BOOK
Physical Examination and Health Assessment - Canadian E-Book
Carolyn Jarvis | Annette J. Browne | June MacDonald-Jenkins | Marian Luctkar-Flude
(2018)
Additional Information
Book Details
Abstract
Get a clear, logical, and holistic approach to physical examination and health assessment across the lifespan! Using easy-to-follow language, detailed illustrations, summary checklists, and new learning resources Physical Examination and Health Assessment, 3rd Canadian Edition is the gold-standard in physical examination textbooks. This new edition reflects the latest in what is happening in nursing today with coverage of emerging trends, examples of how to document patient assessments using the Electronic Health Record, and new evidence-informed content throughout. It's easy to see why this text is #1 with Canadian nursing students!
- A two-column format distinguishes normal findings from abnormal findings, and uses colour, step-by-step photos to clarify examination techniques and expected findings.
- Sectional colour bars segment body systems according to content (Structure and Function, Subjective Data, Objective Data, Documentation and Critical Thinking, Abnormal Findings).
- Summary checklists offer reviews of key examination steps.
- Documentation and Critical Thinking sections provide real world clinical examples of specific patients and how to document assessment findings.
- Abnormal findings tables help you recognize, sort, and describe abnormalities.
- Separate chapter on Pregnancy provides a thorough foundation for assessing the pregnant patient.
- Developmental Considerations sections highlight content specific to infants, children, adolescents, pregnant women, and older adults.
- Promoting Health boxes focus on this key aspect of Canadian health care.
- NEW! Content covering the Electronic Health Record, charting, and narrative recording provides examples of how to document assessment findings.
- UPDATED Case Studies provide you with opportunities to test and develop your analytical skills and apply what you’ve learned.
- NEW! Approximately 150 normal and abnormal examination photos for the nose, mouth, throat, thorax, and pediatric assessment gives you a fresh perspective on these key system examinations, with cultural diversity and developmental variations.
- NEW! Social determinants of health considerations cover the shifting landscape of Canada’s populations with strategies for integrating social, economic and ethnocultural diversity into your health assessments.
- NEW! Assessment strategies relevant to Indigenous populations, harm reduction, nutrition, and transgender persons inform practitioners on respectful, complete care.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| Inside Front Cover | ifc1 | ||
| Endpage 2 | IFC2 | ||
| Endpage 3 | IFC3 | ||
| Physical Examination and Health Assessment - Canadian | i | ||
| Copyright Page | iv | ||
| Dedication | v | ||
| About the Author | vi | ||
| About the Canadian Editors | vi | ||
| Contributors | vii | ||
| Reviewers of the Third Canadian Edition | ix | ||
| Preface | x | ||
| Dual Focus as Text and Reference | x | ||
| New to the Third Canadian Edition | x | ||
| Approaches Used in This Edition | xi | ||
| Conceptual Approach | xii | ||
| Ancillaries | xiii | ||
| In Conclusion | xiii | ||
| Acknowledgements for the U.S. Seventh Edition | xiv | ||
| Acknowledgements for the Third Canadian Edition | xv | ||
| Unit 1 Assessment of the Whole Person | 1 | ||
| 1 Critical Thinking and Evidence-Informed Assessment | 1 | ||
| Assessment: Point of Entry in an Ongoing Process | 2 | ||
| Diagnostic Reasoning | 2 | ||
| Critical Thinking and the Diagnostic Process | 2 | ||
| Evidence-Informed Assessment | 6 | ||
| Expanding the Concept of Health | 6 | ||
| A Relational Approach to Nursing Practice | 7 | ||
| Collecting Four Types of Data | 7 | ||
| Complete (Total Health) Database | 7 | ||
| Episodic or Problem-Centred Database | 8 | ||
| Follow-Up Database | 8 | ||
| Emergency Database | 8 | ||
| Frequency of Assessment | 8 | ||
| Assessment Throughout the Life Cycle | 9 | ||
| Social Determinants of Health Considerations | 9 | ||
| References | 18 | ||
| 2 Health Promotion in the Context of Health Assessment | 19 | ||
| Health Promotion: Development and Concepts | 19 | ||
| The Population Health Promotion Model as a Guide to Nursing Assessment | 20 | ||
| Specific Health Promotion Interventions | 21 | ||
| Health Education and Counselling Activities in Health Promotion | 22 | ||
| Immunizations | 22 | ||
| Screening | 22 | ||
| Screening Tools for Developmental Tasks | 23 | ||
| Case Example: Incorporating Health Promotion Strategies | 23 | ||
| Summary | 23 | ||
| References | 25 | ||
| 3 Cultural and Social Considerations in Health Assessment | 28 | ||
| Cultural and Social Considerations: Central Concepts | 29 | ||
| Culture, Ethnicity, and Culturalism: What Do Nurses Need to Know for Accurate Health Assessments? | 29 | ||
| “Race” and Ethnicity: Why Is It Important to Distinguish Between These Terms? | 31 | ||
| Cultural Sensitivity, Cultural Competence, and Cultural Safety: What Do Nurses Need to Know? | 32 | ||
| Cultural Safety | 32 | ||
| Demographic Profile of Canada: Trends and Their Relevance to Health Assessment | 32 | ||
| Ethnocultural Diversity Within the Canadian Population | 34 | ||
| Indigenous Populations in Canada | 34 | ||
| Policies Affecting Indigenous Peoples in Canada | 35 | ||
| Inequities in Health Status | 35 | ||
| People Who Immigrate to Canada | 36 | ||
| The Process of Immigration and Effects on Health | 37 | ||
| Health, Social, and Gender Inequities | 38 | ||
| Complementary and Alternative Health Care Practices | 39 | ||
| Spirituality and Health | 39 | ||
| Guidelines for Clinical Practice | 40 | ||
| Assess Culturally Based Understandings and Practices | 40 | ||
| Work to Build Trust | 42 | ||
| Convey Respect for Differences | 42 | ||
| Pay Attention to the Social and Economic Contexts of Patients’ and Families’ Lives | 42 | ||
| Additional Resources | 43 | ||
| References | 43 | ||
| 4 The Interview | 46 | ||
| The Process of Communication | 46 | ||
| Sending | 46 | ||
| Receiving | 47 | ||
| Attending to Power Differentials | 47 | ||
| Communication Skills | 47 | ||
| Unconditional Positive Regard | 47 | ||
| Empathy | 47 | ||
| Active Listening | 47 | ||
| Attending to the Physical Setting | 47 | ||
| Ensuring Privacy | 48 | ||
| Refusing Interruptions | 48 | ||
| Physical Environment | 48 | ||
| Taking Notes | 48 | ||
| Electronic Clinical Documentation | 48 | ||
| Interviewing in a Telehealth Environment | 48 | ||
| Techniques of Communication | 49 | ||
| Introducing the Interview | 49 | ||
| The Working Phase | 49 | ||
| Open-Ended Questions | 49 | ||
| Closed or Direct Questions | 49 | ||
| Responses: Assisting the Narrative | 50 | ||
| Facilitation. | 50 | ||
| Silence. | 50 | ||
| Reflection. | 50 | ||
| Empathy. | 50 | ||
| Clarification. | 51 | ||
| Interpretation. | 51 | ||
| Explanation. | 51 | ||
| Summary. | 51 | ||
| Ten Traps of Interviewing | 51 | ||
| 1. Providing False Assurance or Reassurance | 51 | ||
| 2. Giving Unwanted Advice | 52 | ||
| 3. Using Authority | 52 | ||
| 4. Using Avoidance Language | 52 | ||
| 5. Engaging in Distancing | 52 | ||
| 6. Overusing Professional Jargon or Casual Language | 52 | ||
| 7. Using Leading or Biased Questions | 52 | ||
| 8. Talking Too Much | 52 | ||
| 9. Interrupting | 53 | ||
| 10. Using “Why” Questions | 53 | ||
| Nonverbal Skills | 53 | ||
| Physical Appearance | 53 | ||
| Posture | 53 | ||
| Gestures | 53 | ||
| Facial Expression | 53 | ||
| Eye Contact | 53 | ||
| Voice | 54 | ||
| Silence | 54 | ||
| Bodily Exposure and Touch | 54 | ||
| Closing the Interview | 54 | ||
| Developmental Considerations | 55 | ||
| Interviewing Caregivers | 55 | ||
| Infants | 55 | ||
| Preschoolers | 55 | ||
| School-Age Children | 56 | ||
| Adolescents | 56 | ||
| Older Adults | 57 | ||
| Interviewing in Challenging Situations | 57 | ||
| Patients With Disabilities | 57 | ||
| Acutely Ill Patients | 57 | ||
| Patients Under the Influence of Alcohol or Drugs | 57 | ||
| Personal Questions | 58 | ||
| Dealing With Sexual Advances | 58 | ||
| Crying | 58 | ||
| Anger | 58 | ||
| Threat of Violence | 58 | ||
| Anxiety | 58 | ||
| Social Determinants of Health Considerations | 59 | ||
| Communicating Across Cultures and Social Positions | 59 | ||
| Considerations Related to Gender and Sexual Orientation | 59 | ||
| Overcoming Communication Barriers | 59 | ||
| Interviewing a Patient With an Interpreter | 59 | ||
| Working With a Trained Interpreter | 60 | ||
| Additional Resources | 61 | ||
| References | 61 | ||
| 5 The Complete Health History | 62 | ||
| Health History: Adults | 62 | ||
| Biographical Data | 62 | ||
| Source of History | 62 | ||
| Reason for Seeking Care* | 63 | ||
| Current Health or History of Current Illness | 63 | ||
| Past Health History | 64 | ||
| Childhood illnesses. | 64 | ||
| Accidents or injuries. | 64 | ||
| Serious or chronic illnesses. | 64 | ||
| Hospitalizations. | 64 | ||
| Operations. | 64 | ||
| Obstetrical history. | 64 | ||
| Immunizations. | 64 | ||
| Most recent examination date. | 64 | ||
| Allergies. | 64 | ||
| Current medications. | 64 | ||
| Family Health History | 64 | ||
| Social Determinants of Health Considerations | 65 | ||
| Review of Systems | 65 | ||
| General overall health state. | 65 | ||
| Skin, hair, and nails. | 65 | ||
| Unit 2 Approach to the Clinical Setting | 141 | ||
| 9 Assessment Techniques and the Clinical Setting | 141 | ||
| Cultivating Your Senses | 141 | ||
| Inspection | 141 | ||
| Palpation | 141 | ||
| Percussion | 141 | ||
| Production of Sound | 142 | ||
| Auscultation | 143 | ||
| Setting: Context of Care | 144 | ||
| Equipment | 144 | ||
| A Clean Field | 146 | ||
| A Safer Environment | 146 | ||
| The Clinical Setting | 147 | ||
| General Approach | 147 | ||
| Hands On | 148 | ||
| Developmental Considerations | 149 | ||
| Infants | 149 | ||
| Position | 149 | ||
| Preparation | 149 | ||
| Sequence | 149 | ||
| Toddlers | 150 | ||
| Unit 3 Physical Examination | 219 | ||
| 13 Skin, Hair, and Nails | 219 | ||
| Structure and Function | 219 | ||
| Skin | 219 | ||
| Epidermis | 219 | ||
| Dermis | 219 | ||
| Subcutaneous Layer | 219 | ||
| Hair | 219 | ||
| Sebaceous Glands | 220 | ||
| Sweat Glands | 220 | ||
| Nails | 220 | ||
| Function of the Skin | 221 | ||
| Developmental Considerations | 221 | ||
| Infants and Children | 221 | ||
| Pregnant Women | 221 | ||
| Older Adults | 221 | ||
| Social Determinants of Health Considerations | 222 | ||
| Subjective Data | 222 | ||
| Health History Questions | 223 | ||
| Objective Data | 228 | ||
| Preparation | 228 | ||
| Equipment Needed | 228 | ||
| Normal Range of Findings/\tAbnormal Findings | 229 | ||
| Documentation and Critical Thinking | 248 | ||
| Sample Charting | 248 | ||
| Unit 4 Integration of the Health Assessment | 819 | ||
| 28 The Complete Health Assessment | 819 | ||
| Equipment List | 820 | ||
| Subjective Data | 820 | ||
| Sequence/\tSelected Photos | 820 | ||
| Objective Data | 821 | ||
| Sequence/\tSelected Photos | 821 | ||
| Documentation and Critical Thinking | 836 | ||
| Recording the Data | 836 | ||
| Focused Assessment: Clinical Case Study | 836 | ||
| Health History | 836 | ||
| Biographical Data | 836 | ||
| Past Health | 837 | ||
| Family History | 837 | ||
| Review of Systems | 837 | ||
| Functional Assessment | 838 | ||
| Perception of Health | 839 | ||
| Physical Examination | 839 | ||
| Measurement | 839 | ||
| Head-to-Toe Examination | 839 | ||
| Assessment | 840 | ||
| References | 840 | ||
| 29 Bedside Assessment and Electronic Health Recording | 841 | ||
| Subjective and Objective Data | 842 | ||
| Sequence/\tSelected Photos | 842 | ||
| Documentation and Critical Thinking | 847 | ||
| Electronic Health Recording | 847 | ||
| Patient Safety | 847 | ||
| Using the SBAR Technique for Staff Communication | 848 | ||
| Situation 1 | 849 | ||
| Situation 2 | 849 | ||
| References | 849 | ||
| 30 Pregnancy | 850 | ||
| Structure and Function | 850 | ||
| Pregnancy and the Endocrine Placenta | 850 | ||
| Changes During Normal Pregnancy | 850 | ||
| First Trimester | 851 | ||
| Second Trimester | 851 | ||
| Third Trimester | 852 | ||
| Determining Gestational Age | 852 | ||
| Weight Gain During Pregnancy | 853 | ||
| Developmental Considerations | 853 | ||
| Social Determinants of Health Considerations | 854 | ||
| Safe Motherhood: Global Pregnancy Outcomes | 854 | ||
| Subjective Data | 855 | ||
| Health History Questions | 855 | ||
| Objective Data | 866 | ||
| Preparation | 866 | ||
| Equipment Needed | 866 | ||
| Normal Range of Findings/\tAbnormal Findings | 866 | ||
| Documentation and Critical Thinking | 883 | ||
| Focused Assessment: Clinical Case Study 1 | 883 | ||
| Subjective | 883 | ||
| Objective | 883 | ||
| Assessment | 883 | ||
| Plan | 883 | ||
| Focused Assessment: Clinical Case Study 2 | 883 | ||
| Subjective | 884 | ||
| Objective | 884 | ||
| Assessment | 884 | ||
| Plan | 884 | ||
| Abnormal Findings | 885 | ||
| Summary Checklist: Pregnancy Examination | 890 | ||
| References | 890 | ||
| 31 Functional Assessment of the Older Adult | 892 | ||
| Functional Ability | 892 | ||
| Activities of Daily Living | 893 | ||
| The Katz Index of ADL | 893 | ||
| Additional Activity of Daily Living Instruments | 893 | ||
| Instrumental Activities of Daily Living | 893 | ||
| Lawton Instrumental Activities of Daily Living | 893 | ||
| Additional IADL Instruments | 894 | ||
| Advanced Activities of Daily Living | 896 | ||
| Measuring Physical Performance | 896 | ||
| Assessment of Cognition | 896 | ||
| Social Domain | 897 | ||
| Maintaining Independence | 898 | ||
| Environmental Assessment | 898 | ||
| Falls | 898 | ||
| Spiritual Assessment | 899 | ||
| Assessment at the End of Life | 899 | ||
| Medical Assistance in Dying | 899 | ||
| Health Promotion | 899 | ||
| Exercise | 899 | ||
| Sexual Health | 900 | ||
| Polypharmacy | 900 | ||
| Immunizations and Vaccinations | 900 | ||
| Social Determinants of Health Considerations | 900 | ||
| Special Considerations | 900 | ||
| Assessing Older Adults With Pain | 904 | ||
| Assessing Older Adults With Altered Cognition | 904 | ||
| Caregiver Assessment | 904 | ||
| Assessment of Caregiver Burden | 905 | ||
| Elder Abuse | 905 | ||
| Assessing for Elder Abuse | 905 | ||
| Documentation | 906 | ||
| Conclusion | 906 | ||
| References | 906 | ||
| Illustration Credits | 908 | ||
| Inside Back Cover | 908 | ||
| Chapter 1 | 908 | ||
| Chapter 2 | 908 | ||
| Chapter 3 | 908 | ||
| Chapter 4 | 908 | ||
| Chapter 5 | 908 | ||
| Chapter 6 | 908 | ||
| Chapter 8 | 908 | ||
| Chapter 9 | 908 | ||
| Chapter 10 | 908 | ||
| Chapter 11 | 909 | ||
| Chapter 12 | 909 | ||
| Chapter 13 | 909 | ||
| Chapter 14 | 911 | ||
| Chapter 15 | 911 | ||
| Chapter 16 | 912 | ||
| Chapter 17 | 912 | ||
| Chapter 18 | 913 | ||
| Chapter 19 | 914 | ||
| Chapter 20 | 914 | ||
| Chapter 21 | 914 | ||
| Chapter 22 | 914 | ||
| Chapter 23 | 914 | ||
| Chapter 24 | 914 | ||
| Chapter 25 | 915 | ||
| Chapter 26 | 915 | ||
| Chapter 27 | 915 | ||
| Chapter 29 | 916 | ||
| Chapter 30 | 916 | ||
| Chapter 31 | 916 | ||
| Index | 917 | ||
| A | 917 | ||
| B | 918 | ||
| C | 919 | ||
| D | 921 | ||
| E | 922 | ||
| F | 923 | ||
| G | 924 | ||
| H | 924 | ||
| I | 926 | ||
| J | 927 | ||
| K | 927 | ||
| L | 927 | ||
| M | 928 | ||
| N | 929 | ||
| O | 930 | ||
| P | 930 | ||
| Q | 933 | ||
| R | 933 | ||
| S | 934 | ||
| T | 935 | ||
| U | 936 | ||
| V | 936 | ||
| W | 937 | ||
| X | 937 | ||
| Y | 937 | ||
| Z | 937 | ||
| Inside Back Cover | ibc1 |