Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

TFN > MODULE 7 > Flashcards

MODULE 7 Flashcards

1
Q

a unique system bases perspective that provides unifying focus for approaching a wide range of nursing concerns

A

betty neuman

systems model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

betty neuman’s system model is based on?

A

based on person’s relationship to stress, his
reaction to it, and reconstitution

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

betty neuman considered person as a? which is composed of basic structure of energy resources, what are those 5 resources?

A

open system

physiologic, psychologic, sociocultural, developmental, and spiritual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

the basic structure or central core is surrounded by?

A

two concentric boundaries or rings called line of resistance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

the lines represent the internal factors that aid the person defend against?

A

stressors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

two types of lines of defense or resistance

A

first line of defense
second line of defense

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is first line of defense

A

normal line of defense
the person’s state of equilibrium (balance)
the state of adaption developed and maintained over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is second line of defense

A

flexible
dynamic
readily and rapidly changed over a short period of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

stressors is classified into 3, what are those?

A

intrapersonal, interpersonal, and extra-personal stressors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

man’s reaction to stress is dependent on the?

A

integrity of the lines of resistance and defense

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

man’s way to adapt to stressors is called

A

reconstitution

  • occurs following the treatment of stressors reactions
  • marks the return of the client system to stability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

characterized by elements that are in continuous exchange within a complex organization

A

open system

  • exchanges may be in the form of information or energy
  • basic to this is stress and stress reaction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

variables that encompass aspects of body structure and function.

A

Physiologic Variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

3 levels of prevention or preventive interventions

A

primary, secondary and tertiary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

developed unconsciously by the client in order to express the wholeness of the system by using symbols

A

created environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

It is composed of five system variables interacting with the environment. These variables include physiologic, psychological, sociocultural, developmental, and spiritual aspects.

A

Client System

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

variables that include mental processes that interact with the environment.

A

Psychological Variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

refer to the effects and influences of social and cultural conditions.

A

Sociocultural Variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

variables that is related to age-related processes and activities throughout an individual’s life.

A

Developmental Variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

variables encompass beliefs and influences related to spirituality.

A

Spiritual Variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

consists of a central core surrounded by concentric rings.

A

Basic Client Structure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The _____ reflects the client’s basic survival factors or energy resources.

A

core

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

represent resources that help the client defend against stressors.

A

Lines of Resistance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

acts as a protective layer to prevent stressors from breaking through the usual state of wellness.

A

Flexible Line of Defense

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

3 factors of flexible line of defense?

A

intrapersonal, interpersonal, and extra-personal factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

are purposeful actions aimed at helping the client retain, attain, or maintain the stability of the client system. These interventions are carried out when a stressor is either suspected or identified.

A

Preventive Interventions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

are carried out when a stressor is suspected or identified. The degree of risk is already known, but the client’s reaction may not yet be visible.

A

primary level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

the level which aims to prevent disease or injury before it ever occurs.

A

primary level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

intervening before health effects occur, through measures such as vaccinations, altering risky behaviors (poor eating
habits, tobacco use), and banning substances known to be associated
with a disease or health condition

A

primary level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Teaching a person about weight reduction to decrease the client’s chances of developing diabetes.

A

primary level

25
Q

are carried out when symptoms resulting from stress have already occurred. They involve activities aimed at treating the symptoms.

A

Secondary preventive interventions/LEVELS

25
Q

screening to identify diseases in the earliest stages, before the onset of signs and symptoms, through measures such
as mammography and regular blood pressure testing.

A

secondary preventive interventions/LEVELS

26
Q

Earliest or foremost importance

A

primary level

26
Q

comes after or subordinate

A

secondary preventive interventions/LEVELS

27
Q

means third in order.

A

Tertiary prevention

28
Q

screening or testing that is done in order to identify diseases or negative health conditions as soon as possible.

A

secondary preventive interventions/LEVELS

29
Q

Disease is detected and treated early, often before symptoms are present, thus minimizing serious consequences.

A

secondary preventive interventions/LEVELS

30
Q

Tracking down the sex partners of a person diagnosed with a sexually transmitted infection (contact tracing) and, if necessary, treating these people to minimize spread of the disease.

A

secondary preventive interventions/LEVELS

31
Q

Parents who have a disabled child. Initially, they may feel they can never accept this situation, but they are able to draw on resources they were unaware of and eventually find themselves coping well.

A

secondary preventive interventions/LEVELS

32
Q

occur after active treatment. Their purpose is to readjust the client system toward optimum levels of stability.

A

Tertiary preventive interventions

33
Q

an existing, usually chronic disease is managed to prevent complications or further damage.

A

Tertiary preventive interventions

34
Q

refers to the measures that are taken in order to manage disease or negative health conditions after there has been a diagnosis.

A

Tertiary preventive interventions

35
Q

The goal is to strengthen resistance to stressors to prevent recurrence, reaction, or regression.

A

Tertiary preventive interventions

36
Q

This is typically done with things like chemotherapy and rehabilitation.

A

Tertiary preventive interventions

37
Q

Referring a newly diagnosed diabetic client to the Diabetic Resource Nurse.

A

Tertiary preventive interventions

37
Q

For people with diabetes: Control of blood sugar, excellent skin care, frequent examination of the feet, and frequent exercise to prevent heart and blood vessel disorders

A

Tertiary preventive interventions

38
Q

For people who have had a stroke: Taking aspirin to prevent a second stroke from occurring

A

Tertiary preventive interventions

39
Q

Providing supportive and rehabilitative services to prevent deterioration and maximize quality of life, such as rehabilitation from injuries, heart attack, or stroke

A

Tertiary preventive interventions

39
Q

Preventing complications in people with disabilities, such as preventing pressure sores in those confined to bed.

A

Tertiary preventive interventions

40
Q

factors that occurs with individua;

A

intrapersonal

41
Q

factors that occur between one or more individual

A

interpersonal

42
Q

factors that occur outside the individual

A

extrapersonal

43
Q

after reconstitution, may be either higher or lower than the previous level before the invasion of the stressor.

A

Level of Stability

44
Q

the nurse examines the client’s basic makeup and identifies known, unknown, and universal stressors.

A

Step 1: Assessment

45
Q

Predispositions are considered, as they influence how the client deals with stressors. Neuman’s five variables (physiological, psychological, sociocultural, developmental, and spiritual) are used to assess predispositions and stressors.

A

Step 1: Assessment

46
Q

The client’s perception of these stressors is discussed, and the nurse provides input. Stressors are identified as interpersonal, intrapersonal, or extrapersonal.

A

Step 1: Assessment

47
Q

ex: PATIENT PROFILE

A

Step 1: Assessment

48
Q

A nurse assesses a patient who has been diagnosed with hypertension (high blood pressure). The assessment includes gathering information about the patient’s medical history, lifestyle factors (such as diet and exercise), and current stressors. The nurse also considers the patient’s physiological variables (e.g., blood pressure, heart rate), psychological variables (e.g., anxiety levels), sociocultural variables (e.g., family support), developmental variables (e.g., age-related factors), and spiritual variables (e.g., religious beliefs). The patient’s perception of stressors related to managing hypertension is discussed, and the nurse provides education on stress management techniques.

A

Step 1: Assessment

48
Q

Based on the assessment, the nurse formulates a nursing diagnosis for the patient, such as “Ineffective Health Management related to lack of knowledge about hypertension.” Collaboratively with the patient, the nurse establishes goals, such as “Patient will achieve and maintain target blood pressure levels through lifestyle modifications.” The nurse then plans interventions, which may include teaching the patient about dietary changes, exercise routines, and medication adherence. The nurse implements these interventions by providing education, monitoring the patient’s progress, and offering support.

A

Step 2: Diagnosis, Planning, Implementation

48
Q

describes the context of the whole client as a system.

A

Step 2: Diagnosis, Planning, Implementation

48
Q

Interventions are planned and carried out at three levels: primary, secondary, and tertiary prevention.

A

Step 2: Diagnosis, Planning, Implementation

48
Q

Goals are determined collaboratively with the client.

A

Step 2: Diagnosis, Planning, Implementation

49
Q

involves assessing nursing outcomes, including changes in intrapersonal, interpersonal, and extrapersonal factors.

A

Step 3: Evaluation

50
Q

Any changes in the nature of the stressors are examined, as they determine the success of nursing interventions.

A

Step 3: Evaluation

51
Q

After several weeks of implementing the nursing interventions, the nurse evaluates the patient’s progress. The evaluation includes assessing changes in the patient’s blood pressure (intrapersonal factor) and interactions with family members regarding lifestyle changes (interpersonal factor). The nurse also examines any changes in the patient’s overall stress level and perception of managing hypertension (extrapersonal factors). If the patient has successfully lowered their blood pressure and adapted to lifestyle changes, the nursing interventions are considered effective. However, if there is no significant change, the nurse may need to collect additional data and adjust the plan accordingly.

A

Step 3: Evaluation

51
Q

If no change has occurred, further data collection is required, and the nursing process is repeated.

A

Step 3: Evaluation

52
Q

theory assertations: Each client system is unique and composed of various factors within a range of responses.

A

BETTY NEUMAN

53
Q

theory assertations: Stressors can be known, unknown, or universal and can disturb a client’s stability level.

A

BETTY NEUMAN

54
Q

TA: The interrelationships of client variables affect the protection provided by the flexible line of defense against stressors.

A

BETTY NEUMAN

55
Q

TA: When the flexible line of defense cannot protect against a stressor, it breaks through the normal line of defense.

A

BETTY NEUMAN

56
Q

TA: There’s a normal line of defense that serves as a standard for measuring health deviation.

A

BETTY NEUMAN

57
Q

TA: Clients are dynamic composites of variables, with wellness on a continuum of available energy.

A

BETTY NEUMAN

58
Q

TA: Internal resistance factors called lines of resistance stabilize and realign the client to wellness.

A

BETTY NEUMAN

59
Q
A

TFN (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions