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
ATI Module
Greif (Exam 2)
| Question | Answer |
|---|---|
| Grief can be defined as | the feelings or reactions that an individual has to a loss in their life. The loss that an individual faces is not always related to a death. |
| Grief can occur after | receiving bad news about one’s health, experiencing a social loss, or loss from many life situations. |
| A client may experience grief due to | loss of a loved one, such as a spouse, a parent, a sibling, a child, or a close friend. May trigger grief include divorce, retirement, loss of a job, loss of friendship, loss of financial stability, a miscarriage, or moving to a new city. |
| anticipatory grief | Grief experienced before the loss of someone or something. |
| bereavement | The period of time in which a person experiences grief and mourning after a loss. |
| compassion fatigue | Caused by cumulative stress that develops from the desire to help those who are suffering. The care provider is unable to relieve the suffering, leading to feelings of professional uselessness and self-blame. |
| disenfranchised grief | Grief related to a relationship that does not coincide with what is considered by society to be a recognized or justified loss. |
| Dual Process Model | Suggests that the process of grieving "oscillates" (shift back and forth) between two types of stressors: loss-oriented and restoration grief. |
| During the loss-oriented process, grief is conveyed through | intense thoughts and feelings. |
| The restoration grief process involves | coping with other losses that come from the death of a loved one (secondary losses) and rebuilding one's life without the loved one. |
| expected grief | Also known as uncomplicated grief; caused by the death of a loved one or the ending of a relationship. |
| Four Tasks of Grieving | The four tasks to complete in order are to accept the reality of the loss, experience the pain of grief, adjust to an environment with the deceased not there, and find an enduring connection with the deceased while embarking on a new life. |
| grief reactions | A person's response to loss. |
| Kübler-Ross’s Five Stages of Grief | A theory that suggests there are five stages an individual experiences during the grieving process: denial, anger, bargaining, depression, and acceptance. |
| mourning | The expression of grief in public. |
| prolonged grief disorder (PGD) | Previously known as complicated grief; experienced by clients who are unable to accept the death of the loved one. |
| Feelings experienced during grief often include | sadness, guilt, yearning, anger, and regret. |
| Loss of identity can be experienced when | a client faces the loss of a role or relationship, such as after divorce or breakup, loss of one’s career or employment opportunities, or the loss of one’s health or fitness. |
| the coexistence of emotional and cognitive ambivalence | where there is an acknowledgment and acceptance of loss, yet at the same time, there is a need to shield oneself from this realization by maintaining hope to keep functioning. |
| common findings of anticipatory grief include | sadness, grief, worry, fear, anxiety, anger, and helplessness. It is common to have this type of grief when someone or something that a client loves is expected to be lost, including their own end of life. |
| Prolonged grief disorder (PGD) lasts | lasting more than 6 months in children and adolescents and more than 12 months in adults |
| Clients who are experiencing prolonged grief are unable to accept the death of a loved one. Their behavior is marked by | a persistent need to find the deceased person preoccupied with thoughts of the deceased person. feelings of guilt (self-blame), anger, and difficulty participating in new and different activities. to detach themselves from their friends or famil. |
| Nursing interventions for PGD include | showing concern, allowing clients to voice their feelings, and providing emotional support and guidance. |
| Disenfranchised grief can occur as a | loss being unrecognized as significant (loss of a pet or miscarriage), an unrecognized relationship (an extramarital affair), an unrecognized griever (a young child), or the loss itself being disenfranchised (suicide). |
| The Kübler-Ross model identifies five stages in the grieving process: | denial, anger, bargaining, depression, and acceptance |
| the first stage in the Kübler-Ross theory | Denial: defense mechanism used to protect oneself from the pain of considering an upsetting reality |
| the Second stage in the Kübler-Ross theory | Anger. Anger provides a means of releasing emotional discomfort. Blaming others for the loss can also occur, with anger being targeted at loved ones such as family and close friends. Anger is a necessary and natural response to grief. |
| the third stage in the Kübler-Ross theory | clients try bargaining with a higher power by negotiating to do something in exchange for a different, better outcome. The client bargaining could be rational, such as a commitment to adhere to treatment, accept help, or could represent magical thinking. |
| the fourth stage in the Kübler-Ross theory | Depression. The realization that the loved one is gone or the situation becomes real. When a client experiences a significant loss, they may encounter an immense sense of emptiness and a level of sorrow that is deeper than they have felt before. |
| Dr. J. William Worden developed the Four Tasks of Grieving model | The four tasks of grieving are (1) accept the reality of the loss, (2) experience the pain of grief, (3) adjust to an environment without the deceased, and (4) find an enduring connection while embarking on a new life. |
| Dr. J. William Worden developed the Four Tasks of Grieving model: accept the reality of the loss | The first step in grieving is acceptance, and accepting the loss allows the mourner to move forward in the grieving process. |
| Dr. J. William Worden developed the Four Tasks of Grieving model: experience the pain of grief | The second task is to be aware of the emotion and to experience the pain of grief. It involves providing individuals with the opportunity and environment to recognize and articulate their feelings of pain, anger, and sadness that come with the loss. |
| Dr. J. William Worden developed the Four Tasks of Grieving model: Adjust to an Environment Without the Deceased | The task in this phase is to adjust and redefine oneself by developing a new identity to navigate life postloss. |
| Dr. J. William Worden developed the Four Tasks of Grieving model: Find an Enduring Connection While Embarking on a New Life | The final task is to comprehend the meaning and impact of the loss, find new purpose, and redirect emotional energy toward new connections, while simultaneously moving forward in one’s life. |
| Age-Related Considerations for death: Infants and Toddlers | Common reactions of infants and toddlers include irritability, changes in eating or sleeping patterns, or increased crying. The infant or toddler may be clingy, anxious, or less active, or may experience weight loss |
| Age-Related Considerations for death: Preschoolers | Common reactions include searching for the person who has died, anxiety, clinging to people, irritability, increased tantrums, trouble sleeping, toileting problems, and changes in eating. |
| Age-Related Considerations for death: Middle Childhood (8 to 12 Years) | anger, sadness, anxiety, aggressive behavior, and potentially trouble in school. Children in this age bracket may hold back their feelings, appearing withdrawn—a response that is more prevalent in boys. |
| Age-Age-Related Considerations for death: Adolescence (12 to 18 Years) | some may have difficulty revealing their feelings. The inability to express these feelings can lead to high-risk behaviors as a way of escaping emotions and reality while seeking comfort. Adolescents may or may not overtly display their emotions. |
| Age-Related Considerations for death: Adulthood | adults have full comprehension of death and have memories of the deceased. Manifestations may include depression, anxiety, anger, and rapid changes in mood. They may react to grief with emotions of shock, numbness, or doubt. |
| A nurse is evaluating the care provided during the visit. Which of the following nursing care goals did the nurse implement with this client? | Effective communication and Art of presence |
| Both cultural and religious- spiritual influences | -Defines which formal procedures are performed - Provides support within the community |
| Religious- Spiritual influences | - Believes in afterlife or reincarnation in some form - Has produced better client outcomes |
| Cultural influences | - Determines whether the body is cremated or buried - Decides the expected length of the grieving process |
| Findings of compassion fatigue include | difficulty in focusing, feeling nervous, anxiety, disruptive behavior with coworkers, and problems connecting with clients |
| Strategies to prevent compassion fatigue include | reflective journaling, participating in continuing education activities to restore the mind, and engaging in non-nursing activities, spiritual practices, reading, going to the movies, spending time with family and friends, and exercising. |
| A nurse is experiencing fatigue. Which of the following actions by the nurse exhibit manifestations of compassion fatigue? | - Arguing with a coworker during a team huddle - Difficulty concentrating during medication administration - Becoming nervous when speaking with clients. |
| Assisting Clients and Families Experiencing Grief and Loss | -build rapport and develop a relationship with them. -common indications of grief and loss -utilize active listening techniques and provide an environment that is free from criticism |
| One therapeutic communication skill that nurses can utilize when discussing emotional subjects is called the | NURSE technique |
| NURSE stands for | name, understand, respect, support, and explore |
| PN Nursing process for GREIF: Data Collection | The PN collects data through observation, checking, and monitoring of the client. The PN reports the data to the registered nurse. |
| PN Nursing process for GREIF: Planning | The PN recommends or assists the RN in developing the plan of care and plans for monitoring the effects of treatments. |
| PN Nursing process for GREIF: Implementation | The PN provides supportive or restorative care, which includes participating in interdisciplinary care, recommending referrals and consults, choosing the correct communication, implementing interventions, and reinforcing instruction. |
| PN Nursing process for GREIF: Evaluation | The PN participates in care evaluation and suggests revisions to the plan of care. |
Created by:
user-1977236