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Chapter 6
Concepts III
| Question | Answer |
|---|---|
| dosage calculation passing percentage is 85% or higher | |
| Where does the nurse assess the bladder for distention? (Suprapubic assessment) umbilicus symphysis pubis | |
| wheezing produces a melodious sound | |
| nonverbal communications are manicured appearance rigid posture brow tightening | |
| cranial nerve VII is raised eyebrows puffed out cheeks smile | |
| what environment is best for patient learning? well-lit ventilated room | |
| nurse stands at the foot of patient's bed, what space distance is this? social-consultative space | |
| establish a relationship with client by encouraging the client to communicate their thought and feelings | |
| snacks are allowed in classrooms? no | |
| what is an accommodation response asking the patient to focus on the pen by following it as I move it forward, backward, side to side | |
| the assertive behavior style is characterized by standing up for oneself without violating the basic rights of others | |
| what is the last step the nurse does after completing all tasks for the patient? documenting | |
| The ASSERTIVE communication is the most EFFECTIVE communication style for nurses to practice | |
| DESC method helps promote assertive communication D=Describe the behavior E=Explain the impact the behavior S=State the desired outcome C=Consequences should grab the persons attention | |
| Reading is an example of what kind of learning? visual learning | |
| Hands on/ physically doing something is what kind of learning? kinetics learning | |
| High pitched breathing sounds also known as a medical emergency? Stridor | |
| Blueish, grayish, purplish skin color? cyanosis | |
| Snoring, gurgling breathing sounds is called Rhonchi | |
| The heart is NOT located right of the left middle lung because there is NO middle lung | |
| ISBARR is standardized communication which stands for I=Identify/ Introduction S=Situation B=Background (physical & background-mental) (medication given) A=Assessment R=Recommendation R=Readback | |
| How many points can we received on the second ATI remediation? 5 points | |
| When teaching a 75-yr old patient about their new medication use repetition | |
| What is a vision test called? Snellen | |
| What is a Glascow Coma Scale (GCS) tells the alertness or responses of the patient lowest GCS score is 3 highest GCS score is 15 | |
| Atelectasis means the collapsing of the lungs | |
| Readiness (knowledge) for enhance means planning (next steps) creating a written teaching plan | |
| SBAR S=Situation B=Background (mental health) A=Assessment R=Recommendation | |
| The best time for patient teaching occurs while assisting with ADLs when patients ask questions about their illness | |
| Quizes open before the due date and close 8 hrs. 3 days, 24 hrs. after due date | |
| what is the normal urinary output 30 ml per hour 240 ml in hours min 1000 ml per 24 hours max 3000 ml per 24 hours | |
| BS < 100 = normal BS > 100 = abnormal | |
| communication process is an exchange of information, feelings, needs, and preference between two people. | |
| Verbal communication is a conscious use of words, either spoken or written | |
| nonverbal communication is conveyed by body language facial expression posture body position behavior gestures touch general appearance | |
| congruent means in an agreement to effectively meet the goal of shared meaning in communication incongruent means not in agreement opposite of congruent | |
| proxemics is the distance, or personal space a person and someone else | |
| Examples of Proxemics Intimate: Ranging from physical contact to 18 inches Casual-personal: 18 inches to 4 feet Social-consultative: 4 to 12 feet Public: 12 feet if possible | |
| Slumping body lang may indicate disinterest or boredom | |
| Folded arms my indicate a resistance to hearing a message | |
| Communicating effectively with patients' nurses should communicate at eye level lean slightly forward maintain good body posture | |
| standing over and peering down at a seated patient may demonstrate an appearance to have a position of authority an indicate that the nurse is not really concerned | |
| you should AVOID using medical jargon when communicating with patients to promote better understanding | |
| denotative meaning = without any interpretation (literal meanings that can be attached to the word) connotative meaning = the emotional association (a message that is distorted and altered) ex. love, death, and cancer are emotionally char | |
| Styles of communication are The passive=avoidant behavior The aggressive=by putting one's own rights needs and feelings before others The assertive=by standing up for ones self without violating the basic rights of others | |
| Therapeutic communication is patient centered communication | |
| Therapeutic Communication Techniques are Providing General Leads="I see what you are saying. Then what happened?" Using silence=Sitting quietly and waiting for the patient to explore thoughts and feelings | |
| Offering self-=show concern and willingness to help Using open-ended question=Tell me more about... Use restatement (validation)="My daughter made me so mad yesterday!" "Your daughter made you mad yesterday?" Seeking Clarification="Are you sa | |
| Giving information="You will need to report to x-ray department at 8am Using reflection="I'm so anxious about what my test will show!" "You are anxious about your test result?" Summarizing= It looks like you've covered everything | |
| Barriers of communication are Questions that can be answered with yes or no (do you feel better after talking with the doctor?) Giving false hope (don't worry everything will be alright) Asking too many personal probing questions (why do you thin | |
| Giving advice (I think you should or If I were you) Belittling a patient's feelings (There are other patients who need more help than you) Expressing disapproval (I would never decide against chemotherapy) | |
| Incivility is lacking courtesy and respect toward others | |
| The American Nurses Association (ANA) has developed recommendations for primary, secondary, and tertiary prevention of violence (both physical and verbal) in the workplace. | |
| Humor helps to create an atmosphere that is relaxed and sociable | |
| Required Data for a Telephone or Verbal Order Patient’s first and last name Date order received Time order received What needs to be done When it should be done | |
| Open-ended questions are used in the NONDIRECTIVE interview. The patient has much more input in the NONDIRECTIVE interview and is able to explore thoughts and feelings | |
| APHASIA is the INABILITY to speak or understand language | |
| Trouble Processing Language Output EXPRESSIVE APHASIA Difficulty Understanding Speech RECEPTIVE APHASIA | |
| EXPRESSIVE APHASIA (BROCA APHASIA) is a disturbance in speech planning and speech production. Persons with EXPRESSIVE APHASIA CAN NOT produce fluent speech. Their speech has been described as “HALTING” | |
| EXPRESSIVE APHASIA presents as: Single-word responses; inability to produce spontaneous conversation Slow, monotone utterances Inappropriate words Hearing, reading abilities are intact | |
| RECEPTIVE APHASIA (WERNICKES APHASIA) is a deficit in AUDITORY or in RECEIVING information. The patient CAN HEAR but CANNOT UNDERSTAND what is said, may be slow to respond, or may understand only a portion of what is said. | |
| RECEPTIVE APHASIA presents as: Abnormal language Impaired reading and writing skill because the person does not understand what is supposed to be accomplished Speech sounds with normal rhythm, rate, and fluency | |
| GLOBAL APHASIA (EXPRESSIVE AND RECEPTIVE) is a deficit of planning, production, and comprehension of language. Patients with global aphasia CAN SPEAK and understand ONLY A FEW words. | |
| Global aphasia presents as: Meaningless speech sounds Possibly perseveration, or the repetition of one word or thought | |
| Intimate examples are Bed ambulating IV insertion | |
| Casual-personal example is giving patient their medications | |
| Patient bed length is usually 6feet long | |
| Always call an interpreter when faced with language barriers | |
| Cognitive issues change teaching of the person's cognitive level | |
| Always respect culture (cultural sensitivity) | |
| Nurses cannot be bias | |
| Alternative listening uses ALL senses | |
| ANA=American Nurses Association | |
| Direct Patient Interview Who What When Where How Do Is | |
| DysphaSIA-a Language Disorder AphaSIA-Partial or total loss of Language skills DysphaGIA- swallowing Difficulty AphaGIA-Inability to swallow "SIA" (Language issue) "GIA" (Swallowing issue) |
Created by:
Daarina Jones