INTRO Flashcards
1
Q
WHAT IS GOVERNING BODY OF NURSES IN ONT.
A
CNO- PROTECTS NURSES FROM PUBLIC
2
Q
WHO PROTECTS NURSES IN ONT.
A
REGISTERED NURSES ASSOCATION OF ONT- PROTECT RN, NP AND NURSING STUDENTS
3
Q
4 COMPONENTS OF NURSING METAPARADIGMS
A
PERSON, NURSING, HEALTH, ENVIROMENT
4
Q
5 PATTERNS OF KNOWING
A
EMPIRICAL, AESTHETIC, ETHICAL, EMANCIPATORY, PERSONAL
5
Q
CODE OF ETHICS
A
CANADIAN NURSING ASSOCIATION
6
Q
CODE OF CONDUCT, REQUISITE SKILLS, ABILITIES, ENTRY TO PRACTICE, SCOPE-OF-PRACTICE
A
CNO
7
Q
BEST PRACTICE GUIDE LINES
A
REGISTED NURSES ASSOCIATION ONT
8
Q
TANNERS CLINICAL JUDGMENT
A
NOTICING, INTERPRETING, RESPONDING, REFLECTING
9
Q
CRITICAL THINKING AND CLINICAL JUDGMENT
A
- EVALUATING INFO LEARNING AND EXPERIENCE
- CRITICALLY THINKING IN CLINICAL SETTING
10
Q
REFLECTIVE PRACTICE
A
LOOKING BACK AND RECOGNIZING STRENGTHS AND WEAKNESSES TO GUIDE FUTURE PRACTCIE
11
Q
HOW OFTEN SHOULD NURSES OMPLETE A QA PROGRAM
A
ANNUALLY, BUT REFLECTIVE IS CONTINOUS AND EVERYDAY ROUTINE
12
Q
REFLECTIVE CYCLE
A
DESCRIPTION, FEELING, EVALUTUION, ANALYSIS, CONCLUSION AND ACTION PLAN
13
Q
REFLECTIVE PRACTICE PLUS
A
INCREASED SELF-AWARENESS, UNDERSTANDING, LIFELONG LEARNINGN
14
Q
ACT REQUIRES SELF- REGULATED PROFESSIONALS
A
THE REGISTERED HEALTH ACT (RHPA_ 1991
15
Q
STEPS FOR CNO QA PROGRAM
A
SELF-ASSESSMENT, PRACTICE REFLECTION, PEER FEEDBACK, CREATE LEARNING PLAN, PLAN, EVALUATE
16
Q
SOME RESOURCES NURSES CAN USE FOR SELF ASSESSMENT
A
CNA STANDARDS OF PRACTICE, GOV. REGULATIONS/LEGISLATIONS AND ORGANIZATION POLICES/PROCEDURES
17
Q
GOALS OF CONSTRUCTIVE FEEDBACK
A
IMPROVE LEARNS CONFIDENCE AND COMPETENCE, ENHANCE ACHIEVING LEARNING OUTCOMES, IMPROVES PERFORMANCES
18
Q
DEFINE THE PENDLETON MODLE
A
LEARNER PRESENTS BACKGROUND THEM\N FOCUSES ON POSTIVE
19
Q
NEPOTISM
A
USING POPULARITY FOR FAMILY MEMBER
20
Q
STEPS OF NURSING PROCESS
A
ASSESSMENT- DIAGNOSIS- PLAN-IMPLEMENTATION- ELAUATION
21
Q
WHAT IS THE DIFFERENCE BETWEEN COMPREHENSICE, EPISODIC, AND FOCUSED
A
COMPREHENSICE- BROAD
EPISODIC- ADNORMAL FINDINGS
FOCUSED- NARROW SCOPE- MORE DEPTH
22
Q
EXAMPLES OF DEVELOPMENTAL VARIABLES
A
MARTIAL STATUS, KIDS, DEV. STAGE, COPING, STRESS
23
Q
PSYCHOLOGICAL VARIABLES
A
MENTAL PROCESSES, RELATIONSHIPS, SUPPORT SYSTEM S
24
Q
CUE AND INFERENCE
A
CUE- GET INFO
INFERENCE- NURSING INTERPRETATION
25
OBJECTIVE DATA
CAN SEE IT
26
SUBJECTIVE
PATIENT SAYS THE FEEL IT
27
PRIMARY DATA SOURCE
PATIENT
28
SECONDARY SOURCE
FAMILY, RECORDS, OTHER NURSES
29
TERTIARY COURCE
LITERATURE, NURES EXPERENICE
30
3 PHASES NURSE PATIENT INTERVIEW
ORIENTATION, WORKING, TERMINATION
31
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
32
COMPONENT OF THE NURSING DIAGNOSIS
RESPONSE, ETIOLOGY, AN DEFINING CHARACTERISTICS
33
DISCHARGE PLANNING BEGIN FOR A PATIENT
DISCHARGE PLANNING BEGINSON ADMISSION
34
SOME BASIC LEARNING PRINCIPLES
MOTIVATION TO LEARN, ABILITY TO LEARN, AND LEARNING ENVIRONMENT
35
THREE DOMAINS OF LEARNING
COGNITIVE, AFFECTOR AND PSYCHOMOTOR
36
STAGE OF BLOOMS TAXONOMY
REMEMBERING, UNDERTSAND , APPLYING, ANALYZING, EVALUATING, CREATING
37
EXTRA STEP IS TAKEN WHEN INTEGRATING NURSING AND TEACHING PROCESS
OUTCOME IDENTIFICATION BEFORE PLANNING
38
EXAMPLE OF NURSING TEACHING DIAGNOSES
HEALTH MAINTENANCE HEALTH SEEKING- BEHAVIOURS, HEALTH SELF-MANAGEMENT AND SKILL
39
SMART GOAL
SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT
TIMELY
40
ANDRAGOGY
PROCESS OF LEARNING FOCUSED ON ADULTS
41
PEDAGOGY
THE METHOD AND PRACTICE OF TEACHING CHILDERN
42
GERAGOGY
TEACH INTERVENTIONS FOR OLDER ADULTS
43
SELF- EFFICACY IMPACT A PERSON LEARNING
HIGHER SUCCESSFUL BEHAVIOURAL CHANGES NEEDED TO MEET GOALS
44
5 STAGES OF BEHAVIOURAL CHANGE
PRE-CONTEMPLATION, CONTEMPLATION, PREPARATION, ACTION, MAINTENANCE
45
PURPOSE OF RNAO LEARNS MODEL
PROVIDE NURSIN PROCESS FRAMEWORK INCORPORATING SOCIAL LEARNING THEORY- PATIENT- CENTRED APPRAOCH
46
LEARN
LISTEN
ESTABLISH
ADOPT
REINFORCE
NAME
STRENGTH
47
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
48
COGNITIVE PROCESS OF THE NCLEX NCN CLINICAL JUGDEMENT
RECOGNIZE CUES
ANALYZE CUES
PRIORITIZE HYPOTHESES
GENERATE SOLUTIONS
TAKE ACTION
EVALUATE OUTCOMES
49
CLINICAL JUDGMENT INTERRELATED CONCEPTS
PATIENT EDUCATION
PROFESSIONAL IDENTITY
CARE COORDINATION
LEADERSHIP
SAFTEY
HEALTH CARE QUALITY
EVIDENCE
50
CRITICAL INQUIRY
PURPOSEFUL AND REFLECTIVE EXAMINATION OF RELATED IDEAS, CONCEPTS, EXPERIENCES AND BELIEFS
51
EXAMPLES OF EVIDENCE-INFORMED PRACTICE
HAND WASHING, CATHETERS, PER/POST SURGICAL SAFETY LIST, RNAO BEST PRACTICE GUIDELINES
52
AVERAGE NURSES LEARNING STAGE
LEARNING IN NURSES IS CONTINUOUS
53
PICOT FORMAT FOR LCINICAL QUESTIONS
P-PATIENT POPULATION
I- INTERVENTION OF INTEREST
C- COMPARISON OF INTEREST
O- OUTCOME
T- TIME
54
RESEARCH PROCESS BEGINS WITH...
QUESTION
55
NAMs 6 CHARACTERISTICS FOR QUALITY HEALTH CARE
SAFE, TIMELY, EFFICIENT, EFFECTIVE, EQUITABLE AND PATIENT- CENTRED
56
STEPS OF LEARNING CYCLE
PLAN-DO-STUDY-ACT
PDSA
57
HQO AND THE PURPOSE
HEALTH QUALITY ONTARIO-
- PROVIDES ADIVCE TO GOVERNMENT AND HEALTH PROVIDERS ON HOW TO ENSURE HIGH-QUALITY CARE IS PROVIDED
58
CONCEPT IS FUNDAMENTAL TO CONTINUOUS QUALITY IMPROVEMENT
EVIDENCE- INFORMED PRACTICE
59
9 ROLES OF NURSING LISTED IN TH ECNO ENTRY TO PRACTICE
CLINICAL, PROFESSIONAL, OMMUNICATPR, COLLABORATOR, COORDINATOR, LEADER, ADVOCATE, EDUCATOR, AND SCHOLAR
60
ACTS PROTECTS PATIENTS FROM A BREACH OF PRIVACY DUING AND AFTER RECEIVING CARE
PERSONAL HEALTH INFORMATION PROTECTION ACT 2004
61
COMPONENTS OF THE THERAPEUTIC NURSE-CLIENT RELATIONSHIP
TRUST, EMPATHY, POWER, RESPECT, AND PROFESSIONAL INTIMACY
62
3 COMPONENTS OF EVIDENCE- INFORMED PRACTICE
BEST RESEARCH EVIDENCE
PATIENT VALUES
CLINICAL EXPERIENCE
63
5 STEPS OF RESEARCH
ASK QUESTION
COLLECT BEST EVIDENCE
CRITIQUE EVIDENCE
INTEGRATE EVIDENCE
EVALUATE PRACTICE
EVALUATE PRACTICE DECISION OR CHANGE
64
STANDARD RESEARCH METHOD IN SCIENTIFIC STUDIES
RANDOMIZED CONTROLLED TRAIL
65
WHAT IS THE CANADA HEALTH ACT
CHA
1984- FEDERAL LEGISLATION FOR PUBLICY FUNDED HEALTH CARE INSURANCE IMPROVED UPON PRE-EXISTING FHMIA
66
DEPARTMENT OF HEALTH CREATED
1919- DEPARTMENT OF AGRICULTURE WAS RESPONSIBLE PRIOR TO 1919
67
HOSPITAL INSURANCE AND DIAGNOSTIC SERVICES ACT PASSED
WAS PASSED BY THE FEDERAL GOVERNMENT IN 1957
68
WHEN AND WHERE WAS THE FIRST UNIVERSAL HEALTH CARE PLAN INTRODUCED
SASKATCHEWAN INTRODUCED THE FIRST INIVERSAL HEALTH CARE PLAN IN 1947
69
WHEN AN INSURANCE PLAN FOR DOCTOR SERVICES INTRODUCED IN CANADA
FIRST SASKATCHEWAN 1962, REST OF CANADA WITH THE MEDICAL CARE ACT IN 1966
70
WHAT CHANGES CAME WITH THE FEDERAL-PROVINCIAL FISCAL ARRANGEMENTS AND ESTABLISHED PROGRAMS FINANCING ACT
COST SHARING WAS REPLACE BY A BLOCK FUND SYSTEM: NEW FUNDING ARRANGEMENT ALLOWED FOR MORE INVESTMENT IN HEALTH CARE
71
WHAT IS THE PATIENTS WAIT TIME GUARANTEE
2007- ALL PROVINCES AND TERRITORIES ESTABLISHED THIS INITIATIVE TO OFFER ALTERNATIVE CARE OPTIONS
72
RELATIONAL PRACTICE
INTERPERSONAL SKILLS TO BUILD AND SUSTAIN RELATIONSHIPS TO PROMOTE WELLNESS AND HEALTH FOR CLIENTS, COLLEAGUES AND FAMILLIE
73
ELEMENTS IN RELATIONAL PRACTICE
NURSING PRESENCE, THERAPEUTIC COMMUNICATION, CLIENT-CENTRED CARE AND INTER-PROFESSIONAL COMMUNICATION
74
COMPONENTS OF RELATIONAL PRACTICE
LISTENING, QUESTIONING, EMPATHY, PARTNERSHIP, SELF-AWARENESS, REFLECTION, SENSITIVITY
75
THERAPEUTIC NURSE-CLIENT RELATIONSHIP: NURSE RESPONSIBILITIES
THERAPEUTIC COMMUNICATION , CLIENT-CENTRED CARE, MAINTAINING BOUNDARIES AND PROTECT CLIENT FROM ABUSE
76
purpose/goal; World Health Organization
est.1948 by un "connects nations, partners and communities to promote health and serve vulnerable
77
health canada
originally the department, created in response to the Spanish flu. today health Canada helps Canadians maintain and improve their health
78
differentiate person, client and nurse-cantred care
person- the whole individual
client- patients needs
nurse- providers perspective is central
79
conceptual framework for implementing person-centred care
structure-process-outcome
80
practice recommendation;PCC
ESTABLISH, BULID, LISTEN AND SEEK, DOCUMENT
81
OHIP
ONTARIO HEALTH INSURANCE PLAN- COVERS MEDICALLY NECESSARY SERVICES FOR QUALIFYING CANADIANS AN DIMMIGRANTS
82
MINISTRY OF LTC
OVERSEES LONG TERM CARE IN ONTARIO TO ENSURE QUALITY OF CARE AND LIFE FOR RESIDENTS
83
MINISTRY OF HEALTH
CONNECTS PEOPLE IN ONTARIO WITH HEALTHCARE THEY NEED- COULD BE WITHIN THE COMMUNITY OR CLOSE TO HOME
84
WORLD HEALTH ORGAIZATION
UN AGENCY CONNECTS NATIONS TO PROMOTE HEALTH AND SAFETY FOR THE WORLD
85
2019 HOW MANY RNS WERE IN ONTARIO
440K REGULATED NURSES WERE RNS
86
WHAT ARE THE PRINCIPLES OF THE CANADA HEALTH ACT
PUBLIC ADMINISTRATION, COMPREHENSIVENESS, UNIVERSALITY, PORTABILITY, AND ACCESSIBILITY
87
ROLE OF THE CANADIAN GOVERNMENT IN CANADAS HEALTH CARE SYSTEMS
SET PRINCIPALS, HELPS FINANCES DELIVERS CARE, PROVIDES POLICY AND PROGRAMMINING
88
KIRBY REPORT 2002
SHOULD FOCUS ON CHANGE AND REFORM INSTEAD OF SUSTAINING HEALTH CARE IN ITS CURRENT STATE
89
ROMANOW COMMISSION
BUILDING VALUES: FUTURE OF HEATH CARE CANADA
90
REGIONAL HEALTH AUTHORITY: SARNIA, ON
LAMBTON PUBLIC HEALTH: IMPROVE PATIENT EXPERIENCES
91
CENTRALIZATION
LEGISLATIVE POWER DISTRIBUTED UNEVENLY ACROSS VARYING LEVELS OF GOVERNMENT, FAVOURING THE HIGHER LEVEL
92
4 PILLARS OF PRIMARY HEALTH CARE
TEAMS, ACCESS, INFORMATION, HEALTHY LIVING
93
WHAT ARE THE DIFFERENT LEVELS OF BARRIERS TO PRIMARY HEALTH CARE
INDIVIDUAL, PRACTICE AND SYSTEM LEVEL BARRIES
94
5 LEVEL OF HEALTH CARE
HEALTH PROMOTION
DISEASE AND INJURY
DIAGNOSIS AND TREATEMENT
REHABILITATION
SUPPORTIVE CARE
95
MAJOR HEALTH CARE CHALLENGES
SUSTAINABILITY, RESOURCES, FUNDING, CLIMATE CHANGE, POLITICAL ECONOMY
96
DISCRIMINATION
ACTION OR DECISION THAT TREATS A PERSON OR GROUP BADLY DUE TO AGE, RACE, DISABILITY
97
EQUITY
FAIRNESS- INSTEAD OF EVERYONE RECEIVING THE SAME OR EQUAL, EVERYONE RECEIVES WHAT THE NEED SO EVERYONE HAS THE SAM E
98
HARASSMENT
DISCRIMINATION- ANY UNWANTED PHYSICAL OR VERBAL BEHAVIOUR THAT OFFENDS/HUMILIATES
99
10 YEAR PLAN TO STRENGTH HEALTH CARE
INTERGOVERNMENTAL AGREEMENT
100
NURSING SOCIAL INITIATIVE
OUTPOST NURSING
101
EMPOWERMENT
INDIVIDUAL OR GROUP EXERCISE ABILITY TO EFFECT CHANGE
102
OTTAWA CHARTER 1986
FIRST INTERNATIONAL CONFERENCE ON HEALTH HEALTH PROMOTION
103
OTTAWA CHARTER: PREREQUISITES FOR HEALTH
PEACE, SHELTER, EDUCATION, FOOD, STABLES, ECOSYSTEM, EQUITY, RESOURCES AND SOCIAL JUSTICE
104
NURSES INITIATIVE: PUBLIC POLICIES
SARNIA-LAMBTON-FOOD CHARTERS, COALITION AGAINST HUMAN TRAFFICKING
105
SOCIAL JUSTUCE
EQUITABLE DISTRIBUTION OF SOCIETY'S BENEFITS, RESPONSIBILITIES AND CONSEQUENCES
106
CULTURAL HUMILITY
ACKNOWLEDGING ONES OWN BARRIERS TO TURE INTERCULTURAL UNDERSTANDING
107
CULTURAL ASSESSMENT
SYSTEMIC AND COMPREHENSIVE ASSESSMENT OF INDIVIDUAL AND FAMILIY AND COMMUNITIES, VALUES, BLEIFS, PRACTICE
108
ETHNOHISTORY
USE OF DOCS MATERIALS AND ETHNOGRAPHIC DATA AND HISTORICAL DATA
109
APPLYING CULTURAL COMPETENT AND SAFE CARE
EXAMIINE NURSING PRACTICE AND PARTICIPATE IN REFLECTIVE PRACTICE
110
RNAO EMBRACING CULTURAL DIVERSITY IN HEALTH CARE
self-awareness, communication, new learning
111
truth and reconciliation commission of canada
final report in 2015, collection of residential schools
112
golden rule od documentation
u didn't chart it u didn't do it
113
according to CNO documentation is important to:
determine care required, evaluate, asses nurse intervention
114
purpose med records
communication, plan, funding management, research, edcucation
115
electronic health records
digitail version of patient recorss
116
how to cross out errors
put line through it NO WHITE OUT
117
how to sign off doc early
dont leave blank space, PUT A LINE
118
proper writing utensil for docs
BLACK PEN NOTHING ELSE
119
quality doc guidlines
factual, accurate, current, organized, compliment w/ standards
120
CNO practice standards: doc
communication, accountability, and security
121
what are the different method of document
narrative, problem oriented, source recorded, charting by exception, and case management and use of critical pathways
122
major sections of problem-oriented records
database, problem list, care plan, progress notes
123
problem oriented charting:SOAP
S-subjective
O-objective
A-assessment
P- plan
I- intervention
E- evaluation
124
ELEMENTS OF PIE CHARTING
PROBLEM
INTERVENTION
EVALUTION
125
DAR charting
data, action, response
126
source records
organized based on destination/ occupation
127
SBAR communication
situation
background
assessment
recommendation
128
NURSING INFORMATICS
INTERGRATES NURSING AND SCIENCE AND COMPUTERES
to manage data
129
goal of nursing informatics
improve the heakth of people an dcommunities while reducing ocst
130
managment information system
provide managers with necessary information to make decisions about an organization's operations
131
CANADIAN INSTITUTE FOR HEALTH INFORMATION
provides data used to accelerate improvements in health care an dsystems
132
operability
the extent to which healthcare systems and devices can exchange data and usere can interpret the shared data
133
canadian verion of nursing minmium data set
health informatics: nursing components
134
Cna informatics compitencies
access, competencies, and participation
135
data gathering process
collect, share, evaluate, refine
136
principles of nursing tele-practice
one: theraputi coursing
two: doc care
three: roles and responsibilities
four: consent
five: ethical and legal
six: competencies
