CHAP5: Personality over Time: Stability, Coherence, Change

Exam 2 Study Guide: Culture and Patient Education Exam Date: June 7, 2026 (Week 5) Course Objectives (COs 2, 3, 4, and 5) By studying this content, you should be able to: Identify how cultural beliefs and customs influence health and wellness practices Explain the influences of diversity, family, and socioeconomic issues on health choices Explore the nurse's roles in the process of teaching and learning within health and wellness promotion Compare the nursing process to the learning process as it applies to health promotion teaching Major Topics to Study 1. Cultural Competence Key Concepts: Cultural Humility: The ability to accept and value the ways in which people differ and support them in a manner that is respectful Cultural Assessment: Six areas to evaluate when caring for culturally diverse clients: Health Beliefs and Practices: How clients define health/illness, treat illness, attitudes toward prevention Faith-Based Influences or Special Rituals: Religious/spiritual considerations and important life cycle events Language and Communication: Home language, English proficiency, signs of respect/disrespect, use of touch Parenting Styles and Family Roles: Decision-makers, family composition, discipline practices Sources of Support Beyond Family: Ethnic organizations and cultural groups influencing healthcare Dietary Practices: Food preferences, preparation methods, forbidden or required foods Application: Be prepared to apply cultural assessments to patient scenarios and explain how to adapt care based on cultural differences. 2. Social Determinants of Health (SDOH) Definition: Environmental conditions where people are born, live, learn, work, play, worship, and age that affect health, functioning, and quality-of-life outcomes. Five Domains of SDOH: Economic Stability - Financial resources affecting health access Education Access and Quality - Learning opportunities and resources Health Care Access and Quality - Ability to obtain health services Neighborhood and Built Environment - Safe housing and community resources Social and Community Context - Support networks and social connections Study Focus: Understand how each domain influences patient health choices, barriers to learning, and access to healthcare. 3. Patient Education The Teaching Process (mirrors the Nursing Process): Stage Nursing Process Teaching Process 1 Assess health data Assess learning needs 2 Diagnose the nursing problem Diagnose the learning problem 3 Construct individualized care plan Construct individualized teaching plan 4 Implement nursing interventions Implement teaching strategies 5 Evaluate outcomes achieved Evaluate learning achieved Assessment and Analysis for Patient Teaching: Assess learning needs and barriers to learning Evaluate the learning environment Identify client's learning style Assess developmental level, physical, and cognitive ability Consider culture and personal values Determine motivation and readiness to learn Planning Phase: Set mutually agreeable goals Prioritize learning objectives Select developmentally-appropriate methods and materials Organize learning from simple to complex Implementation Strategies: Create an environment that promotes learning Develop trust and use therapeutic communication Avoid complex medical terminology Demonstrate psychomotor skills Allow return demonstration Evaluation: Ask client to explain information in their own words Observe skill demonstration Use written tools to measure understanding Provide support and encouragement 4. Factors Affecting Learning When teaching patients, consider how these factors impact their ability and readiness to learn: Health Status: Physical pain, discomfort, extreme fatigue, sensory impairments Socioeconomic Status: Limited income affecting access to healthcare and healthy resources Cultural and Spiritual Influences: Language barriers, cultural beliefs, health literacy levels Emotional Status: Grief, fear, anxiety, depression affecting readiness Health Perception: Individual beliefs about their health and motivation to change Developmental Level: Cognitive capabilities and age-appropriate teaching methods Environmental Factors: Noise, temperature, lighting, comfort affecting concentration Required Readings to Master 📖 Potter, P. A., Perry, A. G., Stockert, P. A., Hall, A., & Ostendorf, W. R. (2025). Fundamentals of Nursing (12th ed.). Elsevier: Chapter 3: Population Health Chapter 9: Cultural Care Chapter 25: Patient Education 📖 American Nurses Association. (2025). Code of Ethics for Nurses: Provision 9 📖 American Nurses Association. (2021). Nursing: Scope and Standards of Practice (4th ed.): Standard 5A: Coordination of Care Standard 5B: Health Teaching and Health Promotion Standard 9: Respectful and Equitable Practice 🔗 Online Resource: Social Determinants of Health - U.S. Department of Health and Human Services Practice Application Questions Describe a cultural assessment for a patient from a background different from your own, addressing all six assessment areas. How would you apply SDOH knowledge when teaching a patient with limited financial resources about managing a chronic condition? Explain how barriers to learning (health status, language, culture) would impact your teaching approach for a specific patient scenario. Compare and contrast the nursing process with the teaching process—where are the similarities and differences? How would you adapt patient education to address language barriers, low health literacy, or cultural beliefs that differ from Western medicine? What strategies would you use to assess a patient's readiness and motivation to learn before beginning health education? Study Tips ✅ Review the course textbook chapters thoroughly—these are your primary sources ✅ Use the weekly "Connecting the Concepts" reflective questions to apply your learning ✅ Create a comparison chart of the nursing process vs

Psychopharmacology: Antipsychotics, Mood Stabilizers, and Antidepressants

COM and stability

Antipsychotic and Mood Stabilizer Pharmacology (copy)

Stabile English Final

TI 2 Mod 2 Topic 2 Trunk Stability and Coordination

NCLEX Review: Mental Health Disorders Anxiety Disorders Generalized Anxiety Disorder (GAD) Excessive worry lasting 6 months or more Symptoms: Restlessness Muscle tension Fatigue Poor concentration Sleep disturbance Panic Disorder Sudden intense fear with: Chest pain Palpitations Shortness of breath Feeling of doom Nursing: Stay with client Calm environment Short/simple communication Phobias Irrational fear of object/situation Treatment: Exposure therapy CBT SSRIs sometimes used OCD (Obsessive-Compulsive Disorder) Obsessions = intrusive thoughts Compulsions = repetitive behaviors to reduce anxiety Nursing: Do not suddenly stop rituals Set limits gradually Encourage coping skills PTSD Triggered after traumatic event Symptoms: Flashbacks Hypervigilance Nightmares Avoidance Priority: Safety Trauma-informed care Depression Disorders Major Depressive Disorder Symptoms SIGECAPS: Sleep changes Interest loss Guilt Energy low Concentration poor Appetite changes Psychomotor changes Suicidal thoughts Nursing Priorities Suicide assessment Nutrition/hydration Sleep/rest Medication adherence Medications SSRIs Examples: Sertraline Fluoxetine Teachings: Takes weeks to work Do not stop abruptly Watch for serotonin syndrome Serotonin Syndrome Symptoms: Agitation Fever Tremor Hyperreflexia Diarrhea Bipolar Disorder Mania Symptoms Mnemonic: DIG FAST Distractibility Indiscretion Grandiosity Flight of ideas Activity increased Sleep deficit Talkative Nursing Care Reduce stimulation Set firm limits High-calorie finger foods Encourage rest Medications Mood Stabilizers Lithium Anticonvulsants Lithium Toxicity Therapeutic level: 0.6–1.2 mEq/L Toxic signs: Tremor Vomiting Confusion Ataxia Severe diarrhea Important: Maintain sodium/fluid intake Dehydration increases toxicity risk Schizophrenia Spectrum Disorders Positive Symptoms Things added: Hallucinations Delusions Paranoia Disorganized speech Negative Symptoms Things lost: Flat affect Social withdrawal Anhedonia Lack of motivation Hallucination Nursing Response Present reality “I do not hear the voices.” Assess for command hallucinations Delusions Do NOT argue. Respond: “I understand this feels real to you.” Antipsychotics First Generation Haloperidol Risk: EPS Tardive dyskinesia Neuroleptic malignant syndrome (NMS) Second Generation Olanzapine Risperidone Risk: Weight gain Diabetes Metabolic syndrome EPS Symptoms Acute dystonia Akathisia Parkinsonism Tardive dyskinesia Treatment: Benztropine Diphenhydramine Neuroleptic Malignant Syndrome Medical emergency: Fever Rigidity Confusion Elevated CK Personality Disorders Cluster A Odd/eccentric Paranoid Schizoid Schizotypal Cluster B Dramatic/emotional Antisocial Borderline Histrionic Narcissistic Borderline Personality Disorder Fear of abandonment Splitting staff Self-harm risk Nursing: Consistent boundaries Team communication Cluster C Anxious/fearful Avoidant Dependent Obsessive-compulsive personality disorder Eating Disorders Anorexia Nervosa Severe restriction Distorted body image Bradycardia Electrolyte imbalance Priority: Monitor cardiac status Daily weights Observe after meals Bulimia Nervosa Binge/purge behavior Normal weight often seen Complications: Hypokalemia Dental erosion Substance Use Disorders Alcohol Withdrawal Starts within hours after last drink

L6- Cellular senescence, apoptosis & maintaining genome stability I

qc lec stability studies

22 antidep, antipsych, mood stabilizers

Scapular Mobility & Stability

Lower Body Mobility & Stability

stuarts KQ1- the quest for political stability

Chemical Kinetics and Stability of Dosage Forms

Core stability

Germany: How accurate is it to say that in the years 1933-89 the government of Germany and the Federal Republic of Germany was stable and successful?

Reform, stability and stagnation 1953-85

Stable Angina + ACS

TI 2 Mod 3, Topic 1 – Balance and Postural Stability