U2.2 Flashcards
(28 cards)
spirituality
Refers to the part of being human that seeks meaningfulness through intrapersonal, interpersonal, and transpersonal connection.
culture
Refers to the patterns of behavior and thinking that people living in social groups learn, develop, and share.
spiritual health
The connectedness with self, others higher power, all life, nature and the universe that transcends and empowers the self.
spiritual well-being
A way of living, a lifestyle that views and lives life as purposeful and pleasurable, that seeks out life-sustaining, and life-enriching options to be chosen freely at every opportunity, and that sinks its roots deeply into spiritual values and/or specific religious beliefs.
spiritual distress
A challenge to one’s spiritual well-being or to the belief system that provides strength, hope, and meaning to life. Some factors that may be associated with or contribute to a person’s spiritual distress include physiological problems, treatment-related concerns, and situational concerns.
Describe spiritual development ages 0 - 3.
Neonates and toddlers acquire fundamental spiritual qualities of trust, mutuality, courage, hope, and love. Transition to the next stage of faith begins when the child’s language and thought begin to allow use of symbolism.
Describe spiritual development ages 3 - 7.
Fantasy-filled, imitative phase when child can be influenced by examples, moods, actions. Child relates intuitively to ultimate conditions of existence through stories and images, the fusion of fats and feelings. Make-believe is experienced as reality.
Describe spiritual development ages 7 - 12.
Child attempts to sort fantasy from fact by demanding proofs or demonstrations of reality. Stories are important for finding meaning and organizing experiences. Child accepts stories and beliefs literally. Child has the ability to learn the beliefs and practices of the culture, religion. (Sometimes into adulthood.)
Describe spiritual development in adolescence.
Experience of the world beyond the family unit and spiritual beliefs can aid understanding of extended environment. Adolescents generally conform to the beliefs of those around them; they begin o examine beliefs objectively, especially in late adolescence.
Describe spiritual development in young adulthood.
The young adult develops a self-identity and worldview differentiated from those of others. The individual forms independent commitments, lifestyle, beliefs, and attitudes, and begins to develop personal meaning for symbols of religion and faith.
Describe spiritual development in mid-adulthood.
The person finds newfound appreciation for the past; increased respect for inner voice; and more awareness of myths, prejudices, and images that exist because of social background. Individual attempts to reconcile contradiction in mind and experience and to remain open to others’ truths.
Describe spiritual development in mid- to late adulthood.
Individual is able to believe in, and live with a sense of participation in, a nonexclusive community. May work to resolve social, political, economic, or ideological problems in society. Able to embrace life, yet hold it loosely.
moral
Related to right and wrong.
morality
Requirements necessary for people to live together in society.
moral behavior
The way the person perceives and responds to the requirements of morality.
moral development
The pattern of change in moral behavior with age.
(moral framework) Describe consequence-based (teleological) theories
Look to the outcomes (consequences) of an action in judging whether that action is right or wrong .
Describe utilitarianism (a consequence-based theory)
One form of consequentialist theory. Views a good act as one that brings the most good and he least harm for the greatest number of people. * This is called the principle of utility. This approach is often used to make decisions about the funding and delivery of health care. Teleological theories focus on issues of fairness.
(moral framework) Describe principle-based (deontological) theories
Involves logical and formal processes and emphasize individual rights, duties and obligations. The morality of an action is determined not by its consequences, but by whether it is done according to an impartial, objective principle.
(moral framework) Describe relationship-based (caring) theories
Stress courage, generosity, commitment, and the need to nurture and maintain relationships. Caring theories judge actions according to a perspective of caring and responsibility. Promotes common good or welfare of group.
autonomy
The right to make one’s own decisions. Nurses who follow this principle recognize that each client is unique, has the right to be who or what he or she is, and has the right to choose personal goals.
nonmaleficence
The duty to “do no harm.” Harm can mean intentionally causing harm, placing someone at risk of harm, and unintentionally causing harm. In nursing, intentional harm is never acceptable. Placing a person at risk of harm has many facets (e.g. a client may react adversely to a medication) the risk of harm may be a known consequence of a nursing intervention. Unintentional harm occurs when the risk could not have been anticipated.
beneficence
“Doing good.” Nurses are obligated to do good, that is, to implement actions that benefit clients and their support persons. Sometimes doing good can also cause a risk of doing harm.
justice
Often referred to as fairness. Nurses often face decisions in which a sense of justice should prevail.
