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Kaiser Ann Pajulas, USRN

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The 5-Minute Assessment (Physical assessment)

The 5-Minute Assessment (Physical assessment)

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10 The 5-Minute Assessment (Physical assessment) NCLEX Questions

Question 1 of 10

A client is recovering from knee surgery in the orthopedic unit. The client winces with movement and doesn’t want to get up, but denies being in pain during the nurse’s pain assessment. Which of the following is an appropriate response from the nurse? Select all that apply.

Tell the client the pain medication is scheduled, so they are required to take it

Offer the client a non-pharmacologic pain relief option

Bring pain medication to the client and tell them it is the nurse's responsibility to control their pain

Explain the benefits of having a tolerable pain level

Probe further to discover the client's attitudes and beliefs toward pain medication

Question 2 of 10

Twelve hours after abdominal surgery, the nurse assesses the client and notes restlessness and complaints of thirst. The nurse notes that the client has cool, pale extremities, tachycardia and has become diaphoretic. The nurse notes that the dressing to the surgical site is soaked with blood. Which of the following is the next action the nurse should take?

Turn the client on the left side

Notify the healthcare provider

Provide pressure to the surgical site

Call for a code blue

Question 3 of 10

A nurse is caring for a client who had surgery two days ago. The client has a peripheral IV in place. Which of the following should the nurse include as part of a standard assessment of the adequacy of this client’s IV? Select all that apply.

The presence of infection

The condition of the dressing

The rate of fluid administration

The amount of return with a blood draw

The condition of the insertion site

Question 4 of 10

A nurse is caring for a client who delivered a baby six hours ago by cesarean section. Which best describes part of the assessment process when caring for this client?

Asking if the client has any shoulder pain

Checking the client's episiotomy

Monitoring grip strength

Assessing bowel sounds

Question 5 of 10

A nurse is palpating a client’s abdomen to check for an abdominal aortic aneurysm during a physical assessment. Which part of the hand would the nurse most likely use to palpate for this finding?

The ball of the hand

The pads of the fingers

The dorsum of the hand

The palmar surface

Question 6 of 10

The nurse is assessing a client’s thorax and lungs and lightly palpates the skin over the anterior chest. Which of the following conditions, if present, will the nurse discover with this assessment?

Status asthmatica

Pneumonia

Subcutaneous emphysema

Cystic fibrosis

Question 7 of 10

A nurse is assessing an adult client in the emergency department who has a respiratory rate of 32/minute. Which of the following are potential causes of tachypnea? Select all that apply.

Drug overdose

Increased intracranial pressure

Metabolic acidosis

Pain

Stress

Question 8 of 10

A 66-year-old client is being seen for a skin assessment. The nurse notes several brown spots on the client’s face that the client refers to as liver spots. What is the technical term for this condition?

Angiomas

Lentigines

Skin tags

Keratoses

Question 9 of 10

A nurse is preparing for a focused assessment of the chest and lungs of a client. Which position is best for the nurse to place this client?

Sitting

Knee-chest position

Dorsal recumbent position

Sims' position

Question 10 of 10

Which of the following questions help the nurse determine the quality of pain a patient is experiencing? Select all that apply.

"Does your pain affect your ability to sleep?"

"Can you rate your pain on a scale of 0-10?"

"Does the pain radiate to another area?"

"Does the pain feel like any pain you've felt before?"

"Would you say your pain is throbbing, burning, or aching?"

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Outline

Overview

Completing a shift assessment in 5-minutes is all about multi-tasking
Below you will find the action steps to take. In italics below that, you will find the OTHER information you can/will be gathering simultaneously
Words in BOLD are statements you should make
Underlined words are equipment you will need

Nursing Points

General

Remember to ALWAYS inspect skin throughout assessment and to remove gown/clothing!
Stethoscope should be on bare skin for most accuracy.
Equipment Needed
1. Stethoscope
2. Pen Light

Assessment

1. Walk in. Introduce yourself to the patient. If they are asleep, call their name, then gently shake, and progress to deeper stimuli as needed. “I need to do a quick assessment to start the shift, is that okay?”.
  1. General level of consciousness
  2. General appearance
  3. Affect
  4. Verbal response
  5. Speech quality
2. Orientation questions: “Just a few questions we ask everyone – Can you tell me your name? Can you tell me where we are right now? Can you tell me what month it is? What brought you into the hospital?”
  1. Further idea of affect, emotions, LOC, verbal response, speech quality, etc.
3. Tell the patient: “I’m going to start the physical part of the assessment, if anything I do or ask you to do causes you pain, just let me know”.
  1. Allows you to be constantly assessing for pain throughout assessment
4. Pen Light → Assess pupil response (PERRLA) (“Look straight at my nose”). Look quickly in nose and mouth (“Open your mouth, stick out your tongue”). Then ask patient “Turn your head to the left, now to the right” -while you look at/in their ears briefly. Then perform visual fields with the cardinal directions (“Follow my finger with just your eyes”).
  1. Facial symmetry
  2. Conjunctiva color/drainage
  3. Sclera color/moisture
  4. Ability to follow commands
  5. Neck ROM (they should tell you if it hurts)
5. ASK: “Any pain or issues with your head, neck, jaw, or ears?” If NO – MOVE ON!
6. Stethoscope ON → Listen AND Inspect simultaneously “I’m going to listen to your heart, lungs, and belly now. Just breathe normally for now.” – “Now take a deep breath in and out when you feel my stethoscope on your chest” for lung sounds
  1. Heart sounds (5) + Lung sounds (10)
    1. Palpate for crepitus (SubQ air)
    2. Chest symmetry
    3. Chest expansion
    4. Retractions/accessory muscle use
    5. SKIN on Thorax!!
      1. Including TURGOR
  2. Bowel sounds (4). If you hear active bowel sounds right away, go to next quadrant – must listen for full 5 minutes to confirm absent.
    1. INSPECT → skin, symmetry, distention, hernias
7. Palpate abdomen x 4 quadrants looking for obvious masses or tenderness. IF ABNORMAL → percuss (dull or distended may = blood)
  1. Watch for grimacing or guarding that may indicate pain
  2. Feel for tight, firm, or distended abdomen
8. UPPER EXTREMITIES:
  1. “Can you squeeze my hands?”
    1. Quick way to get both hands in front of them – you can then move to pulses and the rest of strength.
  2. Radial pulses & cap refill
    1. Skin, nails, edema, temperature, moisture
  3. Strength → “Lift your hands up like you’re stopping a bus – push against me” – “now, pull me towards you”.
    1. More command following
    2. Range of motion
  4. Range of motion → “Can you put your arms out to the side? Now over your head?”
    1. Patient should be reporting any pain with movement
    2. Can put hand on joint while this is occurring to assess for crepitus
9. LOWER EXTREMITIES:
  1. Pedal pulses & cap refill
    1. Skin, nails, edema, temperature, moisture
  2. Strength → “Push down on my hands like a gas pedal” – “Pull your toes toward your head” – “Lift your legs off the bed, don’t let me push them down”
    1. Range of motion
    2. Command-following
  3. Range of motion – “Can you bend your knees?”
    1. Patient should be reporting pain with movement.
    2. A patient who can bend both knees should leave them bent for the next step!
10. BACK → Have your patient turn to one side. Plan ahead if you need help to turn the patient – get UAP’s in the room.
  1. Stethoscope – Listen to lungs on back
    1. Assess skin, continence, ability to turn self
  2. Alternatively – do this part FIRST when you’re doing bedside shift report, because you will need to do a skin check and will have another set of hands with you.
11. GU – reserve this for during a bath or incontinence care. But at this point you can ASK → “Have you had any issues with pain or burning with urination?” – if NO, and if they’re not OB or having a primary genital complaint, it is not necessary

Nursing Concepts

1. You should be assessing skin, temperature, eema, and pain throughout the assessment
2. Finish your assessment with a full set of vital signs and address your patient’s needs
3. If any findings are abnormal, pause and investigate further
  1. PQRST pain assessments
  2. Wound/dressing assessments, etc.
4. Document your findings!

Patient Education

Purpose for assessment
Any abnormal findings – don’t diagnose, but can explain what is happening physiologically

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Transcript

One thing we see and hear from students all the time is that they struggle to be fast and efficient with their head to toe assessment during clinicals. They get bogged down with the details of assessing each body system and it takes them 20, 30, or even 45 minutes on one patient. Well, when you’re in a med-surg unit and you could have 5 patients, you can’t take 30 minutes per patient to do your assessment! What we want to show you here is what a REAL shift assessment looks like in practice. And we’re going to show you how to do it in 5 minutes! Doing a full shift assessment in 5 minutes is all about multi-tasking. This video will show you what the assessment actually looks like – and the outline in your lesson will show you what OTHER information is being gathered simultaneously. For example, you’ll be assessing skin color, temperature, lesions, and pain throughout your entire assessment! The big thing here is – gather your information – if you see something is off, pause and investigate it further – do your pain assessment, assess a wound in more detail – then pick right back up where you left off! When you’re done, get a full set of vital signs and document your findings! Let’s see what this looks like in action!
RN: Hi Miss Haws, my name is Nichole, I’m going to be your nurse today. I just need to do a quick assessment to start the shift, is that okay?

Pt: Sure!

RN: Great, just a few questions we ask everyone. Can you tell me your name?

Pt: Tammy Haws

RN: Can you tell me where we are right now?

Pt: In the hospital

RN: Can you tell me what month it is?

Pt: December

RN: Great! What brought you into the hospital today?

Pt: I had to get some tests run on my heart.

RN: Okay, I see. Well I’m going to start the physical part of the assessment now. If anything I do or ask you to do causes you pain, you just let me know.

Pt: Okay.

RN: ((Assesses pupil response (PERRLA)): Bright light, just look straight at my nose.
((Looks quickly in nose and mouth)): Open your mouth, stick out your tongue.
((Assesses ears)): Turn your head to the left, now to the right.
((Assesses visual fields)): Follow my finger with just your eyes.

Pt: ((follows commands))

RN: Are you having any pain or issues with your head, neck, jaw, or ears?

Pt: Nope

RN: Great, I’m just going to listen to your heart, lungs, and belly now. Just breathe normally for now.
((Assess heart sounds)). Now take a deep breath in and out when you feel my stethoscope on your chest.
((Assess lung sounds – quickly press on chest to assess for crepitus, pinch chest for turgor)). Okay you can breathe normally, I’m going to listen to your belly now.
((Assess bowel sounds)). Any pain when I press your tummy?
((Palpate 4 quadrants)).

Pt: No

RN: Great. Can you squeeze my hands?
((Grip strength)).
((Assesses radial pulses & cap refill)). Lift your hands up like you’re stopping a bus, now push against me. Now, pull me towards you.
((Assesses strength)). Can you lift your hands out to the side? Now over your head?
((Assesses ROM)). Great – you can put them down now. Any pain with those movements?

Pt: No

RN: Great, I’ll move on to your legs now.
((REMOVE SOCKS. Assess pedal pulses, cap refill – and edema)).
Can you push down on my hands like a gas pedal? – Pull your toes toward your head. Great. Now, lift your legs off the bed, and don’t let me push them down. Great job. Can you bend your knees for me?

Pt: ((Bends knees.)) Yes

RN: Awesome, now, I need to assess your back – can you turn to one side for me?

Pt: ((Turns to side)). Sure

RN: Can you take a deep breath when you feel my stethoscope?
((Assess lungs on back)). Just need to check your skin.
((Assess skin on back/butt)). Okay, you can turn back over now.

Pt: Okay

N: Have you had any issues with pain or burning with urination?

Pt: No

RN: Great – we’re just going to get a full set of vital signs and then get the rest of the shift started. Is there anything else you need right now?

Pt: No

RN: Great.
We hope this was a helpful overview of how to do a quick 5-minute shift assessment. Did you notice the nurse checked turgor on the chest WHILE she was listening to lung sounds!? Again, it’s all about multi-tasking. If you find something abnormal, that’s when you use what you’ll learn in the body system-specific assessment lessons to investigate it deeper. Now, go out and be your best selves today. And, as always, happy nursing!

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Concepts Covered:

Study Plan Lessons

Lab Panels – The Basics and What YOU Need to Know 2 – Live Tutoring Archive

Fundamentals Course Introduction

Legal & Ethical Issues in ER

Nursing Care and Pathophysiology of Osteoporosis

2nd Degree AV Heart Block Type 1 (Mobitz I, Wenckebach)

2nd Degree AV Heart Block Type 2 (Mobitz II)

3rd Degree AV Heart Block (Complete Heart Block)

6 Rights of Medication Administration

Abdomen (Abdominal) Assessment

Abortion in Nursing: Spontaneous, Induced, and Missed

Abruptio Placentae (Placental abruption)

ACE (angiotensin-converting enzyme) Inhibitors

Acute Bronchitis

Acute Confusion

Acute Otitis Media (AOM)

Addicted Newborn

Admissions, Discharges, and Transfers

Advance Directives

Advanced Cardiovascular Life Support (ACLS)

Aggressive & Violent Patients

Airway Suctioning

Albumin Lab Values

Alcohol Withdrawal (Addiction)

Alkylating Agents

Alveoli & Atelectasis

Ammonia (NH3) Lab Values

Amputation Concept Map

Anemia in Pregnancy

Anesthetic Agents

Aneurysm & Dissection

Angiotensin Receptor Blockers

Antepartum Testing

Anti Tumor Antibiotics

Anti-Infective – Aminoglycosides

Anti-Infective – Antifungals

Anti-Infective – Penicillins and Cephalosporins

Antidiabetic Agents

Antimetabolites

Antineoplastics

Applying for Jobs

Artificial Airways

Asthma Concept Map

Attention Deficit Hyperactivity Disorder (ADHD)

Atypical Antipsychotics

Autism Spectrum Disorders

Avoiding Alarm Fatigue

Barriers to Health Assessment

Base Excess & Deficit

Basic Operations

Be a Mix Tape (Rewind and Fast-Forward)

Benzodiazepines

Betamethasone and Dexamethasone

Betamethasone and Dexamethasone in Pregnancy

Blood Transfusions (Administration)

Blunt Abdominal Trauma

Blunt Chest Trauma

Blunt Thoracic Trauma

Body Image Changes Throughout Development

Body System Assessments

Bone Cancer (Osteosarcoma, Chondrosarcoma, and Ewing Sarcoma)

Bowel Elimination

Bowel Obstruction Concept Map

Brain Death v. Comatose

Breast Cancer Concept Map

Brief CPR (Cardiopulmonary Resuscitation) Overview

Bronchiolitis and Respiratory Syncytial Virus (RSV)

Calcium Channel Blockers

Calcium-Ca (Hypercalcemia, Hypocalcemia)

Calculating Heart Rate

Can You Draw It

Cardiac (Heart) Enzymes

Cardiac Anatomy

Cardiac Glycosides

Cardiopulmonary Arrest

Cardiovascular Angiography

Care Plan Review (Addresses Patient Considerations) for Certified Perioperative Nurse (CNOR)

Casting & Splinting

Central Line Dressing Change

Cerebral Angiography

Cerebral Palsy (CP)

Cervical Cancer

Chemotherapy Patients

Chest Tube Management

Chloride-Cl (Hyperchloremia, Hypochloremia)

Cholesterol (Chol) Lab Values

Cleft Lip and Palate

Cognitive Impairment Disorders

Communicating With Other nurses

Communicating With Pharmacy, RT, OT, PT

Communicating With Providers

Community Aggregates

Community Health Course Introduction

Community Health Nursing Theories

Congenital Heart Defects (CHD)

Congestive Heart Failure Concept Map

Constipation and Encopresis (Incontinence)

Continuous Renal Replacement Therapy (CRRT, dialysis)

COPD Concept Map

Coronary Artery Disease Concept Map

Corticosteroids

Critical Incident Management

Critical Thinking

CT & MR Angiography

Cultural Awareness and Influences on Development

Cystic Fibrosis (CF)

Day in the Life of a Labor Nurse

Day in the Life of a Med-surg Nurse

Day in the Life of a NICU Nurse

Day in the Life of a Postpartum Nurse

Day in the Life of an Operating Room Nurse

Decimals & Percentages

Defects of Decreased Pulmonary Blood Flow

Defects of Increased Pulmonary Blood Flow

Degree Restrictions in Career Growth

Depression Concept Map

Developmental Considerations for the Hospitalized Individual

Diabetes Management

Different Dressings

Digestive Terminology

Diploma vs ADN vs BSN vs Bridge

Discharge (DC) Teaching After Surgery

Disseminated Intravascular Coagulation (DIC)

Dissociative Disorders

Diuretics (Loop, Potassium Sparing, Thiazide, Furosemide/Lasix)

Documentation Basics

Drawing Pictures

Dysrhythmia Emergencies

Dysrhythmias Labs

Eating Disorders (Anorexia Nervosa, Bulimia Nervosa)

Echocardiogram (Cardiac Echo)

Ectopic Pregnancy

EENT Assessment

EENT Medications

EKG (ECG) Waveforms

Electromyography (EMG)

EMTALA & Transfers

Endoscopy & EGD

Enteral & Parenteral Nutrition (Diet, TPN)

Environmental and Genetic Influences on Growth & Development

Environmental Health

Epispadias and Hypospadias

Erikson’s Theory of Psychosocial Development

Erythroblastosis Fetalis

Fall and Injury Prevention

Family Structure and Impact on Development

Fertilization and Implantation

Fetal Alcohol Syndrome (FAS)

Fetal Development

Fetal Environment

Fetal Heart Monitoring (FHM)

Fluid Shifts (Ascites) (Pleural Effusion)

Fundal Height Assessment for Nurses

Gastrointestinal (GI) Bleed Concept Map

General Anesthesia

General Assessment (Physical assessment)

Generalized Anxiety Disorder

Genitourinary (GU) Assessment

GERD (Gastroesophageal Reflux Disease)

Gestational HTN (Hypertension)

Glomerular Filtration Rate (GFR)

Gravidity and Parity (G&Ps, GTPAL)

Growth & Development – Toddlers

Growth & Development – Early Adulthood

Growth & Development – Infants

Growth & Development – Late Adulthood

Growth & Development – Middle Adulthood

Growth & Development – School Age- Adolescent

Growth & Development – Toddlers

Growth & Development -Transitioning to Adult Care

Growth and Development – Prenatal

Handling Job Rejection

Hanging an IV Piggyback

Head Trauma & Traumatic Brain Injury

Head/Neck Assessment

Health Promotion & Disease Prevention

Health Promotion Assessments

Heart (Cardiac) and Great Vessels Assessment

Hematocrit (Hct) Lab Values

Hemodialysis (Renal Dialysis)

Hemoglobin (Hbg) Lab Values

Histamine 1 Receptor Blockers

How to Write a Nursing Care Plan

Human Growth & Development Course Introduction

Hydatidiform Mole (Molar pregnancy)

Hyperbilirubinemia (Jaundice)

Hyperemesis Gravidarum

Hyperglycaemic Hyperosmolar Non-ketotic syndrome (HHNS)

Hypertensive Emergency

Hyperthermia (Thermoregulation)

Hypertonic Solutions (IV solutions)

Hypothermia (Thermoregulation)

Infections in Pregnancy

Initial Care of the Newborn (APGAR)

Inserting a Foley (Urinary Catheter) – Female

Inserting a Foley (Urinary Catheter) – Male

Inserting an NG (Nasogastric) Tube

Intake and Output (I&O)

Integumentary (Skin) Assessment

Interventional Radiology

Intracranial Hemorrhage

Intraoperative Positioning

Introduction to CCMM

Intubation in the OR

Iron Deficiency Anemia

Isolation Precaution Types (PPE)

IV Push Medications

Legal & Ethical Issues in ER

Legalities of Charting

Leopold Maneuvers

Levels of Consciousness (LOC)

Liver Function Tests

Local Anesthesia

Lymphatic Assessment

Macular Degeneration

Magnesium Sulfate

Magnesium Sulfate

Magnesium Sulfate in Pregnancy

Magnetic Resonance Imaging (MRI)

Marfan Syndrome

Maslow’s Hierarchy of Needs in Nursing

Maternal Risk Factors

Mechanical Aids

Mechanisms of Labor

Meconium Aspiration

Medications in Ampules

Meds for Postpartum Hemorrhage (PPH)

Meds for PPH (postpartum hemorrhage)

Menstrual Cycle

Metabolic Alkalosis

Miscellaneous Nerve Disorders

Mixed (Cardiac) Heart Defects

Mobility & Assistive Devices

Moderate Sedation

Mood Disorders (Bipolar)

Multiple Myeloma

Musculoskeletal Assessment

Nasal Disorders

Nephrotic Syndrome

Neuro Assessment

Newborn Physical Exam

Newborn Reflexes

NG (Nasogastric)Tube Management

NG Tube Med Administration (Nasogastric)

NG Tube Medication Administration

Normal Sinus Rhythm

Nuclear Medicine

Nursing Care and Pathophysiology for Acquired Immune Deficiency Syndrome (AIDS)

Nursing Care and Pathophysiology for Anaphylaxis

Nursing Care and Pathophysiology for Anemia

Nursing Care and Pathophysiology for Appendicitis

Nursing Care and Pathophysiology for Arterial Disorders

Nursing Care and Pathophysiology for Asthma

Nursing Care and Pathophysiology for Chlamydia (STI)

Nursing Care and Pathophysiology for Cholecystitis

Nursing Care and Pathophysiology for Cirrhosis (Liver Disease, Hepatic encephalopathy, Portal Hypertension, Esophageal Varices)

Nursing Care and Pathophysiology for Crohn’s Disease

Nursing Care and Pathophysiology for Disseminated Intravascular Coagulation (DIC)

Nursing Care and Pathophysiology for Distributive Shock

Nursing Care and Pathophysiology for Diverticulosis – Diverticulitis

Nursing Care and Pathophysiology for Gonorrhea (STI)

Nursing Care and Pathophysiology for Gout

Nursing Care and Pathophysiology for Hashimoto’s Thyroiditis

Nursing Care and Pathophysiology for Hemorrhoids

Nursing Care and Pathophysiology for Herpes Simplex (HSV, STI)

Nursing Care and Pathophysiology for Herpes Zoster – Shingles

Nursing Care and Pathophysiology for Human Papilloma Virus (HPV STI)

Nursing Care and Pathophysiology for Hyperparathyroidism

Nursing Care and Pathophysiology for Hypothyroidism

Nursing Care and Pathophysiology for Inflammatory Bowel Disease (IBD)

Nursing Care and Pathophysiology for Influenza (Flu)

Nursing Care and Pathophysiology for Lyme Disease

Nursing Care and Pathophysiology for Male Infertility

Nursing Care and Pathophysiology for Meningitis

Nursing Care and Pathophysiology for Multiple Sclerosis (MS)

Nursing Care and Pathophysiology for Myasthenia Gravis

Nursing Care and Pathophysiology for Osteomyelitis

Nursing Care and Pathophysiology for Pancreatitis

Nursing Care and Pathophysiology for Parkinsons

Nursing Care and Pathophysiology for Pelvic Inflammatory Disease (PID)

Nursing Care and Pathophysiology for Peptic Ulcer Disease (PUD)

Nursing Care and Pathophysiology for Pneumothorax & Hemothorax

Nursing Care and Pathophysiology for Polycystic Ovarian Syndrome (PCOS)

Nursing Care and Pathophysiology for Pulmonary Embolism

Nursing Care and Pathophysiology for Rhabdomyolysis

Nursing Care and Pathophysiology for Scleroderma

Nursing Care and Pathophysiology for Seizure

Nursing Care and Pathophysiology for Sepsis

Nursing Care and Pathophysiology for Sickle Cell Anemia

Nursing Care and Pathophysiology for Syphilis (STI)

Nursing Care and Pathophysiology for Testicular Torsion

Nursing Care and Pathophysiology for Tuberculosis (TB)

Nursing Care and Pathophysiology of Acute Kidney (Renal) Injury (AKI)

Nursing Care and Pathophysiology of Acute Respiratory Distress Syndrome (ARDS)

Nursing Care and Pathophysiology of Chronic Kidney (Renal) Disease (CKD)

Nursing Care and Pathophysiology of COPD (Chronic Obstructive Pulmonary Disease)

Nursing Care and Pathophysiology of Coronary Artery Disease (CAD)

Nursing Care and Pathophysiology of Diabetes Mellitus (DM)

Nursing Care and Pathophysiology of Glomerulonephritis

Nursing Care and Pathophysiology of Myocardial Infarction (MI)

Nursing Care and Pathophysiology of Nephrotic Syndrome

Nursing Care and Pathophysiology of Osteoporosis

Nursing Care and Pathophysiology of Renal Calculi (Kidney Stones)

Nursing Care and Pathophysiology of Urinary Tract Infection (UTI)

Nursing Care Delivery Models

Nursing Care Plan (NCP) for Abortion, Spontaneous Abortion, Miscarriage

Nursing Care Plan (NCP) for Abruptio Placentae / Placental abruption

Nursing Care Plan (NCP) for Acquired Immune Deficiency Syndrome (AIDS)

Nursing Care Plan (NCP) for Anxiety

Nursing Care Plan (NCP) for Appendicitis

Nursing Care Plan (NCP) for Decreased Cardiac Output

Nursing Care Plan (NCP) for Gastroesophageal Reflux Disease (GERD)

Nursing Care Plan (NCP) for Glaucoma

Nursing Care Plan (NCP) for Hepatitis

Nursing Care Plan (NCP) for Herpes Zoster – Shingles

Nursing Care Plan (NCP) for Influenza

Nursing Care Plan (NCP) for Maternal-Fetal Dyad Using GTPAL

Nursing Care Plan (NCP) for Neonatal Jaundice | Hyperbilirubinemia

Nursing Care Plan (NCP) for Neural Tube Defect, Spina Bifida

Nursing Care Plan (NCP) for Neutropenia

Nursing Care Plan (NCP) for Pediculosis Capitis / Head Lice

Nursing Care Plan (NCP) for Pericarditis

Nursing Care Plan (NCP) for Pneumonia

Nursing Care Plan (NCP) for Skull Fractures

Nursing Care Plan (NCP) for Somatic Symptom Disorder (SSD)

Nursing Care Plan (NCP) for Urinary Tract Infection (UTI)

Nursing Care Plan for (NCP) Autism Spectrum Disorder

Nursing Process – Assess

Nursing Process – Diagnose

Nursing Process – Evaluate

Nutrition (Diet) in Disease

Nutrition Assessments

Nutrition in Pregnancy

Obstetrical Procedures

Obstructive Heart (Cardiac) Defects

Oncology Important Points

Opioid Analgesics

Opioid Analgesics in Pregnancy

Order of Lab Draws

Outline Question Method (Note taking)

Pain and Nonpharmacological Comfort Measures

Paranoid Disorders

Parasympatholytics (Anticholinergics) Nursing Considerations

Patient Positioning

Pediatric Advanced Life Support (PALS)

Pediatric Gastrointestinal Dysfunction – Diarrhea

Pediatric Oncology Basics

Pediculosis Capitis

Penetrating Abdominal Trauma

Penetrating Thoracic Trauma

Perioperative Nursing Roles

Peripheral Vascular Assessment

Peritoneal Dialysis (PD)

Personality Disorders

Pertussis – Whooping Cough

Pharmacology Course Introduction

Phenylketonuria

Phosphorus-Phos

Piaget’s Theory of Cognitive Development

Pill Crushing & Cutting

Pituitary Adenoma

Placenta Previa

Platelets (PLT) Lab Values

Postpartum Discomforts

Postpartum Hematoma

Postpartum Hemorrhage (PPH)

Postpartum Physiological Maternal Changes

Potassium-K (Hyperkalemia, Hypokalemia)

PPE Donning & Doffing

Practice Settings

Precipitous Labor

Preeclampsia: Signs, Symptoms, Nursing Care, and Magnesium Sulfate

Preoperative (Preop) Nursing Priorities

Preoperative (Preop)Assessment

Pressure Line Management

Pressure Ulcers/Pressure injuries (Braden scale)

Prioritizing Assessments

Procedural Terminology

Process of Labor

Prostaglandins in Pregnancy

Provider Phone Calls

Psychiatry Terminology

Pulmonary Function Test

R – Real-Life

Radiation Cancer Treatment

Real-Life Experiences

Red Blood Cell (RBC) Lab Values

Renal (Kidney) Failure Labs

Reproductive Terminology

Resources for Lesson Creation

Respiratory Acidosis (interpretation and nursing interventions)

Respiratory Alkalosis

Restrictive Lung Diseases (Pulmonary Fibrosis, Neuromuscular Disorders)

Rh Immune Globulin (Rhogam)

Rh Immune Globulin in Pregnancy

Routine Neuro Assessments

Rubeola – Measles

SBAR Communication

Seizure Management in the ER

Selecting THE vein

Sensory Terminology

Sepsis Concept Map

Shift change and Patient handoff

Sickle Cell Anemia

Signs of Pregnancy (Presumptive, Probable, Positive)

Sinus Bradycardia

Sinus Tachycardia

Sodium-Na (Hypernatremia, Hyponatremia)

Spiking & Priming IV Bags

Spina Bifida – Neural Tube Defect (NTD)

Spinal Cord Injury

Spinal Precautions & Log Rolling

Start and End with the Linchpin

Stoma Care (Colostomy bag)

Stomach Cancer (Gastric Cancer)

Stress and Crisis

Stroke (CVA) Management in the ER

Stroke Concept Map

Stroke Nursing Care (CVA)

SubQ Injections

Sudden Infant Death Syndrome (SIDS)

Suicidal Behavior

Surgical Incisions & Drain Sites

Surgical Wound Classification Documentation for Certified Perioperative Nurse (CNOR)

Sympathomimetics (Alpha (Clonodine) & Beta (Albuterol) Agonists)

Systemic Lupus Erythematosus (SLE)

Tenet 2 Linchpins & Connections

Tenet 3 Why Behind the What

Tenet 4 Learner-Centered Talkabouts

Tension and Cluster Headaches

Testicular Cancer

The 5-Minute Assessment (Physical assessment)

The EKG (ECG) Graph

The Medical Team

Thinking Like a Nurse

Thorax and Lungs Assessment

Threatened/Spontaneous Abortion for Certified Emergency Nursing (CEN)

Thrombocytopenia

Time Management

Topical Medications

Total Bilirubin (T. Billi) Lab Values

Trach Suctioning

Transient Tachypnea of Newborn

Transition To Practice

Transition to Practice Course Introduction

Triage in the ER

Troponin I (cTNL) Lab Values

Types of Exercise

Types of Schizophrenia

Umbilical Hernia

Urinary Elimination

Using Aseptic Technique

Uterine Stimulants (Oxytocin, Pitocin)

Uterine Stimulants (Oxytocin, Pitocin) Nursing Considerations

Varicella – Chickenpox

Venous Disorders (Chronic venous insufficiency, Deep venous thrombosis/DVT)

Vitals (VS) and Assessment

What Guides Nurses Practice

White Blood Cell (WBC) Lab Values

Working night shift

Working with a Preceptor

Wound Care – Assessment

Wound Care – Dressing Change

Wound Care – Selecting a Dressing

Wound Care – Wound Drains

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