Gordon's functional health patterns
Ans) Gordon’s functional health patterns is a method devised by Marjory Gordon to be used by nurses in the nursing process to provide a more comprehensive nursing assessment of the patient.
- 1. History
a. How has general health been?
b. Any colds in past year? When appropriate: absences from
work?
c. Most important things you do to keep healthy? Think these things
make a difference to health? (Include family folk
remedies when appropriate.) Use of cigarettes, alcohol, drugs?
Breast self-examination?
d. Accidents (home, work, driving)?
e. In past, been easy to find ways to follow suggestions from
physicians or nurses?
f. When appropriate: what do you think caused this ill- ness?
Actions taken when symptoms perceived? Results of
action?
g. When appropriate: things important to you in your health care?
How can we be most helpful?
2. Examination—general health appearance
NUTRITIONAL-METABOLIC PATTERN
1. History
a. Typical daily food intake? (Describe.) Supplements (vitamins,
type of snacks)?
b. Typical daily fluid intake? (Describe.)
c. Weight loss or gain? (Amount) Height loss or gain?
(Amount)
d. Appetite?
e. Food or eating: Discomfort? Swallowing? Diet restrictions?
f. Heal well or poorly?
g. Skin problems: Lesions? Dryness?
h. Dental problems?
2. Examination
a. Skin: Bony prominences? Lesions? Color changes? Moistness?
b. Oral mucous membranes: Color? Moistness? Lesions?
c. Teeth: General appearance and alignment? Dentures? Cavities?
Missing teeth?
d. Actual weight, height. e. Temperature.
f. Intravenous feeding–parenteral feeding (specify)?
ELIMINATION PATTERN
1. History
a. Bowel elimination pattern? (Describe) Frequency? Character?
Discomfort? Problem in control? Laxatives?
b. Urinary elimination pattern? (Describe.) Frequency? Problem in
control?
c. Excessive perspiration? Odor problems?
d. Body cavity drainage, suction, and so on? (Specify.)
2. Examination—when indicated: examine excreta or drain- age color
and consistency.
ACTIVITY-EXERCISE PATTERN
1. History
a. Sufficient energy for desired or required activities?
b. Exercise pattern? Type? Regularity?
c. Spare-time (leisure) activities? Child: play activities?
d. Perceived ability (code for level) for:
Feeding_________________________
Dressing____________________________
Cooking_________________________
Bathing_________________________
Grooming___________________________
Shopping________________________
Toileting________________________ General
mobility______________________ Bed
mobility______________________
Home maintenance __________________
Functional Level Codes: Level 0: full self-care
• Level I: requires use of equipment or device
• Level II: requires assistance or supervision from another
person
• Level III: requires assistance or supervision from another person
and equipment or device
• Level IV: is dependent and does not participate
2. Examination
a. Demonstrated ability (code listed above) for:
Feeding_________________________ Dressing________________________
Cooking___________________________
Bathing_________________________ Grooming________________________
Shopping__________________________
Toileting________________________ General
mobility___________________
b. Gait_____________________________
Posture__________________________ Absent body
part?__________________
(Specify)_________________________
c. Range of motion (joints) ___________________
Muscle____________________Firmness_________________
d. Hand grip ___________________________ Can pick up a pencil?
________________________
e. Pulse (rate) _______________________ (rhythm)
______________________ Breath sounds
___________________
f. Respirations (rate) __________________ (rhythm)
______________________ Breath sounds
____________________
g. Blood pressure ______________________
h. General appearance (grooming, hygiene, and energy level)
SLEEP-REST PATTERN
1. History
a. Generally rested and ready for daily activities after
sleep?
b. Sleep onset problems? Aids? Dreams (nightmares)? Early
awakening?
c. Rest-relaxation periods?
2. Examination
a. When appropriate: Observe sleep pattern.
COGNITIVE-PERCEPTUAL PATTERN
1. History
a. Hearing difficulty? Hearing aid?
b. Vision? Wear glasses? Last checked? When last changed?
c. Any change in memory lately?
d. Important decision easy or difficult to make?
e. Easiest way for you to learn things? Any difficulty?
f. Any discomfort? Pain? When appropriate: How do you manage
it?
2. Examination
a. Orientation.
b. Hears whisper?
c. Reads newsprint?
d. Grasps ideas and questions (abstract, concrete)?
e. Language spoken.
f. Vocabulary level. Attention span.
SELF-PERCEPTION—SELF-CONCEPT PATTERN
1. History
a. How describe self? Most of the time, feel good (not so good)
about self?
b. Changes in body or things you can’t do? Problem to you?
c. Changes in way you feel about self or body (since ill- ness
started)?
d. Things frequently make you angry? Annoyed? Fearful?
Anxious?
e. Ever feel you lose hope?
2. Examination
a. Eye contact. Attention span (distraction)
b. Voice and speech pattern. Body posture
c. Nervous (5) or relaxed (1); rate from 1 to 5.
d. Assertive (5) or passive (1); rate from 1 to 5.
ROLES-RELATIONSHIPS PATTERN
1. History
a. Live alone? Family? Family structure (diagram)?
b. Any family problems you have difficulty handling (nu- clear or
extended)?
c. Family or others depend on you for things? How managing?
d. When appropriate: How family or others feel about ill- ness or
hospitalization?
e. When appropriate: Problems with children? Difficulty
handling?
f. Belong to social groups? Close friends? Feel lonely
(frequency)?
g. Things generally go well at work? (School?)
h. When appropriate: Income sufficient for needs?
i. Feel part of (or isolated in) neighborhood where living?
2. Examination
a. Interaction with family member(s) or others (if present).
SEXUALITY-REPRODUCTIVE PATTERN
1. History
a. When appropriate to age and situations: Sexual relationships
satisfying? Changes? Problems?
b. When appropriate: Use of contraceptives? Problems?
c. Female: When menstruation started? Last menstrual period?
Menstrual problems? Para? Gravida?
2. Examination
a. None unless problem identified or pelvic examination is part of
full physical assessment.
COPING-STRESS TOLERANCE PATTERN
1. History
a. Any big changes in your life in the last year or two?
Crisis?
b. Who’s most helpful in talking things over? Available to you
now?
c. Tense or relaxed most of the time? When tense, what helps?
d. Use any medicines, drugs, alcohol?
e. When (if) have big problems (any problems) in your life, how do
you handle them?
f. Most of the time is this (are these) way(s) successful?
2. Examination: None.
VALUES-BELIEFS PATTERN
1. History
a. Generally get things you want from life? Important plans for the
future?
b. Religion important in life? When appropriate: Does this help
when difficulties arise?
c. When appropriate: Will being here interfere with any religious
practices?
2. Examination: None.
3. Other concerns
a. Any other things we haven’t talked about that you would like to
mention?
b. Any questions?
#1 Priority Nursing Diagnosis: Gordon's Functional Pattern: Goal: Outcomes: #2 Priority Nursing Diagnosis: Gordon's Functional Pattern: Goal: Outcomes: # 3 Priority Nursing Diagnosis: Gordon's Functional Pattern: Goal: Outcomes:
How should you use Gordon’s Functional Health Patterns to assess individual health? What health screening interventions do you regularly participate in?
How should you use Gordon’s Functional Health Patterns to assess individual health? What health screening interventions do you regularly participate in?
How should you use Gordon’s Functional Health Patterns to assess individual health? What health screening interventions do you regularly participate in?
How will you adapt Gordon's patterns from an individual application to an elementary school annual vision and hearing screening to a community application?
Assessment Techniques Functional health patterns provide a format for the admission assessment and a database for nursing diagnoses. There are two phases in assessment: history taking and examination. A nursing history provides a description of a client’s functional patterns. The description is from the individual (or parent/guardian), family, or community representative’s perspective. It provides subjective data in the form of verbal reports. These reports are elicited by questions that assist clients to tell the history and current status of their...
The textbook introduced the Gordon’s Functional Health patterns: Assessment of the community model. What can be identified as another community assessment model/framework that could also be used to evaluate the risks/health status/needs of a community?
Discuss how functional patterns help a nurse understand the current and past state of health for a patient. Using a condition or disease associated with an elimination complexity, provide an example.
Discuss how functional patterns help a nurse understand the current and past state of health for a patient. Using a condition or disease associated with an elimination complexity, provide an example.
Discuss how functional patterns help a nurse understand the current and past state of health for a patient. Using a condition or disease associated with an elimination complexity, provide an example.