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NSG 300 > Topic 11 > Flashcards

Topic 11 Flashcards

1
Q

Healthy People 2020 goals

A

-Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death.
-Achieve health equity, eliminate disparities, and improve the health of all groups.
-Create social and physical environments that promote good health for all.
-Promote quality of life, healthy development, and healthy behaviors across all life stages.

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2
Q

health beliefs

A

a person’s ideas, convictions, and attitudes about health and illness

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3
Q

positive health behaviors

A

activities related to maintaining, attaining, or regaining good health and preventing illness

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4
Q

negative health behaviors

A

practices actually or potentially harmful to health e.g. smoking, drug or alcohol abuse, poor diet and refusal to take necessary medications

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5
Q

what are the 3 components of the health belief model

A

o An individual’s perception of susceptibility to an illness
o An individual’s perception of seriousness of illness
o And the likelihood that a person will take preventative action

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6
Q

what is the purpose of the health promotion model

A

to increase the patients wellbeing

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7
Q

what three areas does the health promotion model focus on

A
  1. Individual characteristics and experiences
  2. Behavior specific knowledge and effect
  3. Behavioral outcomes in which the patient commits to or changes behavior
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8
Q

Maslow’s Hierarchy of Needs

A

(level 1) Physiological Needs
(level 2) Safety and Security
(level 3) Relationships, Love and Affection
(level 4) Self Esteem
(level 5) Self Actualization

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9
Q

holistic health model

A

Promote optimal health by considering emotional and spiritual well-being and other dimensions of an individual to be important aspects of physical wellness

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10
Q

what are the internal variables of health beliefs

A

developmental stage
intellectual background
perception of functioning
emotional factors
spiritual factors

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11
Q

what are the external variables of health beliefs

A

family practices
socioeconomic factors
cultural background

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12
Q

what are three things included in health promotion, wellness ans illness prevention

A
  1. Immunization programs
  2. Routine exercise, good nutrition
  3. Physical awareness, stress management, self-responsibility
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13
Q

passive health promotion

A

individuals gain from the activities of others without acting themselves

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14
Q

active health promotion

A

individuals adopt specific health programs

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15
Q

what are the levels of preventative care

A

primary, secondary, tertiary prevention

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16
Q

primary prevention

A

true prevention that lowers the chances that a disease will develop
-health education programs, immunizations, nutritional programs, and physical fitness activities

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17
Q

secondary prevention

A

Focuses on those who have health problems or illnesses and are at risk for developing complications or worsening conditions
-delivered in homes, hospitals or skilled nursing facilities

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18
Q

tertiary prevention

A

Occurs when a defect or disability is permanent or irreversible (also called preventative care because it involves preventing further disability or reduced functioning)

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19
Q

what are risk factors

A

Variables that increase the vulnerability of an individual or a group to an illness or accident

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20
Q

risk factors include

A

o Genetic and physiologic factors (being overweight, heredity, genetic predisposition)
o Age
o Environment (Where a person works, or lives can increase illness. Ex: hot, cold, overcrowding, air quality)
o Lifestyle
(sunbathing, prolonged stress, healthy/unhealthy diet)

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21
Q

precontemplation stage

A

no intention to change

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22
Q

contemplation stage

A

considering a change within the next 6 months

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23
Q

preparation stage

A

making small changes in preparation for a change in the next month

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24
Q

action stage

A

people are actively changing a negative behavior or adopting a new, healthy behavior

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25
Q

maintainence stage

A

maintaining changes in behavior

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26
Q

what are the stages of change

A

precontemplation, contemplation, preparation, action, maintenance

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27
Q

when a relapse occurs in the stages of change, what stage does the person return to?

A

contemplation or precontemplation

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28
Q

illness

A

A state in which a person’s physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished or impaired

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29
Q

acute illness

A

short duration and severe
-usually reversible, the symptoms appear abruptly, are intense, and often subside after a short period

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30
Q

chronic illness

A

persists linger than 6 months
-irreversible, affect function of more than one system

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31
Q

illness behavior

A

Involves how people monitor their bodies and define and interpret their symptoms

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32
Q

internal variables affecting illness behavior

A

Patient perceptions of symptoms and the nature of the illness, influence patient behavior.

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33
Q

external variables affect illness behavior

A

visibility of symptoms, social group, cultural background, economics, and accessibility to health care

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34
Q

All state Nurse Practice Acts recognize that ________ __________falls within the scope of nursing practice.

A

patient teaching

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35
Q

teaching and learning empowers clients and families to…

A

(1) perform self-care
(2) make informed decisions about their healthcare options.

36
Q

The goal of patient education is…

A

To help individuals, families, or communities achieve optimal levels of health

37
Q

patient education includes

A

-Maintenance and promotion of health and illness prevention
-Restoration of health
-Coping with impaired functioning

38
Q

teaching

A

The concept of imparting knowledge through a series of directed activities.
-consists of a conscious, deliberate set of actions that help individuals gain new knowledge, change attitudes, adopt new behaviors, or perform new skills.

39
Q

learning

A

-The purposeful acquisition of new knowledge, attitudes, behaviors, and skills through an experience or external stimulus.
-Learning is a process of both understanding and applying newly acquired concepts.

40
Q

role of the nurse in teaching and learning

A

-teach info that the patient and the family need to make informed decisions regarding their care
-determine what patients need to know
-identify when patients are ready to learn

41
Q

TJC’s Speak Up Tips

A

SPEAK UP if you have questions or concerns.
PAY ATTENTION to the care you get.
EDUCATE yourself about your illness.
ASK a trusted family member or friend to be your advocate.
KNOW which medicines you take and why.
USE a health care organization that has been carefully evaluated.
PARTICIPATE in all decisions about your treatment.

42
Q

Teaching requires good communication skills:

A

(1) adequately convey information
(2) assess verbal and nonverbal feedback
(3) accommodate various learning styles. In patient education, nurses can use teaching, counseling, and behavioral modification together to achieve effective client learning.

43
Q

what are the three domains of learning

A

cognitive, affective, psychomotor

44
Q

Domains of learning: cognitive

A

includes all intellectual behaviors and requires thinking
-includes memorization, recall, comprehension and analysis, synthesis, application, and evaluation of ideas.

45
Q

Strategies and tools to support teaching cognitive-type content include:

A

lectures, reading materials, panel discussions, audiovisual materials, programmed instruction, computer-assisted instruction (CAI), and problem-based learning

46
Q

Domains of learning: psychomotor

A

“hands-on skill”- involves acquiring skills that require integration of mental and muscular activity

47
Q

Strategies and tools used to teach psychomotor skills include:

A

demonstration and return demonstration, simulation models, audiovisual materials (e.g., DVDs, streaming video), journaling and self-reflection, and printed materials (especially with photographs and illustrations).

48
Q

Domains of learning: affective

A

deals with expression of feelings and acceptance of attitudes, opinions, or values

49
Q

Strategies and tools for promoting affective learning include:

A

role modeling, group work, panel discussion, role playing, mentoring, one-to-one counseling and discussion, audiovisual materials (e.g., DVDs, streaming video, interactive computer-based modules, movies), and printed materials.

50
Q

Motivation to learn

A

Addresses the patients desire or willingness to learn
-Determined by the patient’s attentional set, readiness to learn, and willingness to participate actively.

51
Q

Ability to learn

A

Depends on physical and cognitive abilities, developmental level, physical wellness, and though process

52
Q

Learning environment

A

Allows a person to attend to instruction
-The ideal environment must be well lit and must have good ventilation, appropriate furniture, and a proper temperature.
-Group teaching differs from one-on-one teaching.

53
Q

Attentional set

A

The mental state that allows the learner to focus on and comprehend a learning activity.

54
Q

Motivation

A

Force that acts on or within a person to cause the person to behave in a particular way.

55
Q

Readiness to learn

A

This is the demonstration of behaviors that indicate the learner is both motivated and able to learn at a specific time.

56
Q

Physical condition (that affect readiness to learn)

A

o Physical factors (e.g., pain, strength, coordination, energy, senses, mobility)
o Emotions: (Severe anxiety, stress, or emotional pain interfere with the ability to learn)

57
Q

timing and readiness to learn

A

People retain information better when they have an opportunity to use it soon after it is presented. For some concepts, the learner might need more time to be able to absorb and apply information, especially when more complex thinking is required.

58
Q

active involvement and learning

A

Learning is more meaningful when the client is actively engaged in the planning and the learning activities. Learners retain 10% of what they read, but they retain 90% of what they speak and do

59
Q

feedback and learning

A

Positive feedback encourages learners and boosts morale when it comes to tackling difficult content or devoting the time and effort needed to get the most out of the educational process.

60
Q

social learning theory

A

considers the personal characteristics of the learner, behavior patterns, and the environment, and guides the educator in developing effective teaching interventions that result in improved motivation and enhanced learning.

61
Q

Self-efficacy

A

a concept included in social learning theory, refers to a person’s perceived ability to successfully complete a task

62
Q

Self-efficacy beliefs come from four sources:

A

enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states

63
Q

grieving

A

the process of grieving gives patients time to adapt psychologically to the emotional and physical implications of their illnesses.
-Readiness to learn is related to the stage of grieving.

64
Q

active participation

A

Implies an eagerness to acquire knowledge
-Patients cannot learn when they are unwilling or unable to accept the reality of illness.

65
Q

Repitition

A

The client is more likely to retain information and incorporate it into his or her life if the content is repeated. Each time the learner hears the information, the likelihood of retention increases.

66
Q

Scheduling of a teaching session

A

Plan for uninterrupted time to allow you to adequately assess and understand the client. The teaching time does not need to be long, just uninterrupted.

67
Q

Amount and complexity of content

A

The more complex or detailed the content, the more difficult it is for most people to learn and retain.

68
Q

Teacher/learner communication

A

Barriers to communication include pain, anxiety, fatigue, illness, hunger, dysfunctional relationships, language differences, vision and hearing impairment, cultural factors, and various environmental issues, such as noise and distraction.

69
Q

Belonging to a special population

A

The adaptations you make will depend on the nature of the special need, so if you are not familiar with the patient’s condition, you must acquire theoretical knowledge of it.
-Include a family member, caregiver, or other significant person in the teaching to reinforce the learning and act as a safety net for implementing the information.

70
Q

ability to learn: Developmental stage

A

An understanding of intellectual development will help you to gear your teaching strategies and content to the level of the learner.

71
Q

ability to learn: culture

A

Cultural sensitivity involves respect for clients’ identity and needs, regardless of who they are, where they are from, how they speak, how old they are, what religion they practice or not, whether disabled or not, how much wealth or poverty they experience, how much they weigh, how socially popular they are, or any other aspect that can lead to unfair treatment

72
Q

learning environment

A

well lit, good ventilation, appropriate furniture, comfortable temperature, quiet, private

73
Q

educating older adults

A

-Inadequate health literacy disproportionately affects older adults in the United States, causing misunderstanding of health information and subsequent nonadherence.
-Nurses must use more than words when teaching older adults
-Assist in selecting, understanding, and using health-related information about medications

74
Q

Older adults learn new information at a slower rate than younger adults due to:

A

a decline in fluid intelligence, which is defined as the reasoning and processing components of learning.
-In addition, an older adult has difficulty processing multiple bits of information at one moment.

75
Q

health literacy

A

the cognitive and social skills that determine the motivation and ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health.

76
Q

who are at geater risk for low helth literacy

A

The elderly, minorities, immigrants, persons of low income, and people with chronic mental and/or physical health conditions

77
Q

Group instruction

A

are an economical way to teach a number of patients at one time, and patients are able to interact with one another and learn

78
Q

One-on-one discussion

A

Nurse shares information directly at patient’s bedside, in the physician’s office, or in the patient’s home

79
Q

Preparatory instruction

A

consists of providing information about procedures before they occur. It often decreases anxiety because patients have a better idea of what to expect during the procedure

80
Q

demonstration

A

Use demonstrations when teaching psychomotor skills

81
Q

analogy

A

supplement verbal instruction with familiar images that make complex information more real and understandable

82
Q

role playing

A

people are asked to play themselves or someone else. Patients learn required skills and feel more confident in being able to perform them independently. The technique involves rehearsing a desired behavior

83
Q

simulation

A

a useful technique for teaching problem solving, application, and independent thinking. During individual or group discussion you pose a pertinent problem or situation for patients to solve

84
Q

legal resposibility of the nurse is…

A

providing accurate, timely patient information that promotes continuity of care

85
Q

Teach Back

A

a closed-loop communication technique that assesses patient retention of the information imparted during a teaching session

NSG 300 (13 decks)

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