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NURS 322 Final Terms Review, Study Guides, Projects, Research of Nursing

Virginia State University (VSU)Nursing

NURS 322 Final Terms ReviewNURS 322 Final Terms Review

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NURS 322 Final Terms Review
1.EDUCATION: process of receiving or giving systematic instruction
2.Health education: continuous, dynamic, complex, planned teaching-
learning process throughout lifespan + in different setting implemented
through equitable+ne- gotiated pt + HCP 'partnership' to facilitate +
empower pt to promote/initiate lifestyle-related behavioral changes that
promote positive health status outcomes
3.TEACHING: Sharing info/experiences, intentional/deliberate,
planned, con- scious, impromptu, incidental - Formal/Informal
4.LEARNING: Acquisition of knowledge, attitudes+skills
- Outcome or product
- Depends on environmental stimuli
- Behaviour change in cognitive/affective/psychomotor domains
- Observable/Measurable
5.CASE MANAGEMENT: definition varies w/ context + discipline
- Key features - Collaboration, Coordination, Integration of hc delivery +
other ser- vices, Requires communication skills + leadership, Cultural
competence, Support ’ empowerment ’ partnership
6.Leadership: achieved position through experience + innovation +
education
- based on influence + shared understanding - informal role
- every nurse's responsibility
- initiative, innovation, independence
7.Management: assigned by higher management
- based on formally designated authority - formal role
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NURS 322 Final Terms Review

  1. EDUCATION: process of receiving or giving systematic instruction
  2. Health education: continuous, dynamic, complex, planned teaching- learning process throughout lifespan + in different setting implemented through equitable+ne- gotiated pt + HCP 'partnership' to facilitate + empower pt to promote/initiate lifestyle-related behavioral changes that promote positive health status outcomes
  3. TEACHING: Sharing info/experiences, intentional/deliberate, planned, con- scious, impromptu, incidental - Formal/Informal
  4. LEARNING: Acquisition of knowledge, attitudes+skills
  • Outcome or product
  • Depends on environmental stimuli
  • Behaviour change in cognitive/affective/psychomotor domains
  • Observable/Measurable
  1. CASE MANAGEMENT: definition varies w/ context + discipline
  • Key features - Collaboration, Coordination, Integration of hc delivery + other ser- vices, Requires communication skills + leadership, Cultural competence, Support ’ empowerment ’ partnership
  1. Leadership: achieved position through experience + innovation + education
  • based on influence + shared understanding - informal role
  • every nurse's responsibility
  • initiative, innovation, independence
  1. Management: assigned by higher management
  • based on formally designated authority - formal role
  • usually involves resource management
  • improved when leadership is strong
  1. Philosophy: beliefs+values
  2. Process: relationships+partnership
  3. Pragmatics: skills, techniques, m&ms
  4. Client centered learning: opportunities for pt to apply values, needs, experi- ences, cultural realities to actions - not only gaining new knowledge
  5. Learning: A relatively permanent change in mental processing, emotional func- tioning, skill, behaviour d/t experience... a lifelong process by which pts acquire new knowledge/skills + alter their thoughts, feelings, attitudes, actions.
  • change in behavior/perception/way of thinking/skills/values/capabilities that can be observed/measured.
  • Not accounted for merely by growth - Growth + dev't may facilitate learning
  1. Education Process: systematic, sequential, planned course of action on part of teacher + learner to achieve outcomes of teaching+learning
  2. Teaching/Instruction: deliberate intervention, involves sharing info
  • experi- ences to meet intended learner outcomes
  • Health oriented, Multidimensional, Person-centered, Partnership
  • Process of influencing
  • Empowering
  • Providing experience to learn - Planned methods help someone learn
  • Providing information (not knowledge) + Helping someone understand

predictability

  • change over time
  • Protect group from conflict.
  • expectation of respect
  1. Conformity: Similar values+behaviors result from peer influences.
  2. Trust: Shared expectations+resources from open+honest communication.
  3. Case Management: no clear definition as 'cases' are not managed, services are
  • collaboration, coordination, integration of HC delivery w/ goal of high quality + cost effectiveness
  • means to achieve pt's wellness+autonomy through advocacy, communication, education
  1. CNA code of ethics: - Providing Safe, Compassionate, Competent and Ethical Care
  • Promoting Health and Well-Being
  • Promoting and Respecting Informed Decision-Making
  • Honouring Dignity
  • Maintaining Privacy and Confidentiality
  • Promoting Justice
  • Being Accountable
  1. Key ethical principles: Autonomy // Veracity // Confidentiality // Non-malefi- cence // Beneficence // Justice
  2. Relational practice: reflexive, responsive approach to inquire into pt's lived experiences + HC needs (process)
  • skilled action of respectful, compassionate, authentically interested inquiry

  • relationships in nursing practice

  • examine how personal capacities + socioeconomic limitations impact pts' lived experience, decision making, health management
  • In teaching+leadership, foundation to effective tailoring
  1. ASSURE Model: useful paradigm to assist nurses to organize+carry out educa- tion process
  • Analyze the learner
  • State the objectives
  • Select instructional methods and materials
  • Use instructional methods and materials
  • Require learner performance/participation
  • Evaluate/revise the teaching plan
  1. SWOT analysis: Strengths // Weaknesses // Opportunities // Threats
  2. 9 key practice recommendations: - Create shame+blame free environment
  • Use universal precautions r/t health literacy
  • Assess pt's learning needs
  • Tailor approach + educational design by collaborating w/ pt + IP team
  • Engage in more structured+intentional approaches to facilitate learning
  • Use plain language, pictures, illustrations to promote health literacy
  • Use combinations of instructional strategy (PEMS, telephone, audio, visual, IT)
  • Assess pt learning
  1. Extraversion vs. Introversion 2.Sensation vs. Intuition 3.Thinking vs. Feeling
  2. Judging vs. Perceiving
  3. Learning Theories: a way of conceptualizing learning process
  • theory: set of concepts, principles, propositional statements of relationships be- tween concepts that explains a particular phenomena
  1. Stimulus generalization: initial learning experience easily applied to similar stimuli
  2. Discrimination learning: individual learns to differentiate btwn experiences as they gain experience
  3. Spontaneous Recovery: old patterns can resurface in behavior
  4. Theoretical pluralism: Each theory contributes understanding to various as- pects of learning process - used singly or in combination to help practitioners acquire new info + alter existing thoughts, feelings, behaviour
  5. Health Belief Model: Pt's willingness to participate + belief that health is highly valued
  • Predict health behavior when we view 3 interacting components of : 1.Individual perceptions 2.Modifying factors 3.Likelihood of action
  • Perceived barriers=most influential factor to resisting behavior change.
  • Perceived threat=powerful effect on behavior change.
  • Looks at capabilities based on self-efficacy (self) + opportunity (supported by others)
  • Flaw: assumes people believe behaviour affects health (not everyone understands this link)
  1. Health Promotion Model: Focus on actualizing health potential+increasing well being - focus is on health promotion rather than disease prevention.
  • Focus on how pt can reach ideal health
  • 4 assumptions: 1.Pt strives to control their own behavior 2.Pt works to improve self+environment 3.HCPs work interpersonally w/ pt + influence behavior 4.Self-initiated change is essential in changing behavior
  • Flaw: assumes people want to control behaviour, be safe, be healthy, have good environment (some people compromise this for damaging environments intention- ally)
  1. Self efficacy theory (Bandura): Focuses on pt's belief in their capacity to successfully perform task/behavior "They are able who think they are able"
  • Developed from social cognitive perspective
  • Social cognition: thoughts fed by those we are around - changes how we feel re: ourselves
  • 4 Principles:
  1. Performance accomplishments - depends on experience + belief in yourself (feedback is helpful)

shift in power from provider to partnership - power in relationship is equalized by alliance.

  • Shift toward self-determination + control over one's own life is fundamental- expected outcome: responsible self-care.
  • Concordance = consultation based on mutual respect for pt + nurse's beliefs, lets negotiation take place towards best course of action for pt.
  1. Kolb's Learning cycle: Four phases of learning (usual pattern of learning)
  • Concrete Experience (do it; here+now)
  • Reflective Observation (think+reflect about it to give meaning )
  • Abstract Conceptualization (think+draw conclusions)
  • Active Experimentation (creatively+contextually adapt) Concrete // Active // Reflective // Abstract dynamic matching model
  • experiencing - facilitator
  • reflecting - subject expert
  • thinking - standard setter + evaluator
  • acting - coach
  1. Experiential learning: Starts with personal involvement in the learning ’ Learner reflects on experience ’ Logical conclusions are drawn ’ Experience is gained ’ Conclusions+insights guide decisions+actions
  2. 3 determinants of learning: - Learning Needs - WHAT learner needs to learn
  • Readiness to Learn - WHEN learner is receptive to learning
  • Learning Style - HOW learner best learns
  1. Cognitive Development: Piaget
  • sensorimotor (birth-2)
  • pre-operational (2-7)
  • concrete operational (7-12)
  • formal operational (12+)
  1. Psychosocial development: Erikson
  • trust vs mistrust (infant-18mo)
  • autonomy vs shame+doubt (18mo-3yrs)
  • initiative vs guilt (3-5yrs)
  • industry vs inferiority (5-13yrs)
  • identity vs role confusion (13-21yrs)
  • intimacy vs isolation (21-39yrs)
  • generativity vs stagnation (40-65yrs)
  • ego integrity vs despair (65+yrs)
  1. Pedagogy: art+science of helping children learn.
  2. Andragogy: art+science of helping adults learn
  3. Gerogogy: teaching older persons, accommodating normal physical, cognitive, psychosocial changes
  4. Fluid intelligence: capacity to perceive relationships, reason, perform abstract thinking (“ w/ age)
  5. Crystallized intelligence: intelligence absorbed over lifetime (‘ w/ age)
  6. Psychological Learning: Learning human thought, emotions, social interac- tions
  7. Motor Learning: Learning skills, functions, motor tasks
  • achieved when teaching ’ ~permanent mvmt capability
  1. Necessary basic abilities for learning: - Cognitive: perceive, discriminate, integrate, abstract, conceptualize, generalize, problem solve, create
  • Psychomotor: strength, endurance, agility, speed, dexterity, precision, fine motor control, co-ordination, flexibility
  1. PEEK: Physical readiness
  • Measures of ability
  • Complexity of task
  • Health status
  • Gender Emotional readiness
  • Anxiety level
  • Support system
  • Motivation
  • risk-taking behavior
  • frame of mind
  • dev'tal stage Experiential readiness
  • Level of aspiration
  • Past coping mechanisms
  • Cultural background
  • Locus of control
  • Orientation Knowledge

readiness

  • Present knowledge base
  • Cognitive ability
  • Learning disabilities
  1. Readiness to learn: time when learner demonstrates interest in learning info necessary to maintain optimal health/become more skillful
  • Characterized by curiosity, receptivity, willingness, ability to participate
  1. Motivation to learn: learner's willingness to embrace learning, w/ readiness to learn
  • Can be intrinsically or extrinsically generated Assessment
  • Subjective - Self reports, Discussions
  • Objective - Observation of behaviors
  • assess personal attributes, environmental attributes, and relationship systems
  1. ARCS model: - Attention
  • Relevance - capitalize on learner's experiences, needs, personal choices.
  • Confidence - learning requirement, expectations, level of difficulty, attributions, accomplishment
  • Satisfaction - use of new skill, rewards, praise, self evaluation
  1. Motivational interviewing - READS: - Roll with resistance
  • Express empathy
  • Avoid Argumentation
  • Develop discrepancies
  • Feeling helpless and in shock, panic, anger or fear
  • Altered perception in environment (dissociation, trauma rxn)
  • Focus may be on assisting pt to cope, keep instructions simple, repeat, support
  • Learning is ineffective and not the priority
  1. Cultural awareness: healthcare perspective
  • deliberate, cognitive process in which HCPs become appreciative + sensitive to values, beliefs, lifeways, practices, problem-solving strategies of pts' cultures
  • must involve examination of own prejudices+biases + in-depth exploration of own cultural background.
  1. Cultural competence: ability of systems to care for pts w/ diverse values, beliefs+behaviors including tailoring delivery of care to meet pts' social, cultural, linguistic needs.
  • ultimate goal=hc system + workforce that can deliver highest quality of care to every pt, regardless of race, ethnicity, cultural background, language proficiency.
  • Process - awareness’ sensitivity’ knowledge’ skills’ competence
  • Approach: Self-awareness (understand one's cultural self) + Other awareness (explore other cultural norms, values, beliefs)
  1. Guidelines for HCPs - LEARN: - L - Listen w/ sympathy+understanding to pt's perception
  • E - Explain your perceptions of problem.
  • A - Acknowledge+discuss differences + similarities.
  • R - Recommend tx.
  • N - Negotiate agreement.
  1. Literate: able to write+read
  2. Illiterate: Unable to write or read at all/ <grade 4 level.
  3. Low literacy/marginally illiterate: Read, write, comprehend info btwn 5-8 grade.
  4. Functional illiteracy: lacking fundamental reading, writing, comprehension skills to operate effectively in society
  5. Health Literacy: ability to access, understand, evaluate, communicate info to promote, maintain, improve health in a variety of settings across life-course.
  6. Interventions for low literacy: Make language...
  • Plain - short paragraphs, sentences, words. Skim + scan - use headings, subhead- ings, bulleted lists
  • Personal - friendly + helpful, non-clinical tone, concrete terms, word pictures
  • Possible - highlight calls to action + key takeaways
  1. PEMAT: Pt Education Materials Assessment Tool
  2. Accommodations: alteration to regular way person is expected to learn, com- plete projects or participate in activities - lessen/remove impact of learning disability giving them equal opportunities to succeed.
  • environmental
  • instructional
  • assignment
  • evaluation/testing
  1. Aphasia: d/o that affects how you communicate. Impact
  1. Performance: what is learner expected to do that will demonstrate evidence that objectives have been achieved
  2. Condition: condition under which behavior will occur.
  3. Criterion: time frame + level of competence that learner will strive to achieve.
  4. ABCD Rule - 4 step method: A - Audience (who) B - Behavior (what) C - Condition (under what circumstances) D - Degree (how much, to what extent)
  5. Learning Domains: - cognitive
  • affective
  • psychomotor
  1. Cognitive domain: Knowledge ’ comprehension ’ application ’ analysis ’ synthe- sis ’ evaluation
  2. Psychomotor domain: Perception ’ set ’ guided response ’ mechanism ’ com- plex overt response ’ adaptation ’ origination
  3. Affective domain: Receiving ’ responding ’ valuing ’ organizing ’ characterizing
  4. Readability formulas: - flesch-kincaid formula
  • fog index
  • fry readability graph - extended
  • SMOG formula
  1. Comprehension tests: - Cloze procedure
  • listening test
  • WRAT (wide-range achievement test)
  • Realm (rapid estimate of adult literacy in medicine)
  • TOHFLA (test of functional health literacy in adults)
  • NVS (newest vital sign)
  • E-heals (e-health literacy scale)
  1. Cloze procedure: Measures ability to comprehend written materials
  • every 5th word removed + writer is asked to fill in the blanks
  1. Listening test: Measures ability to comprehend+remember orally delivered info
  • Formulate 5-10qs based on key info in sample
  • Read sample at a normal pace
  1. TAILORING: Coordination of new tasks to be associated with old behaviours
  2. SYMBOL: Conveys the message using abstract constructs that stand for the real concept
  3. REALIA: most concrete form of stimuli that can be used to deliver information
  4. Illustrations: Visual representation
  5. DELIVERY SYSTEM: physical form of the learning material and what it needs to be presented
  6. CONTENT: message/info shared w/ learner
  7. Analogue: Uses 1 thing to describe/ function as another
  8. Replica: Duplicate or scale reconstruction
  9. Diorama: scale representation of situation/phenomenon