These instructions assess the patient's level of wakefulness and responsiveness, which is an important aspect of neurological assessment.
Asking them to engage or respond to commands helps determine their level of consciousness.
read list of word in the context of speech (Dysarthria) refers to a task where a patient reads a predetermined list of words aloud.
This helps assess and diagnose speech and language issues, such as Dysarthria, which is characterized by poor articulation.
The NIHSS (National Institutes of Health Stroke Scale) assesses various aspects of neurological function to evaluate stroke severity and guide treatment.
In the assessment, Wakefulness (Q1ABC) measures the patient's level of consciousness and responsiveness, while Vision (Q3) evaluates their visual fields and acuity. Motor (Q2, 4, 5, 6, 7) assesses muscle strength and coordination through tasks like arm and leg movement. Sensory (Q8, 11) tests sensation and touch perception. Lastly, Language and Speech (9, 10)
evaluate the patient's ability to comprehend and express language through tasks like naming objects and repeating phrases. These components help clinicians make informed decisions regarding stroke management and treatment plans.
Keeping the head straight and following a finger with horizontal eye movement assesses motor control, specifically the function of the eye muscles and cranial nerves responsible for eye movement.
Both instructions—checking for facial droopiness and asking the patient to lift their arms or legs—assess motor function, focusing on muscle control and strength.
The numerical values represent the scores obtained by patients on different components of a neurological assessment, possibly using a standardized scale such as the NIHSS (National Institutes of Health Stroke Scale). Each score corresponds to a specific aspect of neurological function, such as wakefulness, motor coordination, sensory perception, and language comprehension
The instruction to cover one eye and count fingers tests the accuracy of vision in different areas of the visual field.
If the patient cannot perform this, using a visual threat to check for blinking is another way to assess the visual field.
The instruction to touch the nose and then the examiner's finger, as well as sliding the heel up and down the opposite leg, tests motor coordination.
These tasks help differentiate between weakness (muscle strength issue) and ataxia (coordination issue).
Assessing what is happening in a picture involving kids and a woman at a sink involves comprehension and expression, which are components of language skills.
This activity helps evaluate the ability to understand and describe the scene.
he task of holding fingers in upper and lower quadrants and asking the patient which is wiggling (left, right, or both) assesses sensory integration. T
his evaluation examines the patient's ability to perceive and differentiate sensory stimuli in different areas of their visual field. It does not primarily focus on extinction/inattention, wakefulness, or motor coordination, but rather on the sensory aspect of their neurological function.
This instruction tests the sensory function by assessing the patient's ability to feel a pinprick and compare sensations on both sides of their body.
