Nur 1020 Exam 1

Front 1

Dorothea Orem’s Compensatory categories
Wholly compensatory

Back 1

Those unable to engage in self-directed actions i.e. patients in a coma, patients who cannot ambulate, and patients who cannot make judgments/decisions for themselves

Front 2

Dorothea Orem’s Compensatory categories
Partially compensatory

Back 2

Those with limitations in mobility, knowledge and skills required to meet medical conditions.Are not completely dependent on others. Lack of psychological readiness to perform or learn the specific activities.

Front 3

Dorothea Orem’s Compensatory categories
Supportive-educative

Back 3

Clients whose only requirement for help are confined to decision making, behavior control and acquiring knowledge and skills.

Front 4

Dorothea Orem's Self-Care Deficit Theory is a general theory that consists of what three subtheories

Back 4

(1) Every person’s ability to care for themselves is based on self action
(2) Inability of individuals to perform the necessary action is termed a “deficit”
(3) Through the actions of nurses or nursing agency, patient self care deficits are relieved

Front 5

State Erikson’s 8 developmental conflict stages
(conflict and age group)

Back 5

Stage 1 Infancy: Trust Vs. Mistrust
Stage 2 Early Childhood: Autonomy Vs. Shame & Doubt
Stage 3 Preschool: Initiative Vs. Guilt
Stage 4 Childhood: Industry Vs. Inferiority
Stage 5 Early adolescence: Identity Vs. Role Confusion
Stage 6 Young Adulthood: Intimacy Vs. Isolation
Stage 7 Middle Adulthood: Generativity Vs. Stagnation Stage 8 Maturity: Ego Integrity Vs. Despair

Front 6

What is Maslow’s Hierarchy of needs theory?

Back 6

Maslow's theory states that certain internal, external, physical and psychological needs are common to all people.

Front 7

(def)
Nonverbal communication

Back 7

Sending or receiving information by facial expressions
or body language.

Front 8

Discuss levels of Maslow Hierarchy of needs pyramid.

Back 8

Front 9

(def)
Verbal communication

Back 9

Sending or receiving communication through the spoken or written word.

Front 10

(def)
Affective communication

Back 10

Sending or receiving information through feeling tone.

Front 11

(def)
Active listening

Back 11

Hearing sounds and searching for information relevant to those sounds so the sounds may be understood.

Front 12

The most commonly used active listening behaviors include - (8)

Back 12

1. restating,
2. clarifying,
3. reflecting,
4. paraphrasing,
5 minimal encouraging,
6. remaining silent,
7. summarizing,
8. validating.

Front 13

Common blocks to communication involve (6)

Back 13

1. False reassuring
2. probing,
3. chiding,
4. belittling,
5. giving advice,
6. pat answers.

Front 14

(def)
Communication blocks

Back 14

Stops meaningful conversation.

Front 15

(def)
Assertiveness

Back 15

A way of accepting responsibility for oneself by expressing thoughts and feelings directly and honestly, without blaming oneself or others.

Front 16

(def)
Aggressiveness

Back 16

An attacking type of behavior that occurs in response to frustration and hostile feelings.

Front 17

(def)
nursing process

Back 17

Systematic problem-solving method by which nurses individualize care for each patient.

Front 18

The five steps of the nursing process are

Back 18

(1) assessment
(2) diagnosis
(3) planning
(4) implementation
(5) evaluation

Front 19

(def)
assessment

Back 19

First step of the nursing process-The purpose is to gather information for health problem identification.

Activities required in the first step are
1 .data collection,
2. data validation,
3. data sorting
4. data documentation.

Front 20

(def)
nursing diagnosis

Back 20

The second step of the nursing process, during which the patient's actual and potential unhealthy responses to an illness or condition are identified.

Formal statement of an actual or potential health problem that nurses can legally and independently treat.

Front 21

(def)
planning

Back 21

The third step of the nursing process, "Patient centered" Process of designing interventions to achieve the goals and outcomes of health care delivery

Front 22

(def)
implementation

Back 22

The fourth step of the nursing process,
Implementation ='s doing

Initiation and completion of the nursing actions necessary to help the patient achieve health care goals.

Front 23

(def)
evaluation

Back 23

The fifth step of the nursing process,
Determination of the extent to which established patient goals have been achieved.

Front 24

Traditional adult learner

Back 24

Comes from an educational program directly from high school or from another program of study

Front 25

Returning adult learner

Back 25

Has been out of school for several years

Front 26

What type of learners are important part of the LPN/LVN team?

Back 26

Adult learners with prior education beyond high school

Front 27

Recycled adult learners

Back 27

Adult learner might have tech school or college experience or an undergraduate or graduate degree in a discipline other than nursing

Front 28

Formal education

Back 28

Vocational technical school or junior college

Planned, organized learning, such as the nursing course of study.

Front 29

Informal education

Back 29

Obtained through school of life.

Front 30

Positive mental attitude (PMA)

Back 30

"I want to", "I can", "I will", "I'm going to"

Front 31

Dangers for the traditional adult learner

Back 31

Grade inflation, social activities, and employment

Front 32

Dangers for the returning adult learner

Back 32

Physical, social and family responsibilities

Front 33

Dangers for the recycled adult learner

Back 33

Attitude

Front 34

(def)
Active learning

Back 34

Must open yourself up, reach out, and stretch to gain knowledge and skills

Front 35

(def)
Self-evaluation

Back 35

Should be able to look at their nursing actions and be aware of their strong behaviors and behaviors that need improvement

Front 36

(def)
Objective awareness

Back 36

One's own behaviors is an important skill to have as an employee

Front 37

(def)
Open ended question-

Back 37

Open-ended- allows patient to respond in a way they choose
e.g. Where did you fall? What happened?

Front 38

(def)
Closed-ended- question

Back 38

Closed –ended questions- requires a specific answer (yes or no)
Did you fall? Did you hurt your arm?

Front 39

(def)
Focused questions

Back 39

more definitive answer (provides more focused information) Ex: how did you feel when you fell?
When you fell, were you dizzy first?

Front 40

What are the responsibilities of the LPN regarding the nursing process?

Back 40

provides input into the assessment, planning, and evaluation of nursing care; and implements the plan of care under the RN’s direction

Front 41

Blocks to Communication (6)

Back 41

(1) False reassurances
(2) Probing
(3) Chiding (scolding)
(4) Belittling
(5) Giving advice
(6) Pat answers

False reassurances- “Everything will be okay” The chemotherapy will work.

Probing- According to your medical record you are single-How long have you been divorced?

Chiding- I cannot believe you are still eating chocolate- when you know how bad that is for your diabetes.

Belittling- You had a fractured arm, not open heart surgery! From their perspective only……

Giving advice- I know I have cancer, should I have chemotherapy? Instead… what are your thoughts?

Pat answers- Its no big deal- we do this surgery every day instead “ I will be here when you get back”

Front 42

(def)
Subjective statements

Back 42

usually feelings, “what the patient says” to you, this includes your pain assessment!

Front 43

(def)
Objective: measurements

Back 43

(what the nurse observes) according to an accepted standard,
Ex: temp of 39 degrees C
Seeing, hearing, smelling, measuring