INTRO Flashcards
WHAT IS GOVERNING BODY OF NURSES IN ONT.
CNO- PROTECTS NURSES FROM PUBLIC
WHO PROTECTS NURSES IN ONT.
REGISTERED NURSES ASSOCATION OF ONT- PROTECT RN, NP AND NURSING STUDENTS
4 COMPONENTS OF NURSING METAPARADIGMS
PERSON, NURSING, HEALTH, ENVIROMENT
5 PATTERNS OF KNOWING
EMPIRICAL, AESTHETIC, ETHICAL, EMANCIPATORY, PERSONAL
CODE OF ETHICS
CANADIAN NURSING ASSOCIATION
CODE OF CONDUCT, REQUISITE SKILLS, ABILITIES, ENTRY TO PRACTICE, SCOPE-OF-PRACTICE
CNO
BEST PRACTICE GUIDE LINES
REGISTED NURSES ASSOCIATION ONT
TANNERS CLINICAL JUDGMENT
NOTICING, INTERPRETING, RESPONDING, REFLECTING
CRITICAL THINKING AND CLINICAL JUDGMENT
- EVALUATING INFO LEARNING AND EXPERIENCE
- CRITICALLY THINKING IN CLINICAL SETTING
REFLECTIVE PRACTICE
LOOKING BACK AND RECOGNIZING STRENGTHS AND WEAKNESSES TO GUIDE FUTURE PRACTCIE
HOW OFTEN SHOULD NURSES OMPLETE A QA PROGRAM
ANNUALLY, BUT REFLECTIVE IS CONTINOUS AND EVERYDAY ROUTINE
REFLECTIVE CYCLE
DESCRIPTION, FEELING, EVALUTUION, ANALYSIS, CONCLUSION AND ACTION PLAN
REFLECTIVE PRACTICE PLUS
INCREASED SELF-AWARENESS, UNDERSTANDING, LIFELONG LEARNINGN
ACT REQUIRES SELF- REGULATED PROFESSIONALS
THE REGISTERED HEALTH ACT (RHPA_ 1991
STEPS FOR CNO QA PROGRAM
SELF-ASSESSMENT, PRACTICE REFLECTION, PEER FEEDBACK, CREATE LEARNING PLAN, PLAN, EVALUATE
SOME RESOURCES NURSES CAN USE FOR SELF ASSESSMENT
CNA STANDARDS OF PRACTICE, GOV. REGULATIONS/LEGISLATIONS AND ORGANIZATION POLICES/PROCEDURES
GOALS OF CONSTRUCTIVE FEEDBACK
IMPROVE LEARNS CONFIDENCE AND COMPETENCE, ENHANCE ACHIEVING LEARNING OUTCOMES, IMPROVES PERFORMANCES
DEFINE THE PENDLETON MODLE
LEARNER PRESENTS BACKGROUND THEM\N FOCUSES ON POSTIVE
NEPOTISM
USING POPULARITY FOR FAMILY MEMBER
STEPS OF NURSING PROCESS
ASSESSMENT- DIAGNOSIS- PLAN-IMPLEMENTATION- ELAUATION
WHAT IS THE DIFFERENCE BETWEEN COMPREHENSICE, EPISODIC, AND FOCUSED
COMPREHENSICE- BROAD
EPISODIC- ADNORMAL FINDINGS
FOCUSED- NARROW SCOPE- MORE DEPTH
EXAMPLES OF DEVELOPMENTAL VARIABLES
MARTIAL STATUS, KIDS, DEV. STAGE, COPING, STRESS
PSYCHOLOGICAL VARIABLES
MENTAL PROCESSES, RELATIONSHIPS, SUPPORT SYSTEM S
CUE AND INFERENCE
CUE- GET INFO
INFERENCE- NURSING INTERPRETATION
OBJECTIVE DATA
CAN SEE IT
SUBJECTIVE
PATIENT SAYS THE FEEL IT
PRIMARY DATA SOURCE
PATIENT
SECONDARY SOURCE
FAMILY, RECORDS, OTHER NURSES
TERTIARY COURCE
LITERATURE, NURES EXPERENICE
3 PHASES NURSE PATIENT INTERVIEW
ORIENTATION, WORKING, TERMINATION
STEPS IN DATA INTERPRETATION
ORGANIZE DATA- ID DATA GAPS- COMPARE CUES TO STANDARDS AND NORMS- ESTABLISH PATTERNS AND RELATIONSHIPS- DRAW CONCLUSIONS- DETERMINE POTENTIAL ETIOLOGY- DIAGNOSE-CHOOSE FRAMEWORK- ID PATIENT AND FAMILY STRENGHTS
COMPONENT OF THE NURSING DIAGNOSIS
RESPONSE, ETIOLOGY, AN DEFINING CHARACTERISTICS
DISCHARGE PLANNING BEGIN FOR A PATIENT
DISCHARGE PLANNING BEGINSON ADMISSION
SOME BASIC LEARNING PRINCIPLES
MOTIVATION TO LEARN, ABILITY TO LEARN, AND LEARNING ENVIRONMENT
THREE DOMAINS OF LEARNING
COGNITIVE, AFFECTOR AND PSYCHOMOTOR
STAGE OF BLOOMS TAXONOMY
REMEMBERING, UNDERTSAND , APPLYING, ANALYZING, EVALUATING, CREATING
EXTRA STEP IS TAKEN WHEN INTEGRATING NURSING AND TEACHING PROCESS
OUTCOME IDENTIFICATION BEFORE PLANNING
EXAMPLE OF NURSING TEACHING DIAGNOSES
HEALTH MAINTENANCE HEALTH SEEKING- BEHAVIOURS, HEALTH SELF-MANAGEMENT AND SKILL
SMART GOAL
SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT
TIMELY
ANDRAGOGY
PROCESS OF LEARNING FOCUSED ON ADULTS
PEDAGOGY
THE METHOD AND PRACTICE OF TEACHING CHILDERN
GERAGOGY
TEACH INTERVENTIONS FOR OLDER ADULTS
SELF- EFFICACY IMPACT A PERSON LEARNING
HIGHER SUCCESSFUL BEHAVIOURAL CHANGES NEEDED TO MEET GOALS
5 STAGES OF BEHAVIOURAL CHANGE
PRE-CONTEMPLATION, CONTEMPLATION, PREPARATION, ACTION, MAINTENANCE
PURPOSE OF RNAO LEARNS MODEL
PROVIDE NURSIN PROCESS FRAMEWORK INCORPORATING SOCIAL LEARNING THEORY- PATIENT- CENTRED APPRAOCH
LEARN
LISTEN
ESTABLISH
ADOPT
REINFORCE
NAME
STRENGTH
TEACH-BACK METHOD
TECHNIQUE WHERE THE TEACHER EXPLAINS THE PROCEDURE TO THE LEARNER AND HAS THE LEARNER REPEAT THE INFORMATION IN HIS OR HER OWN WORDS
COGNITIVE PROCESS OF THE NCLEX NCN CLINICAL JUGDEMENT
RECOGNIZE CUES
ANALYZE CUES
PRIORITIZE HYPOTHESES
GENERATE SOLUTIONS
TAKE ACTION
EVALUATE OUTCOMES
CLINICAL JUDGMENT INTERRELATED CONCEPTS
PATIENT EDUCATION
PROFESSIONAL IDENTITY
CARE COORDINATION
LEADERSHIP
SAFTEY
HEALTH CARE QUALITY
EVIDENCE
CRITICAL INQUIRY
PURPOSEFUL AND REFLECTIVE EXAMINATION OF RELATED IDEAS, CONCEPTS, EXPERIENCES AND BELIEFS
EXAMPLES OF EVIDENCE-INFORMED PRACTICE
HAND WASHING, CATHETERS, PER/POST SURGICAL SAFETY LIST, RNAO BEST PRACTICE GUIDELINES
AVERAGE NURSES LEARNING STAGE
LEARNING IN NURSES IS CONTINUOUS
PICOT FORMAT FOR LCINICAL QUESTIONS
P-PATIENT POPULATION
I- INTERVENTION OF INTEREST
C- COMPARISON OF INTEREST
O- OUTCOME
T- TIME
RESEARCH PROCESS BEGINS WITH…
QUESTION