MIDTERMS Flashcards
(140 cards)
1
Q
when was patricia benner born
A
august 31, 1942
2
Q
where was patricia benner born
A
hampton, virginia
3
Q
patricia benner retired from full time teaching as professr emertita from USCF
A
2008
4
Q
patricia benner moved to the department f social and behavioral sciences at UCSF first occupant of the thelma shobe coke
A
2002
5
Q
patricia benner became a tenured professor at UCSF
A
1989
6
Q
patricia benner phd in stress, coping, and health - university of california
A
1982
7
Q
she created the book “from novice to expert: excellence and power in clinical nursing practice”
A
patricia benner
8
Q
she proposed that as learners attempt to develop competency, they move through 5 stages
A
patricia benner
9
Q
what are the 5 stages of patricia benner’s theory
A
novice
advanced beginner
competent
proficient
expert.
10
Q
novice to expert is a _ process
A
circular and not linear
11
Q
in patricia benner’s theory, the person has no background experience of the situation he or she is involved
A
novice
12
Q
in patricia benner’s theory, context free rules and objective attributes must be given to guide performance
A
novice
13
Q
in patricia benner’s theory, this applies to students of nursing ; there s difficulty discerning between relevant and irrelevant aspects of a situation
A
novice
14
Q
in patricia benner’s theory, the person can demonstrate marginally acceptable performance, having coped with enough real situation to note, or to have pointed out by a mentor, the recurring meaningful components of the situations
A
advanced beginner
15
Q
in patricia benner’s theory, has enough experience to grasp aspect of the situation
A
advanced beginner
16
Q
in patricia benner’s theory, nursing at this level are guided by rules ad are oriented by task completion
A
advanced beginner
17
Q
in patricia benner’s theory, newly graduated nurses are at this level
A
advanced beginner
18
Q
in patricia benner’s theory, through learning from actual practice situation and by following the actions of others
A
competent
19
Q
in patricia benner’s theory, learner begins to recognize patterns and determine which elements of the situation warrant attention and which can be ignored
A
competent
20
Q
in patricia benner’s theory, the learner has been on job for 2-3 years and is able to see actions in terms of goals or plans and works in an efficient and organized manner
A
competent
21
Q
in patricia benner’s theory, the person perceives the situation as a whole rather than in terms of aspects and performance guided by maxims
A
proficient
22
Q
in patricia benner’s theory, the learner has an intuitive grasp of the situation based on background understanding
A
proficient
23
Q
in patricia benner’s theory, learners no longer rely on preset goals for organization and demonstrate increased confidence in their knowledge and abilities
A
proficient
24
Q
in patricia benner’s theory, this is achieved when the expert performer no longer relies on analytical principle (guide maxim) to connect a understanding of the situation to an appropriate action
A
expert
25
in patricia benner's theory, the learner grasps the situation and understands what need to be accomplished beyond rules, guidelines, and maxims
expert
26
a distinguished professor, nurse theorist, and founder and director of the nonprofit watson caring science institute
jean watson
27
best known for her theory of human caring and 10 caritas processes
jean watson
28
was born in a small town in the appalachian mountains in the city of welch of west virgina
jean watson
29
when was jean watson born
1940s
30
carative process:
“Practice of loving-kindness and context of caring consiciousness"
The formation of a humanistic-altruistic system of value
31
carative process: Being authentically present and enabling and sustaining the
deep belief system
and subjective life-
world of self and one
being cared for.”
"the instillation of faith-hope.”
32
carative process: being authentically present and enabling and sustaining the deep belief system and subjective life-world of self and one being cared for
the cultivation of sensitivity to one's self and others.”
33
carative process: development of a helping-trust relationship became developemtn of a helping-trusting, human caring relation
developing and sustaining a helping trusting, authentic caring relationship
34
carative process: the promotion and acceptance of the expression of positive and negative feelings
being present to, and supportive of, the expression of positive and negative feelings as a connection with deeper spirit and self and the one-being-cared for
35
carative process: the systematic use of scientific problem-solving method for decision making became systematic use of a creative problem solving caring process
creative use of self and all ways of knowing as part of the caring process ; to engage in the artistry of caring-healing practices
36
carative process: the promotion of transpersonal teaching-learning
engaging in genuine teaching-learning experience that attends to the unity of being and meaning, attempting to stay within other's frame of reference
37
carative process: the provision of the supportive, protective, and corrective mental, physical, societal, and spiritual environment
creating healing environment Creating healing environment at all levels (physical as well as the nonphysical, subtle environment of energy and spiritual environment.”
consciousness, whereby
wholeness, beauty,
comfort, dignity, and
peace are
potentiated)”
38
carative process: the assistance with the gratification of human needs
assisting with basic
needs, with an
intentional caring consciousness,
administering ‘human
care essentials,’ which
potentiate alignment of
mind-body-spirit,
wholeness, and unity of
being in all aspects of care
39
carative process: the allowance for existential phenomenological forces become allowance for existential-phenomenological spiritual forces
opening and attending to spiritual mysterious and existential dimensions of one's own life-death; soul care for self and the one being cared for
40
Humanistic and altruistic values are learned early in life but can be influenced greatly by nurse educators and clinical experience. This process can be defined as satisfaction through giving and extension of the sense of self and an increased understanding of the impact of love and caring on self and other (Watson, 2008, 2017).
Sustaining Humanistic-Altruistic Values by Practicing Loving-Kindness, Compassion, and Equanimity With Self/Other (Embrace)
41
This process, incorporating humanistic and altruistic values, facilitates the promotion of holistic nursing care and positive health within the patient population. It also describes the nurse's role in developing effective nurse-patient interrelationships and in promoting wellness by helping the patient adopt health-seeking behaviors (Watson, 2008, 2017).
Being Authentically Present; Enabling Faith, Hope, and Belief System; Honoring Subjective Inner, Life World of Self/Others (Inspire)
42
The recognition of feelings leads to self- actualization through self-acceptance for both the nurse and patient. As nurses acknowledge their sensitivity and feelings, they become more genuine, authentic, and sensitive to others. The nurse also goes beyond feelings in a lifelong exploration of personal values and belief systems with the goal of increased mindfulness in caring actions (Watson, 2008, 2017)
Being Sensitive to Self and Others by Cultivating Own Spiritual Practices, Beyond Ego-Self to Transpersonal Presence (Trust)
43
The development of a helping-trust relationship between the nurse and patient is crucial for transpersonal caring. A trusting relationship promotes and accepts the expression of both positive and negative feelings. It involves congruence, empathy, nonpossessive warmth, and effective communication. Congruence involves being real, honest, genuine and authentic. Empathy is the ability to experience and thereby understand the other person's perceptions and feelings and to communicate those understandings. Nonposessive warmth is demonstrated by a moderate speaking volume, a relaxed open posture, and facial expressions that are congruent with other communications. Effective communication has cognitive, affective, and behavior response components (Watson, 2008, 2017).
Development and Sustaining Loving, Trusting-Caring Relationships (Nurture)
44
The sharing of feelings is a risk-taking experience for both nurse and patient. The nurse must be prepared for either positive or negative feelings. The nurse must recognize that intellectual and emotional understandings of a situation differ (Watson, 2008, 2017).
Allowing for Expression of Positive and Negative Feelings-Listening Authentically to Another Person's Story (Forgive)
45
The process of nursing requires application of various ways of knowing, including "creative, intuitive, aesthetic, ethical personal and even spiritual" (Watson, 2008, p. 107). This process moves most significantly away from a singular perspective on scientific knowledge as essential for nursing practice and calls upon the nurse to use knowledge creatively in practicing caritas nursing (Watson, 2008, 2017)
Creative Problem-Solving-"Solution- Seeking" Through Caring Process, Full Use of Self and Artistry of Caring-Healing Practices via Use of All Ways of Knowing/Being/Doing/Becoming (Deepen)
46
This process is essential in differentiating nursing as casing and away from the curing focus of medicine. It allows the patient to be informed and shifts the responsibility for wellness and health to the patient. The nurse facilitates this process with teaching- learning techniques that are designed to enable patients to provide self-care, determine personal needs, and provide opportunities personal growth (Watson, 2008, 2017).
Engage in Transpersonal Teaching and Learning Within Context of Caring Relationship, Staying Within Other's Frame of Reference (Balance)
47
Nurses must recognize the influence that internal and external environments have on the health and illness of individuals. Concepts relevant to the internal environment include the mental and spiritual well-being and sociocultural beliefs of an individual. In addition to epidemiological variables, other external variables include comfort, privacy, safety, and clean, esthetic surroundings (Watson, 2008).
Creating a Healing Environment at All Levels, a Subtle Environment for Energetic, Authentic Caring Practice (Co- Create)
48
The nurse recognizes the biophysical, psychophysical, psychosocial, and intrapersonal needs of self and patient. Patients must satisfy lower-order needs before attempting to attain higher-order needs. Food, elimination, and ventilation are examples of lower-order biophysical needs, whereas activity, inactivity, and sexuality are considered lower-order psychophysical needs. Achievement and affiliation are higher order psychosocial needs. Self-actualization is a higher-order intrapersonal-interpersonal need (Watson, 2008, 2017).
Reverentially Assisting With Basic Needs as Sacred Acts, Sustaining Human Dignity (Minister)
49
Watson considers this process the most difficult to understand and can be best understood through her own words. "Our rational minds and modern science do not have all the answers to life and death and all the human conditions we face: thus, we have to be open to unknowns we cannot control, even allowing for what we may consider a 'miracle' to enter our life and work. This process also acknowledges that the subjective world of the inner-life experiences of self and other is ultimately a phenomenon, an ineffable mystery, affected by many, many factors that can never be fully explained."
Opening and Attending to the Spiritual, Mystery, Unknowns-Allowing for Miracles (Open)
50
she believes that Caring responses accept the patient as he or she is now, as well as what he or she may become.
jean watson
51
The science of caring is complementary to the science of curing. The practice of caring is central to nursing.
jean watson
52
Nursing consists of “knowledge, thought, values, philosophy, commitment, and action, with some degree of passion. Nurses are interested in understanding health, illness, and the human experience; promoting and restoring health and preventing illness
jean watson
53
she uses interchangeably the terms human being, person, life, personhood an self. She viewed person as “a unity of mind/body/nature”
jean watson
54
defined health as originally derived from the WHO, as “The positive state of physical, mental, and social well- being with the inclusion of three elements:
1. A high level of overall physical, mental
and social functioning
2. A general adaptive-maintenance level
of daily functioning
3. The absence of illness
jean watson
55
madeleine leininger was born on
july 13, 1925
56
madeleine leininger died on
august 10, 2012
57
was an internationally known educator, author, theorist, administrator, researcher, consultant, public speaker, and the developer of the concept of transcultural nursing that has a great impact on how to deal with patients of different culture and cultural background.
madeleine leininger
58
where was leiniger born
sutton, nebraska
59
madeleine's theory was derived form the disciplines of
anthropology and nursing
60
a major area of nursing focused on the comparative study and analysis of diverse cultures and subcultures worldwide with respect to their caring values, expressions, and health- illness beliefs and patterns of behavior.
transcultural nursing
61
Reflects nursing practices which are culturally defined, grounded, and specific to guide nursing care provided to individuals
madeleine leininger
62
identified a lack of cultural and care knowledge as the missing component to a nurse's understanding of the many variations required in inpatient care. This led her to develop the theory of Transcultural Nursing also known as Culture Care Theory.
madeleine leininger
63
The Leininger _ represents the structure of culture care theory by describing the relationship between anthropological and nursing beliefs and principles. Nurses use this model when making cultural evaluations of patients.
Sunrise Model
64
refers to the abstract and manifest phenomenon with expressions of assistive, supportive, enabling, and facilitating ways toward or about self or others
care
65
refers to actions, attitudes, or practices to assist others toward healing and well- being.
caring
66
refers to the learned and transmitted lay, indigenous, traditional or local folk (emic) knowledge and practices to provide assistance, supportive, enabling, and facilitative acts for or toward others with evident or anticipated health needs in order to improve wellbeing or to help with dying or other human conditions "values, beliefs, and lifeways of clients for their health and well-being, or to prevent or face illness, disabilities, or death. The provision of culturally congruent and safe care has been the major goal of the Culture Care Theory
Generic care
67
refers to formal and explicit cognitively learned professional care knowledge and practices obtained generally through educational institutions (usually nongeneric] [that] are taught to nurses and others to provide assistive, supportive, enabling, or facilitative acts for or to another individual or group in order to improve their health, prevent illnesses, or to help with dying or other human conditions"
Professional nursing care
68
refers to the variabilities or differences in culture care beliefs, meanings, patterns, values, symbols, lifeways, symbols, and other features among human beings related to providing beneficial care for clients from a designated culture
Culture care diversity
69
refers to learned, shared, and transmitted values, beliefs, norms, and lifeways of a particular culture that guide thinking, decisions, and actions in patterned ways.
culture
70
refers to commonly shared or similar cultural care phenomena features of human beings or groups with recurrent meanings, patterns, values, symbols, or lifeways that serve as a guide for caregivers to provide assistive, supportive facilitative, or enabling people care for healthy outcomes
Culture care universality
71
refers to the synthesis of the two major constructs (care and culture] that guide the researcher to discover, explain, and account for health, well-being, care expressions, and other human conditions
Culture care
72
refers to the way people tend to look out on their world or universe to form a picture or value stance about life or the world around them.
Worldview
73
refers to culturally based care knowledge, acts, and decisions used in sensitive, creative, and meaningful ways to appropriately fit the cultural values, beliefs, and lifeways of clients for their health and well-being, or to prevent or face illness, disabilities, or death.
Culturally congruent care
74
refer to the dynamic, holistic, and interrelated patterns of structured features of a culture (or subculture) that include but are not limited to technology factors; religious and philosophical factors; kinship and social factors; cultural values, beliefs, and lifeways; political and legal factors; economic factors; and educational factors as well as environmental context, language, and ethnohistory
cultural and social structure dimensions
75
refers to the totality of an event, situation, or particular experience that gives meanings to people's expressions, interpretations, and social interactions within particular geophysical, ecological, spiritual, sociopolitical, and technologic factors in specific cultural settings
Environmental context
76
refers to the sequence of past facts, events, instances, or experiences of human beings, groups, cultures, or institutions over time in particular contexts that help explain past and current lifeways about culture care influencers affecting the health and well-being, disability, or death of people
Ethnohistory
77
refers to local, indigenous, or the insider cultural knowledge and views about specific phenomena
emic
78
refers to the outsider or stranger (often health professionals) views or institutional / system knowledge and interpreted values about cultural phenomena
etic
79
refers to a state of well-being that is culturally defined, valued, and practiced that reflects the ability of individuals or groups to perform their daily role activities in culturally expressed, beneficial, and patterned lifeways; a state of restorative well-being that is culturally constituted, defined, valued, and practiced by individuals or groups that enables them to perform their daily lives
health
80
refers to those assistive, supportive, facilitative, or enabling professional actions and decisions that help people of a particular culture to retain, preserve, or maintain meaningful care beliefs and values for their well-being, to
recover from illness, or to deal with handicaps or dying
Culture care preservation and/or
maintenance
81
refers to those assistive, accommodating, facilitative, or enabling creative professional care actions and decisions that help people of a designated culture (or subculture) to adapt to or negotiate with others for culturally congruent, safe, effective care for meaningful, and beneficial health outcomes
Culture care accommodation and/or negotiation
82
refers to the assistive, supportive facilitative, or enabling professional actions and decisions that help clients reorder, change, or modify their lifeways for beneficial healthcare patterns, practices, or outcomes
Culture care repatterning and/or
restructuring
83
she defined nursing as a learned humanistic and scientific profession and discipline which is focused on human care phenomena and activities to assist, support, facilitate, or enable individuals or groups to maintain or regain their well-being (or health) in culturally meaningful and beneficial ways, or to help people face handicaps or death.
madeleine leininger
84
dorothea elizabeth orem was born in
baltimore, maryland
85
when did orem pass away
Passed away on June 22, 2007 at age 92.
86
A Grand theory developed somewhere between 1959-2001 by __. It is a very well-known and fundamental Nursing Theory that covers a wide scope of concepts.
dorothea orem
87
The main idea of this theory is that all persons who need care, desire to care for themselves, and consecutively recovering better and faster by their self-care.
Self- Care Deficit Nursing Theory
88
This theory is usually used in concepts of rehabilitation and other care options that encourages patients to get better independently with guided supervision.
self care deficit nursing theory
89
The patient should be responsible for their own and their family's care. Achieving the self-care requisites are part of patient's health care and prevention of illness.
self care deficit nursing theory
90
what are the self care deficit nursing theories
Theory of Nursing Systems
Theory of Self-Care Deficit
Theory of Self-Care
91
describes why and how people care for themselves
theory of self care
92
explains how family members and/or friends provide dependent-care for a person who is socially dependent
theory of dependent care
93
describes and explains why people can be helped through nursing
theory of self-care deficit
94
describes and explains relationships that must be brought about and maintained for nursing to be produced
theory of nursing systems
95
the practice of activities that maturing and mature persons initiate and perform, within time frames, on their own behalf in the interest of maintaining life, healthful functioning, continuing personal development, and well- being by meeting known requisites for functional and developmental regulations (Orem, 2001,p. 522).
self care
96
the care that is provided to a person who, because of age or related factors, is unable to perform the self-care needed to maintain life, healthful functioning, continuing personal development, and well being.
dependent care
97
is a formulated and expressed in sight about actions to be performed that are known or hypothesized to be necessary in the regulation of an aspect of human functioning and development, continuously or under specified conditions and circumstances
self care requisites
98
to be met through self-care or dependent-care, and they have their origins in what is known and what is validated, or what is in the process of being validated, about human structural and functional integrity at various stages of the life cycle.
universally required goals
99
8 self care requisites
Maintenance of a sufficient intake of air
Maintenance of a sufficient intake of
food
Maintenance of a sufficient intake of water
Provision of care associated with elimination processes and excrements
Maintenance of balance between activity and rest
Maintenance of balance between solitude and social interaction
Prevention of hazards to human life, human functioning, and human well- being
Promotion of human functioning and development within social groups in accordance with human potential, known human limitations, and the human desire to be normal
100
exist for persons who are ill or injured, who have specific forms of pathological conditions or disorders, including defects and disabilities, and who are under medical diagnosis and treatment.
health deviation requisites
101
consists of the summation of care measures necessary at specific times or over a duration of time to meet all of an individual's known self care requisites,
Therapeutic self-care demand
102
is the summation of care measures at a specific point in time or over a duration of time for meeting the dependent's therapeutic self-care demand when his or her self-care agency is not adequate or operational (Taylor et al., 2001, p. 40).
Dependent-care demand
103
refers to the acquired ability of a person to know and meet the therapeutic self-care demand of the dependent person and/or regulate the development and exercise of the dependent's self-care agency.
dependent-care agency
104
is a complex acquired ability of mature and maturing persons to know and meet their continuing requirements for deliberate, purposive actiontoregulatetheirownhuman functioning and development (Orem, 2001, p. 522).
self-care agency
105
the relationship between an individual's therapeutic self-care demand and his or her powers of self-care agency in which the constituent-developed self-care capabilities within self-care agency are inoperable or inadequate for knowing and meeting some or all components of the existent or projected therapeutic self care demand (Orem, 2001, p. 522).
self-care deficit
106
is a relationship that exists when the dependent-care provider's agency is not adequate to meet the therapeutic self-care demand of the person receiving dependent-care.
dependent-care deficit
107
comprises developed capabilities of persons educated as nurses that empower them to represent themselves as nurses and within the frame of a legitimate interpersonal relationship to act, to know, and to help persons in such relationships to meet their therapeutic self- care demands and to regulate the development or exercise of their self-care agency
nursing agency
108
a professional function performed both before and after nursing diagnosis and prescription, allows nurses, on the basis of reflective practical judgments about existent conditions, to synthesize concrete situational elements into orderly relations to structure operational units.
nursing design
109
are series and sequences of deliberate practical actions of nurses performed
nursing systems
110
proposes that nursing is human action; nursing systems are action systems formed (designed and produced) by nurses through the exercise of their nursing agency for persons with health-derived or health-associated limitations in self-care or dependent care
theory of nursing systems
111
the requirements of persons for nursing are associated with the subjectivity of mature and maturing persons to health-related or health care-related action limitations.
theory of self-care deficit
112
human regulatory function that individuals must, with deliberation, perform themselves or must have performed for them to maintain life, health, development, and well-being.
self care; theory of self-care
113
explains how the self-care system is modified when it is directed toward a person who is socially dependent and needs assistance in meeting his or her self-care requisite
theory of dependent care
114
orem was born on
1914
115
Central idea of the ___ is that
patients wants to care for themselves, and in return, they recover much better and faster independently. Theory applies to rehabilitation care.
SCDN theory
116
appears when the Self-Care requites are not met by the patient.
the self care deficit
117
A way for patients and nurses to work together.
dorothea orem ; SCDN thoery
118
when was imogene martina king born
january 30, 1923
119
king was born in
west point, iowa
120
king died on
december 24, 2007
121
where did king die
petersburg, florida
122
Nursing is a process of action, reaction, and interaction by which nurse and client share information about their perception in a nursing situation” and “a process of human interactions between nurse and client whereby each perceives the other and the situation, and through communication, they set goals, explore means, and agree on means to achieve goals.
theory of goal attainment
123
The goal of nursing “is to help individuals maintain their health so they can function in their roles”
imogene king
124
when was martha e rogers born
may 12, 1914
125
when did rogers die
march 13, 1994
126
where was rogers buried
knoxville, tennessee
127
what is roger's theory
the science of unitary human beings
128
The theory views nursing as both a science and an art as it provides a way to view the
unitary human being, who is integral with
the universe. Nursing Focuses on people and the
manifestation that emerge from mutual human-environmental field process
science of unitary human beings
129
two dimensions of roger's theory
science of nursing
art of nursing
130
Man and the environment are continuously exchanging matter and energy with one another.
martha rogers
131
Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts
martha rogers
132
Fundamental unit of both the living and the non-living. It provides a way to view people and the environment as irreducible whole
energy field
133
Rogers defined the pattern as the distinguishing characteristic of an energy field seen as a single wave. It is an abstraction and gives identity to the field.
pattern
134
The unitary human being (human field) is defined as an irreducible, indivisible, pandimensional energy field identified by pattern and manifesting characteristics that are specific to the whole and that cannot be predicted from knowledge of the parts.
rogers ; energy field
135
Rogers defines __ as a nonlinear domain without spatial or temporal attributes, or as Phillips (2010) notes: "essentially a spaceless and timeless reality"
pandimensionality
136
Life processes are continuous revisions occurring from the interactions between human beings and their environment. Between the two entities, there is a constant mutual interaction and mutual change whereby simultaneous molding is taking place at the same time.
INTERGRALITY
137
It speaks to the nature of the change occurring between human and environmental fields. It identifies the human field and the environmental field by wave patterns manifesting continuous change
RESONANCE
138
The human-environment field is a dynamic, open system in which change is continuous due to the constant interchange between the human and environment.
helicy
139
defines health as simultaneous interaction of the human and environmental fields and health and illness are part of the same continuum. The multiple events occurring during the life process show how a person is achieving his or her maximum health potential. The events vary in their expressions from greatest health to those incompatible with the maintaining life process.
martha rogers
140
Nursing aims to assist people in achieving
their maximum health potential.
Maintenance and promotion of health,
prevention of disease, nursing diagnosis, intervention, and rehabilitation
martha rogers
