Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CHPN Exam > Education and Advocacy > Flashcards

Education and Advocacy Flashcards

1
Q

Ways to advocate

A

Openly verbalize importance of care

Help create and support care communities

identify and recommend others for membership

request training

participate in training

estalish and execute methods

formulate policies

work with insurance companies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
289
Q

Learning: mild anxiety

A

can facilitate learning by enhancing awareness and promoting information-seeking behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
290
Q

Learning: mild anxiety individual able to

A

absorb, process and test new information within personal parameters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
291
Q

Learning:moderate anxiety

A

begins to narrow perceptual field

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
292
Q

Learning:moderate anxiety indivdual able to

A

observe and learn from new information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
293
Q

Learning: severe anxiety

A

reduces individual’s ability to absorb new information because focus is on providing immediate relief

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
294
Q

Learning: severe anxiety: behaviors

A

automatic, distancing, or self-soothing attempt to re-establish equilibrium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
295
Q

Learning: uncontrolled, severe anxiety

A

feelings of panic, awe, dread

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
296
Q

Learning: uncontrolled, severe anxiety: behaviors

A

information is scattered and misinterpreted inability to focus attention outside of themselves or immediate needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
297
Q

Learning: uncontrolled, severe anxiety: establish

A

control before learning can take place

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
298
Q

Delivering bad news: 8 steps (Girgis and Sanson-Fisher)

A

provide privacy and adequate time assess understanding provide information simply and honestly avoid euphemisms encourage expression of feelings be empathetic give a broad realistic time frame for disease arrange for a review or follow up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
299
Q

Delivering bad news: provide privacy and adequate time

A

create a setting that is quiet and comfortable where participants will feel unrushed and uninterrupted establish who should be present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
300
Q

Delivering bad news: assess understanding

A

be informed about the condition determine what the family and patient already know

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
301
Q

Delivering bad news: provide information simply and honestly

A

give a warning and allow participants to prepare themselves for discussion express goals of meeting establish a foundation of basic information that can be built upon use common language and easy to understand explanations provide an interpreter if necessay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
302
Q

Delivering bad news: avoid euphemisms

A

discuss matters in a clear and direct manner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
303
Q

Delivering bad news: encourage expression of feelings

A

confirm and accept all emotional responses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
304
Q

Delivering bad news: be empathetic

A

sit quietly and allow time for information to be absorbed listen carefully and refrain from judgement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
305
Q

Delivering bad news: broad realist time frame for disease progression

A

allow for questions and comments discuss need for a legal decision maker watch for indication of self-harm intention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
306
Q

DNR: steps

A

establish an appropriate setting establish what family and patient know find our patient’s future expectations discuss DNR order discuss parameters in which resuscitation would be considered respond to emotion and assist in developing a plan

307
Q

DNR: establish understanding of patient’s condition

A

build on current knowledge

308
Q

DNR: discuss so patient can understand

A

given present condition and expectorations for future use language patient can understand identify specific examples and options

309
Q

DNR: respond to emotion and develop plan

A

encourage and respect any responses document patient’s wishes in care plan

310
Q

Ways to advocate: verbalize importance

A

of quality terminal care nad educationg the community about issues surrounding end-of-life care

311
Q

Ways to advocate: create and support

A

palliative care communities and recommend other health care providers and others fro membership in palliative care commuities

312
Q

Wasy to advocate: identify and reommend

A

other health care providers and others for membership inpalliative care communities

313
Q

Ways to advocate: request

A

training in bioethics provided by a qualified ethicits

314
Q

Ways to advocate: establish and execute

A

methods for consistent ongoing development and education for committee members

315
Q

Ways to advocate: formulate

A

policies regarding treatment issues, education, consultations, and documentation

316
Q

Ways to advocate: work with

A

insurance companies to provide support and reimbursement for palliative care services

317
Q

Fentanyl patch: placed where

A

on a clean, dry, hairless protion of the upper body

absorbed better when placed over some adipose or muscle tissue

318
Q

Fentanyl patch: reach full effectiveness

A

48 - 72 hours

319
Q

Fentanyl patch: what to give while patch is becoming effecitve

A

short-term analgesia such as morphine

320
Q

Fentanyl patch: monitor

A

pain control

side effects

321
Q

Fentanyl patch: change

A

every 72 hours

can be changed every 48 hours if patient is consistently having increased pain on third day

322
Q

Fentanyl patch: site

A

choose different site for placement with each new application

323
Q

Fentanyl patch: irritated skin

A

a steroid may be sprayed on area

let dry before placing new patch

324
Q

Fentanyl patch: unused patches

A

should be destroyed when no longer needed

325
Q

Fentanyl patch: breakthrough pain

A

additional medication can be provided for breakthrough pain

326
Q

Fentanyl patch: hands

A

wash hands after handling the patches

327
Q

Advanced care planning: beneficial

A

discussions and communication about patient preferences are beneficial for both the patient, family and friends

328
Q

Advanced care planning: be open about

A

patient’s needs and expectations

allows for increased clarity of care goals

facilitate access to needed services

329
Q

Advanced care planning: imporatnt decisions

A

identify primary decision maker

understand disease process and limitations of physical condition

place financial affairs in order

identify treatment preferences in writing

communicate openly with physician about expectations

330
Q

Advanced care planning: most patients want

A

make funeral plans

to have sense of completion

a general understanding of timing of death

331
Q

Advanced care planning: patients less likely to

A

express personal fears

appear vulnerable to families, physicians, caregivers

332
Q

Advanced care planning: discuss

A

relief of pain and distressing symptoms

decisions about specific medical treatments

333
Q

Advanced care planning: specific medical treatments to discuss

A

artificial feeding and hydration

palliative and hospice care

CHPN Exam (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions