1F03 exam

Feedback

response to our actions, evaluation or appraisal

* the difference between what a student has learned - i.e, the academic progress he or she has made- and what the student was expected to learn at a certain point in his or her education, such as a particular age or grade level

feedback inquiry

seeking info; inquiry-based learning includes questioning and stimulates learners' curiosity to explore and gain knowledge (applying knowledge is not emphasized)

concept map

* organize info, contains links, cluster data


* visually demonstrates relationships between data


* a teaching and learning strategy recently added to the nursing discipline
* guides critical thinking to allow logical flow of though and planning. The foundation of concept mapping and its use in identification of key problems or concepts are supported in the literature from various disciplines

identifying learning gaps

identifying the difference between what a student learned and what they were expected to learn at a particular age/grade.

learning question

questions that cannot be answered with current knowledge

life long learning

* learning throughout life; diverse, flexible, promotes learning at different places and beyond traditional schooling


* therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability

narrative (medicine)

wholesome medical approach that recognizes the values of patients' narratives in clinical practices, research and education as a way to promote healing

person-based learning

* tutor and student roles
* begins with a person's story narrative or subjective experience called a care scenario
* discussion and learning center around the person’s experience and healthcare
* discussion and learning center around the persons experience and health care
* small groups of 6-12 members to allow collaboration and students learn from each other and learn communication techniques
* critical thinking and reflection to evaluate learning strategies and resources

problem based learning .

* places students in small groups to solve clinical problems and to collaboratively and independently learn how to care for patients
* the learning that results from the process of working towards the understanding of, or resolution of, a problem
* presents a health care issue

self-directed learning

* a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes
* students identify and use learning resources and evaluate the learning outcome

small group learning

* may or may not be case-bases; collective resources of groups enhances individuals learning
* thus, high level group functioning is key to success
* tutor plays a crucial role helping the group set norms, ensure dynamics

student centeredness

refers to a wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and group of students

tutor

● facilitates and supports the learning process \n ● key attributes: enthusiasm, patience, involvement, coaching \n ● balance of content and group process skills \n ● trust the process \n ● know how and when to intervene \n ● flexible and adaptable \n ● be a role model

Group Norms (Implicit, Explicit)

rules and responsibilities that you have in a group

Group task functions/roles

rules and responsibilities that you have in a group

what are the 7 types of group roles?

1. Encourager-Supporter: Give praise, encouragement, listens empathically and agrees with members
2. Harmonizer: Resolves conflicts, emphasize teamwork
3. Compromiser : Makes suggestions to reach consensus
4. Tension Releaser: Breaks ice, cool hot tempers, relaxes the group
5. Gatekeeper: Flow of communication: encourages quiet members to speak + silences talkative ones
6. Observer-Commentator: Explains what others are trying to say
7. Follower: Aka attentive audience: supports group, accepts ideas and assignments

group maintenance roles

behaviors that help the group engage in constructive interpersonal relationships, and help members fulfill personal needs and derive satisfaction from group participation

disruptive behaviour

behaviours that may prevent a group from achieving its common goal. attacker, non-participant, egoist, clown

negotiation

behaviours that may prevent a group from achieving its common goal. attacker, non-participant, egoist, clown

followership

listening to others talking instead of giving insight. Following the "clan"

leadership

ability to make strategic decisions and communication to allow a group to get the job down efficiently/effectively. One person who usually guides others

Conformity

follow a set of rules/ideas that group has

non-conformity

not everyone agrees to the idea. It is used in a negative way

what are the self-centred roles

1. Aggressor: Puts down members, may take credit for others' work
2. Blocker: Blocks progress: is negative, disagreeable and delays work
3. Dominator: Prevents others from participating: asserts authority, manipulative, interrupts, monopolizes
4. Recognition seeker: Attention seeker: brags, tries to impress, pouts, disrupts
5. Clown: Distracting / goofs off
6. Deserter: Does not contribute: bored with the discussion
7. Self-confessor: Uses group for emotional support rather than contributing (ex. broke up with bf)
8. Help-seeker: Seeks sympathy, expresses insecurity, confusion + inferiority
9. Special interest pleader: Tries to influence the group to support a non-group interest

what are the group task roles?

1. Initiator- Contributor: proposes ideas and suggestions; provides direction for the group; gets the group started
2. Information seeker: asks for needed facts and figures; requests explanations and clarification of ideas; makes them aware of information gaps
3. Option seeker: asks for others opinions, tests for group opinions, discover what others believe or feel about an issue
4. Information giver: provides the group with relevant info; research, organizes and presents needed info
5. Opinion giver: says personal beliefs and interpretations; analysis and argument
6. Elaborator: helps explain ideas and suggestions by describing, giving examples and summaries
7. Coordinator: puts ideas and suggestions together
8. Orienteer: summarizes what has occurred, raises questions about the direction the discussion is taking to the group goal
9. Evaluator-critic: assess ideas and diagnose task; function+ groups critical thinker
10. Energizer: aka cheerleader: motivates members, creates enthusiasm and a sense of urgency
11. Procedural technician: assists with preparing meetings, suggests agenda, provide equipment
12. Recorder: keeps record of groups major ideas and decisions

knowledge

knowing that is expressed in a form that can be shared or communicated with others

knowledge of discipline

knowledge that has been collectively judged by standards shared by members of the disciplinary community and that is taken to be a valid and accurate understanding of elements and features that comprise the discipline

emancipatory knowledge

"The human capacity to be aware of and to critically reflect upon the social, cultural, and political \n status quo, and to figure out how and why it came to be that way. Awareness and critical reflection \n are essential to identify the inequities that are embedded in social and political institutions as well as \n to identify those cultural values and beliefs that need to change to create fair and equitable \n conditions for all." (p. 5-6) making changes that need to be changed \n \n e.g people with varying abilities (accessibility)

conditions for all." (p. 5-6) making changes that need to be changed

ethical knowing

"Ethics in nursing is focused on matters of obligation: what ought to be done...It involves \n making moment-to-moment judgements about what ought to be done, what is good and right, \n and what is responsible. Ethical knowing guides and directs how nurses morally behave in their \n practices, what they select as being important, where their loyalties are placed, and what \n priorities demand advocacy."

personal knowing

"Personal knowing in nursing concerns the inner experience of becoming a whole, aware, \n genuine Self. Personal knowing encompasses knowing one's own Self and the Self in relation to \n others."

aesthetic knowing

"Aesthetic knowing in nursing involves deep appreciation of the meaning of a situation and calls \n forth inner resources that transform experience into what is not yet real, bringing to being \n something that would not otherwise be possible. . . Aesthetic knowing in practice is expressed \n through the actions, bearing, conduct, attitudes, narrative, and interactions of the nurse in \n relation to others. It also is formally expressed in art forms such as poetry, drawings, stories, \n and music that reflect and communicate symbolic meanings embedded in nursing practice." (p. \n 9-10) \n Eg. Judging someone's character: nurse sees a patient is in distress in a certain area

empirical/scientific knowing

"Empirics as a pattern of knowing is grounded in science and other empirically based \n methodologies...empirics assumes that what many people observe and agree upon is an \n objective truth... Empiric knowing is expressed in practice as scientific competence by means of \n competent action grounded in scientific knowledge, including theory."

empathy

the ability to understand and share feelings of another

praxis

accepted practice or custom, as distinguished as theory. Reflecting on a situation, and putting forth the action to find a solution

scientific paradigm

distinct set of concepts of thought patterns, including theories, research methods, postulates and standards for what constitutes legitimate contributions to a field

Therapeutic use of self

ability of a caregiver to use his or her personality "consciously and in full awareness in an attempt to establish relatedness and to structure nursing interventions

information literacy

the ability to identify what information is needed, understand how the information is organize, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information

background learning question

usually general and fill in gaps in background knowledge such as pathophysiology or risk factors for a specific condition/disease, or an overview of nursing theory. Ex. What is diabetes?

Foreground Learning Question

focused on a particular client problem. Eg. How does diet and exercise influence type 2 diabetes?

searching

the act of looking for a resource that suitably fits the topic one want to know

resources

valid, reliable, and strong information (written by credible sources), found within a certain source, that aids in supporting arguments

Objectivity/Disclosure

the quality of being objective and lacking any form of bias // making new information known

Resource Evaluation

use CRAAP test to determine if they are of good quality and contain reliable information

primary sources

original, uninterpreted information. Physical evidence or eyewitness testimony in trials

secondary sources

interpret, analyze, or summarize. Lawyers final summation or jury discussion in a court trial

tertiary sources

compile, index, or organize sources. Index that lists all the cases heard by this court during the year

authority

how qualified a certain person is to be writing about a certain topic

accuracy

the quality or state of being correct or precise.

purpose

consider or determine: why was this site created?

what does CRAAP stand for?

currency, relevance, authority, accuracy, purpose

academic integrity

moral code or ethical policy of academia; includes values such as avoidance of cheating or plagiarism; maintenance of academic standards; honesty and rigor in research and academic publishing

academic dishonesty

Knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage

Examples: \n ■ plagiarize \n ■ submit the same academic work to more than one course \n ■ submit academic work for assessment that was purchased or acquired from another source \n ■ copy or use unauthorized aids (e.g., cheat sheets, cell phones, etc.) in tests, examinations or laboratory reports \n ■ procure, distribute or receive an examination, test or course materials that are in preparation or storage for an academic assessment \n ■ alter a grade on academic work after it has been marked and using the altered materials to have the recorded grade changed \n ■ steal, destroy or tamper with another student's academic work

advocacy

acting on behalf of another person, speaking for persons who cannot speak for themselves, or intervening to ensure that views are heard; ethical responsibility; CAN advise nurses to advocate for all patients in their care by protecting their right to choice, providing information, obtaining informed consent and respecting patients decisions

ethics

Study of good conduct, character and motives (what is good and valuable for all people)

● Reflect explore values, behaviours, actions, judgements, justifications \n ● Code of Ethics: are examples of normative ethics in that they prescribe how members of a profession ought to act, given the goals and purposes of the profession serve as foundational ethical principles. \n ● Intended for nurses in all contexts and domains of practice (individuals, families, communities, public health care systems) \n ● Does NOT provide rules for behaviour for every circumstance, each is unique \n ● Does not offer guidance to which values take priority

integrity

the quality of being honest and having strong moral principles; moral uprightness

plagiarism

the practice of taking someone else's work or ideas and passing them off as one's own

professionalism

the competence or skill expected of a professional

scholarship

academic study or achievement; learning of a high level.

values

let you determine if an action is correct in a situation (influences behaviour)

● reflects cultural and social influences, relationships \n ● generates rights and duties, but varies among people \n ● you must be aware of your own values as well as those of patients, employers etc

scholarly format

academic writing in the style of MLA and APA

APA style

a writing style and format for academic documents such as journal articles and books. It is described in the style guide of the American Psychological Association (APA), which is titled the Publication Manual of the American Psychological Association.

● Used for term papers. Research reports, empirical studies, literature reviews, theoretical articles, methodological articles and case studies \n ● Title page, introduction, method, results, discussion, references, appendices \n ● Margins: 2.5cm \n ● 12-point font size, times new roman \n ● double space all text \n ● page number top right including title page \n ● no running head required \n ● title of page centered, name, institution, student number \n ● reference list alphabetized, hanging indent for all entries, double spaced

MLA style

documentation style is used in scholarship throughout the humanities, especially in English studies, modern languages and literatures, comparative literature, literary criticism, media studies, cultural studies, and related disciplines. \n ● The MLA Style Manual is one of two books on MLA documentation style published by the MLA. (Other one is the MLA Handbook and is aimed at secondary and post-secondary students and their teachers).

heath .objective process characterized by functional stability, balance, and integrity. Maximizing your potential

wellness

the stat of being in good health, especially as an actively pursued goal as well as the subjective experience of enhancing well-being

world health organization (WHO)

state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity

the medical approach to health

represents stability orientation to health, dominated western thinking for most of the 20th century and emphasizes that medical intervention restores health

Behavioural approach to health

traditional medical approach to health care was inadequate and further improvements in the environment, reductions in self-imposed risks and a greater knowledge of human biology is needed to improve health status. Started with the Lalonde report

socioenvironmental approach to health

health is tied to social structures (poverty); emphasizes the social context of health and the relationships between personal health behaviours and social and physical environments

empowerment

a persons ability to define, analyze, and solve problems - it is an important goral for health care providers

determinants of health

social and economic factors, physical environment and your behaviour and how it effects your development

Income and Social Status

(income distribution) poverty influences lack of resources available to support health, through higher levels of psychosocial stress and through health-threatening behaviours to cope with limited sources

social support networks

social support is linked with positive health outcomes, social isolation to stress and vulnerability to disease and risk behavior like smoking/substance abuse

education and literacy

low literacy skills = unemployment or minimal paying jobs

employment and working conditions

unemployment is linked to social deprivation, unhealthy coping behaviours and mental health problems

physical environment

exposure to air pollution, homelessness= risk of mental illnesses, suicide, injuries, assaults

biological and genetics

can prevent congenital defects via improved preconception + prenatal care

individual health practices

substance abuse, phsyical inactivity, poor nutrition

healthy child development

events from birth to 6 years of age can influence the child's health for their remaining life, education and care are important

health services

accessibility to hospital care, etc. public health service, immunizations

gender

can influence stereotypes, health status behaviours and care, Canadian women are more likely to experience extreme social exclusion and die prematurely due to heart disease, cancer, and suicide. Also consider sex-specific concerns (pregnancy, prostate cancer

culture

influences interactions within healthcare system, language difference is a barrier, prejudice may occur

social environment

health = freedom from discrimination, social exclusion limits ones access to health resources, health effects of family violence are devastating

health promotion

represents a comprehensive social and political process; embraces actions directed at strengthening the individuals' skills and capabilities as well as social, environmental and economic conditions

Process of enabling people to increase control over the determinants of health and improve their health

disease prevention

action to avoid illness/disease

1° Prevention

* Activities that protect against disease before signs and
symptoms occur
* Ex. immunizations, reducing risk (smoking, exposure to
pollution)

2° Prevention

Activities promote early detection of disease once \n pathogenesis occurred; promptly treated to halt disease \n - Ex. mammography, testicular self-exam

3° Prevention

* Activities in the convalescence (recovery) stage of
disease; directed toward minimizing residual disability & help
patients live with their limitations
* Ex. cardiac rehabilitation program after a myocardial
infarction

health ecology

an evolving view of health recognizes the interconnections between people and their physical & social environments; ecological perspective being multi-dimensional, extending from the individual to the surrounding community

disease

objective state of ill health, pathological process which can be detected by medical science; failure of a person's adaptive mechanisms to counteract stimuli and stresses adequately, resulting in functional disturbances

Ottawa charter on health promotion

● Response to growing expectations focused on the needs of industrialized regions on healthcare

● Process of improving health

● Goes beyond a healthy lifestyle to well-being

● A state of complete mental, physical and social well-being

evidence- informed decision making (EIDM)

the purposeful and systematic use of the best available evidence to inform various options and related decision making in practice, program development, and policy making

 

 

* Billions of dollars are spent annually on health-related research.
* It takes an estimated 15 years to get research into recommended policy and for practitioners to implement research 40% of the appropriate time in practice (Antman et al., 1992).
* Only 30 to 50% of people receive recommended care (Schuster et al., 1998).
* 30 to 40% of patients do not get treatments that have been proven to be effective (Grol, 2001).

evidence-based medicine (EBM)

the conscientious, explicit and judicious use of the current best evidence in making decisions about the care of individual patients

search

A clearly defined question or problem is the starting point for an effective literature search. A search strategy that begins with sources of quality __pre-processed research__ evidence will save time and lead to trustworthy and relevant results.

appraise

Relevant research evidence may include findings from quantitative or qualitative research from a variety of disciplines. Different types of questions call for different types of research methods. There are __critical appraisal__ tools tailored to each type of research question to assess the quality of the information you have found.

synthesize

Take into account the methodological strength of the research evidence and the results of all research findings relevant to the question. Determine if and how the results apply to your client/population. Form recommendations from the highest quality and most synthesized research evidence available.

Apply

Consider the patient/population and how will the research evidence fit with the other factors of the EIDM model (clinical state, setting, and circumstances; patient preferences and actions; health care resources; and clinical expertise).

implement

Identify potential facilitators and barriers to implementing a change in practice based on the research evidence. Develop strategies to overcome barriers to changing practice at the individual and organizational levels if needed.

evaluate

identify the outcomes that can be used to evaluate the effectiveness of implementing the change in practice

What is PICO?

P: patient or population

I: intervention

C: comparison

O: outcome