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NCM 100 > MIDTERMS > Flashcards

MIDTERMS Flashcards

1
Q

when was patricia benner born

A

august 31, 1942

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2
Q

where was patricia benner born

A

hampton, virginia

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3
Q

patricia benner retired from full time teaching as professr emertita from USCF

A

2008

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4
Q

patricia benner moved to the department f social and behavioral sciences at UCSF first occupant of the thelma shobe coke

A

2002

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5
Q

patricia benner became a tenured professor at UCSF

A

1989

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6
Q

patricia benner phd in stress, coping, and health - university of california

A

1982

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7
Q

she created the book “from novice to expert: excellence and power in clinical nursing practice”

A

patricia benner

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8
Q

she proposed that as learners attempt to develop competency, they move through 5 stages

A

patricia benner

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9
Q

what are the 5 stages of patricia benner’s theory

A

novice
advanced beginner
competent
proficient
expert.

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10
Q

novice to expert is a _ process

A

circular and not linear

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11
Q

in patricia benner’s theory, the person has no background experience of the situation he or she is involved

A

novice

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12
Q

in patricia benner’s theory, context free rules and objective attributes must be given to guide performance

A

novice

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13
Q

in patricia benner’s theory, this applies to students of nursing ; there s difficulty discerning between relevant and irrelevant aspects of a situation

A

novice

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14
Q

in patricia benner’s theory, the person can demonstrate marginally acceptable performance, having coped with enough real situation to note, or to have pointed out by a mentor, the recurring meaningful components of the situations

A

advanced beginner

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15
Q

in patricia benner’s theory, has enough experience to grasp aspect of the situation

A

advanced beginner

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16
Q

in patricia benner’s theory, nursing at this level are guided by rules ad are oriented by task completion

A

advanced beginner

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17
Q

in patricia benner’s theory, newly graduated nurses are at this level

A

advanced beginner

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18
Q

in patricia benner’s theory, through learning from actual practice situation and by following the actions of others

A

competent

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19
Q

in patricia benner’s theory, learner begins to recognize patterns and determine which elements of the situation warrant attention and which can be ignored

A

competent

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20
Q

in patricia benner’s theory, the learner has been on job for 2-3 years and is able to see actions in terms of goals or plans and works in an efficient and organized manner

A

competent

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21
Q

in patricia benner’s theory, the person perceives the situation as a whole rather than in terms of aspects and performance guided by maxims

A

proficient

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22
Q

in patricia benner’s theory, the learner has an intuitive grasp of the situation based on background understanding

A

proficient

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23
Q

in patricia benner’s theory, learners no longer rely on preset goals for organization and demonstrate increased confidence in their knowledge and abilities

A

proficient

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24
Q

in patricia benner’s theory, this is achieved when the expert performer no longer relies on analytical principle (guide maxim) to connect a understanding of the situation to an appropriate action

A

expert

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25
Q

in patricia benner’s theory, the learner grasps the situation and understands what need to be accomplished beyond rules, guidelines, and maxims

A

expert

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26
Q

a distinguished professor, nurse theorist, and founder and director of the nonprofit watson caring science institute

A

jean watson

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27
Q

best known for her theory of human caring and 10 caritas processes

A

jean watson

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28
Q

was born in a small town in the appalachian mountains in the city of welch of west virgina

A

jean watson

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29
Q

when was jean watson born

A

1940s

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30
Q

carative process:
“Practice of loving-kindness and context of caring consiciousness”

A

The formation of a humanistic-altruistic system of value

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31
Q

carative process: Being authentically present and enabling and sustaining the
deep belief system
and subjective life-
world of self and one
being cared for.”

A

“the instillation of faith-hope.”

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32
Q

carative process: being authentically present and enabling and sustaining the deep belief system and subjective life-world of self and one being cared for

A

the cultivation of sensitivity to one’s self and others.”

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33
Q

carative process: development of a helping-trust relationship became developemtn of a helping-trusting, human caring relation

A

developing and sustaining a helping trusting, authentic caring relationship

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34
Q

carative process: the promotion and acceptance of the expression of positive and negative feelings

A

being present to, and supportive of, the expression of positive and negative feelings as a connection with deeper spirit and self and the one-being-cared for

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35
Q

carative process: the systematic use of scientific problem-solving method for decision making became systematic use of a creative problem solving caring process

A

creative use of self and all ways of knowing as part of the caring process ; to engage in the artistry of caring-healing practices

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36
Q

carative process: the promotion of transpersonal teaching-learning

A

engaging in genuine teaching-learning experience that attends to the unity of being and meaning, attempting to stay within other’s frame of reference

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37
Q

carative process: the provision of the supportive, protective, and corrective mental, physical, societal, and spiritual environment

A

creating healing environment Creating healing environment at all levels (physical as well as the nonphysical, subtle environment of energy and spiritual environment.”
consciousness, whereby
wholeness, beauty,
comfort, dignity, and
peace are
potentiated)”

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38
Q

carative process: the assistance with the gratification of human needs

A

assisting with basic
needs, with an
intentional caring consciousness,
administering ‘human
care essentials,’ which
potentiate alignment of
mind-body-spirit,
wholeness, and unity of
being in all aspects of care

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39
Q

carative process: the allowance for existential phenomenological forces become allowance for existential-phenomenological spiritual forces

A

opening and attending to spiritual mysterious and existential dimensions of one’s own life-death; soul care for self and the one being cared for

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40
Q

Humanistic and altruistic values are learned early in life but can be influenced greatly by nurse educators and clinical experience. This process can be defined as satisfaction through giving and extension of the sense of self and an increased understanding of the impact of love and caring on self and other (Watson, 2008, 2017).

A

Sustaining Humanistic-Altruistic Values by Practicing Loving-Kindness, Compassion, and Equanimity With Self/Other (Embrace)

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41
Q

This process, incorporating humanistic and altruistic values, facilitates the promotion of holistic nursing care and positive health within the patient population. It also describes the nurse’s role in developing effective nurse-patient interrelationships and in promoting wellness by helping the patient adopt health-seeking behaviors (Watson, 2008, 2017).

A

Being Authentically Present; Enabling Faith, Hope, and Belief System; Honoring Subjective Inner, Life World of Self/Others (Inspire)

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42
Q

The recognition of feelings leads to self- actualization through self-acceptance for both the nurse and patient. As nurses acknowledge their sensitivity and feelings, they become more genuine, authentic, and sensitive to others. The nurse also goes beyond feelings in a lifelong exploration of personal values and belief systems with the goal of increased mindfulness in caring actions (Watson, 2008, 2017)

A

Being Sensitive to Self and Others by Cultivating Own Spiritual Practices, Beyond Ego-Self to Transpersonal Presence (Trust)

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43
Q

The development of a helping-trust relationship between the nurse and patient is crucial for transpersonal caring. A trusting relationship promotes and accepts the expression of both positive and negative feelings. It involves congruence, empathy, nonpossessive warmth, and effective communication. Congruence involves being real, honest, genuine and authentic. Empathy is the ability to experience and thereby understand the other person’s perceptions and feelings and to communicate those understandings. Nonposessive warmth is demonstrated by a moderate speaking volume, a relaxed open posture, and facial expressions that are congruent with other communications. Effective communication has cognitive, affective, and behavior response components (Watson, 2008, 2017).

A

Development and Sustaining Loving, Trusting-Caring Relationships (Nurture)

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44
Q

The sharing of feelings is a risk-taking experience for both nurse and patient. The nurse must be prepared for either positive or negative feelings. The nurse must recognize that intellectual and emotional understandings of a situation differ (Watson, 2008, 2017).

A

Allowing for Expression of Positive and Negative Feelings-Listening Authentically to Another Person’s Story (Forgive)

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45
Q

The process of nursing requires application of various ways of knowing, including “creative, intuitive, aesthetic, ethical personal and even spiritual” (Watson, 2008, p. 107). This process moves most significantly away from a singular perspective on scientific knowledge as essential for nursing practice and calls upon the nurse to use knowledge creatively in practicing caritas nursing (Watson, 2008, 2017)

A

Creative Problem-Solving-“Solution- Seeking” Through Caring Process, Full Use of Self and Artistry of Caring-Healing Practices via Use of All Ways of Knowing/Being/Doing/Becoming (Deepen)

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46
Q

This process is essential in differentiating nursing as casing and away from the curing focus of medicine. It allows the patient to be informed and shifts the responsibility for wellness and health to the patient. The nurse facilitates this process with teaching- learning techniques that are designed to enable patients to provide self-care, determine personal needs, and provide opportunities personal growth (Watson, 2008, 2017).

A

Engage in Transpersonal Teaching and Learning Within Context of Caring Relationship, Staying Within Other’s Frame of Reference (Balance)

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47
Q

Nurses must recognize the influence that internal and external environments have on the health and illness of individuals. Concepts relevant to the internal environment include the mental and spiritual well-being and sociocultural beliefs of an individual. In addition to epidemiological variables, other external variables include comfort, privacy, safety, and clean, esthetic surroundings (Watson, 2008).

A

Creating a Healing Environment at All Levels, a Subtle Environment for Energetic, Authentic Caring Practice (Co- Create)

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48
Q

The nurse recognizes the biophysical, psychophysical, psychosocial, and intrapersonal needs of self and patient. Patients must satisfy lower-order needs before attempting to attain higher-order needs. Food, elimination, and ventilation are examples of lower-order biophysical needs, whereas activity, inactivity, and sexuality are considered lower-order psychophysical needs. Achievement and affiliation are higher order psychosocial needs. Self-actualization is a higher-order intrapersonal-interpersonal need (Watson, 2008, 2017).

A

Reverentially Assisting With Basic Needs as Sacred Acts, Sustaining Human Dignity (Minister)

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49
Q

Watson considers this process the most difficult to understand and can be best understood through her own words. “Our rational minds and modern science do not have all the answers to life and death and all the human conditions we face: thus, we have to be open to unknowns we cannot control, even allowing for what we may consider a ‘miracle’ to enter our life and work. This process also acknowledges that the subjective world of the inner-life experiences of self and other is ultimately a phenomenon, an ineffable mystery, affected by many, many factors that can never be fully explained.”

A

Opening and Attending to the Spiritual, Mystery, Unknowns-Allowing for Miracles (Open)

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50
Q

she believes that Caring responses accept the patient as he or she is now, as well as what he or she may become.

A

jean watson

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51
Q

The science of caring is complementary to the science of curing. The practice of caring is central to nursing.

A

jean watson

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52
Q

Nursing consists of “knowledge, thought, values, philosophy, commitment, and action, with some degree of passion. Nurses are interested in understanding health, illness, and the human experience; promoting and restoring health and preventing illness

A

jean watson

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53
Q

she uses interchangeably the terms human being, person, life, personhood an self. She viewed person as “a unity of mind/body/nature”

A

jean watson

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54
Q

defined health as originally derived from the WHO, as “The positive state of physical, mental, and social well- being with the inclusion of three elements:
1. A high level of overall physical, mental
and social functioning
2. A general adaptive-maintenance level
of daily functioning
3. The absence of illness

A

jean watson

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55
Q

madeleine leininger was born on

A

july 13, 1925

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56
Q

madeleine leininger died on

A

august 10, 2012

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57
Q

was an internationally known educator, author, theorist, administrator, researcher, consultant, public speaker, and the developer of the concept of transcultural nursing that has a great impact on how to deal with patients of different culture and cultural background.

A

madeleine leininger

58
Q

where was leiniger born

A

sutton, nebraska

59
Q

madeleine’s theory was derived form the disciplines of

A

anthropology and nursing

60
Q

a major area of nursing focused on the comparative study and analysis of diverse cultures and subcultures worldwide with respect to their caring values, expressions, and health- illness beliefs and patterns of behavior.

A

transcultural nursing

61
Q

Reflects nursing practices which are culturally defined, grounded, and specific to guide nursing care provided to individuals

A

madeleine leininger

62
Q

identified a lack of cultural and care knowledge as the missing component to a nurse’s understanding of the many variations required in inpatient care. This led her to develop the theory of Transcultural Nursing also known as Culture Care Theory.

A

madeleine leininger

63
Q

The Leininger _ represents the structure of culture care theory by describing the relationship between anthropological and nursing beliefs and principles. Nurses use this model when making cultural evaluations of patients.

A

Sunrise Model

64
Q

refers to the abstract and manifest phenomenon with expressions of assistive, supportive, enabling, and facilitating ways toward or about self or others

A

care

65
Q

refers to actions, attitudes, or practices to assist others toward healing and well- being.

A

caring

66
Q

refers to the learned and transmitted lay, indigenous, traditional or local folk (emic) knowledge and practices to provide assistance, supportive, enabling, and facilitative acts for or toward others with evident or anticipated health needs in order to improve wellbeing or to help with dying or other human conditions “values, beliefs, and lifeways of clients for their health and well-being, or to prevent or face illness, disabilities, or death. The provision of culturally congruent and safe care has been the major goal of the Culture Care Theory

A

Generic care

67
Q

refers to formal and explicit cognitively learned professional care knowledge and practices obtained generally through educational institutions (usually nongeneric] [that] are taught to nurses and others to provide assistive, supportive, enabling, or facilitative acts for or to another individual or group in order to improve their health, prevent illnesses, or to help with dying or other human conditions”

A

Professional nursing care

68
Q

refers to the variabilities or differences in culture care beliefs, meanings, patterns, values, symbols, lifeways, symbols, and other features among human beings related to providing beneficial care for clients from a designated culture

A

Culture care diversity

69
Q

refers to learned, shared, and transmitted values, beliefs, norms, and lifeways of a particular culture that guide thinking, decisions, and actions in patterned ways.

A

culture

70
Q

refers to commonly shared or similar cultural care phenomena features of human beings or groups with recurrent meanings, patterns, values, symbols, or lifeways that serve as a guide for caregivers to provide assistive, supportive facilitative, or enabling people care for healthy outcomes

A

Culture care universality

71
Q

refers to the synthesis of the two major constructs (care and culture] that guide the researcher to discover, explain, and account for health, well-being, care expressions, and other human conditions

A

Culture care

72
Q

refers to the way people tend to look out on their world or universe to form a picture or value stance about life or the world around them.

A

Worldview

73
Q

refers to culturally based care knowledge, acts, and decisions used in sensitive, creative, and meaningful ways to appropriately fit the cultural values, beliefs, and lifeways of clients for their health and well-being, or to prevent or face illness, disabilities, or death.

A

Culturally congruent care

74
Q

refer to the dynamic, holistic, and interrelated patterns of structured features of a culture (or subculture) that include but are not limited to technology factors; religious and philosophical factors; kinship and social factors; cultural values, beliefs, and lifeways; political and legal factors; economic factors; and educational factors as well as environmental context, language, and ethnohistory

A

cultural and social structure dimensions

75
Q

refers to the totality of an event, situation, or particular experience that gives meanings to people’s expressions, interpretations, and social interactions within particular geophysical, ecological, spiritual, sociopolitical, and technologic factors in specific cultural settings

A

Environmental context

76
Q

refers to the sequence of past facts, events, instances, or experiences of human beings, groups, cultures, or institutions over time in particular contexts that help explain past and current lifeways about culture care influencers affecting the health and well-being, disability, or death of people

A

Ethnohistory

77
Q

refers to local, indigenous, or the insider cultural knowledge and views about specific phenomena

A

emic

78
Q

refers to the outsider or stranger (often health professionals) views or institutional / system knowledge and interpreted values about cultural phenomena

A

etic

79
Q

refers to a state of well-being that is culturally defined, valued, and practiced that reflects the ability of individuals or groups to perform their daily role activities in culturally expressed, beneficial, and patterned lifeways; a state of restorative well-being that is culturally constituted, defined, valued, and practiced by individuals or groups that enables them to perform their daily lives

A

health

80
Q

refers to those assistive, supportive, facilitative, or enabling professional actions and decisions that help people of a particular culture to retain, preserve, or maintain meaningful care beliefs and values for their well-being, to
recover from illness, or to deal with handicaps or dying

A

Culture care preservation and/or
maintenance

81
Q

refers to those assistive, accommodating, facilitative, or enabling creative professional care actions and decisions that help people of a designated culture (or subculture) to adapt to or negotiate with others for culturally congruent, safe, effective care for meaningful, and beneficial health outcomes

A

Culture care accommodation and/or negotiation

82
Q

refers to the assistive, supportive facilitative, or enabling professional actions and decisions that help clients reorder, change, or modify their lifeways for beneficial healthcare patterns, practices, or outcomes

A

Culture care repatterning and/or
restructuring

83
Q

she defined nursing as a learned humanistic and scientific profession and discipline which is focused on human care phenomena and activities to assist, support, facilitate, or enable individuals or groups to maintain or regain their well-being (or health) in culturally meaningful and beneficial ways, or to help people face handicaps or death.

A

madeleine leininger

84
Q

dorothea elizabeth orem was born in

A

baltimore, maryland

85
Q

when did orem pass away

A

Passed away on June 22, 2007 at age 92.

86
Q

A Grand theory developed somewhere between 1959-2001 by __. It is a very well-known and fundamental Nursing Theory that covers a wide scope of concepts.

A

dorothea orem

87
Q

The main idea of this theory is that all persons who need care, desire to care for themselves, and consecutively recovering better and faster by their self-care.

A

Self- Care Deficit Nursing Theory

88
Q

This theory is usually used in concepts of rehabilitation and other care options that encourages patients to get better independently with guided supervision.

A

self care deficit nursing theory

89
Q

The patient should be responsible for their own and their family’s care. Achieving the self-care requisites are part of patient’s health care and prevention of illness.

A

self care deficit nursing theory

90
Q

what are the self care deficit nursing theories

A

Theory of Nursing Systems
Theory of Self-Care Deficit
Theory of Self-Care

91
Q

describes why and how people care for themselves

A

theory of self care

92
Q

explains how family members and/or friends provide dependent-care for a person who is socially dependent

A

theory of dependent care

93
Q

describes and explains why people can be helped through nursing

A

theory of self-care deficit

94
Q

describes and explains relationships that must be brought about and maintained for nursing to be produced

A

theory of nursing systems

95
Q

the practice of activities that maturing and mature persons initiate and perform, within time frames, on their own behalf in the interest of maintaining life, healthful functioning, continuing personal development, and well- being by meeting known requisites for functional and developmental regulations (Orem, 2001,p. 522).

A

self care

96
Q

the care that is provided to a person who, because of age or related factors, is unable to perform the self-care needed to maintain life, healthful functioning, continuing personal development, and well being.

A

dependent care

97
Q

is a formulated and expressed in sight about actions to be performed that are known or hypothesized to be necessary in the regulation of an aspect of human functioning and development, continuously or under specified conditions and circumstances

A

self care requisites

98
Q

to be met through self-care or dependent-care, and they have their origins in what is known and what is validated, or what is in the process of being validated, about human structural and functional integrity at various stages of the life cycle.

A

universally required goals

99
Q

8 self care requisites

A

Maintenance of a sufficient intake of air
Maintenance of a sufficient intake of
food
Maintenance of a sufficient intake of water
Provision of care associated with elimination processes and excrements
Maintenance of balance between activity and rest
Maintenance of balance between solitude and social interaction
Prevention of hazards to human life, human functioning, and human well- being
Promotion of human functioning and development within social groups in accordance with human potential, known human limitations, and the human desire to be normal

100
Q

exist for persons who are ill or injured, who have specific forms of pathological conditions or disorders, including defects and disabilities, and who are under medical diagnosis and treatment.

A

health deviation requisites

101
Q

consists of the summation of care measures necessary at specific times or over a duration of time to meet all of an individual’s known self care requisites,

A

Therapeutic self-care demand

102
Q

is the summation of care measures at a specific point in time or over a duration of time for meeting the dependent’s therapeutic self-care demand when his or her self-care agency is not adequate or operational (Taylor et al., 2001, p. 40).

A

Dependent-care demand

103
Q

refers to the acquired ability of a person to know and meet the therapeutic self-care demand of the dependent person and/or regulate the development and exercise of the dependent’s self-care agency.

A

dependent-care agency

104
Q

is a complex acquired ability of mature and maturing persons to know and meet their continuing requirements for deliberate, purposive actiontoregulatetheirownhuman functioning and development (Orem, 2001, p. 522).

A

self-care agency

105
Q

the relationship between an individual’s therapeutic self-care demand and his or her powers of self-care agency in which the constituent-developed self-care capabilities within self-care agency are inoperable or inadequate for knowing and meeting some or all components of the existent or projected therapeutic self care demand (Orem, 2001, p. 522).

A

self-care deficit

106
Q

is a relationship that exists when the dependent-care provider’s agency is not adequate to meet the therapeutic self-care demand of the person receiving dependent-care.

A

dependent-care deficit

107
Q

comprises developed capabilities of persons educated as nurses that empower them to represent themselves as nurses and within the frame of a legitimate interpersonal relationship to act, to know, and to help persons in such relationships to meet their therapeutic self- care demands and to regulate the development or exercise of their self-care agency

A

nursing agency

108
Q

a professional function performed both before and after nursing diagnosis and prescription, allows nurses, on the basis of reflective practical judgments about existent conditions, to synthesize concrete situational elements into orderly relations to structure operational units.

A

nursing design

109
Q

are series and sequences of deliberate practical actions of nurses performed

A

nursing systems

110
Q

proposes that nursing is human action; nursing systems are action systems formed (designed and produced) by nurses through the exercise of their nursing agency for persons with health-derived or health-associated limitations in self-care or dependent care

A

theory of nursing systems

111
Q

the requirements of persons for nursing are associated with the subjectivity of mature and maturing persons to health-related or health care-related action limitations.

A

theory of self-care deficit

112
Q

human regulatory function that individuals must, with deliberation, perform themselves or must have performed for them to maintain life, health, development, and well-being.

A

self care; theory of self-care

113
Q

explains how the self-care system is modified when it is directed toward a person who is socially dependent and needs assistance in meeting his or her self-care requisite

A

theory of dependent care

114
Q

orem was born on

A

1914

115
Q

Central idea of the ___ is that
patients wants to care for themselves, and in return, they recover much better and faster independently. Theory applies to rehabilitation care.

A

SCDN theory

116
Q

appears when the Self-Care requites are not met by the patient.

A

the self care deficit

117
Q

A way for patients and nurses to work together.

A

dorothea orem ; SCDN thoery

118
Q

when was imogene martina king born

A

january 30, 1923

119
Q

king was born in

A

west point, iowa

120
Q

king died on

A

december 24, 2007

121
Q

where did king die

A

petersburg, florida

122
Q

Nursing is a process of action, reaction, and interaction by which nurse and client share information about their perception in a nursing situation” and “a process of human interactions between nurse and client whereby each perceives the other and the situation, and through communication, they set goals, explore means, and agree on means to achieve goals.

A

theory of goal attainment

123
Q

The goal of nursing “is to help individuals maintain their health so they can function in their roles”

A

imogene king

124
Q

when was martha e rogers born

A

may 12, 1914

125
Q

when did rogers die

A

march 13, 1994

126
Q

where was rogers buried

A

knoxville, tennessee

127
Q

what is roger’s theory

A

the science of unitary human beings

128
Q

The theory views nursing as both a science and an art as it provides a way to view the
unitary human being, who is integral with
the universe. Nursing Focuses on people and the
manifestation that emerge from mutual human-environmental field process

A

science of unitary human beings

129
Q

two dimensions of roger’s theory

A

science of nursing
art of nursing

130
Q

Man and the environment are continuously exchanging matter and energy with one another.

A

martha rogers

131
Q

Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts

A

martha rogers

132
Q

Fundamental unit of both the living and the non-living. It provides a way to view people and the environment as irreducible whole

A

energy field

133
Q

Rogers defined the pattern as the distinguishing characteristic of an energy field seen as a single wave. It is an abstraction and gives identity to the field.

A

pattern

134
Q

The unitary human being (human field) is defined as an irreducible, indivisible, pandimensional energy field identified by pattern and manifesting characteristics that are specific to the whole and that cannot be predicted from knowledge of the parts.

A

rogers ; energy field

135
Q

Rogers defines __ as a nonlinear domain without spatial or temporal attributes, or as Phillips (2010) notes: “essentially a spaceless and timeless reality”

A

pandimensionality

136
Q

Life processes are continuous revisions occurring from the interactions between human beings and their environment. Between the two entities, there is a constant mutual interaction and mutual change whereby simultaneous molding is taking place at the same time.

A

INTERGRALITY

137
Q

It speaks to the nature of the change occurring between human and environmental fields. It identifies the human field and the environmental field by wave patterns manifesting continuous change

A

RESONANCE

138
Q

The human-environment field is a dynamic, open system in which change is continuous due to the constant interchange between the human and environment.

A

helicy

139
Q

defines health as simultaneous interaction of the human and environmental fields and health and illness are part of the same continuum. The multiple events occurring during the life process show how a person is achieving his or her maximum health potential. The events vary in their expressions from greatest health to those incompatible with the maintaining life process.

A

martha rogers

140
Q

Nursing aims to assist people in achieving
their maximum health potential.
Maintenance and promotion of health,
prevention of disease, nursing diagnosis, intervention, and rehabilitation

A

martha rogers

NCM 100 (9 decks)

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