Nursing Funds
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| WHAT IS QUALITY OF CARE? | health care that is safe, effective, pt. centered, timely, efficient & equitable, or fair (time orientation)
🗑
|
||||
| HEALTH DISPARITY | particular type of health difference that is closely linked w/ social, economic, and/or environmental disadvantage
🗑
|
||||
| PARITY | means equality
🗑
|
||||
| MARGINALIZED GROUPS | to put or keep (someone) in a powerless or unimportant position within a society/group (poor health & diet at an early age)
🗑
|
||||
| ACCULTURATION | adapting or adopting a new culture (social organization)
🗑
|
||||
| ASSIMILATION | an individual gives up his or her ethnic identity in favor of a dominant culture
🗑
|
||||
| ETHNICITY | shared identity related to social/cultural heritage
🗑
|
||||
| LADDER OF CULTURAL COMPETENCE | emphasizes how culturally competent organizations & individuals can work to eliminate healthcare disparities
🗑
|
||||
| POOR HEALTH OUTCOMES | limited health literacy
🗑
|
||||
| CULTURE | integrated patterns of human behavior that include the language, thoughts, communications, actions, customs, beliefs, values, & institutions of racial, ethnic, religious, or social groups
🗑
|
||||
| INTERESECTIONALITY | privilege & oppression
🗑
|
||||
| OPPRESSION | formal & informal system of advantages and disadvantages tied to out membership in a social group (individual/cultural/institutional)
🗑
|
||||
| WORLD VIEW | how people perceive others, how they interact & relate to reality; how they process information "the way people look upon the world"
🗑
|
||||
| TRANSCULTURAL NURSING | comparative study of cultures in order to understand their similarities & the differences among them
🗑
|
||||
| CULTURALLY CONGRUENT CARE | care that fits a person's life patterns, values, & system of meaning
🗑
|
||||
| CULTURAL ENCOUNTERS | cross-cultural interactions to learn of the cultures
🗑
|
||||
| SOCIAL DETERMINANTS OF HEALTH | resources such as access to health care, job opportunities, nutritious food, clean air & transportation (social factors)
🗑
|
||||
| STEREOTYPING | assumption that people in a culture, racial, or ethnic group are alike & share the same values & beliefs
🗑
|
||||
| ILLNESS | the way individuals & families react disease
🗑
|
||||
| DISEASE | a malfunctioning of biological/psychological processes
🗑
|
||||
| CORE MEASURES | key quality indicators that help healthcare institutions improve performance, increase accountability & decrease costs, healthcare disparities
🗑
|
||||
| CULTURAL COMPETENCE | a health care professional strives to work effectively within the cultural context of a pt./ensure delivery of culturally congruent care
🗑
|
||||
| COMPONENTS OF CULTURAL COMPENTENCE | -cultural awareness
-cultural knowledge
-cultural skills
-cultural encounters
-cultural desire
🗑
|
||||
| CULTURAL DESIRE | motivation & commitment to caring that moves an individual to learn from others
🗑
|
||||
| CULTURAL KNOWLEDGE | comparative of diverse groups, endogenous, values, worldview
🗑
|
||||
| CULTURAL SKILLS | assess pt. treatment & care; assess social, cultural & biophysical
🗑
|
||||
| CULTURAL ENCOUNTERS | learn about other cultures
🗑
|
||||
| CULTURAL DESIRE | motivation/commitment to caring that moves an individual to learn from others
🗑
|
||||
| ESTABLISHING RELATIONSHIPS | transcultural communication skills to interpret behavior
🗑
|
||||
| MODEL OF CULTURAL COMPETENCE | 1. developing self-awareness
2. understanding the worldview of others
3. developing appropriate strategies/skills/interventions
4. understanding organizational/institutional forces that either enable or inhibit cultural competence
🗑
|
||||
| BIAS | predisposition to see people or things in a certain light, either positive or negative
🗑
|
||||
| CULTURAL ASSESSMENT |
🗑
|
||||
| LINGUISTIC COMPETENCE | ability of an organization & it's staff to communicate effectively & convey information in a manner that is easily understood by diverse audiences
🗑
|
||||
| EXPLANATORY MODEL | ability to elicit a pt's explanation of an illness & its causes
🗑
|
||||
| PATIENT-CENTERED CARE | provides individualized care & restores an emphasis on personal relationships
🗑
|
||||
| OFFICE OF MINORITY HEALTH & HEALTH DISPARITIES | organization requiring culturally sensitive health care delivery
🗑
|
||||
| SPIRITUALITY | an awareness of one's inner self & a sense of connection to a higher being, nature, or some purpose greater than oneself
🗑
|
||||
| HOLISTIC | of or pertaining to the whole; considering all factors; balance of physical, psychological, etc.)
🗑
|
||||
| FLORENCE NIGHTINGALE | believed that spirituality is a force that provides energy needed in a healthy hospital environment & spiritual needs just as important as physical needs
🗑
|
||||
| SELF-TRANSCENDENCE | connecting to your inner self, which allows one to go beyond oneself to understand the meaning of experiences; send of authentically connecting to one's inner self
🗑
|
||||
| TRANSCENDENCE | the belief that there is a positive force outside of & greater than oneself that allows one to develop new perspectives that are beyond physical boundaries
🗑
|
||||
| INTRAPERSONALLY | connected w/ oneself
🗑
|
||||
| INTERPERSONALLY | connected w/ others & the environment
🗑
|
||||
| TRANSPERSONALLY | connected w/ God, unseen higher power
🗑
|
||||
| FAITH & BELIEF | assess source of authority & guidance that pts. use in life to choose & act on their beliefs
🗑
|
||||
| FAITH | self of beliefs & a way of relating to self, others, & a supreme being; reasoning & trusting faith
🗑
|
||||
| HOPE | source of energy that helps a person plan & achieve future goals; living & looking forward to something
🗑
|
||||
| INNER STRENGTH | energy source that instills hope, provides motivation, & promotes a positive outlook on life, even in difficult times
🗑
|
||||
| INNER PEACE | fosters calm & positive feelings despite life experiences of chaos, fear, & uncertainty
🗑
|
||||
| ATHEIST | do not believe God exists
🗑
|
||||
| AGNOSTIC | believe that any ultimate reality is unknown or unknowable
🗑
|
||||
| SPIRITUAL WELL-BEING | individuals spirituality that enables a person to love, have faith, & hope, seek the meaning of life, & nurtures relationships with others
🗑
|
||||
| CONNECTEDNESS | assess whether pt. loses the ability to express; having close spiritual relationships w/ oneself, other, & God or another spiritual being
🗑
|
||||
| LIFE SATISFACTION | determine whether a pt. feels fulfilled w/ what he/she has accomplished in life
🗑
|
||||
| LIFE & SELF RESPONSIBILITY | determine whether pt. understands limitations posed by an illness & how they adjust
🗑
|
||||
| MEDITATION | lowers B/P, stress/pain & enhances the function of the immune system
🗑
|
||||
| 4 DIMENSIONS OF SPIRITUAL WELL-BEING | 1. personal - how you relate with oneself; meaning of life
2. communal - quality of your interpersonal relationships
3. environmental - how you interact with the world
4. transcendental - relationship between yourself & God
🗑
|
||||
| RELIGION | specific system of organized beliefs & worship that a person practices to outwardly express spirituality (particular denomination of worship)
🗑
|
||||
| SPIRITUAL CARE | helps people maintain personal relationships & a relationship w/ a higher being or life force to identify meaning & purpose of life
🗑
|
||||
| RELIGIOUS CARE | helps pts. follow their belief systems and worship practices
🗑
|
||||
| SPIRITUAL DISTRESS | impaired ability to experience and integrate meaning & purpose in life through connectedness w/ self, other, art, music, etc. (anger towards God because of illness or other matter)
🗑
|
||||
| ESTABLISHING PRESENCE | pay attention, answer questions, listen & have a positive and encouraging attitude
🗑
|
||||
| NEAR DEATH EXPERIENCE (NDE) | psychological phenomenon in which people have either been close to clinical death or recovered after being declared dead
🗑
|
||||
| FICA - evaluates spirituality & quality of life | F - Faith/belief
I - Importance of spirituality
C - individuals spiritual Community
A - interventions to Address spiritual needs
🗑
|
||||
| CONNECTEDNESS | having close spiritual relationships w/ oneself, other, & God or another spiritual being
🗑
|
||||
| PRAYER | personal communication w/ one's God
🗑
|
||||
| FELLOWSHIP | relationship an individual has w/ other people; family, friends, coworkers, school or church
🗑
|
||||
| RITUALS | participation in a religious group or private worship, prayer, sacraments (eg: Christian, communion) (eg: circumcision)
🗑
|
||||
| SPIRITUAL HEALTH | gained by find balance in life
🗑
|
||||
| FELLOWSHIP & COMMUNITY | explore the extent & nature of the pt's support network
🗑
|
||||
| RITUAL & PRACTICE | assess participation in worship, prayer, etc.
🗑
|
||||
| SUPPORT SYSTEMS | human-link between pts, nurses & pts lifestyle; family friends, spiritual advisors, clergy & pastoral
🗑
|
||||
| DIET THERAPIES | food & nutrition (consult w/ dietician) (eg: muslims cannot eat pork)
🗑
|
||||
| SUPPORTING RITUALS | plan care to allow time for pt. to practice the rituals & activities, religious readings, & spiritual visitations
🗑
|
||||
| VOCATION | strong feeling of suitability for a particular career or occupation
🗑
|
||||
| FACTORS INFLUENCING SPIRITUALITY | acute, chronic, or terminal illnesses & near death experiences
🗑
|
||||
| SUPPORTING A HEALING RELATIONSHIP | mobilize hope, help pt. find acceptability
🗑
|
||||
| ACUTE ILLNESS | creates an unanticipated scramble to integrate and cope w/ new realities
🗑
|
||||
| CHRONIC ILLNESS | threatens the persons independence, causing fear, anxiety, & spiritual distress
🗑
|
||||
| TERMINAL ILLNESS | causes fears of physical pain, isolation, & the unknown, dying
🗑
|
||||
| ASSESSMENT | pts faith, beliefs, views on life, & religion to ensure patient centered clinical decisions
🗑
|
||||
| STRESS | physiological/psychological tension that threatens homeostasis or person's psychological equilibrium; result of inability to immediately deal w/ event/threat
🗑
|
||||
| STRESSORS | tension-producing stimuli in a person's external/internal environment that require change/adaptation; any perceived event that can evoke stress
🗑
|
||||
| COPING | person's effort to manage psychological stress
🗑
|
||||
| GENERAL ADAPTATION SYNDROME | a 3-stage defense response of the body to stress
1. alarm reaction 2. resistance stage 3. exhaustion stage
🗑
|
||||
| ALARM REACTION STAGE | initial stage of the GAS during which defense mechanisms are mobilized
🗑
|
||||
| RESISTANCE STAGE | second stage of stress response when a person attempts to adapt to the stressor
🗑
|
||||
| EXHAUSTION STAGE | final GAS stage that occurs when the body no longer can resist the stress
🗑
|
||||
| PITUITARY GLAND | small gland located below the hypothalamus that produces stress hormones, regulates secretion of thyroid, parathyroid & gonadal hormones
🗑
|
||||
| ENDORPHINS | hormones that interact with opiate receptors & reduce pain perception & produce sense of well-being
🗑
|
||||
| FIGHT-OR-FLIGHT RESPONSE | total physiological response to stress during the alarm reaction stage
🗑
|
||||
| APPRAISAL | individual interpretation of the impact of a stressor or event & subsequent behavior
🗑
|
||||
| PRIMARY APPRAISAL | evaluates an event for its personal meaning related to stress
🗑
|
||||
| SECONDARY APPRAISAL | evaluates one's possible coping strategies when confronted w/ a stressor
🗑
|
||||
| EGO-DEFENSE MECHANISMS | regulate emotional distress & provide a person protection from anxiety and stress
🗑
|
||||
| COMPENSATION | making up for deficiency in self-image by strongly emphasizing a feature considered an asset
🗑
|
||||
| CONVERSION | unconsciously repressing an anxiety-producing conflict & transforming it into non-organic symptoms
🗑
|
||||
| DENIAL | refusing to consciously acknowledge anything that causes intolerable emotional pain
🗑
|
||||
| DISPLACEMENT | transferring emotions, ideas, or wishes from a stressful situation to something less stressful
🗑
|
||||
| IDENTIFICATION | patterning behavior after that of another person
🗑
|
||||
| DISSOCIATION | experiencing a subjective sense of numbing & a reduced awareness of one's surroundings
🗑
|
||||
| REGRESSION | coping w/ a stressor through actions & behaviors associated w/ an earlier developmental period
🗑
|
||||
| STRESS MANAGEMENT | techniques used to cope w/ generalized stress & arousal to relax the body and mind
🗑
|
||||
| STRESS & COPING THEORY | the Neuman Systems Model
🗑
|
||||
| FACTORS INFLUENCING STRESS & COPING | situational
sociocultural
maturational
🗑
|
||||
| SITUATION STRESS FACTORS | personal/family changes; eg: divorce, job loss, chronic illness
🗑
|
||||
| MATURATIONAL STRESS FACTORS | life stage changes; eg: appearance, identity, death, empty nest
🗑
|
||||
| SOCIOCULTURAL STRESS FACTORS | environmental & social issues; eg: handicapped, lives w/ violence, substance abuse, prison
🗑
|
||||
| COMPASSION FATIGUE | a state of burnout & secondary traumatic stress
🗑
|
||||
| BURNOUT | condition that occurs when perceived demands outweigh perceived resources
🗑
|
||||
| ASSESSMENT R/T STRESS & COPING | establish pts stress level & coping resources & observe nonverbal behavior
🗑
|
||||
| SUBJECT ASSESSMENT FINDINGS | create a non-threatening physical environment when asking nursing questions (what the patient tells you)
🗑
|
||||
| OBJECTIVE ASSESSMENT | through observation of the appearance & non-verbal behavior of a patient (what you SEE)
🗑
|
||||
| PRIMARY MODES OF INTERVENTION OF STRESS | decrease stressful situations, increase stress resistance, gain skills to reduce stress response
🗑
|
||||
| HOMEOSTASIS | state of constancy in the internal environment, maintained naturally by physiological adaptive mechanism
🗑
|
||||
| CRISIS | turning point in life in which previous way of coping are ineffective, requiring change; when an event overwhelms a person's coping mechanism & demands
🗑
|
||||
| CRISIS INTERVENTION | use of therapeutic techniques to help a pt. resolve a particular & immediate problem
🗑
|
||||
| PATIENT OUTCOMES | maintain ongoing communication w/ the patient regarding coping
🗑
|
||||
| APPROACH TO STRESS & COPING | use critical thinking skills to understand the pts stressor & the stress response
🗑
|
||||
| STRESS-RELATED NURSING DX | gather data from assessment; analyze clusters of defining traits to identify relevant diagnosis
🗑
|
||||
| SECONDARY TRAUMATIC STRESS | trauma HCPs experience when witnessing & caring for others suffering from trauma
🗑
|
||||
| SOCIOECONOMIC STATUS | access to support & financial, educational or occupational resources for coping
🗑
|
||||
| CULTURE & ETHNICITY | interpretations of loss, acceptable expressions of grief & attitudes toward terminal illnesses
🗑
|
||||
| SPIRITUAL & RELIGIOUS BELIEFS | faith in a higher power, support communities, friends, sense of hope & meaning in life, religious practices
🗑
|
||||
| END-OF-LIFE DECISION MAKING | suggest pts communicate care wishes so family can act as surrogates when pts cannot speak for themselves
🗑
|
||||
| ASSESSMENT | discuss grief variables & reactions to ensure patient-centered decisions are made
🗑
|
||||
| OLDER ADULT CONSIDERATIONS | ask questions about recent relationships, significant life events & other stressful events ongoing all at once
🗑
|
||||
| PRIORITIES IN PLANNING FOR GRIEF CARE | important to assess patient's most urgent physical & psychological needs
🗑
|
||||
| PALLIATIVE CARE | level of care designed to relieve/reduce intensity of uncomfortable symptoms but not produce a cure
🗑
|
||||
| THERAPEUTIC COMMUNICATION | establishing a trusting relationship w/ the patient & family by using an "open-hearted" style
🗑
|
||||
| HOSPICE | model for care of terminally ill patient & their families; assist clients comfort and with the family-centered care
🗑
|
||||
| GRIEVING FAMILY | offer holistic, family-centered support, compassion, & education individual to each patient
🗑
|
||||
| PROMOTE DIGNITY & SELF-ESTREEM | respect pt. as a whole, give importance to things the patient cares about, listen to patient's stories
🗑
|
||||
| MAINTAIN A COMFORTABLE & PEACEFUL ENVIRONMENT | frequently reposition, keep bed linens dry, control noise & create a familiar environment
🗑
|
||||
| MANAGEMENT OF SYMPTOMS | reassess pain & medication side effects & advocate change if the patient does not obtain relief
🗑
|
||||
| EXAMPLES OF LOSS | body parts or function, self-esteem, friendships, confidence, or income, death
🗑
|
||||
| POST-MORTEM CARE | care of a patient's body after death
🗑
|
||||
| SIUTATIONAL LOSS | loss of a person, thing, or quality resulting from a change in a life situation (eg: trauma from car accident)
🗑
|
||||
| KUBLER-ROSS'S CLASSIC THEORY - 5 RESPONSES TO LOSS | 1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
🗑
|
||||
| AUTOPSY | surgical dissection of a body after death to determine exact case/discover the pathway of a disease
🗑
|
||||
| RANDO'S "R" PROCESS MODEL | focuses on a series of processes instead of stages
🗑
|
||||
| NORMAL GRIEF | universal reaction to loss; emotional, cognitive, social, physical, behavioral & spiritual responses
🗑
|
||||
| FACILITATE MOURNING | help survivors accept loss as real, support adjustment to loss, allow time to grieve, and provide ongoing support
🗑
|
||||
| BEREAVEMENT | subjective suffering experienced after losing someone significant
🗑
|
||||
| PERSONAL RELATIONSHIP FACTORS | the quality & meaning of the lost relationship
🗑
|
||||
| REORGANIZATION | stage of mourning when a person begins to accept new roles, acquire new skills, & build new relationships
🗑
|
||||
| ACCEPTANCE | individual begins to accept the reality & inevitability of loss & looks to the future
🗑
|
||||
| NATURE OF THE LOSS | highly visible loss generally stimulates helping responses from others; more private loss brings less support
🗑
|
||||
| GRIEF TASK MODEL | theory in which individuals actively engage in working through tasks to overcome grief
🗑
|
||||
| ATTACHMENT THEORY | numbing, yearning, & searching, disorganization & despair and reorganization
🗑
|
||||
| PERCEIVED LOSS | loss that is less obvious to people other than to the individual experiencing it
🗑
|
||||
| SPIRITUAL COMFORT & HOPE | involve spiritual care providers in institutional setting; collaborate w/ patient's spiritual leaders
🗑
|
||||
| ANGER | stage in which individual resists the loss
🗑
|
||||
| BARGAINING | person postpones awareness of loss & tries to prevent it from happening by making deal/promises
🗑
|
||||
| PSYCHOSOCIAL CARE | ensure pt. understands the condition, course of disease, & benefits/burdens of the treatment options
🗑
|
||||
| MATURATIONAL LOSS | loss resulting from the normal changes of growth & development
🗑
|
||||
| DENIAL | stage of grief in which individual acts like nothing has happened
🗑
|
||||
| DISORGANIZATION & DESPAIR | stage of mourning in which an individual endlessly examines how & why the loss occurred
🗑
|
||||
| GRIEF | form of sorrow involving the person's thoughts, feelings, & behaviors as a response to a loss
🗑
|
||||
| ANTICIPATORY GRIEF | grief response in which the person begins the grieving process before an actual loss; letting go
🗑
|
||||
| COMPLICATED GRIEF | grief response when a person has a prolonged or very difficult time moving forward after a loss (chronic/delayed/exaggerated/masked)
🗑
|
||||
| ACTUAL LOSS | loss of an object, person, body part or function, or emotion that is overt & easily identifiable; can no longer be felt, heard, known or experienced
🗑
|
||||
| YEARNING & SEARCHING | stage of mourning that includes emotional outburst of tearful sobbing & acute distress
🗑
|
||||
| DEPRESSION | person realizes the full significance of the loss during this stage
🗑
|
||||
| PROCESS OF GRIEVING | mourning
🗑
|
||||
| HUMAN DEVELOPMENT | patient age & stage of development
🗑
|
||||
| NUMBING | stage of mourning that includes lack of feeling or feeling stunned by the loss
🗑
|
||||
| DISENFRANCHISED GRIEF | grief response when someone's grief is not socially sanctioned or cannot be openly shared (unable to acknowledge; secret)
🗑
|
||||
| HOW A NURSE CAN HELP WITH LOSS | -knowledge of grief process, the loss, the disease process
-reflect on experience
-attitudes of risk-taking, self-confidence, humility
-standards-guide of assessment & data
🗑
|
||||
| SELF-CONCEPT & SEXUALITY INCLUDE: | -unconscious & conscious thoughts
-attitudes & perceptions
🗑
|
||||
| SELF-CONCEPT | your view of who you are; if affects your self-esteem & how you feel about yourself; conscious & unconscious thoughts, attitudes, and perceptions
🗑
|
||||
| SEXUALITY | refers to all aspects of being sexual; a function of the total personality...concerned w/ the biological, psychological, sociological, spiritual, & culture variables of life
🗑
|
||||
| SEX | bow chicka bow bow..........HAHAHA just kidding
basic physiological need & sexual intimacy throughout the life span is equally important for sexual health
🗑
|
||||
| TRUST VS. MISTRUST | birth - 1 yr.
trust from consistency in caregiving & nurturing
🗑
|
||||
| AUTONOMY VS. SHAME & DOUBT | 1 - 3 yrs.
communicates likes & dislikes, independent thoughts & actions, appreciates body appearance
🗑
|
||||
| INITIATIVE VS. GUILT | 3 - 6 yrs.
takes initiative, identifies gender, enhance self-awareness, increase language skills
🗑
|
||||
| INDUSTRY VS. INFERIORITY | 6 - 12 yrs.
incorporates feedback from peers, increase self-esteem, sex identity increases, aware of strength & limitations
🗑
|
||||
| IDENTITY VS. ROLE CONFUSION | 12 - 20 yrs.
accepts body changes, examines attitudes & values, feels positive sense of self
🗑
|
||||
| INTIMACY VS. ISOLATION | 20 - 40 yrs.
intimate relationships, stable, positive feelings about self, success rose transitions
🗑
|
||||
| GENERATIVITY VS. SELF-ABSORPTION | 40 - 60 yrs.
accepts changes, commitment, reassess life goals
🗑
|
||||
| EGO INTEGRITY VS. DESPAIR | 60 - death
positive about one's life and death, providing legacy to next generation
🗑
|
||||
| DUDESSSSSS | MY HANDS ARE KILLING ME!!!!!!!!!!!!!!!!! LMAO
🗑
|
||||
| IDENTITY | the sense of individuality & being distinct and separate from others "oneself"; necessary for intimate relationships and sexuality is part of identity
🗑
|
||||
| GENDER IDENTITY | person's private view of maleness or femaleness and gender role is the feminine or masculine behavior exhibited
🗑
|
||||
| RACIAL/CULTURAL IDENTITY | identifying & socializing within an established group & through incorporating the responses of individuals who do not belong to that group into one's self-concept
🗑
|
||||
| BODY IMAGE | involves attitudes related to the perception of the body, including physical appearance, femininity & masculinity, youthfulness, health & strength
🗑
|
||||
| LOCALIZED SITE INFECTIONS | from tattoos & piercings
plastic piercing retainer or 14/16 gauge needle to keep piercing open
🗑
|
||||
| HETEROSEXUAL | attracted to different sex partners
🗑
|
||||
| LESBIAN/GAY | same sex partners
🗑
|
||||
| BISEXUAL | both male & female partners
🗑
|
||||
| TRANSGENDER | different gender identity from as it was at birth
🗑
|
||||
| ROLE PERFORMANCE | the way in which a person views his/her ability to carry out significant roles; meeting certain expectations (eg: mom/dad, sister/brother, etc)
🗑
|
||||
| SELF-ESTEEM | an individual's overall sense of personal worth or value; positive when capable & competent
🗑
|
||||
| SELF-CONCEPT STRESSOR | any real/perceived change that threatens identity, body image or role performance
🗑
|
||||
| SEXUAL ORIENTATION | clear, persistent erotic preference for a person of one sex or the other
🗑
|
||||
| SEXUAL DYSFUNCTION | (involves problems w/ desire, arousal, or orgasm); inability or difficulty in sexual functioning caused by physiological or psychological factors or both
🗑
|
||||
| SEXUAL PERFORMANCE-ENHANCING MEDICATIONS | sildenafil - VIAGRA
tadalafil - CIALIS
🗑
|
||||
| MENARCHE | onset of menstrual cycle in girls
🗑
|
||||
| SEXUALLY TRANSMITTED INFECTIONS (STIs) | infectious process spread through sexual contact including oral, genital or anal sexual activity
🗑
|
||||
| STIs???????? | PUT A FUCKING RAINCOAT ON!!!!!!!
🗑
|
||||
| 20 MILLION PEOPLE IN US ARE INFECTED WITH | genial human papillomavirus (HPV)
50% are adolescents & young adults 15-24
🗑
|
||||
| MATTER-OF-FACT STATEMENTS | "this wound is healing nicely"
"this looks healthy"
🗑
|
||||
| NON-VERBAL COMMUNICATION | communication using expressions, gestures, body posture & positioning rather than words
🗑
|
||||
| AUTONOMY | freedom to choose their own life plan and ability/tendency to function independently
🗑
|
||||
| SEXUAL HEALTH | integration of the somatic, emotional, intellectual and social aspects of sexual being, in ways that are positive
🗑
|
||||
| P L I S S I T | P = Permission for HCP to discuss sexuality issues
LI = Limited Information
SS = Specific Suggestions
IT = Intensive Therapy
🗑
|
||||
| ASSESSMENT OF SEXUALITY INVOLVES | -physical variables
-social variables
-psychological variables
-cultural variables
🗑
|
||||
| IN US 50 YR. & OLDER ARE ONE OF THE FASTEST GROWING POPULATIONS FOR HIV & AIDS | HIV - human immunodeficiency virus
AIDS - acquired immunodeficiency syndrome
HPV - human papilloma virus
🗑
|
||||
| NURSING PROCESS ASSESSMENT | -actual/potential stressors
-subjective/objective data
-family input
-initiate health promotion of activities by self
🗑
|
||||
| NURSING DIAGNOSIS | -disturbed body image
-caregiver role strain
🗑
|
||||
| NURSING GOALS | -emphasize strengths, not weaknesses
-participate in care
-adapt to changed body
-discuss feelings
🗑
|
||||
| NURSING INTERVENTIONS | -encourage self care
-provide time to listen
-teach problem solving techniques
-provide positive feedback
🗑
|
||||
| NURSING EVALUATION | -grooming
-posture, non-verbals
-social interactions
-patient role? (father, mother, sister, etc.)
🗑
|
||||
| GOOD LUCK | I'M DONE DONE DONE T YPING FOR THE NIGHT!
🗑
|
||||
| IF ANY MISPELLED WORDS | I DON'T CARE~!!
🗑
|
||||
| I NEED A LONG HOT BATH | WHOOSH WHOOSH GOES THE WATER!!!!!! CLEARN THEM LADY PARTS!!!!!
🗑
|
||||
| ugh | I don't want to study
🗑
|
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:
Smccunn
Popular Nursing sets