Nursing Fundamentals for Finals Mod A
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| American Nurses Association (ANA) | the protection, promotion, and optimization of health and abilities
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| Florence NIghtingale | developed the first organized training program for nurses
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| Clara Barton | founder of the American Red Cross
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| Harriet Tubman | underground railroad
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| Licensed Practical Nurse (LPN) | a nurse who completes a practical nursing program and passes a licensure exam. Practices under the supervision of an RN or other licensed person.
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| Registered Nurse (RN) | completion of an associates degree, diploma/baccalaureate degree program in nursing
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| In-service education | programs that are instructed/training by a healthcare agency or institution designed to increase knowledge, skills, and competencies of nurses and other HCP's
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| Code of Ethics | formal statement that delineates a profession's guidelines for ethical behavior; sets standards or expectations for the professional to achieve
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| 3 essential nursing components | 1. Cure
2. Cure
3. Coordination
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| Nurse Practice Act (NPA) | regulates the scope of nursing practice for the state and protects public health, safety, and welfare
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| Caregiver | helps patients maintain and regain health, manage disease & symptoms and maintain a maximal level of function and independence through the healing process
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| Patient Advocate | protect your patient's human and legal rights and will provide assistance in asserting these rights if the need arises (acting on behalf of your patient)
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| Advanced Practice Registered Nurse (APRN) | independently functioning nurse
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| Clinical Nurse Specialist (CNS) | APRN who is an expert clinician in a specialized area of practice
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| Nurse Practitioner (NP) | APRN who provides healthcare to a group of patients , usually in an outpatient, ambulatory care, or community-based setting
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| Certified Nurse-Midwife (CNM) | APRN who is educated in midwifery
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| Certified Registered Nurse Anesthetist (CRNA) | APRN with advanced education in anesthesia accredited program
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| Nurse Educator | works in schools of nursing; staff development departments of health care agencies, and patient education departments
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| Nurse Administrator | manages patient care and the delivery of specific nursing services within a facility
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| Nurse Researcher | investigates problems to improve nursing care and further define and expand the scope of nursing practice
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| Professional Organization | deals with issues of concern to those practicing in the profession
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| National League for Nursing (NLN) | advances excellence in nursing education to prepare nurses to meet the needs of a diverse population in a changing health care environment
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| American Nurse Association (ANA) | the protection, promotion, and optimization of health and abilities
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| International Council of Nurses (ICN) | promoting national associations of nurses, improving standards of nursing practice, seeking a higher status for nurses, and providing an international power base for nurses
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| Genomics | the study of all the genes in a person and interactions of the genes with on another and with at person's environment
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| Health | a state of being that people define in relation to their own values, personality, and lifestyle
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| Health beliefs | a peron's ideas, convictions, and attitudes about health and illness
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| Health Belief Model | addresses the relationship between a person's beliefs/behaviors
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| Health Promotion Model | describes the multidimensional nature of people as they interact within their environment to pursue health
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| Maslow's Hierarchy of Needs | a model developed by Abram Maslow; used to explain human motivation (basic needs)
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| Holistic Model | comprehensive view of a person as a biopsychosocial/spiritual being. Health maintenance
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| Passive strategies of health promotion | individuals gain from the activities of others w/out acting themselves
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| Active strategies of health promotion | individuals adopt specific health programs
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| Health Promotion | activities such as routine exercise and good nutrition; motivate to act positively
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| Wellness Education | teaches people how to care for themselves in a healthy way
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| Illness Prevention | activities such as immunization programs protect pt's from actual or potential threats to health
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| 3 Levels of Health Prevention | 1. Primary Prevention (meds, change in diet)
2. Secondary Prevention (going for check-ups)
3. Tertiary Prevention (preventative care)
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| Risk Factor | any situation, habit, environmental condition, physiological condition, or other variable that increases an individual/group vulnerability to an illness/accident
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| Illness | a state in which a person's physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished/impaired
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| Acute illness | short term and severe
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| Chronic illness | longer than 6 months and sometimes life threatening
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| Illness behaviors | cognitive, affective and behavioral reactions; how a person interprets their symptoms, take remedial action and use health care system
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| Internal Variables | perception of symptoms and nature (acute or chronic) way a patient behaves when ill
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| External Variables | visibility of symptoms, social group, cultural background, etc
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| Professional Standards Review Organizations (PSRO) | review the quantity, quality, and cost of health care services provided through Medicare/Medicaid
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| Utilization Review Committees (UR) | review admissions, diagnostic testing and treatments provided by HCP's
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| Prospective Payment System (PPS) | eliminated cost-based reimbursements
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| Diagnostic-Related Groups (DRGs) | fixed reimbursement amount w/ adjustments for cost severity (set dollar amount)
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| Capitation | payment mechanism in which provider's receive a fix amount per month per patient or enrollee of a health care plan
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| Managed Care | systems in which a payer has control over primary health care srvs.
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| Integrated Deliver Networks (IDNs) | a set of providers and services organized to deliver a coordinated continuum of care to the population of patients in a specific market or geographic area
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| 6 Levels of Care | 1. Preventive
2. Primary
3. Secondary
4. Tertiary
5. Restorative
6. Continuing Care
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| Acute Care | patient's who have signs and symptoms of disease are diagnosed and treated
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| Restorative Care | settings and services in which pt's who are recovering from illness or disability receive rehab and supportive care
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| Primary Care | -prenatal, well-baby, nutrition counseling, family planning, exercise
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| Secondary Care | -emergency care, acute med-surg., radiological procedures
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| Tertiary Care | -intensive care, psychiatric
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| Restorative Care | -cardiovascular/pulmonary, sports medicine, home care
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| Continuing Care | -assisted living, psychiatric /older-adult day care
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| Discharge Planning | centralized, coordinated, multidisciplinary process that ensures that a pt. has a plan for care after leaving hospital
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| REMEMBER!!! When does discharge begin????? | The moment a patient is admitted!!!!!
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| Intensive Care | ICU/CCU
unstable/critically ill
close monitoring
most expensive
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| Mental Health Facilities | pt's w/ emotional/behavioral problems
voluntary/involuntary
Inpatient/Outpatient services
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| Rural Hospitals | CAH hospital in rural area
24 E.R. care
25 patient's or less
stabilization before transfer
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| Restorative Care | pt's recoving from acute/chronic illness or disabilities
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| Home Care | provision of medically related professional services/equipment to patients and families in their home
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| Rehabilitation | P.T./O.T./S.T., psychological, social services; use of multiple therapies
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| Extended Care Facilities | intermediate care, skilled care, long-term care, assisted living
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| The Omnibus Budget Reconciliation Act of 1987 | nursing home reform act
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| Minimum Data Set (MDS) | required by omnibus; uniform data set established by Dept. of Health (DHS), framework for any state-specified assessment instruments used to develop a written/comprehensive plan of care
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| Respite Care | short-term relief for people providing home care
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| Adult Day Care | health/social services to specific patient populations who live alone or w/ family
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| Hospice | family-centered care that allows patients to live and remain at home w/ comfort and dignity caused by terminal illness
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| Patient-Centered Care | concept to improve/work efficiently by changing the way patient care is delivered
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| Magnet Recognition Program | to recognize health care organizations that achieve excellence in nursing practice
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| Case Manager | makes an appropriate plan of care based on assessment
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| Epidemiologist | a person who studies in the branch of medicine and deals with the incidence, distribution, and possible control of diseases
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| Common Law | judicial decisions or case law precedent
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| Statutory law | rules codified by legislative bodies of government
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| Nurse Practice Acts (NPA) | define the scope of nursing practice and expanded nursing care
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| Due Process | required State Board to notify nurse of charges, conduct hearing, offer defense with or without legal counsel
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| Criminal Laws | federal/state laws; crime certain actions that inflict/threaten substantial harm to individuals
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| Tort | wrongful act/acts against a person/persons property that are compensated by awarding monetary damages to the individual violated
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| Intentional Tort | deliberate act of wrongful conduct (assault/battery)
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| Assault | intentional threat toward another person that places that person in harmful, imminent , or unwelcome contact
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| Battery | intentional offensive touching w/o consent
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| Negligence | failure to use degree of care
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| Malpractice | failure to use the degree of care that a reasonable nurse would use under the same circumstances
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| Standards of Care | legal guidelines for minimally safe and adequate nursing practice
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| Risk Management | identifying possible risks, analyzing them, acting to reduce them and evaluating the measures taken to reduce them (occurrence report)
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| Never Events | preventable errors (falls, UTI's) that should never happen in a hospital setting
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| Good Samaritan Laws | laws that limit liability and offer legal immunity if a nurse helps at a scene of an accident
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| Consent | signed consent by a patient for admission to a health care facility
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| Informed Consent | patient's agreement to allow something such as surgery to happen based on full disclosure
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| Restraint | manual method, physical, or mechanical device/material/equipment that immobilizes
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| 2 standards to determine death | 1. Cardio-pulmonary- lack of circulatory/respiratory function
2. irreversible failure of all functions of the entire brain/stem
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| Advanced Directives | written statement of a person's wishes regarding medical treatment, living will
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| Living Will | instructing a provider to withhold/withdraw life-sustaining procedures
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| Durable Power of Attorney/Health Care Proxy | designates an individual to give consent when a patient is no longer able
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| Confidentiality | HIPAA, patients rights to consent to use and disclose protected health information
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| Ethics | standards of conduct, right/wrong behavior
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| Morals | the judgement about behavior
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| Value | a personal belief about the worth of a person
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| Bioethics | the study of ethics
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| Autonomy | person's independence; (nurse makes decision to give treatment w/o order due to pt's symptoms)
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| Justice | fairness; fair treatment
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| Fidelity | agreement to keep promises
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| Beneficence | promotes taking "positive/good" steps to help others
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| Non-maleficence | to do harm
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| Accountability | ability to answer for you own actions
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| Deontology | right/wrong based on "right making characteristics" such as truth and justice
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| Ethics of Care | health care workers resolve ethical dilemmas by paying attention to relationships and stories of the participants and by the promoting of fundamental act of caring
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| Evidence-Based Practice (EBP) | a problem-solving approach to clinical practice that combines the conscientious use of best evidence w/ clinicians exptertise; making decisions about patient care
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| PICO (PICOT) | P = patient of interest
I = intervention of interest
C = comparison of interest
O = outcome (achieve)
T = Time (how long)
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| Sentinel Event | unexpected occurrence involving death/serious physical/psychological injury of a patient
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| Critical Thinking | continuous process characterized by open-mindedness, willing to look at each unique patient situation and determine which identified assumptions are true/relevant
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| 3 Levels of Critical Thinking | 1. Basic
2. Complex
3. Commitment
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| Scientific Method | a way to solve problems using reasoning
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| Problem-Solving | information obtained and applying it together with what you already know
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| Intrapersonal Communication | "self-talk", powerful form of communication within a person
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| Interpersonal Communication | interaction that occurs between two people/small group
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| Denotative Meaning | individuals that use a common language
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| Connotative Meaning | shade/interpretation of the meaning of a word
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| Pacing | talking rapidly
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| Therapeutic Communication | verbal/nonverbal exchanges between the nurse and the patient
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| SBAR (sit back and assess the recommendation) | standard communication between health care providers
S = situation
B = background
A = assessment
R = recommendation
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| Language | assess the patient's understanding of ALL communication
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| Empathy | ability to understand and accept another person's perspective
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| Clarifying | validates whether the person interpreted the message correctly
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| Focusing | directs conversation to a specific topic/issue when a discussion becomes unclear
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| Paraphrasing | restating a sender's msg. in your own words
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| Summarizing | concise review of main ideas from a discussion
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| Self-disclosure | personal statements intentionally revealed to the other person
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| Instilling Hope | "sense of possibility"
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| Overusing Medical Vocabulary | can cause confusion/anxiety
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| Sympathy | concern, sorrow
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| Health People 2020 | key intervention strategy to improve health behaviors
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| Teaching | practice that results in an individuals learning knowledge, new behaviors or skills
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| Learning | purposeful acquisition of new knowledge
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| Referent | idea that initiates reason for communication
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| Domains of Learning | -cognitive - what a person knows
-affective - person's feelings
-psychomotor - person can do physically
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| Attention Set | the mental state that allows a learning to focus on and understand the material
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| Participating | you and the patient set objectives; participate in the learning process together
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| Entrusting | patient accepts responsibility and correctly performs a task while you observe
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| Reinforcement | using a stimulus that increases the probability of a response
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| Demonstration | showing patient what he/she needs to do
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| Return Demonstration | permits patient to perform skill as nurse observes
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| Analogies | two similar things
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| Caring | universal phenomenon influencing the way we think, feel and behave in relation to one another
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| 5 steps of the nursing process | 1. Assessment
2. Diagnosis
3. Planning
4. Implementation
5. Evaluation
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| Cue | information obtains through the senses (see)
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| Inference | your judgement/interpretation of cues
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| Gordon's 11 functional health patters | provides a holistic framework for assessment of a patients health history, from which you derive a broad range of nursing diagnosis
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| Subjective Data | patient's verbal description (what they tell you)
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| Objective Data | observations of a patients health status (what you see)
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| Open-ended questions | describes situation in more than 1 or 2 words; leads to discussion
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| Back-channeling | using words as "all right" "go on" or "uh huh"
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| Closed-ended questions | limit patients answers to 1 or 2 words such as "yes" or "no"
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| Validation | comparison of data with another source to confirm accuracy
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| Critical Thinking involves | logically analyzing and interpreting assessment data about a patient to form a clinical judgement
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| NANDA International (NANDA-I) | model for organizing nursing diagnosis for documentation, auditing, and communication process
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| Etiology | condition that responds to nursing intervention
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| PES Format | -Problem (problem)
- Etiology (cause)
-Symptoms (characteristics)
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| Patient-centered goal | broad statement that describes a desired change in a patients condition/behavior
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| 3 steps in choosing a nursing intervention | 1. know scientific rationale (reason)
2. possessing psychomotor/interpersonal skills
3. function within particular setting; using available resources
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| Independent Nursing | does not require a doctors order; take upon self
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| Dependent Nursing | requires a doctors order
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| Standard of Care | the minimum level of care accepted to ensure high quality of care to patients
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| RBC (red blood cells circulating) | Men: 4.7 - 6.1
Women: 4.2 - 5.4
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| Hgb (hemoglobin) the 14 yr. old goblin goes trick/treating while transporting candy) | red protein responsible for transporting O2 in the blood
Men: 14 - 18
Women: 12 - 16
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| Hct (hematocrit) men (42) minus 5 for women (37) | volume of red blood cells : total blood volume
Men: 42 - 52
Women: 37 - 47
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| ESR | non specific marker for inflammation
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| Cultures | blood, wound, urine, etc (collection of)
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| urinalysis (UA) | looks for presence of WBC's, bacteria, etc in urine
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| WBC (white blood count) | measures the % of each type of leukocyte present
5,000 - 10,000
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| WBC 4,000 and below | bone marrow failure, radiation, overwhelming infection, etc.
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| Granulocyte | WBC containing bacteria combating granules
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| Agranulocyte |
WBC = no granules
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| Never Let Moneys / Eat Bananas Granulocyte Agranulocyte | Neutrophils Lymphocytes Monocytes / Eosinphils Basophils
Granulocyte Agranulocyte
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| Neutrophils (granulocyte) | 55 - 70 %
-form in 7 - 14 days stay for only 6 hours
-kill bacteria
-produced by acute infection/trauma
-bands form (infection
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| Lymphocytes (granulocyte) | 20 - 40%
-fight bacteria and acute vial infections
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| Monocytes (granulocyte) | 2 - 8%
-are phagocytic, fight bacteria, remove necrotic debris and microorganisms from the blood
-produce rapidly
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| Basophils (Agranulocyte) | 0.5 - 1%
-involved in allergic reactions
-basos contain heparin, histamine, & serotonin, inflammatory response to allergic reaction increases
-do not respond to bacterial/viral infection
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| Eosinophils (Agranulocyte) | 1 - 4%
-as the allergic response increases so the number of eosinophils
-do not respond to bacteria
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| ILIA/OSIS | high, up
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| PENIA (pick the penia off the ground) | low, down
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| Adult blood pressure | 120/80
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| Adult pulse | 60 - 100
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| Adult respirations | 12 - 20
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| Normal Body Temperature | 96.8 - 100.4 F
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| 5 parts of an examination | Inspect
Palpation
Percussion
Auscultation
Smell
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| Resolving an Ethical Dilemma | step 1: ASK
step 2: GATHER
step 3: CLARIFY
step 4: VERBALIZE
step 5: IDENTIFY
step 6: NEGOTIATE PLAN
step 7: EVAULATE
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| Crackles | fine bubbling sounds in the lungs
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| Atrophy | wasted or reduced size of tissue
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| Adventitious Lung Sounds | Abnormal lung sounds
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| Turgor | normal resiliency of the skin
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| Melena | dark stool
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| Phlebitis | inflammation of a vein
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| Petichiae | tiny red/purple spots; minute hemorrhages
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| Pallor | paleness/lack of color in the skin
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| Orthopnea | abnormal condition in which a person must sit up or stand to breathe confortably
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| Cerumen | yellowish waxy substance found in the ear canal
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| Jaundice | yellowish discoloration of the skin; caused by greater amounts of bilirubin in the blood
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| Erythema | Redness
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| Edema | abnormal accumulation of fluid in the interstitial spaces
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| Dyspnea | difficulty breathing
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| Dorsal | back
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| Cyanosis | bluish color of the skin
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| Indurated | skin hardening
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| OTO- | ear
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| Arthro- | joint
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| Pre- | before
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| -ology | science/study of
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| Post- | after
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| tachy- | fast
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| eryth- | red
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| -ostomy | to form an opening
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| adeno- | glandular
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| bi- | double, two, twice
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| nephron- | kidney
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| Broncho | bronchi
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| derma- | skin
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| -megaly | enlargement
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| cardio- | heart
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| neuro- | nerve
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| chole- | gall/bile
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| -ectomy | surgical removal of
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| -lysis | disintegration
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| -osis | disease/condition
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| costo- | rib
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| -plasty | repair/reconstruction
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| vaso- | a vessel
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| -algia | pain
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| cysto- | bladder
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| -lithiasis | presence of stones
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| mal- | bad/poor
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| dorso- | back
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| entero- | pertaining to intestines
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| glosso- | tongue
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| pan- | all
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| pneumo- | air
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| brachio- | arm
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| brady- | slow
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| ambi- | on both sides
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| hyper- | above, beyond, increased
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| gastro- | stomach
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| -rhage | hemorrage
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| ileo- | intestine
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| cholesysto- | gallbladder
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| - it is | inflammation of
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| -lith | stone/calculus
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| neo- | new
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| -genesis | origin/beginning
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| -rhea | excessive discharge
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| a- / an- | not/without
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| hemi- | half
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| -cele | tumor/swelling
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| auto- | self
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| hemo- | blood
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| gyneco- | female
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| extra- | outside of/in addition to
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| dys- | difficult/abnormal
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| ad- | to/toward
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| leuko- | white
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| hepato- | liver
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| -cide | kill/destroy
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|
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| hemato- | blood
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|
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| -emia | blood
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|
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| osteo- | bone
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|
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| histo- | tissue
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| Heat Loss | normal heat loss through radiation, conduction, convection, and evaporation
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|
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| Diaphoresis | excessive sweating
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|
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| Pyrexia | FEVER
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|
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| Febrile | elevated body temperature FEVER
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|
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| Afebrile | without fever
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|
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| Sustained Fever | constant body temperature
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|
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| Intermittent Fever | Fever spikes; returns to acceptable level in 24 hours
🗑
|
||||
| Remittent Fever | Fever spikes; falls w/o returning to normal temperature
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|
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| Relapsing Fever | Fever mixed w/ normal temperature lasting longer than 24 hours
🗑
|
||||
| Antipyretics | medication that reduce fever
🗑
|
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| Hyperthermia | elevated body temperature due to inability to promote heat loss
🗑
|
||||
| Heat Stroke | prolonged exposure to the sun or high temperatures
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|
||||
| Hypothermia | heat loss during prolonged exposure to cold
🗑
|
||||
| Oral Temp. | easy accessible; no patient position change
🗑
|
||||
| Tympanic Temp. | easy accessible; minimal patient repositioning/not waking pt.
🗑
|
||||
| Rectal Temp. | Gold standard for core temp.; more reliable than oral; difficult/ impossible to obtain
🗑
|
||||
| Axilla | safe/inexpensive; used on newborns, children, or unconscious
🗑
|
||||
| Skin Temp. | inexpensive; continuous reading; safe/nonevasive
🗑
|
||||
| Temporal Artery | easy access; no position change; rapid measurement; no risk/injury
🗑
|
||||
| 5 major parts of a stethescope | earpiece
binaurals
tubing
bell chest piece
diaphragm chest piece
🗑
|
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| Temporal Pulse | over temporal bone of head; above lateral eye
🗑
|
||||
| Carotid Pulse | along medial edge of sternocleidomastoid in neck
🗑
|
||||
| Apical Pulse | 5th intercostal space at left mid-clavicular line
🗑
|
||||
| Brachial Pulse | groove between biceps/triceps muscles at antecubital fossa
🗑
|
||||
| Radial Pulse | radial/thumb side of forearm at the wrist
🗑
|
||||
| Ulnar Pulse | ulnar side of forearm at wrist
🗑
|
||||
| Femoral Pulse | below inguinal ligament; midway between symphysis pubis and anterior superior iliac spine
🗑
|
||||
| Popliteal Pulse | behind the knee
🗑
|
||||
| Posterior Tibial Pulse | inner side of ankle; below medial malleolus
🗑
|
||||
| Dorsalis Pedis Paulse | along top of the foot; between tendons of great and first toe
🗑
|
||||
| Pulse rate | speed of the heartbeat measured by the number of contractions of the heart per minute (bpm)
🗑
|
||||
| Tachycardia | elevated heart rate; more than 100 beats/min.
🗑
|
||||
| Bradycardia | slow heart rate; less than 60 beats/min.
🗑
|
||||
| Dysrhythmia | regular interval interrupted by an early/late/missed beat
🗑
|
||||
| Blood pressure | force EXERTED on the walls of an artery created by pulsing blood under pressure from the HEART
🗑
|
||||
| Systolic Pressure | PEAK pressure; top number (SBP)
🗑
|
||||
| Diastolic Pressure | MINIMAL pressure; bottom number (DBP)
🗑
|
||||
| Pulse Pressure | the difference between systolic/diastolic
🗑
|
||||
| Hypertension | persistently elevated blood pressure;
systolic greater than 140 : diastolic greater than 90
-if measured high like this 2 times
🗑
|
||||
| Hypotension | low blood pressure; systolic less than 90 : diastolic less than 60
🗑
|
||||
| Auscultation | listening to sounds produced by the body w/ stethescope
🗑
|
||||
| Korotkoff Sound | clear, rhythmic tapping series that corresponds to the pulse rate and gradually increases in intensity
🗑
|
||||
| Auscultatory Gap | temporary disappearance of sound
🗑
|
||||
| Respiration | mechanism the body uses to exchange gases between the atmosphere, blood, and cells
🗑
|
||||
| Ventilation | movement of gases INTO and OUT of the lungs
🗑
|
||||
| Diffusion | movement of oxygen and carbon dioxide between the alveoli and the red blood cells
🗑
|
||||
| Perfusion | distribution of red blood cells to and from the pulmonary capillaries (e.g. capillary refill)
🗑
|
||||
| Eupnea | normal rate and depth of ventilation
🗑
|
||||
| Respiration rate | full inspiration and expiration = 1
🗑
|
||||
| Bradypnea | respiratory rate less than 12 / min. or lower
🗑
|
||||
| Tachypnea | respiratory rate more than 20 / minute or higher
🗑
|
||||
| Apnea | lack of respiratory movement
🗑
|
||||
| Pulse Oximetry | indirect measurement of oxygen in the blood (5th vital sign)
🗑
|
||||
| ETCO2 (end-tidal carbon dioxide) | measures the exhaled carbon dioxide
🗑
|
||||
| Chief Concern | why patient is seeking health care
🗑
|
||||
| Inspection | the use of vision to distinguish normal from abnormal findings
🗑
|
||||
| Percussion | tapping the body with the fingertips
🗑
|
||||
| Olfaction | SMELL
🗑
|
||||
| Integument | skin, hair, scalp, and nails
🗑
|
||||
| Documentation | a legal document used for malpractice issues; correct time of events, signing orders and billing
🗑
|
||||
| Electronic Health Record (EHR) | electronic record of patient health information generated by one or more encounters in any care delivery setting
🗑
|
||||
| Meaningful Use | level with which I.T. is available and used to support clinic decision to improve quality/safety
🗑
|
||||
| Incident/Occurrence Report | when an actual/potential injury happens, but is not part of a patient record
🗑
|
||||
| Infection | the invasion of a susceptible host by potentially harmful microorganisms (bacteria, viruses, fungi, protozoa)
🗑
|
||||
| Colonization | the presence and growth of microorganisms within a host
🗑
|
||||
| Symptomatic | pathogens that multiply and cause clinical signs and symptoms are not present
🗑
|
||||
| Chain of Infection | Agent
Reservoir
Port of exit/entry
mode of transmission
susceptible host
🗑
|
||||
| Carrier | person that hosts a disease, but shows no symptoms
🗑
|
||||
| Flora | large number of microorganisms residing on the surface and deep layers of the skin, in the saliva, and on the oral mucosa and intestinal walls
🗑
|
||||
| Suprainfection | secondary infection
🗑
|
||||
| Fomites | inanimate surfaces (counter/desk)
🗑
|
||||
| Inflammation | protective vascular reaction that delivers fluid, blood products, and nutrients to interstitial tissues in an area of injury
🗑
|
||||
| Necrotic | of or pertaining to the death of tissue in response to disease/injury
🗑
|
||||
| Antigen | foreign material
🗑
|
||||
| Health-Care Aquired Infection (HAI) | patient develops an infection that was not present at the time of admission
🗑
|
||||
| Exogenous-Infection (OUT) | comes from microorganisms found OUTSIDE the body
🗑
|
||||
| Endogenous-Infection (IN) | occurs when part of a patients flora becomes altered INSIDE the body
🗑
|
||||
| Aseptic Technique | an effort to keep patients as free from exposure to infection-causing pathogens as possible
🗑
|
||||
| Asepsis | the absence of disease
🗑
|
||||
| Medical Asepsis | clean techniques includes procedures used to reduce the number and prevent the spread of microorganisms (handwashing/PPE)
🗑
|
||||
| Surgical Asepsis | sterile technique, includes procedures to eliminate all microorganisms from an area
🗑
|
||||
| Standard Precautions | good hand hygiene and use of barriers such as gloves/mask
🗑
|
||||
| Disinfection | eliminates all pathogenic organisms with the EXCEPTION of bacterial spores
🗑
|
||||
| Sterilization | eliminates/destroys ALL forms of microbial life
🗑
|
||||
| 3 types of transmission | -airborne
-droplet
-contact precautions
🗑
|
||||
| Homeostasis | state of relative constancy in the internal environment of the body equilibrium; maintained naturally by physiological adaptive mechanisms
🗑
|
||||
| Carbon Monoxide | affects a person's oxygenation by binding strong with hemoglobin; reducing supply of oxygen delivered to tissues
🗑
|
||||
| Immunization | process by which RESISTANCE to an infectious disease is produced or increased
🗑
|
||||
| C.U.S. | I'm CONCERNED
I'm UNCOMFORTABLE
SAFE ("this is not safe, you should stop now")
🗑
|
||||
| RACE | Rescue
Activate
Confine
Extinguish
🗑
|
||||
| Auditory | hearing
🗑
|
||||
| Tactile | touch
🗑
|
||||
| Gustatory | taste
🗑
|
||||
| Proprioception | body's ability to sense its position and movement in space
🗑
|
||||
| Sensory Deficits | LOW vision/blindness; problem w/ reception; rely on other senses
🗑
|
||||
| Sensory Deprivation | INADEQUATE quality/quantity of stimuli; impairs perception
🗑
|
||||
| Sensory Overload | MULTIPLE sensory stimuli; to much going on
🗑
|
||||
| Presbycusis | decreased hearing acuity, speech intelligibility, and pitch discrimination
🗑
|
||||
| Accommodation | reduced depth perception and reduced color discrimination
🗑
|
||||
| Ototoxic | analgesics, antibiotics affecting hearing acuity
🗑
|
||||
| Tinnitus | ringing in the ears
🗑
|
||||
| Presbyopia | gradual decline in ability of the lens to focus
🗑
|
||||
| Meniere's Disease | cause unknown (vertigo, tinnitus)
🗑
|
||||
| Gerontology | study of all aspects of the aging process
🗑
|
||||
| Geriatrics | dealing with physiology/psychology of aging in older adults
🗑
|
||||
| Alzheimers | form of dementia
🗑
|
||||
| Dementia | generalized impairment of intellectual functioning that interferes with social and occupational functioning; gradual; progressive
🗑
|
||||
| Ischemic Vascular Dementia | 2nd form of dementia; reversible; stroke or onset gradual
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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