Final
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Physical | 1 of the 7 components of wellness
🗑
|
||||
| Social | 1 of the 7 components of wellness
🗑
|
||||
| Emotional | 1 of the 7 components of wellness
🗑
|
||||
| Environmental | 1 of the 7 components of wellness
🗑
|
||||
| Occupational | 1 of the 7 components of wellness
🗑
|
||||
| Spiritual | 1 of the 7 components of wellness
🗑
|
||||
| Intellectual | 1 of the 7 components of wellness
🗑
|
||||
| Ability to carry out daily tasks, achieve fitness, maintain nutrition, avoid drug use, ETOH, or tobacco, and practice positive lifestyle habits. | Physical
🗑
|
||||
| Ability to interact successfully with people and within the environment of which each person is a part, to develop intimacy, and develop respect and tolerance for those with other beliefs. | Social
🗑
|
||||
| Ability to manage stress and to express emotions appropriately | Emotional
🗑
|
||||
| Ability to learn and to use information effectively for personal, family, and career development | Intellectual
🗑
|
||||
| Belief in some force that serves to unite humans and provide meaning and purpose | Spiritual
🗑
|
||||
| Ability to achieve balance between work and leisure time. | Occupational
🗑
|
||||
| Ability to promote health measures that improve the standard of living and quality of life in the community (food, water, and air). | Environmental
🗑
|
||||
| Acute illness | usually short duration and severe; symptoms appear abruptly, are intense, and often subside after a short period of time.
🗑
|
||||
| Chronic illness | persists, usually longer than 6 months. Affects functioning in any dimension. There may be relapses and periods of maximal functioning. Remission occurs when the symptoms disappear. Exacerbation is when the symptoms reappear.
🗑
|
||||
| Illness Behavior | –how people monitor their bodies, define and interpret their symptoms, take remedial action, and use the health care system when ill.
🗑
|
||||
| Impact on body image | body image is the subjective concept of physical appearance. Body image can change with illness. The adjustment to change is body image comes in phases – shock, withdrawal, acknowledgement, acceptance, and rehabilitation.
🗑
|
||||
| Behavioral and emotional changes | severe illness can lead to extensive emotional and behavioral changes (anxiety, shock, denial, anger, withdrawal).
🗑
|
||||
| Impact on Self-concept | a person’s mental image of strengths and weaknesses in all aspects of personality. can change because of illness. may no longer be able to meet family expectations and this can lead to tension and conflict.
🗑
|
||||
| Impact on Family roles | roles may change due to illness. Role reversal may occur. Family roles may change.
🗑
|
||||
| Impact on family dynamics | family activities and decision making may cease as family members are reluctant to assume the ill person’s roles and responsibilities. Family dynamics may need to change as a result of an illness.
🗑
|
||||
| Biologic | genetics, sex, age, developmental level
🗑
|
||||
| Psychologic | mind-body interactions (how emotions affect your actions), self-concept (how do you feel about yourself)
🗑
|
||||
| Cognitive | lifestyle choices, risk factors, spiritual and religious beliefs
🗑
|
||||
| Environment | 2nd hand smoke, sun, x-rays, acid rain, greenhouse effect, global warming
🗑
|
||||
| Standards of living | health, morbidity, mortality, occupational exposures
🗑
|
||||
| Family and cultural beliefs | interactions within family and community
🗑
|
||||
| Social support networks | family, friends, confidants
🗑
|
||||
| Illness Prevention | protect the client from actual or potential threats to health, such as through immunizations. The client is motivated to take part in these activities to avoid declines in health/functioning.
🗑
|
||||
| Wellness | an ongoing, dynamic process of striving to achieve optimal health
🗑
|
||||
| Wellness Education | teaches the client how to care for himself in a healthy way (topics such as self-awareness, stress management, self-responsibility). Health education helps the client achieve a new understanding and control of his/her life.
🗑
|
||||
| Client is motivated to act positively to reach a more stable level of health. | Health promotion activities
🗑
|
||||
| help the client maintain/enhance present level of health (such as through routine exercise and good nutrition). | Health promotion activities
🗑
|
||||
| Passive strategies are those gained from the actions of others such as fluoridation of drinking water. | Health promotion activities
🗑
|
||||
| Active strategies are those that the client participates in of their own volition such as exercise and smoking cessation. | Health promotion activities
🗑
|
||||
| Perceived susceptibility | do you feel that you are at higher risk from family history?
🗑
|
||||
| Perceived seriousness | How serious do you feel the risk is in the general public?
🗑
|
||||
| Perceived threat: | How serious do you feel the risk is to you?
🗑
|
||||
| Demographic variables | age, sex, race, and ethnicity
🗑
|
||||
| Sociopsychologic variables | social pressure or influence from peers or other reference groups
🗑
|
||||
| Structural variables | knowledge about the target disease and prior contact with it
🗑
|
||||
| Cues to action | internal or external (did someone remind you or do you just care enough to remember?)
🗑
|
||||
| Perceived benefits of action |
🗑
|
||||
| Sensory-perceptual alteration | Impaired touch, hearing, taste, smell, vision
🗑
|
||||
| Cognitive awareness | Ability to perceive environmental stimuli Impaired awareness
🗑
|
||||
| Emotional state | Extreme emotions can alter perceptions
🗑
|
||||
| Ability to communicate | Diminished ability to receive and convey info Aphasia, language barriers, unable to read
🗑
|
||||
| Culture | Language barriers Social and physical behaviors
🗑
|
||||
| Complementary and alternative medicine | Assess for safety “Natural” does not guarantee safety
🗑
|
||||
| Safety awareness | Information crucial to safety Information about, water, car, and fire safety
🗑
|
||||
| S. B. A. R | Situation Background Assessment Recommendation
🗑
|
||||
| Situation | Identify yourself (employee of Interim Healthcare) and the Site you are calling from Identify the patient by name, DOB, Age, Sex, reason for report Describe reason for phone call
🗑
|
||||
| Background | Give the patient’s Presenting Complaint Give the patient’s relevant Past Medical History Brief summary of background
🗑
|
||||
| Assessment | Vital Signs—HR, RR, O₂ Sats, BP, Temp, AVPU (Alert, Voice, Pain, Unresponsive) List if any VS are outside of parameters, Clinical Impression Severity of Patient, Additional Concerns
🗑
|
||||
| Recommendation | Explanation of what you require, how urgent, and when action needs to be taken Make suggestions of what action is to be taken Clarify what action you expect to be taken
🗑
|
||||
| SBAR means | A communication framework used to structure conversation about patient care and information between caregivers when the patient care is “handed off” to another health care provider.
🗑
|
||||
| Droplet | Clients known to have, suspected of having serious illness transmitted by particle droplets larger than 5 microns
🗑
|
||||
| Airborne | clients know to have, or suspected of having serious illness transmitted by airborne droplet smaller than 5 microns
🗑
|
||||
| Contact | Used for clients who are known or suspected to have serious illnesses that are easily transmitted by direct client contact, contact with items in client’s environment
🗑
|
||||
| Physical restraints | manual, physical, or mechanical device, material, or equipment; attached to client body; not removed easily; restricts client movement
🗑
|
||||
| Chemical restraints | medications used to control socially disruptive behavior
🗑
|
||||
| Specific Values | Code of Ethics, NSNA Code of Academic and Clinical conduct Be familiar with this! Especially #16—”optimal level of personal health”
🗑
|
||||
| Goal | instill norms, values, attitudes, behaviors deemed necessary for survival of profession
🗑
|
||||
| DRGs | diagnosis-related groups
🗑
|
||||
| diagnosis-related groups | pre-treatment diagnosis billing categories. Have to send pts home sooner or loose money. Only the acutely ill are hospitalized now.
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
ED.
Popular Nursing sets