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
FOUNDATIONS 1204
EXAM 3 - Alison Miles
| Question | Answer |
|---|---|
| two theorists re: caring in nursing | Jean Watson and Swanson |
| Jean Watson's theory of caring | focus on individuals and meaning for their quality of life; caring involves sensitivity, respect, and high moral and ethical commitment; places care before cure; emphasis on nurse-patient relationship |
| Swanson's theory of caring | a nurturing way of relating to a valued other toward whom one feels a personal sense of commitment and responsibility; a central nursing phenomenon |
| Madeleine Leininger | defines caring as: essential for well-being, health, growth, survival, and facing handicap or death (*transcultural perspective, *direct care, *indirect skills) |
| person-to-person encounters conveying caring | eye contact, body language, tone of voice, listening, a positive and encouraging attitude |
| comforting | provides both an emotional and physical calm; the use of touch |
| touch | used as a comforting approach to reach out and communicate support; involves contact and non-contact |
| listening / knowing the patient: | knowing the patient is the core of clinical decision making; more than just collecting data |
| listening | conveys full attention and interest, creates trust and communication, not a task, reacing out to another, can be difficult at times, |
| listening | a central aspect of nursing practice that develops in the everyday practical work of patient care |
| spiritual caring | when a person finds a balance between life values, goals and belief systems and those of others (own spirituality; not necessarily "religious") |
| family care | individuals experience life through relationships; family is important resource; caring does not occur in isolation from a patient's family |
| ethnicity | shared identity related to social and cultural heritage such as values, language, geographical space and racial characteristics |
| race | common biological characteristics shared by group of people, such as skin color |
| variant culture patterns | aka: subcultures |
| cultural awareness | gaining in-depth awareness of one's own background, stereotypes, biases, prejudices, and assumptions about other people |
| cultural knowledge | obtaining knowledge of oter cultres; gaining sensitivity to, respect for, and appreciation of differences |
| cultural skills | developing cultural skills such as communication, cultural assessment, and cultrally competent care |
| cultural encounters | engaging in cross-cultural interactions, refining intercultural communication skills, gaining in-depth understanding of others and avoiding stereotypes, and cultural conflict management |
| cultural competence | process in which health care professional continually strives to achieve the ability and availability to work effectively with individuals, families, and communities |
| emic worldview | insider or native perspective (of my culture) |
| etic worldview | outsider's perspective (of another culture) |
| culture | integrated patterns of human behavior that include language, thoughts, communication, actions, customs, beliefs, and values |
| illness | personal, interpersonal, and cultural reaction to disease |
| disease | malfunctioning or maladaptation |
| chinese and southeast asian cultural healers | herbalist, acupuncturist, fortune teller, shaman |
| asian indian cultural healers | ayurvedic practitioner, homeopath |
| native american cultural healers | shaman |
| african american cultural healers | old lady, spiritualist, voodoo practitioners, hougan (male), mambo (female) |
| hispanic cultural healers | lay midwives, herbalist, bonesetters, spiritualist |
| influences on patients and health care practitioners | bias, prejudice, cultural imposition, stereotypes |
| 4 ways nurses can be culturally competent | cultural awareness; cultural knowledge; cultural skills; cultural encounters |
| challenges of performing cultural assessment | to assess the inside or emic perspective; building relationships |
| cultural assessment | systematic and comprehensive examination of cultural care values, beliefs, and practices of individuals, families, and communities |
| components of cultural assessment |
Created by:
txladybug70
Popular Nursing sets