Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
intro to pr. nursing
cpa 2 uafs
| Question | Answer |
|---|---|
| source | ind. who decides what msg. is sent |
| encoder | person who interprets the data |
| message | content |
| channel | medium or the way chosen to convey the msg. |
| reciever | one who recieves the msg. |
| decoder | one who interprets the msg. |
| source message channel reciever source | source- formulates msg. based on their communication skills, attitudes, knowlege, and sociocultural system |
| source message channel reciever messages | messages- which have a unique element, structure, content,treatment, and codes are then transmitted along channels |
| source message channel reciever channels | channels- the various senses such as seeing, hearing, touching,smelling,and tasting |
| source message channel reciever reciever | reciever- interprets the mesages on the basis of their own communication skills,attitudes, knowlege, and sociocultural system |
| Leary model( in the shape of an "L" on her forehead) | 1.dominant + dominant= submissive and dominant... always gotta be an alpha in the crowd..2 love hate stimulates the same reaction in return |
| Health communication model healthcare specific relarionships | relationship professional-professional professional-client professional-clients professional- |
| Health communication model healthcare specific transactions | transactions between participants about health-realted issues that include verbal and nonverbal communication. contexts as the settings where thye health communication takes place. |
| Health communication model healthcare specific verbal and nonverbal | metacommunication= includes all things taken into accouint when the reciever is interpreting a message, such as the role of the communicator, the nonverbal msg. sent, and the context in which the communication is taking place. |
| Health communication model healthcare specific verbal | verbal communication= takes place when ppl use words to share experiances w/ others |
| Health communication model healthcare specific nonverbal | nonverbal communication- w/out words with body motions, face expressions, space and sounds and touch. |
| verbal communication | vocab., innotation,pacing, clarity and berivity, timing and relavence |
| nonverbal | intenetional or un.PROXEMICS refers to how individuals use and interpret space in the communication process. cultural variations- learned subconsciously through the observations of behaivor of signi9ficant individuals in the clients culture. Kinesics- |
| therapeutic communication | specific communication used to promote a psychological setting that allows positive change, growth in client. understanding the unique health needs of the individual. |
| active listening | understand and comprehend fully what the person is trying to communicate |
| restatement | after listening carefully to the client, restate some or all of what the client was trying to say to see if you understood it correctly. |
| reflexion | is the process of identifying the main emotional themes in the conversation and directed them back to the client |
| use of appropriate questions include? | open-ended(Q's to encourage elaboration) closed-ended(Q's when limitations are needed) circular(Q's to focus on the impact of the injury or illness and how it will affect the family. |
| probs with communication | false reassurance(its ok), giving advise, probing(questions out of curiousity rather than needed info) stereotyping(ie. dopehead),social comment(Idontknow),changing the subject, medical jargon, |
| communication with professionals | characteristics include clarity of communication, accountability, and mutual respect. |
| problems with communication | gender issues, heirarchy issues, generational differ |
| fix to comm probs | 2 way exchange of info must value the other must value the other persons suggestions |
| communication | includes all thoughts , feelings,and behaivors |
| pt care communication | face to face, written, telephone, email |
| assesment | list the sig. findings(objective and subjective) cluster data with health patterns,findn general problem with pt,develop cluster data for each general problem identified. |
| nursn diagnosis | develop 2 at least hypothesis, evaluate each hypothesis by writing and comparing the definitions, write each diagnosis statement by priority |
| planning | plan appropriate nursing interventions |
| implementation | carry out the plan |
| evaluation- | evaluate outcomes |
| critical thinking regulatory | purposefully self regualtory judgement includes interpretation, analysis, evaluation,and inference, as well as the explanation of the evidential, conceptual, methodological, criterlogical, or contextual considerations on which judgement is based |
| critical thinking logic | ask yourself does this make sence? |
| aspects of critical thinking | directed towards taking action,disposition towards thinking analyctally, embrases thinking about how we think, assess maturity,requires skill, frequentally finding failure,not always a self conscious |
| key aspects of critical thinking | induction- generation of new ideals deduction-abstraction or take from idea assumption identification- hypothesis or to identify the assumption |
| reflective thinking | active, persistant, and carefully consideration of any belief or supposed form of knowlege that support it |
| rain burger and hoffers critical thinking #1 of 3. | 1. reflect on other nurses clinical experiances |
| rain burger and hoffers critical thinking #2 of 3. | 2. apply brookfields 3 critical thinking processes= a.contextual awareness and observed aqnd consideration. b.Exploring and imagining alternatives. c. Questioning, analyzing, and reflection on ratioale of decisions |
| rain burger and hoffers critical thinking #3 of 3. | use mind maps as a learning tool- rehearsing or anticipation of providing the actiual care |
| concept formation | identify known data, determine common characteristics, and priortize data |
| rain burger and hoffers critical thinking #1 of 3. | 1. reflect on other nurses clinical experiances |
| rain burger and hoffers critical thinking #2 of 3. | 2. apply brookfields 3 critical thinking processes= a.contextual awareness and observed aqnd consideration. b.Exploring and imagining alternatives. c. Questioning, analyzing, and reflection on ratioale of decisions |
| rain burger and hoffers critical thinking #3 of 3. | use mind maps as a learning tool- rehearsing or anticipation of providing the actiual care |
| zippermouth | willnot talk or add to the duiscussion |
| recognition seeker | seeks credit |
| play boy | sabatoge topic joker |
| interorganizational group | community, ana, medical association |
| intraorganizational organization | with in school of n ursing |
Created by:
100002271545462
Popular Nursing sets