Nursing 100 Readings - Mike B

Front 1

Phenomology

Back 1

The study of someones lived experience

Front 2

Disease

Back 2

State of ill heath

Front 3

Illness

Back 3

subjective experience of loss of health

Front 4

Health

Back 4

an objective process of functional stability, balance & integrity

Front 5

Wellness

Back 5

the subjective experience

Front 6

3 Classifications of Health

Back 6

1. Health as Stability

2. Health as Actualization

3. Health as Stability & Actualization

Front 7

3 Historical Approaches to Health

Back 7

Medical, Behavioural, Socioenviromental

Front 8

Prereqs for Health (WHO 1986) (9)

Back 8

Peace, Shelter, Education, Food, Income, Stable Ecosystem, Sustainable Resources, Social Justice, Equality

Front 9

Empowerment

Back 9

a person's ability to define, analyze & solve problems

Front 10

What were added to the prereqs for health in the Jakarta Declaration 1997

Back 10

Empowerment of women, social security, respect for human rights, social relations. Declared poverty to be the greatest threat to health

Front 11

What does working 'downstream' mean?

Back 11

Assisting people experiencing the negative health effects

Front 12

What does working 'upstream' mean?

Back 12

Working with people before problems come up. What could have been done?

Front 13

Health Disarities Task Group Said:

Back 13

Socioeconomic status, aboringinal identity, gender & geographic location most important factors related to health disparities

Front 14

Major Determinant of Health (12)

Back 14

1. Income and Status 2. Social Support Networks

3. Education and Literacy 4. Employment and Working conditions 5. Physical Environment 6. Biological and Genetic Endowment 7. Individual Health Practices and Coping Skills 8. Healthy Child Development 9. Health Services 10. Gender 11. Culture 12. Social Environments

Front 15

What are the three levels of disease prevention?

Back 15

Primary prevention (against disease), Secondary prevention (early detection) , tertiary prevention (minimizing disability from disease, maximizing productivity with limitations)

Front 16

5 Health Promotion Strategies

Back 16

1. Build Healthy Public Policy

2. Create Supportive Enviroments

3. Strengthen Community Action

4. Develop Personal Skills

5. Reorient Health Services

Front 17

What is this?

Back 17

It s the population health promotion model. Who: with whom can we act (society), What: on what can we take action (health-areas), How: How can we take action to improve health (Ottawa Charter Action Strategies), Why: Why take action? (use before available information)

Front 18

what does this diagram mean?

Back 18

PHC model focuses on collaboration among health professionals, community members, and others working intersectorally , emphasizing health promotion, development of health policies, and prevention of disease for all.

Front 19

population

Back 19

collection of individuals who have in common one or more personal or environmental characteristic.

Front 20

community

Back 20

a group of people that share a geographic dimension and a social dimension.

Front 21

primary health care

Back 21

focuses on education, rehab, support services, health promotion, disease prevention

Front 22

public health

Back 22

safeguards & improves the health of populations in the community

Front 23

Social Justice

Back 23

Rooted in the notions of social responsibility and fairness

Front 24

What is the 'Chain of Infection'?

At each stage give an example of a way to break the chain.

Back 24

Infectious Agent (Diagnosis/Teatment)->Source

(Education/policy, Enviromental Sanitation, Disinfection)->Exit (Handwashing, Control of Excretion & Secretions)->Means of Transmission (Isolation, Food Handling, Enviromental Sanitation, Disinfection, Handwashing)->Portal of Entry (First Aid, Personal Hygiene, Handwashing)->Susceptible Host (Treatment of underlying Diseases, immunization)

Front 25

Categories of Vulnerable Populations

Back 25

Poor and Homeless People, People in Precarious Circumstances, People with Chronic Conditions and Disabilities, People who Engage in Stigmatizing Risk Behaviour

Front 26

Values of Community Health Nurse (6)

Back 26

Caring, Public Health Care, Multiple Ways of Knowing, Individual & Community, Partnership, Social Justice, Empowerment

Front 27

Different modes of Transmission (5 ways)

Back 27

Contract Transmission (Direct Contact, Indirect Contact), Droplet Transmission, Airborne Transmission, Vehicle Transmission, Vectorborne Transmission

Front 28

Stigma

Back 28

a mark of disgrace associated with a particular circumstance, quality, or person.

Front 29

Medical Approach to Health

Back 29

emphasized that medical intervention restores health. New technological and scientific medical advances facilitated medical approach. National health insurance was created... (illness care)

Front 30

Behavioural Approach to Health

Back 30

1974 Lalonde Report shifted from medical approach to behavioural approach. Four broad health determinants: lifestyle, environment, human bilogy and organization of health care. Lifestyle received the most attention. Improvements mades primarily by well-educated, well-employed, and higher income canadians.

Front 31

Socioenviromental Approach to Health

Back 31

Closely tied to social structures... emphasizes the social context of health and the relationship between personal health behaviours and social and physical environments. Emphasizes connectedness, self efficacy and capacity to engage in meaningful activities.

Front 32

Achieving Health for All (1986)

Back 32

Canada's blueprint for achieving the WHO goal of 'health for All 2000'. Identified three major health challenges - reducing inequities, increasing prevention, and enhancing coping mechanisms.

Front 33

3 Levels of Critical Thinking

Back 33

Basic - learner trusts experts

Complex - analyze and examine choices more independantly

Commitment - anticipate the need to make choices without assistance from other professionals

Front 34

Pathogens

Back 34

a microorganism such as a virus, bacterium, prion, fungus or protozoan, that causes disease in its host.

Front 35

Immunocompromised

Back 35

a person who's immune system's ability to fight infectious disease is compromised or entirely absent.

Front 36

Pathogenicity

Back 36

the potential capacity of a certain species of microbes or viruses to causes a disease.

Front 37

Normal Defence Mechanisms Against Infection

Back 37

Skins, sweat, lungs, etc

Front 38

Epidemiology

Back 38

the science that studies the patterns, causes, and effects of health and disease conditions in defined populations

Front 39

Growth

Back 39

Quantitative, measurable, aspect of an individual's increase in physical measurements. Height, weight, teeth, skeletal structures, sexual characteristics. physical Growth is not only genetic but also affected by other contextual factors such as socioeconomical status.

Front 40

Development

Back 40

Progressive and continuous process of change, leading to increased skill and capacity to function. Result of complex interactions between biological and environmental influences.

Front 41

Mechanisms of Deveopment

Back 41

Explanatory components of each developmental theory or the means by which the developmental tasks are achieved.

Front 42

Box 21-1 Cultural Aspects of Care

Back 42

Each cultural background needs to be work with in nursing so that is is congruent with the patients beliefs and values. Aboriginal Cultures -> Circle of Life (in harmony with cycle of life of nature)

Front 43

Genetic Factors/Natural Factors

Back 43

Heredity (genetic endowment) , Temperament (psychological mood with which the child is born.. influences interactions between an individual and environment)

Front 44

Environmental Factors

Back 44

Family; Peer Group; Health Environment; Nutrition; Rest, Sleep, Exercise; Living Environment; Political and Policy Environment

Front 45

Interacting Factors

Back 45

Life Experiences; Prenatal Health; Sate of Health

Front 46

Organicism (tradition)

Back 46

a theoretical focus on the organism itself. Development is a result of biologically driven behaviour and the person's adaption to the environment

Front 47

Psychoanalytic and Phychosocial Tradition

Back 47

Development of personality, thinking, behaviour, and emotions. Thought to occur with varying degrees of influence from internal biological forces and external societal and cultural forces.

Front 48

Mechanistic Tradition

Back 48

Organism is similar to a machine. Development depends on the level of stimulation, kind of stimulation and the history of stimulation from the environment. Behaviour is seen as responsive to environmental forces rather than driven only by internal causes such as maturation.

Front 49

Contextualism (tradition)

Back 49

focus on the relationship between the individual and his or her social context. The individual and environment are viewed as mutually influential, acting on one another in dynamic interaction.

Front 50

Dialecticism (tradition)

Back 50

All developmental theories are considered mutually interactive. Keys element is to incorporate multiple contexts.

Front 51

Population Health Approach

Back 51

Keating & Hertzman's model which considers human development a population phenomenon. Strong association between the health of populations, developmental outcomes, and the social and economic forces affecting the larger society.

Front 52

Developmental Health

Back 52

the physical and mental health, well being, coping, and competence of human populations.

Front 53

Resilience (theory)

Back 53

The maintenance of positive adjustment under challenging life conditions.

Front 54

Critical Thinking

Back 54

a process and a set of skills. Use of logic and reasoning to make accurate clinical judgements and decisions.

Front 55

Evidence-informed knowledge

Back 55

knowledge based on research or clinical expertise. Makes you an informed critical thinker

Front 56

Clinical Decision-making process (The Nursing Process)

Back 56

Skills: Interpretation, Analysis, Inference, Explanation, Self-Regulation

Dispositions or Habits: Truth Seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence, Inquisitiveness, Maturity

Front 57

basic critical thinking

Back 57

a learner trusts that experts have the right answers for every problem

Front 58

complex critical thinking

Back 58

begin to separate your thinking processes from those of authorities and to analyze and examine choices more independently.

Front 59

commitment (to critical thinking)

Back 59

anticipate the need to make choices without assistance from other professionals, then you assume responsibility and accountability for those choices.

Front 60

Five Components of critical thinking

Back 60

1. Specific Knowledge Base

2. Experience in Nursing

3. Critical Thinking Competencies

4. Attitudes for critical thinking

5. Standards for critical thinking

a. intellectual standards

b. professional standards

Front 61

Box 11-4: Decision making by Baccalaureate Nursing Students

Back 61

Students at all levels of program decribed five key kinds of decisions: Assessment, Intervention, Resource, Communication and Action.

Front 62

Family Nursing

Back 62

based on the assumption that every person, regardless of age, is a member of some type of family form and carrier family experiences that have profound influences on their lives and approach to health care. The goal is to help the family and its individual members achieve and maintain optimal health throughout and beyond the illness experience.

Front 63

family

Back 63

a set of relationships that each patient identifies as family or as a network of individuals who influence each other's lives, regardless of whether actual biological or legal ties exist.

Front 64

Family forms (8)

Back 64

Patterns of people considered by family members to be included in the family.

(Traditional Nuclear, Extended, Step-Family, Blended Family, Lone-Parent Family, Married & Common Law Couples, Intergenerational, Same Sex couples)

Front 65

Blended Families

Back 65

Formed when both parents bring children from previous relationships into a new, joint living situation or when children from the current union and children from previous unions are living together.

Front 66

Married Persons/Common Law

Back 66

without children

Front 67

Same Sex Couples

Back 67

Same Sex couples with or without children

Front 68

Traditional Nuclear Family

Back 68

Consists of a mother and father and their children

Front 69

Step-Families

Back 69

Formed when at least one child in a household is from a previous relationship of one of the parents

Front 70

Lone Person Families

Back 70

Consists of one parent and one or more children. The lone-parent family is formed when one parent leaves the nuclear family because of death, divorce, or desertion or when a single person decides to have or adopt a child.

Front 71

Extended Families

Back 71

Includes the nuclear family and other relatives (perhaps grandparents, aunts, uncles, cousins)

Front 72

Intergenerational Families

Back 72

Grandparents taking care of Grandchild

Front 73

Hardiness

Back 73

internal strengths and durability of the family unit and is characterized by a sense of control over the outcome of life, perceiving change as beneficial and growth producing, and active rather than passive approaches to stressful events.

Front 74

Resiliency

Back 74

ability to cope with expected and unexpected stressors. roles changes, developmental milestones and crises.

Front 75

Family as Context

Back 75

focus either on the individual patient within the context of his or her family or on the family with the individual as context.

Front 76

Family as Client

Back 76

focus on entire family; its processes and relationships,. Family patterns and interactions among family members are the focus, rather than individual characteristics.

Front 77

Relational Inquiry

Back 77

an approach that asks nurses to expand their contextual knowledge of families, developing a more in-depth and comprehensive consideration of the historical, economic, political, social, environmental and geographical influences at play when families encounter illness or other difficulties related to life transitions.

Front 78

Calgary Family Assessment Model

Back 78

a relational, strengths-focused practice model that guides nurses in the completion of comprehensive family assessment. Focuses on three major categories of family life: structure, developmental and functional dimensions.

Front 79

Structural Assessment

Back 79

Assessment:

Internal Structure (people who are included in family and relationships)

External Structure: relationships family shares with peopel and institutions outside family unit

Context: whole situation or backgroud relevant to the family

Front 80

Developmental Assessment

Back 80

Assessing the development of the family. Can help nurses to promote health during expected family life-cycle transitions and experiences of illness.

Front 81

Functional Assessment

Back 81

focuses on how family members interact and behave toward each other

Front 82

Genogram (basic index)

Back 82

a sketch of the family structure and relevant information about family members.

Square - Male

Circle - Female

Square or circle inside - Index person

X inside - Death (give date)

Front 83

Ecomap

Back 83

sketch of family's relationship with persons and groups outside the family. Family members who share the household are depicted in the center of the ecomap and various important extended family members or larger systems are sketched in to show their relationship to the family.

Front 84

Commendation

Back 84

a conversational statement emphasizing family strengths and abilities. Could include: clear communication, adaptability, health boundaries, support and nurturing among family members, and the use of crisis for growth.

Front 85

Reciprocity

Back 85

Giving and Receiving

Front 86

Respite

Back 86

Having someone come in to give a break so that burnout is reduced.

Front 87

Attributes of Health Families

Back 87

able to integrate the need for stability with the need for growth and change. The family can be viewed as context, in which you focus on either the individual patient within the context of his or her family or on the family with the individual as context, or the family can be viewed as patient, in which you focus on family interactions.

Front 88

How is stress conceptualized?

Back 88

Physiological conceptualizations (SAM, Fight or Flight) and psychological conceptualizations (cognitive)

Front 89

Define Biological Systems involved in stress responses

Back 89

Focused Mental Activity, Dialated Pupils, Bronchiolar Dialation, Increased Respiratory Rate, Increased Heart Rate, Increased Cardiac Output, Increased Glucose, Increased Fatty Acids, Increased Arterial Blood Pressure, Increased blood flow to skeletal muscles.

Front 90

How can overwhelming stress or chronic stress affect health?

Back 90

1. serious or long-standing physical and mental health problems

2. choosing coping strategies that are unhealthy

3. Ignoring warning signs or illness

4. Neglecting to take prescribed medications or treatments

Front 91

Acute Stress Disorder

Back 91

limited to the month after experiencing, witnessing or being confronted with a traumatic event. A reaction of intense far, hopelessness, or horror.

1. Dissociative Symptoms 2. Reaccuring Symptoms (i.e.Flashbacks) 3. Marked avoidance of stimuli 4. hyperarousal 5. symptoms emerge between two days and four weeks after traumatic event

Front 92

Post-traumatic stress disorder

Back 92

symptoms persistent, and have endured for month than one month.Clusters are similar to those of acute stress disorder with less emphasis on dissociative symptoms.

Front 93

How do stress theories integrate into nursing theories?

Back 93

They can be implement to a individual, family or community.

Front 94

Stress Management Techniques for coping?

Back 94

Regular Exercise, Support Systems, Time Management, Guided Imagery and Visualization, Progressive Muscle Relaxation, Assertiveness Training, Journal Writing

Front 95

How can stress in the workplace affect health care providers?

Back 95

Burnout

Front 96

Sleep

Back 96

a universal, dynamic, highly organized, physiological, and behavioural state required by most living organisms to maintain health and well-being.

Front 97

Sleep Vs. Rest

Back 97

a

Front 98

Stages of sleep cycle

Back 98

Stage 1: Nonrapid Eye Movement (light level)

Stage 2. Nonrapid Eye Movement (period of sound sleep)

Stage 3: Nonrapid Eye Movement (initial period of deep sleep)

Stage 4: Nonrapid Eye Movement (deepest period of sleep)

Stage 5: Rapid Eye Movement (dreaming... usually beins about 90mins after sleep has begun)

Front 99

Sleep Disorders

Back 99

Insomnias, Sleep Apnea, Excessive Sleeping (Narcolepsy), Parasomnias (Sleep Walking, Terrors)

Front 100

Normal Sleep Requirements, Patterns

Back 100

NeoNates: about 16hours

Infants (3 months): 12-14hrs

Toddlers: 12 to 14hrs

Preschoolers: 13hrs

School-aged: 9-10hrs

Adolescents: not enough

Young Adults: 6-8.5hrs

Middle Adults: Time begins to decline

Older Adults: can be change in patterns

Front 101

Factors that affect sleep

Back 101

Drugs, Lifestyle, Usual sleep patterns, Emotional Stress, Environment, Exercise & Fatigue, Food and Caloric Intake

Front 102

Process of 'assessing' sleep patterns

Back 102

Ask Patients. Write good sleep at one end of stick, worst sleep at other and get them to mark.

Front 103

Betty Neuman's Systems Model

Back 103

Front 104

How does Neuman's systems model promote optimal wellness through use of primary, secondary and tertiary prevention strategies?

Back 104

goal of primary to promote patient wellness by stress prevention and reduction of stress factors. Secondary occurs after symptoms appear. Tertiary prevention begins when the patients becoming more stable and recovering.