Exam 3 aka Final
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| QA/QI? discover/correct errors | QA
🗑
|
||||
| QA/QI? prevent errors | QI
🗑
|
||||
| QA/QI? inspection of nurse activities & chart audits | QA
🗑
|
||||
| QA/QI? review nurse activities, innovation, & staff development | QI
🗑
|
||||
| QA/QI? QA or department personnel | QA
🗑
|
||||
| QA/QI? multidisciplinary team | QI
🗑
|
||||
| QA/QI? set by a team with input from staff | QA
🗑
|
||||
| QA/QI? set by a team with input from staff & patients | QI
🗑
|
||||
| QI process steps | 1. ID needs
2. Assemble multidisciplinary team
3. Collect data
4. Establish outcomes & quality indicators
5. Select & implement plan
6. Evaluate
🗑
|
||||
| In ID Nee what is #1 importance? | improved patient outcome
🗑
|
||||
| outcomes | improve the greater quality or quantity
🗑
|
||||
| process | nursing care, assessments, nursing interventions
🗑
|
||||
| structure | number of nurses
🗑
|
||||
| Risk Management Process steps | 1. Define a high-risk situation
2. Determine frequency
3. Intervene & investigate
4. Identify opportunities to improve care
🗑
|
||||
| near misses | no injury but highlights need of action
🗑
|
||||
| failure mode & effects analysis (FEMA) | method to analyze reliability problems proactively to avoid negative outcomes
🗑
|
||||
| Malpractice elements | duty, dereliction, damage, direct cause
🗑
|
||||
| duty | nurse has responsibility to patient
🗑
|
||||
| dereliction | nurse did not carry out duty
🗑
|
||||
| damage | patient was injured
🗑
|
||||
| direct cause | injury secondary to the nurse's failure to carry out duties
🗑
|
||||
| consumer relationships | encounters between the consumer and healthcare system representatives
🗑
|
||||
| the multiple parts of healthcare make it difficult to do what? | develop trust
🗑
|
||||
| nurses responsibilities in consumer relationships | service, advocacy, teaching, leadership
🗑
|
||||
| service orientation | focuses on the needs of the customer. also includes nursing care quality, nurse-patient relationships, and caring atmosphere
🗑
|
||||
| advocate | empowers and promotes self-determination, promotes autonomy, ensures respect, equality, and dignity for others, defends & promotes rights of others
🗑
|
||||
| 3 P's for consumer education | philosophy, priority, performance
🗑
|
||||
| keys to successful nurse advocate | - developing networking systems
- being involved in associations
- acquiring knowledge needed to access systems
- learning about community resources & support networks
- developing skill in referring & engaging patients
🗑
|
||||
| conflict | disagreement in values or beliefs within oneself or between people that causes harm or the potential to cause harm
🗑
|
||||
| types of conflict | intrapersonal or organizational or interpersonal
🗑
|
||||
| intrapersonal conflict | confronted with something that you wouldn't see yourself doing ie. grad school or changing schedule
🗑
|
||||
| organizational conflict | don't agree with code of conduct or policies & procedures
🗑
|
||||
| stress = | poor patient outcomes
🗑
|
||||
| compromise is used to | avoid dealing with the conflict
🗑
|
||||
| interpersonal conflict | differing opinion ie. family, nurse, doctor
🗑
|
||||
| conflict process | 1. frustration
2. conceptualization
3. action
4. outcomes
🗑
|
||||
| frustration | perception that your goals may be blocked resulting in emotions
🗑
|
||||
| conceptualization | what's important to people and what should happen next
🗑
|
||||
| action | seek clarification about about others view point, collect additional info that informs the issue, engage in dialog about issu then take actions to resolve conflict
🗑
|
||||
| successful resolution | identifying a common goal that unites the two
🗑
|
||||
| outcomes | assess what happened & whether anything happened with the relationship
🗑
|
||||
| constructive conflict results in resolution leading to | growth, problems resolved, groups unified, productivity increased, and commitment increased
🗑
|
||||
| bullying | real or perceived power differential between the instigator and recipient must be present in bullying
🗑
|
||||
| lateral voilence | aggressive and destructive behavior or psychological harassment of nurses against each other
🗑
|
||||
| STAMP assessment | Staring
Tone & volume of voice
Anxiety
Mumbling
Pacing
🗑
|
||||
| delegation | achieving performance of care outcomes for which you are accountable & responsible for by sharing activities with other individuals who have the appropriate authority to accomplish the work
🗑
|
||||
| key in delegation | communication
🗑
|
||||
| why delegate | cost-effective
🗑
|
||||
| Rights in delegation | task, circumstances, person, direction/communication, supervision
🗑
|
||||
| absenteeism is linked to | role stress & strain thus need to clarify role
🗑
|
||||
| recognition of chemical dependency | absent a lot, changed good nurse to making lots of mistakes, nurse wants to take of patient with pain meds
🗑
|
||||
| priority if chemical dependency is suspected | intervene to ensure patient safety
🗑
|
||||
| emotional problems manifestations | poor judgement, increased errors, increased absenteeism, decreased productivity, and negative attitude
🗑
|
||||
| steps to clarify role | 1. oral reminder
2. written & oral reminders
3. day of decision(day off without pay)
4. termination
🗑
|
||||
| steps in progressive discipline | 1. counsel
2. reprimand
3. suspend
4. work with stipulations
5. termination
🗑
|
||||
| who plays a key role in role transitions? | organizations
🗑
|
||||
| ROLES | Responsibilities
Opportunities
Lines of communication
Expectations
Support
🗑
|
||||
| what is the heart of leadership? | communication
🗑
|
||||
| mentor benefits | stimulate new ideas, development, self-awareness, enlarging colleague pool, new relationships
🗑
|
||||
| mentee benefits | one-to-one relationship, advice on career development, enlarged network, self-confidence, insight into organization
🗑
|
||||
| phases of role transistion | 1. preview
2. acceptance
3. exploration
4. discrepancy
5. development
6. internalization
🗑
|
||||
| preview phase | dating
🗑
|
||||
| acceptance phase | commitment to decision
🗑
|
||||
| exploration phase | honeymoon
🗑
|
||||
| discrepancy phase | honeymoon phase over
🗑
|
||||
| development phase | comes from expectation s and performance
🗑
|
||||
| internalization phase | know role and expectation & it becomes 2nd nature
🗑
|
||||
| resume or CV? quality | resume
🗑
|
||||
| resume or CV? quanitity | CV
🗑
|
||||
| resume or CV? doesn't list everything | resume
🗑
|
||||
| resume or CV? used for a specific position or role | resume
🗑
|
||||
| resume or CV? everything you have ever done | CV
🗑
|
||||
| addiction signs | irritable, restless, discontent
🗑
|
||||
| impaired professionals look at | attendance, performance, behavior, physical sings, & narcotics discrepancies
🗑
|
||||
| reporting avenues for impaired nursing | Board of Nursing or TPAP
🗑
|
||||
| Board of nursing process for impaired nursing | formal investigation, findings reviewed, sanctions may occur
🗑
|
||||
| TPAP process for impaired nursing | confidential reporting or referral by Board of nursing, evaluation, contract if treatment required, avoids sanctions
🗑
|
||||
| Key to chapter 20 on Quality Management | practice more efficiently and decrease malpractice
🗑
|
||||
| who defines quality? | customers
🗑
|
||||
| risk management | looks to decrease losses after something happnens
🗑
|
||||
| losses | length of stay, negative public opinion, employee dissatisfaction
🗑
|
||||
| some examples of a sentinel events | wrong site surgery, suicide, med error, fire, abduction, transfusion error, uninteded retention of foreign body
🗑
|
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:
midnight1854
Popular Nursing sets