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91 Cards in this Set
- Front
- Back
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ethical dilemma |
type of ethical situation in which two courses of action can be equally appropriate |
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nonmaleficence |
concept of doing no harm |
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beneficence |
"doing good" for others |
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justice |
a matter of dealing with all people in the same fair manner |
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autonomy |
the right of people to have choices and to make their own decisions regarding those choices |
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fidelity |
keeping commitments made to others |
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veracity |
the obligation to be truthful in words and actions |
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duty |
responsibilities owed to others |
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academic integrity |
policies of an academic institution in regards to their expectations for student behavior related to doing one's own work |
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moral sensitivity |
being able to identify a situation with ethical overtones |
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moral judgment |
being able to analyze a situation and make an appropriate decision |
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moral motivation |
distinguishing which moral factors are more relative than others |
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moral character |
having the courage to act on the decisions one makes |
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moral courage |
being ready to take action in stressful situations |
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code of ethics |
some type of document that describes the behaviors to which members of the profession are expected to adhere |
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Standards of Ethical Conduct for the PTA |
-respect the inherent dignity, and rights, of all individuals -be trustworthy and compassionate in addressing the rights and needs of client -make sound decisions in collaboration with PT -demonstrate integrity in all relationships -fulfill legal and ethical obligations -enhance competence through lifelong acquisition of knowledge -support organizational behaviors and practices that benefit society -participate in efforts to meet health needs of people locally, nationally, or globally |
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RIPS Model of Ethical Decision Making |
-in which REALM is the problem occurring (individual, organizational, societal) -which type of INDIVIDUAL PROCESS is required of me (moral sensitivity, judgment, motivation, courage) -what kind of ethical SITUATION is involved (issue, dilemma, distress, temptation, silence) |
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APTA Ethics Judicial Committee |
charged with educating members about ethical practice and the documents that regulate it |
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ethical issue |
a value is challenged |
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ethical dilemma |
two alternative courses of action may each be considered right |
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ethical distress |
right course of action is clear but can't or not allowed to do it |
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ethical temptation |
a benefit exists for doing wrong vs. right |
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ethical silence |
values are challenged but no one is addressing it or taking action |
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Possible EJC Decision Outcomes |
-dismissal of charges -written reprimand -suspending the violator's APTA membership -expelling the violator from the Association |
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Primary Characteristics of Cultural Diversity |
-religious affiliation -ethnicity -race -nationality -gender -age |
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Secondary Characteristics of Cultural Diversity |
-SES -education -occupation -marital status -gender identity -sexual orientation -military status |
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What is Culture? |
-beliefs, values, and norms that people use to identify who they are and how to interact with others -an individualized "lens" through which people view themselves, each other, and society -may be shaped by genetics, but more so upbringing and experiences |
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power |
when one group (or individual) has an advantage over another in terms of resources, decision making, and influence |
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privilege |
when one group can assume that its cultural norms and expectations are accepted and supported, without having to ask for that to be the case |
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cultural destructiveness |
-forced assimilation -subjugation -rights and privileges for dominant groups only |
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cultural ineffectiveness |
-racism -maintain stereotypes -unfair hiring practices |
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cultural neutrality |
-differences ignored -"treat everyone the same" -only meets needs of dominant groups |
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cultural pre-competence |
-explore cultural issues -be committed -assess needs of organization and individuals |
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cultural competence |
-recognize individual and cultural differences -seek advice from diverse groups -hire culturally unbiased staff |
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cultural proficiency
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-implement changes to improve services based upon cultural needs -do research and teach |
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Contact Guard Assistance |
usually associated with balance |
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Minimal Assistance |
patient requires less than 25% assistance |
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Moderate Assistance |
patient requires 26-50% assistance |
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Maximal Assistance |
patient requires 51-75% assistance |
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Dependent Assistance |
patient is unable to participate |
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Documentation of Assistance |
-level of assistance -time -safety -consistency -efficiency -equipment or devices used |
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Transfer Precautions |
-footwear to prevent slippage -safety belt to provide security -be alert for unusual or adverse effects -be mindful of dressings, tubes, casts -stand in front and slightly to side of patient -ensure adequate support/stabilization -remove unnecessary items/clutter from area |
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Transfer Precautions: Total Hip Replacement |
-avoid flexion greater than 90 degrees, adduction, and rotation -avoid extension beyond neutral -avoid crossing ankles -do not pull surgical limb -do not lie on surgical side |
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Transfer Precautions: Low Back Trauma |
-avoid excessive lumbar rotation -avoid trunk side bending -avoid trunk flexion -logroll vs. segmental rolling -increase comfort with hips and knees partially flexed in supine or sidelying |
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Transfer Precautions: Spinal Cord Injury |
-avoid rotational movements -do not move the person downward by pulling on lower extremities -logroll the person when turning |
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Transfer Precautions: Burns |
-avoid shearing forces
-elevate body segments during movement |
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Transfer Precautions: Hemiplegia |
-avoid pulling on involved extremities -avoid using involved side to provide support |
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Patient Bill of Rights |
-to be treated with respect and dignity -to receive safe, appropriate care -to have procedures explained -to know the identity of their health-care providers -to have a choice in who is providing their care -to refuse treatment or to receive a second opinion -to privacy and confidentiality -to file a complaint or grievance |
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informed consent |
-explanation of the examination, diagnosis, and interventions
-risks, benefits, and alternatives to interventions -opportunity for patient to ask questions -a formal request for permission to proceed with plan of care |
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HIPAA |
-Health Insurance Portability and Accountability Act -1996 -providers must develop standard procedures for ensuring that confidential patient info remains secure and that patients are aware of their rights regarding privacy of info |
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stages of grief
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-denial -anger -bargaining -depression -acceptance |
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empathy |
-being able to perceive the patient's frame of reference -using that insight to connect more effectively with the patient |
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empowerment |
process of enabling patients to take an active leadership role in their health-care decisions |
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advocacy |
the process of asserting oneself to represent the needs of a particular group or individual |
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accountability |
doing what one says one will do |
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rapport |
-the sense of connection between providers and their clients -a relationship of mutual trust and understanding |
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open-ended questions |
-those that require the patient to give more than a "yes/no" answer -encourages the patient to share more info, enabling the PTA to gain a more complete picture of the patient's history and concerns |
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active listening |
-restatement: after the speaker says something, the listener says it back to him, often in the form of a question -reflection: listener comments not only on the content, but also adds his interpretation -clarification: listener gives speaker the opportunity to correct his interpretation of the speaker's words |
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CCU |
-Coronary/Cardiac Care Unit -Critical Care Unit |
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ICU |
-Intensive Care Unit -Intermediate Care Unit |
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MICU |
Medical Intensive Care Unit |
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NICU |
-Neurological Intensive Care Unit -Neonatal Intensive Care Unit |
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OHRU |
Open Heart Recovery Unit |
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SICU |
Surgical Intensive Care Unit |
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Arterial Line Precautions |
-no BP cuff above infusion site -keep infusion site at heart level -avoid infusion site above heart level for prolonged periods -avoid disturbing line; exercise with caution |
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IV Line Precautions |
-infiltration -phlebitis -thrombophlebitis -air embolism -infection |
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Swan-Ganz Catheters |
-IV tube inserted in internal jugular or femoral vein, guided to subclavian and into pulmonary artery -provides continuous Pulmonary Artery Pressure -mobility may be restricted at catheter site -exercise with caution |
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TPN |
-Total Parenteral Nutrition -infusion pump, inserted into subclavian vein, that administers fluids and nutrients at a constant flow -shoulder flexion/abduction may be restricted -exercise with caution |
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intracranial monitoring |
-measures pressure against skull by brain tissue, blood, or CSF
-avoid isometrics and Valsalva maneuver -avoid neck flexion, hip flexion > 90 degrees, and prone-lying -optimal position is head of bed elevated 30 degrees -momentary elevation of ICP is normal |
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nasogastric tube |
-remove fluid or gas from stomach -patient will not be able to eat food or drink fluids -exercise can be performed, but movement of patient's head and neck should be avoided, especially flexion or forward bending |
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gastric tube |
-inserted directly into stomach through incision in patient's abdomen -exercise can be performed as long as caregiver is aware of tube and avoids removing it |
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urinary catheter |
-can be internal or external -maintain tube below region being drained -do not raise bag above level of bladder for sustained periods -avoid disrupting, pulling, occluding, or disconnecting tube |
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chest tube |
-used to remove air, blood, and purulent matter -keep collection device below level of tube insertion -monitor breath sounds for changes before and after -avoid direct pressure on chest tube |
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ETT |
-endotracheal tube -allows suction of bronchial tree -prevents patient from talking |
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mechanical ventilation |
-maintain adequate and appropriate air exchange when normal respiration is inhibited or cannot be actively performed by patient -establish non-communication methods -be mindful of increased risk of contracture, skin breakdown, and deconditioning |
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nontraditional leadership |
persons in traditional leadership positions delegate decision-making responsibilities to other individuals or groups of individuals within the organization, many of whom are in positions not traditionally associated with leadership |
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shared responsibilities |
creating leadership demands from those at all levels of the health care organization |
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functional leadership |
rotating people in and out of leadership roles as needed for different tasks and projects based on their interests, unique skill sets, and knowledge bases |
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traits of effective leaders |
-modeling desired behaviors with words and actions -encouraging others -being comfortable in challenging existing processes -empowering others to take action |
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most important entry-level PTA traits |
-being able to recognize changes in the patient's status -appearing confident in one's own abilities -being able to manage time during patient interventions -being able to decide how to progress or modify delivery of a patient's intervention within POC -being able to respond to variations in the daily schedule without demonstrating stress |
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Generic Abilities/Professional Behaviors |
-tool used to develop leadership skills -identifies 10 traits necessary fur success in PT |
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Guide to Physical Therapist Practice |
-framework for describing and implementing PT practice -educate non-PT providers in the services that PT can provide -describes the types of conditions seen in PT and the many tests, measures, and interventions used by clinicians to treat those conditions |
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patients |
individuals who are the recipients of PT exam, evaluation, diagnosis, prognosis, and intervention and who have a disease, disorder, condition, impairment, functional limitation, or disability |
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clients |
individuals who engage the services of a PT and who can benefit from PT's consultation, interventions, professional advice, health promotion, fitness, wellness, or prevention services -also businesses, school systems, and others to whom PTs provide services |
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acute care PT |
-cardiac rehab -inpatient rehab -wound care -ER PT |
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outpatient PT |
-sports medicine -women's health -aquatic therapy -industrial medicine -performing arts therapy |
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SNF/ECF/TCU/Subacute Rehab |
-provide residential and medical services for elderly who require 24-hour medical care -often have multiple medical conditions -PTA focuses on maximizing resident's mobility skills |
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Home Care/Hospice |
-patients have limited access to outpatient services due to mobility or medical conditions -requires high levels of creativity and problem-solving abilities -lots of strengthening and transfer training |
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Pediatric Rehab |
-injuries are more likely the result of chronic neuromuscular diseases or disorders -PT focuses on motor control and mobility by improving strength, flexibility, balance, and coordination -work closely with parents/caregivers -also focuses on prevention |
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Floating/Traveling PTA |
-PTA needs to be flexible and enjoy a variety of responsibilities -be able to catch on quickly to new routines -be able to work comfortably in different settings under variable levels and styles of supervision |
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Academia |
-PTAs may function as faculty assistants -may be primary faculty member -will also continue to work in the clinical environment |
