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
Community test 2
Community Test 2
| Question | Answer |
|---|---|
| includes tornadoes, hurricanes, volcanoes, earthquakes, snow storms, etc. | natural disaster |
| include fires, toxic spills, nuclear mishaps, plane crashes, etc. | technological (man-made) disasters |
| happen within a given facility or agency | internal disasters |
| occur outside of a facility, but effect the operations of a facility | external disasters |
| four stages of disaster management | mitigation, preparedness, response, and recovery |
| actions considered long before an emergency occurs and includes any activity aimed at reducing the probability of damage from a disaster | mitigation |
| strengthens the structure of your home to protect it from hurricanes, floods, and other natural disasters. Helps business and industry avoid damages to their facilities and remain operational in the face of catastrophe | mitigation |
| actions taken to save lives before and during a natural disaster. it ensures people are ready for a disaster and respond to it effectively | preparedness |
| requires figuring out what youll do if essential services break down, developing a disaster plan,and practicing the plan. activities include forecasting and warning systems, stocking an emergency preparedness kit with supplies, and shelter | preparedness |
| Occurs after the onset of a disaster. Intended to provide emergency assistance for casualties, including search and rescue, shelters, and medical care | Response |
| to reduce the probability or extent of secondary damage through such measures as anti-looting security patrols, ans to reduce damage by efforts such as sandbagging against floodwaters | response |
| activities continue immediately following a disaster. The purpose is to return all systems and services back to normal. Local communities and State governments can do what they can to bring about recovery | recovery |
| when those resources are gone, federal loans and grants can help. funds are used to rebuild homes, businesses, and public facilities, to clear debrisand repair roads and bridges, and to restore water, sewer and other essential services. | recovery |
| Roles of the nurse during a disaster | nursing care, coordination, development of plans, evaluation, member of disaster teams, and agency volunteer (red cross, etc.) |
| is a french word used in the first aid and medical contexts to indicate the sorting and classification of casualties, and the establishment of treatment priorties. Usually refers to a mass casualty situation, such as earthquake of bus accident. | triage |
| to triage an incident, your approach has to be, and to assume the responsibility for these decisions is an unenviable position to bein | objective |
| you should ask yourself three questions during a triage | who needs treatment to save their life? who will really benefit, and who wont? If i treat one person, will others suffer seriously from lack of attention? |
| casualties in cardiac arrest are only given CPR if there are no other seriously injured casualties requiring | life-saving treatment |
| If you become concerned with a casualty in cardiac arrest, you will be fully committed performing CPR, at the expense of | another who may be saved by your active intervention |
| an unconscious casualty on his back, a person with severe bleeding, a casualty with a head injury going into shock all are | priorities because without your intervention they may die |
| a conscious casualty with a fractured leg is | less urgent and can wait until the more serious casualties are dealt with |
| a conscious casualty walking around, complaining of a sore shoulder is | at the bottom of the triage list |
| people who need to have treatment immediately or within two minutes are called, and people in this group are critically ill and require immediate attention | immediately life-threatening patients |
| Most would have arrived in Emergency Department by ambulance. they would probably be suffering from a critical injury or cardiac arrest | Triage level one (immediately life threatened) |
| people who need to have treatment within ten minutes are called, and people in this group suffer from a critical illness or are in very sever pain | imminently life-threatening patients |
| People with serious chest pains, difficulty in breathing and severe fractures are included in this group | triage level two (imminently life threatening) |
| people who need to have treatment within 30 minutes up to 1 hour are called, they are stable at this time | potentially life-threatening patients |
| people in this group suffer from severe illness, bleed heavily from cuts without signs of shock, have major fractures, or be dehydrated | triage level three (potentially life threatening) |
| people who need to have treatment but can be delayed are called, these patients are stable | potentially serious patients |
| people in this group have less severe symptoms or injuries, such as a foreign body in the eye, sprained ankle, simple laceration, cystitis, migraine or earache | triage level four (potentially serious) |
| people who need to have treatment within two hours are called, patients are stable | less urgent patients |
| people in this group have minor illnesses or symptoms that may have been present for more than a week, such as rashes or minor aches and pains | triage level five (less urgent) |
| a phasic intervention implemented immediately following a major incident such as war zone trauma, civilian disaster, terrorist incident or natural disaster. the immediate implementation is to prevent, limit or alleviate the onset of PTSD following | critical incident debriefing |
| is ideally carried out two to three days after an incident, but the intention is to allow people the opportunity to talk, express feelings, discuss concerns, mostly to prevent them from "bottling up" their feelings and emotions | critical incident debriefing (psychological debriefing) |
| this process could be described as "a group meeting to review the impressions and reactions that survivors, bereaved or helpers experience during or following critical incidents, accidents, or disasters." aims at reducing unnecessary psychological effects | the debriefing process |
| why do we focus on family? | in the family, any dysfunction (illness, etc.) which effects one or more family members may effect other members, there is a strong interrelationship between family and health status of its members, family role is crucial during health and recovery. |
| why do we focus on family? | if you raise the level of health&wellness of the entire family, the level should raise for members, case finding for disease or risks to others, gain a clearer perspective of individual in context of family(family is primary source for health education) |
| may be defined by the individual, biologically, legally, or socially. "social groups whose members share common values and interact with each other over time; usually, they live together, but not always." form the basic unit of society and care | family |
| defines family as a collection of people who are integrated, interacting and interdependent, actions of one member influences others, has boundaries that may be selectively penetrated | family system theory |
| if a family system perceives a need then the family more than likely will be open to the use of needed community resources, each family system is unique in its identity and goals, | family system theory |
| unit in which gives the individual his/her strongest sense of community and lends stability and security to his/her life, | family system theory |
| in healthy families, theses may be shared and members may move in and out. when a problem/stressor affects a single family member, various members of the family will mobilize supportive resources in order to adapt | roles |
| function of the family | affective, socialization, reproductive, economic, and physical& healthcare |
| the family's ability to meet the psychological needs of family members (affection&understanding), considered by some the most vital function of families, when function not met, usually a system of family dysfunction develops | affective function of family |
| the process of learning to adapt to life in a family and community, involves assisting children to adapt to the norms of the community and to become productive members of society (norms of dress, hygiene, and preparing&eating food) built into all cultures | socialization function of family |
| it may be thought of as "providing recruits for society to ensure the continuity of the intergenerational family and society." | reproductive function of family |
| encompasses the allocation of adequate resources for family, provision of sufficient income to provide basic necessities, allocation of resources to all family members, difficult in depressed ecomony, impacts health of family | economic function of family |
| provide a safe and comfortable environment, provision of food, clothing, and shelter. includes health and lifestyle practices (nutrition, chemical use and abuse, recreation, exercise and sleep) physical/emotional health strained as well | physical and healthcare function of family |
| established through legal sanction of marriage is no longer the only acceptable form for family life, alternate lifestyles are becoming increasingly prevalent | the nuclear family |
| changes is societal views and attitudes are affecting both family structure and | modes of living |
| no matter what family structure/form one may choose, all families have the same needs such as | financial resources, social and educational opportunities and health care services |
| family size has decreased with couples choosing to not have children, increase&ease in divorce, later marriages and increase in never married, rise in one parent households, longer average life span, women are becoming more involved in careers. | trends in family structure and function |
| both parents may have to work, role of father in parenthood is examined more carefully, families are changing their place of residence with increasing frequency, legislation is broadening its definition of family to include all family structures | trends in family structure and function |
| threats/concerns facing today's family | economic status, homelessness, family violence, and community illnesses such as HIV of hepatitis |
| one member is in charge and all other members are subordinate. dominant member controls decision making but also economic strings, if a woman is subordinate she might have trouble coming for health care if its not acceptable | autocratic family |
| Either the male member of female member is the dominant or decision making member, patriarchal (male) matriarchal (female) | complementary family |
| democratic/equalitarian, male and female roles are equal and decisions are made based on mutual consultation, power struggles may be a problem | symmetrical family |
| most mature authoritative pattern. sometimes is complementary and sometimes symmetrical. trades off and flexible | parallel family |
| a continuous process by which one person may affect another through written or oral language, gestures, facial expressions, body language, space, or symbols | communication |
| the area around a persons body that includes the individual, body, surrounding environment, and objects within that environment | space |
| the family and other groups within a society that dictate culturally accepted role behaviors of different members of the society and rules for behavior.Behaviors are prescribed for significant life events, such as birth, death, childbearing, child rearing | social organization |
| the meaning and influence of time from a cultural perspective. time orientation refers to an individuals focus on the past, the present, or the future. most cultures combine all three time orientations, but one orientation is more likely dominate | time |
| the ability or perceived ability of an individual or persons from a particular cultural group to plan activities that control nature, such as illness causation and treatment | environmental control |
| the biologic differences among racial and ethnic groups. it can include physical characteristics, such as skin color; physiologic variations, such as lactose intolerance; or susceptibility to specific disease processes | biologic variations |
| ideas, values, and behaviors or a particular group, the groups accepted and patterned ways of doing and feeling that guides one in living life and viewing the world | culture |
| belief and feeling that one's own culture is the best and the only acceptable culture | ethnocentrism |
| group with the same physical characteristics who originated from a common ancestor | race |
| social group who share culture bonds and social heritage passed from generation to generation; provides a sense of belonging | ethnicity |
| culture behaviors are acquired not inherited; enculturation is learned | culture is learned |
| the various components of culture are simultaneously interrelated and independent; an integrated web of ideas, beliefs, and practices | culture is integrated |
| cultural values, beliefs and practices are shared by the members of the culture and identify and stabilize the cultural group | culture is shared |
| much of culture is outside of awareness; members of culture know how to act and what to expect without need for discussion | culture is tacit |
| cultures adapt to enviornmental and technical factors and to the availability of natural resources | culture is adaptive |
| every culture experiences constant change | culture is dynamic |
| all humans have the same basic needs regardless of culture, how they seek these needs is based on culture, when caring for pts with diff culture background identify cultural variables affect health problem, ask pt about cultural beliefs | cultural assessment |
| six phenomena that are present in all cultures | communication, space, social orientation, time orientation, environmental control, and biological variations |
| cultural beliefs influence recovery, important to include individual in care plan, include cultural in care plan demonstrates respect, if refuses plan of care think about is the culture the reason | culture and illness |
| founder of transcultural nursing | madeline leininger |
| leininger's guidelines for providing culturally congruent care | cultural preservation, cultural accommodation/negotiation, cultural re-patterning |
| stereotyping/generalization, ethnocentrism, and cultural imposition | barriers to culturally sensitive care |
Created by:
605946556
Popular Nursing sets