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MIDTERMS Flashcards

1
Q

TRANSPERSONAL THEORY

A

JEAN WATSON

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2
Q

Jean Watson’s Birthdate

A

JUNE 10, 1940

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3
Q

AN AMERICAN NURSE THEORIST

A

JEAN WATSON

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4
Q

Jean Watson’s birthplace… SMALL TOWN IN THE…

A

APPALACHIAN MOUNTAINS OF WEST VIRGINIA

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5
Q

Jean Watson’s birthplace… SMALL TOWN IN THE…

A

APPALACHIAN MOUNTAINS OF WEST VIRGINIA

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6
Q

School of Nursing wherein jean watson got the R.N. DILPOMA

A

LEWIS-GALE SCHOOL OF NURSING

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7
Q

School of Nursing wherein jean watson got the R.N. DILPOMA

A

LEWIS-GALE SCHOOL OF NURSING

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8
Q

TO INCLUDE THE ENTIRE MIND, BODY, AND
SOUL. SHE BELIEVES THAT IT INCLUDES A HIGH
LEVEL OF PHYSICAL, SOCIAL, AND EMOTIONAL
FUNCTIONING.

A

HEALTH

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9
Q

TO INCLUDE THE ENTIRE MIND, BODY, AND
SOUL. SHE BELIEVES THAT IT INCLUDES A HIGH
LEVEL OF PHYSICAL, SOCIAL, AND EMOTIONAL
FUNCTIONING.

A

HEALTH

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10
Q

IT IS THE ABSENCE OF ILLNESS, OR EFFORTS TO
ERADICATE THE ILLNESS.

A

HEALTH

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11
Q

3 MAJOR ELEMENT’S OF WATSON’S THEORY

A

THE CARING OCCASION / THE CARING
MOMENT, TEN CARATIVE FACTORS, TRANSPERSONAL CARING

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12
Q

HELPS US TO EMBRACE THE POSITIVE ENERGY
THAT FLOWS FROM AN INTEGRATED MIND,
BODY AND SPIRIT AND IS MUTUALLY
REWARDING TO BOTH THE PATIENT AND THE
NURSE.

A

CARING SCIENCE

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13
Q

PHILOSOPHY AND SCIENCE OF CARING

A

ADDRESSES HOW NURSES CARE FOR THEIR
PATIENTS, AND HOW THAT CARING
TRANSLATES INTO BETTER HEALTH PLANS TO
HELP PATIENTS GET HEALTHY.

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14
Q

IS A MUTUALLY BENEFICIAL EXPERIENCE FOR
BOTH THE PATIENT AND THE NURSE, AS WELL
AS BETWEEN ALL HEALTH TEAM MEMBERS.

A

CARING

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15
Q

IS A NECESSARY PROCESS FOR
REJUVENATING OUR ENERGY RESERVES AND
REPLENISHING OUR SPIRITUAL BANK.

A

SELF-HEALING

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16
Q

REFERS TO VALUES OF DEEP CONNECTEDNESS,
OF RELATIONSHIP, SUBJECTIVE MEANING, AND
SHARED HUMANITY

A

TRANSPERSONAL

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17
Q

CONVEYS A CONNECTION BEYOND THE EGO,
CAPTURING SPIRITUAL DIMENSIONS ALL
HUMANS SHARE WITH A DEEPER SELF, OTHERS,
NATURE, AND THE UNIVERSE.”

A

TRANSPERSONAL

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18
Q

THE CORE OF THE THEORY OF CARING IS THAT

A

“HUMANS CANNOT BE TREATED AS OBJECTS AND THAT HUMANS CANNOT BE SEPARATED FROM SELF, OTHER, NATURE, AND THE LARGER WORKFORCE”

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19
Q

carative factor is a latin word caritas means…

A

To cherish or to give special attention

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20
Q

IT HONORS THE HUMAN DIMENSIONS OF NURSING WORK AND INNER LIFE WORK AND
SUBJECTIVE EXPERIENCES OF PEOPLE WE SERVE. PROVIDE A FRAMEWORK THAT DIRECTS THE NURSE’S ATTENTION TO CARING PROCESSES THAT HELP FORM A STRUCTURE FOR STUDYING AND UNDERSTANDING NURSING AS THE SCIENCE OF CARING.

A

CARATIVE FACTORS

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21
Q

TAKE RISKS ON BEHALF OF PATIENTS &
COLLEAGUES, MENTORS, OTHER
PROFESSIONALS

A

HUMANISTIC-ALTRUISTIC SYSTEM OF VALUE

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22
Q
  • POSITIVE SUPPORT, ENCOURAGEMENTS TO
    PATEINTS & FAMILIES
  • GIVES SENSE OF WELL-BEING
  • PRAY WITH PATIENTS
  • HELP PATIENT ADAPT HEALTH SEEKING
    BEHAVIORS
    CULTIVATION OF SEN
A

FAITH AND HOPE

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23
Q
  • ADDING APPROPRIATE HUMOR IN
    CONVERSATION
  • COURTESY
  • NON-JUDGEMENTAL ATTITUDE
A

CULTIVATION OF SENSITIVITY TO SELF AND TO
OTHERS

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24
Q
  • ESTABLISHING RAPPORT
  • ALLAY FEARS & ANXIETIES DURING
    MONITORING & ASSESSMENT
  • PROVIDES CARE WITH INTELLIGENCE &
    COMPETENCE, EMPATHY, EFFECTIVE
    COMMUNICATION
A

HELPING-TRUSTING, HUMAN CARE
RELATIONSHIPS

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25
Q
  • ENCOURAGES VERBALIZATION OF FEELINGS
  • ACKNOWLEDGES FEELINGS ( FEAR ,
    ANXIETIES )
A

EXPRESSING POSITIVE AND NEGATIVE FEELINGS

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26
Q
  • CREATIVE PROBLEM SOLVING CARING
    PROCESSES
  • UTILIZATION OF NURSING PROCESS
A

SYSTEMATIC USE OF SCIENTIFIC PROBLEM –
SOLVING METHOD

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27
Q
  • PROVIDES HEALTH INFORMATION
  • PROMOTES PATIENT’S SELF-CARE ABILITIES
  • PROVIDES OPPORTUNITIES FOR PERSONAL
    GROWTH
  • HELPS PATIENT TO ARTICULATE THEIR NEEDS
A

TRANSPERSONAL TEACHING-LEARNING

28
Q
  • RECOGNIZES INFLUENCE OF EXTERNAL &
    INTERNAL ENVIRONMENTS ON HEALTH &
    ILLNESS
  • PROVIDES COMFORT, PRIVACY, SAFE, CLEAN,
    AESTHETIC ENVIRONMENT
A

SUPPORTIVE, PROTECTIVE AND OR CORRECTIVE
MENTAL, PHYSICAL, SOCIETAL AND SPIRITUAL
ENVIRONMENT

29
Q

RECOGNIZES THE PHYSICAL, PSYCHOLOGICAL,
SOCIAL, INTRAPERSONAL & SPIRITUAL NEEDS

A

HUMAN NEEDS ASSISTANCE

30
Q
  • PATIENT’S EXPERIENCES SHAPE THEIR
    PERCEPTIONS OF LIFE EVENTS
  • UNDERSTAND PATIENTS FROM THEIR OWN
    PERSPECTIVE
A

EXISTENTIAL-PHENOMENOLOGICAL-SPIRITUAL
FORCES

31
Q

ALTRUISTIC VALUES AND PRACTICE
LOVING KINDNESS WITH SELF AND OTHERS

A

EMBRACE

32
Q

FAITH AND HOPE AND HONOR OTHERS

A

INSPIRE

33
Q

SELF AND OTHERS BY NURTURING
INDIVIDUAL BELIEFS, PERSONAL GROWTH AND
PRACTICES

A

TRUST

34
Q

HELPING, TRUSTING, CARING
RELATIONSHIPS

A

NURTURE

35
Q

HELPING, TRUSTING, CARING
RELATIONSHIPS

A

NURTURE

36
Q

AND ACCEPT POSITIVE AND NEGATIVE
FEELINGS – AUTHENTICALLY LISTEN TO
ANOTHER’S STORY

A

FORGIVE

37
Q

SCIENTIFIC PROBLEM SOLVING
METHODS FOR CARING DECISION MAKING

A

DEEPEN

38
Q

TEACHING AND LEARNING TO
ADDRESS THE INDIVIDUAL NEEDS, READINESS
AND LEARNING STYLES

A

BALANCE

39
Q

TEACHING AND LEARNING TO
ADDRESS THE INDIVIDUAL NEEDS, READINESS
AND LEARNING STYLES

A

BALANCE

40
Q

TO MYSTERY AND ALLOW MIRACLES TO
ENTER

A

OPEN

41
Q

A HEALING ENVIRONMENT FOR
THE PHYSICAL AND SPIRITUAL SELF WHICH
RESPECTS HUMAN DIGNITY
MINISTER: TO BASIC PHYSICAL, EMOTIONAL
AND SPIRITUAL HUMAN NEEDS

A

CO-CREATE

42
Q

TRANSFERABLE TO CURRENT PRACTICE
ENVIRONMENTS, MEANING OF HEALTH
THROUGH THE PATIENT’S PERSPECTIVE,
CONSIDERS THE COMPLEXITY OF EACH
INDIVIDUAL EXPERIENCE

A

BENEFITS

43
Q

TIME

A

LIMITATIONS

44
Q

“FROM NOVICE TO EXPERT”

A

PATRICIA BENNER

45
Q

PATRICIA BENNER’S BIRTHPLACE

A

HAMPTON, VIRGINIA

46
Q

PATRICIA BENNER’S birthdate

A

August 1942

47
Q

PATRICIA PUBLISHED A BOOK IN 1984

A

NOVICE TO EXPERT THEORY: EXCELLENCE AND POWER IN CLINICAL NURSING PRACTICE

48
Q

other renowned books she has written

A
  • Expertise in Nursing Practice: Caring, Clinical Judgement and Ethics,
  • Clinical Wisdom and Interventions in Critical Care: A thinking-In-action Approach
  • Stress and Satisfaction on the Job: Work Meanings and Coping of Mid-Career Men
49
Q

named a Living Legend by the American Academy of Nursing in 2011

A

PATRICIA BENNER

50
Q

Patricia Benner is a professor ermita at the

A

UNIVERSITY OF CALIFORNIA, SAN FRANCISCO UCSF SCHOOL OF NURSING

51
Q

internationally noted speaker and lecturer on health, stress and coping, skill and ethics

A

PATRICIA BENNER

52
Q

BA in Nursing - Pasadena College/Point Loma College; MS in Med/Surg nursing from UCSF; PhD - 1982 from
UC Berkely

A

PATRICIA BENNER

53
Q

was born in Hampton, Virginia, and spent her childhood in California, where she had her
early and professional education.

A

PATRICIA BENNER

54
Q

She received her Bachelor’s Degree in Nursing from Pasadena College in 1964,

A

PATRICIA BENNER

55
Q

Her Master’s Degree in Medical Surgical Nursing from the University of California, San Francisco, in 1970. Also her PhD from the University of California, Berkely, in 1982.

A

PATRICIA BENNER

56
Q

In 2002, she moved to the Department of Social and Behavioral Sciences at UCSF, where she is a professor and the first occupant of the…

A

Thelma Shobe Cook Endowed Chair in Ethics and Spirituality

57
Q

Benner was influenced by a _______________, a German philosopher who studied existentialism, ontology, and metaphysics in the 20th century.

A

Martin Heidegger

58
Q

She introduced the concept that expert nurses develop skills and understanding of patient care over time through a sound educational base as well as a multitude of experiences.

A

PATRICIA BENNER

59
Q

She proposed that one could gain knowledge and skills (“knowing how”) without ever learning the theory (“knowing that”).

A

PATRICIA BENNER

60
Q

She further explains that the development of knowledge in applied disciplines such as medicine and nursing is composed of the extension of practical knowledge (know how) through research and the characterization and understanding of the “know how” of clinical experience.

A

PATRICIA BENNER

61
Q

She conceptualizes in her writing about nursing skills as experience is a prerequisite for becoming an expert.

A

PATRICIA BENNER

62
Q

is one of skill acquisition and is supported as well as defined by the Dreyfus model of skill acquisition, which acts as a foundation for the theory.

A

The novice to expert process

63
Q

The novice to expert process is one of skill acquisition and is supported as well as defined by the _________model of skill acquisition, which acts as a foundation for the theory. This model demonstrates how students
gain knowledge or skills

A

DREYFUS

64
Q

is a model of how learners acquire skills through formal instruction and practicing, used in the fields of education and operations research.

A

The Dreyfus model of skill acquisition

65
Q

They developed the skill acquisition model by studying the performance of chess masters
and airline pilots

A

THE DREYFUS BROTHERS

66
Q

The model proposes that a student passes through five distinct stages and was originally determined as: novice, competence, proficiency, expertise, and mastery.

A

The Dreyfus model of skill acquisition

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