Psych

Front 1

Social relationship

Back 1

relationship that is primarily initiated for friendship socialization or enjoyment

Front 2

Intimate relationship

Back 2

two or more individuals that have an emotional commitment to each other

Front 3

Therapeutic relationship

Back 3

the nurse maximizes their communication skills, understanding of human behavior and personal strength to enhance the clients growth

Front 4

Genuineness

Back 4

the ability to meet person to person in a relationship and using the ability to communicate ones feelings as they arise during the interaction

Front 5

Empathy

Back 5

Accurately perceiving the clients situation, perspective and feelings. Communicating ones understanding to the client and checking with the client for accuracy

Front 6

Sympathy

Back 6

the actual sharing of ones feelings and consequently the experiences of the need to reduce ones own personal distress

Front 7

Positive regard

Back 7

The ability to view another person as being worthy of caring about and as someone who has strengths and achievement potential

Front 8

Transference

Back 8

The process whereby a person unconsciously and inappropriately displaces onto individuals in his or her current life those patterns of behavior and emotional reactions that originated in relation to significant figures in childhood

Front 9

Countertransference

Back 9

the tendency of the nurse to displace onto the client feelings related to people in the therapists past

Front 10

Preorientation phase

Back 10

The phase in which involves planning for the first interaction with the client; gathering information and how you feel about caring for this client

Front 11

yes uhmm
nodding I follow

Back 11

accepting

Front 12

good morning Mr jones
I notice that you have come to the group this morning

Back 12

giving recognition

Front 13

i ll sit with you a while
I m interested in helping you

Back 13

offering self

Front 14

where would you like to begin
is there something you would like to talk about

Back 14

giving broad openings

Front 15

Cognitive

Back 15

learning facts,reaching conclusions, solving problems, critical thinking

Front 16

affective

Back 16

changes beliefs, attitudes, or values

Front 17

psychomotor

Back 17

muscular movements learned to perform new skills

Front 18

return demonstration

Back 18

the nurse observes the client performing the new skill, is critical for evaluating psychomotor learning

Front 19

Health perception/health management

Back 19

Breast self-examination, importance of regular physical examinations and immunizations

Front 20

Activity/exercise

Back 20

Importance of regular exercise, how to use ambulation devices (e.g., crutches, walker), deep breathing and coughing, leg exercises

Front 21

Nutrition/metabolic

Back 21

Healthy diet, dietary restrictions, wound care, how to monitor temperature, total parenteral nutrition at home

Front 22

Elimination

Back 22

How to maintain regular bowel function, Kegel exercises to decrease stress incontinence, self-catheterization

Front 23

Cognitive/perceptual

Back 23

Pain management (e.g., how to use client-controlled analgesia), how to use memory aids, importance of regular eye and ear examinations

Front 24

Sleep/rest

Back 24

Importance of getting adequate rest, aids to promote sleep

Front 25

Self-concept

Back 25

Normal body changes, methods of promoting self-esteem

Front 26

Role/relationship

Back 26

Assertiveness training, parenting classes

Front 27

Coping/stress

Back 27

Biofeedback, relaxation techniques

Front 28

Sexuality

Back 28

Prenatal classes, contraception

Front 29

Values and beliefs

Back 29

Client's rights, “do not resuscitate” options

Front 30

Precontemplation

Back 30

Not thinking about change in the next 6 months

Front 31

Contemplation

Back 31

Seriously thinking about change in the next 6 months

Front 32

Preparation

Back 32

Actively planning change

Front 33

Action

Back 33

Overtly making changes

Front 34

Maintenance

Back 34

Taking steps to sustain change and resist temptation to relapse

Front 35

Motivation

Back 35

provides the incentive for learning.

Front 36

compliance

Back 36

n outcome measurement of teacher-directed learning to be a less positive and effective way for achieving goals. Instead, a more collaborative client–nurse relationship,

Front 37

Newborns and infants learn by

Back 37

interacting with their environment. During this stage, infants are not ready for formalized teaching; instead, direct any necessary teaching at parents and caregivers.

Front 38

toddlers and preschoolers learning

Back 38

accustomed to learning from and communicating with their parents, the parents are usually the most effective teachers. Children learn through play, so using dolls or toys as models can enhance learning.