201 Final
Help!
|
|
||||
|---|---|---|---|---|---|
| show | Returning to school syndrome
🗑
|
||||
| Raymond Wlodowski | show 🗑
|
||||
| show | Cognitive, technical, interpersonal, legal and ethical skills
🗑
|
||||
| show | Two-person communication model, feedback-communication
🗑
|
||||
| Pareto Principle | show 🗑
|
||||
| Linda Carpenito-Moyet | show 🗑
|
||||
| Lois White | show 🗑
|
||||
| show | Adult Learning-Learners need to know, Motivation to learn, Orientation to learning and problem solving, Self-directed learning, Prior experiences of the learner, Readiness to learn
🗑
|
||||
| Benjamin Bloom | show 🗑
|
||||
| show | Themes of critical thinking
🗑
|
||||
| David Kolb | show 🗑
|
||||
| show | Novice to expert nurse, the ability to cluster data intuitively, identify patterns, and thereby exercise clinical judgment in formulating nursing diagnostic statements increases with experience
🗑
|
||||
| show | Eight phases of psychosocial development
🗑
|
||||
| William Bridges | show 🗑
|
||||
| show | Change theorist-unfreezing, moving, refreezing
🗑
|
||||
| Elisabeth Kubler-Ross | show 🗑
|
||||
| Three Roles of the AND | show 🗑
|
||||
| HGTC ADN-Student Learning Outcomes/Concept Integration Model | show 🗑
|
||||
| show | the invisible nurse
🗑
|
||||
| show | Learning styles-visual, auditory, kinesthetic
🗑
|
||||
| show | Reasonable, Specific, Objective, Measurable, Timed
🗑
|
||||
| Member of the Discipline of Nursing | show 🗑
|
||||
| show | Right med, Right patient, Right dose, Right route, Right time
🗑
|
||||
| show | when one part of a system experiences change, the whole system responds
🗑
|
||||
| show | the process of letting go of the way things used to be and then taking hold of the way they subsequently become
🗑
|
||||
| show | a situational shift-(getting a new boss, having a child, returning to school)
🗑
|
||||
| show | a role not chosen
🗑
|
||||
| show | roles a person receives or takes on during a lifetime
🗑
|
||||
| Evolving role of the RN(LeSorti) | show 🗑
|
||||
| Modes of Critical Thinking | show 🗑
|
||||
| ADPIE | show 🗑
|
||||
| show | Define the problem, Explore your alternatives, Consider the consequences, Identify your values, Decide and act, Evaluate the results
🗑
|
||||
| show | thinking in a systematic, organized manner
🗑
|
||||
| show | Competence
🗑
|
||||
| The Healthcare Focus | show 🗑
|
||||
| Medical diagnosis vs Nursing diagnosis | show 🗑
|
||||
| Nursing Research, also known as | show 🗑
|
||||
| show | is designed to change what nurses have done by tradition and emphasizes decision-making based to the best available evidence and the use of outcome studies to guide decisions, improve quality outcomes
🗑
|
||||
| Score used in PACU | show 🗑
|
||||
| show | silence, paralanguage, eye contact, body postures and gestures, appearance, and touch
🗑
|
||||
| The factors of active listening promote | show 🗑
|
||||
| show | a lifelong learning skill
🗑
|
||||
| Clarification, sharing observations, open-ended relevant questions, restating, silence, general leads, and summarization are | show 🗑
|
||||
| show | Verbal Communication Blocks
🗑
|
||||
| show | self-serving, minimal problem solving, and sympathetic
🗑
|
||||
| show | a collaborative experience, respectful, sincere, patient, confidential, and empathetic
🗑
|
||||
| show | sympathy/empathy
🗑
|
||||
| show | collaboration
🗑
|
||||
| show | nonverbal, verbal, and written
🗑
|
||||
| show | synergy
🗑
|
||||
| How to become a Power Broker | show 🗑
|
||||
| Assertiveness | show 🗑
|
||||
| Assertive communication fosters | show 🗑
|
||||
| show | angry, hostile, or offended colleagues and coworkers
🗑
|
||||
| show | the transfer or responsibility for the performance of an activity from one individual to another, while retaining accountability for the outcome
🗑
|
||||
| Mucha’s Manager of Care-second role of the nurse | show 🗑
|
||||
| H & P’s Manager of Care-second role of the nurse | show 🗑
|
||||
| Time management ^ | show 🗑
|
||||
| show | the process of doing something right
🗑
|
||||
| show | doing the right thing right
🗑
|
||||
| show | Time Wasters
🗑
|
||||
| Tension or disharmony btw individuals or groups when there is a diff about ideas, values, or beliefs | show 🗑
|
||||
| show | innovative change, exchange of ideas and a greater understanding of another person’s feelings
🗑
|
||||
| Types of conflict | show 🗑
|
||||
| show | Accommodation, Avoidance, Competition, Compromise, and Collaboration
🗑
|
||||
| Example of Collaboration | show 🗑
|
||||
| Decision Making | show 🗑
|
||||
| show | selecting various alternatives that will solve an issue
🗑
|
||||
| show | solve a problem/result of a problem
🗑
|
||||
| show | Legal Accountability
🗑
|
||||
| Documentation must be | show 🗑
|
||||
| First and Second leading causes of litigation are | show 🗑
|
||||
| Documentation of Teaching and Learning should include | show 🗑
|
||||
| Standards of Practice | show 🗑
|
||||
| SofP reasonable person rule | show 🗑
|
||||
| show | Situation, Background, Assessment, Recommendations
🗑
|
||||
| 2011 National Patient Safety Goals include | show 🗑
|
||||
| show | life threatening, sudden-severe, advanced life support and equipment, healthcare professionals trained in acute care, may require hospitalization
🗑
|
||||
| Chronic Care | show 🗑
|
||||
| show | NPO, IV, Pre-op assessment, sign consent, pre-op teaching, 2 pt identifiers, med admin, hand hygiene
🗑
|
||||
| Postoperative | show 🗑
|
||||
| show | safety, prevention/reduction of problems, improvement in quality of life
🗑
|
||||
| SCIP | show 🗑
|
||||
| Prophylactic Antibiotics | show 🗑
|
||||
| show | Madeleine Leininger
🗑
|
||||
| show | Culture involves learned and transmitted knowledge about values, beliefs, rules of behavior, and lifestyle practices that guide designated groups in their thinking and actions in patterned ways
🗑
|
||||
| Transcultural nursing refers to | show 🗑
|
||||
| Transcultural nursing incorporates | show 🗑
|
||||
| Institutional Policies Promoting TCN | show 🗑
|
||||
| show | space and distance, eye contact, time, touch, observance of holidays/days of worship, diet, biologic variations, complementary and alternative therapies
🗑
|
||||
| show | the process by which members of a cultural group adapt to or take on the behaviors of another group
🗑
|
||||
| Cultural blindness/Ethnocentric | show 🗑
|
||||
| Cultural imposition | show 🗑
|
||||
| Cultural taboos | show 🗑
|
||||
| Cultural competence | show 🗑
|
||||
| show | the patient
🗑
|
||||
| show | communication, space, social organization, time, environmental control, biological variations
🗑
|
||||
| show | words, body language and other cues, such as voice, tone, and loudness. During illness all ages tend to regress, and the regression often involves language skills
🗑
|
||||
| Space | show 🗑
|
||||
| show | socialization, enculturation
🗑
|
||||
| show | views about punctuality and the use of time are culturally determined, as is the concept of waiting
🗑
|
||||
| show | health may be viewed as a balance btw the individual and the environment
🗑
|
||||
| Biologic variations | show 🗑
|
||||
| Mucha’s theory on caring | show 🗑
|
||||
| Theory of Cultural Care | show 🗑
|
||||
| show | Jean Watson
🗑
|
||||
| show | caring can be effectively demonstrated & practiced only interpersonally,consists of carative factors, promotes health/growth, responses accept a person, environ offers devlmnt of potential, is more healthogenic than curing, the pract is cntrl to nursing
🗑
|
||||
| show | the promotion of health through the five dimensions of life-mental, spiritual, physical, emotional and social for the prevention of illness
🗑
|
||||
| Top 10 Caring Behaviors | show 🗑
|
||||
| Patient Advocacy | show 🗑
|
||||
| Protection of Rights | show 🗑
|
||||
| Hospice Care | show 🗑
|
||||
| Palliative Care | show 🗑
|
||||
| Both palliative care and hospice care | show 🗑
|
||||
| Palliative Care is all about | show 🗑
|
||||
| show | Serious Events-28 occurrences on US list of inexcusable outcomes in a healthcare setting
🗑
|
||||
| show | interactive process wherein one individual shares information w/ another to facilitate learning and thereby promote behavioral changes-White
🗑
|
||||
| Learning | show 🗑
|
||||
| Andragogy | show 🗑
|
||||
| Pedagogy | show 🗑
|
||||
| show | plan for a series of instructions that builds on previous knowledge and lays groundwork for future learning-from easy to difficult, known to unknown, etc
🗑
|
||||
| show | Knowledge
🗑
|
||||
| Psychomotor | show 🗑
|
||||
| show | Values
🗑
|
||||
| show | Clear, Concise, Accurate, Complete
🗑
|
||||
| show | learning needs, teaching interventions implemented, pt outcomes achieved or not achieved, revisions or changes in teaching required
🗑
|
||||
| show | those activities that assist ppl in developing resources that maintain or enhance well-being and improve quality of life, it’s up to each person to decide whether to make changes to promote a higher level of wellness
🗑
|
||||
| show | Achieving health for all, Health belief model, Health promotion model, Transtheoretical model of change
🗑
|
||||
| show | Mosby-statute enacted by the legislature of any of the states or by the appropriate officers of the districts or possessions-delineates the legal scope of the practice of nursing
🗑
|
||||
| show | outlines eligibility and requirements for licensure w/in that state, delineates the nursing edu prog content and clinical experience needed for the program to be accredited, designates specific roles for LPN/LVNs and RNs r/t certain nursing tasks
🗑
|
||||
| show | rules for conduct and actions w/in a society
🗑
|
||||
| Ethics | show 🗑
|
||||
| Statutory Law ex | show 🗑
|
||||
| Civil Law ex | show 🗑
|
||||
| show | any act designed to make a person fearful and produce a reasonable apprehension of harm-doesn’t require touching
🗑
|
||||
| show | any intentional and wrongful physical contact w/ a person that entails injury or offensive touching
🗑
|
||||
| Negligence/Malpractice | show 🗑
|
||||
| show | reflect the values/priorities of the nursing profession,direction for professional nursing practice, framework for the evaluation of nursing practice, define profession’s accountability to the public and client outcomes for which nurses are responsible
🗑
|
||||
| show | actively do good
🗑
|
||||
| Nonmaleficence | show 🗑
|
||||
| Autonomy | show 🗑
|
||||
| Justice | show 🗑
|
||||
| show | faithful to commitments
🗑
|
||||
| Veracity | show 🗑
|
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.
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
Created by:
neffielewis
Popular Nursing sets