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NUR1010 EXAM 2
| Question | Answer |
|---|---|
| Name & describe the 6 elements of therapeutic communication. | - Empathy - Trust - Honesty - Validation - Caring - Active Listening (Pg. 270) |
| Name & describe the 3 therapeutic communication techniques that allow the client set the pace. | - Offering self - Broad openings - Silence (Pg. 271-272) |
| Name & describe the 3 therapeutic communication techniques that encourage spontaneity. | - Open-ended comments - Reflection - Restating (Pg. 271-272) |
| Name & describe the 4 therapeutic communication techniques that focus on the client by responding to verbal, paraverbal & nonverbal cues. | - Exploring - Recognition - Focusing - Directing (Pg. 271-272) |
| Name & describe the 3 therapeutic communication techniques that encourage expression of feelings. | - Verbalizing the implied - Making observations - Clarifying (Pg. 271-272) |
| Name & describe the 2 therapeutic communication techniques that encourage the client to make some changes. | - Confronting - Limit setting (Pg. 271-272) |
| Define the following Communication Roadblock: Reassuring | Comments that indicate to the client that concerns or fears are unwarranted. |
| Define the following Communication Roadblock: Agreeing | Comments that indicate that the nurse's view are those of the client. |
| Define the following Communication Roadblock: Approving | Comments that indicate that the client's view, actions, needs, or wishes are "good", rather than "bad". |
| Define the following Communication Roadblock: Defending | Comments that are aimed at protecting the nurse, someone else, or something from verbal attack. |
| Define the following Communication Roadblock: Using Closed Questions | Questions or comments that can be answered by the client w/ one word. |
| Define the following Communication Roadblock: Using Stereotyped Comments | "Pat" answers or cliches that indicate the client's concerns are unimportant or insignificant. |
| Define the following Communication Roadblock: Changing Focus | Switching to a topic that is comfortable to discuss. |
| Define the following Communication Roadblock: Judging | Comments or actions by the nurse that indicate pleasure or displeasure w/ what the client says. |
| Define the following Communication Roadblock: Blaming | Accusing the client of misconduct; undermining the client's needs to be loved & accepted. |
| Define the following Communication Roadblock: Belittling The Client's Feelings | Indicating to the client that feelings expressed are unwarranted or unimportant. |
| Define the following Communication Roadblock: Advising | Giving the client opinion or direction about solving the problem. |
| Define the following Communication Roadblock: Rejecting | Indicating to the client that certain topics are not open to discussion. |
| Define the following Communication Roadblock: Disapproving | Indicating displeasure about comments or behaviors or placing a value on them. |
| Define the following Communication Roadblock: Probing | Pressuring the client to discuss something before he or she is ready. |
| What are some of the things you can do as a nurse when dealing w/ clients who are hearing impaired? | - Determine if the client can lip read. - If they wear hearing aid, see that it is working. - Face the client. - Speak @ normal tone & pace. - Focus on nonverbal cues. - Use gestures & facial expressions w/ verbal msgs. - Provide pen & paper. |
| What are some of the things you can do as a nurse when dealing w/ clients who are visually impaired? | - Always face clients even if visually impaired - Follow client cues to allow for independence - Look directly @ the client - Speak normal tone, normal voice (do NOT yell to compensate) - Ask for permission before touching - Orient client to environm |
| What are some of the things you can do as a nurse when dealing w/ clients are aphasic? | - Assess client's usual communication method & adapt interaction accordingly - Use written interview format, letter boards, yes/no cards - Allow additional time for response - Do not answer client - Use closed questions See book for addt'l |
| What are some of the things you can do as a nurse when dealing w/ unconscious client's? | - Assume the client can hear - Use normal tone & voice - Engage in normal conversation topics - Use touch to communicate sense of presence |
| What are some of the things you can do as a nurse when dealing w/ confused clients? | - Maintain appropriate eye contact - Keep background noises to a minimum - Use simple, concrete words & sentences - Use pics & symbols - Used close ?s rather than open-ended - Give client time to respond |
| What are some of the things you can do as a nurse when dealing w/ angry clients? | - Use caution w/client who has a hx of violent behavior or poor impulse control - Don't turn back to client & set nothing b/twn you & door - Focus on client's body language - Be alert for physical indicators of impending aggression See book for addt'l |
| Name the factors affecting patient safety. | Age, Lifestyle, Sensory & Perceptual Alterations, Mobility, & Emotional State |
| Name & describe 4 ways to improve the effectiveness of communication among caregivers. | |
| What is a sentinel event? | An unexpected occurrence involving death or serious physical or psychological injury, or the risk thereof. Serious injury specifically includes loss of limb or function. |
| How can hospitals prevent falls? | Good supervision, Orientating client's to environment & call system, Providing ambulatory aids i.e. wheelshair/walkers, Place personal belongings near bed, Hospital beds @ lowest position w/ rails up, Nonslip mats/rugs, Lighting |
| What type of patients are at increased risk during a fire? | Immobilized or incapacitated clients. |
| Name the common causes of fires include: | Smoking in bed, discarding cigarette butts in trash cans, and faulty electrical equipment. |
| What are the 3 elements of fires? | Sufficient heat to ignite the fire, combustible material, & oxygen to support the fire. |
| Nursing interventions are aimed at preventing or reducing the risk of fires. Name some of the types of interventions. Pg. 678 | - Marking fire exits, Know location & operation of fire extinguishers, Practice evacuations, Post emergency phone #s by all phones, Keep hallways open & clear of clutter, Check cords & outlets for exposed or damage wires, Report hazards, Education clients |
| Name & describe the 3 types of fire extinguishers. Pg. 678 | - Type A (Water): used for paper, wood, draperies, upholstery, or rubbish - Type B & C (Carbon Dioxide or Dry Chemical): Flammable liquids, gases or electrical fires. - Types A, B, C (Multipurpose Dry Chemical): Any type of fire |
| What type of things can a nurse do to protect clients from electrical injury? Pg. 678 | - Read warning labels on all equipment - Use only grounded electrical equipment - Check for frayed cords - Avoid overloading circuits - Report shocks rec'd from equipment to biomedical dept |
| Name at least 3 safety hazards for nurses. Pg. 657-658 | - Latex allergies - Blood-borne pathogens - Musculoskeletal injuries - Chemicals - Environmental - Violence |
| Explain the difference between medical & surgical asepsis. | One is the use of practices to reduce the number, growth, & spread of microorganisms. The other is considered sterile technique and consists of practices that eliminate all microorganisms. (Pg. 679-680) |
| Total elimination of all microorganisms including spores and involves the use of heat, steam, chemicals, radiation or ethylene oxide gas. | Sterilization (Pg. 681) |
| Removal of soil or organic materials from instruments & equipment used in providing client care. This methods uses water, mechanical action, & sometimes detergent. | Cleaning (sanitizing) (Pg. 681) |
| Elimination is the elimination of pathogens, except spores from inanimate objects. Method uses chemical solutions to clean inanimate objects. Common chemicals incl. alcohol, NA+ hypochlorite, & quanternary ammonia. (Household chems include lysol, bleach) | Disinfection (Pg. 681) |
| What is the procedure to properly dispose on infectious waster? | - Wear gloves - Use proper containers - Ensure that all infectious waste is properly labeled - Use cautious when handling plastic bags to avoid punctures & tears - Disinfect carts use to carry waste - Wash hands after disposing of waste (Pg. 682) |
| What are Standard Precautions? | Guidelines to prevent infection issued by the CDC. Has 2 tiers. Tier 1 assumes every person is potentially infected. Tier 2 |
| Tier 1 assumes every person is potentially infected. What types of precautions are included in Tier 1? | Hand hygiene, PPE (gloves, gowns, masks & eye protection), & safe injection practices. |
| Tier 2 assumes every person is potentially infected. What types of precautions are included in Tier 2? | This tier includes transmission-based precautions include contact, droplet, & airborne. Used for specific syndromes. Some special equipment may be require for certain respiratory conditions. (Pg. 683) |
| Explain: Contact transmission | Involves direct physical transfer of an agent from an infected person to a host through direct contact w/ a contaminated object or close contact w/ secretions. (Pg. 659) |
| Explain: Airborne transmission | Occurs when a susceptible host contacts droplet nuclei or dust particles that are suspended in air. (Pg. 659) |
| Explain: Vehicle transmission | Occurs when an agent is transferred to a susceptible host by contaminated inanimate objects such as water, food, milk, drugs & blood. (Indirect transmission) |
| Explain: Vectorborne transmission | Occurs when an agent is transferred to a susceptible host by animate means i.e. mosquitoes, fleas, ticks, lice, & other animals. (Pg. 659) |
| Name & describe the common drug resistant organisms & how they are transmitted. | MRSA (hand contact w/ client or infected area or fluids), VRE, & C.Diff (contact w/ organisms) (Pg. 663) |
| What is nonspecific immunity? | Is not dependent on prior exposure to the antigen, i.e. skin, normal flora, mucous membrane, sneezing, coughing, tearing, acidic environment, and inflammation. |
| What is specific immunity? | Immune response to an immune response to a specific invading antigen. This response is activated by the failure of phagocytes to completely destroy the antigen; this causes the production of T cells to activate other cells. |
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