, insomnia, memory problems, confusion , anxiety disorde
pression. Prolonged release of corticosteroids can also lead to stress-induced damage to the hippocampus, which can affect long-term memory. Cardiovascular system- chronic str
sults in excessive activation of the SNS and in long-term exposure to catecholamines. This increases heart rate and blood pressure and can lead to cardovascular disease such as
pertension, atherosclerosis, cardiac arrhythmias, MI, or stroke. Immune system- excessive and long-term exposure to cortisol has been shown to decrease white blood cells, leadin
ess-induced immunosuppresion placing the individual at greater risk for bacterial and viral infections, and cancer. Musculoskeletal- the stress response is associated with muscle te
way to protect against injury. chronis stress can result in an overly taut muscle over a long period of time leading to pain and discomfort, particularly in the head, neck, and shoulder
dividuals under chronic stress may experience gastritis, ulcerative colitis, irritable colon, and dirarrhea. integumentary- can cause excessive hair loss, acne, eczema, and psoriasis.
xuality and reproduction- in men, reduced sex drive, testosterone production, sperm production, maturation, erectile dysfunction, and impotence. in women, menstrual cycle disor
smenorrhea, and exacerbation of mestrual/menopausal symptoms.

egular exercise and rest, support systems, time management, guided imagery and visualization, progressive muscle relaxation therapies, assertiveness training, journal writing, mind
sed stress redcution, and stress management in the workplace.

Given an individual across the lifespan, analyze health risks related to addiction & interpersonal violence with at least 80% accuracy.
Given a family, analyze how the relationship between family structure and patterns of functioning affects the health of individuals within the family and the family unit with at leas
curacy.
Given an individual or a family experiencing addiction and/or interpersonal violence, use the nursing process to develop an interdisciplinary plan of care with at least 80% accuracy
Given an individual or a family experiencing addiction and/or interpersonal violence, describe the benefits of care coordination.
Given an individual or a group, describe health promotion & disease prevention interventions related to addiction & interpersonal violence.
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47
6

48

49

50

51
 A B

Analyze health risks (adverse childhood

52 experiences) related to addiction &
interpersonal violence

Concept 35, 36, 49,

55
Given a family experiencing addiction &
interpersonal violence, use the nursing
53 process to develop an interdisciplinary
plan of care
Fundamentals
54 Chapter 12, 33, 37 Describe benefits of Care Coordination
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dividual Risk Factors
ow self-esteem, Low income, Low academic achievement/low verbal IQ, Young age, Aggressive or delinquent behavior as a youth, Heavy alcohol and drug use, Depression and suic
empts, Anger and hostility, Lack of nonviolent social problem-solving skills, Antisocial personality traits and conduct problems, Poor behavioral control/impulsiveness, Traits asso
th borderline personality disorder, History of being physically abusive, Having few friends and being isolated from other people, Unemployment, Emotional dependence and insecu
elief in strict gender roles (e.g., male dominance and aggression in relationships), Desire for power and control in relationships, Hostility towards women, Attitudes accepting or just
V, Being a victim of physical or psychological abuse (consistently one of the strongest predictors of perpetration), Unplanned pregnancy

elationship Factors
arital conflict–fights, tension, and other struggles, Jealousy, possessiveness, and negative emotion within an intimate relationship, Marital instability–divorces or separations, Domin
d control of the relationship by one partner over the other, Economic stress, Unhealthy family relationships and interactions, Association with antisocial and aggressive peers, Paren
ss than a high-school education, Having few friends and being isolated from other people, Witnessing IPV between parents as a child, History of experiencing poor parenting as a ch
story of experiencing physical discipline as a child

ommunity Factors
verty and associated factors (for example, overcrowding, high unemployment rates), Low social capital–lack of institutions, relationships, and norms that shape a community’s soci
eractions, Poor neighborhood support and cohesion, Weak community sanctions against IPV (for example, unwillingness of neighbors to intervene in situations where they witness
olence), High density of places that sell alcohol

cietal Factors
aditional gender norms and gender inequality (for example, the idea women should stay at home, not enter the workforce, and be submissive; men should support the family and ma
cisions), Cultural norms that support aggression toward others, Societal income inequality, Weak health, educational, economic, and social policies/laws

tient safety, nurse well-being, higher levels of job satisfaction.

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52

10

53

54
 A B

Describe health promotion & disease

prevention interventions (primary,
55 secondary, tertiary) related to
addiction & interpersonal violence
 C
elationship Factors
gh friendship quality, Social support (for example, tangible help, support from neighbors)

ommunity Factors
eighborhood collective efficacy (i.e., community cohesiveness/support/connected-ness, mutual trust, and willingness to intervene for the common good), Coordination of resources a
rvices among community agencies
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55