Module 10 A Flashcards
Chapter 3 module 10a
Chronic Illness
❖ A broad term that encompasses many different physical
and mental alterations in health
❖ Usually has a slow onset and may have periods of
remission and exacerbation
❖ Examples: diabetes mellitus, lung disease, arthritis, lupus
Definitions of Health States
Health—a state of complete physical, mental, and social
well-being, not merely the absence of disease or infirmity
❖ Illness—the unique response of a person to a disease; an
abnormal process involving changed level of functioning
❖ Disease—medical term, referring to pathologic changes in
the structure or function of the body or mind
❖ Wellness—an active state of being healthy by living a
lifestyle promoting good physical, mental, and emotional
health
Acute Illness
❖ Generally has a rapid onset of symptoms and lasts only a
relatively short time
❖ Examples: appendicitis, pneumonia, diarrhea, common
cold
Characteristics of a Chronic Illness
❖ It is a permanent change.
❖ It causes, or is caused by, irreversible alterations in
normal anatomy and physiology.
❖ It requires special patient education for rehabilitation.
❖ It requires a long period of care or support.
Stages of Illness Behavior
❖ Stage 1: Experiencing symptoms
❖ Stage 2: Assuming the sick role
❖ Stage 3: Assuming a dependent role
❖ Stage 4: Achieving recovery and rehabilitation
Factors Influencing Health Disparities
❖ Racial and ethnic groups ❖ Poverty ❖ Gender; age ❖ Mental health ❖ Educational level ❖ Disabilities ❖ Sexual orientation ❖ Health insurance and access to health care
The Human Dimensions Affecting Health
❖ Physical dimension—genetic inheritance, age,
developmental level, race, and gender
❖ Emotional dimension—how the mind affects body
function and responds to body conditions
❖ Intellectual dimension—cognitive abilities, educational
background, and past experiences
❖ Environmental dimension—housing; sanitation; climate;
pollution of air, food, and water
❖ Sociocultural dimension—economic level, lifestyle, family,
and culture
❖ Spiritual dimension—spiritual beliefs and values
❖ Physical dimension—
genetic inheritance, age,
developmental level, race, and gender
Factors Affecting Health and Illness
❖ Basic human needs
❖ The human dimensions
❖ Self-concept
❖ Risk factors for illness or injury
❖ Emotional dimension—
how the mind affects body function and responds to body conditions
❖ Intellectual dimension—
cognitive abilities, educational
background, and past experiences
❖ Environmental dimension—
housing; sanitation; climate;
pollution of air, food, and water
❖ Sociocultural dimension—
economic level, lifestyle, family,
and culture
❖ Spiritual dimension—
spiritual beliefs and values
Health Promotion and Illness Prevention #1
❖ Primary: directed toward promoting health and
preventing the development of disease processes or
injury.
o Examples are immunization clinics, family planning
services, poison-control information, and accident-
prevention education.
❖ Secondary: focus on screening for early detection of
disease with prompt diagnosis and treatment of any
found
o Examples are assessing children for normal growth
and development and encouraging regular medical,
dental, and vision examinations.
Health Promotion and Illness Prevention #2
❖ Tertiary: begins after an illness is diagnosed and treated,
with the goal of reducing disability and helping
rehabilitate patients to a maximum level of functioning
o Examples include teaching a patient with diabetes
how to recognize and prevent complications, using
physical therapy to prevent contractures in a patient
who has had a stroke or spinal cord injury, and
referring a woman to a support group after removal
of a breast because of cancer.
Models of Health and Illness
❖ The health belief model
❖ The health promotion model
❖ The health–illness continuum
❖ The agent–host–environment model
Agent–Host–Environment Model (Leavell
and Clark)
❖ Views the interaction between an external agent, a
susceptible host, and the environment as causes of
disease in a person.
❖ It is a traditional model that explains how certain factors
place some people at risk for an infectious disease.
❖ These three factors are constantly interacting, and a
combination of factors may increase the risk of illness.
❖ The use of this model is limited when dealing with
noninfectious diseases.
The Health–Illness Continuum #1
❖ Conceptualizes a person’s level of health
❖ Views health as a constantly changing state with high-
level wellness and death on opposite sides of a
continuum
❖ Illustrates the dynamic (ever-changing) state of health as
a person adapts to changes in internal and external
environments to maintain a state of well being.
The Health Belief Model (Rosenstock)
❖ Concerned with what people perceive to be true about
themselves in relation to their health
❖ Modifying factors for health include demographic,
sociopsychological, and structural variables.
❖ Based on three components of individual perceptions of
threat of a disease
o Perceived susceptibility to a disease
o Perceived seriousness of a disease
o Perceived benefits of action
The Health Promotion Model (Pender)
❖ Developed to illustrate how people interact with their
environment as they pursue health
❖ Incorporates individual characteristics and experiences
and behavior-specific knowledge and beliefs, to motivate
health-promoting behavior
❖ Personal, biologic, psychological, and sociocultural factors
are predictive of a certain health-related habit.
❖ Health-related behavior is the outcome of the model and
is directed toward attaining positive health outcomes and
experiences throughout the lifespan.
Risk Factors for Illness
❖ Age ❖ Genetic factors ❖ Physiologic factors ❖ Health habits ❖ Lifestyle ❖ Environment
Chapter 4 Module 10A
Meeting Basic Human Needs
People’s behaviors, feelings about self and others, values,
and priorities all relate to physiologic and psychosocial
needs.
These basic human needs are common to all people;
meeting these needs is essential for the health and
survival of all people.
A person can meet some needs independently, but most
needs require relationships and interactions with others
for partial or complete fulfillment.
Satisfying one’s needs often depends on the physical and
social environment, especially one’s family and
community.
Characteristics of Basic Needs/Maslow
Their lack of fulfillment results in illness.
Their fulfillment helps prevent illness or signals health.
Meeting basic needs restores health.
Fulfillment of basic needs takes priority over other
satisfactions when unmet.
A person feels something is missing when a need is
unmet.
A person feels satisfaction when a need is met.
Maslow’s Hierarchy of Human Needs
physiological (food and clothing), safety (job security), love and belonging needs (friendship), esteem, and self-actualization.
Physiologic Needs
Oxygen: most essential Water Food Elimination Temperature Sexuality Physical activity Rest
Safety and Security Needs
Second in priority
Have both physical and emotional components
Being protected from potential or actual harm
Examples of interventions to meet these needs:
o Using proper hand hygiene to prevent infection
o Using electrical equipment properly
o Administering medications knowledgeably
Love and Belonging Needs
Third priority needs, often called higher-level needs
Understanding and acceptance of others in both giving
and receiving love
The feeling of belonging to groups such as families,
peers, friends, a neighborhood, and a community
Unmet needs produce loneliness and isolation
Example of interventions to meet these needs:
o Including family and friends in care of a patient
o Establishing a trusting nurse–patient relationship
Self-Esteem Needs
Need for a person to feel good about oneself, to feel pride
and a sense of accomplishment, and to believe that
others also respect and appreciate those
accomplishments
Positive self-esteem facilitates the person’s confidence
and independence
Factors affecting self-esteem:
o Role changes
o Body image changes
Self-Actualization Needs
Acceptance of self and others as they are
Focus of interest on problems outside oneself
Ability to be objective
Feelings of happiness and affection for others
Respect for all people
Ability to discriminate between good and evil
Creativity as a guideline for solving problems and
pursuing interests
Family Structures
Family: any group of people who live together and
depend on one another for physical, emotional, and
financial support
Nuclear family: traditional family; two parents and their
children
Extended family: includes aunts, uncles, and
grandparents
Blended family: two parents and their unrelated children
from previous relationships
Single-parent family: may be separated, divorced,
widowed, or never married
Family Functions
Physical Economic Reproductive Affective and coping Socialization
Family Stages
Couple and family with children
Family with adolescents and young adults
Family with middle-aged adults
Family with older adults
Risk Factors for Altered Family Health
Lifestyle risk factors Psychosocial risk factors Environmental risk factors Developmental risk factors Biologic risks
Community Factors Affecting Health
Social support systems
Community health care structure
Economic resources
Environmental factors
Readiness for Enhanced Family Processes
Care plan that focuses on a pattern of family functioning
that is sufficient to support the well-being of family
members and can be strengthened.
For example, readiness to care for a loved one after
discharge
Chapter 5 Module 10A
Cultural Diversity
Varying cultures Racial and ethnic origin Religion Physical size, age, and gender Sexual orientation Disability Socioeconomic and occupational status Geographical location
Culture
Shared system of beliefs, values, and behavioral
expectations
Provides social structure for daily living
Defines roles and interactions with others and in families
and communities
Apparent in the attitudes and institutions unique to the
culture
Subculture
Large group of people who are members of a larger
cultural group
Members have certain ethnic, occupational, or physical
characteristics not common to the larger culture.
Groups in Society
Dominant group (usually largest group)
o Group has the most authority to control values and
sanctions of society
Minority group (smaller group)
o A physical or cultural characteristic identifies the
people as different from dominant group.
Cultural Definitions
Cultural assimilation (acculturation)
o Minorities living within a dominant group lose the
characteristics that made them different.
o Values replaced by those of dominant culture
Culture shock
o The feelings a person experiences when placed in a
different culture
o May result in psychological discomfort or
disturbances.
Ethnicity
Sense of identification with a collective cultural group
Largely based on group’s common heritage
One can belong to an ethnic group through birth or
adoption of characteristics of that group.
Groups share unique cultural and social beliefs and
behavior patterns.
Largely develops through day-to-day life with family and
friends within the community
Race
Typically based on specific characteristics
o Skin pigmentation, body stature, facial features, hair
texture
Five major categories:
o American Indian or Alaska Native
o Asian
o Black or African American
o Native Hawaiian or Other Pacific Islander
o White
Stereotyping
The assumption that all members of a culture or ethnic
group act alike
May be positive or negative
o Negative includes racism, ageism, and sexism
Cultural Terminology
Cultural imposition
o Belief that everyone should conform to the majority
belief system
Cultural blindness
o Ignores differences and proceeds as if they did not
exist
Culture Conflict
People become aware of differences and feel threatened.
Response—ridiculing beliefs and traditions of others to
make themselves feel more secure
Ethnocentrism
Belief that one’s ideas, beliefs, and practice are the best
or superior or are most preferred to those of others
Cultural Influences on Health Care
Physiologic variations Reactions to pain Mental health Gender roles Language and communication Orientation to space and time Food and nutrition Family support Socioeconomic factors
Culturally Competent Nursing Care—
Patient in Pain
Recognize that each person holds various beliefs about
pain and that pain is what the patient says it is.
Respect the patient’s right to respond to pain in one’s
own fashion.
Never stereotype a patient’s responses to pain based on
the patient’s culture.
Be sensitive to nonverbal signals of discomfort, such as
holding or applying pressure to the painful area or
avoiding activities that intensify the pain.
The Culture of Poverty
Feelings of despair, resignation, and fatalism
Day-to-day attitude toward life; no hope for future
Unemployment and need for financial or government aid
Unstable family structure; possibly characterized by
abusiveness and abandonment
Decline in self-respect and retreat from community
involvement
Elements of Cultural Competence
Developing self-awareness
Demonstrating knowledge and understanding of a
patient’s culture
Accepting and respecting cultural differences
Not assuming that the health care provider’s beliefs and
values are the same as the client’s
Resisting judgmental attitudes such as “different is not as
good”
Being open to and comfortable with cultural encounters
Accepting responsibility for one’s own cultural
competency
Guidelines for Providing Culturally
Competent Nursing Care
Develop cultural self-awareness. Develop cultural knowledge. Accommodate cultural practices in health care. Respect culturally based family roles. Avoid mandating change. Seek cultural assistance.
Transcultural Assessment
What language does the patient speak during usual activities of daily
living?
How well does the patient speak and write in English?
Does the patient need an interpreter? Are family members or friends
available? Are there people the patient would not want to serve as an
interpreter?
How does the patient prefer to be addressed?
What cultural values and beliefs of the patient (such as eye contact,
personal space, or social taboos) may change your techniques of
communication and care?
How does the patient’s nonverbal behavior affect the responses of
members of the health care team?
What are the cultural characteristics of the patient’s communications
with others?
Chapter 3, 4 & 5 Learning Objectives
Health & Wellness / Care for Families / Cultural Competence
● Discuss the concepts of health, wellness, disease and illness
● Identify factors affecting health and illness
● Explain the levels of preventive care
● Describe the role of the nurse in promoting health and preventing illness
● Discuss the concepts of family
● Create a care plan: Readiness for enhanced family processes
● Discuss the concepts of cultural diversity and respect
● Discuss the various cultural influences affecting health care
● Explain guidelines for performing a transcultural assessment
The end for module. 10A
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Chapter 3,4,5 notes 📝
Definitions of Health States/Name
the Term
• A medical term, referring to pathologic changes in the structure or
function of the body or mind
• An active state of being healthy by living a lifestyle promoting good
physical, mental, and emotional health
