Scott Gardner Tcc Nursing Q1F04 Unit One

Front 1

Explain the TCC Nursing Program Conceptual Framework Model

Back 1

Answer: The conceptual framework model addresses the content to be taught and learned, and also the process to be used in the teaching and learning. For example: Roles of client, tools for nurse-client relationship (caring, communication, critical thinking), and role of RN (manager of care, provider of care, member within the discipline). The role of student (adult learner and novice nurse), tools for student-instructor relationship (negotiation cooperation, sharing, critical thinking), and roles of instructor (expert learner, facilitator of learning) The nurse/client relationship and the student/instructor relationships. (See the figures on page 12-13 of the student handbook).

Front 2

Describe the characteristics of an adult learner

Back 2

Students enter TCC nursing program from diverse backgrounds of ethnicity, age, gender, roles, responsibilities, life, abilities, knowledge, and experiences which influence and modify their learning styles. Adult learners are self-motivated, committed individuals ready to learn, value participation in planning their educational experiences and in functioning independently. (pg 8 student handbook)

Front 3

Define and Describe the Learning Styles

Back 3

Active <---> Reflective
Let Me Try it || Let me Think About it
========================
Sensing <---> Intuitive
What are the facts so I can fix it || Lets think about new ways to do it
========================
Visual <---> Verbal
pictures, diagrams, flow charts, time lines, films, and demonstrations || Words Written and Spoken Explainations
========================
Sequential <---> Global
linear steps, with each step following logically from the previous one || learners tend to learn in large jumps, absorbing material almost randomly

Front 4

Describe the Roles and Responsibilities of self as a Student Nurse.

Back 4

The Role of the student is as an adult learner working toward becoming a novice, safe, generalist, nurse with a committment to lifelong learning.
The student retains the responsibility for being an adult learner.

Front 5

Describe the Roles and Responsibilities of nursing faculty.

Back 5

The role of the faculty in the students learning process is that of expert nurse, role model, expert co-learner, and facilitator of adtive self-directed learning.
Teacher establishes the environment, goals, and standards.

Front 6

Describe the roles and educational preparation of the Registered Nurse,

Back 6

RN - can be have either an ADN (associate degree nursing 3 years) or a
BSN (bachelor of science in nursing - 4 years). Manager of patient care, and provider of nursing care. Supervise LPN and CNA staff.

Front 7

Describe the roles and educational preparation of the Licensed Practical Nurse

Back 7

LPN (licensed practical nurse) - typically a 1 year program.

Front 8

Describe the roles and educational preparation of the Certified Nursing Assistant

Back 8

CNA (certified nursing assistant) a certificate type program - one month - entry level of patient care - bathing, changing linens, taking vitals.

Front 9

Describe the roles and educational preparation of the
APN (advance practice nurse)

Back 9

Masters degree in nursing and advanced studies. ARNP can prescribe medications, serve in management of nursing departments, diagnose and treat patients in communities.

Front 10

Describe how the role of the Registered Nurse has changed over time to its current form in general, rather than specific, detail.

Back 10

Nursing in the 1800's was considered womens work, meaning bathing, feeding, caring.
The work was not respected nor did physicians believe it had any role in patient recovery.
Women forced to work in the hospitals were prostitutes or women serving time by being forced to work as a nurse. Nursing, as a profession, began to change with nurses like Florence Nightingale. She proved nursing to promote health by caring for patient�s hygeine, aseptic conditions, and caring - this saved many lives. The nursing profession gained respect through the perseverance of nurses during wartime which extended into post war hospitals. Today, nurses are university/college educated and the field has specialized into many facets.

Front 11

Describe the Roles of an ADN Graduate as Member within the Dicipline

Back 11

Participate as a member of the discipline of nursing by involvement in professional organizations, lifelong learning, and peer review. Serve as a role model by demonstrating professional and ethical conduct.
(Pg 15 and 17 student handbook)

Front 12

Describe the ADN Graduate as a Manager of Care

Back 12

Manage care of clients in a variety of healthcare settings. Demonstrate organizational skills and critical thinking in delegation to and supervision of, other healthcare providers.

Front 13

Describe the ADN Graduate as Provider of Care.

Back 13

Lavendar Handbook Says:
included direct client care to the individuals within a variety of settings including acute care, extended care, ambulatory care, and home health settings.

Provide appropriate nursing interventions using the framework of the nursing process. Demonstrate clinical competence by practicing safe cost-effective, organized care. Provide care for age specific needs primarily to adult and geriatric clients with acute and chronic problems. Recognize cultural diversity.

Front 14

Describe and define nursing, including the �1980 American Nurses Association Congress for Nursing Practice� definition of nursing.

Back 14

The diagnosis and treatment of human responses to actual or potential health problems (potter p18).

Front 15

Explain what is meant by
Standards of Practice:

Back 15

Describe a competent level of nursing. Assessment - data collection, diagnosis - analyze data, outcomes identification, planning - develop a plan to achieve strategies, Implement plan, coordination of care and Evaluation. (Potter 13)

Front 16

Describe Scope of Practice

Back 16

Each state defines the scope of practice, meaning the specific requirements for each state.
(Potter 18)
The extent and limits of medical interventions that a healthcare provider may perform.

Front 17

Describe Nurse Practice Act

Back 17

Nurse practice acts regulate the licensure and practice of nursing. Often mirrors ANA defination, but recently state have revised to reflect growing autonomy and expanded nursing roles.(Potter 18)

Front 18

Describe Risk factors:

Back 18

Health hazards: genetics, age, environmental influences (chemicals, air pollution, noise pollutions), life styles, and culture (decision making, folk medicine).

Front 19

Chronic illness:

Back 19

Persists, usually longer than 6 months, and can also affect functioning in any dimension. (Potter 101).

Front 20

Tertiary prevention:

Back 20

Occurs when a defect of disability is permanent and irreversible. It involves minimizing the effects of long-term disease or disability.
(Potter 97).

Rehabilitation Focused, rather than Dx and Tx focus.

Front 21

Secondary prevention:

Back 21

Focuses on individuals who are experiencing health problems or illnesses and who are at risk for developing complications or worsening conditions. (Potter 97)
Reversable without permenant damage

Front 22

Primary prevention:

Back 22

True prevention: it precedes disease or dysfunction and is applied to clients considered physically and emotionally healthy. (Potter 97)

Front 23

Acute illness:

Back 23

Illness usually having a short duration and is sever. Symptoms appear abruptly, are intense, and often subside after a relatively short period. (Potter 101)

Front 24

Illness Prevention:

Back 24

Activities such as immunizations and illness prevention education protects clients from actual or potential threats to health. (Potter 96-97)

Front 25

Health maintenance:

Back 25

Activities such as routine exercise and good nutrition, help clients maintain or enhance their present levels of health. (Potter 96-97)

Front 26

Health Promotion:

Back 26

Is the science and art of helping people change their lifestyle to move toward a state of optimal health.

Can be Active (Loose Weight, Stop Smoking) or Passive (Flouride in Water)
(Potter 96-97)

Front 27

Describe the Wellness-illness continuum:

Back 27

Individuals move through cycles in which they strive for homeostasis, a balance between the stresses of life and a person�s ability to adapt. The human body and its response to interferences which result in dysfunction. (Student handbook p17)

Front 28

Describe and discuss Health:

Back 28

State of complete physical, mental and social well-being, not merely the absence of disease and infirmity� (WHO) (Potter 91)

Front 29

Describe Illness:

Back 29

Deviation from any wellness form (ie. Can be physically well but mentally ill). A state in which a person�s physical, emothional, intellectual, social, developmental or spiritual function is dimished or impaired compared with previous experience. (Potter 100)

Front 30

Describe Medical asepsis

Back 30

Clean technique. Includes procedures used to reduce and prevent the spread of microorganisms. Hand hygiene, clean gloves, cleaning the environment. Not sterile.

Front 31

Describe the Chain of Infection

Back 31

Infectious Agent -->
Reservoir -->
Portal of Exit -->
Mode of Transmission -->
Portal of Entry -->
Host

Front 32

Describe Handwashing

Back 32

The most important and most basic technique in prevention and controlling transmission of infections is hand hygiene. Using instant alcohol hand antiseptic or hand washing with soap and water. Handwashing is a vigorous, brief rubbing together of all surfaces of the hands lathered in soap and rinsing.
-Watch Up
-Uniform Clear of Sink
-Water On
-Avoid Splash
-Warm Not Hot Water keeps good oils
-Wet Hands (Hands below elbows)
-3 to 5 ml detergent * Anticeptic Hand Rub builds up...more better.
-15 Seconds / Interlace / Palm-Back X5
-Rinse
-Dry Hands, Wrists then Elbows
-Water off with towel

Front 33

Describe the T H I N K of Critical Thinking

Back 33

T is Total Recall
H is Habits
I Inquiry
N New Ideas
K Know how you think

Front 34

Describe BSI

Back 34

Body Substance Isolation
Making sure that your skin doesn�t come in contact with contaminated equipment, body fluids, mucous membranes by selecting proper gear for a barrier against body substances.

Front 35

What is a BBP

Back 35

Blood Borne Pathogens

Front 36

Describe Health

Back 36

State of complete physical, mental and social well-being, not merely the absence of disease and infirmity� (WHO) (Potter 91)

Front 37

Describe Illness:

Back 37

Deviation from any wellness form (ie. Can be physically well but mentally ill). A state in which a person�s physical, emothional, intellectual, social, developmental or spiritual function is dimished or impaired compared with previous experience. (Potter 100)

Front 38

Describe Wellness:

Back 38

Wellness is physical, psychological, and social health. Physical awareness, stress management, and self-responsibility.(lecture notes)

Front 39

Describe the role of the nurse in wellness and illness.

Back 39

Nurses roles are health promotion, wellness and illness prevention. (Potter 96)
health/wellness promotion: routine exercise, good nutrition, motivate people to act positively, stress management, self-responsibility, maintain ideal body weight, no smoking and teach people how to care for themselves in a healthy way
Illness prevention: education on illness prevention techniques (hygeine, infection pathways), and immunizations. (Potter 96-98)

Front 40

Describe the various types of health care systems.

Back 40

Health care systems: preventative care (education and prevention), primary care, secondary care (acute care), tertiary care (special care), restorative care (rehab, home care), and continuing care (hospice or long-term care).
(Potter 30 diagram).

Front 41

Define and describe the components of critical thinking.

Back 41

Components of CT, confidence, contextual perspective, inquisitiveness, perserverence, intuition, open mindedness, analyzing data, apply standards, discriminate between whats important and what�s non-filtering.

Front 42

Describe Universal Precautions

Back 42

Treat every situation as if it�s contaminated using appropriate precautionary equipment: gloves, goggles, mask, etc.

Universal Precautions and BSI Jointed to become Standard Precautions

Front 43

Describe Case Management

Back 43

Case management: Case management is the ability to establish an appropriate plan of care based on assessment of clients and families and to coordinate needed resources and services for the client�s well-being across a continuum of care. (Potter 55)
Streamlining Costs and Maintaining Quality (Potter 373)

Front 44

Describe Primary Nursing

Back 44

RN assumes responsibiltiy for a caseload of clients over a period of time during their stay.
Maintains continuity of care.

Front 45

Describe Team Nursing

Back 45

Developed in WWII. RN Leads a team of LPN, CNA providing direct client care under the RN's instruction

Front 46

Describe Functional Nursing

Back 46

Task focused, not client focused. One RN might do hygiene for all patients, while another does vital signs, and yet another still does medications.