NSB103 Health Assessment - Tutorial 3 Notes

Age-Related Changes and Health Assessment of Older Adults

Activity 3.1: Age-Related Changes

  • Consider changes in elderly during health assessment.
  • Use a head-to-toe approach.
  • Identify changes in groups using the worksheet table.

Age-Related Changes

  • Neurological
  • Cardiac
  • Respiratory
  • Gastrointestinal
  • Renal and genitourinary
  • Musculoskeletal
  • Implications for health assessment

Activity 3.2: Case Study - Gina Crumble

  • Ms. Gina Crumble, 79, admitted to the emergency department after a fall from a motorized scooter, sustaining a large skin tear to her left calf.
  • History:
    • Diabetes Mellitus Type 2
    • Mild renal failure
    • Hypertension
  • In the emergency department, Gina was started on intravenous (IV) fluids and IV antibiotics.
  • Gina spent two days in the emergency department before a bed was found on the ward.
  • Upon transfer to the ward, she complained of:
    • Sore sacrum
    • Dehydration
    • Pain
    • Poor urine output
    • Confusion and upset
  • Offered oral fluids but disliked water and received no alternative due to diabetes.
  • Food was provided on a tray, and she had difficulty feeding herself due to an IV in one arm and limited mobility.
  • Wound deterioration led to surgical debridement, causing extensive wound enlargement.
  • A urinary catheter was inserted and left in situ on free drainage.
  • Three days post-surgery, Gina developed a painful pressure ulcer on her right heel (skin broken) and sacrum (red and non-blanching, skin intact).
  • She was eating and drinking very little, was totally immobile, and experienced episodes of delirium.

Gina Case Study - Questions

  1. Normal physiological changes of the skin due to aging and what impact this could have on the risk of developing skin breakdown
  2. Gina’s previous medical history and what impact this has on Gina’s vulnerability to skin breakdown
  3. Gina’s nutritional and hydration status and what impact this has on her risk of skin breakdown
  4. Gina’s wounds (discuss each wound- and grade them according to STAR and Pressure Injury grading scale)
  5. Gina’s mobility and the impact this has on her skin breakdown. What other potential complications could this lead to for an older adult?
  • Grade Gina’s risk of pressure injury using the Waterlow assessment tool.

Waterlow Scoring System

  • Used for pressure ulcer prevention/treatment.
  • Categories include:
    • Sex
    • Age
    • Build/Weight for Height: BMI = \frac{WT(KG)}{HT (m^2)}
    • Skin Type
    • Continence
    • Mobility
    • Malnutrition Screening Tool (MST)
    • Special Risks (Tissue Malnutrition, Neurological Deficit, Terminal Cachexia, Multiple Organ Failure, Single Organ Failure, Peripheral Vascular Disease, Anaemia, Smoking, Diabetes, MS, CVA, Motor/Sensory Paraplegia)
    • Medication (Cytotoxics, Long Term/High Dose Steroids, Anti-inflammatory)
    • Major Surgery or Trauma
  • Scoring:
    • 10+ = At Risk
    • 15+ = High Risk
    • 20+ = Very High Risk

Activity 3.3: Falls Risk Assessment - Mary Butterfield

  • Mrs. Mary Butterfield, 89, a long-term high-care resident, fell on her way back from her shower.
  • This is her third fall in the past month.
  • History:
    • Hypertension
    • Glaucoma
    • Rheumatoid Arthritis
    • Left-sided heart failure
  • Medications:
    • Antihypertensive medications X2
    • Panadol Osteo TDS for arthritis
    • Frusemide (diuretic) once daily
    • Eye drops for glaucoma
  • Mobilizes with a walking stick.
  • Anxious and distressed after the fall, losing confidence in her mobility and fearing another fall.
  • Cognitive status: Abbreviated Mental Test Score (AMTS) of 8/10, indicating mild cognitive impairment.

Activity 3.4: Mr. Harry Walker - Aging Related Changes

  • Harry Walker has cardiac and respiratory age-related changes.
  • At risk of complications due to:
    • Atrial fibrillation (AF)
    • Hypertension
    • Chronic obstructive pulmonary disease (COPD)
    • Prostate cancer

Questions:

  1. Age-related cardiac changes
  2. Age-related respiratory changes
  3. Pathophysiological changes due to AF
  4. Pathophysiological changes due to hypertension
  5. Pathophysiological changes due to COPD

Activity 3.5: Pain Assessment of the Older Adult - Abbey Pain Scale

  • For measuring pain in people with dementia who cannot verbalize.

  • Scale components:

    • Vocalization (whimpering, groaning, crying)
    • Facial expression (tense, frowning, grimacing, frightened)
    • Change in body language (fidgeting, rocking, guarding)
    • Behavioral change (confusion, refusing to eat)
    • Physiological change (temperature, pulse, blood pressure changes)
    • Physical changes (skin tears, pressure areas, arthritis)
  • Scoring:

    • 0-2: No pain
    • 3-7: Mild
    • 8-13: Moderate
    • 14+: Severe
  • Harry is confused, rubbing his back, and has symptoms of a chest infection. Tool to assess his pain while confused is Abbey Pain Scale because he cannot verbalize.

  • During assessment:

    • Groaning
    • Frowning
    • Guarding right lower back
    • Rocking back and forth
    • Slightly elevated blood pressure

Activity 3.6: ISBAR Handover

  • Use one of the previous case studies (Gina/Mary/Harry) to write an ISBAR handover.
  • ISBAR Framework:
    • Introduction: Your name, role, location, reason for calling.
    • Situation: Patient's name, age, gender, status (stable, etc.).
    • Background: Relevant details like presenting problems, clinical history, and other relevant information.
    • Assessment: Assessments undertaken (vital signs, primary survey, etc.), current condition, risks, and needs.
    • Recommendation/Request: Clear request or recommendation with a time frame.

Activity 3.6: Clinical Reasoning Cycle

  • Phases:
    • Assess
      • Consider the patient and context
      • Collect cues and information
      • Process information (interpret data)
    • Plan
      • Identify problems/issues
      • Establish goals
    • Implement
      • Take action/intervene
    • Evaluate
      • Evaluate outcomes
      • Reflect on the process and new learning