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BSNC 1000 > Module 3 > Flashcards

Module 3 Flashcards

1
Q

Capacity building

A

strength-based process of empowerment
building upon a client’s existing strengths/capabilities
involves human resource & skill development + leadership, partnership, resource allocation, policy formulation
goal: promote health outcomes by improving client’s health practices –> improving existing skillset / addresses health deficits

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2
Q

Client

A 
individual
family
group
community
population
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3
Q

Literacy

A

General knowledge/competence in something

Application of knowledge

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4
Q

Health Literacy

A

health knowledge, comprehension and application of information to improve/maintain health
ability to find, access, read, understand health information

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5
Q

Health Literacy Factors

A

determinants of health (income, education, health services, individual personal health practices/coping skills)
internet access
reading ability (basic literacy)
basic comprehension skills
ability to find/access/understand information
ethnocultural –> language barrier

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6
Q

Types of learning

A

Cognitive –> rational/logical thought, intelligence
Psychomotor –> physical ability (mental + muscular)
Affective –> feeling, attitudes, opinions

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7
Q

Learning Domains/Capacities

A

Cognitive Domain –> actual knowledge/facts
Affective Domain –> beliefs, opinions, attitudes (important for motivation)
Psychomotor Domain –> integration of mental + muscular processes

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8
Q

Client education

A

client-centered teaching. teaching adaptive skills to promote health knowledge/practices –> better health outcomes
sub-concept of capacity building

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9
Q

Client Education Components

A

education delivery

learning education domains

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10
Q

Client Education Techniques

A

5 A’s
Ask-Tell-Ask
Teach-Back

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11
Q

5 A’s

A

Assess -> beliefs, behavior, knowledge
Advise –> health information, risks, benefits
Agree –> collaborative set mutual goals
Assist –> identify barriers, strategies, problem-solving techniques, social/environmental supports
Arrange –> follow up plans, make referrals

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12
Q

Ask-Tell-Ask

A

identifies knowledge gaps through the use of open-ended questions

ex: 1) ask a question about their health
2) tell them information
3) ask them to repeat back to assess understanding

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13
Q

Teach-Back method

A

assess the client’s understanding of SHARED information
tell the client some information
ask the client to teach/explain that info back to you in their own words
ex: asking a client to explain their medication regime/what the medication is for

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14
Q

Behavioral Models

A

Health-belief model

Pender model

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15
Q

Health-belief model

A

client’s likeliness to comply with a given health intervention influenced by their personal beliefs (perceptions) on

1) their likelihood to get a disease/suffer consequences
2) the intervention is beneficial

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16
Q

Pender model

A

Client’s historical behavior patterns/experiences can be used to predict future compliance

17
Q

Client Education Interrelated Concepts

A 
Family Dynamics
Culture
Development
Adherence
Health Promotion
Leadership
Technology & Infomatics
Professional Identity
Collaboration
Communication
18
Q

Health promotion

A

empowering clients to increase control/improve their health

19
Q

Empowerment

A

active client engagement. providing the skills/knowledge to enable people to take control/have more independence

20
Q

4 E’s of Behavior change

A

Environment
Education
Economic levers
Enforcement of regulation/legislation

21
Q

Health Literacy Promotion Strategies

A 
Social Marketing
Mutual Aid
Advocacy
Health Communication
Supportive Environments
Community Action/Initiatives
Healthy public policy
22
Q

Cognitive Learning

A 
intellectual behavior (doesn't involve motor action)
ex: thinking
memory recall
understanding
knowledge application
analyzing 
evaluating
creating
23
Q

Psychomotor Learning

A

Integration of mental + muscular activity
practical application of knowledge –> thinking and then doing something
ex: perception (sensory awareness)
mental, emotional, physical readiness to take action
guided response –> being able to do something after someone teaches you
mechanism
complex overt response
adaptation
origination

24
Q

Affective Learning

A

Feelings, acceptance of attitudes, opinions, values
ex: receiving –> hear another persons words
responding –> listening than reacting
valuing –> assigning meaning to things
organizing –> value system
characterizing

25
Q

Learning Capabilities

A

Ability/potential of one to learn
3 capabilities

Intellectual
Emotional
Physical -> size (height/weight), coordination (dexterity), sensory acuity (5 senses), physical condition (hunger, fatigue)

26
Q

Nursing Implications of learning capabilities

A

Intellectual –> raw intelligence/cognition
this may impact pt’s ability to learn new information
teaching should be tailored to accommodate learning disabilities etc

Emotional –> person’s emotional state may affect their learning

Physical –> strength, coordination, sensory acuity
does the person have the requisite physical ability/sensory awareness to learn new tasks?

27
Q

Motivation

A

desire/willingness to learn/do something

motivation is an important determinant of learning/behavioral change

28
Q

3 Types of Motives

A

Social Motives
Task-Master Motives
Physical Motives

29
Q

Social Motives

A

Connection
Self-esteem
Social approval

30
Q

Task-Master Motives

A

Self-competence
Achievements
Independence

31
Q

Physical Motives

A

Desire to maintain/improve health

32
Q

Self-efficacy

A

A person’s belief about their ability to be self-sufficient

ability to complete a task

33
Q

4 Sources of Self-Efficacy

A

Verbal persuasion
Vicarious experience
Enactive mastery experiences
Physiological/Affective States

34
Q

Ways to assess motivation

A 
behavior (attention span, engagement, concentration)
health beliefs/perceptions
self-perception
desire to learn (proactive)
attitudes about healthcare providers 
knowledge of health issue/treatment
35
Q

Determinants of motivation

A

Physical conditions
Sociocultural background
Learning style preference

36
Q

5 Stages of Behavioral Change

A

Precontemplation –> not ready to make change
Contemplation –> thinking about change, not yet doing anything
Action –> beginning to make small changes before moving onto bigger changes
Relapse –> revert to old habits
Maintenance –> ongoing maintenance of adapted behavior

37
Q

SMART Goal Setting

A 
Specific
Measurable
Attainable
Realistic
Time

BSNC 1000 (10 decks)

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