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Nursing Test 2
| Question | Answer |
|---|---|
| Shaw's Textbook of Nursing (1907) | “It properly includes, as well as the execution of specific orders, the administration of food and medicine, the personal care of the patient” |
| Harmer's Text of the Principle's (1952) | “The object of nursing is not only to cure the sick … but to bring health and ease, rest and comfort to mind and body. It’s object is to prevent disease and to preserve health” |
| Harmer and Virginia Henderson | “Nursing may be defined as that service to an individual that helps him to attain or maintain a healthy state of mind or body” |
| Dorthea Orem (1959) | Nursing is perhaps best described as the giving of direct assistance to a person, as required, because of the person’s specific inabilities in self-care resulting from a situation of personal health. |
| Virginia Hemderson (1960) | Nurses assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to a peaceful death) that he would perform unaid if he had the necessary strength, will or knowledge |
| Martha Rogers (1961) | Nursing aims to assist people in achieving their maximum health potential. Maintenance and promotion of health, prevention of disease, nursing diagnosis, intervention, and rehabilitation encompass the scope of nursing’s goals |
| 1955 | ANA published first official definitions of nursing practice |
| 1965 | ANA’s Committee on Education issued a position paper that emphasized nursing as an independent practice - the terms care, cure, & coordination first included in the definition. |
| 2001 | ANA Code of Ethics – Nursing encompasses the prevention of illness, the alleviation of suffering, and the protection, promotion, and restoration of health in the care of individuals, families, groups, and communities. |
| 2003 | Royal College of Nursing – Nursing is the use of clinical judgment in the provision of care to enable people to improve, maintain, or recover health, to cope with health problems, and to achieve the best possible quality of life, whatever their disease or |
| 2003 | International Council of Nurses – Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups, and communities, sick or well, and in all settings. |
| Novice Stage | Beginners have little or no background and limited practical skills. Rely on rules and expectations of others for direction. As such, novices have no "life experience" in the application of rules. |
| Advanced Beginner Stage | Advanced beginners are those who can demonstrate marginally acceptable performance. These components require prior experience in actual situations for recognition. Principle and theory are used to guide actions. |
| Competent | Competence, typified by the nurse who has been on the job in the same or similar situations two or three years. The conscious, deliberate planning that is characteristic of this skill level helps achieve efficiency and organization. |
| Proficient Practitioners | Proficient nurses understand a situation as a whole because they perceive its meaning in terms of long-term goals. This holistic understanding improves the proficient nurse's decision making. The proficient nurse learns from experience what typical event |
| Expert | The expert nurse, with an enormous background of experience, operates from deep understanding. The expert nurse now has an intuitive grasp of each situation and zeroes in on the accurate region of the problem without wasteful consideration of a large ran |
| Morals | Widely held beliefs about norms of right and wrong conduct that is accepted in a particular culture; established standards of behavior; reflect reality or what is acceptable |
| Values | attitudes, ideals or beliefs that one holds and uses to guide behavior |
| Ethics | Define what should be done, involves critical analysis of actions; e examining moral life, conduct and practices |
| Bioethics | application of ethical theory to health care problems (keeping people living longer with technology |
| Moral distress | pain/anguish associated with responsibility, judgement and participation in perceived moral wrongdoing |
| Internation Council of Nurses Code of Ethics | 1953. Rights and responsibilities of nurses toward people, practice,society, coworkers, and profession no matter the nationality, race, creed, color, age, sex, political affiliation or social status |
| Deontology | Right and wrong are central concepts. To do one's duty is right..not to do it is wrong. Intention of the action vs the consequence is most important |
| act deontology | gather all the facts an then make a decision |
| rule denotology | principles guide or actions (Always keep a promise) |
| utilitarianism | the greater the good for the greater number of people or benefits available to the largest number of people.----triage systems: sick classified/treated dependent on condition |
| virtue ethics | individuals actions are built from a degree of inborn moral virtue. Must rely on own integrity to ensure that care is given |
| Ethical principals | respect for other creatures is most fundamental aspect |
| autonomy | right to control ones life and freedom to make decisions |
| beneficiance | doing good, preventing harm. conflicts in health care with autonomy |
| veracity | truthfulness; being honest with patient |
| nonmaleficence | nurse must not knowingly act in a manner that would intentionally harm the patient |
| fidelity | faithfulness or honoring ones commitment or promise to patients. maintaining trust with patient |
| justice | equals should be rested the same (patients with same diagnosis should receive same care |
| Kohlberg Levels of Moral Development | pre conventional:self centered, inattentive to norms of society conventional: moral decisions made to please others postconventional: ignore self interest and group norms |
| Gilligans Levels of Moral Development | woman's moral development was different than men, responds to need and demonstrates consideration of care and responsibility in relationships. women exhibit care focus vs men exhibiting justice focus |
| Patient Self-Determination 1991 | patients have right to determine their care if critically ill. hospitals receiving medicaid/care must inform patients of advanced directives (legal documents indication patient's wishes in regard to end-of-life issues) and educate staff. |
| assault | A threat to harm another person physically, or an unsuccessful attempt to do so |
| battery | An offensive, intentional, unconsented-to-touching of a person |
| common law | decisional or judge-made law |
| statutory law | established through formal legislative process |
| administrative law | relate to authority of governmental agencies to create laws that meet the intent of a statute. |
| civil law | recognizes and enforces the rights of individuals, such as disputes over legal rights or duties of individuals in relation to one another (ie., child custody dispute) |
| criminal law | involves public concerns regarding an individual’s unlawful behavior that threatens society (ie., murder or possession of illegal substances) |
| tort | A civil wrong, in contrast to a criminal act, involving injury or damage to another party for which the victim can sue. The most common source of legal liability for nurses and nurse managers |
| negligence | the failure to act as a reasonably prudent person would have acted in specific circumstances |
| malpractice | negligence applied to the acts of a professional for which they can be sued |
| breach of duty | the provider failed to conform to the relevant standard of care |
| proximate cause | The act or happening that is directly responsible for an injury |
| intentional tort | asssault, battery, false imprisonment |
| unintentional tort | negligence, malpractice |
| formal socialization | lectures, labs, papers, assignments |
| informal socialization | develop roles models, observes others and learn |
| why join professional organizations? | networking, continuing education, certification, develop leadership skills, influence health technology |
| issues with professional organizations | not enough members, lack of time, lack of interest, generational challenges |
| broad purpose prof orgs | ANA-can join directly or to 1 of 54 constituent associations |
| specialty practice associations | Organizations focused on the special practice area such as maternal/infant care or perioperative nursing |
| special interest orgs | Sigma Theta Tau International-one must be invited to join |
| pros of joining unions | work collectively, control over practice, equalize power between staff and management |
| cons of joining unions | hours, pay, benefits, staffing, work assignments |
| nurse citizens | register to vote, keep informed about health care issues, join active nursing organizations |
| nurse activists | working in a campaign, inviting legislators to visit workplace |
| nurse politicians | running for an elected office |
| post wwII | nursing is significant, interpersonal, therapeutic process; educative instrument; Nursing aims to promote forward movement of personality in the direction of creative, constructive, productive, personal, and community living |
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