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Adult 2 > Leading, Managing, Delegating > Flashcards

Leading, Managing, Delegating Flashcards

1
Q

Qualities of a leader

A

SELF-DIRECTED
FLEXIBLE
KNOWLEDGEABLE
POLITICALLY AWARE

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2
Q

Leadership types

A

1.Explicit: leadership based off position
2. Implied: leadership based off personality

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3
Q

Just culture

A

MAG Status: THEY HAVE FOCUS ON PATIENT SAFETY AND POSITIVE PATIENT OUTCOMES

ENCOURAGED TO REPORT CLINICAL AND POTENTIAL ERRORS WITHOUT THE FEAR OF PUNITIVE ACTIONS
EVERYONE LEARNS FROM EVERYBODY’S MISTAKES
CREATES OPPORTUNITIES FOR IMPROVEMENT

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4
Q

MANAGEMENT Roles

A
  1. planning: pt problems
  2. organizing: get resources/ skills days,
    3.directing: policies in place,
  3. staffing
  4. Directing
  5. Controlling
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5
Q

Centralized v Decentralized

A
  1. Central: authoritarian style, decisions made w/ little input from others

2.DECENTRALIZED:decisions made by those most knowledgeable about issue being decided

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6
Q

5 Resistance to change

A
  1. THREAT TO SELF
  2. LACK OF UNDERSTANDING:
  3. LIMITED TOLERANCE FOR CHANGE: some ppl say no
  4. DISAGREEMENTS ABOUT THE BENEFITS OF CHANGE
  5. FEAR OF INCREASED RESPONSIBILITY
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7
Q

8 ways to overcome resistance to change

A
  1. EXPLAIN PROPOSED CHANGE TO ALL AFFECTED: give time lines
  2. LISTING THE ADVANTAGES
  3. RELATE THE CHANGE TO THE PERSON’S EXISTING BELIEFS AND VALUES
  4. PROVIDE OPPORTUNITIES FOR OPEN
  5. COMMUNICATION AND FEEDBACK
  6. INDICATE HOW THE CHANGE WILL BE EVALUATED
  7. INTRODUCE CHANGE GRADUALLY
  8. PROVIDE INCENTIVES FOR COMMITMENT TO CHANGE
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8
Q

8 Considerations when delegating

A
  1. Pt condition
  2. Complexitiy of task
  3. potential for harm
  4. predicted outcome
  5. context of other pt needs
  6. degree of problem solving
  7. capabilites of UAP
  8. amount of interaction/staffing
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9
Q

Delegation

A
  1. Basic care tasks can be delegated
  2. Only nurses can assess, plan, educate, interpret data, adminster meds
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10
Q

Phases of therapeutic relationship

A
  1. Orientation: introduction, get to know pt
  2. Working: providing care, solving problems, interventions
  3. Termination: End relationship w/ pt: review, summarize, memories
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11
Q

Therapeutic communication skills

A
  1. competent, honest, skilled
  2. control tone
  3. knowledge on topic
  4. be flexible
  5. clear and concise
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12
Q

6 Interviewing techniques

A
  1. Open-ended questions without leading
  2. Closed questions
  3. Clarifying questions
  4. Reflective questions: can reflect on why there, and determine what is causing emotions, etc
  5. Sequencing questions : pt telling events leading up to care
  6. Directing questions: circling back to get more information on topic mentioned earlier
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13
Q

Barriers to communication

A
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14
Q

Cultural considerations

A
  1. Linguistic competence - Ability of caregivers (nurses) and organizations to understand and effectively respond
  2. learn things about culture
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15
Q

Communicating with clients that have special needs

A
  1. Visual Impair: address yourself, clean glasses, orient
  2. Hearing: speak facing, don’t chew gum/cover mouth, use gestures
  3. Unconicous: be mindful, let them know before you touch them
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16
Q

Clinical judgment

A

-outcome of critical thinking and decision making
-Involves concepts of critical thinking, clinical reasoning

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17
Q

Critical Thinking

A
  1. Identify purpose or goal of your thinking
    2.Make a judgment about a patient or situation and to make a decision about how best to intervene
    3.Identify alternative judgments or decisions, weigh the pros and cons of each, and reach a conclusion
18
Q

Clinical reasoning

A

Process of thinking that results in clinical judgment

19
Q

types of reasoning

A
  1. Deductive reasoning (aka backward reasoning): Testing identified theories or hypotheses and predicting consequences utilizes deduction
    Inductive reasoning (aka forward reasoning)
  2. Inductive reasoning:observing, then drawing conclusions, Require the ability to recognize patterns and connections and form hypotheses and theories, Requires experience, knowledge, a holistic view, intuition, and organized thinking
20
Q

Situational Awareness

A

-recognizing cues (can be subtle) that show a client is deteriorating, recognizing implications of these assessments, and implementing protocol(s) and/or notifying the health care team
-Novice nurses have a narrower focus that focuses on task and cues immediately available to them
-Expert nurses use intuition and continuously study the environment to prioritize their nursing actions.

21
Q

Tanner’s Clinical Judgment Model steps

A
  1. Noticing: perceptions of the situation that are impacted by context, practical experience, knowledge of expected vs unexpected data, ethical perspectives, and client-nurse relationship
  2. Interpreting: Assigning meaning to data through multiple reasoning patterns
    Responding
  3. Deciding on an action or inaction and monitoring outcomes
  4. Reflecting
    In-action – happens when actively engaged in the situation and during ongoing monitoring and assessment
    On-action – Similar to debrief or post-conference, occurs after the situation and creates clinical learning
22
Q

NCSBN’s Clinical Judgment Measurement Model

A

Layers 0-2: Emphasize how clinical judgment informs clinical decisions made to address the client’s needs.
Layers 3-4:Evaluation of those decisions determines if processes
Layers 3-4 need to be done again. Focus on expected behaviors of a specific case

23
Q

TEACH

A

T: tune into pt
E: edit pt info
A: act on every teaching moment
C: clarify
H: honor pt as partenr in educating

24
Q

Learning domains

A
  1. Cognitive: using brain
  2. Psychomotor: muscles
  3. Affective: emotions/feelings
25
Q

10 Teaching Strategies/Methods

A
  1. Lecture
  2. Discussion
  3. Demonstration
  4. Discovery
  5. Role playing
  6. Audiovisual materials
  7. Printed materials
  8. Programmed instruction
  9. technology
  10. Teach-Back Method
26
Q

Factors affecting client learning

A
  1. Age and developmental level
  2. Family support networks
  3. Financial resources
  4. Cultural influences
  5. Language deficits
  6. Health literacy level
27
Q

Steps of the teaching-learning process (AID DIE)

A

Assess learning needs and learning readiness
Identify learning needs
Develop learning outcomes

Develop a teaching plan
Implement teaching plan and strategies
Evaluate learning

28
Q

Promoting compliance (IIUD)

A

Instructions: support client goals and understood
Include client and family in the process
Utilize strategies that gets the learner to interact
Develop good therapeutic relationships with the client and family

29
Q

Older adults and teaching

A

Identify learning barriers
Allow extra time
Plan short teaching sessions
Accommodate for sensory deficits
Reduce environmental distractions
Relate new information to something that is familiar

30
Q

Communication in education

A

Be sincere and honest
Avoid too much detail and stick to the basics
Ask for questions
Be a cheerleader for the client
Use simple vocabulary
Keep content clear
Listen and do not interrupt
Make sure the environment is good to learning
Be sensitive to the timing of teaching sessions

31
Q

Rheumatoid Arthritis (RA)

A

Autoimmune disease
Has 3 distinct characteristics: inflammation, autoimmunity, degeneration
Genetic predisposition
Cause unknown but reaction comes from synovial fluid becoming destructive → cartilage is destroyed
Degenerative changes to muscles and bone can be eroded > Patient experiences a loss of joint motion
Expect exacerbations and remissions

32
Q

Osteoarthritis (OA)

A

Non-inflammatory degenerative disorder in the joints
Not autoimmune or systemic
Can be primary or secondary to something else
Cartilage breaks down → bone spurs created (narrowing joint space) → less movement with joint progressively deteriorating
Insidoues onset

33
Q

Difference between OA & RA

A

RA: symmetric, inflammation, genetic/ autoimmune
OA: asym, insidous, due to wear and tear, no inflammation

34
Q

Nursing management for RA

A

-DMARDS, NSAIDS, corticosteroids, synovectomy, joint replacement, PT
-promote activity, heat, manage pain/sleep, educate and help cope

35
Q

Signs/symptoms of OA

A

pain,stiffness (less than 30), functional impairment, joint asym, aggratvated movement

36
Q

Nursing/medical management for OA

A

-NSAIDS, Glucosaimes, surgery, PT
-Plan activites when less pain, assistive devices, TEACH

37
Q

Osteoporosis (OP)

A

reduced bone mass due tolow ca/vit D

38
Q

Treatment for OP

A

ca/vit D supplements, biophosphates, estrogen
-weight barin exercise, self-care, high ca diet, no smoking/alc, saftey

39
Q

considerations for bisphosphonates

A

GI issues

40
Q

Major complication of osteoporosis

A

-broken bones

41
Q

Types of Leaders

A
  1. Authoritarian: total control over decisions
  2. Democracy: equality among leader and staff, work together
  3. Laissez-Fair: no leader, power to group (good when everyone in the group is an expert)
    4.Servant: pt focused
  4. Quantum: organization and it’s members are interconnected and collabrative
  5. Transactional: money
  6. Transformational: wanting to make change

Adult 2 (1 decks)

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