N322 Midterm Flashcards
-Care for sick individuals and families
-Not a specialty
-Emphasis is acute and chronic care
-May be associate’s degree or diploma prepared
-Settings: school, occupational health, faith communities, primary care, home care
-Illness Care
-One on one
-Focus is secondary & tertiary prevention
Community Based Learning
-Is a specialty (includes public health nursing)
-Emphasis on health of the community & population
-Individual is seen as part of larger social system
-Settings: government/official agencies (e.g. county health department)
-Healthcare occurs in community agencies, one-on-one, groups, and organizations
-Focus is primary & secondary prevention
Community Oriented Nursing
Core: community itself, values/beliefs, culture, history of area
Physical environment
Education
Safety & transportation
Politics & government
Health & social services
Communication
Economics
Community Assessment Wheel
Core is exposed to stressors that may tear down the health of the population
Lines of resistance to those stressors- how the community protects itself against those stressors
Community As Partner Model
A collection of people who share one or more personal or environmental characteristics and are loosely associated with one another
Population/Aggregate
A collection of people who interact with one another & whose common interests form a basis for a sense of unity or belonging
Community
Core function of public health
Systematic data collection on the population; monitor for existing health problems
Assessment
Core function of public health
Inform, educate, and empower people regarding health issues
Develop and support local, state, national, and international legislation that support and promote the health & wellbeing of the population
Use a scientific knowledge base to make policy decisions
Mobilize partnerships
Policy Development
Core function of public health
Make sure that essential community oriented health services are available
Enforce laws and regulations that protect health and ensure safety
Link health services
Assurance
If the care the infant receives is consistent, predictable, and reliable, a sense of trust develops which is transferrable to other relationships, allowing a sense of security when feeling threatened
A sense of hope develops from successful completion of this stage
Trust vs Mistrust (Infancy: 0-18 months)
Intelligence demonstrated through motor activity
Knowledge of the world is based on physical experience
Object permanence, memory, and causality begin to develop around 7 months
May experience separation anxiety
Sensorimotor Stage (Infancy: 0-24 months)
Cephalocaudal development
Innate reflexes
Physical development (Infancy)
Developing physical coordination, starting to walk and talk
Can undress, build a tower of 4 blocks, scribbles
Can run, walk up & down stairs, push & pull toys
Physical development (Toddlers: 1-3 years)
Skills and abilities emerge that illustrate the child’s growing sense of independence and autonomy
Success = confidence and security
Failure = feelings of inadequacy, over-dependence, lack of self esteem, feelings of shame and doubt
Autonomy vs Shame & Doubt (Toddlers: 18-36 months)
An action is wrong if one gets punished for it
Preconventional (Toddler)
Children think in images and symbols
Symbolic play: imaginary friends or social play with roles assigned
Egocentrism: unaware that other viewpoints exist
Animism: inanimate objects are capable of actions and have lifelike qualities
Transductive Reasoning: does not understand cause and effect (reasons from specific to specific; draws relationships btwn unrelated events)
Preoperational (Spans ages 2-7 years)
Can manage scissors, buttons, toothbrush, eating utensils, draws a 6-part person, square, cross, circle, starting to learn to tie shoes
High curiosity and imagination, prone to fears, learns through play
Physical development (Preschoolers)
Child regularly interacts with other children
Play is pivotal (plan activities, make up games, initiate activities with others)
Success = sense of initiative and feeling secure in ability to lead others and make decisions
Failure = developing a sense of guilt
Initiative vs Guilt (Preschoolers: 3-5 years)
Avoids punishment and has self-interest orientation (self-centered)
Decisions based on pleasing others and avoiding punishment
Preconventional (Preschooler)
Fine motor skills continue to improve
Play cards and board games
Can jump rope, ride bike, and roller skate
Physical development (School Age: 6-12 years)
Success leads to a sense of competence
Expanding relationships outside the nuclear family
Peer groups become important
Important event is SCHOOL. Learning to cope with academic and social challenges
Gaining awareness of their uniqueness
Industry vs. Inferiority (School Age: 5-12 years)
Ability to understand conservation
Intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects
Thinking is less egocentric and operational
Concrete Operational (School Age)
Avoids punishment and has self-interest orientation
or
Behavior is guided by approval/disapproval from social norms, rules, and expectations. Developing internal standards (conscience)
Some preconventional/Some conventional (School Age)
Puberty
Attempts new sports; driving a motor vehicle
Physical development (Adolescence: 12-18 years)
Learns new roles that will be adopted as an adult
Self-identity develops
Body image extremely important
Identity vs. Role Confusion (Adolescence)
Intelligence is demonstrated through logical use of symbols related to abstract concepts
Thinking may be egocentric in early adolescence due to increased independent thinking
Formal Operational (Adolescence)
Behavior is guided by approval/disapproval from social norms, rules, and expectations. Recognizes importance of obeying laws from social conventions. Violating a law is morally wrong
Conventional (Adolescence)
Contribute to student development and readiness for learning
Health and safety promotion
Actual and potential problem intervention
Chronic healthcare management
Collaborate with school professionals
Help families to access, coordinate, and manage healthcare for their child
School Nurse Role
Health information is kept private unless explicit written permission for its disclosure is given
Health Insurance Portability & Accountability Act (HIPAA)
Enables parents to get access to child’s educational and health records
Enables dissemination of student health information with educational staff on a “need to know” basis
Family Educational Rights and Privacy Act (FERPA)
School nurse record containing demographic information, parent’s contact information, anthropomorphic info, medication info
Cumulative Health Record
School nurse records of visits, medication, treatments, record of day-to-day visits
Notes
Same thing as a care plan but taking into consideration school environment, school schedule, and school professionals who may be working with the student at any time
Individualized Healthcare Plan
Simplified step-by-step plan built by school nurses for other staff to outline their role in an emergency; typically written for students with significant health problems (e.g. seizure disorders, or severe anaphylactic reactions)
Emergency Care Plan
Plan for educational success for students with disabilities or medical conditions/
Accommodates students’ disabilities by changing the school environment
IEP/504 Accommodations
Created by the school nurse after significant injuries occur
Purpose is to have a medical person write a full report about the incident
Sent to insurance companies and the district office
Accident Reports
Concerned with the detection and intervention into the cause, risk factors, and precursors of disease
3 levels: primary, secondary, tertiary
Prevention
No one is sick, preventing disease from occurring
Less costly that treating disease (secondary & tertiary prevention)
Goal: to prevent disease from occurring
Implemented while individuals are healthy and have not yet developed disease
Aimed at susceptible individuals who have no discernible disease/pathology
Ex: education, safe sex, IMMUNIZATIONS, etc.
Primary Prevention
Disease has occurred and we are trying to find it early, hopefully before symptoms appear
Aim is to either reverse the process (cure) or reduce the severity of the disease
Goal: detect disease in its early stages
Ex: vision/hearing screenings, pap smears, BP screenings, etc.
Secondary Prevention
Trying to limit the amount of disease or disability a person experiences
Symptom management/reduction
Goal: to improve the course of disease, reduce disability, or rehabilitate
Aimed at people with clinically apparent disease
Expectation that these individuals will not return to their pre-illness level of functioning but can work toward highest level of functioning
Ex: physical therapy, support groups, rehab/suboxone clinics
Tertiary Prevention