Intro Stuff Flashcards

1
Q

Parts of Diagnostic reasoning

A

Formulating hypotheses
Gathering data
Evaluating hypotheses AND data

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2
Q

Parts of the Nursing Process

A

Assessment
Diagnosis (Nursing)
Planning
Implementation
Evaluation

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3
Q

Priority Levels

A

First level
- Emergent, life-threatening/immediate

Second Level
- Urgent, prompt intervention

Third Level
- Important, addressed after more urgent problems

Collaborative problems
- Treatment involves multiple disciplines

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4
Q

Communication skills

A

Unconditional positive regard
Empathy
Active listening

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5
Q

Comminication techniques

A

Open ended questions (Gather narrative info)

Closed ended questions
(Gather specific, factual, and short info)

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6
Q

10 Traps of interviewing

A
  1. Providing false assurance or false reassurance
    1. Giving unwanted advice
    2. Using authority
    3. Using avoidance language
    4. Engaging in distancing
    5. Overusing professional jargon or casual language
    6. Using leading or biased questions
    7. Talking too much
    8. Interrupting
    9. Using “why” questions
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7
Q

LOTTAARRPP

A

Location
Onset
Type
Timing
Aggravating
Alleviating
Radiating
Related symptoms
Personal perception
Precipitating event

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8
Q

Examples of biographical data

A

Name
Address and phone number
Health card / Insurance information
Age and birth date
Birthplace
Gender
Marital status
Ethnocultural background
Occupation (usual and present)
Source of information

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9
Q

A-G Asssessment

A

airway, breathing, circulation, disability, exposure, further information (including family and friends) and
goals

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10
Q

Skills of physical examination

A

Inspection
palpation
Percussion
auscultation

Performed one at time, in the above order (EXCEPT for the abdominal assessment).

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11
Q

4 Assessment tequniques

A

Inspection, palpation, percussion, and auscultation

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12
Q

What are you looking for when inspecting a patient?

A

Assess for normal physical appearance and deviations. Colour, size, location, movement, texture, symmetry, odors, and sounds in each body system.

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13
Q

What is auscultation

A

Listening for various lung, heart, and bowel sounds w/ stethascope

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14
Q

What is an assessment for?

A

collection of data about an individual’s health state

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15
Q

Cue

A

A cue is a piece of information, sign or symptom, or lab data.

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16
Q

Hypothesis

A

tentative explanation for the presence of cues, and the basis for further investigation.

17
Q

Critical Thinking is developed how?

A

Experience

18
Q

DARP Charting

A

a way of interprofessional communication carried out in the patient’s chart or electronic health record

Data
Action
Response
Plan

19
Q

Purpose of the “health history” assessment?

A

To collect subjective data

combined with objective data from a health history assessment

20
Q

pneumonic to describe an individual’s pain

A

OPQRSTUV

Onset
Provocative or Palliating
Quality of pain
Region of body
Severity
Timing of any pain medications
Understanding of pain (causation)
Values

21
Q

ADL assessment

A

assess a patient’s self-care abilities in the area of bathing, dressing, toileting, eating, and walking

22
Q

IADLs

A

Instrumental activities of daily
go a step further to assess ability for independent living, such as housekeeping, shopping, cooking, doing laundry, using the phone, managing finances, nutrition, social relationships, self-concept, coping, and home environment.

23
Q

Before entering patient space…

A

Proper handwashing practice
-PPE (Gloves, masks, gowns, and protective eyewear)
-Transmission-based precautions (aware of signage indicating necessary precautions for each patient – contact

24
Q

Inspection

A

Concentrated watching, close/careful scrutiny
Compare patient’s right and left sides (symmetrical)
Ensure adequate patient exposure

25
Q

Palpation

A

Using sense of touch can confirm points noted during the inspection
Slow and systematic
Light versus deep palpation

26
Q

Percussion

A

Tapping skin with short, sharp strokes to assess underlying structures

27
Q

Auscultation

A

Listen directly over skin
Use sense of hearing for detecting sounds produced by heart, blood vessels, lungs, and abdomen, channelled through a stethoscope

28
Q

SOAP for organizing data

A

subjective data, objective data, assessment and plan.

29
Q

DARP

A

Data - subjective or objective information that supports the stated focus or describes the patients, status at the time of a significant event or intervention
Action – Completed or planned nursing intervention based on the nurses’ assessment of the patient’s status
Response – Description of the impact of the interventions on patient outcome
Plan – Nurses’ and/or patients’ plan to follow up on care provided or next steps to be taken.

30
Q

ISBARR

A

I = identify yourself and the patient
R = repeat back for clarity

Example from textbook:
S: this is Andrea, I’m the nurse taking care of Max Goodson in 6443. His condition has changed, and his most recent vital signs show a significant drop in BP.
B: Max is 40 years old with a history of alcoholism. He was admitted through the ED last night with abdominal pain and a suspected GI bleed. His BPs have been running in the 130’s/80’s. He just produced a large amount of liquid maroon stool and reported feeling dizzy. I rechecked his vitals, and his BP is 88/50 and HR is 104.
A: I’m worried his GI bleed is getting worse.
R: Will you order stat bloodwork and place an order to transfuse red blood cells if his hemoglobin is below 80 mmol/L? Also, can you please come and assess? I think we may need to insert a nasogastric tube and do lavage.

31
Q
A