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reviewer on jit > TFN 1st and 2nd Lesson > Flashcards

TFN 1st and 2nd Lesson Flashcards

1
Q

Drilling a hole in the skull with a rock or stone without anesthesia was a last resort to drive evil
spirits from the body of the afflicted

A

TREPANNING OR TREPHINING

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2
Q

Nursing care was performed without any formal education and
by people who were directed by more experienced nurses.

A

Period of “on-the-job training”.

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3
Q

What went down when nursing was at its lowest level

A

➢ wrath/anger of Protestantism, confiscated properties of hospitals and schools
connected with Roman Catholicism.
➢ Nurses fled their lives; soon there was shortage of people to care for the sick
➢ Hundreds of hospitals closed; there was no provision for the sick
➢ Nursing became the work of the least desirable women - prostitutes, alcoholics,
prisoners

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4
Q

who established the Kaiserswerth Institute for the
training of Deaconesses (the 1st formal training school for nurses) in Germany.

A

Pastor Theodor Fliedner and his wife, Friederike

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5
Q

Where did Florence Nightingale received her 3 months course of study in nursing

A

Kaiserswerth

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6
Q

The school served as a model for other training schools. Its graduates traveled to other
countries to manage hospitals and institute nurse-training programs.

A

St. Thomas
Hospital in London

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7
Q

Who asked Florence to recruit female nurses to provide care for the sick and injured in the Crimean War

A

Sir Sidney Herbert of the British War department

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8
Q

is used to generate rationalist view which starts from the
general to specific knowledge.

A

Deductive type of reasoning

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9
Q

It makes use of reason gained thru expert study, tested theory and established facts to evidently prove
something. Emphasizes the use of reasoning for the main purpose of knowing the harm or benefits of
an act to an individual.

A

Rationalism

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10
Q

It makes use of objective and tangible data or those that are perceived by the senses (smell,
sight, taste and feeling) to observe and collect data. These data are then used to formulate general
knowledge which is the inductive type of reasoning.

A

Empiricism

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11
Q

is a system of concepts and practices put in place to inform meaningful actions in
the nursing field, such as how to treat patients, how to communicate with patient families, and how to
organize nursing responsibilities. Though there are many theories, they don’t all serve the same exact
purpose. Some apply to the greater whole of all nursing, while others function only under certain
circumstances or conditions.

A

Nursing theory

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12
Q

Nursing practice which is passed down from generation to generation

A

Traditional Knowledge

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13
Q

An idea by a person of authority which is perceived as true because of his or her expertise.

A

Authoritative knowledge

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14
Q

Came from a scientific method through research wherein new ideas are tested and measured
systematically using objective criteria

A

Scientific knowledge

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15
Q

is based on objective evidence obtained by the senses; it
requires validation and verification by others.

A

Empirical

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16
Q

examines philosophical premises of justice and seeks credibility through
logical justification.

A

Ethical

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17
Q
  • is used for creativity, form, structure, and beauty through criticism of the
    meaning of the creative process and product.
A

Esthetic

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18
Q

integrates and analyzes current interpersonal situations with
past experiences and knowledge.

A

Personal knowledge

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19
Q

is a “dynamic discipline. It is an art and a science of caring for individuals, families, groups &
communities geared toward promotion & restoration of health, prevention of illness, alleviation of suffering
& assisting clients to face death with dignity & peace.

A

Nursing

20
Q
  • Information, skills and expertise acquired by a person through various life experiences, or
    through formal/informal learning
  • The abstract or workable understanding of a subject or idea
  • What is known in a particular field of discipline or study
  • Facts and information or awareness or familiarity gained by experience of a fact or
    situation
A

KNOWLEDGE

21
Q

is what improves care if the nurse is aware of the best knowledge or evidence to use
in practice.

A

Knowledge

22
Q

are patterns or models used to show a clear relationship among the existing theoretical
works in nursing. It embodies knowledge base, theory, philosophy, research, practice and educational
experience & literature identified with the profession.

A

Nursing Paradigms

23
Q

Greek word “meta”

A

with

24
Q

Greek word “paradeigm”

A

= “pattern”

25
Q

is the highest level of knowledge. It is the
most abstract aspect of the structure of nursing knowledge

A

Metaparadigm

26
Q

FOUR CONCEPTS to be central to Nursing

A

Person
Environment
Health
Nursing

27
Q

is the next knowledge level after metaparadigm. It specifies the definition of
metaparadigm concepts in each conceptual models of nursing.

A

Philosophy

28
Q

is a representation of an idea or body of knowledge based on the own understanding
or perception of a person or researcher on a certain topic, phenomena or theory. It can be represented by
diagram or narrative form which shows how concepts are interrelated

A

conceptual model

29
Q

is “a creative and rigorous structuring of ideas that project a tentative, purposeful, and
systematic view of phenomena”.

A

Theory

30
Q

underscores the role of human imagination and vision in theory development, but caution
that the creative processes are also rigorous, systematic, and disciplined.

A

Creative

31
Q

open to revision as new evidence emerges.

A

Tentative

32
Q

is an organized system or supposition of ideas that is proposed to explain a given
phenomenon of accepted knowledge intended to explain a set of fact, event or phenomena.

A

Theory

33
Q

Components of a Theory

A

Concept
Proposition
Definition
Assumption

34
Q
  • it describes how to break whole things into parts and then learn how the parts
    works together in systems
A

General system theory

35
Q

the adjustment of living matter to other living things and to environmental conditions

A

Adaptation theory

36
Q
  • it outlines the process of growth and development of humans as orderly and
    predictable, beginning with conception and ending with death.
A

Developmental theory

37
Q

are abstract, broad in scope, and complex, therefore requiring further research for
clarification. do not provide guidance for specific nursing interventions but rather
provide a general framework and ideas about nursing.

A

Grand theories

38
Q

More limited in scope (as compared to grand theories) and present concepts and propositions at
a lower level of abstraction. They address a specific phenomenon in nursing.
Due to the difficulty of testing grand theories, nursing scholars proposed using this level of theory.
Are based on the works of a grand theorist but they can be conceived
from research, nursing practice, or the theories of other disciplines.

A

Middle-Range Nursing Theories

39
Q

are situation specific theories that are narrow in scope and focuses
on a specific patient population at a specific time. It provide frameworks for nursing
interventions and suggest outcomes or the effect of nursing practice.

A

Practice nursing theories

40
Q

based around helping individuals to fulfill their physical and mental needs

A

Needs theory

41
Q

revolves around the relationship of nurses with the patients.

A

Interaction theory

42
Q

nurse as changing force, who enables individual to adapt or to cope with ill
health.

A

Outcome theory

43
Q

in response to the psychoanalytic thought that a person’s destiny was
determined in early life.

A

Humanistic theory

44
Q

Is the most abstract type and sets forth the meaning of nursing phenomena
through analysis, reasoning, and logical presentation. Works of Nightingale, Watson, Ray, and
Benner are categorized under this group.

A

Nursing Philosophy

45
Q

Are comprehensive nursing theories that are regarded by some as
pioneers in nursing. These theories address the nursing metaparadigm and explain the
relationship between them. Conceptual models of Levine, Rogers, Roy, King, and Orem are under
this group.

A

Nursing Conceptual Models

46
Q

Are works derived from nursing philosophies, conceptual models, and
other grand theories that are generally not as specific as middle-range theories.

A

Grand Nursing Theories.

47
Q

Are precise and answer specific nursing practice questions. They
address the specifics of nursing situations within the perspective of the model or theory from which
they are derived. Examples of Middle-Range theories are that of Mercer, Reed, Mishel, and
Barker.

A

Middle-Range Theories

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