201 Final
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| show | Returning to school syndrome
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| show | Achievement will be stronger if motivation is intrinsic
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| show | Cognitive, technical, interpersonal, legal and ethical skills
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| David Berlo | show 🗑
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| show | a Time Management principle
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| show | Development of nursing diagnoses, application and collaborative problems
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| Lois White | show 🗑
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| show | 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
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| Benjamin Bloom | show 🗑
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| Stephen Brookfield | show 🗑
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| show | Experiential learning, Learning by doing
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| show | 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
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| show | Eight phases of psychosocial development
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| William Bridges | show 🗑
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| show | Change theorist-unfreezing, moving, refreezing
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| Elisabeth Kubler-Ross | show 🗑
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| Three Roles of the AND | show 🗑
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| HGTC ADN-Student Learning Outcomes/Concept Integration Model | show 🗑
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| Suzanne Gordon | show 🗑
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| show | Learning styles-visual, auditory, kinesthetic
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| Expected Outcomes must be | show 🗑
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| Member of the Discipline of Nursing | show 🗑
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| Safe Medication Administration | show 🗑
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| Resonance | show 🗑
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| Transition | show 🗑
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| Change | show 🗑
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| show | a role not chosen
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| Acquired Role | show 🗑
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| show | from Task Oriented to Role Oriented
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| Modes of Critical Thinking | show 🗑
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| show | Assessment, Diagnosis, Plan/Desired Outcome, Interventions, Evaluation
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| DECIDE | show 🗑
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| Critical Thinking is | show 🗑
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| Critical Thinking leads to | show 🗑
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| The Healthcare Focus | show 🗑
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| Medical diagnosis vs Nursing diagnosis | show 🗑
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| Nursing Research, also known as | show 🗑
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| show | 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
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| Score used in PACU | show 🗑
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| The factors of active listening | show 🗑
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| The factors of active listening promote | show 🗑
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| show | a lifelong learning skill
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| show | Verbal Therapeutic Communication Skills
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| show | Verbal Communication Blocks
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| show | self-serving, minimal problem solving, and sympathetic
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| Therapeutic Relationship is | show 🗑
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| Social Relationships vs. Therapeutic Relationships | show 🗑
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| show | collaboration
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| show | nonverbal, verbal, and written
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| The ability to accomplish more together than the individual members of the group | show 🗑
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| How to become a Power Broker | show 🗑
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| show | learned behavior that includes standing up for one’s rights w/o violating the rights of others
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| show | a win/win situation where both parties negotiate for a positive outcome
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| show | angry, hostile, or offended colleagues and coworkers
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| Delegation is defined as | show 🗑
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| show | yourself, time, personnel, material
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| show | plan, organize, implement and evaluate care/ organizing time effectively, prioritizing/delegating appropriately/conflict management
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| show | productivity
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| Efficiency is | show 🗑
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| Effectiveness is | show 🗑
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| Interruptions, Socialization, Personal disorganization, Meetings, Paperwork, Perfectionism, Procrastination, and Poor communication are | show 🗑
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| Tension or disharmony btw individuals or groups when there is a diff about ideas, values, or beliefs | show 🗑
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| Positive outcomes of conflict include | show 🗑
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| show | Role conflict, Communication conflict, Goal conflict, Personality conflict, Ethical or Value conflict
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| show | Accommodation, Avoidance, Competition, Compromise, and Collaboration
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| Example of Collaboration | show 🗑
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| Decision Making | show 🗑
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| show | selecting various alternatives that will solve an issue
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| Decision Making does not necessarily/is not necessarily | show 🗑
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| show | Legal Accountability
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| Documentation must be | show 🗑
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| First and Second leading causes of litigation are | show 🗑
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| Documentation of Teaching and Learning should include | show 🗑
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| Standards of Practice | show 🗑
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| show | assumes that the expected action of a nurse would be held to that of another nurse w/ similar education and experience
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| show | Situation, Background, Assessment, Recommendations
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| show | identify pts correctly, improve staff communication, use meds safely, prevent infection, and prevent mistakes in surgery
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| show | life threatening, sudden-severe, advanced life support and equipment, healthcare professionals trained in acute care, may require hospitalization
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| Chronic Care | show 🗑
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| show | NPO, IV, Pre-op assessment, sign consent, pre-op teaching, 2 pt identifiers, med admin, hand hygiene
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| show | diet, IV, discharge instructions, sign d/c form, daily teaching/learning assessment, 2 pt identifiers, med admin, hand hygiene, UTE prophylaxis
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| show | safety, prevention/reduction of problems, improvement in quality of life
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| SCIP | show 🗑
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| show | given w/in 1 hour of surgical incision, selection consistent w/ current guidelines, DC’d w/in 24 hrs of surg end time
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| Founder of Transcultural Nursing | show 🗑
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| show | 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
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| Transcultural nursing refers to | show 🗑
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| Transcultural nursing incorporates | show 🗑
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| Institutional Policies Promoting TCN | show 🗑
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| show | space and distance, eye contact, time, touch, observance of holidays/days of worship, diet, biologic variations, complementary and alternative therapies
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| Acculturation | show 🗑
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| show | the tendency to view one’s own culture a superior to others
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| Cultural imposition | show 🗑
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| Cultural taboos | show 🗑
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| Cultural competence | show 🗑
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| show | the patient
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| 6 Cultural phenomena of each cultural group | show 🗑
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| Communication | show 🗑
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| show | ppl tend to regard the immediate vicinity as an extension of themselves
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| show | socialization, enculturation
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| Time | show 🗑
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| Environmental control | show 🗑
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| show | 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
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| show | Caring is to nursing as nursing is to caring
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| Theory of Cultural Care | show 🗑
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| Theory of Human Caring | show 🗑
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| show | 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
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| show | the promotion of health through the five dimensions of life-mental, spiritual, physical, emotional and social for the prevention of illness
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| Top 10 Caring Behaviors | show 🗑
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| Patient Advocacy | show 🗑
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| show | Pt is viewed as a member of a cultural group, a social being, a sexual being, and a spiritual being
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| show | 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
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| show | an approach to care for the seriously ill/ chronic illnesses that do not have a predictable “end stage”
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| show | 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
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| show | providing good sx management, being able to have difficult conversations, being present, championing quality of life
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| show | Serious Events-28 occurrences on US list of inexcusable outcomes in a healthcare setting
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| Teaching | show 🗑
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| show | process by which a person acquires or increases knowledge or changes behavior in a measurable way as a result of an experience-Taylor
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| Andragogy | show 🗑
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| Pedagogy | show 🗑
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| Teaching-Learning Sequence | show 🗑
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| show | Knowledge
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| show | Skill
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| show | Values
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| show | Clear, Concise, Accurate, Complete
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| show | learning needs, teaching interventions implemented, pt outcomes achieved or not achieved, revisions or changes in teaching required
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| show | 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
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| show | Achieving health for all, Health belief model, Health promotion model, Transtheoretical model of change
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| Statutory Law | show 🗑
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| show | 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
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| Laws | show 🗑
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| Ethics | show 🗑
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| Statutory Law ex | show 🗑
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| Civil Law ex | show 🗑
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| Assault | show 🗑
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| Battery | show 🗑
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| show | 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
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| show | 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
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| show | actively do good
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| Nonmaleficence | show 🗑
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| Autonomy | show 🗑
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| Justice | show 🗑
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| Fidelity | show 🗑
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| Veracity | show 🗑
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