Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
66 Cards in this Set
- Front
- Back
|
Returning to School Syndrome- 3 Stages
|
1. Honeymoon
2. Conflict 3. Resoulution |
|
|
RTSS Stage 1Honeymoon
|
Shortest most benigN
Happy in school ends in first clinical nursing course |
|
|
RTSS Stage 2 Conflict
|
Longest Most intense diffcult most exhausting and overwhelming
ex conflict with beliets, family roles, roles work roles prior knowledge vs new knowledge Two types happen here |
|
|
Two parts in Conglict Stage
|
1. Disintegration
2.Reintegration |
|
|
Disintegration
|
State of anxiety in which the individual truns anxious feeling inward- withdrawl from familyand others depression
|
|
|
Reintergration
|
Outwardly intense feeling of frustration and hostillity that are directed toward those around the individaul and faculty
|
|
|
RTSS Stage 3 Resoulution 4 Parts
|
final stage each indiviudal experiences different lengths of time and outcomes
1. Chronic conflict- anger 2.False acceptance-deceit and tense their own victam 3. Oscillation- regression ex fail a test illness at home 4. Biculturalism Most positve value their current education and growth |
|
|
Styles of Learning 2 Types
|
1. Abstract Conceptualization
2. Concrete experiences |
|
|
Abstract Conceptliztion
|
Ability to analyze
Think through organize theoretical materical in logical way |
|
|
Concrete experinces
|
new info abosrbed more passivly
observasional manner approching situation several viewpoints ponders various ideas |
|
|
How people learn 2 types
|
1. Acitve experintation
2. Reflective observation |
|
|
active expermintation
|
hands on approch to apply new info work with ideas concepts to determine if make sence
|
|
|
Reflective observation
|
careful observation pondering those ovservations
judgement after indivdual has contemplated several alternitves |
|
|
4 stye of learners
Style 1 |
Style 1- use concrete experiences use refelctive observation to learn new info
observers reflective rater than action Skill-problem identification |
|
|
Style 2 learners
|
Abstract Conceptualization Learn new infor thru reflective observation
learn thru lectureunderstand things on itellectual level goal oriented not openeded style |
|
|
Style 3 Learner
|
Abstract conceptulization learner use active expermination to learn
apply ideas for practical use answering question and demonstration problems expermentiong and tinkering Skill is selecting a workable solution from all possibliites |
|
|
Style 4 learner
|
Concrete experince use active experminatation.
Hand on carryout plans taking risk feels comfortable in new situations Skill- implementing a selcected soulution |
|
|
Stevenson theory( stages of adult development) 4 stages
|
1. Youth or youngadulthood
2.Middlescence 1 3.Middlescence 2 4.Late adult years |
|
|
Youth or young adulthood
|
18-30 achieving relative independence from parental figures
|
|
|
Middlescence 1(the core)
|
30-50 years assuming responsiblity for selfdevelopment and frowth of associated organization work role
|
|
|
Middlescence 2( the new middle years)
|
50-70 years achieving ways to maintaion survival
|
|
|
Late adult years 70-death
|
assuming the need to share experience and wisdom
|
|
|
Stevenson Two Crisis
|
1. Maturational- Development transitioni leaving home, children
2. Stiuational - illness accident death |
|
|
Acquired roles
|
person receives or takes on during alifetime
|
|
|
example of acquired roles
Personal , Societal ,Professional |
Personal- Martial Staus , Parenting , Choice of friends, illness
Societal -Religious organizations Community Orgainzations, Political Organizations Profssional - Job Role, Membero f professional organ. Professional Appointment |
|
|
Ascribed Roles
|
Roles that are not chosen
|
|
|
Ex. of Ascribed roles
Gentic, Social Mileu |
Gentic-Gender age postion in family Skin Color
Social Mileiu- Ethnicity Religon Family Role |
|
|
Kohberg and Gilligan theroies comparison-Development
|
Kohberg- Develpment of moral reasoning , teach the child(men) defferences between right and worng positvie and negative reinforcement
Gilligan- develpmnet from women percpective |
|
|
Kohberg and Gilligan theories comparison- based on
|
Kohberg theory is based more on rules and justice and the develpmnet of abstract thikning
Gilligans based on is more in the terms of relationship caing and connectivity |
|
|
Duvall theory use and types of situation that impact the family
|
8 stages I fperson understands who the family members are position in family and what their status in terms of race ethnitcity and socail standing much can be predicatied about whit is happening with family at a prticulat itme
|
|
|
First 4 stages in Duvall's Family Develpment
|
1. Marriage of young couple(no children)- Growth in marital realtionship no children
2. Birth of children- growth in parenting roles adjustment in marital realtionship resoulution of conflicting roles 3. Family with preschool children- children are very involved with enviorment adjustment in martial realtionship 4. Family with school age chldren- achievements of children in school adjustment in martial realtion ships corrdination of cild and adult serices |
|
|
Last 4 stages in durals family development
|
5. Family with adoscents-Promtion of teenagers responsiblity independence maintence of communication with all family members
6. Gamily with offspring that left home-adaptation to empty nest growth of realtionship with married offspring and grandchildren 7. Family in rearly retirment- adaption to retirment and increased leasure activietes strengting of marital lives adjustment 8. Family in old age maintence of martial realtionshop losso f freiends adaption to aging |
|
|
Role Development
|
Finiancial home life personal and difference in education experience
|
|
|
Role Choice ( acquired roles)
2 Choice |
Commitment- Process of pledging to assume a role perform a job or accomplish a goal
Balance- Sharpening the saw is about constantly renewing ourselves in 4 basic areas in life physical social emotion mental and spirtual |
|
|
Barries in educational journey
2 types |
Internal
External |
|
|
Internal
|
Fear of ailure lack of confidence confusion regarding new expectation feelings of being overwhelmed
|
|
|
External barrier
|
issues surrounding family needs child care financial concerns job demands person needs
|
|
|
Role conflict
def 2types |
expectation that are incompatible with each other
1.Interpersonal role conflict 2.Itrapersonal role conflict |
|
|
Interpersonal Role Conflict
|
occurs between two individual when each has a different expectation about the same role
ex other expectaions of you as a nurse |
|
|
Intrapersonal Role Conflict
|
Occurs within ones self when an individual struggles with multiple person role expectaion
ex conflict wih study or spending time with husband |
|
|
5 methods for resolving role conflict
|
1. Avodence-withdrawing from conflict
2.Compromise- barging or negotiaing give or take for solution 3. accommodation-smooth over conflic suppress problem one person may feel like they one 4.Competition- one person feels like they won 5. Collaberation participants problem sovle and confront issuue with intent of settin mutal goals |
|
|
Change theory 5 factors that motivate change
|
1. Crisis
2. Conflict 3.Dissapointment 4.Lack of rewards 5.Desire for autonomy and self improvement |
|
|
Change- Crisis-
|
Turning point or a critical time in the course of an event
ex situation crisis death divorce illness |
|
|
Change- Conflict
|
Change because is frustrated with the current circumstance
ex left job for place where your hoistic care can be used |
|
|
Change-disappointment
|
Related to a sense of failure or not meeting expectations
|
|
|
Change-Lack of rewards
|
Little recognition or reward
|
|
|
Change-desire FOR AUTONOMY AND SELF improvement
|
Feeling stagnated and powerless in particular position
|
|
|
3 types of change
|
1. Developmental Change
2. Unplanned Change 3. Planned Change |
|
|
Developmental Change
|
Person proceeds thru stages in a fairly predictable order
|
|
|
Unplanned Change
2types |
positve or negative desired or undesired not planned
1.Forced 2.Spontanous |
|
|
Forced Change
|
Imposed on indivdual or organizationThat requires action often immediate or emercey in nature
ex fire at home |
|
|
Spontaneous Change
|
Change thta is impulsive or effortless
ex take on traits of coworkers |
|
|
Planned Change
|
advanced strategy by change agent, planned chage is return to school change plans for work childcare
|
|
|
Types of Planned change 2
|
1. Incremental
2.Rapid |
|
|
IncrementalChange
|
occur gradually in steps or stages often applied to long term porjects such as hospital mergers of circulum changes
|
|
|
Rapid Change
|
Planned quickly may or may not be succesful
ex rescue situation to assit people quicly in situation staff postions elminated decsion were based on senority and not highest staffing needs |
|
|
Transactional change
|
mutal benefit two individuals get something out of it nursing staff determines that senior need a oppertunity for leadership postion so form senior board
|
|
|
Transformation
|
Comes from withen internal gradual occurs withn the process of planned change radical difference in individual as a result of change
|
|
|
Effects of change 3 things
|
STress
Distress Eustress |
|
|
Distress
Eustress |
Distress-negative aspects of stress
Eustress-Benifital aspects of stress |
|
|
General Adaptation Syndrome(G.A.S)
|
aLARM REACTION(fIGHT OR flight)
Resistance Recovery or Exhaustion |
|
|
Lewin 3 stages of change
|
1.Unfreezing
2.Moving 3Refreezing |
|
|
Unfreezing
|
Group or indivual identifeies the need for change and the need to change behaviors
|
|
|
Moving
|
planned change stragies developed gather data and formulates plans and enlist suport
|
|
|
Refreezing
|
the process for change is complete internalized the behavior cangage attitudes that were identified as necesssor for the change process
|
|
|
Bowen theory
|
family is interrelated and interdependent system influenced by each of ti member and external factors family unit clear
|
