| 2006954413 | Historical Research | Involved with the study of past events.
• It is often qualitative.
• EX: Compliance with influenza vaccine | | 0 |
| 2006954414 | Describe the steps of the research process | (Informed Consent)
1. Conceive the study
2. Design the study
3. Conduct the study
4. Analyze the study
5. Use the study | | 1 |
| 2006954415 | Explain how nursing research improves nursing practice. | • Reduce variation in care
• Improve patient outcomes
• Promotes the use of a scientific process driven by evidence-based standards and practice guidelines to improve quality of care | | 2 |
| 2006954416 | Define evidenced based practice. | The integration of BEST research EVIDENCE with clinical EXPERTISE and PATIENT values (Sackett)
"A problem-solving approach to clinical practice that integrates the conscientious use of BEST evidence in combination with a clinician's EXPERTISE and CLIENT VALUES and preferences in making decisions about client care" (Potter and Perry) | | 3 |
| 2006954417 | Explain the levels of evidence in the literature. | From Highest to Lowest:
1. Systematic reviews and meta analysis of RCT's
2. One well-designed RCT
3. Well designed controlled trial without randomization
4. Well-designed case control studies
5. Systematic reviews of descriptive and qualitative studies
6. Internal organization-quality/risk management data
7. Opinion of authorities or expert committees | | 4 |
| 2006954418 | Write a PICO(T) question. | Population: Among family members of patients undergoing diagnostic procedures (P & T)
Intervention: Listening to music or comedy routine CDs
Comparison: Compared with no intervention
Outcome: Reduce reported anxiety by family members
Time: During diagnostic procedures | | 5 |
| 2006954419 | Describe ways to apply evidence in practice | • Agency Policy
• Existing clinical practice guidelines
• Peer-reviewed articles (panel of experts has reviewed the article)
• Quality improvement data | | 6 |
| 2006954420 | Compare definitions of leadership and management | • Leadership: The ability of an individual to influence the behavior of others.
• Management: Coordinates people, time, and supplies to achieve desired outcomes. Involves problem-solving and decision-making processes. | | 7 |
| 2006954421 | Democratic Theory of Leadership | "Participative" style; keeps employees informed; shares decision making and problem solving; "Coach" who has the final say but receives information and input from members before making decisions. | | 8 |
| 2006954422 | Identify key behaviors of successful leaders | • Critical thinking
• Problem solving
• Acknowledgement and respect for individual differences
• Active listening & skillful communication
• Establishment of clear goals and outcomes
• Continued personal and professional development | | 9 |
| 2006954423 | Identify key qualities of successful leaders. | Integrity
• Courage
• Initiative
• Energy
• Optimism
• Perseverance
• Well-roundedness
• Coping skills
• Self-knowledge. | | 10 |
| 2006954424 | Identify key nursing issues influenced by politics (focus on the nursing shortage, magnet status and mandatory staffing ratios) | • Nursing Shortage: Aging population; does not exist in every area of nursing (geriatrics; regional such as rural areas). Recent healthcare reforms will give millions of people access to healthcare, creating the need for more nurses.
• Magnet Status: The ULTIMATE credential for high quality nursing. Recognizes healthcare organizations for quality patient care, nursing excellence, and innovations in professional nursing practice. Developed by the ANCC.
• Mandatory Staffing Ratios: State-by-state issue; involves identifying and maintaining the appropriate number and mix of nursing staff critical to the delivery of quality patient care. | | 11 |
| 2006954425 | Identify how nurses can become active in the political process. | • Identification of specific goals that affect nurses (e.g. Shorter hospital stays resulting in clients being sent home "quicker and sicker")
• Joining professional organizations.
• Attending political events.
• Voting | | 12 |
| 2006954426 | Define teaching | An interactive process that promotes learning. Involves the transfer of knowledge. | | 13 |
| 2006954427 | Describe the domains of learning and the characteristics of learning within each domain. | • Cognitive: Includes all intellectual behaviors and requires thinking. Includes acquisition of knowledge, ability to understand, application, analysis, relating ideas in an abstract manner, synthesis, recognizing parts of a whole, evaluation
• Affective: Deals with expressions of feelings and acceptance of attitudes, opinions, or values. It impacts the positive or negative success of the education process.
• Psychomotor: Involves acquiring skills that require integration of mental and muscular activity | | 14 |
| 2006954428 | Identify basic learning principles. | • Motivation to Learn: Determined by the patient's attitudes, their readiness to learn, and their willingness to participate actively.
• Ability to Learn: Depends on the patient's developmental level. Children will learn differently from adults.
• The Learning Environment: Either makes learning a difficulty or a pleasure. The ideal environment must be well-lit, have good ventilation, appropriate furniture, and a proper temperature. | | 15 |
| 2006954429 | Describe the quality guidelines used in documentation and reporting. | • Factual: Be objective, not subjective; quote the patient if necessary.
• Accurate: Use exact measurements, "Midline abd. incision measures 5" in length and 1" in depth with no obvious drainage or odor" and NOT "incision healing well.
• Complete: If it was NOT charted, it was NOT done.
• Current: Vitals, medications, treatments, changes in condition, test preps.
• Organized: Should be in a logical, time sequential order, written in 3rd person, and in passive tense. | | 16 |
| 2006954430 | Describe the different methods used for record keeping and the advantages of standardized documentation forms. | 1. Paper and electronic health records (EHRs)
2. Source-oriented records: Each discipline has their own documentation.
3. Problem-oriented Medical Records: All disciplines use the same forms referencing patient problems (SOAP or SOAPIE - originated in medicine). PIE (Problem, Intervention, Evaluation) and DAR-POMR (Data Action Response-Problem Oriented Medical Record) originated in nursing.
4. Charting by Exception: Only chart if there is a variance (only document if there is a problem, i.e., change in vitals, etc.) | | 17 |
| 2006954431 | Describe the purpose and content of reporting to include change-of-shift patient handoff using TeamSTEPPS elements. | • Purpose: To communicate something that has been seen, heard, done, or considered.
• End-of-shift: Off-going nurse gives necessary information about patient/patients to the On-coming nurse.
• TeamSTEPPS includes: SBAR, I PASS the BATON, Check-back
1. SBAR: Situation, Background, Assessment, Recommendation.
2. I PASS the BATON: An option for STRUCTURED HANDOFFS
• Introduction (your role, job, and patient)
• Patient (name, age, sex, location),
• Assessment (initial chief complaint, vitals, symptoms, diagnosis)
• Situation (current status, code status, recent changes, response to treatment)
• Safety concerns (critical lab values, allergies, fall risks)
• Background (co-morbidities, previous episodes, family hx, current medications)
• Actions (what actions were taken or are required; provide rationale)
• Timing (level of urgency and explicit timing)
• Ownership (who is responsible? nurse/doctor/team)
• Next (What will happen next? Anticipated changes? What is the plan? Are there contingency plans?)
3. Check-Back: Sender initiates message, Receiver accepts the message and provides feedback, Sender double-checks to ensure that the message was received. | | 18 |
| 2006980602 | Describe how ethical principles are applied to professional nursing practice, know the precepts (non-maleficence etc..) | • Autonomy: Personal independence
• Beneficence: Taking positive action to help others
• Nonmaleficence: Avoiding harm or hurt
• Justice: Fairness (social, distributive, or legal) | | 19 |
| 2006980603 | Relate contemporary ethical issues to professional nursing practice including: abortion, genetic research, organ transplant, assisted suicide, HIV Aids, children's issues. | • Organ Transplantation: Ethical questions still linger about what constitutes death because some organs (liver, lungs, heart) need to come from a donor whose heart is still beating.
• HIV AIDS: Right to privacy, right to care, distributive justice (cost to society), nurses' responsibilities.
• Assisted Suicide: Nurses are not allowed to actively participate in suicide (i.e. administering or providing a lethal medication) as it goes against what nursing is about. However, nurses are allowed to participate in passive euthanasia (i.e. withholding treatment that prolongs life or removing advanced life support). | | 20 |
| 2006980604 | Define ethics. | Discipline concerned with right and wrong conduct; what should or should not be done. | | 21 |
| 2006988381 | Describe interventions to remove incivility in various settings | • Training adequate leaders
• Establishing a communication-rich culture that emphasizes trust and respect
• Building a collaborative culture that includes respectful communication and behavior | | 22 |
| 2006988382 | Describe behaviors that are considered uncivil and civil in the academic settings | • Missing class
• Cheating
• Being unprepared
• Making rude comments or being disrespectful (including social media) | | 23 |
| 2006988383 | Define incivility and related concepts in an academic setting | The disregard and insolence for others, causing an atmosphere of disrespect, conflict, and stress. | | 24 |
| 2007110707 | Advance Directives/Medical Power of Attorney | State what health care a client will accept or refuse when client is no longer competent to make such decisions.
Living Wills
Directive to Physicians
Medical Durable Power of Attorney (Health Care Proxy): Designates another person to make health care decisions for a person if the client becomes incompetent or unable to make such decisions. | | 25 |
| 2007110708 | Physical Restraints | Can only be used if: patient is a threat to self or others and other nursing interventions have been attempted first. Must have a physician's order and must be discontinued as soon as possible. | | 26 |
| 2007110709 | Do Not Resuscitate Orders (DNR/DNI) | • Although DNR orders may be included in an advance directive, DNR/DNI orders are legally separate from advance directives
• For the nurse to be legally protected, there must be a WRITTEN physician's order for a "no code" or DNR in the client's chart. | | 27 |
| 2007110710 | Out of Hospital DNR | • It is important that nurses not stigmatize patients who have DNR orders. (eg the practice of placing "dots" over the patient's bed or on the wristband to identify a DNR patient)
• It would be extremely unprofessional to give "less than the best" care because "the client is going to die anyway". This abandonment can jeopardize care of the DNR client.
• Do not resuscitate orders must be followed regardless of the nurse's personal values.
•Valid anywhere (even if EMS is contacted and in emergency department) | | 28 |
| 2007110711 | Emergency Medical Treatment & Labor Act (EMTALA) | When a patient comes to the emergency department or the hospital, an appropriate medical screening occurs within the capacity of the hospital. If an emergency condition exists, the patient is not to be discharged until the condition stabilizes. | | 29 |
| 2007110712 | Intentional torts | Willful acts that violate another person's rights or property—usually physical acts; may also result in a crime. Includes ASSAULT (threats), BATTERY (unconsented touch), FALSE IMPRISONMENT, INTENTIONAL infliction of EMOTIONAL DISTRESS, CONVERSION of PROPERTY | | 30 |
| 2007110713 | Natural Law | The inherent tendency that humans have to take actions that follow our nature and purpose as human beings; based on the idea to promote good and avoid evil. | | 31 |
| 2007110714 | Describe the legal components in the regulation of professional nursing practice. | • Nurse Practice Act: Defines the scope of practice and education requirements.
• State Board of Nursing (BON): Defines RN responsibilities, develops guidelines for safe delegation, defines rules & regulations for RN practice. | | 32 |
| 2007131737 | Primary Care | Preventative care that focuses on HEALTH PROMOTION as the key to quality health. Settings offer care such as BP screenings, immunizations, poison control, and community programs.
• Public Health
• School-based Services
• Community Health Centers
• Physician's Offices and General Clinics
• Occupational Health Clinics | | 33 |
| 2007131738 | Secondary Care | Focus on diagnosis and treatment of disease
• Hospitals (units, psychiatric, rural)
• Acutely and chronically ill represent 20% of all people in the US and consume 80% of health care spending. | | 34 |
| 2007131739 | Tertiary Care | Settings serve patients recovering from an acute or chronic illness/disability. Help individuals regain maximal function and enhance quality of life and promote patient independence and self-care abilities.
• Long-term Care Facilities
• Rehabilitation Centers
• Hospice Services
• Sports medicine
• Home care
• Extended care | | 35 |
| 2007167075 | Describe the nurse's role in health promotion, wellness, and illness prevention. | Nurses are in a unique position to help patients achieve and maintain optimal levels of health. Nurses educate and promote health. | | 36 |
| 2007167076 | Primary Prevention | Actions to PREVENT disease or injury (e.g. practicing good nutrition, exercising, avoiding smoking, obtaining regular health screenings, education). | | 37 |
| 2007167077 | Team Nursing | Collaborative care style that encourages each member of team to work with and help the other members
-Employs an assigned group of health care personnel whose varied skills are directed by a team leader to provide total services for a specific group of patients, which includes all tasks for a given patient. | | 38 |
| 2007167078 | Total Patient Care Nursing | • RN is responsible for all aspects of care during a shift:
Care can be delegated. RNs work directly with other health care providers, patient, and family
Patient satisfaction is high, but may not be cost effective. | | 39 |
| 2007167079 | Case Management Nursing | •A care management approach that coordinates and links health care services to patients and their families while streamlining costs and maintaining quality.
•Communication and use of available resources promote quality cost-effective outcomes in this model. | | 40 |
| 2007167080 | Primary Nursing | • One primary registered nurse assumes responsibility for caseload.
• RN develops a 24-hour nursing plan of care
• Communication is lateral from nurse to nurse and from caregiver to caregiver.
• Flexible model uses a variety of staffing levels (LVNs, CNAs).
• RN works with a limited number of patients. | | 41 |
| 2007191626 | Define transcultural nursing and the relationship to nursing care and patient health. | Nurses now recognize they can no longer use traditional ethnocentric models to guide their practice and protocols due to cultural changes that result from ethnic shifts in the population.
Percentage of minority nurses does not reflect the national population trends. | | 42 |
| 2007191627 | Identify the components of an accurate cultural assessment. | Overview, inhabited localities, and topography overview
Communications
Family roles and organization
Workforce issues
Biocultural ecology
High-risk behaviors
Nutrition
Pregnancy and childbearing practices
Death rituals
Spirituality
Health-care practices
Health-care practitioners | | 43 |
| 2007191628 | Describe interventions that achieve culturally congruent care. | -Teaching: How we teach.
-Safety:
-Communication: How information is provided.
-Being receptive | | 44 |
| 2007221065 | Caring and Nursing | Helps build trust and promotes healing.
Building a Nurse-Patient Relationship:
• Patients value the affective (emotional) dimension of nursing care.
• Providing presence (communicating caring
Multidimensional Care Concepts
• Touch
• Listening
• Knowing the patient
• Spiritual Care
• Family Care | | 45 |
| 2007221066 | Nursing interventions to support the spiritual needs of patients | • Practicing presence
• Listening
• Obtaining a spiritual history
• Being attentive to all dimensions of patients and their families: body, mind, and spirit
• Incorporating spiritual practices as appropriate
• Involving chaplains as members of the interdisciplinary health care team | | 46 |
| 2007258320 | Describe the scope and standards of nursing practice. | 1. Nursing practice is individualized.
2. Nurses coordinate care by establishing partnerships.
3. Caring is central to the practice of the registered nurse.
4. Registered nurses use the nursing process to plan and provide individualized care to their healthcare consumers.
5. Strong link exists between the professional
work environment and the registered nurse's ability
to provide quality health care and achieve optimal outcomes. | | 47 |
| 2007258321 | Describe the elements of a profession. | • Meets a need/mandate of society.
• Autonomy & authority over its practice. Discrete body of knowledge.
• Specialized educational preparation & training.
• Members are paid for services.
• Academic body of scholarship. | | 48 |
| 2007258322 | Describe the roles assumed by professional nurses (Include Certifications and the Advanced Practice Role). | • Respond to the needs of patients using holistic caring as a framework
• Actively participate in public health policy/politics
• Respond and adapt to challenges by engaging in life-long learning
• Care for self | | 49 |
| 2007258323 | Identify the purposes and needs for nurse licensure. | Legal act by the state to recognize that person is safe to practice. Primary function is to protect public safety. Establishes only minimal levels of competency. | | 50 |
| 2007258324 | Evaluate the importance of nurse practice acts. | State legislation regulating the practice of nurses that protects the public, defines the scope of practice, and makes nurses accountable for their actions. Can establish state boards of nursing (SBNs) and define specific SBN powers regarding the practice of nursing within the state. | | 51 |
| 2007258325 | Diploma Programs | In hospital schools of nursing. 3 calendar years in length. No degree—diploma only. | | 52 |
| 2007258326 | Baccalaureate Degree Programs | Four years in length. In universities and colleges. Professional orientation. Stresses independence of practice; assessment skills; leadership and management abilities. | | 53 |
| 2007258327 | Technical Nursing | Educated at the AD level. 2 year programs. Include current ADN and 2-year LPN programs. | | 54 |
| 2007258328 | Compare the types of advanced nursing degrees. | MSN: Includes Nurse Practitioners (Clinical Nurse Specialists, CRNAs, Certified Nurse Midwives)
Ph.D: Designed to prepare individuals to conduct research.
Ed.D: Focuses on administration in the educational setting.
DNSc: Research oriented
DNP: Terminal degree for advanced practice nurses | | 55 |
| 2007258329 | American Nurses Association (ANA) | Improvement of the standards of health and access to health-care services for everyone, improvement and maintenance of high standards for nursing practice, and promotion of the professional growth and development of all nurses, including economic issues, working conditions, and independence of practice. | | 56 |
| 2007258330 | National League for Nursing (NLN) | Maintains and improves the standards of nursing education | | 57 |
| 2007258331 | International Council of Nurses (ICN) | Serves as the international organization for professional nursing. Goal is to improve health and nursing care throughout the world. | | 58 |
| 2007258332 | How did the American Civil War influence Nursing? | This war helped advance the cause of professional nursing as leaders and was the impetus for providing the structure of what would become professional nursing. | | 59 |
| 2007258333 | How did the Spanish-American War influence Nursing? | This war created need for nurses. First attempt to use only trained nurses in war setting the stage for development of Army Nurse Corps and Navy Nurse Corps. | | 60 |
| 2007258334 | How did World War 2 influence Nursing? | During this war, Cadet Nurse Corp added 124,000 new RNs to the profession. | | 61 |
| 2007258335 | Florence Nightingale | Aristocrat of Victorian England born in 1820. At age 30 entered nurses' training program. Crimean War - improved sanitation and ventilation. In 1860, founded the FIRST TRAINING SCHOOL for nurses in London that became the model for nursing education in the U.S.. "Notes on Nursing" and other publications greatly affected the development of nursing as a profession. | | 62 |
| 2007258336 | Dorothea Dix | An advocate for the mentally ill; was appointed Superintendent of Women Nurses of the Union Army. | | 63 |
| 2007258337 | Linda Richards | The first trained nurse, graduated in 1874. | | 64 |
| 2007258338 | Clara Barton | "Angel of the Battlefield" and founder of the American Red Cross. | | 65 |
| 2007258339 | Isabel Hampton Robb | Key founder of ANA. Among the first educators. | | 66 |
| 2007258340 | Mary Mahoney | First Professionally Educated African American Nurse. Advocated for diversity and equality. | | 67 |
| 2007258341 | Susan B. Anthony | Advocated for women's suffrage. Worked tirelessly. Spoke for the rights of nurses as a profession. | | 68 |
| 2007258342 | Lillian Wald | Founder of The Henry Street Settlement. | | 69 |
| 2007258343 | Anna Maxwell | Came to be known as the American Florence Nightingale. Pioneering activities were crucial to the growth of professional nursing in the United States. | | 70 |
| 2007258344 | Lavinia Dock | Wrote the "First Volumes of the History of Nursing." Proponent of women in nursing. | | 71 |
| 2007258345 | Adelaide Nutting | Considered the first nursing educator. | | 72 |
| 2011675516 | Secondary Prevention | Actions taken to identify and treat an illness or disability early in its occurrence - e.g., monitoring symptoms, taking medication, following treatment regimens, health screenings based on family history/risk. | | 73 |
| 2011675517 | Tertiary Prevention | Actions taken to CONTAIN damage once a disease or disability has PROGRESSED beyond its early stages (e.g. radiation therapy, chemotherapy). It is less cost-effective and less beneficial and is the most common form of health care in the U.S. | | 74 |
| 2011675518 | Quasi-intentional torts | Violation of a person's reputation, personal privacy, or freedom from malicious or unfounded legal prosecution. Includes SLANDER (oral defamation) and LIBEL (written defamation that is intentional and malicious) | | 75 |
| 2011675519 | Unintentional torts | A wrong occurring to another person leading to injury even though it was not intended. To show legal liability, the patient must be able to prove the following: Duty to use care; failure to meet that standard of care (breach of duty); foreseeability of harm; actual harm caused; damages. | | 76 |
| 2011675520 | Statutory Law | Consists of laws written and enacted by the U.S. Congress, the state legislatures, and other governmental entities such as cities, counties, and townships. | | 77 |
| 2011675521 | Common Law | Created by judges through case precedents (Federal Judicial System, State Judicial System) | | 78 |
| 2011675522 | Criminal Laws | Written to prevent harm to society & provide punishment for crimes. | | 79 |
| 2011675523 | Civil Law | Protect the rights of the individual in our society; encourage fair & equitable treatment among people (sign and enforce contracts, establish rights and responsibilities among family members, tort law provides civil remedies for harm caused by others). | | 80 |
| 2011675524 | ADA | Prohibits discrimination and ensures for persons with disabilities equal opportunities in employment, state and local government services, public accommodations, commercial facilities, and transportation. | | 81 |
| 2011675525 | Health Insurance Portability and Accountability Act (HIPAA) | Has rules that create patient rights to consent to the use and disclosure of their protected health information, to inspect and copy one's medical record, and to amend mistaken or incomplete information. It limits who is able to access a patient's record. It establishes the basis for privacy and confidentiality concerns. | | 82 |
| 2011675526 | Patient Self-Determination Act (PSDA) | Requires health care institutions to provide written information to patients concerning their rights under state law to make decisions, including the right to refuse treatment and formulate advance directives | | 83 |
| 2011675527 | Describe behaviors that are considered uncivil and civil in the clinical settings | • Divulging confidential information
• Harmful behavior or attitudes
• Manipulating those who are powerless | | 84 |
| 2011675528 | Define Learning | The purposeful acquisition of knowledge, skills, behaviors, and attitudes. Involves processing and internalizing knowledge. | | 85 |
| 2011675529 | Define Health Literacy | The ability to understand health information and to use that information to make good decisions about health and medical care | | 86 |
| 2011675530 | Define Health Numeracy: | The skills needed to understand and use quantitative health information. | | 87 |
| 2011675531 | Laissez-faire Theory of Leadership | "Hands off" style; little or no direction; gives followers as much freedom as possible. | | 88 |
| 2011675532 | Authoritarian Theory of Leadership | Leader retains power, is decision-making authority, and does not consult employees for input. Subordinates expected to obey orders without explanations. Motivation provided through structured rewards and punishments. | | 89 |
| 2011675533 | Exploratory Research | Initial, small study done to refine/develop a hypothesis about a relationship between phenomenon.
• Quasi-expiremental
• EX: Pilot studies | | 90 |
| 2011675534 | Evaluation Research | Study that determines how well a program, practice, or policy is working.
• Often qualitative
• EX: Looking at patients watching a video how to self-inject; then evaluate how well patients did and compare it. | | 91 |
| 2011675535 | Correlational Research | Attempts to determine whether and to what degree, a relationship exists between two or more quantifiable (numerical) variables. Remember, correlation does NOT equal causation. | | 92 |
| 2011675536 | Quantitative Research | Involves the collection of numerical data in order to explain, predict, and/or control phenomena of interest. | | 93 |
| 2011675537 | Qualitative Research | Involves the collection of narrative data (non-numerical) on many variables over an extended period of time in a naturalistic setting. | | 94 |
| 2011675538 | Descriptive Research | Involves collecting data in order to test hypotheses or answer questions regarding the subjects of the study.
• Often quantitative
• Looks at data to describe an event | | 95 |
| 2011675539 | Experimental Research | Attempts to establish cause-effect relationship among the groups of subjects that make up the independent variable of the study; the cause is under the control of the experimenter.
• Quantitative | | 96 |
