Psychosocial and Death, Dying, Grief

Question 1

Identity

Answer 1

internal sense of individuality, wholeness, and consistency of a person over time and in different situations.
an adolescent attempting to adjust to the physical, emotional, and mental changes of increasing maturity.

Question 2

body image

Answer 2

includes physical appearance, structure, and function of the body.
amputation, facial disfigurement, or scars from burns.

Question 3

role performance

Answer 3

the way in which individuals perceive their ability ro carry out significant roles. situational transitions

Question 4

self-esteem

Answer 4

individuals overall feeling of self worth

Question 5

role conflict

Answer 5

Example: a middle-aged woman with teenage children assuming responsibility for the care of her older parents.

Question 6

role ambiguity

Answer 6

common in adolescents and employment situations

Question 7

role strain

Answer 7

example: providing care to a family member with Alzhemier disease.

Question 8

role overload

Answer 8

unsuccessfully attempting to meet the demands of work and family while c carving out some personal time.

Question 9

self-esteem stressors

Answer 9

example: perceived inability to meet parental expectations, harsh criticism, and inconsistent discipline.

Question 10

Trust vs Mistrust (infancy-birth- 18 months)

Answer 10

Feeding- children will develop trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

Question 11

Autonomy vs shame and doubt: Early childhood (2-3 years)

Answer 11

Toilet training: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure leads to feelings of shame and doubt.

Question 12

Initative vs Guilt : Preschool (3-5 years)

Answer 12

Exploration: Children need to begin asserting control and power over the environment. Succes in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

Question 13

Industry vs. Inferiority: School age (6-11 years)

Answer 13

School: children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Question 14

Identity vs role confusion: Adolscense (12-18 years)

Answer 14

social relationships: teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Question 15

Intimacy vs Isolation: Young adulthood (19-40)

Answer 15

Relationships: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure leads to loneliness and isolation.

Question 16

Generativiy vs self absorption : Middle adulthood (40-65)

Answer 16

Work and parenthood: Adults need to create or nurture tings that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishments, while failure results in shallow involvement in the world.

Question 17

Ego integrity vs despair : Maturity (65-death)

Answer 17

Reflection of life: older adults need to look back own life and feel a sense of fulfillment. Success at this stage leads to wisdom, while failure results in regret, bitterness, and despair.

Question 18

Examples of situation factors:

Answer 18

personal, job, or family changes. (divorce, laid off, pregnancy)

Question 19

examples of maturational factors:

Answer 19

stressors vary with age. children: related to physical appearance, families, friends, and school. Preadolscents- self esteem issues, changing family structure. Adolscenets- identify with peer groups and separate from their families. (sex jobs, schools, career choices)

Question 20

examples of sociocultural factors:

Answer 20

environmental and social stressors. poverty and physically handicapped.

Question 21

identify 3 subjective areas that are used to assess a patients level of stress.

Answer 21

1. create a non-threatening physical environment
2. assume the same height as the patient so you can maintain or avoid eye contact
3. develop a trusting relationship with him or her.

Question 22

Identify some objective findings related to stress and coping:

Answer 22

• observe grooming
• hygiene
• gait
• characteristics of handshake
• actions while sitting
• quality of speech
• eye contact

Question 23

identify areas about which the nurse can educate patients and their families to reduce stress

Answer 23

• regular excercise and diet
• support systems
• time managment
• guided imagery and visualization
• progressive muscle relaxation therapies
• assertiveness training
• journal writing
• stress management in the workplace

Question 24

ego defense mechanism: compensation

Answer 24

non athletic student joins debate team

Question 25

ego defense mechanism: displacement

Answer 25

patient yes at significant other after being diagnosed with cancer

Question 26

ego defense mechanism: intellectualization

Answer 26

patient discusses all test results but avoids focusing on fears and feelings.

Question 27

ego defense mechanism: projection

Answer 27

preoperative patient says to wife, "don't be scared"

Question 28

ego defense mechanism: rationalization

Answer 28

mother of latchkey 10 yr old says, "he needs to learn to be self sufficient"

Question 29

ego defense mechanism: rejection formation

Answer 29

a person does not like a neighbor but is over friendly.

Question 30

ego defense mechanism: rejection formation

Answer 30

a person does not like a neighbor but is over friendly.

Question 31

Maturational losses

Answer 31

form of nesscary loss, including all normal expected life changes across the life span.

Question 32

situational loss

Answer 32

sudden, unpredictable external event.

Question 33

actual loss

Answer 33

can no longer feel, hear or know a person or object.

Question 34

perceived loss

Answer 34

are uniquely defined by the person experiencing loss and are less obvious to other people.

Question 35

grief

Answer 35

emotional response to a loss, which is unique to the individual

Question 36

mourning

Answer 36

outward social expression of grief and the behavior associated with loss that can be culturally influenced.

Question 37

bereavement

Answer 37

captures grief and mourning, emotional responses, and outward behaviors for a person experiencing loss.

Question 38

normal grief

Answer 38

complex emotional, cognitive, social, physical, behavioral and spiritual response to loss and death

Question 39

complicated grief

Answer 39

dysfunctional; the grieving person has a prolonged or significant time moving forward after a loss.

Question 40

disenfranchised grief

Answer 40

marginal or unsupported grief; the relationship may not be socially sanctioned.

Question 41

delayed grief

Answer 41

suppressing or postponing normal grief responses.

Question 42

ambiguous loss

Answer 42

person is unaware of disruptive behavior as a result of loss.

Question 43

exaggerated grief

Answer 43

may exhibit self destructive behavior or maladaptive behavior, obsession, or psychiatric disorders.

Question 44

masked grief

Answer 44

difficult to process because of the lack of finality and unknown outcomes.

Question 45

anticipatory grief

Answer 45

the unconscious process of disengaging before the actual loss or death occurs

Question 46

kubler ross's five stages of dying

Answer 46

denial, anger, bargaining, depression, acceptance

Question 47

denial

Answer 47

person cannot accept the fact of the loss

Question 48

anger

Answer 48

person expresses resistance or intense anger at god, people, or situation.

Question 49

bargaining

Answer 49

person cushions and postpones awareness of the loss by trying to prevent it from happening.

Question 50

depression

Answer 50

the person realizes the full impact

Question 51

acceptance

Answer 51

the person incorporates the loss into life.

Question 52

human development

Answer 52

patient age and safe of development

Question 53

personal relationships

Answer 53

quality and meaning of lost relationship between two people

Question 54

nature of the loss

Answer 54

this will help you understand the effects f the loss on the patients behavior

Question 55

coping strategies

Answer 55

coping skills they will use when they are faced with larger and more painful losses in adulthood.

Question 56

socioeconomic status

Answer 56

influences grief in indirect and direct ways

Question 57

culture

Answer 57

social and spiritual practices of their culture to find comfort. concept that applies to a group of people whose members share values and ways of thinking and acting that are different from those of people who are outside the group.

Question 58

spiritual and religious beliefs

Answer 58

provide framework to navigate, understand, and heal from loss. what they practice, if there is anything or anyone he would like to have or come

Question 59

hope

Answer 59

provides comfort

Question 60

compare and contrast the terms hospice and palliative care

Answer 60

palliative care focuses on prevention, relief, reduction, or soothing of symptoms of disease or disorders throughout illness, while hospice is to sole comfort the patient before they die.

Question 61

cultural skills

Answer 61

able to assess social, cultural and biophysical factors influencing treatment .

Question 62

ethnicity

Answer 62

shared identity related to social and cultural heritage.

Question 63

emic overview

Answer 63

inside or native perspective

Question 64

emic overview

Answer 64

inside or native perspective

Question 65

etic worldview

Answer 65

outsiders perspective

Question 66

enculturization

Answer 66

socialization into ones own culture

Question 67

acculturation

Answer 67

adapting to and adopting a new culture

Question 68

biculturalism

Answer 68

when an individual identifies equally with two or more cultures.

Question 69

cultural encounters

Answer 69

engaging in cross-cultural interacting that provide learning of other cultures and oppurtunies

Question 70

transcultural nursing

Answer 70

study of cultures to understand the similaries and differences across human groups

Question 71

cultural desires

Answer 71

motivation and commitment to caring that move an individual to learn about others.

Question 72

cultural knowledge

Answer 72

sufficient knowledge of diverse groups, indlcuding their values, beliefs, and care practices.

Question 73

national standards regarding language services include:

Answer 73

1. provide language assistances services free of charge at all points of contact to all patients who speak limited english or are deaf. 2. notify parents both verbal and in wiring of theri right to receive language assistance services. 3. take steps to provide auxiliary aids and services including qualified interpreters, note takers, computer aided transcription services, and written materials.

Question 74

ethnic heritage and ethnohistory

Answer 74

get information about their home history, where they are from, where their parents are, what racethey are.

Question 75

bicultural history

Answer 75

talk about their problem and what cause dit, how does it affect your life and family, and what other problems they have.

Question 76

social organizations

Answer 76

who they live with, the members of their family, family issues

Question 77

communication patterns

Answer 77

what language do they speak and waht do they read and write in, what should we call you, what communications upsets or offends you

Question 78

time orientation

Answer 78

what kind of time they run on

Question 79

caring beliefs and practices

Answer 79

how do you show someone you care, how do you take care of the sick