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Trans Test 3
trans test 3
| Question | Answer |
|---|---|
| Score used in PACU | ALDRETE, 7-8 |
| Communication Model | Berlo; Sender, encoder, communication->Receiver, decoder, feedback |
| The factors of active listening | silence, paralanguage, eye contact, body postures and gestures, appearance, and touch |
| The factors of active listening promote | Nonverbal Communication |
| Verbal Communication is | a lifelong learning skill |
| Clarification, sharing observations, open-ended relevant questions, restating, silence, general leads, and summarization are | Verbal Therapeutic Communication Skills |
| False assurance, giving advice, being moralistic and changing the subject are | Verbal Communication Blocks |
| Social Relationship is | self-serving, minimal problem solving, and sympathetic |
| Therapeutic Relationship is | a collaborative experience, respectful, sincere, patient, confidential, and empathetic |
| Social Relationships vs. Therapeutic Relationships | sympathy/empathy |
| Communication btw colleagues is known as | collaboration |
| Collegial communication involves 3 forms | nonverbal, verbal, and written |
| The ability to accomplish more together than the individual members of the group | synergy |
| How to become a Power Broker | suggest solutions for problems, view self as self-confident w/ high self-esteem, be visionary, become actively involved |
| Assertiveness | learned behavior that includes standing up for one’s rights w/o violating the rights of others |
| Assertive communication fosters | a win/win situation where both parties negotiate for a positive outcome |
| The end results of aggressive behaviors are | angry, hostile, or offended colleagues and coworkers |
| Delegation is defined as | the transfer or responsibility for the performance of an activity from one individual to another, while retaining accountability for the outcome |
| Mucha’s Manager of Care-second role of the nurse | yourself, time, personnel, material |
| H & P’s Manager of Care-second role of the nurse | plan, organize, implement and evaluate care/ organizing time effectively, prioritizing/delegating appropriately/conflict management |
| Time management ^ | productivity |
| Pareto Principle | in order to manage time we need to shift into the planning mode; when we do, 20% of effort will result in 80% results, if fail to plan; 80% of efforts only result in 20% results |
| To Do List | urgency of care, safety of care, patient’s priority of care, ongoing care |
| Efficiency is | the process of doing something right |
| Effectiveness is | doing the right thing right |
| Interruptions, Socialization, Personal disorganization, Meetings, Paperwork, Perfectionism, Procrastination, and Poor communication are | Time Wasters |
| Tension or disharmony btw individuals or groups when there is a diff about ideas, values, or beliefs | Conflict |
| Positive outcomes of conflict include | innovative change, exchange of ideas and a greater understanding of another person’s feelings |
| Types of conflict | Role conflict, Communication conflict, Goal conflict, Personality conflict, Ethical or Value conflict |
| Conflict resolution | Accommodation, Avoidance, Competition, Compromise, and Collaboration |
| Example of Collaboration | win-win |
| Decision Making | process of choosing among alternatives |
| Problem Solving | selecting various alternatives that will solve an issue |
| Decision Making does not necessarily/is not necessarily | solve a problem/result of a problem |
| Documentation is | Legal Accountability |
| Documentation must be | Clear, Concise, Accurate, and Complete |
| First and Second leading causes of litigation are | falls and skin/wound disruptions |
| Documentation of Teaching and Learning should include | Learning, Teaching, Patient outcomes, Revisions or changes |
| Standards of Practice | provide the means to assess the competency of the nurse members |
| SofP reasonable person rule | assumes that the expected action of a nurse would be held to that of another nurse w/ similar education and experience |
| SBAR | Situation, Background, Assessment, Recommendations |
| 2011 National Patient Safety Goals include | identify pts correctly, improve staff communication, use meds safely, prevent infection, and prevent mistakes in surgery |
| Acute Care | life threatening, sudden-severe, advanced life support and equipment, healthcare professionals trained in acute care, may require hospitalization |
| Chronic Care | a long developing disease process, disease or impairment of a year or more, ongoing-rarely cured, home-self-care, may require hospitalization, long-term maintenance |
| Preoperative | NPO, IV, Pre-op assessment, sign consent, pre-op teaching, 2 pt identifiers, med admin, hand hygiene |
| Postoperative | diet, IV, discharge instructions, sign d/c form, daily teaching/learning assessment, 2 pt identifiers, med admin, hand hygiene, UTE prophylaxis |
| Pre & Post-Op | safety, prevention/reduction of problems, improvement in quality of life |
| SCIP | Surgical Care Improvement Project |
| Prophylactic Antibiotics | given w/in 1 hour of surgical incision, selection consistent w/ current guidelines, DC’d w/in 24 hrs of surg end time |
| Hair removal use | clippers |
| VTE Prophylaxis | w/in 24hrs of surg end time |
| Beta Blocker given | perioperatively(24hrs prior thru recovery) for patients on Beta Blockers pre-admission |
| Urinary Catheter removed | by post-op day 1 or 2 |
| Surgery Pts w/ | Perioperative Temperature Management |
Created by:
neffielewis
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