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nurse fundamentals15
| Question | Answer |
|---|---|
| Clinical Decision Making | A problem solving activity that focuses on defining client problems and selecting appropriate treatment |
| Critical thinking | An active organized, cognitive process Used to carefully examine ones thinking and the thinking of others |
| Critical thinking involves | Recognizing an issue exists, analyzing information, evaluating data, making conclusions |
| Nursing Practice applications (6) | Interpretation, analysis, inference, evaluation, explanation, self regulation |
| Interpretation | Look for patterns, clarify data |
| Critical thinking behavior (7) | Truth seeking, open mindedness, analycity, systemicity, self confidence, inquisitiveness, maturity |
| Levels of critical thinking (3) | Basic, complex, commitment |
| Basic Critical thinking | Follow rules, procedures, supervisory advice |
| Complex critical thinking | Analyze options, think outside the box, |
| Committed critical thinking | Making choices without assistance and take responsibility |
| Critical thinking competencies | Cognitive processes a nurse uses to make judgments about the clinical care of clients |
| Components of critical thinking | Specific knowledge base, experience , competencies, attitudes, Standards |
| evidence based knowledge | Knowledge base on research or clinical experience |
| Scientific method | Systematic, ordered approach to gathering data and solving problems |
| Culture | a learned set of values, beliefs, customs shared by interacting individuals |
| Family | basic human social system that involves commitment and interaction between its members |
| Responses to divorce by age group | 1) preschool; regression 2) school age; open grieving 3) adolescent: worry about self 4) adult: increased dependence on oldest child 5) geriatric: depression |
| Cultural Assimilation | process of one cultural group adapting and adopting the practices of another group |
| Cultural Competence | cultural awareness and inclusion |
| Cultural relatavism | relating values to one culture that may not be intrinsic to another |
| Developmental stage | a period in life marked by the mastery of a set of skills or competencies that occur in sequence |
| Developmental theorists | 1) Erickson; psychosocial, 2) Havighurst; sequential learning 3) Neuman; nursing theorist-total care to family; 4) Duvall: family theorist |
| Dysfunctional Family | a family that does not offer consistency of members or rules, poor relationships |
| Family systems theory | theory based on understanding that family functions are inter-related |
| Theory | a group of concepts that forms the basis for undderstanding observations, logical, cinsistent, integrates past and present research |
| Family APGAR | Adaptaion, Partnership, Growth, Affection, Resolve |
| Stages of family growth and development (6) | 1) Marriage,2) Childbearing, 3) Childrearing, 4) Child launching,5) Contractiong Family,6) Aging Family |
| Childrearing Styles | autocratic, democratic, laisez faire |
| What established Role of Federal Govt in re healthcare | Constitution Article 1 section 8 -spending power to promote general health and welfare |
| Hill Burton Act of 1946 | provided funding for new hospital's |
| first state to establish Patients Bill Of Rights | Minnesota |
| Social Security Act | Passed Title VI to assist staes in providing public health |
| Medicare | established by Title VII Social Security Act amandment 1965 payed into |
| Medicaid | established by Title XIV Social Security Act amandment 1965 care for poor (Welfare style) |
| Local govts establish Nurse Practice acts | |
| Omnibus Bill | provided funding for nursing homes, skilled nursing facilities, home health agencies |
| scope of practice | identification o fand legl limitations to usual and customary skill practices of a proffession |
| Childrens Bureau | established WIC |
| TEFRA | Tax Equiety fiscal responsibility Act: establishe DRG (Diagnostic related group) system |
| COBRA | extension of insurance benefits |
| HIPPA | 1990, privacy and confidentiality |
| Atchley | Retirement phase |
| Bandura | Social learning |
| Bronfenbrenner | Socio-economic influences on development |
| Cooley | Meade |
| Erickson | psychosocial |
| Freud | psychosexual |
| Havighurst | Developmental tasks in older adults |
| Jung | Extended Freud into Adult development -actualized man |
| Kegan | Constructive development |
| Kohlberg | Moral development |
| Levinson | expanded erickson interactions "fabric of life" Structure in life |
| Loevenger | Cognitive theory Piaget extended |
| Maslow | Hierarchy of needs |
| Peck | Developmental tasks in older adults |
| Piaget | cognitive |
| Skinner | Behavior learning |
| Vygotsky | Language and Culture |
| Watson | Father of Behaviorism |
| Erickson stage #1 | Trust Vs. Mistrust |AGE: 0-1|stage: infant|trait:Hope |
| Erickson stage #2 | Autonomy vs. Shame and doubt |AGE: "2-3"|stage: toddler|trait:WILL |
| Erickson stage #3 | Initiative vs. guilt |AGE: "4-5"|stage: preschool|trait:PURPOSE |
| Erickson stage #4 | Industry vs. inferiority |AGE: "6-11"|stage: School age|trait:COMPETENCY |
| Erickson stage #5 | Identity vs. role confusion |AGE: "11-18"|stage: adolescent|trait:FIDELITY |
| Erickson stage #6 | Intimacy vs.,. Isolation |AGE: 18-25|stage: Young adult|trait:LOVE |
| Erickson stage #7 | Generativity vs. self absorption |AGE: 25-64|stage: Middle adult|trait:CARE |
| Erickson stage #8 | Integrity vs. despair |AGE: 65--|stage: Older adult|trait:WISDOM |
| ERICKSON PARENTING #1 | Parental Image |: Picture oneself |
| ERICKSON PARENTING #2 | Authority |: Questioning skills as child becomes more autonomous |
| ERICKSON PARENTING #3 | Integrative |: Motivating independence seeking child |
| ERICKSON PARENTING #4 | Independent Teen |: Support w |
| ERICKSON PARENTING #5 | Departure |: Empty nest |
| Kohlberg | Stages of Moral Development |
| Kohlbergs Stages | Preconventional, conventional, post conventional |
| Piaget | Cognitive Stages of development(4) |
| Piagets stages | sensori motor, pre-operational, concrete operational, formal operational |
| object permanence | sensori motor, Abirth to 2 |
| pretend play | pre-operational, age 2-7 |
| present time multi task | concrete operational, age 7-11 |
| Abstract thought | formal operational, adolescent |
| infant reflexes evident at birth | Moro,Tonic Neck, Babinski, palmar grip, blinking, sound, rooting (awake and sleeping) sucking, spontaeneous stepping |
Created by:
jrjct1
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