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27 Cards in this Set
- Front
- Back
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assessing, diagnosing, planning, implementing and evaluating |
five steps of the nursing process |
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collect, validating and communicating of patient data |
assessing |
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analyzing patient data ti id patient strengths and problems |
diagnosing |
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specifying patient outcomes and related nursing interventions |
planning |
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carrying out the plan of care |
implementing |
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measuring extent to which patient achieved outcomes |
evaluating |
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the nursing process is ? in that there is much interaction and overlapping of the steps |
dynamic |
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It is ? since it is an ordered sequence of activities |
systematic |
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? refers to the human being at the heart of nursing |
interpersonal |
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the nursing process is universally applicable in that it is a ? for all nursing activities |
framework |
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nurses and patients work together to identify ? |
outcomes oriented |
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is the protection, promotion and optimization of health and abilities, prevention of illness and inju, alleviation of suffering thru the dx and tx of human response and advocacy in the care ind, families and communities and populations |
nursing |
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the one constant in healthcare is change |
transformation |
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keep trying different options until you find one that works |
trial- and -error problem solving (nursing process0 |
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systematic seven-step problem-solving process that involes 1 problem id, 2 data collection 3 hypothesis formation4. plan of action 5 hypothesis testing 6. interpretation of results 7. evaluation |
scientific problem solving |
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gut feeling based on past exp. logical reasoning |
intuitive thinking |
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what is it? both. Circumstances dictate respnose and combined thiking |
Critical thinking |
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using critical thinking; a systematic way to form and shape one's thinking |
cognitive skills |
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manipulating equipment skillfully to produced desired outcome |
technical skills |
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promoting the dignity and respect of patients and establishing caring relationships |
interpersonal skills |
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establishing a personal moral code and professional role responsibilities |
ethical/legal skills |
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element of thought, abilities, affective dimensions, intellectual standards |
four domains of critical thinking |
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basic building blocks of thinking |
element of thought |
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the skills essential to higher-order thinking |
abilities |
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attitudes, dispositions, passions, traits of mind essential to higher-order thinking |
affective dimensions |
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used to critique higher-order thinking |
intellectual standards |
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is an instructional strategy that req learners to id, graphically display and link key concepts |
concept mapping |
