Term
|
Definition
| established the first nursing philosophy based on health maintenance and restoration. Her views on nursing reflected the changing needs of society. 1860 she developed the first organized program for training nurses, the Nightingale Training School for Nurses |
|
|
Term
|
Definition
| founder of the American Red Cross, tended soldiers on the battlefields during the Civil War, cleansing their wounds, meeting their basic needs, and comforting them in death |
|
|
Term
|
Definition
| superintendent of the female nurses of the Union Army. |
|
|
Term
|
Definition
| organized ambulance services, supervised nurses, and walked abandoned battlefields at night, looking for wounded soldiers. |
|
|
Term
|
Definition
| was active in the Underground Railroad movement and assisted in leading over 300 slaves to freedom |
|
|
Term
|
Definition
| the first professionally trained African American nurse. She was concerned with relationships between cultures and races. She brought forth an awareness of cultural diversity and respect for the individual, regardless of background, race, color, or religion. |
|
|
Term
|
Definition
| founded the American Nurses Association in 1911. Author of The American Journal of Nursing |
|
|
Term
|
Definition
| first professor of nursing at Columbia University Teachers College. |
|
|
Term
| Describe roles and functions of a nurse (5) |
|
Definition
| Caregiver, Client advocate, Manager, Communicator, and Educator. |
|
|
Term
| List 5 characteristics of a profession- |
|
Definition
1. A profession requires an extended education of its members, as well as a basic liberal foundation.
2. A profession has a theoretical body of knowledge leading to defined skills, abilities, and norms.
3. A profession provides a specific service.
4. Members of a profession have autonomy in decision making and practice.
5. The profession as a whole has a code of ethics for practice. |
|
|
Term
|
Definition
| ( Health Promotion)- Prenatal care, well-baby care, nutrition counseling, family planning, exercise classes. Preventive Care- Blood pressure and cancer screening, immunizations, poison control information, mental health counseling and crisis prevention, community legislation (seat belts, air bags, helmets). |
|
|
Term
|
Definition
| Emergency care, acute medical-surgical care, radiological procedures. |
|
|
Term
|
Definition
| Intensive care, subacute care. |
|
|
Term
| Discuss the role that caring plays in building a nurse-client relationship- |
|
Definition
| When a client senses that health care providers are sensitive, sympathetic, compassionate, and interested in them as people, they usually become active partners in the plan of care. Caring is specific and relational for each nurse-client encounter. |
|
|
Term
| Discuss potential implications when client and caregiver views of caring are different- |
|
Definition
| Frequently clients and nurses differ in their perceptions of caring. For that reason, focus on building a relationship that allows learning what is important to the client. *Ex: a client who is fearful of having an intravenous catheter inserted & you are still novice at inserting a catheter- instead of giving a lengthy description of the procedure to relieve anxiety, it is better to make the decision that the client will benefit more by obtaining assistance from a skilled staff member. ** Knowing who clients are helps to select caring approaches that are most appropriate to the clients’ needs** |
|
|
Term
|
Definition
| - is a person-to-person encounter conveying a closeness and a sense of caring. Presence involves “being there” and “being with”. “Being there” is a physical presence and also includes communication and understanding. ** This type of presence is something the nurse offers to the client with the purpose of achieving some goal, such as support, comfort, or encouragement, to diminish the intensity of unwanted feelings, or for reassurance |
|
|
Term
|
Definition
| the use of touch is on comforting approach where the nurse reaches out to clients to communicate concern and support. **Contact touch involves obvious skin-to-skin contact. **Noncontact touch refers to eye contact. |
|
|
Term
|
Definition
| is used when performing a task or procedure. |
|
|
Term
|
Definition
| is a form of nonverbal communication, which successfully influences a client’s comfort and security, enhances self-esteem, and improves reality orientation. *Express caring touch in the way you hold a client’s hand, give a back massage, gently position a client, or participate in a conversation. |
|
|
Term
|
Definition
| - a form of touch used to protect the nurse and/or client. The client views it either positively or negatively. **The most obvious form of protective touch is preventing an accident for example, holding and bracing the client to avoid a fall. Protective touch is also a kind of touch that protects the nurse emotionally. A nurse withdraws or distances themselves from a client when the nurse is unable to tolerate suffering or needs to escape from a situation that is causing tension. When used this way, protective touch elicits negative feelings in a client |
|
|
Term
|
Definition
| To establish a database about the client’s perceived needs, health problems and response to these problems. Helps nurses form a clear definition of the client’s problems that provides the foundation for planning and implementation, interventions and evaluating the outcomes of care. |
|
|
Term
| Discuss the steps of the nursing assessment |
|
Definition
Collection and verification of data from the primary source (the client, or family members for infants, critically ill, mentally handicapped) and
secondary sources (family, health professionals, medical record)
Analysis of collected data gives the basis of nursing diagnoses, identifying collaborative problems, and developing a plan of individualized care |
|
|
Term
|
Definition
| prompt the client to answer questions in more than just one or two words. This techniques leads to a discussion where clients actively describe their health situation and shows that you want to hear their thoughts and feelings. |
|
|
Term
|
Definition
| shows active listening by using terms such as “alright”, “go on” or “uh-huh.” |
|
|
Term
|
Definition
| requires the nurse to ask further open ended questions to exhaustion until the client has nothing to add. Then ask the patient what they think might be the cause of the problem, this helps the client end their story. This process provides you with the client’s “explanatory model” and gives insight as to where to direct a focused assessment. |
|
|
Term
| Problem seeking interview technique |
|
Definition
| is used after getting the patient’s story or “explanatory model”. The nurse takes the symptoms described in the story and asks closed ended questions focused on those symptoms such as, “how often does the diarrhea occur?” or “is there pain and cramping associated with the diarrhea?” or “on a scale of 1-10, 10 being the worst pain of your life, can you rate the pain?” These closed ended questions allow you to clarify or obtain additional information related to previously obtained information. As new information is revealed, you can have the client give more historical information. |
|
|
Term
| Comprehensive assessments |
|
Definition
| are from head to toe and involve a complete review of systems |
|
|
Term
| Problem-oriented assessments |
|
Definition
| revolve around a specific health problem such as trouble breathing or headaches or maybe a skin infection. |
|
|
Term
|
Definition
| can be restricted to one specific symptom such as oxygen saturation levels by inspecting nail beds & skin color, or maybe pain level associated with the headache. |
|
|
Term
| Explain the purpose of nursing diagnosis. |
|
Definition
| To identify a disease condition based on the specific evaluation of signs and symptoms. |
|
|
Term
|
Definition
| describes human responses to health conditions or life processes. It is based on defining characteristics (signs & symptoms). |
|
|
Term
|
Definition
| describes human responses that might develop based on current factors or vulnerable situations such as surgery, immobility, being in the hospital, etc… |
|
|
Term
| Health Promotion Nursing Diagnosis |
|
Definition
| is a clinical judgment of a person’s desire to improve their health situation or habits (patient can be in any current state of wellness or disease) |
|
|
Term
| Wellness Nursing Diagnosis |
|
Definition
| clinical judgment about a patient who is in a current state of wellness that wants to improve their state of wellness |
|
|
Term
| Describe the steps in the nursing diagnostic process (four) |
|
Definition
Collecting - gather a database listing the subjective and objective signs & symptoms gathered during the assessment.
Interpreting - Apply logic, reasoning, intuition and experience to the database to identify patterns in the signs and symptoms
Clustering - Use the above to group signs and symptoms together
Labeling - uses knowledge and experience to label diagnoses based on the groupings of symptoms previously outlined |
|
|
Term
| Differentiate between a nursing diagnosis and a medical diagnosis |
|
Definition
Medical - Identification of a disease condition based on specific evaluation of physical signs, symptoms, medical history, and diagnostic tests and procedures.
Nursing - Clinical judgment about a patient’s response to health problems, based on signs and symptoms, that the nurse is licensed and competent to treat. |
|
|
Term
| Compare the components of an actual and risk nursing diagnosis |
|
Definition
| The actual diagnosis describes human responses that currently exist, it includes related factors and “as evidenced by” information that indicates the current presence of the human response. The risk diagnosis describes human responses that may happen related to factors present in the patient’s life, however there is no “as evidenced by” information since the human response is not yet present |
|
|
Term
|
Definition
| occurs following the admission assessment and initial selection of nursing diagnoses |
|
|
Term
|
Definition
| is the continuous updating of the client’s plan of care. It is based on changes that occur during the client’s stay. It may include revising the initial plan and further individualizing interventions. |
|
|
Term
|
Definition
| involves anticipation and preparation for meeting the client’s needs after discharge. |
|
|
Term
| Identify Activities that occur in the planning stage |
|
Definition
Planning involves establishing goals related to the nursing diagnoses. These are client centered and long term but should be realistic, measurable and with a specific date.
Then, Outcomes should be established. These are short term and are intended to move the client toward the stated long term goals. |
|
|
Term
| List guidelines for a written goal/outcome statement |
|
Definition
Client centered - should reflect client behaviors and responses expected as a result of nursing interventions. Starts with “Client will ambulate down the hall…” rather than “Will ambulate the client down the hall…”
Singular goal or outcome - do not combine multiple goals, list them completely separate, this makes them easily measurable
Observable - must be a specific, observable response “Client will appear less anxious” is not acceptable because nothing specific is observed or measured
Measurable - Should be written with specific standards against which to measure client responses to care. Do not use vague terms such as “normal, acceptable or stable.”
Time Limited - Specific time frame for each goal/outcome
Mutual Factors - goals should be set with the client to make sure client agrees with them. This increases client motivation.
Realistic - set goals the client is able to reach. This will provide a sense of hope that will further encourage rather than discourage the client. |
|
|
Term
| Describe the differences in goals and outcomes. |
|
Definition
| Goals are long term and outcomes are short term aimed at achieving the long term goal. |
|
|
Term
| The steps of the implementation process include: |
|
Definition
Reassess the client
Review/revise the existing nursing care plan
Organize resources & care delivery
Anticipate & prevent complications
Implement the intervention |
|
|
Term
| Describe the characteristics of a critical thinker |
|
Definition
| a. A critical thinker is able to recognize a client problem exists, analyze information about the issue, evaluate information and draw conclusions. A critical thinker considers what is important in a situation, imagines and explores alternatives, considers ethical principles, and then makes informed decisions. The use of evidence-based knowledge (knowledge based on research or clinical expertise makes a nurse an informed critical thinker). Critical thinking also requires the nurse to develop the habit of asking questions, remaining well informed, to be honest when facing personal biases, and to always be willing to reconsider and think clearly about issues |
|
|
Term
| Discuss the nurse’s responsibility in making clinical decisions. |
|
Definition
| a. A nurse must search for and examine ideas and inferences about client problems, consider scientific principles relating to the problems, recognize the problems, and develop an approach to nursing care. Critical thinking is central to profession nursing practice because it allows you to test and refine nursing approaches, to learn from success and failures, and to apply new knowledge. Clinical decision making is a problem solving activity that focuses on defining client problems and selecting appropriate treatment. It requires careful reasoning so that you choose the options for the best client outcomes on the basis of the client’s condition |
|
|
Term
| Describe the components of a critical thinking model for making clinical decisions. |
|
Definition
a. Knowledge base
b. Experience
c. Critical thinking competencies-
d. Attitudes
i. Confidence
ii. Thinking independently
iii. Fairness
iv. Responsibility and accountability
v. Risk taking
vi. Discipline-
vii. Perseverance
viii. Creativity
ix. Curiosity
x. Integrity
xi. Humility
e. Standards
i. Intellectual standards
ii. Professional standards |
|
|
Term
| Identify how professional standards influence a nurse’s clinical decisions. |
|
Definition
a. Ethical standards are one component of professional standards that influence a nurse’s clinical decisions. Being able to focus on a client’s values and beliefs to helps the nurse to make decisions that are just, faithful to the client’s choices k and beneficial to the client’s well being.
b. The use of evidence based criteria enables the nurse to asses client’s condition and to determine the efficacy of nursing interventions
c. The standards of professional responsibility that a nurse tries to achieve are cited in the Nurse Practice Acts, institutional practice guidelines, and professional organization’s standards of practice such as the ANA’s standards of professional performance. These standards raise the bar for responsibilities and accountabilities that a nurse assumes in guaranteeing quality health care to the public. |
|
|
Term
| Identify the general health goals of Healthy People 2010. |
|
Definition
a. Emphasizes the link between individual health and the community and the premise that the health of communities determines the overall health status of the nation. Two main goals of Healthy People 2010
i. To increase quality and years of healthy life
ii. Eliminate health disparities |
|
|
Term
|
Definition
| state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity however not all people free of disease are equally healthy |
|
|
Term
|
Definition
| caring for oneself in a healthy way and includes topics such as physical awareness, stress management, and self-responsibility |
|
|
Term
|
Definition
| is a state in which a person’s physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished or impaired compared with previous experience |
|
|
Term
|
Definition
| persists usually longer that 6 months and can also affect functioning in any dimension |
|
|
Term
|
Definition
| usually has a short duration and is severe. The symptoms appear abruptly, are intense, and often subside after a relatively short period of time and may affect functioning in any dimension. |
|
|
Term
|
Definition
| how an individual perceives their susceptibility to illness, the perceptions of the seriousness of the illness, determines the likelihood that a person will take preventive action and adopt healthy behaviors. For example, a person that understands the link between heart disease and genetics will be more likely to take preventive measures if parent and two siblings have all died in their 40’s from an MI than someone who has no history of family illness |
|
|
Term
|
Definition
| each person has unique characteristics and experiences that affect actions. A person’s individual characteristics and experiences, behavior-specific knowledge, and behavioral outcomes affect whether or not a client will take part in actions to increase their level of well being. |
|
|
Term
|
Definition
| these are things that are necessary for human survival and health. They include food, water, safety, and love. To provide effective care the nurse needs to understand the relationships of different needs and the factors that determine the priorities for each client individually |
|
|
Term
|
Definition
| the holistic approach is an attempt to create conditions that promote optimal health. The client is involved in the healing process and must take some responsibility for health maintenance. The use of alternative interventions such as music, relaxation, and guided imagery complements traditional medical care. |
|
|
Term
|
Definition
| true prevention. It precedes disease or dysfunction and is applied to clients considered physically and emotionally healthy. Examples include, immunizations for influenza, health promotion efforts, wellness education, and wearing hearing protection in occupational settings |
|
|
Term
|
Definition
| focuses on individuals who are experiencing health problems or illnesses and who are at risk for developing complications or worsening conditions. Example of this is, screening techniques to treat early stages of disease to limit disability by averting or delaying the consequences of advance disease. |
|
|
Term
|
Definition
| occurs when a defect or disability is permanent and irreversible. It involves minimizing the effects of long-term disease or disability by interventions directed at preventing complication and deterioration. Activities are directed at rehabilitation rather than diagnosis and treatment. |
|
|
Term
| Types of health care delivery systems |
|
Definition
Primary Care:
Preventive Care:
Secondary Acute Care:
Tertiary Care:
Restorative Care:
Continuing care: |
|
|
Term
|
Definition
| care, well-baby care, nutrition counseling, family planning, exercise classes. |
|
|
Term
|
Definition
| blood pressure and cancer screening, immunizations, poison control information, mental health counseling ad crisis prevention, community legislation (seat belts, air bags, helmets) |
|
|
Term
|
Definition
| Emergency care, acute medical-surgical care, radiological procedures. |
|
|
Term
|
Definition
| Intensive care, Sub acute care |
|
|
Term
|
Definition
| Cardiovascular and pulmonary rehab, sports medicine, spinal cord injury programs, home care |
|
|
Term
|
Definition
| assisted living, psychiatric and older adult day care |
|
|
Term
| THE PURPOSE OF THE NATIONAL PATIENT SAFETY GOALS |
|
Definition
| Safety in health care settings reduces the incidence of illness and injury, prevents extended length of treatment and hospitalization, improves or maintains a client's functional status, and increases the clients sense of well being |
|
|
Term
| IDENTIFY SPECIFIC RISKS RELATING TO CLIENT AGES |
|
Definition
| Children less than 5 yrs of age are at greater risk for home accidents that result in severe injury and death. The school age child is at risk for injury at home, at school, and traveling to and from school. Adolescents are at risk for injury from auto accidents, suicide, and substance abuse. Threats to and adult's safety are frequently associated with lifestyle habits. Risks for injury for older clients are directly related to the physiological changes of the aging process |
|
|
Term
| IDENTIFY ASSESSMENT ACTIVITIES DESIGNED TO IDENTIFY CLIENT'S PHYSICAL, PSYCHOSOCIAL, AND COGNITIVE STATUS AS IT PERTAINS TO THEIR SAFETY |
|
Definition
| Getting the nursing history which includes: activity and exercise, medication history, any procedures scheduled that pose a risk, history of falls, and their home maintenance and safety. Give special attention to assessing the client's gait, muscle strength and coordination, balance and vision |
|
|
Term
| IDENTIFY NURSING DX ASSOCIATED WITH RISKS TO CLIENT SAFETY |
|
Definition
| Risk for injury related to impaired mobility, risk for injury related to barriers in the home environment, risk for imbalanced body temperature r/t impaired home maintenance, risk for injury r/t deficient knowledge, risk for poisoning, risk for suffocation, risk for trauma. |
|
|
Term
| THE IMPACT OF THE FOOD AND DRUG ADMINISTRATION ON HEALTH CARE |
|
Definition
| The FDA is responsible for the enforcement of federal regulations regarding the manufacture, processing, and distribution of foods, drugs, and cosmetics to protect consumers against the sale of impure or dangerous substances. Regulations were made with temperature things were kept including medications and food. Guidelines are in place regarding the way food is kept and prepared |
|
|
Term
| DESCRIBE NURSING INTERVENTIONS SPECIFIC FOR CLIENT AGE THAT REDUCE THE RISK OF FALLS, FIRES, POISONING, AND ELECTRICAL HAZARDS |
|
Definition
Infant, toddlers, and preschoolers: depend on adults to protect them from injury. Assess the home and show parents how to promote safety in their homes. ....Have infants sleep on their backs or sides. Teach parents the mnemonic "back to sleep." Teach children to swim at an early age.
School Age Child: needs specific teaching regarding safety in school and at play. ... Teach children the safe use of equipment for play and work.
Adolescent: risks involve many factors outside the home environment, specifically their peer group. ...Encourage enrollment in driver's education classes.
Adult: lifestyle factors. ... Refer client to stress management center.
Older adult: reduce the risk of falls and other accidents. Most accidents to older adults involve falls, auto accidents, burns, and fires. ... Review findings from home hazard assessment |
|
|
