Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
wvc iwp lecture fall
wvc iwp lecture fall 2010
| Question | Answer |
|---|---|
| Integrated Whole Person | spiritual Sociological Sexuality Psychological Ethnicity Cultural |
| Piaget Cognitive Development | Study of children's intellectual organization. Sensiormotor 0-2 (exploring); Pre-operational 2-7(egocentric); concrete operational 7-11 (can understand other perspectives); formal operational 11-adult (abstract & theoretical thinking) |
| Schema | a self initiated activity the child becomes involved in |
| Autonomy VS Shame (1-3 years) | Develops independence in controlling bodily functions & some self care. If discouraged may doubt abilities. Sense of failure may lead to feelings of shame. A balance between letting them explore & protecting them. Needs independence & safe boundries |
| Trust VS Mistrust (0-18 months) | Child develops trust as a result of having basic needs consistently met. If not met infant becomes fearful and mistrusting. Need security and consistent routine. |
| Initiative VS Guilt (3-6 years) | Child begins to plan & try new thins. Parental restrictiveness may prevent development of initiative. Identifies with same sex parent. May feel guilt when activities conflict with parents wishes. Needs: Guidance; safety; praise.for accomplishments. |
| Industry VS Inferiority (6-12 years) | Wins recognition & develops esteem through achievements. Feels inferiority when adults perceive actions to be silly or troublesome. Judge themselves by adult standards. Need praise for accomplishments. |
| Ego identity VS Role Confusion (13-21 years) | Adolescent is preoccupied with how they look to others, & how that image fits with his or her own view of self. failure to develop sense of personal identity may lead to role confusion or feelings of inadequacy. Need: develop own ID & feel normal |
| Intimacy VS Isolation (21-40) | Develops close sharing relationships. Person unsure of identity will have difficulty developing intimacy. Need intimate meaningful relationships. |
| Generativity VS Self absorption or stagnation (40-65) | Urge to contribute to next generation. Express concern for world. Self-absorbed adults are preoccupied with personal well being & material gain. Preoccupation with self needs leads to stagnation in life. Need: satisfaction with achievement/ contribution |
| Ego integrity VS. Despair (65-death) | look back with sense of satisfaction & acceptance of life & death. Unsuccessful resolution of this crisis may result in sense of despair. Need: identify life's meaning/ purpose feel satisfaction with life. |
| Basic self care needs: | Feeding Bathing/ Hygiene Dressing Grooming Toileting |
| Orem's Theory of self-care | Every mature person can meet self-care needs, if inability to do so is present a self-care deficit exists. A person benefits from nursing intervention when a health care situation inhibits their ability to perform self care. |
| Orem's goal | The goal of nursing care is to increase the patients ability to perform their own self care needs. Nursing action focuses on identification of deficit and implement appropriate intervention to meet that need or deficit. |
| Self care deficit | Impaired ability to perform feeding/ bathing/ dressing/ grooming/ toileting on a temporary or permanent basis. |
| Causes of self care deficits | Depression; alcoholism (neglect eating or hygiene); broken limbs; dementia; stroke; Parkinson's, pain |
| Self care defect rating: | 0- completely independent 1- Requires use of assistive device 2- Requires help from another person 3- requires help and supervision 4- completely dependent |
| Evaluation criteria regarding self care | Identify areas of weakness/ need Verbalize understanding of healthcare practices Demonstrate techniques/lifestyle changes to meet self care needs Perform self-care activities within own level of ability |
| Culture | the totality of socially transmitted values, beliefs, norms & lifeways that guide a groups thoughts and behaviors. |
| Race | A class or kind of people unified by shared interests, habits or characteristics. Shared genetic background and physical traits |
| Value | a desirable attribute or essential belief |
| Norm | A pattern or trait taken to be typical in the behavior of a social group. A widespread or usual practice, procedure of custom. |
| Egocentrism | the tendency to perceive, understand and interpret the world in terms of the self. |
| Ethnocentrism | tendency to believe one's ethnic or cultural group is centrally important, & all other groups are measured in relation to one's own. Ethnocentric individual will judge other groups to own culture, with concern to language, behavior, customs, & religion. |
| Cultural relativism | Morality as a product of culture. Societies disagree widely about morality & we have no clear way to resolve the differences. Cultural relativists view themselves as tolerant; they see other cultures, not as "wrong," but as "different." |
| Discrimination | the act of discriminating/ the quality or power of finely distinguishing/ the act of discriminating categorically rather than individually/ prejudiced outlook, action, or treatment <racial discrimination |
| Cultural competence | This stage embodies the concept that all cultures can live side by side in harmony with one another. |
| Avoiding ethnocentric behavior | Identify and acknowledge your biases Notice how your biases impact you behaviors work to be culturally competent |
| Cultural competence | The ability to bridge gaps work effectively with people of different cultures & provide safe effective care Enable clients to experience meaningful & supportive care |
| Cultural barriers to health care | Communication barriers/ language Body language/ behaviors Illiteracy Mistrust Religious/ traditional practices Time orientation |
| sexual identity | a persons perception of his or her gender, gender identity, gender role or sexual orientation. |
| Sexual orientation | describes the perdominant gender preference of a person's sexual atttraction over time. |
| sexual health | a person's freedom from physical and psychological impairment, the awareness of open and postitive attitudes toward sexual functioning. |
| Transgendered | a gender identity is different than the body in which the person resides |
| Transsexual- | Someone who feels trapped in the body of the opposite gender |
| Intersexed (hermaphrodite) | someone born with ambiguous sexual organs |
| Cross-dresser | a person who occasionally or frequently wears clothes of the other gender, often in secret. |
| Sexuality | Encompasses our whole being; sense of maleness or femaleness; includes dimensions of: biologic, sociologic, psychological, spiritual, cultural. |
| Sexuality influenced by | values, attitudes, behaviors, relationships with others, religious teachings, culturally prescribed roles, beliefs R/T sexual orientation, social & political environment |
| Sexual development: infancy | exploration of world and self, Use of senses, Freud’s psychodynamic theory maintains that the first 3 years of life are crucial to the development of gender identity |
| Sexual Development: toddler | May role play “doctor” and notice parents bodies, imitate same sex parent, may question where babies come from. |
| Sexual development school age | greatest influence peer group & parents. Needs: privacy, needs to feel normal, needs accurate information to prepare for puberty. |
| Sexual development adolescent | Egocentric, feels invincible/ immortal, greatest influence from peers, explores sexual orientation. Needs: assurance of normalcy, accurate information and guidance. Task: establish value system for decision making. |
| Sexual development: Adult | May stay single, may choose partner or mate. Goals: Explore/ define mature relationships, development mutually satisfying intimate relationship (s), May or may not have children. |
| Sexual development: Middle adulthood | Children leave home, couple may get reacquainted, physical changes (hormonal, libido, body image issues) |
| Sexual development: older adult | decrease in hormones, decrease in libido, chronic illness, medications. |
| Health factors affecting sexuality | changes in sexuality, depression, loss of privacy, chronic illness, physical and mental fatigue, medications, menopause |
| atheist | does not believe in God |
| Spiritual Health | Caring for the whole person, accepting beliefs and experiences, helping with issues surrounding meaning and hope. |
| Religion | Associated with denomination or sect, organized beliefs and practices, vehicle used for spiritual journey, outward expression of inner beliefs |
| Faith | A relationship with a divinity, higher power that incorporates reasoning faith (belief) and a trusting faith (action) …may enable one to transcend physical limitations and immediate circumstances |
| Agnostic | believes the ultimate reality is unkown or unknowable. |
| Hope | a multidimensional concept that provides comfort while enduring life threats and personal & personal changes. |
| Spiritual distress | Disruption of one’s life principle. May occur with: tragedy, acute illness, chronic illness, near death experience, conflict between beliefs & recommended health care, inability to practice usual rituals |
| Symptoms of spiritual distress | Questioning one’s faith and meaning of life. Feeling: alone or abandoned, powerless, victimized, anger. |
| Spiritual Assessment | assess clients faith/ beliefs; review the client’s view of life, self responsibility & life satisfaction; assess extent of clients fellowship & community; review client’s practice of religion & ritual. |
| Nursing diagnoses related to spirituality | spiritual distress; readiness for enhanced spiritual well being; fear; hopelessness; anxiety |
| Planning Nursing care | care will be most effective if: trust & rapport are established; nurse honors client’s choices; nurse collaborates with client; facilitate participation in services & rituals; pray with client; appropriate touch. |
| Outcomes of spiritual nursing interventions | Decreased spiritual distress; increased trust in caregivers; increased sense of harmony; increased bond w/ support system; increased personal meaning & self awareness. |
Created by:
wvc
Popular Nursing sets