Transcript Unit 9 Personal Care And Grooming: Relationship To Self-Esteem Nurse Aide I Course

Unit 9
Personal Care And Grooming:
Relationship To Self-Esteem
Nurse Aide I Course
DHSR Approved Curriculum-Unit 9
1
Personal Care And Grooming:
Relationship To Self-Esteem
Introduction
Nurse aides are the members of
the health care team responsible for
providing personal care and grooming
for the resident.
They encourage the resident to do
as much as possible for themselves,
but assist as needed with personal
cleanliness, oral hygiene, nail care,
shaving, dressing, care of hair and skin
care.
DHSR Approved Curriculum-Unit 9
2
Personal Care And Grooming:
Relationship To Self-Esteem
Introduction
(continued)
Personal grooming is important for
a positive self-image and every effort
should be made to encourage and
assist the resident to maintain a
pleasing and attractive appearance.
DHSR Approved Curriculum-Unit 9
3
DHSR Approved Curriculum-Unit 9
4
9.0 Provide for the resident’s personal
care and grooming needs and
identify the role of the nurse aide in
meeting these needs.
9.1 List the daily hygienic needs of an
individual.
DHSR Approved Curriculum-Unit 9
5
Daily Hygiene Needs
•
•
•
•
Bathing
Skin care
Back care
Oral
hygiene
• Shaving
• Shampooing
hair
• Hair care
• Nail care
• Perineal care
• Dressing and
undressing
DHSR Approved Curriculum-Unit 9
6
9.1.1 Describe factors that affect a
resident’s personal hygiene
practices.
DHSR Approved Curriculum-Unit 9
7
Factors That Affect Hygiene
Practices
•
•
•
•
Culture
Family Practices
Illness
Individual preferences
–Bath in morning or before going to
bed
–Frequency of bathing, shaving
–Shampooing hair daily or weekly
DHSR Approved Curriculum-Unit 9
8
Factors That Affect Hygiene
Practices
(continued)
• Economics
–Unable to afford
deodorant, shampoo,
etc.
–Unable to afford
utilities
DHSR Approved Curriculum-Unit 9
9
9.1.2 Discuss the role of the nurse
aide and how personal care can
be used to promote self-esteem
and well-being.
DHSR Approved Curriculum-Unit 9
10
Personal Care and Grooming:
Role of the Nurse Aide
• Assist to follow their
personal hygiene practices
• Encourage to do as much of
their daily care as possible
• Assist residents to select
their own clothing
DHSR Approved Curriculum-Unit 9
11
Personal Care and Grooming:
Role of the Nurse Aide
(continued)
• Promote independence and self
esteem
• Encourage use of deodorant,
perfume, aftershave lotion, and
cosmetics
• Be patient and encouraging
DHSR Approved Curriculum-Unit 9
12
DHSR Approved Curriculum-Unit 9
13
9.2 Define and discuss oral hygiene.
DHSR Approved Curriculum-Unit 9
14
Oral Hygiene
• Definition: measures used to
keep mouth and teeth clean
and free of microorganisms
DHSR Approved Curriculum-Unit 9
15
Oral Hygiene
(continued)
• Purpose
–Prevent odors
–Prevent infections
–Prevent tooth decay and
loss of teeth
–Prevent gum disease
–Increase comfort
–Enhance taste of food
DHSR Approved Curriculum-Unit 9
16
Oral Hygiene
(continued)
• Oral hygiene is provided:
–Before breakfast
–After meals
–At bedtime
–Other times as
requested or necessary
DHSR Approved Curriculum-Unit 9
17
Oral Hygiene
(continued)
• Observations to report:
–Foul mouth odors
–Bleeding
–Loose or broken teeth or
dentures
–Sores in or around mouth
–Coated tongue
–Complaints of pain
DHSR Approved Curriculum-Unit 9
18
9.2.1 List seven principles to practice
when brushing teeth.
DHSR Approved Curriculum-Unit 9
19
Principles For Brushing Teeth
• Hold brush at 45 degree angle
• Use circular motion to brush teeth
• Brush well where teeth and gums
meet
• Brush all surfaces
• Brush upper teeth first
• Brush gently
• Offer diluted mouth wash
DHSR Approved Curriculum-Unit 9
20
Special Mouth Care Products
• Swabs
• Toothettes:
–usually soaked in
mouthwash or plain water
–hydrogen peroxide, salt
water solution if specified
on care plan
• Petroleum jelly for dry lips
DHSR Approved Curriculum-Unit 9
21
9.2.2 Discuss the care of a resident’s
dentures.
DHSR Approved Curriculum-Unit 9
22
Denture Care
• Handle carefully – expensive to
replace
• Clean as often as natural teeth
• Protect from loss or breakage
• Store safely, when out of
mouth, in labeled container
• Never use hot water, which can
warp dentures
DHSR Approved Curriculum-Unit 9
23
Denture Care
(continued)
• Store dry, in water or in special
solution
• For long term storage, put
container holding dentures in
bedside stand
DHSR Approved Curriculum-Unit 9
24
DHSR Approved Curriculum-Unit 9
25
9.3 Demonstrate the procedure for
assisting the resident with oral
hygiene.
DHSR Approved Curriculum-Unit 9
26
9.4 Demonstrate the procedure for
providing mouth care.
DHSR Approved Curriculum-Unit 9
27
9.5 Demonstrate the procedure for
providing mouth care for the
unconscious resident.
DHSR Approved Curriculum-Unit 9
28
9.6 Demonstrate assisting with
denture care.
DHSR Approved Curriculum-Unit 9
29
DHSR Approved Curriculum-Unit 9
30
9.7 Discuss the care of the resident’s
nails and feet.
DHSR Approved Curriculum-Unit 9
31
Nail Care
• Requires daily cleaning and
trimming of fingernails and
toenails as needed
• Maintain nails by keeping
nails:
–short
–clean
–free of rough edges
DHSR Approved Curriculum-Unit 9
32
9.7.1 List three purposes of nail and
foot care.
DHSR Approved Curriculum-Unit 9
33
Nail Care
(continued)
• Purpose
–Prevent infection
–Prevent injury
–Prevent odors
DHSR Approved Curriculum-Unit 9
34
9.7.2 Identify factors to be considered
when giving a resident nail care.
DHSR Approved Curriculum-Unit 9
35
Nail Care: Factors To Consider
• Easier to trim and clean after
soaking
• Nail clipper used to cut and
trim nails
• Clip nails straight across
• Softened cuticle can be
pushed back with orange stick
DHSR Approved Curriculum-Unit 9
36
Nail Care: Factors To Consider
(continued)
• Use file or emery board to smooth
rough edges
• Use care not to injure skin when
clipping
DHSR Approved Curriculum-Unit 9
37
Nail Care: Factors To Consider
(continued)
• Diabetics and residents with
circulatory problems will have their
nails trimmed only by a licensed
nurse or podiatrist
• Review resident care plan and check
with supervisor prior to trimming
nails
DHSR Approved Curriculum-Unit 9
38
9.7.3 Identify factors to be considered
when giving a resident foot care.
DHSR Approved Curriculum-Unit 9
39
Factors To Consider In Foot Care
• Wash feet using warm water
and mild soap
• Dry feet carefully, especially
between the toes
• Apply lotion to tops and
bottoms of feet only, not
between the toes
DHSR Approved Curriculum-Unit 9
40
Factors To Consider In Foot Care
(continued)
• Check feet daily for:
–redness, warmth or constant pain
–numbness or tingling
–dry, cracked skin
–swelling
–blisters, cuts, scratches or other
sores
–ingrown toenails, corns, calluses
DHSR Approved Curriculum-Unit 9
41
Factors To Consider In Foot Care
(continued)
• Do not use a heating
pad on resident’s feet
• Keep footwear on;
residents never go
barefoot
• Change socks and
shoes daily
DHSR Approved Curriculum-Unit 9
42
Factors To Consider In Foot Care
(continued)
• Foot injuries and
infections can lead to
gangrene and
amputation, especially in
diabetics
• Notify supervisor
immediately of any
unusual observations of
the feet
DHSR Approved Curriculum-Unit 9
43
DHSR Approved Curriculum-Unit 9
44
9.8 Demonstrate cleaning and
trimming a resident’s nails.
DHSR Approved Curriculum-Unit 9
45
9.9 Demonstrate foot care.
DHSR Approved Curriculum-Unit 9
46
DHSR Approved Curriculum-Unit 9
47
9.10Discuss the nurse aide’s
responsibility in assisting the
resident with shaving.
DHSR Approved Curriculum-Unit 9
48
Assisting Resident With Shaving
• Daily activity for men
• Promotes:
–Physical comfort
–Psychological
well-being
DHSR Approved Curriculum-Unit 9
49
9.10.1 Review the factors to consider
when shaving a resident.
DHSR Approved Curriculum-Unit 9
50
Assisting Resident With Shaving
• Factors to consider:
–Electric razor provides greatest
safety
–Use own equipment or a disposable
safety razor
–Soften beard and skin prior to
shaving
DHSR Approved Curriculum-Unit 9
51
Assisting Resident With Shaving
(continued)
• Factors to consider (continued):
–Use care not to cut or irritate skin
while shaving
–Shave in direction hair grows
–Do not use electric razors when
oxygen in use
DHSR Approved Curriculum-Unit 9
52
DHSR Approved Curriculum-Unit 9
53
9.11 Demonstrate assisting the
resident with shaving.
DHSR Approved Curriculum-Unit 9
54
DHSR Approved Curriculum-Unit 9
55
9.12
Describe ways to assist the
resident with hair care.
DHSR Approved Curriculum-Unit 9
56
Hair Care
• Hair care includes
–Daily brushing
and combing
–Styling
–Shampooing
DHSR Approved Curriculum-Unit 9
57
9.12.1 Review factors to consider for
daily hair care.
DHSR Approved Curriculum-Unit 9
58
Factors To Consider For
Daily Hair Care
• Because hair style is
personal preference, ask
about style
• Make brushing and
combing part of morning
care
DHSR Approved Curriculum-Unit 9
59
Factors To Consider For
Daily Hair Care
(continued)
• Protect resident’s
clothing by placing
towel around shoulders
• Cover pillow with towel
for residents confined
to bed
DHSR Approved Curriculum-Unit 9
60
Factors To Consider For
Daily Hair Care
(continued)
• Brushing hair:
–refreshes resident
–improves morale
–stimulates circulation
–distributes natural oils evenly
–removes lint and dust
• Handle hair gently when brushing or
combing
DHSR Approved Curriculum-Unit 9
61
Factors To Consider For
Daily Hair Care
(continued)
• Section hair and work on one
area at a time
• Note appearance of scalp
and hair
• Hair style should be age
appropriate
DHSR Approved Curriculum-Unit 9
62
Factors To Consider For
Daily Hair Care
(continued)
• Residents are encouraged to do as
much as possible for themselves
• Comb and brush are cleaned after
use
• Combs and brushes are never
shared
DHSR Approved Curriculum-Unit 9
63
9.12.2 Discuss considerations used
when shampooing a resident’s
hair.
DHSR Approved Curriculum-Unit 9
64
Shampooing Considerations
• Frequency individualized
• Resident’s shampoo,
conditioner and other
hair care products are
used
• Resident assisted to
beauty shop if available
DHSR Approved Curriculum-Unit 9
65
9.12.3 List the various methods for
shampooing hair.
DHSR Approved Curriculum-Unit 9
66
Shampooing Considerations
(continued)
• Methods of shampooing:
–during shower
–at sink
–using stretcher
–in bed
DHSR Approved Curriculum-Unit 9
67
Shampooing Considerations
(continued)
• Eyes and ears protected
• Hair dried as fast as
possible
• Cold or drafty areas
eliminated
• Female residents
assisted to curl or set hair
DHSR Approved Curriculum-Unit 9
68
Shampooing Considerations
(continued)
• Barbers or beauticians
may be contacted by
facility to care for hair of
residents
• Care plan to be checked
for any special
instructions prior to
shampooing
DHSR Approved Curriculum-Unit 9
69
DHSR Approved Curriculum-Unit 9
70
9.13
Demonstrate caring for the
residents’ hair.
DHSR Approved Curriculum-Unit 9
71
9.14
Demonstrate shampooing hair
of resident who is in bed.
DHSR Approved Curriculum-Unit 9
72
DHSR Approved Curriculum-Unit 9
73
9.15
Identify the general principles of
dressing and undressing a
resident.
DHSR Approved Curriculum-Unit 9
74
Dressing And Undressing
• Encourage resident to
choose own clothing
• Dress daily own clothing
and underwear
• Make sure clothes are in
good repair
DHSR Approved Curriculum-Unit 9
75
Dressing And Undressing
(continued)
• Dress weak or affected
side first
• Undress weak or affected
side last
• Ensure clothing is
appropriate for weather
and environment
DHSR Approved Curriculum-Unit 9
76
Dressing And Undressing
(continued)
• Encourage resident to
wear clothing that matches
and is clean and neat
• Dress should be age
appropriate
• Do not put clothing on
backwards
DHSR Approved Curriculum-Unit 9
77
Dressing And Undressing
(continued)
• Be gentle
• Always be patient
and provide time for
residents to do as
much as possible for
themselves
DHSR Approved Curriculum-Unit 9
78
DHSR Approved Curriculum-Unit 9
79
9.16
Demonstrate the procedure for
dressing and undressing the
resident.
DHSR Approved Curriculum-Unit 9
80
DHSR Approved Curriculum-Unit 9
81
9.17 Identify the purposes of bathing a
resident.
DHSR Approved Curriculum-Unit 9
82
Bathing Resident
• Purpose of Bathing
–Removes
perspiration, dirt and
microorganisms
–Stimulates circulation
–Exercises body parts
DHSR Approved Curriculum-Unit 9
83
Bathing Resident
(continued)
• Purpose of Bathing
(continued)
–Refreshes, relaxes and
promotes physical
comfort
–Removes odors
–Allows for evaluation of
skin condition
DHSR Approved Curriculum-Unit 9
84
9.17.1 Discuss the various methods of
bathing a resident.
DHSR Approved Curriculum-Unit 9
85
Bathing Resident
• Methods of Bathing
–Partial bath
–Complete bed
bath
–Tub bath
–Shower
DHSR Approved Curriculum-Unit 9
86
9.17.2 Identify guidelines for bathing a
resident.
DHSR Approved Curriculum-Unit 9
87
Guidelines for Bathing
• Receive instructions
from supervisor
regarding method of
bathing and skin care
products to use
• Provide privacy
• Reduce drafts by closing
windows, drapes and
doors
DHSR Approved Curriculum-Unit 9
88
Guidelines for Bathing
(continued)
• Use good body mechanics
• Keep covered for warmth and privacy
• Protect safety of resident:
–never leave unattended in bathtub
or shower
–take precautions to prevent slips
and falls
–have temperature no higher than
105°F for tub or shower
DHSR Approved Curriculum-Unit 9
89
Guidelines for Bathing
(continued)
• Rinse skin completely if not using
no-rinse product
• Encourage to do as much as
possible for self
• Pat skin dry
• Observe condition of skin
DHSR Approved Curriculum-Unit 9
90
9.17.3 Observe the condition of the
skin and report any unusual
observations.
DHSR Approved Curriculum-Unit 9
91
Skin Observations While Bathing
• Color of skin, lips, nail
beds and sclera of eyes
• Location and description
of rashes
• Dry skin
• Bruises or open areas on
skin
DHSR Approved Curriculum-Unit 9
92
Skin Observations While Bathing
(continued)
• Pale or reddened
areas, especially over
bony parts
• Drainage or bleeding
from wounds or orifices
• Skin temperature
• Complaints of pain or
discomfort
DHSR Approved Curriculum-Unit 9
93
DHSR Approved Curriculum-Unit 9
94
9.18
Demonstrate the procedure for
giving a complete bed bath and
partial bath.
DHSR Approved Curriculum-Unit 9
95
9.19
Demonstrate the procedure for
giving a tub bath or shower.
DHSR Approved Curriculum-Unit 9
96
DHSR Approved Curriculum-Unit 9
97
9.20
Discuss giving perineal care.
DHSR Approved Curriculum-Unit 9
98
Perineal Care
• Used to clean genital and anal areas
–Prevents infection
–Prevents odors
–Promotes comfort
DHSR Approved Curriculum-Unit 9
99
Perineal Care
• Rules of medical asepsis and
Standard Precautions followed
–Work from cleanest to dirtiest area
(front to back)
• urethral area – cleanest
• anal area – dirtiest
DHSR Approved Curriculum-Unit 9
100
Perineal Care
(continued)
• Delicate area that needs special care
–Use warm water
–Wash gently
–Rinse well
–Pat dry
DHSR Approved Curriculum-Unit 9
101
DHSR Approved Curriculum-Unit 9
102
9.21
Demonstrate giving perineal
care.
DHSR Approved Curriculum-Unit 9
103
DHSR Approved Curriculum-Unit 9
104
9.22
Discuss giving a back rub.
DHSR Approved Curriculum-Unit 9
105
Giving A Back Rub
• Purpose
–Stimulate circulation
–Prevent skin
breakdown
–Soothing
–Refreshing
DHSR Approved Curriculum-Unit 9
106
Giving A Back Rub
(continued)
• Use a combination of strokes
–Long, smooth strokes – relaxing
–Short, circular strokes – stimulating
• Use warmed lotion applied with
palms of hands
• Rub 3 - 5 minutes
DHSR Approved Curriculum-Unit 9
107
DHSR Approved Curriculum-Unit 9
108
9.23
Demonstrate giving a back rub.
DHSR Approved Curriculum-Unit 9
109
DHSR Approved Curriculum-Unit 9
110