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NQE > TFN > Flashcards

TFN Flashcards

1
Q

statement encompassing ontological claims about the phenomena of central interest to a discipline, epistemic claims about how those
phenomena come to be known, and ethical claims about what the
members of a discipline value.

A

Philosophy

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2
Q

set of relatively abstract and general concepts that address the phenomena of central interest to a discipline, the propositions that broadly
describe those concepts, and the propositions that state relatively abstract and general relations between two or more concepts.

includes their perspective in each of the metaparadigm concept.

A

concept models

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3
Q

“creative and rigorous structure of ideas that projects a tentative
purposeful and systematic view of phenomena”

A

theory

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4
Q

Often called the building blocks of theories

A

concept

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5
Q

A theory comprising limited numbers of variables, each of limited scope.

A

middle range theory

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6
Q

a set of ideas that provide structure for how a discipline
should function.

A

metaparadigm

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7
Q

The person component of the metaparadigm focuses on the receiver of
care.

A

person

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8
Q

component of the four metaparadigms refers to the extent of
wellness and health care access that a patient has. This health component
is characterized as one with multiple dimensions in a constant state of
motion.

A

health

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9
Q

environment aspect of the nursing metaparadigms focuses on the
surroundings that affect the patient.

A

environment

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10
Q

component of the metaparadigm involves the delivery of
optimal health outcomes for the patient through a mutual relationship in
a safe and caring environment.

A

nursing

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11
Q

sick poor people would benefit from environments that would affect both body and mind

name

A

Florence Nightingale

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12
Q

environmental theory

A

Florence Nightingale

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13
Q

explains that nurses develop skills and
an understanding of patient care over time from combination of strong educational foundation and personal experiences. Nurses acquire their nursing knowledge, particularly how nurses could gain knowledge or know-how.

name

A

Patricia Benner

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14
Q

Novice to Expert

A

Patricia Benner

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15
Q

beginner with no experience

A

novice

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16
Q

demonstrates acceptable performance, has gained prior experience in actual situation

A

advanced beginner

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17
Q

more aware of long-term goals

A

competent

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18
Q

perceives and understand the situation as whole parts

A

proficient

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19
Q

no longer relies on principles, rules, or guidelines to connect situations and determine actions

A

expert

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20
Q

helping patients achieve a more complete sense of harmony within, mind, body and spirit. is a “special king of human care relationship-a union with another person-high
regard for the whole person and their being-in-the-world.

name

A

Jean Watson

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21
Q

The theory focuses on the
importance of increasing the patient’s independence to hasten their progress
in the hospital.

A

Virginia Henderson

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22
Q

Need Theory

A

Virginia Henderson

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23
Q

Transpersonal caring

A

Jean Watson

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24
Q

13 canons

A

Florence Nightingale

25
Q

5 levels of acquisition

A

Patricia Benner

26
Q

10 Carative Factors

A

Jean Watson

27
Q

14 basic need Theory

name

A

Virginia Henderson

28
Q

Typology of 21 Nursing Problems

A

Faye Glenn Abdellah

29
Q

She views nursing as an art and a science
that mold the attitude, intellectual competencies, and technical skills of the
individual nurse into the desire and ability to help individuals cope with their
health needs, whether they are ill or well.

A

Faye Glenn Abdellah

30
Q

an individual patient are to maintain good hygiene and
physical comfort; promote optimal health through healthy activities, such as
exercise, rest and sleep; promote safety through the prevention of health
hazards like accidents, injury or other trauma and through the prevention of
the spread of infection; and maintain good body mechanics and prevent or
correct deformity.

A

basic needs

31
Q

needs facilitate the maintenance of a supply of oxygen to all body
cells; facilitate the maintenance of nutrition of all body cells; facilitate the
maintenance of elimination; facilitate the maintenance of fluid and electrolyte
balance; recognize the physiological responses of the body to disease
conditions; facilitate the maintenance of regulatory mechanisms and functions;
and facilitate the maintenance of sensory function.

A

sustenal care needs

32
Q

to identify and accept positive and negative expressions,
feelings, and reactions; identify and accept the interrelatedness of emotions

and organic illness; facilitate the maintenance of effective verbal and non-
verbal communication;

A

Remedial care needs

33
Q

needs include the acceptance of the optimum possible goals
in light of limitations, both physical and emotional; the use of community
resources as an aid to resolving problems that arise from illness; and the
understanding of the role of social problems as influential factors in the case of
illness.

A

restorative care needs

34
Q

modern day Nightingale

A

Virginia Henderson

35
Q

focuses on the ability to perform self-care

name

A

Dorothea Orem

36
Q

Self-care deficit Theory

name

A

Dorothea Orem

37
Q

comprises the practice of activities that maturing and
mature persons initiate and perform, within time frames, on their
own behalf in the interest of maintaining life, healthful functioning,
continuing personal development, and well-being by meeting
known requisites for functional and developmental regulations

A

Theory of self-care

38
Q

Practice of activities that individuals initiate and perform
independently on their behalf in maintaining life, health, and well being.

A

self care

39
Q

human ability which is the “ability for engaging
in self care activities— conditioned by age, developmental state, life
experience, sociocultural orientation, health and available resources.

A

self-care agency

40
Q

“Totality of self care actions to be
performed for some duration in order to meet self-care requisites by
using valid methods and related sets of operations and actions”.

A

Therapeutic Self-care demand

41
Q

Actions directed towards provision of self-care.

A

self-care requisites

42
Q

refers to the acquired ability of a person to
know and meet the therapeutic self-care demand of the dependent
person and/or regulate the development and exercise of the
dependent’s self-care agency.

A

dependent-care agency

43
Q

is a relationship that exists when the
dependent-care provider’s agency is not adequate to meet the
therapeutic self-care demand of the person receiving dependent-care.

A

dependent-care deficit

44
Q

is the summation of care measures at a
specific point in time or over a duration of time for meeting the
dependent’s therapeutic, self-care demand when his or her self-care
agency is not adequate or operational

A

dependent-care demand

45
Q

are series and sequences of deliberate practical
actions of nurses performed at times in coordination with the actions
of their patients to know and meet components of patient’s
therapeutic self-care demands and to protect and regulate the
exercise of development of patients’ self-care agency

A

Nursing systems

46
Q

The patient is dependent.

A

wholly compensatory system

47
Q

The patient can meet self-care
requisites, but needs assistance with decision making or knowledge
and skills to lean self-care.

A

supportive-educative Systems

48
Q

The patient can meet some
needs. Needs nursing assistance. Both the nurse and the patient
engage in meeting self-care needs.

A

Partially Compensatory System

49
Q

This conceptual model of nursing focuses attention on the

response of the client system to actual or potential environmental stressors, and the use
of primary, secondary, and tertiary nursing prevention interventions for retention,
attainment, and maintenance of optimal client system wellness.”

name

A

Betty Neuman

50
Q

is interpersonal, with all interactions contained within the client

A

Internal

51
Q

is interpersonal or extra personal, with all factors arising from outside
the client.

A

External

52
Q

– is unconsciously developed and is used by the client to support
protective coping.

A

Created

53
Q

science of unitary Human beings

name

A

Martha Rogers

54
Q

interaction between man and environment

name

A

Martha Rogers

55
Q

are energy fields, openness, pattern,
pandimensionality, and homeodynamics (resonancy, helicy, integrality).

name

A

Martha Rogers

56
Q

constitutes the fundamental unit
of both the living and the nonliving.

A

Energy Field

57
Q

holds that energy fields are infinite, open, and
integral with one another

A

Universe of Open system

58
Q

identifies energy fields. It is the
distinguishing characteristic of an energy field
and is perceived as a single wave.

A

Pattern

59
Q

as a nonlinear
domain without spatial or temporal attributes,
or as Phillips

A

Pandimensionality

NQE (2 decks)

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