201 Final
Help!
|
|
||||
|---|---|---|---|---|---|
| Donea Shane | Returning to school syndrome
🗑
|
||||
| Raymond Wlodowski | Achievement will be stronger if motivation is intrinsic
🗑
|
||||
| Carol Taylor, et. al. | Cognitive, technical, interpersonal, legal and ethical skills
🗑
|
||||
| David Berlo | Two-person communication model, feedback-communication
🗑
|
||||
| Pareto Principle | a Time Management principle
🗑
|
||||
| Linda Carpenito-Moyet | Development of nursing diagnoses, application and collaborative problems
🗑
|
||||
| Lois White | the Teaching-Learning process is a planned interaction that promotes behavioral change that is not a result of maturation or coincidence
🗑
|
||||
| Malcolm Knowles | Adult Learning-Learners need to know, Motivation to learn, Orientation to learning and problem solving, Self-directed learning, Prior experiences of the learner, Readiness to learn
🗑
|
||||
| Benjamin Bloom | Taxonomy of educational objectives, knowledge, comprehension, application, analysis, synthesis, evaluation
🗑
|
||||
| Stephen Brookfield | Themes of critical thinking
🗑
|
||||
| David Kolb | Experiential learning, Learning by doing
🗑
|
||||
| Patricia Benner | Novice to expert nurse, the ability to cluster data intuitively, identify patterns, and thereby exercise clinical judgment in formulating nursing diagnostic statements increases with experience
🗑
|
||||
| Eric Erikson | Eight phases of psychosocial development
🗑
|
||||
| William Bridges | Role transition-endings, neutral zone, beginnings
🗑
|
||||
| Kurt Lewin | Change theorist-unfreezing, moving, refreezing
🗑
|
||||
| Elisabeth Kubler-Ross | Process of emotionally accepting change-denial, anger, bargaining, depression, acceptance
🗑
|
||||
| Three Roles of the AND | Provider of care, Manager of care, Member of the discipline of nursing
🗑
|
||||
| HGTC ADN-Student Learning Outcomes/Concept Integration Model | Safety, Clinical-decision making, Teamwork and Collaboration, Professional behaviors, Patient-centered care
🗑
|
||||
| Suzanne Gordon | the invisible nurse
🗑
|
||||
| Dave Ellis | Learning styles-visual, auditory, kinesthetic
🗑
|
||||
| Expected Outcomes must be | Reasonable, Specific, Objective, Measurable, Timed
🗑
|
||||
| Member of the Discipline of Nursing | patient advocate, lifelong learning/professional growth, utilizing nursing research/evidenced-based practice, community service
🗑
|
||||
| Safe Medication Administration | Right med, Right patient, Right dose, Right route, Right time
🗑
|
||||
| Resonance | when one part of a system experiences change, the whole system responds
🗑
|
||||
| Transition | the process of letting go of the way things used to be and then taking hold of the way they subsequently become
🗑
|
||||
| Change | a situational shift-(getting a new boss, having a child, returning to school)
🗑
|
||||
| Ascribed Role | a role not chosen
🗑
|
||||
| Acquired Role | roles a person receives or takes on during a lifetime
🗑
|
||||
| Evolving role of the RN(LeSorti) | from Task Oriented to Role Oriented
🗑
|
||||
| Modes of Critical Thinking | problem-solving, reasoning and informal logic, reflection-challenging beliefs-imagining alternatives, metacognition & self-regulation
🗑
|
||||
| ADPIE | Assessment, Diagnosis, Plan/Desired Outcome, Interventions, Evaluation
🗑
|
||||
| DECIDE | Define the problem, Explore your alternatives, Consider the consequences, Identify your values, Decide and act, Evaluate the results
🗑
|
||||
| Critical Thinking is | thinking in a systematic, organized manner
🗑
|
||||
| Critical Thinking leads to | Competence
🗑
|
||||
| The Healthcare Focus | provides the basis for selection of independent nursing interventions to achieve outcomes for which the nurse is accountable
🗑
|
||||
| Medical diagnosis vs Nursing diagnosis | identify disease and organ dysfunctions vs describe the client’s response to actual or potential health problems or conditions
🗑
|
||||
| Nursing Research, also known as | Evidenced-Based Practice
🗑
|
||||
| Evidenced-Based Practice | is designed to change what nurses have done by tradition and emphasizes decision-making based to the best available evidence and the use of outcome studies to guide decisions, improve quality outcomes
🗑
|
||||
| Score used in PACU | ALDRETE, 7-8
🗑
|
||||
| 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
🗑
|
||||
| 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
🗑
|
||||
| Founder of Transcultural Nursing | Madeleine Leininger
🗑
|
||||
| Leininger says | Culture involves learned and transmitted knowledge about values, beliefs, rules of behavior, and lifestyle practices that guide designated groups in their thinking and actions in patterned ways
🗑
|
||||
| Transcultural nursing refers to | a research-focused practice field that focuses on pt-centered, culturally competent nursing
🗑
|
||||
| Transcultural nursing incorporates | the care(caring) values, beliefs, and practice of people and groups from a particular culture w/o imposing the nurse’s cultural perspective on the pt
🗑
|
||||
| Institutional Policies Promoting TCN | flexible regulations pertaining to visitors, providing translation services, training staff to provide care for patients w/ diff cultural values
🗑
|
||||
| Culturally Mediated Characteristics | space and distance, eye contact, time, touch, observance of holidays/days of worship, diet, biologic variations, complementary and alternative therapies
🗑
|
||||
| Acculturation | the process by which members of a cultural group adapt to or take on the behaviors of another group
🗑
|
||||
| Cultural blindness/Ethnocentric | the tendency to view one’s own culture a superior to others
🗑
|
||||
| Cultural imposition | the tendency to impose one’s cultural beliefs, values, and patterns of behavior on a person or ppl from a diff culture
🗑
|
||||
| Cultural taboos | activities or behaviors that are avoided, forbidden, or prohibited by a particular cultural group
🗑
|
||||
| Cultural competence | effective, individualized care that demonstrates respect for the dignity, personal rights, preferences, beliefs, and practices of the person receiving care, while acknowledging the biases of the caregiver and preventing from interfering w/ care provided
🗑
|
||||
| The RN’s best source of information about the particulars of social, cultural, sexual, and spiritual uniqueness is | the patient
🗑
|
||||
| 6 Cultural phenomena of each cultural group | communication, space, social organization, time, environmental control, biological variations
🗑
|
||||
| Communication | words, body language and other cues, such as voice, tone, and loudness. During illness all ages tend to regress, and the regression often involves language skills
🗑
|
||||
| Space | ppl tend to regard the immediate vicinity as an extension of themselves
🗑
|
||||
| Social organization | socialization, enculturation
🗑
|
||||
| Time | views about punctuality and the use of time are culturally determined, as is the concept of waiting
🗑
|
||||
| Environmental control | health may be viewed as a balance btw the individual and the environment
🗑
|
||||
| Biologic variations | direct relation exists btw race & body structure, skin color, other visible phys characteristics, enzymatic/genetic variations, electrocardiographic patterns, susceptibility to disease, nutritional preferences/deficiencies, & psychological characteristics
🗑
|
||||
| Mucha’s theory on caring | Caring is to nursing as nursing is to caring
🗑
|
||||
| Theory of Cultural Care | Madeleine Leininger
🗑
|
||||
| Theory of Human Caring | Jean Watson
🗑
|
||||
| Jean Watson-Science of Caring Model | caring can be effectively demonstrated & practiced only interpersonally,consists of carative factors, promotes health/growth, responses accept a person, environ offers devlmnt of potential, is more healthogenic than curing, the pract is cntrl to nursing
🗑
|
||||
| Mucha’s Theory of Nursing | the promotion of health through the five dimensions of life-mental, spiritual, physical, emotional and social for the prevention of illness
🗑
|
||||
| Top 10 Caring Behaviors | Attentive listening, Comforting, Honesty, Patience, Responsibility, Providing Information, Touch, Sensitivity, Respect, Calling pt by name
🗑
|
||||
| Patient Advocacy | pleading on one’s behalf or acting in support of another, speaking for the pt or representing the pt’s point of view or not speaking about the pt
🗑
|
||||
| Protection of Rights | Pt is viewed as a member of a cultural group, a social being, a sexual being, and a spiritual being
🗑
|
||||
| Hospice Care | Dame Cicely Saunders, you matter b/c you are you. You matter to the last moment of your life, and we will do all we can not only to help you die peacefully, but to live until you die
🗑
|
||||
| Palliative Care | an approach to care for the seriously ill/ chronic illnesses that do not have a predictable “end stage”
🗑
|
||||
| Both palliative care and hospice care | recognized as impt bridges btw a medical bias in the direction of cure-oriented tx and the needs of terminally ill pt’s and their families at the end of life
🗑
|
||||
| Palliative Care is all about | providing good sx management, being able to have difficult conversations, being present, championing quality of life
🗑
|
||||
| Never Events | Serious Events-28 occurrences on US list of inexcusable outcomes in a healthcare setting
🗑
|
||||
| Teaching | interactive process wherein one individual shares information w/ another to facilitate learning and thereby promote behavioral changes-White
🗑
|
||||
| Learning | process by which a person acquires or increases knowledge or changes behavior in a measurable way as a result of an experience-Taylor
🗑
|
||||
| Andragogy | adult learning-Malcolm Knowles
🗑
|
||||
| Pedagogy | science of teaching children and adolescents
🗑
|
||||
| Teaching-Learning Sequence | plan for a series of instructions that builds on previous knowledge and lays groundwork for future learning-from easy to difficult, known to unknown, etc
🗑
|
||||
| Cognitive | Knowledge
🗑
|
||||
| Psychomotor | Skill
🗑
|
||||
| Affective | Values
🗑
|
||||
| Documentation must be | Clear, Concise, Accurate, Complete
🗑
|
||||
| Documentation of | learning needs, teaching interventions implemented, pt outcomes achieved or not achieved, revisions or changes in teaching required
🗑
|
||||
| Health Promotion | those activities that assist ppl in developing resources that maintain or enhance well-being and improve quality of life, it’s up to each person to decide whether to make changes to promote a higher level of wellness
🗑
|
||||
| Health Promotion Models | Achieving health for all, Health belief model, Health promotion model, Transtheoretical model of change
🗑
|
||||
| Statutory Law | Mosby-statute enacted by the legislature of any of the states or by the appropriate officers of the districts or possessions-delineates the legal scope of the practice of nursing
🗑
|
||||
| 3 Major Components of Nursing Practice Act | outlines eligibility and requirements for licensure w/in that state, delineates the nursing edu prog content and clinical experience needed for the program to be accredited, designates specific roles for LPN/LVNs and RNs r/t certain nursing tasks
🗑
|
||||
| Laws | rules for conduct and actions w/in a society
🗑
|
||||
| Ethics | area of philosophical study that examines values, actions, and choices to determine right and wrong
🗑
|
||||
| Statutory Law ex | Nurse Practice Act
🗑
|
||||
| Civil Law ex | a violation of is a tort, malpractice/negligence
🗑
|
||||
| Assault | any act designed to make a person fearful and produce a reasonable apprehension of harm-doesn’t require touching
🗑
|
||||
| Battery | any intentional and wrongful physical contact w/ a person that entails injury or offensive touching
🗑
|
||||
| Negligence/Malpractice | a nurse could be liable for malpractice if the nurse injured a client while performing a procedure differently from the way other nurses would have done it
🗑
|
||||
| Purpose for Code of Ethics | reflect the values/priorities of the nursing profession,direction for professional nursing practice, framework for the evaluation of nursing practice, define profession’s accountability to the public and client outcomes for which nurses are responsible
🗑
|
||||
| Beneficence | actively do good
🗑
|
||||
| Nonmaleficence | do no harm
🗑
|
||||
| Autonomy | the right to make decisions
🗑
|
||||
| Justice | fairness to all people
🗑
|
||||
| Fidelity | faithful to commitments
🗑
|
||||
| Veracity | truth telling
🗑
|
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:
neffielewis
Popular Nursing sets