Hypertension Nursing Diagnosis 6 Care Plans for Any Patient

Hypertension Nursing Diagnosis 6 Care Plans for Any Patient SAT / ACT Prep Online Guides and Tips Hypertension, or high blood pressure, is an issue that affects millions of people around the world. If not properly treated, hypertension can lead to serious issues, including heart attack or stroke. That means it’s imperative to have an accurate nursing diagnosis for hypertension as well as an effective care plan. After explaining what hypertension is, what causes it, and what common symptoms are, this guide explains six key hypertension nursing diagnoses. For each diagnosis, the NANDA definition, potential evidence, and desired outcomes are explained, as well as steps to take for the nursing intervention. Nursing Diagnosis for Hypertension: What Is It? Normal blood pressure is when blood pressure is lower than 120/80 mmHg most of the time. A patient is diagnosed with hypertension, the medical term for high blood pressure, when their blood pressure is 140/90 mmHg most of the time. There are several levels of hypertension: Normal Blood Pressure: Lower than 120/ 80 Prehypertension: 120-139/80-89 Stage 1 Hypertension: 140-159/90-99 Stage 2 Hypertension: 160+/100+ Hypertension can be dangerous because it can make the heart work harder to pump blood to the body, which can increase the risk of heart failure, stroke, and hardening of the arteries. What Causes Hypertension? The exact cause of hypertension is not often known. Primary (or essential) hypertension is when hypertension has no known cause, or there is no evidence to link it to a specific cause. Primary hypertension makes up about 90% of all hypertension cases. Secondary hypertension is high blood pressure that does have an identifiable cause. Potential causes of hypertension (primary or secondary) include: Being overweight or obese Smoking Genetics/family history of hypertension A diet high in salt Consuming more than 1-2 alcoholic drinks a day Stress Old age Lack of exercise Sleep apnea Kidney disease Thyroid disorders Signs and Symptoms of Hypertension Hypertension does not always cause symptoms; in fact, about a third of people who have hypertension don’t know they have it because of no or few symptoms. Below are some of the most common symptoms of hypertension: Headache Ringing or buzzing in the ears Fatigue Irregular heartbeat Confusion or dizziness Nosebleed Blurred vision Difficulty breathing Chest pain Blood in the urine Nursing Care Plans for Hypertension Once a patient is found to have high blood pressure, it’s important to follow the appropriate nursing diagnosis and nursing care plan for hypertension in order to reduce the effects of hypertension and keep the patient’s health and quality of life high. Below are six nursing care plans for hypertension. These six care plans cover the main issues associated with hypertension. Each one includes its own nursing diagnosis, NANDA definition, possible signs of evidence, desired outcome, and nursing interventions. Use the NANDA definition and potential evidence to determine the correct nursing care plan for hypertension. Some patients may require multiple care plans. Hypertension Nursing Diagnosis #1: Risk for Decreased Cardiac Output NANDA Definition: Inadequate blood pumped by the heart to meet metabolic demands of the body. Possibly Evidenced By: N/A. This intervention is used to in order to prevent decreased cardiac output from occurring. Desired Outcomes: Show stable cardiac rhythm and rate. Maintain blood pressure within an acceptable range. Participate in activities that lower blood pressure and cardiac load. Interventions: Check patient’s lab data (cardiac markers, blood cell count, electrolytes, ABGs, etc.) to determine contributing factors. Monitor and record blood pressure in both arms and thighs Measure blood pressure in both hands. Auscultation of breath sounds and heart rhythm. Observe patient’s skin color, temperature, and capillary refill time. Advise the patient on reducing sodium intake, if needed. Administer medication, if needed. Hypertension Nursing Diagnosis #2: Acute Pain (Typically Headache) NANDA Definition: Pain is whatever the experiencing person says it is, existing whenever the person says it does; an unpleasant sensory and emotional experience arising from actual or potential tissue damage or described in terms of such damage sudden or slow onset of any intensity from mild to severe with an anticipated or predictable end and a duration of. Possibly Evidenced By: Patient reports throbbing pain in head, most often upon awakening. Changes in appetite. Patient reports neck stiffness, blurred vision, dizziness, nausea, and/or vomiting. Desired Outcomes: Patient states they are no longer suffering from a headache and appear comfortable and pain-free. Interventions: Determine the specifics of the pain, such as intensity, where it is located, and how long it has been going on. Note the patient’s attitude towards pain and any history of substance abuse. Encourage rest during severe pain episodes. Recommend methods of relief, such as neck and back rubs, applying cool cloths to the forehead, and avoiding bright lights. Limit how much the patient moves around. Provide medication, if needed. Hypertension Nursing Diagnosis #3: Activity Intolerance NANDA Definition: Insufficient physiological or psychological energy to endure or complete required or desired daily activities. Possibly Evidenced By: Patient reporting weakness or fatigue. Abnormal heart rate as a result of activity. Exertional discomfort or dyspnea. Electrocardiogram (ECG) changes reflecting ischemia; dysrhythmias. Desired Outcomes: Patient participates in necessary and/or desired activities. Uses identified techniques to enhance activity tolerance. Reports a measurable increase in his/her tolerance for activity. Demonstrates a decrease in noticeable signs of intolerance. Interventions: Note each of the factors that contribute to fatigue (age, health, illness, etc.). Evaluate the patient’s degree of activity intolerance and when it occurs. Monitor how the patient responds to activity (pulse, heart rate, chest pain, dizziness, excessive fatigue, etc.). Explain energy conserving techniques (shower chairs, sitting to brush teeth, etc.). Assess any emotional factors that may be contributing to activity intolerance (such as depression or anxiety). Encourage the patient to engage in self-care and progressive activity when possible. Hypertension Nursing Diagnosis #4: Ineffective Coping NANDA Definition: Inability to form a valid appraisal of the stressors, inadequate choices of practiced responses, and/or inability to use available resources. Possibly Evidenced By: Patient states he/she is unable to cope; patient asks for help. Worry, irritability, anxiety, and/or depression as a result of hypertension diagnosis. Destructive behavior such as overeating, lack of appetite; excessive smoking/drinking, and/or alcohol abuse Desired Outcomes: Patient can identify his/her ineffective coping techniques and their consequences. Verbalizes awareness of own coping abilities. Identifies potentially stressful situations and takes steps to avoid or modify them. Shows the use of effective coping skills. Interventions: Determine what specific areas the patient has difficulty coping with. Assess the effectiveness of the patient’s current coping skills and where improvements can be made. Help the patient identify specific stressors and how to cope with them. Work with the patient to develop a care plan, and encourage participation in the plan. Help the patient identify and begin planning for necessary lifestyle changes. Encourage the patient to evaluate his/her priorities and goals in life. Hypertension Nursing Diagnosis #5: Imbalanced Nutrition (More Than Body Requirements) NANDA Definition: Intake of nutrients that exceeds metabolic needs. Possibly Evidenced By: Patient’s weight is 10%–20% more than ideal his/her height and frame. Reported or observed dysfunctional eating patterns. Desired Outcomes: Patient understands the relationship between hypertension and obesity. Initiates/maintains an appropriate exercise program. Shows changes in eating patterns, such as food choice and/or quantity, to attain a healthier body weight. Interventions: Assess the patient’s understanding of the relationship between hypertension and obesity. Discuss the relationship between hypertension and obesity with the patient. Discuss the need for a decreased caloric intake, as well as a limited intake of salt, sugar, and fat. Determine the patient’s desire to lose weight. Help the patient establish a realistic exercise plan. Help the patient establish a realistic nutrition plan. Refer the patient to a nutritionist, if needed. Hypertension Nursing Diagnosis #6: Knowledge Deficit NANDA Definition: Absence or deficiency of cognitive information related to a specific topic. Possibly Evidenced By: Verbalization of the problem. Patient requires information or more information, or he/she doesn’t understand the information given. Patient inaccurately follows instructions. Patient appears agitated, hostile, or upset when the condition and ways for managing it are discussed. Desired Outcomes: Patient can express his/her knowledge of the management and treatment of hypertension. Patient correctly uses the drugs they are prescribed and understand their side effects. Interventions: Determine what information the patient currently understands. Assess readiness and blocks to learning. Include the patient’s partner, if possible. Describe the nature of hypertension, how it affects different parts of the body, and how it can be treated. Avoid using the term â€Å"normal BP†. Instead use the term â€Å"well-controlled† to describe patient’s BP within desired limits. Discuss with the patient changes he/she can make in order to manage hypertension. Discuss the importance of maintaining a stable weight. Discuss the need for low-calorie diet, low in sodium to order. Help the patient create a schedule for taking medications. Direct the patient to other resources that can be used to better understand and manage hypertension. Review: Diagnosing and Treating Hypertension Hypertension, the medical term for high blood pressure, is an issue that can have serious and long-term health effects if it isn’t properly managed. Therefore, having an effective nursing care plan for hypertension is important. While it’s often difficult to pinpoint the cause of hypertension, high blood pressure may be caused by the weight, smoking, high sodium intake, and/or genetics, as well as other factors. Some symptoms of hypertension can include headache, dizziness, fatigue, difficulty breathing, and/or chest pain, although some patients with hypertension don’t show any symptoms. There are six key nursing diagnoses for hypertension. Risk for decreased cardiac output Acute pain (typically headache) Activity intolerance Ineffective coping Imbalanced nutrition (more than body requirements) Knowledge deficit For each nursing diagnosis for hypertension, it’s important to know the NANDA definition, possible signs of evidence, desired outcome, and nursing interventions. What's Next? Thinking about exploring a career in healthcare administration? Read our complete guide to getting a healthcare administration degree, with explanations for what levels of qualification you need for different careers.

Learn the Spanish Abbreviations You Should Know

Learn the Spanish Abbreviations You Should Know Spanish has dozens of abbreviations, and theyre common in both formal and informal writing. Differences Between Abbreviations in English and Spanish Unlike in English, where most abbreviations are capitalized, many Spanish abbreviations are not. Generally, abbreviations that are capitalized are personal titles (such as Sr. and Dr., even though the words themselves are not capitalized when spelled out) and those derived from proper nouns. But there are exceptions. Note also that, as in English, some abbreviations are used with or without periods varying with the style of writer or publication. The points of the compass usually arent abbreviated in running text. List of Spanish Abbreviations Here are the most common Spanish abbreviations. This list is far from complete, as Spanish has hundreds of abbreviations. Among those not listed here are those that are common in only one country, including acronyms for government agencies such as JUJEM for Junta de Jefes del Estado Mayor, the Spanish Joint Chiefs of Staff. This list shows the Spanish abbreviation in boldface, the Spanish meaning and the corresponding English abbreviation or translation. A/A - a la atencià ³n - to the attentiona.C., a. de C., a.J.C., a. de J.C. - antes de Cristo, antes de Jesucristo - B.C. (before Christ), BCE (before Common Era)a. m. - antes del mediodà ­a - a.m. (before noon)apdo. - apartado postal - P.O. Boxaprox. - aproximadamente - approximatelyAv., Avda. - avenida - Ave. (avenue, in addresses)Bs. As. - Buenos Aires - Buenos Airescap.o - capà ­tulo - chapterc.c. - centà ­metros cà ºbicos - c.c. (cubic centimeters)Cà ­a - compaà ±Ãƒ ­a - Co. (company)cm - centà ­metros - cm. (centimeters)c/u - cada uno - apieceD. - don - SirDa. - doà ±a - Madamd.C., d. de C., d.J.C., d. de J.C. - despuà ©s de Cristo, despuà ©s de Jesucristo - A.D. (anno domini), CE (Common Era)dna. - docena - dozenDr., Dra. - doctor, doctora - Dr.E - este (punto cardinal) - E (east)EE. UU. - Estados Unidos - U.S.esq. - esquina - street corneretc. - etcà ©tera - etc.f.c., F.C. - ferrocarril - R.R. (railroad)FF. AA. - fuerzas armadas - armed forcesGob. - gobierno - Gov.Gral. - general - Gen. (military title)h. - hora - hour Ing. - ingeniero - engineerkg - kilogramos - kg (kilograms)km/h - kilà ³metros por hora - kilometers per hourl - litros - litersLic. - licenciado - attorneym - metros - metersmm - milà ­metros - millimetersm.n. - moneda nacional - sometimes used to distinguish the national currency from others, especially in areas used by foreign touristsms. - manuscrito - manuscriptN - norte - N (north)no., nà ºm. - nà ºmero - No. (number)O - oeste - W (west)OEA - Organizacià ³n de Estados Americanos - OAS (Organization of American States)ONU - Organizacià ³n de Naciones Unidas - UN (United Nations)OTAN - La Organizacià ³n del Tratado Atlntico Norte - NATO (North Atlantic Treaty Organization)pg. - pgina - pageP.D. - postdata - P.S.Pdte., Pdta. - presidente (masculine), presidenta (feminine) - presidentp.ej. - por ejemplo - e.g. (for example)p. m. - post meridien - p.m. (after noon)Prof, Profa. - profesor, profesora - Professorq.e.p.d. - que en paz de scanse - R.I.P. (rest in peace)S - sur - S (south)S.A. - Sociedad Anà ³nima - Inc. S.L. - Sociedad Limitada - Ltd.Sr. - seà ±or - Mr.Sra. - seà ±ora - Mrs., Ms.Srta. - seà ±orita - Miss, Ms.s.s.s. - su seguro servidor - your faithful servant (used as a closing in correspondence)tel. - telà ©fono - telephoneUd., Vd., Uds., Vds. - usted, ustedes - youv. - và ©ase - go seevol. - volumen - vol. (volume)W.C. - water closet - bathroom, toilet Abbreviations for Ordinal Numbers Just as in English we might use a spelling such as 5th for fifth, Spanish speakers often abbreviate ordinal  numbers using the numerals themselves. A big difference in Spanish is that the abbreviations vary with gender. For example, octavo (eighth) is written as 8o if its masculine and 8a if its feminine. Such forms arent common for numbers above 10. Note that in masculine forms a superscripted zero is used rather than a degree symbol.

The American Experience from 1865 to 1945 Essay

The American Experience from 1865 to 1945 - Essay Example The analysis looks at the Spanish-American war which took place in 1898. This war is said to have been started by Cuba following its urge for independence. The key figures include President Woodrow Wilson and Charles Evans (who was the secretary of state). An event like the Swedish emigration to North America between 1840 and 1920 is well captured by the author. The real cause for this emigration was poverty and Swedish were trying to run away from it. The highest number migrated in 1869 and1887. He approximates the number of Swedish to be about half a million, most of who settled in Canada, Australia and Brazil. They left Sweden by boat from Gothenburg and traveled to Liverpool from where they were ferried to New York and Boston by the emigrant ships. One of the authors Vilhelm Moberg (1898-1973) who even wrote a book titled the emigrants. It is also features Buchanan's (1856) whose art compromise skills led him to be the only president in America to be from Pennsylvanian. He ruled for four years and declined to take another term. He was succeeded by Abraham Lincoln. It was the informal agreements between Buchanan himself and South Carolina that kept was on hold. All these writings by this author acts as an eye opener to the reader giving him/her a chance to clearly examine rationalization and the inner thoughts as portrayed by the author. This can help in documenting the America's history and the changing spheres that can perpetually change America's history and its connection with the today's world1. This paper incorporates analysis from the book titled The Colonial Period of American History that was authored by Andrews and published in 1930. Materials from this book are meant to appear as confirmation to the author's information so as not to come up with conflicting history regarding the America's experience. The book concentrates more on the events that took place between 1865 and 1918, thus covering up to the first world war.America's Experience World War 11 For many years the United States has been largely involved in the world war. During the year 1865 America was involved in the civil war with its principal problems being: - Preservations of Monroe Doctrine integrity - The doctrine were a treaty that pledged signatories to a joint control of any future, unfortified isthmian canal dominion by one of the involved parties. Preventing the southern independence recognition by France and Britain. Holding those powers to proper

Career Management System Essay Example | Topics and Well Written Essays - 500 words

Career Management System - Essay Example The various common elements of the career management system are examined for planning and shaping the career path of employees. The organizational growth chart is important incentive for the employees to work hard to achieve higher professional status within an organization (Gutteridge & Leibowitz, 1993). The possible career options and avenues of personal and professional growth within the firm help employees to plan their future growth. Thus, organizations need to develop clear career ladders for the workers that they might seek to advance their career. The organizational policies and procedures are critical paradigms that help create an environment of constant motivation for the employees to work with high commitment. The internal job search and facilities provided within organizational to the employees need to be constantly communicated across the workforce. Compensation, career moves, eligibility for new job or promotion etc. are important issues for workers who strive for growth to achieve their ambitions and career related objectives. Thus, strategies and policies must include the changing nature of the society that is increasingly becoming multicultural and focus more training and development of human resource to meet the challenges of the global competition. Organizations need to create facilitating environment of constant learning. It not only helps to nurture high standard of ethics and quality work but it also helps employees to acquire new skills that would add value to their core competencies leading to higher performance. Most importantly, improving skills and gaining knowledge provide workers with cutting edge competition that helps them to meet the challenges with new vigor and motivation. The networking across the community helps to create new job opportunities for not only new job aspirants but also for the

Bach Essay -- essays research papers

A Great Contributor Of Music   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the history of music, many great composers, theorists, and instrumentalists have left indelible marks and influences that people today look back on to admire and aspire to. No exception to this idiom is Johann Sebastian Bach, whose impact on music was unforgettable to say the least. People today look back to his writings and works to both learn and admire. He truly can be considered a music history great. Bach, who came from a family of over 53 musicians, was nothing short of a virtuosic instrumentalist as well as a masterful composer. Born in Eisenach, Germany, on March 21, 1685, he was the son of a masterful violinist, Johann Ambrosius Bach, who taught his son the basic skills for string playing. Along with this string playing, Bach began to play the organ which is the instrument he would later on be noted for in history. His instruction on the organ came from the player at Eisenach's most important church. He instructed the young boy rather rigorously until his skills surpassed anyone’s expectations for someone of such a young age. Bach suffered early trauma when his parents died in 1695. He went to go live with his older brother, Johann Christoph, who also was a professional organist at Ohrdruf. He continued his younger brother's education on that instrument, as well as introducing him to the harpsichord. The rigorous training on these instruments combined with Bach’s masterful skill paid off for him at an early age. After several years of studying with his older brother, he received a scholarship to study in Luneberg, Germany, which is located on the northern tip of the country. As a result, he left his brother’s tutelage and went to go and study there. The teenage years brought Bach to several parts of Germany where he mainly worked as an organist in churches, since that was the skill he had perfected the best from his young training. However, a master of several instruments while still in his teens, Johann Sebastian first found employment at the age of 18 as a violinist in a court orchestra in Weimar. Although he did not remain there terribly long, he was able to make good money playing for the king. He soon after accepted a position as a church organist in Arnstadt. It was here that Bach would soon realize his high standards and regards that he had for music. In Arnsta... ...ations for Harpsichord,† his vast amount of toccatas, especially his â€Å"Toccata In F Major,† his collection of variations on organ preludes captured in the â€Å"Well Tempered Clavier,† his immense amount of fugues and chorales including his â€Å"Fugue in G minor,† major as well as his tremendous amount of chorales, and his Christmas and Easter oratorios, which was another schism in his music genre. Quite frankly, the list goes on and on and on. Surely, Johann Sebastian Bach never believed that his success would become so heroic and monumental. However, we today perceive him to be one of the key individuals to shape the music we listen to. It is no secret that his writings, especially chorale writings, are used to illustrate the principles of our functional system of harmony. It is in this example alone that it can be seen that Bach’s works have not only survived to the point where they are still heard and listened to, but they also still pro vide us with knowledge and understanding from which we can learn and discover music. It is for these reasons that the life of Johann Sebastian Bach was truly a great one and it is without any apprehension that he can be considered a musical great.

What is J.B. Priestly trying to say about Social reform through An Inspector Calls

The play by J. B. Priestley was written in 1945 and was performed in 1946. It was just after WWII so people really got the message about change. He also gave them a message that if they don't change it will happen all over again. Mr Birling plays a main part in the play he is the strong businessman who only cares about his family and his profits. He considers his workers just as cheap labour and nothing more. He sacks Eva Smith after she asks for a pay raise he sacks her with no regard for her well-being (Quotation 6). Priestley has Mr Birling in the play to show why job security and benefits are so important in our lives. Priestley also gets across (Quotation 7) that this happens everywhere. Also it is morally wrong as Priestley shows through Sheila in (Quotation 8). This played a part in Eva Smiths death because she was sacked wrongly and this needs to change that is the message Priestley gets across by using Mr Birling. Sheila is involved in the death of Eva Smith she is trying on a dress and she sees a young girl smiling at her. She storms out and complains to the manager she threatens the manager with cancelling her family account with Millards. Priestley tries to get across in this part that using your family name and your class is wrong. Sheila misuses her power and Priestley wants to stamp this out he believes it to be wrong. Gerald is involved with Eva Smith but this is when she has changed her name to Daisy Renton. He meets her at the palace variety bar and takes her away from a man who is scaring her. He asks her if she would like to stay in some rooms he temporarily has (Quotation 10) he and Daisy start to become close and get intimate but Gerald breaks it off a few weeks later (Quotation 11). Priestley tries to get across through Gerald that you must be responsible for your actions. Gerald just drops Daisy Renton when it suits him and it leaves her distraught and sad. Priestley shows us that taking responsibility for what you have done is extremely important. Mrs Birling is head of an organization that helps poor distraught women get back to their lives. Eva Smith/Daisy Renton comes here under the name of Miss Birling. Mrs Birling takes an instant dislike to Eva/Daisy (Quotation 12). Mrs Birling doesn't believe Eva Smith/Daisy Renton's story and dismisses her that the husband should take full responsibility (Quotation 13). Priestley again shows misuse of power, she could make or break this young girls life but Mrs Birling doesn't do the right thing. Eric also plays a part in the death of Eva Smith/Daisy Renton. He is drunk one evening and started to talk to Eva Smith/Daisy Renton. He takes her home and pesters her to get inside (Quotation 14). He hen got her pregnant (Quotation 15). Eric is used to show us why responsibility is needed in the community he does what he does without thinking about the consequences. Eric then steals money from his fathers business to help Eva Smith/Daisy Renton. Priestley says that if people do not take responsibility for their action bad things will happen. The inspector in the play is used to convey Priestley's views and concerns. He explains how they all contributed to her death (Quotation 16). He explains about how Eric must take responsibility for what he did (Quotation 17). Priestley gets across everything through the inspector and explains how this young girl Eva Smith/Daisy Renton could be anyone, anywhere (Quotation 19). He gets across that not just money is needed things like job security is needed (quotation 18). The inspector in the play voices Priestley's concerns about social reform. Priestley uses an array of ways to convey his views on social reform. He shows it in every character Mr Birling, Mrs Birling, Sheila, Gerald, Eric, they all helped to kill Eva Smith/Daisy Renton. With a lack of responsibility or misuse of power. The inspector gets across Priestley's views in the play by voicing them for him. Also Priestley uses the trick of repeating at he end of the play to show that if you haven't learnt your lesson then it will happen all over again.

The Death Of A Young Boy - 1199 Words

As a young boy suffers from cancer in his room, wouldn’t he want to be vulnerable to any of these illnesses? He had to overcome through many types of treatments that never helped. He wants to know if he will beat it, but doctors know that he won’t be able to. Isaac Canales, a young boy, was only five years old when he was told he had cancer. He is just one of millions of young boys and girls who suffering from illnesses all over the world. Although, we are just at home having no problem with any of these circumstances. Some of these illnesses are the top ten causes of death in the world, such as diabetes, strokes, or cancer. Cancer is the leading illness with the most deaths. I know this young boy that had cancer, and he wasn’t able to†¦show more content†¦She then said, â€Å"Once they put him through those treatments he suddenly wasn’t the same. He was showing signs of depression and was constantly bleeding from his nose.† He would stay s everal days at the hospital, and my aunt would always stay there with him. She remembers making food for him, but he wouldn’t eat because he would throw up. â€Å"He would often starve himself,† she said. My aunt would do anything for him. She would pour her sweat in tears into putting time for him. She would shower him with many types of soaps the doctors gave her, but he would resist since he knew what they were for. She would always want him to wear a cap to school because he wouldn’t want to be seen without hair. He would get made fun at because he was bald, but the kids never knew about his illness. â€Å"One day he came home asking my aunt if he will ever be like the other kids,† she said. My aunt didn’t know what to say because he knew he was sick. After treatments, she was told that he wasn’t sick anymore. Although, she still took care of him very well. 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