FINALS NA YAWA Flashcards
(149 cards)
1
Q
It encompasses organized systems of beliefs,
practices, and rituals that aim to provide answers to
existential questions, such as the nature of existence,
morality, and the afterlife.
A
Religion
2
Q
It refers to the extent to which an individual engages
with and adheres to the beliefs, practices, and rituals
of a particular religion.
A
religiosity
3
Q
Muslims believe in the teachings of the Prophet
Muhammad and follow the Quran. They practice the Five
Pillars of Islam, which include the declaration of faith,
prayer, fasting during Ramadan, giving to charity, and
making a pilgrimage to Mecca.
A
Islam
4
Q
It encompasses a broad range of beliefs, practices,
experiences, and perspectives that relate to the
search for meaning, purpose, and connection with
something greater than oneself
A
spirituality
5
Q
They believe in the teachings of
Jesus Christ and follow the Bible. They practice prayer,
attending church services, participating in sacraments such as baptism and communion, and living according to
moral and ethical principles.
A
Christianity
6
Q
Hindus believe in a variety of gods and
goddesses and follow the sacred texts such as the Vedas
and Upanishads. They practice rituals, meditation, yoga,
and engage in acts of devotion to their deities
A
Hinduism
7
Q
follow the teachings of
Siddhartha Gautama, the Buddha. They seek
enlightenment and liberation from suffering through
practices such as meditation, mindfulness, and the
observance of ethical princip
A
Buddhism
8
Q
Jews believe in the covenant between God
and the Jewish people. They follow the Torah and engage
in practices such as prayer, observing the Sabbath,
celebrating holidays, and participating in rituals such as
circumcision and bar/bat mitzvah.
A
Judaism
9
Q
vary greatly across different cultures
and regions. They often involve a deep connection to
nature, ancestral spirits, and rituals to maintain harmony
with the natural world. It can be helpful for nurses to learn
basic knowledge about common religions and religious
practices as they support their patients’ beliefs
A
Indigenous and Traditional Beliefs
10
Q
What are the COMMON RELIGIOUS BELIEFS AND PRACTICES
A
- BUDDHIST PATIENTS
- CATHOLIC PATIENTS
- HINDU PATIENTS
- JEHOVAH’S WITNESS PATIENTS
- JEWISH PATIENTS
- MUSLIM PATIENTS
- PENTECOSTAL PATIENTS
11
Q
Nurses work with patients
from diverse backgrounds, cultures, and belief
systems. Understanding their own spiritual beliefs
helps nurses to be more culturally competent and
respectful towards the beliefs of their patients.
A
Cultural Competence
12
Q
- By being aware of their own
spiritual beliefs and biases, nurses can provide more
patient-centered care. They can better understand
and respect the spiritual needs of their patients,
leading to improved communication and trust
between the nurse and the patient.
A
Patient Centered Care
13
Q
Unconscious biases can impact
the quality of care provided. Nurses who are aware of
their own biases can actively work to prevent these
biases from affecting their interactions with patients,
ensuring fair and equitable treatment for all
A
Avoiding Prejudice
14
Q
Understanding their own
spiritual beliefs can help nurses cope with the
emotional challenges of their profession. It can
provide them with a sense of purpose, resilience, and
inner strength, which are essential for providing
compassionate care to patients
A
Emotional Support
15
Q
- Situations where individuals feel torn between their
religious or spiritual values and societal expectations,
personal desires, or professional responsibilities, can
provoke spiritual distress. This inner conflict may
erode one’s sense of integrity and moral compass.
A
Moral and Ethical Dilemmas
16
Q
- Traumatic experiences can shatter individuals’ sense of
trust, safety, and connection with a higher power or
spiritual community.
A
Trauma and Abuse
16
Q
Experiencing profound grief and loss.
A
Grief and Loss
17
Q
- Chronic illness, disability, or terminal diagnosis can
profoundly impact individuals’ spiritual well-being
A
Illness and Disability
18
Q
Social isolation, discrimination, cultural stigma, or
pressure to conform to religious or societal norms
A
Social and Cultural Factors
19
Q
- Spiritual beliefs can
influence ethical decision-making in healthcare.
Nurses who are aware of their own beliefs can
navigate ethical dilemmas more effectively and make
decisions that align with their values and the values of
their patients
A
Ethical Decision Making
20
Q
Individuals grappling with profound existential
questions, such as the meaning of life, death, suffering,
and the nature of existence.
A
Existential Questions
21
Q
- A significant loss of faith in one’s religious or spiritual
beliefs.
A
Loss of Faith
22
Q
is a complex concept that is unique to each
individual; it depends on a person’s culture, development,
life experiences, beliefs, and ideas about life.
Furthermore, spirituality is an inherent human
characteristic that exists in all people, regardless of their
religious beliefs. It gives individuals the energy needed to
discover themselves, cope with difficult situations, and
maintain health. An individual’s beliefs and expectations
often have effects on his or her physical and psychological
well-being.
A
Spirituality
23
Q
is a spiritual assessment tool
that evaluates a patient’s sense of well-being and
spirituality using a scale of 0 to 10.
A
Was Scale
23
What does FICA stands for?
Faith and Belief
Importance of of spirituality life
Community and Support
Addressing spiritual concerns
24
What does SPIRIT stands for?
Spiritual beliefs and practices
Prayer or Medication
Importance of spirituality in life living
Rituals and practices
Impact of spirituality on health
Spiritual Tones
25
This tool assesses a
patient's spiritual beliefs, values, and practices using a
framework that includes: Religious beliefs and practices
Spiritual beliefs and practices Meaning and purpose in life
Coping mechanisms and stress management Religious
Spiritual Assessment Tool (SAT)
26
Maintaining optimal
health status can reduce the risk of chronic diseases
such as heart disease, diabetes, and certain cancers.
Reduce Chronic Disease Risk
26
This tool assesses the patient's religious
community and its impact on their mental health using a
framework that includes: Religious community
engagement Religious community support Conflict
between religious communities
FCAT
27
Adequate nutrition is
crucial for proper growth and development,
especially during childhood and adolescence. It
provides the necessary nutrients for bone growth,
organ development, and overall physical and
cognitive development.
Growth and development
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A balanced diet with
appropriate portion sizes helps prevent obesity and
related health issues.
Maintain a healthy weight
28
- Assessing height, weight, body mass index (BMI), and
waist circumference to determine nutritional status
and growth.
Anthropometric measurements
28
Proteins are the building
blocks of our muscles, organs, and even hair and
nails.
Build and repair tissues
29
Identifying physical signs of undernutrition such as
wasting, stunting, or micronutrient deficiencies.
Clinical examination
30
Analyzing blood tests for deficiencies in nutrients like
iron, vitamin D, or protein.
Biochemical Markers
31
Evaluating dietary intake through food diaries, recall
interviews, or dietary surveys.
Dietary assessment
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Evaluating physical and cognitive function to gauge
the impact of undernutrition on daily activities and
overall well-being.
Functional Assessment
33
Reviewing medical records and history to understand
past illnesses, hospitalizations, or nutritional
interventions.
Health History
34
Monitoring the incidence of diseases,
hospitalizations, or mortality rates associated with
undernutrition.
Health outcomes
35
Considering factors like income, access to food, and
education level, which can influence nutritional
status and health outcomes
Socioeconomic factors
36
Water helps our
bodies sweat, which is how we cool down
Regulating body temperature
37
Water helps break down food and
move it through your digestive system
Aiding digestion
38
Proper hydration keeps your joints
moving smoothly.
Lubricating joints
39
refers to a condition where an
individual's intake of nutrients is insufficient to meet
their body's needs, leading to deficiencies in
essential nutrients and impaired physical and mental
development. It can manifest in various forms,
including Protein-energy malnutrition, micronutrient
deficiencies, stunting, wasting, and underweight.
Undernutrition can have severe consequences on
physical and mental health, including increased
susceptibility to infections, delayed growth and
development, cognitive impairment, and even
mortality, particularly among children and vulnerable
populations
Undernutrition
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- Increased susceptibility
to infections and illnesses.
Weakened Immune System
41
Loss of muscle
mass, leading to reduced strength and physical
performance
Muscle Wasting and Weakness
42
Slower recovery from
injuries and surgeries.
Delayed Wound Healing
43
Anemia and other deficiencies
that affect overall health and energy levels.
Nutrient Defiency
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Identifying physical signs of overnutrition, such
as excessive body fat, skin changes, and joint
problems.
Physical Sign
45
- Testing fasting blood
glucose and HbA1c levels to diagnose and
monitor diabetes.
Blood Glucose Level
46
Evaluating thyroid
hormone levels to rule out hypothyroidism, which
can contribute to weight gain.
Thyroid function test
47
- Measuring levels of total
cholesterol, LDL (low-density lipoprotein), HDL
(high-density lipoprotein), and triglycerides to
assess cardiovascular risk.
Lipid Profile
47
Checking liver enzymes
(ALT, AST) to detect non-alcoholic fatty liver
disease (NAFLD).
Liver Function Test
48
: Having individuals record
their food and beverage intake over several days to
provide detailed information on eating habits and
portion sizes.
Dietary Logs or Diaries
48
is a form of malnutrition characterized
by the excessive intake of nutrients, especially
calories, fats, sugars, and sometimes proteins. This
often leads to an imbalance in nutrient consumption
and storage, resulting in overweight and obesity.
Over-nutrition is commonly associated with the
overconsumption of energy-dense, nutrient-poor
foods and a sedentary lifestyle.
Over Nutrition
49
Interviewing the
individual to recall all foods and beverages
consumed in the past 24 hours to estimate nutrient
intake
24 Hour Dietary Recall
50
Potentially high risk food
raw and cooked meat
dairy products
smallgoods
seafood
prepared salads
ready to eat foods
50
Using a
questionnaire to assess usual dietary intake over a
specific period (e.g., week, month).
Food Frequency Quetionnaire (FFQ)
51
is a condition that occurs when the body
loses more fluids than it takes in, leading to a
deficiency in the amount of water and electrolytes
necessary for normal bodily functions. This
imbalance disrupts essential processes such as
temperature regulation, waste elimination, and
cellular function.
Dehydration
52
Less frequent
urination can lead to bacterial buildup in the urinary
tract
Urinary Tract Infection (UTI)
53
- Chronic dehydration can lead to the
formation of kidney stones due to concentrated
urine.
Kidney Stone
54
- Chronic dehydration can lead to the
formation of kidney stones due to concentrated
urine.
Chronic Kidney Disease
55
Symptoms of food poisoning?
Nausea
Stomach cramps
diarrhea
Vomiting
fever
Headaches
55
how to avoid food poisoning?
practice good hygiene
cook food thoroughly
store food safely
avoid cross contamination
be cautious with raw food
56
is an evaluation of food and
nutrient intake and dietary pattern of an individual or
individuals in the household or population group over
time. It is one of the four approaches in nutrition
assessment to evaluating the nutritional status of
individuals comprehensively
Dietary Assessment
56
People who are at risk of food poisoning?
Pregnant women
elderly
young children
people with chronic illness
57
is the measurement of the size,
weight. and proportions of the body. Common
anthropometric measurements include weight,
height, MUAC, head circumference, and skinfold.
Anthropometric Assessment
58
means checking levels of
nutrients in a person's blood, urine, or stools. Lab test
results can give trained medical professionals useful
information about medical problems that may affect
appetite or nutritional status.
Biochemical Assessment
59
Estimation of nutritional status on the basis of
recording a medical history and conducting a
physical examination to detect signs (observations
made by a qualified observer) and symptoms
(manifestations reported by the patient) associated
with malnutrition
Clinical Assessment
60
occurs when there's an insufficient
amount of iron in the body.
Symptoms: Fatigue, weakness, pale skin, shortness of
breath, dizziness, headache, brittle nails, and cold hands
and feet.
Iron defiency
60
results from inadequate levels
of vitamin D in the body, which is essential for
maintaining bone health, regulating immune function,
and supporting overall well-being.
Vitamin D Defiency
61
occurs when there's insufficient
intake of vitamin A, which is essential for vision,
immune function, and cell growth
Vitamin A Defiency
62
occurs when there's insufficient
iodine intake, affecting thyroid hormone production
Iodine Defiency
63
Bluish discoloration of the skin?
Cyanosis
64
is defined as a reduction of oxygen supply at the tissue level, which is not measured directly by a laboratory value
Patients may not indicate signs of hypoxemia
Hypoxia
65
is defined as a condition where arterial oxygen tension or partial pressure of oxygen (PaO2) measured to be between 80 to 100 mmHg
Patients will also experience hypoxia
Hypoxemia
66
a rapid test used for assessing the blood flow through peripheral tissues.
Capillary Refill time
67
The phalangeal depth ratio, the ratio of the digit's depth measured at the nail and the distal interphalangeal joint,
Clubbing
68
are heard
over the trachea and larynx and are
high-pitched and loud.
Bronchial breath sounds
69
6p's of Dyspnea
Pulmonary bronchial constriction
Possible foreign body
Pulmonary embolus
Pneuomonia
Pump failure
Pneumo thorax
69
are
medium-pitched and heard over the
major bronchi
Bronchovesicular sounds
70
are heard
over the lung surfaces, are lowerpitched, and often described as soft,
rustling sounds
Vesicular breath sounds
71
4 Types of Dizziness
Vertiligo
Disequilibrium
Lightheadedness
Presyncope
72
strong sense of motion of
spinning
Vertiligo
73
– feeling off- balance
unsteady or wobbly
Disequilibrium
74
woozy or
disconnected from environment
LightHeadedness
75
a feeling of losing
consciousness or about to faint
Presyncope
75
Sounds of the Heart?
Lub Dub
76
What does DVT Stands for?
Deep Vein Thrombosis
76
is a blood clot
that forms in a vein deep in the body.
DVT requires emergency notification of
the health care provider and immediate
follow-up because of the risk of
developing a life-threatening pulmonary
embolism.
Deep Vein Thrombosis
77
Meaning of JVD?
Jugular Vein Distension
78
A loud grating lung sound that is heard
when inflamed pleura rub together that
is caused by decreased fluid in the
pleural space. The lung sound is often
heard in patients with pleurisy
Pleural Friction Rub
79
Why do nurses write a nursing care plan?
to document the patient's needs and wants, as well as the nursing interventions (or implementations) planned to meet these needs.
80
Purposes of NCP?
NCP are an important part of providing
quality patient care.
o Help define nurses' role in the patient's
treatment.
o Provide consistency of care and allow the
nursing to customize its interventions for
each patient.
o Promotes holistic treatment of the patient
and help define specific goals for the
patient
81
can be met in a short
period
Short term goal
82
- requires more time
(several weeks or months)
Long term goal
83
specific, measurable,
realistic statements goal attainment.
outcome criteria
83
3 Types of Nursing Intervention
Independent
Dependent
Collaborative
84
any action
the nurse can initiate without direct
supervision
Independent
84
(physician initiated)-nursing
actions requiring MD ordersD
Dependent
85
nursing actions performed
jointly with other health care team
members
Collaborative
86
How do you assess the upper extremities of the patient?
First begin by assessing bilateral hand grip strength
Extend your index and second fingers on each hand toward the patient and ask them to squeeze them as tightly as possible
Then ask the patient to extend their arms with their palms up
As you provide resistance on their forearms, ask the patient to pull their arms towards them
Finally ask the patient to place their palms againsts yours and press while you provide resistance
87
How do you assess the lower extremities of the patient?
Place your palms on the patients thighs and ask them to lift their legs while providing resistance
Secondly place your hands behind their calves and ask them to pull their legs backward while you provide resistance
Place your hands on the top of their feet and ask them to pull their feet upwards against your resistance
finally place your hands on the soles of the their feet and ask them to press downwards
while you provide resistance, instructing them to "press downwards like pressing the gas pedals of their car
88
Normal response of the patient when assessing the olfactory nerve?
Client will be able to identify different smell of each nostril separately and with eyes closed unless such conditions like colds is present
89
how to assess the OLFACTORY NERVE?
Let the patient smell their cologne with each nostril separately and with the eyes closed
90
How to assess the OPTIC NERVE?
Provide adequate lighting and ask client to read from a reading
91
How to assess the oculomotor cranial nerve?
Using a penlight and approaching from the side, shine a light on the pupil
Observe the response of the iluminated pupil.
Shine the light on the pupil again observe the response of the other pupil penlight with the eyes only.
91
Normal response of a patient when assessing the optic nerve?
The client should be able to read with each eye and both
92
Normal response when assessing the oculomotor cranial nerve?
Illuminated and non illuminated pupil should constrict
93
How to assess the Trigemial cranial nerve?
While the client looks upward, lightly touch the lateral sclera of eye to elicit blink reflex.
93
Normal response of the patient when assessing the abducense cranial nerve?
Both eyes coordinated, move in unison with parallel alignment
93
How to assess the trochlear cranial nerve?
Hold a penlight 1 ft. in front of the client's eyes. Ask the client to follow the movements of the penlight with the eyes only. the penlight through the six cardinal fields of gaze.
94
How to assess the abducens cranial nerve?
Hold a penlight 1 ft. in front of the client's eyes. Ask the client to follow the movements of the penlight with the eyes only. Movethe penlight through the six cardinal fields of gaze
94
Normal response of the patient when assessing the trigemial cranial nerve?
Client should have a (+) corneal reflex, able to respond to light and deep sensation and able to differentiate hot from cold.
94
Normal response when assessing the trochlear nerve?
Client's eyes should be able to follow the penlight as it moves.
94
How to assess the patients hypologlossal cranial nerve?
Ask the client to protude tongue at midline and then move it to side to side
94
How to assess the patients accessory cranial nerve?
Ask client to shrug shoulders against resistance from your hands and turn head to side against resistance from your hand (repeat for other side).
94
How to assess the facial cranial nerve?
Hold a penlight 1 ft. in front of the client's eyes. Ask the client to follow the movements of the penlight with the eyes only. Move the penlight through the six cardinal fields of gaze.
95
How to assess the vagus cranial nerve?
Ask the patient to swallow and speak (note hoarseness)
95
Normal response of the patient when assessing the accessory cranial nerve?
Client should be able to shrug shoulders and turn their head from side to side
95
Normal response of the patient when assessing the facial cranial nerve?
Both eyes coordinated, move in unison with parallel alignment
95
Normal response of the patient when assessing the vestibulocochlear cranial nerve?
Client should be able to hear the tickling of the watch in both ears.
96
How to assess the vestibulocochlear cranial nerve?
Have the client occlude one ear. Out of the client's sight, place a tickling watch 2 to 3 cm. ask what the client can hear and repeat with the other ear
97
How to assess the glossopharyngeal cranial nerve?
Ask the client to say "ah" and have the patient yawn to observe upward movement of the soft palate.
97
Normal response of the patient when assessing the glossopharyngeal cranial nerve?
Client should be able to elicit gag reflex and swallow without any difficulty.
97
Normal response of the patient when assessing the vagus nerve?
The client should be able to swallow without difficulty and speak audibly.
97
sexual desires
tebido
98
abscence of menstration
amenorrhea
98
Normal findings when assessing the hypoglossal cranial nerve?
The client should be able to move their tongue from side to side without any difficulty
98
loss of appetite
anorexia
98
painful urination
URIA
98
Episgastric Region
Heartburn/Indigestion
Hiatial hernia
Epigastric hernia
Stomach Ulcer
Duodenal Ulcer
Hepatitis
98
is used to objectively describe the extent of impaired consciousness in all types of acute medical and trauma patients.
Glasgow coma scale
98
Chronic hypoxia
clubbing
98
menstration
menorrhea
98
Right hypochodriac region
Gallstones
Cholecystitis
Stomach Ulcer
Duodenal Ulcer
Hepatitis
99
Left epigastric region
Functional dyspepsia
Gastritis
Stomach Ulcer
Pancreatitis
99
Right lumbar region
Kidney stones
Kidney infection
Inflammatory bowel disease
Constipation
99
Left umbilical region
Kidney stones
Kidney infection
Inflammatory bowel disease
Constipatition
100
Right hypogastric region
Appendicitis
Inflammatory bowel disease
Constipatition
Pelvic Pain (Gyne)
100
Umbilical Region
Umbilical hernia
Early appendicitis
Stomach Ulcer
Inflammatory bowel disease
Pancreatitis
101
101
Hypogastric Region
Bladder Infection
Prostatitis
Diverticulititis
Inflammatory bowel disease
Inguinal hernia (GROIN PAIN)
Pelvic Pain ( gyne)
101
102
Left hypogastric region
Constipatition
Irritable bowel syndrome
Inflammatory bowel disease
Pelvic Pain (Gyne)
Inguinal hernia (groin pain)
102
signs and symptoms of hypoxemia
shortness of breath
rapid breathing
coughing
sweating
wheezing
102
is a bulbous enlargement of the
tips of the fingers due to chronic hypoxia.
Clubbing
103
is the loss of
color, or paleness of the skin or mucous
membranes, as result of reduced blood
flow, oxygenation, or decreased number
of red blood cells.
pallor
104
