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N322: Client System of Nursing > Module 2 > Flashcards

Module 2 Flashcards

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1
Q

Nursing Process Steps

A
  1. Assessment
  2. Nursing Diagnosis
  3. Planning
  4. Implementation
  5. Evaluation
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2
Q

Community as Partner Process Steps

A
  1. Assessment
  2. Analysis
  3. Community Nursing Diagnosis
  4. Planning
  5. Intervention
  6. Evaluation
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3
Q

What is the major different step between community as partner and nursing process?

A

Analysis - in the community as partner process

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4
Q

Windshield Survey

A

Observations from driving through a community, collecting objective data (census, etc), interviewing social workers/mayor/health providers for subjective data
-This is for assessing the community aspect/ core of the assessment wheel

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5
Q

Assessment Components

A
  • Core Demographics
    -Physical Environment
    -Education
    -Safety and Transportation
    -Politics and Government
    -Health and Social Services
    -Communication
    -Economics
    -Recreation
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6
Q

Stressors

A

threaten the community

ex: economic, disasters, weakness in a component of the community

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7
Q

Lines of Resistance

A

keeps the community strong
>also called Protective Factors

ex: attitudes, belief systems, strengths in the components

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8
Q

What do you do in the analysis step of community as partner?

A
  • take the objective and subjective, verify with other statistics, identify strengths and weaknesses in the community, compare to other communities, and make conclusions to get a community diagnosis
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9
Q

Community Diagnosis

A

collaborate with other people to make a diagnosis and plan to get more community members to uphold and buy in to the plans/interventions

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10
Q

Plan

A

collaboration with community members makes MEASUREABLE GOALS that you can measure and see for carrying out interventions and comparing pre/post

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11
Q

Primary Prevention examples

A
  • mostly education and safety policies
    -ex: physical distancing and masks
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12
Q

Secondary Prevention examples

A

-Screenings, clinics, primary care access
ex: screening for COVID19
*remember the tests validity and reliability is important, there could be false positives and negatives

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13
Q

Tertiary Prevention examples

A
  • hospitals, treatment, and chronic disease management programs
    ex: treatments and cures - COVID is weak here, its mostly symptom management
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14
Q

Prevention focus for COVID19?

A

primary prevention focus (secondary and tertiary is shakier and harder right now since the tests are new and potentially unreliable and invalid, and theres no real cure/treatment)

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15
Q

Evaluation step of Community as Partner Process

A

Did you reach your goal? how do you know?
- Your outcomes become part of your ongoing assessments as you work at continuing improvements in the community

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16
Q

Prevention

A

the detection and intervention into the cause, risk factors, and precursors of disease

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17
Q

Level of prevention more important and why?

A

Primary prevention since preventing disease is less costly than treating disease

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18
Q

Primary Prevention

A

-Interventions that promote health and prevent disease
-it is aimed at individuals who are susceptible but have no discernible disease/pathology

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19
Q

Examples of Primary Prevention

A
  • healthy eating
    -exercise
    -clean water
    -immunizations
    -adequate sleep
    -bike helmet usage
    -education programs
    -safe sex practices
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20
Q

Secondary Prevention

A

-the goal is to detect disease in its early stages
- it involves activities detecting the disease in the early stages BEFORE clinical signs appear
- Reversing or reducing the severity of disease or providing a cure purpose
ex: screenings, immunoglobulin treatments
WE ARE LOOKING FOR DISEASE

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21
Q

Examples of Secondary Preventions

A

-Vision and hearing screenings
-blood pressure screenings
-pap smear
-test cholesterol
- immunoglobulins
-using antibiotics for an infectious disease
-surgery where complete recovery is expected

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22
Q

Tertiary Preventions

A

-The goal is to improve the course of the disease, reduce disability, or rehabilitate
- its aimed at people WITH clinically apparent disease
-expectation is that the individuals will not return to their pre illness level of functioning

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23
Q

Examples of Tertiary Preventions

A

-Physical Therapy
-Speech Therapy
-Insulin therapy for a diabetic
-end of life care
-support groups

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24
Q

Type of prevention when no one is sick but we want to prevent disease?

A

Primary

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25
Q

If the disease has occurred but symptoms have not, what prevention is used?

A

Secondary

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26
Q

Limiting the amount of disease or disability a person experiences involves which prevention type?

A

tertiary

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27
Q

2 of the Most Important Things for a Public health Nurse?

A
  1. Promotion
  2. Prevention
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28
Q

The first step of the teaching/nursing process is?

A

Assessment

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29
Q

While assessing for the teaching process it is important to keep what in mind?

A

Developmental Level (physical, cognitive, psycho social, moral)

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30
Q

What to Keep in mind when Teaching and Working With Children?

A
  • know their stage of development
    -choose relevant goals and realistic objectives
    -develop teaching strategies that are age appropriate
    -Determine methods and materials based on physical and cognitive level
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31
Q

Health promoting behaviors are acquired more readily in ____, when routines and habits are being formed

A

childhood

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32
Q

____or ___ developed in childhood and adolescence are more likely to persist as a lifestyle than when learned in adult years.

A

habits or behaviors

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33
Q

Erikson developed a theory of ____ development

A

Psychosocial

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34
Q

Piaget developed a theory of ___ development

A

Cognitive

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35
Q

Kohlber developed a theory of ___ development

A

Moral

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36
Q

Erikson’s Stages of Psychosocial Development

A
  1. Trust v Mistrust (0-1.5)
  2. Autonomy v Shame (1.5-3)
  3. Initiative v Guilt(3-5)
  4. Industry v Inferiority(5-12)
  5. Identity v Role Confusion(12-18)
  6. Intimacy v Isolation(18-40)
  7. Generativity v Stagnation(40-65)
  8. Ego Integrity v Despair(65+)
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37
Q

Piaget’s Stages of Cognitive Development

A
  1. Sensorimotor (Birth-2)
  2. Pre Operational (2-7)
  3. Concrete Operational (7-11)
  4. Formal Operational (11+)
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38
Q

Kohlberg’s Levels of Moral Development

A

Level 1 - Pre-Conventional Morality (up to age 9)
Level 2 - Conventional Morality (Adolescents and Adults)
Level 3 - Post Conventional Morality (10% of adults)

*each has 2 stages

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39
Q

Kohlberg’s Stages of Moral Development

A

Level 1
1. Obedience and Punishment Orientation
2.Individualism and Exchange
————————————————————–
Level 2
3. Good interpersonal Relationships
4. Maintaining the Social Order
—————————————————————-
Level 3
5. Social contract and Individual Rights
6. Universal Principles

40
Q

Obedience and Punishment Orientation Morality

A

Child is good to avoid punishment. If punished, they must have done wrong

41
Q

Individualism and Exchange Morality

A

Children recognize there is not just one right view that is handed down by authorities. Different individuals have different viewpoints

42
Q

Good Interpersonal Relationships Morality

A

child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to others approval

43
Q

Maintaining the Social Order morality

A

child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt

44
Q

Social Contract and Individual Rights Morality

A

Individual becomes aware that rules/laws might exist for the good of the greatest number, but there are times they will work against the interest of particular individuals. Issues are not always clear

45
Q

Universal Principles Morality

A

people at this stage have developed their own set of moral guidelines which may or may not fit the law. These principles then apply to everyone

46
Q

It is important to keep in mind what about the stages of development?

A

the ages are not rigid guidelines, people develop at their own rate

47
Q

Infancy Age Range

A

0-12 Months

48
Q

Physical Development of Infancy

A

-Cephalocaudal Development
-innate reflexes

49
Q

Cephalocaudal Development

A

-head to toe

ex: infants can first eat, then neck control. then hold head up, etc ,etc

  • proximal to distal development and more fine control over time
50
Q

Erikson’s Stage of Development for Infants

A
  • Trust v Mistrust (0-18 mo)
  • A sense of hope develops if the infant receives consistent and predictable care
51
Q

Piaget Stage of Development for Infants

A
  • Sensorimotor Stage (0-24 mo)
  • the world is learned through physical interaction and experience
  • object permanence, memory, and causality begin to develop at month 7
  • possible separation anxiety
52
Q

Kohlberg’s Stage of Development for Infants

A

no stage for morality in infants

53
Q

Top 5 Leading Causes of Death in Infants

A
  1. Birth Defects
  2. Pre-term birth/low birth weight
  3. SIDS
  4. Maternal pregnancy complications
  5. Injuries
54
Q

Top 5 Leading Causes of Non Fatal Unintentional Injuries in Infants

A
  1. Falls
  2. Struck by or against
  3. Animal Bite or Insect Sting
  4. Foreign Body, non-fatal suffocation
  5. Fire, burns
55
Q

How to promote health in infancy?

A
  • proper care is its learning need
  • teach the caregiver to promote health
  • develop trust
56
Q

Toddler Age Group

A

1-3 years

57
Q

Physical Development in Toddlers

A
  • physical coordination, starting to walk and talk
    -can undress, build a tower of four blocks, scribbling
    -can run, walk up and down stairs, pushes and pulls toys
58
Q

Erikson’s Stage of Development for Toddlers

A

-Autonomy vs Shame and Doubt
- Children want growing independence and should become more confident and secure with own survival ability if encouraged
- failure leads to sense of shame in abilities and low self esteem
this can lead to the Terrible 2

59
Q

Kohlberg’s Stage of Development for Toddlers

A

-Preconventional
-if an action is wrong, one gets punished for it

60
Q

Piaget’s Stage of Development for Toddlers

A

-Preoperational (2-7 years)
- imagery and symbolic thinking
-symbolic play
-egocentrism
-animism
-artificialism
-transductive reasoning

61
Q

Symbolic play

A

-preoperational
-imaginary friends or social play with roles assigned

62
Q

Egocentrism

A

-preoperational
-unaware that other viewpoints exist

63
Q

Animism

A
  • preoperational
  • inanimate objects are capable of actions and have lifelike qualities
64
Q

Artificialism

A

-preoperational
-the belief that environmental characteristics are attributed to human actions or interventions
ex: thunder is angels bowling

65
Q

Transductive Reasoning

A

-Preoperational
- Does not understand cause and effect
- will draw relationships between unrelated things

66
Q

Top Leading Causes of Death in Infants

A

1 cause of death is Injury (motor vehicle accident, suffocation, poison, fire burn, fall, poison)

  1. Birth Defects
  2. Homicide
67
Q

The US has the ___ highest injury death rate for 0-14 year olds

A

3rd

68
Q

How to promote health in Toddlers?

A

-teach health habits like sleep routine and immunizations
-teach caregivers play, repetition and imitation, a need to stimulate the child’s senses, demonstration and return demonstration, role play

69
Q

Preschoolers age group?

A

3-5 years

70
Q

Physical Development of Pre-Schoolers

A

-can manage tools, like scissors, and utilization of things to promote health like a toothbrush
-prone to fears
-learns through play
-highly curious

71
Q

Erikson’s Stage of Development for Pre-Schoolers

A

-Initiative v Guilt
-child interacts with other children and play is pivotal now
-Sense of initiative and feeling secure in ability to lead others and make decisions is based on this play
- they need control (just not ultimate control) - need consistency and knowing the rules/what to expect

72
Q

Piaget’s Stage of Development for Pre-Schoolers

A

Preoperational (still)

73
Q

Kohlber’s Stage of Development for Pre-Schoolers

A

-Pre-conventional Stage
- avoids punishment, has self interest orientation (self centered)
-Decisions based on pleasing others and avoiding punishment

74
Q

Leading Causes of Death in Pre-Schoolers

A

1 Injury (vehicle accident, suffocation, poison, fall, burns)

  1. Birth Defects
  2. Homicide
75
Q

How to promote health in pre-schoolers?

A

-needs to learn routines, control. and choices, as well as school and heatlh routine readiness
- teach the child through reinforcement, play, stimulation, simple instructions, and on a child by child basis

76
Q

School-Age Age Group

A

6-12 years

77
Q

Physical Development of School Age Children

A

-fine motor skills continue to improve
-plays card and board games and more complex games

78
Q

Eriksons Stage of Development for School Age Children

A

-Industry v Inferiority
- success leads to sense of competence by expanding relationships outside the nuclear family - peer groups are important
-gain awareness of their uniqueness

79
Q

Piaget’s Stage of Development for School Age Children

A

-Concrete Operational Stage
-ability to understand conservation
-intelligence shown through logical and systematic manipulation of symbols related to concrete objects
-less egocentric and more operational (mental actions reversible)

80
Q

Kohlberg’s Stage of Development for School Age Children

A

-Pre Conventional (avoid punishment and self centered) AND Conventional (approval or disapproval from social norms, rules, and expectations)
- Developing a conscience

81
Q

5 Leading causes of Death in School Age Children

A
  1. Unintentional injury
  2. Homicide
  3. Suicide
  4. Malignant Neoplasms
  5. Heart Disease
82
Q

5 Leading Causes of non Fatal Injuries

A
  1. Falls
  2. Struck by or against an object
  3. Cut or piercing (ages 5-9)
  4. Overexertion (ages 6-14)
  5. Bite or Sting
  6. Bike Accident
83
Q

Promoting Health in School Age Children

A
  • has learning needs to make decisions and take responsibility and cause/effect
  • teaching strategies involve assessing individual learning styles, needs concrete step by step information, needs to be allowed questions and non verbal feedback
  • can use models/diagrams/drawings
84
Q

Adolescence Age Group

A

12-18 years

85
Q

Physical Development of Adolescence

A

Puberty, new sport attempts, driving motor vehicle

86
Q

Erikson’s Stage of Development in Adolescence

A

-Identity v Role Confusion
- learn roles to adopt as an adult, self identity forms, body image very important

87
Q

Piaget’s Stage of Development in Adolescence

A
  • Formal Operational Stage
  • intelligence is demonstrated through logical use of symbols related to abstract thought and concepts
    -very ego-centric thought in early adolescence due to increased independent thinking
88
Q

Kohlberg’s Stage of Development in Adolescence

A

-Conventional Stage
-behavior guided by approval or disapproval from social norms, rules, and expectations
-recognizes the importance of obeying laws and social conventions and violating them is seen as morally wrong

89
Q

Top 5 Leading Causes of Death in Adolescents

A
  1. unintentional injury
  2. homicide
    3.suicide
  3. malignant neoplasms
  4. heart disease
90
Q

Top 5 Leading Causes of Non-Fatal Injuries in Adolescents

A
  1. Struck by or against an object
  2. Fall
  3. Overexertion
  4. Motor Vehicle Accident
  5. Bike Accident
91
Q

How to promote health in adolescents?

A

-needs to be able to make decisions and take responsibility while keeping mental health and physical health well
- teach via one on one and case by case basis and provide rationales behind things

92
Q

Pedagogy

A

refers to the art of science of helping children learn

93
Q

Sensorimotor

A

Piaget - learning through interaction with surroundings

94
Q

Preoperational

A

Piaget - begin to learn to manipulate symbols and do symbolic play

95
Q

Concrete Operations vs Formal Operations

A

Formal has the ability to think abstractly and use deductive reasoning in comparison to concrete

N322: Client System of Nursing (13 decks)

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