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Fundamentals of Nursing 1 > UNIT 3 TEST > Flashcards

UNIT 3 TEST Flashcards

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1
Q

problem solving approach to clincial practice that integrates the best evidence in combination with clincial expertise, and patient prefereence and values in making decisions about patient care

A

evidence based practice

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2
Q

ongoing curiosity about the best evidence to guide clinical decision making ; never be satisfied with the status quo, be motivated to learn, question why

A

spirit of inquiry

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3
Q

Ask a question ; collect the best evidence ; critique the evidence ; integrate the evidence ; evaluate practice decision or change

A

steps of evidence based practice

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4
Q

patient population of interest ; intervention of interest ; comparison of interest ; outcome of interest ; time

A

PICOT

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5
Q

when asking a clinical question we use ______

A

PICOT

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6
Q

could be categorized by age, gender, ethnicity, disease, or health problem

A

patient population of interest

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7
Q

ask yourself ‘which intervention is worthwhile to use?’

A

intervention of interest

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8
Q

usual standard of care vs. current intervention used

A

comparison of inerest

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9
Q

what you wish to achieve

A

outcome of interest

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10
Q

amount of time needed for intervention to acheive an outcome

A

Time portion of PICOT question

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11
Q

used reliable sources, peer reviewed research, and nursing reasearch databases

A

collect the best evidence

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12
Q

article is reviewed by a panel of experts familiar with the subject matter of the article before it was published

A

peer-reviewed research

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13
Q

determine value of evidence ; is it useful?

A

critique the evidence

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14
Q

apply the research in your plan of care for a patient ; put into practice

A

integrate the evidence

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15
Q

ask how well the intervention works? ; are the outcomes met? ; is it worthy of making the change?

A

Evaluate the evidence

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16
Q

tell others about the new findings

A

share outcomes

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17
Q

contiuous study and improvement of providing health care services

A

quality improvement (QI)

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18
Q

organization that analyzes and evaluates current performace to develop focused improvement actions

A

Performance improvement (PI)

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19
Q

anticipating ; continuous process characterized by open-mindedness, continual inquiry, and preseverance combined with a willingness to look at every situation and determine which assumtions are true /relevant

A

critical thinking

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20
Q

basic, complex, commitment

A

3 levels of Critical thinking

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21
Q

guided by rules and principles ; active process

A

basic critical thinking

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22
Q

more independent thinking ; lifelong process

A

complex critical thinking

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23
Q

innovative and creative thinking ; anitcipates without guidance

A

commitment critical thinking

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24
Q

systematic approach to gathering data and solving problems ; has 5 steps

A

scientific method

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25
Q

obtaining information plus using what you know to solve a problem ; can use trial and error method ; intuition

A

problem solving

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26
Q

product of critical thinking that focuses on problem resolution

A

decision-making

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27
Q

analytical process for determining a patients health problems ; determine meaning of a behavior

A

diagnostic reasoning

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28
Q

process of drawing conclusions from related pieces of evidence and previous experience with evidence ; formulation of a nursing diagnosis

A

inference

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29
Q

choosing the best option on basis of patients condition and priority or problem

A

clinical decision making

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30
Q

knowledge base, experience, nursing process competency, attitudes for critical thinking

A

critical thinking model

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31
Q

speaking with conviction and always being prepared to perform care safely ; helps build trust and increases experience

A

confidence

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32
Q

being open minded ; considering a wide range of ideas

A

independent thinker

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33
Q

listening to both sides in any discussion objectively, and analyzing view points

A

fairness

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34
Q

follow standards and be answerable to your performance

A

responisble and acountable

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35
Q

willing to recomend alternative approaches ; being an advocate for the patient

A

risk taker

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36
Q

take time to be throurough and manage time effectively

A

disciplined

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37
Q

be cautious of the easy answer ; look for a pattern and find a solution ; dont accept the staus quo

A

perseverance

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38
Q

look for a different approach if intervention is not working ; original thinking

A

creativity

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39
Q

explore and learn more about a patient to make appropriate clinical judgements

A

curious

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40
Q

dont compromise standards or honesty in delivering care

A

integrity

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41
Q

know when you need more information to make a decision ; admit to limitations in knowledge and skills

A

humility

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42
Q

guideline/pinciple for rational thought

A

intellectual

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43
Q

confidence, independent thinker, fairness, responsible/accountable, risk taker, disciplined, perseverance, creativity, curious, integrity, humility

A

attitudes for critical thinking

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44
Q

intellectual , professional

A

standards for critical thinking

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45
Q

reflective journals/logs ; concept mapping

A

ways to develop critical thinking in nursing students

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46
Q

organizing framework for professional nursing practice, a critical thinking process for the nurse to utilize to give the best care possible

A

nursing process

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47
Q

adhering to routine and bad habits ; fail to obtain critical facts ; lack of organizational skills ; over commitment ; fear of making mistakes ; inability to reflect ; using my way/highway option ; follow a leader

A

obstacles to critical thinking

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48
Q

assessment ; nursing diagnoses ; planning ; implement ; evaluate

A

components of the nursing process

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49
Q

foundation for appropriate diagnosis, planning and intervention ; includes biophysical , psychosocial , sociocultural, spiritual and environmental characteristics

A

assessment step of nursing process

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50
Q

identification ; gather information for health problems ; used for the nursing diagnosis

A

purpose of assessments

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51
Q

nursing admission assessment to the health care facility ; very comprehensive

A

initial assessment

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52
Q

limited assessment based on health care need

A

focused/problem focused assessment

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53
Q

reassessment of pt’s condition ; comparison of data to baseline data

A

ongoing assessment

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54
Q

data gathered in initial assessment

A

baseline data

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55
Q

start to determine cues ; validate the data

A

things to do as you gather data

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56
Q

information that is obtained through the use of senses

A

determining cues

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57
Q

confirm and verify ; helps determine gaps and keeps you free from errors

A

validate the data

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58
Q

collect and verify data ; organize and categorize the data ; make inferences ; analyze and interpret data ; document and report the data

A

assessment process

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59
Q

body systems models

A

organize and categorize the data

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60
Q

judgement or interpretation of cues

A

inference

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61
Q

use critical thinking ; recognize patterns ; nursing diagnoses develop from this stage

A

analyze and interpret data

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62
Q

document objectively ; write legibly

A

document and report data

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63
Q

collect all data from one source ; do not realize that this is an ongoing process ; perform physical care before assessment ; make inferences without gathering data ; incorrectly cluster data

A

errors made by novices

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64
Q

statement of an actual or potential health problem that nurses can legally and independently treat

A

nursing diagnoses

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65
Q

provides a common language for understanding the clients needs ; provides a universal means of communicating with other nurses and HCP’s ; distinguishes the nurse from HCP’s ; provides a focus on the scope of nursing practice ; promotes the development of nursing knowledge

A

purposes of the nursing diagnoses

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66
Q

began in 1973 at St Louis university ; emphasis was on independent practice of the nurse ; client centered approach; allows nurse to be recognized as a professional ; reviewed every two years

A

North American Nursing Diagnosis Association (NANDA)

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67
Q

uses assessment data to logically explain a clinical judgement

A

diagnostic reasoning

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68
Q

each Ndx has its own set ; comes from pt ; clusters of sign / Sx that lead to a conclusion

A

defining characteristics

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69
Q

Ndx

A

nursing diagnosis

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70
Q

Sx

A

symptoms

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71
Q

Actual ; risk for ; health promotion ; wellness ; syndrome

A

types of nursing diagnoses

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72
Q

current problem identified by assessment

A

actual

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73
Q

aim is prevention ; may develop is a vulnerable individual, family or community

A

risk for

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74
Q

focuses on enhancing health ; readiness fro enhanced learning

A

health promotion

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75
Q

achieved optimal level of health ; strong spiritual belief

A

wellness

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76
Q

associated with cluster of other diagnoses

A

syndrome

77
Q

diagnostic label ; related factors ; defining characteristics

A

components of a nursing diagnosis

78
Q

use only NANDA approved nursing diagnoses

A

diagnostic label

79
Q

the etiology, or the cause within the domain of nursing practice ; (R/T)

A

related factors (R/T)

80
Q

abnormal or sustaining data that supports the diagnostic label ; obtained through assessment ; “as eveidenced by” or AEB ; not used in risk for diagnoses

A

defining characteristics

81
Q

errors in data collection ; errors in interpretation of data ; errors in data clustering ; errors in diagnostic statement selection

A

common errors in the diagnostic phase of the nursing process

82
Q

lack of knowledge or skills ; inaccurate data ; missing data ; disorganization

A

errors in data collection

83
Q

inaccurate interpretation of cues ; failure to consider conflicting cues ; insufficient number of cues

A

errors in interpretation and analysis of data

84
Q

insufficient cluster of cues ; early closure ; incorrect clustering

A

errors in data clustering

85
Q

wrong label selected ; evidence of another diagnoses is more likely ; failure to seek guidance

A

errors in diagnostic statement selection

86
Q

determines the appropriate client-specific outcomes and interventions

A

purpose of planning in the nursing process

87
Q

ranking all health problems to determine which order the nurse should meet the clients needs

A

prioritizing nursing diagnoses for plan of care

88
Q

life threatening problems ; loss of cardiac function or respiratory or any other threat to physiologic functioning

A

highest priority

89
Q

health threatening problems ; not emergency problems nor life threatening ; may concern the safety of the patient ; acute physical or physiological impairment

A

medium priority

90
Q

little potential to cause significant dysfunction of the client

A

low priority

91
Q

desired change in pt behavior or condition

A

goal

92
Q

specific and measurable behavior that reflects a pt’s highest possible level of wellness ; written to address NANDA Dx

A

client centered goal

93
Q

expect pt will achieve in a short time

A

short term goal

94
Q

expect the pt to achieve over a long period of a week longer

A

long term goal

95
Q

measurable criterion to evaluate goal achievement ; mutually desired by nurse/ pt ;second part of goal statement

A

expected outcome

96
Q

patient centered ; single goal statement ; list outcomes separately ; observable and measurable ; time limited ; realistic ; developed mutually with pt

A

guidelines for writing goals and expected outcomes

97
Q

outcomes and goals reflect the pt behavior and responses expected as a result of nursing intervention

A

patient centered

98
Q

making statements nurse-centered instead of patient centered

A

errors made by novices when developing goals

99
Q

fails to individualize to pt need

A

error made by novices when developing goals

100
Q

statements are written negatively instead of positively

A

error made by novices when developing goals

101
Q

unrealistic statement for the pt

A

error made by novices when developing goals

102
Q

unmeasurable, non specific, or vague statements

A

error made by novices when developing goals

103
Q

statements are nursing orders instead of pt outcomes

A

error made by novices when developing goals

104
Q

goal statement lacks a time frame

A

error made by novices when developing goals

105
Q

A list of nursing actions for a goal ; Form of communication for what is to be done by the nurse for the client/family ; Help client achieve goals ;
Reflects standards of care

A

nursing interventions

106
Q

minimum level of care accepted to ensure quality care to the pt

A

standard of care

107
Q

independent nursing interventions ; dependent nursing interventions ; collaborative nursing interventions

A

nursing interventions

108
Q

Observations, treatments, health promotion, prevention

A

categories of nursing interventions

109
Q

include the date, use an action verb, good content , time element

A

guidelines for writing nursing orders

110
Q

The nurse will…

A

using an action verb

111
Q

detailed description of the action

A

content of nursing order

112
Q

Omitting how often monitoring should be done ; Writing an order that cannot be done by a nurse ; Padding the list with assumed procedures for the patient

A

errors in making nursing orders

113
Q

Informal plan ; standardized plan of care ; individualized plan of care ; critical or clinical pathway ; kardex care plan ; concept maps

A

types of nursing care plans

114
Q

non specific or individualized ; developed for specific nursing diagnoses ; prepared by agency, text, or computer program

A

standardized plan of care

115
Q

plan of care for your specific pt

A

individualized plan of care

116
Q

collaborative plan of care ; plans the course of treatment over a hospital stay ; based on research

A

critical or clinical pathway

117
Q

trade name ; paper or computerized ; contains basic nursing care information as well as formal care plan

A

kardex care plan

118
Q

visual representation of problems, and interventions to show their relationships ; holistic view of needs

A

concept mapping

119
Q

carrying out specific individualized jointly agreed on interventions in the care plan ; outcome directed

A

implementation

120
Q

reassessment ; reviewing ; organizing ; anticipating and preventing complications ; implementing nursing interventions

A

activities of implementation

121
Q

occurs each time we see the pt

A

reassessment

122
Q

use of delegation

A

organizing resources and care delivery

123
Q

risks of treatment/ procedures ; directs us to prevent thing from happening

A

anticipating and preventing complications

124
Q

teaching, emotional support, physical activities

A

implementing nursing interventions

125
Q

interactions with pt

A

direct care

126
Q

working on the pt’s behalf

A

indirect care

127
Q

used to determine progress, and if outcomes are met

A

why evaluation is necessary

128
Q

Identify the evaluative criteria & standards ; Data Collection ; Interpretation & Summary; Documentation ; revision

A

process of evaluation

129
Q

Discontinue Plan of Care ; Modify Plan of Care ; Continue Plan of Care

A

care plan revisions

130
Q

use if goals have been met ; prevents unnecessary nursing care

A

discontinue plan of care

131
Q

identify factors that interfere with goal achievement

A

modify plan of care

132
Q

reevaluate time frame

A

continue plan of care

133
Q

interactive process that promotes learning

A

teaching

134
Q

acquisition of knew knowledge , behaviors, skills, and attitudes

A

learning

135
Q

maintain and promote health and illness prevention ; restore health ; facilitating coping ; prevention

A

purpose of patient education

136
Q

provide info and skills that enable pt to assume healthier behaviors

A

maintaining/ promoting health and illness prevention

137
Q

need more info to regain health

A

restore health

138
Q

learning to cope with permanent health alterations

A

facilitate coping

139
Q

Describes what the learner will be able to do after successful instruction

A

learning objective

140
Q

cognitive ; affective ; psycho-motor

A

domains of learning

141
Q

requires thinking ; includes knowledge, comprehension, application, analysis, synthesis, and evaluation

A

cognitive learning

142
Q

deals with expression of feelings ; difficult to measure

A

affective learning

143
Q

involves acquiring skills that require the integration of mental and muscular activity

A

psychomotor learning

144
Q

occurs inside the learner ; discovery of personal meaning and relevance of ideas ; consequences of experience ; collaborative and cooperative process ; builds on past learning and experiences ; intellectual and emotional

A

attributes of learning

145
Q

Seeing and Hearing
Reflecting and Acting
Reasoning logically and Intuitively
Analyzing and Visualizing

A

How we learn

146
Q

Allows learner to focus and comprehend

A

Attentional Set

147
Q

Internal force that can be influenced by external factors (social, tasks, physical motives

A

Motivation

148
Q

Personal belief on ability

A

Self-Efficacy

149
Q

Related to stages of grieving

Learning is best at the acceptance level

A

Readiness to learn

150
Q

Implies eagerness to acquire new skills

A

Active involvement

151
Q

Visual, Kinesthetic, Auditory

A

learning styles

152
Q

Value of information; Must be useful and purposeful

A

Relevance

153
Q

Meaningful and timely ; non judgmental

A

feedback

154
Q

Logical organization ; step by step order

A

simple to complex

155
Q

use different methods with same content

A

repetition

156
Q

Short time between teaching and application

A

timing

157
Q

has a negative or positive influence on learning

A

learning environment

158
Q

Often reflects real-life need and application ; sometimes need help to see problem and change perspectives

A

adult learner

159
Q

Based on developmental level

A

learning in children

160
Q

based on level of physical development and physical health ; shows strength and coordination

A

physical capacity

161
Q

what do patients expect from us

A

expectations of learning

162
Q

changes depending on a pt’s current health status

A

learning needs

163
Q

ask questions to determine pt’s motivation

A

motivation to learn

164
Q

physical and cognitive ability

A

ability to learn

165
Q

needs to be conducive to learning ; assess for distractions, comfort, and available equipment

A

teaching environment

166
Q

assess family/caregivers readiness and ability to learn the information

A

resources for learning

167
Q

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

A

health literacy and learning disabilities

168
Q

set the minimum criteria for success

A

goals and outcomes

169
Q

based on immediate needs, nursing diagnoses and the goals/outcomes established

A

priority setting

170
Q

choose appropriate teaching methods, encourage the pt to offer suggestions and make referrals

A

collaborative approach

171
Q

Active participation is essential! ; Build on existing knowledge ; Use effective teaching approaches ; Integrate teaching with nursing care ; Match instructional method with learning needs

A

implementation

172
Q

learned better when more than one sense is used

A

active participation

173
Q

present info on a learners existing knowledge

A

building on existing knowledge

174
Q

use when teaching limited information

A

telling

175
Q

become involved in learning process together

A

participating

176
Q

provide the pt the opportunity to manage self care

A

entrusting

177
Q

increase the probability fro response

A

reinforcement

178
Q

makes you gain confidence in your clinical skills

A

integrate teaching with nursing care

179
Q

Disabilities; Cultural considerations

Developmental consideration ; Teaching tools

A

special considerations

180
Q

most common method of teaching ; informal

A

one on one

181
Q

economical way to teach a number of pt’s at one time ; lecture and discussion

A

group

182
Q

when teaching psychomotor skills

A

demonstrations

183
Q

when teacher translates complex language into words the pt understands

A

analogies

184
Q

method in which pt learns to feel more comfortable

A

role play

185
Q

for teaching problem solving, application and independent thinking

A

simulation

186
Q

knowledgeable of pt’s cultural background and beliefs

A

cultural diversity

187
Q

depends on teaching methods learning needs and ability to learn

A

teaching tools

188
Q

determine if teaching was effective

A

evaluation

189
Q

Be specific
Identify any barriers
Identify need for reinforcement, future teaching, or revision

A

documentation of learning

Fundamentals of Nursing 1 (9 decks)

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