Leadership Ati Test Questions – Flashcards

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management
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process of planning, organizing, directing, and coordinating the work within an organization -formal positions of power and authority
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leadership
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ability to inspire others to achieve a desired outcome
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authoritative leadership style
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makes decisions for group motivates by coercion communication occurs down the chain of command work output by staff is usually high-good for crisis situations and bureaucratic settings
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democratic leadership style
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includes the group when decisions are made motivates by supporting staff achievements communication occurs up and down chain of command good when cooperation and collaboration are necessary
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laissez-faire
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makes very few decisions and does little planning motivation is largely the responsibility of individual staff members communication occurs up and chain of command and between group members work output is low unless informal leader evolves from the group effective with professional employees
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characteristics of leaders
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initiative inspiration energy positive attitude communication skills respect problem solving & critical thinking skills
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transformational leaders
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empower followers to assume responsibility for a communal vision and personal development is a secondary outcome
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transactional leaders
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focus on immediate problems, maintaining the status quo and using rewards to motivate followers
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emotional intelligence
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ability of an individual to perceive and manage emotions of self and others
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Characteristics of managers
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hold formal position of power and authority possess clinical expertise network with members of the team coach subordinates make decisions about organization function, including resources, budget, hiring, and firing
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5 major management functions
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planning organizing staffing directing controlling
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Maslows
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physiological > safety and security > love and belonging > self-esteem > self-actualization
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Assigning
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process of transferring authority, accountability, and responsibility of client care to another member of the HC team
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delegating
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process of transferring the authority and responsibility to another team member to complete a task while retaining accountability
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supervising
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process of directing, monitoring, and evaluating the performance of tasks by another member of the HC team
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Assignment factors
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client factors -condition of client and level of care needed -specific care needs -need for special precautions -procedures requiring a significant time commitment health care team factors -knowledge and skill level -amount of supervision necessary -staffing mix -nurse to client ratio -experience with similar clients -familiarity of staff member with unit
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Who can an RN delegate to?
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other RN's, LPN's, and UAP
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What can RN's not delegate?
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the nursing process client education tasks that require clinical judgment (for those that are not also RN's)
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Factors to consider when delegating
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predictability of outcome potential for harm complexity of care need for problem solving and innovation level of interaction with client
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Considerations for selecting appropriate delegatee
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education, training, experience knowledge and skill level to perform task level of critical thinking required ability to communicate with others as it pertains to the task demonstrated competence delegate's culture agency policies and procedures and licensing legislation (state nurse practice acts)
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Tasks that can be delegated to LPN
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monitoring client findings reinforcement of client teaching from a standard care plan trach care suctioning checking NG tube patency administering enteral feeds urinary catheterization medication administration (excluding IV)
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Tasks that can be delegated to UAP
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ADL's -bathing -grooming -dressing -toileting -ambulating -feeding (w/o swallowing precautions) -positioning specimen collection intake and output vital signs (on stable clients)
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5 rights of delegation
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right task right circumstance right person right direction/communication right supervision/evaluation
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Benner 5 stages of nursing ability
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novice (students or brand new) advanced beginner competent (nurse for 2-3 yrs) proficient expert
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quality improvement
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process used to identify and resolve performance deficiencies
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quality improvement process begins with?
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identification of standards and outcome indicators based on evidence -outcome/clinical indicators: reflect desired client outcomes related to the standard under review -structure indicators: reflect the setting in which care is being provided and the available human and material resources -process indicators: reflect how client care is provided -benchmarks: goals that are set to determine at what level the outcome indicators should be met
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steps in QI process
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standard is developed and approved standards are made available to employees quality issues are identified an interprofessional team is developed to review the issue the current state of structure and process related to the issue is analyzed
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root cause analysis
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done to critically assess all factors that influence an issue when a benchmark is not met -investigates the consequences and possible causes -analyzes possible causes and relationships -determines additional influences at each level of relationship -determines the root cause/s
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steps in progressive discipline
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-informal reprimand -written warning -employee placed on suspension -employee termination
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intrapersonal conflict
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occurs within a person
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interpersonal conflict
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occurs between 2 or more people
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intergroup conflict
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occurs between two more more groups of individuals, departments, or organizations
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grievance
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wrong perceived by an employee based on a feeling of unfair treatment that is considered grounds for a formal complaint
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decision making styles
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decisive: team uses a minimum amount of data and generates one option flexible: the team uses a limited amount of data and generates several option hierarchical-team uses a large amount of data and generates one option integrative-team uses a large amount of data and generates several options
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centralized hierarchy
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nurses at top of organizational chart make most of the decisions
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decentralized hierarchy
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staff nurses who provide client care are included in the decision making process
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behavioral change strategies
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rational-empirical: uses factual information to support change, used when resistance is minimal normative reeducative: manager focuses on interpersonal relationships to promote change power-coercive: the manager uses rewards to promote change, used when resistance to change is high
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veteran 1925-1942
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support status quo accept authority appreciate hierarchy loyal to employer
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baby boomer 1943-1960
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accept authority workaholics some struggle with technology loyal to employer
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generation X 1961-1980
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adapts easily to change personal life and family are important proficient with technology makes frequent job changes
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generation Y 1981-2000
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optimistic and self-confident value achievement technology is a way of life at ease with cultural diversity
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roles in case management
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coordinate care facilitate continuity of care improve efficiency of care and utilization of resources enhancing quality of care provided limiting unnecessary costs and lengthy stays advocating for client and family
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advocacy
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ensuring clients are properly informed, rights are respected, and that they are receiving the proper level of care
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informed consent should include
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reason the treatment or procedure is needed how the treatment or procedure will benefit the client risks if the client proceeds risks if the client rejects other options
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individuals who can grant consent for another person
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parent of a minor legal guardian court specified representative spouse of closest available individual who has durable power of attorney for HC (emancipated minors can provide for themselves)
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Client role in informed consent
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client must: give it voluntarily be competent and of legal age or be emancipated receive sufficient information to make a decision based on an informed understanding of what is expected
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nurse role in informed consent
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witness ensure the provider gave the necessary info ensure the client understood and is competent have the client sign notify provider if client has more questions or does not understand documenting: reinforcement of info originally given by provider, questions from client were forwarded to provider, use of an interpreter
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advance directive
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communicates clients wishes regarding end of life care if client cannot do so 2 components: living will & durable power of attorney
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living will
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legal document expressing the clients wishes regarding medical tx in the event the client becomes incapacitated and is facing end of life issues
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durable POA
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legal document designates a HC proxy, who is an individual authorized to make HC decisions for a client who is unable to do so
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DNR or AND orders
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provider administers them after consultation
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unintentional torts
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negligence malpractice (professional negligence)
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quasi-intentional torts
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breach of confidentiality defamation of character
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intentional torts
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assault: conduct of one person makes the other person fearful and apprehensive (ex: threats) battery: intentional and wrongful physical conduct with a person that involves injury or offensive contact false imprisonment: restraining or confining against a persons will
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Malpractice/professional negligence
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failure of a person with professional training to act in a reasonable and prudent manner
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5 elements to prove negligence
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1. duty to provide care as defined by a standard (care that should be given) 2. Breach of duty by failure to meet standard (failure to give care that should have been given) 3. Forseeability of harm (knowing that failing to give the proper standard of care may cause harm to the client) 4. Breach of duty has potential to cause harm (failing to meet standard had potential to cause harm-relationship must be provable) 5. harm occurs
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autonomy
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ability of client to make personal decisions, even when those decisions may not be in the clients own best interest
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beneficence
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care that is in the best interest of the client (benefits them)
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fidelity
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keeping your promise
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justice
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fair treatment and use of resources
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nonmaleficence
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do no harm
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veracity
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telling the truth
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Uniform determination of Death Act UDDA 2 criteria
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-irreversible cessation of circulator and respiratory function OR -irreversible cessation of all functions of the entire brain including brain stem
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QSEN 6 core competencies
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safety patient centered care evidence based practice informatics quality improvement teamwork and collaboration
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Rules of restraints
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provider must prescript based on face to face assessment if emergency: nurse can apply restraints but must get prescription within I hr prescription must be re-written q 24 hrs. prescription must state: reason for restraint, type, location, length of allowable use, behaviors warranting restraint q 2 hours assess: circulation, sensation, mobility
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RACE for fire safety
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R-rescue A-alarm C-contain E-extinguish
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PASS for extinguisher use
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P-pull A-aim S-squeeze S-sweep
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incident reports
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should be completed by person who identifies an event occurred should be completed within 24 hours considered confidential and are not shared with client DO NOT PLACE in health care record or mention in record just describe the incident itself in the record description should be: objective, contain actions taken, assessment and treatment forward report to risk management dept.
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INFO to include in incident report
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patients name and hospital number date,time, location of incident factual description witnesses corrective actions taken detail of medications or equipment involved
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Discharge of clients in a disaster
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ambulatory clients requiring minimal care go first clients requiring assistance are next clients who are unstable or require nursing care should not be discharged
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