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54 Cards in this Set
- Front
- Back
Ethical/legal skills |
Reporting problems and unacceptable practices |
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Technical skills |
Enable the safe performance of kinesthetic tasks |
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Interpersonal skills |
Manifestations of caring |
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Cognitive skills |
Encompass knowledge and critical thinking |
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Assessment |
Nurse recognizes the existence of cues and conducts a focused data collection |
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Diagnosis |
Clusters cues, interprets the cues, and validates for accuracy |
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Planning |
Involves preparing a client plan of care |
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Implementation |
Action phase of the nursing process |
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Scientific problem solving |
Focus of nursing process |
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Clarity |
Need for more information |
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Implementation |
Nurse carries out interventions that were developed during the planning step |
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Assessing |
Collecting information, such as vital signs and lab values |
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Planning |
Developing interventions focused on the assessment |
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Evaluating |
Last step, in which the nurse evaluates the plan of care |
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Interpersonal caring |
Promoting dignity and respect of clients as people, the centrality of the caring relationship and a mutual enrichment of both participants in the nurse client relationship |
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Cognitive |
Skills characterized by identifying scientific rationales for the client's plan of care, selecting nursing interventions that are most likely to yield the desired outcomes, and using critical thinking to solve problems |
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Technical |
Skills focus on manipulating equipment skillfully to produce a desired outcome |
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Interpersonal |
Skills used to establish and maintain a caring relationship |
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Ethical/legal |
Skills in which nurses conduct themselves in a manner consistent with their personal moral code and professional role responsibilities |
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Implementation |
Measure that the clienr and nurse use to accomplish outcome criteria |
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Evaluation |
Allows the nurse to determine whether the client has met the goal |
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Nursing process order |
Assessment, diagnosis, planning, implementation, evaluation |
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Goal of all nursing |
Meet the standard of quality care |
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Stages of nusing skill |
Novice, advanced beginner, competence, proficient, expert |
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How nurses apply the nursing process in care for clients |
Use critical thinking to direct care for the individual client |
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Functional assessment |
Comprehensive evaluation of the client's physical strengths and weaknessess in areas such as ADLs, cognitive abilities and social functioning |
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Nursing diagnosis |
NANDA-international identifies as a "clinical judgement about individual, family or community experiences/responses to actual or potential health problems/life processes." Describes an individual, family, or group response to an actual or potential healty problem. Provides the basis for selection of nursing interventions to achieve postive client outcomes. |
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ANA (American nurses association) |
Nursing organization that first legitimized the use of the nursing process |
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Lydia Hall |
First used the term nursing process in 1955 |
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Assessment |
Recognizing the existence of cues and conducting a focused data collection |
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Diagnosis |
Clustering cues, interprets the clues, and validating accuracy |
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Planning |
Preparing a client for plan of care, which directs the activies of the nursing staff in the provision of care |
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Implementation |
Action phase of the nursing process |
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Planning |
Step in the nursing process most closesly associated with cognitively skilled nurses |
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Reflective practice |
Use of self evaluation by nurses. Learning from mistakes and assessment of oneself. |
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Dynamic |
When the nurse assessed the client, diagnoses the client's problems, and plans interventions in the same visit (example) |
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Focused assessment |
Information that provides more details about specific problems and expands the original database |
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Outcome identification |
Stage in which the nurse should formulate client focused goals that are measurable and realistic |
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Novice |
Learner uses rules to guide practice |
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Advanced beginner |
Learner Considers more facts and rules |
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Competence |
Learner feels responsible for outcomes. Devises new rules and reasoning procedures. |
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Expert |
Learner knows the goal and how to achieve it |
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Proficient |
Realizes that events contexts and client situations are as important as the nurses individual resources |
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Evaluation |
Involves determining outcome attainment |
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Diagnosis |
Involves reporting or analysis of data to identify and define health problems |
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Higher level reflection |
Involves reevaluating experience in the light of ideas, behavior, feelings, and values |
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Basic level reflection |
Involves recalling the sequence of events, identifying a positive situation, and thinking about relationships involved |
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High critical thinking skills |
Self aware, genuine authentic, Is effective communicator, curious and quisitive, confident resilient, honest, creative, proactive, persistent, and improvement oriented |
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Nursing process |
Provides a univeraly applicable framework for nursing activities |
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Theoretical knowledge |
Obtained by active reading studying or writing |
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Technical skills |
Improved by experimenting in a lab or working in a hospital |
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Interpersonal skills |
Improved by working in a hospital and through group work |
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Critical thinking |
Requires a conscious and deliberate effort, requires a systematic and logical approach, involves judgments based on evidence |
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Person centered care |
Framework for providing care |