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Fundamentals of Nursing > Nursing Fundamentals Theory > Flashcards

Nursing Fundamentals Theory Flashcards

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1
Q

Purpose of Evidenced Based Care

A

Incorporates best scientific and clinical evidence for treating and managing a problem

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2
Q

Benefits of Evidenced Based Care

A

Reduces costs and improves quality and safety of patient experience and improves patient outcomes

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3
Q

Sources of Evidence Based Practice(EBP)

A

Text Books, articles for healthcare literature, peer reviewed journals , practice guidelines

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4
Q

How can application of evidence differ

A

Differ based on patients’ values, state of health, preferences, concerns, or
expectations

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5
Q

What is Performance Improvement(PI)

A

A formal approach for the analysis of health care–related processes

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6
Q

Where does PI begin

A

at staff level when identifying quality problems

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7
Q

Types of problems that may require performance improvement

A
  • Sentinel events
  • Active errors
  • Latent errors
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8
Q

PI + EBP=

A

Is the foundation for excellent patient care and

outcomes.

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9
Q

What is Critical Thinking

A

the objective analysis and evaluation of an issue in order to form a judgment

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10
Q

How is critical thinking obtained

A

u Is gained only through experience, commitment, and active curiosity towards
learning

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11
Q

What is Clinical Judgement

A

u Conclusion about a patient’s needs or health problems

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12
Q

What helps make a clinical judgement

A

a nurse’s experience and knowledge , and knowing the patient

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13
Q

What is reflection

A

Purposefully reviewing a situation or practice experience to describe, analyze and evaluate results.

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14
Q

Is reflection intuitive

A

No, It is purposefully visualizing a past situation and taking the time to honestly review everything you remember about it.

Another benefit is it improves ability to problem solve

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15
Q

3 Levels of critical thinking(BCC Thinks critically)

A

basic critical thinking, complex critical thinking, commitment

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16
Q

Basic Critical Thinking

A

beginning nursing students are task oriented and

trust that experts have the right answers for every problem

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17
Q

Complex Critical Thinking

A

thinkers begin to rely less on experts and trust their own decisions more.

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18
Q

Commitment

A

at this level one anticipate when to make choices without assistance from others and accept accountability for decisions made.

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19
Q

Nursing Process

A

Assessment, Diagnosis, Planning, Implementation, Evaluation

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20
Q

Types of Assessment

A

patient centered interview, periodic assessments, physical examination

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21
Q

Patient-Centered Interview

A

Conducted during a nursing history

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22
Q

Periodic Assessments

A

Conducted during ongoing contact with patients

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23
Q

Physical Examination

A

Conducted during a nursing history and at any time a

patient presents a symptom

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24
Q

Subjective Data

A

Patients’ verbal descriptions of their health problems -Includes patient feelings, perceptions, and self-reported symptoms

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25
Q

Objective Data

A

Findings resulting from direct observation- physical testing, signs, and testing

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26
Q

Phases of the Interview

A

orientation & agenda setting, working phone, termination phase

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27
Q

Orientation and Setting and Agenda

A
  • address person with surname, shake hands if appropriate
  • introduce self
  • give reason for interview/visit
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28
Q

Working Phase

A

Data collection . Involves Interview techniques.

  • Observation
  • Open-ended questions
  • Direct closed-ended questions
  • Leading questions
  • Back channeling
  • Probing
  • Interpret
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29
Q

Termination Phase

A

signals that the interview is ending and gives pt a last chance to share concerns and self-expression+ summarizes the interview

30
Q

summary in more detail

A

final statement of what you and the patient agree the health state to be
- should include positive health aspects and any health problems that have been identified, any plan for action, and explanation of the following physical exam

31
Q

Parts to the nursing assessment?

A

not sure

32
Q

Parts of a Nursing Diagnosis

A

Problem, etiology, defining characteristics/risk factors

33
Q

Problem Focused Nursing Diagnosis Statement

A

Problem (x) related to the etiology(y) as evidenced by defining characteristics(z)

34
Q

Example of a problem focused nursing diagnosis

A

Ineffective Breathing Pattern related to pain as evidenced by pursed-lip breathing, reports of pain during inhalation, use of accessory muscles to breathe

35
Q

Risk Nursing Diagnosis Statement

A

Risk for x related to y

36
Q

Example of a risk nursing diagnosis

A

Risk for Falls related to muscle weakness

37
Q

What is a Health promotion Nursing Diagnosis

A

Health promotion diagnosis (also known as wellness diagnosis) is a clinical judgment about motivation and desire to increase well-being.

38
Q

Health promotion Nursing Diagnosis Statement

A

Readiness for x as evidenced by

39
Q

Example of a Health promotion Nursing Diagnosis Statement

A

Readiness for Enhanced Family Coping as evidenced by verbalization of desire for information that will enhancehealth choices

40
Q

Planning Process

A

Plan out objectives and make SMART goals and set priorities

41
Q

Priority Levels (want to no more)

A

High, intermediate, low

42
Q

High Priority Levels

A

If untreated, result in harm to a patient or other

43
Q

Intermediate Priority Levels

A

u Nonemergent and not life-threatening

44
Q

Low Priority Levels

A

Not always directly related to a specific illness or prognosis but affect a patient’s future well-being

45
Q

Goal Types

A

Short Term and Long Term

46
Q

Types of Interventions

A

Nurse, hcp, or other provider initiated

47
Q

Types of Nursing Interventions

A

Direct , indirect care interventions

48
Q

Direct Care Interventions

A

Treatments nurses provide through interactions with patients or a group of patients

49
Q

Indirect Care Interventions

A

-Treatments performed away from a patient but on behalf of the patient or group of patients, documentation, and interprofessional collaboration

50
Q

Standard Nursing Interventions

A

Allow nurses to act more quickly and appropriately. Help capture patient care information that can be shared across disciplines and care settings

51
Q

Nurse and HCP Initiated Standard Interventions

A

Clinical practice guidelines and protocols ,Care bundles, Standing orders, Nursing Interventions Classification (NIC) ,interventions ,Standards of practice.

52
Q

Clinical Practice Guidelines

A

A systematically developed set of statements about appropriate health care for
specific health care problems or clinical situations

53
Q

Care Bundles

A

Group of interventions related to a disease process or condition

54
Q

Standing Orders

A

Preprinted document containing medical orders , Directs patient care in a specific clinical setting

55
Q

Nursing interventions classification(NIC) interventions

A

Common interventions recommended for various nursing diagnoses

56
Q

Standards of practice

A

Nurses use the ANA Standards of Professional Nursing Practice as evidence of the standard of care provided to patients

57
Q

Quality and safety education for nurses (QSEN)

A

Standard competencies in knowledge, skills, and attitudes for the preparation of future nurses

58
Q

What to have during implementations

A

time management, equip, personnel, environment, patient

59
Q

What happens during a direct care intervention

A

counseling, teaching, controlling for adverse rxns, preventive interventions

60
Q

What happens during a indirect care intervention

A

Communicating nursing interventions and Delegating, supervising, and evaluating the work of other staff members

61
Q

Evaluation

A

Determines whether a patient’s condition or well-being improved after nursing interventions were delivered

-Continuously examine results by gathering subjective and objective data from a patient, family, and health care team members

62
Q

What is teaching

A

The concept of imparting knowledge through a series of directed activities.

63
Q

What is learning

A

Acquiring new knowledge, skills, and/or attitudes that can be measured

64
Q

Are nurses legally required for educating a patient

A

yes

65
Q

Steps for the teaching process

A
  • Identify a need for information
  • Establish learning objectives
  • The nurse (the sender) conveys information
  • The patient (the receiver) learns the information
  • Provide feedback
  • Evaluate the success of the teaching plan
66
Q

Basic Learning Principles

A

motivation to learn, readiness to learn, ability to learn, good teaching environment, good resources for learning, health literacy

67
Q

Examples of Nursing Diagnoses for Patient education

A

Lack of Knowledge (Affective, Cognitive, Psychomotor)

Impaired Health Maintenance,

Impaired Ability to Manage Dietary/Exercise Regime,

Self-Care Deficit

68
Q

Instructional Methods(Implementation)

A 
1-1 discussion
group instruction
prep instruction
demonstrations
analogies
role playing
simulation
69
Q

Evaluation of education implementations

A

Have the patient’s learning needs been met? If not, revise the plan of care and offer additional instruction or reinforcement

70
Q

Examples of patient education evaluation

A

teach back

Fundamentals of Nursing (2 decks)

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