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Adult Health part 1
Critical thinking, Health promotion, Patient Education, Nursing Process
| Question | Answer |
|---|---|
| Critical thinking is the "____" for professional nursing competence. | Benchmark |
| What does critical thinking do for the professional nursing practice? | It improves clinical practice and decreases errors in clinical judgments. |
| Which level of critical thinking accepts the opinions and values of experts? | Basic critical thinking |
| Which level of critical thinking is willing to consider different options aside from routine procedures when complex situations develop? | Complex critical thinking |
| Anticipates the need to make choices without the assistance of others | Commitment |
| Takes responsibility for decisions | Commitment |
| What is the definition of Critical Thinking? | An active, organized, cognitive process used to carefully examine one's thinking and the thinking of others. |
| What does Critical thinking involve? | Analyzing information, Evaluating information, and Making conclusions. |
| Basic critical thinking | Trusts that experts have the right answers for every problem. Concrete and based on a set of rules or principles. Answers to complex problems are either right or wrong. |
| Complex critical thinking | Analyze and examine choices more independently. Each solution has benefits and risks that you learn to weigh before making a final decision. Considers different options aside from routine procedures. |
| Commitment level | Anticipates the need to make choices without assistance from others. Choose an action or belief based on the alternatives available and support it. |
| Truth seeking | Seek the true meaning of a situation. Be courageous about asking questions; be honest and objective about asking questions. |
| Open-mindedness | Be tolerant of different views; be sensitive to the possibility of your own prejudices; respect the right of others to have different opinions. |
| Analyticity | Analyze potentially problematic situations; anticipate possible results or consequences; value reason; use evidence-based knowledge. |
| Systematicity | Be organized, focused; work hard in any inquiry |
| Self-confidence | Trust in your own reasoning and processes. |
| Inquisitiveness | Be eager to acquire knowledge and learn explanations even when applications of the knowledge are not immediately clear. Value learning for learning's sake. |
| Maturity | Multiple solutions are acceptable. Reflect upon your own judgments; have cognitive maturity. |
| Reasoning, testing research, questions nursing practice | Scientific method |
| Evaluating a solution to make sure it is effective | Problem Solving |
| Problem resolution; chose a course of action from several options | Decision Making |
| Determining a client's health status after assessments and assigning meaning to signs and symptoms. | Diagnostic Reasoning |
| Drawing a conclusion | Inference |
| Defining a client problem and selecting treatments; setting priorities | Clinical Decision Making |
| Use of the Nursing Process | Nursing Process |
| 5 Components of Critical Thinking for Effective nursing care | 1. Knowledge base 2. Experience 3. Critical thinking competencies 4. Attitudes 5. Standards (Intellectual and Professional) |
| Confidence | Speak with conviction. Do not lead client to believe that you are unable to perform care safely. Always be well-prepared. Encourage client to ask questions. |
| Thinking independently | Read literature. Talk with other nurses, share ideas about interventions. |
| Fairness | listen to both sides. |
| Responsibility and authority | Ask for help if you are uncertain. Refer to policy and procedure. Report problems immediately. Follow standards of practice. |
| Risk taking | Knowledge leading you to question a health care provider's order. Willing to recommend alternative approaches. |
| Discipline | Be thorough. Use scientific and practice-based criteria. Manage time effectively. |
| Perseverance | Be cautious of an easy answer. Clarify information. Look for patterns and find solutions. |
| Creativity | Look for different approaches if interventions are not working. |
| Curiosity | Always ask why. Explore and learn more about the client. |
| Integrity | Recognize when your opinions conflict with those of a client; review your position, and decide how best to proceed to reach outcomes that will satisfy everyone. Do not compromise standards or honesty. |
| Humility | Recognize when you need more information. When you are new, ask for orientation. Ask for assistance. |
| Clear | an Intellectual standard |
| Precise | an Intellectual standard |
| Specific | an Intellectual standard |
| Accurate | an Intellectual standard |
| Relevant | an Intellectual standard |
| Plausible | an Intellectual standard |
| Consistent | an Intellectual standard |
| Logical | an Intellectual standard |
| Deep | an Intellectual standard |
| Broad | an Intellectual standard |
| Complete | an Intellectual standard |
| Significant | an Intellectual standard |
| Adequate for the purpose | an Intellectual standard |
| Fair | an Intellectual standard |
| Definitions of Health | 1. Presence or absence of disease 2. Complete physical, mental social well-being 3. Ability to maintain normal roles 4. Process of adaptation to physical and social environment 5. Striving toward optimal wellness |
| WHO definition of Health | Health is “a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity. |
| What are the 7 dimensions of wellness? | Social, Emotional, Physical, Spiritual, Intellectual, Occupational, and Environmental |
| The Physical Dimension of Wellness | Fitness, Maintain nutrition, Carry out daily tasks, Avoid abuses. |
| The Social Dimension of Wellness | Interact successfully; Develop and Maintain Intimacy; Develop respect and tolerance for others |
| The Emotional Dimension of Wellness | Ability to express emotions, love & manage stress |
| The Intellectual Dimension of Wellness | Ability to Learn & use information effectively |
| The Spiritual Dimension of Wellness | Belief in a higher force that serves to unite |
| The Occupational Dimension of Wellness | Ability to achieve balance between work and leisure |
| The Environmental Dimension of Wellness | Ability to promote health measure that improves standard of living and Quality of Life |
| People are viewed as physiologic systems only. | Clinical Model of Health Care |
| Health is identified by the absence of signs and symptoms of disease or injury. | Clinical Model of Health Care |
| People are identified in a state of being sick | Clinical Model of Health Care |
| It is viewed that disease or injury is the opposite of health. | Clinical Model of Health Care |
| Narrow view of health. | Clinical Model of Health Care |
| Health is defined in terms of the person's ability to fulfill a societal role, perform work, fulfill familial roles, and assume the role of being sick if applicable. | The Role Performance Model |
| Health is a creative process | The Adaptive Model |
| Disease is a failure in adaptation | The Adaptive Model |
| Aim of illness treatment is to restore adaptability or to cope. | The Adaptive Model |
| Extreme good health is flexible adaptation to the environment. | The Adaptive Model |
| Focus is: stability, growth, and change with the environment. | The Adaptive Model |
| A comprehensive view of health | The Health Belief Model |
| Relationship between person's belief and behaviors | The Health Belief Model |
| Helps to understand predict how a client will behave or comply with health care issues. | The Health Belief Model |
| Takes into account the client's perception of the seriousness of the illness | The Health Belief Model |
| Three dynamic interactive elements that constantly interact with each other. "Health" is when all 3 are in balance. "Disease" is when they are unbalanced. | The Agent-Host-Environment Model |
| Measure person's perceived level of wellness | The Health-Illness Continuum |
| Health and illness are on opposite ends of the continuum | The Health-Illness Continuum |
| Health moves back and forth daily | The Health-Illness Continuum |
| A framework to assess a person's values to help develop a plan for health promotional activities and adherence. | Health Promotion Model "HPM" |
| A source to help the nurse and patient understand what will motivate the patient to make changes. | Health Promotion Model "HPM" |
| An individual's prior behavior and personal factors influence his or her behavior cognitions which in turn influence his or her behavior outcomes. | Health Promotion Model "HPM" |
| What is Health Promotion? | The nursing practice revolving around a philosophy of Person Wholeness, Wellness, and Well-being. |
| What are the 2 principles of Holism? | 1. The person is a whole being, not an assembly of parts 2. The nurse strives to see the inter-relationships of each area of the patient's life |
| What are the goals of Health People 2010? | 1. To increase quality and years of healthy life 2. To eliminate health disparities |
| Definition of Health Promotion | "Behavior motivated by the desire to increase well-being and actualize human health potential" |
| Definition of Health Protection/Illness Prevention | "Behavior motivated by a desire to avoid illness, detect it early or maintain functioning within the constraints of illness." |
| What are the Transtheoretical Model stages of Health Behavior change? | Pre-contemplation, contemplation, preparation, action, maintenance, and termination |
| What is the nurses' role in health promotion? | 1. assessing the needs of the individual and/or the public/community 2. Education - public awareness 3. Provide/offer preventive health services 4. monitoring behaviors 5. help clients to make decisions |
| How involved should a client be in planning their care? | Client must be involved with all aspects: Goals, intervention, frequency, and evaluation |
| Evaluation is... | an ongoing process - modifications may be needed several times. |
| Evaluation is... | a collaborative effort - the client must be "on board" |
| Self actualization, esteem, love, safety, physiological needs | Maslow's hierarchy of needs |
| Categorizes behaviors into age ranges (does not take individuality into account) | Developmental stage theory |
| Illness... | is a subjective personal state. is diminished function of any aspect of a person. may not be related to a disease process. |
| Disease is... | an alteration in the body's function. |
| Symptoms of Acute Illness | appear suddenly have a short duration may be severe or minor person returns to normal level of wellness quickly |
| Symptoms of Chronic Illness | slow onset lasts for extended time periods of remission and exacerbation |
| Care of Chronic Illness includes... | promoting independence coping with physical limitations and pain |
| Suchman's stages of Illness | 1. symptom experiences 2. assumption of the sick role 3. Medical care contact 4. dependent client role 5. recovery or rehabilitation |
| What are the purposes of the Nursing Process? | 1. Standardization 2. Provides common language 3. Easily computerized 4. Simplifies documentation 5. Simplifies analysis of patterns of care 6. Ensures clients receive excellent, holistic nursing care |
| Betty Neuman's system model | Physical, emotional, spiritual, psychosocial, developmental |
| What is the primary source of assessment information? | the patient |
| What is a secondary source of assessment information? | Family or caregivers |
| What is another source of assessment information? | Charts, medical records, etc. |
| What is the 3-part diagnosis format? | P - Problem E - Etiology S - Signs and symptoms |
| What should you do first when planning interventions? | Determine the priority of the nursing diagnoses to develop outcomes. |
| What are 3 qualities that every goal should have? | 1. Patient specific 2. Reasonable for the client 3. Attainable and appropriate for the client |
| What is an integral part of each phase of the nursing process? | Evaluation |
| When done at the end of the process, the nurse refers to the _________. | Outcomes |
| The nurse determines whether _________ were met or not. | Outcomes |
| If outcomes were not met, what questions should the nurse ask? | 1. Were the outcomes attainable? 2. Was the wrong nursing diagnosis made? 3. Should the interventions be changed? |
| What are the roles of education in Health Care? | 1. Maintain health 2. Cope with health problems 3. Health promotion and disease prevention to facilitate high levels of wellness throughout the life span 4. help people make informed decisions about health practices and treatment choices |
| The two settings of education | Formal -lecture -discussions -teaching Informal |
| Skills required of the nurse as a teacher | Knowledge of subject matter Communication ability Empathy |
| Barriers to teaching effectiveness | Lack of time Lack of knowledge Disagreement with patient Powerlessness or frustration |
| Pt compliance will increase if they have what kind of support? | Family and social support |
| 3 learning styles | visual, auditory, and kinesthetic |
| Cognitive domain of learning | includes all intellectual behaviors and requires thinking. |
| Knowledge | learning new facts or information and being able to recall them |
| Comprehension | the ability to understand the meaning of learned material |
| Application | using abstract, newly learned ideas in a concrete situation |
| analysis | breaking down information into organized parts |
| Synthesis | the ability to apply knowledge and skills to produce a new whole |
| evaluation | a judgment of the worth of a body of information for a given purpose |
| Affective domain of learning | Feelings, attitudes, opinions, values |
| Receiving | being willing to attend to another person's words |
| Responding | active participation through listening and reacting verbally and nonverbally |
| Valuing | attaching worth to an object or behavior demonstrated by the learner's behavior |
| organizing | developing a value system by identifying and organizing values and resolving conflicts |
| Characterizing | acting and responding with a consistent value system |
| Psychomotor domain of learning | acquiring a skill, integrating mental and physical activity |
| Perception | being aware of objects or qualities through the use of sense organs |
| Set | a readiness to take a particular action. There are three: mental, physical, emotional |
| Guided response | the performance of an act under the guidance of an instructor involving imitation of a demonstrated act |
| Mechanism | A higher level of behavior by which a person gains confidence and skill in performing a behavior that is more complex or involves several more steps than a guided response. |
| Complex overt response | Smoothly and accurately performing a motor skill that requires a complex movement pattern |
| Adaptation | the ability to change a motor response when unexpected problems occur |
| Origination | using existing psychomotor skills and abilities to perform a highly complex motor act that involves creating new movement patterns. |
| Components of assessment for patient education | expectations of learning motivation to learn ability to learn teaching environment resources health literacy and learning disabilities |
| Lecture | highly structured and are efficient in helping groups of clients learn standard content about a subject. Does not ensure that listeners are actively thinking about the material. |
| Lecture-Discussion | After information is presented, learners are given the opportunity to share ideas and seek clarification. |
| Discussion | allows clients and families to learn from each other as they review common experiences |
| Demonstration/ Return Demonstration | Use when teaching psychomotor skills. Most effective when learners first observe and then practice the skill. |
| Role Play | People are asked to play themselves or someone else. |
| When should teaching take place? | Plan teaching activities for a time when the client is most attentive, receptive, and alert. |
| How should the material be organized? | Material needs to progress from simple to complex ideas. |
| Persons learn better when more than one of the body's senses are stimulated | True |
| Evaluation of teaching | Determine whether clients have learned the material |
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