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Untitled

Natasha Hilton English 105 cards

Cards in this deck (105)

  1. 1The aims of Nursing- To promote health
    - To restore health
    -To prevent illness
    -To facilitate in coping with disability and death
  2. 2To promote HealthThis is important in aspects of primary health and contributes to a population-based health approach
  3. 3To prevent illnessTo reduce future demands and allow New Zealanders to live well, stay well, and get well
  4. 4To facilitate in coping with disability and deathFacilitate meaning to apply to the Treaty of Waitangi health is identifying the three principles
  5. 5Treaty of Waitangi Principles- Partnership
    -Participation
    - Protection
  6. 6PartnershipWorking with Maori communities at all levels to develop strategies for the communities health care
  7. 7ParticipationInvolving Maori at all levels of the planning and delivery of health care services
  8. 8ProtectionWorking to ensure that we are safeguarding Maori culture concepts, values and practices
  9. 9Professional (WSAACSO)- Well-defined body
    -Strongly service orientated
    - Authority recognised
    - Autonomy
    - Code of Ethics applied
    - Standards are professional to the organisation
    On-going research
  10. 10Nursing ProcessTo provide a framework in which nurses use knowledge and skill to express human care and to help clients meet their needs and goals
  11. 11Patient-centred Care (ADPIE)- Assess
    - Diagnosis
    - Plan
    -Implementation
    - Evaluation
  12. 12AssessFunctional Health Pattern Interview
  13. 13Diagnosis- Subjective
    - Objective
    -IPPA
    - Medical
    - Human Response
  14. 14Subjective- Verbalised
    -Interviewer
    - Can't be predicted
    - Symptom
  15. 15Objective- Non-verbalised
    - Sign
    - Lab-test; PE (diagnosis)
    - Observable (5s)
  16. 16IPPA-Inspection
    - Palpation
    - Percussion
    - Aucultation
  17. 17Medical (Doctor)Fracture
  18. 18Human Response (Nurse)- Pain
    - Impaired Mobility
    - Self Care deficit
  19. 19Inspection (Vital Signs)Consists of a visual examination of the abdomen with a note made of the abdomen skin, abnormalities, abdominal masses, and the movement of the abdominal with respiration.
  20. 20Palpation (Don't explore) and PercussionUsed to evaluate ascites
    Examination of the abdomen for crepitus of the abdominal wall for any abdominal tenderness, or for abdominal masses
  21. 21AuscultationDetecting alteration of bowel sounds, rubs or vascular bruits
  22. 22Clinical ReasoningA process in which nurses use a range of processes and methods that provide a framework for our nursing practice and helps users to come to an understanding of the patient's problem or situation.
  23. 23Korot KoffSystolic and Diastolic
  24. 24Concepts of Clinical Reasoning- Consider the patient's situation
    - Collect cues/information
    - Process Information
    - Identify problems/issues
    - Establish goals
    - Take action
    - Evaluate outcomes
    - Reflect on process and new learning
  25. 25Consider the patient's situationDescribe or list facts, context, objects or people
  26. 26Collect cues/informationReview current information (e.g. handover, reports, patient history, patient charts, results of investigations and nursing/medical assessments previously undertaken. Gather new information (e.g. undertake a patient assessment.
  27. 27Process InformationAnalyse data
    Distinguish relevance
    Discover relationships
    Interpreting cues
    Compare situations
    Predict outcome
  28. 28Identify problems/issuesSynthesise facts and inferences to make a definitive diagnosis of the patient's problem.
  29. 29Establish goalsDescribe what you want to happen, a described outcome a time frame
  30. 30Take ActionSelect a course of action between different alternatives available
  31. 31Evaluate outcomesEvaluate the effectiveness of and actions outcomes.
    Ask: has the situation improved now
  32. 32Reflect on the process and new learningContemplate what you have learnt; from this process and what you could have done differently
  33. 33Characteristics of person-centred care- Promotes positive well-being
    - Honours choice
    - Enhances dignity
    - Empowers residents
    - Improves the quality of life
    - Supports independence
  34. 34Fundamentals of care framework Positive nurse-patient relationship- Trust
    - Focus
    - Anticipate
    - Know
    - Evaluate
  35. 35Cultural SafetyThe effective nursing practice of a person or family from another culture, and is determined by that person or family.
    A belief system that the members of the culture hold, consciously or unconsciously as absolute truth.
  36. 36Influencing standards of care (5 P's)Pain 1-10 (Wong-Baker)
    Potty (Incontinent or continent)
    Position (Prevent pressure sores)
    Possessions ( Belongings do they need them)
    Pumps ( Mechanical objects around the patient)
  37. 37EmpowermentEnabling someone to do something for themselves so that thye can influence what happens to them
    The responsibility to pressure integrity and safety, to maintain competence, and to continue personal and professional growth
  38. 38Empowerment of othersEducation enables independence vs control-disables
  39. 39Therapeutic Relationship communicationsConfidently introduce yourself to a resident
    Begin to take a personal and social history
  40. 40Therapeutic Relationship SkillNon-verbal communication
    Questioning - open and closed
    Active listening and paraphasing
  41. 41Infection CycleInfectious Agent
    Reservior
    Portal of exit from reservior
    Means of transmission
    Portal of Entry
    Susceptible host
  42. 42Infectious AgentHand Hygiene
    Sterillization
    Antibiotics
    Antimicrobials
  43. 43ReserviorTransmission-based precautions
    Sterilization or use of disposable supplies
  44. 44Portal of exit from the reservoirDry intact dressing
    Hand Hygiene
    Wear gloves if contact with body fluids
    Cover nose and mouth when sneezing
  45. 45Means of transmissionHand Hygiene
    Use particles to eliminate vectors
    Adequate refrigeration
  46. 46Portal of entryHand Hygiene
    Wear gloves
    Use masks and appropriate protective gear
  47. 47Susceptible hostProper disposal of needles/sharps
  48. 48Infection Prevent PPEPersonal protective equipment
    - Mask
    - Gloves
    - Gown
    - Glasses
  49. 49Common Risk Factors (Health Determinants)- Poverty/Living conditions/Age/Immunity
    - Treatments that reduce the personal fighting ability/chemotherapy
    - Shared facilities - body/personal items/equipment
    - Contact with infected individuals
    - Access to healthcare
    - Iatrogenic disease/Nosocomial infection
  50. 50Hand Hygiene guidelines- Before touching a patient
    - Before a procedure
    - After a procedure of body fluid exposure risk
    - After touching a patient
    - After touching a patient's surrondings
  51. 515 RightsDrug
    Dose
    Route
    Time
    Patient
  52. 52Medication AbberviationsOD - Once Daily
    BD - Twice Daily
    TDS - Three times daily
    QID - Four times daily
    Nocte - At night
    Stat - Immediately
    PRN - As needed/as required
    Mane - Morning
  53. 53Pain Across The LifespanInfant
    Toddle and preschool
    School-age
    Adolescent
    Adult
    Elderly
  54. 54InfantPerceives pain and response to pain with increased sensitivity - often crying and irritability
  55. 55Toddler and preschoolPain seen as a threat to security and as a form of punishment
    Tends to hold someone accountable for pain
  56. 56School-ageTries to be brave when faced with pain
    Rationalizes in an attempt to explain pain
    Responsive to explanations, thus health teachings is an important intervention
    Persistent pain, the child may regress
  57. 57AdolescentSlow to acknowledge pain
    Wants to be brave and would not report pain
    Giving-in is considered a weakness
  58. 58AdultBehaviour is gender-based and depends on behaviour learned when still a very young child
    Ignores pain because admitting it is a sign of weakness/failure
    Fear of what pain means may prevent action
  59. 59ElderlyMultiple conditions presenting with vague symptoms
    Perceives pain as part of ageing
    Decreased sensation for pain
    Anorexia and lethargy indicaties pain
    Withholds report of pain because of fear of treatment, lifestyle change and becoming dependent
  60. 60PainComparative pain scale chart
    Wong-baker faces pain rating scale
  61. 61Nursing interventions for patients experiencing pain- Physical techniques
    - Cognitive techniques
    - Behavioural techniques
  62. 62Pain ladderOpioid - moderate to severe pain
    Adjuvant - mild to moderate pain
    Non-opioid - no pain to mild
  63. 63Nursing Council competenciesProfessional Responsibility
    Management of Nursing care
    Interpersonal relationships
    Interpersonal health care and quality improvement
  64. 64Health and Disability commission your rightsRespect
    Fair treatment
    Dignity and independence
    Proper standards
    Communication
    Information
    It's your decision
    Support
    Teaching and Research
    Complaints
  65. 65RespectYou should be treated with respect.
  66. 66Fair TreatmentNo one should discriminate against you, pressure you into something you do not want or take advantage of you in anyway
  67. 67Dignity and IndependenceSevices should support you to live a dignified independent life
  68. 68Proper StandardsYou have the right to be treated with care and skill, and to receive services that reflect your needs. All those involved in your care should work together for you
  69. 69CommunicationYou have the right to be listened to understood and to receive information in whatever way you need. When it is necessary and practicable an interpreter should available
  70. 70InformationYou have the right to have your conditioned explained and to be told what your choices are. This includes how long you may have to wait, an estimate of any costs, and likely benefits and side effects. You can ask any questions to help you to be fully informed.
  71. 71It's your decisionIt is up to you to decide. You can say no or change your mind at any time.
  72. 72SupportYou have the right to have someone with you to give you support in most circumstances
  73. 73Teaching and ResearchAll these rights also apply when taking part in teaching and research
  74. 74ComplaintsIt is okay to complain - your complaints help improve service
  75. 75NZNO Code Of EthicsAutonomy
    Beneficence
    Non-Maleficence
    Justice
    Respect for individuals and dignity
    Fidelity
    Honesty and truthfulness
    Ethical dilemmas
  76. 76Autonomy (Self-determination)The right to choose or refuse health care decisions
  77. 77BeneficenceDo Good
  78. 78Non-maleficenceDo no harm
  79. 79Justice (Equality or Fairness)Distribution of resources who gets what
  80. 80FidelityFaithful to commitments of self and profession
  81. 81Honesty and TruthfulnessInformed consent
  82. 82Ethical dilemmasWhen these principles or values are in conflict
  83. 83Self ConceptMental image or picture of self
    - Personal Identity
    - Role Performance
    - Body Image
    - Self Esteem
  84. 84Personal IdentityConscious sense of who I am - How would I describe myself to others
  85. 85Role PerformanceWe all play different roles - Work, family, social, etc
    - How do we feel we do in those
  86. 86Body ImageSubjective view about my physical appearance
  87. 87Self EsteemThe need to feel good about myself and believe others hold me in high regard
  88. 88Role PerformanceWe all play different roles - work, family, social, etc. How do we feel we do in these.
  89. 89Crucial to each component of the self-conceptSelf Knowledge (Who am I)
    Self Expectations (Who or what do I want to be)
    Self Evaluation (How well do I life myself)
  90. 90Self KnowledgeBasic facts, images and feelings. I hold about myself; my position in social groups; my qualities and traits.
  91. 91Self-expectationsWhat is my 'ideal self'; is this a healthy or unhealthy image; how realistic is it; how far from my ' real self'
  92. 92Self EvaluationSelf Esteem
  93. 93Self EsteemSignificance
    Competence
    Virtue
    Power
  94. 94SignificanceLoved or approved of by others
  95. 95CompetenceThe way important tasks are performed
  96. 96VirtueThe attainment of moral-ethical standards
  97. 97PowerThe extent we influence our own and others lives
  98. 98Wound Documentation - Legal; ethical - Communication- Grade - of pressure sore
    - Site - of sore
    - Size - of sore
    - Colour/stage - of would healing
    - Treatment objectives and choice of wound dressing
    - Evaluate date
    - Pressure sore management form
  99. 99Pressure GradingStage 1 - Observable pressure related alterations of intact skin
    Stage 2
    Stage 4
  100. 100Stage 1Non-balancable erythema
    Skin temperature - warm or cool
    Tissue consistency - firm or boggy
    Sensation - pain or itching
  101. 101Stage 2Partial thickness skin loss involving epidermis and dermis
    The ulcer is superficial and presents clinically as an abrasion, blister or shallow crater
  102. 102Stage 4Full thickness skin loss with extensive destruction, tissue necrosis or damage to muscle, bone or supporting structures (for example tendon or joint capsule).
    Undermining and sinus tracts may also be associated
  103. 103Pressure Ulcer Prevention- Identify patients at risk - Braden Scale/Waterlow (Predicting Pressure Sore Risk)
    - Turning and re-positioning schedules ( 2 hourly)
    - Use devices to relieve pressure on the bony promineces (air mattresses)
  104. 104Factors of Pressure WoundsMoisture
    Sharing Force
    Pressure
  105. 105Holistic CarePhysical
    Spiritual
    Psychological
    Social
    Intellectual

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Flashcards on Untitled, created by Natasha Hilton on 23/04/2018.
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Natasha Hilton
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