Exam 1: NSG 3009/ NSG3009 (NEW 2026/2027 Update) Principles of Assessment | Comprehensive Questions & Answers | 100% Correct Solutions | Grade A – South University

Exam 1: NSG 3009/ NSG3009 (NEW 2026/2027 Update) Principles of Assessment | Comprehensive Questions & Answers | 100% Correct Solutions | Grade A – South University Q. Vital signs ANSWER temperature, pulse, respirations, and blood pressure Q. Four assessment techniques ANSWER 1. Inspection 2. Palpation 3. Percussion 4. Auscultation Q. Importance of proper positioning during BP measurement ANSWER arm at heart level, seated position, cuff placement, resting before measuring, consistent positioning Q. Pulse assessment ANSWER rate, rhythm, force, elasticity 30sec and multiply by 2 (regular) 1 minute (irregular) Q. Temperature considerations in older adults ANSWER it is usually lower because less effective heat control mechanisms Q. BMI classification and data needed ANSWER waist/hip kid 85% and above (overweight) adult 25 (overweight) 30 (obese) Q. Recognizing hypertension ANSWER 120/80 perfect 130/90 and above hypertension 90/60 and below hypotension Q. Temperature measuring equipment ANSWER - tympanic(ear) adult(up and back) kid 3 under(down and back) - oral(mouth) - axillary(armpit) - temporal(forehead) Q. Proper inspection techniques during physical assessment ANSWER good lighting, adequate exposure, provide privacy, occasional use of instruments Q. Tools used in auscultation ANSWER Stethoscope Q. Tachycardia ANSWER Fast heart rate (HR greater than 100bpm) Q. Bradycardia ANSWER slow heart rate (less than 60 bpm) Q. BP variations ANSWER Hypertension, hypotension Q. Pain assessment ANSWER -Provocative or Palliative (what makes it worse/better) -Quality or Quantity (For example, is the pain sharp or dull, throbbing?) -Region or Radiation(Location) -Severity Scale (Numeric pain intensity scale) -Timing (Onset) -Understand Patient's Perception (Activities of Daily Living assessment) Q. Nutritional assessment including labs ANSWER - CBC & RBC- check for deficiencies iron, folate, vitamin B-12 - protein- serum albumin(best for malnutrition), retinol-binding protein, prealbumin, transferrin, creatinine, BUN Q. Metabolic syndrome ANSWER -A cluster of conditions that increase the risk of heart disease, stroke, and diabetes. - a concern leading to increased cardiac risk Q. Therapeutic communication techniques ANSWER 1) ACTIVE LISTENING - Shows clients that they have your undivided attention 2) OPEN-ENDED QUESTIONS - Used initially to encourage clients to tell their story in their own way. Ask questions in a language that a client can understand 3) CLARIFYING - Questioning clients about specific details in greater depth or directing them toward relevant parts of the history. 4) SUMMARIZING - Validates the accuracy of the story. 5) BUILD TRUST Q. 10 traps of interviewing ANSWER 1. Providing false assurance or reassurance 2. Giving unwanted advice 3. Using authority 4. Using avoidance language 5. Engaging in distancing 6. Using professional jargon 7. Using leading or biased questions 8. Talking too much 9. Interrupting 10. Using "why" questions Q. Open- vs closed-ended questions ANSWER open- asks for narrative info closed- yes/no Q. Nonverbal vs. Verbal Communication ANSWER nonverbal- body language verbal- words you speak(tone) Q. avoiding biased/leading questions ANSWER - crucial when obtaining accurate info - be neutral when asking questions Q. communicating with patients with hearing loss ANSWER - get their attention - face pt directly - speak clearly - reduce background noise - use visual aids - confirm understanding - build trust - be patient and supportive - use pt preferences Q. Best practices for interpreters and cultural competence interpreters ANSWER - make sure you are respecting the pt cultural competence - self awareness - respect cultural beliefs - adapt communications - build trust - use culturally appropriate materials Q. Proper documentation of vital signs ANSWER temp- method used & unit resp- bpm & pattern bp- s/d mmHg, R or L ligament, positioning oxygen sat- % & materials being used pain- # & location Q. Types of data ANSWER subjective and objective Q. SBAR ANSWER S: Situation B: Background A: Assessment R: Recommendation Q. Subjective data ANSWER what the person says about himself or herself during history taking Q. Objective data ANSWER information that is seen, heard, felt, or smelled by an observer; signs Q. functional assessment and its purpose - ADL's (activities of daily living) - monitor and asses for changes over time Q. Gathering complete health history ANSWER provides complete picture of pt's past present health status Adolescent Assessment H- home environment E- education and employment E- eating A- activities D- drugs S- sexuality S- suicide/ depression S- safety from injury and violence Populations that are vulnerable and at risk for health disparities racial and ethnic minorities, low-income, rural populations, LGBTQ+, older adults, people with disabilities, mental illness, insured and uninsured CLAS Standards for culturally and linguistically appropriate services in healthcare examples of acculturation - Unnatural and conscious (direct, conscious study) - Adopting new cultural rules, logic, and behaviors of the majority culture examples of assimilation American, Canadian, and Australian governments' efforts to force indigenous peoples to adopt the dominant culture in those regions and give up their own culture Role of Social Determinants of Health influence health behaviors, affect health outcomes, drive health inequities, inform public health policies purpose of Healthy People 2030 promote health and well-being, eliminate health disparities, create environments that promote good health, encourage healthy behaviors, use evidenced based policy how to become a culturally sensitive practitioner - recognize your own culture before you can understand a different culture(cultural awareness) - learn about other cultures and obtain needed skills(cultural knowledge & skills) - see values in other beliefs (cultural humility) FICA - faith, - importance/influence - community - address/action Modifiable risk factors smoking, physical inactivity, unhealthy diet, alcohol, obesity, high BP, high cholesterol, stress, poor sleep Non-modifiable risk factors age, gender, race, family history, genetics using clinical judgement before administering medications - assessment of pt - understanding of medication - 6 rights (route, pt, dose, time, documentation, med) - clinical red flags - communication and clarification First-level priority problems life threatening ABC Second-level priority problems urgent but not life threatening Third-level priority problems important but can be delayed assessing pain: recognizing subjective indicators verbal reports, use of pain scale, descriptive characteristics, PQRSTU, emotional and physiological cues Pediatric assessment: strategies for young children - build trust and rapport - tailor communication to developmental level - modify physical exam approach - assess developmental milestones - prioritize safety and comfort - involve family intervierwing adolescent: respecting privacy - create a safe and private environment - build trust and rapport - address sensitive topics thoughtfully - support autonomy and decision making - document and follow guidelines - be legal and ethical communicating with older adults considerations address sensory changes, be respectful and person-centered, allow extra time and be patient, adapt to cognitive and memory changes, encourage engagement and social connectivity, be aware of cultural and generational differences auscultation Listening to the sounds of the body. evidence-based practice (EBP) Planning and provision of care supported by research, clinical experience, practice trends, and client preferences. neurodiversity The recognition that peoples' brains can function differently from one another without indicating the presence of a disability. palpation Examination of the body using fingers and hands to determine the texture, location, size, and consistency of organs, masses, or infiltration of parts of the body and feeling the heart or pulse beat, or vibrations in the chest percussion Striking or tapping a body part used as a diagnostic technique by listening to the sound produced. Evidenced-Based Assessment: See below Assessment: Point of Entry in an Ongoing Process. Subjective data + objective data + patient's, and laboratory studies form the database. Information from the database allows the nurse to make a clinical judgment or diagnosis about the patient's health state Key is organization of assessment based on complete factually based data ASK Close-Ended Questions The nursing process consists of five steps: assessment (collect), analysis, planning, implementation, and evaluation. Assessment During this phase of the nursing process, the nurse gathers information from the client through interview, physical exam, and observation. The RN maintains an ongoing knowledge of assessment techniques and best practices. PNs assist the RN by systematically collecting data, reviewing information about the client, and communicating it to the RN and appropriate members of the health care team. The assessment process involves obtaining subjective and objective data. Subjective data is the client's reason, usually physical symptoms, for visiting the provider. The nurse guides the initial interview to obtain the timeframe and extent of current manifestations as well as any significant past medical history. Objective data is the nurse's observations or measurements of a client's health condition. During the assessment phase, the nurse reviews the client's medical record and diagnostic test results as well. Assessment requires the use of critical thinking including identifying important data from the information the client shared, obtaining additional data if a problem is identified, and organizing the data according to an established framework. Any unexpected findings should be assessed further and reported accordingly. It is the responsibility of the PN to notify the RN or the client's provider of unexpected findings. Analysis RNs analyze the subjective and objective data collected during assessment using clinical judgment. Then the RN collaborates with the client to develop the client's plan of care, identifying both actual and potential problems. They consider the need for education as well as the client's readiness to learn and any barriers to learning. This step is important in determining nursing interventions, which will be necessary for health promotion. This step is outside the scope of practice for the PN. Planning Planning is part of the nursing process in which the nurse uses problem-solving and decision-making skills to prioritize care. The nurse prioritizes outcomes and goals and develops interventions to meet those goals. This is a collaboration between the RN, client, and possibly the family, in which the goals are set and agreed upon by all parties involved. The planning process involves using evidence-based practice (EBP) and current nursing standards. evidence-based practice (EBP) PNs participate in planning by assisting the RN in the development of expected outcomes and interventions and use their problem-solving and decision-making skills as well. Implementation The RN will carry out the interventions that have been established. Part of this step involves using clinical judgments to monitor the client's progress toward achieving their goals. Implementation can take an undetermined amount of time depending on the problem and functional status of the client. Each RN involved in the care of the client will act on the interventions, so be sure to be clear with each one. The nurse provides teaching and coordinates the plan of care with other members of the health care team. The nurse determines the best approach with the client to promote learning and looks for any potential barriers that might impair learning. Some questions to consider: Are they open and ready to learn? Are there any anxiety or learning barriers? PNs complete the implementation phase by providing planned nursing care to accomplish expected outcomes. Short-term goals and long-term goals are presented to the client along with any tools needed. The PN reinforces client teaching by providing educational materials to the client, allowing time for questions and providing clarification of the initial teaching of the RN. Evaluation Evaluation is an ongoing part of each step of the nursing process. The nurse will evaluate the effectiveness and achievability of the goals and the need for adjustment of the interventions. It is always acceptable to readjust the plan of care based on the client's changing conditions. Continued communication with the client and the health care team will help keep the goals attainable. The nurse will document achieved, revised and new goals, making updates to the plan of care as needed. PNs can compare the actual outcome of nursing care to expected outcomes. Were the interventions consistently carried out? The PN assists with updating nursing interventions and maintains communication with the RN regarding any changes that may be needed to the plan of care. Remember, the ultimate outcome is the health and well-being of the client, so the goals and interventions should be directed toward this. Use problem-solving and decision-making skills to prioritize outcomes and goals, and develop interventions to meet those goals. Planning Gather data from the client through interview, physical exam, and observation to make judgments. Assessment Assess the effectiveness and achievability of the goals and the need for interventions to be adjusted Evaluation Use clinical judgment to evaluate data collected to formulate the client's problems, including actual and potential problems. Analysis Carry out the interventions that have been established, use clinical judgments to monitor the client's progress towards achieving their goals Implementation Implementation Diagnostic Reasoning Process of analyzing health data & drawing conclusions to identify diagnoses Cluster data that is correlated Cue - piece of important information Combination of deductive, inductive & abductive reasoning • Initially use abductive with an incomplete data set to produce an initial diagnosis • Then deductive as you apply physiology & pathophysiology • Then inductive as you use signs & symptoms of disease ABBREVIATED: 5 NURSING PROCESS Collect Data/ASSESSMENT Analyze Data/Diagnostics Make a Plan Take Action/Implementation Evaluate Clinical Judgment and the Diagnostic Process Clinical Judgment Model - structure nursing education to enhance clinical judgment skills for novice nurses Nursing Process - 5 step method Assessment, diagnosis, planning, implementation & and evaluation Transition from novice to expert Incorporating using an interdisciplinary approach Priority Problems Level First-level priority Emergent, life threatening, and immediate Second-level priority Next in urgency, requiring attention to avoid further deterioration Third-level priority Important to patient's health but can be addressed after more urgent problems are addressed. Interdisciplinary approach To improve outcomes for complex care problems ON TEST: SOCIAL DETERMINANT OF HEALTH SDOH: Factors within the environment where a client lives that affects their health, outcomes, quality of life. 6 Qualities of SDOH 1. Neighborhood & Built Environment 2. Social and Community Context 3. Economic Stability 4. Food and Nutrition 5. Health and Healthcare 6. Education ollecting Four Types of Data Complete total health database Describes current and past health state and forms baseline tomeasure all future changes. Focused or problem-centered database Collect "mini" database, smaller scope and more focusedthan complete database. Follow-up database Status of all identified problems should be evaluated atregular and appropriate intervals. Emergency database Rapid collection of data often compiled concurrently withlifesaving measures. Ch. 2 (Online) NEXT CHAPTER: Health-Assess-Intro-to-Health-Assess ON TEST: Nursing Process: LPN (PN) vs RN RN: Head to Toe Assessment: Don't Delegate to LPN LPN: Ethical Principles Nursing care is based on ethical principles, which help nurses make ethical choices, affecting individuals every day. Nurses need to be aware of these principles and use them in their practice. ***Nonmaleficence Nonmaleficence means to do no harm. It is first and foremost in health care. This ethical principle is first and foremost in health. ***Beneficence Beneficence is to act to promote the good of the client. A return to health and homeostasis is the ultimate goal for the client, and a plan for the nurse to implement. ***Autonomy Autonomy, the client's right to make decisions, is posted within the client bill of rights and is found within every health care setting. The client can refuse treatment if they so desire. It is also important to note that the client needs to have the mental capacity to act and decide on their own behalf. ***Justice Justice means to treat everyone regardless of their ability to pay for treatment , their social status, gender identity, or cultural or religious background. The nurse should be fair and impartial when providing care. ***Confidentiality Confidentiality means respecting the rights of the client to maintain privacy. This is a legal and ethical responsibility of everyone caring for the client. The Health Insurance Portability and Accountability Act (HIPAA) of 1996 is a law that establishes public standards regarding how, with whom, and when health information can be shared. It ensures the protection and security of personal health information electronically, verbally, and written. ISBARR Identify. State the team member's name and title. Situation. Provide the circumstances that have required the communication to occur. Background. Provide the background data regarding the client to assist the provider with familiarity. Assessment. Provide the most recent set of vital signs or other data relevant to the communication. Recommendations. Provide any suggestions that may be helpful to the situation. Read back orders. Repeat the orders that are given and clarify anything that is unclear. Cranial Nerve 1 Oilfactory, smell. Can spell coffee or mint to test LOC Person, place, time (oriented x3) A nurse is performing a complete, head-to-toe physical examination for a client. Which of the following physical assessment techniques should the nurse perform first? Inspection A nurse is palpating a tender area of a client's abdomen. The nurse slowly applies pressure over the area with their fingertips, then quickly releases it. The client reports increased pain on the release of pressure. Which of the following findings should the nurse document? Rebound tenderness A nurse is performing a physical examination of the spine for an older adult client. The nurse should identify that which of the following findings is common with aging? Kyphosis A nurse is teaching a newly licensed nurse about using a stethoscope. Which of the following instructions should the nurse include? "Insert the earpieces at a downward angle toward your nose." A nurse is performing a respiratory assessment on a client. The nurse auscultates a wet, popping sound upon inspiration of the client's breathing. The nurse should identify this observation as which of the following findings? Crackles A nurse is performing a cardiovascular assessment on a client. Which of the following findings should the nurse expect? A brief thump felt near the fourth or fifth intercostal space near the left midclavicular line. A nurse is preparing to perform a comprehensive physical assessment on a client. Which of the following actions should the nurse plan to take first? Develop a plan of care A nurse is performing an abdominal assessment on a client. Over which of the following areas of the client's abdomen should the nurse attempt to auscultate active bowel sounds first? Right lower quadrant A nurse is preparing to conduct a Romberg test on a client. The nurse should explain to the client that the Romberg test is used to assess which of the following characteristics? Balance A nurse is assessing a client's cranial nerves. Which of the following client actions is an indication that cranial nerve I is intact? The client can identify a minty scent. A nurse is assessing a client's peripheral vascular status of the lower extremities. The nurse should place their fingertips on the top of the client's foot, between the tendons of the great toe and those of the toe next to it, in order to palpate which of the following pulses? Dorsalis pedis A nurse performing a general client survey and finds that the client has a body mass index (BMI) of 23. Which of the following should the nurse document? The client has a BMI within the expected reference range. Involuntary Movement Involuntary movements can be related to alterations in muscle tone or muscle movement. Each of these are unexpected findings. Spasticity Alteration manifested as increased muscle tone (tonicity). For example, increased resistance when attempting to passively extend a joint. Fasciculation Alteration in muscle movement seen as a continuous, rapid twitching of a muscle at rest. Rigidity Alteration in muscle tone manifested as resistance to any manipulation of the joint. Myoclonus Alteration in muscle movement that is seen as a sudden jerking of muscle. Examples include hiccups, seizure activity, and a single myoclonic jerk of the arm or leg when falling asleep. Tic Alteration in muscle movement characterized by involuntary, repetitive movement of a muscle group related to a neurologic or psychogenic cause. Examples include grimaces, winks, and shoulder shrugs. Tremors Alteration in muscle movement by opposing muscle groups that results in a rhythmic movement of one or more joints. Tremors can occur at rest or when attempting voluntary and purposeful movement. BMI = weight (kg) / height (m)² BMI = weight (lb) / height (in)² × 703 The BMI classification for adults is: Underweight less than 18.5 kg/m Healthy weight 18.5 to 24.9 kg/m Overweight 25 to 29.9 kg/m Obesisty 30+ Strength Assess the strength, or amplitude, of the pulse during palpation. The strength of the pulse reflects the force of heart contractions, the volume of blood ejected, and the flow of blood to the pulse site. Pulse strength is measured on a scale of 0 to +4. 0 = an absent, impalpable pulse +1 = a weak, thready, diminished pulse +2 = a normal, brisk pulse (expected finding) +3 = an increased, strong pulse +4 = a bounding, full volume pulse Remember the key elements of the health interview by using the acronym PLEASE. P - Past medical history to include previous illnesses, and state of health L - Last oral intake of liquids and food E - Events leading to illness or injury A - Allergies and type of reactions S - Symptoms or chief complaint E - Each prescribed medication, OTC medications, and herbal supplements PQRST P - Pattern or precipitating factors: Tell me what caused your pain. Is there any activity that decreases or increases your pain? Q - Quality: Is your pain sharp or dull, burning, throbbing? R - Radiates: Does your pain radiate? If it does, tell me the location. S - Severity: Tell me using the numeric pain scale on the pain scale of 0 to 10 the intensity of your pain. Do you have any other manifestation related to your pain? T - Time and Treatment: When did your pain manifestations first begin? Are you taking any pain medication for your pain? OLD CARTS O - Onset: When symptoms began L - Location: Where symptoms occur D - Duration: How long symptoms last C - Characteristics: The characteristics of the symptoms A - Aggravating and alleviating factors: What affects the symptoms R - Related symptoms: Other symptoms that are present T - Treatment: What treatments have been tried S - Severity: How severe symptoms are Five key determinants of health economic stability access to and quality of education social and community aspects access to and quality of health care and the neighborhood and built environment GTPAL G is gravida, which is the total number of pregnancies the client experienced. T indicates term, which is the number pregnancies that were carried to within 2 weeks of the client's due date. P is preterm, which denotes the number of pregnancies that were delivered more than 2 weeks before the client's due date. A indicates an abortion, which can be either spontaneous (miscarriage) or induced (therapeutic). L is the current number of living children. A nurse is auscultating a client's apical pulse to listen to the S1 and S2 heart sounds. S2 heart sounds are heard when which of the following occurs? When the atria contracts vigorously As the ventricular walls contract When the semilunar valves close As the mitral valve snaps open When the semilunar valves close Felt at the 5th intercostal space,mid clavicular line, left side S1 (Lub): The first heart sound, produced by the closure of the atrioventricular (AV) valves (mitral and tricuspid). S2 (Dub): The second heart sound, produced by the closure of the semilunar (aortic and pulmonary) valves. A nurse is preparing to record the difference between a client's systolic and diastolic blood pressure. Which of the following terms defines this information when documenting? Auscultatory gap Pulse pressure Orthostatic hypotension Pulse deficit PMI (related to pulse) Point of Maximal Impulse A nurse is collecting data about a client's respiratory condition. Which of the following actions should the nurse take to determine the depth of the client's respiration? Observe the degree of chest-wall movement during inspiration and expiration. Count how many breathing cycles are observed per minute. Notice whether or not expiration takes longer than inspiration. Measure the precise amount of air the client takes in and breathes out. Observe the degree of chest-wall movement during inspiration and expiration. A nurse is assessing a client's respiration. Which of the following actions should the nurse take? Have the client lie flat in bed with their head on a pillow. Elevate the head of the client's bed 45° to 60°. Encourage the client to breathe shallowly. Ask the client to take several deep breaths prior to the assessment. A nurse is preparing to measure a client's vital signs. The nurse should identify that which of the following factors will affect the methods that are used? (Select all that apply.) The client who has a BMI of 35. The client has had nausea for 2 days. The client is reporting a "stuffy" nose. The client has been fasting for blood tests. The client is taking digoxin for an irregular heart rate. The client had a mastectomy 2 years ago. The client who has a BMI of 35. The client is reporting a "stuffy" nose. The client is taking digoxin for an irregular heart rate. The client had a mastectomy 2 years ago. A nurse is obtaining vital signs from a client. Which of the following findings is the priority for the nurse to report to the provider? Oral temperature 37.8° C (100° F) Respirations 30/min BP 148/88 mm Hg Radial pulse rate 45 beats/30 seconds Respirations 30/min A nurse is taking an adult client's temperature rectally. Which of the following actions should the nurse take? Rotate the probe if any resistance is met as the thermometer is inserted. Insert the probe to aim at the client's pelvic area. Dip the probe about 0.58 cm (2 in) into a tube of lubricant. Insert the probe about 2.5 cm (1 in) into the client's anus. Insert the probe about 2.5 cm (1 in) into the client's anus. A nurse is establishing baseline for a client's respirations. Which of the following actions should the nurse take? Instruct the client to breathe in and to exhale out as they normally do. Count the client's respirations for 15 seconds then multiply by 4. Determine if the client has a history of any chronic respiratory problems. Observe the client's chest movements while appearing to assess their pulse. Observe the client's chest movements while appearing to assess their pulse. A nurse is measuring a client's temperature orally. Which of the following actions should the nurse take? Place the probe in the posterior lingual pocket lateral to the midline. Rest the probe on the lower lingual frenulum. Place the probe centrally on top of the client's tongue. Rest the probe under the tongue just beyond the client's teeth. Place the probe in the posterior lingual pocket lateral to the midline. A nurse is obtaining a client's blood pressure and notices the pressure reading on the manometer when listening to the fourth Korotkoff sound. Which of the following factors does this pressure reading correlate to? It corresponds to the client's systolic pressure. It is the second diastolic pressure to record. It is the loudest of the Korotkoff sounds. It might not follow with a fifth Korotkoff sound. It might not follow with a fifth Korotkoff sound assessing lifestyle risks Nutrition and diet, physical activity, substance use, sleep hygiene, stress and mental health, preventive care and health behaviors, social determinants of health appropriate exercise accommodations for sedentary adults start low and go slow, 150 min moderate activity, 75 min vigorous activity, hydration and comfort, overcoming barriers Interpretation of functional ability evaluating how well an individual can manage self care and independent living tasks Objective findings Findings that can be observed or measured by the healthcare provider. Subjective findings Findings that are reported by the patient and cannot be observed directly. Priority categories for patients Categories used to determine the urgency of patient care. Steps in Clinical Judgement Process The sequential actions taken to assess and make decisions about patient care. Patient identifiers The number of unique identifiers used to confirm a patient's identity. Acceptable identifiers Information such as name, date of birth, and medical record number used to identify patients. Preventing hospital-acquired infections The number one way to prevent infections is through proper hand hygiene. Standard precautions Infection control practices used on all patients to prevent transmission of diseases. Fall prevention strategies Techniques and measures implemented to reduce the risk of patient falls. SBAR A communication framework that stands for Situation, Background, Assessment, Recommendation, used to convey critical information. Barriers in communication Obstacles that hinder effective exchange of information between healthcare providers and patients. Techniques to promote effective communication Methods used to enhance understanding and clarity in conversations with patients. Cultural competence The ability to understand, communicate with, and effectively interact with people across cultures. Categories of Social Determinants of Health Factors that influence health outcomes, including economic stability, education, social and community context, health and healthcare, and neighborhood and built environment. 6 vital signs The six measurements that provide critical information about a patient's health status. BMI calculation Body Mass Index is calculated using the formula: weight (kg) / height (m^2). Metabolic syndrome A cluster of conditions that increase the risk of heart disease, stroke, and diabetes, including modifiable and non-modifiable risk factors. Acute pain Pain that is sudden in onset and typically associated with a specific injury or condition. Chronic pain Pain that persists for a long time, often defined as lasting longer than three months. Nociceptive pain Pain caused by damage to body tissue, often described as sharp or aching. Neuropathic pain Pain caused by damage to the nervous system, often described as burning or tingling. PQRSTU A mnemonic used for pain assessment: Provocation, Quality, Region, Severity, Timing, and Understanding.