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final exam
| Term | Definition |
|---|---|
| 1. Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Care provider- focusing on the care of the whole person-physical, mental, emotional, and spiritual health. Nurses are advocates for the client. |
| 1. Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Case manager- nurse works with the client, the family, and the health care team to ensure that the client receives services needed. |
| Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Researcher- Utilizing research to provide evidence- based care. This practice helps to ensure clients are receiving the best care. |
| Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Educator- Educating clients serves to increase their knowledge, which empowers them to employ |
| Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Leader- Social influence to inspire and empower individuals to work together toward shared objectives. |
| Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Manager- Boss of the nurses. Control payroll oversees all the nurses to ensure quality client care. |
| Identifying Nurse Competencies & Role of the Interdisciplinary Team (Collaborator, Nurse Manager, Case Manager, Researcher) | Charge agent- Nurse who brings innovation for improvement through knowledge, critical thinking, objectivity, and practice. |
| Understand appropriate nursing actions for a client who is prescribed a new medication- assessment | Assessment- Verify the provider’s order for accuracy. Check for allergies, contraindications, and interactions with current medications. Assess baseline data (vital signs, lab values, relevant history) before administration. |
| Administering a subcutaneous injection- | 45-90 degree angle 3/8- 5/8 inch needle length 25-27 gauge |
| Mixing Insulin (NPH & Regular)- | Clear to cloudy Inject air into NPH first Roll cloudy after inspecting |
| Identifying Social Determinants of Health- | Access to urgent care, access to preventative care, clean environment, safety and security, family wellness, mental health, food, fitness and avoiding obesity, healthy teeth and gums, sexual and reproductive health, society influences |
| pallative services | A multidisciplinary care approach that is focused on the management of symptoms for chronic or life-threatening illnesses while maintaining the highest level of quality of life possible for the client |
| Understand professional values & ethical principles (Autonomy, Beneficence, Justice) | Autonomy: Allowing clients to make their own decision regarfing healthcare including right to refuse care. |
| Understand professional values & ethical principles (Autonomy, Beneficence, Justice) | Beneficence: Minimize harm and practice in a way that benefits the client (going above what is required) |
| Understand professional values & ethical principles (Autonomy, Beneficence, Justice) | Nonmaleficence: Doing no harm |
| Understand professional values & ethical principles (Autonomy, Beneficence, Justice) | Veracity: Telling the clients the truth |
| Understand professional values & ethical principles (Autonomy, Beneficence, Justice) | Fidelity: Keeping promises or commitments |
| Understand professional values & ethical principles (Autonomy, Beneficence, Justice) | Justice: Provide treatments to client regardless of sex, race, or economic status. |
| Comprehension of legal principles (Whistle Blowing, Good Samaritan Law) | Good Samaritan Laws- Provides for protecting claims of negligence for those who provide care without expectation of payment. |
| Whistleblowing- Reporting private information about an organization’s wrongdoing of illegal activity. | Whistleblowing- Reporting private information about an organization’s wrongdoing of illegal activity. |
| 10. Documenting an incident report after a fall include: | Objective description of the event, Time, location, and circumstances (e.g., “Client found on floor near bedside chair at 1430”).Client condition, |
| 10. Documenting an incident report after a fall include: | Assessment findings: vital signs, injuries, level of consciousness. Actions taken. Who was informed: provider, charge nurse, family (if required). Safety measures impemented |
| Documenting information in an electronic health record | Source-oriented medical record: Traditional form of documentation, divided into specific sections within the medical record. |
| Documenting information in an electronic health record | Problem- oriented medical record- Used to create a comprehensive and organized approach among all members of the interdisciplinary team. |
| Documenting information in an electronic health record | SOAP- includes clinician observations. This type of documentation is widely used and allows clinicians to communicate in a systematic and organized way. The SOAP acronym also serves as a guide for clinicians when using the method. |
| Documenting information in an electronic health record | Focus charting- Centers on specific health care problems and the change in condition, client events and concerns. Three items must be documented which are data, action, and response. |
| Documenting information in an electronic health record | Charting by exception- Documenting only unexpected or unusual findings. |
| Evaluating a patient exhibiting opioid toxicity | Airway, Breathing, Circulation (ABCs) Assess respiratory rate, depth, and effort (opioid toxicity often causes respiratory depression). Bradycardia, hypotension, hypothermia may be present. |
| 13. Dehydration: Nursing interventions | Monitor vital signs: tachycardia, hypotension, fever, weaker pulse. Provide oral rehydration. Monitor intake and output. Assess mental status and place supine. |
| 14. Hypotension: Nursing interventions | Monitor vital signs, assess neurological status, monitor urine output. Place supine. Administer IV fluids |
| 15. Hyperthermia: Nursing interventions | Monitor vital signs, assess neurological status, check hydration status. Apply cooling blankets, remove excess clothing. Administer IV fluids |
| 16. Understand Acute Pain vs Chronic Pain | Acute pain last lest than 6 months. Chronic pain is longer than 6 months |
| 17. Understand Subjective vs Objective Data | Subjective- things the client reports. Objective- Things that are measured. Etc: vital signs. |
| 18. Identifying Barriers to Effective Communication | Language differences Cultural differences Sensory impairments Environmental distractions Emotional state Use of medical jargon Nonverbal mismatches Preconceived notions or bias Information overload Failure to listen actively |
| 19. Understand Maslow’s Hierarchy of Needs | Physiological- Airway, breathing, circulation, food, water, sleep, elimination, temperature regulation |
| 19. Understand Maslow’s Hierarchy of Needs | Safety- Safe environment, fall prevention, infection control, emotional security, financial stability |
| 19. Understand Maslow’s Hierarchy of Needs | Love/Belonging- Family support, therapeutic communication, social interaction, inclusion in care decisions |
| 19. Understand Maslow’s Hierarchy of Needs | Self-Esteem- Promoting independence, praising progress, respecting patient dignity and choices |
| 19. Understand Maslow’s Hierarchy of Needs | Self-Actualization- Encouraging goals, creativity, spiritual needs, helping patients reach their full potential |
| 20. Understand Qualitative vs Quantitative Research | Quantitative: Numerical (Counts, percentages, statistical values) |
| 20. Understand Qualitative vs Quantitative Research | Qualitative: Non-numerical (words, themes, observations) |
| 21. Understand the Process of Evidence-Based Practice | Identify a problem: Ask a question.Search credible sources of evidence: Look for factual information. Evaluate the findings: Review the information. Implement recommendations: Change interventions. Review their effectiveness: Do the new interventions impr |
| 28. Understand Modifiable Risk Factors vs Non-Modifiable Risk Factors | MRF: Behaviors and actions that can affect a client’s risk for developing a disease. Ex: Elevated BP, tobacco use, high fat diet, alcohol use, uncontrolled diabetes mellitus, sedentary lifestyle. |
| 28. Understand Modifiable Risk Factors vs Non-Modifiable Risk Factors | : Age, gender, ethnicity/ race, and family history |
| 30. Understand the different levels of prevention (primary, secondary, and tertiary) | Primary prevention: Decreasing the risk for development of medical conditions by changing behaviors or minimizing exposure. Ex: vaccinations, stopping tobacco use, and banning harmful substances |
| 30. Understand the different levels of prevention (primary, secondary, and tertiary) | Secondary prevention: Early screening to detect a disease process before it progresses to cause symptoms or complication to the client. Ex: BP measurement, blood cholesterol, cancer screening tests |
| 30. Understand the different levels of prevention (primary, secondary, and tertiary) | Tertiary Prevention: Controlling chronic effects of a health issue that has already occurred and on restoring the individual to optimal functioning. Ex: Include self-care education to prevent further complications, rehab in the form of physical and occupa |
| 23. Identifying Concepts of Health Promotion and Disease Prevention (health education, health promotion, holistic health, disease prevention) | Environment, access to healthcare, sex life |
| 31. Understand the Nursing Process (Assessment, Analysis/Diagnosis, Planning, Intervention, Evaluation) | Assessment- Collect subjective (what the patient says) and objective (what you observe) data. Use physical exams, interviews, chart reviews. |
| 31. Understand the Nursing Process (Assessment, Analysis/Diagnosis, Planning, Intervention, Evaluation) | Diagnosis- Identify actual or potential health problems. Use NANDA-I format: Problem + Etiology + Signs/Symptoms |
| 31. Understand the Nursing Process (Assessment, Analysis/Diagnosis, Planning, Intervention, Evaluation) | Planning- Develop SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound). Prioritize using Maslow’s Hierarchy. |
| 31. Understand the Nursing Process (Assessment, Analysis/Diagnosis, Planning, Intervention, Evaluation) | Implementation- Perform nursing interventions. Collaborate, educate, monitor, and document. Follow care plans and protocols. |
| 31. Understand the Nursing Process (Assessment, Analysis/Diagnosis, Planning, Intervention, Evaluation) | Evaluation- Determine if goals were met. If not, revise the plan. This step closes the loop and ensures continuous improvement. |
| 32. Identifying the Implementation Step of a teaching plan for a client who uses crutches | Provide instruction and demonstrate. |
| 33. Identifying the Evaluation Step of a teaching plan for a client who uses a cane | Have the client perform a return demonstration of walking with crutches |
| 34. Identifying teaching strategies (Discussion, Role-Play, Return Demonstration, Question and Answer) | 1. Return demonstration: Allows the learner to perform the skill with feedback |
| 34. Identifying teaching strategies (Discussion, Role-Play, Return Demonstration, Question and Answer) | 2. Discussion: Allows active participation, peer support, and application |
| 34. Identifying teaching strategies (Discussion, Role-Play, Return Demonstration, Question and Answer) | 3. Question and Answer: Allows learners to gain knowledge. Allows active participation, peer support, and application |
| 34. Identifying teaching strategies (Discussion, Role-Play, Return Demonstration, Question and Answer) | 4. Role play: Allows active engagement of feelings, attitudes, perception, and values |
| Understand the Affective Domain of Learning | Based on emotions and involves the client’s feeling. Clients will need to evaluate their values, attitudes, and beliefs to process the education material and apply. |
| Understand the Cognitive Domain of Learning | “The thinking domain” |
| Understand the Psychomotor Domain of Learning | Gaining skills that require mental and physical activity. Psychomotor learning relies on perception or sensory awareness, set (readiness to learn), guided response (task performance with an instructor), mechanism (increased confidence allowing for more co |
| 36. Identifying a sentinel event | An unexpected occurrence involving death, serious physical or psychological injury, or risk thereof. |
| 37. Teaching a client about home fire safety | Keep emergency numbers near the phone Ensure that the number and placement of fire extinguishers Be sure to include closing windows Review with clients stop, drop, and roll No smoking in the presence of oxygen Replace bedding like wool |
| 38. Identifying the stages of infection (Incubation, Prodromal, Period of Convalescence, Acute Illness) | Incubation: Pathogen entering body and first symptom |
| 38. Identifying the stages of infection (Incubation, Prodromal, Period of Convalescence, Acute Illness) | Prodromal: Onset of nonspecific symptoms (more specific) |
| 38. Identifying the stages of infection (Incubation, Prodromal, Period of Convalescence, Acute Illness) | Illness: Symptoms specific to infection appear |
| 38. Identifying the stages of infection (Incubation, Prodromal, Period of Convalescence, Acute Illness) | Period of Convalescence: Acute symptoms disappear, recovery begins |
| 39. Understand the steps of the inflammatory process | 1. Recognition of harmful stimuli by pattern receptors 2. Activation of the inflammatory pathway 3. Release of inflammatory markers 4. Recruitment of inflammatory cells |
| 41. Setting up a sterile field | Only sterile items can touch sterile field Keep field above waist level and within view Inch border around sterile field Avoid moisture and reaching over the field |
| 42. Understand the different types of precautions (contact, droplet) | Contact: Micro-organisms moved directly from one infected person to another |
| 42. Understand the different types of precautions (contact, droplet) | Indirect: Micro-organisms are directly moved from the infected person to another without having a contaminated object or person between these two. |
| 42. Understand the different types of precautions (contact, droplet) | Droplet: Droplet from respiratory tract of client travels through air |
| 42. Understand the different types of precautions (contact, droplet) | Airborne: Small particles found in air more into airspace of another carrying infectious agents |
| 43. Understand the function of the large intestine | Absorb water and electrolytes form feces. |
| 44. Teaching a client about medications that can cause diarrhea | • Teach client to report persistent diarrhea (>2 days), blood in stool, or signs of dehydration. • Reinforce importance of not stopping medication abruptly. • For antibiotics: report watery diarrhea → possible C. difficile infection |
| 45. Understand Female external urinary catheterization | Purewick |
| 46. Understand Urinary Incontinence: Bladder Irritants | Common bladder irritants: caffeine, alcohol, carbonated beverages, citrus juice, spicy foods, artificial sweeteners, tomato-based products. |
| Urinary incontinence- involuntary leakage of urine | involuntary leakage of urine |
| 47. Insomnia: Adverse effects of sleep deprivation | Impaired brain function, weakened immunity, increased risk of chronic diseases (diabetes, hypertension, and heart disease), mood disturbances, and safety risks as accidents. Slowing healing and recovery, depression and anxiety |
| Stage 1 (NREM)- lightest stage of sleep | Last 1-5 min 15% of total sleep cycle |
| Stage 2 (NREM) is deeper sleep | Sleep spindles or brief delta waves, App. 25 min approx. 50% of sleep cycle. Heart rate and body temp decrease |
| Stage 3 (deepest sleep) | Characterized by delta waves. Mental cloudiness for 30-60 min. Last up to 40 min |
| REM | Dreaming stages Breathing is irregular, erratic, heart rate may increase Begins 90 min after falling asleep Stage can last 1 hr. (20-25% total sleep time) Brain activity increases |
| 49. Sensory Overload: Nursing Interventions | Minimize overall stimuli Provide a private room Reduce lights and noises. Offer the client earplugs and dark glasses if needed Provide orientation cues (calendars, clocks) Limit visitors Reduce unpleasant odors |
| 50. Understand body mechanics | Keep spine neutral pivot feet instead. • Keep feet shoulder • Place one foot slightly ahead when lifting. • Keep weight close to body. • Bend at hips and knees, not waist. • Distribute weight evenly. • Use legs over arms • Assistive Devices |
| 51. Assessing a client with inadequate fiber intake | Constipation, hard stools, straining during defecation. Decreased stool frequency. Abdominal discomfort, bloating. Low intake of fruits, vegetables, whole grains, o Hemorrhoids or anal fissures from straining. • Elevated cholesterol or blood glucose |
| 52. Interpreting assessment findings of a patient with bradycardia | Less than 60-100 bpm |
| 53. Assessing cranial nerves, I, VII, XI, and XII | 1. I. Olfactory- sensory to nose for smell. Test by asking client to identify specific smell, ex: coffee or peppermint, testing each nostril separately |
| 53. Assessing cranial nerves, I, VII, XI, and XII | 2. VII. Facial – sensory to tongue for taste, motor to dace for expression. Tests to monitor the symmetry of the face when client smiles and raises, lowers eyebrows. |
| 53. Assessing cranial nerves, I, VII, XI, and XII | 4. XII Hypoglossal- motor to tongue. Tests by asking client to stick tongue out, observe if midline. |
| 54. Assessing a client’s apical pulse | Place cline in supine or sitting upright. Place stethoscope at the fifth intercostal space, left midclavicular line. Note the rate, rhythm, and quality. |
| 55. Understand the six rights of medication administration | Right patient Right time Right dose Right medication Right route |
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