DELIRIUM, DEMENTIA, AND AMNESTIC DISORDERS

DISTURBED SENSORY PERCEPTION (Specify)

Definition: Change in the amount or patterning of incoming stimuli accompanied by a diminished,
exaggerated, distorted, or impaired response to such stimuli.

Possible Etiologies ("related to")

[Alteration in structure/function of brain tissue, secondary to the following conditions:

Advanced age
Vascular disease
Hypertension
Cerebral hypoxia
Abuse of mood- or behavior-altering substances
Exposure to environmental toxins
Various other physical disorders that predispose to cerebral abnormalities (see Predisposing Factors)]

Defining Characteristics ("evidenced by")

[Disorientation to time, place, person, or circumstances]
[Inability to concentrate]
[Visual and auditory distortions]
Inappropriate responses
[Talking and laughing to self]
[Suspiciousness]
Hallucinations

Goals/Objectives

Short-Term Goal

With assistance from caregiver, client will maintain orientation to time, place, person, and circumstances
for specified period of time.

Long-Term Goal

Client will demonstrate accurate perception of the environment by responding appropriately to stimuli
indigenous to the surroundings.

Interventions with Selected Rationales

1. Decrease the amount of stimuli in the client's environment (e.g., low noise level, few people,
simple decor). This decreases the possibility of forming inaccurate sensory perceptions.
2. Do not reinforce the hallucination. Let client know that you do not share the perception. Maintain
reality through reorientation and focus on real situations and people. Reality orientation decreases
false sensory perceptions and enhances client's sense of self-worth and personal dignity.
3. Provide reassurance of safety if client responds with fear to inaccurate sensory perception. Client
safety and security is a nursing priority.
4. Correct client's description of inaccurate perception, and describe the situation as it exists in
reality. Explanation of, and participation in, real situations and real activities interferes with the
ability to respond to hallucinations.
 5. Provide a feeling of security and stability in the client's environment by allowing for care to be
given by same personnel on a regular basis, if possible.
6. Teach prospective caregivers how to recognize signs and symptoms of client's inaccurate sensory
perceptions. Explain techniques they may use to restore reality to the situation.

Outcome Criteria

1. With assistance from caregiver, client is able to recognize when perceptions within the
environment are inaccurate.
2. Prospective caregivers are able to verbalize ways to correct inaccurate perceptions and restore
reality to the situation.

SITUATIONAL LOW SELF-ESTEEM

Definition: Development of a negative perception of self-worth in response to a current situation (specify).

Possible Etiologies ("related to")

[Loss of independent functioning]
[Loss of capacity for remembering]
[Loss of capability for effective verbal communication]

Defining Characteristics ("evidenced by")

[Withdraws into social isolation]
[Lack of eye contact]
[Excessive crying alternating with expressions of anger]
[Refusal to participate in therapies]
[Refusal to participate in own self-care activities]
[Becomes increasingly dependent on others to perform ADLs]
Expressions of shame or guilt

Goals/Objectives

Short-Term Goal

Client will voluntarily spend time with staff and peers in dayroom activities within 1 week.

Long-Term Goal

By discharge, client will exhibit increased feelings of self-worth, as evidenced by voluntary participation in
own self-care and interaction with others.

Interventions with Selected Rationales

1. Encourage client to express honest feelings in relation to loss of prior level of functioning.
Acknowledge pain of loss. Support client through process of grieving. Client may be fixed in
anger stage of grieving process, which is turned inward on the self, resulting in diminished self-
esteem.
2. Devise methods for assisting client with memory deficit. Examples follow:
a. Name sign on door identifying client's room.
b. Identifying sign on outside of dining room door.
 c. Identifying sign on outside of restroom door.
d. Large clock, with oversized numbers and hands, appropriately placed.
e. Large calendar, indicating 1 day at a time, with month, day, and year identified in bold
print.
f. Printed, structured daily schedule, with one copy for client and one posted on unit wall.
g. "News board" on unit wall where current national and local events may be posted.

These aids may assist client to function more independently, thereby increasing self-esteem.

3. Encourage client's attempts to communicate. If verbalizations are not understandable, express to

client what you think he or she intended to say. It may be necessary to reorient client frequently.
The ability to communicate effectively with others may enhance self-esteem.
4. Encourage reminiscence and discussion of life review. Also discuss present-day events. Sharing
picture albums, if possible, is especially good. Reminiscence and life review help the client
resume progression through the grief process associated with disappointing life events and
increase self-esteem as successes are reviewed.
5. Encourage participation in group activities. Caregiver may need to accompany client at first, until
he or she feels secure that the group members will be accepting, regardless of limitations in verbal
communication. Positive feedback from group members will increase self-esteem.
6. Offer support and empathy when client expresses embarrassment at inability to remember people,
events, and places. Focus on accomplishments to lift self-esteem.
7. Encourage client to be as independent as possible in self-care activities. Provide written schedule
of tasks to be performed. Intervene in areas where client requires assistance. The ability to
perform independently preserves self-esteem.

Outcome Criteria

1. Client initiates own self-care according to written schedule and willingly accepts assistance as
needed.

2. Client interacts with others in group activities, maintaining anxiety at minimal level in response to
difficulties with verbal communication.

CAREGIVER ROLE STRAIN

Definition: Difficulty in performing caregiver role.

Possible Etiologies ("related to")

Severity of care receiver’s illness
Chronicity of care receiver’s illness
24-hour care responsibilities
Insufficient recreation
Unrealistic expectations by care receiver
Inadequate physical environment for providing care
Insufficient finances
Lack of support

Defining Characteristics ("evidenced by")

Apprehension about possible institutionalization of care receiver
Apprehension about future regarding care receiver’s health and caregiver’s ability to provide care
Difficulty performing required activities
Inability to complete caregiving tasks
Apprehension about care receiver’s care when caregiver is ill or deceased
Goals/Objectives

Short-Term Goal

Caregivers will verbalize understanding of ways to facilitate the caregiver role.

Long-Term Goal

Caregivers will demonstrate effective problem-solving skills and develop adaptive coping mechanisms to
regain equilibrium.

Interventions with Selected Rationales

1. Assess caregivers' ability to anticipate and fulfill client's unmet needs. Provide information to
assist caregivers with this responsibility. Caregivers may be unaware of what client will
realistically be able to accomplish. They may be unaware of the progressive nature of the
illness.

2. Ensure that caregivers are aware of available community support systems from which they can
seek assistance when required. Examples include adult day-care centers, housekeeping and
homemaker services, respite care services, or perhaps a local chapter of the Alzheimer's Disease
and Related Disorders Association (ADRDA). This organization sponsors a nationwide 24-hour
hotline (1-800-272-3900) to provide information and to link families who need assistance with
nearby chapters and affiliates. Caregivers require relief from the pressures and strain of
providing 24-hour care for their loved one. Studies have shown that elder abuse arises out of
caregiving situations that place overwhelming stress on the caregivers.

3. Encourage caregivers to express feelings, particularly anger. Release of these emotions can serve
to prevent psychopathology, such as depression or psychophysiologic disorders, from occurring.

4. Encourage participation in support groups composed of members with similar life situations.
Hearing others who are experiencing the same problems discuss ways in which they have coped
may help caregiver form more adaptive strategies. Individuals who are experiencing similar life
situations provide empathy and support for each other.

Outcome Criteria

1. Caregivers are able to problem solve effectively regarding care of elderly client.
2. Caregivers demonstrate adaptive coping strategies for dealing with stress of caregiver role.
3. Caregivers openly express feelings.
4. Caregivers express desire to join support group of other caregivers.

SUBSTANCE-RELATED DISORDERS

RISK FOR INJURY

Definition: At risk for injury as a result of [internal or external] environmental conditions interacting with
the individual's adaptive and defensive resources.
Related/Risk Factors ("related to")
[Substance intoxication]
[Substance withdrawal]
[Disorientation]
[Seizures]
[Hallucinations]
[Psychomotor agitation]
[Unstable vital signs]
[Delirium]
[Flashbacks]
[Panic level of anxiety]

Goals/Objectives

Short-Term Goal

Client's condition will stabilize within 72 hours.

Long-Term Goal

Client will not experience physical injury.

Interventions with Selected Rationales

1. Assess client's level of disorientation to determine specific requirements for safety. Knowledge of
client's level of functioning is necessary to formulate appropriate plan of care.
2. Obtain a drug history, if possible, to determine
a. Type of substance(s) used.
b. Time of last ingestion and amount consumed.
c. Length and frequency of consumption.
d. Amount consumed on a daily basis.
3. Obtain urine sample for laboratory analysis of substance content. Subjective history is often not
accurate. Knowledge regarding substance ingestion is important for accurate assessment of
client condition.
4. Place client in quiet, private room. Excessive stimuli increase client agitation.
5. Institute necessary safety precautions:
a. Observe client behaviors frequently; assign staff on one-to-one basis if condition is
warranted; accompany and assist client when ambulating; use wheelchair for transporting
long distances.
b. Be sure that side rails are up when client is in bed.
c. Pad headboard and side rails of bed with thick towels to protect client in case of seizure.
d. Use mechanical restraints as necessary to protect client if excessive hyperactivity
accompanies the disorientation.

Client safety is a nursing priority.

6. Ensure that smoking materials and other potentially harmful objects are stored outside client's
access. Client may harm self or others in disoriented, confused state.
7. Frequently orient client to reality and surroundings. Disorientation may endanger client safety if
he or she unknowingly wanders away from safe environment.
8. Monitor vital signs every 15 minutes initially and less frequently as acute symptoms subside. Vital
signs provide the most reliable information regarding client condition and need for medication
during acute detoxification period.
 9. Follow medication regimen, as ordered by physician. Common medical intervention for
detoxification from the following substances includes
a. Alcohol. Chlordiazepoxide (Librium) is given orally every 4 to 8 hours in decreasing
doses until withdrawal is complete. In clients with liver disease, accumulation of the
longer-acting agents, such as chlordiazepoxide, may be problematic, and the use of the
shorter-acting benzodiazepine oxazepam (Serax) is more appropriate. Some physicians
may order anticonvulsant medication to be used prophylactically; however, this is not a
universal intervention. Multivitamin therapy, in combination with daily thiamine (either
orally or by injection), is a common protocol.
b. Narcotics. Narcotic antagonists, such as naloxone (Narcan), nalorphine (Nalline), or
levallorphan (Lorfan), are administered intravenously for narcotic overdose. Withdrawal
is managed with rest and nutritional therapy. Substitution therapy may be instituted to
decrease withdrawal symptoms, with the use of propoxyphene (Darvon) for weaker
effects or methadone (Dolophine) for longer effects.
c. Depressants. Substitution therapy may be instituted to decrease withdrawal symptoms
using a long-acting barbiturate, such as phenobarbital (Luminal). Some physicians
prescribe oxazepam as needed for objective symptoms, gradually decreasing the dosage
until the drug is discontinued.
d. Stimulants. Treatment of overdose is geared toward stabilization of vital signs.
Intravenous antihypertensives may be used, along with intravenous diazepam (Valium) to
control seizures. Chlordiazepoxide may be administered orally for the first few days
while the client is "crashing."
e. Hallucinogens and Cannabinols. Medications are normally not prescribed for
withdrawal from these substances. However, in the event of overdose, diazepam or
chlordiazepoxide may be given as needed to decrease agitation.

Outcome Criteria

1. Client is no longer exhibiting any signs or symptoms of substance intoxication or withdrawal.

2. Client shows no evidence of physical injury obtained during substance intoxication or withdrawal.

DEFICIENT KNOWLEDGE (Effects of Substance Abuse on the Body)

Definition: Absence or deficiency of cognitive information related to [the effects of substance abuse on the
body and its interference with achievement and maintenance of optimal wellness].

Possible Etiologies ("related to")

Lack of interest in learning
[Low self-esteem]
[Denial of need for information]
[Denial of risks involved with substance abuse]
Unfamiliarity with information resources

Defining Characteristics ("evidenced by")

[Abuse of substances]
[Statement of lack of knowledge]
[Statement of misconception]
[Request for information]
Verbalization of the problem

Goals/Objectives

Short-Term Goal
Client will be able to verbalize effects of [substance used] on the body after implementation of teaching
plan.

Long-Term Goal

Client will verbalize the importance of abstaining from use of [substance] in order to maintain optimal
wellness.

Interventions with Selected Rationales

1. Assess client's level of knowledge regarding effects of [substance] on body. Baseline assessment
of knowledge is required in order to develop appropriate teaching plan for client.
2. Assess client's level of anxiety and readiness to learn. Learning does not take place beyond
moderate level of anxiety.
3. Determine method of learning that is most appropriate for client (e.g., discussion, question and
answer, use of audio or visual aids, oral or written method). Level of education and development
are important to consider in the selection of methodology.
4. Develop teaching plan, including measurable objectives for the learner. Measurable objectives
provide criteria for evaluation of the teaching experience.
5. Include significant others, if possible. Lifestyle changes often affect all family members.
6. Implement teaching plan at a time that facilitates, and in a place that is conducive to, optimal
learning (e.g., in the evening when family members visit, in an empty, quiet classroom or group
therapy room). Learning is enhanced in an environment with few distractions.
7. Begin with simple concepts and progress to more complex ones. Retention is increased if
introductory material is easy to understand.
8. Include information on physical effects of [substance], its capacity for physiological and
psychological dependence, its effects on family functioning, its effects on a fetus (and the
importance of contraceptive use until abstinence has been achieved), and the importance of regular
participation in an appropriate treatment program.
9. Provide activities for client and significant others to actively participate in during the learning
exercise. Active participation increases retention.
10. Ask client and significant others to demonstrate knowledge gained by verbalizing information
presented. Verbalization of knowledge gained is a measurable method of evaluating the
teaching experience.
11. Provide positive feedback for participation, as well as for accurate demonstration of knowledge
gained. Positive feedback enhances self-esteem and encourages repetition of acceptable
behaviors.
12. Evaluate teaching plan. Identify strengths and weaknesses and any changes that may enhance the
effectiveness of the plan.

Outcome Criteria

1. Client is able to verbalize effects of [substance] on the body.

2. Client verbalizes understanding of risks involved in use of [substance].
3. Client is able to verbalize community resources for obtaining knowledge and support with
substance-related problems.

SCHIZOPHRENIA AND OTHER PSYCHOTIC DISORDERS

DISTURBED THOUGHT PROCESSES
Definition: Disruption in cognitive operations and activities.

Possible Etiologies ("related to")

[Inability to trust]
[Panic level of anxiety]
[Low self-esteem]
[Inadequate support systems]
[Negative role model]
[Repressed fears]
[Underdeveloped ego]
[Possible hereditary factor]

Defining Characteristics ("evidenced by")

[Suspiciousness of others, resulting in

• Alteration in societal participation

• Inability to meet basic needs
• Inappropriate use of defense mechanisms]

Hypervigilance
Distractibility
Inappropriate non--reality-based thinking
Inaccurate interpretation of environment

Goals/Objectives

Short-Term Goal

Client will develop trust in at least one staff member within 1 week.

Long-Term Goal

Client will demonstrate use of more adaptive coping skills, as evidenced by appropriateness of interactions
and willingness to participate in the therapeutic community.

Interventions with Selected Rationales

1. Encourage same staff to work with client as much as possible in order to promote development of
trusting relationship.

2. Avoid physical contact. Suspicious clients may perceive touch as a threatening gesture.

3. Avoid laughing, whispering, or talking quietly where client can see but not hear what is being said.
Suspicious clients often believe others are discussing them, and secretive behaviors reinforce
the paranoid feelings.

4. Be honest and keep all promises. Honesty and dependability promote a trusting relationship.
 5. A creative approach may have to be used to encourage food intake (e.g., canned food and client’s
own can opener or family-style meals). Suspicious clients may believe they are being poisoned
and refuse to eat food from the individually prepared tray.

6. Mouth checks may be necessary after medication administration to verify that client is
swallowing the tablets or capsules. Suspicious clients may believe they are being poisoned with
their medication and attempt to discard the pills.

7. Activities should never include anything competitive. Activities that encourage a one- to-one
relationship with the nurse or therapist are best. Competitive activities are very threatening to
suspicious clients.

8. Encourage client to verbalize true feelings. The nurse should avoid becoming defensive when
angry feelings are directed at him or her. Verbalization of feelings in a nonthreatening
environment may help client come to terms with long-unresolved issues.

9. An assertive, matter-of-fact, yet genuine approach is the least threatening to the suspicious person.
The suspicious client does not have the capacity to relate to an overly friendly, overly cheerful
attitude.

Outcome Criteria

1. Client is able to appraise situations realistically and to refrain from projecting own feelings onto
the environment.
2. Client is able to recognize and clarify possible misinterpretations of the behaviors and
verbalizations of others.
3. Client eats food from tray and takes medications without evidence of mistrust.
4. Client appropriately interacts and cooperates with staff and peers in therapeutic community
setting.

DEPRESSIVE DISORDERS

SOCIAL ISOLATION/IMPAIRED SOCIAL INTERACTION

Definition: Social isolation is the condition of aloneness experienced by the individual and perceived as
imposed by others and as a negative or threatened state; impaired social interaction is the state in which
an individual participates in an insufficient or excessive quantity or ineffective quality of social exchange.

Possible Etiologies ("related to")

[Developmental regression]
[Egocentric behaviors (which offend others and discourage relationships)]
Disturbed thought processes [delusional thinking]
[Fear of rejection or failure of the interaction]
[Impaired cognition fostering negative view of self]
[Unresolved grief]
Absence of available significant others or peers

Defining Characteristics ("evidenced by")

Sad, dull affect
Being uncommunicative, withdrawn; lacking eye contact
Preoccupation with own thoughts; performance of repetitive, meaningless actions
Seeking to be alone
[Assuming fetal position]
Expression of feelings of aloneness or rejection
Verbalization or observation of discomfort in social situations
Dysfunctional interaction with peers, family, and others

Goals/Objectives

Short-Term Goal

Client will develop trusting relationship with nurse or counselor within reasonable period of time.

Long-Term Goals

1. Client will voluntarily spend time with other clients and nurse or therapist in group activities by
discharge from treatment.

2. Client will refrain from using egocentric behaviors that offend others and discourage relationships
by discharge from treatment.

Interventions with Selected Rationales

1. Spend time with client. This may mean just sitting in silence for a while. Your presence may help
improve client's perception of self as a worthwhile person.
2. Develop a therapeutic nurse-client relationship through frequent, brief contacts and an accepting
attitude. Show unconditional positive regard. Your presence, acceptance, and conveyance of
positive regard enhance the client's feelings of self-worth.
3. After client feels comfortable in a one-to-one relationship, encourage attendance in group
activities. May need to attend with client the first few times to offer support. Accept client's
decision to remove self from group situation if anxiety becomes too great. The presence of a
trusted individual provides emotional security for the client.
4. Verbally acknowledge client's absence from any group activities. Knowledge that his or her
absence was noticed may reinforce the client's feelings of self-worth.
5. Teach assertiveness techniques. Interactions with others may be negatively affected by client's use
of passive or aggressive behaviors. Knowledge of assertive techniques could improve client's
relationships with others.
6. Provide direct feedback about client's interactions with others. Do this in a nonjudgmental manner.
Help client learn how to respond more appropriately in interactions with others. Teach client skills
that may be used to approach others in a more socially acceptable manner. Practice these skills
through role play. Client may not realize how he or she is being perceived by others. Direct
feedback from a trusted individual may help alter these behaviors in a positive manner.
Practicing these skills in role play facilitates their use in real situations.
7. The depressed client must have a lot of structure in his or her life because of impairment in
decision-making and problem-solving ability. Devise a plan of therapeutic activities and provide
client with a written time schedule. Remember: The client who is moderately depressed feels best
early in the day, whereas the severely depressed individual feels better later in the day; choose
these times for the client to participate in activities.
8. Provide positive reinforcement for client's voluntary interactions with others. Positive
reinforcement enhances self-esteem and encourages repetition of desirable behaviors.

Outcome Criteria
 1. Client demonstrates willingness and desire to socialize with others.
2. Client voluntarily attends group activities.
3. Client approaches others in appropriate manner for one-to-one interaction.

IMBALANCED NUTRITION: LESS THAN BODY REQUIREMENTS

Definition: Intake of nutrients insufficient to meet metabolic needs.

Possible Etiologies ("related to")

Inability to ingest food because of
[Depressed mood]
[Loss of appetite]
[Energy level too low to meet own nutritional needs]
[Regression to lower level of development]
[Ideas of self-destruction]
Lack of interest in food

Defining Characteristics ("evidenced by")

Loss of weight
Pale conjunctiva and mucous membranes
Poor muscle tone
[Amenorrhea]
[Poor skin turgor]
[Edema of extremities]
[Electrolyte imbalances]
[Weakness]
[Constipation]
[Anemias]

Goals/Objectives

Short-Term Goal

Client will gain 2 lb per week for the next 3 weeks.

Long-Term Goal

Client will exhibit no signs or symptoms of malnutrition by discharge from treatment (e.g., electrolytes and
blood counts will be within normal limits, a steady weight gain will be demonstrated, constipation will be
corrected, client will exhibit increased energy in participation of activities).

Interventions with Selected Rationales

1. In collaboration with dietitian, determine number of calories required to provide adequate nutrition
and realistic (according to body structure and height) weight gain.
2. To prevent constipation, ensure that diet includes foods high in fiber. Encourage client to increase
fluid consumption and physical exercise to promote normal bowel functioning. Depressed clients
are particularly vulnerable to constipation because of psychomotor retardation. Constipation is
also a common side effect of many antidepressant medications.
3. Keep strict documentation of intake, output, and calorie count. This information is necessary to
make an accurate nutritional assessment and to maintain client safety.
4. Weigh client daily. Weight loss or gain is important assessment information.
 5. Determine client's likes and dislikes and collaborate with dietitian to provide favorite foods. Client
is more likely to eat foods that he or she particularly enjoys.
6. Ensure that client receives small, frequent feedings, including a bedtime snack, rather than three
larger meals. Large amounts of food may be objectionable, or even intolerable, to the client.
7. Administer vitamin and mineral supplements and stool softeners or bulk extenders, as ordered by
physician.
8. If appropriate, ask family members or significant others to bring in special foods that client
particularly enjoys.
9. Stay with client during meals to assist as needed and to offer support and encouragement.
10. Monitor laboratory values, and report significant changes to physician. Laboratory values provide
objective data regarding nutritional status.
11. Explain the importance of adequate nutrition and fluid intake. Client may have inadequate or
inaccurate knowledge regarding the contribution of good nutrition to overall wellness.

Outcome Criteria

1. Client has shown a slow, progressive weight gain during hospitalization.

2. Vital signs, blood pressure, and laboratory serum studies are within normal limits.
3. Client is able to verbalize importance of adequate nutrition and fluid intake.

BIPOLAR DISORDER, MANIC

DISTURBED THOUGHT PROCESSES

Definition: A disruption in cognitive operations and activities.

Possible Etiologies ("related to")

[Hereditary factors]
[Biochemical alterations]
[Unmet dependency needs]
[Unresolved grief--denial of depression]

Defining Characteristics ("evidenced by")

Inaccurate interpretation of environment
Hypervigilance
[Altered attention span]--distractibility
Egocentricity
[Decreased ability to grasp ideas
[Inability to follow]
[Impaired ability to make decisions, problem solve, reason]
[Delusions of grandeur]
[Delusions of persecution]
[Suspiciousness]

Goals/Objectives

Short-Term Goal

Within 1 week, client will be able to recognize and verbalize when thinking is non--reality based.

Long-Term Goal
Client will experience no delusional thinking by discharge from treatment.

Interventions with Selected Rationales

1. Convey your acceptance of client's need for the false belief, while letting him or her know that you
do not share the delusion. A positive response would convey to the client that you accept the
delusion as reality.

2. Do not argue or deny the belief. Use reasonable doubt as a therapeutic technique: "I find that hard
to believe."' Arguing with the client or denying the belief serves no useful purpose, because
delusional ideas are not eliminated by this approach, and the development of a trusting
relationship may be impeded.

3. Use the techniques of consensual validation and seeking clarification when communication
reflects alteration in thinking. (Examples: "Is it that you mean . . . ?" or "I don't understand what
you mean by that. Would you please explain?") These techniques reveal to the client how he or
she is being perceived by others, and the responsibility for not understanding is accepted by the
nurse.

4. Reinforce and focus on reality. Talk about real events and real people. Use real situations and
events to divert client from long, tedious, repetitive verbalizations of false ideas.

5. Give positive reinforcement when client is able to differentiate between reality-based and non--
reality-based thinking. Positive reinforcement enhances self-esteem and encourages repetition
of desirable behaviors.

6. Teach client to intervene, using thought-stopping techniques, when irrational thoughts prevail.
Thought stopping involves using the command "Stop!" or a loud noise (e.g., hand clapping) to
interrupt unwanted thoughts. This noise or command distracts the individual from the
undesirable thinking, which often precedes undesirable emotions or behaviors.

7. Use touch cautiously, particularly if thoughts reveal ideas of persecution. Clients who are
suspicious may perceive touch as threatening and may respond with aggression.

Outcome Criteria

1. Thought processes reflect an accurate interpretation of environment.

2. Client is able to recognize thoughts that are not based in reality and to intervene to stop their
progression.

ADJUSTMENT DISORDER

RISK FOR VIOLENCE: SELF-DIRECTED OR OTHER-DIRECTED

Definition: Behaviors in which an individual demonstrates that he or she can be physically, emotionally,
and/or sexually harmful to self or to others.

Related/Risk Factors ("related to")

[Fixation in earlier level of development]
[Negative role modeling]
[Dysfunctional family system]
[Low self-esteem]
[Unresolved grief]
[Psychic overload]
[Extended exposure to stressful situation]
[Lack of support systems]
[Biological factors, such as organic changes in the brain]
Body language---rigid posture, clenching of fists and jaw, hyperactivity, pacing, breathlessness, and
threatening stances
History or threats of violence toward self or others or of destruction to property of others
Impulsivity
Suicidal ideation, plan, available means
[Anger; rage]
[Increasing anxiety level]
[Depressed mood]

Goals/Objectives

Short-Term Goals

1. Client will seek out staff member when hostile or suicidal feelings occur.
2. Client will verbalize adaptive coping strategies to use when hostile or suicidal feelings occur.

Long-Term Goals

1. Client will demonstrate adaptive coping strategies to use when hostile or suicidal feelings occur.
2. Client will not harm self or others.

Interventions with Selected Rationales

1. Observe client's behavior frequently. Do this through routine activities and interactions; avoid
appearing watchful and suspicious. Close observation is required so that intervention can occur
if required to ensure client's (and others') safety.
2. Observe for suicidal behaviors: verbal statements, such as "I'm going to kill myself'" and "Very
soon my mother won't have to worry herself about me any longer," and nonverbal behaviors, such
as mood swings and giving away cherished items. Clients who are contemplating suicide often
give clues regarding their potential behavior. The clues may be very subtle and require keen
assessment skills on the part of the nurse.
3. Determine suicidal intent and available means. Ask direct questions, such as "Do you plan to kill
yourself?" and "How do you plan to do it?" The risk of suicide is greatly increased if the client
has developed a plan and particularly if the client has means to execute the plan.
4. Obtain verbal or written contract from client agreeing not to harm self and to seek out staff if
suicidal ideation occurs. Discussion of suicidal feelings with a trusted individual provides a
degree of relief to the client. A contract gets the subject out in the open and places some of the
responsibility for his or her safety with the client. An attitude of acceptance of the client as a
worthwhile individual is conveyed.
5. Assist client to recognize when anger occurs and to accept those feelings as his or her own. Have
client keep an "anger notebook," in which feelings of anger experienced during a 24-hour period
are recorded. Information regarding source of anger, behavioral response, and client's perception
of the situation should also be noted. Discuss entries with client and suggest alternative behavioral
responses for responses identified as maladaptive.
 6. Act as a role model for appropriate expression of angry feelings and give positive reinforcement to
client for attempting to conform. It is vital that the client express angry feelings because suicide
and other self-destructive behaviors are often viewed as the result of anger turned inward onthe
self.
7. Remove all dangerous objects from client's environment (e.g., sharp items, belts, ties, straps,
breakable items, smoking materials). Client safety is a nursing priority.
8. Try to redirect violent behavior with physical outlets for the client's anxiety (e.g., punching bag,
jogging). Physical exercise is a safe and effective way of relieving pent-up tension.
9. Be available to stay with client as anxiety level and tensions begin to rise. The presence of a
trusted individual provides a feeling of security and may help prevent rapid escalation of
anxiety.
10. Staff should maintain and convey a calm attitude to client. Anxiety is contagious and can be
transmitted from staff members to client.
11. Have sufficient staff available to indicate a show of strength to client if necessary. This conveys to
the client evidence of control over the situation and provides some physical security for staff.
12. Administer tranquilizing medications as ordered by physician or obtain an order if necessary.
Monitor client response for effectiveness of the medication and for adverse side effects.
Tranquilizing medications, such as anxiolytics and antipsychotics, are capable of inducing a
calming effect on the client and may prevent aggressive behaviors.
13. Use of mechanical restraints or isolation room may be required if less restrictive interventions are
unsuccessful. Follow policy and procedure prescribed by the institution in executing this
intervention. The Joint Commission on Accreditation of Healthcare Organizations requires that the
physician issue a new order for restraints every 4 hours for adults and every 1 to 2 hours for
children and adolescents. If the client has previously refused medication, administer it after
restraints have been applied. Most states consider this intervention appropriate in emergency
situations or in situations in which a client would likely harm self or others.
14. Observe the client in restraints every 15 minutes (or according to institutional policy). Ensure that
circulation to extremities is not compromised (check temperature, color, pulses). Assist client with
needs related to nutrition, hydration, and elimination. Position client so that comfort is facilitated
and aspiration can be prevented. Client safety is a nursing priority.
15. As agitation decreases, assess client's readiness for restraint removal or reduction. Remove one
restraint at a time, while assessing client's response. This minimizes risk of injury to client and
staff.

Outcome Criteria

1. Anxiety is maintained at a level at which client feels no need for aggression.

2. Client denies any ideas of self-destruction.
3. Client demonstrates use of adaptive coping strategies when feelings of hostility or suicide occur.
4. Client verbalizes community support systems from whom assistance may be requested when
personal coping strategies are not successful.

ANXIETY (MODERATE TO SEVERE)

Definition: A vague uneasy feeling of discomfort or dread accompanied by an autonomic response; the
source is often nonspecific or unknown to the individual; a feeling of apprehension caused by anticipation
of danger. It is an altering signal that warns of impending danger and enables the individual to take
measures to deal with threat.

Possible Etiologies ("related to")

Situational and maturational crises
[Low self-esteem]
[Dysfunctional family system]
[Feelings of powerlessness and lack of control in life situation]
[Retarded ego development]
[Fixation in earlier level of development]

Defining Characteristics ("evidenced by")

Increased tension
Increased helplessness
Overexcited
Apprehensive; fearful
Restlessness
Poor eye contact
Feelings of inadequacy
Sleep disturbance
Focus on the self
Increased cardiac and respiratory rates
[Difficulty learning]

Goals/Objectives

Short-Term Goal

Client will demonstrate use of relaxation techniques to maintain anxiety at manageable level within 7 days.

Long-Term Goal

By discharge from treatment, client will be able to recognize events that precipitate anxiety and intervene to
prevent disabling behaviors.

Interventions with Selected Rationales

1. Be available to stay with client. Remain calm and provide reassurance of safety. Client safety and
security are nursing priorities.
2. Help client identify situation that precipitated onset of anxiety symptoms. Client may be unaware
that emotional issues are related to symptoms of anxiety. Recognition may be the first step in
eliminating this maladaptive response.
3. Review client's methods of coping with similar situations in the past. Discuss ways in which client
may assume control over these situations. In seeking to create change, it would be helpful for
client to identify past responses and to determine whether they were successful and whether
they could be employed again. A sense of control reduces feelings of powerlessness in a
situation, ultimately decreasing anxiety. Client strengths should be identified and used to his or
her advantage.
4. Provide quiet environment. Reduce stimuli: low lighting, few people. Anxiety level may be
decreased in a calm atmosphere with few stimuli.
5. Administer antianxiety medications as ordered by physician, or request order if necessary. Monitor
client's response for effectiveness of the medication as well as for adverse side effects.
Antianxiety medications (e.g., diazepam, chlordiazepoxide, alprazolam) provide relief from the
immobilizing effects of anxiety and facilitate client's cooperation with therapy.
6. Discuss with client signs of increasing anxiety and ways of intervening to maintain the anxiety at a
manageable level (e.g., exercise, walking, jogging, relaxation techniques). Anxiety and tension
can be reduced safely and with benefit to the client through physical activities.

Outcome Criteria
 1. Client is able to verbalize events that precipitate anxiety and to demonstrate techniques to reduce
anxiety.

2. Client is able to verbalize ways in which he or she may gain more control of the environment and
thereby reduce feelings of powerlessness.

INEFFECTIVE COPING
Definition: Inability to form a valid appraisal of the stressors, inadequate choices of practiced responses,
and/or inability to use available resources.

Possible Etiologies ("related to")

Situational crises
Maturational crises
[Inadequate support systems]
[Negative role modeling]
[Retarded ego development]
[Fixation in earlier level of development]
[Dysfunctional family system]
[Low self-esteem]
[Unresolved grief]

Defining Characteristics ("evidenced by")

Inability to meet role expectations
[Alteration in societal participation]
Inadequate problem solving
[Increased dependency]
[Manipulation of others in the environment for purposes of fulfilling own desires]
[Refusal to follow rules]

Goals/Objectives

Short-Term Goal

By the end of 1 week, client will comply with rules of therapy and refrain from manipulating others to
fulfill own desires.

Long-Term Goal

By discharge from treatment, client will identify, develop, and use socially acceptable coping skills.

Interventions with Selected Rationales

1. Discuss with client the rules of therapy and the consequences of noncompliance. Carry out the
consequences matter of factly if rules are broken. Negative consequences may decrease
manipulative behaviors.

2. Do not debate, argue, rationalize, or bargain with the client regarding limit setting on manipulative
behaviors. Ignoring these attempts may decrease manipulative behaviors. Consistency among
all staff members is vital if this intervention is to be successful.
 3. Encourage discussion of angry feelings. Help client identify the true object of the hostility. Provide
physical outlets for healthy release of the hostile feelings (e.g., punching bags, pounding boards).
Verbalizing feelings with a trusted individual may help client work through unresolved issues.
Physical exercise provides a safe and effective means of releasing pent-up tension.

4. Take care not to reinforce dependent behaviors. Encourage client to perform as independently as
possible and provide positive feedback. Independent accomplishment and positive reinforcement
enhance self-esteem and encourage repetition of desirable behaviors.

5. Help client recognize some aspects of his or her life over which a measure of control is
maintained. Recognition of personal control, however minimal, diminishes the feeling of
powerlessness and decreases the need for manipulation of others.

6. Identify the stressor that precipitated the maladaptive coping. If a major life change has occurred,
encourage client to express fears and feelings associated with the change. Assist client through the
problem-solving process:
a. Identify possible alternatives that indicate positive adaptation.
b. Discuss benefits and consequences of each alternative.
c. Select the most appropriate alternative.
d. Implement the alternative.
e. Evaluate the effectiveness of the alternative.
f. Recognize areas of limitation and make modifications. Request assistance with this
process, if needed.

7. Provide positive reinforcement for application of adaptive coping skills and evidence of successful
adjustment. Positive reinforcement enhances self-esteem and encourages repetition of desirable
behaviors.

Outcome Criteria

1. Client is able to verbalize alternative, socially acceptable, and lifestyle-appropriate coping skills
he or she plans to use in response to stress.
2. Client is able to solve problems and independently fulfill activities of daily living.
3. Client does not manipulate others for own gratification.

PSYCHOLOGICAL FACTORS AFFECTING MEDICAL CONDITION

INEFFECTIVE ROLE PERFORMANCE

Definition: Patterns of behavior and self-expression that do not match the environmental context, norms,
and expectations.

Possible Etiologies ("related to")

[Physical illness accompanied by real or perceived disabling symptoms]
[Unmet dependency needs]
[Dysfunctional family system]

Defining Characteristics ("evidenced by")

Change in self-perception of role
Change in [physical] capacity to resume role
[Assumption of dependent role]
Changes in usual patterns of responsibility [because of conflict within dysfunctional family system]

Goals/Objectives

Short-Term Goal

Client will verbalize understanding that physical symptoms interfere with role performance in order to fill
an unmet need.

Long-Term Goal

Client will be able to assume role-related responsibilities by discharge from treatment.

Interventions with Selected Rationales

1. Determine client's usual role within the family system. Identify roles of other family members. An
accurate database is required in order to formulate appropriate plan of care for the client.

2. Assess specific disabilities related to role expectations. Assess relationship of disability to physical
condition. It is important to determine the realism of the client's role expectations.

3. Encourage client to discuss conflicts evident within the family system. Identify how client and
other family members have responded to this conflict. It is necessary to identify specific stressors,
as well as adaptive and maladaptive responses within the system, before assistance can be
provided in an effort to create change.

4. Help client identify the feelings associated with family conflict, the subsequent exacerbation of
physical symptoms, and the accompanying disabilities. Client may be unaware of the
relationship between physical symptoms and emotional problems. An awareness of the
correlation is the first step toward creating change.

5. Help client identify changes he or she would like to see within the family system.

6. Encourage family participation in the development of plans to effect positive change, and work to
resolve the conflict for which the client's sick role provides relief. Input from the individuals who
will be directly involved in the change will increase the likelihood of a positive outcome.

7. Allow all family members’ input into the plan for change: knowledge of benefits and
consequences for each alternative, selection of appropriate alternatives, methods for
implementation of alternatives, formation of alternate plan in the event initial change is
unsuccessful. Family may require assistance with this problem-solving process.

8. Ensure that client has accurate perception of role expectations within the family system. Use role
playing to practice areas associated with client’s role that he or she perceives as painful.
Repetition through practice may help desensitize client to the anticipated distress.

9. As client is able to see the relationship between exacerbation of physical symptoms and existing
conflict, discuss more adaptive coping strategies that may be used to prevent interference with role
performance during times of stress.
Outcome Criteria

1. Client is able to verbalize realistic perception of role expectations.

2. Client is physically able to assume role-related responsibilities.
3. Client and family are able to verbalize plan for attempt at resolving conflict.

BORDERLINE PERSONALITY DISORDER

DISTURBED PERSONAL IDENTITY

Definition: Inability to distinguish between self and nonself.

Possible Etiologies ("related to")

[Failure to complete tasks of separation/individuation stage of development]
[Underdeveloped ego]
[Unmet dependency needs]
[Absence of, or rejection by, parental sex-role model]

Defining Characteristics ("evidenced by")

[Excessive use of projection]
[Uncertainties regarding gender identity]
[Uncertainties about long-term goals or career choice]
[Ambiguous value system]
[Vague self-image]
[Inability to tolerate being alone]
[Feelings of depersonalization and derealization]
[Self-mutilation (cutting, burning) to validate existence of self]

Goals/Objectives

Short-Term Goal

Client will describe characteristics that make him or her a unique individual.

Long-Term Goal

Client will be able to distinguish own thoughts, feelings, behaviors, and image from those of others as the
initial step in the development of a healthy personal identity.

Interventions with Selected Rationales

1. Help client recognize the reality of his or her separateness. Do not try to translate client's thoughts
and feelings into words. Because of blurred ego boundaries, client may believe you can read his
or her mind. For this reason, caution should be taken in the use of empathetic understanding. For
example, avoid statements such as "I know how you must feel about that."
2. Help client recognize separateness from nurse by clarifying which behaviors and feelings belong
to whom. If deemed appropriate, allow client to touch your hand or arm. Touch and physical
presence provide reality for the client and strengthen weak ego boundaries.
 3. Encourage client to discuss thoughts and feelings. Help client recognize ownership of these
feelings rather than projecting them onto others in the environment. Verbalization of feelings in a
nonthreatening environment may help client come to terms with unresolved issues.
4. Confront statements that project client's feelings onto others. Ask client to validate that others
possess those feelings. The expression of reasonable doubt as a therapeutic technique may be
helpful ("I find that hard to believe").
5. If the problem is with gender identity, ask client to describe his or her perception of appropriate
male and female behaviors. Provide information about role behaviors and sex education, if
necessary. Client may require clarification of distorted ideas or misinformation. Convey
acceptance of the person regardless of preferred identity. An attitude of acceptance reinforces
client's feelings of self-worth.
6. Always call client by his or her name. If client experiences feelings of depersonalization or
derealization, orientation to the environment and correction of misperceptions may be helpful.
These interventions help preserve client's feelings of dignity and self-worth.
7. Help client understand that there are more adaptive ways of validating his or her existence than
self-mutilation. Contract with the client to seek out staff member when these feelings occur. A
contract gets the subject out in the open and places some of the responsibility for the client’s
safety with him or her. Client safety is a nursing priority.
8. Work with client to clarify values. Discuss beliefs, attitudes, and feelings underlying his or her
behaviors. Help client identify those values that have been (or are intended to be) incorporated as
his or her own. Care must be taken by the nurse to avoid imposing his or her own value system on
the client. Because of underdeveloped ego and fixation in early developmental level, client may
not have established own value system. In order to accomplish this, ownership of beliefs and
attitudes must be identified and clarified.
9. Use of photographs of the client may help establish or clarify ego boundaries. Photographs may
help increase client's awareness of self as separate from others.
10. Alleviate anxiety by providing assurance to client that he or she will not be left alone. Early
childhood traumas may predispose borderline clients to extreme fears of abandonment.
11. Use of touch is sometimes therapeutic in identity confirmation. Before this technique is used,
however, assess cultural influences and degree of trust. Touch and physical presence provide
reality for the client and strengthen weak ego boundaries.

Outcome Criteria

1. Client is able to distinguish own thoughts and feelings from those of others.
2. Client claims ownership of those thoughts and feelings and does not use projection in relationships
with others.
3. Client has clarified own feelings regarding sexual identity.

ANTISOCIAL PERSONALITY DISORDER

CHRONIC LOW SELF-ESTEEM

Definition: Long-standing negative self-evaluation and feelings about self or self-capabilities.

Possible Etiologies ("related to")

[Lack of positive feedback]
[Unmet dependency needs]
[Retarded ego development]
[Repeated negative feedback, resulting in diminished self-worth]
[Dysfunctional family system]
[Absent, erratic, or inconsistent parental discipline]
[Extreme poverty]

Defining Characteristics ("evidenced by")

[Denial of problems obvious to others]
[Projection of blame or responsibility for problems]
[Grandiosity]
[Aggressive behavior]
[Frequent use of derogatory and critical remarks against others]
[Manipulation of one staff member against another in an attempt to gain special privileges]
[Inability to form close, personal relationships]

Goals/Objectives

Short-Term Goal

Client will verbalize an understanding that derogatory and critical remarks against others reflects feelings
of self-contempt.

Long-Term Goal

Client will experience an increase in self-esteem, as evidenced by verbalizations of positive aspects of self
and lack of manipulative behaviors toward others.

Interventions with Selected Rationales

1. Ensure that goals are realistic. It is important for client to achieve something, so plan for activities
in which success is likely. Success increases self-esteem.
2. Identify ways in which client is manipulating others. Set limits on manipulative behavior. Because
client is unable (or unwilling) to limit own maladaptive behaviors, assistance is required from
staff.
3. Explain consequences of manipulative behavior. All staff must be consistent and follow through
with consequences in a matter-of-fact manner. From the onset, client must be aware of the
outcomes of his or her maladaptive behaviors. Without consistency of follow-through from all
staff, a positive outcome cannot be achieved.
4. Encourage client to talk about his or her behavior, the limits, and the consequences for violation of
those limits. Discussion of feelings regarding these circumstances may assist the client in
achieving a degree of insight into his or her situation.
5. Discuss how manipulative behavior interferes with formation of close, personal relationships.
Client may be unaware of others' perception of him or her and of why these behaviors are not
acceptable to others.
6. Help client identify more adaptive interpersonal strategies. Provide positive feedback for
nonmanipulative behaviors. Client may require assistance with solving problems. Positive
reinforcement enhances self-esteem and encourages repetition of desirable behaviors.
7. Encourage client to confront fear of failure by attending therapy activities and undertaking new
tasks. Offer recognition of successful endeavors.
8. Assist client in identifying positive aspects of the self and in developing ways to change the
characteristics that are socially unacceptable. Individuals with low self-esteem often have
difficulty recognizing their positive attributes. They may also lack problem-solving ability and
require assistance to formulate a plan for implementing the desired changes.
 9. Minimize negative feedback to client. Enforce limit setting in a matter-of-fact manner, imposing
previously established consequences for violations. Negative feedback can be extremely
threatening to a person with low self-esteem, possibly aggravating the problem. Consequences
should convey unacceptability of the behavior but not the person.
10. Encourage independence in the performance of personal responsibilities and in decision making
related to own self-care. Offer recognition and praise for accomplishments. Positive
reinforcement enhances self-esteem and encourages repetition of desirable behaviors.
11. Help client increase level of self-awareness through critical examination of feelings, attitudes, and
behaviors. Help client understand that it is perfectly acceptable for attitudes and behaviors to differ
from those of others, as long as they do not become intrusive. As client becomes more aware and
accepting of himself or herself, the need for judging the behavior of others will diminish.
12. Teach client assertiveness techniques, especially the ability to recognize the differences between
passive, assertive, and aggressive behaviors and the importance of respecting the human rights of
others while protecting one's own basic human rights. These techniques increase self-esteem
while enhancing the ability to form satisfactory interpersonal relationships.

Outcome Criteria

1. Client verbalizes positive aspects about self.

2. Client does not manipulate others in an attempt to increase feelings of self-worth.
3. Client considers the rights of others in interpersonal interactions.