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150 Cards in this Set

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ADVENTITIOUS SOUNDS
ABNORMAL BREATH SOUNDS
ANTIPYRETIC
FEVER REDUCER
APNEA
ABSECNCE OF BREATHING
AUSCULTATION
LISTENING FOR SOUNDS WITHIN BODY
BLOOD PRESSURE
FORCES OF BLOOD AGAINST ARTERIAL WALLS
BRADYCARDIA
PULSE RATE <60 BPM
CIRCADIUM RHYTHM
RHYTHM THAT COMPLETES A FULL CYCLE IN 24 HOURS
CONDUCTION
TRANSFER OF HEAT BY DURECT CONTACT
CONVECTION
DISSEMINATION OF HEAT BY MOTION BETWEEN AREAS OF UNEQUAL DENSITY
CORE TEMP
TEMPERATURE OF INTERNAL AREAS OF THE BODY
CRISIS
BODY TEMP DROPS RAPIDLY TO NORMAL
DIASTOLIC PRESSURE
THE LEAST AMOUNT OF PRESSURE EXERTED ON ARTERIAL WALLS
DYSPNEA
DIFFICULT BREATHING
DYSRHYTHMIA/ ARRHYTHYMIA
IRREGULAR PATTERN OF HEART BEAT
ESSENTIAL HYPERTENSION
ABNORMALLY ELEVATED BLOOD PRESSURE
EUPNEA
NORMAL RESPIRATIONS
EVAPORATION
CONVERSION OF LIQUIS TO VAPOR
EXHALATION
ACT OF BREATHING OUT (EXPIRATION)
EXTERNAL RESPIRATIONS
ACT OF LUNG VENTILATION (02 ABSORPTION CO2 ELIMINATION)
FEVER
ELEVATIONABOVE NORAML TEMP
FRICTION RUB
CRACKLING SOUNDS HEARD IN THE CHEST CAVITY
HOMEOPATHIC
ABILITY TO REGULATE AND MAINTAIN NORMAL TEMP
HYPERPYREXIA
HIGH FEVER OVER 105.8
FAHRENTHEIT CONVERSION
CTEMP X 9/5+32
HYPERTENSION
140/90
HYPOTENSION
BELOW LOWER LIMITS SYSTOLIC <90
HYPOTHERMIA
BELOW NORMAL TEMP
INHALATION
ACT OF BREATHING IN
INSPIRATION
ACT OF BREATHING IN
INTEMITTENT FEVER
FEVER AND NORMAL TEMP ALTERNATING LIKE WHEN YOU USE TYLENOL 103 - 98- 103 - 98
LYSIS
GRADUAL RETURN OF BODY TEMP TO NORMAL
ORTHOPNEA
WHEN BREATHING BECOMES EASIER WHEN CLIENT IS SITTING OR STANDING
ORTHOSTATIC HYPOTENSION
TEMPRARY FALL IN BP WHEN PT STANDS
PALPITATION
PERCEPTION OF ON OWNS HEARTBEAT
POLYPNEA
FAST RESPIRATION AKA TACHYPNEA
PREMATURE BEAT
IRREGULAR RHYTHM
PULSE DEFICIT
DIFFERENCE BETWEEM APICAL PULSE AND RADIAL PULSE
PULSE PRESSURE
DIFFERENCE BETWEEN SYSTOLIC AND DYSTOLIC
RADIATION
DISSEMINATION OF HEAT BY ELECTROMAGNETIC
RALES
ABNORMAL LUNG SOUNDS LIKE CRACKLING
RELAPSING FEVER
BODY TEMP THAT RETURNS FOR NORMAL FOR 24 HOURS AND THEN FEVER RETURNS
REMITTENT FEVER
BODY TEMP THAT FLUCTUATES SEVERAL DEGREES ABOVE NORMAL BUT DOES NOT REACH NORMAL BETWEEN FLUCTUATIONS 104 - 102-103 - 101
RHONCHI
ABNORMAL CONTINUOS SOUNDS BY DRY COURSE HEARD OVER LARGE AIRWAYS MAY CLEAR WITH COUGHING
SECONDARY HYPERTENSION
ELEVATED BP CAUSED BY PATHOGEN
SPHYGMOMANOMETER
INSTRUMENT FOR BP
STERTOROUS BREATHING
NOISY RESPIRATION - LIKE SNORING
STRIDOR
HARCH HIGH PITCHED SOUND HEARD ON INSPIRATION
SYSTOLIC PRESSURE
HIGHEST POINT OF PRESSURE
TACHYCARDIA
PULSE ABOVE 100
VITAL SIGNS
BP, TEMP, O2 SAT, PULSE, RR, PAIN
WHEEZE
CONTINUOS HIGH PITCHED SOUNDS
FEVER
TEMP OVER 100.4
CELSIUS CONVERTER
F - 32 X 5/9
PULSE
60 - 100
PULSE SITES
BRACHIAL, CAROTID, TEMPRAL, DORSALIS PEDIS, POPLITEAL, FEMORAL, RADIAL, APICAL, POSTERIOR TIBIAL
APICAL
4 - 5TH INTERCOSTALS SPACE MIDCLAVICULAR - TAKEN FOR 1 MINUTE
RESPIRATION
14 -22 ADULT
VENTILATION
MOVEMENT OF AIR BETWEEN ATMOSPHERE AND LUNGS
DISTRIBUTION
DISBURSEMENT OF AIR THROUGH THE LUNGS
DIFFUSION
MOVEMENT OF GAS TO AN AREA OF LOWER CONCENTRATION
PERFUSION
DISTRIBUTION OF RBCS THROUGH VASCULAR BED
INCREASES METABOLIC ACTIVITY
FEVER, EXERCISE, WOUND HEALING, PREGNANCY, HORMONES
BRADYPNEA
LESS THAN 12 BPM
HYPERPNEA
GREATER DEPTH OF RESPIRATION
O2 SAT
99-100 OPTIMAL UNDER 95% PROBLEM
BLOOD PRESSURE
120/80 ADULT 140/90 HYPERTENSION
BP ERRORS HIGH READINGS
CUFF TO NARROW, CLIENT NOT AT REST, REPEAT TO SOON, CIFF TO LOOSE, DEFLATE TO QUICKLY, DELFATE TO SLOWLY, CLIENT IN PAIN
BP ERRORS LOW READINGS
CUFF TO WIDE, REPEAT TO SOON, ARM ABOVE HEART
HYPO TENSION
SYSTOLIC BELOW 90
PUPILLARY RESPONSE
NORMAL SIZE 3-6MM, ROUND, BRISK RESPONSE
PERRLA
PUPILS EQUAL, ROUND, REACTIVE, TO LIGHT AND ACCOMADATION
CO2 CONSUMPTION
FOR EVERY 1C 13% META GOES UP
CIRCADIUM OF TEMP
4-6AM LOWEST TEMP/ 6PM HIGHEST
NSAIDS
IBUPROFEN, ACETAMINOPHEN, ASPIRIN
SA NODE
PACEMAKER
RACE
REMOVE, ACTIVATE ALARM, CONFINE, EXTINGUISH, EVACUATE
TYPE A FIRE
CLOTH , PLASTIC, PAPER RUBBER WOOD
TYPE B
GAS, GREASE, OIL, LACQUER, TAR
TYPE C
APPLIANCE, CIRCUIT BREAKERS,
ABC
used on any fire
GOALS
MUST BE MESURABLE, REALISTIC, OVERALL GOAL IS REMAINING FREE FROM INJURY, DONE IN COLLABORATION, PRIORITIZED,
MEDICAL ASEPSIS
HANDWASHING, USE OF GLOVES, ROUTINE CLEANING, CLEAN TABLES
SURGICAL ASEPSIS
STRERILE TECHNIQUE, OR L&D. CLIENTS BEDSIDE (IV & URINARY CATHETERS, DRESSINGS)
INTRAPERSONAL
INSIDE 1 HEAD TO THEMSELF
INTERPERSONAL
1 ON 1 , MOST USED IN NURSING
TRANSPERSONAL
SPIRITUAL
SMALL GROUP
1 PERSON , COMMON GOAL
PUBLIC
EYE CONTACT, GESTURES, IN FRONT OF LARGE AUDIENCE
REFERENT
MOTIVATION TO TALK
SENDER
WHOS SPEAKING
RECEIVER
GETTING AND DECOSING MESSAGES, MSG CAN BE ALTERED BY RECEIVER
CHANNEL
WAY MSD IS SENT VISUAL AUDITORY, TOUCH
MESSAGE
CONTENT - VERBAL & NONVERBAL
FEEDBACK
TELLS RECEIVER YOU RECEIVED THE MSG CORRECTLY, VERY IMPT
DENOTATIVE
PTS WHO SHARE COMMON BACKGROUND IE FOOTBAL
CONNOTATIVE
INTERPRETATION OF MEANING IS INFLUENCED BY INDIV
INTONATION
TONE MSD IS CONVEYED IN
NONVERBAL
ALL 5 SENSES EXCEPT WORDS
FACIAL EXPRESSION
VERY IMPT - 1ST IMPRESSION
TOUCH
USE AS LITTLE OR AS MUCH AS PT WANTS
GESTURES
USE APPROPRIATE, EMPHASIZE
TERRITORALITY
PERSONAL SPACE DIFFERENT FROM PT TO PT
SILENCE
LET PT BREAK
4 PHASES OF THERAPEUTIC COMMUNICATION
PRE-INTERACTION - GET DATA TALK WITH RN, PCT: ORIENTATION - ACTUALLY MEET PT; WORKING WORK FOR GOAL; TERMINATION - REVIEW WHAT HAPPENED IN WK & ORIENT
COMPONENTS OF PROFESSIONAL COMMUNICATION
COURTESY, USE OF NAMES, PRIVACY, TRUST, AUTONOMY, ASSERTIVENESS
BROAD OPENING
EMPHASIS ON CLIENT NEEDS
WHAT ARE YOU THINKING ABOUT
WHERE WOULD YOU LIKE TO BEGIN
THERAPUETIC
GENERAL LEAD
GO ON ... AND THEN....
THERAP
SILENCE
LET PT BREAK
THERAP
ACCEPTING
YES, UH HUN, NODDING
THERAP
OFFERING SELF
I'LL SIT WITH YOU A WHILE
THERAP
MAKING OBSERVATIONS
YOU APPEAR TENSE
I NOTICE YOUR BITING YOU LIP
ENCOURAGING COMPARISON
WAS THIS LIKE
RESTATING
PARAPHRASING STATEMENT BY PT
REFLECTING
WHAT DO YOU THINK
FOCUSING
LOOK AT THIS MORE CLOSELY
EXPLORING
TELL ME MORE ABOUT THIS
GIVING INFO
MY NAME IS
VISITING HOURS ARE
IM TAKING YOU TO
SEEKING CLARIFICATION
IM NOT SURE I FOLLOW
PRESENTING REALITY
I SEE NO ONE ELSE IN THE ROOM
YOUR MOTHER IS NOT HERE. IM THE NURSE
SEEKING VALIDATION
LETS SEE IF IM UNDERSTANDING YOU
ATTEMPT TO TRASLATE INTO FEELINGS
IM DEAD
DO YOU MEAN THIS
COLLABORATION
PERHAP YOU AND I CAN DISCUSS AND DISCOVER WHAT PRODUCES YOUR ANXIETY
SUMMARIZE
HAVE I GOT HTIS STRAIGHT
ENCOURAGE FORMULATION OF PLAN
HOW CAN YOU HANDLE THIS THE NEXT TIME
REASSURING
I WOULDN'T WORRY ABOUT THAT
NON THERA
REJECTING
LETS NOT DISCUSS THAT
NON THERA
DISAPPRIVING
THATS BAD
NON THERA
DISAGREEING
THATS WRONG
NON THERA
ADVISING
I THINK YOU SHOULD
NON THERA
PROBING RELENTLESSLY
NOW TELL ME ABOUT
NON THERA
CHALLENGING
HES NOT THE PRESIDENT
NON THERA
DEFENDING
THIS HOSPITAL HAS A GREAT REPUTATION
NON THERA
REQUEST AN EXPLANANTION
WHY DO YOU FEEL THAT WAY
NON THERA
INDICATING EXISTENCE OF EXTERNAL SOURCE
WHO TOLD YOU WERE JESUS
NON THERA
BELITTLING
EVERYONE GET DOWN IN THE DUMPS
NON THERA
STEREOTYPING COMMENTS
NICE WEATHER WE ARE HAVING
GIVING LITERAL RESPONSES
NON THERA
USING DENIAL
NON THERA
INTERPRETING PREMATURELY
WHAT YOU REALLY MEAN IS
NON THERA
INTRODUCING AN UNRELATED TOPIC
NON THERA
BARRIERS TO EFFECTIVE COMMUNICATION
CHANGING SUBJECT, FALSE REASSURANCE, CLICHES, JUMPING TO CONCLUSIONS, OFFERING SOLUTIONS, DEFENSIVE, STEREOTYPING, JUDGEMENTAL, LEADING
PHYSIOLOGICAL CONDITIONS
HEARING IMPAIRED, VISUALLY IMPAIRED, APHASIC CLIENTS, DIMISHED LEVELS OF CONSIOUSNESS
HEARING IMPAIRED
SIMPLE SENTENCES, FACE THEM, REDUCE BACKGROUND NOISE
VISUAL IMPAIRED
ANNOUNCE WHEN ENTERING/EXITING, WHO YOU ARE WITH, TELL THEM EVERYTHING FIRST,
EXPRESSIVE APHASIA
CAN UNDERSTAND BUT CANT EXPRESS THEMSELVES - PICTURES GOOD
RECEPTIVE APHASIA
CAN SPEAK FINE BUT CAN'T UNDERSTAND WHAT YOU ARE SAYING
DIMINISHED CONCIOUSNESS
TREAT AS IF CONSCIOUS, EXPLAIN EVERYTHING FIRST. DON'T SAY THINGS IN FRONT OF THEM.
DIMENSIA
IS NOT NORMAL PART OF THE AGING PROCESS, THERE IS AN UNDERLYING PATHOLOGICAL PROCESS
COMPLIANCE
ABILITY TO USE TEACHING AND ACHIEVE TEACHING - DETERMINES INTERVENTION NEEDED
FACTORS THAT AFFECT MOTIVATION
BEHAVOIR, HEALTH BELIEFS, PERCEPTIONS, KNOWLEDGE, ATTITUDES, PAIN, FATIGUE, ANXIETY, CULTURAL BELIEFS, LEARNING STYLE