front 1 This shows a relationship of ideas with the intention to describe or predict | back 1 Theory |
front 2 This describes the values and beliefs of a discipline and is used to formulate theory | back 2 Philosophy |
front 3 This is the collection of data that is collected through research that is related to nursing and is applied to the practice of nursing. It also guides the practice of nursing to better serve the clients. | back 3 Nursing Science |
front 4 A label given to an idea such as "Health" or "Stress" | back 4 Concept |
front 5 A Conceptual Model is a: | back 5 Structure to organize conecpts |
front 6 This is scientific theory in nursing; the purpose of which is to describe, explain, predict, and control nursing action to achieve certain nursing practice outcomes | back 6 Nursing theory |
front 7 What is a "construct"? | back 7 A group of concepts |
front 8 She is considered the first "theorist" as she investigated the impact of the environment on healing. She came up with the concept that fresh air, light, warmth, cleanliness, quiet, and good nutrition were important to the healing process | back 8 Florence Nightingale |
front 9 She came up with the Self-Care Deficit Model which was implemented to help restore a patient's self-care capacity | back 9 Dorothea Orem |
front 10 She came up with the theory of cultural care diversity whereas the nurse will integrate the patient's cultural condition, values, and beliefs into the plan of care. | back 10 Madeline Leininger |
front 11 What are these considered: person, health, environment/situation, nursing, caring, and society? | back 11 Concepts of basic nursing |
front 12 This is the essence of nursing. | back 12 Caring |
front 13 This is recipient of nursing care and includes the individual patient, family, group and community | back 13 Person |
front 14 This is the "state of complete physical, social and social well-being, not merely the absence of disease of infirmaty". It is influenced by each individual's sense of self | back 14 Health |
front 15 This is a group whose members have developed organized patterns of relationships through interaction with each other. | back 15 Society |
front 16 These are the conditions that affect the patient and the setting in which their health care needs occur. This may include the home, school, workplace, community, or culture. | back 16 Environment/Situation |
front 17 This is a place where where the patient can integrate and synthesize information in a supportive, caring environment. | back 17 Learning environment |
front 18 This is a practice discipline of knowledge based on the humanistic value of caring who's goal is to support, sustain, and strengthen a person in their unique process of being and becoming. | back 18 Nursing |
front 19 These demonstrate concepts with a picure or visual representation of ideas. They clarify and show relationships between complex concepts | back 19 Schematic models |
front 20 What are the five C's of caring? | back 20 Competence, conscience, compassion, commitment, and confidence |
front 21 What is the first level of Maslow's hierarchy of needs? | back 21 Physiological: anything physical an organism needs to survive |
front 22 Maslow's second level in his hierarchy of needs is what? | back 22 Safety needs |
front 23 The third level of Maslow's hierarchy of needs is what? | back 23 Love and belonging |
front 24 What is Maslow's forth level in his hierarchy of needs? | back 24 Esteem and Value |
front 25 What is Maslow's highest level of need in hierarchy pyrimid? | back 25 Self-Actualization |
front 26 She deveoloped the Caring Theory | back 26 Ann Boykin |
front 27 This is having knowledge and skills to respond appropriately to the demands of the profession and its responsibilities | back 27 Competence |
front 28 This is the mutual trust and respect fostered through a caring relationship. | back 28 Confidence |
front 29 This is the participation in the experience of another whether it is in sharing joys, accomplishments, pain, sorrow, or suffering. | back 29 Compassion |
front 30 This deals with moral awareness and grows out of a process of valuing self and others. | back 30 Conscience |
front 31 This reflects a convergence of desires and obligations and requires an investment in self as a person or a career. | back 31 Commitment |
front 32 This was described by B.A. Carper as the means by which student nurses acquire and develop knowledge by using nursing process, critical thinking, problem solving, and decision making. | back 32 Patterns of knowing |
front 33 Knowing and encountering self and others through an interpersonal process and encompassing the value of self-awareness and intuition in nursing practice. | back 33 Personal knowing |
front 34 This incorporates factual, descriptive, and theoretical explanation from nursing and related disciplines. It comes from the body of scientific knowledge: chemistry, biology, psychology, ect. | back 34 Empirical knowing |
front 35 This is an exploration and formulation of personal moral values in order to analyze choices of what is morally right and morally wrong in a nursing situation. | back 35 Ethical knowing |
front 36 This could be considered the are of "just knowing" something is going to help the patient that draws some the emotional value laden experiences of life. | back 36 Aesthetic knowing |
front 37 What are Mayeroff's ingredients of caring? | back 37 Honesty, trust, humility, hope, and courage |
front 38 The U.S. government set national health care goals in 1979 with the publication of what report? | back 38 Healthy People Documents |
front 39 The goal of this report is to attain high-quality, longer lives free of preventable disease, disability, injury, and premature death by promoting a quality of life through healthy development and healthy behaviors. | back 39 Healthy People Report |
front 40 A state in which a person's physical, emotional, intellectual, social, developmental, or spiritual functioning is diminished or impaired | back 40 Illness |
front 41 This involves how people monitor their bodies and define and interpret their symptoms. It is influenced by many variables and must be considered by the nurse when planning care. | back 41 Illness behavior |
front 42 This can have an impact on behavior and emotions, body image, self-concept, family roles, and family dynamics. | back 42 Illness on a patient and family |
front 43 This is the process of enabling people to increase control over and to improve their health. | back 43 Health promotion |
front 44 This level of prevention is true prevention that lowers the chances that a disease will develope | back 44 Primary |
front 45 This level of prevention focuses on those who have a disease or are at a risk to develope a disease | back 45 Secondary |
front 46 This level of prevention occurs when a defect or disability is permanent or irreversible | back 46 Tertiary |
front 47 These are variables that increase the vulnerability of an individual or a group to an illness or accident | back 47 Risk Factors |
front 48 Genetic and physiological factors, age, environment and lifestyle | back 48 Risk factors that threaten or influence health practices |
front 49 Risk factor modification has five phases, what are they? | back 49 Precontemplation, contemplation, preparation, action, and maintenance |
front 50 This phase of risk factor modification shows that a patient in not intending to make changes within the next 6 months. | back 50 Precontemplation phase |
front 51 This phase of risk factor modification shows the patient considering making a change within the next 6 months | back 51 Contemplation phase |
front 52 This phase of risk factor modification shows the patient making small changes in preparation for a change in the next month | back 52 Preparation |
front 53 This phase of risk factor modification shows the patient actively engaged in the strategies to change behavior; this lasts at least 6 months. | back 53 Action phase |
front 54 This phase of risk factor modification shows the patient has sustained change over a period of time. This begins 6 months after action has started and continues indefinately. | back 54 Maintenance phase |
front 55 Providing active listening, asking about perceived barriers, assisting the patient in establishing goals and reinforcing the process of change are: | back 55 Techniques in patient lifestyle change teaching strategies |
front 56 Which one of Erickson's psychosocial stages of development has the child developing basic trust and realizing that people are dependable when their parents present consistent, adequate, and nurturing care. | back 56 Stage 1 age 0-1 Hope/ Basic Trust vs. Mistrust/ Dependency or Paranoia |
front 57 Which one of Erickson's psychosocial stages of development has the child developing a sense of will which helps them accomplish and build self-esteem as parents guide them gradually yet firmly while using praise and accepting attempts at autonomy? | back 57 Stage 2 age 2-3/ Will/ Obsessive/Impulsive or Avoidant |
front 58 Which one of Erickson's psychosocial stages of development shows young adults attempting to develop identity and fidelity by resolving crisis | back 58 Stage 5 age 13-19/Fidelity/ Identity vs Role Confusion/ Identity Diffusion or Fanaticism |
front 59 Which one of Erickson's psychosocial stages of development has a person discovering intimacy as the ability to be close, and have a loving, vulnerable relationship with friends or romantic partners. | back 59 Stage 6 age 20-24/ Love/ Intimacy vs Isolation/ Promiscuity or Exclusion |
front 60 Which one of Erickson's psychosocial stages of development has a person showing a strong sense of creativity and success. Having "made a mark" in society they develop generativity and are concerned with the next generation. | back 60 Stage 7 age 25-64/Care/ Generativity vs Stagnation/ Stagnation or Overextension |
front 61 Which one of Erickson's psychosocial stages of development entails facing the ending of life and accepting successes and failures, ageing, and loss. | back 61 Stage 8 age 65-?/ Wisdom/ Ego Integrity vs Despair/ Presumption or Disdain |
front 62 This kind of theory is systematic, broad in scope, complex, and requires further specification through research. | back 62 Grand theories |
front 63 This type of theory is more limited in scope, less abstract, reflects practice (administration, clinic, teaching), and focuses on a specific field of nursing. | back 63 Middle-range theory |
front 64 This type of theory is the first level of theory development. It describes, explains, relates, and predicts phenomenon and why it has occurred, and describes the consequences. | back 64 Descriptive theory |
front 65 This type of theory addresses nursing interventions for phenomenon. It is action oriented and tests validity and predictability. | back 65 Prescriptive theory |
front 66 These type of theories explain a systematic view of a phenomenon specific to discipline or inquiry. | back 66 Interdisciplinary theories |
front 67 This theory is made up of components to help organize and deliver patient centered care | back 67 Systems theory |
front 68 This is data or information from patient assessments. | back 68 Input |
front 69 This is the end product of the a systems theory | back 69 Output |
front 70 This informs the system how to function, helps refine a plan of care, includes information from family members and includes consultation from other health care professionals. | back 70 Feedback |
front 71 This is the product and information obtained from a system | back 71 Content |
front 72 This type of theory uses a variety of well-tested theoretical models | back 72 Developmental theory |
front 73 This type of theory uses theoretical models to predict or explain a patient response | back 73 Psychological theory |
front 74 Her theory focused on the interpersonal relationship between the nurse, the patient, and the patient's family. | back 74 Hildegard Peplau |
front 75 Her theory focused on assisting the patient to get back to performing activities they were able to do prior to becoming ill. | back 75 Virginia Henderson |
front 76 Her theory focuses on patient self-care and increasing their ability to meet their own needs independently. | back 76 Dorthea Orem |
front 77 Her theory is based on patient reaction to stress and the patient can be an individual, group, family, or community | back 77 Betty Neuman |
front 78 Five concepts that interact with each other in Betty Neuman's theory are: | back 78 Physiological, psychological, sociological, developmental, and spiritual |
front 79 Model theory shows that the patient is an adaptive system and the goal is to help the patient adapt to change in their physiological needs. | back 79 Roy's adaptation model |
front 80 Her theory defines the outcome of nursing activity in regard to humanistic aspects and requires nurses to be knowledgeable about human behaviors and their response to health problems. | back 80 Jean Watson |
front 81 Benner and Wrubel's theory show that real nursing is a "caring art" base on what? | back 81 Ethics |