activity of daily living
s.e.a.traylor@nur.keele.ac.ukThis essay is based on a clinical experience within my branch of Adult nursing. I will explore how patients Activity of Daily Living (ADL) needs have been met for hygiene, elimination, nutrition and hydration. I will also demonstrate how the student has practiced in a non discriminatory manner. The four ADL’s I am basing my essay on are part of the twelve Activities of Daily Living model (Roper et al, 1996). As the NMC states you must always make the care of a patient your first concern and always treat them as an individual, respecting their dignity at all times (NMC, 2008). I will also identify how the student nurses practice is also based on up to date evidence.
I will refer to the patient as Miss Adams, which I will call her to protect her identity and maintain her confidentiality (NMC, 2009). Miss Adams is a lady in her mid twenties and was admitted to the critical care unit six months ago. Miss Adams has suffered a brain injury as a result of a car crash incident and now requires one to one day and night care.
On the morning of the student nurse’s shift, Miss Adams required personal hygiene care, the physical act of cleansing the body to ensure that the hair, nails, ears, eyes, nose and skin are maintained in an optimum condition (D.H. 2011). When the student nurse first entered Miss Adams’ bedroom she was very
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respectful of the fact that she was entering into the patients’ personal space. When the student first communicated with Miss Adams she explained to her that she was a student nurse and was there to assist with her hygiene needs. The student nurse firstly asked for Miss Adams consent to assist with her needs as the NMC states, you must ensure that you gain consent before you begin any treatment or care (NMC, 2008). The student nurse then began to assist Miss Adams with her hygiene by giving her a bed bath. As the student nurse realises that this type of intimate care could make
I will refer to the patient as Miss Adams, which I will call her to protect her identity and maintain her confidentiality (NMC, 2009). Miss Adams is a lady in her mid twenties and was admitted to the critical care unit six months ago. Miss Adams has suffered a brain injury as a result of a car crash incident and now requires one to one day and night care.
On the morning of the student nurse’s shift, Miss Adams required personal hygiene care, the physical act of cleansing the body to ensure that the hair, nails, ears, eyes, nose and skin are maintained in an optimum condition (D.H. 2011). When the student nurse first entered Miss Adams’ bedroom she was very
1001 4130 01 09/10 Group 3
respectful of the fact that she was entering into the patients’ personal space. When the student first communicated with Miss Adams she explained to her that she was a student nurse and was there to assist with her hygiene needs. The student nurse firstly asked for Miss Adams consent to assist with her needs as the NMC states, you must ensure that you gain consent before you begin any treatment or care (NMC, 2008). The student nurse then began to assist Miss Adams with her hygiene by giving her a bed bath. As the student nurse realises that this type of intimate care could make
References: Grainger, A (2007), The Importance of good oral hygiene, British Journal of Healthcare Assistance, 1, (3), 125-127 Human Rights Act, (1998), www.legislation.gov.uk – acsessed on 08/03/11 Mayer L, (2004) The Challenges of managing dysphagia in brain injured patients, British Journal of Community Nursing, 9, (2), 67-73 National Institute for Health and Clinical Excellence,( 2006) London: National Institute for Health and Clinical Excellence. NICE guidance (2006), Nutrition support in adults, National Institute for clinical excellence Nursing and Midwifery council, (2008), www.nmc-uk.org – acsessed on 11/03/11 RCN, (2008), The Royal Collage of Nursing, www. rcn.org.uk 1001 4130 01 09/10 Group 3 Roper et al in Mooney and O’Brien (2006), p.887 Water UK, (2010), Water for Health, www.waterforhealth.org.uk , accesses on 03/03/11 Waterlow J, (2005), www.judywaterlow.co.uk