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NUR321 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Intrapersonal Communication

A

“Self-talk”
People’s thoughts and inner communications strongly influence perceptions, feelings, behavior, and self-esteem

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2
Q

Interpersonal Communication

A
  • One-on-one interaction between a nurse and another person that occurs face to face or electronic format.
  • It is the level most frequently used in nursing situations and lies at the heart of nursing practice
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3
Q

Small-group Communication

A
  • Interaction that occurs when a small number of people meet
  • Usually outcome oriented and requires an understanding of group dynamics
  • Organized, concise, and complete
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4
Q

Public Communication

A
  • Interaction with an audience
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5
Q

Electronic Communication

A
  • Use of technology to create ongoing relationships with patients and their health care team
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6
Q

Circular Transactional Model

A

Includes several elements in which the communication process occurs, feedback, and interpersonal variables.

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7
Q

Referent

A
  • Motivates one person to communicate with another
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8
Q

Sender

A
  • The person who encodes and delivers a message
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9
Q

Receiver

A
  • The person who receives and decodes the message
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10
Q

Message

A
  • Content of the communication
  • Contains verbal and nonverbal expressions of thoughts and feelings
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11
Q

Channels

A
  • used to send and receive messages through visual, auditory, and tactile senses
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12
Q

Feedback

A
  • Message a sender receives from the receiver
  • It indicates the extent to which the receiver understood the meaning of the senders message
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13
Q

Interpersonal Variables

A
  • Factors within both the sender and receiver that influence communication
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14
Q

Environment

A
  • The setting for sender-receiver interaction
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15
Q

Verbal Communication

A
  • Uses spoken or written words
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16
Q

Personal Distance (18-40 inches)

A
  • Sitting at a patient’s bedside
  • Taking a patient’s nursing history
  • Teaching an individual patient
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16
Q

Nonverbal Communication

A

Includes the five senses and everything that does not involve the spoken or written word

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17
Q

Intimate Distance (0-18 inches)

A
  • Holding a crying infant
  • Performing physical assessment
  • Bathing, grooming, dressing, feeding, and toileting a patient
  • Changing a patient’s surgical dressing
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18
Q

Social Distance (4-12 feet)

A
  • Giving directions to visitors in the hallway
  • Asking whether families need assistance from the patient doorway
  • Giving verbal report to a group of nurses
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19
Q

Public Distance (12 feet and more)

A
  • Speaking at a community forum
  • Lecturing to a class of students
  • Testifying at a legislative hearing
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20
Q

Phases of Nurse-Patient Relationship

A
  1. Pre-interaction
  2. Orientation
  3. Working
  4. Termination
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21
Q

Pre-Interaction Phase

A

(Before meeting a patient)
- Review available data
- Talk to other caregivers who have information about the patient
- Anticipate health concerns or issues that arise
- Identify a location and setting that fosters comfortable, private interaction
- Plan enough time for the initial interaction

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22
Q

Orientation Phase

A

(When you and the patient meet and get to know each other)
- Set the tone for the relationship
- Clarify the patient’s and your roles

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23
Q

Working Phase

A

(When you and a patient work together to solve problems and accomplish outcomes)
- Encourage and help the patient express feelings about health
- Provide information needed to understand and change behavior
- Take action to meet the outcomes set with the patient

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24
Q

Termination Phase

A

(During the ending of the relationship)
- Remind the patient that termination is near
- Evaluate achievement of expected outcomes with the patient
- Reminisce about the relationship with the patient
- Separate from the patient by relinquishing responsibility for care
- Achieve a smooth transition for the patient to other caregivers

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25
Q

Motivational Interviewing

A
  • A technique that encourages patients to share their thoughts, goals, beliefs, fears, and concerns with the aim of changing their behavior
  • Provides a way of working with patients who may not seem ready to make behavioral changes that are considered necessary by their health practitioners
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26
Q

SBAR

A

Situation
Background
Assessment
Recommendation

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27
Q

Lateral Violence

A
  • Workplace bullying
  • Withholding information, being hypercritical, raising blame, etc
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28
Q

Techniques for lateral violence

A
  • Address it in a calm manner
  • Describe how the behavior affects your functioning
  • Ask for the abuse to stop
  • Notify the manager to get support for the situation
  • Avoid gossiping about the situation or the person with other staff
  • Plan for taking action in the future
  • Document the incidents in detail in your personal notes, not patient records
29
Q

Autonomy

A
  • Being self-directed and independent in accomplishing outcomes and advocating for others
30
Q

Assertiveness

A
  • Allows you to express feelings and ideas without judging or hurting others
31
Q

Tips for communication with older adults who have hearing loss

A
  • determine if the patient uses hearing aids, glasses, or other adaptive equipment
  • face the patient at eye level, be sure that your face/mouth is visible, and do not chew gum
  • speak clearly but do not exaggerate lip movement
  • speak a little more slowly but not excessively
  • choose a quiet, well lit environment with minimal distractions
  • allow time for the patient to respond
  • give the patient a chance to ask questions
  • keep communication short and to the point
  • ask one question at a time
32
Q

Therapeutic Communication

A
  • Specific responses that encourage the expression of feelings and ideas and convey acceptance and respect
33
Q

Active Listening

A
  • Being attentive to what a patient is saying both verbally and nonverbally
34
Q

Empathy

A
  • The ability to understand and accept another person’s reality, accurately perceive feelings, and communicate this understanding to the other
35
Q

Patients who do not speak English

A
  • Speak to patient in a normal tone of voice
  • establish method for patient to ask for assistance
  • provide a professional interpreter as needed
  • avoid using family members, especially children, as interpreters
  • use communication board, pictures, or cards
36
Q

Patients who have a hearing impairment

A
  • check for hearing aids and glasses
  • reduce environmental noise
  • get the patient’s attention before speaking
  • face patient with mouth visible
  • do not chew gum
  • speak at a normal volume
  • rephrase rather than repeat
  • provide sign-language interpreter if indicated
37
Q

Patients who are visually impaired

A
  • check for use of glasses or contact lenses
  • identify yourself when you enter or leave the room
  • speak in a normal tone of voice
  • do not rely on gestures of nonverbal communication
  • use indirect lighting, avoiding glare
  • use at least 14-point print
38
Q

Patients who have cognitive impairment

A
  • use simple sentences and avoid long explanations
  • ask one question at a time
  • allow time for patient to respond
  • be an attentive listener
  • include family and friends in conversations
  • use picture or gestures that mimic the action desired
39
Q

Patients who are unresponsive

A
  • call patient by name during interactions
  • communicate both verbally and by touch
  • speak to patient as though he or she can hear
  • explain all procedures and sensations
  • provide orientation to person, place, and time
  • avoid talking about patient to other in his or her presence
40
Q

Patients who cannot speak clearly

A
  • listen attentively, be patient, and do not interrupt
  • ask simple questions that require yes or no answers
  • allow time for understanding and response
  • use visual cues
  • allow only one person to speak at a time
  • encourage patient to converse
  • let patient know if you have not understood
  • collaborate with speech therapist as needed
  • use communication aids: letter boards, flash cards, computer-generated speech program
41
Q

Teaching

A
  • Concept of imparting knowledge through a series of directed activities
42
Q

Learning

A
  • conscious or unconscious permanent change in behavior as a result of a lifelong, dynamic process by which individuals acquire new knowledge, skills, and/or attitudes that can be measured and can occur at any time or in any place through exposure to environmental stimuli
43
Q

Patient Care Partnership

A
  • 2003
  • to help patients understand what their expectations should be with regards to being patients within hospitals
44
Q

Cognitive Learning

A
  • occurs when an individual gains information to further develop intellectual abilities, mental capacities, understanding, and thinking processes
45
Q

Affective Learning

A
  • deals with learning how to express feelings and emotions and to develop values, attitudes, and beliefs needed toward improving health
46
Q

Psychomotor Learning

A
  • involves the development of manual or physical skills
47
Q

Motivation

A
  • is an internal state that helps arouse, direct, and sustain human behavior
48
Q

Self-efficacy

A
  • a concept included in social learning theory, refers to person’s perceived ability to successfully complete a task
49
Q

Readiness to learn

A
  • based on a patients willingness to engage in learning
50
Q

Grief

A
  • a complex process that patients experience during illness and loss
  • patients cannot learn when they are unwilling or unable to accept a loss or their illness
51
Q

Attentional set

A
  • the mental state that allows a learner to focus on and comprehend a learning activity
52
Q

Infant - Teaching Methods

A
  • keep routines consistent
  • hold infant firmly while smiling and speaking softly to convey sense of trust
  • have infant touch different textures
53
Q

Toddler - Teaching Methods

A
  • use play to teach procedure or activity
  • offer picture books that describe story of children in hospital or clinic
  • use simple words
54
Q

Preschooler - Teaching Methods

A
  • use role-play, imitation, and play to make learning fun
  • encourage questions and offer explanations
  • use simple explanations and demonstrations
  • encourage children to learn together through pictures and short stories about how to perform hygiene
55
Q

School-Age Child - Teaching Methods

A
  • teach psychomotor skills needed to maintain health
  • offer opportunities to discuss health problems and answer questions
56
Q

Adolescent - Middle Adult

A
  • help adolescent learn about feelings and need for self-expression
  • use teaching as collaborative activity
  • allow adolescents to make decisions about health and health promotion
  • use problem solving to help make choices
57
Q

Young or Middle Adult - Teaching Methods

A
  • encourage participation in teaching plan by setting mutual goals
  • encourage independent learning
  • offer information so adult understands effects of health problem
58
Q

Older Adult - Teaching Methods

A
  • teach when patient is alert and rested
  • involve adult in discussion or activity
  • focus on wellness and person’s strength
  • use approaches that enhance patients reception of stimuli when there is a sensory impairment
  • keep teaching lessons short
59
Q

Health Literacy

A
  • the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health
60
Q

Those at risk for low health literacy

A
  • older adults
  • minority populations
  • immigrant populations
  • people of low income
  • people without high school education
  • people with chronic mental and/or physical health conditions
61
Q

Telling teaching approach

A
  • use this approach when there is limited time for teaching information
  • if a patient is highly anxious but it is vital for information to be given
  • the nurse outlines the task that a patient will perform with simple explicit instructions
  • no opportunity for feedback
62
Q

Participating teaching method

A
  • the nurse and patient set objectives and become involved in the learning process together
  • opportunity for discussion, feedback, mutual outcome setting, and revision of the teaching plan
63
Q

Entrusting teaching approach

A
  • proves a patient the opportunity to manage self-care
  • to provide the knowledge and skills that enable a patient to accept responsibilities and perform tasks correctly and consistently
64
Q

Reinforcing teaching approach

A
  • requires the use of a stimulus to increase the probability of a desired response
  • can be positive or negative
65
Q

Demonstrations

A
  • use when teaching psychomotor skills (preparing a syringe, bathing an infant, crutch walking, or taking a pulse)
  • return demonstration
66
Q

Analogies

A
  • learning occurs when an educator translates complex language or ideas into words or concepts that a patient understands
  • supplement verbal instruction with familiar images that make complex information more real and understandable
67
Q

Role-playing

A
  • people are asked to play themselves or someone else
  • involves rehearsing a desired behavior
68
Q

Simulation

A
  • useful technique for teaching problem solving, application, and independent thinking
69
Q

Teach-back

A
  • communication technique that assesses patient retention of the information given during a teaching session
  • ask the patient to explain material that was discussed

NUR321 (2 decks)

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