Transcript
0:00Hi. Nurse Sherry here.
0:01And today we're gonna go over a neuro assessment.
0:04And the assessment that a lot of nurses,
0:05medical assistants,
0:06and other healthcare professionals do is called the Glasgow Coma Scale.
0:11So we do this when somebody's had an injury to their brain,
0:14so it could be a stroke, or if they were in a motor vehicle accident
0:18or any kind of accident that had massive, um,
0:20damage, like,
0:21to their head. Um,
0:23this can also be done for stroke victims.
0:25And we also do it as a baseline
0:27for somebody that just comes into the hospital.
0:29So it's something you're gonna do on a regular basis.
0:32So the first thing that we're gonna assess is the eye response.
0:35So the first one is gonna be spontaneously.
0:38So that just means I walk in the room and my patients looking at me.
0:41So you're gonna see them in the screen here.
0:44You'll see the different numbers that you're gonna write down
0:47to end up getting a score for your patient.
0:50Okay, so that would be spontaneously.
0:53So then the second one would be,
0:55is if I came in and I did a verbal response,
0:58so does she open her eyes upon verbal response?
1:00So say she was just laying here like this,
1:02and I was like, hi, Jaden,
1:03how are you? Hi,
1:05how are you? And see,
1:06she opens her eyes. So that's the score I would give for, um,
1:09opening your eyes. The other thing would Be as to pain.
1:13So if the patient didn't respond to verbal stimuli,
1:17um, or respond to, um,
1:20me just walking in the room and open looking at me,
1:23then the next thing I'm gonna do is a painful stimulus.
1:27So you can use something sharp,
1:30um, if you would like,
1:32you can use something sharp,
1:33like on their foot, on their leg.
1:35Just kinda move it down and see if they open their eyes.
1:38The easiest one I find is doing a sternum rub.
1:41So that's when you put your hand like this,
1:43and you put it up against their sternum,
1:45and you just rub it like this.
1:47When you do that, it causes pain.
1:49So you should do it to yourself
1:50just so that you feel what it feels like.
1:52So that's enough pain that somebody would open their eyes
1:55if they were conscious. And then the last one is gonna be no response.
1:59So I do painful. I try verbal,
2:01and I try just walking in the room.
2:04I get no eye response. So that is gonna be unresponsive.
2:08And that is for the eye exam.
2:11Then the next one I'm gonna do is level of consciousness.
2:13So say my patient is sitting here,
2:15and I'm gonna assess whether she is confused or not.
2:18Does she know where she is?
2:20So we always want to know,
2:21is the person alert to their person?
2:24So do they know their name?
2:25Do they know their location?
2:27Do they know The month or, like,
2:29what season it is. Or you can ask them who the president is,
2:34something that somebody that most people know,
2:37just to see if she would. If she could answer those.
2:40So I would come in and I'd say, hi,
2:42my name is Sherry. Can you tell me your name and date of birth?
2:45Jaden. And I'm not. 1:08.
2:46So there, I just got that.
2:48She does know her name. Right.
2:50So now the next one, I'm gonna ask,
2:52do you know where you are today?
2:54Okay. And then if she responds,
2:56she's gonna tell me exactly where she is,
2:58and I'm gonna say, yes,
2:58that is correct. And then the third one,
3:01I would ask her, do you know what season it is,
3:04or month it is, or day it is? Fall,
3:07October and the 30th. And remember that some people,
3:11like, if you were doing this on a patient that was in a nursing home,
3:14um, they might not know the day.
3:16And so that's why I will just ask them simply, uh,
3:19you know, what's the next holiday coming up?
3:22Or anything like that. Something that they should know is going on.
3:25They can say, it's hot outside or it's cold outside.
3:27That still is gonna give me some sort of information.
3:30When I'm asking my patient these questions,
3:32I'm gonna be able to tell if she has inappropriate words.
3:36Inappropriate doesn't mean her saying foul things.
3:39It means, does the information she Gives me
3:42have anything to do with what I'm talking about.
3:45So if I came in and asked her where she was,
3:47and she told me she was on Mount Everest,
3:50and she was, you know,
3:52doing a climb or something like that,
3:53that's inappropriate. Sometimes people do, like,
3:56inappropriate laughing, uh,
3:58out of nervousness or something like that.
4:00But that's what we're looking at. Inappropriate.
4:02Like, it doesn't match the setting that we're at.
4:05And then the next one is gonna be incomprehensible words.
4:08So if I ask her a question,
4:10and she has some sort of dysphagia,
4:13that would mean she'd had difficulty speaking.
4:15So a lot of stroke victims, uh,
4:18might have this, and it's called, like,
4:20expressive aphasia.
4:21They're unable to express the words that they're trying to say.
4:24If I ask her what she's having for dinner tonight,
4:26and she says, yes,
4:28I would like to go to the bathroom.
4:29Okay. So she's replying to something that I didn't even ask her.
4:33So it's like they can't say the words that they're trying to say.
4:36Incomprehensible words would be when she's saying things
4:40and they don't make sense,
4:41or slurring words, things like that.
4:43So that's what.
4:44That's another thing I'm looking for when I'm talking to her.
4:47So you can ask a lot of different questions,
4:49or just simply talk to her about things that you know are factual.
4:53That you can get that information back from her.
4:56Next one would just be, no, Response.
4:57She gives me no response when I talk to her.
5:00So she doesn't verbally. Even if she's looking at me,
5:03she has no verbal response.
5:05Now, the next assessment I'm gonna do is a motor response.
5:08So I wanna know how weak she is if both sides are symmetrical.
5:12So, symmetrical meaning that her strength is the same on both sides.
5:16Again, if somebody has a stroke or was in a motor vehicle accident
5:19or had any kind of brain injury,
5:22you might see signs that are asymmetrical.
5:25So, um,
5:26I'm. I'm looking for that,
5:27and I'm looking for how, uh,
5:28much they can grasp, how much muscle tone they do have.
5:32Okay, so the first thing I'm gonna do is do her grab her hands,
5:36ask the patient to put her hands in mine,
5:38and I'm gonna ask her to squeeze as tight as she can.
5:40Just squeeze my hands.
5:42Now, see,
5:43I feel the squeezing, and it's a symmetrical.
5:46So I'll have her. Her put her hands out,
5:49and I'll put mine on top, and I'm gonna say, okay,
5:51push up. And I wanna make sure.
5:54And I'm gonna push down while she pushes up.
5:56And then I'm gonna put my hands down and tell her to push down,
5:59and I'm gonna lift up. So this is a normal response.
6:03The next one I'm gonna do is move down to her legs and feet.
6:05And so I'm gonna come down to the end of the bed here.
6:09And I'm gonna say, okay,
6:10I'm gonna go ahead and push upward on your feet.
6:12I want you to push downward.
6:14Okay, so I push up and I can feel.
6:16And as you can see, she's pushing down
6:17and it's symmetrical. Next one,
6:19I'm gonna ask her to lift her toes upward,
6:22so that's dorsiflexion. Um,
6:24the downward one is plantar flexion.
6:26So dorsiflexion, she's gonna push up and I'm pushing down.
6:30Those are all great responses that she's having.
6:33Now I'm gonna check her legs
6:34and I'm just gonna say, I'm gonna lift your legs up,
6:36I want you to push them down,
6:39and then you can do the same for the legs.
6:42Push up and I'm gonna push down.
6:44Okay? So I know that her strength is all normal.
6:47Another one I can do with the arms is have her lift her arms out
6:51and I'm gonna tell her I'm gonna push up and she's gonna push down.
6:54Okay,
6:56perfect. And then I'm gonna do the opposite
6:59and make sure she can push up and I can push down.
7:02Now, if this was abnormal,
7:05when I put my hands on here,
7:06I want you to give me less strength in the left hand. Okay?
7:09So when I put my hands on here,
7:11now push up with your hands
7:13and I'm gonna push away down on your hands. Okay?
7:15Alright, go.
7:16Now, you see like one is gonna be higher than the other.
7:20After doing this assessment,
7:22I could Determine that she could obey commands.
7:25Anything that I asked her to do,
7:26she did. So she would be on the.
7:28I would Mark her as obeys command.
7:31The next one we're gonna assess is pain.
7:33So on this, I want her to be able to tell me where the pain is.
7:37So I will have her close her eyes,
7:39and I'm gonna say, okay,
7:41you'll feel something sharp.
7:42You tell me where it is. So go ahead and close your eyes
7:48on my hand. On your hand.
7:50Which hand? My left one.
7:51Okay. And my right arm.
7:55Okay. So that's, like,
7:56a localized pain. She knows where it is.
7:58She can tell me where it is.
8:00The next type of pain
8:01is that she is going to do a normal response to pain.
8:04So she's awake. So I'm not going to do a sternal rub on her.
8:08So again, I can use this.
8:11And as I give her pain, she would, like,
8:14move her hand away from me,
8:16you know, so they're gonna kind of, like,
8:18be like, whoa,
8:18that kind of hurts. Right.
8:19So that's. That's another assessment that we're looking for.
8:23Do they flex or withdraw from pain?
8:25Okay, so they're moving because they don't like it.
8:28The next two positions are gonna be
8:30positions that are gonna be very obvious when you walk into the room.
8:33Is decorticate and decerebrate.
8:35So she's in the decorticate position right here.
8:38What you are looking for in this position,
8:40Are her wrists curled inward?
8:43Her elbows are bent
8:44and you can see even in the word is core she's bent,
8:48bent into the core. So this is the cordicate.
8:51Her feet. Her legs are rigid and straight and her feet are inward.
8:57Her toes are outward, like pointing downward.
9:00So she's got a plantar flexion and inward.
9:03Okay, so inversion,
9:05plantar flexion on the feet.
9:07This is the decubitus position.
9:08So this is something you're gonna walk in and just see.
9:10Something that's very obvious about this
9:12is that the patient has their wrists outward,
9:16their fingers curled in and it's tight to their body.
9:19So they're, they're like she is right now. Again,
9:22the legs are rigid, toes are pointed inward and plantar flexion, um,
9:27and this is a typical sign of that.
9:29So you would Mark this next to, um,
9:32that response if you were to walk in and see this,
9:34cause they would just be in this position.
9:36So when scoring the patient, um,
9:39she would score a 15.
9:40So 15 is a normal conscious patient with no brain injury indicated.
9:45Um, if they have between 13 and 15,
9:47that could be a mild or like
9:49it would be 13 or 14 would be like a mild brain injury.
9:52And then anything from nine to 12 would be a moderate brain injury.
9:56Anything eight or less is going to be a severe brain injury.
10:00Alright, and that's all I have for Glasgow Coma Scale.
Mind Map
Loading mind map…
Viral Breakdown
Hook (first 3 seconds)
- Verbatim opening line: "Hi. Nurse Sherry here. And today we're gonna go over a neuro assessment."
- Hook pattern: Scene-setting + authority claim (a nurse introducing a specific clinical skill)
- Why it stops scrolling: The combination of a professional title ("Nurse Sherry") and a specific, high-stakes topic ("neuro assessment") signals immediate credibility and utility. Viewers in healthcare or those curious about medical procedures feel compelled to see if they can learn something valuable or verify their own knowledge.
Emotional Rhythm
- Curiosity (0–5s): "Hi. Nurse Sherry here. And today we're gonna go over a neuro assessment." – Viewers wonder what a neuro assessment entails and why it matters.
- Tension (5–30s): "The Glasgow Coma Scale... when somebody's had an injury to their brain... stroke... motor vehicle accident." – High-stakes context creates mild anxiety and urgency.
- Relief (30s–1:00): "So it's something you're gonna do on a regular basis." – Normalizes the skill, making it feel manageable.
- Engagement (1:00–2:00): Step-by-step demonstration with visual cues (e.g., "spontaneously," "verbal response," "painful stimulus") keeps attention through clear, actionable instructions.
- Climax (around 2:30): "The easiest one I find is doing a sternum rub." – A visceral, memorable action that viewers will recall and discuss.
- Resolution (end): "She would score a 15... 13 to 15 mild... 8 or less severe." – Provides a clear, satisfying scoring framework that viewers can apply.
Keyword Density
- "Glasgow Coma Scale" – Drives algorithmic reach (highly searched medical term) and establishes authority.
- "Response" (eye, verbal, motor) – Core concept repeated ~15 times; algorithmic relevance for search and educational value.
- "Pain" – Emotional pull (high-stakes, memorable) and clinical necessity.
- "Symmetrical" – Key clinical indicator; algorithmic for stroke/neurological content.
- "Score" – Actionable outcome; drives search for "Glasgow Coma Scale score 15."
- "Decorticate" / "Decerebrate" – Rare, high-recall terms; emotional pull (memorable, visual) and algorithmic for medical education.
- "Stroke" – High-traffic keyword; emotional resonance for viewers affected by or interested in stroke.
- "Nurse Sherry" – Personal brand; builds trust and repeat viewership.
Why It Spreads
- High-stakes, universally relevant topic: "Stroke... motor vehicle accident... brain injury" – These are dramatic, life-threatening scenarios that grab attention and make the content feel urgent. Viewers share it because "everyone should know this."
- Clear, actionable framework: "She would score a 15... 13 to 15 mild... 8 or less severe." – The scoring system is simple to understand and remember, making it easy for viewers to explain to others (e.g., "Did you know nurses use a 15-point scale for brain injuries?").
- Visual demonstration + relatable persona: Nurse Sherry demonstrates each step with a live patient (Jaden). The combination of a friendly, authoritative nurse and a real, non-scripted interaction makes the content feel trustworthy and shareable among healthcare communities and curious laypeople.
- Memorable "sternum rub" moment: "The easiest one I find is doing a sternum rub... you should do it to yourself." – This specific, slightly uncomfortable action is highly shareable because it's unexpected, visceral, and easy to describe in conversation or social media comments.
- Niche + broad appeal: The video serves both healthcare professionals (nurses, medical assistants) and the general public (anyone who might encounter a head injury). This dual audience increases the potential sharing pool significantly.
What You Can Steal
- Lead with a high-stakes, specific problem. Start your video with a clear, urgent scenario that your target audience cares about (e.g., "How to assess a brain injury in 30 seconds"). Avoid vague openings; get straight to the "why this matters."
- Use a simple scoring or checklist system. Give viewers a takeaway they can remember and repeat (e.g., a 1–10 scale, a 3-step checklist, a color-coded system). This makes your content "sticky" and shareable.
- Include one visceral, memorable action. The "sternum rub" is the video's most shareable moment. Find a specific, slightly uncomfortable or surprising step in your process and highlight it. It becomes a conversation starter and a reason to tag friends.
