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144 Cards in this Set
- Front
- Back
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1. Harriet Tubman and Sojourner Truth
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provided care and safety to slave fleeing to the north of the Underground Railroad.
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2. Dorothea Dix
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female leader who provided nursing care during the Civil War; became the union’s super intendent of female nurses responsible for recruiting nurses and supervising the nursing care of all women working in the army hospitals.
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3. Florence Nightingale
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first nurse to exert political pressure on the government; nursing’s first scientist theorist for her work Notes on Nursing: What It Is, and What It Is Not (1860/1969); developed Nightingale’s Training School for Nurses
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4. Virginia Henderson
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: created a modern worldwide definition of nursing
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5. Martha Rodgers
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catalyst for theory development
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6. Clara Barton
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volunteered in nursing in the Civil War; established the American Red Cross (ratified treaty to do so).
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7. Linda Richards
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America’s first trained nurse; introduced nursing notes and doctor’s orders; initiated uniforms
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8. Mary Mahoney
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first African American professional Nurse
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9. Lillian Wald
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founder of public health nursing; her and Mary Brewster were the first to offer trained nursing services to the poor in the NY slums.
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10. Lavinia Dock
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helped passage of 19th Amendment to the U.S. Constitution (women right to vote); allow nurses to control profession; assisted the founding of the American Society of Superintendents of training schools for nurses of the U.S.
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11. Margaret Higgins Sanger
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: public health nurse open first birth control information clinic in America.
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12. Mary Breckinridge
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established the Frontier Nursing Services; started first Midwifery training schools in U.S.
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Describe the historical influence and Social impact on the concepts of nursing:
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women's roles, religion, war, social attitudes, nursing roles
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women's roles
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roles as wife, mother, daughter, and sister; caring for infants and children.
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religion
(Fabiola The knights of Saint Lazarus Alex brothers Kaiserwerth ) |
Christian value influenced; Fabiola= wealthy matron of the Roman Empire converted to Christians and used wealth to provide houses of care and healing for the poor, sick, and homeless (like hospital). Crusades saw the formation of several orders of knights. They built hospitals. The knights of Saint Lazarus took care of people with leprosy, syphilis and chronis skin conditions. Alex brothers= care for the victims of the black plague in the 14th century in germany. Order of deaconess was started by theodor Fliedner opened a small hospital and training school in Kaiserwerth where Florence Nightingale went.
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War
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during the Crimean War (1854-1856) the inadequacy of care given to the soldiers led to a public outcry in great Britain, so Florence was asked to help. She changed the morality rate in the barrack hospital from 42% to 2% in 6 months. World war1 resulted in british and French women rushing to volunteer in nursing. Advancements in World war 1 were: surgery, anesthetic agents, infection control, blood typing, and prosthetics. World war 2 brought in Cadet Nurse Corps. Vietnam had nurses school graduates and the youngest group of medical personal to serve ever.
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social attitudes
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: Victorian middle class women had to play the role as a mother and good wife only. Nurses were once poorly educated. Charles Dickens wrote a book called Martin Chuzzlewit with the character Sairy Gamp portraying nurses in a bad way. In the 19th century Florence change that to us being the guardian angel or angel of mercy. Once we were perceive as the doctors handmaiden. The hereon perpective doesn’t come till world war 2 and the contributions to fighting poliomyelitis. Other images were sex object, surrogate mother, and tyrannical mother. National affect in improving the image of a nurse was passed by tri-counsel of nursing (AACN, ANA, amercian organization of nurse executives, and National league of nursing).
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nursing roles
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caregiver, communicator, teacher, Client advocate, Counselor, (the process of helping the client to recognize and cope with stressful psychological and social problems, to develop improved interpersonal relationships and to promote personal health) change agent (assisting clients to make modifications in their behavior) Leader (influence others to work together to accomplish a specific goal) Manager (nursing care of individuals, families and communities, a manager delegates nursing activities to ancillary workers and other nurses and supervises and evaluates their performance) Case manager, Research consumer, Expanded career goals
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teacher/ educator
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academic has more to do with patient increase knowledge in client; important in health maintenance and improve health; preventing of disease and managing illness and learn about health, lifestyle, infection, treatments, readiness to learn in accessing patient, set specific goals, teach them the best way they would learn ( different strategies of teaching; measure patient’s learning.
(the nurse helps client learn about health and the health care procedures they need to perform to restore or maintain their health) |
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caregiver
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traditional/ historically we helped physically but more so a holistic approach now; we approach with consideration of psych, physically, cultural, spiritual, and more; In the best interest of the patient and critical thinking and research; giving care to improve the quality of life; the nursing process applies here.
(assist the client physically and psychologically while preserving the patient's dignity) |
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communicator
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communication with clients, other health personal, health care team; communicate both verbally and nonverbally.
(nurses identify client problems and then communicate these verbally or in writing to other members of the health team) |
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patient advocate
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: give enough knowledge and facts so patient or you can speak in terms of treatment and care; protecting client.
(protects client by represent needs and wishes to the other health professionals such as relaying the client's request for info to the physician) |
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decision maker
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when situation arises, there are proper ways to apply
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case manager
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work with disciplinary multi health care team; communication with them to mentor outcome of patient.
(works primary or staff nurses to over see the care of a specific caseload; primary nurse or provides some level of direct care to the client and family) |
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research consumer
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looks at best evidence of what’s out there to keep updated and then applying that in knowledge.
(research to improve client care A. have some awareness of the process and language of the research B. be sensitive to issues related to protecting the rights of human subjects C. participation in the identification of significant researchable problems D. be a discriminating consumer of research findings) |
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Client agent
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assisting clients; help modification of client’s personal care
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leader
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influences others to work together to accomplish a specific goal; motivate client and coworker; good interpersonal skills.
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Expanded roles of Nursing
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a. Clinical specialist
b. Nurse practitioner c. Nurse midwife d. Nurse Anesthetics e. Nurse Educator f. Nursing Entrepreneur g. Administrator |
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a. Clinical specialist
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must have master degree with clinical expertise in that area; participates in a particular area; volunteering, educating, specialist counseling and research.
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b. Nurse practitioner
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masters degree and maybe doctrine (DAP); certified by appropriate organization; skilled in specific assessment; ASCN must certify; able to make skilled assessment counseling teacher, focus on treatment of minor self admitting diseases
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c. Nurse midwife
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program of Midwifery; provides prenatal or postnatal care
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d. Nurse Anesthetics
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master’s degree; administer anesthesia as long as the anesthetist is there.
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e. Nurse Educator
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advanced degree and educational setting; educational or clinical setting; research, clinical skills
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f. Nursing Entrepreneur
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business related; no masters needed just MBA needed
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g. Administrator
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good personality, functions at various levels of management; responsible for management and administration of resources and personal; involve in giving patient care.
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levels of education
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LPN/ vocational nurse, professional registered nurse, masters degree, doctoral degree
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lpn/ vocational nurse
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trained in basic technique; practice under the guidance of registered nurse; 1year program; offered at technical school.
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professional registered nurse (4)
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• Have degree:
o Associates program: 2year program; prerequisite program done; usually done at community college; basic concepts that relate to nursing; once credited they can NCLEX; started in the 1950’s • Diploma: o Hospital based; 2-3years; basic nursing classes with theory and clinical; might have affiliation with theory classes or college • Baccalaureate: o 4years with 120 credits and G.E. classes, humanities science, and nursing classes • RN to BSN: o Takes leadership classes and completes BSN |
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Masters Degree
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at least 32 credits or more; taken in area of specialization like education, nurse practice, case management; might be duo
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doctoral degree
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usually researched focus; must have master degree in nursing; to teach master must have education of doctrine.
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Standards of Practice (ANA)
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Assessment
Diagnosis Outcomes Identifications Planning: Implementations Evaluation: RN evaluates progress toward attainment of outcomes |
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Assessment
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: reg. nurse collects comprehensive data pertinent to the healthcare consumer's health and/or situation
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Diagnosis
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: RN analyzes the assessment data to determine the diagnosis or issues
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outcome Identification
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: RN identifies expected outcomes for the plan individualized to the health care consumer or the situation
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Planning
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: RN develops a plan that prescribes strategies and alternatives to attain expected outcomes
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Implementation
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: RN implements the identified plan
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Evaluation
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: RN evaluates progress toward attainment of outcomes
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standards of professional performance (ANA)
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ethics
education evidenced based practice and research quality of practice communication leadership collaboration professional practice evaluation resource utilization (provide ways that are safe effective, and financially responsible) environmental health |
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factors influencing contemporary nursing practice
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1. economics
2. consumer demands 3. family structure 4. science technology 5. information, telecommunications and telenursing 6. legislation 7. demography 8. current nursing shortage 9. collective bargaining 10. Nursing associations |
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PSDA
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Patient Self determination Act= every competent adult be informed in the writing in admission to health care institution about his or her rights to accept or refuse medical care and to use advanced directives
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factors affecting the nursing shortage (4)
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1. aging nurse workforce (underage 30 decreasing, nurses over fifty still there)
2. shortage of nursing faculty (shortage of graduate student prepared ) 3. nursing school enrollment (increase enrollment wont meet the projects demand) 4. aging population (longer live with increase in quality health care, increasing healthcare demand) |
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ANA
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American Nurses Association= foster high standards of nursing practice and to promote the educational and professional advancement of so that all people may have better nursing care
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NLN
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National League for Nursing= to foster the development and improvement of all nursing services and nursing education; continuing education workshops and seminars for its members and preadmission testing for potential students and achievement testing throughout the program; yearly surveys of nursing schools newly registered nurses and post-basic graduates.
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NSNA
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National Student Nurses Association= preprofessional organization of nursing student
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ICN
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International Council of Nurses= work together for the mission of representing nursing worldwide, advancing the profession, and influencing healthy policy ; core values: visionary, leadership, inclusive, flexible , partnership, achievements
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sigma theta Tau
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professional rather than social; membership attained through academic achievement
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Teaching
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-taught; sharing of knowledge; helping others learn
-accomplished= learners learn whats taught -retain what's taught -desire to learn more -change behavior |
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Learning
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complex process; continuous, change in knowledge (internal process)
a change in human disposition or capability that persists and that cannot be solely accounted by growth |
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Patient's bill of Rights
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mandating education as a right of all patients; teaching is a legal and professional responsibility.
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Joint Commission and board of Health
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recently expanded its standards of client education by nurses to included "evidence that patients and their significant others participates in care and decision making and understand what they have been taught.
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nursing process compared to teaching/ learning Process (5 steps each)
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Nursing process: assessment, diagnosis, plan, implement, evaluate
Teaching/ learning process: assessment, make educational diagnoses, develop teaching plan (objective: how will the goal be achieved or the learning outcomes? think about the content and time frame; teaching strategies; explain choice of strategy), teaching (implement), testing/ feedback (evaluate) |
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Factors affecting Learning (14)
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1. age and developmental stage (physical, cognitive, and psychosocial)
2. motivation (how quickly and how much a persons learns) 3. readiness (reflects motivation within a certain time frame) 4. active Involvement (process of learning) 5. relevance 6. feedback 7. nonjudgmental support 8. repetition (retention of newly learned material) 9. timing (learn better when time btwn learning and active use of the learning is short 10. environment (privacy is important) 11. Emotions 12. Physiological Events 13. cultural aspects ( barriers like language and values 14. Psychomotor ability |
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bloom's taxonomy and three domains of learning
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-taxonomy= a classification of a study of general principles
-3 domains of learning: cognitive, affecting, psychomotor -provides direction for objective, content, evaluation |
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cognitive domain
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the thinking domain; knowledge
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affective domain
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the feeling domain; emotion response to task
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psychomotor domain
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skill domain; fine or gross motor abilites
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cognitive
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knowledge; remembering previously learned material
-defines, describes, names, states, recites |
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comprehension
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ability to grasp meaning of material ; traslates material from one level to another
-converts, rewrites, estimates, distinguishes |
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application
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apply knowledge and use material in a new situation; includes application of rules, methods, concept, principles
-solves, changes, demonstrates, predicts, manipulates, modifies |
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Analysis
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ability to breakdown material into component parts to understand structure; identify parts; look at parts of relationship
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synthesis
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ability to put parts together to make whole; plan of operation
-plans, reorganizes, combines, rewrites, creates |
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evaluation
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based criteria; higher level thinking
-cognitive =test or written work -affective= discuss feelings -psychomotor= performance |
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behaviorist theory
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Pavlov, Skinner, and Bandura
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Pavlov
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learning process of making connections via association; focus in condition; stimulus= bell
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Skinner
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behavior reinforcement; positive reinforcement; ex. rewarding postive behavior or task but remove if task not performed
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Cognitive theory
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Piaget, Lewin, Bloom
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Piaget
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age linked stages to learning indicates development readniess
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Humanism theory
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focus on cognitive and affective; is self motivating; learner active participant and take responsibility, explore and find answers.
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learning needs (4)
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1. knowledge deficit
2. specific to person 3. common need for group 4. what one needs to learn more |
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goals of learning needs
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1. come from need
2. stated in broad terms 3. expected outcome of learning 4. ex. behavior change in learner |
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objectives of teaching
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-specific to learner
-flows from the goal -describe the intended outcome -learner performance at the end -classifies using blooms |
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components of learning
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1. learner "specify"
2. performance "what will he or she do?" 3. condition= special circumstance in which learn 4. criteria= standard that must be reached |
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Content
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- information to be taught
-must get the attention of the learner -teacher routine then variation |
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strategies
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method of teaching; ex. lecture, discussion, demonstration- each has advantages and disadvantages
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In Evaluation
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-has the objective been achieved
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infection
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invasion of body tissue by microorg. and their growth there.
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disease
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detectable alteration in alteration in normal tissue function
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virulence
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ability to produce disease
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communicable disease
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if the infectious agent can be transmitted to an individual by direct or indirect contact or as an airborne infection the resulting condition
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opportunistic pathogen
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causes disease only in a susceptible individual
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WHO
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the world health org= major regulatory agency at the international
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CDC
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Center for Disease Control and Prevention= the principal public health agency at the national level concerned with disease prevention and control
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asepsis
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the freedom from disease-causing org.
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types of Infection:
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1. colonization
2. local infection 3. systemic infection 4. bacteremia 5. septicemia 6. acute/ chronic infections |
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colonization
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microorg becomes resident flora
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local infection
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limited to a specific part of body where microorg remain
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systemic infection
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if the microorg. spread and damage different parts of the body
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bacteremia
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culture of person's blood reveal microorg.s
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septicemia
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bacteria results in systemic infection
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nosocomial infections
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infections that originate in the hospital
-extend hospitalization time, increase clients time away from work, cause disability and discomfort, and even result in loss of life |
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HAIs
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Health care Associated Infections= originate in any health care setting
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endogenous source
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nosocomial infections originate from clients themselves
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exogenous sources
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nosocomial infections originate from hospital environment or personal
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laterogenic infections
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direct result of diagnostic or therapeutic procedure
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medical asepsis
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all practices intended to confine a specific microorg.
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surgical asepsis
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aka sterile technique; practice that keep area or object free of microorg.s
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chain of infection (6)
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1. etiologic agent
2. reservoir 3. portal of exit from reservoir 4. method of transmission 5. portal of entry of susceptible host 6. susceptible host |
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1. etiologic agent
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to the extent the microorg. is capable of producing an infectious process
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2. reservoir
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the source of organism; carrier= a person or animal reservoir of a specific infectious agent that usually doesn't manifest any clinical signs of disease
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3. portal of exit from reservoir
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before infection can establish itself in a host, the microorg. must leave reservoir
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4. method of transmission (3)
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after a microorg. leaves its source or reservoir, it requires means of transmission through a receptive portal entry:
1. direct transmission 2. indirect transmission 3. airborne transmission |
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A. Direct transmission
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involves immediate and direct transfer of microorg from person to person through touching, biting, kissing, or sexual intercourse, and droplet spread (only if source and host are within w/in 1m (3ft))
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B. Indirect Transmission (2)
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1. Vehicle borne transmission= a Fomite (inanimate materials or objects) that serves as an intermediate means to transport and introduce an infectious agent into a susceptible portal of entry.
-soiled cloth, cooking, surgery, water, blood, food 2. Vector-borne transmission= a vector is an animal or flying or crawling insects that serves as an immediate means of transporting the infectious agent. -rat, cockroach |
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C. Airborne Transmission
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may involve droplet or dust
-Droplet nuclei= the residue of evaporated droplets emitted by an infected host such as someone with tuberculosis, can remain in air for a long period of time. -Dust particles containing the infectious agent like Clostridium difficile spores from the soil. |
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5. portal of entry of susceptible host
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Before a person can become infected, microorg.s must enter the body
-the skin is a barrier to infectious agents: break in skin can serve as a portal of entry |
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6. susceptible host
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any person who is at risk for infection.
- compromised host= a person at increased risk, an individual who for one or more reasons is more likely than others to acquire the infection (impairment of the body's natural defenses) |
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epidemiological triad
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The triad consists of an external agent, a host and an environment in which host and agent are brought together, causing the disease to occur in the host. A vector, an organism which transmits infection by conveying the pathogen from one host to another without causing disease itself, may be part of the infectious process
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Standard Precautions [7] (CDC)
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apply to (a) blood, (b) all body fluids, excretions, and secretions EXCEPT SWEAT (c) nonintact [broken] skin; and (d) mucous membranes
1. perform proper hand hygiene after contact with blood, body fluids, secretions, excretions, and contaminated objects whether or not with gloves. -perform hand wash immediately after removing gloves/ use a NONANTIMICROBIAL product for routine hand hygiene/ use antimicrobial agent or antiseptic agent for the control of specific out breaks of infection 2. Wear clean gloves when touching same things for proper hand wash -clean gloves can be unsterile unless their use is intended to prevent the entrance of microorgs in the body/ remove gloves before touching noncontaminated objects or surfaces/ proper hand wash after removing 3. Wear Mask, eye protection, or face shield if splashes or sprays of blood, and all the other ones stated before 4. wear a clean, non sterile, water resistant gown in front of all previously recognized danger (blood, secretions etc); there to protect clothes -remove soiled gown carefully/ properly clean hands after 5. Handle contaminated equipment carefully -make sure reusable equipment is cleaned and reprocessed correctly / dispose of non reusable correctly 6. Handle all soiled linen carefully; DO NOT SHAKE IT, bundle it with clean side out and dirty side in, hold away from self so no contamination 7. Place needles and other "sharp" directly into puncture-resistant containers as soon as use is completed -Do not attempt to recap needle or place sharp back in their sheaths using two hands/ USE THE ONE HANDED SCOOP TECHNIQUE or other safety device |
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Transmission-based Precautions [2] (CDC)
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1. Airborne Precautions
2. Droplet Precautions |
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1. Airborne Precautions
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A. place client in an airborne infection isolation room (AIIR which has negative air flow of 6 to12 air changes per hour and either discharge of air to the outside or filtration system for the room air
B. if no private room available, you can out in a room with patient with the same infection or contamination C. wear N95 respirator or respirator device when entering room with a patient known or expected primary tuberculousis D. susceptible people should not enter the room of a client w/ rubeola (measles) or varicella (chickenpox) [if they must enter they must wear respirator mask] E. limit movement of of client outside the room; if patient moves outside must wear surgical mask |
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2. Droplet Precautions
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A. Place client in private room
B. if no private room, place patient in room with patient of same infection or contamination C. Wear mask if working within 1m (3ft) of the client D. limit movement outside room with that patient, if moved patient must wear surgical mask |
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Contact Precautions [6] (CDC)
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1. Place patient in private room
2. If no private room available, place patient in room with client of same infection 3. Wear gloves -change gloves after contact with contaminated material -remove gloves BEFORE leaving client's room (use antimicrobial agent. DO NOT USE ALCOHOL BASED AGENT WITH C. Difficle due to their spores, just use soap and water) -after proper hand wash do not touch contaminated areas and objects. 4. Wear gown when entering that patient's room whether the patient is infected, incontinent (uncontrolled) , has diarrhea, a colostomy, or wound drainage not contained by dressing -remove gown in client's room -make sure uniform does not touch contminate surfaces 5. Limit client's movement outside room 6. Dedicate the use of noncritical client care equipment to a single use client or to clients with same infecting microorganisms. |
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SKILLS handwashing
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soon
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SKILLS S setting up and maintaining a sterile field
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Open: ( package must be clean and dry (inside and out or considered contaminated ))
1.Introduce self, what why you're here, how the patient can help and the goal 2. hand hygiene 3. provide client privacy 4. open package 1. place so that the top flap of wrapper opens away from you 2. reaching around the package pinch the first flap on the outside between the thumb and index finger (staying on the outside maintains sterility). Pull the flap open laying it flat on the far surface. 3. repeat for side flaps, use right hand for right side and left hand for left (avoid reaching over sterile contents) soon |
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SKILLS donning sterile gloves
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purpose: (1) they protect the hands when the nurse is likely to handle any body substances (2) reduce the likelihood of transmitting their own microog.s to clients. (3) reduce chance that nurse will will contaminate another patient from another patient or contaminated object.
APPLICATION: hands come last in applying Personal protective equipment. -no special technique, if wearing a gown, pull the gloves up to cover the cuffs of the gown; if not wearing gown pull gloves to cover the wrists REMOVAL OF PPE: Gloves are removed first (it's the most soiled). IF WEARING GOWN, undo ties at waist Before taking of the gloves 1. remove first glove by grasping it on its palmar surface, taking care to touch only glove to glove. (keeps the soiled parts from touching the skin pull the first glove off by INVERTING or ROlling the glove inside out. 3. hold inverted glove with other hand and use two finger to remove the other glove in an inside out manner (reduce chance of direct transmission and self contamination) 4. perform hand hygiene |
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SKILLS applying sterile dressing
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PURPOSE: protects clothes from contamination
-clean or disposable water resistant gown or plastic aprons when possibility to become soiled. -sterile gown is worn when addressing a wound. APPLICATION: 1. before gown application, perform hand hygiene 2. pick up clean gown and let unfold in front of you without it touching any soiled areas. 2. slides arms and hands through sleeves 3. fasten ties around back 4. overlap gown at the back ( secures uniform from moving off clothes or falling away so there is no inadvertent soiling of the uniform ) REMOVAL: remove after glove and eye wear removal 1. avoid touching soiled parts on the outside of the gown 2.grasp gown along the inside of the of the neck and pull down over the shoulders (DO NOT SHAKE). 3. roll up gown with soiled part inside and discard appropriately before leaving the room |
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SKILLS donning and removing isolation self-protecting equipment
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APPLICATION:
1. introduce self, verify identity of the patient using agency protocol; explain to patient what, and why you are doing something and how they can help. 2. hand hygiene 3. apply gown 4. apply mask 5. apply eye protective gear 6. apply clean gloves REMOVAL: (dispose properly) 1. if wearing gown, untie the back 2. remove glove properly 3. hand hygiene 4. remove of protective eyewear remove gown 5. remove mask (if wearing respirator mask, remove after leaving room) 6. hand hygiene 7 conduct follow up indicating the care of the patient |
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Describe purpose of client records
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communication, planning, client care, auditing health agencies, research, education, reimbursement, legal documentation, and health care analysis.
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Discuss the various documentation systems
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source oriented medical record; the problem interventions evaluations (PIE) model; focus charting; charting by exception (CBE); computerized documentation; case management
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Describe general guidelines for charting
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soon
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Describe the commonly used abbreviations
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soon
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Recall the functions of HIPAA
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soon
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Recall SBAR and its use in communication
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soon
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Use various chart forms to record patient status
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soon
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communication for client records
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communication between health care professionals; prevents fragmentation, repetition, and delays in client care
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Planning client care with client records
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record for proper client care and a baseline and ongoing data to evaluate the effectiveness of the nursing care plan
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auditing health agencies with client records
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a review of client records for the quality assurance purposes. The joint commission use for determination of health care agency is meeting the standards
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research with client records
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can be a valuable source of data for research
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education with client records
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can be used as a tool and provide a comprehensive view of the client, the illness, effectiveness treatment strategies, and factors that affect the outcome of the illness.
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reimbursement with client records
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helps faculty recieve reimbursment from federal government
-through medicare client must contain correct diagnosis related group group (DRG) codes and reveal that the appropriate care has been given -facilitates reim. from insurance companies and other third party payers |
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legal documentation with client records
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is a legal document and is admissible in court as evidence (client can object)
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health care analysis with client records
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assist health care planners to identify agency needs such as overt utilized and under utilized hospital services
-can establish cost of certain services |
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source oriented record
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traditional client record
-each person or department makes notations in separate section or sections of the clients chart Narrative writing= written notes that include routine care, normal findings, and client problems . bit is being replaced by other systems such as charting by exception and focus charting. -convenient since care providers from each disipline can easily locate the forms on which record data and it is easy to trace the the info. - disadvantage= that information about a particular client is scattered through out the chart -observe client progress and problems. |
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POMR, POR
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problem-oriented medical record, problem oriented record
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