NS 161 Final Exam Review Study Guide Questions and Answers., Exams of Nursing

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Population Health - -can be viewed as a particularly important set of analytical strategies and approaches that was first used in public health to describe, analyze, and mobilize efforts to improve health in community-based populations and is now being used in initiatives to improve outcomes of clinical populations -The attainment of the greatest possible biologic, psychological, and social well-being of the population as an entity of its individual members Population Based Practice - Practice that focuses on entire populations, ground in community assessment, considers all health determinants, emphasizes prevention, and intervenes at multiple levels Population/aggregate - -collection of individuals who have one or more personal or environmental characteristics in common --Members can be defined in terms of: Geography (e.g. country, a group of countries or a state) Special interest or circumstance (e.g. children attending a particular school) Public Health - broad field of practice that is the backbone of the infrastructure supporting the health of country, state, province, city, town, or community Core Functions and Essential Services of Public Health - -Monitor health status to identify and solve community health problems -Diagnose and investigate health problems and health hazards in the community -Inform, educate, and empower people about health issues -Mobilize community partnerships and action to identify and solve health problems -Develop policies and plans that support individual and community health efforts -Enforce laws and regulations that protect health and ensure safety -Link people to needed personal health services and assure the provision of health care when otherwise unavailable -Assure competent public and personal health care workforce -Evaluate effectiveness, accessibility, and quality of personal and population-based health services -Research for new insights and innovative solutions to health problems Monitor health status to identify and solve community health problems - -Include SDOH measures as basis for addressing community health problems and inequities -Ensure community health assessments (CHA) include SDOH measures and engage communities and multi-sectoral partners in CHA efforts Diagnose and investigate health problems and health hazards in the community - -Include community-level determinants of health in investigations, as well as policies and practices that involve other sectors to support them. For example --Ensure water sources meet required standards --Ensure brownfield sites Identify hazardous waste that might contaminate a community --Address deteriorating housing conditions to prevent lead poisoning and other hazards to health Inform, educate, and empower people about health issues - -Ensure outreach and education efforts address social and structural determinants of health inequities -Ensure access to culturally and linguistically appropriate approaches to community health (e.g., REACH) to help address SDOH. Approaches should take into account such challenges as structural racism and stigma against immigrants, both of which can decrease likelihood of seeking needed health care. Mobilize community partnerships and action to identify and solve health problems - - Engage and collaborate with community members and non-traditional partners associated with SDOHs, such as --Housing authorities --Law enforcement --Schools --Community organizations Develop policies and plans that support individual and community health efforts - - Leverage evidence-based policies in non-health sectors that affect SDOH and health outcomes, such as -which successfully served a poor rural area in Kentucky that lacked basic medical and obstetric care, was a pioneer organization at its inception in the 1920s. Role of Home Health and Hospice Nurse - -Home health care -Home health nursing -Hospice --Physical, emotional, psychological, and spiritual care -Palliative care --Physical, emotional, psychological, and spiritual care -Family caregiving --Meal prep, hygiene, basic needs, transportation, treatment -Interprofessional collaboration --Provide quality and safe care to clients School Nurse Role - -Grew out of school absences caused by prevalence of infections and communicable diseases (TB, ring worms, etc) -Lina Rogers—first US school nurse --Worked with children in NYC schools --School nurses found illness was often not the reason for absence ---Lack of shoes, clothing, malnourishment, helping family -Significant and positive impact --More nurses hired --School nursing soon implemented in other areas -Roles --Direct Caregivers --Educators --Counselors --Consultants --Case Managers --Community outreach --Researcher Occupational Health Nurse Role - -Role --Extended beyond emergency --Promotion and maintenance of health --Overall risk management --Care for environment --Efforts to reduce health-related costs in businesses -Positions: nurse practitioners, clinical nurse specialists, managers, supervisors, consultants, educators, and researchers Forensic Nurse Role - -Synthesis of biopsychosocial and spiritual aspects of nursing care, with an expert understanding of forensic science and the criminal justice process -Roles --Sexual Assault Nurse Examiner (SANE) --Clinical forensic Nurse --Forensic Nurse Examiner --Forensic psychiatric nurse --Forensic correctional nurse --Legal nurse consultant --Nurse attorney --Nurse coroner or death investigator Faith Community Nurse Role - -Personal health counseling -Health education -Referral or liaison activities -Facilitating groups -Integrating faith and health -Health advocacy -Coordinating volunteer services Primary Level of Prevention - -Aimed at preventing disease, injury, or disability -"Well" individuals, susceptible to disease but not disease -Health promotion, environmental protection, and specific protection Ex: legislation and enforcement to ban or control the use of hazardous products; education about health and safe habits; immunizations Secondary Level of Prevention - -Increase probability disease diagnosed at stage treatment results in cure -Health screenings and health education -Regular exams and screening tests to detect disease in its earliest stages -daily, low-dose aspirins and/or diet and exercise programs to prevent further heart attacks or strokes -suitability modified work so injured or ill workers can return safely to their jobs Tertiary Level of Prevention - -Aimed at disability limitation and rehabilitation from disease, injury, or disability -cardiac or stroke rehab programs, chronic disease management programs -support groups that allow members to share strategies for living well -vocational rehab program to retrain workers for new jobs when they have recovered as much as possible Social Determinants of Health Topic areas and Objectives - o Access to Health Services o Adolescent Health (new) o Arthritis, osteoporosis, and chronic back conditions o Blood disorders and blood safety (new) o Cancer o Chronic Kidney Disease o Dementias, including Alzheimer's Disease (New) o Diabetes o Disability and Health -Children exposed to secondhand smoke Injury and Violence - -Injury deaths -Homicides Maternal, Infant, and Child Health - -All Infant deaths -Total preterm live births Mental Health - -Suicide -Adolescents with a major depressive episode in the past 12 months Nutrition, Physical Activity, and Obesity - -Adults meeting aerobic physical activity and muscle-strengthening objectives -Obesity among adults -Obesity among children and adolescents -Mean daily intake of total vegetables Oral Health - Children, adolescents, and adults who visited the dentist in the past year Reproductive and Sexual Health - -Sexually active females receiving reproductive health services -Knowledge of serostatus among HIV-positive persons Social Determinants - Students graduating from high school within 4 years of starting 9th grade Substance Abuse - -alcohol or illicit drugs in past 30 days -Binge drinking in past month—Adults Tobacco - -Adult cigarette smoking -Adolescent cigarette smoking in past 30 days Intrapersonal Communication - Communication within an individual Interpersonal Communication - one to one interaction between the nurse and other person, often face to face Transpersonal Communication - communication within a person's spiritual domain Small Group Communication - communication within a group Public Interaction - With a small audience Cultural Competence - -using appropriate methods for sensitivity to diversity; ongoing life process that focuses on understanding every aspect of patient care --Entails a combination of culturally congruent behaviors, practice attitudes, and policies that allow nurses to use interpersonal communication, relationship skills, and behavioral flexibility to work effectively in cross-cultural situations Cultural Awareness - self-examination and in-depth exploration of one's own beliefs and values as they influence behavior Cultural Knowledge - refers to the process of searching for and obtaining a sound educational understanding about culturally diverse groups Cultural Skill - refers to the ability of nurses to effectively integrate cultural awareness and cultural knowledge when conducting a cultural assessment and to use the findings to meet the needs of culturally diverse clients Cultural Encounter - refers to the process that permits nurses to seek opportunities to engage in cross-cultural interactions Cultural Desire - · refers to the nurse's intrinsic motivation to want to engage in the previous 4 constructs necessary to provide culturally competent care Cultural Preservation - these decision support clients and maintaining those aspects of their culture that promotes healthy behaviors Cultural accommodation - these decisions include those aspects of the culture that are culture that are crucial to providing satisfying care Cultural Repatterning - these decisions include working with clients to develop health promoting behaviors Cultural Brokering - guide nurses in developing, delivering cultural competent care Ethics - -both a process for reflection and body of knowledge that focuses on the study of morality and the moral life --Important in all aspects of life, particularly in nursing practice --Basing actions on ethical principles and guidelines supports clinical decision making, the ethical conduct of nurses, and the care they provide within communities Ethical Decision Making - -component of ethics that focuses on the process of how ethical decisions are made; frameworks use problem-solving processes and provide guides for making sound ethical decisions that can be morally justified --Identify the ethical issues and dilemmas --Place the ethical issues and dilemmas within a meaningful context --Obtain all relevant facts --Reformulate ethical issues and dilemmas if needed --Consider appropriate approaches to actions --Make a decision and take action --Evaluate the decision and the action Social Justice - --Concerned with values of impartiality and objectivity at a systems or governmental level and is founded on principles of fairness, equity, respect for self and human dignity, and tolerance --Nurses: advocate for fair housing, women's rights issues, or cessation of gun violence in schools and communities Bioethics - --Respect for autonomy, nonmaleficence, beneficence, and distributive justice; general guidelines for the formulation fo more specific rules, an approach known as principlism Autonomy - -self-governance -Living environment and Neighborhood surroundings Socioeconomic Resources - people who can provide support and financial resources Preventive Health Needs - includes age appropriate screening tools, immunization status, BP, wt., etc. Congenital and Genetic Predispositions - allow nurse to provide education and/or referral to other health professionals as needed Amount of Stress - -the client or family is having -Do they have effective coping skills to manage the stress Living Environment and Neighborhood surroundings - -Includes hazards such as lead based paint, asepsis H2), air quality and incidence of crime in the area Planning and Implementing Care for Vulnerable Populations - -Follow through with actions you are going to do and be honest -It is okay to say you do not know just respond with "I do not know but I will go find out for you" -They may be frustrated with the system; nurse can link and coordinate care with other services -Developing good relationship is key -Vulnerable populations are used for being let down and do not believe they deserve care -Create a trusting environment -Show respect, compassion, and concern --Listening (also helps provide assessment data) -Do not make assumptions -Coordinate services and providers -Advocate for accessible health care services -Focus on prevention -Know when to "walk beside" the client and when to encourage the client to "walk ahead" -Know what resources are available -Develop your own support