Go Cards

Front 1

Current Status of Nursing-Scope of Practice:
1) Authoritative statements that describe
2) Standards of Practice describe a
3) The purpose is to

Back 1

1)the responsibility of the profession. A complex system of intertwined responsibilities, including legal, ethical, and value components. A social contract with society of the expectations of the profession, and the professions expectation of itself.
2) a competent level of nursing based on a decision making model which includes:
Assessment, Diagnosis, Outcome identification, Planning,Implementation
Evaluation
3) improve the health and well-being of our patients, families, communities

Front 2

Current Status of Nursing-Characteristics:
1) Knowledge
2) Education
3) Autonomy
4) Accountability

Back 2

1) based on education and practice, the “Science of Nursing in all its complexity
Mission-our shared goals, what those we care for can expect from us
2) our formal preparation
Social Contract-what we promise society, what society expects from us
3) our independent capacity to make decisions for our patients within the confines of our scope of practice
4) ownership of our decision-making

Front 3

Current Status of Nursing-Values:
1)Respect for
2) Care for health problems regardless of
3) The patient’s right to
4) The relationship with our nursing and
5) Our total commitment to
4)

Back 3

1) human dignity
2) the nature of the health problem
3) self determination
4) non-nursing colleagues
5) the patient

Front 4

Current Status of Nursing-Barriers:
1) Def
2) Nursing knowledge is based on the human response to what is happening

Back 4

1) The lack of acknowledgement the nursing has a unique set of knowledge that in some manner is not entirely objective, observable and analytical.
2)tothe patient and encompasses the biophysical as well as psychosocial realms. It is holism, the mind, body, and spirit that make up the human-being.

Front 5

Current Status of Nursing-Types of Barries
1) Gender
2) Lack of clarity on what it means
3) Appearance
4) Health care organizations controlling
5) Health care colleagues such as those in medicine consider nursing an

Back 5

1) stereotyping
2) to call oneself a nurse
3) (changing norms on nursing dress)
4) nursing
5) Health care colleagues such as those in medicine consider nursing an

Front 6

Holistic Caring-Building a Nurse-Patient Relationship:
1) Patients value the affective dimension of nursing care. There are three
2) Providing presence (communicating caring)-

Back 6

1)Therapeutic presence, Recognizing an individual as unique, Keeping a close and attentive eye on the situation
2) The conscious intention to be present for another in a helpful and healing way, based on the unique needs of the patient, and the characteristics of the care giver

Front 7

Holistic Caring-Florence Nightingale:

Back 7

studied caring, and looked at caring from the philosophical and ethical point of view.

Front 8

Holistic Caring-Patricia Benner:

Back 8

describes excellent nursing practice as caring. This theory was based on the interpretation of caring through the stories of expert nurses. Caring means that persons, events, things, and projects matter to people. It means being connected.

Front 9

Holistic Caring-Madeleine Leininger:

Back 9

studied caring from a transcultural perspective. This theory stresses the importance of nurses’ understanding cultural caring behaviors. For caring to lead to cure, nurses need to learn culturally specific behaviors and words that reflect human caring in different cultures.

Front 10

Holistic Caring-Jean Watson’s:

Back 10

Theory of Caring is a holistic model for nursing that suggests that the conscious intention to care promotes healing and wholeness. The emphasis is on the nurse patient relationship

Front 11

Holistic Caring-Kristen Swanson’s:

Back 11

theory of caring consists of five principles: knowing, being with, doing for, enabling/empowering and maintaining belief.

Front 12

Holistic Caring-Ethics of Care:
1) Concerned with the relationship between
2) Places the nurse as the client’s
3) Gives priority to each client as a

Back 12

1) the client and nurse and the attitude of each toward the other
2) advocate who solves ethical dilemmas by creating a relationship
3) unique being

Front 13

Holistic Caring-Multidimensional Care Concepts:
1) Touch (2)
2) Listening (3)
3) Knowing the patient (3)

Back 13

1) a. Provides comfort
b. Creates a connection (Contact touch, Noncontact touch. Protective touch, andTask-oriented touch)
2) a. Creates trust
b. Opens lines of communication
c. Creates a mutual relationship
3) a. Develops over time
b.The core process of clinical decision making
c.Aspects of knowing include:
(Responses to therapy, routines, and habits, Coping resources, and Physical capacities and endurance)

Front 14

Holistic Caring-Multidimensional Care Concepts:
1) Spiritual Care (2)
2) Family Care (3)

Back 14

1) a) Spiritual health is achieved when a person can find a balance between their life values, goals and belief symptoms and those of others.
b) Spirituality offers a sense of interpersonal and transpersonal connectedness.
2) a) People experience life through relationship with others.
b) Caring does not occur in isolation from a client’s family.
c) Family is an integral resource.

Front 15

History of Nursing-4 Eras of Nursing:

Back 15

1.Pre-American Civil War-(The Florence Nightingales Era)

2. Civil War to the Early Twentieth century


3. World War II to the End of the Twentieth Century


4. The 21st Century

Front 16

History of Nursing-Historical Figures:
1) Clara Barton
2) Dorthea Dix
3) Mother Bickerdyke
4) Harriet Tubman

Back 16

1) Established the American Red Cross, is known as the “American Florence Nightingale.”
2) supervisor of the Union Army Nurses
3) organized the ambulance service to transport wounded soldiers to battle field hospital
4) rominent in the Underground Railroad

Front 17

History of Nursing-Historical Figures:
1) Mary Mahoney
2) Isabel Hampton Rob
3) Lillian Ward and Mary Brewster
4) Lavinia Dock

Back 17

1) the first professionally education African American nurse. A proponent of better relations between the races. Believed care should be provided regardless of race, color, or religion.
2) Formed the American Nurses Association
3) started the Henry Street Settlement to serve immigrants living in the tenements of New York city
4) proposed a standardized licensure for nurses

Front 18

History of Nursing-Florence Nightingale:
1) Believed the role of the nurse was to
2) Our first
3) An epidemiologist who analyzed statistics to show the connection between
4) Known as the lady with
5) Practices she advocated are still a part of

Back 18

1) help the body recover, and remain free from disease
2) nurse scientist
3) poor sanitation and disease such as cholera and dysentery
4) the lamp, she showed that fresh air, sanitation and nutrition were key aspects of treatment for wounded soldiers
5) twenty first century nursing.

Front 19

History of Nursing-American Civil War:
1) The American Civil War was the impetus that put nursing on a
2) 1903
3) 2 things began as a result

Back 19

1)v a fast track to becoming a profession
Nursing education moves into U.S. universities.
2) North Carolina becomes the first state to require a licensure exam.
3) Community health nursing began
Hospital based nursing care began

Front 20

History of Nursing-World War 2:
1) As world war II consumed health care workers, Congress funded two programs
2) #1 is important because
3) The war is important to nursing for establishing footing for
4) During the war, many black nurses found work in
5) Male nurses were not allowed to fill
6) In 1952, all state nursing associations lifted all

Back 20

1) The American Red Cross and the Cadet Nurse Corps. The ARC volunteer program led to 200,000 women becoming certified nursing assistants.
2) stratified professional practice leading to RN’s, LVN’s and CNA’s. In addition, once funding for nursing education in hospitals ended, nursing schools were able to assume accountability for the education of professional nurses.
3) Minority Nurses
4) hospitals, although the bias in the military continued until 1945, when restrictions were lifted, and black and other minority women were allowed to serve.
5) nursing positions in the military until 1955.
6) racial restrictions for membership.

Front 21

History of Nursing-The 21st Century:
1) The American Nurses Association established the center for
2) Nursing education has continued to evolve emphasizing
3) Significant events of this period include, .

Back 21

1) ethics which is a living document, revised to meet current ethical issues which affect nursing practice
2) changing social needs.
3) technology, bioterrorism, health care reform, re-emerging infections, disaster management (in a post-9/11 world). Globalization and changing demographics.

Front 22

Cultural Assessment-Ethnic Heritage:
1) Ask the history of the origins of the patients
2) Country of
3) Years in
4) Age when they came
5) What diseases are endemic to the

Back 22

1) culture
2) birth
3) this country
4) to this country
5) country of origin?

Front 23

Cultural Assessment-Biocultural History:
1) Note
2) Nutritional
3) Family History
4)Know key genetic

Back 23

1) skin color, body structure
2) preferences and deficiencies
3) of disease
4) diseases for specific groups

Front 24

Cultural Assessment-Social Organization:
1) Identify lines
2) Who are the
3) Observe patient interactions with

Back 24

1) hierarchy (who is the decision-maker?), patient, family, spiritual leader?
2) major support people
3) significant others

Front 25

Cultural Assessment-Religious & Spiritual Beliefs:
1) Ask the
2) Religious affiliation/
3) Observe religious icons of the
4) Determine the

Back 25

1) importance of religion
2) /restrictions or practices
3) person or in the room
4) spiritual support person

Front 26

Cultural Assessment-Communications Patterns:
1) Identify communication patterns and
2) Identify meaning of
3) Ask how the patient would like to be
4) What is the Primary and/or secondary
5) Is it appropriate to share
6) Use of

Back 26

1) forms (verbal, non-verbal, including eye contact, space and touch)
2) gestures
3) addressed
4) language
5) thoughts and feelings?
6) interpreter

Front 27

Cultural Assessment-Time Orientation:
1) Ask about plans for the
2) Are they from a culture that is

Back 27

1) future
2) past or future oriented

Front 28

Cultural Assessment-Experience with Professional Health Care Systems:
1) Ask about previous encounters with

Back 28

1) professional caregivers

Front 29

Cultural Assessment-Caring Beliefs/Cultural Healers:
1) Ask what types of
2) Ask if there are care providers used that are
3) What customs and beliefs surround
4) How much does the patient and family want to
5) What are beliefs about

Back 29

1) healing practices the patient engages in (patients may be hesitant to share)
2) culturally specific
3) transitions in life
4) know about their disease
5) pain and suffering

Front 30

Culture & Life Transitions-Pregnancy:
1) Vulnerable time
2) Embedded in
3) Illicit cultural responses from
4) Wish for health pregnancy is
5) Special diets/practices based on
6) Traditional fears may involve:
7) Cravings and PICA may be

Back 30

1) in all cultures
2) cultural context
3) future parents and surrounding persons
4) universal
5) Culture
6) bad luck, spirits, witchcraft
7) accepted and encourage

Front 31

Culture & Life Transitions-Childbirth:
1) Experiences of birth have cultural
2) Participation of men in the
3) Traditional

Back 31

1) implications (technology)
2) experience is culturally prescribed
3) care givers

Front 32

Culture & Life Transitions-Newborn:
1) Breast
2) Traditional care
3) Naming
4) Considered vulnerable in

Back 32

1) feeding
2) givers
3) pick a name?
4) all cultures

Front 33

Culture & Life Transitions-Postpartum:
1) All cultures consider this a
2) Special foods may be consumed based on
3) Culture will determine return of

Back 33

1) vulnerable time for women
2) return of balance
3) sexual relation

Front 34

Culture & Life Transitions-Grief & Loss:
1) Traditions are meaningful in
2) Emotional distress over the loss of a child may be less devastating in
3) Time of great
4) Grief is expressed differently based
5)Specific cultural attitudes towards

Back 34

1) all cultures
2) some cultures with high infant mortalities
3) spiritual and religious expression
4) on culture
5) organ donation, cremation, time of burial are present

Front 35

Nursing Interventions for Vulnerable Populations-Relationships:
1) Bring to consciousness
2) Establish a relationship with
3) Adopt a
4) Active

Back 35

1) biases or stereotypes
2) the patient/client
3) non-judgmental attitude
4) Listening

Front 36

Nursing Interventions for Vulnerable Populations-Priorities:
1) Start care with the
2) Build on early success to continue the
3) Follow clinical practice guidelines to ensure
4) Ensure linguistically
5) Ensure culturally
6) Eliminate barriers to

Back 36

1) patient’s priorities
2) health care relationship
3) equitable care for all (example: mammograms)
4) appropriate care
5) proficient care
6) care (transportation)

Front 37

Nursing Interventions for Vulnerable Populations-Primary Prevention:
1) Prevent acute illness by

Back 37

1) promoting primary prevention (immunization, education, nutrition, environmental safety)

Front 38

Nursing Interventions for Vulnerable Populations-Community Resources:
1) Utilize community resources considering
2) Teach skills to assist vulnerable persons access

Back 38

1) cost, eligibility and access
2) the health care system, advocating for self, using community resources

Front 39

Nursing Interventions for Vulnerable Populations-Political Activism:
1) Collaborate with other health care professionals to ensure
2) Assist in the recruitment of racially and ethnically diverse nurses

Back 39

1) what is needed for vulnerable people, families, and groups
2) into the profession

Front 40

Nursing Care for Spiritual Health-Self Care:
1) Indentify self care needs when working with

Back 40

1) high need populations to decrease burn out and frustration

Front 41

Nursing Care for Spiritual Health-Primary Prevention:
1) Prevent acute illness by

Back 41

1) promoting primary prevention (immunization, education, nutrition, environmental safety)

Front 42

Nursing Interventions for Vulnerable Populations-
Community Resources:
1) Utilize community resources considering
2) Teach skills to assist vulnerable persons access

Back 42

1) cost, eligibility and access
2) the health care system, advocating for self, using community resources

Front 43

Nursing Interventions for Vulnerable Populations-
Political Activism:
1) Collaborate with other health care professionals to ensure
2) Assist in the recruitment of racially and ethnically diverse nurses

Back 43

1) what is needed for vulnerable people, families, and groups
2) into the profession

Front 44

Self Care:
1) Indentify self care needs when working with

Back 44

1) high need populations to decrease burn out and frustration

Front 45

Nursing Care for Spiritual Health-Health Promotion:
1) Establishing presence
2) Supporting a healing relationship

Back 45

1) (being attentive, answering questions, being positive and encouraging (but realistic))
2) mobilizing the patient’s hope, support a positive attitude towards life; help the patient find an explanation for illness that is acceptable; support the patients spiritual resources and needs; allow the patient to exercise their beliefs and find spiritual comfort

Front 46

Nursing Care for Spiritual Health-Acute Care:
1) Support systems
2) Diet therapies
3) Supporting rituals-

Back 46

1) family and friends, spiritual advisors; facilitate administration of sacraments, rites, and rituals
2) consult with dietary to integrate dietary preferences into daily care. If the hospital cannot prepare food in accordance with religious needs, allow family to bring meals that fit into dietary restrictions
3) support the patient’s participation in spiritual rituals and activities; allow family members to plan prayer sessions; respect religious icons, prayer rugs, medals or crosses, ensuring they are safe

Front 47

Nursing Care for Spiritual Health-Restorative & Continuing Care:
1) Prayer
2) Meditation
3) Supporting grief work

Back 47

1) give patients privacy; encourage prayer when it is known that this is a source of coping; participate with patients in prayer if asked by the patient, and is appropriate; if prayer is not used as a comfort source for the patient, suggest alternatives such as music, books, poetry or other works selected by the patient
2) use guided imagery to help patients learn meditation
3) the nurses ability to enter into a therapeutic and spiritual relationship with the patient will support the patient during times of grief and loss

Front 48

Religious & Spiritual Practices
-Health Care Beliefs:
1) Spirituality may be a dynamic in the
2) Religious convictions may affect

Back 48

1) in the patient's understanding of the disease
2) health care decision making (Jehovah's Witness patients rejecting blood transfusions is a classic example)as well as issues such as food and fluid or ventilator support

Front 49

Religious & Spiritual Practices
-Response to Illness:
1) Spirituality may be a:

Back 49

1) patient need and may be important in patient coping

Front 50

Religious & Spiritual Practices-
Implications for Health and Nursing Care:
1) An understanding of the patient's spirituality is
2) Practicing presence—i.e.,
3) Listening
4) Obtaining a spiritual
5) Being attentive to all dimensions of patients and their families:
6) Incorporating spiritual practices as
7) Involving chaplains as members of the

Back 50

1) integral to whole patient care.
2) being fully present and attentive to patients and being supportive to them in all of their needs: physical, emotional, and spiritual
3) Listen...
4) history
5) body, mind, and spirit
6) appropriate
7) interdisciplinary health care team

Front 51

Spiritual Assessment-Assessment Tools:
1) Fundamental part of
2) Key to success is to focus on the aspects of
3) Should be
4) Many different spiritual

Back 51

1) the nursing assessment
2) spirituality that life experiences and events will most likely influence
3) ongoing
4) assessment tools available

Front 52

Spiritual Assessment-Faith & Belief:
1) Who or what provides the patient with
2) How would the patient describe their
3) What type of spiritual/religious support does
4) What does suffering mean
5) What are the patient's spiritual
6) How does your faith help the
7) What helps the patient get through this
8) How has illness affected the

Back 52

1) strength and hope?
2) philosophy of life?
3) the patient desire?
4) to the patient?
5) goals?
6) patient cope with illness?
7) health care experience?
8) patient and his/her family?

Front 53

Spiritual Assessment-Culture:
1) What are the patient’s values and
2) How close is the patient to

Back 53

1) culture of origin?
2) their culture of origin?

Front 54

Spiritual Assessment-Community:
1) What is the name of the patient's
2) Is there a role of
3) What support systems besides

Back 54

1) clergy, ministers, chaplains, pastor, rabbi?
2) church/synagogue in the patient's life?
3) family does the patient have?

Front 55

Spiritual Assessment-Ritual & Practice:
1) Does the patient use
2) How does the patient express
3) What spiritual or religious practices does

Back 55

1) prayer in their life?
2) their spirituality?
3) the patient participate in?

Front 56

Communication Needs-Developmental Levels:
1) Different developmental levels have
2) Infants-
3) Toddlers and preschoolers
4) Older children-
5) Adolescents-

Back 56

1) different communication needs.
2) touch, soft voice, physical contact
3) integrate parent, get to child’s level (i.e. bend or kneel), simple words and short sentences
4) allow children to talk without parent present, speak in a quiet, unhurried and confident voice, be honest, allow expression of fears, concerns, use techniques such as drawing, pictures, dolls
5) listen, undivided attention, do not judge or criticize or give opinions, respect privacy, encourage expression of feelings

Front 57

Communication Needs-Sociocultural Factors:
1) Demonstrate acceptance of the individual regardless of background by (6)?

Back 57

1) Active listening
2) Honesty
3) Avoiding talking “down” or being dismissive
4) Repeat information if necessary, do not assume lack of knowledge on the part of the patient
5) Have a cultural awareness related to degree of eye contact, personal space, gestures, loudness of voice, pace of speech, touch, silence, and meaning of language.
6) Avoid stereotyping, patronizing or making fun of other cultures

Front 58

Communication Needs- Gender:
1) o *Male and female communication patterns tend to
2) o Males communicate to
3) o Males tend not to talk about topics that are
4) Men use more
5) Men generally want others to know their

Back 58

1) be different
2) o achieve goals
3) personal or involve feelings
4) banter, teasing, and playful put-downs
5) accomplishments

Front 59

Communication Needs- Gender:
1) Women communicate to build
2) Women enjoy discussing
3) Women tend to downplay their
4) Women tend to speak
5) Practice gender sensitivity and
6)Avoid communication with

Back 59

1) connections with others
2) feelings and personal issues
3) achievements
4) indirectly, couching criticism and commands in praise or vagueness to avoid causing offense or hurt feelings
5) recognize patterns
6) sexual overtones, or male-female stereotyping

Front 60

Communication Needs- Sensory Impairments:
1) Listen
2) Ask simple
3) Allow time for
4) Use visual
5) Allow only one person to
6) Do not
7) Encourage the patient to speak if
8) Let the patient know if you do not
9) Collaborate with
10) Use communication

Back 60

1) Attentively
2) Questions
3) understanding and response
4) cues
5) speak at a time
6) shout or speak too loudly
7) possible
8) understand
9) Speach Therapist
10) Aids

Front 61

Sensory Impairments-For Patients who are cognitively impaired:
1) Reduce environmental
2) Ask one
3) Use simple
4) Speak to the patient in their
5) Be an attentive
6) Include

Back 61

1) distractions
2) question at a time
3) Sentences
4) chronological age (do NOT “baby” talk to an older adult with cognitive impairment!
5) listener
6) family and friends if able

Front 62

Communication Needs-Older Adults:
1) Allow extra time for
2) Avoid
3) Sit face to
4) Maintain
5) Speak
6) Use short, simple words and
7) Use charts, models and pictures and frequently
8) Give patients an opportunity to

Back 62

1) older patients.
2) distractions.
3) face
4) eye contact
5) slowly, clearly and loudly (do NOT shout).
6) sentences and stick to one topic at a time
7) summarize the most important points.
8) ask questions and express themselves

Front 63

Communication Needs-Non-English Speaking:
1) Speak in a normal
2) Establish a method for patient to
3) Provide an interpreter as
4) Develop communication
5) Translate basic words from
6) Have a dictionary on the unit that is

Back 63

1) tone of voice
2) signal the desire to communicate
3) needed, but recognize that there will be communication that will need to be done without an interpreter
4) board, pictures, or cards
5) native language into English for the patient to make basic request
6) in the primary language of usual patient populations

Front 64

Communication Process-Referent:
1) • Motivates one person to communicate with
2) • One a nursing

Back 64

1) another
2) unit this might be a need from a patient (i.e. I am in pain)

Front 65

Communication Process-Sender and Receiver:
1) Sender
2) Receiver
3) The more the sender and receiver have in common the more

Back 65

1)encodes and delivers the message
2) person who receives and decodes the message
3) likely they will accurately perceive one another’s meaning

Front 66

Communication Process-Messages:
1) • The content of the communication, may contain
2) • It is important for nurses to be aware of the messages theu

Back 66

1) verbal, nonverbal, and symbolic language
2) send, so patients can understand the information, avoid use of jargon (i.e. your wound margins are closely approximate, instead, your wound in healing and the edges are coming together”

Front 67

Communication Process-Channels:
1) Definition
2) Channels (3)

Back 67

1) • Means of conveying and receiving messages
2)
a. Visual:Facial expressions – send visual messages
b. Auditory: Spoken words – travel through auditory channels
c. Tactile:Touch – uses tactile channels

Front 68

Communication Process -Feedback:
1) The message returned by the
2) It indicates whether the

Back 68

1) receiver
2) meaning of the sender’s message was understood

Front 69

Communication Process-Interpersonal Variables:
1) Factors that are internal to both
2) Examples

Back 69

1) the sender and the receiver.
2) Sensing, interpreting and understanding events, Education level, Developmental level, Sociocultural background, Values and beliefs, Emotions, Gender, Physical health, Status, Roles and realtionships

Front 70

Communication Process-Environment:
1) Setting for the
2) Should be comfortable meeting the
3) Environmental distractions are common in

Back 70

1) communication interaction
2) the needs for safety
3) health care, try to minimize as much as possible (ask visitors to leave, turn off TV, shut door)

Front 71

Five Levels of Communication-Interpersonal:
1) One-to-One interaction between the nurse and
2) Often occurs
3) Meaningful interpersonal communication results in an

Back 71

1) the patient
2) face-to-face
3) exchange in ideas, problem-solving, expression of feeling, decision-making, goal accomplishment, team-building and personal growth

Front 72

Five Levels of Communication-Intrapersonal:
1) Referred to as
2) People’s thoughts strongly influence

Back 72

1) self-talk, self-verbalization, and inner-thought
2) perceptions, feelings, behavior, and self-concept

Front 73

Five Levels of Communication-Transpersonal:
1) • Interaction that occurs within
2) • Many persons use prayer, meditation, guided reflection, religious rituals or other means to communicate with their

Back 73

1) a persons’ spiritual domain
2) “higher power”

Front 74

Five Levels of Communication-Small Group:
1) Occurs when a small number of
2) Small groups are more effective when they are a

Back 74

1) persons meet together
2) workable size, have an appropriate meeting place, suitable seating arrangements, and cohesiveness and commitment among group members

Front 75

Five Levels of Communication-Public:
1) Interaction with an
2) Public communication requires special adaptations in

Back 75

1) audience
2) eye contact, gestures, voice inflection, and use of media materials to communicate message effectively

Front 76

Multidisciplinary Communication-Elements of Professional Communication:
1) what are the six elements?

Back 76

• Courtesy
• Use of names
• Privacy
• Trustworthiness
• Autonomy and responsibility
• Assertiveness

Front 77

Multidisciplinary Communication-Nurse-Health Team and Organizational Relationships:
1) • There is a significant relationship between the presence of excellent interaction and
2) • The more collaboration that nurses reported, the lower the risk of a
3) • Nurses need friendship, support, and guidance from one another to cope

Back 77

1) coordination of care among nurses and physicians and improved patient outcomes.
2) negative patient outcome.
3) with the stressors imposed by the professional nursing role, and must communicate in a caring way with colleagues and co-workers in order to build positive relationships.

Front 78

Multidisciplinary Communication-Conflict Resolution:
1) TJC requires that health care facilities have a
2) Key elements:(4)

Back 78

1) robust conflict resolution process in place
2) a. Separate the people from the problem.
b. Focus on interests, not positions.
c. Generate a variety of possibilities before deciding what to do.
d. Insist that the result be based on some objective standard

Front 79

Multidisciplinary Communication-Professional Boundaries:
1) The nurse must assume the role of professional
2) Use communication to help patients achieve
3) Socializing is important, but most always be focused on the needs of the
4) Be aware of the balance of power between health care provider and
5) Do not use the work environment as a

Back 79

1) helper, and know the patient as a human with unique needs
2) successful outcomes
3) of the patient and be outcome driven
4) patient
5) social network within the context of the work (gossiping, blaming others)

Front 80

Multidisciplinary Communication-Confidentiality:
1) Maintaining patient confidentiality is
2) Sharing personal information or gossiping about others violates
3) Team members directly involved in the patient care should only be given

Back 80

1) paramount
2) nursing ethical codes and practice standards
3) relevant information about the patient’s health status

Front 81

Multidisciplinary Communication-Team STEPPS Elements (Check-Back) (Call-Out):
1) Call-out
2) Check-back

Back 81

1) technique for communicating important or critical information by intentionally verbalizing a step in a process
2) - a process that uses closed-loop communication to ensure that information conveyed by the sender is understood by the receiver as intended

Front 82

Multidisciplinary Communication-QSEN:
1) This program addresses

Back 82

1) the elements of quality nursing care delivery focusing on the workforce culture.

Front 83

Forms of Communication-Verbal Communication:
1) Definition
2) Denotative
3) Connotative
4) Pacing-speed of the
5) Intonation-
6) Clarity and brevity
7) Timing and relevance

Back 83

1) Spoken or written words
2) Commonly understood
3) (interpretation based on thought, feelings, or ideas, for example a family who is told that a love one is in serious condition, may think the patient is near death, while the nurse interprets that to mean the patient will need on-going acute support to continue to progress towards wellness
4) Communication
5) the tone of voice, nurses who are good communicators pay attention to tone which provides a great deal of information about how the patient in feeling or what the energy level is
6) -keeping communication simple, direct and brief
7) this is so critical, for example you would not want to teach a patient about wound care while they are in acute pain. Ensure that your communication is appropriate for the patient needs and current status

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Forms of Communication-Nonverbal Communication:
1) Include all of the five
2) Body language
3) Eye contact
4) Gestures
5) Physical comfort zone
6) Facial expression

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1) senses and does not involve the spoken or written word
2) posture and gait
3) maintaining during communication shows interest and respect (be aware of cultural differences)
4) sighs, sobs, moans, groans can convey a great deal of information about a patient to the nurses
5) sitting at the bedside should be at about 18 inches to 4 feet
6) conveys emotion-surprise, fear, anger, happiness, pain. Remember patients often closely watch the nurses face when information is being asked or given. So when a patient asks, “will this hurt”, the nurse may say, “not much”, but in reality knows that the procedure causes pain to many patients, and allow that knowledge to be reflected in his/her expression

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Forms of Communication-Symbolic Communication:
1) Definition?

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• The verbal and nonverbal symbolism used by people to convey meaning. Examples are ART and MUSIC. Dreams, drawing, metaphorical language, children’s play and symptoms of illness all are symbolic forms of self expression.

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Forms of Communication-Metacommunication:
1) Communication about
2) A patient may say, “I feel fine”, but is tense with a furrowed brow. The nurse should be able to cue in to

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1) communication. This is the message within the message, so nurses must have developed effective interpersonal interaction skills
2) cue in to the non-verbal communication and further exploration of the patients feelings or needs

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Non-therapeutic Technique (Don’t) to Actions:
1) Listening
2) Observations
3) Empathy
4) Hope
5) Humor
6) Inappropriate humor
7) Silence

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1) Automatic responses
2) Giving personal opinions
3) Sympathy
4) False reassurance
5) Inappropriate humor
6) Approval or disapproval
7) Automatic responses

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Non-therapeutic Technique (Don’t) to Actions:
1) Information
2) Clarification
3) Focus
4) Paraphrasing
5) Asking Questions

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1) Asking for explanation “why are you so anxious”
2) Giving personal opinions
3) Changing the subject
4) Automatic responses
5) Asking personal questions

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Non-therapeutic Technique (Don’t) to Actions:
1) Summarizing
2) Self-Disclosure
3) Confrontation

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1) Defensive or passive or aggressive responses
2) Giving personal opinions or stories-focus on the nurse not the patient
3) Arguing “You did sleep all night, I heard you snore”

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Political Activism and Professional Organizations-ANA:

Back 90

The ANA’s purpose is to improve standards of health and the availability of health care to foster high standards for nursing, to improve the professional development and general and economic welfare of nurses.

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Political Activism and Professional Organizations-ICN:

Back 91

The International Council of Nurses (ICN) is a federation of more than 130 national nurses associations (NNAs), representing the more than 13 million nurses worldwide. It is operated by internationally leading nurses, ICN works to ensure quality nursing care for all, sound health policies globally, the advancement of nursing knowledge, and the presence worldwide of a respected nursing profession and a competent and satisfied nursing workforce.

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Political Activism and Professional Organizations-NLN:

Back 92

The NLN sets standards for excellence and innovation in nursing education to prepare the workforce to meet the needs of diverse populations.

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Political Activism and Professional Organizations-Center for Nursing Advocacy:

Back 93

Seeks to increase public understanding of the role nurses play in health care, balanced media portrayal of nurses and increased use of nurses as resources for media portrayals.

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Political Activism and Professional Organizations-AACN

Back 94

The national voice for baccalaureate and graduate-degree nursing education, serves the public interest by providing standards and resources, and by fostering innovation to advance professional nursing education, research and practice.

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Political Activism and Professional Organizations-Sigma Theta Tau:

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The nursing honor society that fosters, develops, and connects nurse scholars and leaders in practice, research and education to improve health care world wide.

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Nursing Impact on Politics-Nurses should:
1) Use the nursing process as 2) Collect
3) Identify the
4) Set goals and
5) Put the plan
6) Analyze the effectiveness of

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1) a framework:
2) data
3) problem
4) develop a strategy
5) into action
6) the plan

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Nursing Impact on Politics-Nurses should:
1) Make telephone
2) Personal
3) Attend
4) Testify at
5) Use the
6) Electioneering
7) Run for

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1) calls
2) visits
3) meetings
4) meetings
5) internet
6) idk
7) office

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Nursing Impact on Health Policy- Nurses should:
1) Become knowledgeable about the•
2) Educate
3) Join professional
4) Support
5) Mentor new nurses in
6) Join self governance bodies at
7) Participate in outcomes based
8) How many RN in the US?

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1) process of the creation of health policy
2) key players (legislators, community leaders), and the public about important issues
3) nursing organizations
4) coalition building
5) understanding policy
6) work
7) research
8) 2.9 million