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
Unit 2
| Question | Answer |
|---|---|
| Communication | process of exchanging info and the process of generating and transmitting meanings between two or more individuals. It is the formation of society and the most primary aspect of nurse-Pt interaction. |
| Interpersonal communication | Occurs between two or more people with goals to exchange message. |
| Verbal communication | Is exchange of info using words, including both the spoken and written words. |
| Nonverbal communication | Transmission of info without using words (body language). |
| Factors that influence communication | 1.Level of development (age) 2.Gender 3.Sociocultural differences 4.Roles and Responsibilities (occupation) 5.Space and Territory(own area /Space room between RN and Pt.) 6.Physical 7.Mental 8.Emotional state 9.environment |
| Critical thinking | a systematic way to form and shape one's thinking. It functions purposefully and exactingly. It is thought that is disciplined, comprehensive, based on intellectual standards, and, as a result, well-reasoned |
| Critical thinking involves: | 1. Forming conclusions 2. Making decisions 3. Drawing inferences and reflecting |
| four skill sets necessary for delivery of care that is scientific, holistic and creative. | * cognitive * technical * interpersonal * ethical/legal |
| definition of the nursing process | A series of planned steps and actions directed towards meeting the needs and solving problems of patients and families. A systematic problem solving method for giving individualized care. |
| Assessment | collecting, validating, and clustering data (observations or measures) |
| Diagnosis | a clinical judgment about responses to actual and potential health problems (assessment, teaching, non-pharmacological methods to reduce pain, evaluation of patient response) |
| Planning | setting patient-centered, mutually agreed upon goals, outcomes, and selecting appropriate interventions. |
| Implementation | the interventions are initiated and information about the patient is exchanged. |
| Evaluation | determining the patient’s response to care and his/her progress towards the established goals. |
| nursing process | systematic, dynamic, interpersonal, outcome oriented, and universally applicable. |
| Actual as a types of nursing diagnoses | Actual (there is sufficient data/defining characteristics to determine and support existence of the nursing diagnosis.) |
| Risk for as a types of nursing diagnoses | the patient is likely to develop a problem if the nurse doesn't intervene. |
| Possible as a types of nursing diagnoses | the patient may have this problem, or might develop this problem, but more data is needed to confirm the presence of the problem. |
| SMART | Specific, Measurable, Appropriate, Realistic, Time-bound. |
| Outcomes for nursing diagnoses | patient-centered. |
| Nursing interventions | focused on accomplishing the outcomes. |
| Types of Interventions: | Dependent – these interventions are physician-initiated. Independent – these are nurse-initated; the nurse has the authority to implement without a physician’s order or supervision. Collaborative- these are initiated by other providers |
| Evaluation | measures/assesses the patient’s response to nursing interventions and achievement of expected outcomes. |
| Cognitive skills | make sense of the situation and grasp what is necessary to achieve goals |
| Technical skills | manipulate equipment skillfully to produce desired outcome |
| Interpersonal skills | establish and maintain caring relationships that facilitate achievement of goals |
| Ethical/legal skills | personal moral code and professional role responsibilities |
| Problem | identifies what is unhealthy about patient or indicating the need for change |
| Etiology | identifies factors maintaining the unhealthy state or response |
| Defining characteristics | identifies the subjective and objective data that signal the existence of a problem (cues) |
| Cognitive outcomes | describes increases in patient knowledge or intellectual behaviors |
| Psychomotor | describes patient’s achievement of new skills |
| Affective | describes changes in patient values, beliefs, and attitudes |
| HIPAA | Health Insurance Portability and Accountability Act (ensures privacy of information use and disclosure.) |
| Method of Critical Thinking | 1 Purpose of Thinking (identify the purpose or goal of your thinking) 2 Adequacy of Knowledge (knowledge you have is accurate, complete, factual, timely, and relevant?) 3 Potential Problems 4 Helpful Resources 5 Critique of Judgment/Decision |
| Thinking Independently | not to allow the status quo or a persuasive individual to control their thinking. |
| four domains of critical thinking | 1 elements of thought (The Basic Building Blocks of Thinking) 2 abilities Skills Essential to Higher-Order Thinking) 3 affective dimensions (Attitudes, Dispositions, Passions, and Traits of Mind Essential 5 intellectual standards Used to Critique Think |
| The types of nursing diagnoses include: | 1 Actual (sufficient data/defining characteristics 2 Risk for ( the patient is likely to develop a problem if the nurse doesn't intervene) 3 Possible Rt may , or might develop this problem (more data needed) 4 Wellness 5 Potential Complications |
Created by:
russianalaskan
Popular Nursing sets