Name: Linggayo, Zyra B.

BSN 3: N-302

NCP(Blooms taxonomy) Activity 2:

REMEMBERING UNDERSTANDIN APPLYING ANALYZING EVALUATING CREATING

G

1. •Recall the • Demonstrate •Apply empathy • Analyze the • Evaluate the • Create a
daughter’s and and active daughter’s specific effectiveness of supportive
statement understanding listening skills stressors and communication environment for
about sleep of the when concerns related strategies in the daughter to
deprivation and daughter’s role communicating to her mother’s addressing the express her
stress. in managing her with the care. daughter’s feeling’s and
mother’s care. daughter. emotional concerns.
•Remember the • Analyze potential needs.
importance of • Understand • Apply interventions to • Collaborate
addressing the the impact of knowledge of alleviate the • Evaluate the with the
daughter’s stress on support daughter’s stress daughter’s healthcare team
emotional well- caregivers in a resources and improve her response to to develop a
being. healthcare available for well-being. suggested plan that
setting. caregivers. interventions. considers both
the patient’s
and the
caregiver’s
needs.

2. • Recall the • Understand • Apply • Analyze the • Evaluate the • Collaborate

patient’s dx of the challenges communication effectiveness of effectiveness of with the
Alzheimer’s of caring for a skills to have an communication communication daughter to
disease and patient with open and strategies in strategies in create a
recent recovery Alzheimer’s honest helping the helping the compre-hensive
from disease discussions with daughter cope daughter cope care plan that
pneumonia. particularly the daughter with the with the con-siders the
when hostility about her challenges of challenges of pati-ents needs
• Remember arises. mother’s caregiving. caregiving. and the
the daughter’s condition and daughter’s
distress over • Recognize the care needs. • Analyze the • Assess the limitations.
her mother’s daughter’s daughter’s ability patients res-
increasingly emotional • Apply to provide ponse to • Assist the
hostile distress and knowledge of appropriate care interventions daughter in ex-
behavior. concerns about available re- and the impact on aimed at mana- ploring available
her ability to sources and her well-being. ging hostility options such as,
provide sup-port and improving long-term care
adequate care. services for her quality of facilities, respite
both the patient life. care, support
 and care-giver. groups, while
addressing the
concerns.

3. • Recall the • Understand • Apply • Analyze the • Evaluate the • Collaborate

patients age(79 the potential communication patients non- patients with the patient
years) and his impact of strategies verbal cues to response to to create a
self-report of hearing loss on tailored for identify specific modified communication
being hard of the patients individuals with signs of communication plan that
hearing. communication hearing loss, distress/discomfor strategies and accommodates
and anxiety such as facing t. interventions to his hearing
• Remember levels. the patient, reduce impairment.
the observed speaking • Analayze the restlessness.
restlessness and • Recognize the clearly, and effectiveness of • Develop
apprehension. importance of using written communication • Assess the strategies to
adapting the communication techniques in patients address the
interview if necessary. facilitating a comfort level patients
approach to meaningful and restlessness,
accommodate • Apply interview. understanding such as
the patients empathy and of the providing a
hearing reassurance to information calming
impairment. address the provided during environment or
patients the interview . involving family
restlessness and members for
apprehension. support .

4. • Recall the • Understand • Apply critical • Analyze the • Evaluate the • Collaborate
blood pressure the limitations thinking skills to potential nurses with the
readings of the of using a small question consequences of conclusion and healthcare team
three sample to assumptions making sweeping identify the to create
individuals generalize about and consider generalizations need for a more educational
(152/88, a diverse individual about a population nuanced materials
168/90, 170/92 population. variations in based on limited understanding emphasizing the
mmHg). health. data. of BP in the complexity of
• Recognize that elderly. blood pressure
• Remember age is one of • Apply • Analyze the management in
the nurses several factors knowledge of factors • Assess the older
faulty influencing the contributing to impact of faulty individuals.
conclusion blood pressure. multifunctional elevated blood logic on patient
regarding nature of pressure in older care and • Develop
hypertension in hypertension in adults beyond age. potential strategies for
older people. the elderly. misinformation individualized
of health status. BP monitoring
and
intervention
based on a
 thorough
assessment of
each person’s
health status.

5. • Recall the • Understand • Apply • Analyze the risk • Evaluate the • Collaborate
normal aging the impact of knowledge of factors for effectiveness of with older
changes in the aging on skin proper skincare pressure ulcers in skincare routine individuals to
integumentary integrity and practices, older individuals Sin preventing create
system, such as susceptibility to including gentle especially for dryness and personalized
decreased skin skin issues. cleansing and these with limited skin breakdown. skincare plans
elasticity and moisturizing. mobility. based on their
thinning. • Recognize in • Assess the unique needs.
maintaining skin • Apply the use • Analyze the nutritional
• Remember health in older of sunscreen to impact of nutrition status of older • Develop
the importance adults. protect aging on skin health and individuals and educational
of regular skin skin from healing. its influence on materials on the
assessment for harmful effects skin healing. importance of
older of UV rays. hydration
individuals. nutrition and
regular skin
assessment.

6. • Recall the • Understand • Apply • Analyze the risk • Evaluate the • Collaborate
patient age(79 the implications knowledge of factors effectiveness of with the family
years) and the of the stroke on proper contributing the the current care to create a
duration since the patients techniques for development of plan in meeting comprehensive
the stroke ability to turning and pressure injuries, the patients care plan
(6months). communicate repositioning a such as immobility needs. addressing the
and perform dependent and dependence. patients specific
• Remember activities of daily patient. • Assess the needs.
the patient living. • Analyze the signs condition of the
current level of • Apply skills in of discomfort or stage 2 pressure • Develop
depen-dence, • Recognize the feeding distress that the injury and its educational
including the importance of assistance, patient may response to materials for
need for regular position considering the exhibit when current the family on
position changes in patients needing position interventions. stroke care,
changes, preventing individual changes. positioning
feeding, and the pressure needs. techniques, and
presence of a injuries. pressure injury
stage 2 pressure prevention.
injury.

ANSWER EACH SITUATION:

1. The nurse should offer support and empathize with the daughter's situation. It's appropriate to
provide information on available resources for caregiver support and discuss options for respite care.
This conversation should take place when the daughter expresses her feelings, allowing for a
compassionate and timely response to her needs.

2. As a nurse involves providing emotional support to the daughter, explaining the available care
options, and guiding her through the decision-making process. It's crucial to facilitate open
communication, addressing the daughter's concerns and ensuring she is informed about the available
resources. Collaborate with the healthcare team to assess the patient's needs and determine the most
suitable care plan for her, considering both her medical and emotional well-being.

3. Considering the patient's hearing impairment and restlessness, it would be beneficial to conduct the
interview in a quiet environment. Speak clearly and face the patient directly. Use simple language, and
consider using written communication or visual aids to enhance understanding. Be patient, allowing
extra time for responses, and express empathy to address any apprehension he may be feeling.

4. The nurse's conclusion that all older people are hypertensive is based on faulty logic. It involves hasty
generalization, assuming that the blood pressure readings of three individuals represent the entire older
population. The nurse is making an unwarranted assumption that elevated blood pressure in these
specific cases applies universally to all older individuals, neglecting the natural variability in blood
pressure among older adults. It's important to recognize and avoid generalizations, considering
individual health conditions and factors when assessing blood pressure.

5. •Hydration. • Regular skin checks

•Gentle Cleansing. • Avoiding Tobacco and Limiting Alcohol

•Moisturization • Comfortable clothing

•Sun Protection. • Regular Exercise

•Nutrition • Stress Management

6. •Positioning and Turning. • Emotional support and respite care

•Pressure Injury Care. • Medication Management

•Communication Strategies. • Emergency Preparedness

•Feeding Assistance. • Regular follow up

•Hygiene and Skin Care

•Mobility and Transfer