How can I improve this nursing dx? (just need some help)

Jenngirl34RN · May 14, 2015

So, if she is only being fed through her Jtube I am not sure risk for aspiration would be your best diagnosis, given that it was placed to prevent that. That said, if that is what you want to go for, I don't think you would say it r/t immobility, since you stated that she can roll around and move in her crib- that means she is not immobile. Also, auscultating bowel sounds every hour might be excessive, unless you are concerned about absent bowel tones or something.

anie10 · May 14, 2015

So, if she is only being fed through her Jtube I am not sure risk for aspiration would be your best diagnosis, given that it was placed to prevent that. That said, if that is what you want to go for, I don't think you would say it r/t immobility, since you stated that she can roll around and move in her crib- that means she is not immobile. Also, auscultating bowel sounds every hour might be excessive, unless you are concerned about absent bowel tones or something.

Thank you, for your thoughtful response.

I made her risk for aspiration because she cognitively delayed and has a congenital anomaly that makes her prone to aspiration due to her history of vomiting and Nissan fundoplication. She doesn't have a regular GI tract.

She can roll around in her crib - but this is also based on when i first assessed her, a day after her Jtube placement - she was still lethargic at that time. She can't stand up, but she would roll around and tangle herself in her leads, etc.

I agree the bowel sound intervention might be excessive, although she receives continuous feedings during the night.

I was thinking of changing an intervention to placing her on her side.

Jenngirl34RN · May 14, 2015

My point with the aspiration thing was that a jtube was placed so that she doesn't vomit...It bypasses her stomach. Just because she has a history of something does not mean it is still a current problem. It was a past issue that has been addressed. Your diagnoses have to focus on what her current issues are. What did you see during your assessment? Do her parents need further teaching about her disease process or her new feeding regimen? What are some of the concerns with a Jtube placement? You said this baby has Pierre Robins, which is a disease that leads to respiratory issues. Does she still have respiratory issues?

BTW, feedings through the night still do not really indicate listening to bowel tones every hour.

nurseprnRN, BSN, RN · May 14, 2015

When you look up "Risk for aspiration," is one of the risk factors "immobility"? You can't make this stuff up.

You don't "choose" a nursing diagnosis. You make a nursing diagnosis based on your assessment findings. If they match the approved and validated defining characteristics and related factors, or risk factors, for an approved and validated nursing diagnosis in the NANDA-I 2015-2017 (get this stat at Amazon, soft cover or iPad/Kindle download), you have made a nursing diagnosis. If they do not, you are not at liberty to make up new ones. This is one reason you're having a hard time-- stop, back up, and use your resources instead of "choosing" a diagnosis that sounds possible to you and then trying to justify it afterwards. Exactly backwards.

There is no such thing as "a NANDA" or (shudder) "a nanda."

NurseGirl525, ASN, RN · May 14, 2015

Also, if you do a risk for diagnosis, there is no As Evidenced By. You only need the related to. If your instructors allow it, I would put R/T secondary to the medical dx. You should be able to go to your nursing dx book and look up jtube or gtube and it will give you a list of dx. Then, I look at what is going on with my pt and pick from those dx. I think there would be plenty of dx that would go with this pt and you would not have to use a risk for. My instructors really don't like us using those. They usually limit us to one per care plan. Look at what is going on with your pt at that moment. Then look at the dx that correspond with this and pick from there.

nurseprnRN, BSN, RN · May 14, 2015

Now I'm back at my desk so I can give you a more fleshed-out answer for context. I trust you now know why there is no such thing as "a nanda," right? You are in school to learn to be a nursing diagnostician and treat people for what you diagnose. Yes, you are. You think it's all about learning how to do stuff like injections and IVs and tubes, but those are just tasks. You are learning how assess human responses and prescribe nursing measures.

There is no magic list of medical diagnoses from which you can derive nursing diagnoses. There is no one from column A, one from column B list out there. Nursing diagnosis does NOT result from medical diagnosis, period. As physicians make medical diagnoses based on evidence, so do nurses make nursing diagnoses based on evidence.

Facts first, diagnosis second, plan of care next. This works for medical assessment and diagnosis and plan of care, and for nursing assessment, diagnosis, and plan of care. Don't say, "This is the patient's medical diagnosis and I need a nursing diagnosis," it doesn't work like that.

As an example: How does a physician make a medical diagnosis of anemia? The physician doesn't go to a list and say, "Gee, this guy looks pale, must be anemic, sounds pretty good to me," right? (He also can't say, "... and the guy is wearing a pale pink shirt, and that's close, right?") No- a diagnosis is made by obtaining a CBC. Then how does the physician know what caused it? Ah, then we collect more data-- renal failure (low erythropoietin), marrow malignancy (differential), occult GI beed (stool check), big bleeding with IV replacement (trauma record)... Then the physician can develop a medical plan of care to treat the causative (related-to) factors for the diagnosis made on data.

Nursing diagnosis is the same thing. A nurse can't just pick a diagnosis out of a list. And you can't make a diagnosis without data, either. So... my first suggestion is banishing the words "pick/find/choose" from any discussion of the NANDA-I list of approved nursing diagnoses. I think if students got this concept in their first week of school, that they will learn how to make nursing diagnoses, they'd have a better hook to hang their hat on, so to speak.

This is why you can't say, "My patient has diabetes. What are his nursing diagnoses?" Sure, when I admit somebody with diabetes I have some good ideas about possible nursing diagnoses based on my experience with caring for diabetics in many settings-- like, oh, knowledge deficit, fluid imbalance, impaired CV function, ineffective peripheral issue perfusion, pain, and many other things often seen in diabetics-- but I can't make one of them until I am sure the patient actually has defining characteristics. If I'm a smart person I will also keep my eyes and ears open for other nursing diagnoses for this patient -- maybe I see evidence of abuse, or sexual dysfunction, or death anxiety, or ineffective denial, or powerlessness, or risk for injury, or risk for self-directed violence, or contamination or .... You get the picture. This is why limiting your vision to "nursing diagnosis for diabetes" is so, well, limiting.

You don't "pick" or "choose" a nursing diagnosis. You MAKE a nursing diagnosis the same way a physician makes a medical diagnosis, from evaluating evidence and observable/measurable data.

This is one of the most difficult concepts for some nursing students to incorporate into their understanding of what nursing is, which is why I strive to think of multiple ways to say it. Yes, nursing is legally obligated to implement some aspects of the medical plan of care. (Other disciplines may implement other parts, like radiology, or therapy, or ...) That is not to say that everything nursing assesses, is, and does is part of the medical plan of care. It is not. That's where nursing dx comes in.

A nursing diagnosis statement translated into regular English goes something like this: "I'm making the nursing diagnosis of/I think my patient has ____(diagnosis)_____________ . He has this because he has ___(related factor(s))__. I know this because I see/assessed/found in the chart (as evidenced by) __(defining characteristics)________________."

"Related to" means "caused by," not something else. In many nursing diagnoses it is perfectly acceptable to use a medical diagnosis as a causative factor. For example, "acute pain" includes as related factors "Injury agents: e.g. (which means, "for example") biological, chemical, physical, psychological." You can thumb through your NANDA-I 2015-2017 and find lots and lots of medical diagnoses as related factors. They are not the origins of nursing diagnoses, however.

To make a nursing diagnosis, you must be able to demonstrate at least one "defining characteristic" and a related/caustive factor. (Exception: see "risk for" diagnoses) (Think of the physician who has to have some lab work to diagnose anemia...same thing.)Defining characteristics for all approved nursing diagnoses are found in the NANDA-I 2015-2017 (current edition). $39 paperback, $23 for your Kindle at Amazon, free 2-day delivery for students. This edition also includes an EXCELLENT FAQs section aimed at students.

This is why you can't say, "My patient has diabetes. What are his nursing diagnoses?" Sure, when I admit somebody with diabetes I have some good ideas about possible nursing diagnoses based on my experience with caring for diabetics in many settings-- like, oh, knowledge deficit, fluid imbalance, impaired CV function, ineffective peripheral issue perfusion, pain, and many other things often seen in diabetics-- but I can't make one of them until I am sure the patient actually has defining characteristics. If I'm a smart person I will also keep my eyes and ears open for other nursing diagnoses for this patient --maybe I see evidence of abuse, or sexual dysfunction, or death anxiety, or ineffective denial, or powerlessness, or risk for injury, or risk for self-directed violence, or contamination or .... You get the picture. This is why limiting your vision to "nursing diagnosis for diabetes" is so, well, limiting.

NEVER make an error about this again---and, as a bonus, be able to defend appropriate use of medical diagnoses as related factors to your faculty. Won't they be surprised!

If you do not have the NANDA-I 2015-2017, you are cheating yourself out of the best reference for this you could have. I don't care if your faculty forgot to put it on the reading list. Get it now. Free 2-day shipping for students from Amazon. When you get it out of the box, first put little sticky tabs on the sections:

1, health promotion (teaching, immunization....)

2, nutrition (ingestion, metabolism, hydration....)

3, elimination and exchange (this is where you'll find bowel, bladder, renal, pulmonary...)

4, activity and rest (sleep, activity/exercise, cardiovascular and pulmonary tolerance, self-care and neglect...)

5, perception and cognition (attention, orientation, cognition, communication...)

6, self-perception (hopelessness, loneliness, self-esteem, body image...)

7, role (family relationships, parenting, social interaction...)

8, sexuality (dysfunction, ineffective pattern, reproduction, childbearing process, maternal-fetal dyad...)

9, coping and stress (post-trauma responses, coping responses, anxiety, denial, grief, powerlessness, sorrow...)

10, life principles (hope, spiritual, decisional conflict, nonadherence...)

11, safety (this is where you'll find your wound stuff, shock, infection, tissue integrity, dry eye, positioning injury, SIDS, trauma, violence, self mutilization...)

12, comfort (physical, environmental, social...)

13, growth and development (disproportionate, delayed...)

Now, if you are ever again tempted to make a nursing diagnosis first from a medical one and cram facts into it second, at least go to the section where you think your diagnosis may lie and look at the table of contents at the beginning of it. Something look tempting? Look it up and see if the defining characteristics match your assessment findings. If so... there's a match. CONGRATULATIONS! You made a nursing diagnosis! :anpom: If not... keep looking. Eventually you will find it easier to do it the other way round, but this is as good a way as any to start getting familiar with THE reference for the professional nurse.

About Risk forâ€ diagnoses:

First: "Risk for" nursing diagnoses are very often properly placed first, as safety ranks above all of the physiological needs in Maslow's hierarchy. What are nurses for if not to protect a patient's safety?

Second: It is a fallacy that "risk for..." nursing diagnosis is somehow lesser or not "real." If you look in your NANDA-I 2015-2017, there is a whole section on Safety, and almost all of the nursing diagnoses in that section are "risk for..." diagnoses. However, because NANDA-I has learned that nursing faculty is often responsible for this fallacy, the language on these has recently been revisited and was changed to include "Vulnerable to ..." in the defining characteristics the current edition.

"Risk for.. " diagnoses do not have defining characteristics, they have risk factors.

Third: Setting priorities. This sort of assignment is often made not only to see if somebody can recite rote information but to elicit your thought processes and see how well you can defend your reasoning. There is often no single priority; defend yours. Your faculty will be gratified to see you try and make your case.

Now, as to your specific question:

So I chose Risk for aspiration rt immobility AEB confinement to crib due to placement of Jtube)

"Risk for aspiration" has 20 possible risk factors, any of which if present allows you to make that diagnosis and move to deciding what you want to do about decreasing that risk or mitigating it (that means, making it less dangerous). Not one of them is "immobility," and as Heathermaizey correctly points out, there are no defining characteristics (evidence) in risk diagnoses, because the evidence of there being a risk is the presence of the risk factor itself.

So, at this point, you have several choices. One is to go back through your assessment data and see if anything points to an actual risk factor in the approved and validated list. If not... you cannot make that diagnosis, any more than a physician can diagnose an anemia without a CBC.

So, you need to look at that kid with a different eye. Don't "choose" a diagnosis that sounds like it ought to be right and then try to cram stuff into it. See what the baby's condition and behavior tells you is going on with him, and then see if any nursing diagnoses in the book seem like they might be correct (in medicine, this is called "making a differential diagnosis," meaning, "we dunno yet but we're gonna look for evidence to give us a clue.") If so, then look at their defining characteristics and related factors (or risk factors for risk diagnoses) and you can make a diagnosis based on the evidence you have. Yes, it really is that simple.

Two more books to you that will save your bacon all the way through nursing school, starting now. The first is NANDA, NOC, and NIC Linkages: Nursing Diagnoses, Outcomes, and Interventions. This is a wonderful synopsis of major nursing interventions, suggested interventions, and optional interventions related to nursing diagnoses. For example, on pages 113-115 you will find Confusion, Chronic. You will find a host of potential outcomes, the possibility of achieving of which you can determine based on your personal assessment of this patient. Major, suggested, and optional interventions are listed, too; you get to choose which you think you can realistically do, and how you will evaluate how they work if you do choose them.It is important to realize that you cannot just copy all of them down; you have to pick the ones that apply to your individual patient. Also available at Amazon. Check the publication date-- the 2006 edition does not include many current NANDA-I 2015-2017 nursing diagnoses and includes several that have been withdrawn for lack of evidence.

The 2nd book is Nursing Interventions Classification (NIC) is in its 6th edition, 2013, edited by Bulechek, Butcher, Dochterman, and Wagner. Mine came from Amazon. It gives a really good explanation of why the interventions are based on evidence, and every intervention is clearly defined and includes references if you would like to know (or if you need to give) the basis for the nursing (as opposed to medical) interventions you may prescribe. Another beauty of a reference. Don't think you have to think it all up yourself-- stand on the shoulders of giants.

anie10 · May 15, 2015

Thanks everyone, I appreciate the time taken to respond.