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NUR 200 EXAM 1
| Question | Answer |
|---|---|
| American Nurses Association | active in political, professional, and financial issues affecting health care and the nursing profession |
| code of ethics | the philosophical ideals of rights and wrongs that define the principles you will use to provide care to your patients |
| registered nurse (RN) | either through completion of an associate or baccalaureate degree program |
| continuing education | involves formal, organized educational programs offered by universities, hospitals, state nurses associations, professional nursing organizations, and educational and health care institutions |
| in-service education | programs are instruction or training provided by a health care agency or institution |
| NCLEX-RN | National Council Licensure Examination for Registered Nurses |
| caregiver | you help patients maintain & regain health, manage disease & symptoms, and attain a max level function & independence thru healing process |
| patient advocate | you protect your patient's human and legal rights and provide assistance in asserting those rights if the need arises |
| advance practice registered nurse (APRN) | most independently functioning nurse; master's degree in nursing; examples: clinical nurse specialist, nurse practitioner, nurse midwife, and certified RN anesthetist |
| nurse educator | works primarily in schools of nursing, staff development departments of health care agencies, and patient education departments |
| nurse administrator | manages patient care and the delivery of specific nursing services within a health care agency |
| nurse researcher | investigates problems to improve nursing care and further define and expand the scope of nursing practice |
| National League for Nursing (NLN) | advances excellence in nursing education to prep nurses to meet the needs of a diverse population in a changing health care environment |
| Quality and Safety Education for Nurses (QSEN) | addresses the challenge to prep nurses with the competencies needed to continuously improve the quality of care in their work environments |
| genomics | the study of all the genes in a person and interactions of these genes with one another and with that person's environment |
| Florence Nightingale | improved battlefield sanitation/first program for nurses/first practicing nurse epidemiologist |
| Clara Barton | founder of American Red Cross |
| Dorothea Dix | organized hospitals, appointed nurses, etc. during civil war |
| Mary Ann Ball | organized ambulance services |
| Harriet Tubman | active in underground railroad movement |
| Mary Mahoney | first professionally trained african american nurse |
| Isabel Hampton Robb | founded ANA |
| critical thinking | continuous process characterized by open-mindedness, continual inquiry, and perseverance, combined with a willingness to look at each unique patient situation and determine which identified assumptions are true & relevant |
| evidence-based knowledge | knowledge based on research or clinical expertise; makes you an informed critical thinker |
| decision making | product of critical thinking that focuses on problem resolution |
| diagnostic reasoning | analytical process for determining a patient's health problems |
| inference | the process of drawing conclusions from related pieces of evidence and previous experience; comes from cues/cluster of cues; judgement/interpretation of cues |
| steps of the nursing process (in order) | assessment, diagnosis, planning, implementation, and evaluation |
| Two steps of assessment | collection of information and interpretation & validation of data |
| What is the purpose of assessment? | establish a database about the patient's perceived needs, health problems, and responses to these problems |
| Cue | information that you obtain through use of the sense |
| Subjective data | patients' verbal descriptions of their health problems |
| Two primary sources of data | subjective and objective |
| objective data | observations or measurements of a patient's health status |
| What are some sources of data? | patient, family/SO, health care team, medical records, other records/scientific literature, and nurse's experience |
| open-ended questions | prompts patients to describe a situation in more than one or two words |
| back channeling | active listening prompts such as "all right," "go on," or "uh-huh" |
| closed-ended questions | limits answers to one or two words such as yes or no; for acquiring specific information |
| nursing health history | includes biographical info, reason for seeking health care, patient expectations, present illness/health concerns, health history, family history, environmental history, psychosocial history, spiritual health, review of systems, etc. |
| concomitant symptoms | other symptoms that patient experiences along with the primary symptom |
| review of systems (ROS) | systematic approach for collecting the patient's self-reported data on all body systems; probably won't cover all questions each time |
| validation | comparison of data with another source to determine data accuracy; necessary for assessment data |
| Main aspects of assessment | continuous collection of data; systematic; organization of data; validating the data; documentation of the info (all of these begin our database) |
| The Joint Commission (TJC) | used to be JCAHO; evaluates a facility to ensure they are doing things by standards of care; hospital must be accredited by TJC to get paid; |
| TJC rules for assessment | must be written, comprehensive, used to identify/set priorities, set schedule & person responsible, and all clients assessed for pain |
| What can the UAP do? | standard, unchanging, or predictable procedures |
| Primary data | my assessment or client statements |
| Secondary data | charts, family statements, visitor statements, etc. |
| Types of assessment | initial, ongoing, comprehensive, focused, and special needs |
| Initial assessment | depth depends on context; why here?; basic demographics, history and meds. |
| Ongoing assessment | continue to do assessments; as needed; tracking original issue & confirm nothing new |
| Comprehensive assessment | complete database; includes everything: family, social, living, culture, spiritual, etc. |
| Focused assessment | focus in on a particular need such as a special needs assessment |
| Special needs assessment | type of focused assessment; example: ADL assessment |
| Do you document cues, inferences, or both? | ONLY CHART THE CUES |
| medical diagnosis | the identification of a disease condition based on a specific evaluation of physical signs, symptoms, the patient's medical history and the results of diagnostic tests and procedures |
| nursing diagnosis | clinical judgment about individual, family, or community responses to actual and potential health problems or life processes that the nurse is licensed and competent to treat |
| collaborative problem | an actual or potential physiological complication that nurses monitor to detect the onset of changes in a patient's status |
| data cluster | set of signs or symptoms gathered during assessment that you group together in a logical way |
| defining characteristics | the clinical criteria that are observable and verifiable |
| clinical criterion | an objective or subjective sign, symptom, or risk factor, that when analyzed with othe rcriteria, leads to a diagnostic conclusion |
| related factor | a condition, historical factor, or etiology that gives a context for the defining characteristics and shows a type of relationship with the nursing diagnosis |
| Three types of nursing diagnoses | actual nursing diagnosis, risk diagnoses, and health promotion disanoses |
| risk nursing diagnosis | describes human responses to health conditions or life processes that may develop in a vulnerable individual, family, or community |
| health promotion nursing diagnosis | clinical judgment of a person/family/community's motivation, desire, and readiness to increase well-being and actualize human health potential such as nutrition or exercise |
| diagnostic label | name of the nursing diagnosis as approved by NANDA international |
| etiology | or related factor of a nursing diagnosis |
| PES format | Problem (NANDA label), E (etiology or related factor), and S (symptoms or defining characteristics) |
| Collaborative interventions | interdependent interventions; therapies that require the combine knowledge, skill, and expertise of multiple health care professionals |
| Consultation | process by which you seek the expertise of a specialist such as your nursing instructor, a physician, or a clinical nurse educator to identify ways to handle problems in patient management or the planning/implementation of therapies |
| Critical pathways | patient care management plans that provide the multidisciplinary health care team with the activities and tasks to be put into practice sequentially |
| Dependent nursing interventions | physician-initiated interventions; action that require an order from a physician or another health care professional |
| Expected outcome | a measurable criterion to evaluate goal achievement |
| Goal | a broad statement that describes a desired change in a patient's condition or behavior |
| Independent nursing interventions | nurse-initiated interventions; actions that a nurse initiates; these do NOT require an order; autonomous actions based on scientific rationale |
| Interdisciplinary care plans | include contributions from all disciplines involved in patient care; improve coordination of all patient therapies |
| Long-term goal | an objective behavior or response that you expect a patient to achieve over a longer period, usually over several days, weeks, or months |
| Nursing care plan | includes nursing diagnoses, goals/expected outcomes, specific nursing interventions, and a section for evaluation findings so any nurse is able to quickly identify a patient's clinical needs & situation |
| Nursing-sensitive patient outcome | a measurable patient, family, or community state, behavior, or perception largely influenced by and sensitive to nursing interventions |
| Patient-centered goal | reflects a patient's highest possible level of wellness & independence in function |
| Planning | involves setting priorities, identifying patient centered goals & expected outcomes, and prescribing individualized nursing interventions |
| Priority setting | the ordering of nursing diagnoses or patient problems using determinations of urgency and/or importance to establish a preferential order for nursing actions; deal with certain aspects of care before others |
| Scientific rationale | the reason that you chose a specific nursing action, based on supporting evidence |
| Short-term goal | an objective behavior or response that you expect a patient to achieve in a short time, usually less than a week |
| Activities of Daily Living (ADLs) | activities usually performed in the course of a normal day, including ambulation, eating, dressing, bathing, and grooming |
| Adverse reaction | a harmful or unintended effect of a medication, diagnostic test, or therapeutic intervention |
| Clinical practice guideline | or protocol; a systematically developed set of statements that helps nurses, physicians, and other health care providers make decisions about appropriate health care for specific clinical situations |
| Counseling | direct care method that helps a patient use a problem-solving process to recognize and manage stress and facilitate interpersonal relationships |
| Direct Care | interventions are treatments performed thru interactions with patients |
| Implementation | fourth step of nursing process; formally begins after the nurse develops a plan of care |
| Indirect Care | treatments performed away from the patient but on behalf of the patient or group of patients (i.e. infection control, documentation, etc.) |
| Instrumental activities of daily living (IADLs) | include such skills as shopping, prepping meals, house cleaning, writing checks, and taking meds |
| Interdisciplinary care plans | plans representing the contributions of all disciplines caring for a patient |
| Lifesaving measure | a physical care technique that you use when a patient's physiological or psychological state is threatened; purpose is to restore physiological or psychological homeostasis |
| Nursing intervention | any treatment based on clinical judgement and knowledge that a nurse performs to enhance patient outcomes |
| Patient adherence | means that patients and families invest time in carrying out required treatments |
| Preventive nursing actions | promote health and prevent illness to avoid the need for acute or rehabilitative health care |
| Standing order | preprinted document containing orders for the conduct of routine therapies, monitoring guidelines, and/or diagnostic procedures for specific patients with identified clinical problems |
| Evaluation | final step of the nursing process; crucial to determine whether, after application of the nursing process, the patient's condition or well-being improves |
| Evaluative measures | assessment skills and techniques (observations, physiological measurements, patient interview, etc.) |
| Nursing-sensitive outcome | a measurable patient or family state, behavior, or perception largely influenced by and sensitive to nursing interventions |
| Standard of care | minimum level of care accepted to ensure high quality of care to patients |
| Louisa May Alcott | civil war nurse; wrote book called Hospital Sketches which were based on letters she had written home while serving as a nursing in D.C. during the civil war |
| Margaret Sanger | birth control activist, sex educator, and nurse; establish organizations that turned into Planned Parenthood |
| Mary Breckenridge | nurse-midwife; founded Frontier Nursing Service |
| Mary Brewster/Lillian Wald | Henry Street Settlement; founded Public Health Nursing |
| Confidence | you feel certain about accomplishing a task or goal such as performing a procedure; grows with experience |
| Thinking independently | when nurses ask questions and look for evidence behind clinical problems; challenge the ways others think and look for rational and logical answers to problems |
| Fairness | dealing with situations justly; bias or prejudice do not enter into a decision |
| Responsibility & Accountability | you are answerable or accountable for your decisions and the outcomes of your actions |
| Risk taking | take risks in trying different ways to solve problems; consider all options, follow safety guidelines, and analyze any potential dangers to patient; act in a well-reasoned, logical, & thoughtful manner |
| Discipline | misses few details and follows an orderly or systematic approach when collecting information, making decisions, or taking action |
| Perseverance | being determined to find effective solutions to patient care problems |
| Creativity | involves original thinking; you find solutions outside the standard routines of care while still keeping standards of practice |
| Curiosity | asking "why?"; motivates you to inquire further |
| Integrity | question and test your own knowledge and beliefs; honest and willing to admit mistakes |
| Humilty | admit what you do not know and try to find the knowledge needed to make proper decisions |
Created by:
amay322