Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

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Outline

Lesson Objective for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

 

Gastrointestinal (GI) bleeding is like a plumbing problem in the body’s digestive system. Imagine the GI tract as a series of pipes (esophagus, stomach, small and large intestines, ending at the rectum) that food travels through. GI bleeding happens when there’s a leak in these pipes, causing blood to escape into the digestive system. This can be due to various reasons, such as a tear, inflammation, or ulcers, much like how pipes can get damaged or corroded.

 

Upon completion of this care plan, nursing students will be able to:

  • Recognize and prioritize signs and symptoms indicative of gastrointestinal bleeding, employing effective clinical assessment skills.
  • Perform a comprehensive nursing assessment, including a detailed patient history, physical examination, and monitoring of vital signs, to identify the underlying cause and severity of the GI bleed.
  • Differentiate between upper and lower GI bleeds, understanding the unique clinical presentations and potential causes associated with each.
  • Collaborate with the healthcare team in the timely implementation of diagnostic tests, such as endoscopy or imaging studies, to identify the source and extent of the bleeding.
  • Develop and implement individualized nursing interventions aimed at stabilizing the patient, controlling bleeding, and preventing complications.
  • Provide patient and family education regarding the nature of GI bleeding, treatment modalities, and strategies for preventing recurrence.
  • Evaluate the effectiveness of interventions through ongoing assessment, monitoring of laboratory values, and responsiveness to treatment.

Pathophysiology for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

 

Gastrointestinal (GI) bleeding, also known as gastrointestinal hemorrhage, refers to the loss of blood from the digestive tract, which includes the esophagus, stomach, small intestine, and large intestine. The pathophysiology of GI bleeding can vary based on the location and underlying cause. Here’s a general overview:

 

  • Upper GI Bleeding:
    • Location: Originating proximal to the ligament of Treitz, including the esophagus, stomach, and duodenum.
    • Common Causes:
      • Peptic ulcers: Erosions or breaks in the lining of the stomach or duodenum.
      • Gastritis: Inflammation of the stomach lining.
      • Esophageal varices: Dilated blood vessels in the esophagus are often associated with liver cirrhosis.
      • Mallory-Weiss tears: Tears in the mucosal lining of the lower esophagus due to severe vomiting.
    • Pathophysiology: Bleeding can occur from ulcerations, erosions, or rupture of varices, leading to the release of blood into the GI tract.
  • Lower GI Bleeding:
    • Location: Originating distal to the ligament of Treitz, including the small intestine, colon, and rectum.
    • Common Causes:
      • Diverticulosis: Small pouches (diverticula) in the walls of the colon that can bleed.
      • Colonic polyps: Abnormal growths in the colon that may bleed.
      • Inflammatory bowel disease (IBD): Conditions like Crohn’s disease or ulcerative colitis.
      • Colorectal cancer: Malignancies in the colon or rectum.
    • Pathophysiology: Bleeding may result from inflammation, ulceration, or tumor-related vascular disruption in the lower GI tract.
  • Clinical Manifestations:
    • Upper GI Bleeding:
      • Hematemesis (vomiting of blood) or coffee-ground emesis.
      • Melena (black, tarry stools) due to digestion of blood in the stomach.
      • Hematochezia (bright red or maroon-colored stools) in severe cases.
    • Lower GI Bleeding:
      • Hematochezia is more common, indicating fresh blood in the stool.
      • Abdominal pain, cramping, or discomfort.
      • Signs of anemia, such as fatigue and pallor.
  • Complications:
    • Hypovolemic Shock: Rapid and significant blood loss can lead to decreased blood volume and shock.
    • Anemia: Chronic or recurrent bleeding may result in iron-deficiency anemia.
    • Perforation: In severe cases, ulcerations or erosions can lead to perforation of the GI wall.
  • Diagnostic Evaluations:
    • Upper GI Bleeding: Esophagogastroduodenoscopy (EGD), angiography, or capsule endoscopy.
    • Lower GI Bleeding: Colonoscopy, sigmoidoscopy, or radionuclide imaging.

Etiology for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

 

Upper GI Bleeding:

 

  • Peptic Ulcers:
    • Erosions or breaks in the lining of the stomach or duodenum, are often caused by Helicobacter pylori infection, nonsteroidal anti-inflammatory drugs (NSAIDs), or stress-related mucosal damage.
  • Gastritis:
    • Inflammation of the stomach lining, frequently triggered by infection (H. pylori), alcohol abuse, or long-term use of NSAIDs.
  • Esophageal Varices:
    • Dilated blood vessels in the esophagus, are usually associated with liver cirrhosis, leading to increased pressure in the portal vein.
  • Mallory-Weiss Tears:
    • Tears in the mucosal lining of the lower esophagus, are often caused by severe vomiting or retching.
  • Esophagitis:
    • Inflammation of the esophagus can result from acid reflux (gastroesophageal reflux disease or GERD) or infections.
  • Arteriovenous Malformations (AVMs):
    • Abnormal connections between arteries and veins in the GI tract may be congenital or acquired.

 

Lower GI Bleeding:

 

  • Diverticulosis:
    • Presence of small pouches (diverticula) in the walls of the colon, which can bleed when inflamed or injured.
  • Colonic Polyps:
    • Abnormal growths in the colon, particularly adenomatous polyps, may bleed and, if left untreated, can lead to colorectal cancer.
  • Inflammatory Bowel Disease (IBD):
    • Conditions such as Crohn’s disease or ulcerative colitis can cause inflammation, ulceration, and bleeding in the colon.
  • Colorectal Cancer:
    • Malignancies in the colon or rectum can cause bleeding, especially in advanced stages.
  • Angiodysplasia:
    • Abnormalities in the blood vessels of the colon, which may result in bleeding.
  • Ischemic Colitis:
    • Reduced blood flow to the colon, is often associated with conditions like atherosclerosis or thromboembolism.
  • Anal Fissures:
    • Tears or cracks in the lining of the anus, are typically caused by trauma during bowel movements or underlying conditions.
  • Hemorrhoids:
    • Swollen and inflamed blood vessels in the rectum and anus, which can cause bleeding, especially during bowel movements.
  • Meckel’s Diverticulum:
    • A congenital pouch in the small intestine may contain gastric tissue and can be a source of bleeding.
  • Infectious Colitis:
    • Infections in the colon, such as bacterial or parasitic infections, can lead to inflammation and bleeding.

 

General Factors:

 

  • Coagulopathies:
    • Disorders affecting blood clotting, such as hemophilia or liver disease, can contribute to bleeding.
  • Anticoagulant Medications:
    • The use of anticoagulants (blood-thinning medications) increases the risk of bleeding.
  • Thrombocytopenia:
    • Low platelet count, either due to conditions like immune thrombocytopenia or medication-induced.
  • Trauma:
    • Physical injury or trauma to the GI tract, which may result from accidents or medical procedures.

Desired Outcome for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

 

  • Identification and Resolution of Underlying Cause:
    • Short-Term Goal: Prompt identification of the cause of GI bleeding through diagnostic assessments.
  • Stabilization of Vital Signs:
    • Short-Term Goal: Maintenance of stable vital signs, including blood pressure, heart rate, and respiratory rate.
  • Control of Acute Bleeding:
    • Short-Term Goal: Successful control of acute bleeding episodes.
  • Prevention of Hemodynamic Compromise:
    • Short-Term Goal: Prevention of hypovolemic shock and hemodynamic compromise.
  • Correction of Coagulopathies:
    • Short-Term Goal: Correction of any coagulopathies contributing to bleeding.
  • Normalization of Hemoglobin Levels:
    • Intermediate-Term Goal: Restoration of normal hemoglobin levels and correction of anemia.
  • Prevention of Recurrent Bleeding:
    • Intermediate-Term Goal: Implementation of strategies to prevent recurrent episodes of GI bleeding.

GI Bleed Nursing Care Plan

 

Subjective Data:

Subjective Data:

  • Weakness
  • Dizziness
  • Abdominal pain

Objective Data:

  • Pale skin
  • Lethargy
  • Hypotension
  • Tachycardia
  • Vomiting blood
  • Bright red or dark, tarry stools

 

Nursing Assessment for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

  • Patient History:
    • Obtain a detailed medical history, including any previous episodes of GI bleeding, chronic medical conditions, and current medications.
    • Ask patient about anti-coagulant, aspirin and NSAID use.
    • Inquire about family history of GI disorders or bleeding disorders.
    • Explore the onset and duration of the current episode of GI bleeding.
  • Current Symptoms:
    • Document the patient’s symptoms, including the presence of hematemesis (vomiting of blood), melena (black, tarry stools), hematochezia (bright red or maroon-colored stools), and abdominal pain or discomfort.
    • Assess the quantity and frequency of bleeding episodes.
  • Vital Signs:
    • Monitor vital signs, including blood pressure, heart rate, respiratory rate, and temperature.
    • Assess for signs of hypovolemia, such as orthostatic changes or tachycardia.
  • Physical Examination:
    • Conduct a comprehensive physical examination, focusing on the abdomen, to assess for tenderness, distension, or masses.
    • Evaluate the patient’s skin color and mucous membranes for signs of pallor or jaundice.
    • Inspect the perianal area for external signs of bleeding.
  • Assessment of Fluid Balance:
    • Evaluate fluid balance by assessing skin turgor, mucous membrane moisture, and urine output.
    • Monitor for signs of dehydration, such as dry mucous membranes or decreased urine output.
  • Laboratory Investigations:
    • Review laboratory results, including complete blood count (CBC) to assess for anemia and coagulation studies (PT, INR, and aPTT) to identify potential coagulopathies.
    • Monitor liver function tests and assess for evidence of hepatic dysfunction if liver disease is suspected.
  • Pain Assessment:
    • Evaluate the presence and characteristics of abdominal pain or discomfort.
    • Utilize a pain scale to assess the intensity of pain and its impact on the patient’s overall well-being.
  • Assessment of Bleeding Severity:
    • Assess the severity of bleeding based on the quantity and color of blood in vomitus and stool.
    • Monitor for signs of shock, such as hypotension, tachycardia, and altered mental status.
  • Diagnostic Tests:
    • Collaborate with healthcare providers to facilitate diagnostic tests, such as upper endoscopy, lower endoscopy, or imaging studies, to identify the source and extent of bleeding.

Nursing Interventions and Rationales for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

 

  • Monitor Hemoglobin (HGB)

  • HGB: Hemoglobin (Hbg), an iron-containing compound, is the main protein in Red Blood Cells (RBCs). It enables oxygen and carbon dioxide (CO2) to bind to RBCs for transport throughout the body.
  • This is the most commonly looked-at lab value to assess the need for a blood transfusion. Every institution, Doctor, and person is different but as a general rule, a hemoglobin below 8 requires a blood transfusion.
  • Monitor heart rate and blood pressure

  • When the heart is low on fluids to fill it, it will start beating faster and your pressure gets lower. If the patient’s BP gets too low, they will start to shunt blood to their vital organs.
  • If the patient becomes hypotensive, put them in reverse Trendelenburg, give them fluids, and get the physician.
  • A patient’s heart can only beat fast for so long so monitor the heart rhythm while you work on getting the volume back into their cardiovascular system.
  • Administer blood products

  • This requires a blood match (Remember your ABO compatibility and Rh factor).
  • When administering the blood, remember to have the blood product double-checked with another nurse. Vital signs every
  • Administer pantoprazole (Protonix) 

  • Give pantoprazole (Protonix), a proton pump inhibitor (PPI) that decreases the amount of acid in the GI lining. This reduces the ulceration which could be (and most likely is) causing the GI bleed.

 

  • Potential surgical intervention to stop the bleeding
  • If medications are not able to stop the bleeding, potential surgical intervention may be needed to stop the bleed. The nurse would prepare the patient for the procedure.
  • 12 lead ECG
    Blood loss and hemodynamic changes can cause arrythmias, especially tachycardias.

  • Assess for bleeding in stool GI bleed:

  • The provider will place a gloved finger into the rectum and needs to have feces on it when it comes out. The feces is placed on a hemoccult card where a developing solution is married with the stool giving the provider insight of whether or not there is blood in the stool. If the card turns blue it is positive for blood.
  • As a nurse, you will ask the patient if they have black/tarry stools (upper GI bleed) or bright red blood (lower GI bleed) in their stools.
  • Fall precautions

  • The patient may at an increased risk for fall due to hemodynamic instability. This means that it is super important to educate the patient on using the call light if they need to get up and assisting with any mobilization of the patient.

Evaluation for Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed

 

  • Control of Bleeding:
    • Expected Outcome: Resolution or significant reduction in the frequency and volume of GI bleeding.
    • Evaluation Criteria: Monitor ongoing bleeding through assessments of hematemesis, melena, or hematochezia. Review laboratory values for trends in hemoglobin and hematocrit levels
  • Vital Signs Stability:
    • Expected Outcome: Maintenance of stable vital signs with no signs of hypovolemic shock.
    • Evaluation Criteria: Regularly assess blood pressure, heart rate, respiratory rate, and temperature. Evaluate for signs of orthostatic changes or tachycardia.
  • Fluid and Electrolyte Balance:
    • Expected Outcome: Restoration of fluid and electrolyte balance.
    • Evaluation Criteria: Monitor urine output, assess skin turgor, and observe for signs of dehydration. Review laboratory values for electrolyte levels.
  • Hemoglobin and Hematocrit Levels:
    • Expected Outcome: Improvement in hemoglobin levels and correction of anemia.
    • Evaluation Criteria: Compare current hemoglobin and hematocrit levels with baseline values. Adjust interventions as needed based on laboratory results.
  • Coagulation Profile:
    • Expected Outcome: Correction of coagulopathies contributing to bleeding.
    • Evaluation Criteria: Review coagulation studies (PT, INR, aPTT) and adjust anticoagulant medications as prescribed. Monitor for signs of ongoing coagulopathy.
  • Resolution of Underlying Cause:
    • Expected Outcome: Identification and resolution of the underlying cause of GI bleeding.
    • Evaluation Criteria: Collaborate with healthcare providers to interpret diagnostic test results and implement appropriate treatments. Ensure ongoing surveillance for recurrence.


References

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Transcript

Let’s go over GI bleed and how we can put this into a nursing care plan. Okay, we are going to first have to do our assessment, right? We’ve got to collect all of that data, which is just our assessment findings. First subjective and objective. Subjective data is going to be what the patient’s reporting, so let’s say our patient is reporting that they’re really weak and dizzy from all that blood loss that they’re having. They could also have some abdominal pain happening because it hurts when those GI tracts are bleeding, and shouldn’t be. 

 

Our objective data, so what the nurse observes, or lab work shows us, those kinds of things. These are hard facts. So, I witnessed that this hypothetical patient is pale, they’re tachycardic because they are trying to pump the blood that it does have around the body as quickly as they can, hypotensive is also something I could witness on my patient because we’ve lost some blood volume, and maybe I noticed that the patient’s really lethargic. 

 

Let’s take this data and analyze it. This analysis is going to help us to diagnose and prioritize. So, what’s the problem? Well, my client is losing blood through their GI tract, right? We have a GI bleed and maybe for my patient, I saw the blood in the stool. Okay, that would be how I knew that would be a problem. So, what needs to be improved? Well, the bleeding needs to be stopped, so we need to stop the bleeding. We can give blood replacement if needed for those symptoms that the patient’s having, diet changes, maybe some medication problems, because let’s just add that my patient said that they’ve taken NSAIDS for two straight weeks, right, that’s going to increase our risk of bleeding. So, maybe some med changes, things like that are things for my patient that could be improved. 

 

My priority for my hypothetical patient is a few different things. Educating the client was going to be a priority on all those NSAIDS, and not to take them so often. Also safety, I think, is a huge priority for this patient, but really our overall priority for this patient is going to be to get that bleeding to stop, or at least not to continue and reduce. 

 

So this is where we ask our how? How did we know it was a problem? This is where you’re going to link the data that you’ve collected. Whatever assessment you’ve done on your patient clinical, you’re going to link that data together. I saw blood on my client, my hypothetical client,  in the stool, so I knew it was a problem because of that. I also had my patients tell me about their NSAID use frequency, and then I also saw hemoglobin was low. So, this patient was showing me that they were really losing blood and then witnessing the blood loss. 

 

How would I address it? Well, I’m going to be monitoring, right? Lots of assessments. So we’re going to monitor things like the vital signs and hope that they improve. We’re going to be monitoring lab work like the hemoglobin, those are our big things to address. How would I know it gets better? Well, I’m going to know it gets better if we can fix it, fix the problem, right? If it’s fixed, if that bleeding is stopped or reduced, those are the big things. I’m also going to know it gets better if maybe my patient won’t be as lethargic anymore and really, the big thing is that I won’t see blood anymore, in their stool because we fixed it. 

 

Now, this is where we are going to translate our high level nursing concepts. So, for my patient, I have a medical patient. I am going to use safety as a nursing concept. I’m going to use pharmacology because there are some medications that can help to fix this GI bleed problem, and then patient education, right? We should never take NSAIDS as often as my patient was, so just educating them on that. 

 

Now we’re going to transcribe. This is where we’re going to have our problems and priorities, the data that we’re collecting. This is just our assessment that we are doing. Intervention, so what are we going to do to help fix whatever data is collected? And then our rationale, which is why, why are we doing our intervention? Then what do we expect to see happen? 

 

Okay. So safety, pharmacology, and inpatient education. First with safety, so things that we would witness on a patient that would show us that the safety was not as good, but it’s more of a concern. The biggest thing here is looking for things that could show us this client is at a safety risk. So, let’s say my patient was more dizzy and super lethargic, right, they’re at a safety risk for falls. So our intervention, my intervention would be a fall risk, you know, assessment on the patient and fall risk interventions. Things like the socks that have the grips on them to prevent falls, call bell in reach, things like that. My rationale, or why am I doing it well, because I’m going to prevent a fall and further complications from happening. My expected outcome is that I won’t have any further complications. 

 

Our pharmacology, so the patient status. So, we saw the patient was hypotensive, and that bleeding was occurring from the GI tract, so we need to have some interventions that can help this. So for my client, we can give some IV fluids that are going to help replace that volume, help with the hypotension, blood products also to help with that and to fix the cause of the blood loss,  and then Protonix, just to help with that bleeding. And we’ll get to why. So why? Well, we said the IV fluids are going to replace the volume and hopefully we’re going to help correct that hypotension, and then the Protonix, because this is going to decrease the acid in the tract and decrease ulceration, which is a big reason why patients have GI bleeds is from, you know, peptic ulcers or just different kinds of ulcers along the GI tract. So by doing this, it can help decrease it from making it worse and then hopefully, that patient stops bleeding and their GI tract can repair. Okay, our expected outcomes, we are decreasing hypotension is our expected outcome. Our vital signs will be within normal limits, always awesome, and then we are decreasing the ulceration that’s happening. 

 

Alright, education. Well, my patient needs to know that NSAIDS should not be taken so often. Our data that was collected was that NSAIDS were taken a lot, and then I just put in here for this hypothetical patient, that perhaps they’re also on warfarin, which is a blood thinner. It makes them more at risk for bleeds. So, interventions, well, I’m going to educate on medications like frequency, that maybe they shouldn’t take them, like how long is too long to take them, that kind of thing. And then rationale. So why am I doing it? Well, because it’s going to hopefully reduce further bleeding or more bleeding from occurring. And then diet education we can also give, like a bland diet to help reduce acid production in the stomach, just keeping it bland and simple. 

Okay, my expected outcomes, well, I really want my patient to verbalize and demonstrate that they have an understanding, that is going to be your expected outcome. Anytime you have patient education as your problem or priority, because it really shows that they get it. They understand, and the education is complete. 

 

Alright, let’s review our key points. So we have assessment data being done by collecting information. Remember, that’s just our data collection, that’s subjective and objective data. Then, we’re going to analyze that information, which is going to help to diagnose and prioritize.  Asking our “how” questions will help to plan, implement and evaluate.  And then translate, those concise terms, and then transcribe, so use whatever form works for you and put your care plan on paper. 

 

Alright guys, check out all the care plans that we have available for you on NURSING.com. We love you. Now, go out and be your best self today and as always, happy nursing!

 

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Nursing Clinical 360

With the rapid expansion of the COVID-19 pandemic many schools, instructors and students are left wondering what just happened?Students can’t access the tools and onsite clinical help they desperately need and instructors are trying to piece together online learning that prepares their students for success.It is because of this uncertainty and abrupt change that we have developed the Nursing Clinical 360 Course.Featuring:38 Highly Detailed Nursing Skills Video Lessons18 Health Assessment Lessons26 IV Skills Videos42 Case Studies30+ Care PlansWe want to give students the practical knowledge they need to feel confident going into a clinical or practical situation, as well as give instructors a concise library of online resources to handle the sudden demand for distance learning.

Course Lessons

1 - Head to Toe and Health Assessment
Intro to Health Assessment
Barriers to Health Assessment
The 5-Minute Assessment (Physical assessment)
Adult Vital Signs (VS)
Pediatric Vital Signs (VS)
General Assessment (Physical assessment)
Integumentary (Skin) Assessment
Neuro Assessment
Head/Neck Assessment
EENT Assessment
Heart (Cardiac) and Great Vessels Assessment
Thorax and Lungs Assessment
Abdomen (Abdominal) Assessment
Lymphatic Assessment
Peripheral Vascular Assessment
Musculoskeletal Assessment
Genitourinary (GU) Assessment
2 - IV Insertion
Supplies Needed
Using Aseptic Technique
Selecting THE vein
Tips & Tricks
IV Catheter Selection (gauge, color)
IV Insertion Angle
How to Secure an IV (chevron, transparent dressing)
Drawing Blood from the IV
Maintenance of the IV
IV Complications (infiltration, phlebitis, hematoma, extravasation, air embolism)
Needle Safety
IV Drip Therapy – Medications Used for Drips
IV Drip Administration & Safety Checks
Understanding All The IV Set Ports
Giving Medication Through An IV Set Port
How to Remove (discontinue) an IV
IV Placement Start To Finish (How to Start an IV)
Bariatric: IV Insertion
Dark Skin: IV Insertion
Tattoos IV Insertion
Geriatric: IV Insertion
Combative: IV Insertion
Tips & Advice for Newborns (Neonatal IV Insertion)
Tips & Advice for Pediatric IV
3- Nursing Skills
Nursing Skills (Clinical) Safety Video
Bed Bath
Linen Change
PPE Donning & Doffing
Sterile Gloves
Mobility & Assistive Devices
Spinal Precautions & Log Rolling
Restraints
Starting an IV
Drawing Blood
Blood Cultures
Central Line Dressing Change
Inserting a Foley (Urinary Catheter) – Female
Inserting a Foley (Urinary Catheter) – Male
Trach Suctioning
Trach Care
Inserting an NG (Nasogastric) Tube
NG (Nasogastric)Tube Management
NG Tube Med Administration (Nasogastric)
Stoma Care (Colostomy bag)
Wound Care – Assessment
Wound Care – Selecting a Dressing
Wound Care – Dressing Change
Wound Care – Wound Drains
Pill Crushing & Cutting
EENT Medications
Topical Medications
Drawing Up Meds
Medications in Ampules
Insulin Mixing
SubQ Injections
IM Injections
IV Push Medications
Spiking & Priming IV Bags
Hanging an IV Piggyback
Chest Tube Management
Pressure Line Management
4- Nursing Care Plans
Purpose of Nursing Care Plans
How to Write a Nursing Care Plan
Using Nursing Care Plans in Clinicals
Nursing Care Plan (NCP) for Abdominal Pain
Nursing Care Plan (NCP) for Acute Respiratory Distress Syndrome
Nursing Care Plan (NCP) for Alcohol Withdrawal Syndrome / Delirium Tremens
Nursing Care Plan (NCP) for Alzheimer’s Disease
Nursing Care Plan (NCP) for Angina
Nursing Care Plan (NCP) for Aortic Aneurysm
Nursing Care Plan (NCP) for Appendicitis
Nursing Care Plan (NCP) for Arterial Disorders
Nursing Care Plan (NCP) for Asthma
Nursing Care Plan (NCP) for Atrial Fibrillation (AFib)
Nursing Care Plan (NCP) for Benign Prostatic Hyperplasia (BPH)
Nursing Care Plan (NCP) for Cardiogenic Shock
Nursing Care Plan (NCP) for Cardiomyopathy
Nursing Care Plan (NCP) for Cholecystitis
Nursing Care Plan for Cirrhosis (Liver)
Nursing Care Plan (NCP) for Congestive Heart Failure (CHF)
Nursing Care Plan (NCP) for Constipation / Encopresis
Nursing Care Plan (NCP) for Diverticulosis / Diverticulitis
Nursing Care Plan (NCP) for Eating Disorders (Anorexia Nervosa, Bulimia Nervosa, Binge-Eating Disorder)
Nursing Care Plan (NCP) for Endocarditis
Nursing Care Plan (NCP) for Dehydration & Fever
Nursing Care Plan (NCP) for Gestational Hypertension, Preeclampsia, Eclampsia
Nursing Care Plan (NCP) for GI (Gastrointestinal) Bleed
Nursing Care Plan (NCP) for Heart Valve Disorders
Nursing Care Plan (NCP) & Interventions for Increased Intracranial Pressure (ICP)
Nursing Care Plan (NCP) for Inflammatory Bowel Disease (Ulcerative Colitis / Crohn’s Disease)
Nursing Care Plan (NCP) for Leukemia
Nursing Care Plan (NCP) for Mood Disorders (Major Depressive Disorder, Bipolar Disorder)
Nursing Care Plan (NCP) for Myocardial Infarction (MI)
Nursing Care Plan (NCP) for Neutropenia
Nursing Care Plan (NCP) for Pancreatitis
Nursing Care Plan (NCP) for Parkinson’s Disease
Nursing Care Plan (NCP) for Peptic Ulcer Disease (PUD)
Nursing Care Plan (NCP) for Schizophrenia
Nursing Care Plan (NCP) for Seizures
Nursing Care Plan (NCP) for Spinal Cord Injury
Nursing Care Plan (NCP) for Systemic Lupus Erythematosus (SLE)
Nursing Care Plan (NCP) for Vomiting / Diarrhea
Nursing Care Plan (NCP) for Acute Kidney Injury
Nursing Care Plan (NCP) for Hypovolemic Shock
Nursing Care Plan (NCP) for Osteoporosis
Nursing Care Plan (NCP) for Congenital Heart Defects
Nursing Care Plan (NCP) for Diabetic Ketoacidosis (DKA)
Nursing Care Plan (NCP) for Syndrome of Inappropriate Antidiuretic Hormone (SIADH)
Nursing Care Plan (NCP) for Addison’s Disease (Primary Adrenal Insufficiency)
Nursing Care Plan (NCP) for Rheumatoid Arthritis (RA)
Nursing Care Plan (NCP) for Disseminated Intravascular Coagulation (DIC)
Nursing Care Plan (NCP) for Diabetes Insipidus
Nursing Care Plan (NCP) for Acquired Immune Deficiency Syndrome (AIDS)
Nursing Care Plan (NCP) for Lymphoma (Hodgkin’s, Non-Hodgkin’s)
Nursing Care Plan (NCP) for Thrombocytopenia
Nursing Care Plan (NCP) for Sickle Cell Anemia
Nursing Care Plan (NCP) for Bronchiolitis / Respiratory Syncytial Virus (RSV)
Nursing Care Plan (NCP) for Hyperthyroidism
Nursing Care Plan (NCP) for Post-Traumatic Stress Disorder (PTSD)
Nursing Care Plan (NCP) for Glomerulonephritis
Nursing Care Plan (NCP) for Neonatal Jaundice | Hyperbilirubinemia
Nursing Care Plan (NCP) for Renal Calculi
5- Nursing Concept Maps
Concept Map Course Introduction
Coronary Artery Disease Concept Map
COPD Concept Map
Asthma Concept Map
Pneumonia Concept Map
Bowel Obstruction Concept Map
Gastrointestinal (GI) Bleed Concept Map
Congestive Heart Failure Concept Map
Hypertension (HTN) Concept Map
Breast Cancer Concept Map
Amputation Concept Map
Sepsis Concept Map
Stroke Concept Map
Depression Concept Map