After reading Mrs F’s care plan, it states that she prefers a female care staff to assist her with any daily living needs she requires. Mrs F has no specific preference to how she is moved, and is able to move with the support of one care staff. I also check Mrs F’s Norton Scale risk assessment which states that she is at high risk of pressure area breakdown, and therefore it is essential I check to see if she has any pressure breakdowns.
Upon entering the room, I assist Mrs F will putting in her hearing aid, ensuring it is on the correct setting and volume. Once Mrs F can hear me, I ask her if she is ready to move, to which she replies she is. I explain the Mrs F that I am going to help her stand up from the bed, and take her into the bathroom, for her to use the facilities and to get washed and dressed, to which she agrees to.
I inform Mrs F that I will return shortly, as I need to put on PPE. I walk to the bathroom and thoroughly wash and dry my hands. This is important as it reduces the risk of cross infection. Cross infection is the transferring of harmful bacteria from one person, object or place to another. Transferring of bacteria can be done by human contact, bodily fluids or food. I then apply gloves and an apron, and go back to Mrs F’s room.
As I walk through her room, I assess the environment to see if there are any obstacles which may prevent Mrs F from standing up correctly, and walking to the bathroom without any risks or hazards. As I walk through her room, I move her over-the-bed table to one side of the room, as this could pose a hazard for Mrs F. After assessing the rest of the room, I feel it is now safe to move Mrs F.
As Mrs F is still laying in bed at this point, I have two movements to do. One is to get her from laying down, to sitting up, and the other to standing up. I ask Mrs F is she could roll towards me, but not too far as she would fall out the bed. I then ask Mrs F to swing her legs over the side of the bed, then to push up with her hands, allowing her to be in a sitting up position. Mrs F does so, and I give her some time to regain her balance.
I then ask Mrs F if she is ready to stand up, to which she is. I put on Mrs F’s slippers as this reduces the risk of her feet slipping on the floor. I then ask Mrs F to place both hands by either side of her on the bed. I then place my own hand on the bottom of her back, providing support and balance for when she stands. I ask Mrs F to push down with her hands, in order to stand up. As Mrs F is pushing down with her hands, I gently push Mrs F to give her extra support, and keep my hand there to provide balance in case she falls back onto the bed. Mrs F then puts her hands on the zimmer frame, and I ask her if she has got her balance, to which she has. I then move my hand from the bottom of Mrs F’s back.
I walk with Mrs F to her wardrobe and ask her what she would like to wear today. After Mrs F has chosen her clothes, I then take her into the bathroom. I help Mrs F to sit on the toilet, and stand outside the bathroom whilst she uses the facilities.
Once Mrs F has finished, I then re-enter the bathroom, I remove the incontinence pad and put it to one-side and start running the water into the sink. I ask Mrs F if she would prefer to use soap or shower gel. Mrs F chooses soap. After filling the sink, I put soap and water on the flannel and hand it to Mrs F to wash her face. Mrs F then dries her face. I then assist Mrs F with removing her nightdress, and place a towel round her to maintain Mrs F’s dignity. Due to Mrs F being at high risk of pressure area breakdown, I ask her if she minds me checking areas for any signs on redness or breakdown. Mrs F agrees. I check Mrs F’s shoulders and elbows; there are no red marks or breakdown areas. I then hand Mrs F the flannel once again, and ask her to wash her front. After this, Mrs F asks me to assist her with washing her back, which I do. I ask Mrs F if she would like talcum powder on, which she does. I place some talcum powder in Mrs F’s hands, and she applies it where she would like it. I then ask Mrs F if she would like any on her back, which she would.
I then assist Mrs F will putting on her vest. However, as Mrs F puts on her vest, she knocks out her hearing aid. I assist Mrs F with putting it back in, but it doesn’t work. I change the settings and volume, but Mrs F is still unable to hear me. I change the batteries, which still doesn’t resolve the problem. I know have to interpret actions in order to finish assisting Mrs F with washing and dressing. Once Mrs F’s vest is on, I move my hands in an upwards motion, to signify standing up. As Mrs F has a raised toilet seat with arms, I point to the arms of the seat signifying Mrs F to place her hands on the arms of the seat, and once again, I will place my hand at the bottom of her back, to help her stand. As I need to permission of Mrs F to check her hips and buttocks for pressure area breakdown, I write down on a piece of paper ‘can I check if you have any red marks?’ However, Mrs F finds it difficult to read what is on the paper.
As Mrs F doesn’t know where her glasses are, I move the paper backwards and forwards in the hope of Mrs F being able to focus. Although Mrs F can’t read it properly, she deciphers that the paper says ‘can I look’. Mrs F then states that I can check whatever I need to. After checking these areas, again, there are no signs of redness or pressure breakdown. I hand Mrs F the flannel, for her to wash herself underneath. I then handed Mrs F the towel for her to dry herself. Once Mrs F was dry, I sit her back down onto the toilet to assist her to finish getting dressed. I assist Mrs F with putting on her underwear and incontinence pad. I also put on her trousers.
As Mrs F has stated that I can check what I need to, I check Mrs F’s heels and there is no sign of redness or pressure breakdown. I then put on Mrs F’s slippers. Before standing Mrs F up, I help her put on the top she has chosen. Once Mrs F is ready, I once again go through with Mrs F how we are going to stand her up. I count to three, and I help her stand up.
Once stood up, Mrs F pulls up her underwear and trousers. Once her underwear and trousers are pulled up, I hand Mrs F her comb in order for her to brush her hair. I place my hand at the bottom of her back to help her keep her balance whilst she brushes her hair. Once Mrs F’s hair is brushed. I lead her out of the bathroom, and ask her if she is ready for breakfast, to which she is.
I sit Mrs F down in her room whilst I dispose of my apron and gloves, the incontinence pad and any dirty washing from the room. I leave the room, and go to the bathroom, where I dispose of the incontinence pad into a yellow clinical bin. I then take the dirty clothes to the laundry and place them in the correctly coloured bin, which are red for towels and flannels, white for underwear and light garments and blue for dark garments.
I then go back to the bathroom, and remove my gloves and apron, disposing of them in the yellow clinical bin. I then go over to the sink and thoroughly wash and dry my hands. After doing this, I go back to Mrs F’s room and signify to Mrs F the motions of eating and drinking, symbolising breakfast. Mrs F understands this motion and says she would love a cup of tea and something to eat.
I repeat the routine for the benefit of Mrs F in respect placing her hands on the arms of the chair, to help her stand up I place my hand on the bottom of her back, to assist her standing. Once standing, I guide Mrs F out of her room, and sit her down at the breakfast table.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 30 October 2016
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