Clinical Assessment of the Cardiopulmonary System

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Clinical Assessment of the Cardiopulmonary System

Clinical Assessment of the Cardiopulmonary System Requires a Number of Specific Steps.

II Chart Review

III The Patient Interview: Medical History

The interview provides unique information because it is the patients’ prospective on their illness.

The interview is designed to accomplish three related goals:

Effective patient interviewing requires that the clinician pay attention to a number of professional issues as listed in Box 18-1.

BOX 18-1   Guidelines for Effective Patient Interviewing

1. Project a sense of undivided interest in the patient:

2. Establish your professional role during the introduction.

3. Show your respect for the patient’s beliefs, attitudes, and rights:

• Be sure the patient is appropriately covered.

• Position yourself so that eye contact is comfortable for the patient. (Ideally, patients should be sitting up, with their eye level at or slightly above yours).

• Avoid standing at the foot of the bed or with your hand on the door because this may send the nonverbal message that you do not have time for the patient.

• Ask the patient’s permission before moving any personal items or making adjustments in the room.

• Remember that the patient’s dialog with you and his or her medical records are confidential.

• Be honest; never guess at an answer or provide information that you do not know. Do not provide information beyond your scope of practice; providing new information to the patient is the privilege and responsibility of the attending physician.

• Make no moral judgments about the patient; set your values for patient care according to the patient’s values, beliefs, and priorities.

• Expect the patient to have an emotional response to illness and the health care environment.

• Listen, then clarify and teach, but never argue.

• Adjust the time, length, and content of the interview to your patient’s needs.

4. Use a relaxed, conversational style:

From Wilkins RL et al: Egan’s Fundamentals of Respiratory Care, ed 8. St. Louis, Mosby, 2003.

Questions during the interview can be structured in a number of different ways depending on the type of response the clinician desires. Table 18-1 lists a number of different types of questions.

TABLE 18-1

Types of Questions in Taking a Medical History

Question Type Description Comments Examples
Open-ended Broad, general question about patient’s symptom or illness Allows patients to give history spontaneously without bias or influence from interviewer; patients direct discussion to whatever they want to cover first; can provide greatest amount of information; should generally be used first in interview “Tell me about your shortness of breath.”
“What brings you to the clinic today?”
Focused Interviewer defines area of inquiry more than in open-ended question or statement Directs discussion into more specific area but still gives patients latitude in answering “What treatment have you had for this condition in the past?”
“What are the physical requirements of your job?”
Closed-ended More specific question, which can generally be answered yes or no or by giving objective data such as dates, names, or numbers Best way to obtain specific data but limits scope of information by restricting patients to individual items requested “Have you ever had tuberculosis?”
“How may puffs from your inhaler do you use in a given day?”
Compound Two or more separate questions asked at once, without giving patients chance to respond to them individually May confuse patients; prevents patients from giving answers to all components; induces patients to focus on last question in series; should not be used “Tell me about yourself—how old are you, where do you live, and what do you do for a living?”
“Have you ever smoked cigarettes, used drugs, worked with asbestos, or been exposed to tuberculosis?”
Leading Interviewer phrases questions so as to lead patient in a particular direction in answering Reflects interviewer’s bias; tends to produce inaccurate, unreliable answer; should not be used “You’re feeling better today, aren’t you?”
“You’ve never used drugs, have you?”

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From Pierson DJ, Kacmarek RM: Foundations of Respiratory Care. New York, Churchill Livingstone, 1992. Churchill Livingstone

Occupational or environmental exposures are a key aspect of a patient interview. Table 18-2 lists a number of common exposures associated with pulmonary disease.

TABLE 18-2

Common Occupational or Environmental Exposures Associated with Pulmonary Disease

Occupation or Activity Exposure Disease
Asbestos mining/milling/manufacture; pipe fitting; shipbuilding/ship fitting; insulation, construction, demolition, living with someone employed in any of the above Asbestos Lung cancer, asbestosis, malignant mesothelioma, nonmalignant inflammatory pleural effusion
Hard-rock mining, quarrying, stone cutting, abrasive industries, foundry work, sandblasting Crystalline quartz (silica) Silicosis
Coal mining Coal dust Coal workers’ pneumoconiosis
Farming, grain handling Grain dust Chronic bronchitis, chronic obstructive pulmonary disease
Farming, animal attendants Moldy hay (spores of thermophilic actinomycetes [fungus]) Hypersensitivity pneumonitis (farmer’s lung)
Cotton/flax/hemp workers, textile industry Cotton dust Byssinosis
Pigeon breeding, bird handling Proteins derived from parakeets, budgerigars, pigeons, chickens, turkeys (avian droppings or feathers) Hypersensitivity pneumonitis (e.g., pigeon-breeders’ lung), bird-fanciers’ lung
Woodworking, lumber industry Wood dust, Alternaria (fungus), Western red cedar, oak, others Hypersensitivity pneumonitis, woodworker’s lung, occupational asthma

From Pierson DJ, Kacmarek RM: Foundations of Respiratory Care. New York, Churchill Livingstone, 1992. Churchill Livingstone

Symptoms expressed as a concern by patients should be explored in detail. Box 18-2 lists specific questions that should be asked regarding a specific symptom.

BOX 18-2   What, Where, When, and How: Ten Questions to Ask a Patient About a Pain or Other Symptom

1. What does it feel like? Have the patient use own words in describing the character of the symptoms (e.g., dyspnea or pain).

2. Where is it? If the symptom is a pain, ask the patient to localize it as precisely as possible.

3. Where else does it go? Inquire about radiation of the pain to other parts of the body.

4. How bad is it? If possible, have the patient quantitate the symptom (e.g., by using a hypothetical scale of 1 of 10, with 10 being the worst discomfort ever experienced).

5. How long does it last? Again quantitate as much as possible. Does the pain come and go or is it constant? Is it always the same?

6. When does it occur? Ask about associations with time of day, physical activity, body position, emotion or stress, and any relationship to eating or drinking.

7. What brings it on or makes it worse? What would the patient do who wanted to bring on the pain or make it worse?

8. What relieves it or makes it better? Ask about any medication or activity that the patient has noted improves the symptom.

9. How does it affect you? What activities are prevented or limited by the symptom? Quantitate if possible. Ask the patient to compare present limitations with past performance or present capabilities with those of peers.

10. What else is associated with it? Inquire about other phenomena (e.g., fever, diaphoresis, dyspnea) that occur with the symptom in question.

From Pierson DJ, Kacmarek RM: Foundations of Respiratory Care. New York, Churchill Livingstone, 1992. Churchill Livingstone

All interviews of patients receiving respiratory care should focus on the following symptoms and signs.

1. Cough

2. Sputum production

3. Hemoptysis

4. Pedal edema

5. Jugular vein distention

6. Dyspnea

7. Chest pain

8. Cyanosis

9. Clubbing

10. Stridor

11. Wheezing

12. Level of consciousness

a. Is the patient oriented to person, place, and time?

b. Box 18-3 lists the terms with their definition of various levels of consciousness.