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;
111 Cards in this Set
- Front
- Back
Theory
|
A system of ideas that is presumed to explain a given phenomenon. Well substantiated explanation for some aspect based on a body of facts that have been corroborated by the scientific method.
|
|
Conceptual Framework
|
A group of related ideas
|
|
Paradigm
|
A pattern of shared understandings and assumptions about reality and the world. typical example or archetype – pattern of shared understandings or assumptions
|
|
Health
|
The degree of wellness or well-being that the client experiences.
|
|
Benchmark
|
A standard or point of reference against which academic performance may be compared or assessed.
|
|
Lateral violence
|
physical, verbal, or emotional abuse directed at RN coworkers.
|
|
Active listening
|
using all of your senses and paying close attention to pt verbal and non-verbal communication.
|
|
Attending Behaviors
|
Being present for client. Listening skills
|
|
Congruence
|
verbal and non-verbal aspects of the message match
|
|
Concrete messages
|
specific messages
|
|
Self-disclosure
|
any verbalization or behavior that reveals personal info about yourself. This can help get patients to disclose personal info as well.
|
|
Transference
|
pt feels emotions from the past and applies (transfers) them to the therapeutic relationship. Can be negative if a pt doesn’t trust hospitals from a previous experience
|
|
Countertransference
|
when nurses transfer past emotions onto pt. Usually from culture
|
|
Intimate space
|
Less than 18 inches. Usually reserved for family and loved ones.
|
|
Personal space
|
18 inches to 4 feet. Acceptable distance for people who have some connection with each other.
|
|
Social space
|
4 feet to 12 feet. Comfortable distance for work
|
|
Public space
|
more than 10-12 feet. Comfortable distance between strangers.
|
|
SBAR
|
Situation, Background, Assessment, Recommendations: consistent and organized way to communicate to staff about pt. Good during handover or calling a doctor.
|
|
Emotional Intelligence
|
the ability to form work relationships with colleagues. Displaying maturity in a variety of situations and being considerate of everyone’s feelings and perceptions of a situation.
|
|
Assertive communication
|
promotes pt safety by minimizing miscommunication with colleagues. People are honest
|
|
Broad opening
|
A general statement or open-ended question that lets the client set the tone.
|
|
General lead
|
communication that indicates the nurse is interested in the pt.i.e. “Go on..”
|
|
Reflecting
|
repeating all or part of a statement made by pt to get them to reveal more feelings.
|
|
Sharing observations
|
nurse calling attention to pt behavior.
|
|
Acknowledging
|
making sure the client feels understood and appreciated.
|
|
Selective reflecting
|
going back to the most important part of pt conversation and repeating it in order to get more info from pt.
|
|
Silence
|
gives pt time to collect thoughts in order to tell their whole story.
|
|
Giving info
|
helps pt understand process while giving pertinent facts.
|
|
Clarifying
|
maximizes mutual understanding.
i.e. “I’m not sure I understand.” |
|
Verbalizing
|
putting into concrete terms what pt is implying through their statements.
|
|
Validating
|
Asking pt if the issue is resolved.
i.e. “Are you feeling better now?” |
|
Reassuring cliches
|
minimizes and belittles persons concerns.
|
|
Giving advice
|
conveys the nurse knows what is best. Fosters dependency.
|
|
Approval
|
Indicates that client is doing “good” when they still have a long ways to go to.
|
|
Requesting explanations
|
implies criticism and interrogating of pt. i.e. “Why did you do that?”
|
|
Agreeing
|
denies pt the chance to change their point of view.
|
|
Disapproval
|
implies that nurse has the right to judge. Client seeks approval instead of being honest.
|
|
Belittling client’s feelings
|
- i.e. “Cheer up”, “Grow up”, “Buck up, little camper.”
|
|
Defending
|
implies pt is wrong and the nurse is a position to judge.
|
|
Stereotyped comments
|
encourages empty responses from pt.
|
|
Changing subject
|
When the topic of conversation is changed due to the nurse feeling uncomfortable about pt story or feelings. Nurse shows a lack of maturity in this case.
|
|
Conditioning
|
requires the learning of healthier habits to replace old “bad” habits.
|
|
Dependence
|
pt can sometimes depend on provider to make decisions. In an ideal situation
|
|
RULE
|
Acronym for four guiding principles of MI – Resist the Righting Reflex; Understand your patient’s motivations; Listen to your patient; Empower your patient.
|
|
Developing Discrepancy
|
enables pt to see that situation does not meet values or hope for future. This enables the pt to decide what they want to change. Part of MI
|
|
Arguing
|
to avoid in the context of medical therapy. Does not promote self-change or practitioner-pt relationship. Sign of resistance
|
|
Argumentation
|
logical explanation as to why pt behaves as they do- defending themselves. Can also be true of nurse
|
|
Defending
|
pt may defend their current situation because they are on the defensive side of the status quo.
|
|
Self-Efficacy
|
pt situation specific confidence that they can cope with high-risk situations without relapsing to their unhealthy or high-risk habits. Enables one to accomplish life’s tasks.
|
|
Reflective listening
|
where practitioner listens to pt and repeats either directly or indirectly what the pt says to them. This is like a non-judgmental echo of the pt feelings and can help clarify thoughts of pt and help practitioner understanding of situations.
|
|
Affirming
|
statements that recognize clients strengths. Assist in building rapport and helping clients view themselves in a more positive
|
|
Summarize
|
special type of reflection where practitioner repeats all or part of what the pt said in the interview.
|
|
Self-motivational statements
|
aka change talk. Practitioner must elicit change talk from pt. By listening you can tell how likely your pt is to change. Six kinds of change talk: Desire- Ability- Reasons- Need- Commitment- Taking steps.
|
|
Guide
|
help influence situations that we do not personally control. ‘I can help you help yourself” attitude
|
|
Direct
|
“I will give you the answers”. Implies an uneven relationship of power expertise knowledge and authority. Does not give rationale.
|
|
Follow
|
more centered on listening. Trust that pt can help themselves- follow lead of pt.
|
|
Asking
|
develop understanding of the pt problems and concerns
|
|
Listening
|
encourages pt to explore and reveal more. Good listening is an active process
|
|
Informing
|
principle vehicle for conveying knowledge to the pt (about condition or treatment or general info
|
|
Precontemplation
|
Not currently considering change: "Ignorance is bliss"
|
|
Contemplation
|
Ambivalent about change: "Sitting on the fence"
Not considering change within the next month |
|
Preparation
|
Some experience with change and are trying to change: "Testing the waters." Planning to act within 1 month
|
|
Action
|
Practicing new behavior for 3-6 months
|
|
Maintenance
|
Continued commitment to sustaining new behavior
Post-6 months to 5 years |
|
Relapse
|
Resumption of old behaviors: "Fall from grace"
|
|
Broad opening
|
A general statement or open-ended question that lets the client set the tone.
|
|
General lead
|
communication that indicates the nurse is interested in the pt.i.e. “Go on..”
|
|
Reflecting
|
repeating all or part of a statement made by pt to get them to reveal more feelings.
|
|
Sharing observations
|
nurse calling attention to pt behavior.
|
|
Acknowledging
|
making sure the client feels understood and appreciated.
|
|
Selective reflecting
|
going back to the most important part of pt conversation and repeating it in order to get more info from pt.
|
|
Silence
|
gives pt time to collect thoughts in order to tell their whole story.
|
|
Giving info
|
helps pt understand process while giving pertinent facts.
|
|
Clarifying
|
maximizes mutual understanding.
i.e. “I’m not sure I understand.” |
|
Verbalizing
|
putting into concrete terms what pt is implying through their statements.
|
|
Validating
|
Asking pt if the issue is resolved.
i.e. “Are you feeling better now?” |
|
Reassuring cliches
|
minimizes and belittles persons concerns.
|
|
Giving advice
|
conveys the nurse knows what is best. Fosters dependency.
|
|
Approval
|
Indicates that client is doing “good” when they still have a long ways to go to.
|
|
Requesting explanations
|
implies criticism and interrogating of pt. i.e. “Why did you do that?”
|
|
Agreeing
|
denies pt the chance to change their point of view.
|
|
Disapproval
|
implies that nurse has the right to judge. Client seeks approval instead of being honest.
|
|
Belittling client’s feelings
|
i.e. “Cheer up”
|
|
Defending
|
implies pt is wrong and the nurse is a position to judge.
|
|
Stereotyped comments
|
encourages empty responses from pt.
|
|
Changing subject
|
When the topic of conversation is changed due to the nurse feeling uncomfortable about pt story or feelings. Nurse shows a lack of maturity in this case.
|
|
Ambivalence pt ways the pros and cons
|
without taking a side in decision. Often the use of but in the sentence will indicate this.
|
|
Conditioning
|
requires the learning of healthier habits to replace old “bad” habits.
|
|
Dependence
|
pt can sometimes depend on provider to make decisions. In an ideal situation
|
|
RULE
|
resist Righting reflex Understand pt motivations Listen and Empower pt
|
|
Developing Discrepancy
|
enables pt to see that situation does not meet values or hope for future. This enables the pt to decide what they want to change. Part of MI
|
|
Arguing
|
to avoid in the context of medical therapy. Does not promote self-change or practitioner-pt relationship. Sign of resistance
|
|
Argumentation
|
logical explanation as to why pt behaves as they do- defending themselves. Can also be true of nurse
|
|
Defending
|
pt may defend their current situation because they are on the defensive side of the status quo.
|
|
Self-Efficacy
|
pt situation specific confidence that they can cope with high-risk situations without relapsing to their unhealthy or high-risk habits. Enables one to accomplish life’s tasks.
|
|
Reflective listening
|
where practitioner listens to pt and repeats either directly or indirectly what the pt says to them. This is like a non-judgmental echo of the pt feelings and can help clarify thoughts of pt and help practitioner understanding of situations.
|
|
Affirming
|
statements that recognize clients strengths. Assist in building rapport and helping clients view themselves in a more positive
|
|
Summarize
|
special type of reflection where practitioner repeats all or part of what the pt said in the interview.
|
|
Self-motivational statements
|
aka change talk. Practitioner must elicit change talk from pt. By listening you can tell how likely your pt is to change. Six kinds of change talk: Desire- Ability- Reasons- Need- Commitment- Taking steps.
|
|
Guide
|
help influence situations that we do not personally control. ‘I can help you help yourself” attitude
|
|
Direct
|
“I will give you the answers”. Implies an uneven relationship of power expertise knowledge and authority. Does not give rationale.
|
|
Follow
|
more centered on listening. Trust that pt can help themselves- follow lead of pt.
|
|
Asking
|
develop understanding of the pt problems and concerns
|
|
Listening
|
encourages pt to explore and reveal more. Good listening is an active process
|
|
Informing
|
principle vehicle for conveying knowledge to the pt (about condition or treatment or general info
|
|
Precontemplation
|
pt not intended on taking action in the foreseeable future
|
|
Contemplation
|
thinking of changing. ‘sitting on the fence”
|
|
Preparation
|
ready to change
|
|
Action
|
making the change
|
|
Maintenance
|
staying on track.
|
|
Relapse
|
fall from grace
|