Philosopy of Nursing, Professional standards, and Nursing roles Unit 5 – Flashcards

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Nursing
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the protection, promotion and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations.
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Historical Perspective
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• The role of caregiver has been assigned to both males and females through history • Male has often been doctors • Female usually associated with nurses • The Medical model= the Medical profession • The Nursing model is distinct and different • The kind of care provided is culturally relevant
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Florence Nightingale
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• Founder of Modern Nursing • Studied /implemented methods to improve battlefield sanitation, decrease infection • Wrote 1st Nursing Philosophy, "Notes on Nursing: What it is and is Not". o Based on health maintenance and restoration • Also an epidemiologist and great institutional manager • Developed 1st organized Nursing school. • 1st Nurse epidemiologist
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Clara Barton
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• Contributed to the growth of nursing in the U.S. during the Civil War. • Founder of the American Red Cross.
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Dorthea Dix
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• First superintendent of nurses for the Union Army in the Civil War • Organized hospitals, appointed nurses, and oversaw and regulated supplies for the troops
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Mary Ann Ball Bickerdyke
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• Organized ambulances and walked the abandoned battlefields at night, looking for wounded solders
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Mary Mahoney
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• First African-American professional nurse • Promoted awareness of cultural diversity and respect for the person regardless of race or color
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Isabel Hampton Robb,
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• The first superintendent of John Hopkins Training School established Nurses' Associated Alumnae which later became the American Nurses Association (ANA) in 1911.
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Mary Adelaide Nutting
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• Helped to affiliate nursing in University settings. • She became first professor of nursing at Columbia University.
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Lillian Wald and Mary Brewster
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• Opened the Henry Street Settlement in 1893. • Focused on health care needs of the poor in NYC's tenements • JWA - Lillian Wald - Henry Street Settlement
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Nursing history
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• Army Nurse Corp. started in 1901 and the Navy Nurse Corp. in 1908. • 1920's sees the beginning of nurse specialties such as Nurse Midwifery. • Evolution continues with the establishment of ANA's center for Ethics and Human Rights in 1990, the latest revision of Nursing's Code of Ethics in 2001 and in collaboration with the Robert Wood Johnson Foundation work towards developing standards for end of life care.
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The Role of the Nurse as Defined by SLCC: Provider of care
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As a provider of care, the nurse utilizes the nursing process to formulate and implement nursing care for individuals who have health care needs. The nurse is concerned with promoting, maintaining, and/or restoring the client to an optimum state of health. The nurse may also support the client to die with dignity. The nurse utilizes the nursing process to facilitate critical thinking required to make sound judgments and to demonstrate competent practice. The nurse provides information for the individual, the community, and health care providers through effective communication. The nurse's commitment to client-centered care is reflected through a collaborative approach involving the client, family, significant others, and members of the health care team
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The Role of the Nurse as Defined by SLCC: Manager
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As a manager of care, the associate degree nurse provides and coordinates care for a group of clients who have health care needs. Collaboration, organization, delegation, accountability, advocacy, and respect for other health care workers characterize the practice of the associate degree nurse
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The Role of the Nurse as Defined by SLCC: Manager
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The associate degree nurse may delegate certain aspects of care to licensed practical nurses and/or to personnel commensurate with their education and experience. The nurse retains accountability for care delegated to others and knows the legal parameters of other care providers' roles, responsibilities, and scopes of practice. The associate degree nurse seeks consultation with other professionals when situations beyond his/her knowledge and experience occur.
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The Role of the Nurse as Defined by SLCC: Manager
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To be competent in the role of manager of care, the nurse must possess the knowledge and skills necessary to make decisions about priorities of care, to delegate aspects of nursing care to others, to utilize time and resources, and to know when to seek assistance. This requires knowledge of client care management, communication, delegation, legal parameters of nursing practice, and roles and responsibilities of members of the health care team.
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The Role of the Nurse as Defined by SLCC: Member of Profession
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As a member within the nursing profession, the nurse demonstrates accountability, autonomy, and authority in practice. The Utah Nurse Practice Act, the American Nurses Association Code of Ethics, and current standards of practice guide nursing practice. The nurse practices within the ethical and legal framework of the nursing profession and is responsible for ensuring high standards of nursing practice. The nurse's role as a member of the profession and of the healthcare team is to provide holistic, client-centered care and to maintain patient advocacy.
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The Role of the Nurse as Defined by SLCC:Nursing
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• The diagnosis and treatment of human responses to actual or potential health problems. • The nurse contributes to the improvement of nursing by remaining a lifelong learner. The nurse actively supports the continued growth and positive image of the profession. The nurse understands the importance of nursing research, rules, and regulations governing the practice of nursing, roles of professional organizations, and political, economic, and societal forces affecting practice. Basic concepts of management are incorporated into the practice of the associate degree nurse.
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Foundation for Professional Nursing
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•Nursing theory •Educational preparation • Diploma, ADN, BSN, MSN, PhD, DSN,APN •Research
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Foundation for Professional Nursing
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• Nurse Practice Acts (NPA) of each state Regulate the scope of nursing practice and protect public health, safety, and welfare. Including shielding and protecting the public from unsafe nurses
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Foundation for Professional Nursing
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• NCLEX-RN licensure test Must be passed regardless of educational preparation Every state has the same examination for RN licensure Provides the standardized minimum knowledge base for nurses
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Foundation for Professional Nursing
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• Certification Beyond the NCLEX the nurse may choose to specialize in a specific area of nursing and obtain a certificate of completion in additional training
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Foundation for Professional Nursing
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• ANA's Code of Ethics The philosophical ideals of right and wrong that define the principles you will use to provide care to your patients
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Foundation for Professional Nursing
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• ANA's Standards of Professional Performance Describes a competent level of behavior in the professional role. The standards provide objective guidelines for nurses to be accountable for their actions, their patients and the peers. The standards provide a method to assure patients that they are receiving high quality care, that the nurses know exactly what is necessary to provide care, and that measures are in place to determine whether care meets the standards
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Foundation for Professional Nursing
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• ANA's Standards of Nursing Practice Describe a competent level of nursing care demonstrated in the critical thinking model known as the nursing process
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ANA Standards of Nursing Practice
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• Assessment • Diagnosis • Identify Outcomes • Plan • Implement • Coordination of care • Evaluation
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5 characteristics of a profession
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• Extended education with a basic liberal foundation • Theoretical body of knowledge • Provides a specific service • Members have autonomy in decision making and practice • Profession has a code of ethics
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Science and Art of Nursing
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• The art of nursing is concerned with thoughtful, compassionate care based on practical experience. • The science of nursing is based on knowledge, training, sciences and research. • Benner's model is novice to expert. • Nursing is a multidimensional profession.
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Benner's model
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The nurse passes through 5 levels of proficiency when acquiring and developing generalist or specialized nursing skills
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Benner's model
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1. Novice - beginner 2. Advanced beginner- nurse has some level of experience with situation 3. Competent- nurse in same clinical position for 2-3 years 4. Proficient- nurse in same clinical position for more than 3 years 5. Expert- nurse with diverse experience who has an intuitive grasp of an existing of potential clinical problem
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Standards of Performance
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• Quality of practice-nurse contributes to quality nursing • Education • Professional evaluation- evaluates one's own nursing practice in relation w/ standard of care • Collegiality-relationship between colleagues and respect for each other's abilities • Collaboration with others in the conduction of nursing practices
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Standards of Performance
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• Ethics • Research • Resource utilization-to provide nursing services that are safe , effective, and financially responsible • Leadership
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Nursing Theory
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A conceptualization of some aspect of nursing communicated for the purpose of describing, predicting, and/ or prescribing nursing care."
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Nursing Theory
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• Purposes: • A perspective to view situations • Help to organize data • Provide a method to analyze and interpret data • Helps the nurse prepare to implement the nursing process, the science and art of nursing.
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Components of a theory
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A theory Contains a set of concepts, definitions , and assumptions or propositions that explain the phenomenon
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Components of a theory
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Phenomenon- A term , description, or label given to describe an idea or responses about and event, a situation, a process, a group of events, or a group of situations
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Components of a theory
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Concepts- can be simple or complex and relate to an object or event that comes from individual perceptual experience (Ideas or mental images that help to describe or label the phenomenon
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Components of a theory
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Definitions within a theory communicate the general meaning of the concepts. They describe the activity necessary to measure the concepts within a theory
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Components of a theory
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Assumptions or propositions- are the "taken for granted" statements that explain the nature of the concepts, definitions, purpose, relationships, and structure of a theory
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Relationship of Theory and Knowledge Development in Nursing
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Some argue that theory is developed in academia and not relevant to nursing practice.
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Knowledge Development in Nursin
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New trend to use evidence-based practice • Theories are tested and used to describe and predict client outcomes. • Needed so Nursing can grow as a profession. • Goal is to explain why Nursing is unique and different from Medicine
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Knowledge Development in Nursin
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The integration of theory into nursing practice is the basis for professional nursing
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Knowledge Development in Nursin
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Theoretical knowledge stimulates thinking and creates broad understanding of the science and practices of nursing. • Also promotes theory generating research to account for how accurate a theory describes a nursing phenomenon. • End result is an increase in nursing knowledge, the science of nur
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Knowledge Development in Nursin
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"It is the expert nurse that transports the art and science of nursing into the scientific realm of creative caring."
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Theory of Nursing Virginia Henderson
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The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities that will contributing to health, its recovery, or to a peaceful death that the client would perform unaided if he had the necessary strength, will, or knowledge and to do this in such a way as to help the client gain independence as rapidly as possible.
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SLCC Philosophy
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The philosophy of the nursing program is consistent with the mission statement and values of Salt Lake Community College. The mission of the College states that Salt Lake Community College is a public, open-access, comprehensive community college committed to serving the broader community. Its mission is to provide quality higher education and lifelong learning to people of diverse cultures, abilities, and ages, and to serve the needs of community and government agencies, business, industry and other employers.
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SLCC Philosophy
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Students are our highest priority. In harmony with this priority, the college values are community, creativity, diversity, environment, excellence, expression, integrity, and people. Salt Lake Community College is an equal opportunity institution providing educational and employment opportunities without regard to race, color, religion, sex, national origin, age, or disability
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SLCC Philosophy
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The nursing faculty's philosophy is eclectic and based on a humanistic and holistic orientation of nursing which emphasizes the value of individual existence and places high priority on caring for people. In accord with the tenets of the philosophy, the faculty acknowledges the importance of the individual and society in relation to health, nursing, and education.
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Society
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The individual interacts dynamically and holistically with society. Society consists of a diverse population of various cultures, races, socioeconomic levels, religions, and lifestyles. Environmental changes, the economy, politics, family, structure, and cultural practices, in addition to evolving social concerns and health care delivery, are all societal influences to which an individual must respond. Actions are influenced by learned behavior and cultural expectations. Environmental changes, economy, politics, family structure, social concerns, and health care delivery systems influence the environment in which nurses are educated and practice
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Health
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Health is a dynamic state of being in the life cycle of the individual. Health is a sense of well being that can be described in physical, emotional, intellectual, social, and spiritual terms. Health is not merely the absence of disease but is the optimal level of functioning for each individual. Health and illness are inevitable dimensions of the person's life and are not mutually exclusive. Individuals have an inherent right to be active participants in achieving health, as they perceive it. Health is influenced by heredity, perception of physical and psychosocial environment, philosophy, and lifestyle.
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Nursing
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Nursing is a profession, a practice and an academic discipline concerned with promoting, maintaining, and restoring health. Nurses interact holistically with clients and are concerned with all people in various stages of health regardless of age, sociocultural, or economic background. Nursing practice extends beyond the individual to family, groups, and community
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Education
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The education process involves the acquisition of information and the transformation of that information to usefulness through knowledge, comprehension, application, analysis, synthesis, and evaluation. Education is a life-long process, which promotes the development of knowledge, skills, and personal values. Learning is a dynamic, intellectual, and emotional experience that empowers learners to their fullest potential. The adult learner utilizes critical thinking skills to integrate theory and practice
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The learner
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Each learner brings to the educational situation unique life experiences and varying cultural and ethnic backgrounds. The program is responsive to individual needs, differences, learning abilities, and support systems. The learner is a consumer of information and is responsible for his/her own learning. The learner interacts in a process where the student gains competency to function safely within the appropriate scope of nursing practice. The SLCC nursing program has established competency-based criteria for admission, progression, and graduation in an attempt to strengthen the student at the associate degree level to assure the positive self-image and readiness to learn and practice. The student then interacts with the educator in a purposeful, goal-directed manner
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The Educator
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The educator's role is to provide support, direction, and creative learning experiences for the student as advisor, facilitator, and role model. The educator strives to create an environment that promotes personal expression and development of new ideas. It is this environment which promotes active participation and collaboration of the learner through application of the problem-solving process and development of critical thinking skills. The educator promotes the learner's ability to accomplish the objectives of the learning program by evaluating and reinforcing the student's assimilation of knowledge. The educator facilitates the personal and professional growth of each unique learner by facilitating a student's natural ability to learn. Learning occurs more readily in an accepting and stimulating environment where students are free to express themselves.
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Teaching and learning
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Faculty utilizes teaching and learning theories to organize and evaluate learning situations. Faculty recognizes the need for individuals to develop skills of creative/critical thinking for higher-order learning to occur. Teaching/learning is a collaborative process between the educator and the learner.
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Nursing Education
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Nursing education is based upon knowledge derived from nursing, biological, physical science, social science and liberal arts. Nursing is also an art practiced in the context of caring relationships with human beings. Nursing is a process of self-realization whereby adults assimilate and synthesize knowledge, cultivate critical thinking abilities, become adept with technical and communication skills, develop nursing care strategies based on standards of care, evolve personal potential, and establish values
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Conceptual Framework: The nursing process
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The nursing process is designed to identify client needs, to inform nursing activity that promotes the client's health to his/her optimum level and to evaluate the client's progression toward a health care goal collaboratively developed with the client. The nursing process is a problem-solving approach to client care, which enables the nurse to systematically analyze stressors and evaluate the client's ability to adapt and react to them.
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Conceptual Framework: Assessment
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Assessment is defined as acquisition of client information through client interview, review of existing records and reference materials (subjective database), and physical and environmental assessment/observation of the client (objective database).
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Conceptual Framework: Diagnosis
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Nursing diagnosis provides the framework for assimilation of assessment data into diagnoses that can be communicated to other health care personnel
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Conceptual Framework: Goals
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In collaboration with the client, nursing diagnoses are used to identify client-centered health goals that are attainable, measurable, and agreeable to the individual
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Conceptual Framework: Intervention
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Interventions are specific steps that move the client toward achievement of the predetermined goal(s)
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Conceptual Framework: Evaluation
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Interventions are evaluated for efficacy and necessity and modified as required. Likewise, goals are resolved, modified, or added as the individual's circumstance changes
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Conceptual Framework
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The nurse uses the nursing process to assist the individual to achieve the highest possible level of health. The nurse functions dependently, independently, and collaboratively with the individual and with other members of the health team in activities that include health promotion, maintenance, restoration, and rehabilitation. Nursing practice requires competence in the performance of essential nursing skills that utilize cognitive, psychomotor, affective capabilities, and critical thinking. The nurse is involved in a lifelong process of learning to ensure that client care is current and evidence-based. Inquiry and creativity encourage continued learning and participation in research to generate quality nursing care for all human beings.
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Health Care Continuum
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The health continuum is a dynamic state of wellness requiring nursing interventions focused on health promotion, restoration, and rehabilitation. Clients may be at any point on the continuum at any time during the growth and development process. Nurses may assist clients to a maximum state of wellness within the client's potential or assist in providing a dignified decline and death
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Client
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Clients (human beings) are holistic beings. The faculty views the client as a biological, psychological, developmental, sociocultural, and spiritual being, with the unique capacity to experience emotions. Individuals exist, develop, and interact within the context of their families, communities, and societal environments. Each individual is unique and has intrinsic worth. Clients have the right to make their own decisions and to reach their maximum potential. Human beings strive for a sense of balance and well-being within a societal context. Clients interface with nurses as they intervene at primary, secondary, and tertiary points along the health-care continuum
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Threads
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CURRICULAR THREADS The curricular threads, woven throughout the Nursing Program, include: 1) body systems/basic needs, 2) communication, 3) cultural diversity, 4) critical thinking, 5) growth and development, and 6) nursing process. Organized and presented in terms of complexity and scope of nursing practice, the knowledge base of didactic content is expanded and developed as the learner progresses through the curriculum
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Body Systems/Basic Needs
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Nursing information is organized for presentation to the students by body systems
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Communication
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Consists of verbal, nonverbal, written, oral, and technological means of communicating with other health care professionals and clients to meet client needs and implement change
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Cultural Diversity
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Refers to the recognition of differences and similarities among individuals and groups related to expectations and behaviors. Recognizing and respecting diversity enhances one's view of the world and promotes personal and professional growth
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Critical Thinking
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Incorporates skills in reasoning, analysis, and decision-making relevant to the discipline of nursing demonstrated by openness of inquiry and the ability to ask questions, generate ideas, and offer perspectives.
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Growth and Development
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Focuses on transitions that humans experience and which influence maintenance, restoration, and/or promotion of health. Human development refers to the myriad of changes whereby the individual differentiates and increases in complexity. Nursing is concerned with human beings of all ages and stages of growth and development in the life cycle. Basic human developmental needs are interrelated and involve physical, psychological, developmental, environmental, sociocultural, and spiritual aspects of the person.
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Values and Ethics
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•Values: personal or group belief about the worth of a given idea, attitude, custom, or object that sets standards that influence behavior •Ethics: ideals of right and wrong •The work of Nursing involves intimacy and the negotiating of values: clients, nurses, physicians, employer, etc. •The nurse's point of view is unique and critical due to the intimate nature of nursing
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ETHICAL BEHAVIORS
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Beneficence • Taking positive actions to help others
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ETHICAL BEHAVIORS
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Nonmaleficence • The avoidance of harm or hurt; not only the will to do good, but the equal commitment to do no harm
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ETHICAL BEHAVIORS
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Veracity • Duty to tell the truth
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ETHICAL BEHAVIORS
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Fidelity • Agreement to keep promises, by following through on your actions and interventions
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ETHICAL BEHAVIORS
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Autonomy • Freedom from external control; respect for autonomy refers to the commitment to include patients in decision about all aspects of care as a way of acknowledging and protecting a patients independence
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ETHICAL BEHAVIORS
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Accountability • The ability to answer for ones actions; you learn to ensure that your professional actions are explainable to your patients and you employer.
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ETHICAL BEHAVIORS
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Responsibility • Willingness to respect one's professional obligations and follow through on promises
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ETHICAL BEHAVIORS
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Confidentiality • Protection of patients personnel health information in accordance with HIPPA
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Institutional Ethics Committees
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• Formed in most institutions to process ethical dilemmas. • Generally have a consulting purpose. Recommend actions. • Also educational. • Are usually multidisciplinary in nature
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Confidentiality
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• HIPAA: Health Insurance Portability & Accountability Act (1996) • Insurance coverage for preexisting conditions • Privacy standards
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Informed Consent
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• A perosns agreement to allow something to happen such as surgery or an invasive diagnostic procedure, based on a full disclosure of risks, benefits, alternatives, and consequences of refusal • Goal: Assure that the client can participate in decisions regarding personal health
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Informed Consent
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• Means Sharing information with the client
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Informed Consent
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• components: • Legal responsibility to disclose information • Ensure patient comprehension of information • Voluntary agreement • Ensure patient is competent to make the decision • Witnessing the client's signature by the nurse
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Advance Directives
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• Patient Self-Determination Act of 1990-It's the law • Living Will and/ or Durable Power of Attorney • The nurse must provide information • Documentation of their existence
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Contemporary ethical issues
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•Physician orders •Physician assisted suicide Nurse involvement •Futile care, DNR •Genetic screening' •Allocation of scarce resources •The nursing shortage Floating (unfamiliar area/patient's) •Restraints
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How to process an ethical dilemma
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1. Ask the question, is this an ethical dilemma 2. Gather information relevant to the case 3. Clarify value. Distinguish among face, opinion, and values 4. Verbalize the problem. A clear, simple statement of the problem is not always east, but it helps to ensure effectiveness 5. Identify possible courses of action 6. Negotiate a plan, requires a confidence in one's own point of view and a deep respect of the opinions of others 7. Evaluate the plan overtime
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Legal responsibilities of Nursing
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• Knowing legal boundaries= safe nursing practice. • Ignorance is NOT a defense for malpractice
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Legal responsibilities of Nursing
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Standards of care such as those of the ANA are legal guidelines for nursing practice. Defined by the Nurse Practice Act of each state and by the state Boards of Nursing. Laws governing hospitals & institutions, professional and specialty nursing organizations, and Policies and Procedures of institutions.
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Statutory law
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Created by elected legislative bodies •Civil-protects individual person (usually involves payment of money •Criminal -prevents harm to society (usually involves jail time)
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Regulatory law
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Created by administrative bodies (state board of nursing)
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Common law
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Created by judicial decisions-courts for individual legal cases such as malpractice suits
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Intentional Torts
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A tort is a civil wrong against a person or property
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Intentional Torts
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•Assault-intentional threat to bring harm/physical contact •Battery-intentional physical violence •Invasion of Privacy-public or private (ex. Telling pt condition to unauthorized person) •Defamation of Character -Slander-verbal -Libel-written
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Unintentional Torts
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Not performing to standard of care
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Unintentional Torts
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• Negligence-not following standard care practice • Malpractice-type of negligence referred to as professional negligence
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Malpractice must meet 4 criteria
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1. The nurse owed a duty to the patient 2. The nurse did not carry out that duty 3. The patient was injured 4. The nurses failure to carry out the duty caused the injury
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Malpractice examples
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Failure to assess and monitor Failure to assess in timely manner (30 min after administration of pain med) Failure to follow orders Failure to follow the 6 rights of safe medication administration
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Unintentional Torts
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• Don't Get Sued! • Standards-know standards of care • Competence-be competent in decision making • Communication-use good communication skills (understand orders, clarify, teaching) • Documentation-document everything well and in a timely manner (if it is not documented it did not happen) • Caring -be caring to your patients
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Rapport
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Relationship, especially one of mutual trust or emotional affinity
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