Chapters 5, 6, 15, 22, 23, 25, 31, 34, 38, 39
Quiz yourself by thinking what should be in
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on it to display the answer.
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| show | a problem-solving approach to clinical practice that integrates the conscientious use of best evidence in combination with a clinician's expertise and client preferences and values in making decisions about client care.
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| List the 5 steps of Evidence Based Practice. | show 🗑
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| show | P=patient population of interest; I=intervention of interest; C=comparison of interest; O=outcome
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| List some examples of knowledge gaps. | show 🗑
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| Define clinical guidelines. | show 🗑
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| What are randomized controlled trials? | show 🗑
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| What is a systematic review? | show 🗑
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| show | predictions made about the relationship or difference between study variables
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| What are variables? | show 🗑
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| Define research. | show 🗑
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| Define nursing research. | show 🗑
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| show | research designed to assess and document the effectiveness of health care services and interventions
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| show | a systematic step-by-step process that provides support that the findings from a study are valid, reliable, and generalizable to subject similar to those researched.
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| show | the study of nursing phenomena that offers precise measurement and quantification
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| List some quantitative methods of study. | show 🗑
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| What is qualitative nursing research? | show 🗑
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| List some qualitative methods of study. | show 🗑
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| List the steps of the research process. | show 🗑
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| Phase 1: Conceive the study | show 🗑
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| show | select research design; identify sample and setting; select the data collection methods; evaluate instrument quality
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| show | get approval to use human subjects; recruit subjects; collect data
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| show | describe the sample; answer the research questions; interpret the results
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| show | recommend further research; state implications for nursing; disseminate results
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| Define confidentiality. | show 🗑
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| show | when even the researcher cannot link the subject to the data
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| show | an approach to the continuous study and improvement of the processes of providing health care services to meet the needs of clients and others
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| Define performance improvement. | show 🗑
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| show | plan, do, study, act
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| PDSA cycle: Plan | show 🗑
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| PDSA cycle: Do | show 🗑
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| show | study (evaluate) the results of the change
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| PDSA: Act | show 🗑
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| List the two overarching goals for Healthy People 2010? | show 🗑
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| show | 1. promoting healthy behaviors; 2. promoting healthy and safe communities; 3. improving systems for personal and public health; 4. preventing and reducing disease and disorders
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| show | a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity
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| What are health beliefs? | show 🗑
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| show | addresses the relationship between a person's beliefs and behaviors
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| List the 3 components of the health belief model. | show 🗑
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| Health Promotion Model | show 🗑
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| show | 1. individual characterisitcs and experiences; 2. behavior-specific knowledge and affect; 3. behavioral outcomes
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| show | certain human needs are more basic than others; that is, some needs must be met before other needs
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| show | 1. self-actualization; 2. self-esteem; 3. love and belonging; 4. physical activity and psychological safety; 5. physiological: oxygen, fluids, nutrition, body temp., elimination, shelter, sex
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| show | nurses using the nursing process consider clients the ultimate experts regarding their own health and respect client's subjective experiences as relevant in maintaining health or assisting in healing
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| List the internal variables influencing health and health beliefs and practices. | show 🗑
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| show | family practices, socioeconomic factors, and cultural background
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| List the stages of Health Behavior Change. | show 🗑
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| show | not intending to make changes within the next 6 months
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| show | client will not be interested in information about the behavior and may be defensive when confronted with the information
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| show | considering a change within the next 6 months
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| show | ambivalence may be present, but clients will more likely accept information as they are developing more belief in the value of change
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| show | making small changes in preparation for a change in the next month
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| Preparation: Nursing Implications | show 🗑
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| Action: Definition | show 🗑
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| show | be aware of previous habits that may prevent action on new behaviors; identify barriers and facilitators of change
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| Maintenance Stage: Definition | show 🗑
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| Maintenance stage: Nursing Implications | show 🗑
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| Define health promotion. | show 🗑
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| show | education teaches people how to care for themselves in a healthy way and includes topics such as physical awareness, stress management, and self-responsibility
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| Illness prevention | show 🗑
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| Passive strategies of health promotion | show 🗑
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| show | individuals are motivated to adopt specific health programs
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| show | true prevention; it precedes disease or dysfunction and is applied to clients considered physically and emotionally healthy
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| show | health education programs, immunizations, and physical and nutritional fitness activities
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| show | focuses on individuals who are experiencing health problems or illnesses and who are at risk for developing complications or worsening conditions; activities are directed at diagnosis and prompt intervention, thereby reducing severity
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| Tertiary prevention | show 🗑
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| show | any situation, habit, social, or env. condition, physiological or psychological condition, developmental or intellectual condition, or spiritual or other variable that increases the vulnerability of an individual or group to an illness or accident
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| What is the first step in health promotion, wellness education, and illness prevention activities. | show 🗑
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| show | a state in which a person's physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished or impaired compared with previous experience.
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| acute illness | show 🗑
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| show | persists, usually longer than 6 months, and can also affect functioning in any dimension
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| normalization | show 🗑
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| illness behavior | show 🗑
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| show | to promote optimal functioning in all dimensions throughout an illness
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| show | a client's perceptions of symptoms and the nature of the illness
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| External variables influencing illness and illness behavior | show 🗑
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| show | the nature of the illness, the client's attitude toward it, the reaction of others to it, and the variables of illness behavior
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| show | the type of changes, their adaptive capacity, the rate at which changes take place, and the support services available
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| show | a mental self-image of strengths and weaknesses in all aspects of personality
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| show | depends in part on body image and roles but also includes other aspects of psychology and spirituality
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| Role reversal | show 🗑
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| What is family dynamics? | show 🗑
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| show | an active, organized, cognitive process used to carefully examine one's thinking and the thinking of others
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| What separates professional nurses from technical personnel? | show 🗑
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| show | because it allows you to test and refine nursing approaches, to learn from successes and failures, and to apply new knowledge
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| show | recognizing that an issue exists, analyzing information about the issue, evaluating information and making conclusions
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| evidence-based knowledge | show 🗑
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| Critical thinking skills: interpretation | show 🗑
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| show | be open-minded as you look at information about a client; do not make careless assumptions; do the data reveal what you believe is true, or are there other options?
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| show | look at the meaning and significance of findings; are there relationships between findings?; Do the data about the client help you see that a problem exists?
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| Critical thinking skills: Evaluation | show 🗑
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| show | support your findings and conclusions; use knowledge and experience to choose strategies you use in the care of clients
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| show | reflect on your experiences; identify ways you can improve your own performance; what will make you feel that you have been successful?
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| show | basic, complex, and commitment
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| What is the scientific method? | show 🗑
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| show | problem identification; collection of data; formulation of a research question or hypothesis; testing the question or hypothesis; evaluating results of the test or study
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| show | evaluating the solution over time to make sure that it is effective
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| What is decision making? | show 🗑
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| show | a process of determining a client's health status after you assign meaning to the behaviors, physical signs, and symptoms presented by the client
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| What is inference? | show 🗑
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| show | careful reasoning so that you choose the options for the best client outcomes on the basis of the client's condition and the priority of the problem
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| show | a five-step clinical decision-making approach that includes assessment, diagnosis, planning, implementation, and evaluation
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| Kataoka-Yahiro and Saylor model of critical thinking | show 🗑
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| List the 5 components of critical thinking in the Kataoka-Yahiro and Saylor model. | show 🗑
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| List the 11 attitudes that are central features of a critical thinker. | show 🗑
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| List the 14 intellectual standards universal for critical thinking. | show 🗑
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| show | ethical criteria for nursing judgement; criteria for evaluation; professional responsibility
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| show | the process of purposefully thinking back or recalling a situation to discover its purpose or meaning
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| show | a visual representation of client problems and interventions that shows their relationships to one another
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| What is ethics? | show 🗑
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| Define autonomy. | show 🗑
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| show | taking positive actions to help others; encourages the urge to do good for others; requires that the best interests of the client remain more important than self-interest
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| Define maleficence. | show 🗑
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| Define nonmalficence. | show 🗑
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| show | fairness
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| show | the agreement to keep promises; supports the reluctance to abandon clients, even when disagreement occurs about decisions that a client makes; obligation to follow through with care offered to clients
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| show | a set of guiding principles that all members of a profession accept
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| List the basic principles of ethics. | show 🗑
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| show | the support of a cause; as a nurse you advocate for the health, safety, and rights of the client; you safeguard the client's right to physical and auditory privacy
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| show | a willingness to respect obligations and to follow through on promises; as a nurse you are responsible for your actions
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| show | the ability to answer for one's own actions
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| What is confidentiality? | show 🗑
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| show | Health Insurance Portability and Accountability Act of 1996; defines the rights and privileges of clients for protection of privacy without diminishing access to quality care
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| What is a value? | show 🗑
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| show | begins in childhood, shaped by experiences within the family unit; schools, governments, religious traditions and other social institutions reinforce or challenge family values; individual exp. influence value formation
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| show | used to resolve ethical dilemmas
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| show | defines actions as right or wrong based on their "right-making characterisitics such as fidelity to promises, truthfulness, and justice."; specifically does not look at consequences; it examines a situation for the existence of rightness or wrongfulness
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| show | a system of ethics that proposes that the value of something is determined by its usefulness
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| show | focuses on the inequality between people; looks to nature of relationships for guidance in the processing of ethical dilemmas; proposes that principles distract you from dealing with larger issues of community
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| show | emphasizes the importance of understanding relationships, esp. as they are revealed in personal narrative
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| show | ask if this is an ethical dilemma; gather all relevant info; clarify values; verbalize the problem; identify possible courses of action; negotiate a plan; evaluate the plan
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| show | central to discussions about futile care, cancer therapy, physician-assisted suicide, and DNR; a quality of life measure helps a client/family decide on merits of a certain risky intervention
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| show | interventions unlikely to produce benefit for the client that outweighs risks
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| allocating scarce resources | show 🗑
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| genetic testing | show 🗑
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| the nursing shortage | show 🗑
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| Where do the legal guidelines that nurses follow come from? | show 🗑
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| show | Nurse Practice Acts found in all 50 states
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| show | describe and define the legal boundaries of nursing practice within each state
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| show | reflects decisions made by administrative bodies such as State Boards of Nursing when they pass rules and regulations
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| show | results from judicial decisions made in courts when individual legal cases are decided; e.g., informed consent and client's right to refuse treatment
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| statutory law is either criminal or civil | show 🗑
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| show | felony: a crime of a serious nature that has a penalty of imprisonment for greater than one year or even death; misdemeanor: a less serious crime that has a penalty of a fine or imprisonment for less than 1 year
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| show | the legal guidelines for nursing practice and provide the minimum acceptable nursing care; standards reflect values and priorities of the profession
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| Americans with Disabilities Act (1990) | show 🗑
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| show | provides that when a client comes to the emergency department or the hospital, an appropriate medical screening occurs within the hospitals capacity before being discharged or transferred
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| show | forbids health plans from placing lifetime or annual limits on mental health coverage that are less generous than those placed on medical or surgical benefits
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| show | liviing wills and durable powers of attorney
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| What are living wills and powers of attorney based on? | show 🗑
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| Patient Self-Determination Act | show 🗑
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| decisional capacity | show 🗑
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| living wills | show 🗑
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| Durable Power of Attorney for Health Care (DPAHC) | show 🗑
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| DNR | show 🗑
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| Uniform Anatomical Gift Act | show 🗑
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| Required Request laws | show 🗑
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| National Organ Transplant Act of 1984 | show 🗑
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| HIPPA of 1996 | show 🗑
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| Privacy section of HIPPA | show 🗑
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| Privacy | show 🗑
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| show | how HCPs treat client private information once it has been disclosed to others
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| show | gave residents in certified nursing homes the right to be free of unnecessary and inappropriate restraints
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| show | state that clients have the right to be free from restraints
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| TJC (2006) guidelines regarding use of restraints | show 🗑
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| written order for restraints | show 🗑
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| Licensure | show 🗑
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| show | nurses provide care at the scene of accidents; limit liability and offer legal immunity for nurses who help at the scene of an accident
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| Public Health Laws | show 🗑
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| Uniform Determination Death Act of 1980 | show 🗑
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| cardiopulmonary definition of death | show 🗑
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| show | requires irreversible cessation of all function of the entire brain, including the brain stem
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| show | the first statute that permitted physician-assisted suicide; stipulates that competent yet terminal clients could make an oral or written request for medication to end their life in a humane and dignified manner
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| show | a civil wrong made against a person or property
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| show | as either intentional, quasi-intentional, or unintentional
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| show | willful acts that violate another's rights, such as assault, battery, and false imprisonment
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| Quasi-intentional torts | show 🗑
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| show | includes negligence or malpractice
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| Assault | show 🗑
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| show | any intentional touching without consent; contact can be harmful to the client and cause injury, or it can be merely offensive to the client's personal dignity; a battery always includes an assault
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| show | occurs with unjustified restraining of a person without legal warrant
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| Invasion of privacy | show 🗑
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| List the 4 types of invasion of privacy torts. | show 🗑
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| Defamation of Character | show 🗑
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| show | means that the person publishing the information knows it is false and publishes it anyway or publishes it with reckless disregard as to the truth
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| show | occurs when one verbalizes the false statement
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| Libel | show 🗑
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| Negligence | show 🗑
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| Malpractice | show 🗑
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| show | the nurse owed a duty to client; the nurse did not carry out that duty; the client was injured; the nurse's failure to carry out the duty caused the injury
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| show | for all routine treatment, hazardous procedures such as surgery, some treatment programs such as chemotherapy, and research involving clients
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| show | a person's agreement to allow something to happen, such as surgery or an invasive diagnostic procedure, based on a full disclosure of risks, benefits, alternatives, and consequences of refusal
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| What type of tort will result if a HCP fails to obtain consent in situations other than emergencies? | show 🗑
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| show | the U.S. Supreme Court ruled that there is a fundamental right to privacy, which includes a woman's decision to have an abortion; could have abortion in 1st trimester
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| 1989, Webster v. Reproductive Health Services | show 🗑
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| show | a system of ensuring appropriate nursing care that attempts to identify potential hazards and eliminate them before harm occurs
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| What is one of the most important roles for a nurse in any health care setting? | show 🗑
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| show | to assist individuals, families, or communities in achieving optimal levels of health
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| What is health education? | show 🗑
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| show | 1. maintenance and promotion of health and illness prevention; 2. restoration of health; 3. coping with impaired functions
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| In what 3 domains does learning occur? | show 🗑
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| show | an interactive process that promotes learning
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| Define motivation. | show 🗑
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| Define compliance. | show 🗑
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| Define self-efficacy. | show 🗑
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| Readiness to learn vs. ability to learn | show 🗑
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| List some important factors when choosing a setting for learning. | show 🗑
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| show | a room that is well-lit and has good ventilation, appropriate furniture, and a comfortable temperature; also important to choose a quiet setting because it offers privacy; infrequent interruptions are best
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| show | keep routines consistent; hold infant firmly while smiling and speaking softly to convey sense of trust; have infant touch different textures
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| Teaching methods based on clients developmental capacity: Toddler | show 🗑
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| show | use role play, imitation, and play to make learning fun; encourage questions, and offer explanations (simple) and demonstrations; encourage children to learn together through pictures and short stories about hygiene
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| show | teach psychomotor skills needed to maintain health; offer opportunities to discuss health problems and answer questions
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| Teaching methods based on clients developmental capacity: Adolescent | show 🗑
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| show | encourage participation in teaching plan by setting mutual goals; encourage independent learning; offer information so that adult understands effects of health problem
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| Teaching methods based on clients developmental capacity: Older Adult | show 🗑
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| show | an experience a person is exposed to, through a stimulus or stressor
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| show | disruptive forces operating within or on any system
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| show | how people interpret the impact of the stressor on themselves, of what is happening, and what they are able to do about it
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| How is stress helpful? | show 🗑
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| What is a crisis? | show 🗑
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| What is a trauma? | show 🗑
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| fight-or-flight response | show 🗑
|
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.
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