Exam 1 Flashcards
1
Q
As a nurse you…
A
- Offer skilled care to those recuperating from illness or injury
- Advocate for patients’ rights
- Teach patients to manage their health
- Support patients and their caregivers at critical times
- Help them navigate the complex healthcare systems
2
Q
ENA
A
Emergency nurses association
3
Q
AACN
A
American association of critical care nurses
4
Q
AORN
A
Association of periOperative RNs
5
Q
ONS
A
Oncology nurses society
6
Q
Roles of nurses associations
A
- Promote quality patient care and professional nurses practice
- Promote research into the causes and errors, develope strategies to prevent further errors, and address nursing issues that affect the nurse’s ability to deliver patient care
7
Q
ANA Nursing Standards of Practice
A
Assessment diagnosis outcomes identification planning implementation coordination of care health teaching and health promotion consultation prescriptive authority and treatment evaluation
8
Q
ADOPICHCPE
A
Awesome Dumboldor observed peters inexpensive cat house carefully planning escape
9
Q
awesome
A
assessment
10
Q
dumboldor
A
diagnosis
11
Q
observed
A
outcomes identified
12
Q
peters
A
planning
13
Q
inexpensive
A
implementation
14
Q
cat
A
coordination of care
15
Q
house
A
health teaching and health promotion
16
Q
carefully
A
consultation
17
Q
planning
A
prescriptive authority and treatment
18
Q
escape
A
evaluation
19
Q
ANA definition of nursing
A
Nursing is the protection, promotion, and optimization of health and abilities; prevention of illness; alleviation of suffering through diagnosis and treatment of human response; and advocacy in the care of individuals, families, communities, and populations
20
Q
Standards of practice definition
A
describes a competent level of nursing care based on the nursing process
21
Q
standards of professional preformance
A
describe behavioral competencies expected of a nurse
22
Q
Standards of professional preformance
A
ethics education evidence based practice quality of practice collaboration professional practice evaluation resources environmental health
23
Q
EEEQCPRE
A
Experienced Embarrased Eagles quarterback Carrie passed really easily
24
Q
Experienced
A
ethics
25
eagles
education
26
embarrased
evidence-based practice and research
27
quarterback
quality of practice
28
Carrie
collaboration
29
passed
professional practice evaluation
30
really
resources
31
easily
environmental health
32
scope of practice depends on
education preparation, experience role, and state law
33
code of ethics
A code of ethics is the philosophical ideals of right and wrong that define principles used to provide care
34
National Patient safety laws
Identify patients correctly
Improve communication among the health care team
Use medicines safely
Use alarm systems safely
Prevent health care–associated infections
Identify patient safety risks
Prevent mistakes in surgery
35
IIUUPIP
In Illinois ubers unique patent includes people
36
in
identify patients correctly
37
Illinois
improve communication among the health care team
38
Uber's
use medicines safely
39
Unique
Use alarm systems safely
40
patent
prevent health care-associated infections
41
includes
identify patient safety risks
42
people
prevent mistakes in surgery
43
effective communication
Active listening, ask open ended questions, restating, reflection, silence
44
Ineffective communication
Not listening or not engaging, being critical, disrespectful, giving advice, false reassurance
45
Phases of patient centered interview
orientation
identification
exploitation
termination
46
orientation
Initial phase in which client reached out to the nurse or other healthcare provider for help
47
identifcation
occurs when client and nurse/care provider establish a mutually respectful relationship
48
exploitation
nurse educates the client to change the situation or behavior
49
termination
relationship between client and nurse ends
50
intrapersonal communication
Comm within an individual, “self-talk”, internal discussion. Helps nurses assess clients and situations and think critically about them before communicating verbally
51
Interpersonal communication
Comm btwn 2 ppl. This form of communication is the most common in nursing and requires the exchange of information with another individual. Messages can be received differently than intended
52
public communication
Comm to, within, or between large groups of people
53
small group communication
Comm between a group of people, often working towards a mutual goal
54
Interprofessional team
is made up of providers from various disciplines, working together and sharing their expertise to provide customized care. It may consist of physicians, nurses, pharmacists, occupational and physical therapists, and others
55
5 rights of delegation
the right task
under the right circumstances
the right person
with the right direction and communication
under the right supervision and evaluation
56
Phases of the nursing process (ADPie)
```
Assessment (data collection)
(Nursing) Diagnosis (Analysis)
Plan
Implement
Evaluate
```
57
Assessment
Involves collecting information from the patient and from secondary sources (e.g. family members), along with interpreting and validating the information to form a complete database
58
Subjective Date
Felt by the patient; Patients verbal description of their health problems; includes feelings and perceptions
59
Objective date
Observable by you; observations or measurements of a patient's health status; use of an acceptable standard scale
60
Nursing (Diagnosis) analysis
Identify the patients behavior
61
Plan
Establish priorities
set goals
set expected outcomes
62
Rules for prioritization
ABC's
Safety
Maslow (Physiological then Psychological)
63
Implementation
Treatments or actions based on clinical judgements and knowledge that nurses perform to enhance patient outcomes
64
nurse-initiated/independent interventions
Nurses use evidence and scientific rationale to take autonomous actions to benefit clients
65
Provider-initiated/dependent interventions
Interventions nurses initiate as a result of a provider's prescription or the facilities protocol
66
Collaborative interventions
Interventions nurses carry out in collaboration with other healthcare team professionals
67
evaluation
Nurses evaluate clients response to nursing interventions and form a clinical judgment about the extent to which clients have met goals and outcomes
68
Gordon's Functional Health Patterns
```
Health perception/management
Nutritional/Metabolic
Elimination
Sleep/rest
self-concept
Values/beliefs
Coping/stress
sexuality/reproductive
roles/relationships
cognitive/perceptual
activity/exercise
```
69
Health promotion
the process of enhancing people’s influence over and improvement of their health
70
coping strategies
Strategies that an individual adopts to deal with stressors
71
Primary Prevention
The act of intervening before negative health effects occur
Focuses on decreasing the risk for development of medical condition by changing behavior or minimizing exposures
Ex: vaccinations, wearing a helmet on a bike, seatbelts
72
Secondary Prevention
To reduce the impact of disease or injury and limit disability
Consists of early screening to detect a disease process before it progresses to cause symptoms or complications in the client
Ex: cancer screening tests, Pap tests, routine colonoscopies
73
Tertiary prevention
Focuses on controlling the chronic effects of a health issue that has already occured and on restoring the individual to optimal functioning
Can include education about self care to prevent further complications
Ex: cardiac rehabilitation for clients following a heart attack and physical and occupational therapy for clients who experience burns or a stroke
74
Quaternary prevention
Focuses on protecting clients from the excessive use of medical interventions that can cause more harm than good
Ex: not performing broad screening on an asymptomatic client who has no risk factors for disease could result in finding that are not within the expected reference range
75
modifiable risks factors
- behaviors and actions that can affect a client's risk for developing a disease
- Behaviors and actions that are changeable
76
nonmodifiable risk facotrs
individuals risk factors that cannot be changed
77
Enviornmental risk factors
An external factor that can have an impact on both public and individual health
Health people includes objectives that focus on decreasing these risks to public health
78
Socioeconomic risk factors
Low-income clients are significantly more likely to report poor health and have higher rates of stroke, heart disease, diabetes, and other chronic diseases
79
health literacy
The ability to process and comprehend basic health information that is necessary for the client to make appropriate health care decisions
80
Cultural beliefs
- Cultural belief could impact a client’s adherence to a recommended medication plan
- Clients who receive care that aligns with their cultural beliefs are more likely to follow recommended treatment regimens, experience improved health outcomes, and report satisfaction with the health care services
81
Family Dynamics
- Family members often play an extensive role in decision making and the delivery of care at home
- They impact coping and stress levels, with then affect health and wellness
82
Stress
the mental, emotional, or physical response and adaptation to real or perceived changes and challenges
83
stress response
initiated by the nervous and endocrine systems when a stressor is perceived as a serious threat
Fight or flight
84
fight or flight
when a stressful situation is perceived, the hypothalamus secretes corticotropin releasing factor (CRF), which activates the sympathetic nervous system and signals the anterior pituitary gland to release adrenocorticotropic hormone (ACTH). The release of ACTH by the pituitary stimulates the adrenal cortex to release the hormone cortisol
85
General Adaptive syndrome (GAS)
= the bodys attempt to maintain equilibrium and homeostasis - three stages are alarm, resistance, and exhaustion
86
Alarm
- Stressor occurs during this stage
| - Upon perceiving a stressor the CNS becomes aroused and the body defense mechanisms are mobilize
87
resistance stage
- The body resists and seeks to counter the stress
- PNS attempts to return bodily functions bact to a state of homeostasis
- Coping with the stressor
88
exhaustion stage
- The body can longer defend itself against the stressor
- When the body’s capacity to withstand or adapt to the stressor becomes depleted and the individuals resources are exhausted
- Prolonged exposure to stress may result in illness or disease
89
physiological stress
- Are generally associated with injury or illness (Extreme temps, trauma, injury, illness, or pain)
- Chronic stress can result in debilitating conditions
90
Psychological stress
Are more common and generate a state of emotional unease (Event, situation, comment, conditions, or interactions that you perceive as negative)
91
Acute stress
= the most common type of stress; it is usually brief and triggers the fight-or-flight response
92
episodic acute stress
= occurs when someone experiences frequent bouts of acute stress
(Often associated with people taking on more responsibility than they can handle and frequently feeling disorganized and rushed)
93
Chronic Stress
= Occurs when stress is heightened, constant, and prolonged
- Continuous activation of the NS can cause or exacerbate health problems
- Ex: poverty, racism, illness, disease, or living in a dysfunctional family system
94
crisis
a crisis is a threatening situation triggered by a precipitating event whereby an individual experiences an strong behavioral, emotional, or psychiatric response
95
situational stressors
stress that stems from personal, family, or work-related issues
96
developmental stressors
Stress that occurs as an individual moves through the stages of life
97
adventitious stressors
Stress that results from events of disaster
| Generally rare, unexpected and can result from natural disasters
98
socioeconomic stressors
Stress that occurs from factors such as poverty, Socioeconomic status (SES), and homelessness
99
cultural stressors
Stress that individuals may experience by living within a society in which they do not culturally fit and/or receiving care that ignores their cultural beliefs
100
acute stress disorder
An intense and dysfunctional reaction to a traumatic event that lasts less than a month
- If lasts more than 1 months, PTSD is diagnosed
101
Posttraumatic stress disorder (PTSD)
A prolonged and heightened stress reaction to a traumatic event that lasts more than a month
102
Irritable bowel syndrome (IBS)
A gastrointestinal condition characterized by abdominal pain and changes to bowel elimination patterns that can include diarrhea and/or constipation
103
critical thinking
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action
104
basic critical thinking
Concrete and set on established rules and procedures
105
complex critical thinking
Learning to teach one's own knowledge and judgements
106
commitment to critical thinking
When you learn to anticipate and accept accountability for actions
107
reflection
purposeful thinking about a previous situation
108
language
use of precise, clear messages to communicate with patients and providers
109
intuition
an inner sense that the factors do not support the situation
110
critical thinking model for clinical decisions
```
Competence
Scientific knowledge base
Experiences
The nursing process competency
Attitudes for critical thinking
Standards for critical thinking
```
111
models of development of critical thinking
reflective journaling
meeting with colleagues
concept map
112
clinical judgement
Refers to the thought process (clinical reasoning) that allows healthcare providers to arrive at a conclusion (clinical decision-making) based on objective and subjective information about a patient
113
goal of patient education
to help individuals, families, or communities achieve optimal levels of health
Includes:
Maintenance and promotion of health and illness prevention
Restoration of health
Coping with impared functioning
114
learning considerations
Motivation to learn
Readiness to learn
Ability to learn
Learning environment
115
domains of learning
cognitive
affective
psychomotor
116
cognitive
The thinking domain - thinking through information and be able to comprehend it
117
affective
The feeling domain - involves the client’s feelings regarding values, attitudes, and beliefs
118
psychomotor
The doing domain - the physical or mental activities required to learn skills
119
teach-back
A technique for nurses to ensure they have explained medical information clearly so patients and their families understand what is communicated to them
