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class test two Flashcards

1
Q

what can culture be considered?

A

a broad concept that embraces all aspects of life including customs, beliefs, technological achievements, language and the history of a particular group

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2
Q

what does culture produce?

A

a shared identity and unity within a group

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3
Q

what can culture be described as?

A

a system of beliefs, values and behaviours

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4
Q

what does culture include?

A
  • physical and/or material items
  • expected behaviours and roles
  • guiding thoughts/ philosophy
  • norms
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5
Q

in order to communicate in a way that is culturally effective as a health professional what is it important to understand?

A

that each person has diverse experiences, world views, beliefs, attitudes and values that affect that affect their understanding of power and privilege

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6
Q

what is the notion of cultural safety?

A

embraces all diverse groupings regardless of age, gender, sexual preferences and disability and breaks down systems that disempower

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7
Q

what is critical self-awareness as a strategy for culturally congruent communication?

A

evaluate personal cultural values, beliefs and traditions, be aware of your own biases/tendencies to stereotype

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8
Q

what is personal commitment to understand differences as a strategy for culturally congruent communication?

A

life long learning of requirements for effective communication for all groups of people

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9
Q

what is investing time to understand as a strategy for culturally congruent communication?

A

don’t rush encounters with individuals

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10
Q

what is the anticipation of difficulties as a strategy for culturally congruent communication?

A

be prepared to change the way you communicate

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11
Q

what are strategies for culturally congruent communication?

A
  • critical self-awareness
  • personal commitment to understand differences
  • invest time to understand
  • anticipation of difficulties
  • use an interpreter when required
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12
Q

what are some challenges and barriers in communication that can occur?

A
  • misunderstandings
  • giving offence/taking offence
  • confusion
  • inability to build rapport
  • poor verbal/non-verbal communication etc.
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13
Q

what are some enablers of culturally congruent communication?

A
  • active listening
  • awareness of theirs and your values
  • clarify differences
  • be aware of body language, tone and pitch
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14
Q

what is assertiveness?

A

the effort a person makes to influence or control the thoughts or actions of others

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15
Q

what do people who are assertive do?

A
  • tell others how things should be

- task orientated, active, confident

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16
Q

what do people who are not assertive do?

A
  • ask others how things should be done

- reserved, easy going, private and deliberate

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17
Q

what is expressiveness?

A

the effort that a person makes to control his or her emotions and feelings when relating to others

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18
Q

what are dimensions of style of communication?

A

expressiveness and assertiveness

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19
Q

what do people who are expressive do?

A
  • display emotions

- versatile, sociable and extraverted

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20
Q

what do people who are not expressive do?

A
  • control their emotions

- dogmatic, controlled and quiet

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21
Q

what are the four different team member styles?

A
  • direct
  • spirited
  • systemic
  • considerate
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22
Q

what does a direct team member style consist of?

A
  • focus on big picture
  • believes that conflicts are constructive
  • takes risks
  • communicates assertively
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23
Q

what does a spirited team member style consist of?

A
  • loves generating new ideas
  • open to change
  • recognises and praises accomplishments of others
  • energy and enthusiasm
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24
Q

what does a systemic team member style consist of?

A
  • thinks critically and analytically
  • strong organisational skills
  • high standards
  • pays attention to detail
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25
Q

what does a considerate team member style consist of?

A
  • actively listens to others
  • lends a helping hand
  • encourages others to share thoughts
  • mediates conflicts
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26
Q

what are the trouble spots for a direct team member style?

A
  • overly critical
  • gives feedback with little regard for receiver’s feelings
  • aggressive
  • impatient
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27
Q

what are the trouble spots for a spirited team member style?

A
  • distracted and undisciplined
  • struggles to meet deadlines
  • behaviour can be disruptive
  • difficulty sticking to plan
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28
Q

what are the trouble spots for a systemic team member style?

A
  • can be a perfectionist
  • resistant to change
  • values data over personal relationships
  • rigid and inflexible
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29
Q

what are the trouble spots for a considerate team member style?

A
  • doesn’t express opinions
  • passive and dependent
  • trusts too easily
  • overly sensitive to criticism
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30
Q

how does a direct leader approach a task?

A
  • takes charge
  • gets down to business
  • focuses on deadlines
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31
Q

how does a spirited leader approach a task?

A
  • visualises the big picture
  • turns work into play
  • imagines possibilities
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32
Q

how does a systemic leader approach a task?

A
  • plans carefully
  • analyses relevant data
  • imposes logic and structure
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33
Q

how does a considerate leader approach a task?

A
  • creates a comfortable enviro
  • follows procedures that are ‘tried and true’
  • establishes an easy work pace
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34
Q

how does a direct leader relate to others?

A
  • tells people what to do
  • tells them to get going now
  • directs attention towards finish line
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35
Q

how does a spirited leader relate to others?

A
  • inspires people to think of new ideas
  • generates excitement in others
  • rallies troops
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36
Q

how does a considerate leader relate to others?

A
  • asks for input
  • listens actively
  • provides support
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37
Q

how does a systemic leader relate to others?

A
  • asks people to be thorough
  • requests what others think before acting
  • directs attention towards data
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38
Q

what is the result of a direct leader?

A

job gets done NOW

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39
Q

what is the result of a spirited leader?

A

people align themselves behind a vision

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40
Q

what is the result of a considerate leader?

A

the group sticks together

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41
Q

what is the result of a systemic leader?

A

high standards, objectivity and accuracy are maintained

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42
Q

what are traits of a direct leader?

A
  • produces results quickly
  • gets people moving
  • takes charge no matter how challenging the situation
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43
Q

what are traits of a spirited leader?

A
  • inspires others to develop new approaches
  • creates a fun atmosphere
  • rallies support
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44
Q

what are traits of a systemic leader?

A
  • makes decisions based on facts
  • asks for specific details
  • is analytical
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45
Q

what are traits of a considerate leader?

A
  • listens actively
  • work cohesively with others
  • considers other’s feelings
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46
Q

when is a direct team leader least effective?

A
  • situations requiring careful planning

- situations that require tact, and sensitivity to other’s feelings

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47
Q

when is a spirited team leader least effective?

A
  • in urgent situations in which deadlines must be met

- situations where long-term planning is vital

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48
Q

when is a systemic team leader least effective?

A

-in situations requiring quick decision making or flexibility

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49
Q

when is a considerate team leader least effective?

A
  • in situations requiring quick adjustments because of unforeseen changes
  • situations in which the need to take charge of others is critical
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50
Q

when is a direct team leader most effective?

A

in crisis or rapidly changing situations in which bold action and quick decisions are required

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51
Q

when is a spirited team leader most effective?

A

in situations in which people need to be motivated to develop innovative ideas

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52
Q

when is a systemic team leader most effective?

A

in situations requiring in-depth decision-making

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53
Q

when is a considerate team leader most effective?

A

in sensitive situations requiring patience, tact and diplomacy

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54
Q

what is the locus of learning for a behaviourist?

A

stimuli in external enviro

55
Q

what is the locus of learning for a cognitivist?

A

internal cognitive structuring

56
Q

what is the locus of learning for a humanist?

A

affective and cognitive needs

57
Q

what is the learning process of a behaviourist?

A

behavioural change

58
Q

what is the learning process of a cognitivist?

A

internal mental processing

59
Q

what is the learning process of a humanist?

A

personal act to fulfil potential

60
Q

what is the locus of learning for social and situational?

A

relationship between people and the enviro

61
Q

what is the learning process of social and situational?

A

interaction/observation in social contexts; communities of practice

62
Q

what is the purpose in the education of a behaviourist?

A

produce behavioural change in desired direction

63
Q

what is the purpose in the education of a cognitivist?

A

develop capacity and skills to learn better

64
Q

what is the purpose in the education of a humanist?

A

become self-actualised, autonomous

65
Q

what is the purpose in the education of social and situational?

A

full participation in community of practice

66
Q

what are some differences between child and adult learners?

A
  • children rely on others to determine what is important to learn whereas adults decide themselves
  • adults expect learning to be immediately useful whereas children don’t
  • adults have experience
67
Q

what are some strengths of problem based learning?

A
  • develops info management skills/critical reasoning and problem solving
  • promotes active learning
68
Q

what are some challenges of problem based learning?

A
  • time and role management
  • info access
  • preferred by those with convergent learning style
69
Q

what are the four types of learning style models?

A
  • individual personality characteristics
  • the way learners interact in a classroom or learning enviro
  • instructional preference
  • the way people process info
70
Q

what is the Myers-Briggs Type Inventory?

A

psychological test aimed at identifying personality preferences

71
Q

what four dichotomies does the Myers-Briggs. Type Inventory test of personality assess?

A
  • introversion/extraversion
  • sensing/intuition
  • thinking/feeling
  • judging/perceiving
72
Q

what does the Myers-Briggs Type Inventory find?

A

the preferred way of receiving and processing info

73
Q

what are learners often described as?

A
  • surface learners
  • achievement-orientated learners
  • deep learners
  • active or passive
74
Q

what are the four types of modes of communication in regards to instructional preference?

A
  • visual
  • aural
  • read/write
  • kinaesthetic
75
Q

what is the kinaesthetic mode of instructional preference?

A

perceptual preference related to the use of experience and practise

76
Q

what is the aural mode of instructional preference?

A

preferences for info that is spoken, they learn best from lectures, discussions etc.

77
Q

what is VARK?

A

a questionnaire that provides users with a profile of their learning preferences. These are about the way they take-in and give-out info

78
Q

what are some study strategies for linear learners?

A
  • break down tasks into smaller chunks, work from easy to complex
  • schedule tasks into smaller timer segments
79
Q

what are some study strategies for hollistic learners?

A
  • work in large blocks of time
  • brainstorm
  • use concept maps
  • study one subject at a time
80
Q

what are the stages of Lewin’s Four Stage Model?

A
  • reflect: on what you know about the situation
  • plan: how you proceed
  • act: out plan
  • observe: the results your actions bring
81
Q

what are the four parts of the Kolb Cycle?

A
  • concerte experience
  • reflective observation
  • abstract conceptualisation
  • active experimentation
82
Q

how do you learn by concrete experience?

A

learn by experiencing

83
Q

how do you learn by active experimentation?

A

learn by doing

84
Q

how do you learn by reflective observation?

A

learn by reflecting

85
Q

how do you learn by abstract conceptualisation?

A

learn by thinking

86
Q

what is the accomodating learning style?

A

in formal learning may prefer to work with others, and to test out different approaches

87
Q

what is the diverging learning style?

A

in formal learning situations may prefer to work in groups to gather info, and to receive personalised feedback

88
Q

what is the converging learning style?

A

in formal learning may prefer to experiment with new ideas, simulations, lab assignments and practical applications

89
Q

what is the assimilating learning style?

A

in formal learning, may prefer lectures, readings, exploring analytical models, having time to think things through

90
Q

what are four student learning strategies?

A
  • concrete
  • active
  • reflective
  • abstract
91
Q

what is a concrete student learning strategy?

A

ask lecturers for concrete applications of theory, relate theories to real world etc.

92
Q

what is an active student learning strategy?

A

discuss topics with other students in a study group, use flashcards etc.

93
Q

what is a reflective student learning strategy?

A

choose a quiet study space, reflect on readings, consider cause and effects and write summaries

94
Q

what is an abstract student learning strategy?

A

convert facts into concepts and link to theories

95
Q

what are ways to strengthen learning style of accomodation?

A
  • commit to objectives
  • seek new opportunities
  • influence and lead others
  • become personally involved
96
Q

what are ways to strengthen learning style of diverging?

A
  • be sensitive to people’s values and feelings
  • listen with an open mind
  • gather info
97
Q

what are ways to strengthen learning style of converging?

A
  • create new ways of thinking
  • experiment with new ideas
  • set goals
  • make decisions
98
Q

what are ways to strengthen learning style of assimilating?

A
  • organise info
  • test theories and ideas
  • build conceptual models
  • design experiments
99
Q

what does the Kolb Learning Style Inventory describe?

A

the way you learn and deal with ideas in a day to day situations

100
Q

what are the four learning styles yielded by the Kolb Learning Style Inventory?

A
  • diverging
  • assimilating
  • converging
  • accomodating
101
Q

what are some factors that increase risk of infection?

A
  • age (very young and aged)
  • underlying disease
  • prior drug therapy
  • surgery or instrumentation
102
Q

what are the two types of infections?

A
  • community acquired

- nosocominal/hospital acquired infection (HAI)

103
Q

what are the main infections that can be picked up during a hospital stay?

A
  • UTI
  • wound infection
  • pneumonia
  • septicaemia
104
Q

who is most susceptible to infection?

A
  • very young people
  • very old
  • those with medical conditions
  • people with defective immunity
  • surgical patients
105
Q

what are the modes of contact transmission of infection?

A
  • direct
  • indirect
  • droplet
  • air
106
Q

what is a direct contact as a mode of infection transmission?

A

direct person to personal (faecal or oral) or physical contact between source and susceptible host

107
Q

what is indirect contact as a mode of infection transmission?

A

personal contact of host with contaminated object (eg. dressings and needles)

108
Q

what is droplet contact as a mode of infection transmission?

A

large particles that travel up to 1 metre and come in contact with a susceptible host (eg. coughing, sneezing or talking)

109
Q

what is air contact as a mode of infection transmission?

A

droplet nuclei, or residue or evaporated droplets suspended in air or carried on dust particles

110
Q

what are examples of infections caused by direct contact mode of transmission?

A
  • hepatitis A

- herpes

111
Q

what are examples of infections caused by indirect contact mode of transmission?

A
  • hepatitis B

- staphylococcus

112
Q

what are examples of infections caused by droplet contact mode of transmission?

A
  • measles
  • influenza
  • rubella
113
Q

what are examples of infections caused by air contact mode of transmission?

A
  • mycobacterium tuberculosis (TB)

- chicken pox

114
Q

what are vehicles for infection?

A

contaminated items eg. water, drugs, solutions,

blood, food

115
Q

what are the two types of vectors?

A

external mechanical transfer and internal transmission

116
Q

what is an external mechanical transfer vector?

A

flies

117
Q

what is an internal transmission vector?

A

such a parasitic conditions between vector and host such as mosquito or louse

118
Q

what are the five moments of hand hygiene?

A
  1. Before touching patient
  2. Before procedure
  3. After procedure or exposure to body fluid
  4. after touching patient
  5. after touching patient’s surroundings
119
Q

what are work practices for the basic level of infection control?

A
  • good hygiene practices
  • use of protective barriers
  • appropriate handling and disposal of sharps and other contaminated waste
  • use of a septic techniques
120
Q

what are extra precautions for droplet/airborne/contact?

A
  • private rooms or 1m between
  • mask
  • limit movement and transport
  • combine same infection in one area
  • specialised filtration system
121
Q

what is manual handling?

A

any activity requiring the use of force exerted by a person to lift, lower, push, pull, carry or otherwise move, hold or restrain an object or person

122
Q

what is a musculoskeletal disorder?

A

refers to physical injuries resulting from manual handling

123
Q

what are some responsibilities of the employer?

A
  • provide safe working enviro
  • undertake risk management
  • consult with employees
124
Q

what are some responsibilities of the employee?

A
  • no shortcuts
  • report hazards and incidents
  • use equip when appropriate
  • comply with policies
125
Q

what are the key features of safe patient handling policy (ANMF)?

A
  • clients encouraged to move themselves
  • hoists for total body lifting
  • staff trained
  • manual lifting all or significant proportions of body weight eliminated
126
Q

when is it acceptable to manually lift all or a significant proportion of a client’s body weight?

A

in exceptional or life threatening circumstances only

127
Q

what are four steps of risk management?

A
  1. identify hazards
  2. risk assessment (tile)
  3. control risk
  4. evaluate
128
Q

what does T.I.L.E stand for in risk assessment?

A
  • task
  • individual
  • load
  • enviro
129
Q

what are characteristics of tasks that involve hazardous manual handling?

A

-repetitive or sustained awkward position/movement/force
-high force
etc.

130
Q

what are some safe handling principles?

A
  • stretch/warm up
  • maintain stable base
  • brace core
  • use weight transferring techniques
  • use large muscles
  • hold object close
131
Q

what are some weight transferring body position techniques?

A
  • semi squat
  • sidelunge
  • forwards/backwards lunge (walk stance)
132
Q

for manual handling equip what are some important things for you?

A
  • be trained
  • use appropriate equip
  • check safe working load sufficient
  • check if item is working correctly
133
Q

what are some manual handling equip examples?

A
  • adjustable beds
  • hoist
  • slide sheets
  • wheelchair and mobility aids
134
Q

what are some unsafe techniques for manual handling?

A
  • bear hug
  • cradle lift
  • underarm/hook lift
  • shoulder lift
  • top and tail lift

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