Term one Flashcards
(110 cards)
1
Q
reflective practice
A
helps nursed to recognize thier own strengths and weakness
- reflection-on-action
- reflection-in-actiong
- feedback and critical reflection
2
Q
5 types of nursing knowledge
A
Empirical Ethical personal knowledge aesthetics social political
3
Q
critical reflection
A
be aware of assumptions we have about self and others
helps us make sence of the world
and how 2 people experiance the same situaltions differently
4
Q
Feedback types and models
A
informal feedback: day-to-day; verbal formal: constructive; written formative: for learning; experience writing or performing without affecting formal progress summative: for learning; used to rank or judge ex. feedback on grade models: sandwich chronological fasion Pendleton model: conversation style
5
Q
Self-concept
A
who you decide you are and can change inside yourself when your attitudes or beliefs change
6
Q
common stressors that influence self concept
A
- identity stressors: ex puberty, menopause, retirement
- body image stressors: changes in appearance, structure, or function of body part; ex. amputation or scars
- role performance stressors: go through many throughout life: ex. family or friend death, or you move, or change in job
- self-esteem stressors: low self-esteem equals increase chance of result in depression, unremitting uneasiness or anxiety: ex. vary due to developmental stages
7
Q
Erikson’s theory of psychosocial development
A
- mistrust vs trust (infancy)
- autonomy vs sense of shame or doubt (toddler: 1-3yr
- intuitive vs guilt (preschool: 3-6yrs)
- industry vs inferiority (middle childhood: 6-11yr)
- identity vs role confusion (adolescent: 12-18yr)
- intimacy vs isolation (young adulthood: 18-35 yr)
- generativity vs self-absorption and stagnation ( adulthood: 34-65yrs)
- integrity vs despair (older adults: 65 and older)
8
Q
Self-esteem
A
evaluate worth and value using perceptions of skills, abilities, and talents
close to self-concept
9
Q
techniques to help reflect self-esteem
A
practice and self talk visualize a positive image of self avoid comparing self with others reframe appropriately (redefining events and experiences from a different point of view develop honest relationships let go of the past
10
Q
3 areas of spiritual concern
A
Spiritual distress
spiritual needs
spiritual well-being
11
Q
self-efficacy
A
person’s perceptual belief that they have the capacity to perform a task successfully
associated with self-concept and self-esteem and powerlessness
12
Q
Self-awareness: be aware of
A
know thyself
- physical problem or illness
- family or significant other have prejudiced or embarrassing beliefs and attitudes than you
- sociocultural factors in your backyard contributes to being rejected by members of other cultures
- strong religious beliefs that shape daily life
13
Q
Self-awareness is understanding own: (6)
A
beliefs thoughts motivations biases limitation and recognizing how they affect others
14
Q
perception
A
in an active process of creating meaning
15
Q
perception: three processes
A
Selecting: via, qualities of phenomenon, culture, self-indication
Organizing: recognize when we have noticed and attribute meaning to it; cognitive schemata, prototypes, personal constructs, stereotypes, scripts
Interpreting: assign meaning
16
Q
Perception: selecting
A
Qualities
17
Q
processing: organization
A
cognitive schemata
18
Q
processing: interpreting
A
attributions
19
Q
Three steps to perception checking (validation)
A
State: what you have observed
Check: if others perceive the same
if so/if not: Request clarification of behaviours
Give one or two possible interpretations of the behaviour
20
Q
Processing: cultural influences
A
Standpoint:
point of view shaped by awareness of the material, social and symbolic conditions common for members of a social group
Powerful, gendered, ethnicity, social groups
21
Q
Mindful
A
how we make meaning of our experiences, we can support both self-awareness and our interactions with clients
22
Q
Mindful: identify the attributes
A
paying attention on purpose
compassion/self-compassion
23
Q
Compassion fatigue characteristics
A
Fatigue
hopelessness
isolation
24
Q
communication process: aspects
A
Sending Receiving Attending to power differentials communication skills attending to the physical setting
25
communication process: elements
referent: what stimmuni triggers communication
sender and receiver: S; acts as a referent and R; receives and decodes
messages
channels: how the message is received (visual, auditory, touch, verbal/nonverbal)
feedback: see if message is understood
interpersonal variables: internal factors for how message understood
environment
26
Forms of communication
verbal, non-verbal, symbolic, metacommunication
27
verbal communication (6 kinds)
```
verbal
denotative and connotative meaning
pacing
intonation
clarity and brevity
timing and relevance
```
28
non-verbal communication (7 kinds)
```
Five senses:
personal appearance
posture and gait
facial expression
eye contact
gesture
sounds
personal space
```
29
symbolic communication
creative expression
verbal and non-verbal symbolism
art and music
30
metacommunication
refer to all factors that influence how a message is perceived
31
different level of nursing communication
| 5
intrapersonal communication: within an individual
interpersonal communication: one-on-one
transpersonal communication: within spiritual domain
small-group communication: who share common purpose
public communication: interaction with an audience
32
therapeutic communication techniques (16)
```
active listening
sharing observation
sharing empathy
sharing hope
sharing humour
sharing feelings
using touch
using silence
providing information
clarifying
focusing
paraphrasing
asking relevant Q's
summarizing
self-disclosure
confrontation
```
33
introducing the interview
address using surname, and shake hand
give reason for the interview
ask open-ended Q's and let patient proceed
34
working phase: data gathering
open and close-ended Q's
| at pause respond with: "tell me about it" or "anything else"
35
responses: assessing the narrative
```
facilitation
silence
reflection
empathy
clarification
```
36
closing the interview
ask patient if: anything else to mention; any Q"s; any more areas i should have asked about
indicate closing is imminent: no new topics; give summary; thank them for their time and participation
37
SOLER
```
sit facing
open posture
lean forward
eye contact
relax
```
38
list non-verbal (from the patient) active listening skills (what you are looking for)
```
physical appearance (dress and grooming)
posture: open or closed, relaxed or tense or sudden change
Gestures: nodding, pointing finger, pain indicator (hand to chest)
Facial expression: reflects emotions, where they look, released or interested, pain, conditions
eye contact: lack of: shy, withdrawn, confused, bored, intimidated, apathetic
voice: tone, intensity, rate of speech, pitch and pause
touch: influenced by age, culture, gender, family norms, social background, past experience and current
```
39
active listening Barriers
?
40
communication across the life span
babies self expression: crying, body movement, facial expression
older children: directly speech to, use both parents and child as source
older person: avoid patronizing tone, and they will experience difficulties with: speech, language and voice difficulties
41
phenomenological approach in nursing-client relationships
a lived experience
| ?
42
empathy
feeling with someone
view the world from another person's inner frame of reference and remain yourself
recognize and accept another's feeling and actions without criticism
described as: feeling WITH the person rather than feeling LIKE the person
43
7 Cs of caring conversation
```
being Courageous
Connecting emotionally
being Curious
being Collaborative
Considering others perspective
Compromising
Celebrating
```
44
Example of care (compassionate with colleagues)
remembering new members names
feedback is positive and specific
notice when others don't feel well and working with them to support them
helping figure out how to deal with situation
challenging negative or bickering behaviours
45
compassionate with colleagues includes:
Feeling safe in their workplace environment
how we communicate in a team
about noticing feelings, and responding compassionately
46
compassionate with patients and their families
developing relationship, emotional connections, interpersonal skill and know the person, not just he illness
key dimension?
interpersonal process?
sharing how people feeling about experience?
47
the belief that all person have worth
universonal dignity
48
Dignity definition
quality or state of being worthy, intrisnisworth excellence, the quality or state of being honoured or esteemed
49
patients dignity
protect the integrity and wholeness of the person
safeguard the persons sense of self and self-worth
vulnerabiltiy: risk of emotional or physical harm that could rob them of their dignity
50
barrier of therapeutic communication
```
paternalism
not respecting and promoting patients autonomy
demeaning remarks
mistrust
lack of time, resources
anxiety
stereotyping
over involvement
lack of empathy
```
51
compassion
integral part of health and social care
way in which people relate to each other, what they choose to do together (not for each other)
implies reciprocity and interdependence
can be invisible, more noticeable when absent
52
relational activity: nurtured or supported; the way we relate to each other when one is vulnerable
noticing vulnerability
having an emotional reaction and acting in a way with the person
compassionate care
53
ways of knowing in Nursing
```
Empiric
ethic
personal knowing
aesthetics
social political knowing
```
54
empiric
objective, facutal, descriptive, measured and aim to develop an abstract theoretical explanation
draws knowledge from science and studies
objective,
55
ethics
obligation, what is to be done
is this right? is it just?
being responsible for choices
shaped by own values
56
personal knowing
```
reflection and response
focus on interpersonal relationships
1. experiential knowing
2. interpersonal knowing
3. intuitive knowing
```
57
aesthetic
making response visible through actions
nurses perception of what patient needs
1. empathy
2. experience
58
social political knowing
social politicla evnironment of perosn and thier interacitons
59
feedback
comes from others, can be verbal or non-verbal
60
compassionate care: Key dimensions
1. subject experience
2. about the quality of the relationship b/t individuals
3. about relating to the needs of others
4. acknowledge the person not just the illness
5. about human experiences and preserving the integrity of the individual
6. recognizes suffering and vulnerability
7. requires emotional connection and interpersonal skills
61
phases in a helping relationship
pre-interaction phase
orientation phase
working phase
termination phase
62
dieng person experiences what in relation to: B/P, Pulse, and Respiration
decrease to all
63
loss of sense of self as a unique individual
depersonalization
64
a person's subjective experience and encompasses the person's own idea of what dignity means
an individual's own definition of dignity that is affected by culture and upbringing
subjective Dignity
65
the belief that North America and European values and ideologies are superior to others
eurocentrism
66
phenomenological approach
philosophy
| we embody and are influenced by our respective worlds
67
to improve self-esteem one has to
invoking self-talk that encourages yourself
visualizing positive outcomes
avoid comparing yourslfe with others
develope honest relationship
let go of the past
seek support (soical support, talk therapy)
68
5 ways of knowing
```
silence
recived knowing
subjective knowing
procedural knowing
constructive knowing
```
69
factors influencing self-concept
```
interacting with friends
child's gender
developmental stage
culture
environment
```
70
3 components fo self (concept of self)
1. material self: total of all your tangible things
2. social self: who you are in personal and social interactions
3. spiritual self: based on thoughts and introspection about values and morals (who you think you are and feelings about self)
71
compassion fatigue symptoms
```
withdrawal
detachment
depression
lost
sadness and empathy
emptiness
existential angst
```
72
compassion fatigue prevention
```
self-care
boundaries
mindfulness
don't harden
spirituality
```
73
self-compassion
```
self-kindness
mindfulness
common humanity
giving same kindness we give to others
increase our own = increase for others
no narcissism
```
74
causes of compassion fatigue
improper caring and empathy
stress (caring for traumatised or suffering people
emotional working environment
75
nursing-client relationship
dynamic phases of steps or phases that change overtime
trust
respect
professional intimacy
76
difference b/t therapeutic vs social relationship
boundaries
| power balance
77
professional boundaries for nursing client relationship
```
keep their dignity, autonomy and privacy safe.
favouritism behaviour
physical contact
friendship
socializing
gifts
dating
intimacy
disclosure
chastising and coersion
```
78
techniques that inhibit communication
advice: telling what to do
agreement: with particular viewpoint
challenges: disputing beliefs
disapproval: judging their situation or behaviour
reassurance: telling them everything with be okay
79
ten traps of interviewing
1. providing false assurance or reassurance
2. giving unwanted advice
3. using authority
4. using avoidance language
5. enganign in distancing
6. using professional jargon
7. using leading or biased questions
8. talking too much
9. interrupting
10. using "why" questions
80
communication with patients with special needs
those who:
1. can't speak clearly (aphasia, or dysarthria muteness)
2. are conitibly impaired
3. can't speak english
4. hearing impaired
5. visually impaired
6. who are unresponsive (speak to as if they can hear and explain procedure and expected sensations
81
TIC approach principles
safety, choice and control
82
cultural humility
an acitve and continual engagement
self-critique, reflection, acknowledge, rectification of imbalances of power, and respectful community partnership in care provided
83
cultural safety
(goal: greater equity)
focus on root causes: power imbalance adn inequitable social relationships in health care.
should examine colonial, interpersonal and professional power relationship reflected through racism and discrimination
hope to improve intercultural care
84
historical trauma
repetitive and chronic trauma affecting generations and whole communities
ex. colonization
85
strength-based perspective
see and respect individual and community resilience and empowerment within marginalized populations
create a space for indigenous healing strategies as part of treatment
impact of residential schools as part of culturally safe traum-informed care
86
nontherapeutic communication techniques
1. asking personal question
2. giving personal opinions
3. changing the subject
4. automatic responses
5. false reassurance
6. sympathy
7. asking for an explanation
8. approval or disapproval
9. defensive response
10. passive or aggressive responses
11. argueing
87
names for diff indigenous groups
inuit: north canada
metis: born from indigenous women and european men (alberta)
first nations: instead of indian
88
two-eyed seeing
gift of multiple perspectives
| guiding principle for walking in two worlds
89
steps to becoming a settler ally
1. self-awareness (family history as settlers, assumptions and where they come from)
2. self-education (literature, videos, converse with settlers)
3. create a supportive and open environment (collaboration)
4. action (stand up)
90
sexual orientation
predominant gender preference of a person's sexual attraction over time
ex. heterosexual, same-sex relationship (homosexual), bisexuality
91
LGBTQ2S
lesbian, gay, bisedcual, transgendered, queer, two-spirited
92
queer
synonym for lesbians, gay man, bisexual or trans
93
two-spirited
from first nations
| who has a masculine and feminine spirit, same sex attraction and a wide variety of gender variance
94
spirituality common themes
```
meaning
purpose
connectedness
relationship
transcendence
healing
intuitive sence
```
95
religion
organized system of beliefs concerning the cause, nature and purpose of the universe
spirituality is an inherent part
96
spiritualiy
draws on religious ideas and practice but doesn't mean they are religious too
develops as they learn about themselves in relation to others
97
FICA stands for
```
understanding a patient's spirituality:
Faith and belief
importance (in their life)
community (part of any)
address in care (would you like me to, part of care plan)
```
98
ethical spiritual care
treat all with dignity and respect
don't discriminate
address feelings using reflective practice
99
medicin wheel
Experience healing and well-being through a holistic view
Goes clockwise, with 4 quadrants (directions, races, four cycle of life, seasons, races, winds, and the moon divided)
To bring happiness: balance, harmony and respect
100
first quadrant of the medicine wheel
east: new day, new beginning,
with spring (new life),
infancy (newness), Earth: first creation
Red:
101
medicine wheel: second quadrant
south: wind from their is warm
season: summer
life stage: youth
element: air; need it to breath
colour: yellow
emotional health
102
medicine wheel: third quadrant
west
season: Fall; vegetation is going dormant
life stage: adult; preparing for completion of circle, and passing down knowledge
element: water; essential for growth
colour: black
spiritual health: morals, values, and spiritual guidelines
103
medicine wheel: fourth quadrant
north: is cold
winter: dormant stage
life stage: elder; complete our circle and passed down knowledge
element: fire, keep us warm
colour: white
intellectual health
104
how to build cultural competancy
Affective: developing self awareness of thoughts
Behavioural: how the nurse acts
Cognitive: having knowledge and skills to know diff cultures and cultural competency.
Dynamic of difference: recognizing and minimizing power difference
Equality: of outcomes
105
hospice care
care for those facing life-threatening illness or injury
provided in the home, residential settings and designated hospice houses
support and care also given to loved ones
based on dying is a normal part of the life cycle (living until you die)
106
palliative care
control of pain and other symptoms
goal: achievement of the best possible quality of life for patients and their families
can be given at same time as treatment
107
when is the death of a loved one more prominant
holidays, birthdays, or anniversaries
108
why is it hard to watch a loved one die
people we love have become part of us, thus it is like a part of us died too. it's the separation
109
caring communication near the end of life process
is an exchange of thoughts and ideas and feelings and create a peaceful environment
1. be present: relate to the person, not the illness
2. listen: compassionate listening ( do not judge, let them talk freely) to needs, wishes, and personal wisdom
okay to laugh or sit silently
3. show compassion: light touches, or backrubs
offer cool clothe if perspiring
110
nearing death
BP may lower
pulse and respiration may increase or decrease
perspiration increases
skin cool and moist
colour change: blue or yellow
nail beds may be blue
breathing: may stop then continue with abdominal breathing and pursed lips
congesting brings "death rattle"
restless: due to less O2 and sense of end
increased energy at very end
