Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
89 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
STRESS: |
•Time •Energy •Resources •Emotional Issues •Physical Issues •Fight or Flight •Threat of not fulfilling an obligation |
T.R.E.E.T.P.F. |
|
|
STRESSORS: |
•Deadline •Goal •Family •Health |
|
|
|
UPLIFTS: |
•Favorite tv show •Walking •Being Organized •Relaxing •Having Fun |
|
|
|
IN CONTROL LANGUAGE: |
• I decided • I chose • I can • I want to |
|
|
|
WORRY: |
•What if I fail this test? •How will I get this done? •What if...what if? |
|
|
|
TIME MANAGEMENT: |
•Know yourself •Prioritize responsibilities •Prioritize activities •Plan for self care |
|
|
|
EXERCISE: |
•3-5x a week for 30 min to buffer the stress chemicals from fight or flight |
|
|
|
NUTRITION: |
VITAMINS •C •B complex •Magnesium |
|
|
|
STUDY SKILLS: |
•Review the material soon after it is introduced •Use as many senses as possible •Regular study schedule •Study in a group •Attitude helps remembering |
|
|
|
TEST TAKING TIPS: |
AVOID: •Cramming •Carb loading •Rushing TO DO: •Bright clothing •Good sleep night before •Answer questions you know first •Put the test behind you |
|
|
|
CRITICAL THINKING PROBLEM SOLVING: |
•Sound professional judgement applied with high ethical standards and integrity •Uncomfortable and challenging decision making •Action based on professional knowledge and expertise •Quick and inventive response |
|
|
|
CODE OF ETHICS: |
ARRT- address the expected conduct of imaging professionals to perform procedures while providing the highest quality of care and to act in the best interest of the patient in an ethical manner |
|
|
|
PRACTICE STANDARDS DEFINE SPECIFIC PROFESSIONAL EXPECTATIONS AND RESPONSIBILITIES: |
• Decision making skills •Problem solving •Critical thinking |
|
|
|
PROBLEM SOLVING REAL WORLD SITUATIONS: |
•Anatomy does not fit cool •Patient cannot lay supine/prone •Patient has tremors/Parkinsons’ disease •Patient has a disability |
|
|
|
CLINICAL EDUCATION: |
•Planned and structured learning experiences •Gain procedural and therapeutic skills required to provide excellent patient care •Real life setting •Integrate the knowledge gained from didactic courses into clinical practice while caring for patients |
|
|
|
TRANSFER OF LEARNING: |
•Learning in one context and applying to another •Recall prior knowledge learned and using this knowledge in performing diagnostic procedures to develop both skills and confidence to work with a variety of patients |
|
|
|
LEARNING DOMAINS: |
• Cognitive- various levels of thought, knowledge l, understanding, reason •Psychomotor- physical actions, neuromuscular manipulations, coordination •Affective- feelings, emotions, influenced by individual’s interest, attitudes, values and beliefs |
|
|
|
LEARNING OBJECTIVE: |
•Concise description of an observable behavior achieved by students, which is relevant to a specific topic within a course or educational module. •Describe what behavior the student is to display, how well the student is to perform the behavior. |
|
|
|
COMPETENCY: |
•Observable, successful achievement of the performance objectives |
|
|
|
CLINICAL EXPERIENCE: |
DIRECT PATIENT CONTACT •••Communication VERBAL- •spoken words NONVERBAL- •touch
|
|
|
|
PATIENTS DIFFER: |
•Culture •Socioeconomic level •Age •Race •Ethnicity •Ability •Inpatients •Outpatients •ED patients •Terminally ill -witness birth, death, and everything in between |
|
|
|
LEARNING OUTCOMES: |
•Components of a program’s assessment plan, which are used to document the effectiveness of a program |
|
|
|
CLINICAL STAGES: |
•Observation •Assistance •Performance •Direct supervision •Indirect supervision •If an exam must be repeated, the tech must directly observe the repeat |
|
|
|
REGULATORY AGENCIES AND COMMITTEES: |
EXTERNAL AGENCIES: The joint commission- •regulates the quality and safety of care provided to patients and the way a healthcare organization is supervised and operated State health departments- •define rules to protect the health and safety of the patients or clients of a healthcare facility or provider Nuclear regulatory commission- •radiation regulating agency for control of equipment and technologist Occupational safety and health administration- •federal agency that establishes standards for safety in the workplace
|
|
|
|
ACCREDITATION ORGANIZATIONS: |
•American college of radiology •Inter-societal accreditation commission •Professional organizations that offer accreditations in modalities such as CT, MRI, U/S, NM |
|
|
|
MAMMOGRAPHY: |
•MQSA- Mammography Quality Standards Act •ACR accreditation •FDA |
|
|
|
INTERNATIONAL AGENCIES: |
•Safety committee •Infection control committee •Radiation safety committee •Pharmacy and therapeutics committee •Risk management and corporate compliance |
|
|
|
CHARACTERISTICS OF A GOOD EMPLOYEE: |
•Possess technical skills •Superior skills in interactive relationships •Be a team player and understand the value of a team •Critical thinking skills •Meet or exceed the expectations of all patients and physicians |
|
|
|
AGE: |
•Some Asian cultures have an attitude of deference toward older adults •USA/European cultures look to adults as a burden
|
|
|
|
AGE: |
2010 census •18.5% population is over age the of 60 •13% population is over 65 •9% population is over 70 •1.8% population is over 85 THAT’S MORE THAN 40% of our population!!! |
|
|
|
AGE: |
BABY BOOMERS •Born between 1946 and 1964 •75 million babies born GENERATION X •Born between 1965 and 1980 GENERATION Y •Born between 1981 and 1999 •Millennial Generation •Will overtake the Baby Boomers as the largest group GENERATION Z •Born between 2000 and present •New silent Generation |
|
|
|
ETHNICITY: |
•Relates to a person’s distinctive racial, National, religious, linguistic, or cultural heritage |
|
|
|
RACE: |
ETHNOCENTRISM •regarded as the tendency of some individuals to view norms and values of their own culture as the only acceptable ones and to use them as the standard by which all other customs are measured |
|
|
|
RACISM: |
•The belief that one race or culture is superior to others and the use of this belief to discriminate against races that the believer considers to be inferior |
|
|
|
ASSIMILATION: |
•The process by which persons of a diverse (different) culture, over time, give up their original culture language and identify with, and try to merge into, another culture •Diminishes the accomplishments, contributions, and values of one culture in favor of those of the mainstream |
|
|
|
LINGUISTIC DIFFERENCES: |
•Excellent patient care depends on communication between care giver and patient •Hire additional bilingual/bicultural staff •Provide medical interpreters •Providing translators •Encouraging employees to become bilingual/multicultural •Medical documents only different languages |
|
|
|
GENDER AND SEXUAL ORIENTATION: |
? |
|
|
|
MENTAL AND PHYSICAL ABILITY: |
•600 million people, accounting for approximately 10% of the world’s population, have some sort of disability |
|
|
|
FOUR CORE VALUES OF HIMAN RIGHTS LAWS: |
•Autonomy- Provides respect for the right of persons with a disability to have self- directed actions and behaviors •Dignity- Provides mechanisms that recognize and support the inestimable value of, regardless of ability •Equality- Relates to the fair and equal treatment of everyone, including a disability •Solidarity- •Requires society to support and maintain the freedoms of individuals with |
|
|
|
RELIGION: |
• Hundreds of different religions exist •Patient’s religion •Provider’s religion |
|
|
|
CULTURAL COMPETENCY: |
•Possessing a set of attitudes, congruent behaviors, and policies that come together on an agency, in a system, or among professionals that enable effective interactions on a cross-cultural or multicultural environment |
|
|
|
PATIENT INTERACTIONS: |
EMOTIONAL INTELLIGENCE •Patients exhibit a wide range of emotions, and the way technologists handle those emotions relies on how well they understand not only the emotions exhibited by the patients but how well they understand their own. •Simply means the ability to look at yourself and at others in an effort to recognize and understand emotions, and to use that recognition and understanding to manage those emotions in both arenas. |
|
|
|
Front (Term) |
•Transcendence •Self actualization •Aesthetic needs •Cognitive needs •Esteem needs •Belonging and love needs •Safety needs •Physiological needs |
T.S.A.C.E.B.S.P. |
|
|
PATIENT NEEDS: |
•Patients May be on an altered state of mind •In an unfamiliar place in which they are no longer in control •Prefer bad news over uncertainty •Most patients prefer not to be in the care of healthcare professionals •Patients fear of what images may confirm- inconsiderate, arrogant, impatient, rude, overly talkative |
|
|
|
PATIENT DIGNITY: |
Dehumanized •Referring to a patient as a “brain” instead of a name •Wearing flimsy gowns •Placed bear patients that are more critically ill |
|
|
|
PATIENT ASSESSMENT |
•Chart •Procedure request review •Verbal communication by the technologist •Patient screening sheet •Patient informed consent |
|
|
|
INPATIENTS: |
•Move yo and down Maslow’s hierarchy before the technologist sees them •Gain the patient’s confidence •Previous experience in the hospital may have shaped the manner in which the patient responds •Remember that patients hear and see everything that happens around them |
|
|
|
OUTPATIENTS: |
•Expect to be seen right away because they had an appointment •Constant communication with the patient should always happen on delays •Behind schedule •Equipment issues •Doctor Issues •Emergencies
|
|
|
|
PATIENT FAMILY AND FRIENDS: |
•Must receive attention •Spend a little of time waiting •Critique everything healthcare professionals do •Appearance •Tone of voice •Smile •Technologist cannot provide a reading of images •Technologist responsibility to make patients, as well as family and friends, feel confident that they are receiving the best care possible and that they are considered important and special
|
|
|
|
METHODS OF EFFECTIVE COMMUNICATION: |
SPEECH AND GRAMMAR •Verbal communication is used to establish an open relationship between the health professionals and the patient are basic quality of the interaction •Should occur face to face- typically makes others believe they have your undivided attention, that your concern is only for them, and that they are the only person about whom you care at this specific point in time •Keep language at the appropriate level for the patient |
|
|
|
HUMOR: |
USED TO RELAX AND IPEN UP CONVERSATION •Avoid cultural slurs, and references to age, sex, diseases, and the abilities of other health professionals |
|
|
|
NONVERBAL COMMUNICATION: |
PARALANGUAGE •Patients receive signals about your attitude toward them from a pitch, stress, tone, pauses, speech rate, volume, accent, and quality of your voice BODY LANGUAGE •Tone of voice, speed of speech, position of torso •Do not confuse patients by asking them if they are comfortable but neglect to offer visions, pillows •Rolling of eyes, shrugging shoulders, and looks of disgust should never be exhibited |
|
|
|
TOUCH: |
•Touch for emotional support shows that you are empathetic and care about them as people •Touch for emphasis used to highlight of to specify instruction or locations •Touch for palpation used to locate various bony landmarks for positioning |
|
|
|
PROFESSIONAL APPEARANCE: |
•Professional dress helps the patient feel more comfortable and confident in the technologist’s abilities. •Gaining the patient’s confidence and trust is a considerable part of being a competent technologist |
|
|
|
PERSONAL HYGIENE: |
•Unkept individuals may prompt patients to suspect that the person’s professional behavior is similar to his or her appearance •neglected and disheveled |
|
|
|
PERFUME/COLOGNE: |
•Patients May react to certain smells by becoming nauseated by any smell that may affect them negatively •A patient will communicate with someone with whom they do not desire to be in close contact with |
|
|
|
PHYSICAL PRESENCE: |
•Goes together with professional appearance. •Posture is important because it is received as relating confidence and self-esteem |
|
|
|
VISUAL CONTACT: |
•Always make eye contact |
|
|
|
UNDERSTANDING THE VARIOUS TYPES OF PATIENTS: |
SERIOUSLY ILL AND TRAUMATIZED •Try to communicate with the patient while determining his or her coherence level •Some patients may not be able to respond •Some make incoherent statements •Some respond coherently but uncooperatively •Unwillingness to communicate can be caused by many factors, including pain, shock, medication reaction, and disorientation •Work quickly am led effectively while continuing to communicate with the patient •Constantly need to monitor patient for signs of distress |
|
|
|
VISUALLY IMPAIRED PATIENTS: |
Gain the patient’s confidence as soon as possible by giving clear instructions before the exam, as well as informing him or her of what is occurring at all times. •Reassuring the patient through a gentle touch establishes that someone is near of needed •Continued verbal communication assist persons who are blind and visually impaired with satisfying many of the basic needs attributed to MasLow •Combining common sense, empathy, and classroom knowledge will enable you to provide high quality images •They can’t see, people always seem to yell at them, they can hear just fine. |
|
|
|
SPEECH IMPAIRED, HEARING IMPAIRED: |
•Must communicate through written forms •Remember, just because they may not hear, doesn’t mean that they aren’t intelligent •Pantomime and demonstration work well |
|
|
|
NON-ENGLISH SPEAKING PATIENTS: |
•Telephone translations •Bilingual employees •Pantomime and demonstration |
|
|
|
MENTALLY IMPAIRED PATIENTS: |
•Communication May be difficult or impossible •Always exhibit respect •Tell stories, try to connect with the patient on a different level |
|
|
|
SUBSTANCE ABUSERS: |
•Sometimes a firm voice works well •May need to hold off the exam until the patient calms down some •Use of restraints can lead to legal ramifications |
|
|
|
AGE AS A FACTOR IN PATIENT INTERACTIONS: |
PEDIATRIC •Always get down to the patient’s level when talking with them •Keep instructions very simple •Sometimes the exam works better when the parents aren’t around •Sedation |
|
|
|
YOUNG ADULTS: |
•Conversation and interactions should be on the same level as for other adults |
|
|
|
MIDDLE-AGED ADULTS: |
•Poor health or a threat of poor health can cause considerable stress and special concern over how to maintain responsibilities •Many patients delay seeking healthcare because of other responsibilities |
|
|
|
MATURE ADULTS: |
•Try to treat them as middle-aged adults |
|
|
|
GERONTOLOGY: |
•This group continues to grow every year •Treat then as mature adults •Treat with patience and respect |
|
|
|
SAFE PATIENT MOVEMENT AND HANDLING: |
? |
|
|
|
STATISTICS: |
•Sprains, strains, and other MSK problems are the leading cause of disability •Over 600,000 employees and a cost of about $50 billion •Incidence of injury has been declining |
|
|
|
4 FACTORS IN THIS DECLINING MORBIDITY: |
•Rigorous professional and annual in-service training •Improvements in equipment and technology •Post injury investigation into the causes •Establishment of a “culture of safety” that sets institutional policies and procedures |
|
|
|
BIOMECHANICS: |
•Branch of physics that applies the laws of mechanics to living creatures |
|
|
|
BIOMECHANICS: |
•Branch of physics that applies the laws of mechanics to living creatures |
|
|
|
BASE OF SUPPORT: |
•The foundation on which a body rest •The distance between feet is your base of support •Standing in one foot gives very little base •Feet spread apart provides a wide and stable base |
|
|
|
BIOMECHANICS: |
•Branch of physics that applies the laws of mechanics to living creatures |
|
|
|
BASE OF SUPPORT: |
•The foundation on which a body rest •The distance between feet is your base of support •Standing in one foot gives very little base •Feet spread apart provides a wide and stable base |
|
|
|
CENTER OF GRAVITY: |
•Hypothetical point are which all mass appears to act on the entire body from this specific point •I’m humans, this level is at approximately S2 |
|
|
|
2 MUSCLE TYPES: |
MOBILITY •found in the limbs •these muscles typically have long white tendons and cross two or more joints STABILITY •found in the torso •large expanses of red muscle belly •provide postural support •lifting should always be done be bending and straightening the knees |
|
|
|
PRINCIPLES OF LIFTING: |
•Let the patients do as much work as possible •Offer assistance as required •Always inform the patient of the moving steps before the transfer so they know what to expect •When lifting, use wide base of support •Use a transfer belt whenever possible |
|
|
|
ORTHOSTATIC HYPOTENSION: |
• Drop on blood pressure that occurs when a person stands too quickly •Minimize this situation by having the patient stand slowly and talk during the transfer |
|
|
|
WHEELCHAIR TRANSFERS: |
•Standby assist •Assisted standing pivot •Two person lift •Hydraulic lift |
|
|
|
CART TRANSFERS: |
•Need MrI safe cart if the table does not undock •Slider board makes moving over the scan table easier •Draw sheet can be used to pull patient over •If working alone, always pull the patient toward yourself •Always make sure wheels are locked when transferring patients |
|
|
|
IMMOBILIZATION TECHNIQUES: |
... |
|
|
|
IMMOBILIZATION: |
•Using different techniques to lessen the effect motion and positioning inaccuracy on the diagnostic quality of the proceedure |
|
|
|
COMMUNICATION: |
•Explaining to the patient exactly what it is you want the patient to perform •Lack of a good two-way communication leads to a suboptimal exam, frustrated patient, questioning radiologist •Easiest way to gain patient compliance |
|
|
|
ROUTINE APPLICATIONS: |
•Positioning sponges •Velcro straps •Sandbags •Pillows •Head clamps •Tape •Coban •Always have the patient use the restroom before the exam starts |
|
|
|
TRAUMA: |
•Care must be taken when moving patients with suspected spine trauma •Always use a slider board and stabilize the head while log rolling the patient |
|
|
|
PEDIATRIC: |
•Use a warm blanket or sheet to wrap the infant up in a papoose/mummy restraint •Have the infant eat prior to exam, this makes them sleepy •Sedation •Tape, never place the adhesive side on the patient’s skin |
|
