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Foundations > week 5 - ch 23, 25 > Flashcards

week 5 - ch 23, 25 Flashcards

1
Q

three domains of learning within patient education

A

cognitive
affective
psychomotor

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2
Q

intellectual behaviors and thinking (domain of learning)

A

cognitive

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3
Q

expressions, feelings, developmental attitudes, opinions, values (domain of learning)

A

affective

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4
Q

coordination and integration, mental and physical movements (domain of learning)

A

psychomotor

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5
Q

internal state that helps arouse, direct, and sustain

A

motivation

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6
Q

person’s perceived ability to successfully complete task

A

self-efficacy

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7
Q

what does HIPAA stand for

A

health insurance portability and accountability act

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8
Q

who can access personal patient health info

A
  • healthcare providers directly involved in care
  • patients themselves
  • family members/friends patient gave access in writing
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9
Q

what are some common HIPPA violations

A
  • discussing patients in public places
  • accessing chart of patient when you’re not part of their care team
  • disclosing info about a patient to anyone other than the patient or legal guardian
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10
Q

what is ADA

A

americans with disabilities act

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11
Q

what is IBPR

A

incident based peer review

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12
Q

what is SHPR

A

safe harbor peer review

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13
Q

threatening harm against patient’s will

A

assault

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14
Q

touching patient without consent

A

battery

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15
Q

holding someone against their will without legal reason

A

false imprisonment

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16
Q

what are 3 intentional torts

A

assault
battery
false imprisonment

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17
Q

what are two quasi-intentional torts

A

invasion of privacy

defamation of character (slander, libel)

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18
Q

what is an unintentional tort

A

malpractice

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19
Q

negligence of professional duties

A

malpractice

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20
Q

what are three types not considered minor accidents in peer review

A
  • error contributed to patient’s death
  • criminal conduct
  • serious violation of board’s unprofessional conduct rule
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21
Q

when do you need written consent

A 
invasive procedures
use of blood products
surgeries
treatment programs
research studies
22
Q

when can restraints be used (3)

A
  • to ensure physical safety of patient or others
  • less restrictive methods have failed
  • only with written order of health care provider
23
Q

civil state laws that define nursing and the standards you must meet within individual states.

A

nursing practice acts (NPA)

24
Q

four themes of nursing practice that characterize the affordable care act (ACA)

A
  • consumer rights and protection
  • affordable health care coverage
  • increased access to care
  • quality of care that meets the needs of patients
25
Q

civil wrongful acts or omissions made against a person or property

A

torts

26
Q

deliberate acts against a person or his or her property that may result in both civil and criminal actions

A

intentional tort

27
Q

acts in which a person may not intend to cause harm to another but does.

A

quasi-intentional tort

28
Q

occurs when one speaks falsely about another

A

slander

29
Q

written defamation of character

A

libel

30
Q

when a person is harmed and the person inflicting the harm knew, or should have known, that his or her actions were less than the accepted scope and standard of practice

A

unintentional tort

31
Q

conduct that falls below the generally accepted standard of care of a reasonably prudent person

A

negligence

32
Q

what are the seven Speak Up tips to help patients become more involved in their treatment

A

Speak up if you have questions/concerns
Pay attention to the care you’re receiving
Educate yourself about your illness
Ask trusted person to be advocate
Know which meds you take and why
Use a healthcare facility you’ve researched
Participate in all decisions about your treatment

33
Q

examples of cognitive domain of learning

A 
discussion
lecture
question-and-answer session
role play, discovery
interdependent project
34
Q

examples of affective domain of learning

A

role play

discussion

35
Q

examples of psychomotor domain of learing

A

demonstration
practice
return demonstration
independent projects, games

36
Q

what are bloom’s six cognitive behaviors of taxonomy from basic to most complex

A
  • remember
  • understand
  • apply
  • analyze
  • evaluate
  • create
37
Q

experienced in situations in which a patient is challenged by an inconsistency requiring a life change (learning theory)

A

cognitive dissonance

38
Q

(learning theory) patient will perceive a certain susceptibility and severity of their disease. Modifying factors include knowledge, as well as demographics and social and psychological variables. Likelihood of action is based on the perceived barriers and benefits of the situation

A

health belief model

39
Q

(learning theory) Model is used to define how individuals initiate change in their lives, progress through those changes, and process and maintain behaviors. There are five stages in the model: precontemplation, contemplation, preparation, action, and maintenance

A

transtheoretical model of change

40
Q

(learning theory) Model focuses on the patient’s belief in his or her own abilities to make and maintain changes and positive outcomes in the patient’s life

A

self-efficacy

41
Q

(learning theory) Model is based on the premise that characteristics and experiences of an individual affect actions specific to behaviors and in turn affect outcomes specific to behavior

A

health promotion

42
Q

what are ACCESS components of cultural care

A 
Assessment
Communication
Cultural negotiation and compromise
Establishment of respect
Sensitivity
Safety
43
Q

(stage of grief) Patient avoids discussion of illness, withdraws from others, and disregards physical restrictions. Patient suppresses and distorts information that has not been presented clearly.

A

denial/disbelief

44
Q

(stage of grief) Patient blames and directs anger toward nurse or others.

A

anger

45
Q

(stage of grief) Patient offers to live better life in exchange for promise of better health.

A

bargaining

46
Q

(stage of grief) Patient begins to express emotions openly, realizes that illness has created changes, and begins to ask questions.

A

resolution

47
Q

(stage of grief) Patient recognizes reality of condition, actively pursues information, and strives for independence.

A

acceptance

48
Q

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

A

health literacy

49
Q

what physical characteristics are needed to learn psychomotor skills

A
  • size
  • strength
  • coordination
  • sensory acuity
50
Q

requires the use of a stimulus to increase the probability of a desired response

A

reinforcement

51
Q

examples of teaching tools for instruction

A
  • printed and online materials
  • programmed instruction
  • computer instruction
  • nonprint materials
  • diagrams
  • graphs
  • charts
  • pictures
  • physical objects
52
Q

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

A

teach back

Foundations (5 decks)

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