Chapters 5, 6, 15, 22, 23, 25, 31, 34, 38, 39
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| Define Evidence-Based Practice. | show 🗑
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| List the 5 steps of Evidence Based Practice. | show 🗑
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| show | P=patient population of interest; I=intervention of interest; C=comparison of interest; O=outcome
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| show | diagnosis, prognosis, therapy, prevention, and education
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| Define clinical guidelines. | show 🗑
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| show | the highest level of experimental research, when researchers test interventions against the usual standard of care.
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| What is a systematic review? | show 🗑
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| What are hypotheses? | show 🗑
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| What are variables? | show 🗑
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| Define research. | show 🗑
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| show | a way to identify new knowledge, improve professional education and practice, and use resources effectively.
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| show | research designed to assess and document the effectiveness of health care services and interventions
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| show | a systematic step-by-step process that provides support that the findings from a study are valid, reliable, and generalizable to subject similar to those researched.
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| What is quantitative nursing research? | show 🗑
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| List some quantitative methods of study. | show 🗑
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| show | the study of phenomena that are difficult to quantify or categorize; describes information obtained in nonnumerical form
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| List some qualitative methods of study. | show 🗑
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| List the steps of the research process. | show 🗑
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| Phase 1: Conceive the study | show 🗑
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| show | select research design; identify sample and setting; select the data collection methods; evaluate instrument quality
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| Phase 3: Conduct the study | show 🗑
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| Phase 4: Analyze the study | show 🗑
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| Phase 5: Use the study | show 🗑
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| show | guarantees that any information the subject provides will not be reported in any manner that identifies the subject and will not be accessible to people outside the research team
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| When does anonymity occur? | show 🗑
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| show | an approach to the continuous study and improvement of the processes of providing health care services to meet the needs of clients and others
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| show | an organization analyzes and evaluates current performance to use results to develop focused improvement actions
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| show | plan, do, study, act
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| PDSA cycle: Plan | show 🗑
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| show | select an intervention on the basis of the data reviewed, and implement the change
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| show | study (evaluate) the results of the change
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| PDSA: Act | show 🗑
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| show | 1. to increase quality and years of healthy life; 2. to eliminate health disparities
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| show | 1. promoting healthy behaviors; 2. promoting healthy and safe communities; 3. improving systems for personal and public health; 4. preventing and reducing disease and disorders
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| show | a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity
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| show | a person's ideas, convictions, and attitudes about health and illness
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| show | addresses the relationship between a person's beliefs and behaviors
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| List the 3 components of the health belief model. | show 🗑
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| show | defines health as a positive, dynamic state, not merely the absence of disease
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| show | 1. individual characterisitcs and experiences; 2. behavior-specific knowledge and affect; 3. behavioral outcomes
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| show | certain human needs are more basic than others; that is, some needs must be met before other needs
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| show | 1. self-actualization; 2. self-esteem; 3. love and belonging; 4. physical activity and psychological safety; 5. physiological: oxygen, fluids, nutrition, body temp., elimination, shelter, sex
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| Holistic Health Model | show 🗑
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| List the internal variables influencing health and health beliefs and practices. | show 🗑
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| show | family practices, socioeconomic factors, and cultural background
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| show | precontemplation, contemplation, preparation, action, and maintenance stage
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| show | not intending to make changes within the next 6 months
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| show | client will not be interested in information about the behavior and may be defensive when confronted with the information
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| show | considering a change within the next 6 months
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| show | ambivalence may be present, but clients will more likely accept information as they are developing more belief in the value of change
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| show | making small changes in preparation for a change in the next month
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| show | client believes advantages outweigh disadvantages of behavior change; may need assistance in planning for the change
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| show | actively engaged in strategies to change behavior; this stage may last up to 6 months
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| Action: Nursing Implications | show 🗑
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| show | sustained change over time; this stage begins 6 months after action has started and continues indefinitely
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| Maintenance stage: Nursing Implications | show 🗑
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| Define health promotion. | show 🗑
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| Define wellness. | show 🗑
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| Illness prevention | show 🗑
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| Passive strategies of health promotion | show 🗑
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| show | individuals are motivated to adopt specific health programs
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| Primary prevention | show 🗑
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| show | health education programs, immunizations, and physical and nutritional fitness activities
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| Secondary prevention | show 🗑
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| Tertiary prevention | show 🗑
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| What is a risk factor? | show 🗑
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| show | identifying risk factors
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| Define illness. | show 🗑
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| show | usually has a short duration and is severe; symptoms appear abruptly, are intense, and often subside after a relatively short period; may affect functioning in any dimension
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| chronic illness | show 🗑
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| normalization | show 🗑
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| show | involves how people monitor their bodies, define and interpret their symptoms, take remedial actions, and use the health care system
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| What is the goal of nursing in regards to health and wellness? | show 🗑
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| Internal variables influencing illness and illness behavior | show 🗑
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| show | visibility of symptoms, social group, cultural background, economic variables, accessibility of the health care system, and social support
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| show | the nature of the illness, the client's attitude toward it, the reaction of others to it, and the variables of illness behavior
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| What do the reactions of clients and families to changes in body image depend on? | show 🗑
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| show | a mental self-image of strengths and weaknesses in all aspects of personality
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| show | depends in part on body image and roles but also includes other aspects of psychology and spirituality
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| show | when an illness occurs, parents and children try to adapt to major changes resulting from a family member's illness
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| show | the process by which the family functions, makes decisions, gives support to individual members, and copes with everyday changes and challenges
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| show | an active, organized, cognitive process used to carefully examine one's thinking and the thinking of others
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| What separates professional nurses from technical personnel? | show 🗑
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| show | because it allows you to test and refine nursing approaches, to learn from successes and failures, and to apply new knowledge
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| What does critical thinking involve? | show 🗑
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| evidence-based knowledge | show 🗑
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| show | be orderly in data collection; look for patterns to categorize data; clarify any data you are uncertain about
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| Critical thinking skills: analysis | show 🗑
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| Critical thinking skills: inference | show 🗑
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| Critical thinking skills: Evaluation | show 🗑
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| show | support your findings and conclusions; use knowledge and experience to choose strategies you use in the care of clients
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| Critical thinking skills: Self-regulation | show 🗑
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| show | basic, complex, and commitment
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| show | a systematic, ordered approach to gathering data and solving problems
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| show | problem identification; collection of data; formulation of a research question or hypothesis; testing the question or hypothesis; evaluating results of the test or study
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| What does effective problem solving involve? | show 🗑
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| What is decision making? | show 🗑
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| show | a process of determining a client's health status after you assign meaning to the behaviors, physical signs, and symptoms presented by the client
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| show | the process of drawing conclusions from related pieces of evidence; part of diagnositc reasoning
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| What does clinical decision making require? | show 🗑
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| What is the nursing process? | show 🗑
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| show | defines the outcome of critical thinking: nursing judgement that is relevant to nursing problems in a variety of settings
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| show | knowledge base, experience, critical thinking competencies, attitudes, and standards
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| show | confidence; thinking independently; fairness; responsibility and authority; risk taking; discipline; perseverance; creativity; curiosity; integrity; humility
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| List the 14 intellectual standards universal for critical thinking. | show 🗑
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| List the professional standards for critical thinking. | show 🗑
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| show | the process of purposefully thinking back or recalling a situation to discover its purpose or meaning
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| show | a visual representation of client problems and interventions that shows their relationships to one another
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| show | the study of conduct and character; concerned with determining what is good or valuable for individuals, for groups of individuals, and for society at large
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| Define autonomy. | show 🗑
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| Define beneficence. | show 🗑
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| Define maleficence. | show 🗑
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| Define nonmalficence. | show 🗑
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| show | fairness
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| show | the agreement to keep promises; supports the reluctance to abandon clients, even when disagreement occurs about decisions that a client makes; obligation to follow through with care offered to clients
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| show | a set of guiding principles that all members of a profession accept
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| List the basic principles of ethics. | show 🗑
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| show | the support of a cause; as a nurse you advocate for the health, safety, and rights of the client; you safeguard the client's right to physical and auditory privacy
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| show | a willingness to respect obligations and to follow through on promises; as a nurse you are responsible for your actions
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| show | the ability to answer for one's own actions
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| show | confidential protection of a client's personal health information
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| show | Health Insurance Portability and Accountability Act of 1996; defines the rights and privileges of clients for protection of privacy without diminishing access to quality care
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| What is a value? | show 🗑
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| show | begins in childhood, shaped by experiences within the family unit; schools, governments, religious traditions and other social institutions reinforce or challenge family values; individual exp. influence value formation
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| show | used to resolve ethical dilemmas
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| show | defines actions as right or wrong based on their "right-making characterisitics such as fidelity to promises, truthfulness, and justice."; specifically does not look at consequences; it examines a situation for the existence of rightness or wrongfulness
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| show | a system of ethics that proposes that the value of something is determined by its usefulness
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| Feminist ethics | show 🗑
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| show | emphasizes the importance of understanding relationships, esp. as they are revealed in personal narrative
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| How to Process an Ethical Dilemma | show 🗑
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| show | central to discussions about futile care, cancer therapy, physician-assisted suicide, and DNR; a quality of life measure helps a client/family decide on merits of a certain risky intervention
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| show | interventions unlikely to produce benefit for the client that outweighs risks
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| show | a key issue in discussions about access to health care
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| show | alerts a client to a condition that is not yet evident but that is certain to develop in the future
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| show | produces difficult working conditions and affects clients outcomes
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| Where do the legal guidelines that nurses follow come from? | show 🗑
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| Give an example of statutory law. | show 🗑
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| show | describe and define the legal boundaries of nursing practice within each state
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| show | reflects decisions made by administrative bodies such as State Boards of Nursing when they pass rules and regulations
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| show | results from judicial decisions made in courts when individual legal cases are decided; e.g., informed consent and client's right to refuse treatment
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| statutory law is either criminal or civil | show 🗑
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| show | felony: a crime of a serious nature that has a penalty of imprisonment for greater than one year or even death; misdemeanor: a less serious crime that has a penalty of a fine or imprisonment for less than 1 year
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| show | the legal guidelines for nursing practice and provide the minimum acceptable nursing care; standards reflect values and priorities of the profession
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| Americans with Disabilities Act (1990) | show 🗑
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| Emergency Medical Treatment and Active Labor Act (EMTALA, 1986) | show 🗑
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| Mental Health Parity Act (1996) | show 🗑
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| show | liviing wills and durable powers of attorney
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| What are living wills and powers of attorney based on? | show 🗑
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| Patient Self-Determination Act | show 🗑
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| show | the ability to make right choices for oneself as it relates to medical care
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| living wills | show 🗑
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| Durable Power of Attorney for Health Care (DPAHC) | show 🗑
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| DNR | show 🗑
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| show | an individual who is at least 18 years of age has the right to make an organ donation; gift needs to be in writing with signature
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| show | mandate that at the time of admission to a hospital, a qualified HCP has to ask each client over age 18 whether he/she is an organ/tissue donor
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| show | prohibits the purchase or sale of organs
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| show | provides rights to clients and protects employees; protects individuals from losing their health insurance when changing jobs by providing portability
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| Privacy section of HIPPA | show 🗑
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| Privacy | show 🗑
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| Confidentiality | show 🗑
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| show | gave residents in certified nursing homes the right to be free of unnecessary and inappropriate restraints
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| Centers for Medicare and Medicaid Services (2004) | show 🗑
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| show | HCP can only use restraints (1) to ensure physical safety of resident/other residents, (2) when less restrictive interventions are not successful, and (3) only on the written order of a physician or HCP
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| written order for restraints | show 🗑
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| show | state board of nursing licenses all RN's in the state they practice in
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| Good Samaritan Laws | show 🗑
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| show | under the health code, state legislature enacts statutes that describe the reporting laws for communicable diseases, as well as specify necessary school immunizations and mandate other measures that promote health and reduce risks in communities
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| Uniform Determination Death Act of 1980 | show 🗑
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| show | requires irreversible cessation of circulatory and respiratory functions
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| show | requires irreversible cessation of all function of the entire brain, including the brain stem
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| show | the first statute that permitted physician-assisted suicide; stipulates that competent yet terminal clients could make an oral or written request for medication to end their life in a humane and dignified manner
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| What is a tort? | show 🗑
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| How are torts classified? | show 🗑
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| Intentional torts | show 🗑
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| show | acts where intent is lacking but volitional action and direct causation occur, such as found with invasion of privacy and defamation of character
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| Unintentional tort | show 🗑
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| Assault | show 🗑
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| Battery | show 🗑
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| False imprisonment | show 🗑
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| Invasion of privacy | show 🗑
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| List the 4 types of invasion of privacy torts. | show 🗑
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| show | the publication of false statements that result in damage to a person's reputation; statements must be published with malice in the case of a public official or public figure
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| Malice | show 🗑
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| Slander | show 🗑
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| Libel | show 🗑
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| Negligence | show 🗑
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| Malpractice | show 🗑
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| List the criteria used to establish nursing malpractice. | show 🗑
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| When is a signed consent form required? | show 🗑
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| show | a person's agreement to allow something to happen, such as surgery or an invasive diagnostic procedure, based on a full disclosure of risks, benefits, alternatives, and consequences of refusal
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| What type of tort will result if a HCP fails to obtain consent in situations other than emergencies? | show 🗑
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| show | the U.S. Supreme Court ruled that there is a fundamental right to privacy, which includes a woman's decision to have an abortion; could have abortion in 1st trimester
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| show | some states require viability tests before conduction abortions if the fetus is over 28 weeks' gestational age; some states require a minor's parental consent or a judicial decision that the minor is mature and can self-consent
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| show | a system of ensuring appropriate nursing care that attempts to identify potential hazards and eliminate them before harm occurs
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| What is one of the most important roles for a nurse in any health care setting? | show 🗑
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| show | to assist individuals, families, or communities in achieving optimal levels of health
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| What is health education? | show 🗑
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| show | 1. maintenance and promotion of health and illness prevention; 2. restoration of health; 3. coping with impaired functions
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| In what 3 domains does learning occur? | show 🗑
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| show | an interactive process that promotes learning
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| show | a force that acts on or within a person that causes the person to behave in a particular way
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| Define compliance. | show 🗑
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| show | refers to a person's perceived ability to successfully complete a task; a concept included in social learning theory
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| show | readiness means are they able to accept a diagnosis; the ability to learn depends on physical and cognitive attributes, developmental level, physical wellness, and intellectual thought processes
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| show | # of persons the nurse will teach; need for privacy, room temperature, room lighting, noise, room ventilation, room furniture
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| What is an ideal environment for learning? | show 🗑
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| Teaching methods based on clients developmental capacity: Infant | show 🗑
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| Teaching methods based on clients developmental capacity: Toddler | show 🗑
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| Teaching methods based on clients developmental capacity: Preschooler | show 🗑
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| show | teach psychomotor skills needed to maintain health; offer opportunities to discuss health problems and answer questions
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| show | help learn about feelings and need for self-expression; use teaching as collaborative activity; allow to make own decisions about health & health promotion; use problem solving to help make choices
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| Teaching methods based on clients developmental capacity: Young/Middle Adult | show 🗑
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| Teaching methods based on clients developmental capacity: Older Adult | show 🗑
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| show | an experience a person is exposed to, through a stimulus or stressor
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| show | disruptive forces operating within or on any system
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| Define appraisal. | show 🗑
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| How is stress helpful? | show 🗑
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| What is a crisis? | show 🗑
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| show | if symptoms of stress persist beyond the duration of the stressor
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| fight-or-flight response | show 🗑
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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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