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NURSE 3102 > Final Exam > Flashcards

Final Exam Flashcards

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1
Q

What are the major overarching goals of Healthy people 2020

A
  • Attain high quality, longer lives free of preventable diseases, disability injury and premature death
  • Achieve health equity, eliminate disparities, and improve the health of all groups
  • Create social and physical environments that promote good health for all
  • Promote quality of life, health developments, and healthy behaviors across all life stages
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2
Q

What is the purpose of HealthyPeople2020?

A

 Establish the territory in which health promotion and disease prevention efforts take place

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3
Q

Holistic health

A

definition encompasses the whole person

Eudonistic is the most, clinical is the least

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4
Q

Adaptive Model

A

people’s ability to adjust positively to social, mental, and physiological change is the measure of their health

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5
Q

Clinical Model

A

defined by the absence of illness. Illness by the conspicuous presence of S/S of disease. Least holistic.

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6
Q

Eudemonistic Model

A

exuberant well-being. Interactions btw the physical, social, psychological, and spiritual aspects of life and the environment that contribute to goal attainment and create meaning. Illness is a lack of involvement with life. Most holistic

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7
Q

Role Performance Model:

A

in terms of an individual’s ability to perform social roles.

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8
Q

Lvl Prevention: Primary

A

Primary: Health promotion and specific protection like immunization. Early education, immunizations, hygiene. Before disease.

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9
Q

Lvl Prevention: Secondary

A

early diagnosis and prompt treatment: mass screenings. Disability limitations

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10
Q

Lvl Prevention: Tertiary

A

restoration and rehabilitation: retraining and education. Minimize effect disease.

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11
Q

Social determinants of Health

A

 Factors in society that have an influence on health and the options available to people to improve or maintain their health. Ex: income, stress, unemployment, early childhood, housing, food security, gender, race, social inclusion

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12
Q

Health Disparities

A

 Includes disparities in health and in health care. A particular type of health difference that is closely linked with social, economic, and or environmental disadvantage. Fully preventable.

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13
Q

Health Equity

A

 The accomplishment of the highest level of health for all people.

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14
Q

Gordons Functional Health Patterns

A
  • Target red district to implement obesity and childhood trauma
  • Blue district need different types resources then red districts
  • Ecomap: looks at family organizational patterns
  • Genogram: assess connections and data cues between the generations
  • Gordons Functional
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15
Q

Leading Cause Death in America

A
  1. Heart Disease
  2. Cancer
  3. Unintentional Injuries
  4. Chronic low resp. disease
  5. Cerebrovascular disease
  6. Alzheimer’s Disease
  7. Diabetes Mellites
  8. Flu/Pneumonia
  9. Nephritis (kidney disease)
  10. Suicide
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16
Q

Health Prom: Infants

A 
	Nutrition & Elimination
	Sleep
	Attachment and Bonding
	Safety
	Infection Prevention
	Injury Prevention
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17
Q

Health Prom: Toddler

A

 Accident and injury prevention (choking, falls, burns, poisoning)
 Dental hygiene
 Immunizations
 Toilet training
 Healthy growth and development
 Prevention of child maltreatment/child abuse

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18
Q

Health Prom: School Age

A
  • Injury prevention (avoid falls, burns, wear helmets, etc. motor-vehicle safety!)
  • Road safety and awareness
  • Prevent poisoning (eliminate lead paints, secure cleaning products & medications)
  • Prevent choking (keep small toy parts out of reach, cut up foods into small bites, teach older children to chew thoroughly and not to run with food in their mouth)
  • Ensure adequate growth & nutrition (encourage nutritious foods, limit sugary fruit juices, fast food and low nutrient foods)
  • Obesity prevention: encourage fun physical activity, limit screen time
  • Prevent child maltreatment and abuse
  • Encourage socialization, attachment and healthy cognitive and behavioral development
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19
Q

Health Prom.: Adolescent

A 
	Increased risk taking
	Risk for violence
	Accidents and injuries
	Sexual health: STD’s, pregnancy
	Depression, anxiety
	Suicide
	Substance Abuse (alcohol, MJ)
	Body image, eating disorders
	Social acceptance and identity issues
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20
Q

Health Prom: Young adults

A

Risk-taking, accidents and injuries, sexual health, get yourself together.

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21
Q

Health Prom: Middle Adult

A

 Musculoskeletal health: bone density, joint disease and osteoarthritis
 Digestive health: constipation and heartburn, risk for obesity and overeating, overconsumption of alcohol
 Mental health: suicide risk, depression and chronic stress, grief, sleep disorders
 Cardiovascular health: high blood pressure, cholesterol, atherosclerosis and arteriosclerosis
 Sexual health: menopause, hormonal changes, sexual dysfunction, (rate of unintended pregnancy highest in middle-age), STDs
 Oral health: gingivitis, tooth decay
 Vision: onset of glaucoma, cataracts, presbyopia (farsightedness)

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22
Q

Health Prom: Older Adult

A

 Fall prevention - remove obstacles, ensure adequate lighting, promote balance, strength & flexibility
 Injury prevention (strength training, bone density)
 Maintain mobility and function: “use it or lose it”
 Reduce risk factors for heart disease & stroke
 Medication adherence, polypharmacy and health literacy
 Recognition of s/sx of stroke and heart attack
 Social isolation, suicide & depression, grief, and elder abuse

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23
Q

Screenings: What are some important ethical considerations (false positives vs. false negatives – what are the implications of each?)

A

 Use a test that may tell people they have a condition when they do not? (false positive)
 Use a test that may tell people they do not have a condition when they actually do? (false negative)
 Use a test if there is no system in place to treat those who test positive? (affect quality of life)
 Should the screening be done?
 Is there any benefit to early detection, are there effective treatments available, etc

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24
Q

Examples of screenings

A

 Mammograms, prostate exams, STI, smoking, obesity, diabetes, hypertension

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25
Q

Define: validity, reliability, inter-observer reliability, sensitivity and specificity

A

 Validity: accuracy to distinguish
 Sensitivity: if poor sensitivity then you get false negative results
 Specificity: if poor specificity then you get false positive
 Inter-observer: consistent interpretation of results with different people (ex: two nurses measure the same BP)

26
Q

Gov. covered services for children

A

o BP, behavioral, autism, immunizations, anemia, PKU, STI, TB, depression, all the screening that’s done when baby is born, etc.

27
Q

GOV. covered services for women

A

o Anemia, domestic violence, female anatomy related cancers, ANY contraceptive procedures, STIs, etc.

28
Q

Gov. covered services for all

A

Various different preventative screening services covered by gov. for adults.
o Immunizations, cholesterol, diet, diabetes, obesity, STI, HIV. Common sense.

29
Q

Define/understand health literacy

A

Health Literacy: the degree in which individuals can obtain, process and interpret health information needed to make appropriate health decisions

30
Q

Define/Understand Health Disparities

A

Health Disparities: education available, homeless community, low-income, college in family

31
Q

Define/Understand Empowerment

A

Empowerment: facilitate behavior change and help clients make informed decisions about their health.

32
Q

Transtheoretical Model of Change

A

■ Pre-contemplation: a person is not even thinking about making a behavior change within the next 6 months (e.g. smoking cessation or diet/nutritional change)
■ Contemplation: A person is seriously considering a behavior change in the next 6 months (they are aware of the problem and intend to change.)
■ Planning or Preparation: A person is seriously considering making a behavior change in the next month
■ Action: A person has implemented a behavior change for less than 6 months
■ Maintenance: A person has incorporated a behavior change for at least 6 months and is sustaining the change

33
Q

Health Belief Model

A

 Perceived Susceptibility
 Perceived Barriers
 Perceived Benefits
 Perceived Seriousness

34
Q

Social Cognitive Theory

A

■ The greater a person’s self-efficacy, the more likely they will be to overcome obstacles and engage in a desired behavior. Someone has to believe they can change

35
Q

Steps to developing a teaching plan

A 
■	Use plain language
■	Limit information to 3-5 key points
■	Be specific and concrete 
■	Demonstrate, use visual aid or models
■	Repeat/summarize
■	Use teach-back to confirm understanding
■	Be positive, hopeful and empowering
36
Q

3 Domains of Learning

A

■ Cognitive Learning = Thinking
– New facts or concepts, building on knowledge
■ Affective Learning = Feeling
– Recognition of values, beliefs, relationships, attitudes
■ Psychomotor Learning = Acting
– Developing physical skills from simple to complex

37
Q

Healthy vs. Overwt vs. Obese BMI

A

 18.5-25 Healthy
 25-30 overweight
 30+ obese

38
Q

-Dietary excess contributes to what health conditions?

A 
	CHD
	Diabetes mellitus
	Cancer
	Stroke
	Obesity contributes to high BP, type 2 diabetes and cholesterol levels
39
Q

-Identify important micronutrient and mineral deficiencies and how these impact health

A

 Toxic levels of Vit. A can cause teratogenic effects
 Less likely to occur when they come from food
 Extra micronutrients indicated at certain times like pregnancy, older age, Vit. D for those without sun, vegans.

40
Q

Socioecological MOdel of Nutrition

A

 EAR: estimated average requirement. Median intake required to meet the estimated needs of one-half of the individuals in a particular stage of life and gender group.
 Basically, a repetitive chart that is self-explanatory.

41
Q

SNAP

A

o Provides nutrition assistance to millions of eligible, low-income individuals and families
o Largest program in the “domestic hunger safety net”
o Supports those who wages are too low to lift them out of poverty
o The Census Bureau indicates that SNAP would lift 3.9 million Americans—including 1.7 million children—out of poverty if its benefits were included in the official measures of income and poverty.
o It delivers benefits with a high degree of integrity
o Benefits can be exchanged only at authorized food retailors
o SNAP provides a fiscal boost to the economy during downturns (every $1 in new benefits generates up to $1.80 in economic activity)

42
Q

National School Lunch Program

A

o Children with family with income at or below 130% federal poverty life=free lunch
o Children with family with income 130-185% between poverty life= reduced lunch
o Sucks for everybody else

43
Q

WIC

A

o Free nutritious supplemental nutrition for WIC.
o Participate if have medical based risks like anemia, underweight, maternal age, history pregnancy complications
o Diet based risks like inadequate dietary pattern.

44
Q

FITT

A
  • Frequency
  • Aerobic exercise 3 to 5 times/week
  • Resistance training 2 to 3 times/week
  • Intensity
  • Moderate to rigorous by heart rate & perceived exertion
  • Resistance exercise 8 to 12 repetitions
  • Time
  • 20 to 60 minutes plus warm-up/cool-down
  • 15 to 30 minutes to complete a series of 8-10 resistance exercises
  • Type
  • Aerobic
  • Resistance training
45
Q

-How many minutes of moderate aerobic activity should the average adult do each week?

A

150 min

46
Q

-Define & understand: burnout, caregiver stress and compassion fatigue

A

 Burnout: stress as a result of mounting responsibility from caring for multiple people
 Caregiver Stress: the appraisal of the experience of caregiving including the taxing nature of behaviors of the recipitant of care, role conflict or strain, and physical and mental health effects on the caregiver
 Compassion Fatigue:

47
Q

Strategies for stress reduction

A 
	Developing self-awareness helps people learn about holistic nature stress to increase sense of self-control and counter self-defeating perceptions. Help change neg. thought patterns
	Alternative/holistic therapies
	Mini relaxations
	Nutrition: a healthy diet
	Expressive writing
	Physical activity
	Sleep hygiene
	Cognitive-behavioral reconstruing: technique used to modify the thoughts someone is having and replace them with more rational cognitive and behavioral responses
o	My Mom thinking she’s going to die soon because she has high BP and flu-like symptoms occasionally.
	Affirmations: counter self0defeating negative thoughts and attitudes by saying/thinking positive thoughts
	Social support
	Assertive communication
	Empathy: consider other perspectives
	Healthy pleasures
	Spiritual practice
	Clarifying values and beliefs
48
Q

Stress Warning Signs

A

 Physical Symptoms
o Headache, Indigestion, stomachache, sweaty palm, difficulty sleeping, dizziness, back pain, tightness in muscles, racing heart, restlessness, tiredness, ringing in ears
 Behavioral Symptoms
o Increase smoking, alcohol, and eating; bossy; compulsive gum chewing; critical others; grinding teeth; can’t get things done
 Emotional
o Self-explanatory
 Cognitive
o Memory loss, forgetfulness, running away, worry, etc.
 Spiritual
o Martyrdom, loss meaning, doubt, unforgiving, look for magic, cynicism, apathy
 Relational
o Self-explanatory

49
Q

Define: acupuncture, acupressure and aromatherapy and understand appropriate uses for these strategies

A

 Acupuncture: stimulating mapped points on the skin surface
 Acupressure: stimulating meridian points by with pressing, knuckling, rubbing, squeezing, and stretching movements
 Aromatherapy: uses aromatic plant materials and essential oils to treat physical imbalances

50
Q

Immunization schedule

A 
Birth: HepB1
1m: HepB2
2m: DTap1, Hib1, PCV, Polio, RV
4m DTaP2, Hib2, Polio, PCV2, RV
6m HepB3, DTap3, HiB3, Polio, PCV3, RV, flu shot
12-15m: HiB, MMR, PCV, HepA, varicella
15-18m DTaP4
51
Q

Toxic substances/infections women should avoid during pregnancy

A

 Caffeine (limit)
 Smoking
 Alcohol
 Illicit drugs
 Vitamin A supplements
 Ibuprofen (naproxen)
 Cold medicines and decongestions that contain guaifenesin and pseudoephedrine
 Hot tubs and saunas (spec. 1st trimester)
 Accutane
 ACE inhibitors
 Some antibiotics (doxycycline, tetracycline)
 Some anxiety medications: Xanax, valium
 Synthetic hair dyes
 Radiation
 Sexually transmitted infections
 Urinary tract infections: Increases risk of preterm labor
 Toxoplasmosis: avoid undercooked meat, cat feces, infected soil. Can cause blindness, mental disability in the infant
 Syphilis: can lead to spontaneous abortion or preterm birth
 Rubella: increased risk of congenital anomalies. Vaccine-preventable.
 Cytomegalovirus: can cause hearing loss, disabilities and microcephaly in the fetus, avoid people who are sick, do not share utensils, wash hands

52
Q

Important Nutritional Info for prego women

A 
	Increase 300 calories per day
	Drink 8-10 glasses of water per day
	More fiber
	Protein increases to 70 g per day
	More calcium
	30 mg of iron
	Folic acid
	Fats and carbs must supply most calories
53
Q

How to coach parents to avoid child abuse

A

 Attachment & Bonding
 Child Abuse
 More than 3 million infants and children in the U.S. are victims of abuse
 Interventions to prevent abuse of infants (Box 17-12)
 Promote parent-infant bonding
 Provide infant care instructions and education on expectations
 Provide frequent office visits of home visits to support new parents
 Screen and address postpartum depression
 Coach parents to maintain a strong parenting presence, to be patient, set appropriate limits and realize the toddler’s negative behavior is not directed at them, but rather is an important part of the child developing autonomy

54
Q

Developmental milestones for an infant

A

 Achieves physiologic equilibrium after birth
 Establishes self as a dependent person, but separate from others
 Becomes aware of inanimate vs animate and familiar vs unfamiliar and develops rudimentary social interaction
 Develops a feeling of affection for others and the desire for affection
 Manages the changing body and learns new motor skills, develops equilibrium, begins hand-eye coordination, and establishes rest-activity rhythm
 Learns to understand and control the physical world through exploration
 Develops a beginning symbol system, conceptual abilities, and preverbal communication
 Directs emotional expression to indicate needs and wishes

55
Q

P v. E Infant

A

Infant
■ Erikson’s Stage of Psychosocial Development: Trust vs. Mistrust
■ Piaget’s Stage of Cognitive Development: Sensorimotor

Middle Age Adult
■ Erikson’s Stage of Psychosocial Development:
– Generativity vs. Stagnation: findings life’s work and contributing to the development of others through childrearing, mentoring, volunteering, engage in meaningful work that contributes to society
■ Piaget’s Stage of Cognitive Development:
– Formal Operations (adolescence – adulthood)
■ Erikson’s Stage of Psychosocial Development:
– Integrity vs. Despair: reflect on their lives and feel a sense of satisfaction or failure
■ Piaget’s Stage of Cognitive Development:
– Formal Operations (adolescence – adulthood)

56
Q

P vs. E Toddler

A

Toddler
■ Erikson’s Stage of Psychosocial Development: Autonomy vs. Shame and Doubt
■ Piaget’s Stage of Cognitive Development: Preoperational Stage
– Thinking is egocentric, concrete – start to think figuratively (imaginative play)

57
Q

P vs. E School Age

A

School Age
■ Erikson’s Stage of Psychosocial Development:
– Initiative vs. Guilt (ages 3-6)
– Industry vs. Inferiority (ages 6-12)
■ Piaget’s Stage of Cognitive Development: Concrete Operations
– Child begins to think abstractly and conceptualize, create logical structures to explain experiences

58
Q

P vs. E Young Adult

A

Young Adult
■ Erikson’s Stage of Psychosocial Development:
– Intimacy vs. Isolation (ages 20-40): adults with a strong self of self develop successful intimate relationships (vs. loneliness and emotional isolation)
■ Piaget’s Stage of Cognitive Development:
– Formal Operations (adolescence – adulthood)

59
Q

P vs. E Middle Adult

A

Middle Age Adult
■ Erikson’s Stage of Psychosocial Development:
– Generativity vs. Stagnation: findings life’s work and contributing to the development of others through childrearing, mentoring, volunteering, engage in meaningful work that contributes to society
■ Piaget’s Stage of Cognitive Development:
– Formal Operations (adolescence – adulthood)

60
Q

P vs. E Adult

A

 Erikson’s Stage of Psychosocial Development:
 Integrity vs. Despair: reflect on their lives and feel a sense of satisfaction or failure
 Piaget’s Stage of Cognitive Development:
 Formal Operations (adolescence – adulthood)

61
Q

Emerging Populations in the US

A

-Immigrants and refugees
 Political refugees
 May be illegal
 Consider people’s background, when they immigrated when considering immigration.
 Economic, political, or human rights crises
-People living with HIV/AIDS
• Not growing number of AIDs but growing numbers of HIV
• Chronic management
• LGBTQ people and low-income people are most likely.
o High comorbidity with HIV. Modest decline globally. What actually kills people with HIV. Emergence of multidrug-resistant TB. Highest prevalence among vulnerable populations.
-People who are homeless
• Increased 7.3% since 2015
• Total 20827 in WA
• Lots of child homelessness
• Higher rate mortality, mental illness, substance abuse, victimization, poor birth outcomes,
• Have chronic disease problems.
• 20-30% ED visits are homeless individ.
-People with opioid addictions

62
Q

Critical Global Health Concerns

A

-Malnutrition, famine, and poverty: found in poor countries
-HIV/AIDS and TB
• Weight loss, night swears, couts+3wk, loss appetite, coughing up blood/mucus, fever
-MRSA and drug-resistant TB

NURSE 3102 (1 decks)

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