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| Gives nurses the authority to practice |
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Determined by state law Specifies what nurses can do |
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| Utah Department of Occupational and Professional Licensure |
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Certifies training programs NCLEX exam |
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Nursing model Assisting sick and well to gain independence |
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Nursing model Human as dynamic energy field; wholeness |
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Nursing model Self care/self deficit |
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Nursing model Cultural care diversity |
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Nursing model Adaptation model |
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Nursing model Caring is unifying focus |
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| Relative state of well-being |
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| A state that is unpleasant but tolerable |
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| Jean Watson's Theory of Caring |
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| Honor dignity; recognize uniqueness; protect autonomy; maximize capacity; human-human relationships; caring. |
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| Recognition of the human, cultural, and systmic differences that impact our interactions with one another |
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| Caregiver responds to the patient as Thou. Sensitive to their needs and feelings and responds to the present. |
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| Caregiver detaches from client. No mutuality/recognition of the other. |
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| Caregiver is objectively detached, but always treats patient with respect and dignity. |
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| Caring which flows out of love or natural inclination |
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| Caring that is dones out of a desire to be a caring person or duty |
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| Caring relationship = one caring + one cared-for |
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Jean Watson: Human to human connectedness. Each person is touched by the human center of another. Nurse + patient. |
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| Abstract ideas or mental images of phenomena or reality |
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| A pattern of shared understanding and assumptions about reality and the world |
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| Reality exists; one strives for objectivity; reductionist; measurable; quantifiable outcomes. |
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| Reality is subjective; subjectivity is inevitable; holistic; non-quantifiable. |
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| Global statement identifying the phenomena of central interest to a discipline |
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| Four major metapradigms in nursing |
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| Person, Environment, health, nursing |
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| A supposition/system of ideas that is proposed to explain a given phenomenon |
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| A group of related ideas, statements, or concepts |
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| Theories provide a foundation and direction for research, often producing tangible results |
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| Usefulness comes from helping to interpret phenomenon from unique perspectives |
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Nursing theory "The act of utilizing the environment of the patient to assist him to his recovery" |
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Nursing theory "Assisting the individual, sick or well, in the performance of those activities contributing to health and its recovery that an ividiual would perform unaided if he had the necessary strength, will or knowledge." |
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Nursing theory "The act of assisting others in the provision and management of self0care to maintain/improve human funcitoning at home level of effectiveness." |
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Nursing theory "Nursing is keeping the lcient system stable throughout constant life changes through assessing the effects of environmental stressors and assisting client adjustments required for optimal level wellness." |
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Nursing theory "Enable individuals/groups to maintain or regain their wellbeing in culturally meaningful and beneficial ways" |
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Nursing theory "Nursing enhances life processes through implementing interventions that are aimed at promoting the individual's physiologic, psychological, and social adaptations." |
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Nursing theory "Nursing is a human science of persons and human health-illness experiences that are mediated by professional, personal, scientific, esthetic, and ethical human care transactions." |
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| The conscientious use of current best evidence in making decisions about patient care |
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| patient population; intervention of interest; comparison; outcome. |
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| Positivistic paradigm; systematic, logical steps; specific plan; controlled conditions; statistical analysis. |
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| naturalistic paradigm; explores subjective experiences of human beings; collection/analysis of subjective, narrative materials; identifies themes and patterns. |
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| Full disclosure; not to be harmed; self-determination; privacy; confidentiality. |
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| Transferring to a competent individual the authority to perfomr a selected nursing task in a selected situation |
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| Right... task; circumstances; person; directions; evaluation. |
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| What cannot be delegated? |
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| Assessment; interpretation of data; making nursing diagnosis; creating a plan of care; evaluation of the care. |
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| The one who ultimately assumes the responsiblity for delegation |
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| Steps of the Nursing Process |
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| Assessing; diagnosing; planning; implementing; evaluating. |
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| The foundation of the nursing process |
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| A discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns |
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| Data that is only apparent to the patient; symptoms |
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| Date observed and measured; signs |
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| A systemic reasoning process utilizing collected data to formulate a conclusion regarding the nature of a phenomenon |
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| description of the human response to an illness, condition, or situation. |
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| Identify a disease process; constant throughout care. |
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| Require both medical and nursing care |
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| North American Nursing Diagnosis Association (NANDA) |
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| Organization that defines, refines and promotes taxonomy of nursing diagnostic terminology of general use to professional nurese |
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| Describes a problem present at the time of diagnosis |
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| Describes a problem taht does not currently exist, but the presence of risk factors indicates the problem is likely to develp if no intervention occurs |
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| Describes human responses to levels of wellness with a readiness for enhancement |
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| Indicates the potential for a health problem but evidence is incomplete or unclear |
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| Indicates a cluster of diagnoses |
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| Physiologic problems requiring medical and nursing interventions in order to minimize complications |
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| Nursing outcome classification |
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| Nursing invervention classification |
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| Specific; measurable; appropriate; realistic; timely |
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| Subject + verb + performance criteria + target time |
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| Nursing actions that a nurse perfomrs/carries out to help patient achieve expected outcome; performed to minimize, alleviate, or prevent health problems |
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| A planned, ongoing, purposeful activity to determine the client's progress towards a goal and the effectiveness of the nursing care plan |
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| Phases of a therapeutic relationship |
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| Orientation; Working; termination. |
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| Relays content/feeling of message to the patient |
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| Re-state what the patient said |
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| Constructive comments that help the patient clarify or make changes in behavior |
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| Calls attention to discrepancy between what the patient says and what the patient does |
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| Unwillingness to change problem behavior |
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| Consideration of change with decision making evaluation of the pros and cons of both the problem and the change. |
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| Commitment to change in near future. Expressed high degree of motivation toward desired behaviors/outcomes. |
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| Change or modification of behavior acutally takes place |
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| 3-6 months of success; focus on lifestyle modification in order to avoid relapse of the behavior change. |
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| Faith; importance; community; application. |
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| A condition in which the person responds to a change in the normal balanced state |
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| Any event or stimulus that causes an individual to experience stress |
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| Response to a demand or stressor that is harmful to the individual |
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| Stress in response to a demand that is helpful to the individual |
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| Initiates "fight or flight" response |
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| Resistance/adaptation Stage |
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| Adaptation resources are mobilized to combat the stressor |
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| Breakdown of compensatory mechanisms |
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| Complete/partial return to homeostasis |
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| Covering up weaknesses by emphasizing a more desirable trait/achievement |
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| An attempt to screen or ignore unacceptable realities by refusing to acknowledge them |
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| The transferring or discharging of emotional reactions from one object or person to another |
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| An attempt to manage anxiety by imitating the behavior fo someone feared or respected |
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| An expected emotional reaction to an uncomfortable/painful experience is evaded by the use of rational explanations that remove personal significance |
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| Form of identification that allows for the acceptance of others' norms/values into oneself, even when contrary to one's previous assumptions |
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| Not acknowledging the significance of one's behavior |
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| Process by which blame is attached to others or the environment for unacceptable desires, thoughts, shortcomings, and mistakes |
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| Justification of certain behaviors by faulty logic |
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| Mechanism that causes people to act exactly opposite to the way they feel |
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| Resorting to an earlier, more comfortable level of functioning that is characteristically less demanding and responsible |
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| An unconscious mechanism by which threatening thoughts/feelings/desires are kept from becoming conscious |
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| Displacement of energy associated withmore primitive sexual/aggressive drives into socially acceptable activities |
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| Replacement of hightly valued, unacceptable, or unavailable oject by a less valuable, acceptable, or available object |
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| Action/words designed to cancel some disapproved throughts/impulses/acts in which the person relieves guilt by making reparation |
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| Relating to, consisting of, or having the nature of spirit; non-tangible; of/concerned with the soul; seeking meaning; belief in relationships. |
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| Benner's Stages of Nursing Expertise |
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| Novice; Advanced beginner; Competent [2-3 yrs]; Proficient [3-5 yrs]; Expert |
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| American Nurses Association (ANA) |
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| National professional organization that fosters high standards of nursing practice and promotes the educational and professional advancement of nurses to improve nursing care |
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| National League for Nursing (NLN) |
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| Organization that fosters the development and improvement of all nursing services and nursing education |
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| Competent state of nursing expertise |
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| A nurse with 2-3 yrs experience who has the ability to coordinate multiple complex nursing care demands - Benner's States |
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| National Student Nurses Association (NSNA) |
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| Professional organization that developed a code for nursing students |
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| Social force most likely to significantly impact future supply and demand of nurses. |
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