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NURS 204 > 204 FINAL PREP > Flashcards

204 FINAL PREP Flashcards

1
Q

Communication

A

Process of acting on information

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2
Q

Human Communication

A

Process of making sense out of the world & sharing that sense with others by creating meaning through the use of verbal & non-verbal messages

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3
Q

Types of Communication

A
  1. Interpersonal
  2. Intrapersonal
  3. Impersonal
  4. Mass
  5. Public
  6. Hyperpersonal
  7. Small Group
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4
Q

Interpersonal communication

A

Distinctive, transactional, involving mutual influence, helps us to manage our relationships

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5
Q

Intrapersonal Communication

A

Communicate with oneself

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6
Q

Impersonal Communication

A

Treat people as objects or by their role rather than as unique individuals

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7
Q

Mass Communication

A

Same message communicated to many people at once (usually not in person)

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8
Q

Public Communication

A

In person, address large number of people

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9
Q

Hyperpersonal Communication

A

Using email/instant messaging to establish relationship

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10
Q

Small Group Communication

A

3-15 people interact with a common purpose, mutual influence

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11
Q

Action

A

Message Transfer

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12
Q

Source

A

Originator of thought/emotion

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13
Q

Encoding

A

Translate thoughts/ideas/feelings into an understandable code

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14
Q

Decoding

A

Receiver interprets the thoughts/ideas/feelings

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15
Q

Message

A

Written, spoken or unspoken, sent intentionally or unintentionally, verbally or non-verbally or written

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16
Q

Channel

A

Pathway on which message is communicated

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17
Q

Receiver

A

Person who decodes the message which is filtered through past experiences, attitudes, beliefs, values, prejudices and biases

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18
Q

Noise

A

Interferes with message, prevents it from being understood

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19
Q

Feedback

A

Response to message, necessary for message to be effective

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20
Q

Context

A

Physical & Psychological environment, people present, etc.

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21
Q

Transaction Model of Communication

A

Interaction is simultaneous (send & receives messages concurrently) with people reacting to each other

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22
Q

Systems Theory of Communication

A

System of interconnected elements - change in one element can affect the other elements

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23
Q

Episodes Model of Communication

A

Sequence of interactions whereby message of one person influences the message of another

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24
Q

Principles of Interpersonal Communication

A
  • connects us to others
  • irreversible
  • complicated
  • governed by rules
  • content & relationship dimensions
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25
Q

Social Learning Theory

A

People can adapt behaviour toward others

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26
Q

Strategies of the Social Learning Theory

A

Become Knowledgeable
Become Skilled - practice & feedback
Become Motivated - improve
Become Adaptable - skills differ by situation
Become Ethical - sensitive
Become Other-Oriented - not egocentric

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27
Q

Active Listening

A

The interactive process of responding mentally, verbally and non-verbally to a speaker’s message
Uses SOLER

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28
Q

SOLER

A
  1. Squarely face the person
  2. Open your posture
  3. Lean towards the sender
  4. Eye contact maintained
  5. Relax while attending
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29
Q

Self-Concept

A

Your subjective description of who you think you are

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30
Q

Components to self

A

Material Self
Social Self
Spiritual Self

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31
Q

Material Self

A

Physical things (ex. body, possessions)

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32
Q

Social Self

A

Part of you that interacts with others (ex. friend, classmate, etc.)

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33
Q

Spiritual Self

A

Your thoughts & introspections about your values and morals (ex. who you think you are)

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34
Q

Attitudes

A

Learned predisposition, reflect on likes and dislikes

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35
Q

Beliefs

A

The way you structure your understanding of reality (True vs False)

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36
Q

Values

A

Enduring concepts, one’s judgement of what is important in life - more difficult to identify & more resistant to change than attitudes & beliefs

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37
Q

Reflected Appraisal/Looking Glass

A

Develop self-concept that often match ways in which we believe others see us

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38
Q

Self-Label

A

Process of Self-Reflectiveness - we interpret what we experience so our self-labels may change over time

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39
Q

Personality

A

Set of enduring internal predispositions and behavioural characteristics that describe how you react to your environment

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40
Q

Communibiological Approach

A

Genetics is major factor affecting how people communicate

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41
Q

Laframboise - Medicine Wheel Components

A

East: Mental/Intellectual - healthy minds
South: Spiritual - strong inner spirits
West: Emotional - inner peace
North: Physical - strong healthy bodies

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42
Q

Mussell - Medicine Wheel Components

A

Physical Development: health maturation requires oxygen, food, water, rest, exercise, sensory stimulation, safety & security
Emotional: love & belonging, recognition, acceptance, understanding, privacy, limits, boundaries, discipline
Intellectual: connect new info with life experience so it becomes personal knowledge
Spiritual: spiritual state reflects inner peace, personal harmony and balance

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43
Q

Myers Briggs Personality Test Components

A

Energy Source: (E)xtraversion or (I)ntraversion
Perceiving Mental Process: (S)ensing or i(N)tuition
Favoured Judging Mental Process: (T)hinking or (F)eeling
Outside World Orientation: (J)udgement or (P)erception

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44
Q

Self-Concept

A

You describe who you are

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45
Q

Self-Esteem

A

You evaluate who you are

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46
Q

Techniques to Improve your Self-Esteem

A
  • Positive self-talk
  • Visualize positive image of yourself
  • Avoid comparisons with others
  • Reframe appropriately
  • Develop honest relationships
  • Let go of the past
  • Seek support
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47
Q

Symbolic Interaction Theory

A

Making sense of our world through our interaction with others

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48
Q

Other-Oriented

A

Must first be centred (know yourself & understand how others see you)

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49
Q

Self-Fulfilling Prophecy

A

What people believe about themselves often comes true

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50
Q

Schultz 3 Social Needs Affecting Degree of Communication

A
  1. Need for Inclusion
  2. Need for Control
  3. Need for Affection
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51
Q

Self Disclosure

A

Purposely provide info to others about yourself that they wouldn’t know otherwise

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52
Q

Social Penetration Model

A

Superficial
Intimate
Personal
Core
“I’ll share if you share”

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53
Q

Johari Window

A

OPEN - known to self & others
BLIND SPOT - known to others but not self
HIDDEN - known to self but not others
UNKNOWN - not known to self or others

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54
Q

Self-Disclosure Guidelines

A
  1. Be other-oriented when disclosing: how will it affect the other person? Will it make them uncomfortable? Are you disclosing only to meet own needs?
  2. Monitor non-verbal responses: to determine if giving too much info or could ask them if its too much
  3. Do not disclose too much too soon
  4. Decrease self-disclosure if not being reciprocated
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55
Q

Stages of Interpersonal Communication and Perception

A
  1. Selecting
  2. Organizing
  3. Interpreting
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56
Q

Perception

A

Process of understanding or making sense of sensory experiences

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57
Q

Selecting Stage

A

Perception
Attention
Exposure
Recall
Thin slicing

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58
Q

Selective Perception

A

See & don’t see things because we perceive selectively

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59
Q

Selective Attention

A

Focus on stimuli that meet our wants/needs (and ignore others)

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60
Q

Selective Exposure

A

To put ourselves in situations where we feel comfort & support the way we see the world - attitudes, beliefs, values and behaviours

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61
Q

Selective Recall

A

Remember what we want & repress or forget things unpleasant, uncomfortable, unimportant

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62
Q

Thin Slicing

A

Generalize based on small sample of someone’s behaviour

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63
Q

Organizing Stage

A

We create categories - superimpose/search for patterns
We link categories - punctuation/link categories
We seek closure - Fill information gaps

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64
Q

Interpreting Stage

A

After selecting & organizing stimuli, you try to interpret what it means

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65
Q

How do we form impressions

A

Primacy Effect - first impression
Recency Effect - last impression
Halo Effect - attribute good qualities
Horn Effect - attribute bad qualities

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66
Q

Stereotype

A

Oversimplified BELIEFS about a group of people

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67
Q

Prejudice

A

THOUGHTS OR FEELINGS based on beliefs or ideas

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68
Q

Discrimination

A

Actions taken toward a certain group

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69
Q

Barriers to Accurate Perceptions

A

Ignoring info
Overgeneralizing
Oversimplifying
Imposing Consistency
Focusing on the Negative
Blaming
Fundamental Attribution Error
Avoiding Responsibility

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70
Q

Ignoring Info

A

Tend to explain motives for a person’s actions on basis of most obvious & superficial info rather than in-depth info

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71
Q

Overgeneralizing

A

Assume small sampling of person’s behaviour represents who they are

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72
Q

Oversimplifying

A

We find simple explanations more believeable

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73
Q

Imposing Consistency

A

We overestimate the consistency of others’ behaviours - believe they always act that way, ignore normal fluctuations

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74
Q

Focus on the Negative

A

Give more weight to negative than positive behaviours

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75
Q

Blaming

A

Assume others have control - more likely to blame others than ourselves when they go wrong

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76
Q

Fundamental Attribution Error

A

Believe cause is something that others could control

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77
Q

Avoiding Responsibility

A

Self-serving bias (ex. we save face by believing other people, not ourselves, are the cause of the problem)

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78
Q

Indirect Perceptions

A

Seek additional info passively

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79
Q

Direct Perceptions

A

Ask if your interpretation is correct - shows that you are committed to understanding

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80
Q

Listening

A

Complex process of selecting, attending to, constructing meaning from, remembering, and responding to verbal and non-verbal messages

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81
Q

Listening Activities - Selecting

A

Sort through various sounds competing for your attention & select which receives your attention

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82
Q

Listening Activities - Attending

A

Focus on sound you have selected

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83
Q

Listening Activities - Understanding

A

Assign meaning

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84
Q

Listening Activities - Remembering

A

Recalling information

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85
Q

Listening Activities - Responding

A

Confirm your understanding of the message by responding verbally or non-verbally

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86
Q

Listening Styles

A

People-oriented
Action-oriented
Content-oriented
Time-oriented

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87
Q

People-oriented Listening

A

Comfortable with & skilled at listening to people’s feelings & emotions
Focus on feelings of person - empathize & search from commonalities

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88
Q

Action-oriented Listening

A

Prefers brief, well-organized, accurate info
Want to know the point of story, likely to be skeptical (second guess)

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89
Q

Content-oriented

A

Comfortable listening to complex, detailed info

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90
Q

Time-Oriented

A

Want succinct message as keenly aware of other things we need to do

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91
Q

Listening Barriers

A

DISTRACTIONS
- self-adsorbed
- unchecked emotions
- criticizing the speaker
- speech rate vs thought rate
- information overload
- external noise
- listener apprehension

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92
Q

Improving your Listening, Comprehension & Responding Skills

A

STOP - be present
OBSERVE - for non-verbal cues
LISTEN - actively
ASK - questions/clarify
REFLECT - by paraphrasing & summarizing

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93
Q

Empathy

A

Feeling what someone else is feeling rather than just acknowledging they are feeling a certain way - requires active listening

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94
Q

Social Decentring

A

Imagining what they are thinking… based on past experiences

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95
Q

Confirming Response and Types

A

Positive, helps validation
1. Direct acknowledgement
2. Agreement about judgements
3. Supportive response
4. Clarifying response
5. Expressions of positive feeling
6. Compliment

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96
Q

Disconfirming Response and Types

A

Negative, the “I’s”
1. Impervious (fail to acknowledge)
2. Interrupting (implies that what you have to say is more important)
3. Irrelevant (unrelated to what speaker was saying)
4. Impersonal (distances from other person, may use third person)
5. Incoherent (mumble, ramble, unintelligible)
6. Incongruous (verbal & non-verbal messages are inconsistent - confusing

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97
Q

Power of Words

A

Create Perceptions
Influence Thoughts
Shape & Reflect Culture:
- linguistic determinism
- linguistic relativity
- Sapi-Whorf hypothesis (language shapes culture)
Affect the quality of our interpersonal relationships

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98
Q

Word Barriers

A

Bypassing
Lack of Precision
- malapropism
- restricted code
Allness
Indexing
Static Evaluation
Polarization
Biased
- sexist
- racially biased
- demeaning language

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99
Q

Bypassing

A

Miscommunication because of different understandings of the same words

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100
Q

Malapropism

A

confusion of word/phrase for another that sound similar OR use words out of context or inappropriate grammar

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101
Q

Restricted Code

A

Words or jargon that only have meaning to a subgroup

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102
Q

Allness

A

Make unqualified, often untrue generalizations

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103
Q

Indexing

A

To avoid generalization, acknowledge that each individual is unique

104
Q

Static Evaluation

A

Pronounce judgement without acknowledging things could change

105
Q

Polarization

A

Language of extremes, leaves out middle ground

106
Q

Biased

A

Insensitivity to people

107
Q

Using words to establish supportive relationship

A
  • debate vs dialogue
  • own feelings instead of evaluating the behaviour of others
  • solve problems > trying to control others
  • Genuine > manipulative
  • Empathize > remaining detached
  • Equal > Superior
108
Q

Words of Assertion - 5 Steps

A

1) Describe how you view situation
2) Disclose your feelings
3) Identify effects of other person’s behaviour
4) Be silent
5) Paraphrase content & feelings

109
Q

Challenges of Interpreting Non-Verbals

A
  1. Often Ambiguous: may be known only to person displaying, may be unintended
  2. Continuous: may be no start/end
  3. Culturally Based: some non-verbal messages are universal but others are culturally unique
110
Q

Non-Verbal Communication Codes

A
  1. Body Movement and Posture
  2. Eye Contact
  3. Facial Expression
  4. Vocal Cues
  5. Personal Space
  6. Territory
  7. Touch
  8. Appearance
111
Q

Body Movements and Posture

A

Quasi-courtship behaviour - 4 stages
Warm vs cold non-verbal behaviours

112
Q

5 Categories of movements/gestures

A
  1. Emblems: generally understood meaning
  2. Illustrators: accompanying message
  3. Affected Displays: communicate emotion
  4. Regulators: help control flow of communication
  5. Adaptors: adapt to situation, satisfy a need (ex. fix. hair)
113
Q

Function that Eye Contact Serves

A

Cognitive: gives info about others thoughts
Monitor: behaviour of others
Regulatory Cue: Signal if we want to communicate
Expressive: eyes reveal our emotions

114
Q

Facial Expression

A

6 Primary categories: surprise, fear, disgust, anger, happiness, sadness

115
Q

Vocal Cues

A

Communicate emotion
Manage conversations
Silence

116
Q

Personal Space - Hall 1996

A
  1. Intimate - very personal interactions (0-0.5m)
  2. Personal - typical for conversation (0.5-1.5m)
  3. Social - group interactions (1.5-3.5m)
  4. Public - speaking to many people (3.5 + m)
117
Q

Territory

A

Announce ownership of space with territorial markers

118
Q

Touch

A

To express intimacy; viral for personal development & well-being

119
Q

Appearance

A

Canadian culture places high value on weight, style of hair, clothing

120
Q

Dimensions for Interpreting Non-Verbal Communication

A

Immediacy: communicate liking & feelings of pleasure, contagious
Arousal: communicate responsiveness
Dominance: communicate power, status, control

121
Q

Kinds of Englishes

A

British, American, Canadian

122
Q

Native speaker of a language

A

Speaks language very well/first language

123
Q

Linguistic Othering

A

When this person speaks, you recognize they are from another group/culture

124
Q

Linguicism

A

Use accent to put bias there to affect the person

125
Q

EAP

A

English for Academic Purposes

126
Q

ESL

A

English as a Second Language

127
Q

Linear Culture

A

English/German Culture - straight forward, point A,B,C

128
Q

Zig-Zag Culture

A

Romantic - Russian, Arabs, Latin America - Feelings are important in description

129
Q

Circular Culture

A

Asia, Japan, China, Korea - Understand wisdom and power in description

130
Q

Things to Consider with Language (as a nurse)

A

Be diversified
Clarify Expectations
Don’t make assumptions and ask questions

131
Q

Interpersonal Relationship General Stage

A

Stranger –> Acquaintance –> Casual Friend –> Friend –> Close Friend –> Best Friend

132
Q

Relationships of Circumstance

A

Due to circumstance - where we were born, where we study, etc.

133
Q

Relationships of Choice

A

Due to our choice to seek out and develop them

134
Q

Relationships and Power

A
  1. Complementary
  2. Symmetric
  3. Competitive Symmetric
  4. Submissive Symmetric
  5. Parallel
135
Q

Complementary Relationship

A

Where power is unevenly divided between partners where one dominates and one submits

136
Q

Symmetric Relationships

A

Where power is evenly divided between partners - both behave towards it the same way (wanting or avoiding)

137
Q

Competitive Symmetry Relationships

A

Where power and control is desired by both partners

138
Q

Submissive Symmetric Relationships

A

Where power and control is not desired by either partner

139
Q

Parallel Relationships

A

There is a shift back and forth shifting of the power between partners

140
Q

How to Begin an Interpersonal Relationship

A
  1. Interpersonal Attraction: degree you are motivated to form/maintain relationship
  2. Short-term Initial Attraction: Degree you sense potential for an interpersonal relationship
  3. Long-term Maintenance Attraction: positive feelings that motivate you to sustain the relationship
  4. Predicted Outcome Value: Potential for relationship to confirm our self-image compared to its potential costs
141
Q

Relational Development

A

Process of moving from one stage to another as a relationship moved toward or away from greater intimacy

142
Q

Turning Points

A

Specific events or interactions associated with positive or negative changes in a relationship

143
Q

Causal Turning Points

A

Events that directly affect or change the relationship

144
Q

Reflective Turning Points

A

Event(s) that signals a change in the way the relationship is defined

145
Q

Relational Escalation and Stages

A

The movement of a relationship toward intimacy through 5 stages
1. Pre-Interaction Awareness
2. Acquaintance (Introduction and Casual Banter)
3. Exploration
4. Intensification
5. Intimacy

146
Q

Escalation Stage 1: Pre-Interaction Awareness

A

Where you gain information about others without directly interacting

147
Q

Escalation Stage 2: Acquaintance

A

2 substages:
Introductions
Casual Banter

148
Q

Escalation Stage 3: Exploration

A

Begin to share more in-depth information about each other, but you maintain social distance and limit time spent

149
Q

Escalation Stage 4: Intensification

A

Spend more time together - depend on each other for self-confirmation and engage in more risky self-disclosure

150
Q

Escalation Stage 5: Intimacy

A

Rely on each other for confirmation, highly personal conversation & self-disclosure, increased physical contact, commitment to maintaining the relationship

151
Q

Relationship De-Escalation and Stages

A

Movement of a relationship away from intimacy through 5 stages
1. Turmoil or Stagnation
2. De-Intensification
3. Individualisation
4. Separation
5. Post-Separation Effects

152
Q

De-Escalation Stage 1: Turmoil or Stagnation

A

an increase in conflict or the relationship loses vitality & partners complacent… increased conflict, decreased mutual acceptance

153
Q

De-Escalation Stage 2: De-Intensification

A

Decreased interaction & dependance for self-confirmation, increased physical & emotional distance

154
Q

De-Escalation Stage 3: Individualization

A

Defined less as a couple, turn to others for self-confirmation

155
Q

De-Escalation Stage 4: Separation

A

Intentional decision to eliminate interpersonal interaction.. may still see each other but may be awkward due to extensive personal knowledge about one another

156
Q

De-Escalation Stage 5: Post-Separation Effects

A

Lasting effects relationship has on your self & your other interactions & relationships

157
Q

Social Exchange theory

A

People make decisions about their relationship by seeking the greatest amount of reward and least amount of cost
- immediate
- cumulative
- expected
- comparison to alternatives

158
Q

Dialectical Theory and 3 tensions

A

Relationships are influenced by those forces pulling people towards intimacy or independence
3 tensions:
1. Connectedness vs Autonomy
2. Predictability vs Novelty
3. Openness vs closedness

159
Q

Development of Therapeutic Relationships of Nurses are based on…

A

Trust
Respect
Professional Intimacy
Empathy
Power (balance)

160
Q

Developing Therapeutic Relationship Stages

A
  1. Orientation
  2. Working phase
  3. Resolution phase
161
Q
  1. Orientation (Goal Oriented)
A
  • parameters are clear (time, length, place)
  • trust, respect, honesty, effective communication
  • expectations are discussed
  • priorities addressed and understood
  • consistency and listening
  • nurse promotes comfort and reduces anxiety
162
Q
  1. Working Phase
A
  • INTERVENTIONS
  • problems identified/addressed
  • positive changes and setbacks
  • exploration of thoughts/feelings/beliefs
  • nurse advocates for client
163
Q
  1. Resolution Phase
A
  • mutual understanding and discussion of goals that have been met
  • client and nurse share feelings about the end
  • increased autonomy of client and nurse
164
Q

Pelz Effect

A

People below have increased job satisfaction if they feel that supervisors have influence on decision at higher levels
If the supervisor is seen as supportive, it increases openness & satisfaction

165
Q

Upward Communication

A

From team members up to superiors

166
Q

Downward Communication

A

from superiors to team members felow

167
Q

Horizontal Communication

A

Among co-workers at the same level
- usually work-related
- bullying
- workplace incivility
- ostracism
- horizontal/lateral violence

168
Q

CIHC 6 Interprofessional Competency Framework Domains

A
  1. interprofessional communication
  2. Patient/client/family/community centred care
  3. Role clarification
  4. Team functioning
  5. Collaborative leadership
  6. Interprofessional conflict resolution
169
Q

Interprofessional communication Qualities

A

Team-work
Active listening
Common understanding
Develop trusting relationships
Effectively use information & communication technology

170
Q

Collective Competence - Dr. Lingard

A

Health care is full of highly competent individuals,, BUT, only sometimes do they come together to form a competent team

171
Q

How do we adapt our thinking toward a collective competence to provide better patient care?

A
  1. More seamless transfer of accurate information
  2. Shift to primary health care team approach
  3. Address most impactful points of failure in collective competence first (targeted initiatives)
172
Q

Safe Surgery Saves Lives (WHO)

A

Surgical Safety Checklist:
- before induction of anaesthesia
- before skin incision
- before patient leaves OR

173
Q

Interpersonal Conflict Requirements

A
  1. An expressed struggle
  2. Between two interdependent people
  3. Perceived goal incompatibility, scarce resources, interference from others
  4. Who are attempting to achieve their specific goals
174
Q

Spectrum of Interpersonal Conflict

A

Mild differences -> dispute -> campaign -> litigation -> fight

175
Q

Common barriers to interprofessional communication & collaboration - O’Daniel & Rosenstein (2008)

A

Personal Values
Personality Differences
Hierarchy
Disruption
Culture & Ethnicity
Generational differences
Language/jargon differences

176
Q

Types of Interpersonal Conflict - (RNAO, 2012)

A
  1. Relationship conflict: interpersonal incompatibilities involving irritation about personal taste, interpersonal style, different personal values, or other non work-related preferences
  2. Task Conflict: disagreements about the content or outcomes of tasks being performed, including differences in viewpoints, ideas and opinions
  3. Process Conflict: Focuses on disagreements about how to accomplish a task, who is responsible for a task, or the delegation of duties and resources
177
Q

Myths about conflicts

A
  • always a sign of a poor interpersonal relationship
  • always to be avoided
  • always because of misunderstandings
  • always able to be resolved
178
Q

Conflict Management Styles

A
  1. Avoidance (turtle)
  2. Accommodation (teddy bear)
  3. Competition (shark)
  4. Compromise (fox)
  5. Collaboration (owl)
179
Q

Avoidance (turtle)

A

Lose-Lose
try to sidestep the issue (easier to withdraw) “demand-withdrawal” pattern

180
Q

Advantages and Disadvantages of Avoidance (turtle)

A

Advantages:
- allow time to think, cool down, assess options, put things in perspective
Disadvantages:
- may appear to not care about the other person
- conflict remains unresolved

181
Q

Accommodation (teddy bear)

A

I Lose-You Win
Give in to demands of others
Seek approval and want to be liked by others
Giving into the other (precent threats to self)

182
Q

Accommodation (teddy bear) Advantages and Disadvantages

A

Advantages:
- show they are reasonable
- gain credibility if trivial issue
- appropriate if you are wrong/made a mistake
Disadvantages:
- produces a pseudo-solution because issue not resolved
- others may take advantage of you
- may prevent finding a real solution

183
Q

Competition (shark)

A

I Win-You-Lose
Stresses winning
Blaming others
Resort to threats and warnings
Appropriate if you believe your position is correct & anything less harmful to you/others

184
Q

Competition (shark) Advantages & Disadvantages

A

Advantages:
- Emotion is not the driver of conflict
Disadvantages:
- Ethical concern for others is not a priority
- damaged relationships

185
Q

Compromise (Fox)

A

Lose/Win-Lose/Lose
Each person gives a bit
Finds a middle ground (somewhat meet the needs of all)

186
Q

Compromise (Fox) Advantages & Disadvantages

A

Advantages:
- May find quick and/or temporary solution
- Reinforces perception of equal power
- save face
Disadvantages:
- may leave no one pleased
- may be avoiding underlying issues

187
Q

Collaboration (Owl)

A

Win-Win
Use other-oriented strategies to achieve positive solution for everyone
uses Fisher and Ury’s Principals

188
Q

Collaboration (Owl) Advantages & Disadvantages

A

Advantages:
- approach needed
- enhances commitment
- builds rapport
- considers other’s feelings
Disadvantages:
- skill
- patience & energy

189
Q

Pines (2012) Stress resiliency, psychological empowerment and conflict management styles among baccalaureate nursing students

A
  • student scored highest for avoiding and accommodating behaviours
  • less likely to use competing or collaborating strategies
  • age was a significant indicator - older student more likely to use collaborating style of conflict resolution
190
Q

SBAR

A

Communicating critical information requiring urgent attention:
(S)ituation: what is happening with the patient?
(B)ackground: What is the clinical background?
(A)ssessment: What do you think the problem is?
(R)ecommendation: What needs to be done?

191
Q

Skills to De-escalate (LOWLINE)

A

LISTEN: active listening and open-ended questions
OFFER: Offer reflective comments
WAIT: Don’t speak for the purpose of filling silence
LOOK: Use eye contact appropriately
INCLINE: Small incline of head allows relaxed posture
NOD: Nodding shows you’re listening
EXPRESS: Express empathy

192
Q

Electronic Mediated Communication (EMC)

A

Use of an electronic medium to carry your message
Usually occurs between two or more electronic devices

193
Q

Lack of Non-Verbal Cues in EMC

A
  • words & graphics more important because they are the sole message
  • may add symbols to indicate emotions
  • may be more direct with questions & self-disclosure with new people in attempt to learn more about them in absence of visual cues
194
Q

How does EMC differ from face-to-face

A

Time
Distance
Varying degrees of anonymity
Potential for deception
Non-verbal cues
Writing style
Permanence

195
Q

5 Skills to guide professional communication via email

A
  1. Professional communication (spelling, grammar, flow, proofread)
  2. Introduce Self (name, title, use professional email address)
  3. Subject line reflecting actual subject
  4. Avoid informal communication & social familiarity
  5. Consider confidentiality
196
Q

Using emails to contact physicians - 4 most desired activities

A
  • ask questions when face-to-face visit is not fully necessary
  • make appointments
  • renew prescriptions
  • receive results of medical tests
197
Q

Saskatchewan eHealth

A

MySaskHealthRecord
eHealth Saskatchewan

198
Q

Electronic Transfer of Images - x-rays, MRIs, mammograms

A

Southwest Ontario Digital Imaging Network

199
Q

Telehealth/Telemedicine

A

Consultations via teleconference, webinars, etc.

200
Q

Integrated Computer Systems

A

Share patient-specific data
ex. SIMS, PIP

201
Q

Home Monitoring

A

of med use & physiological parameters (ex. B/P, blood glucose)

202
Q

Are Robots the way of the future in healthcare? examples?

A
  • triage (assign degrees of urgency to wounded/ill patients)
  • draw blood samples
  • scheduling
  • assessments
  • companions (reduce anxiety)
  • caregiving (lifting, tasks)
203
Q

Three main areas of Health Care Robotics

A
  1. IN the body (deliver medication, tissue samples, surgical robots)
  2. ON the body (wearable robotics, prosthetics, mobility exoskeletons)
  3. EXTERNAL to the body (carebots, companions, ADLs, simulators)
204
Q

How do Infants Communicate?

A

Crying, coos, gurgles, grunts, facial expression, body/eye movements

205
Q

How to respond to infant communication

A
  • respond quickly
  • use sing/song, high-pitched tone, exaggerated facial expression & wide open eyes to capture attention
  • face infant - they like watching faces
  • recognize infant preference for expressing emotion, level of activity & tendency to be social
206
Q

How do toddlers communicate?

A

Grunts, gestures, 1-2+ word sentences, emotional expressions & body movements

207
Q

How to respond to Toddler communication

A
  • respond quickly & predictably to their communication
  • build on their sentences
  • give one direction at a time, provide warnings before transitions & give rationale for requests
  • talk them through daily routines
  • let them lead in play
208
Q

How do preschoolers Communicate?

A

Talk in full, grammatically correct sentences, like to tell about past experiences & see links between spoken & written word, like sponges!

209
Q

How to respond to preschooler communication

A
  • ask questions about past events, probe for details & provide new words
  • encourage them to talk about their feelings & causes
  • create opportunities for fantasy/pretend play
  • point out connections between spoken & written word
  • allow self-talk as it helps them focus
210
Q

How do school-aged kids communicate?

A

Lots of questions, seek justification for the way things are, understand perspective of others, spend more time with peers & friends

211
Q

How to respond to school-aged kids communication

A
  • keep up on dis/likes, activities & peer relationships through conversation
  • help them set goals & problem solve
  • give calm explanation when correcting
  • encourage them to talk about emotions & causes
  • use conversation to help child learn conflict management skills
212
Q

How do adolescence communicate?

A

Like to talk about themselves & relationships, trying to understand who they are becoming, & what others think about them, see parents as imperfect, increase time alone or with friends, decreased time with family

213
Q

How to respond to adolescent communication

A
  • be sensitive & empathetic to their experience
  • use conversations to keep up on activities & relationships
  • GENTLY ask questions and seek explanations for behaviour (be flexible)
  • Provide balance between expecting personal responsibility & offering support
  • accept different ideas/beliefs if not harmful
214
Q

Communicating with older adults

A
  • avoid stereotyping or terms that reinforce incorrect perceptions about seniors
  • avoid ageism & ageist language such as “the aged”, “the elderly”, “senile”, “feeble”, etc.
  • Instead, use “older adults”, “older persons”, or ”senior”
  • Avoid patronizing, condescending or childish expressions and tone
  • communicate with respect
215
Q

Effective Communication Ideas for Older Adults

A
  • plain language
  • large print
  • fridge magnets with important numbers
  • peel-off stickers to be placed on calendars for appointments
  • Keep advice simple - not too much info
  • Use short, familiar words & avoid jargon
  • use pictures to illustrate when possible
  • reinforce main points
216
Q

Stress

A

Natural physiologic, psychological, and spiritual response to the presence of a stressor

217
Q

Stressors

A
  • a demand, situation, internal stimulus, or circumstance that threatens a person’s personal security or self-integrity
218
Q

Anger & Hostility

A

most common stress emotions associated

219
Q

Strategies with Difficult Situations

A

maintain reasonable, neutral & friendly tone
Deal with disruptive behaviours immediately
Set up consistent rules & expectations
Try to build trust, slow down
Anticipatory guidance
Acknowledge their feelings
Control your emotions

220
Q

5 A’s for dealing with angry patients

A
  1. Acknowledge the problem
  2. Allow the patient to vent uninterrupted
  3. Agree on what the problem is
  4. Affirm what can be done
  5. Assure follow through
221
Q

Transference

A

Projecting on you; previous bad experience

222
Q

Countertransference

A

“We” (HCP) project our experiences of other patients to recent patients

223
Q

Maslach Burnout Inventory (MBI)

A

psychological response to excessive and prolonged stress
multidimensional
valid and reliable tool

224
Q

What is Compassion fatigue?

A

emotional and physical burden created by the impact of helping others in distress, which leads to a decreased capacity for empathy toward suffering in the future

225
Q

Warning signs of compassion fatigue

A
  • exhaustion/absenteeism
  • reduced sense of empathy
  • anger and irritability
  • increased use of alcohol or other substances
  • heightened anxiety/fears
  • difficulty separating work and personal life
  • dread working with certain clients
226
Q

Keeping your emotional energy bank accounts filled

A

-improve self-care
- recognize warning signs
- embrace your personal resources
- rely on social supports

227
Q

Organizational Strategies for creating supportive work environments

A
  1. Mental Health breaks
  2. Transparents dialogue
  3. Timely debriefing
  4. peer support
  5. assess/modify workloads
  6. relevant professional development
228
Q

Code of Ethics part 1 - Nursing values & Ethical responsibilities

A

Describes core responsibilities central to ethical nursing practice - 7 primary values & accompanying responsibility statements

229
Q

Code of Ethics part 2 - Ethical Endeavours related to broad societal issues

A

Describes activities nurses can undertake to address social inequalities. Ethical practice involves addressing the broad aspects of social justice associated with health and well-being

230
Q

Code of Ethics components (A-G)

A

A. Providing safe, compassionate, competent & ethical care
B. Promoting health & well-being
C. Promoting & respecting informed decision-making
D. Honouring dignity
E. Maintaining privacy & confidentiality
F. Promoting justice
G. Being accountable

231
Q

Types of Power

A

Legitimate (position)
Referent (attraction)
Expert (knowledge)
Reward (satisfy needs)
Coherent (punishment/force)

232
Q

Masculine Cultures

A

Value achievement, assertiveness, heroism, and material wealth

233
Q

Feminine Cultures

A

Values relationships, caring for the less fortunate, and overall quality of life

234
Q

6 Cultural Values

A

Gender
Tolerance of uncertainty vs avoidance of uncertainty
High vs low context
Power (concentration vs decentralized)
Individual vs collectivism
Time (short-term vs long-term)

235
Q

Improving intercultural competence

A
  1. developing bridging strategies
  2. developing motivation
  3. developing knowledge
  4. developing skills
236
Q

Eustress

A

Short-term, mild level of stress, ability to cope

237
Q

Listening Styles

A

Relational
Analytical
Critical
Task-Oriented

238
Q

Metacognition Cycle

A
  1. Assess the task
  2. Evaluate Strengths
  3. Plan the approach
  4. Apply strategies
  5. Reflect
239
Q

Randy Risto: Two world views

A

seeing things from our own perspective - tortoise and the hare

240
Q

Becky and Liz key components

A

Inequity of drug users in health care
Need to treat them as values individuals and provide the same quality of care
These people would rather die on the street than seek unjust hospital care

241
Q

Oberle and Raffin model (ARSER)

A

A: Asses the ethics
R: Reflect/Review actions
S: Select an ethical action
E: Engage in ethical action
R: Reflect/Review

242
Q

Denotative vs Connotative

A

Denotative = objective/actual meaning of a word
Connotative = subjective meaning of a word

243
Q

4 Emphasized Components of 2021 Code of Ethics for International Nurses

A
  1. Nurses and the Client
  2. Nurses and Practice
  3. Nurses and the Profession
  4. Nurses and Global Health
244
Q

Cognitive Dissonance

A

Mental discomfort you feel when there’s a discrepancy between what you believe and new information

245
Q

Pseudo-Conflict

A

Conflict triggered by a lack of understanding and miscommunication

246
Q

Destructive Conflict

A

Each person has a win-lose attitude
Damages the relationship

247
Q

Constructive Conflict

A

Builds new insight
Establishes a new power
Strengthens the relationship

248
Q

4 Main Conflict Management Skills

A
  1. Manage your emotions
  2. Manage Information
  3. Manage goals
  4. Manage the problem
249
Q

Co-Culture

A

A distinct culture within a larger culture

250
Q

Leininger’s Theory of Transcultural Nursing

A

Culturally congruent care: congruent with patient values
Culturally competent care

251
Q

Material Culture

A

Housing, Clothes, Cars

252
Q

Social Institutions

A

Schools, government, religious organizations

253
Q

Aesthetics

A

Music, theatre, art, dance

254
Q

Language

A

Verbal and non-verbal communication system

255
Q

Acculturation

A

We acquire other approaches, beliefs and values by coming into contact with other cultures

NURS 204 (2 decks)

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