always think twice: nursing diagnosis Damage to verbal communication

Damage to verbal communication

Definition:

Circumstances where an individual has, or can decline the ability to send or receive messages (eg; have difficulty exchanging thoughts, ideas, or desires)

Related factors:

Patofisiologis

Associated with mental disorders, thoughts that are not realistic

Schizophrenic disorders

Delusional disorders

Psychotic Disorders

Paranoid disorders

Damage associated with motor function of the muscles to speak

Associated with temporal or frontal lobe ischemic

(Cerebral Damage)

Aphasia expressive or receptive

Cerebrovascular injury

Brain damage (eg, birth trauma)

Central nervous system depression / increase in intra-cranial pressure

Tumors (head, neck, or spinal cord)

Mental retardation

Chronic cerebral hypoxia

(Neurological damage)

Quadriplegia

Nervous system diseases (miastenia, multiple sclerosis, muscular dystrophy)

Vocal cord paralysis

Associated with damage to the ability to produce sound

Damage to the respiratory (shortness of breath)

Laryngeal edema / infection

Oral deformities

Cleft lip or palate

Maloklusi or jaw fracture

Losing teeth

Disatria

Associated with hearing damage

Action

Associated with damage to the ability to produce sound

Tracheal intubation

Tracheostomy / tracheotomy / laringektomi

Operation head, face, neck, or mouth

Pain (throat or mouth)

Lethargy effects of anesthesia

Situational

Associated with decreased attention

Fatigue

Anger

Anxiety (severe / panic)

Painful

Associated with psychological barrier (eg, fear, shame)

Associated with less privacy

Associated with loss of recent memory

Maturisional

Associated with sensory stimuli

(Old age)

Associated with hearing damage

Major data:

Refusing to speak.

Damage to the ability to speak.

Talking is not appropriate or do not speak or does not respond.

Minor data:

The inability to speak the dominant language.

Stuttering.

Disatria.

Aphasia.

Problems in finding the right words.

The statement did not understand or misunderstand.

Criteria results:

Individuals will

1. Wearing hearing aids (if appropriate)

2. Receive messages through alternative methods (eg, written communication, sign language, speak clearly on the good ear).

3. Showed an increased ability to communicate.

4. Improving the ability to understand.

5. Said the decrease in frustration in communicating.

Intervention:

1. Use the factors that improve hearing and understanding.

a. Talk with a bright and clear, facing towards the client.

b. Reduce noise in the room who did not pelu

- Only one person spoke

- Be aware of background noises (eg, closing the door, turn off the TV or radio).

c. Repeat, then shorten, if clients do not seem to understand all purposes.

d. Use the touch and movement to enhance communication.

e. If the client is only able to understand sign language, providing interpreters / translators as often as possible.

f. If the client is in a group, place the client dibarisan forefront.

g. Approach the client from the side where the hearing function better.

h. If the client can read lips, dealing with clients and speak slowly and clearly.

2. Provide alternative methods of communication other

a. Use paper and pencil, the letters of the alphabet, hand gesture, wink, nod hand, the bell signaling.

b. Create cards with pictures or words commonly used phrases. (Eg, wetting my lips, move my feet, a glass of water pot)

c. Instruct the client to appoint, use movement and phantomim.

d. Konsulkan to a speech pathologist for assistance in obtaining a card that contains the words or images.

3. Provide quiet environment.

a. Use your normal voice and speak not in a hurry with a short phrase.

b. Encourage people to use the dam enough talk time to use the word carefully with a clear lip movement.

c. Reduce external interference.

d. Pause a conversation if the client is tired.

4. Use techniques to enhance understanding.

a. Face to face individual and maintain eye contact, if possible.

b. Use one step commands an uncomplicated and direct.

c. Make sure only one person is speaking.

d. Encourage the use of movement and phantomim.

e. Match the words with movement, use the pictures.

f. End the conversation with a record of success (eg, back at the crux of which is easier)

g. Use words that dama for the same tasks.

5. Make a concerted effort to understand when the individual is speaking.

a. Give enough time to hear if the individual speaks slowly.

b. Individual messages with a hard reset to make sure.

c. Respond to all attempts to speak, although not understood. (Eg, “I really do not know what you are saying, can you try to say it again?”)

d. Ignore errors and inappropriate words.

e. Do not pretend to understand jija you do not understand.

f. Give individuals to respond, do not cut, give the words only occasionally.

6. Teach techniques to improve the talk.

a. Ask the individual to slow to speak, and pronounce each word with clarity, while giving an example.

b. Encourage individuals to speak with short phrases.

c. Suggest to speak with a slower speed or breathe before speaking.

d. Encourage individuals to take time and concentrate on the formation of words.

e. Ask individuals to write messages or create an image if it difficult to communicate verbally.

f. Encourage individuals to speak in short sentences.

g. Ask questions that can be answered with “yes” or “no.”

h. Focus on the present moment, avoiding controversial topics, emotional, abstract, or too long.

7. Expressed frustration the problem of the inability to communicate, explain that patience is needed by nurses and individuals who are trying to speak.

8. provide an opportunity to make decisions about treatment (eg, “Would you prefer orange juice or apple juice?”)

9. Teach techniques to those nearest and repeated approaches to improve communication.

10. if you need a translator, try to plan a routine visit that individual person to understand language.