Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
107 Cards in this Set
- Front
- Back
Health disparity |
A particular type of health difference that is closely linked with social, economic, and/or environmental disadvantages. |
|
Social determinants of health are ... |
The condition in which people are born, grow, live, work, and age shaped by money, power, and resource at global, national, and local levels. |
|
Health care disparities |
Differences among populations in the availability, accessibility, and quality of health care services aimed at prevention, treatment, and management of diseases and their complications. |
|
Who has implemented standards focused on cultural competency, health literacy, and patient centered care? |
1. The Joint Commission 2. National Quality Forum 3. National Commission on Quality Assurance |
|
Culture |
A pattern of shared attitudes, beliefs, self-definitions, norms, roles, and values that can occur among those who speak a particular language or live in a defined geographical region. |
|
Intersectionaliy |
Belong simultaneously to multiple social groups within changing social and political contexts. |
|
Oppression |
A formal and informal system of advantages and disadvantages tied to a membership in social groups, such as work, school, or families. |
|
Transcultural nursing |
Comparative study of cultures in order to understand their similarities and differences. |
|
Culturally congruent care |
Care that fits a person's life patterns, values, and system of meaning. |
|
Cultural awareness |
Self-examination of one's own background, recognize bias and prejudices. |
|
Cultural knowledge |
Sufficient comparative knowledge of divers groups |
|
Cultural skills |
Ability to access social, cultural, and biophysical factors that influence patient care. |
|
Cultural encounters |
Cross-cultural interactions that provide opportunities to learn about other cultures. |
|
Cultural desires |
Motivation and commitment to caring that moves an individual to learn from others. |
|
Cultural competence |
Developmental process that evolves overtime in relation to level of awareness, knowledge, and skill. |
|
Culturally oriented question types to use in a comprehensive cultural assessment .. |
Open ended, focused, contrast, ethnohistory, sexual orientation and gender identity, socioeconomic status, bicultural ecology and health risks, language and communication, caring beliefs and practices. |
|
Linguistic competence |
The ability of an organization and its staff to communicate effectively and convey information in a manner that is easily understood by diverse audiences. |
|
Ways to use the teach-back method |
- plan your approach -use handouts, pictures, models -clarify -practice |
|
When providing care to patients with varied cultural backgrounds, it is imperative for the nurse to recognize that? |
Nurses need to determine how much an individual's life patterns are consistent with his/her heritage. |
|
What are the three factor that underlie the family approach to the nursing process . |
1. Assess all individuals within the family context 2. Asses the family as patient 3. Assess the family as a system |
|
Identify and define the five areas to include in a family assessment |
Interactive processes developmental processes Coping processes Integrity processes Health processes |
|
A comprehensive, culturally sensitive family assessment is critical in order too ... |
Understand the family life, understand the current changes within it, understand the family's overall goals and understand the family's expectations. |
|
Challenges for family nursing in relation to discharge planning |
Requires an accurate assessment of what will be needed for care at the time of discharge along with any shortcomings in the home setting. |
|
Challenges for family nursing in relation to cultural diversity |
Requires recognizing not only the diverse ethnic, cultural, and religious backgrounds of patients, but also the differences and similarities within the same family. |
|
Family care giving in regards to family centered care |
Finding resources, providing personal care, monitoring for complications or side effects, provide instructions for everyday living. |
|
Health promotion in regards to family centered care |
Interventions to improve or maintain the physical, social, emotional, and spiritual well-being of the family unit and its members. |
|
Acute care in regards to family centered care |
Be aware of the implications of early discharge for pts an their families |
|
Restorative and continuing care in regards to family centered care |
To maintain the pts functional abilities within the context of the family. |
|
Identity |
Internal sense of individuality, wholeness, and consistency of a person over time and in different situations. |
|
Body Image |
Includes physical appearance, structure and function of the body. |
|
Role performance |
The way in which individuals perceive their ability to carry out significant roles. |
|
Self-esteem |
Individuals overall feeling of self-worth |
|
Identify the primary route of HIV infx |
Contaminated IV needles, anal intercourse, vaginal intercourse, oral-genital sex, and transfusion of blood products. |
|
List the commonly diagnosed STI's |
Syphilis, gonorrhea, chlamydia, trichomoniasis, HPV, herpes simplex virus |
|
Identify sociocultural dimensions on sexuality |
-Impact of preg and menstration on sexuality -discussing sexual issues -contraception -abortion -sti prevention |
|
Identify four alterations in sexual health |
1. infertility 2.sexual abuse 3.personal and emotional conflicts 4.sexual dysfunction |
|
What factors that may affect sexuality would the nurse assess? |
Physical, functional, relationship, lifestyle, developmental factors, and self-esteem factors. |
|
The PLISSIT assessment for sexuality stands for? |
Permission, limited information, specific suggestions, and intensive therapy. |
|
What are the stressors that may affect a person's sexuality during illness? |
Individuals experience major physical changes, effects of drugs or tx, emotional stress of prognosis, concern about future functioning and separation from others. |
|
Spirituality |
An awareness of one's inner self and a sense of connection to a higher being, nature or to some purpose other than oneself. |
|
Transcendence |
Belief that there is a force outside of and greater than the person. |
|
Connectedness |
interpersonally, intrapersonally, and transpersonally |
|
Atheist |
Does not believe in the existence of god. |
|
Agnostic |
Belief that there is no known ultimate reality |
|
Spiritual well-being |
Having a vertical and horizontal dimenstion |
|
Faith |
Allows people to have firm beliefs despite lack of physical evidence. |
|
Religion |
The system of organized beliefs and worship that a person practices. |
|
Hope |
An energizing source that has an orientation to future goals and outcomes. |
|
Spiritual distress |
Impaired ability to experience and integrate meaning and purpose in life. |
|
Spiritual distress with acute illness |
The strength of a pts spirituality influences how he/she copes with sudden illness and how quickly he/she moves to recovery. |
|
Spiritual distress with chronic illness |
Dependence on others for routine self-care needs often creates feelings of powerlessness ; this along with the loss of a sense of purpose in life impairs the ability to cope with alterations in function. |
|
Spiritual distress with terminal illness |
Terminal illness creates an uncertainty about what death means and thus makes pts susceptible to spiritual distress. |
|
Spiritual distress with near-death experience |
A near-death experience is a psychological phenomenon of people who either have been close to clinical death or have recovered after being declared dead. |
|
Coping |
Efforts directed toward managing or solving various events, problems, or stressors. |
|
Culture |
The sum of values, beliefs, and practices of a group of people that are transmitted from one generation to the next. |
|
Discipline |
The structure an adult sets for a child's life |
|
Ethnocentrism |
The opinion that the beliefs and customs of one's own ethnic group are superior to those of others. |
|
Fatalism |
Belief that events are predestined |
|
nuclear family |
Family consisting of two generations (parents and children) living together more or less isolated from other close relatives. |
|
Stress |
Any situation, positive or negative, requiring adjustments on the part of individuals, families, or groups. |
|
Problems with dual income |
stress, child-care |
|
problems with single parents |
poverty, overwhelming child-rearing responsibilities. |
|
problems with blended families |
differences in parenting styles, values, and disciplines |
|
problems with adoption |
little time to prepare for birth, little support afterwards |
|
problems with multigenerational |
generational conflicts |
|
problems with same-sex parents |
conflicts with community values |
|
problems with adolescent parents |
poverty, inability to seek higher education, high infant mortality rate |
|
problems with families with substance abuse |
child-neglect, risk-taking behaviors, and possible criminal activity. |
|
problems with families with special needs children |
financial hardships, marital stress, and sibling resentment |
|
What could affect communication with Southeast Asians? |
Voice tone : soft Eye contact : no prolonged eye contact |
|
Interpreters |
Interpreters should be from an acceptable region; information is typically shared only with friends and family. |
|
Paternalism |
A male's opinion or permission is often required |
|
Stress |
an experience a person is exposed to through a stimulus or stressor |
|
allostatic load |
chronic arousal that causes excessive wear and tear on the person. |
|
appraisal |
how people interpret the impact of the stressor on themselves. |
|
stressors |
are tension producing stimuli operating within or on any system. |
|
fight or flight response |
arousal of the sympathetic nervous system |
|
general adaptation syndrome |
a three-stage reaction to stress |
|
crisis |
symptoms of stress persist beyond the duration of a stressor. |
|
alarm stage |
rising hormone levels result in increased blood volume, blood glucose levels, epinephrine, and norepinephrine amounts, heart rate, blood flow to the muscles, o2 intake, an mental alertness. |
|
resistance stage |
Body stabilizes and responds in the opposite manner to the alarm stage |
|
exhaustion stage |
occurs when body is no longer able to resist the effects of the stressor. |
|
medulla oblongata |
controls heart rate, blood pressure, and resp |
|
pituitary gland |
produces hormones necessary for adaption to stress |
|
coping |
person's effort to manage psychological stress |
|
ego-defense mechanism |
allow a person to cope with stress indirectly |
|
reticular formation |
monitors the physiological status of the body through connections with sensory and motor tracts. |
|
primary appraisal |
identifying the events of circumstances as a threat. |
|
posttraumatic stress disorder PTSD |
A trauma occurs and its effects sometimes last well after the event ends. |
|
secondary appraisal |
person is considering possible coping strategies or resources available to help deal with the event |
|
flashbacks |
recurrent or intrusive recollection of the event |
|
developmental crisis |
occurs as the person moves through life's stages. |
|
What is used to assess pt level of stress and coping (subjective) |
pt safety, perception of the stressor, available coping resources, maladaptive coping used, and adherence to healthy practices. |
|
What is used to assess pt level of stress and coping (objective) |
Grooming and hygiene, gait, characteristics of the handshake, actions while sitting, quality of speech, eye contact, and the attitude of the pt. |
|
Separation anxiety |
Distress or apprehension caused by being removed from parents, home, or surroundings. |
|
What age group is separation anxiety the most significant? |
Infant and toddler |
|
Three stages of separation anxiety |
protest despair detachment |
|
Protest |
child is agitated, resists caregivers, cries, and is inconsolable |
|
Despair |
child is hopeless, quiet, withdrawn, and apathetic |
|
Detachment |
Child may ignore parents but is interested in environment, plays, and seems to form relationships with caregivers and other children. |
|
Complimentary therapies |
therapies used in addition to conventional treatment recommended by the pts provider |
|
Alternative therapies |
Include the same interventions as complimentary but frequently become the primary treatment that replaces allopathic care. |
|
Dietary supplements (natural product) |
Intake by mouth , contain one or more dietary ingredient, including vitamins, minerals, herbs, or other botanical products. |
|
Herbal medicines (natural product) |
Plant-based therapies used in whole systems of medicine or as individual preparations by allopathic providers and consumers for specific symptoms or issues. |
|
Mycotherapies (natural product) |
Fungi-based (mushroom) products |
|
probiotics (natural product) |
Live microorganisms (mostly bacteria) that are similar to beneficial microorganisms found in the human gastrointestinal system; aka good bacteria. |
|
Healing touch (energy therapy) |
Biofield therapy ; uses gentle touch directly or close to the body to influence and support the human energy system and bring balance to the whole body (physical, spiritual, emotional, and mental); a formal educational and certificate system provides these credentials to practitioners. |