W6 Flashcards

1
Q

___________percent of people worldwide live with a disability.

A

Fifteen

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2
Q

The percentage of people with disability is expected__________as aging population continues.

A

Increase

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3
Q

One in five Americans are believed to have disability and mostly half of it are severe.

A

Many are limited in ability to work.

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4
Q

All disability are visible (True or False)

A

False

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5
Q

Individuals with disabilities are more likely than those without them to?

A

– Have more illnesses and greater health needs
– Be less likely to receive preventive health care and other social services
– Be more likely to suffer from poverty

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6
Q

Avoid making_________about people in this population.

A

assumptions

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7
Q

Some disabilities are associated with additional______________________

A

chronic health problems.

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8
Q

Other health disparity factors

A

– Fear
– Lack of understanding – Physical barriers
– Cost

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9
Q

Models/perceptions of disabilities that influence how disabilities are addressed in society:

A

– The moral model
– The medical model
– The rehabilitation model
– The disabilities (social) model

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10
Q

The moral model

A

– Views disabilities as sin
– Old model that persists in some cultures
– Individuals and their families may experience guilt, shame, denial of care.
– United Nations established Standard Rules on the Equalization of Opportunities for Persons with Disabilities specifying fundamental right of access to care.

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11
Q

The ________ and ________ models view disabilities as problems requiring intervention to cure.

A

medical; rehabilitation

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12
Q

– Views disabilities as sin
– Old model that persists in some cultures
– Individuals and their families may experience guilt, shame, denial of care. – United Nations established Standard Rules on the Equalization of Opportunities for Persons with Disabilities specifying fundamental right of access to care.

A

The moral model

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13
Q

Model that views disabilities as problems requiring intervention to cure

A

The medical and rehabilitation

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14
Q

The belief that people with disabilities must be “cured” has been criticized by advocates.

A

The medical and rehabilitation

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15
Q

Model that views disability as defect/sickness

A

Medical model

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16
Q

Model that views disability as deficiency

A

Rehabilitation model

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17
Q

– “A complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives.” (WHO, 2016)
– U.S. Social Security Administration defines disability in terms of an individual’s ability to work.

A

Disability

18
Q

When was the Americans with Disabilities Act (ADA) enacted?

19
Q

The legislation has
extended civil rights protection to
millions of Americans who are disabled.

A

Americans with Disabilities Act (ADA)

20
Q

defines a disability as a
physical or mental impairment that substantially limits one or more of the major life activities of the individual.

A

Americans with Disabilities Act (ADA

21
Q

Since the late 1970s, ___________ and the ________ have encouraged people- or person-first language, which “puts the person before the disability” in writing and speech.

A

disabilities advocates; government

22
Q

Has become controversial because some prefer identity-first language, which affirms what they see as an identity characteristic

A

The Language of Disabilities

23
Q

● Since the late 1970s, disabilities advocates and the government have encouraged people- or person-first language, which “puts the person before the disability” in writing and speech.
– Recently, has become controversial because some prefer identity-first language, which affirms what they see as an identity characteristic

A

The Language of Disabilities

24
Q

Guidelines of The Language of Disabilities

A

– Try to determine preference when writing about a group.
– Do not confuse disability with disease. – Unless one format is accepted by an entire group, avoid using one format exclusively.
– Do not make assumptions.

25
Additional considerations of The Language of Disabilities
– Use “congenital disability,” not “birth defect.” – Avoid terms with negative connotations such as “invalid” or “mentally retarded.” – Speak of the needs of people with disabilities rather than their problems. – Avoid phrases like “suffers from,” “victim of.” – When comparing groups, avoid phrases such as “normal” or “able bodied.”
26
Roles and Responsibilities of Nurse Educators
● Focus on wellness and strengths of the individual, not weaknesses ● Teaching skills to maintain or restore health and maintain independence ● Teaching skills to relearn or restore skills lost through illness or injury ● Carefully assess the degree to which families can and should be involved. ● Interdisciplinary team effort is often required. ● Nurse should serve as mentor to patient and family in coordinating and facilitating multidisciplinary services. ● Assessment always done before teaching
27
● Teaching skills to maintain or restore health and maintain independence
Habilitation
28
Teaching skills to relearn or restore skills lost through illness or injury
Rehabilitation
29
Assessment always done before teaching
– Nature of problem/needs – Short-/long-term consequences or effects of disability – Effectiveness of their coping mechanisms – Type of extent of sensorimotor, cognitive, perceptual, and communication deficits – Knowledge of and readiness to learn about a new disability
30
Types of Disabilities
● Sensory disabilities ● Learning disabilities ● Developmental disabilities ● Mental illness ● Physical disabilities ● Communication disorders ● Chronic illness
31
Total or partial auditory loss (complete loss or reduction in sensitivity to sounds), etiology related to either a conduction or sensory–neural problem
Sensory Disabilities: Hearing Impairments
32
Incidence increases with age.
Sensory Disabilities: Hearing Impairments
33
Hearing loss described by what?
type degree configuration
34
Types of hearing loss
– Conductive (usually correctable, loss in ability to hear faint noises) – Sensorineural (permanent, damage to cochlea or nerve pathways) – Mixed
35
● Modes of Communication to Facilitate Teaching/Learning: (Hearing Impairments)
A. American Sign Language (ASL) B. Lipreading C. Written materials D. Verbalization by client E. Sound augmentation F. Telecommunication devices for the deaf (TDD)
36
Sensory Disabilities: Hearing Impairments—Teaching Guidelines
● Use natural speech patterns; do not overarticulate. ● Use simple sentences and a moderate pace. ● Get client’s attention with a light touch on arm. ● Face the client; stand no more than six feet away. ● Minimize environmental noise. ● Make sure hearing aid is turned on. ● Avoid standing in front of bright light, which obscures your face. ● Minimize motions of your head while speaking. ● Refrain from placing IV in hand client needs for sign language.
37
How many Americans are blind or visually impaired?
Over 23 million
38
Etiology of Visual impairments patients
infection trauma poisoning congenital condition degeneration
39
Common healthcare barriers encountered of visually impaired patients
– Lack of respect – Communication problems – Physical barriers – Information barriers
40
Common Eye Diseases of Aging
– Macular degeneration – Cataracts – Glaucoma – Diabetic retinopathy
41
Sensory Deficits: Visual Impairments—Teaching Guidelines
● Assess patients to avoid making needs assumptions. ● Speak directly to patients rather than to sighted companions. ● Secure services of a low-vision specialist to obtain adaptive optical devices. ● Avoid the tendency to shout. ● Use nonverbal cues. ● Always announce your presence and identify yourself. ● Allow client to touch, handle, and ● manipulate equipment. ● Be descriptive in explaining procedures. ● Use large font size for printed or handwritten materials. ● Use bold color or rely on black and white for printed materials. ● Use alternative instructional tools that stimulate auditory and tactile senses. ● Use proper lighting. ● Provide large-print watches and clocks. ● Use audiotapes and cassette recorders. ● Computer features ● Sighted guide technique
42
Computer features of Sensory Deficits: Visual Impairments—Teaching Guidelines
– Screen magnifiers, high contrast, screen-resolution features – Text-to-speech converters – Braille keyboards, displays, and printers