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NURSING SCHOOL YEAR ONE > INTRO > Flashcards

INTRO Flashcards

1
Q

WHAT IS GOVERNING BODY OF NURSES IN ONT.

A

CNO- PROTECTS NURSES FROM PUBLIC

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2
Q

WHO PROTECTS NURSES IN ONT.

A

REGISTERED NURSES ASSOCATION OF ONT- PROTECT RN, NP AND NURSING STUDENTS

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3
Q

4 COMPONENTS OF NURSING METAPARADIGMS

A

PERSON, NURSING, HEALTH, ENVIROMENT

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4
Q

5 PATTERNS OF KNOWING

A

EMPIRICAL, AESTHETIC, ETHICAL, EMANCIPATORY, PERSONAL

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5
Q

CODE OF ETHICS

A

CANADIAN NURSING ASSOCIATION

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6
Q

CODE OF CONDUCT, REQUISITE SKILLS, ABILITIES, ENTRY TO PRACTICE, SCOPE-OF-PRACTICE

A

CNO

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7
Q

BEST PRACTICE GUIDE LINES

A

REGISTED NURSES ASSOCIATION ONT

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8
Q

TANNERS CLINICAL JUDGMENT

A

NOTICING, INTERPRETING, RESPONDING, REFLECTING

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9
Q

CRITICAL THINKING AND CLINICAL JUDGMENT

A
  • EVALUATING INFO LEARNING AND EXPERIENCE
  • CRITICALLY THINKING IN CLINICAL SETTING
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10
Q

REFLECTIVE PRACTICE

A

LOOKING BACK AND RECOGNIZING STRENGTHS AND WEAKNESSES TO GUIDE FUTURE PRACTCIE

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11
Q

HOW OFTEN SHOULD NURSES OMPLETE A QA PROGRAM

A

ANNUALLY, BUT REFLECTIVE IS CONTINOUS AND EVERYDAY ROUTINE

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12
Q

REFLECTIVE CYCLE

A

DESCRIPTION, FEELING, EVALUTUION, ANALYSIS, CONCLUSION AND ACTION PLAN

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13
Q

REFLECTIVE PRACTICE PLUS

A

INCREASED SELF-AWARENESS, UNDERSTANDING, LIFELONG LEARNINGN

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14
Q

ACT REQUIRES SELF- REGULATED PROFESSIONALS

A

THE REGISTERED HEALTH ACT (RHPA_ 1991

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15
Q

STEPS FOR CNO QA PROGRAM

A

SELF-ASSESSMENT, PRACTICE REFLECTION, PEER FEEDBACK, CREATE LEARNING PLAN, PLAN, EVALUATE

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16
Q

SOME RESOURCES NURSES CAN USE FOR SELF ASSESSMENT

A

CNA STANDARDS OF PRACTICE, GOV. REGULATIONS/LEGISLATIONS AND ORGANIZATION POLICES/PROCEDURES

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17
Q

GOALS OF CONSTRUCTIVE FEEDBACK

A

IMPROVE LEARNS CONFIDENCE AND COMPETENCE, ENHANCE ACHIEVING LEARNING OUTCOMES, IMPROVES PERFORMANCES

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18
Q

DEFINE THE PENDLETON MODLE

A

LEARNER PRESENTS BACKGROUND THEM\N FOCUSES ON POSTIVE

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19
Q

NEPOTISM

A

USING POPULARITY FOR FAMILY MEMBER

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20
Q

STEPS OF NURSING PROCESS

A

ASSESSMENT- DIAGNOSIS- PLAN-IMPLEMENTATION- ELAUATION

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21
Q

WHAT IS THE DIFFERENCE BETWEEN COMPREHENSICE, EPISODIC, AND FOCUSED

A

COMPREHENSICE- BROAD
EPISODIC- ADNORMAL FINDINGS
FOCUSED- NARROW SCOPE- MORE DEPTH

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22
Q

EXAMPLES OF DEVELOPMENTAL VARIABLES

A

MARTIAL STATUS, KIDS, DEV. STAGE, COPING, STRESS

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23
Q

PSYCHOLOGICAL VARIABLES

A

MENTAL PROCESSES, RELATIONSHIPS, SUPPORT SYSTEM S

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24
Q

CUE AND INFERENCE

A

CUE- GET INFO
INFERENCE- NURSING INTERPRETATION

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25
Q

OBJECTIVE DATA

A

CAN SEE IT

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26
Q

SUBJECTIVE

A

PATIENT SAYS THE FEEL IT

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27
Q

PRIMARY DATA SOURCE

A

PATIENT

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28
Q

SECONDARY SOURCE

A

FAMILY, RECORDS, OTHER NURSES

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29
Q

TERTIARY COURCE

A

LITERATURE, NURES EXPERENICE

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30
Q

3 PHASES NURSE PATIENT INTERVIEW

A

ORIENTATION, WORKING, TERMINATION

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31
Q

STEPS IN DATA INTERPRETATION

A

ORGANIZE DATA- ID DATA GAPS- COMPARE CUES TO STANDARDS AND NORMS- ESTABLISH PATTERNS AND RELATIONSHIPS- DRAW CONCLUSIONS- DETERMINE POTENTIAL ETIOLOGY- DIAGNOSE-CHOOSE FRAMEWORK- ID PATIENT AND FAMILY STRENGHTS

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32
Q

COMPONENT OF THE NURSING DIAGNOSIS

A

RESPONSE, ETIOLOGY, AN DEFINING CHARACTERISTICS

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33
Q

DISCHARGE PLANNING BEGIN FOR A PATIENT

A

DISCHARGE PLANNING BEGINSON ADMISSION

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34
Q

SOME BASIC LEARNING PRINCIPLES

A

MOTIVATION TO LEARN, ABILITY TO LEARN, AND LEARNING ENVIRONMENT

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35
Q

THREE DOMAINS OF LEARNING

A

COGNITIVE, AFFECTOR AND PSYCHOMOTOR

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36
Q

STAGE OF BLOOMS TAXONOMY

A

REMEMBERING, UNDERTSAND , APPLYING, ANALYZING, EVALUATING, CREATING

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37
Q

EXTRA STEP IS TAKEN WHEN INTEGRATING NURSING AND TEACHING PROCESS

A

OUTCOME IDENTIFICATION BEFORE PLANNING

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38
Q

EXAMPLE OF NURSING TEACHING DIAGNOSES

A

HEALTH MAINTENANCE HEALTH SEEKING- BEHAVIOURS, HEALTH SELF-MANAGEMENT AND SKILL

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39
Q

SMART GOAL

A

SPECIFIC
MEASURABLE
ATTAINABLE
RELEVANT
TIMELY

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40
Q

ANDRAGOGY

A

PROCESS OF LEARNING FOCUSED ON ADULTS

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41
Q

PEDAGOGY

A

THE METHOD AND PRACTICE OF TEACHING CHILDERN

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42
Q

GERAGOGY

A

TEACH INTERVENTIONS FOR OLDER ADULTS

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43
Q

SELF- EFFICACY IMPACT A PERSON LEARNING

A

HIGHER SUCCESSFUL BEHAVIOURAL CHANGES NEEDED TO MEET GOALS

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44
Q

5 STAGES OF BEHAVIOURAL CHANGE

A

PRE-CONTEMPLATION, CONTEMPLATION, PREPARATION, ACTION, MAINTENANCE

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45
Q

PURPOSE OF RNAO LEARNS MODEL

A

PROVIDE NURSIN PROCESS FRAMEWORK INCORPORATING SOCIAL LEARNING THEORY- PATIENT- CENTRED APPRAOCH

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46
Q

LEARN

A

LISTEN
ESTABLISH
ADOPT
REINFORCE
NAME
STRENGTH

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47
Q

TEACH-BACK METHOD

A

TECHNIQUE WHERE THE TEACHER EXPLAINS THE PROCEDURE TO THE LEARNER AND HAS THE LEARNER REPEAT THE INFORMATION IN HIS OR HER OWN WORDS

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48
Q

COGNITIVE PROCESS OF THE NCLEX NCN CLINICAL JUGDEMENT

A

RECOGNIZE CUES
ANALYZE CUES
PRIORITIZE HYPOTHESES
GENERATE SOLUTIONS
TAKE ACTION
EVALUATE OUTCOMES

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49
Q

CLINICAL JUDGMENT INTERRELATED CONCEPTS

A

PATIENT EDUCATION
PROFESSIONAL IDENTITY
CARE COORDINATION
LEADERSHIP
SAFTEY
HEALTH CARE QUALITY
EVIDENCE

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50
Q

CRITICAL INQUIRY

A

PURPOSEFUL AND REFLECTIVE EXAMINATION OF RELATED IDEAS, CONCEPTS, EXPERIENCES AND BELIEFS

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51
Q

EXAMPLES OF EVIDENCE-INFORMED PRACTICE

A

HAND WASHING, CATHETERS, PER/POST SURGICAL SAFETY LIST, RNAO BEST PRACTICE GUIDELINES

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52
Q

AVERAGE NURSES LEARNING STAGE

A

LEARNING IN NURSES IS CONTINUOUS

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53
Q

PICOT FORMAT FOR LCINICAL QUESTIONS

A

P-PATIENT POPULATION
I- INTERVENTION OF INTEREST
C- COMPARISON OF INTEREST
O- OUTCOME
T- TIME

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54
Q

RESEARCH PROCESS BEGINS WITH…

A

QUESTION

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55
Q

NAMs 6 CHARACTERISTICS FOR QUALITY HEALTH CARE

A

SAFE, TIMELY, EFFICIENT, EFFECTIVE, EQUITABLE AND PATIENT- CENTRED

56
Q

STEPS OF LEARNING CYCLE

A

PLAN-DO-STUDY-ACT
PDSA

57
Q

HQO AND THE PURPOSE

A

HEALTH QUALITY ONTARIO-

  • PROVIDES ADIVCE TO GOVERNMENT AND HEALTH PROVIDERS ON HOW TO ENSURE HIGH-QUALITY CARE IS PROVIDED
58
Q

CONCEPT IS FUNDAMENTAL TO CONTINUOUS QUALITY IMPROVEMENT

A

EVIDENCE- INFORMED PRACTICE

59
Q

9 ROLES OF NURSING LISTED IN TH ECNO ENTRY TO PRACTICE

A

CLINICAL, PROFESSIONAL, OMMUNICATPR, COLLABORATOR, COORDINATOR, LEADER, ADVOCATE, EDUCATOR, AND SCHOLAR

60
Q

ACTS PROTECTS PATIENTS FROM A BREACH OF PRIVACY DUING AND AFTER RECEIVING CARE

A

PERSONAL HEALTH INFORMATION PROTECTION ACT 2004

61
Q

COMPONENTS OF THE THERAPEUTIC NURSE-CLIENT RELATIONSHIP

A

TRUST, EMPATHY, POWER, RESPECT, AND PROFESSIONAL INTIMACY

62
Q

3 COMPONENTS OF EVIDENCE- INFORMED PRACTICE

A

BEST RESEARCH EVIDENCE
PATIENT VALUES
CLINICAL EXPERIENCE

63
Q

5 STEPS OF RESEARCH

A

ASK QUESTION
COLLECT BEST EVIDENCE
CRITIQUE EVIDENCE
INTEGRATE EVIDENCE
EVALUATE PRACTICE
EVALUATE PRACTICE DECISION OR CHANGE

64
Q

STANDARD RESEARCH METHOD IN SCIENTIFIC STUDIES

A

RANDOMIZED CONTROLLED TRAIL

65
Q

WHAT IS THE CANADA HEALTH ACT
CHA

A

1984- FEDERAL LEGISLATION FOR PUBLICY FUNDED HEALTH CARE INSURANCE IMPROVED UPON PRE-EXISTING FHMIA

66
Q

DEPARTMENT OF HEALTH CREATED

A

1919- DEPARTMENT OF AGRICULTURE WAS RESPONSIBLE PRIOR TO 1919

67
Q

HOSPITAL INSURANCE AND DIAGNOSTIC SERVICES ACT PASSED

A

WAS PASSED BY THE FEDERAL GOVERNMENT IN 1957

68
Q

WHEN AND WHERE WAS THE FIRST UNIVERSAL HEALTH CARE PLAN INTRODUCED

A

SASKATCHEWAN INTRODUCED THE FIRST INIVERSAL HEALTH CARE PLAN IN 1947

69
Q

WHEN AN INSURANCE PLAN FOR DOCTOR SERVICES INTRODUCED IN CANADA

A

FIRST SASKATCHEWAN 1962, REST OF CANADA WITH THE MEDICAL CARE ACT IN 1966

70
Q

WHAT CHANGES CAME WITH THE FEDERAL-PROVINCIAL FISCAL ARRANGEMENTS AND ESTABLISHED PROGRAMS FINANCING ACT

A

COST SHARING WAS REPLACE BY A BLOCK FUND SYSTEM: NEW FUNDING ARRANGEMENT ALLOWED FOR MORE INVESTMENT IN HEALTH CARE

71
Q

WHAT IS THE PATIENTS WAIT TIME GUARANTEE

A

2007- ALL PROVINCES AND TERRITORIES ESTABLISHED THIS INITIATIVE TO OFFER ALTERNATIVE CARE OPTIONS

72
Q

RELATIONAL PRACTICE

A

INTERPERSONAL SKILLS TO BUILD AND SUSTAIN RELATIONSHIPS TO PROMOTE WELLNESS AND HEALTH FOR CLIENTS, COLLEAGUES AND FAMILLIE

73
Q

ELEMENTS IN RELATIONAL PRACTICE

A

NURSING PRESENCE, THERAPEUTIC COMMUNICATION, CLIENT-CENTRED CARE AND INTER-PROFESSIONAL COMMUNICATION

74
Q

COMPONENTS OF RELATIONAL PRACTICE

A

LISTENING, QUESTIONING, EMPATHY, PARTNERSHIP, SELF-AWARENESS, REFLECTION, SENSITIVITY

75
Q

THERAPEUTIC NURSE-CLIENT RELATIONSHIP: NURSE RESPONSIBILITIES

A

THERAPEUTIC COMMUNICATION , CLIENT-CENTRED CARE, MAINTAINING BOUNDARIES AND PROTECT CLIENT FROM ABUSE

76
Q

purpose/goal; World Health Organization

A

est.1948 by un “connects nations, partners and communities to promote health and serve vulnerable

77
Q

health canada

A

originally the department, created in response to the Spanish flu. today health Canada helps Canadians maintain and improve their health

78
Q

differentiate person, client and nurse-cantred care

A

person- the whole individual
client- patients needs
nurse- providers perspective is central

79
Q

conceptual framework for implementing person-centred care

A

structure-process-outcome

80
Q

practice recommendation;PCC

A

ESTABLISH, BULID, LISTEN AND SEEK, DOCUMENT

81
Q

OHIP

A

ONTARIO HEALTH INSURANCE PLAN- COVERS MEDICALLY NECESSARY SERVICES FOR QUALIFYING CANADIANS AN DIMMIGRANTS

82
Q

MINISTRY OF LTC

A

OVERSEES LONG TERM CARE IN ONTARIO TO ENSURE QUALITY OF CARE AND LIFE FOR RESIDENTS

83
Q

MINISTRY OF HEALTH

A

CONNECTS PEOPLE IN ONTARIO WITH HEALTHCARE THEY NEED- COULD BE WITHIN THE COMMUNITY OR CLOSE TO HOME

84
Q

WORLD HEALTH ORGAIZATION

A

UN AGENCY CONNECTS NATIONS TO PROMOTE HEALTH AND SAFETY FOR THE WORLD

85
Q

2019 HOW MANY RNS WERE IN ONTARIO

A

440K REGULATED NURSES WERE RNS

86
Q

WHAT ARE THE PRINCIPLES OF THE CANADA HEALTH ACT

A

PUBLIC ADMINISTRATION, COMPREHENSIVENESS, UNIVERSALITY, PORTABILITY, AND ACCESSIBILITY

87
Q

ROLE OF THE CANADIAN GOVERNMENT IN CANADAS HEALTH CARE SYSTEMS

A

SET PRINCIPALS, HELPS FINANCES DELIVERS CARE, PROVIDES POLICY AND PROGRAMMINING

88
Q

KIRBY REPORT 2002

A

SHOULD FOCUS ON CHANGE AND REFORM INSTEAD OF SUSTAINING HEALTH CARE IN ITS CURRENT STATE

89
Q

ROMANOW COMMISSION

A

BUILDING VALUES: FUTURE OF HEATH CARE CANADA

90
Q

REGIONAL HEALTH AUTHORITY: SARNIA, ON

A

LAMBTON PUBLIC HEALTH: IMPROVE PATIENT EXPERIENCES

91
Q

CENTRALIZATION

A

LEGISLATIVE POWER DISTRIBUTED UNEVENLY ACROSS VARYING LEVELS OF GOVERNMENT, FAVOURING THE HIGHER LEVEL

92
Q

4 PILLARS OF PRIMARY HEALTH CARE

A

TEAMS, ACCESS, INFORMATION, HEALTHY LIVING

93
Q

WHAT ARE THE DIFFERENT LEVELS OF BARRIERS TO PRIMARY HEALTH CARE

A

INDIVIDUAL, PRACTICE AND SYSTEM LEVEL BARRIES

94
Q

5 LEVEL OF HEALTH CARE

A

HEALTH PROMOTION
DISEASE AND INJURY
DIAGNOSIS AND TREATEMENT
REHABILITATION
SUPPORTIVE CARE

95
Q

MAJOR HEALTH CARE CHALLENGES

A

SUSTAINABILITY, RESOURCES, FUNDING, CLIMATE CHANGE, POLITICAL ECONOMY

96
Q

DISCRIMINATION

A

ACTION OR DECISION THAT TREATS A PERSON OR GROUP BADLY DUE TO AGE, RACE, DISABILITY

97
Q

EQUITY

A

FAIRNESS- INSTEAD OF EVERYONE RECEIVING THE SAME OR EQUAL, EVERYONE RECEIVES WHAT THE NEED SO EVERYONE HAS THE SAM E

98
Q

HARASSMENT

A

DISCRIMINATION- ANY UNWANTED PHYSICAL OR VERBAL BEHAVIOUR THAT OFFENDS/HUMILIATES

99
Q

10 YEAR PLAN TO STRENGTH HEALTH CARE

A

INTERGOVERNMENTAL AGREEMENT

100
Q

NURSING SOCIAL INITIATIVE

A

OUTPOST NURSING

101
Q

EMPOWERMENT

A

INDIVIDUAL OR GROUP EXERCISE ABILITY TO EFFECT CHANGE

102
Q

OTTAWA CHARTER 1986

A

FIRST INTERNATIONAL CONFERENCE ON HEALTH HEALTH PROMOTION

103
Q

OTTAWA CHARTER: PREREQUISITES FOR HEALTH

A

PEACE, SHELTER, EDUCATION, FOOD, STABLES, ECOSYSTEM, EQUITY, RESOURCES AND SOCIAL JUSTICE

104
Q

NURSES INITIATIVE: PUBLIC POLICIES

A

SARNIA-LAMBTON-FOOD CHARTERS, COALITION AGAINST HUMAN TRAFFICKING

105
Q

SOCIAL JUSTUCE

A

EQUITABLE DISTRIBUTION OF SOCIETY’S BENEFITS, RESPONSIBILITIES AND CONSEQUENCES

106
Q

CULTURAL HUMILITY

A

ACKNOWLEDGING ONES OWN BARRIERS TO TURE INTERCULTURAL UNDERSTANDING

107
Q

CULTURAL ASSESSMENT

A

SYSTEMIC AND COMPREHENSIVE ASSESSMENT OF INDIVIDUAL AND FAMILIY AND COMMUNITIES, VALUES, BLEIFS, PRACTICE

108
Q

ETHNOHISTORY

A

USE OF DOCS MATERIALS AND ETHNOGRAPHIC DATA AND HISTORICAL DATA

109
Q

APPLYING CULTURAL COMPETENT AND SAFE CARE

A

EXAMIINE NURSING PRACTICE AND PARTICIPATE IN REFLECTIVE PRACTICE

110
Q

RNAO EMBRACING CULTURAL DIVERSITY IN HEALTH CARE

A

self-awareness, communication, new learning

111
Q

truth and reconciliation commission of canada

A

final report in 2015, collection of residential schools

112
Q

golden rule od documentation

A

u didn’t chart it u didn’t do it

113
Q

according to CNO documentation is important to:

A

determine care required, evaluate, asses nurse intervention

114
Q

purpose med records

A

communication, plan, funding management, research, edcucation

115
Q

electronic health records

A

digitail version of patient recorss

116
Q

how to cross out errors

A

put line through it NO WHITE OUT

117
Q

how to sign off doc early

A

dont leave blank space, PUT A LINE

118
Q

proper writing utensil for docs

A

BLACK PEN NOTHING ELSE

119
Q

quality doc guidlines

A

factual, accurate, current, organized, compliment w/ standards

120
Q

CNO practice standards: doc

A

communication, accountability, and security

121
Q

what are the different method of document

A

narrative, problem oriented, source recorded, charting by exception, and case management and use of critical pathways

122
Q

major sections of problem-oriented records

A

database, problem list, care plan, progress notes

123
Q

problem oriented charting:SOAP

A

S-subjective
O-objective
A-assessment
P- plan
I- intervention
E- evaluation

124
Q

ELEMENTS OF PIE CHARTING

A

PROBLEM
INTERVENTION
EVALUTION

125
Q

DAR charting

A

data, action, response

126
Q

source records

A

organized based on destination/ occupation

127
Q

SBAR communication

A

situation
background
assessment
recommendation

128
Q

NURSING INFORMATICS

A

INTERGRATES NURSING AND SCIENCE AND COMPUTERES

to manage data

129
Q

goal of nursing informatics

A

improve the heakth of people an dcommunities while reducing ocst

130
Q

managment information system

A

provide managers with necessary information to make decisions about an organization’s operations

131
Q

CANADIAN INSTITUTE FOR HEALTH INFORMATION

A

provides data used to accelerate improvements in health care an dsystems

132
Q

operability

A

the extent to which healthcare systems and devices can exchange data and usere can interpret the shared data

133
Q

canadian verion of nursing minmium data set

A

health informatics: nursing components

134
Q

Cna informatics compitencies

A

access, competencies, and participation

135
Q

data gathering process

A

collect, share, evaluate, refine

136
Q

principles of nursing tele-practice

A

one: theraputi coursing
two: doc care
three: roles and responsibilities
four: consent
five: ethical and legal
six: competencies

NURSING SCHOOL YEAR ONE (9 decks)

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