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Trans Test 4
Transition test #4
| Question | Answer |
|---|---|
| 3 Roles of ADN | Provider of care, Manager of care, Member of the Discipline of Nursing |
| Modeling and valuing nursing | Student learning outcomes, setting professional examples, high quality, individualized care |
| Making a commitment to ongoing professional growth | coming back to the classroom, CE in future, current knowledge, technology(nursing informatics), EBP, societal changes |
| Ensuring that high standards of nursing care are practiced | classroom, weekly CET, nursing/healthcare focus, accountability, peer review, self-regulation(professional organizations) |
| Contributing to and using nursing research in practice | standards of practice, EBP(generate questions for research, participate in research studies, apply research findings) |
| Practicing professional stewardship to support the advancement of nursing | demonstrating HGTC and EBP principles in clinical as a student and later as a RN, SNA, professional org, no bulling, recruiting, mentoring, nurse retention, culture, subculture, minorities |
| Serving as a Client Advocate | cultural diversity, concept of caring, transcultural nursing |
| Practicing w/in the legal boundaries and ethical framework of nursing | legal and ethical(patient advocacy) topics, HIPAA |
| Founder of Transcultural Nursing | Madeleine Leininger |
| Leininger says | Culture involves learned and transmitted knowledge about values, beliefs, rules of behavior, and lifestyle practices that guide designated groups in their thinking and actions in patterned ways |
| Transcultural nursing refers to | a research-focused practice field that focuses on pt-centered, culturally competent nursing |
| Transcultural nursing incorporates | the care(caring) values, beliefs, and practice of people and groups from a particular culture w/o imposing the nurse’s cultural perspective on the pt |
| Institutional Policies Promoting TCN | flexible regulations pertaining to visitors, providing translation services, training staff to provide care for patients w/ diff cultural values |
| Culturally Mediated Characteristics | space and distance, eye contact, time, touch, observance of holidays/days of worship, diet, biologic variations, complementary and alternative therapies |
| Acculturation | the process by which members of a cultural group adapt to or take on the behaviors of another group |
| Cultural blindness/Ethnocentric | the tendency to view one’s own culture a superior to others |
| Cultural imposition | the tendency to impose one’s cultural beliefs, values, and patterns of behavior on a person or ppl from a diff culture |
| Cultural taboos | activities or behaviors that are avoided, forbidden, or prohibited by a particular cultural group |
| Cultural competence | effective, individualized care that demonstrates respect for the dignity, personal rights, preferences, beliefs, and practices of the person receiving care, while acknowledging the biases of caregiver & preventing biases’ from interfering w/ care provided |
| The RN’s best source of information about the particulars of social, cultural, sexual, and spiritual uniqueness is | the patient |
| 6 Cultural phenomena of each cultural group | communication, space, social organization, time, environmental control, biological variations |
| Communication | words, body language and other cues, such as voice, tone, and loudness. During illness all ages tend to regress, and the regression often involves language skills |
| Space | ppl tend to regard the immediate vicinity as an extension of themselves |
| Social organization | socialization, enculturation |
| Time | views about punctuality and the use of time are culturally determined, as is the concept of waiting |
| Environmental control | health may be viewed as a balance btw the individual and the environment |
| Biologic variations | a direct relation exists btw race & body structure, skin color, other visible phys characteristics, enzymatic & genetic variations, electrocardiographic patterns, susceptibility to disease, nutritional pref & deficiencies, & psychological characteristics |
| Mucha’s theory on caring | Caring is to nursing as nursing is to caring |
| Theory of Cultural Care | Madeleine Leininger |
| Theory of Human Caring | Jean Watson |
| Jean Watson-Science of Caring Model | caring effctvly dmnstrtd & pract only intrprsnly-caring consists carative fctrs-effective caring prmotes hlth & grwth-caring rspnses accept person-caring environ offers dvlpmnt potent-caring is more healthogenic than curing-pract of caring is ctral to nur |
| Mucha’s Theory of Nursing | the promotion of health through the five dimensions of life-mental, spiritual, physical, emotional and social for the prevention of illness |
| Top 10 Caring Behaviors | Attentive listening, Comforting, Honesty, Patience, Responsibility, Providing Information, Touch, Sensitivity, Respect, Calling pt by name |
| Patient Advocacy | pleading on one’s behalf or acting in support of another, speaking for the pt or representing the pt’s point of view or not speaking about the pt |
| Protection of Rights | Pt is viewed as a member of a cultural group, a social being, a sexual being, and a spiritual being |
| Hospice Care | Dame Cicely Saunders, you matter b/c you are you. you matter to the last moment of your life, and we will do all we can not only to help you die peacefully, but to live until you die |
| Palliative Care | an approach to care for the seriously ill/ chronic illnesses that do not have a predictable “end stage” |
| Both palliative care and hospice care | recognized as impt bridges btw a medical bias in the direction of cure-oriented tx and the needs of terminally ill pt’s and their families at the end of life |
| Palliative Care is all about | providing good sx management, being able to have difficult conversations, being present, championing quality of life |
| Never Events | Serious Events-28 occurrences on US list of inexcusable outcomes in a healthcare setting |
| Teaching | interactive process wherein one individual shares information w/ another to facilitate learning and thereby promote behavioral changes-White |
| Learning | process by which a person aquires or increases knowledge or changes behavior in a measurable way as a result of an experience-Taylor |
| Teaching-Learning process | planned interaction that promotes behavioral change that is not a result of maturation or coincidence-White |
| Why we are teaching | to increase quality of life |
| Learning Styles | kinesthetic, auditory, visual, combo |
| Andragogy | adult learning-Malcolm Knowles |
| Pedagogy | science of teaching children and adolescents |
| Teaching-Learning Sequence | plan for a series of instructions that builds on previous knowledge and lays groundwork for future learning-from easy to difficult, known to unknown, etc |
| Cognitive | Knowledge |
| Psychomotor | Skill |
| Affective | Values |
| Documentation must be | Clear, Concise, Accurate, Complete |
| Documentation of | learning needs, teaching interventions implemented, pt outcomes achieved or not achieved, revisions or changes in teaching required |
| Health Promotion | those activities that assist ppl in developing resources that maintain or enhance well-being and improve quality of life, it’s up to each person to decide whether to make changes to promote a higher level of wellness |
| Health Promotion Models | Achieving health for all, Health belief model, Health promotion model, Transtheoretical model of change |
| Statutory Law | Mosby-statute enacted by the legislature of any of the states or by the appropriate officers of the districts or possessions-delineates the legal scope of the practice of nursing |
| 3 Major Components of Nursing Practice Act | outlines eligibility and requirements for licensure w/in that state, delineates the nursing edu prog content and clinical experience needed for the program to be accredited, designates specific roles for LPN/LVNs and RNs r/t certain nursing tasks |
| Laws | rules for conduct and actions w/in a society |
| Ethics | area of philosophical study that examines values, actions, and choices to determine right and wrong |
| Statutory Law ex | Nurse Practice Act |
| Civil Law ex | a violation of is a tort, malpractice/negligence |
| Assault | any act designed to make a person fearful and produce a reasonable apprehension of harm-doesn’t require touching |
| Battery | any intentional and wrongful physical contact w/ a person that entails injury or offensive touching |
| Negligence/Malpractice | a nurse could be liable for malpractice if the nurse injured a client while performing a procedure differently from the way other nurses would have done it |
| Purpose for Code of Ethics | reflect the values and priorities of nursing profession, provide direction for professional nursing practice, provide framework for eval of nursing practice, define profession’s accountability to public and client outcomes for which nurses are responsible |
| Beneficence | actively do good |
| Nonmaleficence | do no harm |
| Autonomy | the right to make decisions |
| Justice | fairness to all people |
| Fidelity | faithful to commitments |
| Veracity | truth telling |
Created by:
neffielewis
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