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
pn 143 ch 12 and 20
book anderson nursing leadership, management & professional practice for LPN
| Question | Answer |
|---|---|
| what is employee guidance | providing employee guidance and empowering employees to take appropriate actions in order to achieve company goals |
| what is job satisfaction | sense of achievement, thanks and positive recognition, guidance & mentorship, apportunities for professional development, open communication, pleasant environment, adequate staff, support, good work hours |
| employee guidance: ex as LPN | guiding CNAs and assigning them to empower them in a positive way |
| when ppl are guided they begin to feel _____________ w/ where they are _________ | confident; headed |
| what is job dissatisfaction | vague inconsistent rules/expectation, lack of recognition, no committment to professional development, lack of being kept informed, lack of input, lack of help, lack of involvement in decision making, inadequate feedback on performance, excessive workload |
| effective performance appraisals: what should serve as the basis | the job discription |
| effective performance appraisals: administration should support _________- | the system |
| effective performance appraisals: expected level of _________ is clear | performance |
| effective performance appraisals: evaluator knows the ________ | the employee |
| effective performance appraisals: procedures are consistently _______ | applied |
| effective performance appraisals: evals are given in a _________ manner | timely |
| effective performance appraisals: when are appraisals given | after orientation, 90 days, 6 months and then yearly |
| effective performance appraisals: evaluators need to be what ______ | well trained |
| effective performance appraisals: the _________ and ________ are known to employee | rewards and disciplinary actions |
| effective performance appraisals: employee knows final disposition of ______ | eval (they know what to work on) |
| Teambuilding: Goals- what are they | provide strenth and support, encourage specialization (sometimes one person is reaclly good at skill), formulate ideas and plans, promote common sense and purpose (don't want to get stuck doing things with no purpose) |
| Teambuilding: a group is not always a ___________ | team |
| Teambuilding: it must be carefully _________ and __________ | constructed and chosen |
| Teambuilding: what is the peer interview for | how it person connecting |
| Teambuilding: characteristics of a team | clear and evaluating the goal (the pt outcome), results driven (what are the results we want), focus and structure, competent members, unified commit, collaborate, excellence, external support, principles of leadership |
| Teambuilding: characteristics of a team- what are the results driven | continuous quality, focus on oucome not critisism, energy |
| Teambuilding: characteristics of a team- how is it structured and focused | leaders and followers |
| Teambuilding: characteristics of a team- unified commitment- work is not a ________ | series of tasks or a check list |
| Teambuilding: characteristics of a team- collaborative climate- you become the ______ & __________ | learner and teacher |
| Teambuilding: characteristics of a team- what is excellence of standards | the quality of work is high |
| Teambuilding: characteristics of a team- what is principled leadership | is your personal conduct and behavior professional, it has to be functional |
| Teambuilding: what is group think | ppl have an idea and they just run with it regardless if it is truth (leads to wrong thinking and unsafe practice) |
| teaching and learning: it is a lifelong ________ | journey |
| teaching and learning: life long journey: the lifelong journey ensures what; improves what ; prevents what | safe practice; improves quality of care; prevents obsolescence |
| teaching and learning: life long journey: eveidence based improves what | quality of care and prevents obselence |
| teaching and learning: purpose of it (5 things) | valuable resource to agency, promotes good will, promotes high quality performance, organizational development, stimulates empowerment |
| teaching and learning: what are the variables | motivation, relevence to work situation, logical organization, repetition, elimination of extraneous/immaterial content, promotion of feedback |
| teaching and learning: variables- what is motivation | each person has there own, if there is none no learning will take place, you have to be motivated to learn |
| teaching and learning: variables- relevence of work situation will effect what | the influence of the work situation |
| teaching and learning: variables- logical organization- if teaching is organized it is _____ , and learning will_______ | easily understood; take place (with out these things learning cannot occur_ |
| teaching and learning: variables- logical organization- know pt way that they ________ | learn (visual, auditory and kinistetic) |
| teaching and learning: variables- repetition- why is this important in pt teaching | if it is repeated to pt they realize it is important and they should learn it |
| teaching and learning: variables-eliminating extraneous/immaterial content- what is this | only show pt what is needed to learn in the time that they are given to them (ex if they are leaving today and a new diabetic- make sure they know how to give the shot) |
| teaching and learning: methodology- what are the different approaches | role modeling/mentoring, discussion, stimulation, case studies, games, computer application, modular learning, audiovisual, lecture |
| teaching and learning: methodology- what is role modeling/ mentoring | show others how to |
| teaching and learning: methodology- discussion - the more the pt is _____ the more they will _______ | involved ; learn |
| teaching and learning: methodology- how does stimulation help them | pt has to be given a reason to learn |
| teaching and learning: methodology- what is modular learning | learning in chunks |
| teaching and learning: methodology- no one ______ is good all the time | method (have to mix it up) |
| teaching and learning: types- what is orientation | learning the ways of the facility you are hired into, learning the basics and cultures of job, and show that you are competent |
| teaching and learning: types- orientation is the easiest time a facility can ______ a new employee | fire |
| teaching and learning: types- what is inservices and continueing education | ongoing education, different types of them |
| teaching and learning: record- it is important that if you go to an indervice that you_________ | sign in |
| teaching and learning: record- what are offerings/ aobjectives | they can be contact hours if they are nursing focused, and by end of program attendees should be able to follow the objectives |
| teaching and learning: record- the 3 areas of records | objectives, results, evaluation |
| health literacy | ability to read, understand and act on health related concerns |
| what is the average american reading level | 8th grade |
| pt with inadequate health literacy are most likely to be ________ | hospitalised |
| inadequate health literacy: ways to help these pt learn new methods | improve communication skills, adopt an attitude of helpfullness, engage the staff, safe environement, slow down, "living room language", visual aides, teach back methods, |
| implementation of change: what are the two types | planned and unplanned |
| implementation of change: ex. of planned changes | computer charting, new policy |
| implementation of change: ex. of unplanned changes | fall, short staffed |
| implementation of change:planned change- a _______ decision is needed | definitive |
| implementation of change: planned change- what is needed in the definitive desicion | what is the need for change, who needs to be involved, eveidenced based information is needed, set goals for change, committment to change |
| implementation of change: planned change- what are the two forces in committment to chagne | driving force, and restraining force |
| implementation of change: planned change-- what is driving force | force for the change |
| implementation of change: planned change- what is restraining force | force against the change |
| who is kurt lewins | father of change theory, made the change theory |
| kurt lewins change theory: what are the three phases | unfreezing, moving and refreezing |
| kurt lewins change theory: unfreezing- what is it | critical 1st phase to arose the interest, introduce what is happening recognize need for change |
| kurt lewins change theory: unfreezing- it can create ____ & ____ | uncertainty and confusion |
| kurt lewins change theory: unfreezing- - provide ____ for the change | safety |
| kurt lewins change theory: unfreezing- cannot move ahead until when | thaw has occured |
| kurt lewins change theory: moving- what is it | the actual implementation of chang, has to happen imediately after unfreeze |
| kurt lewins change theory: moving- sometimes they may begin ahead of _ | schedule |
| kurt lewins change theory: moving- encourage _____ forces; limit ______ forces | driving; restraining |
| kurt lewins change theory: refreezing- what is it | the final phase, it is the ability to intigrate and stabilize change |
| kurt lewins change theory: refreezing- how do you intigrate and stabilize change | eval progress until status is normal |
| what is the change agent role of the LPN | awareness of change and implications, use of planned process, identification of driving/restraining forces, allowance of sufficient time, availability of psychological safety, solidification of change |
| Time management: what are the two essential qualities | effectiveness; efficiency |
| Time management: what is effectiveness | involve setting priorities, reaching right goals w/ pt satisfaction |
| Time management: what is efficiency | helps you get things done as quickly as possible, conserving effort. minimizing time and resources while not reducing outcome effectiveness |
| Time management priorities: whare are they | needs of group pts, relative importance of care activities, relative urgency of activities, consequences involved, existing time frame, estimated time, activities should help prevent future possible problems |
| what are ineffective time use factors | unclear goals/priorities, chaos management, fear of downtime, need to be a caretaker, fear of success, fear of failure, fear of disrupting status quo |
| laws governing time: what is murphy's law | if anything can go wrong it will, nothing is as simple as it seems, everythingwill take longer than it should |
| laws governing time: what is parkinson's law | work will expand to fill time available |
| what are principles of work organization | determine goals of assigned clients, make a ranked to do list, estimate time needed for each, set limits by saying no, eliminate unnecessary steps or work, reserve time to deal time unexpected demands |
| priority ranking of individual needs: how many ranks are there | 4 |
| priority ranking of individual needs: what is the first order | pt safety, anything immediate threat |
| priority ranking of individual needs: what is the second order | actual problems which they requested help (by pt or family) |
| priority ranking of individual needs: what is the thrid order | actual or potential problems for which they don't recognize is a problem (ex education on foot care), not immediate safety issue |
| priority ranking of individual needs: what is fourth order | anticipated potential or actually problems in future (ex: finances for meds) |
Created by:
jmkettel
Popular Nursing sets