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Discipline of psych nursing > Midterm 1 > Flashcards

Midterm 1 Flashcards

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1
Q

Nursing history provides:

A

reflection, understanding, provides a framework to understand the past

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2
Q

Hotel Dieu

A

Quebec, first hospital in Canada; starting point of nursing in Canada

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3
Q

Marie Rollet Hebert

A

Canada’s first nurse (immigrated from France); provided same quality of care for everyone

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4
Q

Jeanne Mance

A

Became an inspiration for nurses; came to Canada and found Ville Marie (hospital in Montreal); only person with healthcare training in the new settlement

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5
Q

Marguerite d’Youvillie

A

Formed the first Grey Nuns hospital in Montreal

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6
Q

Florence Nightingale

A

“Mother of Nursing”; founder of modern nursing focused on the importance of a clean environment fought for women to be able to work
advocated for health of people, healthcare reform and education preparation

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7
Q

Hospital Insurance and diagnostic services act

A

Act passed to provide equal access to healthcare services

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8
Q

St. Catherines Training school

A

First diploma school in Canada

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9
Q

Victorian Order of nurses:

A

Signified professional standards

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10
Q

International Council of Nurses:

A

Goal; to improve welfare of nurses and the people’s health

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11
Q

CNA code of ethics

A

First revised in 1974; value based regulatory laws to help nurses and rights of nurses

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12
Q

First University program

A

University of Toronto in 1942

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13
Q

Weir Report:

A

Studied exploitation of nursing students; confirmed insufficient classroom/clinical preparation, instruction and experience

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14
Q

Post WW II

A

Healthcare education became a priority again, as nurses were needed for military personnel and civilians; more funding, grants and nursing programs became available post WW II

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15
Q

Designation of Nursing; RPN

A

Education; Diploma in Psychiatric Nursing
Licensing exam: registered psych nurses of Canada exam
registration required: must be registered with CRPNAB
Regulatory body: college of registered psychiatric nurses of AB

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16
Q

15th century

A

Beginning of European Renaissance; small scale asylums established (housed 10 people)

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17
Q

Early asylums

A

Londons Bethlehem (Bedlam) and Reinier van Arkel asylum

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18
Q

17th century Roman Catholic order:

A

Produced early models for nursing work; socially acceptable endeavour
Spiritual, biological and social explanations commonly intertwined popular perceptions of causes of mental illness
Social Fear and tolerance for what is deemed deviant behaviour are related to social stability

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19
Q

Philippe Pinel

A

Believed that the insane were actually sick, who needed humane treatment
Ordered the removal of chains, stopped abuse and drugging and bloodletting

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20
Q

Quaker tea merchant

A

Raised funds for retreats for mentally ill members of his community
Influences reform initiatives, moral treatment, supervision and proper medical care and meaningful help

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21
Q

First mental institution in Canada

A

New Brunswick, St John’s facility

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22
Q

Canada institutions; 19th and 20th centuries

A

Late 19th and early 20th century, each province established an asylum
involuntary confinement and institutional care became the dominant treatment modality for mentally ill people (replaced Poor Law based approaches)

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23
Q

Legal basis in Canada

A

each province developed its own legalization
Insanity Act; provided legal basis for confinement of mentally ill persons
reformed to Mental Health Act; reflecting views and stronger medical influence

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24
Q

Beginning of legal basis and now

A

patients were admitted as certified patients (involuntary)

now; can be voluntary or involuntary (certified)

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25
Q

Dorothea Dix

A

crusade for more humane treatment (19th century)
Became a women’s advocate
instrumental in advocating for mental institutions and more reform

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26
Q

Charles K Clarke

A

began the introduction of nurse training

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27
Q

Clifford Beers

A

wrote an autobiography showing the harm inside mental institutions (beating, choking, imprisoned in the dark, straightjackets) in all private, profit, non profit and state institutions
Became an advocate for reform

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28
Q

Political concerns following WWI

A

became a political motivation to reform and improve mental institutions (shell shocked veterans)
introduction on trained nursing staff

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29
Q

Charles Barager:

A

started one of the first school in Manitoba, also trained staff in Ponoka
established the 18-month program (females
3 year program (males)

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30
Q

Modern 20th century thinking

A

focus on prevention, as well as biological views on mental illness

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31
Q

Early scientific thought

A

2 opposing thoughts:
biological origins
problems were attributed to environmental and social stress

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32
Q

psychosocial ideas:

A

proposed that mental disorders resulted from environmental and social deprivation

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33
Q

Adolf Meyer

A

bridged the ideological gap between the approaches
integration of human biological functions with the environment
(did bad stuff too; took out sepsis in attempt to cure patients; teeth, tonsils, colon)

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34
Q

Freud’s psychoanalytic theory

A

personality based on unconscious motivations, past experiences and early childhood and adolescent memories

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35
Q

freudian model

A

oral stage: infancy, symbolic oral ingestion
Anal stage: toddler, sense of autonomy through withholding
Genital stage: sense of sexuality emerges (teen), framework on relationships

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36
Q

New trends post WW2

A

implementation of universal health insurance, based on 50/50 between federal and provincial government
shift towards general hospitals

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37
Q

critical social movements

A

protesting poor circumstances in large mental institutions, lack of patients rights
need to improve support ant resources

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38
Q

deinstitutionalization

A

downsizing of large provincial psychiatric hospitals

new orientation on community-based services

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39
Q

late 20th century

A

supporting discharged patients in their transition to living in the community

40
Q

Hidegaard Paplau

A

most important psychiatric nurse
developed the nurse-patient therapeutic relationship
introduced PMH nursing to the concept of interpersonal relations

41
Q

5 ways of knowing:

A

silence, received, subjective, procedural, constructed

42
Q

silence:

A

passivity/dependency, sees authority figures as being all knowing and overpowering

43
Q

received:

A

taking knowledge from hearing or reading, then repeating them back

44
Q

subjective:

A

person takes knowledge they are given and internalize it

45
Q

procedural:

A

after subjective knowing, beginning to internally debate it, weighing the options

46
Q

constructed:

A

ability to identify your assumptions and critically evaluate them

47
Q

professional patterns of knowing:

A

4 patterns; empirical, aesthetic, personal, ethical

48
Q

Empirical knowing:

A

science of nursing, obtained from observation of research; helps guide the clinical decision making process

49
Q

aesthetic nursing:

A

art of nursing, applying our own personalities to make clinical situations more natural and genuine

50
Q

personal knowing:

A

interactions, relationships and transactions between the nurse and the patient

51
Q

ethical knowing:

A

moral knowledge in nursing; rooted in the collective values shared between nurses (the values of codes of ethics)

52
Q

value:

A

strong personal belief; reflect cultural and social influences, relationship and personal needs

53
Q

ethics:

A

study of the philosophical ideas of right and wrong behaviour
study of good character, conflict and motives

54
Q

code of ethics:

A

outlines professional values and ethical commitments to the patients and communities

55
Q

7 values of nursing:

A 
provide safe, competent care
promote health and well-being 
respecting informed decision making 
preserve dignity 
privacy and confidentiality 
promote justice 
be accountable
56
Q

codes that reflect the principles of nursing:

A

responsibility; reliability and dependability
accountability; perform actions adequately and thoughtfully for the dignity, fidelity and respect
advocacy: acting on behalf of another who cannot speak for themselves

57
Q

meta ethics:

A

status, foundations and scopes of moral values (what is good/right)

58
Q

normative ethics:

A

rules, values and principles that allow us to judge the quality and way we make and evaluate decisions; based on obligations to others

59
Q

applied ethics:

A

how decisions should be made in particular situations

60
Q

deontology

A

DUTY based; actions are defined as right or wrong

61
Q

utilitarianism

A

main emphasis on outcome/consequence of actions

62
Q

bioethics:

A 
principle reasoning, 4 principles: 
autonomy (ability to make choices)
beneficence (doing/promoting good for others) 
nonmalificence (avoidance of harm/hurt) 
justice (fairness)
63
Q

feminist ethics:

A

focus on equality for all (power dynamics, content and relatedness)

64
Q

relational ethics:

A

emerged and formed from a persons relationship with others

65
Q

ethical dilemma:

A

conflict between 2 sets of human values both of which are judged to be “good” but neither can be fully served

66
Q

steps to solving dilemmas:

A 
gather information 
examine and determine your own values on issue 
verbalize problem 
consider the possible outcomes
reflect 
evaluate
67
Q

futile care:

A

patients rights, grown concern about using health care resources
medical: medical treatment that is considered impossible or unlikely to achieve therapeutic goal

68
Q

moral distress:

A

arises when nurses are unable to act accordingly to their moral judgement

69
Q

moral integrity

A

compromised by moral distress or ethical dilemma

70
Q

moral residue

A

nurse allows themselves to be compromised

71
Q

fiduciary relationship

A

professional provides care, the recipient trusts that there is specialized knowledge and integrity in the professional

72
Q

civil law:

A

refer to private relationship between people

73
Q

statue law:

A

apply throughout the country, and provincial and territorial where they are

74
Q

professional regulation:

A

regulated at a provincial/territorial level

75
Q

standards of care:

A

guidelines for nursing practice define nursing

76
Q

tort law:

A

wrong committed against a person/property

intentional or unintentional

77
Q

assault:

A

creates in another person apprehension or fear of imminent harmful or offensive contact (no physical contact needed)

78
Q

battery:

A

intentional physical contact with a person without consent

79
Q

advanced directive:

A

mechanism enabling a mentally competent person to plan for a time when they may lack mental capacity to make medical decisions about treatment

80
Q

living will:

A

document in which the person makes in anticipation of death/refusal of life-prolonging measures

81
Q

risk management:

A

system of ensuring appropriate nursing care by identifying potential hazards and preventing harm from occurring

82
Q

steps for risk management:

A

identify risks, analyze them, act to reduce them, evaluate steps taken

83
Q

casuistry:

A

case based

84
Q

threats to dignity:

A

not being present with patient (not supporting patient), when patient feels hopeless/powerless, patient feels violated, healthcare worker overextends their power, lack of compassion

85
Q

constitutional law:

A

relationship between the people and government

86
Q

canadian charter of rights and freedoms:

A

conscience and religion
thoughts, beliefs, opinions and expressions
peaceful assembly
association

87
Q

regulatory law:

A

groups, people and agencies have the authority to make a law because there is an Act that gives them that authority

88
Q

negligence:

A

form of malpractice or professional misconduct

when a health care provider unintentionally fails to meet the standards of care required

89
Q

5 principles on consent:

A

express, written, oral, implied, consent in emergency situations

90
Q

legal issues in Canadian health care

A

use of restraints (in extreme situations)
self-discharge (can leave whenever they want)
Good Samaritan law (protect anyone who offers help to someone in distress and it goes wrong)

91
Q

health care values

A

truthfulness, respect, empathy, compassion

92
Q

duty to:

A

deliver care
behave ethically
be moral
be competent

93
Q

teleological theory

A

consequence based; depending on the consequence of the decision (if something goes wrong)

94
Q

divine command

A

most rigid, set of rules enforced by a higher power

95
Q

tangible vs intangible

A

choice vs given (rule to provide by)

96
Q

critical thinking

A

recognize an issue
analyze information
evaluate information
draw conclusions

97
Q

levels of critical thinking

A

basic
complex (separate thinking from others and form choice independently)
commitment (anticipate the need to make choices)

Discipline of psych nursing (1 decks)

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