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Fundamentals-Exam 1
| Question | Answer |
|---|---|
| Qualitative Research | reality based on perception |
| Social interactions; small sample, words data, narrative report | |
| Phenomenology | experiences as they are lived by subjects (heart attack) |
| Grounded Theory | describe own reality, how beliefs, actions (condom use) |
| Ethnography | issues culture, interest to nursing (Amish) |
| Historical | studies past events to increase understanding (9/11) |
| Quantitative Research | measures/relationships; statistics |
| Test hypotheses, make predictions; large, random sample; numbers, stat report | |
| Descriptive | describe events, concepts, relationships |
| Correlational | relationship between variables (exams vs class/read) |
| Quasi | experimental |
| Experimental | cause/effect controlled environment (lab research) |
| Evidence Based Practice | integrate best current evidence w/clinical expertise Ask a question (PICO: Pt/population/problem; Intervention; Comparison; Outcome) |
| Collect the most relevant/best evidence | |
| Systematic reviews | summarize findings multiple studies |
| EBP guidelines | experts, special organizations |
| Meta | analysis |
| Single studies | use if necessary |
| Critically appraise the evidence (results? Valid/reliable? Improve pt care?) | |
| Integrate the evidence (practical? About the patient! Ethical?) | |
| Evaluate Decision/Change (effective? Expected outcomes?) | |
| Qualitative Research | reality based on perception |
| Social interactions; small sample, words data, narrative report | |
| Phenomenology | experiences as they are lived by subjects (heart attack) |
| Grounded Theory | describe own reality, how beliefsactions (condom use) |
| Ethnography | issues culture, interest to nursing (Amish) |
| Historical | studies past events to increase understanding (9/11) |
| Quantitative Research | measures/relationships; statistics |
| Test hypotheses, make predictions; large, random sample; numbers, stat report | |
| Descriptive | describe events, concepts, relationships |
| Correlational | relationship between variables (exams vs class/read) |
| Quasi | experimental |
| Experimental | cause/effect controlled environment (lab research) |
| Evidence Based Practice | integrate best current evidence w/clinical expertise & patient/family preferencesoptimal |
| Ask a question (Use PICO: Pt/population/problem; Intervention; Comparison; Outcome) | |
| Collect the most relevant/best evidence | |
| Systematic reviews | summarize findings multiple studies |
| EBP guidelines | experts, special organizations |
| Meta | analysis |
| Single studies | use if necessary |
| Critically appraise the evidence (results? Valid/reliable? Improve patient care?) | |
| Integrate the evidence (practical? About the patient! Ethical?) | |
| Evaluate Decision/Change (effective? Expected outcomes?) | |
| Values | beliefs about worth something |
| Modeling | observing others |
| Moralizing | taught parents or institution (church) |
| Laissez | faire |
| Rewarding/Punishing | |
| Responsible choice | explore, weigh consequences |
| Professional values | |
| Altruism | concern welfare of others |
| Autonomy | right self |
| Human dignity | respect for inherent worth/uniqueness |
| Integrity | acting accordance w/code ethics, standard practice |
| Social Justice | upholding moral, legal, humanistic principles |
| Values Clarification | process people come to understand own values |
| Choosing | freely, from alternatives; consideration consequences |
| Prizing | w/pride & happiness, public affirmation |
| Acting | incorporation choice into behavior w/consistency |
| Ethics | study of conduct (right/wrong) |
| Bioethics | all areas of life sciences |
| Clinical Ethics | care of patients |
| Nursing Ethics | issues specific to nursing practice |
| Ethical Principles | |
| Autonomy | independence/ability to be self |
| Nonmaleficence | to avoid harm (hand hygiene, bed rails) |
| Beneficence | to do good |
| Justice | fiar treatment (no matter pt situationsame treatment) |
| Fidelity | faithful to one’s commitments/promises (do what say going to do, competent) |
| Veracity | telling the truth |
| Patient Confidentiality | HIPAA (pt records safety, consequences) |
| Care | Based |
| Values | beliefs about worth something |
| Modeling | observing others |
| Moralizing | taught parents or institution (church) |
| Laissez | faire |
| Rewarding/Punishing | |
| Responsible choice | explore, weigh consequences |
| Professional values | |
| Altruism | concern welfare of others |
| Autonomy | right self |
| Human dignity | respect for inherent worth/uniqueness |
| Integrity | acting accordance w/code ethics, standard practice |
| Social Justice | upholding moral, legal, humanistic principles |
| Values Clarification | process people come to understand own values |
| Choosing | freely, from alternatives; consideration consequences |
| Prizing | w/pride & happiness, public affirmation |
| Acting | incorporation choice into behavior w/consistency |
| Ethics | study of conduct (right/wrong) |
| Bioethics | all areas of life sciences |
| Clinical Ethics | care of patients |
| Nursing Ethics | issues specific to nursing practice |
| Ethical Principles | |
| Autonomy | independence/ability to be self |
| Nonmaleficence | to avoid harm (hand hygiene, bed rails) |
| Beneficence | to do good |
| Justice | fiar treatment (no matter pt situationsame treatment) |
| Fidelity | faithful to one’s commitments/promises (do what say going to do, competent) |
| Veracity | telling the truth |
| Patient Confidentiality | HIPAA (pt records safety, consequences) |
| Care | Based |
| Ethical distress: knows right thing to do but factorsdifficult (family vs patient right) | |
| Ethical Dilemma: attempt adherence ethics2+ conflicting courses of action (cancer pain meds kill?) | |
| Advocacy | protection/support of another’s rights |
| Public Law | individuals & state/gov |
| Private Law | relationships between individuals |
| Civil Law | determined by judges |
| Criminal Law | defines conduct/rules prohibited |
| Constitutions | fundamental set principles |
| Statutes | formal written legislative |
| Administrative | state/fed agencies |
| Common | case law/precedent |
| Plaintiff | bringing suit |
| Defendant | accused |
| Nurse Practice Acts | each state has one; protect public |
| Standards | voluntary, ANA or legal, reqs take boards |
| Credentialing | way maintain competence |
| Accreditation | maintain reputation |
| Licensure | NCLEX |
| Certification | maintain specialty, NP |
| Crime | punishable by state |
| Torts | civil wrongs, settled w/money |
| Assault and Battery | threaten, bodily harm |
| Defamation | malice, slander, wordsuntrue |
| Invasion of Privacy | |
| False Imprisonment | restraining w/o justification, AMAs |
| Fraud | misrepresenting |
| Negligence and Malpractice | care below standard, omission |
| *Elements of liability | duty, breach duty, causation, damages |
| Informed Consent | a signed form required for all routine treatment, hazardous procedures, and some other treatments |
| Competent Practice | document doing so!! |
| Patient Education | must do read back w/ verbal doctors orders, document! |
| Delegation of care | we remain accountable, know what can/can’t |
| Documentation | if not documenteddidn’t happen, objectively, quotes, take credit |
| Staffing | adequate staffing legal safeguard |
| Professional liability insurance | hospital carries it for students, secret, St. John’s if following standard care |
| Risk Management | system, how works, how fix/improve; fill our incident report |
| Incident Reporting | everyone |
| Sentinel Events | serious injury or death, unexpected |
| Never Event | medical errors, should never occur |
| Good Samaritan Laws | protected caregivers accident/emergency; off |
| Occupational Safety and Health | safe working conditions/standards |
| Reporting Obligations | mandated, abuse, hotlines |
| Controlled Substances | locked, document, extra |
| Discrimination and Sexual Harassment | same laws as other environments |
| HIPAA | big issues |
| Restraints | stringent |
| Disabilities | prohibits discrimination |
| Intrapersonal | voice in head, self |
| Interpersonal | 1:1, nurse |
| Group | Small |
| Task | oriented—focus on work to be done |
| Maintenance—focus on well | being of people doing work |
| Self | serving—advance the needs of individual members at group’s expense |
| Developmental level | use appropriate words for age |
| Gender | male |
| Sociocultural differences | eye contact, pain, head shaking |
| Roles and responsibilities | MD, delegator |
| Space and territoriality | personal space, culture |
| Physical, mental, and emotional state | avoid high emotion/pain |
| Values | religion, beliefs |
| Environment | stressed, noisy, family, negative |
| Orientation Phase | establish tone and guidelines for the relationship |
| Working Phase | meet the patient’s needs/achieve each goal/teaching and counseling |
| Termination Phase | suggestions for future efforts if necessary, Encourage pt express emotions |
| Silence | sit w/patients; better than wrong answer |
| Touch | evaluate acceptability |
| Humor | coping, interpersonal, use appropriately |
| Open | ended |
| Closed | yes, no |
| Validating | checking info |
| Clarifying | gain better understanding |
| Reflective | elaborate certain topic |
| Sequencing | put things/events in order |
| Directing | more info/intro new aspect |
| Hand | offs: SBAR Technique |
| S | Situation |
| B | Background |
| A | Assessment |
| R | Recommendation |
| Maintaining and Promoting health | education/wellness |
| Preventing illness | hygiene, cough etiquette, early screening |
| Restoring health | hospital patients |
| Facilitating coping | hospice |
| T – tune into the patient | |
| E – edit patient information | |
| A – act on every teaching moment | |
| C – clarify often | |
| H – honor the patient as partner in the education process | |
| Cognitive—storing and recalling of new knowledge in the brain (how bp med effects) | |
| Psychomotor—learning a physical skill (skill returns, insulin injections) | |
| Affective—changing attitudes, values, and feelings (toughest, changing lifestyle; smoking) | |
| What knowledge, attitudes, or skills are needed | family support, social/economic |
| Readiness to learn | emotional, accepted diagnosis, culture |
| Ability to learn | literacy level, pain, stress, language |
| Learning strengths | styles, skills, support, finances, motivated |
| Short | term |
| Long | term |
| Motivational | feelings, weight watchers, incentives |
Created by:
kara1121
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