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
Final
Intro into nursing
| Question | Answer |
|---|---|
| Autocratic leader | individual control over all decisions and little input from group members; provides clear expectations; best applied during a code |
| Autocratic example | Hitler |
| Democratic leader | Most effective style; offer guidance to group members; allows input from group; retains final say over decisions; members are less productive than autocratic |
| Democratic example | President |
| Laissez-faire leader | least productive; offers little guidance to group members; decisions left to members; hands off approach |
| Laissez-faire example | Ghandi |
| Servent leader | prioritizes needs/growth of members; gives away power; invest in others' greatness |
| Transactional leader | relationship based more on an exchange for resources; leaders who guide, motivate, direct, and clarify |
| Transactional example | nurse gets night shift in exchange for weekend shift off |
| Transformational leader | committed and collaborates by empowering group to share; individualized consideration |
| Legal liability of RN | initial pt assessment; discharge planning; health education; care planning; triage; interpretation of data; care of invasive lines; administering parental meds |
| 5 rights of delegation | right task, circumstance, person, direction/communication, supervision/evaluation |
| What part of ADPIE can be delegated? | implementation |
| Conditions for delegation | pt has to be stable, task should not require lots of knowledge/skill, should be considered safe, no potential for harm, and have predictable outcome |
| Examples of good delegations | assistance with basic care activities, collecting pt data like vital signs, simple dressing changes, transfers, postmortem care |
| Examples of bad delegations | feedings for someone who had a stroke and at risk for dysphagia, vital signs for a pt in shock and hypotensive |
| Lewin's theory of change | unfreezing (need recognized), moving (change initiated), refreezing (change becomes operational) |
| strategies to overcome resistance to change | explain proposed change to everyone involved simply, list advantages, relate change to person's existing beliefs and values, allow for open communication/feedback, introduce gradually |
| Leadership characteristics | clear vision, informed, decisive, confident, self-aware, articulate, outstanding interpersonal skills, good listeners/communicators, motivators |
| Types of power | Explicit and Implied |
| What is explicit power? | power by virtue of a position ex. managers, chief officers |
| What is implied power? | power due to other factors such as personality ex. nurse that is outstanding with starting IVs on anyone |
| Duty | provider has a responsibility to care for the patient |
| Breach of duty | the provider failed to meet the expected standard of care |
| Forseeability | a reasonable provider could predict that the action (or lack of) might cause harm |
| Causation | provider's breach directly caused the pt's injury |
| Harm/injury | the patient actually suffered real, measurable damage |
| Damages | the patient was actually harmed in a measurable way; resulting losses |
| Nurse Practice Act | state law that legally defines and describes the scope of nursing practice and protects the public by outlining the legal duties/responsibilities of nurses |
| Assult | attempt or threat to touch unjustifiably ex. threatening pt with injection if they don't take oral meds |
| Battery | willful touching that may or may not cause harm ex. touching done without permission or causes injury |
| Negligence | puts pt at risk for harm, misconduct or practice below standard expected ex. failure to document |
| Gross negligence | extreme lack of knowledge, decision making, or skill that should have been known that put others at risk for harm |
| Slander | defamation by spoken word |
| Libel | defamation by means of print, writing, or pictures |
| false imprisonment | unjustifiable detention without legal warrant |
| Autonomy | right to make one's decisions ex. informed consent |
| Inward autonomy | individuals have the ability to make choices |
| outward autonomy | choices are not limited or imposed by others |
| justice | give each their due and act fairly |
| veracity | telling the truth |
| beneficence | doing good; we are obligated to do good to benefit patient and family |
| fidelity | be faithful to agreements and promises |
| nonmaleficence | duty to do no harm; harm can mean intentionally causing harm, placing someone at risk for harm, and unintentionally causing harm |
| Good samaritan law | protect health care providers providing assistance at an emergency scene against claims of malpractice; protects voluntary help that is within scope of practice |
| Purpose of informed consent | provides client with complete information prior to obtaining agreement by client to accept a course of treatment or procedure |
| express consent | oral or written agreement to intervention |
| implied consent | individual's nonverbal behavior indicates agreement ex. medical emergency when pt cannot express verbal consent |
| People who cannot give informed consent | non-pregnant minor, unconscious, mentally ill pt that is incompetent |
| Advocacy examples | educating pts, protecting rights, ensuring safety, acting as their voice during medical decisions |
| Good environment to learn in | well lit, good ventilation, private, quiet, appropriate furniture, comfortable temp. Make sure pt's needs have been met before teaching |
| Cognitive learning domain | includes all intellectual behaviors/requires thinking |
| Affective learning domain | deals with the expression of feelings and acceptance of attitudes, opinions, or values |
| Psychomotor learning domain | involves acquiring skills that require the integration of mental and muscular activity. |
| Examples of non-verbal communication | gestures, facial expressions, eye contact, body movements, posture, general appearance, grooming/dress, sounds, tone of voice |
| Haptic communication | communicating by touch ex. using handshakes to gain trust / introduce ourselves |
| Methods of evaluation | timing of evaluation, reinforcing/celebrating learning, evaluating teaching, revising the plan |
| Strategies for teaching children | they may want to do things on their doll first |
| Strategies for teaching older adults | allow extra time, short teaching sessions, reduce distractions, identify learning barriers, relate new info to familiar activities |
| Strategies for teaching someone w/ hearing impairment | position self in good light, face them while speaking, make sure they are wearing hearing aids, speak in lower pitch voice, avoid shouting |
| Strategies for teaching someone w/ vision impairment | do not move furniture around once pt has been oriented to the room, make sure path to bathroom is clear, set up food trays/pt supplies and explain location like a clock |
| Strategies for teaching unresponsive pt | talk to them as if they are responding and awake; introduce yourself and explain all treatments and procedures |
| Components of SBAR | situation, background, assessment, recommendation |
| hand-off reports | basic identifying info, current appraisal of pt's health status, current orders, abnormal occurrences during shift, any unfilled orders, pt/family questions, reports on transfers/discharges |
| source-oriented charting | each person or department makes notations in separate sections of the client's chart |
| narrative charting | tells the story of the pt's experience in a chronological format |
| Problem-oriented charting | uses SOAP or PIE |
| SOAP charting | subjective data, objective data, assessment, plan |
| PIE charting | problem, intervention, evaluation |
| focused charting | a documentation method that uses a column format to chart data, action, and response |
| charting by exception | a documentation method that requires the nurse to document only deviations from pre-established norms |
Created by:
julie.russell