Brainscape's Knowledge GenomeTM

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


See full index

Nursing Fundamentals > Unit II > Flashcards

Unit II Flashcards

1
Q

confidentiality

A
  • keeping information private
  • privacy standards
  • HIPAA
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

process of communication, communication flow: sender

A
  • 2

- person who conveys message

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

process of communication, communication flow: message

A
  • 3

- information sent

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

process of communication, communication flow: channel

A
  • 4
  • the way it is sent
  • visual, audio, tactile
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

process of communication, communication flow: receiver

A
  • 5

- person to whom message is sent

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

process of communication, communication flow: feedback

A
  • 6
  • receiver shares perception of meaning of message
  • allows for correction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

elements of verbal communication

A
  • spoken/written
  • vocabulary
  • pacing
  • tone
  • clarity
  • time
  • relevance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

elements of non-verbal communication

A
  • facial expressions
  • voice cues
  • eye contact
  • gestures
  • posture
  • touch
  • odor
  • physical appearance
  • silence
  • time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

elements of therapeutic communication

A
  • improves relationship between nurse and client
  • professional
  • courtesy
  • confidential
  • trusting
  • acceptance/respect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

non-therapeutic communication

A
  • hinders the nurse/client relationship
  • judgmental
  • accusatory
  • inflammatory
  • self-servicing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

therapeutic communication

A

communication between client and nurse to enhance the health status and improve health of the client

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

social communication

A

communication that is personal and has no relevance to health status of the client and does not improve health of the client

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

factors that hinder communication

A
  • inattentive listening
  • poor listener
  • using terms unfamiliar to client/family
  • prying/personal questioning
  • approval/disapproval
  • changing the subject
  • automatic responses
  • think before you speak
  • false reassurance
  • don’t tell patient everything will be ok
  • asking for explanations
  • don’t ask “why” questions
  • arguing with client/family
  • being defensive
  • sympathy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

implement therapeutic communication

A
  • sharing empathy
  • active listening
  • no yes or no questions
  • sharing observations
  • using silence
  • providing accurate information
  • clarifying
  • focusing
  • only on patient
  • paraphrasing
  • summarizing
  • self-disclosure
  • sharing
  • hope
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

phases of caring nurse/client relationship

A
  1. pre-interaction phase
    * prior to meeting
  2. orientation phase
    * meet and introduce
  3. working phase
    * working together to solve problems and accomplish goals
  4. termination phase
    * ending of relationship
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

communication skills to enhance patient/client relationship

A
  • professionalism
  • courtesy
  • conveys respect, begins with introduction
  • confidentiality
  • HIPAA
  • empathy
  • active listening
  • eye contact
  • acknowledge patients
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

professional nursing values

A
  1. strong commitment to service
  2. belief in the dignity and worth of each person
  3. commitment to education: lifelong learning
  4. autonomy
    * free to make decisions
  5. altruism
    * always promote good
    * always to do good with the patient
  6. freedom
  7. truth
    * varisity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

autonomy

A
  • free to make decisions
  • independence
  • self-determination
  • self-reliance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

altruism

A
  • always promote good

- always to do good with the patient

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

truth

A

varisity

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

ethics

A
  • principles and standards governing proper conduct as applied to an issue
  • what one ought to do in a situation
  • format for making logical and consistent decisions based upon moral beliefs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

professional code of ethics guides practice

A
  • individuals agree to follow these rules and to codes of conduct by accepting the professional credential
  • members agree to monitor others in the profession
  • allows people outside the profession to be assured that a member of the profession will consistently act in a certain way
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

ethical issues

A
  • arise when there is more than the one way to proceed with care
  • neither way is clearly right or wrong
  • conflicting moral claims
  • conflicting wishes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

determine if an issue is an ethical issue

A
  1. it cannot be resolved by scientific data alone
  2. is it perplexing?
  3. do others disagree about the best course of action?
  4. will the answer to the question have a profound relevance for several areas of human concern?
    * will it affect the patient in a positive way?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

ethical/issue dilemma

A
  • good people can disagree about the correct course of action without any malice or ill being present
  • health care agencies have ethics committees to help treatment teams deal with these tough issues
  • you are not on your own
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

teaching process

A

interactive process that promotes learning, consisting of a conscious and deliberate set of actions that helps an individual gain new knowledge, change attitudes, adopt new behaviors, or perform new skills

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

learning process

A

acquisition of new knowledge, attitudes, behaviors, or skills through reinforced practice and experience

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

process of communication, communication flow: referent

A
  • 1

- reason that communication is occurring

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q 
cognitive domain
(understanding/thinking)
A
  1. knowledge
    * acquire facts or information and recall it
  2. comprehension
    * ability to understand the meaning
  3. application
    * applying newly learned abstract ideas in concrete ways
  4. analysis
    * organize ideas according to degree of importance
  5. synthesis
    * ability to recognize parts of information as a whole
  6. evaluation
    * ability to judge the worth of information, for a given purpose
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

knowledge

A

acquire facts or information and recall it

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

comprehension

A

ability to understand the meaning

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

application

A

applying newly learned abstract ideas in concrete ways

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

analysis

A

organize ideas according to degree of importance

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

synthesis

A

ability to recognize parts of information as a whole

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

evaluation

A

ability to judge the worth of information, for a given purpose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q 
affective domain
(attitudes)
A
  1. receiving
    * attend to another’s words
  2. responding
    * reacting verbally and nonverbally to the other’s words
  3. valuing
    * attaching worth to an object
  4. organizing
    * developing a value system by identifying and organizing values and resolving conflicts
  5. characterizing
    * acting and responding with a consistent value system
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

receiving

A

attend to another’s words

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

responding

A

reacting verbally and nonverbally to the other’s words

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

valuing

A

attaching worth to an object

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

organizing

A

developing a value system by identifying and organizing values and resolving conflicts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

characterizing

A

acting and responding with a consistent value system

42
Q 
psychomotor domain
(motor skills)
A
  1. perception
    * awareness of objects or qualities through the use of senses. associating sensory cue with action
  2. set
    * readiness to take a particular action. know exactly what to do, be committed
  3. guided response
    * performance of an act under guidance of another
  4. mechanism
    * higher level behavior when a person has gained confidence and skill in performing the behavior
  5. complex overt response
    * performing a motor skill involving a complex movement pattern
  6. adaptation
    * person is able to change a motor response when problems arise
  7. origination
    * highly complex. creating a new movement pattern based on existing skills and abilities
  8. give access to reading materials before teaching
  9. if you can’t answer a question, say so and offer to help find an answer. don’t bluff
  10. if teaching a new skill, demonstrate and allow return demonstration after practice
43
Q

perception

A

awareness of objects or qualities through the use of senses. associating sensory cue with action

44
Q

set

A
  • readiness to take a particular action
  • know exactly what to do
  • be committed
45
Q

guided response

A

performance of an act under guidance of another

46
Q

mechanism

A

higher level behavior when a person has gained confidence and skill in performing the behavior

47
Q

complex overt response

A

performing a motor skill involving a complex movement pattern

48
Q

adaptation

A

person is able to change a motor response when problems arise

49
Q

origination

A

highly complex. creating a new movement pattern based on existing skills and abilities

50
Q

principles of teaching-learning

A
  1. know the subject, present information and answer questions
  2. know what language your client uses
  3. know your audience
    * teach according to assessment of client
  4. match your methods to client needs
    * cognitive: lecture
    * affective: discussion
    * psychomotor: demonstrarion
  5. know yourself
    * use strategies and styles you are comfortable with
  6. don’t overwhelm with too much information. expose gradually, over time
51
Q

principles of learning

A
  1. motivation to learn
    - attentional set
    * mental state that allows learner to focus and comprehend
    - motivation
    * internal impulse that causes a person to take action
    - psychosocial adaptation to illness
    - active participation
  2. ability to learn
    - developmental capability
    * reading
    - age group
    - physical capacity
  3. learning environment
    - milieu
    * environment: lighting, noise, temperature
52
Q

attentional set

A

mental state that allows learner to focus and comprehend

53
Q

motivation

A

internal impulse that causes a person to take action

54
Q

milieu

A
  • environment
  • lighting
  • noise
  • temperature
55
Q

assessing learning needs

A
  • questions raised by client/family
  • client’s level of understanding of current health status, treatment, etc.
  • information or skills needed to care for themselves or family
  • experiences that influence client/family
  • necessary information needed
56
Q

incorporating teaching with routine nursing care

A
  • informal
  • during ADLs
  • during feeding
  • whenever client/family ask questions
  • formal
  • set up time with client when they will be at optimal learning
  • organize teaching, including items needed
  • cover required information before addressing other topics
57
Q

teaching: informal

A
  • during ADLs
  • during feeding
  • whenever client/family ask questions
58
Q

teaching: formal

A
  • set up time with client when they will be optimal at learning
  • organize teaching, including items needed
  • cover addressing other topics
59
Q

assess client

A
  1. learning needs
  2. motivation to learn
  3. ability to learn
  4. teaching environment
  5. resources for learning
60
Q

identify client’s learning needs in three domains

A
  1. cognitive
    - what the patient knows
  2. psychomotor
    - skills
  3. affective
    - attitude
    - beliefs
    - values
61
Q

establish learning objective

A
  1. set priorities
  2. write teaching plan
    - what do you want them to do?
    - how will you know they have done it?
    - when will you know?
  3. select teaching methods
62
Q

do the teaching

A
  1. select a good time
  2. organize your material
    - start simple then go to complex
  3. approaches
63
Q

approaches

A
  • telling
  • only in emergencies
  • selling
  • participating
  • set your learning objective
  • entrusting
  • trusting what the patient says
  • reinforcing
  • need a stimulus
  • helps respond
  • activities
  • pamphlets, hand-outs
64
Q

effectiveness of the teaching plan

A
  1. evaluate outcome of teaching
    - teaching is not complete until outcomes are evaluated
    - evaluation methods
    * client can answer questions
    * return demonstration
    * discussion
    - if new learning needs are identified during evaluation, may need to do more teaching
  2. document the teaching
    - be specific
    - document evidence of learning
    - describe method(s) used
65
Q

evaluation methods

A
  • client can answer questions
  • return demonstration
  • discussion
66
Q

process of communication, communication flow: referent

A
  • 1

- reason that communication is occurring

67
Q

document teaching

A
  • be specific
  • document evidence
  • describe method(s) used
68
Q

telling

A

only in emergencies

69
Q

participating

A

set your learning objective

70
Q

entrusting

A

trusting what the patient says

71
Q

reinforcing

A
  • need a stimulus
  • jelps respond
  • activities
  • pamphlets, hand-outs
72
Q

cognitive: discussion

A
  • one-on-one or group
  • involves nurse and patient or nurse with several patients
  • promotes active participation and focuses on topics of interest to patient
  • allows peer support
  • enhances application and analysis of new information
73
Q

cognitive: lecture

A
  • more formal method of instruction because teacher controls it
  • helps learner acquire new knowledge and gain comprehension
74
Q

cognitive: question-and-answer session

A
  • designated specifically to address patient’s concerns

- assists patients in applying knowledge

75
Q

cognitive: role-play, discovery

A

allows patient to actively apply knowledge in controlled situation
-promotes synthesis of information and problem solving

76
Q

cognitive: independent project (computer-assisted instruction), field experience

A
  • allows patient to assume responsibility for completing learning activities at own pace
  • promotes analysis, synthesis, and evaluation of new information and skills
77
Q

affective: role play

A

allows expression of values, feelings, and attitudes

78
Q

affective: discussion (group)

A
  • allows patient to acquire support from others in group
  • permits patient to learn from others’ experiences
  • promotes responding, valuing, and organization
79
Q

affective: discussion (one-on-one)

A

allows discussion of personal, sensitive topics of interest or concern

80
Q

psychomotor: demonstration

A
  • provides presentation of procedures or skills by nurse
  • permits patient to incorporate modeling of nurse’s behavior
  • allows nurse to control questioning during demonstration
81
Q

psychomotor: practice

A
  • gives patient opportunity to perform skills using equipment
  • provides repetition
82
Q

psychomotor: return demonstration

A
  • permits patient to perform skills as nurse observes

- is excellence source of feedback and reinforcement

83
Q

psychomotor: independent project, game

A
  • requires teaching method that promotes adaptation and origination of psychomotor learning
  • permits learner to use new skills
84
Q

patient’s behavior: denial or disbelief

A
  • patient avoids discussion of illness (“there’s nothing wrong with me”) and disregards physical restrictions
  • patient suppresses and distorts information that has not been presented clearly
85
Q

learning implications: denial or disbelief

A
  • provide support, empathy, and careful explanations of all procedures while they are being done
  • let patient know you are available for discussion
  • explain situation to family
  • teach in present tense (explain current therapy)
86
Q

rationale: denial or disbelief

A
  • patient is not prepared to deal with problem
  • any attempt to convince or tell patient about illness will result in further anger or withdrawal
  • provide only information patient pursues or absolutely requires
87
Q

patient’s behavior: anger

A

patient blames and complains and often directs anger at nurse

88
Q

learning complications: anger

A
  • do not argue with patient, but listen to concerns
  • teach in pressent tense
  • reassure family of patient’s normality
  • continue to introduce only reality
  • teach only in present tense
  • reassure family of patient’s normality
89
Q

rationale: anger

A
  • patient need opportunity to express feelings and anger

- patient is still not prepared to face future

90
Q

patient’s behavior: bargaining

A

patient offers to live better life in exchange for promises of better health (“if God lets me live, I promise to be more careful”)

91
Q

learning implications: bargaining

A
  • continue to introduce only in reality

- teach only in present tense

92
Q

rationale: bargaining

A

patient is still unwilling to accept limitations

93
Q

patient’s behavior: resolution

A

patient begins to express emotions openly, realizes that illness has created changes, and begins to ask questions

94
Q

learning implications: resolution

A
  • encourage expression of feelings

- begin to share information needed for future, and set aside formal times for discussion

95
Q

rationale: resolution

A

patient begins to perceive need for assistance and is ready to accept responsibility for learning

96
Q

patient’s behavior: acceptance

A

patient recognizes reality of condition, actively pursues information, and strives for independence

97
Q

learning implications: acceptance

A
  • focus teaching on future skills and knowledge required
  • continue to teach about present occurrences
  • involve family in teaching information for discharge
98
Q

rationale: acceptance

A
  • patient is more easily motivated to learn

- acceptance of illness reflects willingness to deal with its implications

99
Q

health care ethics: justice

A

fairness or equity

100
Q

health care ethics: fidelity

A
  • faithfulness

- striving to keep promises

101
Q

health care ethics: beneficence

A
  • actively seeking benefits

- promotion of good

102
Q

health care ethics: nonmaleficence

A

actively seeking to do no harm

Nursing Fundamentals (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions