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42 Cards in this Set
- Front
- Back
Diagnosis-related Groups (DRGs) |
Each group has a fixed reimbursement amount with adjustments based on case severity, rural, urban regional costs, and teaching costs. |
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Managed Care |
Health care system receives a pre-determined capitated payment for each patient enrolled in the program. |
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Integrated Delivery Networks (IDNs) |
Include a set of providers and services organized to deliver a continuum of care to a population of patients at a capitated cost. |
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Primary Health Care |
Prenatal and Well baby care, nutrition counseling, family planning, exercise classes |
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Preventive Care |
Blood pressure and cancer screening, immunizations, mental health counseling and crisis prevention, community legislation |
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Secondary Acute Care |
Emergency care, acute medical surgical care, radiological procedures for acute problems |
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Tertiary Care |
ICU, subacute care |
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Restorative Care |
Cardiovascular and pulmonary rehab, sports medicine, spinal cord injury programs, home care |
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Continuing Care |
Assisted living, psychiatric and older adult day care |
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Discharge Planning |
Safe and effective use of meds and equipment, instruction on food-drug interactions and modified diet, rehab techniques, access to available and appropriate community resources, when and how to obtain further treatment, patient and families responsibilities of health needs and how to carry those out, when to notify health provider of new changes/symptoms |
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Respite Care |
Service that provides short term care or time off for people providing home care to an ill, disabled, of frail older adult. |
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Competencies for 21st Century |
Provide patient centered care, work in interdisciplinary teams, use evidence-based practice, apply quality improvement, use informatics. |
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Patient-Centered Care |
Respect values, preferences, and expressed needs Coordination and integration of care Information, communication, and education Physical comfort Emotional support and relief of fear and anxiety Involvement of family and friends Transition and continuity Access to care |
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Nursing Sensitive Outcomes |
Patient's symptom experiences, functional status, safety, psychological distress, RN job satisfaction, total nursing hours per patient day, and costs. |
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Nursing Quality Indicators |
Patient falls, patient falls with injury, pressure ulcers (community acquired, hospital acquired, unit acquired), staff mix, nursing hours per patient day, RN surveys on job satisfaction and practice environment scale, RN certification and education, pediatric pain assessment cycle, pediatric intravenous infiltration rate, psychiatric patient assault rate, restraint prevalence, nurse turnover, hospital acquired infections of ventilator-associated pneumonia, central-line associated bloodstream infection, catheter-associated UTI |
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Vulnerable Populations |
Children, women, older adults, impoverished people, homeless people, immigrants, drug users, mentally ill, and abused people. Groups of patients more likely to develop health problems as a result of excess health risks, who are limited in access to health services, or depend on others for care. |
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Nursing Informatics |
Uses information and technology to communicate, manage knowledge, mitigate error, and support decision making. |
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Domain |
Perspective of a profession. It provides the subject, central concepts, values and beliefs, phenomena of interest, and central problems of discipline. |
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Paradigm of nursing |
A pattern of thought that is useful in describing the domain of a discipline. Includes four links: the person, health, environment/situation, and nursing. |
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Nursing paradigm |
Directs the activity of the nursing profession, including knowledge development, philosophy, theory, educational experience, research, and practice. |
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Nursing Theory |
Conceptualisation of some aspect of nursing that describes, explains, predicts, or prescribes nursing care. |
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Theory |
Contains a set of concepts, definitions, and assumptions or propositions that explain a phenomenon. |
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Input |
Data or info that comes from a patient's assessment. |
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Output |
End product of a system. |
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Feedback |
Serves to inform a system about how it functions. |
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Content |
Product and information obtained from the system. |
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Maslow's Hierarchy of Needs |
1. Air, water, food 2. Safety, Security 3. Love, belonging, sex 4. Self esteem, self confidence, achievement, self worth 5. Having the ability to cope realistically in life situations |
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Nightingale's Theory |
Nurse manipulates patient's environment to include appropriate noise, nutrition, hygiene, light, comfort, socialization, and hope. |
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Peplau's Theory |
Nursing is a significant, therapeutic, interpersonal process. Nurses participate in structuring healthcare systems to facilitate interpersonal relationships. |
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Henderson's Theory |
Work independently with other healthcare workers assisting patients in gaining independence as quickly as possible, help patient gain lacking strength. |
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Orem's Theory |
Care for and help patient attain total self-care. |
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Leininger's Theory |
Transcultural care theory that focuses on caring for different cultures. |
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Neumann's Theory |
Focuses on stress reduction by using primary, secondary, and tertiary care. |
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Roy's Theory |
Help patient to adapt to physiological, psychological, and sociological environments. |
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Watson's Theory |
Promote health, restore patient to health, and prevent illness by using the science of caring. |
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Benner and Wrubel's Theory |
Focus on patients need for caring as a means of coping with stressors of illness. |
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Chronic Venous Leg Ulcers |
When an area of skin breaks down to reveal underlying flesh. More common in older people. |
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Ancillary |
Person that provides necessary support to the primary activities or operation of an organization. |
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Diaphoresis |
Sweating profusely from a disease or medication. |
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Autonomy |
The state of existing or acting separately from others. |
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Evidence Based Practice |
A problem solving approach to clinical practice that integrates the conscientious use of best evidence in combination with a clinicians expertise and patients preferences and values in making decisions about patient care. |
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Steps of evidence based practice |
Ask a clinical question. Collect the most relevant and best evidence. Critically appraise the evidence gathered. Integrate all evidence with your clinical expertise and patients preferences and values in making a decision. Evaluate the decision. Share the outcomes of EBP changes with others |