INTRO PROFF RN FINAL EXAM Flashcards
Describe the purpose of professional standards of nursing
To direct and maintain safe and clinically competent nursing practice. These standards are important to our profession because they promote and guide our clinical practice.
Explain how nursing practice is regulated
The initial review of credentials during registration, the periodic professional registration renewal, competency exams, and continuing education
Explain the relationship between levels of healthcare and levels of prevention
— Preventative: preventive care is more disease oriented and focuses on reducing and controlling risk factors for disease through activities such as immunization and diet counseling.
— Primary: providing interventions to reduce the risk of a disease/illness through health education/promotion; federally funded
— Secondary: focuses on preventing the spread of disease, illness, or infection once it occurs
— Tertiary: focuses on reducing complications of long-term diseases/disabilities through treatment/rehabilitation
— Restorative: helps patient regain maximal functional status, improving QOL, and promoting independence, and self-care
— Continuing Care: help patients adapt to permanent health changes so they can remain active and engaged
Discuss the role of nurses in different health care settings
Caregiver.
Decision maker.
Communicator.
Manager of Care.
Patient Advocate.
Educator.
Describe ways to express caring in practice
Discuss the health belief, health promotion, basic human needs, and holistic health models of
health and illness
Basic Human Needs (top to bottom): Self-actualization Esteem | Love & belonging | Safety | Physiological needs
Describe the variables influencing health beliefs and health practices
Describe health promotion and illness prevention activities
Discuss four types of risk factors and the process of risk factor modification
Describe the variables influencing illness behavior
Examine current trends in American families
Discuss the role of families and family members as caregivers
Explain the characteristics of patients from selected vulnerable populations that influence a
nurse’s approach to care
Describe elements of a community assessment
Describe social and cultural influences in health, illness, and caring patterns
Use cultural assessment to plan culturally competent care
Discuss the QSEN competencies for evidence-based nursing practice
— Patient Values
— Clinical Expertise
— Values
_________________
Other QSEN skills: teamwork, collaboration, safety, quality
Describe the steps of evidence based practice
Discuss levels of evidence in the literature
Discuss ways to apply evidence in nursing practice
List at least six critical-thinking skills
Review seven attitudes of the critical thinker
Explain how critical thinking is used in the nursing process
Describe each step of the nursing process in detail
Discuss approaches to data collection in nursing assessment
Differentiate between subjective and objective data
Subjective: What the patient/subject says
Objective: hands on; what is felt, heard, and seen
List the steps of the nursing diagnostic process
Discuss the process of priority setting
Describe goal setting
Differentiate between a goal and an expected outcome
Goal:
)Expected outcome:+
Develop a plan of care from a nursing assessment
Discuss the elements of the communication process
Identify the levels of communication and their uses in nursing
Differentiate aspects of verbal and nonverbal communication
Identify features and expected outcomes of the nurse-patient relationship
Describe behaviors and techniques that affect communication
Explain the focus of communication within each phase of the nursing process
Explain techniques used to assist patients with special communication or developmental needs
Describe the characteristics of an environment that promotes learning
Describe ways to incorporate teaching with nursing care
Identify methods of evaluating learning
Theorists
FREUD — Psychosexual focus
ERICKSON — Stages of psychosocial development
MASLOW — Based on human needs
PIAGET — Development of cognition
KOHLBERG — Moral development
What is PICO(T)
Purpose: how much time does it take to demonstrate an outcome (e.g., the time it takes for the intervention to achieve an outcome or how long participants are observed)?
P = patient population or area of interest
—ID your patients (family, clinical staff) by age, gender, ethnicity, disease, and experience or health problem
I = intervention of interest
— Which intervention do you want to use in practice (e.g., a treatment, diagnostic test, educational approach)?
C = comparison of interest
— What is the usual standard of care or current intervention that you now use in practice?
O = outcome
— What result do you wish to achieve or observe as a result of an intervention (e.g., change in patient/family caregiver behavior, physical finding, patient perception)?
T = time
— How much time does it take to demonstrate an outcome (e.g., the time it takes for the intervention to achieve an outcome or how long participants are observed)?
Explain the purposes of documentation
Describe guidelines for documentation
Define morals, ethics, bioethics, and values
Describe five major ethical principles that are used in reasoning about healthcare
The five principles, autonomy, justice, beneficence, nonmaleficence, and fidelity are each absolute truths in and of themselves. By exploring the dilemma in regards to these principles one may come to a better understanding of the conflicting issues.
Compare and contrast four ethical systems: utilitarianism, deontology, an ethics of care, and
feminist ethics
In a situation where you have the option to kill your daughter to save say 100 strangers, utilitarianism would say the moral choice is to kill your daughter. In contrast, care ethics would say that the moral choice is to save your daughter
Describe a systematic approach for processing ethical dilemmas
Describe the legal obligations and role of nurses
Explain the legal concepts of standard of care and informed consent
List sources for standards of care for nurses
Explain the concept of negligence and identify elements of professional negligence
Professional negligence: Doing so means you and your lawyer must prove the five elements of negligence: duty, breach of duty, cause, in fact, proximate cause, and harm.
Discuss ways to apply clinical care coordination skills in nursing practice
Describe the process of interprofessional collaboration among nurses and health care providers
Discuss principles to follow in the appropriate delegation of patient care activities
the right task.
the right circumstance.
the right person.
the right direction/communication.
the right supervision.
Discuss factors that influence the following components of self-concept: identity, body image,
and role performance
Identify stressors that affect self-concept: self-esteem, and sexuality
Self-Concept Stressor: Real or perceived change that threatens identity, body image, or role performance. Health is a HUGE Self-Concept Stressor. Changes in physical, spiritual, emotional, sexual, familial, and sociocultural health can affect self-concept.
Purpose of a MDS sheet
Describe the components of self-concept as each relates to Erikson’s developmental stages
Journalism
Isabell
Apply the nursing process to promote a patient’s self-concept and sexual health
Compare the frameworks for growth and development as described by major developmental theorists
Describe the growth and development changes that occur in people from conception to old age
Identify factors that promote or inhibit normal growth and development at each stage of life
Specify the physical and psychosocial health concerns of infants, children, adolescents, and adult
By 1 = weight should be tripled
Pre-school-aged children = crossing the street
Identify specific nursing interventions for the health promotion of patients across the life span
Describe the three stages of the general adaptation syndrome (GAS)
a three-stage set of physiological processes that prepare, or adapt, the body for danger so that an individual is more likely to survive when faced with a threat
(1) initial alarm, (2) resistance as a person attempts to compensate for changes induced by the alarm stage, and (3) a state of exhaustion if the person cannot adapt successfully during the stage of resistance or if stress remains unrelieved.
Defense mechanism
Compensation
— Making up for a deficiency in one aspect of self-image by strongly emphasizing a feature considered an asset. (Example: A person who is a poor communicator relies on organizational skills.)
Conversion
— Unconsciously repressing an anxiety-producing emotional conflict and transforming it into nonorganic symptoms (e.g., difficulty sleeping, loss of appetite).
Denial
—Avoiding emotional conflicts by refusing to consciously acknowledge anything that causes intolerable emotional pain. (Example: A person refuses to discuss or acknowledge a personal loss.)
Displacement
— Transferring emotions, ideas, or wishes from a stressful situation to a less anxiety-producing substitute. (Example: A person transfers anger over a job conflict to a malfunctioning computer.)
Identification
— Patterning behavior after that of another person and assuming that person’s qualities, characteristics, and actions.
Dissociation
— Experiencing a subjective sense of numbing and a reduced awareness of one’s surroundings.
Regression
— Coping with a stressor through actions and behaviors associated with an earlier developmental period.
Identify how stress and coping relate to health
Identify stress management techniques used in coping with stress
Discuss the relevance of compassion fatigue for health care
Review grief and loss theories
Describe types of grief
Discuss variables that affect a person’s response to grief
Loss and grief are experiences that affect not only patients and their families, but also students and health care professionals.
Grief and loss affect a person’s health physically, psychologically, socially, and spiritually.
Patients at the end of life need knowledge, compassion, and expert nursing care as they live with illnesses that cannot be cured and come to the end of their lives.
Identify assessment parameters in a patient experiencing loss and grief
Identify nursing interventions for helping patients cope with loss, grief, and death
