NURSING exam 1

unintentional tort

o Negligence \n o Malpractice

tort

a wrong committed by a person against \n another person or that person’s property; tried in \n civil court \n o Intentional \n o Unintentional

cohabitating adults

unmarried adults; communal or group \n marriages

Spiritual dimension

spiritual beliefs and values

Theory of Animism

Good spirits brought health; evil spirits brought \n sickness and deathRoles of nurse and physician separate and \n distinct: physician as medicine man; nurse as \n caring mother

Nursing

Promotion of health, prevention of \n illness, advocacy, promotion of a safe environment, \n research, participation in shaping health policy, and \n education

ANA definition—Social policy statement

Patient is central focus of all definitions \n Includes physical, emotional, social, and spiritual \n dimensions of the patient

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promoting health

Identifying, analyzing, and maximizing each \n patient’s individual strengths as components of \n preventing illness, restoring health, and facilitating \n coping with disability or death

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preventing illness

Reducing the risk of illness, promoting good health habits, and \n maintaining optimal functioning

Nurses prevent illness primarily by teaching and by personal \n example \n Educational programs in areas such as prenatal care for \n pregnant women, smoking-cessation programs, and stress- \n reduction seminars \n Community programs and resources encouraging healthy \n lifestyles \n Literature, TV, radio, or Internet information on healthy diet, \n exercise, and good health habits \n Health assessments in institutions, clinics, and community \n settings that identify areas of strength and risks for illness

restoring health

Focus on the person with an illness and are \n considered to be the nurse’s responsibility \n Performing assessments that detect an illness \n Referring questions and abnormal findings to other \n health care providers, as appropriate \n Providing direct care to the person who is ill \n Collaborating with other health care providers \n Planning, teaching, and carrying out rehabilitation \n for illnesses \n Working in mental health and chemical-dependency \n programs

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facilitating coping with disability and death

Maximizing person’s strengths and potentials

Patient teaching \n Referral to community support systems \n Providing end-of-care \n Hospice programs

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nursing practice acts

Define legal scope of nursing practice

Create a state board of nursing to make and enforce \n rules and regulations

Define important terms and activities in nursing, \n including legal requirements and titles for RNs and \n LPNs \n Establish criteria for the education and licensure of \n nurses

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resilience

An individual’s aptitude for overcoming an adverse \n life circumstance with a hopeful attitude

Utilizing healthy internal coping mechanisms \n Utilizing external resources, such as supportive work \n environments, mindfulness-based stress reduction \n training, and assertive communication skills training

Nursing Social Policy Statement of Issues Nurses Address #1

Promotion of health and wellness \n Promotion of safety and quality of care \n Care, self-care processes, and care coordination \n Physical, emotional, and spiritual comfort, \n discomfort, and pain \n Adaptation to physiologic and pathophysiologic \n processes \n Emotions related to the experience of birth, growth \n and development, health, illness, disease, and death \n Meanings ascribed to health, illness, and other \n concepts

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Nursing Social Policy Statement of Issues Nurses Address #2

Linguistic and cultural sensitivity \n Health literacy \n Decision making and the ability to make choices \n Relationships, role performance, and change \n processes within relationships \n Social policies and their effects on health \n Health care systems and their relationships to \n access, cost, and quality of health care \n The environment and the prevention of disease and \n injury

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Nightingale influences

Nightingale influences \n Demonstrating efficient and knowledgeable care \n Defining nursing practice as separate and \n distinct \n Differentiating between health and illness \n nursing \n

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Societal influences

Shift to planned educational curriculum \n Women entering the workforce due to war \n Shift of nursing to a science

deductive reasoning

examines general ideas and \n considers specific actions or ideas \n

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Inductive reasoning

builds from specific ideas or \n actions to conclusions about general ideas

evidence-based practice

Problem-solving approach to making clinical \n decisions using the best evidence available \n Blends both the science and the art of nursing so \n that the best patient outcomes are achieved \n May consist of specific nursing interventions or may \n use guidelines established for the care of patients \n with certain illnesses, treatments, or surgical \n procedures \n The use of EBP mandates the analysis and \n systematic review of research findings

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steps in implementing EBP

Formulate the burning clinical questions \n Search for and collect the best evidence \n Critically appraise the evidence (validity, reliability, \n applicability) \n Integrate the evidence with clinical expertise and \n patient/family to make the best clinical decision \n Evaluate the outcomes of the practice decision or \n change based on evidence \n Disseminate the outcomes of the EBP decision or \n change

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quality improvement

Systematic and continuous actions that lead to \n measurable improvement in health care services and \n the health status of targeted patient groups \n Systems that affect patient access \n Care provision that is evidence based \n Support for patient engagement \n Coordination of care \n Cultural competence and patient-centered \n communication

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health

a state of complete physical, mental, and \n social well-being, not merely the absence of disease \n or infirmity \n Each person defines health in terms of their own \n values and beliefs \n Family, culture, community, and society also \n influence perception of health

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How is the health of the public measured globally?

Morbidity—how frequently a disease occurs \n Mortality—number of deaths resulting from a \n disease

wellness

an active state of being healthy by living \n a lifestyle promoting good physical, mental, and \n emotional health

disease

medical term, referring to pathologic \n changes in the structure or function of the body or \n mind

illness

the unique response of a person to a \n disease; an abnormal process involving changed \n level of functioning

acute illness

Generally has a rapid onset of symptoms and lasts only a \n relatively short time \n Examples: appendicitis, pneumonia, diarrhea, common \n cold

chronic illness

Slow onset, sometimes with periods of remission and \n exacerbation \n Permanent change or is caused by irreversible alterations \n in normal state \n Requires long period of support

health equity

attainment of the highest level of health for all \n people

health disparity

particular type of health difference that is \n closely linked with social, economic, and/or environmental \n disadvantage \n Influenced by race and ethnicity, poverty, sex, age, mental \n health, educational level, disabilities, sexual orientation, health \n insurance, and access to health care

social determinants of health

conditions in the environments \n in which people are born, live, learn, work, play, worship, and \n age that affect a wide range of health, functioning, and quality \n of life outcomes and risks

diversity

welcoming individuals of different race, \n religion, nationality, culture, age, sexual orientation, \n and identity

inclusion

Inclusion: giving everyone a sense of purpose and \n belonging

equity

ensuring that everyone has access to the \n conditions they need to thrive \n Vulnerable populations

physical dimension

genetic inheritance, age, \n developmental level, race, and gender

emotional dimension

how the mind affects body \n function and responds to body conditions

intellectual dimension

cognitive abilities, \n educational background, and past experiences

environmental dimension

housing; sanitation; \n climate; pollution of air, food, and water

sociocultural dimension

economic level, lifestyle, \n family, and culture

primary

directed toward promoting health and \n preventing the development of disease processes or \n injury \n Examples are immunization clinics, family \n planning services, poison-control information, \n and accident-prevention education

secondary

focus on screening for early detection of \n disease with prompt diagnosis and treatment of any \n found \n Examples are assessing children for normal \n growth and development and encouraging \n regular medical, dental, and vision examinations

tertiary

begins after an illness is diagnosed and \n treated, with the goal of reducing disability and \n helping rehabilitate patients to a maximum level of \n functioning \n Examples include teaching a patient with \n diabetes how to recognize and prevent \n complications, using physical therapy to prevent \n contractures in a patient who has had a stroke \n or spinal cord injury, and referring a woman to a \n support group after removal of a breast because \n of cancer

The Health Belief Model (Rosenstock)

Concerned with what people perceive to be true \n about themselves in relation to their health \n Modifying factors for health include demographic, \n sociopsychological, and structural variables \n Based on three components of individual perceptions \n of threat of a disease \n Perceived susceptibility to a disease \n Perceived seriousness of a disease \n Perceived benefits of action

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The Health Promotion Model (Murdaugh)

\n Developed to illustrate how people interact with \n their environment as they pursue health \n Incorporates individual characteristics and \n experiences and behavior-specific knowledge and \n beliefs, to motivate health-promoting behavior \n Personal, biologic, psychological, and sociocultural \n factors are predictive of a certain health-related \n habit \n Health-related behavior is the outcome of the model \n and is directed toward attaining positive health \n outcomes and experiences throughout the lifespan

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The health-illness continuum #1

Conceptualizes a person’s level of health \n Views health as a constantly changing state with \n high-level wellness and death on opposite sides of a \n continuum \n Illustrates the dynamic (ever-changing) state of \n health as a person adapts to changes in internal and \n external environments to maintain a state of well- \n being

Agent-host-environment model (Leavell and Clark)

Views the interaction between an external agent, a \n susceptible host, and the environment as causes of \n disease in a person \n It is a traditional model that explains how certain \n factors place some people at risk for an infectious \n disease \n These three factors are constantly interacting, and \n a combination of factors may increase the risk of \n illness \n The use of this model is limited when dealing with \n noninfectious diseases

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Stages of Change Model

Used by counselors addressing behaviors including \n injury prevention, addiction, and weight loss \n Stages \n o Precontemplation \n o Contemplation \n o Determination: Commitment to Action \n o Action: Implementing the Plan

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characteristics of basic needs/Maslow

Their lack of fulfillment results in illness \n Their fulfillment helps prevent illness or signals \n health \n Meeting basic needs restores health \n Fulfillment of basic needs takes priority over other \n desires and needs when unmet \n A person feels something is missing when a need is \n unmet \n A person feels satisfaction when a need is met

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Physiologic needs

Must be met at least minimally to maintain life: \n o Oxygen, water, food \n o Balance between intake and elimination of fluids \n o Elimination \n o Temperature \n o Sexuality \n o Physical activity \n o Rest

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safety and security needs

Second in priority \n Have both physical and emotional components \n Being protected from potential or actual harm \n Examples of interventions to meet these needs: \n o Using proper hand hygiene to prevent infection \n o Using electrical equipment properly \n o Administering medications knowledgeably \n o Skillfully moving and ambulating patients

love and belonging needs

Third in priority; often called higher-level needs \n Understanding and acceptance of others in both \n giving and receiving love \n The feeling of belonging to groups such as families, \n peers, friends, a neighborhood, and a community \n Unmet needs produce loneliness and isolation \n Example of interventions to meet these needs: \n o Including family and friends in care of a patient \n o Establishing a trusting nurse–patient relationship

self-esteem needs

Need for a person to feel good about oneself, to feel \n pride and a sense of accomplishment, and to believe \n that others also respect and appreciate those \n accomplishments \n Positive self-esteem facilitates the person’s \n confidence and independence \n Factors affecting self-esteem: \n o Role changes \n o Body image changes

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self-actualization needs

\n Highest level on the hierarchy \n Acceptance of self and others as they are \n Focus of interest on problems outside oneself \n Ability to be objective \n Feelings of happiness and affection for others \n Respect for all people \n Ability to discriminate between good and evil \n Creativity as a guideline for solving problems and \n pursuing interests

family

any group of people who live together and depend on \n one another for physical, emotional, and financial support

nuclear family

traditional family; two parents and their \n children

extended family

includes aunts, uncles, and grandparents

blended family

two parents and their unrelated children from \n previous relationships

single-parent family

may be separated, divorced, widowed, or \n never married

environmental health

Aspect of human health determined by physical, \n chemical, biologic, and psychosocial factors in the \n environment \n Quality of air \n Climate change/crisis \n Climate actions \n Reducing waste in clinical settings

altruism

concern for welfare and well-being of \n others

autonomy

right to self-determination

(B and C) Respect rights of patients to make health \n care decisions

human dignity

respect for inherent worth and \n uniqueness of individuals and populations

integrity

acting according to code of ethics and \n standards of practice

social justice

upholding moral, legal, and \n humanistic rights

ethics

a systematic study of principles of right and \n wrong conduct, virtue and vice, and good and evil as \n they relate to conduct and human flourishing

bioethics

ask questions such as what kind of \n person should I be; what are my duties and \n obligations to other people; what do I owe the \n common good or the public?

nursing ethics

subset of bioethics; formal \n study of ethical issues that arise in the \n practice of nursing

morals

personal or communal standards of right \n and wrong

utilitarian

The rightness or wrongness of an action \n depends on the consequences of the action

deontologic

An action is right or wrong independent \n of its consequences

nonmaleficence

\n Avoid causing harm

beneficence

Benefit the patient

justice

Give each their due and act fairly \n Nurses add fidelity, veracity, accountability, privacy, \n confidentiality

Characteristics of the care-based approach to bioethics

Centrality of the caring relationship \n Promotion of dignity and respect for patients as \n people \n Attention to the particulars of individual patients \n Cultivation of responsiveness to others \n Redefinition of fundamental moral skills to include \n virtues

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moral agency

the capacity to be ethical and do the \n ethically right thing for the right reasons

purpose of the code of ethics for nurses

It is a succinct statement of the ethical obligations \n and duties of every nurse \n It is the profession’s nonnegotiable ethical standard \n It is an expression of nursing’s own understanding of \n its commitment to society

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ICN Guidelines to Achieve purposes of code of ethics

Study the standards under each element of the code \n Reflect on what each standard means to you \n Discuss the code with coworkers and others \n Use a specific example from experience to identify ethical \n dilemmas and standards of conduct in the code \n Work in groups to clarify ethical decision making, and reach \n consensus on standards or ethical conduct \n Collaborate with other professionals to apply standards in \n practice, education, management, and research

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Bill of Rights for Registered nurses #1

The right to: \n o Practice in a manner that fulfills obligations to \n society and to those who receive nursing care \n o Practice in environments that allow them to act \n in accordance with professional standards and \n legally authorized scopes of practice \n o Work in an environment that supports and \n facilitates ethical practice, in accordance with the \n Code of Ethics for Nurses \n o Freely and openly advocate for themselves and \n their patients, without fear of retribution

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Bill of Rights for Registered nurses #2

The right to: \n o Receive fair compensation for their work, \n consistent with their knowledge, experience, and \n professional responsibilities \n o Practice in a work environment that is safe for \n themselves and their patients \n o Negotiate the conditions of their employment, \n either as individuals or collectively, in all practice \n settings

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moral distress

occurs when you know the right thing \n to do, but either personal or institutional factors \n make it difficult to follow the correct course of action \n

moral resilience

the developed capacity to respond \n well to morally distressing experiences and to \n emerge strong

ways to build resilience

Cultivating good relationships \n Accepting that change is a part of living \n Refusing to view crises as insurmountable \n Nurturing a positive view of self and taking care of \n self \n Keeping things in perspective

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examples of ethical problems

Paternalism \n Deception \n Privacy and social media \n Confidentiality \n Allocation of scarce nursing resources \n Valid consent or refusal \n Conflicts concerning new technologies

Unprofessional, incompetent, unethical, or illegal \n physician practice \n Unprofessional, incompetent, unethical, or illegal \n nurse practice \n Short staffing issues \n Beginning-of-life issues \n End-of-life issues

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conflicts of commitment

The nurse’s primary commitment is to the patient, \n whether an individual, family, group, or community \n The nurse owes the same duties to self as to others, \n including the responsibility to preserve integrity, to \n maintain competence, and to continue personal and \n professional growth \n Nurses cannot give to their patients what they don’t \n have; they must take care of their own basic needs \n in order to be there for their patients

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advocacy in nursing practice

Primary commitment to the patient \n Prioritization of good of individual patient rather \n than society in general \n Evaluation of competing claims of patient’s \n autonomy and patient well-being

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law

Standard or rule of conduct established and enforced by \n government \n o Designed to protect the rights of the public

public law

government is directly involved \n o Regulates relationships between individuals and \n government

private law

civil law \n o Regulates relationships among people

criminal law

concerns state and federal criminal statutes \n o Defines criminal actions (e.g., murder, theft)

constitutions

serve as guides to legislative bodies

statutory law

enacted by a legislative body

administrative law

empowered by executive officers

common law

judiciary system reconciles \n controversies, creates body of common law

litigation

process of bringing and trying a lawsuit

plaintiff

person bringing suit

defendant

person being accused of a crime \n o Presumed innocent until proven guilty

crime

wrong against a person or the person’s \n property as well as the public

misdemeanor

punishable by fines or less than 1 \n year imprisonment

felony

punishable by imprisonment for more \n than 1 year

intentional tort

\n o Assault and battery \n o Defamation of character \n o Invasion of privacy \n o False imprisonment \n o Fraud