CRRN key terms

Basic self-care tasks such as bathing, dressing, grooming, toileting, eating, and transferring. Rehabilitation nurses assess ADL independence to plan care, measure progress, and determine the need for adaptive equipment or assistance.

More complex tasks needed to live independently, including managing finances, shopping, cooking, using transportation, and handling medications. Nurses evaluate IADLs to gauge readiness for community living and to target community re-integration training.

An 18-item tool scoring self-care, mobility, locomotion, communication, and cognition from 1 (total assistance) to 7 (complete independence). It is used to track functional gains, set goals, and predict rehabilitation outcomes.

The extent of movement possible at a joint, measured in degrees. Nurses perform passive or active ROM exercises to prevent contractures and maintain joint function when patients cannot move independently.

A permanent shortening of muscle or tendon that restricts joint movement, often caused by immobility or spasticity. Prevention includes positioning, stretching, and regular range-of-motion exercises.

A velocity-dependent increase in muscle tone caused by upper motor neuron damage, leading to stiffness and involuntary movements. Nurses manage it with positioning, stretching, medications, and monitoring for triggers like pain or infection.

Bladder dysfunction resulting from neurologic injury or disease, causing retention, incontinence, or both. Nursing care includes bladder training, intermittent catheterization, and monitoring for urinary tract infection.

A scheduled program of diet, fluids, exercise, and timed toileting to establish regular bowel elimination. It is essential after spinal cord injury or stroke to prevent constipation and fecal incontinence.

Localized damage to skin and underlying tissue, usually over a bony prominence, from prolonged pressure or shear. Prevention includes repositioning, support surfaces, skin inspection, and nutrition.

A validated risk-assessment tool that scores sensory perception, moisture, activity, mobility, nutrition, and friction/shear to predict pressure injury risk. Lower scores indicate higher risk and guide preventive interventions.

Regularly changing a patient's body position to relieve pressure on skin and promote comfort and lung expansion. Frequency depends on risk, support surface, and tolerance, often every two hours.

Formation of a blood clot in a deep vein, usually in the leg, causing pain, swelling, and warmth. Immobility increases risk; nurses use compression, mobilization, and anticoagulants as ordered.

A life-threatening blockage of a pulmonary artery by a clot, often from a DVT, causing sudden dyspnea, chest pain, and hypoxia. Nurses monitor at-risk patients and act promptly on symptoms.

The ability to move and change position independently, including bed mobility, transfers, and ambulation. Nurses assess and promote mobility to prevent complications and maintain function.

Teaching safe techniques for moving a patient between surfaces such as bed, chair, and toilet. It includes use of assistive devices, body mechanics, and guarding to prevent falls and injury.

A set of interventions to reduce fall risk, including environmental modification, assistive devices, medication review, and patient education. Nurses identify risk factors and implement multifactorial strategies.

A rapid screening tool that scores fall risk based on history, secondary diagnosis, ambulatory aids, IV therapy, gait, and mental status. Higher scores prompt targeted fall prevention measures.

A collaborative process where patient and team define measurable, time-bound rehabilitation goals. Goals should be specific, realistic, and patient-centered to guide therapy and evaluate progress.

A group of professionals from different disciplines who collaborate to plan and deliver patient care. In rehabilitation, it typically includes nursing, medicine, physical therapy, occupational therapy, speech therapy, and social work.

The deliberate organization of patient care activities among participants to facilitate appropriate, high-quality care. Nurses often serve as coordinators, ensuring communication and smooth transitions across settings.

A process that begins at admission to prepare the patient for transition to home or another setting. It includes assessment of needs, education, referrals, and arrangement of equipment and services.

The process of helping a person with a disability return to meaningful roles and activities in the community. It includes training in IADLs, transportation, social participation, and advocacy for accessibility.

A planned teaching-learning process that helps patients and families acquire knowledge and skills for self-management. It should be individualized, use teach-back, and address health literacy.

The degree to which individuals can obtain, process, and understand health information to make decisions. Nurses assess literacy and use plain language, visual aids, and teach-back to ensure comprehension.

The patient's ability to manage symptoms, treatment, and lifestyle changes related to a chronic condition. Nurses support self-management through education, coaching, and problem-solving skills.

Devices that help a person perform daily activities despite disability, such as grab bars, reachers, or button hooks. Nurses collaborate with occupational therapists to select and teach use of equipment.

Any item, piece of equipment, or system that increases, maintains, or improves functional capabilities of a person with a disability. Examples include wheelchairs, communication devices, and environmental controls.

Interventions designed to improve or compensate for cognitive deficits such as memory, attention, and problem-solving. Nurses reinforce strategies, structure the environment, and promote safety.

Difficulty encoding, storing, or retrieving information, common after brain injury or stroke. Nursing strategies include reminders, routines, and memory aids to support daily functioning.

A person's ability to recognize and avoid hazards and to make safe decisions. Impaired awareness after cognitive injury requires supervision, environmental controls, and caregiver education.

Assessment and treatment of pain using pharmacologic and nonpharmacologic methods. In rehabilitation, effective pain control is essential to participation in therapy and functional recovery.

Strategies to reduce the impact of fatigue on function, including energy conservation, pacing, and rest periods. Nurses teach these techniques to help patients participate in rehabilitation without excessive exhaustion.

Techniques that reduce energy expenditure during daily tasks, such as organizing work, using adaptive equipment, and scheduling rest. It helps patients with limited endurance maintain independence.

Addressing sexual health concerns and function after disability. Nurses provide education, counseling, and referral in a sensitive manner, recognizing sexuality as a quality-of-life issue.

Stress and burden experienced by family members providing care. Nurses assess caregiver capacity, provide education and respite resources, and involve caregivers in planning.

A set of actions to ensure coordination and continuity of care when patients move between settings. Nurses use medication reconciliation, follow-up planning, and patient education to prevent readmissions.