Term
| What is the definition of communication |
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Definition
| the complicated, cyclical process of exchanging information and generating and transmitting meanings between two or more people |
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Term
| Source (encoder), message, channel, and receiver (decoder) are all parts of what? |
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Definition
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Term
| The communication process is initiated by what |
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Definition
|
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Term
|
Definition
| the sender or encoder who initiates or begins the communication process |
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Term
|
Definition
| actual communication product from the source (i.e. speech, interview, conversation, chart, gesture, memo, nursing note) |
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Term
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Definition
| the medium the sender selects to send the message |
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Term
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Definition
| translates and interprets the message sent and received |
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Term
| Auditory (spoken words), visual (sight, observation, perception) and kinesthetic (touch) are all examples of what? |
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Definition
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Term
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Definition
| factors that distort the quality of the message and interfere with communication at any point in the process |
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Term
| What does confirmation of the message provide? |
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Definition
| feedback (evidence) that the receiver has understood the message |
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Term
| What are some examples of noise? |
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Definition
| TV, pain or discomfort, background speech, etc. |
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Term
| What factors may influence communication? |
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Definition
| Development level, gender, sociocultural differences, roles and responsibilities, space and territoriality, physical, mental and emotional state, values, environment |
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Term
rate of language development is directly correlated by cognitive competence and development; also, different age groups perceive health, illness, and body functions body functions differently
Describes what factor that may influence communication? |
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Definition
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Term
men and women have differing communication styles and might have different interpretations of the same conversation
Describes what factor that may influence communication? |
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Definition
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Term
culture, economic condition, and overall lifestyle may influence a patient’s preferred mode of communication; culture is the common lifestyles, languages, behavior patterns, traditions, and beliefs that are learned and passed through generations
Describes what factor that may influence communication? |
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Definition
| sociocultural differences |
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Term
a person’s occupation may give insight into the patient’s abilities, talents, interests, and economic status; stereotyping based on occupation must be avoided; roles and responsibilities or the patient can influence their preferred manner of communication
Describes what factor that may influence communication? |
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Definition
| roles and responsibilities |
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Term
people are most comfortable in areas they consider their own; the urge to maintain a right to certain space is territoriality
Describes what factor that may influence communication? |
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Definition
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Term
the degree to which the patient is physically comfortable and mentally and emotionally free to engage in conversation
Describes what factor that may influence communication? |
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Definition
| physical, mental, and emotional state |
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Term
communication is influenced by the way people value themselves, one another, and the purpose of any human interaction
Describes what factor that may influence communication? |
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Definition
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Term
communication is best when the environment is calm and nonthreatening; this minimizes distractions and ensures privacy
Describes what factor that may influence communication? |
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Definition
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Term
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Definition
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Term
| What is the intimate zone? |
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Definition
| interactions between parents and children or people desiring close contact |
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Term
| What is the personal zone? |
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Definition
| distance when interacting with close friends |
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Term
|
Definition
| space when interacting with acquaintances |
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Term
|
Definition
| speaking to a group or audience |
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Term
| what does purposeful communication facilitate? |
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Definition
| the building of relationships |
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Term
| When does a helping relationship exist? |
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Definition
| among people who provide and receive assistance in meeting human needs |
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Term
| What is a helping relationship |
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Definition
| nurse-patient relationship; are professional relationships; nurses need to communicate a clear sense of professionalism or confidence through appearance, demeanor, and behavior |
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Term
| What characteristics of a nurse are viewed as effective and compassionate? |
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Definition
| Nurses who are competent, honest, skilled communicators |
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Term
| Dispositional traits and rapport builders are what kind of ways? |
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Definition
| establish and maintain a professional therapeutic relationship |
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Term
| Definition of dispositional traits |
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Definition
| characteristic or customary way of behaving |
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Term
| Examples of dispositional traits are |
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Definition
1. Warmth and friendliness
2. Openness and respect
3. Empathy not sympathy; sympathy shifts the focus to the nurse as she shares feelings and personal concerns
4. Honesty, authenticity, and trust
5. Caring
6. Competence |
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Term
| What are examples of rapport builders |
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Definition
1. Have a purpose for an interaction; every encounter should have an objective to be meaningful
2. Comfortable environment: furniture, lighting, relaxed atmosphere, moderate temperature
3. Privacy
4. Confidentiality
5. Patient vs. task focus
6. Using nursing observations: increases awareness of patient’s nonverbal messages, primary source of info when a patient can’t or won’t communicate, and demonstrates caring and interest
7. Optimal pacing: consider the pace of a conversation or encounter; let the patient set the pace |
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Term
1. Control the tone of your voice
2. Be knowledgeable about the topic
3. Be flexible with topic of conversation
4. Be clear and concise
5. Avoid words with several interpretations
6. Be truthful
7. Keep an open mind
8. Take advantage of available opportunities (i.e. talk to them during routine tasks)
Are all examples of what? |
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Definition
| Therapeutic technique- conversation skills |
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Term
Conversation skills
Listening skills
silence considerations
touch
humor
interviewing techniques
assertive vs aggressive behavior
all describe what kind of technique? |
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Definition
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Term
1. Sit when communicating
2. Be alert and relaxed and take sufficient time to make the patient feel at ease
3. Keep the conversation natural, not forced or overly eager
4. Maintain eye contact
5. Indicate you are paying attention through facial expressions and body gestures
6. Think before responding
7. Do not pretend to listen
8. Listen for themes in the patient’s comments
all describe what kind of technique? |
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Definition
| Therapeutic technique- listening |
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Term
| What demonstrates listening skills |
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Definition
| hearing and interpreting what the other person says |
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Term
1. Patient may be comfortable and content; talking is unnecessary
2. Patient is trying to demonstrate stoicism
3. Patient might be exploring inner thoughts and feelings
4. Patient might be fearful and use silence as an escape
5. Patient might be angry
6. Patient’s culture may require longer pauses
all describe what kind of technique? |
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Definition
| Therapeutic technique- silence considerations |
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Term
1. Connect people
2. Provide affirmation, reassurance, and stimulation
3. Decrease loneliness
4. Increase self-esteem
5. Share warmth, intimacy, approval, and emotional support
6. Communicate frustration, anger, aggression and invade personal space and privacy
7. Therapeutic touch: clearing congested areas of energy in the body and redirected it; it is a widely accepted form of therapy
all describe what kind of technique? |
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Definition
| Therapeutic technique- touch |
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Term
| interpersonal skill and healing strategy describes what kind of technique |
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Definition
| Therapeutic technique- humor |
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Term
| a therapeutic interaction in itself describes what kind of technique |
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Definition
| Therapeutic technique- interviewing technique |
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Term
1. Open-ended questions/comments: encourages free verbalization
2. Closed question/comment: a barrier because it does not stimulate further communication
3. Validating question/comment: validates/confirms what the nurse has heard; overuse may indicate the nurse isn’t listening
4. Clarifying question/comment: aids nurse to gain understanding of a patient’s comment and can prevent misconceptions; overuse indicates the nurse isn’t listening
5. Reflective question/comment: encourages patient to elaborate on thoughts and feelings
6. Sequencing question/comment: placing events in chronological order to investigate for cause-and-effect relationship (i.e. your dizziness began after taking your medication?)
7. Directing question or comment: redirect to an earlier or new topic for more information
all describe what kind of technique? |
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Definition
| Therapeutic technique- interviewing technique |
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Term
|
Definition
| ability to stand up for yourself and others using open, honest communication |
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Term
|
Definition
| asserting one’s rights in a negative manner that violates the rights of others |
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Term
Failure to perceive patient as a human being
Failure to listen
changing the subject
giving false assurance
gossip and rumor
disruptive interpersonal behavior
are all examples of what kind of technique |
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Definition
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Term
1. Clichés (Everything will be alright)
2. Close-ended questions
3. Questions using why or how: can be intimidating
4. Probing questions
5. Leading questions (You don’t smoke, right?)
6. Comments that give advice: implies that the nurse knows what’s best
7. Judgmental comments
are all examples of what? |
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Definition
| Nontherapeutic comments/questions |
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Term
a. Assess your personal beliefs surrounding people of different cultures
b. Assess communication variables from a cultural perspective
c. Plan care based on communicated needs and cultural background
d. Modify communication approaches to meet cultural and developmental needs
e. Understand that respect for the patient and communication needs is necessary for the therapeutic relationship
are all examples of what? |
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Definition
| effective communication techniques when interacting with clients from different cultures and developmental levels |
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Term
f. Communicate in a nonthreatening manner
g. Use validating techniques (be alert for feedback that the patient doesn’t understand and don’t assume meaning is interpreted without distortion)
h. Be considerate of reluctance to talk
i. Adopt special approaches when the patient speaks another language
j. Use interpreters
k. For children, explain in simple terms; for adolescents, explain in more detail and be familiar with slang; for adults, recognize their past positive or negative health experiences may affect communication; for older adults, assess problems with hearing, sight, confusion, or depression
are all examples of what? |
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Definition
| effective communication techniques when interacting with clients from different cultures and developmental levels |
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Term
|
Definition
| to communicate with members of the inter-professional health care team |
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Term
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Definition
| a. Hand-off communication is the process of accurate presentation and acceptance of patient related info from one caregiver to another using effective communication |
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Term
| What does the "S" in SBAR stand for? |
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Definition
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|
Term
| What does the "B" in SBAR stand for? |
|
Definition
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|
Term
| What does the "A" in SBAR stand for? |
|
Definition
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|
Term
| What does the "R" in SBAR stand for? |
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Definition
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Term
| In I-SBAR-R what does the "I" and the last "R" stand for? |
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Definition
| identify yourself, opportunity to respond |
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Term
| what is occurring and why the patient is being handed off |
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Definition
| This describes situation in SBAR |
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Term
| explain what led up to the current situation and add context if necessary |
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Definition
| This describes background in SBAR |
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Term
| give your impression of the problem |
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Definition
| This describes assessment in SBAR |
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Term
| explain what you would do to correct the problem |
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Definition
| This describes recommendation in SBAR |
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Term
What part of the teaching-learning process does the following describe:
planned method or series of methods to help someone learn |
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Definition
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Term
What part of the teaching-learning process does the following describe:
process by which a person acquires or increases knowledge or changes behavior in a measurable way as a result of experience |
|
Definition
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Term
| What is the teaching learning process |
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Definition
| process of patient teaching that encompasses critical steps necessary to provide teaching and to measure learning; it models the nursing process |
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Term
| What are the domains of learning |
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Definition
| cognitive, affective, and psychomotor |
|
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Term
| describe the cognitive domain |
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Definition
| includes all intellectual behaviors and requires thinking |
|
|
Term
| describe the affective domain |
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Definition
| deals with expression of feelings and acceptance of attitudes, opinions, or values |
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Term
| describe the psychomotor domain |
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Definition
| involves acquiring skills that require integration of mental and muscular activity |
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Term
1. Discussion (one-on-one or group)
2. Lecture
3. Question-and-answer session
4. Role play
5. Discovery
6. Independent project
7. Field experience
Describes which domain |
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Definition
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|
Term
1. Role play
2. Discussion (one-on-one or group)
Describes which domain |
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Definition
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|
Term
1. Demonstration
2. Practice
3. Return demonstration
4. Independent projects
5. Games
Describes which domain |
|
Definition
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Term
physical maturation and abilities, psychosocial development, cognitive capacity, emotional maturity, moral and spiritual development
Are considered what? |
|
Definition
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|
Term
short attention span, lower level of comprehension
Are examples of teaching learning process for what age group? |
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Definition
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Term
Teaching is directed towards the parents; information should be simplified to include basic facts with concrete examples or demonstrations
Are examples of teaching learning process for what age group? |
|
Definition
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Term
often eager to demonstrate a skill or ask many questions; explanations should be short and simple
Are examples of teaching learning process for what age group? |
|
Definition
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|
Term
capable of logical reasoning and can be included in teaching-learning process: clear, simple, and logical
Are examples of teaching learning process for what age group? |
|
Definition
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Term
| Who is said to have cognitive processes similar to adults |
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Definition
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Term
1. Recognize the need for independence
2. Recognize the need to establish a trusting relationship
3. However, you must assess whether or not the patient can use logical reasoning to solve problems (formal operations) or can only use logical reasoning to solve concrete problems (concrete reasoning); for example, a teenage girl may not realize the importance of using contraceptives because she isn’t pregnant
Are examples of teaching learning process for what age group? |
|
Definition
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|
Term
4 assumptions
a. self-concept is more independent
b. Previous experience is a rich resource for learning
c. Readiness to learn is often related to a developmental task or social role
d. Most adults’ orientation to learning is that material should be used immediately
Are examples of teaching learning process for what age group? |
|
Definition
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|
Term
| who must believe they need to learn before they are willing to learn |
|
Definition
|
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Term
| teaching methods for who need to be modified because of learning barriers like sensory loss, limited mobility, etc. |
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Definition
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Term
| Motivation to learn, ability to learn, learning environment are all what? |
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Definition
| basic learning principles |
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Term
addresses the patient’s desire or willingness to learn
describes which basic learning principle |
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Definition
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Term
depends on physical and cognitive abilities, developmental level, physical wellness, thought processes, etc.
describes which basic learning principle |
|
Definition
|
|
Term
allows a person to attend instruction
describes which basic learning principle |
|
Definition
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|
Term
1. Attentional set: mental state that allows the learner to focus on and comprehend learning activity
2. Motivation: a force that acts on or within a person to cause the person to behave a particular way
3. Self-efficacy: refers to a person’s perceived ability to successfully complete a task
4. Psychosocial adaptation to illness: grieving, acceptance of illness
Belong to which basic learning principle |
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Definition
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Term
1. Developmental: cognitive development, prior knowledge
2. Learning in children: developmental stage
3. Adult learning: self-directing, patient-centered
4. Physical ability: level of personal development, physical health, fatigue
Belong to which basic learning principle |
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Definition
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|
Term
1. Well lit
2. Good ventilation
3. Appropriate furniture
4. Comfortable temperature
5. Quiet
6. Private
Belong to which basic learning principle |
|
Definition
|
|
Term
| What factors influence the teaching learning process |
|
Definition
| learning needs, motivation, culture, developmental stage, health literacy |
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Term
i. Knowledge, attitudes, or skills needed by the patient and/or family
ii. Emotional and experiential readiness to learn
iii. Critical pathways or teaching plans spanning care delivery settings
iv. Identify patient’s strengths
v. Use anticipatory guidance
vi. Family support networks
vii. Financial resources
Describes which factor that influences the teaching learning process? |
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Definition
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Term
i. Identify language deficits or barriers and develop strategies to address them and document this
ii. Never assume a family member is an adequate translator
iii. Develop understanding of the patient’s culture
iv. Work with a multicultural team in developing programs
v. Be aware of personal assumptions, biases, and prejudices
vi. Understand the core cultural values of the patient or group
vii. Develop written materials in the patient’s native language
viii. Use testimonials of people with the same cultural background as the patient
Describes which factor that influences the teaching learning process? |
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Definition
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Term
i. Ability to read, understand, and act on health info to promote and maintain good health; reading, math, comprehension, and decision-making skills
ii. Minority and groups of lower socioeconomic status more commonly lack health literacy, making them more likely to avoid screenings and ER attention
iii. Use plain language without jargon, visual models, and teach-back demonstrations
Describes which factor that influences the teaching learning process? |
|
Definition
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Term
a. Maintain learning attention and participation
b. Build on existing knowledge
c. Select teaching approach
d. Incorporate teaching with nursing care
e. Select appropriate instructional methods
f. Use different teaching tools
g. Address illiteracy, cultural diversity, needs of children and older adults
Are all what kind of strategies? |
|
Definition
| teaching-learning strategies |
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|
Term
i. Group instruction
ii. One-on-one discussion
iii. Preparatory instruction
iv. Demonstration
v. Analogy
vi. Role playing
vii. Simulation
Are examples of what? |
|
Definition
|
|
Term
a. Observe a return demonstration
b. Ask the patient to restate instructions
c. Ask questions/use written tests or questionnaires
d. Consult with the patient’s family
e. Consider feedback or comments
Are examples of what? |
|
Definition
| methods to evaluate client learning |
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Term
a. The patient record is the only permanent legal document that details the nurse’s interactions and is the nurse’s best defense if charged with negligence
b. ANA standards for effective documentation: accessible, accurate, relevant, consistent, auditable, clear, concise, complete, legible, thoughtful, timely, contemporaneous, sequential, reflective of the nursing process, retrievable on a permanent basis
c. All nurses are legally and ethically obligated to keep all patient info confidential
d. Nurses are responsible for protecting records from all unauthorized readers
e. HIPAA requires that disclosure or requests regarding health info are limited to the minimum necessary
f. Documentation standards are set by federal and state regulations, statutes, standards of care, and accreditation agencies
Are examples of what? |
|
Definition
| legal guidelines for documentation and reporting |
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|
Term
| What is the only permanent legal document that details the nurse’s interactions and is the nurse’s best defense if charged with negligence |
|
Definition
|
|
Term
accessible, accurate, relevant, consistent, auditable, clear, concise, complete, legible, thoughtful, timely, contemporaneous, sequential, reflective of the nursing process, retrievable on a permanent basis
Describes what? |
|
Definition
| ANA standards for effective documentation |
|
|
Term
| All nurses are legally and ethically obligated to |
|
Definition
| keep all patient info confidential |
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|
Term
| Who is responsible for protecting records from all unauthorized readers |
|
Definition
|
|
Term
| What requires that disclosure or requests regarding health info are limited to the minimum necessary |
|
Definition
|
|
Term
| who sets documentation standards? |
|
Definition
| federal and state regulations, statutes, standards of care, and accreditation agencies |
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|
Term
| Definition of health informatics? |
|
Definition
| application of computer and information sciences for managing health-related data |
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Term
i. A specialty that integrates nursing science, computer science, and information science to manage and communicate data, info, and knowledge in nursing practice
ii. Healthcare information systems (HIC): group of systems used in healthcare to support and enhance healthcare
iii. Supports the way nurses function and work
iv. Supports and enhances nursing practice through improved access to info and clinical decision-making tools
v. Focus on the patient and process of care
vi. Goal is to enhance quality and efficiency of care
vii. Benefits
Describe what? |
|
Definition
|
|
Term
| What are healthcare information systems (HIC)? |
|
Definition
| group of systems used in healthcare to support and enhance healthcare |
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Term
| What are the benefits of nursing informatics? |
|
Definition
1. Increases in accuracy and completeness of nursing documentation
2. Improvement in nurse’s workflow and elimination of redundant documentation
3. Automation of collection and reuse of nursing data
4. Facilitation of the analysis of clinical data |
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Term
Paper record, computerized, source-oriented records, narrative, problem-oriented medical records, SOAP, SOAPIE, PIE, focus charting, charting by exception, case management model
Are all types of what? |
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Definition
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|
Term
What type of documentation is described below:
i. Episode-oriented
ii. Key information may be lost from one episode of care to the next |
|
Definition
|
|
Term
What type of documentation is described below:
1. Digital version of patient’s medical record
2. Integrates all of patient’s info into one record
3. Improves continuity of care |
|
Definition
|
|
Term
What type of documentation is described below:
people prepare online records to manage their own healthcare, including medical history, diagnoses, medications, scanned in test results, insurance info, etc. |
|
Definition
|
|
Term
What type of documentation is described below:
allows health care providers and patients to appropriately access and securely share a patient’s vital medical info electronically |
|
Definition
| health information exchange |
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|
Term
What type of documentation is described below:
paper format in which each healthcare group keeps data on its own form; progress notes, narrative notes |
|
Definition
|
|
Term
What type of documentation is described below:
traditional method |
|
Definition
|
|
Term
What type of documentation is described below:
organized around a patient’s problems rather than sources of info; all health professionals record info on the same forms |
|
Definition
| problem-oriented medical record |
|
|
Term
What type of documentation is described below:
i. Includes:
1. Database
2. Problem list
3. Care plan
4. Progress notes |
|
Definition
| problem-oriented medical records |
|
|
Term
What type of documentation is described below:
subjective, objective, assessment, plan |
|
Definition
|
|
Term
What type of documentation is described below:
subjective, objective, assessment, plan, intervention, evaluation |
|
Definition
|
|
Term
What type of documentation is described below:
problem, intervention, evaluation |
|
Definition
|
|
Term
What type of documentation is described below:
focus on patient concerns (strength, problem, or need), narrative format (DAR or Data, Action, Response) |
|
Definition
|
|
Term
What type of documentation is described below:
interdisciplinary documentation tool that identifies outcomes that select groups of patients are expected to achieve on each day of care; teamwork, efficient, increased quality |
|
Definition
|
|
Term
| What are collaborative or critical pathways |
|
Definition
| specifies the plan of care linked to expected outcomes along a timeline |
|
|
Term
| What is occurrence or variance charting |
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Definition
| documenting when a patient fails to meet an expected outcome or a planned intervention isn’t implemented in the case management model |
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Term
| patient records include what therapeutic orders |
|
Definition
| diagnosis studies ordered, the results, and orders for care |
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Term
b. Illegible notes and typos have been the source of error; if you are ever unsure of what has been written in a record, check the order
Is responsibility of who when receiving and transcribing orders |
|
Definition
|
|
Term
| What is at risk if you incorrectly transcribe or execute an order |
|
Definition
| a patient’s life and your license |
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Term
| What is only used in medical emergency when the physician is present but doesn’t have the time to write the order |
|
Definition
|
|
Term
| What type of order is given directly from the physician to the nurse who receives, reads back, documents, and executes the order |
|
Definition
|
|
Term
| In what case must the person giving the order confirms read backs |
|
Definition
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|
Term
1. Nurse must record the order in the patient’s record
2. Read back to verify
3. Date and note the time during the emergency
4. Record verbal orders, the name of the person who gave it, and the nurse’s own name and title
5. The nurse must see that the orders are transcribed according to procedure
Are the nurses responsibilities when what kind or order is given? |
|
Definition
|
|
Term
a. Identify the patient according to agency policy
b. Check the patient’s wristband and ask to confirm name and date of birth
Are examples of what? |
|
Definition
| ensuring proper identification of the client |
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|
Term
a. Consider patients within context of family, culture, and community
b. Provide services in a sensitive, knowledgeable, and nonjudgmental manner with respect to people’s health beliefs and practices
c. Nurses should be familiar with general health beliefs and variances of various groups to improve effectiveness of healthcare
d. Nurses should know risk factors for alterations in health that are based on racial inheritance and ethnic backgrounds
e. Consider how spirituality and religion may impact health
Are examples of what? |
|
Definition
| culturally competent strategies that can be used during health assessment and physical exams |
|
|
Term
| What client beliefs must be considered? |
|
Definition
i. Health beliefs
ii. Use of alternate therapies
iii. Nutritional habits
iv. Family relationships
v. Use of personal space (i.e. ask before touching) |
|
|
Term
g. Demonstrate knowledge and understanding of the patient’s culture
h. Learn about appropriate cultural and linguistic service delivery through continuing education
Are examples of what? |
|
Definition
| culturally competent strategies that can be used during health assessment and physical exams |
|
|
Term
|
Definition
| heat production—heat loss |
|
|
Term
| What maintains a set point for temp? |
|
Definition
| thermoregulatory center in the hypothalamus |
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|
Term
| How does the body know to respond to different temperatures? |
|
Definition
| ii. Cold and warm receptors throughout the body sends messages to hypothalamus which compares the messages to the set point for temperature and makes responses to produce or conserve heat |
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|
Term
1. Primarily a biproduct of metabolism, which generates energy for cells
2. Hormones (epinephrine, norepinephrine, and thyroid hormones) and exercise (muscle movements) increase metabolism, resulting in increased heat production
3. Shivering also increases heat production
4. Piloerection (goosebumps) decreases skin surface area for heat loss
Are all functions of what? |
|
Definition
|
|
Term
1. Circulating blood brings heat to the skin’s surface which is then released via arteriovenous shunts
2. Sympathetic nervous system controls the opening and closing of these shunts in response to changes in temperature
3. Heat is transferred to the external environment through radiation, convection, evaporation, and conduction
Are all functions of what? |
|
Definition
|
|
Term
|
Definition
| palpable beating of the blood flow in a peripheral |
|
|
Term
|
Definition
| the autonomic nervous system through the sinoatrial node (pacemaker) |
|
|
Term
| What kind of stimulation and stimulation of what causes vagus nerve to decreases heart rate |
|
Definition
|
|
Term
| What kind of stimulation of the SA node increases heart rate and force of contraction |
|
Definition
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Term
| What does oxygen depend on? |
|
Definition
1. Integrity of the airway (respiratory) system: properly functioning alveolar system to oxygenate blood and remove carbon dioxide
2. Properly functioning cardiovascular system and blood supply to carry nutrients and wastes to and from body systems |
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Term
| Where is the respiratory center located? |
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Definition
|
|
Term
| how is the medulla stimulated? |
|
Definition
| increase in concentrations of carbon dioxide and hydrogens ions, and decrease amount of oxygen in arterial blood |
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Term
| What is in the aortic arch and carotid bodies that is sensitive to arterial blood gas and stimulates the medulla? |
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Definition
|
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Term
| What happens when the medulla is stimulated? |
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Definition
| increases rate and depth of inspiration to bring in more oxygen-rich air to increase oxygenation or increases the rate and depth of expiration to expel more carbon dioxide-rich air to decrease carbon dioxide concentrations |
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Term
| What happens when the medulla sends impulses to the respiratory muscles |
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Definition
|
|
Term
| how much oxygen is carried via red blood cells? |
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Definition
|
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Term
| What is in red blood cells that have a strong affinity for oxygen and bind with it to form oxyhemoglobin and it is carried throughout the body |
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Definition
|
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Term
| sufficient numbers of red blood cells with hemoglobin are needed for ? |
|
Definition
| good oxygenation of the blood |
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|
Term
| What changes in response to tissue demand? |
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Definition
|
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Term
| What causes the changes of respiratory muscles by the medulla in the brain? |
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Definition
| inhibition or stimulation |
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Term
| Activation of stretch and irritant receptors in the lungs and receptors in muscles and joints occur from what? |
|
Definition
| impulses from chemoreceptors |
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|
Term
| What does an increase in carbon dioxide cause? |
|
Definition
| increase in respiratory rate and depth |
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|
Term
| Why does an increase in carbon dioxide cause an increase in respiratory rate and depth? |
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Definition
| to expel more carbon dioxide and inhale more oxygen |
|
|
Term
| What is systolic pressure? |
|
Definition
| ventricular contraction that forces blood into the aorta |
|
|
Term
| What is diastolic pressure? |
|
Definition
| minimal pressure exerted against the arterial wall |
|
|
Term
|
Definition
| difference between systolic and diastolic |
|
|
Term
| Which kind of walls have elastic tissue that allows them to stretch and distend as blood flows through them? |
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Definition
|
|
Term
|
Definition
| smallest arteries for blood transportation before entering capillaries for diffusion into the body |
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|
Term
| What resist the pressure of the blood and keep the blood entering capillaries in a continuous flow rather than spurts |
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Definition
|
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Term
| What do arterial walls and resistance in arterioles do for the body? |
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Definition
| they help maintain normal blood pressure |
|
|
Term
| Where are the neural centers for blood pressure located? |
|
Definition
| cardiovascular center of the brain |
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|
Term
| What else can control blood pressure? |
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Definition
|
|
Term
| What organ regulates blood pressure in the long term by either increasing or decreasing secretion of extracellular fluid |
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Definition
|
|
Term
| What do the kidneys do if the blood pressure is high? |
|
Definition
| secrete more extracellular fluid into the urine |
|
|
Term
| Who lose some thermoregulatory control so body temperatures may be lower |
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Definition
|
|
Term
| What gender experiences more fluctuations in temp and increased pulse |
|
Definition
|
|
Term
| why is temperature usually lowest in the morning and highest in the evening |
|
Definition
|
|
Term
| Why does fever and stress cause an increased pulse rate |
|
Definition
| increased metabolic demands and compensatory mechanisms |
|
|
Term
| What is affected by functioning of the cardiopulmonary system |
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Definition
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|
Term
What age group has the vitals below?
Temp:35.9-36.9 C/96.7-98.5 F
Pulse:70-190 bpm
Respirations:30-55 breaths/minute
BP:73/55 mmHg |
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Definition
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|
Term
What age group has the vitals below?
Temp:37.1-38.1 C/98.7-100.5 F
Pulse:80-150 bpm
Respirations:20-40 breaths/minute
BP:85/37 mmHg |
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Definition
|
|
Term
What age group has the vitals below?
Temp:37.1-38.1 C/98.7-100.5 F
Pulse:70-120 bpm
Respirations:20-30 breaths/minute
BP:89/46 mmHg |
|
Definition
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|
Term
What age group has the vitals below?
Temp:36.8-37.8 C/98.2-100 F
Pulse:70-115 bpm
Respirations:20-25 breaths/minute
BP:95/57 mmHg |
|
Definition
|
|
Term
What age group has the vitals below?
Temp:35.8-37.5 C/96.4-99.5
Pulse:65-110 bpm
Respirations:18-26 breaths/minute
BP:102/61 |
|
Definition
|
|
Term
What age group has the vitals below?
Temp:35.8-37.5 C/96.4-99.5
Pulse:55-105 bpm
Respirations:12-22 breaths/minute
BP:112/64 mmHg |
|
Definition
|
|
Term
What age group has the vitals below?
Temp:35.8-37.5 C/96.4-99.5
Pulse:60-100 bpm
Respirations:12-20 breaths/minute
BP:120/80 mmHg |
|
Definition
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|
Term
| Definition of health history |
|
Definition
| collection of subjective info that provides info about the patient’s health status |
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|
Term
| Definition of physical assessment |
|
Definition
| collection of objective data that provides info about changes in the patient’s body systems |
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|
Term
| Definition of comprehensive assessment |
|
Definition
| includes a health history and physical exam and is usually conducted when a patient first enters a healthcare setting, with info providing a baseline for comparing later assessments |
|
|
Term
| Definition of ongoing partial assessment |
|
Definition
| an assessment conducted at regular intervals during care of patient; concentrates on identified health problems to monitor positive or negative changes and evaluate the effectiveness of interventions |
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|
Term
| Definition of focused assessment |
|
Definition
| conducted to assess a specific problem |
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|
Term
| Definition of emergency assessment |
|
Definition
| rapid focused assessment conducted when addressing a life-threatening or unstable situation |
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|
Term
| The health assessment is a critical component of what type of care? |
|
Definition
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|
Term
ii. Risk for depression
iii. Functional ability
iv. Level of safety
v. A physical exam
vi. Patient education and counseling
Those are all included in what kind of assessment? |
|
Definition
|
|
Term
| What type of assessment is a holistic collection of info about factors that affect or are affected by one’s level of health |
|
Definition
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|
Term
collection of data that provides a detailed profile of a patient’s health status
Is what? |
|
Definition
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|
Term
i. Biographical data
ii. Reason the patient is seeking healthcare: open-ended question, try to record exact words
iii. Present health or history of present health concern: explore symptoms; include onset, location, duration, intensity, quality/description, relieving/exacerbating factors, associated factors, past occurrences, treatments, effects on patient
iv. Past health history: may provide insight into current health issue; childhood and adult illnesses, chronic health problems and treatment, previous surgeries or hospitalizations
v. Family history: genetics, predispositions
vi. Functional health: ADLs and IADLs
vii. Psychosocial and lifestyle factors: social support network, activity, sleep, nutrition, relationships and resources, values and beliefs, self-esteem and self-concept, coping and stress management, personal habits, etc.
viii. Review of systems: questions about all body systems
All pertain to what? |
|
Definition
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|
Term
head-to-toe sequence; systematic collection of objective data; tailor the assessments to individual needs
Describe what kind of exam? |
|
Definition
|
|
Term
| Benefit of open ended questions? |
|
Definition
| these encourage the patient to give you more information than a simple yes or no |
|
|
Term
|
Definition
| giving encouragement and encouraging comments, responding like in active listening (feedback to indicate you’re listening, repeating things back, etc.) |
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|
Term
| What type of questions should be avoided because they limit the information you get from the patient to a yes or no; the purpose of the interview is to gather as much info as possible to address unmet needs and promote health |
|
Definition
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|
Term
serves to validate what the nurse heard and indicate the nurse is listening
are considered what type of question? |
|
Definition
| validating questions/comments |
|
|
Term
| what is a reflective question/comment? |
|
Definition
| repeating what the patient said or describing their feelings to encourage them to elaborate on their thoughts and feelings |
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|
Term
a. Make the patient comfortable and relaxed
b. Environment
i. Good lighting
ii. Quiet and privacy
iii. Warm/comfortable temperature
iv. Provide a gown or drape for comfort and privacy
v. Gather instruments and supplies and prepare exam room before beginning
vi. Ask patient to empty their bladder for comfort during the exam
c. Positioning: consider age, culture, health status, mobility, etc. when positioning patients for different parts of the assessment
d. Be sensitive to physiologic and psychologic needs (feeling tired, anxiety)
e. Explain to the patient what is being done; explain assessments as they’re performed, explain drapes used, answer questions
f. Tailor the assessment to meet the needs of the patient (i.e. age group: children may require a different approach from adults)
The list above does what for the patient? |
|
Definition
| prepares the client and the environment for a health assessment |
|
|
Term
| When positioning what should be considered? |
|
Definition
| age, culture, health status, mobility |
|
|
Term
|
Definition
| visually inspect for appearance, behavior, movement, symmetry; size, color, shape, position, movement, symmetry of each body part |
|
|
Term
|
Definition
| use hands and fingers to assess temperature, pulse, moisture, texture, turgor, tenderness, and thickness of skin; palpate for masses, tenderness, distention in abdomen; use different parts of the hand to detect different characteristics |
|
|
Term
|
Definition
| tapping body with fingertips to produce vibrations; sound is used to assess location, shape, size, and density of tissues and structures |
|
|
Term
|
Definition
| listening with a stethoscope, especially for heart sounds, breathing sounds, and gastrointestinal sounds |
|
|
Term
|
Definition
| smell for nature and source of body odors; helps detect abnormalities; used in conjunction with other measurements |
|
|
Term
i. Pitch: high to low
ii. Loudness: soft to loud
iii. Quality: gurgling or swishing
iv. Duration: short, medium, long
These can be heard during what assessment technique? |
|
Definition
|
|
Term
| ADLs are more important in what age group? |
|
Definition
|
|
Term
| What kind of patterns should the nurse identify in patients? |
|
Definition
|
|
Term
|
Definition
| spiritual well-being scale |
|
|
Term
| what does BELIEF stand for |
|
Definition
| beliefe, ethics, lifestyle,involvement, education, future events |
|
|
Term
| What does a spiritual care plan include? |
|
Definition
| realistic and individualized goals and relevant outcomes |
|
|
Term
i. Mobilize hope
ii. Provide interpretation of suffering that is acceptable to patient
iii. Help patient use resources
Are examples of what type of relationship? |
|
Definition
| supportive healing relationships |
|
|
Term
recommend prayer, reflection, nature walks, dream analysis and manifest spiritual energy in one’s outer world (loving relationships, compassion, forgiveness, joy, service
Are examples of what? |
|
Definition
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