Midterm Flashcards
1
Q
- “The Legacy of Caring”
- “Notes of Nursing” What is, What is Not”
- “In a nurturing environment, the body could repair itself.”
A
Florence Nightingale
2
Q
“The most important practical lesson that can be given to nurses is to teach them what to observe- how-to observe… If you cannot get the habit of observation one way or other, you had better give up being a nurse, for it is not your calling, however kind and anxious
you may be.”
A
Florence Nightingale
3
Q
major areas of the physical, social, and psychological environment that the nurse could control:
A
- Health of houses
- Ventilation and warming
- Light.
- Noise
- Variety
- Bed and bedding
- Cleanliness of rooms and walls
- Personal cleanliness
- Nutrition and taking food
- Chattering hopes and advices
- Observation of the sick
- Petty Management
4
Q
The social and psychological environment that affect the physical environment are:
A
- Variety
- Chattering hopes and advices
- Petty management
5
Q
The nurse who is able to recognize the most salient aspects and has an intuitive grasp of the situation based on background understanding
A
Proficient
6
Q
According to Benner, there are major aspects of understanding that the person must deal with in order to have an effortless and non-reflective understanding of the self in the world. Which is NOT included in these major aspects?
A
The role of the life
7
Q
This refers to the drama of suffering
A
Reconciliation
8
Q
This refers to the drama of suffering
A
Reconciliation
9
Q
Imogene King defined this as an organized boundary system of social role, behaviours and practices developed to maintain values and the mechanisms to regulate the practice and rules.
A
Social System
10
Q
This is the process of change
A
Integrality
11
Q
It is an interpretively defined area of skilled performance identified and described by its intent, function, and meanings
A
Competency
12
Q
A theory which describes and explains relationships that must be brought about and maintained for nursing to be produced.
A
The theory of nursing systems
13
Q
It is a way of understanding people from the way things appear to them, for their frame of reference
A
Phenomenology
14
Q
Irreducible, indivisible, pandimensional energy field identified by pattern and manifesting characteristics that are specific to the whole in which cannot be predicted from knowledge of the parts.
A
Person
15
Q
According to this theorist, Nursing is a learned profession that must be based on solid scientific information
A
Martha Rogers
16
Q
Not a mere passage of time, but an active process of refining and changing preconceived theories, notions, and ideas when confronted with actual situations, it implies there is a dialogue between what is found in practice and what is expected.
A
Experience
17
Q
It is a subjectivE turmoil or disharmony within a person’s inner self or soul.
A
Illness
18
Q
It is associated with disharmony between the person and the environment or nature.
A
Disease
19
Q
A cryptic description of skilled performance that requires a certain level of experience to recognize the implications of the instructions.
A
Maxim
20
Q
It is the moment when the nurse and another person come together in such a way that an occasion for human caring is created. Both persons, with their unique phenomenal fields have the possibility to come together in a human-to-human transaction.
A
Caring Occasion
21
Q
It is the most central and unifying focus for nursing practice
A
Caring
22
Q
It occurs in particular clinical situations in which the teacher describes his or her understanding of the situation for students, including what is perceived as most relevant and salient.
A
Situated Coaching
23
Q
It is characterized by intensity and vitality, and by warmth, closeness, rest, respect, honesty, and tolerance. It cannot be taken for granted but pre-supposes a conscious effort to be with the other.
A
Caring communion
24
Q
It Involves dynamic life experiences of human being, which implies continuous adjustment to stressors in internal and external environment through optimum use of one’s resources to achieve maximum potential for daily living
A
Health
25
It is a human science of people and human health-illness experiences that are mediated by professional, personal, scientific, esthetic and ethical human
Nursing
26
It is redefined as the unity and harmony within the body, mind, and soul, harmony between self and others and between self and nature and openness to increased possibility.
Health
27
She believed that when one or more aspects of the environment are out of balance, the client must use increased energy to counter the environment stress.
Nightingale
28
Nightingale’s concept of ______ is anything that can be manipulated to place a patient in the best possible condition for nature to act. She emphasized that nursing was to assist nature in healing the patient.
Environment
29
two essential behaviors by Nightingale
1. Ask client what is needed or wanted.
2. Observation.
30
* Identifying nursing actions needed to keep clients comfortable, dry, and in the best state for nature to act on.
* _____ is focused on modifying the environment to enhance the client's ability to respond to the disease process.
* The desired outcomes are derived from the environmental model --for example, being comfortable, clean, dry, in the best state for nature to work on.
Outcomes and Planning
31
* Takes place in the environment that affects the client and involves taking action to modify that environment.
* All factors of the environment should be considered, including noise, air odors, bedding, cleanliness, light, all the factors that place clients in-the best position for nature to work upon them.
Implementation
32
* Is based on the effect of the changes in the environment on the client's ability to regain his/her health at the least expense of energy.
* Observation is the primary method of data collection used to evaluate the client's response to the intervention.
Evaluation
33
NIGHTINGALE'S 13 NURSING PROCESS CANONS
1. Ventilation and warmth
2. Light
3. Cleanliness of rooms and walls
4. Health of Houses
5. Noise
6. Bed and bedding
7. Personal cleanliness
8. Variety
9. Chattering hopes and advices
10. Taking food
11. What food
12. Petty management
13. Observation of the sick
34
"the reactions of kindly nature against the conditions in which we have placed ourselves"
Environment
35
may be the least well-defined in Nightingale's writings.
nurse-patient relationship
36
PHILOSOPHY AND THEORY OF TRANSPERSONAL CARING
JEAN WATSON
37
"Both a human science and an art"
Jean Watson
38
3 Major Elements by Jean Watson
1. Carative Factors
2. The Transpersonal Caring Relationship
3. The Caring Occasion/ Caring Moments
39
* Guide for the core of Nursing.
* Means caring with love
* Originated from the term "caritas" which means to cherish, appreciate, and give special attention.
* She uses the term Carative to contrast with conventional medicine's curative factors
* Attempts to honor the human dimensions of expenses or am the inver sife world
Carative Factors
40
is a way of understanding people from the way things appear to them, for their frame of reference.
Phenomenology
41
is the study of human existence using phenomenological analysis.
Existential Psychology
42
is the moment when the nurse and another person come together in such a way that an occasion for human caring is created
caring occasion
43
caring occasion becomes "______" when "it allows for the presence of the spirit of both---then the event of the moment expands the limits of openness and has the ability to expand human capabilities"
transpersonal
44
STAGES OF NURSING EXPERTISE NURSING PHILOSOPHIES
Patricia Benner
45
In this stage of skill acquisition in the Dreyfus model, the person has no background experience of the situation in which he or she is involved. Contextfree rules and objective attributes must be given to guide performance. There is difficulty discerning between relevant and irrelevant aspects of a situation.
Novice
46
Generally, this level applies to students of nursing, but Benner has suggested that nurses at higher levels of skill in one area of practice could be classified at the novice level if places in an area or situation completely foreign to them
Novice
47
The _____ in the Dreyfus model develops when the person can demonstrate marginally acceptable performance, having coped with enough real situations to note, or to have pointed out by a mentor, the recurring meaningful components of the situation. This has enough experience to grasp aspects of the situation.
Advanced Beginner
48
Nurses functioning at this level are guided by rules and oriented by task completion. They have difficulty grasping the current patient situation in terms of the larger perspective, However, Dreyfus and Dreyfus (1996) state the following:
Through practical experience in concrete situations with meaningful elements which neither the instructor nor student can define in terms of objective features, the advanced beginner starts intuitively to recognize these elements when they are present. We call these newly recognized elements 'situational' to distinguish them from the objective elements of the skill domain that the beginner can recognize prior to seeing concrete examples"
Advanced Beginner
49
Nurses functioning at this level are guided by rules and oriented by task completion. They have difficulty grasping the current patient situation in terms of the larger perspective, However, Dreyfus and Dreyfus (1996) state the following:
Through practical experience in concrete situations with meaningful elements which neither the instructor nor student can define in terms of objective features, the advanced beginner starts intuitively to recognize these elements when they are present. We call these newly recognized elements 'situational' to distinguish them from the objective elements of the skill domain that the beginner can recognize prior to seeing concrete examples"
Advanced Beginner
50
Through learning from actual practice situations and by following the actions of others, the advanced beginner moves to the _____ level.
Competent
51
The _____ stage of the Dreyfus model is typified by conscious and deliberate planning that determines which aspects of current and future situations are important and which can be ignored.
competent stage
52
Consistency, predictability, and time management are important in____ performance. A sense of mastery is acquired through planning and predictability.
Competent
53
This stage is most pivotal in clinical learning, because the leamer begins to recognize patterns and determine which elements of the situation warrant attention and which can be ignored.
competent
54
To become proficient, the ____ performer allows the situation to guide responses
competent
55
* At the _____ stage of the Dreyfus model, the performer perceives the situation as a whole rather than in terms of aspects, and the performance is guided by maxims.
Proficient
56
Nurses at this level demonstrate a new ability to see changing relevance in a situation, including recognition and implementation of skilled responses to the situation as it evolves. They no longer rely on preset goals for organization and demonstrate increased confidence in their knowledge and abilities.
Proficient
57
The fifth stage of the Dreyfus model is achieved when the ____ performer no longer relies on analytical principle to connect an understanding of the situation to an appropriate action.
Expert
58
Benner described the ____ nurse as having an intuitive grasp of the situation and as being able to identify the region of the problem without losing time considering a range of alternative diagnoses, and solutions
expert
59
The ____ is an area of practice having a number of competencies with similar intents, functions and meanings.
domain
60
An _____ is an example of a clinical situation that conveys one or more intents, meaning, functions, or outcomes easily translated to other clinical situations.
Exemplar
61
Nightingale believed, ____ should be used as the basis for forming any conclusion.
Data
62
The ____ is the client's response to the environment and not the environmental problem
nursing diagnosis
63
is a self-interpreting being, that is, ___ does not come into the world predefined but gets defined in the course of living a life.
Person
64
Four major aspects of understanding that the person must deal with:
*
The role of the situation
* The role of the body
* The role of personal concerns
* The role of temporality
65
contains the caring elements (faith, hope, love, tending, playing, and learning), involves the categories of infinity and eternity, and invites to deep communion
Act of caring
66
comprises the ethics of caring, the core of which is determined by the caritas motive. Eriksson makes a distinction between caring ethics and nursing ethics. She also defines the foundations of ethics in care and its essential substance.
Caritative caring ethics
67
deals with the basic relation between the patient and the nurse-- the way in which the nurse meets the patient in an ethical sense. It is about the approach we have toward the patient.
Caring ethics
68
refers to the act that occurs when the career welcomes the patient to the caring communion.
Invitation
69
is an ontological concept described as a human being's struggle between good and evil in a state of becoming.
Suffering
70
implies in some sense dying away from something,
Suffering
71
is the concept that Eriksson uses to describe the patient.
suffering human being
72
refers to the drama of suffering. A human being who suffers wants to be confirmed in his or her suffering and be given time and space to suffer and reach ____
Reconciliation
73
implies a change through which a new wholeness is formed of the life the human being has lost in suffering.
Reconciliation
74
is the concept that Eriksson uses instead of environment.
Caring culture
75
two kinds of major assumptions:
axioms and theses.
76
She regards ____ as fundamental truths in relation to the conception of the world
axioms
77
are fundamental statements concerning the general nature of caring science, and their validity is tested through basic research.
Theses
78
Non linear domain without spatial or temporal attributes
Pandimensionality
79
Non linear domain without spatial or temporal attributes
Pandimensionality
80
Postulates the way of perceiving unitary human being
Homeodynamics principles
81
The intensity of change; how change takes place
Resonancy
82
a. Unpredictable but continuous evolution of energy fields
b. Nature of change
Helicy
83
a. Mutual, continuous relationship between human and environment energy field
b. Process of change
Integrality
84
"SCIENCE OF UNITARY HUMAN BEING"
Martha Rogers
85
THEORY OF CARATIVE CARING
KATIE ERIKSSON
86
THEORY OF CARATIVE CARING
KATIE ERIKSSON
87
* is rooted in experience and addresses specific events and related conditions that have relevance for health and well-being.
* It is _____ that supports observations, interpretations of the meaning of those observations, and correlations of the meaning with potential courses of action.
Empirical knowledge
88
* is rooted in experience and addresses specific events and related conditions that have relevance for health and well-being.
* It is _____ that supports observations, interpretations of the meaning of those observations, and correlations of the meaning with potential courses of action.
Empirical knowledge
89
* includes previously mastered knowledge and identified fields of knowledge, conditions, and situations.
* The self-care deficit nursing theory is a general theory composed of the following four related theories:
Antecedent knowledge
90
which describes why and how people care for themselves.
The theory of self-care,
91
which explains how family members and/or friends provide dependent-care for a person who is socially dependent.
The theory of dependent-care,
92
* which describes and explains why people can be helped through nursing
The theory of self-care deficit,
93
which describes and explains relationships that must be brought about and maintained for nursing to be produced.
The theory of nursing systems,
94
Practice of activities that individuals initiate and perform independently on their behalf in maintaining life, health, and well-being.
Self-Care
95
Practice of activities that individuals initiate and perform independently on their behalf in maintaining life, health, and well-being.
Self-Care
96
A human ability which is the ability for engaging in selfcare activities: conditioned by age, developmental state, life experience, sociocultural orientation, health, and available resources.
Self-Care Agency
97
A human ability which is the ability for engaging in selfcare activities: conditioned by age, developmental state, life experience, sociocultural orientation, health, and available resources.
Self-Care Agency
98
* Actions directed towards provision of self-care.
Self-Care Requisites
99
* Actions directed towards provision of self-care.
Self-Care Requisites
100
three categories of self-care requisites are:
(a) universal, (b) developmental, and (c) health deviation.
101
Associated with life processes and the maintenance of the integrity of human structure and functioning.
Universal self-care requisites
102
Associated with developmental processes, derived from a condition, or associated with an event.
Developmental self-care requisites (DSCRs)
103
* Required in conditions of illness, injury or disease.
Health deviation self-care requisites
104
3 classifications of nursing systems to meet the self-care requisites of the patient:
1. Wholly compensatory system
2. Partially compensatory system
3. Supportive-educative system
105
* The patient is dependent. The nurse is expected to accomplish all the patient's therapeutic self-care or to compensate for the patient's inability to engage in self-care or when the patient needs continuous guidance in selfcare.
Wholly compensatory system
106
The patient can meet some needs. Needs nursing assistance. Both the nurse and the patient engage in meeting self-care needs.
Partially Compensatory System
107
The patient can meet self-care requisites, but needs assistance with decision making or knowledge and skills to learn self-care.
Supportive-educative System
108
SYSTEMS FRAMEWORK AND GOAL ATTAINMENT THEORY
Imogene King
109
Includes three interacting systems namely:
1. Personal systems
2. Interpersonal systems
3. Social system
110
Individuals are _____. Each individual is an open, total, unique system in constant interaction with the environment.
PERSONAL SYSTEMS
111
1. Interactions between two individuals form _____
2. Critical concepts to understands interaction between individuals are as follows:
INTERPERSONAL SYSTEMS
112
1. Composed of large groups with common interests or goals
2. An organized boundary system of social role, behaviors and practices developed to maintain values as the mechanisms to regulate the practice and rules.
3. Interactions with social systems influence individual throughout the lifespan
4. Concepts that are useful to understand social system interaction.
SOCIAL SYSTEM
113
1. Composed of large groups with common interests or goals
2. An organized boundary system of social role, behaviors and practices developed to maintain values as the mechanisms to regulate the practice and rules.
3. Interactions with social systems influence individual throughout the lifespan
4. Concepts that are useful to understand social system interaction.
SOCIAL SYSTEM
114
Basic assumption of _____ is that nurse and client communicate information, set goal mutually and the act to attain those goals
GOAL ATTAINMENT THEORY
