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
NUR260 Exam 1
| Question | Answer |
|---|---|
| Melting Pot: Assimilation | into one homogeneous culture relinquishing one’s own culture |
| Salad Bowl: Acculturate | Multiculturalism, cultures keep their distinct identifies while also sharing in the principles and shared values of the main society. Cultures Acculturate take on some parts of another culture but keep ones one. |
| Ethnicity | Ethnicity: 1. May share biological, ancestral, physical, racial features, cultural, 2. Definitely Shares the same national origins along with the same language, lifestyle, religion, food and other characteristic. |
| Culture | the shared beliefs, values, customs, behaviors, arts, and way of life that characterize a particular group, society, organization, or social class |
| Diversity | the quality, state, or fact of having a variety of differing elements, forms, types, or ideas |
| Cultural competent care | Integration of knowledge, attitudes, and skills that enable effective and appropriate communications and behaviors when working with people from one or more cultures different from one’s own |
| Unconscious incompetence: | Your way of doing things is the only way of doing things. |
| Conscious incompetence: | Notices differences but unsure how to cope with them. Know and want to learn. |
| Conscious incompetence: | Notices differences but unsure how to cope with them. Know and want to learn. |
| Conscious competence: | Able to be competent but highly self- conscious, worry about making mistakes, hyperaware |
| Unconscious competence: | Mastery to perform skill without thinking about it: do it naturally |
| Cultural and linguistic competency is defined as | "the capacity for individuals and organizations to work and communicate effectively in cross-cultural situations" |
| Using untrained or non-professional translators often leads to | severe miscommunication, high error rates, and critical errors in high-stakes environments like healthcare or legal settings |
| ***Health care organizations should ensure that patients receive from all staff members effective, understandable and respectful care that is provided in a manner compatible with their cultural health beliefs and practices and preferred language | |
| CLAS Standards (National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care) are | a set of 15 action steps developed by the U.S. Department of Health and Human Services (HHS) Office of Minority Health. They provide a blueprint to advance health equity, improve quality of care, and eliminate health care disparities |
| Inclusion | Feeling welcomed, respected, valued, accepted and seen for who they are as individuals; and a level of supportive energy and commitment from leaders, colleagues, and others so that persons can- collectively and individually- do our best work |
| Avoid Ethnocentrism | Negative judgements about other cultures relative to your own |
| Federally Protected Classes Part 1 | Sex: (Male female, pregnancy, sexual orientation, gender identity) Physical or Mental Disability Race Color Age (people over 40) Religion |
| Federally Protected Classes Part 2 | Creed (beliefs, statement of faith) National Origin/Citizenship Genetic Information, Ancestry Disability Veteran Status |
| Spirituality is defined as | belief in a higher power, interconnectedness among living beings, and an awareness of life's purpose and meaning. Internal source of strength. |
| Religion defined as | a set of institutionalized system of attitudes, beliefs, and practices devoted to the service and worship of God or the supernatural. Relies on doctrines, rules, exclusion, organized |
| 4C’S OF CULTURE CARE | CALL: What do you think is wrong? [What do you call your problem?] CAUSE: What do you think caused your problem? COPE: How do you cope with your condition? CONCERNS: What are your concerns regarding the conditions and/or recommended treatment? |
| Avoid ageism and stereotyping | Do not assume older adults are all alike, frail, dependent, or cognitively impaired; aging adults are a diverse population with different abilities, backgrounds, and experiences. |
| The nurse caring for someone who is dying must meet the patient’ s needs in four areas | - Physical comfort - Mental and emotional - Spiritual - Awareness of the patient's total context |
| Respect autonomy and independence | Recognize that loss of control, functioning, and independence can significantly affect an older adult’s quality of life |
| Health equity | means everyone has a fair and just opportunity to attain their highest level of health by removing systemic barriers like poverty, discrimination, and lack of resources |
| Health disparities | are measurable, preventable differences in health outcomes, disease burden, and healthcare access that systematically affect disadvantaged population groups. |
| Equality: giving everyone | equal resources |
| Equity: giving people | what they actually need |
| SDOH: Neighborhood | Zip code Poor housing conditions Parks: poor condition and availability No walkability Lack of green space Reduce violent crime No internet access |
| SDOH: economic instability | Socio-economic status Low income levels Employment status Poverty status High costs of housing Food insecurity Hunger Work-related injuries |
| SDOH: Healthcare access and quality | Preventative healthcare Insurance status Emergency room wait times Oral health Access to prescription medications Health literacy Access to telehealth Screenings |
| SDOH: SOCIAL AND COMMUNITY CONTEXT | STRESS LIFE CIRCUMSTANCES PARENTS IN JAIL ADOLESCENT MENTAL HEALTH/MENTORSHIP NO IN HOME READING TO CHILDREN ADOLESCENT RESILIENCY COMMUNICATION BETWEEN ADOLESCENTS AND PARENTS POOR HEALTH LITERACY AND HEALTH COMMUNICATION |
| Negative SODHs will affect our | health status |
| Know the 3 bolded terms and underlines | 1. Health status difference 2. Healthcare difference 3. Health behavior differences |
| Health status difference | Health outcomes: morbidity (sickness) or mortality (death), obesity |
| Healthcare difference | Access to care: lack/limited: resources |
| Health behavior differences | Healthy behaviors: low physical activity, low screenings, smoking, drinking, risk taking |
| Who are primarily affected by these differences: | marginalized groups |
| attain health literacy to | improve the health and well-being of all. |
| Race | Group Affiliation based on similar physical characteristics. |
| Nationality | Refers to the country of citizenship |
| THE NURSE’S ROLE IN PRACTICE INFORMED DECISION MAKING | Understands the nature, risks, and benefits of the procedure, and that the individual gives consent without coercion. Gathering the Family History Requesting Medical Information |
| ***Nurse’s must keep up to date with the ethical and legal implications of genetic and genomic healthcare | |
| An ethical dilemma arises for nurses and other healthcare providers when a patient does not choose to share genetic information with other family members when it may be important to their health. | This creates a dilemma for the nurse, who on the one hand must respect the patient’s confidentiality, while on the other hand has the duty to warn other family members of their potential health risks. |
| THE NURSE’S ROLE IN RESEARCH THE INFORMED CONSENT PROCESS FOR GENETIC TESTING ( There are three main elements of consent. | First you must provide information. This is information about the risks, benefits and activities that will take place along with the time commitment. The idea is full disclosure about all activities that will take place in the study. |
| Number 2 | you must ensure that the patient understands or comprehends what was stated. You can ask the patient to explain the study in their own words to make sure they understand. |
| Third | voluntariness is important. Make sure that participation is voluntary and the consent is of the patient’s free will. |
| Traditional Tests: Newborn Screening (Tandem: 24 disorders) | Down Syndrome Spina Bifida PKU |
| Genetic Testing used for | screening, diagnosis, and determining the best treatment of diseases. Nurses Must be able to explain the risk, and benefits of all tests to ensure informed consent Consent for use of samples for Research purposes |
| The GINA law, effective 2009 was enacted to prevent | employment and health insurance discrimination related to testing |
| Traditional consent | (Broad) individuals agreeing both to participate in the research and to the public release of their genetic data. |
| Binary-consent process | Research participants agreeing to participate in the primary research project, but choosing not to share their genetic data. |
| Tiered consent: | Research participants agree to participate in the primary research study, and are offered a number of options for data sharing, thus allowing them more control over whether, how, and with whom their genetic data are shared |
| SKIN TONE: DELAYED/MISDIAGNOSIS | skin cancer psoriasis atopic diagnosis sexual assault |
| Epigenomic | Study of the complete set of epigenetic modifications on the genetic material of a cell |
| Genomics | Concerned with the structure, function, evolution, and mapping of genomes. |
| The expression of your genes can change via several | epigenetic processes. These changes are also influenced by the environment and human behaviors. Therefore, you can alter your gene expression through environmental and behavioral changes. |
| Epigenetics | Study of causes of changes in phenotypes or gene expressions not explained by the underlying DNA sequence. |
| Some examples include | DNA methylation processes where methyl marks added to certain DNA bases repress gene activity and histone modification where molecules can change the functioning of histone tails on proteins and thus change the function of the protein. |
| 3 Main Elements of Consent | 1. Information 2. Comprehension 3. Voluntariness |
| Information | Providing complete information about the purpose of the study, risks, benefits, activities person will do, the right to withdraw, right to treatment, how long the study will last and how much time it will take |
| Comprehension | Ensuring that the information is understood: Comprehension, and voluntaries. Is supposed to be process not a document. Ask participant to to explain study in their own words |
| Voluntariness | Make sure to tell the person that participation is voluntary and the consent is of free will |
| 3 ways healthcare is affected by bias | Interactions Internal dynamics Costs/wastes |
| CHEEN | C- Community H- Health E- Economic E- Education N- Neighborhood |
| Components of US poverty lines | income and household size |
| Cultural Competent Care 3 parts AAS | Acknowledge, attitudes, and skills are the 3 parts of CCC |
| Omics | Analysis of biological mutations that describe systemic functions |
| 3 ways healthcare is affected by bias | Interactions Internal dynamics Costs/wastes |
Created by:
liladdoyle