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;
88 Cards in this Set
- Front
- Back
|
Definition of caring |
Caring is a universal phenomenon that influences the way in which people think feel and behave in relation to one another |
|
|
The six caring behaviors in Nursing |
Providing presence Touch (task oriented, caring, protective) Listening Knowing the client (including how to address them) Spiritual caring Family care (including determining who the pt wants to have info regarding their problems) |
|
|
Signs of caregiver stress |
Denial, anger, social withdrawal, anxiety, depression, exhaustion, irritability, sleeplessness, lack of concentration, health problems |
|
|
What are the five perspectives on caring? |
Caring as a human trait, moral imperative, affect, interpersonal interaction, therapeutic intervention |
|
|
What is the caring as a human trait perspective? |
Born with the ability to care (nature) |
|
|
What is the caring as a moral imperative perspective? |
A right versus wrong decision or value (nurture) |
|
|
What is the caring as an affect perspective? |
A feeling that you have or get about someone in a given moment |
|
|
What is the caring as an interpersonal interaction perspective? |
An exchange between two or more people |
|
|
What is the caring as a therapeutic intervention perspective? |
Performed by nurses to achieve goals and outcomes |
|
|
What are some challenges for today’s nurse? |
Pressure to deliver on high quality care (pt expectations/knowledge) Time constraints Cost Constraints Technology advances Limited autonomy |
|
|
What is patient centered care? |
Providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions |
|
|
Eight principles of patient centered care |
Respect for patients values, preferences, and expressed needs Coordination and integration of care Information And education Physical comfort Emotional support and alleviation of fear and anxiety Involvement of family and friends Continuity and transition Access to care |
|
|
What are some examples of how we specifically make patient centered care happen in our role as nurses |
Bedside report, whiteboards in patient rooms, meds at the bedside, Mychart bedside tablets |
|
|
What are ethics? |
The study of philosophical ideas of right and wrong behavior |
|
|
What are bio ethics? |
Guides for discourse about difficult issues that arise in healthcare |
|
|
Autonomy and an example |
A persons independence for making decisions (ex. Informed consent) |
|
|
Beneficence and an example |
Doing good for others (ex. patient advocacy, promote independence, listening to concerns, massaging their back) |
|
|
Nonmaleficence and an example |
The avoidance of harm or hurt (ex. The nine rights of medication administration) |
|
|
Justice and an example |
Fairness (ex. Transplant criteria) |
|
|
Fidelity and an example |
The agreement to keep promises and follow through (ex. Pain control) |
|
|
Altruism and respect for persons |
Unselfish concern for the welfare of others |
|
|
Advocacy |
Supporting the cause (like health, safety, and rights of the patient) |
|
|
Confidentiality |
Ensuring that information is accessible, only to those who are authorized to have access |
|
|
What is the purpose of an ethics committee? |
It serves as a resource for ethical situations that may occur It is a requirement by the joint commission (organization must have one with diverse representation that meets at least once per month) |
|
|
Common nursing ethics dilemmas |
Informed consent Disclosing medical conditions Incompetence among peers Broader ethical issues |
|
|
What are values? |
Personal beliefs about the worth of a given idea, attitude, custom, or object that such standards that influence behavior |
|
|
What are cultural values? |
A result of the social setting, in which a person lives |
|
|
What is ethnocentrism? |
The belief that one’s own culture is superior |
|
|
How do we form our values? |
Childhood, religion, school, social institutions and groups, government, individual experiences |
|
|
What is values clarification and what are the three steps? |
A three-step process of self discovery that helps a person gain insight into values 1. Considering one’s beliefs and behaviors. 2. Prizing one’s beliefs and behaviors 3. Acting on one’s beliefs |
|
|
Science/domain |
The worldview or perspective of the discipline |
|
|
What is the nursing paradigm and what are the linkages |
Any changes in one or more of the linkages will impact the whole process Person- central to the nursing care you provide Health- state of being people define in relation to their own values, personality, and lifestyle Environment- all possible conditions affecting patients and the settings where they go for health care Nursing- scope of nursing is broad, use critical thinking skills |
|
|
Areas of agreement in nursing theories today |
Nurses paradigm A holistic approach to nursing A set of distinct values |
|
|
How theory is applied to practice |
Provides a framework for decision making and organization Guides nursing assessment of clients to identify problems nurses can treat Uses findings of research based on the theory of nursing to improve practice |
|
|
Grand theory |
Broad focus, abstract thinking, all 4 elements of Nursing paradigm are included, difficult (if not impossible) to test |
|
|
Mid range theory |
Begins to narrow focus, more concrete thinking, includes 1 or more elements of Nursing paradigm, somewhat testable |
|
|
Descriptive theory |
Narrow focus, concert thinking, describes, includes 1 or more elements from Nursing paradigm, testable |
|
|
Prescriptive theory |
Narrow focus, concrete thinking, prescribes, includes 1 or more elements of Nursing paradigm, testable |
|
|
Interdisciplinary theory |
Theories from other disciplines, helps guide care that we deliver |
|
|
Health |
A state of complete physical, mental and social well-being; not merely the absence of disease or infirmity |
|
|
What does Healthy People 2020 provide and what does it encourage |
Provides evidence based 10 year national objectives for promoting health and preventing disease Encourages interprofessional collaboration/cooperation among individuals, communities, and other public/private/nonprofit organizations to improve health |
|
|
Paradigm |
Explains the linkages between nursing science, philosophy and theory; directs activity of the profession |
|
|
What is the holistic health model |
Nursing model which promotes a pt’s optimal level of health by considering the dynamic interactions among the emotional, spiritual, social, cultural, and physical aspects of an individuals wellness |
|
|
What are the most widely used holistic interventions |
Meditation, music therapy, reminiscence, relaxation therapy, therapeutic touch, and guided imagery |
|
|
What are two other ways to say health promotion |
Illness prevention and wellness education |
|
|
What are internal variable that influence health and illness beliefs and practices |
The pt’s developmental stage, intellectual background, perception for functioning, emotional factors, spiritual factors |
|
|
What are external variable that influence health and illness beliefs and practices |
Family role and practices, social determinants of health (economic stability, education, health/healthcare, social/community context, neighborhood/built environment) |
|
|
Primary prevention |
True prevention Interventions are aimed at preventing disease, injury, or disability Includes all health, promotion, illness prevention, and wellness efforts |
|
|
Secondary prevention (screening) |
Preventing the spread of disease, illness or infection once it occurs. Activities are directed at diagnosis and prompt intervention, thereby reducing severity and enabling the patient to return to a normal level of health as soon as possible |
|
|
Tertiary prevention |
When a defect or disability is permanent or irreversible Attempts to minimize the effects of long-term disease or disability by interventions, directing at preventing complications and deterioration |
|
|
Impact of illness on pt and family |
Behavioral/emotional changes Impact on body image Impact on self concept Impact in family roles Impact on family dynamics |
|
|
What is the goal of pt education and why is it an important part of our role as nurses |
Goal- to assist individuals/families/communities in achieving optimal levels of health A standard for professional nursing practice, improves quality of care, reduces health care cost |
|
|
Theory |
Set of interrelated concepts that explain and predict phenomena in nursing; tested and validated through research |
|
|
3 purposes of pt education |
Maintenance/promotion of health and illness prevention Restoration of health Coping with impaired functions |
|
|
4 teaching approaches |
Telling- gets to the point, best in critical situations Participating- patient and nurse working together to set and achieve goals Entrusting- nurse holds the pt accountable for self care Reinforcing- nurse uses stimulus to increase the probability of a desired response |
|
|
What tool is commonly used to assess a pt spiritual needs |
FICA spiritual assessment tool F- faith/belief I- importance/influence C- community A- address with nursing interventions |
|
|
5 constructs that provide a framework for nurses to practice in a culturally competent manner |
Cultural awareness/knowledge/skill/encounters/desire |
|
|
What is a health disparity |
a particular type of health difference that is closely linked with social, economic, and/or environmental disadvantages |
|
|
Culturally congruent care |
Emphasizes the need to provide care based on an individuals cultural beliefs/practices/values |
|
|
Cultural competence |
Enables health care providers to deliver services that are respectful of and responsive to the health beliefs, practices, and cultural needs of diverse pts. Is an expected component of nursing education and professional nursing practice. Is a developmental process that evolves over time |
|
|
Theoretical model |
Symbolic depictions of reality showing relationships among concepts |
|
|
Concepts |
Ideas or mental images that describe phenomena |
|
|
Phenomenon |
Event, situation, or area of reality |
|
|
Research |
Systematic, controlled investigation of hypothetical questions about relationships |
|
|
General purpose of theory |
To establish a foundation for the profession To guide nursing research To improve nursing practice |
|
|
Three components of a theory |
Concepts Definitions- convey the general meaning of the concepts Assumptions- taken for granted statements (ex. The patient needs my help, the nurse has the necessary knowledge and skills to care for the patient) |
|
|
5 characteristics of a theory |
Logical and simple Generalizable across the care continuum Describe a particular phenomena (nursing) Explain relationships Predict the effects of one phenomenon on another |
|
|
What must be documented? |
Initial assessment of physical, psychosocial, environmental, self care, discharge planning, and evaluation of outcomes |
|
|
Slander |
When one speaks falsely about another |
|
|
Confidentiality |
Protection for private patient information in the healthcare setting |
|
|
Privacy |
The right of pts to keep personal info from being disclosed |
|
|
Consent |
A patient’s agreement to have a medical procedure after full disclosure of risks, benefits, alternatives, and consequences |
|
|
Advance directive |
Including living wills, healthcare proxy’s, and durable power of attorney for healthcare |
|
|
Living will |
A written document expressing a patient’s wishes in the event of terminal illness or condition |
|
|
Durable power of attorney for healthcare |
A legal document designating a person to make healthcare decisions for a patient when he or she is unable to |
|
|
Tort |
Civil wrongful acts or omissions of care made against a person or property |
|
|
Intentional tort |
Deliberate acts against a personal property that may result in both civil and criminal actions |
|
|
Quasi-intentional tort |
Acts in which a person may not intend to cause harm to another, but does |
|
|
How to address an error in narrative documentation |
Use a single line through the words, write error, initials, credentials, date, and time |
|
|
Unintentional tort |
When a person is harmed in the person inflicting the harm new, or should’ve known that these actions were less than the accepted scope and standard practice |
|
|
What is SBAR and what is it used for |
Format for communication between colleagues S- situation (why) B- background (medical history) A- assessment/interventions R- recommendation (plan) |
|
|
Negligence |
Conduct that falls below the standard of care |
|
|
Malpractice |
Professional negligence |
|
|
Assault |
An intentional threat with no actual contact |
|
|
Battery |
Intentional offensive touching without consent or lawful justification |
|
|
Invasion of privacy |
The release of a patient’s healthcare information to an unauthorized person |
|
|
False imprisonment |
Unjustified restraint of a person |
|
|
Defamation of character |
Publication of false statements, that result in damage to a persons reputation |
