EF - GRIEF Flashcards

1
Q

Grief can be defined as

A

eelings or reactions that an individual has to a loss in ir life

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2
Q

loss that an individual faces is not always related to a

A

death

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3
Q

grief can be experienced w/ many

A

types of loss

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4
Q

every person experiences grief in ir

A

own unique way

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5
Q

Most individuals, if not all, will

A

experience grief at some point in ir life

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6
Q

American Psychological Association defines grief as

A

“ anguish experienced after significant loss, usually death of a beloved person”

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7
Q

Grief can occur after

A

eceiving bad news about one’s health or from many life situations

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8
Q

C. may experience grief due to

A

loss of a loved one such as a spouse, a parent, a sibling, a child, or a close friend
divorce,
retirement,
loss of a job,
loss of friendship,
loss of financial stability,
a miscarriage, or
moving to a new city

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9
Q

Grief can include both

A

emotional and physical manifestations,

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10
Q

grief is usually accompanied by

A

physiological stress

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11
Q

C.s may exhibit

A

anxiety,
difficulties in concentrating,
thinking about past excessively, and
agitation

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12
Q

Grief is body’s way of

A

healing after one has suffered a loss

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13
Q

Types of Grief

A

Normal
Anticipatory
Prolonged Grief Disorder
Disenfranchised Grief

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14
Q

Normal grief, also known

A

uncomplicated grief

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15
Q

Normal grief, also known as uncomplicated grief, is caused by

A

loss of a loved one, through death or ending of a relationship

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16
Q

grief can be triggered by or

A

experiences that are considered to be painful or traumatic to C.

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17
Q

period of time for which an individual grieves a loss will

A

differ for every person, most people will experience grief after a loss for several months to a year

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18
Q

normal grief is different for

A

everyone

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19
Q

individual’s sense of loss is

A

unique to that person, and people’s feelings regarding loss reflect ir own unique make-up

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20
Q

Feelings experienced during grief often include

A

sadness, guilt, yearning, anger, and regret

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21
Q

no timeline for how long

A

an individual will experience grief,

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22
Q

nor is re an ordinary degree or severity to which

A

an individual will experience grief

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23
Q

Grief typically lessens

A

over time as feelings decrease in intensity, and person experiencing grief simultaneously moves forward in ir acceptance of loss

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24
Q

Grief is primarily thought of as being caused by death of a loved one, but it has many or causes—for example

A

loss of identity, loss of safety, loss of autonomy, and loss of dreams or expectations

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25
Q

Loss of identity can be experienced when

A

a C. faces loss of a role or relationship,

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26
Q

Exs of loss of role or relationship

A

such as after divorce, when one is no longer considered a spouse; or when a child goes off to college, leaving parent as an empty nester; or after having undergone a double mastectomy, when a C. might feel a loss of femininity

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27
Q

Loss of safety (think of Maslow’s hierarchy of needs) is experienced when

A

C.s perceive that y have lost physical, emotional, and mental happiness

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28
Q

Loss of security can be experienced when

A

C.s find mselves evicted or have erratic housing arrangements, among children of divorced parents, or when a survivor of physical abuse fears for ir safety on a daily basis

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29
Q

Loss of autonomy is experienced

A

as a result of older adults’ inability to take care of mselves and belief that y can no longer contribute to society, or when individuals have a worsening condition that affects ir physical or cognitive capability

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30
Q

Loss of dreams and expectations is experienced when

A

an individual’s hopes and dreams remain unfulfilled

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31
Q

Exs of lost of dreams/expectations

A

C.s whose career path fails to mirror ir expectations; students struggling to find where y belong in real world; and a couple who are coming to terms w/ infertility

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32
Q

Common manifestations of normal grief include

A

sadness, guilt, yearning, anger, and regret

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33
Q

Anticipatory grief is defined as

A

grief that is experienced before loss of someone or something

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34
Q

anticipatory grief arises when

A

a loss is expected

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35
Q

Anticipatory grief commonly occurs when

A

C. has been identified as having a terminal illness or has been suffering from a chronic disease over an extended period of time

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36
Q

anticipatory grief can be experience by

A

C.s who have a connection w/ dying person or are dying person mselves

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37
Q

re is no exact amount of time over which

A

a person may experience anticipatory grief

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38
Q

Even though a person has experienced anticipatory grief previously, prior experience will

A

not affect present grief experience or degree of grief an individual experiences after a loss

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39
Q

C.s who suffer anticipatory grief can display both

A

mental and physical manifestations

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40
Q

According to Metzger, common findings of anticipatory grief include

A

sadness, anger, loneliness, guilt, anxiety, fear, fatigue, and poor concentration

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41
Q

normal to have anticipatory grief when

A

someone or something that a C. loves is expected to be lost, and C.s can experience anticipatory grief when y face a looming crisis or end of life

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42
Q

Prolonged grief disorder (PGD), previously known as

A

complicated grief,

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43
Q

Prolonged grief disorder (PGD)

A

grief that lasts longer than 6 months and can be so significant that it affects C.’s ability to function

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44
Q

C.s who are experiencing prolonged grief are unable to

A

accept death of loved one

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45
Q

behavior is marked by a persistent need to

A

find deceased person, and y are preoccupied w/ thoughts of deceased person

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46
Q

Or manifestations of prolonged grief disorder include

A

feelings of guilt (self-blame), anger, and difficulty participating in new and different activities

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47
Q

It is not unusual for C.s experiencing prolonged grief to

A

detach mselves from ir friends or family, making it harder for m to recover as y become isolated and lonely

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48
Q

Nursing interventions for PGD include

A

showing concern, allowing C.s to voice ir feelings, and providing emotional support and guidance

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49
Q

If a nurse becomes concerned that a C. has potential for self-harm, nurse has an ethical responsibility to

A

notify provider immediately to get mental health services for C.

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50
Q

Health care providers can diagnose complicated grief as a

A

medical disorder and can provide C. w/ most appropriate treatment available, including support and rapy

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51
Q

Disenfranchised grief is grief related to

A

a relationship that does not coincide w/ what is considered by society to be a recognized or justified loss

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52
Q

Disenfranchised grief loss is considered by society to

A

be one of shame or socially uncomfortable and, refore, not worthy of grief

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53
Q

Because loss is not regarded as worthy of grief,

A

social support is not provided to grieving individual

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54
Q

C.s who are experiencing disenfranchised grief are left to

A

grieve alone and in silence, as compared to C.s experiencing normal grief, for whom rituals are routinely utilized to lessen burden after a loss

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55
Q

isenfranchised grief can occur as a result of

A

a loss being unrecognized as significant (eg, loss of a pet or miscarriage),
an unrecognized relationship (eg, an extramarital affair),
an unrecognized griever (eg, a young child),
or loss itself being disenfranchised (eg, suicide)

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56
Q

C.s experiencing disenfranchised grief can suffer from

A

depression, unstable emotions, social isolation, physical symptoms, insomnia, and low self-esteem

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57
Q

Kubler-Ross Five Stages of Grief

A

named after psychiatrist Elizabeth Kubler-Ross, who initially developed ory for dying in 1969

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58
Q

Kubler-Ross model identifies five stages in grieving process:

A

denial, anger, bargaining, depression, and acceptance

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59
Q

Originally it was believed that those who were grieving had to go

A

through all five stages in a precise, sequential order

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60
Q

revised ory,

A

stating that five stages were not sequential, and an individual may not necessarily experience all of m; also may bounce back and forth between stages

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61
Q

Denial

A

C. refuses to believe reality,
is first stage in Kubler-Ross ory and is an
attempt to lessen pain of loss

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62
Q

not uncommon for C. to have a feeling of

A

numbness and shock
mind is trying to adjust to a loss of someone or something and wonders how life will continue in this altered state
C. is trying to understand what has happened and deal w/ feelings of losing someone or something

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63
Q

Denial is a time in which C.

A

reflects on and relives time spent w/ person, and questions how life can move forward w/out person

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64
Q

Denial is bodys way of

A

slowing things down and giving time to adjust to loss, so that C. will not become emotionally overwhelmed

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65
Q

Anger is

A

second stage, in which C. is trying to adjust to loss and is feeling severe emotional distress
C. thinks, “Why me?” and “It’s not fair”

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66
Q

During anger stage, If C.s have a strong religious faith, y may

A

question ir belief in deity

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67
Q

Anger provides a means of

A

releasing emotional discomfort

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68
Q

During anger stage ir may also be blaming

A

Blaming of ors for loss can also occur, w/ anger being targeted at loved ones such as family and close friends

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69
Q

Anger is a necessary and healthy stage of grief It will

A

eventually dissolve,

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70
Q

and more anger that is felt,

A

faster a person will heal

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71
Q

After a loss, many people feel

A

abandoned and left alone

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72
Q

feeling of anger connects C. to

A

reality, and it is something that will connect C. to people once again

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73
Q

Bargaining is

A

third stage

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74
Q

In bargaining, C. tries

A

different approach - attempt to relieve /minimize / pain felt from /loss
/try bargaining w/ higher power (iemaking promise to do something in exchange for different / better outcome
ex: “I promise I will be a better person if you let this person live”

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75
Q

bargaining response is an attempt to

A

avoid grief through act of negotiating

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76
Q

In bargaining stage, this is also commonly expereienced

A

guilt
Ex; If only I had driven m to work that day, y would still be here today”

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77
Q

Depression is which stage of kubler ross model

A

4th stage

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78
Q

What happens in depression stage

A

reality sets in,
loss of loved one / thing - deeply felt
realization loved one is gone or situation is over becomes real

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79
Q

in depressions tage, C. feels

A

numbness and a sense of immense loss,
mourns loss,
wonders if it is worth continuing in life alone
Some C.s might w/draw, not wanting to be around ors as y try to deal w/ loss

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80
Q

It is natural and appropriate to have feelings of _________ during grieving process

A

depression

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81
Q

what is last stage of kubler ross model

A

acceptance

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82
Q

acceptance stage

A

person still feels pain of loss
realizes that all will eventually be well
acknowledges new reality, such as a spouse or child who is never coming back or a job that y will never return to

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83
Q

in what stage are re Some days better than ors, w/ a higher number of good days versus bad days

A

acceptance stage

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84
Q

in what stage does person begins to connect w/ friends again, and may perhaps make new friendships

A

acceptance stage
person recognizes that nothing will take place of loss, but that life goes on

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85
Q

Dual Process Model of Grief

A

suggests that process of grieving oscillates (shifts back and forth) between two types of responses: loss-oriented and restoration grief

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86
Q

During loss-oriented process

A

grief is conveyed through intense thoughts / feelings
person feels sad,
longs for person who has died,
feels sad about how person died
believes it is unfair person will not be part of griever’s future

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87
Q

restoration grief process involves

A

coping w/ or losses that come w/ death of a loved one (secondary losses)
rebuilding one’s life w/out loved one

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88
Q

loss of a loved one brings about not only feelings of grief, but also

A

changes that are a result of loss

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89
Q

restoration process is a time of

A

thinking about future, filled w/ new tasks and obligations

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90
Q

secondary losses

A

or losses that come w/ death of a loved one

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91
Q

undamental aspect of Dual Process Model is process of

A

going back and forth between loss-oriented responses and restoration-oriented responses
C.s shift between se responses over and over again

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92
Q

For example, when a C. becomes tired of focusing on feeling sad and longing for person who has died, C. will

A

switch to focus on ir new roles and responsibilities

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93
Q

Concentrating on one process too much can be

A

detrimental, especially if C. uses this approach to avoid dealing w/ emotions of losing a loved one

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94
Q

Dr J William Worden developed Four Tasks of Grieving model as an alternative to

A

Kubler-Ross’s Five Stages of Grief ory

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95
Q

Worden’s ory suggests that a grieving C. commonly engages in

A

four tasks as part of grieving process

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96
Q

In Wordens ory, key idea is that

A

grieving C.s can involve mselves in grieving process, permitting mselves to acknowledge loss and adjust to life after loss

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97
Q

In Wordens ory, 4 tasks of grieving are

A

(1) accept reality of loss,
(2) experience pain of grief,
(3) adjust to an environment w/out deceased, and
(4) find an enduring connection while embarking on a new life

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98
Q

first taks in Wordens model

A

Accept Reality of Loss
overcoming denial of loss and accepting loss that has occurred
accepting loss as reality versus believing that it never happened

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99
Q

Denying loss does not

A

make it go away

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100
Q

Grief is a natural way of

A

mourning that body and mind must be permitted to go through

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101
Q

first step in grieving is

A

acceptance,

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102
Q

accepting loss allows

A

mourner to move forward in grieving process

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103
Q

second task in Wordens model

A

be aware of emotion and to experience pain of grief

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104
Q

In today’s culture, many people are fearful of feeling strong emotions y may do everything in ir power to avoid feeling, yet preventing feeling of strong emotions only

A

makes pain worse

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105
Q

Coping w/ emotions can be handled through

A

writing, creating songs, or whatever works best for C.

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106
Q

important thing is that feelings are dealt w/ and not

A

suppressed

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107
Q

Third stage in Wordens model

A

Adjust to an Environment w/out Deceased
get used to living w/out loved one being around

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108
Q

Life is no longer same, and C. may feel as if moving on in ir life is a

A

betrayal of loved one or that becoming closer to a friend is betraying friend whom y have lost

109
Q

C.s in this phase have to

A

reestablish mselves and rearrange ir lives w/out presence of loved one

110
Q

Fourth and final task in Wordens model

A

Find an Enduring Connection While Embarking on a New Life
stay connected to deceased loved one while simultaneously moving forward in one’s life
Instead of C.s focusing on what y have lost, y should focus on what y had

111
Q

Death is considered a

A

normal occurrence in life,
yet it is also one of most difficult challenges that a person may experience

112
Q

Bereavement is a term used to describe

A

period of time in which a person experiences grief and mourning after a loss

113
Q

Mourning is described as

A

expression of grief in public

114
Q

Mourning can be affected by

A

religious beliefs, ethnic background, or cultural customs

115
Q

Practices associated w/ mourning often provide

A

structure to grieving process

116
Q

reaction of C. experiencing a loss reflects

A

circumstances surrounding death and relationship w/ deceased

117
Q

If C. experiencing grief fails to process that grief w/in a month to a year, person could be experiencing

A

complicated grief

118
Q

Most C.s see a decline in grief manifestations after

A

6 months

119
Q

Parents must process __________along w/ usual findings of grief after death of a child

A

additional issues

120
Q

Parents may feel

A

an injustice has occurred—that a parent should not lose a child

121
Q

Losing a child takes away parent’s ability

A

to fulfill parenting role—a role that y anticipated carrying out for many more years to come

122
Q

When a parent loses a child, y lose

A

piece of mselves, regardless of child’s age

123
Q

grief response after a parent has died reflects

A

factors such as circumstances in which parent died (violent deaths can lead to grief disorders),
child’s relationship w/ parent prior to parent’s death,
if child believes it was time for parent to die, and gender of child and parent

124
Q

Not having an opportunity to say goodbye to a parent has an impact on

A

a child’s coping ability and may lead to feelings of anger and depression

125
Q

death of a parent can be especially painful for children who

A

had a troubled relationship w/ deceased parent

126
Q

loss due to suicide, can be harder to

A

process because of feelings of shame, guilt, and rejection felt from loss

127
Q

In many cultures, suicide of a loved one is still associated w/

A

sense of shame and disgrace
may worsen bereaved person’s feelings of loneliness
bereaved person may be w/out some of support previously provided in past

128
Q

common for C. who has lost a pet to experience

A

intense feelings of sorrow

129
Q

loss of a pet is a

A

significant blow to many individuals, and C.s should allow mselves to fully grieve that loss

130
Q

grief associated w/ loss of pet may include

A

feeling shock and confusion, followed by extended periods of sadness and depression

131
Q

re is no standard period for a person to grieve and recover from loss of a pet, although mourning for

A

months to a year or more is not uncommon

132
Q

Grief is frequently reoccurring, as

A

intensity of grief comes and goes in cycles

133
Q

Reactions to grief can involve

A

complicated feelings, thoughts, physical sensations, and behaviors

134
Q

Grief reactions are defined as

A

a person’s response to loss

135
Q

range of feelings for a C. who has experienced a loss may include

A

shock, anger, anxiety, numbness, denial, guilt, sadness, relief (if death is expected), and depression

136
Q

range of psychological experiences may include

A

disbelief, fixation, trouble concentrating, and hallucinations

137
Q

Physical sensations related to grief include

A

tightness or heaviness in chest or throat that is non-cardiac related, gastrointestinal findings such as nausea or upset stomach, dizziness, headache, muscle weakness, and tiredness

138
Q

behaviors of a person experiencing grief may include

A

difficulty falling asleep or staying asleep, lost interest in consuming food or socializing, and becoming short-tempered or hostile

139
Q

Sometimes feelings of grief are intensified around

A

significant dates and anniversaries such as deceased person’s birthday or death date, or around holidays

140
Q

circumstances in which a person died can influence

A

a person’s grief (EX was death sudden or had person been suffering from a terminal illness)

141
Q

deceased person’s age can influence

A

reaction to death, including wher deceased person was a young child versus an older adult

142
Q

Customs, religious, or spiritual beliefs of grieving person can also play a role in how

A

C. displays grief for a loss

143
Q

Prior experience w/ loss can have an impact on

A

C. who is grieving, just as any previous experiences affect future experiences

144
Q

For person who has unresolved issues w/ person who has died, grieving process may be

A

?

145
Q

age of person experiencing grief will influence

A

grief response

146
Q

Death is a natural life event that all people

A

experience at some time in ir life

147
Q

infants and toddlers

A

can detect when those who are caring for m are experiencing grief
can sense anxiety or distress of adults who are around m

148
Q

Common reactions of infants and toddlers include

A

irritability, changes in eating or sleeping patterns, or increased crying infant or toddler may be clingy, jumpy or anxious, or less active, or may experience weight loss

149
Q

Preschoolers perceive death as

A

temporary and reversible
may think y are to blame for persons death

150
Q

preschoolers believe thoughts/feelings can cause

A

death

151
Q

Some preschoolers may appear unaffected by death, a response caused by

A

child’s inability to understand that death is permanent

152
Q

Common reactions of preschoolers include

A

searching for person who has died, anxiety, clinging to people, irritability, increased tantrums, trouble sleeping, toileting problems, and changes in eating

153
Q

8-12 years old understand that death is

A

everlasting

154
Q

Because 8-12 YEAR OLDS recognize that world does not revolve around m, y can have

A

increased fears related to death and are more preoccupied w/ both ir own well-being and well-being of ir loved ones

155
Q

Common reactions to death during middle childhood include

A

anger, sadness, anxiety, aggressive behavior, and potentially trouble in school
may hold back ir feelings, appearing w/drawn—a response that is more prevalent in boys

156
Q

12-18 years old have what kind of understanding of death

A

complete understanding of death, although y may not respond to it in same manner as an adult does

157
Q

12-18 year olds inability to express se feelings can lead to

A

high-risk behaviors as a way of escaping emotions and reality while seeking comfort
may rely more on ir friends, or y may detach mselves from ors

158
Q

Grief is different in adulthood as compared to or stages of growth and development, as adults have

A

ull comprehension of death and have memories of deceased

159
Q

Manifestations experienced by adults may include

A

depression, anxiety, anger, and rapid changes in mood y may react to grief w/ emotions of shock, numbness, or doubt

160
Q

Some adults experiencing grief may also have physical manifestations such as

A

tightness in chest similar to a heart attack, upset stomach, lighadedness, and fatigue

161
Q

Or responses to grief that may occur are known as “looking for” behaviors; y include

A

hallucinations, dreams in which deceased person continues to exist, “observing” deceased person in road, and or illusions and misconceptions

162
Q

One’s culture provides guidelines for how to

A

express a grief experience and, in turn, serves as foundation for grieving person’s actions

163
Q

China, color of mourning is

A

white vs western culture - color is black

164
Q

Korea, ashes of loved one are

A

processed into colorful beads that are displayed in home

165
Q

Rituals and customs can serve as a

A

method for a person, family, and community to process and communicate ir grief as well as to prepare for loss of a loved one

166
Q

Rituals serve as a

A

guide to grief expressions, actions, or behaviors that are expected w/in culture

167
Q

rituals may describe how …

A

dying person is cared for
what is stipulated after person’s death (who is present / which formal procedures are performed)
who handles body after death, how body is cleansed / dressed,
wher body is cremated / buried
how grief is expressed (silently or loudly),
expected length of grieving process,
how family members act during mourning phase,
ongoing rituals in celebration of loved one’s death

168
Q

Cultural factors may define expected family roles, such as

A

when widow or widower may remarry, and wher oldest son becomes head of family

169
Q

practices involving use of religion and spirituality have produced

A

better C. outcomes post bereavement

170
Q

Religious traditions can provide comfort during grieving process by

A

offering rituals defining what should happen after death

171
Q

Members of Christian faith traditionally hold a wake where

A

deceased body is displayed for viewing, and family and friends come toger to see deceased, share memories, and comfort one anor

172
Q

In Judaism, body is

A

buried as soon as possible, followed by a week-long period of grief and mourning, called shiva, when friends and family visit

173
Q

afterlife can be described as

A

any condition of mind or state of being that happens after a person has departed this earth

174
Q

Nurses are responsible for providing, and expected to deliver

A

compassionate nursing care to both C.s and ir families

175
Q

To ensure nurses are capable of delivering best care for those experiencing grief and loss, nurses need to remain

A

emotionally balanced while caring for C.s and families experiencing grief and loss

176
Q

Nurses may experience grief after a C.’s death ir reactions may differ in way grief is expressed, however, and are affected

A

clinical circumstances of C.’s death, as well as personal factors specific to nurse

177
Q

Some grieving nurses may display

A

anger, depression, irritation, or helplessness

178
Q

death of a C. can be one of most difficult

A

experiences in a nurse’s career

179
Q

A plan for self-care begins w/

A

nurses performing a self-reflection / evaluation of current state of being
take a holistic view of ir life,
including physical, psychological, spiritual, relationships, financial status

180
Q

physical improvement self-care activities might include

A

eating healthy, getting regular exercise, and maintaining a healthy weight

181
Q

Psychological improvement can be attained through

A

use of relaxation and imagery techniques, reading books, and engaging w/ groups that facilitate happiness

182
Q

Spiritual self-care is achieved through

A

participation in activities such as joining a religious group that develops higher self, practicing meditation, or yoga

183
Q

Economic self-care includes

A

living w/in one’s financial budget

184
Q

Psychological self-care activities focus on

A

participating in activities that stimulate one’s mind through creativity and play

185
Q

Grief can be exhibited through various emotional and physical manifestations, including

A

anxiety, difficulty sleeping, headaches, and joint pain

186
Q

Keeping emotions to oneself and not dealing w/ m can cause nurses to be

A

less effective in providing care for ir C.s Nurses, like C.s, need to verbalize and process feelings of grief

187
Q

American Nurses Association’s Code of Ethics states that nurses have a duty to

A

take care of mselves as y do ors (including health and safety), preserve competence, protect ir character and dignity, and continue personal and professional growth

188
Q

Self-care relieves stress that is associated w/

A

being a nurse, restores ability to be compassionate and empatic, and promotes safety and higher-quality C. care

189
Q

Strategies for self-care focus on maintaining a

A

healthy body and mind, including eating a healthy diet, participating in physical exercise, socializing w/ family and friends, and getting adequate rest

190
Q

Compassion fatigue

A

cumulative stress that develops from desire to help those who are suffering combined w/ inability to relieve that suffering, which results in a feeling of professional uselessness and self-blame

191
Q

Certain types of nursing specialties ____________ are at increased risk of compassion fatigue

A

eg, emergency room, critical care, and end-of-life care)

192
Q

Findings of compassion fatigue include

A

difficulty in focusing, feeling nervous, anxiety, disruptive behavior w/ coworkers, and problems connecting w/ C.s sympatically

193
Q

Strategies to prevent compassion fatigue include

A

reflective journaling, participating in continuing education activities to restore mind, and engaging in non-nursing activities that reduce job-related stress, such as meditation, spiritual practices, reading, going to movies, spending time w/ family and friends, and exercising

194
Q

first task in providing support for C.s and families as y cope w/ grief and loss is to

A

develop a relationship w/ m

195
Q

One rapeutic communication skill that nurses can utilize when discussing emotional subjects is called

A

NURSE technique

196
Q

NURSE stands for

A

Name, Understand, Respect, Support, and Explore

197
Q

An example of NURSE technique follows

A

A family member or loved one states: “This is overpowering”
nurse replies:
•Name: “This is overpowering” Identify what person stated a moment ago nurse is identifying emotion expressed by C.
•Understand: “re is a lot happening right now What can I do to assist you?” nurse demonstrates understanding by recognizing C.’s feelings and providing an opportunity for C. to discuss those feelings
•Respect: “I’m very impressed w/ your ability to manage everything” Voice your respect for C. under se circumstances
•Support: “I’m here all day for you” Inform C. that you are available to m
•Explore: “What is most difficult aspect?” Asking an open-ended question will extend conversation and provide a more detailed expression of C.’s feelings and beliefs

198
Q

In determining a nursing diagnosis of grief, nurse’s initial action is to

A

assess for indications that C. is grieving Assessment is first step in nursing process, a methodical guide that nurses use in providing C.-centered care

199
Q

nursing process consists of five sequential steps

A

assessment, analysis, planning, implementation, and evaluation

200
Q

When using nursing process, nurse first assesses

A

wher C. or family member is experiencing grief This includes assessing for signs or behaviors that are suggest grieving, such as crying, speaking loudly, or exaggerated body movements NOTE: PN CAN ONLY COLLECT DATA - NOT MAKE ASSESSMENT

201
Q

nurse must furr assess which

A

which phase of grieving is being experienced
also determine wher C.’s grieving is healthy or complicated
C.’s capacity to make decisions should be assessed as well
determine reliability of C.’s support system and
assess need for or assistance such as legal counselors, support groups, or social services support

202
Q

nurse should evaluate a C.’s potential or actual problem related to grieving process

A

analysis stage of nursing process

203
Q

identification of C.s problem begins which stage of nursing process

A

planning

204
Q

Establishing a potential or actual problem determines

A

which interventions a nurse will utilize in caring for person and ir expected outcomes

205
Q

In planning phase, nurse

A

evelops a plan of care (treatment plan), which includes C.-specific goals and outcomes

206
Q

For example, nurse might use following interventions in a care plan related to grief:

A

• rapeutic communication techniques to facilitate verbalization of feelings
• Providing a nonjudgmental and trusting environment
• Encouraging C. to learn about and utilize effective coping strategies
• Providing additional resources, including community resources
• Highlighting strengths and progress to C. and family
• Recognizing need of C. or loved one to reassess loss experience

207
Q

Expected outcomes for C.s experiencing grief and loss include

A

ability to verbalize and express ir feelings, C. asking for help and support as needed, and successful use of coping strategies

208
Q

Grief is pain experienced after

A

significant loss, typically death of a loved one

209
Q

Grief is sensation that is felt when

A

someone or something that a C. loves is lost

210
Q

Exs of loss that can cause grief

A

divorce, retirement, joblessness, financial instability, a miscarriage, end of a friendship, or moving to a new city

211
Q

Grief is usually accompanied by

A

physiological stress, separation anxiety, disorientation, longing, thinking about past excessively, and nervousness or anxiety about future

212
Q

Normal grief, also known as

A

uncomplicated grief

213
Q

Normal grief, is caused by

A

loss of someone very close through death or ending of a relationship

214
Q

Or causes of grief include

A

loss of identity, loss of safety, loss of autonomy, and loss of dreams or expectations

215
Q

Anticipatory grief is grief that is experienced

A

before loss of someone or something

216
Q

anticipatory grief can be expereinced by C. who has

A

a connection w/ a dying person, or dying person mself can experience anticipatory grief

217
Q

Prolonged grief disorder (PGD), previously known

A

complicated grief

218
Q

Prolonged grief disorder (PGD) may be experienced by C.s

A

who are unable to accept death of a loved one

219
Q

PGD grief is marked by

A

persistent need to find deceased person, and y are preoccupied w/ thoughts of deceased person

220
Q

Disenfranchised grief is grief related

A

relationship that does not coincide w/ what is considered by society to be a recognized or justified loss

221
Q

Kubler-Ross’s Five Stages of Grief

A

denial, anger, bargaining, depression, and acceptance
stages are not sequential,
individual may not necessarily go through all of m

222
Q

Dual Process Model

A

process of grieving oscillates between two types of responses: loss-oriented and restoration grief

223
Q

loss-oriented process

A

grief is conveyed through intense thoughts and feelings

224
Q

restoration grief process

A

involves coping w/ or losses that come w/ death of a loved one (secondary losses) and rebuilding one’s life w/out loved one

225
Q

secondary losses

A

or losses that come w/ death of a loved one

226
Q

Worden’s Four Tasks of Grieving model

A

mourner commonly completes four tasks that minimize risk of developing complicated grief
accept reality of loss;
experience pain of grief;
adjust to an environment w/ deceased not re; and
find an enduring connection w/ deceased while embarking on a new life

227
Q

Common manifestations of grief include

A

crying spells, difficulty sleeping, changes in food intake, and decreased productivity in work setting

228
Q

Culture may provide guidelines for how

A

people express ir grief experience and, in turn,
serves as foundation for ir actions

229
Q

Religious–spiritual rituals can help a person who is grieving to

A

deal w/ death and grieving process

230
Q

Religion can provide comfort during grieving process by

A

providing knowledge of what supposedly comes after death

231
Q

NURSE mnemonic is a rapeutic communication skill that nurses can utilize when discussing

A

emotional subjects

232
Q

NURSE mnemonic

A

NURSE stands for Name,
Understand,
Respect,
Support, and
Empathy

233
Q

NURSE mnemonic technique provides an opportunity for

A

nurse to demonstrate empathy and build a relationship

234
Q

As nurse assists C.s and families experiencing grief and loss, goal is for those involved in grieving process to

A

verbalize ir feelings and have a reliable support system

235
Q

Nurses, like C.s, need to verbalize and process

A

ir own feelings of grief Nurses need to take time to care for mselves and make self-care a priority

236
Q

Compassion fatigue

A

cumulative stress that develops from desire to help those who are suffering combined w/ an inability to relieve suffering,

237
Q

Certain types of nursing specialties can increase risk of developing compassion fatigue

A

(eg, emergency room and end-of-life care)

238
Q

Compassion fatigue can lead to

A

feeling of professional uselessness and self-blame

239
Q

anticipatory grief

A

Grief experienced before loss of someone or something

240
Q

bereavement

A

period of time in which a person experiences grief and mourning after a loss

241
Q

compassion fatigue

A

Caused by cumulative stress that develops from desire to help those who are suffering care provider is unable to relieve suffering, leading to feelings of professional uselessness and self-blame

242
Q

disenfranchised grief

A

Grief related to a relationship that does not coincide w/ what is considered by society to be a recognized or justified loss

243
Q

Dual Process Model

A

Suggests that process of grieving “oscillates” (shift back and forth) between two types of stressors: loss-oriented and restoration grief During loss-oriented process, grief is conveyed through intense thoughts and feelings restoration grief process involves coping w/ or losses that come from death of a loved one (secondary losses) and rebuilding one’s life w/out loved one

244
Q

Four Tasks of Grieving

A

Suggests that re are four tasks a mourner completes to avoid risk of developing complicated grief four tasks to complete in order are to accept reality of loss, experience pain of grief, adjust to an environment w/ deceased not re, and find an enduring connection w/ deceased while embarking on a new life

245
Q

grief reactions

A

A person’s response to loss

246
Q

Kubler-Ross’s Five Stages of Grief

A

A ory that suggests re are five stages an individual experiences during grieving process: denial, anger, bargaining, depression, and acceptance

247
Q

mourning

A

expression of grief in public

248
Q

normal grief

A

Also known as uncomplicated grief; caused by death of a loved one or ending of a relationship

249
Q

prolonged grief disorder (PGD)

A

Previously known as complicated grief; experienced by C.s who are unable to accept death of loved one

250
Q
  1. A nurse is caring for a client whose spouse recently died. The client is from a different culture than the nurse. Which of the following information should the nurse consider when caring for the client? (Select all that apply.)
A

Cultural-based rituals can assist clients in handling the death of a loved one.
Culture may determine how a client expresses their grief.
Rituals regarding death direct what procedures are performed on the body after death.

251
Q
  1. A nurse is discussing types of grief with a group of clients who have a serious illness. Which of the following information should the nurse include?
A

Anticipatory grief occurs prior to the actual loss of someone or something.

252
Q
  1. A nurse learns that a coworker has died unexpectedly. Which of the following actions should the nurse take?
A

Recognize their feelings of grief.

253
Q
  1. A charge nurse is discussing Worden’s Four Tasks of Mourning with a newly licensed nurse. Which of the following statements should the charge nurse include?
A

“The pain of grief is experienced during the second task.”

254
Q
  1. A nurse is using the NURSE mnemonic while speaking with a client who is experiencing grief. Which of the following responses by the nurse demonstrates the concept represented by the “U” in the NURSE mnemonic?
A

“There is a lot going on right now, how can I be of help to you?”

255
Q
  1. A nurse is assessing a school-age child whose friend recently died. Which of the following findings should the nurse expect?
A

The child holds back their feelings.

256
Q
  1. A nurse is assessing a client who is getting divorced and reports feelings of loss associated with no longer being in the role of a spouse. The nurse should identify that the loss of a previously held role is which of the following types of losses?
A

Loss of identity

257
Q
  1. A nurse is caring for an adult client who is mourning the death of a sibling. Which of the following information should the nurse consider when caring for the client?
A

Grief differs for adults due to their full understanding of death and memories of the deceased.

258
Q
  1. A nurse is reviewing Kübler-Ross’s five stages of grief. The nurse should identify that Kübler-Ross placed the stages in which original order? (Move the steps into the box on the right, placing them in the order of performance. Use all the steps.)
A

Denial
Anger
Bargaining
Depression
Acceptance

259
Q
  1. A nurse is caring for a client for who recently lost their job. Which of the following actions should the nurse take during the assessment step of the nursing process? (Select all that apply.)
A

Identify whether the client is experiencing feelings of grief.
Check the client for physical manifestations of grief.
Ask the client about their support system.

260
Q
  1. A nurse is assessing a 16-year-old client whose parent recently died. Which of the following findings should the nurse expect?
A

The client displays high-risk behaviors.

261
Q
  1. A nurse is preparing for an initial visit with a client who is experiencing grief. Which of the following tasks should the nurse plan to complete first?
A

Develop a relationship with the client.

262
Q
  1. A charge nurse is reviewing Kübler-Ross’s five stages of grief with a newly licensed nurse. Which of the following statements should the nurse make? (Select all that apply.)
A

Clients might not go through all five stages of grief.
Clients can return to a stage of grief after moving into one of the other stages.
Client who are grieving might attempt to bargain with a higher power.

263
Q
  1. A palliative care nurse is preparing an in-service for newly hired staff members about common grief reactions. Which of the following information should the nurse include? (Select all that apply.)
A

A client who is grieving often experiences a wide range of emotions.
A client may feel a sense of relief if the death of a loved one was expected.
A client may experience difficulty concentrating and hallucinations as a psychological response to loss.
Behavioral responses to grief can include the refusal to eat or participate in social activities.

264
Q
  1. A nurse is assessing a client who is experiencing disenfranchised grief. Which of the following findings should the nurse expect?
A

Social isolation

265
Q
  1. A nurse is discussing the Dual Process Model of Grief with a newly licensed nurse. Which of the following statements should the nurse make?
A

“A client’s grief will oscillate between loss-oriented grief and restoration-oriented grief.”

266
Q
  1. A nurse is caring for a client who was recently diagnosed with chronic kidney disease. The client asks the nurse, “Why me? This is not fair.” The nurse should identify the client’s statement as an expression of which of the following stages of grief?
A

Anger

267
Q
  1. A nurse is caring for a client whose partner recently died. In which step of the nursing process should the nurse and client identify the goals for the client’s care?
A

Planning

268
Q
  1. A charge nurse is preparing an in-service for staff members about spiritual influences on grief. Which of the following information should the nurse include?
A

Religion can provide comfort during the grieving process.