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
NURS 201
exam 3
| Question | Answer |
|---|---|
| examples of non verbal communication | touch, eye contact, facial expressions, posture, gestures, physical appearance, sounds, silence |
| factors affecting communication : developmental level | toddlers, children, adolescents, adults |
| factors affecting communication: sociocultural differences | culture, language, literacy |
| factors affecting communication: space and territoriality | intimate zone ( 10-18 in) personal zone (18in- 4ft) social zone (4-12 ft) public zone (12-25 ft) |
| factors affecting communication : mental, physical & emotional status | anxiety, fear, physical outcome, orientation level |
| factors affecting communication : value | teaching / education , self motivation |
| factors affecting communication : environment | safe, private, minimal distractions |
| SBAR | situation, background, assessment, recommendation |
| I-SBAR-R | identify yourself & the patient, situation, background, assessment, recommendation, readback |
| CUS | i am concerned, i am uncomfortable, this is unsafe |
| characteristics to promote therapeutic relationships | caring, patient- centered, dynamic, purposeful and time limited, professional accountability |
| goals to promote therapeutic relationships | determined collaboratively, focus on patient's needs, change as patient progresses |
| professional therapeutic communication: conversation skills | tone, word choice, clear & concise |
| professional therapeutic communication: silence | comfortable & content, gathering their thoughts |
| professional therapeutic communication: listening skills | sit down, natural & relaxed, facial expressions & body language, think before responding |
| professional therapeutic communication: touch | empathetic & reassuring, nurse must be comfortable, ask for permission |
| professional therapeutic communication: assertive communication | open, honest, direct focus on the issue, not the person |
| professional therapeutic communication: humor | balance perspective accept your failures |
| barriers to therapeutic communication | aggressive behaviors, failure to perceive patient as a human, failure to listen, change the subject, gossip and rumor |
| therapeutic communication | obtain accurate & thorough information, explain purpose of interview, builds rapport ex: open ended, validation, clarifying, reflective |
| non therapeutic communication | cliches, yes or no questions, why & how questions, information probing, leading questions, judgemental comments, false reassurance |
| promote communication: visual impairment | introduce yourself every time, orient to room, explain everything, speak in normal tone of voice |
| promote communication: deaf/ hard hearing | face the patient , normal speech & pace , do not obscure mouth, written communication |
| promote communication: physical impairment | communication boards, predetermined gestures, call light within reach |
| promote communication: cognitive impairment | maintain eye contact, simple terms & pictures, two - option questions, demonstrate patience |
| promote communication: non english speaking | interpreter service, nonverbal communication |
| TEACH method | tune into the patient, edit patient information act on every teaching moment clarify often honor the patient in the education process |
| factors that affect patient learning: adult and older adult learning needs | need to learn before they are willing to learn, need to motivate the patients to participate in the teaching learning process, they need to identify any learning barriers |
| factors that affect patient learning: family / caregiver support networks | family caregiver also often provides support when the patient is hospitalized, identify and provide education related to the learning needs of caregivers |
| factors that affect patient learning: financial resources | need to be evaluated in order to determine the patient's care |
| factors that affect patient learning: language differences | how people express themselves verbally and nonverbally, language barriers or differences and develop strategies to address them, clearly communicating this plan |
| factors that affect patient learning: health literacy | the ability to access, read, understand, evaluate, communicate, and act on health information to promote, maintain, and improve health; health literacy is associated with the capacity and self -efficacy to manage health and well being |
| nursing process for patient education: assessment | parameters -- learning needs, learning readiness, emotional readiness, experiential readiness, learning style, learning strengths |
| learning needs | gaps in knowledge that exist between what the person known and what someone needs or wants to know |
| learning readiness | the patient's anxiety, motivation for learning, willingness to engage in the teaching |
| nursing process for patient education: decide the plan | thoughtful planning of patient teaching maximizes the patient's learning while ensuring the most efficient use of your time and skills, when planning decide with the patient who should be included in the learning sessions |
| nursing process for patient education: implement the actions | how when to choose each method and instructional activity, timing and scheduling, environment |
| how / when to choose each method and instructional activity | demonstration materials- models and real equipment and displays such as posters, flip charts, and bulletin boards programmed instruction - books so that learners can use them independently of teacher ; teacher needs to clarify |
| timing and scheduling | better to plan short, more frequent teaching sessions that one or two longer sessions, scheduling teaching sessions when the patinet is least stressed |
| environment when implementing the actions | group vs individual, formal vs informal formal - planned, scheduling informal - unplanned, often effective b/c they deal with the patient's immediate learning needs |
| evaluate learning | methods of evaluation and when to use each, revising the plan, documentation |
| culture | a shared system of beliefs, values, and behavioral expectations that provides social structure for daily living |
| subculture | a large group of people who are members of the large cultural group but who have certain ethnic, occupational, or physical characteristics that are not common to the larger culture |
| cultural assimilation | when a minority group lives within a dominant group, many members may lose the cultural characteristics that once made them different, and they may take on the values of the dominant culture |
| culture shock | when placed in a different culture they perceive as strange |
| ethnicity | a sense of identification with a collective cultural group, largely based on the group members’ common heritage |
| race | considered native American or Alaska Native, Asian, Black or African American, Native Hawaiian |
| sterotyping | When one assume that all members of a culture, ethnic group, or race act alike |
| implicit bias | When we hold attitudes toward people or associate stereotypes with them without our conscious knowledge |
| cultural imposition | The belief that everyone else should conform to your own belief system |
| cultural blindness | Occurs when one ignores differences and proceeds as through they do not exist |
| cultural conflict | Occurs when people become aware of cultural differences, feel threatened, and respond by ridiculing the beliefs and traditions of others to make themselves feel more secure about their own values |
| cultural influences on healthcare: physiological variation | Studies have shown that certain racial and ethnic groups are more prone to being diagnosed with certain diseases and conditions |
| cultural influences on healthcare: mental health | Many ethnic groups have their own respectable patterns of behavior for psychological well- being as well as different psychological reactions to certain situations |
| cultural influences on healthcare: assigned sex roles | In some cultures, the man is the dominant figure and generally makes decisions for all family members |
| cultural influences on healthcare: food and nutrition | Food preferences and preparation methods often are culturally influenced, Dietary teaching must be individualized according to cultural values about the social significance and sharing of food |
| cultural influences on healthcare: family support | In many cultural and ethnic groups, people have large, extended families and consider the needs of any family member to be equal to or greater than their own ,some cultures are unwilling to share private information to elders |
| cultural influences on healthcare: language and communication | Linguistic competence – refers to the ability of caregivers and organizations to understand and effectively respond to the linguistic needs of patients and their families in a healthcare encounter |
| spirituality | anything that pertains to a person’s relationship with a nonmaterial life force or higher power |
| faith | to a confident belief in something for which there is no proof or material evidence |
| religion | defined as an organized system of beliefs about a higher power that often includes set forms of worship, spiritual practices, and codes of conduct |
| spirituality in terms of health & illness | guide to daily living habits, source of support, source of strength and healing, source of conflict |
| factors affecting spiritually: developmental considerations | As the child matures, life experiences usually influence and mature the child’s spiritual beliefs |
| factors affecting spiritually: family | A child’s parents play a key role in the development of the child’s spirituality |
| factors affecting spiritually: formal religion | Basis of authority of source of power An ethical code that defines right and wrong Aspirations or expectations Ideas about what follows death |
| self esteem | The need that people have to feel good about themselves and to believe that others hold them in high regard |
| identity diffusion | The failure to integrate various childhood identifications into a harmonious adult psychosocial identity, which can lead to disruptions in relationships and problems of intimacy |
| depersonalization | A person’s subjective experience of the partial or total disruption of the ego and the disintegration and disorganization of self concept illustrates the continuum of self- concept responses |
| global self | The term used to describe the composite of all the basic facts, qualities, traits, images, nad feelings people hold about themselves |
| ideal self | constitutes the self one wants to be |
| fale self | May develop in people who have an emotional needs to respond to the needs and ambitions significant people, such as parents, have for them |
| Describe the process of developing self- concept from infancy through adulthood, including causes and prevention of adverse childhood experiences | emotional warmth and acceptance, effective structure and discipline, encouragement of competence and self- confidence, helping children meet challenges |
| factors affecting self concept: developmental considerations | At different ages developmental changes affecting, self concept, related implications for nursing, and potential causes of self- concept disturbances |
| factors affecting self concept: crises and life events | Life stressors or crises may call forth a personal response and mobilize a person’s talents, resulting in good feelings about oneself, or it might result in emotional paralysis with diminished self- concept |
| factors affecting self concept: illness, trauma, aging, disabilities | Society encourages a kind of denial of the eventually aging, chronic illness, and the necessity to integrate crises and change throughout each person’s lifetime |
| adaptive responses to altered body image and independence patterns | patient assumes responsibility for care (makes decisions), develops new self- care behaviors, uses resources, interacts in a mutually supportive way with family |
| maladaptive responses to altered body image and independence patterns | patient assigns responsibility for their care to others becomes increasingly dependent, or stubbornly refuses necessary help |
| NREM | 75% of total sleep time parasympathetic nervous system - decrease hr, RR, metabolic rate |
| REM | 25% total sleep time, necessary for mental & emotional well being, learning, memory & adaption |
| physical effects of insufficient sleep | Obesity Hypertension Diabetes GI disturbances Cardiovascular |
| psychological effect of insufficient sleep | Performance deficits Behavioral problems Anxiety Depression Substance abuse |
| factors affecting rest and sleep: developmental considerations | Adults: more aware of sleep disturbances, % of time spent in bed awake increases Older adults: difficulty falling asleep, early awakening, waking frequently during the night |
| factors affecting rest and sleep: environmental factors | Home environment best - Familiarity -Temperature - Mattress |
| factors affecting rest and sleep: psychological factors | Difficult to obtain amount of sleep needed → REM sleep decreases |
| factors affecting rest and sleep: medications | Decreases REM → barbiturates, amphetamines, antidepressants Sleep disturbances → diuretics drugs, steroids, decongestants |
| insomnia | More internal Difficulty falling asleep, intermittent sleep, or difficulty maintaining sleep Risk factors: >60 years of age, female, depression, medications, pain/ discomfort, shift work |
| obstructive sleep apnea | 5 or more periods of apnea in 1 hour Continuous positive air pressure |
| Identify physical assessment findings that would indicate insufficient sleep | Energy level - Fatigue, lethargy, decreased energy Facial characteristics - Narrowing or glazing of eyes, swelling of eyelids, decreased animation Behavior - yawning , rubbing eyes, slow speech, slumped posture |
| patients at risk for sleep disturbance: assess | Rest & sleep history Sleep diary Physical assessment |
| patients at risk for sleep disturbance: decide on a problem | Impaired sleep Risk for impaired sleep Sleep deprivation |
| Discuss and apply interventions to promote rest and sleep | Teach about sleep & rest Prepare a restful environment Promote bedtime rituals Appropriate snacks & beverages |
| local adaption syndrome | Localized response to stress Ex hurt leg Reflex pain response Inflammatory response |
| general adaption syndrome | Alarm stage Stage of resistance Want to cut things off here Stage of exhaustion |
| Identify physiological indicators of prolonged stress | Chest pain Headache Diarrhea or constipation Dry mouth Increased urination Weight loss/ gain |
| mild anxiety | motivates learning & growth, facilitates problem solving |
| moderate anxiety | Quavering voice, tremors, increased muscle tension, “butterflies in stomach” |
| severe anxiety | Difficulty communicating, increased motor activity, nausea, dizziness, tachycardia, hyperventilation |
| panic anxiety | Loss of rational thought, chest pain, trembling, dyspnea, sensory changes |
| how stress affects: basic human needs | Physiologic needs Safety & security Love & belonging |
| how stress affects: health & illness | Increases risk for disease or injury Decreased effectiveness of cortisol → compromised recovery |
| how stress affects: family dynamics | Changes in structure and roles Anger and feelings of helplessness and guilt Loss of control over normal routines |
| how stress affects: cortisol effectiveness | Maturational situational or adventitious Usual coping mechanisms are ineffective → develop new coping mechanisms |
| Identify manifestations of burnout and means to prevent clinician burnout | Assuming responsibilities which you are not prepared Experiencing conflict with a peer Ethical dilemma |
| interventions to promote positive responses to stress: healthy ADLs | Exercise Rest & sleep Nutrition |
| interventions to promote positive responses to stress: support systems | friends & family, support groups |
| interventions to promote positive responses to stress: stress management techniques | Relaxation Meditation Anticipatory guidance Guided imagery |
| interventions to promote positive responses to stress: crisis intervention (SAFER-R) | stabilize acknowledge facilitate understanding encourage effective coping recovery referral |
| sexual health | Integration of the somatic, emotional, intellectual & social aspects of sexual being in ways that are positively enriching and enhance personality, communication and love |
| biological sex | Chromosomal sexual development, external & internal genitalia, secondary sex characteristics, & hormonal states |
| factors that affect sexuality: culture | Sexual partner, duration, methods, positions Female genital mutilation |
| factors that affect sexuality : development considerations | Biological sex & gender influence behavior throughout life Intellectual & developmental disabilities |
| factors that affect sexuality: child bearing considerations | Procreation Child- free choice |
| factors that affect sexuality: sexually - transmitted infections | life long health concerns, 5 P's |
| factors that affect sexuality: altered sexual function | Physiologic malfunctions Conflicts with cultural norms Interpersonal problems |
| Identify the effects of illness, injury, and medications on sexuality and sexual health | Diabetes Medications Mental illness Spinal cord injuries Surgery & body image Joints & mobility |
Created by:
sammy.e7
Popular Nursing sets