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funda long exam > 21-30 > Flashcards

21-30 Flashcards

1
Q

an intellectual and emotional bond between the nurse and the client and is focused on the client.

A

Helping Relationship

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2
Q

nurse-client relationship, therapeutic relationship

A

Helping Relationship

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3
Q

Phases of the Helping Relationship

A

1 Pre interaction
2 introductory
3 working
4 termination

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4
Q

in this phase, the nurse has information about the client before the face-to-face meeting.

A

Pre-interaction

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5
Q

in this phase, Planning for the initial visit may generate some anxious feelings.

A

Pre-interaction

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6
Q

Also referred to as the orientation/pre-helping phase

A

Introductory

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7
Q

this phase Sets the tone for the rest of the relationship.

A

Introductory

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8
Q

(phase) Goal of the Nurse: develop trust and security within the nurse-client relationship.

A

Introductory

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9
Q

three stages of the introductory phase

A

opening the relationship
clarifying the problem
structuring or formulating the contract

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10
Q

behaviors that inhibit involvement, cooperation, or change

A

Resistive behavior

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11
Q

reliance on someone without doubt or question.

A

trust

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12
Q

in this phase, Nurse and client begin to view each other as unique individuals; appreciate this uniqueness and care about each other.

A

working

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13
Q

2 major stages of the working stage

A

a. Exploring and understanding thoughts and feelings.
b. Facilitating and taking action.

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14
Q

ability to experience, in the present, a situation as another person’s circumstances and feelings

A

Empathy

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15
Q

focuses on a kind of “being with” clients to develop an understanding of their world.

A

Empathetic listening

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16
Q

understanding that is communicated effectively

A

Empathetic response

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17
Q

this phase is Often expected to be difficult and filled with ambivalence, however, if the previous phases have evolved effectively, the client generally has positive outlook and feels able to handle problems independently.

A

termination

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18
Q

Determine the client’s primary language for communicating and whether a fluent interpreter is required.

A

Language Deficits

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19
Q

Devise a communication system like writing on a paper

A

Structural Deficits

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20
Q

Observe whether the client is attempting to see your face to read your lips.

A

Sensory Deficits

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21
Q

Determine whether the client can point, shrug, blink, or squeeze a hand

A

Paralysis

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22
Q

Assess whether these clients respond when asked a question

Assess the client’s ability to understand written words. Use large, clearly written words when trying to establish abilities in this area

A

Cognitive impairments

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23
Q

The nurse focuses on 3 areas:
Content of the message
Themes
Verbalized emotions

A

Verbal Communication

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24
Q

Consider client’s culture.

Pay particular attention to facial expression, gestures, body movements, affect, tone of voice, posture, and eye contact

A

Nonverbal Communication

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25
Q

Provides a standardized framework for communicating important information.

A

Situation, Background, Assessment, and Recommendation (SBAR) Model

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26
Q

SBAR

A

Situation, Background, Assessment, Recommendation

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27
Q

Provide your name, health agency, client name, brief information about the problem

A

SITUATION

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28
Q

Provide information pertinent to the current situation, such as admitting diagnosis, date of admission, and important clinical information that relates to the call.

A

BACKGROUND

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29
Q

Refers to the current condition of the client and any change in the assessment since the previous communication. Indicate the severity of the problem

A

ASSESSMENT

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30
Q

What is your recommendation to solve the problem, or what do you need from the healthcare provider?

A

RECOMMENDATION

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31
Q

Ability to form a work relationship with colleagues, displaying maturity in a variety of situations and resolve conflicts while taking into consideration the emotions of others

A

Emotional Intelligence

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32
Q

Promotes client safety by minimizing miscommunication with colleagues.

People who use it are honest, direct, and
appropriate while being open to ideas and
respectful to the rights of others.

An important characteristic includes the use
of “I” statements versus the “you”
statements.

A

assertive communication

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33
Q

submissive and agressive

A

non-assertive communication

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34
Q

Allow their rights to be violated by others.

A

Submissive

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35
Q

Described as “directed toward what one wants without considering the feelings of others”.

A

Aggressive

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36
Q

“__” statements encourage discussion.

A

I statements

37
Q

__ statements s place blames and put
the listener in a defensive position.

A

you statements

38
Q

Rude or disruptive behavior that may result in psychological or physiological distress for the people involved, and if left unaddressed, may progress into threatening situations.

A
38
Q

Rude or disruptive behavior that may result in psychological or physiological distress for the people involved, and if left unaddressed, may progress into threatening situations.

A

Incivility

39
Q

Also known as horizontal violence or horizontal hostility

A

Lateral Violence

40
Q

Physical, verbal, or emotional abuse or aggression directed at RN coworkers at the same organizational level.

A

Lateral Violence

41
Q

Repeated, unreasonable actions of individuals directed towards an employee (or group of employees), which are intended to intimidate, degrade, humiliate, or undermine or which create a risk to the health or safety of the employees

A

Bullying

42
Q

Assisting, supporting, or enabling another individual or group with evident or anticipated needs to ameliorate or improve a human condition or lifeway, or to face death.

A

caring

43
Q

sharing deep and genuine concern about welfare of another person.

A

caring

44
Q

connection, mutual recognition, and involvement between nurse and client.

A

caring practice

45
Q

the nurses involved in these situations experience caring through knowing they have made a difference in their client’s lives

A

caring practice

46
Q

he has proposed that to care for another person is to help him grow and actualize himself

A

Milton Mayeroff (1990)

47
Q

8 Major Ingredients of Caring (Mayeroff)

A

knowing
alternating rhythm
patience
honesty
trust
humility
hope
courage

48
Q

understanding the other’s needs and how to respond to these needs.

A

Knowing

49
Q

moving back and forth between the immediate and long-term meanings of behavior, considering the past.

A

Alternating rhythms

50
Q

enables the other to grow in his own way
and time.

A

Patience

51
Q

awareness and openness to one’s own feelings and a genuineness in caring for the other

A

Honesty

52
Q

letting go, allowing the other to grow in his own way and own time.

A

Trust

53
Q

acknowledging that there is always more to learn, and learning may come from any source.

A

Humility

54
Q

belief in the possibilities of other’s growth.

A

Hope

55
Q

sense of going into the unknown, informed by insight from past experiences

A

Courage

56
Q

Five viewpoints according to Morse, Solberg, Neander, Battorff, and Johnson, 1990:

A

caring as a moral imperative
caring as an affect
caring as human trait
caring as an interpersonal relationship
caring as a therapeutic intervention

57
Q

when we are nursing our patient, caring must be included.

A

Caring as a Moral Imperative

58
Q

→ how we present ourselves (our demeanor) towards our client

A

Caring as an Affect

59
Q

→ as a person, it is innate for us to care.

A

Caring as a Human Trait

60
Q

→ caring involves two or more people.

A

Caring as an Interpersonal Relationship

61
Q

→ what we usually do: giving support and comforting our patient.

A

Caring as a Therapeutic Intervention

62
Q

Proposes that “caring is the essence of nursing, and
the distinct, dominant, central, and unifying focus of
nursing.”

A

Proposes that “caring is the essence of nursing, and
the distinct, dominant, central, and unifying focus of
nursing.”

63
Q

Cultural congruent care is provided in 3 major ways:
preserving
accommodating
repatterning

A

Leininger — Culture Care Diversity and Universality

64
Q

Focuses on caring as a philosophical concept and proses that caring is the human mode of being

A

Roach — Human Mode Model

65
Q

6C’s of caring:

A

compassion
competence
confidence
conscience
commitment
comportment

66
Q

awareness of one’s relationship to others, sharing their joys, sorrows, pain, and accomplishments (participating in the experience of another person)

A

compassion

67
Q

having the “knowledge, judgment, skills, energy, experience, and motivation required to respond adequately to the demands of one’s professional responsibilities.”

A

competence

68
Q

comfort with self, client and others that allows one to build trusting relationships.

A

confidence

69
Q

moral, ethics, and an informed sense of right and wrong

A

conscience

70
Q

→ deliberate choice to act in accordance with one’s desires as well as obligations

A

commitment

71
Q

appropriate bearing, demeanor, dress, and language that are in harmony with a caring presence; presenting oneself as someone who respects others and demands respect.

A

comportment

72
Q

(Nursing as Caring)

A

Boykin & Schoenhofer

73
Q

(Theory of Caring)

A

Swanson

74
Q

(Theory of Nursing Care

A

Watson

75
Q

— Primacy of Caring

A

Benner and Wrubel

76
Q

direct personal interactions between the nurse and patient.

A

Direct care

77
Q

work on behalf of the client to improve health status

A

Indirect care

78
Q

Activities are any that foster the highest state of well-being of the recipient of activities.

A

Health Promotion

79
Q

Focuses on avoidance of disease.

A

Illness Prevention

80
Q

Encompasses activities that foster a return to health
for those already ill

A

Health Restoration

81
Q

Nurses have been active in promoting the respectful care of those who are terminally ill or dying.

A

End-of-Life Care

82
Q

The nurse aims to know who the client is in his/her
uniqueness.

A

Knowing the client

83
Q

caring encounters

A

knowing the client
nursing presence
empowering the client
compassion
competence

84
Q

Being emotionally present to the client and family

A

Nursing presence

85
Q

Nurse identifies and builds upon the client/family
strengths.

A

Empowering the client

86
Q

The caring nurse is described as warm and
empathic, compassionate and concerned.

A

Compassion

87
Q

The competent nurse employs the necessary
knowledge, judgment, skills and motivation to
respond to the client’s needs

A

Competence

funda long exam (6 decks)

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