Brainscape's Knowledge GenomeTM

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


See full index

RLE > PRE-CLINICAL > Flashcards

PRE-CLINICAL Flashcards

1
Q

Potentially life threatening and require
immediate actions

A

HIGH PRIORITY

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

Something that needs immediate attention

A

HIGH PRIORITY

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

Involve problems that could result in unhealthy consequences such as physical and emotional impairment but not likely to
threaten life.

A

MEDIUM PRIORITY

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

Problem will be easily resolved

A

LOW PRIORITY

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

A clinical judgment concerning an undesirable human response to health condition/life process that exists in an individual, family or community.

A

PROBLEM-FOCUSED DIAGNOSIS

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

A clinical judgment concerning the susceptibility of an individual, family or community for developing an undesirable human response to health condition/life
processes

A

RISK DIAGNOSIS

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

A clinical judgment concerning motivation
and desire to increase well-being and to
actualize health potential.

A

HEALTH PROMOTION DIAGNOSIS

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

Responses are expressed by a readiness to enhance specific health behavior and can be used in any health state.

A

HEALTH PROMOTION DIAGNOSIS

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

Observable cues/inferences that cluster as
manifestations of a diagnosis (e.g., signs and symptoms)

A

DEFINING CHARACTERISTICS

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

An integral component of all problem
focused diagnosis

A

RELATED FACTORS

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

Etiologies, circumstances, facts, or
influences that have some type of
relationship with the nursing diagnosis

A

RELATED FACTORS

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

The formulation of goals and measurable that provides the basis for evaluating nursing diagnosis. – (ANA, 2014)

A

OUTCOME IDENTIFICATION

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

an educated guess, made as a board statement about what that patient’s state will be after the nursing intervention is completed. It directly addresses the problem stated in the nursing diagnosis

A

PATIENT OUTCOME

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

can be met in a relatively short period (within days or less than 1 week)

A

SHORT TERM OUTCOME

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

requires more time (perhaps several weeks
or months).

A

LONG TERM OUTCOME

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

Usually describe expected benefits or results that are seen after the plan of care has been implemented.

A

LONG TERM OUTCOME

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

Specific, measurable, realistic statements
of goal attainment

A

OUTCOME CRITERIA

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

Present information that will guide the
evaluation phase of the nursing process

A

OUTCOME CRITERIA

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

Answers the questions who, what actions,
under what circumstances, how well and when

A

OUTCOME CRITERIA

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

Development of nursing strategies designed to ameliorate patient problems

A

PLANNING

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

IMPLEMENTATION SKILLS NEEDED:

A

Intellectual skills
Interpersonal skills
Technical skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q
  • The sixth phase
  • The judgment of the effectiveness of
    nursing care to meet patient goals based on patient’s responses
A

EVALUATION

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

Refers to the transfer of professional responsibility and accountability for some all aspect of care for a patient, or group patients, to another person or professional group on a temporary or permanent basis.

A

CLINICAL HANDOVER/ ENDORSEMENT

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

may be facilitated by a large group with all
nurses commencing the shift and/or within smaller groups of nurses working together

A

GROUP HANDOVER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

direct patient handover that occurs at the patient’s bedside and includes patients and parents/watcher

A

BEDSIDE HANDOVER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

occurs between the nurses that hold
responsibility for care and the nurse who will be assuming responsibility for the care of the patient.

A

BREAK HANDOVER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

(for procedure, treatment or to another ward) – all patients transferred to one clinical area to another clinical area require
handover to be documented. This includes details of transfer time indicating transfer of professional responsibility and accountability.

A

TRANSFER OF PATIENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Patient care record in a form of checklist (not used in SPH, used only in certain areas like the ICU)

A

FLOW SHEET

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

most familiar type of documentation, summarizing the event of care in a chronological order like the patient’s status, treatments, and responses; used in SPH

A

NARRATIVE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

problem-oriented type of documentation wherein the nurse finds certain problem of the patient during time of the shift and list it down like NCP

A

SOAP/SOAPIE/SOAPIER

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

intended to make the clients concern and strengths as the focus

A

FDAR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Clinical measurements that indicates the state of the patient’s essential functions such as the temperature, pulse rate, respiration rate, and blood pressure.

A

VITAL SIGNS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

It reflects the body’s physiological status and its ability to regulate temperature, maintain local and systemic blood flow, and oxygenate tissues.

A

VITAL SIGNS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

diff. between the heat produced and heat loss in the body with the use of a thermometer.

A

TEMPERATURE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

number the heart beats per minute as the heart pumps blood to arteries causing them to expand and contract.

A

PULSE RATE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

number of breath a person makes per minute as oxygen and carbon dioxide exchange inside the body.

A

RESPIRATORY RATE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

measure of pressure exerted by the blood as it flows through the arteries.

A

BLOOD PRESSURE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

is usually seen in the station for documentation of vital signs in all patients in the ward/ area without needing to see the chart

A

VITAL SIGNS MASTERLIST

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

also seen usually in the station, that aside from writing on the vital signs taken, the frequency of urination and defecation can be seen readily in the sheet

A

TPR SHEET

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

we also term this as the TPR graphic chart. In this sheet, the progress of the vital signs recorded can be seen right away through the plotting done in it. It is usually seen attached in the patient’s chart.

A

GRAPHIC CHART

41
Q

vital signs documentation in tabulated form and is usually found in the patient’s chart.

A

VITAL SIGN SHEET

42
Q

documentation of vital signs in a narrative form along with the nurse’s notes.

A

NURSES NOTES

43
Q

The aseptic administration of delivering fluids, electrolyte, nutrients, and medications that are given via the venous route

A

INTRAVENOUS THERAPY

44
Q
  • having the same concentration of solutes as blood plasma
  • remain inside the intravascular
    compartment, thus expanding it
A

ISOTONIC FLUIDS

45
Q
  • Lesser concentration of solutes
  • Dilutes the serum, which decreases serum osmolarity
  • Solutes enter the cells, causing swelling of
    cells
A

HYPOTONIC FLUIDS

46
Q
  • has a greater concentration of solutes
  • Pulls fluid and electrolytes from the
    intracellular and interstitial compartments into the intravascular compartment
  • Fluid exits the cells, causing cells to shrink
A

HYPERTONIC FLUIDS

47
Q

○ 0.9% NaCl (PNSS)
○ Lactated Ringer’s (PLR)/ Plain Lactated
Ringer’s
○ 5% Dextrose in Water (D5W)

A

ISOTONIC SOLUTIONS

48
Q

○ 0.45% NaCl
○ 0.33% NaCl
○ 0.225% NaCl
○ 2.5% Dextrose in Water

A

HYPOTONIC SOLUTIONS

49
Q

○ 5% Dextrose in normal saline (D5NSS)
(Yellow)
○ 5% Dextrose in 0.45% NaCl (D5 1⁄2 NSS)
○ 5% Dextrose in Lactated Ringer’s (D5LR)
(Pink)
○ 10-50% Dextrose in Water

A

HYPERTONIC SOLUTIONS

50
Q

Contains some CHO
(carbohydrate which consists of C-carbon,
H-hydrogen, and O- oxygen) and H20
● Useful in preventing dehydration
● Insufficient calories

A

NUTRIENT

51
Q
  • contains varying number of
    cations and anions
A

ELECTROLYTE

52
Q

used to increase the blood volume following severe blood loss or loss of plasma

A

VOLUME EXPANDERS

53
Q

TYPES OF INFUSION

A
  1. Continuous Infusion
  2. Intermittent Infusion
  3. Bolus
  4. Piggyback/Secondary Infusion
54
Q

–These are small gauge needles. The needles have plastic wings on the shaft to facilitate placement.

A

BUTTERFLY NEEDLES

55
Q

T OR F: butterfly needles should only be
used for IV infusions of five hours or less

A

EURT

56
Q

A collection of sterile devices designed to conduct fluids from an intravenous (IV) fluid container to a patient’s venous system; used for gravitational intravenous administration.

A

INFUSION SET

57
Q

spike that allows large volumes of fluid to flow from a bag into a collecting chamber and then into a patient, who requires rapid fluid resuscitation

A

MACRODRIP

58
Q

Tubing is narrower and so produces smaller drops. It is used for children and infants, or to infuse sensitive medications
where precision in the flow rate is essential

A

MICRODRIP

59
Q

delivers specifically measured volumes

A

MEASURED VOLUME SET

60
Q

– A device for monitoring intravenous infusions. The Device may have an alarm in
case the flow is restricted because of an occlusion of the line. In that case, the alarm will sound when a preset pressure limit is sensed.

A

ELECTROMECHANICAL INFUSION DEVICE

61
Q

– occurs from the entry of microorganisms into the body through venipuncture

A

INFECTION

62
Q

Redness, swelling and drainage at
the IV

A

S/sx of infection

63
Q

Nursing management for Infection

A

strict aseptic technique, monitor signs of systemic infection, discontinue IV

64
Q

occurs when IV fluid or medications leak into the surrounding tissue. It can be caused by improper placement or dislodgement of the catheter. Patient movement can cause the catheter to slip out or through the blood vessel.

A

INFILTRATION

65
Q

Cause:
Cannula dislodgement or perforation of wall of vein.

A

INFILTRATION

66
Q

●S/sx of infiltration

A

leakage of IV fluid, discomfort, fluid
flow

67
Q

Nursing Management of Infiltration

A

Stop infusion & remove cannula, elevate limb, apply warm or cold compressors

Using appropriate size & type of cannula & a good fixation technique prevents this problem

68
Q

It is similar to infiltration, with an advertent administration of vesicant solution or medication into the surrounding tissue that leads to blisters inflammation necrosis of tissue e.g. chemotherapeutic agents, dopamine, calcium preparations

A

EXTRAVASATION

69
Q

Signs and symptoms of Extravasation

A

leakage of IV fluid, discomfort, fluid
flow

70
Q

Nursing Management of Extravasation

A

Use of antidote according to the policy, throughout neurovascular assessment of affected extremity must be performed frequently

71
Q
  • Inflammation of a vein related to a chemical or mechanical irritation or both.
A

PHLEBITIS

72
Q

Underlying cause of Phlebitis

A

Risk of Phlebitis increases with the length of time IV line is in place, site of cannula inserted, microorganism at the time of insertion

73
Q

S/sx: redness, warm area, pain, tenderness

A

PHLEBITIS

74
Q

Nursing Management for Phlebitis

A

Discontinue the IV, Apply cold compress (later on warm compress), keep the site
elevated

To avoid phlebitis, use strict aseptic
techniques, rotate IV site every 72 hours
as per policy or as needed. Daily dress
the site or as needed.

75
Q

Measured in mL

A

INTAKE AND OUTPUT

76
Q

● Fluids that go IN the body
● Fluids taken via mouth, tube feedings,
and IV
● Water, juice, soup
● Parenteral (through IV)
● Irrigants

A

INTAKE

77
Q

● Fluids that come OUT of the body
● Insensible loss
● Not easily measured
● E.g. Loss from sweating and
evaporation
● Urine, drainage, vomitus, bleeding
● Stool

A

OUTPUT

78
Q

Percentage of water in the human body:
FETUS

A

90%

79
Q

Percentage of water in the human body:
NEWBORN

A

80%

80
Q

Percentage of water in the human body:
CHILD

A

90%

81
Q

Percentage of water in the human body:
ADULT

A

90%

82
Q

Percentage of water in the human body:
ELDERLY

A

90%

83
Q

Output > Intake

A

AT RISK FOR DEHYDRATION

84
Q

Intake > Output =

A

AT RISK FOR FLUID OVERLOAD

85
Q

What type of nursing diagnosis is present at the time of the assessment ?

A

PROBLEM-FOCUSED DIAGNOSIS

86
Q

What tool do we use in priotizing nursing
problems ?

A

MASLOW’S HIERARCHY OF NEEDS

87
Q

Used to diagnose and differentiate one
diagnosis from another

A

● DEFINING CHARACTERISTICS
● RELATED FACTORS
● RISK FACTORS

88
Q

Give the third step in making an assessment

A

● VERIFY , VALIDATE, AND DOUBLE
CHECK DATA

89
Q

What are the 3 implementation skills
needed?

A

Answer:
INTELLECTUAL SKILLS,
INTERPERSONAL SKILLS,
TECHNICAL SKILLS

90
Q

It is a clinical judgement concerning the
susceptibility of an individual , family or
community for developing an undesirable
human response to a health condition.

A

RISK DIAGNOSIS

91
Q

What type of nursing diagnosis is “ Ineffective airway clearance related to
consolidation as evidenced by wheezing
upon auscultation”?

A

PROBLEM-FOCUSED DIAGNOSIS

92
Q

A data consists of opinion and perception
rather than fact

A

SUBJECTIVE DATA

93
Q

Low priority problems are potentially life
threatening and require immediate action.

A

FALSE

94
Q

T OR F: Data from significant others and other health professionals may also be objective if they consist of opinion and perception rather than fact.

A

FALSE

95
Q

Give one (1) way to collect data or assessment to the patient.

A

● INTERVIEW
● HEAD TO TOE ASSESSMENT
● PHYSICAL ASSESSMENT
● OBSERVATION

96
Q

T OR F: Immediate life-threatening problems are a medium-priority problem.

A

FALSE

97
Q

T OR F: Is “8/10 score on the pain scale” 0/1 an objective cue?

A

FALSE

98
Q

T OR F: Evaluation is the sixth and the last phase of the nursing process?

A

TRUE

RLE (3 decks)

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