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| intentional action that conveys physical and emotional security and genuine connectedness with another person or group of people |
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nursing care that includes connection, mutual recognition, and involvement |
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| thinking from a critical point of view, analysis of actions, and assessing results of one’s actions |
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knowledge that comes from science |
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| providing care and meeting the needs of clients through creativity and style |
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| promotes wholeness and integrity in the personal encounter to achieve engagement |
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| use of language to send and receive messages |
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| communication other than words, gestures, posture, facial expressions |
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match between verbal and non-verbal aspects of a message |
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| to relate the message perceived to the receiver’s storehouse of knowledge and to sort out the meaning of the message |
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| the nurse-client relationship |
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| forces that determine the behavior of the group and the relationships among the group members |
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| the art and science of helping adults learn |
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the discipline concerned with helping children learn |
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| the process involved in stimulating and helping the elderly to learn |
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| behaviorist theory – the careful identification of what is to be taught and the immediate identification of and reward for correct responses |
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| cognitive theory – recognition of developmental levels of learners, and acknowledgment of the learner’s motivation and environment |
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learning that focuses on the feelings and attitudes of the learners, the importance of the individual in identifying learning needs, and the self-motivation of the learner |
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| behaviors or cues that reflect a learner’s motivation to learn at a specific time |
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