NUR 356 Nursing Theory Exam 1 study

Discuss the relationship of caring and communication

"Caring is the moral idea that guides nurses through the care-giving process, and knowledgeable caring is the highest form of commitment"

Discuss screening and its role in secondary prevention and health promotion: (Advantages & Disadvantages)

*Not Diagnostic* Takes advantage of early pathogenic state (Secondary Prevention) Advantages: Inexpensive Easily deployed Simple Preventive Health promoting Applies to individuals and groups Disadvantages: Margin of error Anxiety Missed disorders

Child Abuse Assessment (Parent Behaviors)

-Exaggerated or absent reaction to child's injuries -Failure to show empathy for child -Inconsistent explanation -Demands to take child home if pressured for answers. -Explanations not matching injuries -Blames child -Nonabusing parent may refuse to acknowledge even obvious abuse.

Child Abuse Assessment (Child Behaviors)

-Injury not consistent with developmental level. -Failure to Thrive; dull inactive demeanor -Signs of malnutrition, poor hygiene, or lack of health care. -Fears discussing how injuries occurred -Lack of reaction to frightening events -Unusual injuries; burns, spiral fractures, bites -Fear of returning home -Apprehension when hearing another child cry _Antisocial behavior such as lying or stealing -Wearing inappropriate clothing to cover bruising -Injuries to external genitalia -Pain on urination or frequent UTI -Onset of sexual behavior -Change of behavior: depression, anxiety, regression, running away, decline in school performance.

Demonstrate understanding of stress management concepts and interventions

1) Assessment 2) Interventions

Components of the Self

1) Body Image: Sum of the conscious and unconscious attitudes toward the 2) Self Ideal Perception of how one should behave, based on certain personal standards 3) Self-esteem Personal judgment of one's worth 4) Role performance Socially accepted behavior patterns 5) Personal Identity (your sense of yourself as a unique individual)

Concept Map Steps

1) Collect data about client. 2) Organize data under appropriate functional health pattern. 3) 4Identify subjective and objective data Label "S" for subjective - what the client reports Label "O" for objective - nurse observations, assessment findings, and labs 4) (Functional, Dysfunctional, Potentially Dysfunctional) Place a "+" next to functional strength Place a "-" next to areas for dysfunctional Place "+/-" next to areas that are potentially dysfunctional 5) Identify DIRECT LINKS (relationship between each pattern and client) and CROSS LINKS (relationship between patterns, how impact another pattern)

Types of crisis

1) Developmental (former coping styles might no longer be age appropriate, and new coping mechanisms have yet to be developed. During this period of transition, psychological disequilibrium might occur. This temporary disequilibrium might affect interpersonal relationships, body image, and social and work roles.) 2) Situational (A situational crisis arises from an external rather than an internal source.) 3) Adventitious (An adventitious crisis is a crisis of disaster and not part of everyday life; it is unplanned and accidental. Adventitious crises can be divided into three subcategories:) 1. Natural disasters 2. National disasters 3. Crimes of violence

4 Levels of Anxiety

1) Mild 2) Moderate 3) Severe 4) Panic

4 Phases of Relationship:

1) Pre-interaction 2) Orientation Phase 3) Working Phase 4) Termination Phase

Explain and give examples of the three levels of prevention.

1) Primary prevention aims to prevent disease or injury before it ever occurs. 2) Secondary prevention aims to reduce the impact of a disease or injury that has already occurred. 3) Tertiary prevention aims to soften the impact of an ongoing illness or injury that has lasting effects.

Describe characteristics of the Client-Nurse Relationship (aka: Therapeutic Relationship) 5x

1) Purposeful 2) Rapport 3) Trust 4) Empathy 5) Goal directed

Gordon's Functional Health Patterns (8)

11 Gordon's Functional Health Patterns Health Perception Health Management Pattern Nutritional Metabolic Pattern Elimination Pattern Activity Exercise Pattern Sleep Rest Pattern Cognitive-Perceptual Pattern Self-Perception-Self-Concept Pattern Role-Relationship Pattern Sexuality-Reproductive Coping-Stress Tolerance Pattern Value-Belief Pattern Assists nurse to determine health risks and achieve outcomes to promote health and well-being.

Discuss the goals and progress of Healthy People 2020.

A call to action: Attain high-quality, longer lives free of preventable disease, disability, injury, and premature death. Achieve health equity, eliminate disparities, and improve the health of all groups. Create social and physical environments that promote good health for all. Promote quality of life, healthy development, and healthy behaviors across all life stages.

Role performance model of health

A model of health, wellness and illness that views health in functional terms; where, if a person can function, he/she is healthy. Ability to fulfil societal roles. Sickness is the inability to perform one's role. Viewed as healthy if role is fulfilled, even if clinically ill.

Attitude

A person's consistently favorable or unfavorable evaluations, feelings, and tendencies toward an object or idea

Adaptive model of health

A person's measure of health is his or her ability to adjust positively to social, mental, and physiological change. Illness occurs when the person fails to adapt or becomes maladaptive to these changes.

Paternalism

A policy of treating subject people as if they were children, providing for their needs but not giving them rights.

Johari Window

A visual representation of components of the self that are known or unknown to the self and to others. 4x panes represent the total self: 1) open 2) hidden 3) blind 4) unknown *Change in one pane affects all others* Small "OPEN" Pane: poorer communication *Interpersonal learning enlarges pane one.*

Major Environmental Risk Factors in Adolescence

Accidental Poisoning Lead Poisoning Child Abuse

Responsible Communication

Actions based on knowledge Accountable for outcomes Problem-solving Use nursing process

Nursing Roles in Health Promotion and Protection:

Advocate Care manager Consultant Deliverer of services Educator Healer Researcher

Nurse's Role influencing health policy

Advocate Participating in policy decision making Communicating with legislators

Toddler (Major Tasks)

Age: 1-3 years Major task Erickson: Autonomy vs. Shame & Doubt (Independence and autonomy, shame and doubt if punish too harshly) Piaget: Sensorimotor Phase (linked entirely to desires for physical satisfactions.) Kohlberg: Preconventional (focus on the punishment and reward)

PRESCHOOL AGE (Major Tasks)

Age: 3-6 years Major task: Erickson: Initiative vs. Guilt (ability to initiate activities, ability to enjoy accomplishment, bad: fear of punishment, restrict himself, show off) Piaget: Preoperational Phase (learning of language, absence of logical thought, and inability to look at things from another person's perspective) Kohlberg: Preconventional (focus on the punishment and reward)

SCHOOL-AGE (Major Tasks)

Age: 6-12 years Major task: Erickson: Industry vs. Inferiority (child who strives to be competent by learning new skills, taking pride in results) Piaget: Concrete Operational Phase (children gain the mental operations that enable them to think logically about concrete events) Kohlberg: Conventional (make moral decisions that conform to societal expectations)

Mild anxiety

Alert, pereptual field increased Motivated learning & produce growth

Perceived Barriers

An individual's beliefs about the negative consequences of or challenges associated with engaging in a particular health behavior. Perceived barriers can be physical, emotional, psychological, economic, etc. Typically, the perceived benefits of a behavior must outweigh the perceived barriers for a person to adopt that behavior. This is a construct of the HBM.

Stress Management Learning Outcomes (7)

Anxiety "is a vague sense of apprehension that is accompanied by feelings of uncertainty, helplessness, isolation, and insecurity."

Purpose of Health Education

Assist individuals, families, and communities to develop the knowledge, attitude, and skills needed to promote and / or restore their health and well being, and to enhance their quality of life.

Affective domain

Attitudinal and emotional areas of learning, such as values and feelings.

Panic

Awe, dread, terror Details blown out of proportion Complete loss of control, unable to redirect

Neuman's Theory

Based on stress and the patient's reaction to the stressor

Bandura; Social Learning Theory /Social Cognitive Theory

Behavior determined by expectancies and incentives Focus on Self Efficacy Reinforcement / observational learning Modeling / imitation of behavior of others.

Behaviors associated with anxiety

Behavior responses Cognitive responses Affective responses (emotional) Intensity of responses increases as anxiety increases Physiologic responses

Infant (Major Task)

Birth - 1 year Major task: Erickson: Trust vs. Mistrust (when infants learn whether the world can be trusted to satisfy the basic needs) Piaget: Sensorimotor Phase (knowledge is limited to perceptions from their basic senses and motor activities) Kohlberg: Preconventional (rewards and punishments dominate moral thinking)

Identify bridges and identify barriers in client/nurse therapeutic relationships

Bridges: Caring Respect Trust Presence Mutuality Empathy Authenticity Barriers: Anxiety Attitudes Gaps Resistance Transference Sensory Failure to address concerns

3 Domains of learning

Cognitive, Affective, Psychomotor

Nursing interventions in patient education

Collect data; analyze client's health strengths and deficits. Make nursing diagnoses. Plan nursing goals/desired outcomes, and select interventions. Implement nursing strategies. Evaluate client outcomes based on achievement of goal criteria.

SCHOOL-AGE (Health Risks)

Communicable disease Accidents Obesity

Identify 7 elements of the communication process

Communication is the cornerstone of a positive nurse-patient relationship. Referent Sender and receiver Message Channel Feedback Interpersonal variable Environment

6 key factors to developing an assertive presentation

Confident Clear Direct Respectful Genuine Leader

Intrinsic Stress

Control of stressors created or exacerbated by poor time management, poor communication etc.

Toddler (Primary Prevention Immunization Requirements)

DTaP (Diphtheria, Pertussis, Tetanus) IPV Polio vaccine), HIB (Haemophilus influenzae type B), HepB, MMR (Measles, Mumps, Rubella) Flu, Pneumococcal

Infant (Primary prevention immunization requirements)

DTaP (Diphtheria, Pertussis, Tetanus) IPV Polio vaccine), HIB (Haemophilus influenzae type B), HepB, MMR (Measles, Mumps, Rubella) Varicella

Peplau's Theory

Develop interaction between nurse and patient(interpersonal relationship between nurse, patient, and patient's family Nurse-client relationship is foundation of nursing practice Phases of interpersonal relationships: -orientation -working phase -termination phase

Plan

Development of Expected Learning Outcomes Measurable Objective: clear / concise statements about what is expected of the learner, and it assists the teacher to be able to measure the learner's progress. In writing an objective you need to state what you as the nurse needs to see or hear to know that your client has met the objective.

Recognize the components of self-concept

Developmental influences Significant Others Self Perceptions

Rubella

Discrete pinkish red maculopapular rash on FACE the downwards to neck arms trunk and legs. Teratogenic effect on fetus.

Appropriate placement of assessment data within the appropriate functional health patterns

Each Pattern Contains BOTH 1) Subjective data: Health history Client perceptions what the client reports 2) Objective data: Nurse observation (what the nurse hears, feels, smells, sees, measures) General survey, vital signs Physical exam findings ex. Vital signs Info. from health record Results from clinical tests Observations of home and safety Clutter, assistive devices, decorations

Mumps

Earache aggravated by chewing. an acute viral disease characterized by the swelling of the parotid glands, which are the salivary glands located just in front of the ears

Defining characteristics of Anxiety

Emotion Subjective Without specific object (differentiates it form FEAR) Communicated interpersonally Self-preservation

Demonstrate ways to bridge communication barriers with the client to promote mutuality and empowerment.

Empowerment: Self-efficacy Self esteem Value Mutuality

Nightingale's Theory

Environment was the focus of nursing care. Focus of nursing is caring through environment and helping the patient deal with symptoms and changes in function related to an illness. Manipulates patient's environment to include appropriate noise, nutrition, hygiene, light, comfort, socialization, and hope.

Identify and assess the sources and consequences of stress

Extrinsic VS Intrinsic Consequences of stress: Physiological Psychological Social/Behavioral Spiritual

Infant (Health Risk)

Failure to thrive Colic Crying Child abuse SIDS

Toddler (Safety/Injury Prevention)

Falls Poisonings Burns Motor vehicle Drowning

Roseola

Fever for 2 days than rash pops up (rash only after fever is gone), HHV 6 Rash is rose-pink. (non-pruritic) First on trunk -> then neck, face, extremities.

Purpose/background of FHP framework in assessing individuals across the life span.

First step *Age Developmental stage in the life cycle Motivation and readiness to learn, barriers, facilitators to learn, health beliefs Current knowledge and skills Topic

Moderate Anxiety

Focus only on immediate concern Narrowing of perceptual field Blocks out certain areas but can be redirected to attend to more

Stress Management: Primary prevention

Goal is to prevent developmental and situational stressors from becoming crisis. *Does not prevent stressors.* Does teach how to deal with stressors

Example of Goal and Learning Outcome or Objective

Goal: Increase knowledge of seatbelt safety Objective: At the end of the presentation the child will state two reasons why it is important to use a seatbelt in one try. (cognitive) At the end of the presentation the child will demonstrate two ways to stay safe in a car. (psychomotor) At the end of the presentation the child will not complain about using a seat belt each time they enter the car. (affective)

Screening Task Force Grades

Grade A = Strongly Recommends • There is high certainty that the net benefit is substantial. Grade B = Recommends • There is high certainty that the net benefit is moderate or there is moderate certainty that the net benefit is moderate to substantial. Grade C = No Recommendations for or Against • There may be considerations that support providing the intervention for an individual patient, but not for the general population. There is at least moderate certainty that the net benefit is small. Grade D = Recommends Against • There is moderate or high certainty that the intervention has no net benefit or that the harms outweigh the benefits. I Statement = Insufficient Evidence to Recommend for or Against • The current evidence is insufficient to assess the balance of benefits and harms of the service. Evidence is lacking, of poor quality, or conflicting, and the balance of benefits and harms cannot be determine

Accidental Poisoning Safety

Have poison control number readily available Label all medications properly Store in original containers Child proof lids *Accidental poisoning higher in children under 4 years old*

PRESCHOOL AGE (Health Promotion)

Health Exams Safety Nutrition Sleep Play

Relate Manlow's framework to the interview process

Helps to Priorities Interventions (Meet people where they are.)

Developmental influences

Heredity, Social and environmental influences on development. Children are active players in the process of their own development

Nursing Process/Nuring Diagnosis (8)

INPUT: Theories/Principles/Teacher&Learner PROCESS: Assess Diagnose Plan Implement Evaluate OUTPUT Improved health behavior FEEDBACK ---> INPUT

Stress Assessment

Identification of stress factors the person is experiencing, including which ones are causing the most stress

Message

In oral communication, the idea formulated and encoded by the source and sent to the receiver

Pre-interaction Phase (phase 1)

In this phase of the nurse-client relationship, the nurse must clarify personal attitudes, values or beliefs that might affect her ability to care for various clients. Organize time Formulate professional goal Establish priorities Assess environment

Psychomotor domain

Includes abilities related to physical prowess ranging from reflexes through basic motions such as catching and throwing a ball, to skilled motions such as playing tennis, or playing the piano.

Risk Nursing Diagnosis

Indicates the problem doesn't exist but has special risk factors.

Scope of Health Promotion

Individual Family Community Population Environment

Health Belief Model and the behavioral change process

Individual Perceptions + Modifying Factors = Likelihood of Action. The health belief model suggests that people's beliefs about health problems, perceived benefits of action and barriers to action, and self-efficacy explain engagement (or lack of engagement) in health-promoting behavior. A stimulus, or cue to action, must also be present in order to trigger the health-promoting behavior.

Perceived Benefits

Individual's beliefs about the efficacy of a particular behavior in reducing the perceived threat associated with a particular disease or outcome. An individual would not be expected to adopt a specific health behavior without believing it would effectively reduce his perceived threat of disease. "Perceived benefits" is a key construct of the Health Belief Model.

Health Promotion/Screening/Infants - School Age Children (16)

Infant (birth - 1 year) Toddler (1 - 3 year) Preschool (3 - 6 years) School age (6 - 12 years)

Toddler (Health Risks)

Injuries Visual problems Respiratory Tract and Ear infections

Incubation Period

Interval between infection and development of symptoms

Nursing Knowledge

Linked to other disciplines Paradigm

Self-awareness

Listening to self and paying attention to emotions, thoughts, reactions. Listening to and learning from others Self-disclosure (Voluntary sharing of information about the self that another person is not likely to know.)

Explain the recommended health-promotion and disease-prevention visits for the infant through school age children with appropriate topics for anticipatory guidance for their parents.

Major Tasks Genetics/Risk Factors Health Risks Health Promotion Safety/Injury Prevention Vaccine Schedule

Discuss techniques to enhance communication across the life span and cultural boundaries

Make considerations for: -Culture -Non-english speaking (interpretor) -Age: Infant, Children, Adolescent, Elder -Physical

Infant (Genetics; identification of risk factors)

Maternal age Maternal reproductive history Maternal disease Ethnic background Family history

non verbal communication

Message components other than words that generate meaning, 60-70% of communication, includes: physical appearance, body movement, facial expressions, touch, vocal characteristics/sound. *Importance: identify/express emotions, establish power/influence, create impressions, define relationships, deception

Differentiate levels of anxiety (mild/moderate), the precipitating stressors and applicable coping responses.

Mild stress may cause a person to focus and problem solve. Stimulating, motivating and challenging. Moderate stress may cause better focus, selective inattention, good problem solving, less able to multi-task, uses coping skills effectively, heightened ability to learn

Cues to Action

Modifying factors plus _ _ _ (mass media, advice, reminders, illness, reading material) influence the perceived threat of the specific disease External (posters) or internal (cough, pain) stimuli that prompt threat & action (ex. receiving reminder messages to get tested -such as posters held up around campus)

Lead Poisoning (Management)

Monitor & Screening Identification & Removal of the source

SCHOOL-AGE (Safety/Injury Prevention)

Motor vehicle Pedestrian accidents Bike crashes Firearms Burns *Reinforce 911 teaching*

PRESCHOOL AGE (Safety/Injury Prevention)

Motor vehicle Pedestrian accidents Drowning Burns *Teach 911 calls*

Infant (Safety/Injury Prevention)

Motor vehicles Drowning Burns Poisoning Falls Choking/suffocation Strangulation

Wellness diagnosis

No problem exists; the client desires a higher level of wellness.

Appropriate nursing diagnosis determination

Nursing Diagnosis via Maslow's Hierarchy of Needs rank priority: Anxiety due to hospital stay: (safety and security) Moderate Ineffective Coping; (Self-esteem) Low Ineffective airway clearance realted to excessive secretions: (Physiological) High

Nursing Metaparadigm

Nursing worldview that distinguishes the nursing profession from other disciplines and emphasizes its unique functional characteristics. The four key concepts: 1) Person, 2) environment, 3) health and 4) nursing ...are foundations for all nursing theories.

Sender and Receiver

One who encodes and one who decodes the message

self efficacy

One's belief in his or her own ability.

Stress Management: Balancing Factors

Perception of the event Situational support Coping mechanisms

Working Phase (phase 3)

Phase of the therapeutic nurse-client relationship in which we use problem-solving model to work toward achievement of established goals Develop mutuality Facilitate expressions of thoughts and feelings Define concern Explore possible solutions Develop realistic plan

Forms of Child Abuse

Physical Emotional Sexual Neglect Many Forms

Lead Poisoning (Physical Response)

Physical Response: Anemia Renal damage Neurological damage Encephalopathy Other Vomiting Abdominal pain Constipation Headache

Manslow's Hierarchy of Needs

Physiological needs: Physical needs: food/water/shelter/clothing Security Needs: basic social security in a family/society that protects against violence. Love and belonging needs: Need to belong, receive and give love, appreciation, friendship. Esteem Need: The need to be a unique individual with self-respect and to enjoy general esteem from others. Experience purpose needs: Meaning and realising all inner potentials. The need for self actualization: reaching toward the best person we can be, realizing our true intellectual and emotional potential

Teaching plan components

Plan / Implement -Content...what is the information you want to present to your client. -Teaching strategies: methods and tools to be used to teach content. -Lecture, video, demonstration, simulation, songs... Implementation of the teaching plan. Evaluate -Were the learning outcomes (objectives) met? -What tool was used to evaluate? -Written / oral quiz -Return demonstration -Evaluate the teaching process Objectives: Type of objective? After the presentation, the child will verbalize three ways of staying safe while crossing the street. After the presentation, the child will demonstrate three ways of staying safe while crossing the street. After the presentation, the child will understand three ways of staying safe while crossing the street.

Referent

Power given to an individual due to respect and/or desire to be similar to that individual

Differentiate the nursing roles regarding vision and hearing screening for preschoolers and school-age children

Preschoolers (9 and younger) should be screened annually for distance visual acuity, stereo-acuity, and color deficiency (one time.) School-aged children (Ages 10 and older) should be screened every other year for Distance, visual acuity. Vision deficits are a common problem in the preschool and school age population. Early detection and treatment of these deficits will lessen the possibility of any damaging long-term effects and may have a direct impact on each child's academic performance. School-age hearing screenings are an integral tool in identifying children with hearing loss who were not identified at birth, lost to follow-up, or who developed hearing loss later. Without mandated routine hearing screenings in schools, students with unilateral, less severe or late onset hearing loss may not be identified or will be misdiagnosed and managed.

Abraham Maslow

Progressive stages of personal growth. Field: humanism; Contributions: hierarchy of needs-needs at a lower level dominate an individual's motivation as long as they are unsatisfied, self-actualization, transcendence.

Erik Erickson

Psychosocial development A neo-Freudian psychologist that hypothesized that people face pass through 8 social development stages from infancy to old age. Each challenge has an outcome that affects a persons social and personality development.

Rubeola

Rash 3-4 days on face, spread downward. Koplik spots are present in mouth.

Infant (Health Promotion)

Recommended schedule for health supervision Early periodic screening detection & treatment Safety Build healthy lifestyle from birth Sensory stimulation Nutrition Sleep

4x Buffers affecting Stress Response

Resilience Hardiness Attitude Optimism

Lead Poisoning Risk Factors

Risk Factors: Under 6 years old Houses built before 1980 Sibling with lead poisoning Family members with lead related occupations/hobbies

Nursing theory development

Scholarly inquiry. Nurse leaders: 1) Henderson, Rogers, Watson, Peplau Linked to evidenced-based practice

Toddler (Health Promotion)

Screenings Safety Nutrition Sleep Play

Low Self-Esteem Behaviors

Self criticism Self diminution Guilt and worry Physical manifestations Postponing decisions Punishing self Disturbed relationships Withdrawal from reality Self destructive Other destructive Illusions Exaggerated sense of self Boredom Polarizing view of life

Empowerment

Self efficacy (own ability) Self esteem Value Mutuality

Stress Interventions

Self-awareness Healthy diet Exercise Sleep Cognitive restructuring Social support Empathy Communication Recreation Spiritual practice Values clarification Goals Humor

Traits for therapeutic effectiveness

Self-awareness Openness Self confidence & Strenght Genuineness Concern for the individual Knowledge Sensitivity Acceptance Creativity Ability to focus and confront Ability to empathize

General Adaptation Syndrome (GAS)

Selye's concept of the body's adaptive response to stress, can only last so long before exhaustion sets in, in three stages: Stressor < Perception = Decision, a) safe, GAS stops b) Danger, GAS continues: Stage 1) alarm reaction (mobilize resources) [coping behavior], Effective GAS stops, ineffective = Stage 2) resistance (fight or fligh, cope with stressor) Stage 3) exhaustion. (reserves depleted, disease, collapse, or death)

Functions of Communication

Send & Receive Messages Arrive at conclusions; reconstruct past; look to future. Begin and/or modify physiologic process Influence others.

Deciding what conditions should be screened: (Three Questions)

Significance? Can disease be screened? Should disease be screened? Ethical decision: Health care ethics Economic ethics Criteria for screening: Effect on longevity High prevalence to justify cost More successful treatment if found early Asymptomatic period Acceptable method of treatment

Severe anxiety

Significant reduction in perceptual field Focus on specific detail All behavior is aimed at relieving anxiety Much direction is needed to refocus

Importance of caring (the basis for nursing practice)

Situation-specdific Caring for self and colleagues

Social Marketing

Social marketing: The use of marketing principles and techniques to influence a target audience to voluntarily accept, reject, modify or abandon a behavior for the benefit of individuals, groups, or society as a whole.

Analyze the factors that contribute to the heightened vulnerability of infants through preschoolers to injury and abuse.

Some children are more vulnerable to the effects of child maltreatment than others. In general, very young children (infants, toddlers, and preschoolers), preverbal children, and children with developmental delays or physical or medical conditions are more likely to experience serious and permanent harm from both physical abuse and neglect. Additionally, these conditions may cause increased stress for parents.

Lead Poisoning Sources:

Sources: Old paint Glazes on pottery Water pipes Unwashed vegetables Folk remedies & cosmetics Dirt/dust

Differentiate between stress, stressor, eustress, and distress

Stress: The non specific response of the body to a stressor. Stressor: Life events that place a challenge, threat or demand upon an individual. Eustress: Good stress, healthy stress. Positive feeling. Distress: negative stress, extreme anxiety, sorrow, or pain

Environment

Surroundings

Therapeutic Use of Self

The ability to use one's personality consciously and in full awareness in an attempt to establish relatedness and to structure nursing interventions.

Outcomes Measures

The assessment of what happens or does not happen to a patient as a result of healthcare processes provided.

Nursing Paradigm

The elements of the nursing paradigm direct the activity of the nursing profession, including knowledge development, philosophy, theory, educational experience, research, and practice.

Differentiate between self-concept and self-esteem.

The key difference between self-concept and self-esteem is that the addition of feelings. Self-concept is simply the informational side of things, where you know facts about what you are like. Self-esteem is how you feel about those things you know, like whether you enjoy the fact that you are talkative at parties (high self-esteem) or you think that you are annoying and need to learn to shut up sometimes (low self-esteem). There are a variety of self-esteem effects that can come from the self-concept.

Cognitive domain

The learning area of intellectual ability

Watson's Theory

The purpose of nursing action is to understand the interrelationship among health, illness, and human behavior. Watson's theory of transpersonal caring

Feedback

The receiver's response to a message

Hildegard Peplau

Theory of interpersonal relationships Described nurse-client relationship as the foundation of nursing practice. Defined the developmental phases of relationship.

Termination Phase (phase 4)

Third and final stage of the therapeutic relationship that focuses on evaluation of goal achievement and effectiveness of treatment Evaluate goal achievement Identify clients strengths/areas of improvement Discuss termination If needed, develop follow up plans or referrals

Health Education (4)

This Responsibility includes educating people to make informed decisions about health care and treatment; healthy lifestyles; health promotion; disease prevention, and achieving peaceful death. Combination of planned learning experiences based on sound theories that allow individuals, groups, communities the ability to acquire information and skills to make health decisions. "To help individuals, families, and communities achieve optimal states of health, through their own actions and initiative."

Orientation Phase (phase 2)

This phase begins when the nurse and client meet and ends when the client begins to identify problems to examine. Establish effective contact Identify clients needs Verbalize mutuality; health goals Establish therapeutic contract

Implement

To carry out

Leininger's Theory

Transcultural nursing focuses on the analyses of different cultures in the world regarding their caring behavior, nursing care, health-illness values, with the goal of developing a scientific and humanistic body of knowledge from which to derive culture-specific and culture universal nursing care practices.

Collaborative problems

Type of potential problem that nurses manage using both independent and physician prescribed interventions.

Nursing theory

Used to: 1) Describe 2) Predict and 3) Control phenomenon. Differentiates nursing from other disciplines and activities by serving the purposes of describing, explaining, predicting, and controlling desired outcomes of nursing care practices. "Theory-based nursing care helps ensure consistency and constancy of professional nursing practice across clinical settings"

Sigmund Freud

Value of talking about painful experiences. Austrian physician whose work focused on the unconscious causes of behavior and personality formation; founded psychoanalysis.

Forms of communication

Verbal & Non-verbal

Self Perceptions

Views of self

Concept Map and determination of data obtained

Visual map of concepts. Large boxes/circles represent most important concepts. Lines represent connections between concepts. Client in middle and boxes "health categories" surround it. Arrows show relationships between boxes. Visual/Graphic Representation of Ideas and Relationships Combines Art/Science Whole "Brained" Imaginative & creative abilities AND Organizational & analytical skills

Carrier

a person infected with a pathogen (without apparent disease)

Actual nursing diagnosis

a problem exists. Composed of the problem statement, related factors and signs/symptoms

Self-Concept

all our thoughts and feelings about ourselves, in answer to the question, "Who am I?"

Coping mechanisms

any thought or action that is aimed at reducing stress... Theory: problems arise from a failed attempt to deal with anxiety, described patterns of behavior which arise from the attempt to deal with the anxiety: moving towards people, moving against people, moving away from people.

School-Age (Primary Prevention Immunization Requirements)

as recommended.

Tertiary Examples:

cardiac or stroke rehabilitation programs, chronic disease management programs (e.g. for diabetes, arthritis, depression, etc.) support groups that allow members to share strategies for living well vocational rehabilitation programs to retrain workers for new jobs when they have recovered as much as possible

Benner and Wrubel

caring is central to essence of nursin

Varicella

chicken pox, Macular rash. rapid progression to paular racsh, then vesicles, eventually crusts.

Mutuality

client involvement in the therapeutic relationship.

Preschool Age (Primary Prevention Immunization Requirements)

continuing series

Diagnose

determine the cause a broad, global statement that identifies the health behavior change that will be achieved by the end of the education plan. It is not measurable in exact terms.

Eudaimonistic model of health

emphasizes that wholeness of the individual is essential to maintaining good health, including biopsychosocial and spiritual well-being; in this model, health enables the person to achieve happiness and joy

Interpersonal variable

factors within both the sender and receiver that influence communication. Perception is one such variable. Others include educational and developmental levels, sociocultural backgrounds, values and beliefs, emotions, gender, physical health status, and roles and relationships.

Roy's Theory

goal is to help the patient adapt 4 adaptive modes- physiological needs, self-concepts, role function, interdependence

Henderson's Theory

help patient perform 14 basic needs through physiological, psychological, sociocultural, spiritual and developmental domains

self-esteem

how much you value, respect, and feel confident about yourself

Modifying Variables

individual characteristics that can influence perception (Ex. culture, education, experience, motivation)

Prodromal period

interval between the earliest symptoms and the appearance of the rash or fever

Primary examples:

legislation and enforcement to ban or control the use of hazardous products (e.g. asbestos) or to mandate safe and healthy practices (e.g. use of seatbelts and bike helmets) education about healthy and safe habits (e.g. eating well, exercising regularly, not smoking) immunization against infectious diseases.

Evaluate

make an appraisal by weighing up the strengths and limitations.

Channel

method of transmitting and receiving a message (received via sight, hearing, and/or touch)

Transtheoretical Model of Change

model argues that different interventions and information needs to be tailored to match the particular stage an individual is in at the time: 1) Pre-Contemplation (no intention) 2) Contemplation (considering change) 3) Planning (serious thinking to change) 4) Action (behavior change) 5) Maintenance (sustaining) 6) Self Efficacy (Belief in self) As people attempt to change their behavior, they move through a variety of stages using different processes to help them get from one stage to the next until a desired behavior is attained.

Maternalism

motherhood

Extrinsic Stress

no control over such as the death of a family member

Practical reflection

our efforts to understand our conduct are aided by our reciprocal efforts to make it intelligible. How we figure out what and why we have behaviors.

Significant Others

people, such as parents, who have special importance for socialization

Poliomyelitis

permanent paralysis may occur inflammation of the gray matter of the spinal cord caused by a virus, commonly resulting in spinal and muscle deformity and paralysis

Secondary examples:

regular exams and screening tests to detect disease in its earliest stages (e.g. mammograms to detect breast cancer) daily, low-dose aspirins and/or diet and exercise programs to prevent further heart attacks or strokes suitably modified work so injured or ill workers can return safely to their jobs.

Hardiness

stress-protective factor cromprising of three beliefs: commitment, control (internal locus), challenge (look at situations as challenges or opportunities not threats)

Crisis

stresses can become overwhelming, leading to crisis-related anxiety and debilitating depression. Depression Anxiety Scattered, unfocused thinking Self-doubt Loss of motivation Lack of patience or irritability Paranoia Phase 1) Problem threatens self-concept = anxiety Phase 2) Usual problem solving does not work, try trial and error = +anxiety & disorganized. Phase 3) Trial & error does not work = panic, withdrawal and flight Phase 4) serious personality disorganization = CRISIS

Clinical model of health

the absence, and illness by the conspicuous presence, of signs and symptoms of disease. People who use this model may not seek preventive health services or they may wait until they are very ill to seek care. The clinical model is the conventional model of the discipline of medicine.

Orem's theory

the goal of nursing is to increase the patients ability to independently meed these needs; care for and help patient attain total self care; nursing care is necessary when the patient is unable to fulfill biological, psychological, developmental, or social needs.

Resilience

the personal strength that helps most people cope with stress and recover from adversity and even trauma

Nursing Diagnosis

this stage of the nursing process is then the nurse makes a clinical judgement about individual, family, or community responses to actual or potential health problems or life processes

Period of Communicability

time during which an infected host can transmit the infective agent.

Assess

to evaluate