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
FoN 2
| Question | Answer |
|---|---|
| morals and values in action | ethics |
| a system of principles that govern the actions of nurses | nursing ethics |
| advantages of nursing ethics | helps determine what should be done, helps balance and cultivate an end result |
| tell us what is important and help make decisions on what is right and wrong | values |
| guide behavior and influence decision making | personal values |
| rules for what is wrong/right | morals |
| scope of nursing ethics focuses on... | character, conduct and duties/obligations |
| what is the definition of character in the scope of nursing ethics | what kind of person one ought to be |
| what is the definition of conduct in the scope of nursing ethics | how one should act |
| what are the obligations and duties in the scope of nursing ethics | patients, other healthcare professionals, the profession, society, global humanity |
| why do ethics matter in nursing | nurses serve vulnerable people, promise to protect patients and impact their well-being, depend on public trust, have moral relationships with patients |
| in what three areas do ethics happen | cases, policies/standards, and implicit values/behaviors |
| what is ethical care | care based on what should be done in keeping with the values of the patient guided by that of the nursing profession |
| why are ANA's code of ethics important | tells society what to expect, informs new professionals, provides a framework for decisions |
| what are the AACN 5 core nursing values | altruism, autonomy, human dignity, integrity, and social justice |
| concern for the welfare of others | altruism |
| self determination | autonomy |
| respect for individuals | human dignity |
| honesty, truthfulness, and accuracy | integrity |
| fair treatment, advocate, resource allocation, reporting unfair practices | social justice |
| examples of bioethical issues in health care | stem cells, brain death, organ donation, hospice care, surogacy |
| what are bioethics? | the study of controversial ethics brought about by advances in biology and medicine |
| how many provisions are there in the ANA code of ethics | 9 |
| describe provision 1 | focused on respecting every patient as a unique human being, nothing about the patient without the patient |
| describe provision 2 | the patient comes first over family, employer, or anyone else |
| describe provision 3 | protect the patient's rights and safety |
| describe provision 4 | you are responsible for your actions, you can't blame the doctor |
| describe provision 5 | care for yourself so you can care for others |
| describe provision 6 | nurses must help create a safe, ethical workplace |
| describe provision 7 | participate in research/EBP to advance the profession |
| describe provision 8 | work with others to reduce disparities and protect human rights, everyone deserves care |
| describe provision 9 | nurses must shape policy and uphold social justice |
| what are the core concepts of ethical principles | autonomy, beneficence, nonmaleficence, justice, veracity, and fidelity |
| help to establish ground for discussions of ethical questions/decision making | ethical principles |
| respect patient decisions, informed consent, confidentiality | autonomy |
| practicing in ways that benefit the patient | beneficence |
| do no harm, weigh risks vs benefits | nonmaleficence |
| providing impartial, fair and equitable care to all patients | justice |
| providing truthful and accurate info to patients | veracity |
| agreement to keep promises, loyal to patients | fidelity |
| what are two ethical theories | utilitarianism and deontology |
| describe utilitarianism | the end justifies the means, outcome focused, what does the most good for the greatest number of people |
| describe deontology | the end does not justify the means, duty focuses, focused on actions not consequences |
| what are some main issues and topics in health care ethics | quality of life, care at the end of life, social media, access to health care, informed consent, and confidentiality |
| involve clear right and wrong actions based on established principles | ethical issues |
| present conflicting moral principles - neither right or wrong | ethical dilemmas |
| individual disputes that can arise from personal values, beliefs, or expectations | personal conflicts |
| what are the three criteria to be considered an ethical dilemma | 1. a debate b/w two moral principles where 2 sides can argue right/wrong 2. cannot be solved by scientific data 3. the answer will have a profound effect on the situation/client |
| how many steps are there in ethical decision making | 7 |
| step 1 in ethical decision making is | ask: is this an ethical problem |
| step 2 in ethical decision making is | gather all relevant information |
| step 3 in ethical decision making is | identify the ethical elements in the problem and your own values |
| step 4 in ethical decision making is | name the problem |
| step 5 in ethical decision making is | identify possible courses of action |
| step 6 in ethical decision making is | create, implement, and carry out an action plan |
| step 7 in ethical decision making is | evaluate the action |
| what are the three standards for patient education | 1. part of the nurse's legal/professional role 2. patients have the right to make informed decisions 3. education must match patient's needs and obligations |
| one of the most important predictors of health outcomes | health literacy |
| ability to find, understand, and use health information | personal health literacy |
| how well the healthcare system supports patient understanding | organizational health literacy |
| what are ways to assess health literacy | use health literacy measurement tools, health literacy video, ask questions, observations |
| what are signs of low health literacy | missed appointments, incomplete forms, unable to follow through meds- can't explain their purpose- or say names, asks few or too many questions |
| when does learning/teaching begin | when a person identifies a need for knowing or aquiring an ability to do something |
| aquiring new knowledge, attitudes, behaviors, or skills through an experience or external stimuli | learning |
| imparting knowledge through a series of directed activities | teaching |
| signs learning has occured | when a change in behavior is supported |
| when is teaching most effective | when it responds to the learner's needs |
| what are the three purposes of patient education | 1. maintenance and promotion of health/illness prevention 2. restoration of health 3. coping with impaired functions |
| what are nursing roles in patient education | starting with an assessment (what does your patient know), identify readiness to learn, teach so patients can make informed decisions |
| what are the three domains of learning | cognitive, affective, and psychomotor |
| explain the cognitive domain of learning and strategies | thinking and understanding. use lectures, discussions, handouts |
| explain the affective domain of learning and strategies | feelings/attitudes. Have open discussions, role-play |
| explain the psychomotor domain of learning and strategies | motor control. Use demonstrations |
| describe key aspects of Knowles's Adult Learning Theory | adults learn best when learning is relevant, experience based, self-directed, task centered, motivated, and when they are ready |
| What are some health literacy teaching tips | use plain language, use pictures/models/handouts, chunk and check info, be culturally sensitive |
| describe both hindering and promoting factors that affect learning ability | hinder: fear/anxiety, no motivation, environmental distractions, cognitive/sensory/motor deficits, cultural barriers Promote: quiet environments, repetition, perceived benefits, motivation, nonjudgemental support |
| Key implementations to a good learning environment | use knightingales theory, set an intention, use SOLER |
| describe SOLER | sit squarely, open posture, lean forward, eye contact, relax |
| describe the teach back method | is used to evaluate understanding, ask the patient to explain info in their own words and evaluate your teaching based on their responses |
| describe the teaching process | assessment: learning needs diagnosis: knowledge deficits planning: learning outcomes implementation: teaching evaluation: outcomes met? |
| Describe smart outcome goals | specific, measurable, achievable, relevant, timed |
Created by:
fjakdfjlsajdf