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| Role and Self Concept Mode |
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Definition
Role- position you fill, expectation
--functioning unit of society
--exists in relationship to each other
--expectations, interacts
--held by society |
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Mother, daughter, patient..dependable
--expectations about one role may hinder performance of other roles |
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| based on gender, age, developmental stage |
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complete the expectations of the developmental stage
ex..spouse |
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| more specific and involved with accomplishment |
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-Adaptive behaviors are met or not
-instrumental behavoiral--doing |
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Feeling
ex..annoyed by laundry, gets to see husband |
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| cooks meals, performs housework |
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delegation, elimination of Role
--clarifies role set and role expectations |
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what is affecting the development of roles
-consumer-who or what benefits
-reward- what do I get
-access to facilites-having "what it takes" opportunities
-cooperation & collaboration- opportunity, right time and place |
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| people, same age, same level |
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| someone who guides or helps you |
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| going along with everyone else |
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| personal aspect of human system |
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apprasial of his or her physical being
-body image- anorexia
-age- younger with society, elderly |
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feel or experience ones self what does nurse need to address:
-sexuality |
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aspects from physical and personal self
-throughout life span |
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| you have the potential to have a positive or a negative impact on others self-concept with every contact |
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being in touch with physical and personal self
-struggle for peace |
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thoughts and feelings
inquire about feelings
not good or bad |
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| inferes with other things |
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-making eye contact, listening, knowing your pt.
-knowing contents of illess
-being with, emotionally present
-doing for, doing for other as he/she would do for themselves
-sit and talk to pt
-enabling the pt.
-helping them through an event
-maintaining belief |
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-person to person encounter being there and not being with
-eye contact
-body language
-voice tone
-positive encouraging attitude
-being there is difficult
-with physicians
-interrupting
-procedures
-difficult situations |
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Types of Touch
..Task Orientated |
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Definition
-Performing a procedure or task
-confidence |
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Types of Touch
..Caring Touch |
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Definition
-non verbal communication
-comfort and security
-increases self-esteem
-improves attitudes and behaviors |
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Types of Touch
..Protective Touch |
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Definition
-protect pt or caregiver
-helping pt to bathroom
-distancing yourself
-physical as well |
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| active listening, #1 way to prevent complications |
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-avoiding assumptions, focus on client
-helps with providing interventions
-detect changes in pt, effortlessly |
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| when pt finds comfort with balance, promotes understanding |
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-qualities
-informed, involved, comfortable
-familiar with surroundings
-take and listen to them
-being patient |
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| interpreting the clients wants and needs |
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-personal preference
-body image
-socoioeconomic status..ex.homeless
-health beliefs and motivations
-cultural variables
-physical condition-obese, limitations, unconscious |
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| protection, sensation, temp regulation, excertion, secretion |
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epidermis- outer layer, no micoorganisms
dermis- hair, blood vessels
subcutaneous- insulation, fat, bottom layer |
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turgor, color, temperature
-preemies- translucent
-toddlers- scrapes |
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| color, sores (pulses-circulation), footwear |
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infection, curved
clubbing-lack of oxygen |
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| taking care of feet and nails |
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| education, soak nails, clean under, trim nails **need dr order** |
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mouth care, observes or assist with mouth care, assess-gums, order
observe or assist w/ brushing teeth, toothettes |
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| shampoo, shampoo cap, shaving-taunt skin, |
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| complete bed bath, partial, sponge bath, tub bath, shower, bed bath/travel bath |
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| medicine into nursing practice, now its everywhere |
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science and research- believe it & use it
art- clinical experience
pt values & preferences- pt's choices |
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P-population, what is your pt's population or group
I-intervention, doing
C-comparison, control, 2 groups, one-good..one-bad
O-outcome, what happens
T-time, time frame |
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| variety of sources, experiences and protocols |
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abstract & intro-make sure its talking about what we want
literature review- why is this important
purpose statement-what are we doing it
design- how did they conduct the study, whos involved
results & conclusions-
clinical implication-how does it relate to the clinical setting |
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| something you can measure, numbers |
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| interview, harder for research, summaries |
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conceive the study-identify the problem
design the study-select research design
conduct the study-recruit subjects, collect data, approval
analyze the study- describe the sample, answer research questions, interupt the results
use of study-recommend further research |
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informed consent- aware, risks
reliable & valid |
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| Quality & performance improvement |
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-every healthcare organization gathers data
-quality improvement, improving the care for better results
-performance management, analizes & evaluates current performance, uses results to change procedure |
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| like falls, potential-like falls |
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| thinking outside the box, happens over time |
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| skills seperate professional nurses from tech staff and techs or other staff |
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| pts have problems for which no textbooks has answers |
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-need to seek knowledge quickly
-recognizing an issue, exists, analyzing information, evaluating information |
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intellectual & emotional growth
..3 levels... |
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| learning new knowledge, refining ability to grow, solve problems, make judgements |
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| #1 basic critical thinking skills |
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| structure, guidance, right/wrong answer |
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| analyzes and examines choices, independently putting knowledge together |
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| anticipate needs & make choices without assistance |
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scientific method
-form a hypothesis/identify problem
-collect data
-research
-test |
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-obtain info
-use info to find solution |
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| focuses on problem resolution |
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drawing conclusions from related pieces of evidence, nutrition problems
-diagnostic reasoning=malnutrition |
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-serve to explain concepts
-make decisions and judgements |
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Knowledge base-
experiences-
nursing process compentencies-
attitudes-
standards- |
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