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
midterm transition
weeks 1-3
| Question | Answer |
|---|---|
| Describe the importance of lifelong learning in Nursing. | to continuously provide high-quality care to patients; to update their knowledge and practices |
| Describe the process of reentry into the role of the student. | personal education plan (PEP), individualizing it for your success; establishing short- and long-term goals will both motivate and inspire you in your return to school. |
| Stage I-Unilateral dependence | Inexperienced student learns theoretical concepts for role development; applies theory to practice in a limited and supervised way |
| Stage II-Negative independence | Student has increased opportunities to apply theory to practice and assumes more responsibility; develops confidence and takes on some of the role values; also is more willing to question traditional patterns and ways of knowing. |
| Stage III-Dependence/mutuality | Student is able to be more realistic about role expectations, and questions reflect a higher understanding of theoretical concepts; recognizes role limitations |
| Stage IV-Interdependence | Student is able to make independent judgments and to take on the professional role; student’s professional identity is more secure and not in opposition with other roles |
| Conflict management | is a process to work through conflicts in a way that minimizes negative effects and promotes positive consequences |
| Method of conflict management in order | Presence, Empathy, Acknowledgment, Reflect (or Reframe), Listen openly, and Ask questions |
| Design a personal plan with strategies to minimize role conflict and support transition to the professional nursing role. | Role conflict develops when an individual is faced with expectations that are incompatible with each other. |
| Focus undivided attention/Sit down to listen/silence/your voice tone and pace/good eye contact/Minimize gesturing/Smile appropriately/Simplify your language/proper touching techniques | nonverbal communication |
| General leads/Open-ended relevant questions/Sharing observations/Restating/Clarification/Silence/Summarization | verbal communication |
| Communication | provides patient center care and keeps patients informed by providing safe environment and quality care |
| Implicit (unconscious) biases | are attitudes and stereotypes that occur unintentionally and influence judgments and decisions. |
| strategies to reduce implicit bias | Be aware of own thoughts and feelings/Imagine what it would be like another person/Identify biased thoughts/Join workshops or other groups in your community to raise awareness |
| Paternalism | An alert older resident who lives in a long-term care facility and who is now at high risk for falls refuses to call the nurse for assistance when getting out of bed. nurse acts as a parent |
| Deception | A postoperative patient asks the student nurse, who is about to administer an intramuscular injection for pain, “Is this your first shot?” It does happen to be the student’s first injection, and the student is anxious. |
| Privacy and Social Media | A nursing student in your class shows you her recent Facebook posting that includes a photo of a patient with a large sacral pressure injury. She says that since the patient is lying face down, this is not an invasion of privacy. |
| Confidentiality | A nurse asks a middle-aged woman who is crying quietly, “Would you like to share what’s troubling you?” The woman tells the nurse. She begs the nurse not to tell anyone. |
| Allocation of Scarce Nursing Resources | A nurse has just been pulled from your unit, leaving it understaffed. You know that you cannot meet everyone’s needs well. How do you “distribute” your nursing care? |
| Valid Consent or Refusal | A resident is attempting to perform a spinal tap on an adolescent whom you know dislikes the resident. After one failed attempt, the adolescent tells the resident to stop. |
| Conflicts Concerning New Technologies | A woman who is infertile asks you what you think about in vitro fertilization. How do you respond? |
| Unprofessional, Incompetent, Unethical, or Illegal Physician Practice | A nurse who works in the operating room notices that a pediatric surgeon who has been on the staff for several years and has done excellent work suddenly seems not to be concentrating during surgery and to be making more mistakes than usual. |
| Unprofessional, Incompetent, Unethical, or Illegal Nurse Practice | When you make your morning rounds, a patient tells you that one of the nurses fondled her body and made suggestive remarks during the previous night shift. |
| Short Staffing Issues | You believe that patients are now at risk because there simply are not enough nurses to provide quality care. |
| Beginning-of-Life Issues | You personally believe that your ethical obligation is to assist this woman in options. The charge nurse tells you that it's not appropriate conversations with hospital. How do you reconcile your clinical obligations with your employee responsibilities? |
| End-of-Life Issues | he frequently tells you when you visit her at home that she is unwilling to fight anymore and wants to die with some dignity while still in control. |
| 3 typical concerns of a nurse advocate. | Patient’s well-being Patient’s dignity Patient’s rights |
| intentional torts example | (assault and battery, false imprisonment, and fraud) |
| unintentional torts example | (negligence) |
| intentional tort | is considered to have knowledge of the permitted legal limits of their words or acts |
| unintentional torts | are referred to as negligence; a nurse who fails to initiate proper precautions to prevent patient harm |
| incident (safe) reports | These reports are used for quality improvement and should not be used for disciplinary action against staff members |
| professional and legal regulation of nursing practice. | Nurses who practice safely respect both the voluntary and legal controls of nursing practice. Both are designed to ensure quality health care and to protect unsafe actions. |
| ways that people communicate non-verbally | Nonverbal communication includes facial expressions, eye contact, space, time, boundaries, and body movements |
| Culture | refers to the common lifestyles, languages, behavior patterns, traditions, and beliefs that are learned and passed from one generation to the next. |
| Development of cultural competence | requires becoming aware of your own personal cultural beliefs and identifying prejudices or attitudes that could affect interactions with persons different from you or be a barrier to good communication |
| Understanding a patient’s culture | helps you understand nonverbal communication and deliver appropriate nursing care to the patient and family |
| Cliché | is a stereotyped, trite, or pat answer. Most health care clichés suggest that there is no cause for anxiety or concern, or they offer false assurance. Patients tend to interpret them as a lack of real interest in what they have said. |
| Questions that can be answered by simply saying yes or no | tend to cut off discussion, even when the person might wish to continue. |
| Questions using the words why and how | may be intimidating to many patients. |
| Questions that too obviously probe for information | might cut off communication. Patients who are made to feel as though they are receiving the “third degree” become resentful, usually stop talking, and try to avoid further conversation. |
| A leading question suggests what response the speaker wishes to hear. Leading questions | tend to produce answers that might please the nurse but are unlikely to encourage the patient to respond honestly without feeling intimidated. |
| Giving advice | often implies that the nurse knows what is best for patients and denies them the right to make decisions and have feelings. It also tends to increase the patient’s dependence on caregivers. |
| Judgmental comments | tend to impose the nurse’s standards on the patient. |
| Nurses must focus | on the whole patient and not merely the patient’s diagnosis. |
| Failure to listen | might or might not cause the patient to be able to speak freely to the nurse. |
| A quick way to stop conversation | is to change the subject. |
| False assurance | might give patients the impression that the nurse is not interested in their problems. |
| Gossip and rumor can produce detrimental effects on relationships and group building. | can produce detrimental effects on relationships and group building. |
| Cognitive domain learning | may be evaluated through oral questioning, affective domain learning through the patient’s response, and psychomotor domain learning by a return demonstration. |
| Asking direct questions | is often an efficient method of evaluating learner outcomes. |
| Sometimes observational skills | can help determine whether the patient is using the material learned. |
| Discuss the role of a nurse coach in promoting behavior change. A nurse coach | establishes a partnership with a patient and uses discovery to identify the patient’s personal goals and agenda in a way that will result in change rather than using teaching and education strategies directed by the nurse as the expert |
| Democratic leadership | groups and leaders work together to accomplish mutually set goals and outcomes. |
| Laissez-Faire leadership | encourages independent activity by group members |
| Servant leadership | the difference manifests itself in the care taken by the servant first to make sure that other people’s highest priority needs are being served |
| Quantum leadership-In the new “quantum age,” change | is conceived as dynamic, ever present, and continually unfolding. We are forced to experience change at the same time we perceive it, with little or no opportunity to definitively and laboriously plan and manage it |
| Transactional leadership style | is based on a task-and-reward orientation |
| Transformational leadership | can create revolutionary change. Often described as charismatic, transformational leaders are unique in their ability to inspire and motivate others. |
| All nurses | to the extent that they work with others and influence others to be their best, can become leaders |
| The role of management | is to plan, organize, direct, and control available human, material, and financial resources to deliver quality care to patients and families. |
| some nurses | hold positions in the health care system that also make them managers. |
| Professional nurses | are responsible for delegating nursing activities |
| RN | may delegate elements of care, they do not delegate the nursing process itself. As a nurse, you remain accountable for any actions you delegate. |
| The overall goal of the QSEN (Quality and Safety Education for Nurses) project | is to meet the challenge of preparing future nurses who will have the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the health care systems within which they work. |
| Patient-Centered Care | The traditional concept involves listening to the patient and demonstrating respect and compassion. |
| Teamwork and Collaboration | The traditional view of teamwork may involve working side by side with other health care professionals while forming nursing skills. |
| Evidence-Based Practice | Traditional practices involve adhering to internal policies to standardize skills execution. |
| Quality Improvement | A long-standing approach to quality involves routinely updating nursing policies and procedures. |
| Safety | is to use bed rails properly to ensure “that my patient does not fall during my shift.” |
| Informatics | Traditionally, documentation consists of timely and accurate charting. |
| Assessing | Collection, validation, and communication of patient data |
| Diagnosing Actual or Potential Health Problems and Needs | Analysis of patient data to identify patient strengths and health problems |
| Outcome identification and planning | Specification of (1) patient outcomes to prevent, reduce, or resolve the problems identified; and (2) related nursing interventions |
| Implementing | Carrying out the plan of care |
| Evaluating | Measuring the extent to which the patient has achieved the outcomes specified in the plan of care; identifying factors that positively or negatively influenced outcome achievement; revising the plan of care if necessary |
| benefits of nursing process | to guide the nurse in determining what information is relevant and should be collected to make assessments and to formulate nursing diagnoses. Also suggest the appropriate types of nursing interventions and patient outcomes to be included in plan. |
| use of concept maps | serves as a pathway to the intersection of critical thinking and theory-to-practice application & assist nursing students in designing a care plan based on the individual patient concerns and problems |
| Clinical reasoning | a specific term usually referring to ways of thinking about patient care issues (determining, preventing, and managing patient problems) |
| Critical thinking | for reasoning about other clinical issues (e.g., teamwork, collaboration, and streamlining work flow) |
| initial assessment | is performed shortly after the patient is admitted to a health care facility or service |
| focused assessment | the nurse gathers data about a specific problem that has already been identified |
| quick priority assessments (QPAs) | are short, focused, prioritized assessments you do to gain the most important information you need to have first |
| emergency assessment | to identify life-threatening problems |
| time-lapsed assessment | is scheduled to compare a patient’s current status to the baseline data obtained earlier |
| triage assessment | screen patients to determine the extent and severity of the their problems and then recommend appropriate follow-up |
| process for conducting physical therapy | often in a head-to-toe, body system approach, including all or some of the assessments, based on the circumstances and needs for an individual patient |
| nursing diagnosis | is a clinical judgment made by a nurse regarding a patient's response to actual or potential health problems |
| medical diagnosis | is a clinical judgment made by a physician to identify a disease or medical condition based on a systematic evaluation of clinical signs, symptoms, and diagnostic tests |
| Assessment | Collecting and analyzing data to understand the patient's condition. |
| Diagnosis | Identifying potential or actual health problems based on assessment data. |
| Outcomes Identification | Predicting the expected outcomes for the patient. |
| Planning | Developing a strategy to achieve the desired outcomes. |
| Implementation | Executing the plan by coordinating care and promoting healing. |
| Evaluation | Monitoring and assessing the patient's progress towards the expected outcomes. |
| Maslow's Hierarchy of Human Needs | is a psychological theory which categorizes human needs into five levels, from basic physiological needs to self-actualization. |
| Maslow's Hierarchy in order | 1-Physiological Needs 2-Safety Needs 3-Love and Belonging Needs 4-Esteem Needs 5-Self-Actualization Needs |
| purpose of the evaluation | which is to assess a nurse's performance and progress in meeting professional and patient care standards |
| goals for nursing evaluations should be | specific, measurable, achievable, relevant, and time-bound (S.M.A.R.T.) to ensure they are clear, focused, and attainable |
| Right Task | The task being delegated must be appropriate for the patient’s condition and care plan. Within the scope of practice and should not require advanced clinical judgment. Should be routine and have predictable outcomes. |
| Right Person | The nurse must delegate to a qualified and competent individual who has the necessary education, training, and experience to perform safely and effectively. This includes verifying credentials and considering the person’s current workload. |
| Right Circumstance | The nurse must assess the patient’s needs and context. This includes ensuring that appropriate resources, equipment, and supervision are available for the task. |
| Right Communication (or Direction): | Clear and concise instructions must be provided including: the purpose, how it should be performed, and any specific patient needs or concerns. |
| Right Supervision (or Evaluation) | The nurse must provide appropriate supervision and evaluation of the task being performed. Includes monitoring the delegatee’s performance and ensuring so it's completed correctly and safely |
| five rights of delegation for nursing | right task, right person, right circumstance, right communication, right supervision |
| Implement evaluation and its relations to other areas of the nursing process | identifying factors that positively or negatively influenced outcome achievement; revising the plan of care if necessary |
| Accuracy | Record facts, avoid assumptions, and use approved medical terms. |
| Timeliness | Document care promptly to prevent memory gaps and ensure seamless communication. |
| Confidentiality | Protect patient information under HIPAA regulations by limiting access and using secure systems. |
| Completeness | Include all relevant details like assessments, medications, and patient responses. |
| Legibility | Ensure records are clear, whether handwritten or electronic, to avoid misinterpretation. |
| Organization | Use structured formats (e.g., SOAP, SBAR) for clarity and easy navigation. |
| Accountability | Sign entries with credentials and ensure records trace back to the correct provider. |
| Security | Safeguard physical and electronic records through encryption, access controls, and secure storage. |
| Identify the American Nurses' Association (ANA) competencies for informatics | to manage and communicate data, information, knowledge, and wisdom in nursing practice, this data approach to patient care enhances the clinical experience for health care providers and patients |
Created by:
jessicarobertson623