1130 Flashcards
1
Q
nonis a foundational element of all nursing skills
A
communication
2
Q
is goal directed form of communication used in health care to achieve goals
A
theraputic communication
3
Q
one event-an allience whereby the nurse and client meet for a period to achieve health related treatment goals
A
theraputic relationship
4
Q
4 phases of theraputic relationship
A
pre-interaction
orientation
working
termination
5
Q
s general statement about a group of ideas that form the foundation of a disapline
A
metaparadigm
6
Q
cleints,groups, families, and communitites and cultures
A
person
7
Q
conditions that affect the client/person internal or external physical families friends hc settings and determinates of health
A
enviroment
8
Q
the degree of welness or well being that a person experiences. complete state of mental social and physical well being
A
health
9
Q
the attributes characterists and actions of providing care
A
nursing
10
Q
optimal state of health of individuals or groups
A
wellness
11
Q
nurses use —– to bridge the interpersonal space between scientific understanding and person cenetered health experiences
A
patterns of knowing
12
Q
what is on the wellness-illness continunem
A
optimal health-death
13
Q
ideas held to be true and come from different sources
A
belief
14
Q
describe ones outlook a persons mental disposition
A
attitude
15
Q
the basis for decision making that change over time
A
valuyes
16
Q
7 core nursing values
A
providing safe compassionate nursing care
promoting health and wellbeing
promote and respect informed decision making
honouring dignity
maintaining privacy and confidentiality
promote justice
being accountable
17
Q
influenced by attitudes -desire to be and do good
A
morals
18
Q
right vs wrong
A
ethics
19
Q
5 principles of code of ethics
A
responsibility to public
clients
profession
colleagues
oneself
20
Q
considered an essential functional construct in professional nursing pratice defines the personcenetred relationship and development of interpersonal relationship in pratice settings
A
caring
21
Q
6 cs of caring
A
compassion
competence
conscience
cofidence
commitment
comportment
22
Q
steps in caring process
A
care-
connect
appreciate
respond
empower
23
Q
includes both health and well-being. The
term refers to an individual’s subjective assessment of wellbeing
A
quality of life
24
Q
references a blending of the nurse’s ability to adapt
to the person’s individual needs through processes of understanding
the nature of health from the person’s perspective
through caring, compassion, and therapeutic communication
A
the art of nursing
25
the diffenece us the amount of education skill and pratiuce we bring to the relationship
professional caring
26
refers to knowledge that is characterized as subjective,
concrete, and existential
personal ways of knowing
27
This type of knowledge
draws upon verifiable data from science
Empirical ways of knowing
28
refers to knowledge that is characterized as subjective,
concrete, and existential
Personal ways of knowing
29
This type of knowledge links
the humanistic components of care with their scientific
knowledge.
Aesthetic ways of knowing
30
This type of knowledge refers
to principled care, which nurses experience when they
confront the moral aspects of nursing care
Ethical ways of knowing
31
of knowing include awareness of social problems and
social justice issues as contributory determinants of
health disparities
Emancipatory ways of knowing
32
the exchange of information thoughts feels among people
communication
33
a complex interactive process used in healthcare to help achieve health goals
theraputic communication
34
the lense of the eye becomes more flexable with age and makes the shift from near seeing to far seeing difficult
presbyopia
35
one of the most common language disorders results from damage to one or more of the language areas of the brain
aphasia
36
damage to the language center toward the front of the brain causes----- causes struggles to formulate words verbally and in writing
nonfluent aphasia
37
damage towards the back of the brain causes-----cant understand people or read they can speak and write
a fluent aphasia
38
stroke that affects both language centers difficulty with verbal and expressive both spoken and written
global aphasia
39
confidenlenty-
CIA-Confidentility
interigery
availability
40
is the simplest
communication model, consisting of sender, message,
receiver, channels of communication, and context
linear communication model
41
are more complex.
These models define interpersonal communication as
a reciprocal interaction in which both sender and receiver
influence each other’s messages and responses as they converse
Transactional communication models
42
defines a health system as consisting of
“all organizations, people and actions whose primary intent
is to promote, restore or maintain health
systems theory
43
is using words sounds vocal intonation and pace and sign language to communicate. can also be written
verbal communication
44
verbal communication style-cultural aspects of speech monotone more emotional highs and lows in vocalization
vary vocalizations
45
a verbal communication style -pitch and tone of voice affect how a message is recieved
moderate pitch and tone
46
an internal combination of all the ideas and feelings which every person has as a result of experiences and interactions with other people
self concept
47
Life Experiences
Social Status
Significant Relationships
Opportunities
Associated with Cultural Contexts
development of self concepts
48
factors that influece self concepts
Developmental Stage
Societal and Cultural Norms
Environment
Internal and External Resources
Stressors
Life Experiences
Intrapersonal and interpersonal influences
Social Media
49
verbal communication style-Make the patient part of the discussion – changes in health care are now making the patient part of the team – ask their opinion, and be inclusive in conversation.
Encourage Involvement
50
verbal-communication technique-Validate the patient and make them feel cared for.
validate worth
51
verbal communication style-
advocate for the patient
52
verbal communication style-Give the appropriate information. Not too much at once, and explain.
Provide Resources
53
is using facial expressions, eye contact, gestures, posture, movements, behaviour, distance, and appearance.
Very important in nursing.
Non-Verbal Communication
54
non verbal communication
silence
congruency between verbal and non verbal
body language
proximity
touch
non verbal cues
55
involves using pictures poster drawings graphs diagrams
visual communication style
56
as “the pursuit of the reduction
and mitigation of unsafe acts within the health care system,
as well as the use of best practices shown to lead to
optimal patient outcomes.
safety
57
factors that influence communication
experiences
culture and bias
language
environment
relationship(age education)
countertransference
58
involves being aware of the clients verbal and non verbal communication and monitoring of ones own verbal and non verbal communication
active listening
59
active listening involves
provide undivided attention
demonstrate that your listening
provide feedback
defer judgment
respond appropriatly
60
active listening responses
minimal cues and leads
clarification
restatement
paraphraising
reflection
summarizing
silence
touch
61
defined as the totality of each person’s beliefs
about their inner self
self concept
62
It represents an integration of each
individual’s cultural contexts, environment, gender roles,
cultural and racial identity, spiritual beliefs and values,
child development, education, basic personality traits, and
cumulative life experiences
self concept
63
what is closely intertwined with self concept
self esteem
64
defined as a person’s personal sense of worth and wellbeing.
self esteem
65
described as the extent to which a person
clearly and confidently knows who they are;
self clarity
66
described as the person’s beliefs about their ability and
capacity to accomplish a task and to deal with the challenges
of life.
self effiency
67
an open
system—fluid and dynamic
self
68
term used to explain the future-oriented
component of self-concept
Possible selves
69
involve communicating subtle and
often unintentional discrimination pertaining to self-concepts
of race, ethnicity, gender, sexual orientation, or any
other cultural contexts.
microaggression
70
as an explicit negative
verbal or nonverbal communication that marginalizes
an individual through criticism, racial stereotyping, or purposeful
prejudicial actions.
microassault
71
are verbal, nonverbal, and environmental
communications that convey rudeness and insensitivity
and put down a person’s culture or identity
Microinsults
72
are communications that discount
or invalidate a person’s values, culture, or lifestyle
Microinvalidations
73
“socially constructed roles and behaviours
that occur in a historical and cultural context and that vary
across societies and over time”
Gender
74
is the term used to describe actions
designed to reduce or eliminate the onset, progression,
complications, or recurrence of chronic disease.
Disease prevention
75
is defined as the typical way of life of an individual,
group, or culture
Lifestyle
76
defined as “the process of enabling
individuals to take control over their health
Health promotion
77
are defined as personal
and environmental characteristics that increase the probability
of having a health problem or decrease
the probability of its occurrence or progression
Risk and protective factors
78
are defined as circumstances,
resources, and personal characteristics that delay the emergence
of chronic disease or lessen its impact
Protective factors
79
personal
and environmental characteristics that increase the probability
of having a health problem
risk factor
80
defines a wide
range of contextual factors influencing the health and well-being of individuals and communities
social determinates of health
81
describes fundamental differences
in adverse health outcomes and lost opportunities
to achieve optimal health and well-being as it relates to
demographics, income, education, and access.
health inequity
82
is defined as an individual’s personal life satisfaction
in terms of six dimensions: intellectual, physical, emotional,
social, occupational, and spiritual
well being
83
a modle-A person’s capacity to absorb and use health promotion
information depends to a large degree on what people
believe about their health, the seriousness of their health
conditions, and the extent to which their personal
actions can produce positive outcomes
penders health promotion model
84
an evidence informed
model used to explore a person’s motivational
readiness to intentionally change their health habits.it identifies stages of rediness
prochasa's transtheoretical model
85
health promotion
is the concept of self-efficacy. Self-efficacy is defined
as a personal belief in one’s ability to execute the actions
required to achieve a goal. It represents a powerful mediator
of behaviour and behavioural change.
Social Learning Theory
Bandura’s
86
disease prevention -strategies target modifiable risk
factors, with suggestions for health promoting activities
to facilitate a healthy lifestyle—for example, promoting
exercise and a healthy diet in order to prevent obesity
and diabetes. Other examples include immunizations;
Primary prevention
87
disease prevention-strategies focus on early disease
detection through regular health screenings for conditions
such as prostate cancer, osteoporosis, and diabetes;
regular mammograms and pap smears for women;
periodic colonoscopies; and blood pressure screenings
secondary prevention
88
diesase prevention-strategies focus on minimizing
the damaging effects of a disease or injury once it has
occurred. The goal is to help people achieve a good
quality of life regardless of their health circumstances
Tertiary prevention
89
is an evidence-informed
clinical framework designed to help people incorporate the
functional abilities and skills they will need to fully engage
in health promotion and disease prevention activities
motivational interviewing
90
describes a person’s “integration
within a social network,” and “the perceived availability of
support” when it is needed
social support
91
defined as a group of people who share
something in common, like physical, work, social, or spiritual
arenas, but who may have different priorities, needs,
cultures, and expectations
community
92
defined as an individual’s
capacity to obtain, process, and understand basic health
information and services.
Functional health literacy
93
refers to the “art and science of helping adults
learn”
Andragogy
94
describes the processes used to help people
learn, including children.
Pedagogy
95
Bloom’s taxonomy consists of the following:
remembering
understanding
applying
analyzing
evuating
creating
96
three domains of learning
cognitive, affective,
and psychomotor.
97
cognitive domain consists
of
the knowledge base for the self-management skill and
an understanding of the nature and dimensions of the underlying medical and psychological issues associated
with the person’s diagnosis
98
affective domain focuses on
emotional
attitudes related to acceptance, compliance, valuing, and
taking personal responsibility. It is more complex because
of its association with values and beliefs
99
psychomotor domain focuses on
hands-on
practice (performance learning)
100
person-centred teaching is represented in the model learns
Listen, Establish, Adopt, Reinforce, Name, and Strengthen
101
three major types of learning styles
visual, auditory,
and kinesthetic(hands on )
102
refers to a person’s mindset and openness
to engaging in a learning or counselling process for the
purpose of adopting new behaviours
learners readyness
103
widely used strategy designed to assess and
enhance the potential for learning readiness when internal
motivation seems to be lacking.
motivational interviewing
104
what directs the learning-teaching process
precontemplation,
contemplation, action, and maintenance
105
involves the use of evidence-informed skillful
conversation to engage others in health behaviour change
coaching
106
“the skills
and activities necessary to control symptoms of a chronic
condition”
selfmanagement
107
Health teaching consists of three interrelated components:
gathering, information sharing, and relationship
building,
108
multidimensional psychosocial concept defined
as a traditional pattern of behaviour and self-expression
performed by or expected of an individual within a given
society
role
109
The process of obtaining, organizing, and conveying
people’s health information to others in print or electronic
format is referred to as
documentation
110
The three keys to electronic records
nteroperability,
portability, and ease of access
111
means different systems
can “talk to each other” to share person information.
interoperability
112
easily transferable
portable
113
means access at the point of care or
remotely using various digital devices
ease of access
114
general documentation gudielines
factual
accurate
coimplete
timely
current
organized
compliant
115
types of communication shared in healthcARE
Records/reports
charts
consultation
referals
116
purspose of patient record
communication/care plan
legal document
education
funding/resource management
auditing-monitering
117
common record keeping form-admission nursing history form
completed on admission guides you throught assesement to identy nursing dignoses or problems
118
common record keeping form-flow sheet
commenly used in critical care usefull to see trends
119
common record keeping form-patient care summary-kardex
patient summery-quick view
120
SBAR
situation
background
assesement
recommendation-
quick like in emergency
121
Crew Resource Management (CRM) is another communication
tool similar to SBAR, which was adapted from the
field of aviation.
includes breifing and debreafing
122
are a key tool
for increasing safety and a means to decrease health care
costs and increase quality of care.
HITS
123
SAFER
stop
assess
fix
esculate
report
124
I PASS THE BATON
used when trasnsfering care
125
as a nonspecific response of
the body to any demand made upon it, regardless of whetherit is caused by a pleasant or unpleasant situation
stress
126
is defined as any demand, situation, internal
stimulus, or circumstance that threatens an individual’s
personal security or integrity.
stressor
127
represents an extreme acute
stressor situation for which coping mechanisms fail and the
person is unable to function normally.
crisis
128
to describe a mild level of
stress, which is a positive response with protective and
adaptive functions.
eustress
129
defined as a negative stress level, creates a level
of anxiety exceeding a person’s normal coping abilities.
distress
130
when people
feel physically well, emotionally centred, and personally
secure, they are in a state of
homeostasis
131
described stress as a physiological wholebody
response to stress, evidenced primarily through the
endocrine and autonomic nervous systems-alarm
Hans Selye
132
“defined as the constantly changing cognitive
and behavioural efforts to manage specific external or internal
demands that are appraised as taxing or exceeding the
resources of the person
coping
