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Block 1 > 321 exam 1 > Flashcards

321 exam 1 Flashcards

1
Q

communication and nursing practice

A

lifelong learning process in which nurses develop meaningful relationships. Nurses use critical thinking to collect data, analyze health problems, provide counseling, and interact with purpose

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2
Q

verbal communication components

A

denotation
pace
intonation
clarity
timing

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3
Q

nonverbal communication componenets

A

appearance, facial expression, posture, eye contact, gestures, sounds, personal space

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4
Q

therapeutic communication

A

nurse is a professional that promotes an environment for change and growth within an explicit timeframe

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5
Q

motivational interviewing definition

A

encourages pt to share thoughts, goals, beliefs, fears, with the aim of changing behavior. the nurse understands their motives and values

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6
Q

lateral violence

A

workplace bullying
witholding info, hypercritical, or put downs

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7
Q

professional communication

A

appearance, demeanor, behavior

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8
Q

AIDET

A

acknowledge
introduce
duration
explaination
thank you

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9
Q

therapeutic communication techniques

A

active listening
sharing observations
empathy
share hope
share humor
share feelings
touch
silence
providing info
clarifying
summarizing
validation
asking questions
self disclosure
confrontation

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10
Q

active listening

A

facing pt, uncrossed legs and arms, relaxed, make eye contact

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11
Q

non-therapeutic techniques

A

asking personal questions
giving opinions
change subject
automatic responses
false reassurance
sympathy
asking for explanations
approval/being defensive
aggressive response
arguing

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12
Q

adaptive techniques for language barrier

A

interpreter, pictures, dictionary

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13
Q

adaptive techniques for hearing loss

A

reduce environmental noise
face patient with mouth visible
rephrase not repeat
ask simple questions
don’t interrupt
communication board/pics

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14
Q

adaptive techniques for cognitive impairment

A

simple sentences, be a good listener, include friends and family

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15
Q

adaptive techniques for unresponsive pt

A

call by name, explain, speak clearly as if they can hear

  1. attend mindfully
  2. behave calmly
  3. communicate clearly
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16
Q

social communication

A

informal with friends

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17
Q

confidentiality in nursing

A

ethical and legal responsibility
HIPAA
no sharing info without permission
no sharing pt conversations, no social media

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18
Q

HIPAA

A

health insurance portability accountability act

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19
Q

key concepts of professional communication

A

respect, assertive, advocacy, professional boundaries

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20
Q

respect

A

ask name preference, appropriate expressions and body language, please and thank you

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21
Q

assertive

A

nurse has confidence and commands respect

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22
Q

advocacy

A

nurse defends rights of patients, clear and effective communication

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23
Q

professional boundaries

A

limits and responsibilities, not social

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24
Q

phases of a helping relationship

A

pre orientation
orientation
working
termination

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25
Q

pre orientation relationship phase

A

before, reading chart, thinking and planning

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26
Q

orientation phase

A

introduction, observe, assess, identify needs, establish trust

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27
Q

working phase

A

solving problems, meeting needs, explaining things to patients

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28
Q

termination phase

A

goodbye

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29
Q

factors affecting nurse/pt relationship

A

developmental phase, proxemics, culture, distractions

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30
Q

developmental stage barrier

A

young prefer short sentences and concrete meeting
old prefer more time to answer, speak in low tone and facing patient

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31
Q

proxemics barrier

A

intimate, personal, social, public

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32
Q

intimate proxemics

A

0-1.5 feet

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33
Q

personal space proxemics

A

1.5-4 ft

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34
Q

social space proxemics

A

4-12 ft

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35
Q

public space proxemic

A

more than 12 feet

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36
Q

culture barrier to nurse relationship

A

genered caregiver, close or far, touching head, eye contact

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37
Q

distraction barrier

A

too many visitors, turn off devices, pt can request to keep family

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38
Q

compensation

A

individual strengths to overcome inadequacy

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39
Q

denial

A

refusing to admit reality

40
Q

displacement

A

transfer of emotional energy away from source

41
Q

introjection

A

taking on certain characteristics of another personality/person

42
Q

projection

A

attributing undesirable feelings to another person

43
Q

rationalization

A

denying true motives and choosing one that is more socially accceptable

44
Q

regression

A

reverting to earlier stage of development

45
Q

repression

A

painful or hostile feelings stored away and forgotten

46
Q

sublimation

A

switching unacceptable impulses to socially accepted activites

47
Q

supression

A

choosing not to think about unpleasant feelings

48
Q

LGBTQ care barrier

A

use correct pronouns, be nonjudgemental

49
Q

someone in pain/ w anxiety care

A

short and direct sentences, avoid teaching, keep company

50
Q

motivational interviewing

A

asking patient about learning and to identify their motivation. Can reveal learning style preference

51
Q

psychosocial adaptations to illness, grief, and learning

A

denial
anger
bargaining
resolution
acceptance

52
Q

denial

A

avoids discussion of illness and withdrawals from others and disregards physical limitations

53
Q

anger

A

patient blames and directs anger at nurse or others

54
Q

baragining

A

offers to live a better life in exchange for health

55
Q

resolution

A

pt expresses emotions and realizes illness has created changes

56
Q

acceptance

A

recognizes reality of condition and pursues information to gain independence

57
Q

READINESS to learn

A

based on patients willingness to engage in learning activities. Grief illness and loss can impact readiness to learn

58
Q

attentional set

A

mental state that allows learner to focus and comprehend learning

59
Q

ABILITY to learn

A

developmental capability, cognitive and physical abilities.

learning environment can impact this

60
Q

teaching an adolescent information

A

help them understand feelings and self express, assist in problem solving and allow them to make health decisions

61
Q

teaching a young/middle adult info

A

set mutual goals, encourage independent learning and offer learning so they can understand the effects of a health issue

62
Q

teaching older adults

A

when alert and rested, involve them in discussion and teaching . keep it short

63
Q

health literacy

A

cognitive and social skills that determine the ability of a person to find info and use it to become healthier

64
Q

verbal 1:1 instruction

A

enhances comprehension
delivers pt centered edu
understand learner
communicate clearly
address health literacy
teaching
education

65
Q

group instruction

A

economical and groups are able to learn from each other

66
Q

preparatory instruction

A

provides info on a procedure, explain only important and normal feelings.

67
Q

demonstration teaching

A

teaching psychomotor skills
teachback method

68
Q

outcomes tied to low health literacy

A

increased hospitalization
poor plan adherence
med errors

69
Q

high health literacy outcomes

A

greater understanding of conditions and treatments. better health management

70
Q

people at high risk for low health literacy

A

older, ESL, immigrants, homeless, prison

71
Q

components of health literacy

A

oral communication
reading comprehension
numeracy
technology

72
Q

healthy people 2020 objectives

A
  1. increased pt reporting of hcp providing easy to understand guidance for their concerns
  2. increase number of patients reporting their hcp confirmed their understanding of info
  3. increase in pt reporting of office helping them fill out info on forms
73
Q

challenges for nurses in patient education

A

short stays, limited time during outpatient visits, lack of supplies, pt gets conflicting info from other patients, low literacy, lack of learning readiness

74
Q

Barriers to education

A

nurse lacks awareness of pt health literacy, inaccurate simplification, concerns of offending learner, staff turnover, nurse has wrong opinion of important info

75
Q

Things that hinder the learning process

A

motivation
cognition
culture
emotion
ineffective communication

76
Q

Teaching styles

A

question, lecture, demonstration, discussion, roleplay

77
Q

questioning teaching style

A

help them make connections

78
Q

lecture teaching style

A

printed and spoken material, helps if pt already has background

79
Q

demonstration teaching style

A

does task and explains

80
Q

domains of learning

A

cognitive
psychomotor
affective

81
Q

cognitive domain

A

memorize and understand

82
Q

psychomotor domain

A

DOING

83
Q

affective

A

discuss feelings on new things

84
Q

VARK

A

visual
auditory
reading
tactile

85
Q

teaching a patient with low health literacy

A

plain language, only relevant info. begin with most important, use multiple formats

86
Q

things to assess before teaching

A

knowledge level
age
language
readiness to learn
anxiety and stress
current health, wellness beliefs

87
Q

cues to low literacy

A

excuses, points or mouths as they read, shows pills, won’t sign consent without family/seems non-compliant

88
Q

teaching approaches

A

telling
participating
entrusting
reinforcing

89
Q

telling patient approach

A

direct and to the point

90
Q

participating with pt approach

A

teach them information and meaning

91
Q

entrusting approach

A

pt manges their care and behavior

92
Q

reinforcing approach

A

nurse notifies pt is something is off

93
Q

patient education goals

A

specific
measurable
individualized
pt centered

94
Q

optimal learning environment

A

quiet, private, comfy, good lighting. Not too hot or cold

95
Q
A

Block 1 (3 decks)

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