W6

Question 1

___________percent of people worldwide live with a disability.

Answer 1

Fifteen

Question 2

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

Answer 2

Increase

Question 3

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

Answer 3

Many are limited in ability to work.

Question 4

All disability are visible (True or False)

Answer 4

False

Question 5

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

Answer 5

– 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

Question 6

Avoid making_________about people in this population.

Answer 6

assumptions

Question 7

Some disabilities are associated with additional______________________

Answer 7

chronic health problems.

Question 8

Other health disparity factors

Answer 8

– Fear
– Lack of understanding – Physical barriers
– Cost

Question 9

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

Answer 9

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

Question 10

The moral model

Answer 10

– 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.

Question 11

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

Answer 11

medical; rehabilitation

Question 12

– 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.

Answer 12

The moral model

Question 13

Model that views disabilities as problems requiring intervention to cure

Answer 13

The medical and rehabilitation

Question 14

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

Answer 14

The medical and rehabilitation

Question 15

Model that views disability as defect/sickness

Answer 15

Medical model

Question 16

Model that views disability as deficiency

Answer 16

Rehabilitation model

Question 17

– “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.

Answer 17

Disability

Question 18

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

Answer 18

1990

Question 19

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

Answer 19

Americans with Disabilities Act (ADA)

Question 20

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

Answer 20

Americans with Disabilities Act (ADA

Question 21

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

Answer 21

disabilities advocates; government

Question 22

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

Answer 22

The Language of Disabilities

Question 23

● 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

Answer 23

The Language of Disabilities

Question 24

Guidelines of The Language of Disabilities

Answer 24

– 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.

Question 25

Additional considerations of The Language of Disabilities

Answer 25

– 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.”

Question 26

Roles and Responsibilities of Nurse Educators

Answer 26

● 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

Question 27

● Teaching skills to maintain or restore health and maintain independence

Answer 27

Habilitation

Question 28

Teaching skills to relearn or restore skills lost through illness or injury

Answer 28

Rehabilitation

Question 29

Assessment always done before teaching

Answer 29

– 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

Question 30

Types of Disabilities

Answer 30

● Sensory disabilities
● Learning disabilities
● Developmental disabilities
● Mental illness
● Physical disabilities
● Communication disorders
● Chronic illness

Question 31

Total or partial auditory loss (complete loss or reduction in sensitivity to sounds), etiology related to either a conduction or sensory–neural problem

Answer 31

Sensory Disabilities: Hearing Impairments

Question 32

Incidence increases with age.

Answer 32

Sensory Disabilities: Hearing Impairments

Question 33

Hearing loss described by what?

Answer 33

type
degree
configuration

Question 34

Types of hearing loss

Answer 34

– Conductive (usually correctable, loss in ability to hear faint noises)
– Sensorineural (permanent, damage to cochlea or nerve pathways)
– Mixed

Question 35

● Modes of Communication to Facilitate Teaching/Learning: (Hearing Impairments)

Answer 35

A. American Sign Language (ASL) B. Lipreading
C. Written materials
D. Verbalization by client
E. Sound augmentation
F. Telecommunication devices for the deaf
(TDD)

Question 36

Sensory Disabilities: Hearing Impairments—Teaching Guidelines

Answer 36

● 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.

Question 37

How many Americans are blind or visually impaired?

Answer 37

Over 23 million

Question 38

Etiology of Visual impairments patients

Answer 38

infection
trauma
poisoning
congenital condition
degeneration

Question 39

Common healthcare barriers encountered of visually impaired patients

Answer 39

– Lack of respect
– Communication problems – Physical barriers
– Information barriers

Question 40

Common Eye Diseases of Aging

Answer 40

– Macular degeneration
– Cataracts
– Glaucoma
– Diabetic retinopathy

Question 41

Sensory Deficits: Visual Impairments—Teaching Guidelines

Answer 41

● 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

Question 42

Computer features of Sensory Deficits: Visual Impairments—Teaching Guidelines

Answer 42

– Screen magnifiers, high contrast, screen-resolution features
– Text-to-speech converters
– Braille keyboards, displays, and printers