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ABSN > 321 Exam 1 > Flashcards

321 Exam 1 Flashcards

1
Q

Pre-Interaction Phase

A

going through available date / med history, getting report, planning the first meeting

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2
Q

Orientation Phase

A

first meet and getting to know each other, sets tone for relationship, establish trust

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3
Q

Working Phase

A

you and the client work together to solve problems and accomplish goals, encourage expression of feelings about their health, help client with self exploration

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4
Q

Terminationn Phase

A

end of the relationship, reminding the pt the end is coming, evaluate achievement

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5
Q

ways messages are conveyed

A

words = 10%, tone of voice = 40%, body language = 50%

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6
Q

good communication

A

reduces risk of errors, promotes improved outcomes, competent communication meets legal, ethical, and clinical standards of care, influences client behaviors

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7
Q

motivational interviewing

A

person centered communication approach to foster behavioral changes; encourages pt to share thoughts/fears/beliefs - nurse then focuses on strengths of the individual and supports them

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8
Q

nurses need to provide what kind of communication to other team members

A

consistent, accurate, timely and complete information to address risk of possible communication breakdown

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9
Q

what to do if lateral violence is happening

A

address situation in a calm manner, ask for it to stop, notify manager, document incidents in personal notes

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10
Q

examples of lateral violence

A

withholding information, being hyper critical, raising blame, making put downs, criticizing without solutions, excluding people, nonverbal expression of disapproval

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11
Q

lateral violence can lead to

A

job dissatisfaction, decreased sense of value, poor teamwork, poor retention of qualified staff, nurses leaving the profession

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12
Q

elements of professional communication

A

courtesy, use of names, trustworthiness, autonomy, assertiveness, advocacy, professional boundaries

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13
Q

factors that influence the communication process

A

developmental level, values, personal space, territoriality, roles & relationships, environment, congruence, interpersonal attitudes

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14
Q

Poor listening behaviors

A

reacting to appearance rather than what is said, faking attention, failing to eliminate noise, thinking rather than listening

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15
Q

what is good education linked with

A

shorter hospital stays

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16
Q

what is poor education linked with

A

increased number of pts, increased demand on nurses time, increased number of pt living with chronic disease

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17
Q

goal of education

A

achieve optimal health!, maintenance & promotion of health, illness and prevention , restoring health, and coping with impaired functions

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18
Q

definition of teaching

A

imparting knowledge through a series of directed activities

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19
Q

goal of teaching

A

impart knowledge so others can gain knowledge, change attitudes, adopt new behaviors and perform new skills

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20
Q

definition of learning

A

conscious or unconscious permanent change in behavior as a result of a life long, dynamic process by which individuals acquire new knowledge/skills/attitudes

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21
Q

when does learning begin

A

when the learner identifies need to leaner

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22
Q

steps in the teaching-learning process

A

assessment, diagnose & development of expected learning outcomes, plan the teaching, implementation of teaching plan, evaluation of teaching plan, achievement of learning outcomes (eval of learning process)

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23
Q

Teaching-Learning Process: Assessment

A

characteristics of pt (age, developmental stage, level of education, beliefs, motivation, risks) and needs (what the pt needs to now)

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24
Q

Teaching-Learning Process: Planning goals

A

set priorities and develop w/ the pt, start goals in terms of the pt, board terms (“reducing”, “enhancing”), longer term than objectives

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25
Q

Teaching-Learning Process: Planning objectives

A

specific statements that can be used to evaluate learning, pt centered, no vague terms, includes only 1 behavior per objective

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26
Q

smart objectives

A

specific: addresses 1 thing
measurable: how will you know they learns
attainable: pt agrees & able to do it
realistic: something they need to learn + willing
timely: set a timeframe to accomplish

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27
Q

Teaching-Learning Process: Implementation

A

(key: age appropriate, maintains attention & participation) printed materials, role play, games you’re actively doing the teaching

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28
Q

what grade level should reading level be at for educational materials

A

5th grade

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29
Q

Teaching-Learning Process: evaluation

A

has the pt’s learning needs been met? teach back method,

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30
Q

what are the three domains of learning

A

cognitive, affective and psychomotor ; they are used to organize and evaluate teaching

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30
Q

describe the cognitive domain

A

memory, understanding, recognition, reasoning, application pyramid bottom to top: remember, understand, apply, analyze, evaluate, create

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31
Q

desired outcome of cognitive domain

A

pt is able to describe information that is relevant to their behavior change or explain why the information is relevant to the behavior change

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32
Q

teaching methods for the cognitive domain

A

discussion, lecture, one-on-one, audiovisual materials, printed materials, computer assisted instruction

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33
Q

verbs for cognitive domain

A

compare, define, describe, design, explain, identify, list, name, write, prepare, categorize

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34
Q

evaluation of cognitive domain

A

direct observation of behavior, written measurements, & self reporting/monitoring (subjective)

35
Q

describe the affective domain

A

changes in attitudes or values, motivation feeling domain including values, beliefs, feelings, and attitudes associated with information received (people need support and encouragement)

36
Q

affective domain pyramid bottom to top

A

receiving, responding, valuing, organization, characterization (acting in accordance w/ the internalized values)

37
Q

teaching methods for affective learning

A

role play to express feelings, simulation/gaming, discussion (group or 1on1), debate, value clarification exercises

38
Q

verbs for affective objectives

A

answer, choose, defend, form, give, participate, help, join, select, share, justify

39
Q

evaluation of affective domain

A

role play/simulation to see if values changed, express how learning has changed

40
Q

describe psychomotor domain

A

skill performance, demonstration must have physical, mental and emotional readiness & need neuromuscular coordination and motor skills

41
Q

psychomotor domain pyramid (bottom to top)

A

perception (use sensory cues to guide motor activity), set, guided response, mechanism, complex overt response, adaption, origination (ability to creat new movement)

42
Q

teaching methods for psychomotor learning

A

demonstrate, practice, return demonstration, independent projects/games

43
Q

verbs for psychomotor objectives

A

calculate, demonstrate, measure, move, create, construct, shows, work, organize, manipulate, arrange, begin

44
Q

evaluation of psychomotor domain

A

return demonstration

45
Q

basic principles (questions) to evaluate readiness to learn

A

do they have physical needs at the moment? are they in pain? de they prefer to be with support person when they learn?

46
Q

factors that influence learning

A

motivation, ability to learn, learning environment

47
Q

health literacy

A

the degree to which individuals have the ability to find, understand, and use information and services to inform health related decisions and actions for themselves and others (cognitive & social skills)

48
Q

X out of 10 adults struggle to understand and use health information if it is unfamiliar, complex or uses jargon

A

9 ; 90%

49
Q

functional illiteracy

A

inability to read above 5th grade level

50
Q

what ages are classified as young adult

A

18 - mid to late 30s

51
Q

what ages are classified as middle adults

A

35-65

52
Q

what ages are classified as older adults

A

65+

53
Q

principles and methods of teaching young & middle adults

A

-practical & relevant (for young, related to them)
-learners must see a need
-use peer education
-motivate w/ social task mastery
-encourage active & independent learning
-sessions under 1 hour

54
Q

principles and methods of teaching older adults

A

-give time to process and respond
-teach when alert & rested
-involve discussion or activity (relate to past)
-focus on wellness & person’s strengths
-make adaptations
-simple instruction, 20-30 mins
-teach only what is necessary , give summary

55
Q

considerations for teaching older adults - coordinate

A

-start w/ person’s concerns
-plan enough time (may need more than 1 session)
-match your pace w/ person

56
Q

considerations for teaching older adults - anticipate

A

-recognize more than one problem
-screen for high prevalence problems
-be aware of any communication barriers, musculoskeletal changes

57
Q

considerations for teaching older adults - manipulate

A

modify the environment by reducing nose, making it a comfortable temp, lighting and privacy and always consider person’s comfort

58
Q

considerations for teaching older adults - validate

A

check information obtained from older person, review perceptions, read medical record

59
Q

learning for older adults : challenges

A

teaching, time, relevance, roadblocks, sensory perceptual deficits, cognitive declines, non compliance

60
Q

learning for older adults - approaches

A

visual aids, active involvement, relate to past experiences, peer educators & support groups , simple, support belief that change is good, capitalize on teaching moments

61
Q

Cognitive Domain - remember

A

recall facts and basic concepts (define, duplicate, list, memorize, repeat, state)

62
Q

Cognitive Domain - understand

A

explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate)

63
Q

Cognitive Domain - apply

A

use information in new situations (execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch)

64
Q

Cognitive Domain - analyze

A

draw connections among ideas (differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test)

65
Q

Cognitive Domain - evaluate

A

justify a stand or decision (appraise, argue, defend, judge, select, support, value, critique, weigh)

66
Q

Cognitive Domain - create

A

produce new or original work (design, assemble, construct, conjecture, develop, formulate, author, investigate)

67
Q

Affective Domain - receiving

A

receives the information, passively being aware of ideas, materials, phenomena

68
Q

Affective Domain - responding

A

responds to the information received. Actively participating in the learning process, reacting

69
Q

Affective Domain - valuing

A

able to see the value / worth of an idea and express it

70
Q

Affective Domain - organization

A

puts together different values, ideas, information, and relates them to already held beliefs (creating value system)

71
Q

Affective Domain - characterization

A

acting in accordance with the internalized values

72
Q

Psychomotor Domain - perception

A

the ability to use sensory cues to guide motor activity

73
Q

Psychomotor Domain - set

A

the readiness to act

74
Q

Psychomotor Domain - guided response

A

first attempt at a physical skill that involves imitation and trial and error

75
Q

Psychomotor Domain - mechanism

A

learned responses have become habitual and the movements can be performed with some confidence and proficiency

76
Q

Psychomotor Domain - complex overt response

A

the skillful performance of motor acts that involve complex movement patterns

77
Q

Psychomotor Domain - adaptation

A

the ability to modify learned skills to meet new or special requirements

78
Q

Psychomotor Domain - origination

A

ability to create new movement for a specific situation or problem

79
Q

denial

A

pt avoids discussion of illness, is withdrawn ; nurses should provide support, remain available, explain situation to family and teach in present tense

80
Q

anger

A

pt blames and directs anger towards nurse or others ; nurses should not argue w/ pt, teach in the present tense, reassure family that this is normal

81
Q

bargaining

A

pt offers to live better life in exchange for promise of better health ; nurses should continue to introduce only reality and teach in present tense

82
Q

resolution

A

pt begins to express emotions openly, realizes that illness has created changes and begin to ask question ; nurses should encourage expression of feelings, find out what pt wants to learn and begin sharing info needed for future

83
Q

acceptance

A

pt recognizes reality of condition, actively pursues information and strive for independence ; nurses should focus teaching on future skills and knowledge required but continue to teach about present occurrences, involve family in teaching

84
Q

principles and methods of teaching adolescents

A

-help them learn about feelings & self expression
-allow them to make decision about health & health promotion (safety, sex ed, substance abuse)
-collaborative activities
-use problem solving

85
Q

who is at risk for low health literacy

A

older adults, minority populations, immigrants, people w/ low incomes, people without high school education and people w/ chronic mental and/or physical conditions

ABSN (35 decks)

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