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test4part2
culture, learning, sexuality
| Question | Answer |
|---|---|
| culture components that relate to nursing care communication syles | some cultures are offended if the nurse begins asking personal questions right away. some cultures have differing nonverbal comm styles. an interpreter may be needed |
| culture components that relate to nursing care space orientation | ppl of some cultures feel awkward when ppl are very close |
| culture components that relate to nursing care time orientation | ppl of different cultures will have diff. ideas regarding the past, present, and future. must keep this in mind when educating pt regarding med. and treatments |
| culture components that relate to nursing care nutritional patterns | food preperation is based on cultural practices *some cultures classify foods as hot and cold. |
| practicing cultural sensitivity to space | if too close, pt will pull back. explain the need to be close before entering personal or intimate zones. always tell the pt before u do something |
| conveying cultural sensitivity | the nurse must be honest about any lack in knowledge about their culture. if u dont know ask. find out what pt know or believe aobut their health prob. assess wheather this is congruent with health care |
| providing culturally sensitive nursing care | the nurse must become aware of own cultural. be aware of pt’s culture as described by the pt. be aware of adaptations made to live in America. form a CP with the pt that incorporates culture.address patient by last name. introduce self by name & title |
| teaching is a system of activities intended to produce learning | can be done at any time during hosp stay. is essential that the pt receive education that will hep safe transmission. Must be aware who will help provide the care at home. |
| affective domain | |
| cognitive domain | k |
| psychomotor domain | k |
| learning is a change in human disposition or capability that persists and that cannot be soley accounted for by growth | occurs inside the learner. is intellectual as well as emotional. can be done through experience builds upon past experiences |
| factors that influence learning | motivaton, readiness, involvement, relevance, feedback, support, enviroment, cultural aspects,psychomotor ability. |
| motivation: the desire to learn | if someone is not motivated, they may not learn as quickly or as thouroughly |
| readines: behaviors or ques that will signify they learners desire and willingness to learn. | must make sure ur pt is ready to learn. DONT try to teach while the pt is in severe pain, etc. |
| involvement | the more involved the learner is, the more meaningful the content is |
| relevance | the nurse should take the time to explain why the knowledge or skill to be learned is important to the pt |
| feedback | provide feedback to the learner to let them know what they are doing correctly, and what adjustments they need to make. Never give negative feedback:"you're doing this all wrong" this can discourage the learner |
| support | the nurse should provide nonjudgmental support because ppl learn best when they are not being judged |
| enviroment | try to choose an optimal learning enviro. one without distractions, turn the TV off, make sure visitors are not present (unless they will be providing care) Adequate lighting is a must, and good ventilation. try to make the temp. comfortable |
| cultural aspects | if the learner doesnt speak english always obtain a translator. Many cultures have different beliefs and values that conflict with health care. the nurse must learn to negotiate something safe for the pt while still respecting the pt culture |
| psychomotor ability can be affected by health and illness. in order to learn the learner must | have adequate muscle strength, motor coordination, energy and sensory acuity |
| learning assessment | learning style *readiness to learn(pt will start to ask questions. must be physically, emotionally, &cognitively ready for education to be effective) *understanding of the health problem *motivation *health beliefs &cultural factors *economic factors |
| learning assessment continued | assess health literacy:the ability to read, comprehend, and act on health info, including understanding prescription labels, interpreting appointment slips, completing health insurance forms, and following instructions for diagnostic test |
| the nurse can increase motivation by | relating the learning needs to something the pt values |
| deficient knowledge as the etiology is used when | the client has shown an interest in learning or the nurse has identified a learning need |
| ineffective health maitenance r/t deficient knowledge ex. | cant take care of themselves b/c the dont know how |
| teaching: explanation or decription (lecture) | cognitive. teacher controls content and pace. learner is passive; therefore retains less info that when actively participating. feedback is determined by teacher. may be given ind. or to a group |
| one on one discussion | affective, cognitve. encourages participation by learner. permits reinforcement and repetion at learner's level. |
| answering questions | cognitive. teacher controls most of content and pace. teacher must understand question. |
| demonstration | psychomotor. often used with explanation. can be used with indiv., small or large groups. does not permit use of equipment by learner |
| discovery | cognitive, affective. teacher guides problem solving situation. learner is active participant;therefore retention is high |
| group discussions | affective, cognitive. learner can obtain assisance form supportive group. teacher needs to keep the discussion focused. group members learn from one another |
| practice | psychomotor. allows repetion and immediate feedback. permits hands on experience |
| printed and audiovisual materials | cognitive. forms include books, pamphlets, need not to be present during learning. potentially ineffective if reading level is high. |
| role playing | affective, cognitive. permits expression of attitudes, values, and emotions. involves active participation by learner. |
| modeling | affective, pyschomotor. nurse ses example by attitude, psychomotor skill |
| computer assisted learning programs | all types of learning. learner is active. learner controls pace. provides immediate reinforcement and review. used with ind. or groups |
| documenting learning | document response from the pt ie. verbalized understanding; return demonstrated; repeated, etc. |
| determine the teaching strategy | k |
| evaluate teaching | is the pt able to return demonstrate the selected skill? is the pt able to answer ur questions? can the pt restate the infor correctly? was the pt bored? was the pt overwhelmed? ask the pt what was most helpful to evaluate ur teaching strategies |
| spiritual needs r/t self | need for meaning and purpose, hope, personal dignity. need to prepare for and accept death |
| spiritual needs r/t others | need to forgive others, need to cope with loss of loved ones |
| spiritual needs r/t groups | need to contribute to or improve one's community. need to be respected and valued. need to know what and when to give and take |
| spiritual well being | feeling generaly alive, purposeful,, and fulfilled. a way of living that views life as meaningful and pleasurable, taht seeks out life sustaining and life enriching options, and that sinks it roots into spiritual values and or specific religous beliefs |
| spiritual distress | a challenge to the spiritual well being or to the belief syst. tath provides strength, hope, and meaning to life. |
| nanda characteristic of spiritual distress | expresses lack of hope, meaning and purpose. expresses being abandoned. refuses to interact with friends, family. sudden changes in spirtual practices. request to see a spiritual leader. no interenst in nature,k reading spiritual lit. |
| discuss spiritual practices and nursing care | k |
| use the nursing process to promote spiritual health | k |
| actual loss | can b recognized by others |
| perceive loss | experienced by one, but cannot be verified by others |
| anticipatory loss | experienced before the loss actually occurs |
| anticipatory grief | experience in advanced of the event. greif may be abbreviated afterward |
| complicated grief | unhealthy grief. occurs when the strategies to cope with the loss are maladaptive. may be extended in lenght and severity, may deny the loss, may experience pain symp, may suppress grief until later time, or amy part. in dangerous activities to lessen |
| factors that influence grief responses | culture spiritual beliefs gender support system |
Created by:
chelsea309
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