Functional Abilities Categories and Representative Examples

From: Yocum, C. (1996). Validation study: Functional abilities essential for nursing practice.  National Council of State Boards of Nursing, Inc.

Gross Motor Skills

• Move within confined spaces
• Sit and maintain balance
• Stand and maintain balance
• Reach above shoulders (e.g., IV poles)
• Reach below waist (e.g., plug electrical appliance into wall outlets)

Fine Motor Skills

• Pick up objects with hands
• Grasp small objects with hands (e.g., IV tubing, pencil)
• Write with pen or pencil
• Key/type (e.g., use a computer)
• Pinch/pick or otherwise work with fingers (e.g., manipulate a syringe)
• Twist (e.g., turn objects/knobs using hands)
• Squeeze with finger (e.g., eye dropper)

Physical Endurance

• Stand (e.g., at client side during surgical or therapeutic procedure)
• Sustain repetitive movements (e.g., CPR)
• Maintain physical tolerance (e.g., work entire shift)
• Physical Strength
• Push and pull 25 pounds (e.g., position clients)
• Support 25 pounds of weight (e.g., ambulate client)
• Lift 25 pounds (e.g., pick up a child, transfer client)
• Move light objects weighing up to 10 pounds (e.g., IV poles)
• Move heavy objects weighing from 11 to 50 pounds
• Defend self against combative client
• Carry equipment/supplies
• Use upper body strength (e.g., perform CPR, physically restrain a client)
• Squeeze with hands (e.g., operate fire extinguisher)

Mobility

• Twist
• Bend
• Stoop/squat
• Move quickly (e.g., response to an emergency)
• Climb (e.g., ladders/stools/stairs)
• Walk

Hearing

• Hear normal speaking level sounds (e.g., person-to-person report)
• Hear faint voices
• Hear faint body sounds (e.g., blood pressure sounds, assess placement of tubes)
• Hear in situations when not able to see lips (e.g., when masks are used)
• Hear auditory alarms (e.g., monitors, fire alarms, call bells)

Visual 

• See objects up to 20 inches away (e.g., information on a computer screen, skin conditions)
• See objects up to 20 feet away (e.g.. client in a room)
• See objects more than 20 feet away (e.g., client at end of hall)
• Use depth perception
• Use peripheral vision
• Distinguish color (e.g., color codes on supplies, charts, bed)
• Distinguish color intensity (e.g., flushed skin, skin paleness)

Reading 

• Read and understand written documents (e.g., policies, protocols)

Smell 

• Detect odors from client (e.g., foul smelling drainage, alcohol breath, etc.
• Detect smoke

• Detect gases or noxious smells

Emotional Stability 

• Establish therapeutic boundaries
• Provide client with emotional support
• Adapt to changing environment/stress
• Deal with the unexpected (e.g., client going bad, crisis)                     
• Focus attention on task, including in distracting/chaotic environment.
• Monitor own emotions
• Perform multiple responsibilities concurrently
• Handle strong emotions (e.g., grief)

Analytical Thinking 

• Transfer knowledge from one situation to another
• Process information
• Evaluate outcomes
• Problem solve
• Prioritize tasks
• Use long term memory
• Use short term memory

Critical Thinking 

• Identify cause-effect relationships
• Plan/control activities for others
• Synthesize knowledge and skills
• Sequence information

Interpersonal Skills

• Negotiate interpersonal conflict
• Respect differences in clients
• Establish rapport with clients
• Establish rapport with co-workers
• Communication Skills
• Teach (e.g., client/family about health care)
• Explain procedures
• Give oral reports (e.g., report on client’s condition to others)
• Interact with others (e.g., health care workers)
• Speak on the telephone
• Influence people
• Direct activities of others
• Convey information through writing (e.g., progress notes)