Exam 5 Flashcards
1
Q
In the current health care system, client teaching is not only an ___ but an ____ and legal requirement
A
expectation
ethical
2
Q
____ help track when the teaching standards recommended by ____ and ___ are met
A
Electronic health records (EHRs)
TJC and IOM
3
Q
The IOM suggests that education should be ___ and ___ to each client and should keep the client in control with freely shared info
A
Continuous
Customized
4
Q
The ___ better enables clients to increase their own level of ___ for their health care and gives them a higher level of info about their illnesses and possible treatments
A
internet
responsibility
5
Q
The internet can also lead clients to ___ themselves online and come in requesting expensive tests or inappropriate medications for themselves or their family members
A
diagnose
6
Q
Using ___ in teaching, it may be acceptable to look info up on the internet to better teach your patients about meds, treatments, or disease processes. The main concern is ensuring that the information you are finding is from a ___ source
A
technology
reliable
7
Q
TJCs website, www.jointcommision.org has a ___ that can help find reliable ____ from the internet
A
tool
sources
8
Q
Good ____ skills and the ability to establish a caring relationship are essential to an effective ___
A
communication
educator
9
Q
After surviving a serious illness, surgery, or injury, clients must work their way through the stages of ___ and may even display a type of PTSD response. Unless the nurse is able to understand what grief stage clients are in and to empathize with them, teaching will only fall on deaf ear
A
grief
10
Q
With the trend to very short hospital stays and one-day procedures, time for client education has become extremely short. ____ what is most important for clients to know when they get home and giving hem that info in a succinct and memorable way is key to education success
A
Assessing
11
Q
Keep in mind that the vast majority of clients whom nurses teach are ___ learners. They bring with them a lifetime of knowledge and info, and sometimes misinformation.
A
adult
12
Q
True or false: adult learners CANNOT be taught in the same way a child is taught
A
True
13
Q
___ ____: if the nurse is unable to communicate ___ in the client’s language, then attempting to teach them will be fruitless
A
Language assessment
fluently
14
Q
In conducting a language assessment, the nurse must determine the client’s ____ in the primary as well as the secondary language
A
fluency
15
Q
____ in the client’s language may be a teaching option but all not clients are able to ___
A
Brochures
read
16
Q
Brochures that have been translated from English into another language may not covey message or words may not be familiar to patient. In that case, a medical ___ who speaks the client’s particular dialect is needed
A
interpreter
17
Q
___ clients may have hearing or vision deficits that can interfere with their ability to take in information
A
Elderly
18
Q
The higher a person’s ___ level the more likely that person is to have received some formal health education and typically the higher that person’s motivation to learn
A
emotional
19
Q
Before attempting to teach a client the nurse should determine the following info
- what is the client’s level of ___ to learn
- what factors will ___ the client to learn healthy behaviors
A
motivation
motivate
20
Q
in assessing learner characteristics and learning readiness, nurses should pay attention to the client’s ___ background, health ___, ___ level, age, and ___
A
Cultural
Literacy
Education
Gender
21
Q
On the other hand, don’t presume that a highly educated client understands ___ concepts because they might think they know but they might misinterpret the nurses teaching session
A
medical
22
Q
A thorough assessment of a client’s learning needs focuses on finding out four basic ___
- what the does the pt. already know
- what does the pt. want/need to learn
- what is the pt. able to learn
- preferred learning style and the best teaching methods for that style
A
needs
23
Q
Finding out what the client ___ knows is important because it can help in planning what needs to be taught so that unneeded basic info is not repeated
A
already
24
Q
Second, the nurses needs to find out what the client ___ and ___ to learn to help them in dealing with their illness or injury
A
wants
needs
25
Third, uncovering what the client is ___ to learn involves finding out his or her comprehension and general ____ level
able
| intelligence
26
The fourth bit of info to determine is the client's preferred learning ___ and the best teaching methods for that ___ of learning
style
| style
27
___ of specific individualized needs the nurse needs to analyze the data and organize it to formulate a ____ or statement of the client's learning needs
Identification
| Diagnose
28
Development of a ___ ___ through goals and ____ is what defines planning
teaching plan
| objectives (planning)
29
___ are generally defined as broad, general statements about what the client needs and wants to learn
Goals
30
___ ___ are derived from the client's goals and more specifically guide the teaching plan of the client
Learning objectives
31
Learning objectives are ___ in their formation; that is they emphasize what the learner is supposed to be able to ___ when learning have occured
behavioral
| do
32
Objectives describe the learning outcomes in clear and understandable language; achievement of the objective or progress toward it can be ___
measured
33
Well developed behavioral objectives should also have a __ ___ for when they are expected to be accomplished
time limit
34
key points to keep in mind when developing behaviors objectives include the following
-always start the objective with an ___ ___ that specifies the behavior that will demonstrate that client learning has occurred
action verb
35
key points to keep in mind when developing behaviors objectives include the following
-always focus the objective on how the learner is to ___ or complete a behavior; the only way the behavior or action can be observed and measured is if it can be ___, ___, or ___ by the nurse
perform
seen
felt
heard
36
key points to keep in mind when developing behaviors objectives include the following
-limit each objective to only __ specific learning outcome
one of the purposes of assessment particularly if an outcome is not achieved, is to determine what caused the lack of achievement
multiple outcome objectives make that determination very difficult
one
37
Objectives can fall within 3 domains ___, ___, and ___
Affective
cognitive
psychomotor
38
Different ways of measuring outcomes are used for each learning domain
____ domain objectives center on ___ and ___ such as interests, values, attitudes, appreciation, and methods of adjustment necessary for a positive effect on the client's life
affective
feelings
emotions
39
Example of an affective domain objective for a pt. with increased stress may state: reduce the client's stress by ____ him to verbalize his feelings openly
encouraging
40
___ domain objectives focus on the ____ outcomes such as ___, ____ and __ skills the client needs
```
Cognitive
intellectual
knowledge
understanding
thinking
```
41
Example of cognitive domain objective is increasing the client's ___ level concerning the complications of DM by the end of the shift
knowledge
42
___ domain objectives includes ___ and ___ the skills clients will need for self-care;
psychomotor
demonstrating
modeling
43
Psychomotor objectives assess learning __ skills such as giving self-injections, using mobility devices correctly, using eating utensils after a stroke, or changing colostomy bag and changes in diet for weight loss
motor
44
there are a number of __ strategies and not all work on every individual so its important to remember we all learn differently and therefore we need to plan our ___ strategies to match with the learning style of our patient
teaching
| teaching
45
this type of teaching style is helpful in problem solving
demonstration
46
this type of teaching style is verbal communication of ideas with participation by both teacher and learner
discussion
47
this type of teaching style is useful in the clinical setting, one on one with the client, or with a small group
allows for assessment of values and knowledge of the topic
elicits decision making regarding a situation or piece of info
discussion
48
this type of teaching style is a formal presentation by the teacher, useful for larger groups with same problem, best if oral presentation is accompanied by handout
lecture
49
this type of teaching style is useful for increasing motor-skill development, discussing a particular topic, or assessing comprehension of content
useful in clinical setting
visual aids, computer instruction pictures, paintings, posters, PP, internet
50
this type of teaching style is teaching by example; learners observe the teacher's behavior and then attempt to repeat the behavior
teach back/modeling
51
this type of teaching style is learning by experience, used sometimes when the learner has little knowledge of content or of a situation
this is time consuming and frustrating to learners and should be minimized
trial and error
52
this type of teaching style is acting the part of another person followed by discussion of perceptions of feelings and provides a change in perspective
role playing
53
with implementation is always important for the nurse to separate what the clients __ to know how to do to improve or maintain their health and what might be ___ for them to know
need
| nice
54
The most effective learning occurs when the client is ___ involved in the learning process along with their family
actively
55
___ learning is when the learner is treated like a receptacle for new info, doesn't change behaviors or attitudes and therefore yield poorer outcomes
passive
56
The implementation of a successful teaching plan will include the following
- ___ ___
- ___ ___
visual aids
| increasing motivation
57
___ is the last and in some ways the most important phase of the teaching-learning process the purpose of this is to determine whether clients have learned what was taught
evaluation
58
The only way to make sure clients understand the info is to ask them to repeat it or to show the nurse how the procedure is done
This technique is called ___-___ or ___ ___
teach-back
| return demonstration
59
The teach back methods provides the nurse a concrete ___ of the effectiveness of their teaching
measurement
60
what is a disaster?
a ___ event that leads to major property damage, a large number of injuries, displaced individuals, or major loss of life
catastrophic
61
the ___ defines a disaster as a "sudden, calamitous event that seriously disrupts the functioning of a community or society and causes human, material and economic or environmental losses that exceeds the community's ability to cope using its own resources
American red cross
62
What are the four steps in preparing for a disaster
1. get informed
2. make a plan
3. assemble a kit
4. update the plan and kit
63
When getting informed to prepare for a disaster the local emergency management or local ___ ___ ___ chapter is a good place to start the search for info
American Red Cross
64
When getting informed to prepare for a disaster you also want to find out what ___ the community has experience in the past
disasters
65
the first step in planning for any type of disaster is to make a list of important ___
contacts
66
__-___-___ contact person would most likely be a friend or relative who lives a considerable distance from the community
out-of-town
67
when making a plan it is important to select a ___ for everyone to meet at that is centrally located and likely to survive the disaster
location
68
when making a plan it is important that all ___ info for all family members at any time be easily accessible
contact
69
when making a plan it is important to know ___ routes and safe places
escape
70
When making a plan know the locations of the ___ shut off points especially gas and electricity
utility
71
When making a plan you need to know at least __ ways to exit each room and recommended that emergency evacuation drills are conducted at least __ times a year and whenever any changes are made in the escape plan
2
| 2
72
When making a plan to include disabled family members you need to have items necessary for ___ and be kept in the same place all the time so that they're easy to get to
mobility
73
When making a plan to include disabled family members it is also important to have several day __ of important medications and other routinely used items set aside that can be taken with client
supply
74
when making a plan it is important to check ___ coverage and to sit down with an agent every ___ to ___ years and discuss what is actually covered in the policy
insurance
1
2
75
Homeowner insurance doesn't cover flood damage and most home insurance doesn't routinely cover ___ either
earthquake
76
When making a plan it is important to take an ___ of all home possessions
inventory
77
When making a kit is important to protect ___ records and documents
important
78
Important documents include photocopies of all
- credit cards
- home titles
- birth and marriage certificates
- social security cards
- passports
- wills
- deeds and financial info such as checking___ numbers, insurance policies and immunizations records
account
79
Ideally, important documents should be kept in a ___-___ box but fire and waterproof home safes and strongboxes can provide adequate protection and are more convenient to access
safe-deposit
80
You want to update your plan and your kit every __ months and check for expiration dates and ensure clothing still fits
6
81
Disasters can be divided into 3 basic phases
- preimpact
- impact
- postimpact
82
___ phase: the focus is on ___ for the aftereffects of the event. the primary purpose for having disaster drills in health care facilities and by first responders is to build the skills and knowledge disaster responders must have to meet the needs of the population
preimpact
| preparation
83
___phase: when the actual disaster strikes. The goal during the this phase is to ___ to the disaster, ___ the emergency response and reduce the long-term effects of the disaster as much as possible
impact
respond
activate
84
___ phase: may begin as little as __ hours after the disaster and in some cases may last considerably longer. The activities focus on ___, ___. and ____. One vital step during this phase is the evaluation of the disaster preparations and of how rescue and recovery efforts could be improved
```
postimpact
2
recovery
rehabilitation
rebuilding
```
85
These are __ term responsibilities of the disaster nurse
1. Performs triage at the scene or in the emergency department.
2. Provides emergency medical assistance at the scene or in the emergency department. Special attention is given to vulnerable groups, such as people with disabilities, children, and elderly persons.
3. Provides assistance in the mobilization of necessary resources such as food, shelter, medication, and water.
4. Works in collaboration with existing disaster organizations and uses available resources.
short
86
These are ___ term responsibilities of the disaster nurse
1. Provides assistance with resettlement programs and psychological, economic, and legal needs.
2. Partners with independent, objective media; local and national branches of government; international agencies; and nongovernmental organizations.
3. Warns clients to be aware that many scam artists are present after any disaster and advises clients of factors to consider in detecting a scam
long
87
The ___ ___ ___ (MDR) system was designed to quickly evaluate and classify victims immediately after a disaster who can't be evacuated for a period of time
Medical Disaster Response
88
The MDR system is based on the traditional "simple triage and rapid treatment (____)" method but is modified to use palpation of the the ___ pulse in place of capillary refill along with ___ rate and neuro assessment (can pt. respond to commands)
START
radial
respiratory
89
The MDR system places all victims into one of 3 categories
category 1
category 2
category 3
90
Category 1: those who will ___ anyway, no matter what resources are used to help them
die
91
Category 2: those who will ___ whether or not they are treated
survive
92
Category 3: those who can be ___ and will gain long-term benefit from intervention and use of resources
helped
93
The key to the success of the system is to identify and treat those who fall into category ___ as quickly as possible
3
94
the first and second category victims will receive only ____ care
palliative
95
Those who need no treatment are given __ tags
white
96
Category 1 are given a ___ tag (expectant) are used for the fatalities and for those whose injuries are so extensive that they will not be able to ___ given the care that is available
black
| survive
97
Category 2 are given a ___ tag (wait) are reserved for the "__ ___" who will need medical care at some point after more critical injuries have been treated; these are the victims who are able to get up and walk around and require minimal or no treatment to save life or limb
green
| walking wounded
98
category 3 will receive a __ or ___ tag
red or yellow
99
___ (category 3-immediate) are used to label those who can't survive without ____ treatment but who have a chance of survival
RED
100
This is an example of a red tag (category 3)
Victims who require help ____ or assistance with their airwards or whose respiratory rate is greater than 30 breaths per minute
also included in this group are clients who are breathing but have no ___ pulse and victims who are unable to respond to commands
breathing
| radial
101
___ (category 3-nonurgent) for those who require observation; these victims will still need hospital care and would be treated immediately under normal circumstances. Victims who don't meet the criteria for the red category but are not able to walk
yellow
102
this is the use of microorganisms with the deliberate intent of causing infection to achieve military or political goals
bioterrorism
103
Biological weapons: biological agents can be spread through the ___, through ___ or in ___. It is also possible to use robotic delivery of agents by remote control devices such as drones. Biological agents can also be spread by "___ ___" who have purposely been given the disease and who spread it from person to person in a crowded space such as a subway or airport
air
water
food
suicide coughers
104
After being released, microorganisms can go undetected for an extended period because their effects are not immediate and the initial symptoms are often nonspecific or _____ - ______. Person-to-person transmission may continue for days or even weeks before the source is detected and a specific disease-causing organism is identified.
flu-like
105
for nurses and other clinicians, the key to an effective response is early ___
recognition
106
some biological agents can be detected in the environment using high-tech detection devices (___)
sniffers
107
biological agents are most often identified by specific ___ ___ and cultures or the report of the HCP of a particular set of symptoms indicative of a particular disease
blood tests
108
category __ possess the highest immediate risk for use as biological weapons
A
109
category ___ agents pose the ___ highest risk
B
| next
110
Category __ agents have a potential for use but are not considered an immediate risk as biological weapons
C
111
It is important for the nurse to know which ___ a substance belongs to because the categories indicate which organisms are most likely to be used in a bioterrorist attack
category
112
____ ____ are generally defined as devices that use any one of a number of chemicals mixed in such a way as to inflict death or harm to human beings
Chemical weapons (CWs)
113
The 3 major groups of CW are
1. nerve agents
2. blister agents
3. chocking agents
114
Chemical weapons are generally dispensed as ___, ___, or ____ that enter the body through the eyes, lungs, or skin. There are also ___ agents which are inhaled
aerosols
liquids
vapors
blood
115
Although symptoms of CW agents vary depending on the class of agent, some general symptoms to look for include immediate failure of the ___ or ____ system (paralysis), severe skin irritations and blisters, HA, irregular heartbeat or palpitations, vomiting and convulsions
respiratory
| nervous
116
___ agents among the most toxic of all CWs.
nerve
117
Nerve agents work by inhibiting the production ____ throughout the nervous system and causing paralysis of smooth muscles
acetylcholinesterase
118
Nerve agents work by inhibiting the production ____ throughout the nervous system and causing paralysis of smooth muscles
acetylcholinesterase
119
Although respiratory symptoms are generally the first to appear after inhalation of nerve agent vapors, ____ symptoms usually are the first to appear if the agent is ingested
gastrointestinal
120
The early symptoms seen with nerve agents often mimic a ___ ___ manifesting with tightness in the chest, SOB, elevated BP, and abnormal heart rhythms
heart attack
121
As the effect of the nerve agents toxin becomes becomes more systemic, the victim experiences increased ___ and generalized weakness, which increases with activity. Soon after, involuntary muscular twitching, scattered involuntary muscle contractions, and intermittent muscle cramps develop. The skin may be pale due to vasoconstriction.
fatigue
122
If left untreated or treated too late, nerve agents lead to __ __, complete shutdown of the nervous system and __
organ failure
| death
123
The primary treatment for nerve agents is immediate ____ and the administration of ___ ___ IV as soon as possible
decontamination
| atropine sulfate
124
Another medication for nerve agents includes ___ ___; it belongs to a family of compounds called oximes that binds to organophosphate-inactivated acetylcholinesterase, thereby regenerating or reactivating acetylcholinesterase and allowing the synapses to function again
pralidoxime chloride
125
The combination injection ___ (administered via an antidote treatment nerve agent, auto injector) includes both ___ and ____
if treated early, the serious s/s of nerve agent toxicity rarely lasts more than a couple of hours
DuoDote
atropine
pralidoxime chloride
126
___ agents sometimes called vesicants, burn and blister the exposed skin or any part of the body they contact
blister
127
Exposed skin is usually the first area of the body affected, blister agents also can cause major damage to the ___, ___ ___ linings of the lungs and blood-forming organs (thymus, bone marrow, spleen, lymph nodes). In addition, if ingested, they cause vomiting and diarrhea.
eyes
| mucous membranes
128
The most feared and oldest of the blister agents is ___ gas
mustard
129
Initial treatment of blister agents is immediate ___
decontamination
130
There is no practical drug treatment available for preventing the internal effects of ___ gas (blister agent)
mustard
131
___ or ___ agents work by attacking the tissues of the lungs and produce massive ___ edema
Choking
respiratory
pulmonary
132
The most dangerous of this group of toxins (choking) is ___ which is the one that terrorists are more likely to use
phosgene
133
Initial symptoms of choking agents include ___, choking, a feeling of tightness in the chest, nausea and occasionally vomiting, HA, and excessive tear production
coughing
134
There is no specific treatment or antidote for choking agents; Respiratory support by ___ with positive end expiratory pressure (PEEP) can usually maintain adequate oxygenation of the body
use of osmotic ___ can reduce the fluid load in the lungs
ventilation
| diuretics
135
first responders and ED personnel are at serious risk for exposure to chemically contaminated areas (known as ___ ____) If first responders are unprotected, direct contact with the CW or inhalation of vapors automatically makes them victims as well. If a liquid chemical agent was used, handling the skin and clothing of victims exposes rescue personnel to the same chemical.
hot zones
136
Full level ___ ___ material (___) suits should be worn until the source of contamination has been completely eliminated
D hazardous
| Hazmat
137
This is the physical and chemical removal of toxic agents from people’s skin, clothing, equipment, and any environmental surfaces where the agents were disseminated.
decontamination
138
Hazardous chemicals remaining on clothing, skin surfaces, and even in the respiratory system can be a source of exposure to others, this is called _________ _________.
secondary exposure
139
Immediate _____________________ is a major treatment priority for those with CW exposure.
decontamination
140
Immediate decontamination should include the following
o Removing all contaminated _________ and _________ from the victim and washing the unclothed body thoroughly with warm water and soap.
o Avoiding the use of very hot water and _________ _________ because these may actually force more of the chemical into the skin.
o Decontaminating all victims who have been exposed
o Decontaminating victims as close as possible to the site of exposure.
clothes and jewelry
| vigorous scrubbing
141
This involves, at all times, looking around you where you are, being observant, and noticing any unusual or suspicious objects, people or behavior
Situational awareness
142
The transition from nursing student to RN is often referred to as ___ ___ (transition shock)
reality shock
143
___ ___ sometimes called role ambiguity exists when a person is unable to integrate the 3 distinct aspects of a given role
role conflict
144
What are the 3 distinct aspects of a role
ideal
perceived
performed
145
__ role projects society's ____ of a nurse
ideal
| expectations
146
Ideal role clearly delineates obligations and responsibilities as well as the rights and privileges that those in the role can claim. Although the ideal role presents a clear image of what is expected, it is often somewhat _________ to believe that everyone in this role will follow this pattern of behaviors.
unrealistic
147
___ role is an individuals own ___ of the role, often more ___ than the ideal role
Perceived
definition
realistic
148
When individuals define their own roles, they may reject or modify some of the norms and expectations of society that were used to establish the ideal role. Intentionally or unintentionally, though, the ideal role is often used as the _________ _________ against which the perceived role is measured. The perceived role is the role with which the nursing student often _________ .
intellectual yardstick
| graduates
149
___ role is defined as what the practitioner of the role ___ does
Performed
| actually
150
___ ___ occurs when the ideal or perceived role comes into conflict with the performed role
reality shock
151
The difference between expectation and reality can produce what is called ___ ___ in many new graduate nurses; they know what they should do and how they should do it, yet the circumstances do not allow them to carry it out
cognitive dissonance
152
The end result of cognitive dissonance is increased apprehension. High levels of anxiety, left unrecognized or unresolved, can lead to various physical and emotional symptoms. When these symptoms become severe enough, a condition called _________ _________ may result.
burnout syndrome
153
How do we decrease the “reality shock”?
o _________ clinical rotations: A student who works with a preceptor is assigned to one RN for supervision for most of the semester. The student experiences the role of the RN by working the same hours and on the same unit as the nurse to whom he or she is assigned.
preceptor
154
How do we decrease the “reality shock”?
o The IOM has recommended that _________ _________ (NR) programs be established
Researchers have calculated that it takes ____ or more years for new graduates to master the skills necessary to be successful in their position.
nurse residency
| 1
155
Resume: is often the institution’s first contact with the nurse seeking employment, and it has a substantial effect on the whole hiring process. The goal of a résumé is to provide the hospital with a complete _________ of the prospective employee in as _________ space as possible. It should be easy to read and visually appealing and have flawless grammar and spelling.
picture
| little
156
A cover letter should be sent with every _________ résumé . The letter should be written in a _________ letter format, left justified, with 1-inch margins on the top, bottom, and sides. If at all possible, the letter should be addressed to a specific person. Letters beginning with “To Whom It May Concern” or “Dear Sir or Madam” do not make as favorable an impression.
mailed
| business
157
Interviews:
_________ business clothes that are clean, neat, and well pressed are an absolute necessity. If you are still dressing in the waiting room, it is likely to have a negative impression on the employer. A conservative hairstyle and limited accessories, jewelry, and makeup produce the best impression. Depending on the facility’s policies and the part of the country in which you are planning to work, visible body piercings, particularly in the nose septum, eyebrows, and lips, could be an issue. The same goes for visible tattoos and ear gauges.
Conservative
158
Mental preparation is as important to a successful interview as physical preparation. A quick review just before the interview is helpful so that you are familiar with the information contained in the _________ or _________ .
resume
| portfolio
159
There are a number of personal topics that prospective employers are not legally supposed to discuss, but they sometimes do anyway. These include questions about _________ orientation or habits, age , _________ , pregnancy status or plans for a family, marital status, personal living arrangements, _________ others, and religious or political beliefs.
sexual
race
significant
160
this is a state of emotional exhaustion that results from the accumulated ___ of an individuals life, including work, personal, and family responsibilities.
burnout
| stress
161
Burnout is used to describe a slow, continuous depletion of ___ and ___ combined with a loss of motivation and commitment after prolonged exposure to high occupational stress
energy
| strength
162
Examples of occupational stress include heavy ___ , lack of participation, or social support, injustice, uncertainty, lack of ___, role ____ , job insecurity, job complexity, and structural constraints
workload
incentive
conflicts
163
The people who are most likely to experience burnout tend to be ____, ___, ___ and more ___ than average
hardworking
idealistic
perfectionistic
intelligent
164
Certain categories of jobs and careers tend to produce a higher incidence of burnout: situations and positions in which there is a demand for ___ high quality performance, unclear or ___ expectations, little __ over the work situation, and inadequate financial rewards. Also jobs in which there is constant contact with people rank high on the burnout list
consistent
unrealistic
control
165
It is possible to recognize nurses who are in the early stages of burnout by identifying some classic behaviors
One of the earliest indications of burnout is the _________ that work is something to be _________ rather than eagerly _________ .
attitude
tolerated
anticipated
166
Nurses in the early stages of burnout often are ____, impatient, cynical, ____, whiny, or callous toward coworkers and clients
irritable
| pessimistic
167
Nurses who are burned out take frequent sick days, are chronically _________ for their shifts, _________ too much, eat too much, and often are not able to sleep. Eventually, as their idealism erodes, their work suffers. They become careless in the performance of their duties, _________ with their colleagues, and unable to concentrate on what they are doing, and they display a general attitude of boredom and _________ .
late
drink
uncooperative
apathy
168
If allowed to continue, burnout may lead to feelings of _________ , _________ , _________ , and _________
helplessness
powerlessness
purposelessness
guilt
169
The cognitive domain is divided into ___ of understanding
C-Comprehension: understanding of what concepts mean
A-Application: use of a concept
A-Analysis: ability to examine or explain a concept
K-Knowledge: recall of facts and concepts
E-Evaluation: judging or comparison of concepts
S-Synthesis: integration of a concept with learning
levels
170
these biological agents are considered category ___ and pose the highest immediate risk
- small pox
- anthrax
- plague
- botulism
- tularemia
- Ebola and lass (hemorrhagic fevers)
A
171
Effective response to bioterrorism you must know modes of ___, incubation ___, symptoms and communicable periods
transmission
| periods
