front 1 basis of all other nursing areas | back 1 medical-surgical |
front 2 med-surg focuses on the | back 2 management of acutely ill adult patients |
front 3 what is the orders of steps for evidence-based practice? | back 3
|
front 4 what is level 1 of the levels of evidence? | back 4 evidence from systematic reviews of randomized controlled studies (RCTs) |
front 5 includes assessment, diagnosis, planning, implementation, and evaluation and ultimately guides patient care | back 5 nursing process |
front 6 foundation of professional nursing practice | back 6 evidence-based nursing practice |
front 7 what are the parts of patient-centered care | back 7 benchmark of evaluation of nursing care
|
front 8 focuses on treating patients and families with dignity and respect and engaging patients and families in decision making about care decisions | back 8 patient-centered care |
front 9 a survey that provides a standardized approach to collecting data from patients about their experiences in hospitals | back 9 Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) |
front 10 independent, not-for-profit organization that accredits and certifies approximately 77% of hospitals in the U.S., accreditation and certification from this organization are recognized as the standard of patient care, effectiveness, and safety and foster continuous process improvements | back 10 The Joint Commision (TJC) |
front 11 organization that fosters patient-centered care through the "patient experience" that is influenced by all the interactions and experiences encountered, based on the organization's culture and practices | back 11 The Beryl Institute |
front 12 goals aimed at improving patient safety through goals that focus on potential problems in the healthcare setting | back 12 National Patient Safety Goals |
front 13 helps to decrease communication barriers, enhance communication with healthcare providers, & report changes in patient conditions | back 13 SBAR |
front 14 what are the 4 parts of the SBAR? | back 14
|
front 15 what does the situation consist of? | back 15 brief statement of the problems or issue being addressed |
front 16 what does the background consist of? | back 16 data related to the current situation |
front 17 what does the assessment consist of? | back 17 summary of causes, significance, severity of situation |
front 18 what does the recommendation consist of? | back 18 specific actions needed to address the situation |
front 19 when might a "hand-off" be necessary? | back 19
|
front 20 requires all personnel involved in the procedure to stop to make sure that the pt is identified, the correct anatomical site is identified, and all equipment is in working order | back 20 time-out |
front 21 designed to prepare nurses with the required knowledge, skills, and attitudes to foster continuous improvement of quality and safety in healthcare settings | back 21 Quality and Safety Education for Nurses (QSEN) |
front 22 What does QSEN consist of? | back 22
|
front 23 Institute of Medicine's Competencies for Health Professionals: | back 23
|
front 24 nurse-led multidisciplinary program that was developed by Mary Naylor, an APRN @ the University of Pennsylvania | back 24 transitional care model (TCM) |
front 25 manage patients as they transition across the care continuum from inpatient setting to other settings, including skilled nursing facilities and home | back 25 transitional care nurses (TCNs) |
front 26 two or more coexisting medical conditions or disease processes | back 26 comorbidities |
front 27 employs nurses as "transition coaches" to manage chronically ill or seriously ill patients as they transition between healthcare settings | back 27 Care Transitions Program |
front 28 are national programs that also seek to improve care as patients transition from acute care settings to post-acute care settings by improving the discharge processes | back 28 Project RED (Re-engineered Discharge) and Project BOOST (Better Outcomes for Older Adults Through Safe Transitions) |
front 29 an enhanced model of primary care that engages ICTs to address and care for patients with multiple comorbidities | back 29 patient-centered medical home (PCMH) |
front 30 an example of a PCMH that has improved pt outcomes and quality and reduced costs through nursing interventions | back 30 Guided Care Program |
front 31 project implemented in 2003 to address the recommendations related to improving the quality and safety or patient care on medical-surgical units | back 31 Transforming Care at the Bedside (TCAB) |
front 32 the development of ________ also grew as a result of TCAB efforts | back 32 rapid response teams |
front 33 are in acute care settings and are composed of clinicians who provide critical care expertise at the patient's bedside or point of care and typically include a critical care provider or intensivist, critical care registered nurse, pharmacist and respiratory therapist | back 33 rapid response teams |
front 34 an essential component of IC and all care models striving for effective in-hospital and transitional care is | back 34 pt education |
front 35 patient education strategy that involves imparting knowledge and then asking for the information to be restated to ensure patient understanding; this teaching should be accompanied by written material for the patient to use as an ongoing resource | back 35 teach-back |
front 36 occurs when two or more professionals work together to solve problems or coordinate care | back 36 interprofessional collaboration (IC) |
front 37 was developed by the American Academy of Ambulatory Care Nursing (AACN) to standardize the practice of ambulatory nurses as well as acute, subacute, and home health nurses in care-coordination and transition-management roles | back 37 Care Coordination and Transition Management (CCTM) |
front 38 what are the 5 rights of delegation? | back 38
|
front 39 professional who utilizes the nursing process to care for the patient: to assess, plan, implement, and evaluate | back 39 registered nurse |
front 40 where is the Nurse Practice Act found at? | back 40 ASBN (Arkansas State Board of Nursing) |
front 41 nurses serve as patients': | back 41
|
front 42 ethical principles guide the | back 42 moral traditions, values, and behaviors of professional nursing |
front 43 Code of Ethics for Nurses provides a | back 43 standard of nursing practice |
front 44 both a concept and a movement that considers our past missteps as well as the breadth and consequences of our technological advances; just because we can, should we? | back 44 bioethics |
front 45 The Belmont Report describes three basic ethical principles to be applied to any research involving human subjects: | back 45
|
front 46 to "do good" | back 46 beneficence |
front 47 to do no harm | back 47 nonmaleficence |
front 48 individual right to choose for oneself | back 48 autonomy |
front 49 reflects the social contract that nursing has with the public, encompassing the moral traditions, values, and trust that the public has come to associate with nursing | back 49 American Nurses Association Code of Ethics |
front 50
| back 50 ANA Scope and Standards or Practice |
front 51
| back 51 International Nursing Council Code of Ethics |
front 52 ethical principles: | back 52
|
front 53 requires fair and equal treatment for everyone regardless of race, religion, or gender | back 53 justice |
front 54 involves the individual's personal right to make decisions concerning him- or herself | back 54 autonomy |
front 55 concerns people acting positively on behalf of the perceived well-being of others | back 55 beneficence |
front 56 expects the nurse to be accountable for commitments made to others, to the self, and to the profwession, bsed on the virtue of caring | back 56 fidelity |
front 57 examines issues related to who may be harmed by actions and how any harm can be minimized or averted | back 57 nonmaleficence |
front 58 the requirement to tell the truth and to refrain from intentionally misleading or deceiving a pt to influence decisions | back 58 veracity |
front 59 requires that information is not shared beyond those who have a need to know | back 59 confidentiality |
front 60 the inappropriate intention to protect individuals from their own involuntary actions or choices in the name of beneficence, which actually violates their right to self-determination (autonomy) | back 60 paternalism |
front 61 ethical theories to support nurses in decision making: | back 61
|
front 62 considers what decision will be most beneficial for the greatest number of people and relates to the theory of utilitarianism | back 62 common good |
front 63 what are some examples that can be ethical dilemmas? | back 63
|
front 64 document that is designed to communicate the final wishes of patients in the event they cannot speak for themselves and is created when the pt is competent and in open communication with the provider | back 64 advance directive |
front 65 legal document created by a competent person that provides the person's desires for medical care in the event the person is unable to independently make decisions regarding care | back 65 living will |
front 66 what is one of the most challenging ethical dilemmas that a nurse may confront? | back 66 withdrawal of fluids and nutrition |
front 67 ethical issues in professional practice: | back 67
|
front 68 civil or personal wrong, compared with a crime, which is a public wrong | back 68 tort |
front 69 what are the types of torts? | back 69
|
front 70 failure of a person to exercise the degree of care that an ordinary prudent person would have exercised under similar circumstances | back 70 negligence |
front 71 failure of a professional person to act as other prudent professionals with the same knowledge and education would have acted under similar circumstances | back 71 malpractice |
front 72 wrongful act that was intended to cause harm | back 72 intentional torts |
front 73 examples of intentional torts: | back 73
|
front 74 tort liability imposed when the defendant acted neither negligently nor with intent to cause harm; may be applied in cases involving dangerously defective products-medical devices, use of unlicensed medicines | back 74 strict liability torts |
front 75 if a party to a contract does not perform as promised, the other party can sue for money damages or seek the remedy of specific performance | back 75 breach of contract |
front 76 one party assumes the liability of another party for damage in situations in which the first party would not otherwise be liable | back 76 Hold Harmless or Indemnity Agreements |
front 77 to establish legal liability-malpractice-the injured client must prove the following 4 elements: | back 77
|
front 78 nurse managers have a duty to: | back 78
|
front 79 healthcare organizations have a duty to: | back 79
|
front 80 how do you know how to delegate correctly? | back 80 Nurse Practice Act found on ASBN |
front 81 4 principles forming the cornerstone of biomedical ethical decision making: | back 81
|
front 82 the client's right of self-determination and freedom of decision making | back 82 autonomy |
front 83 doing good for clients and providing benefit balanced against risk | back 83 beneficence |
front 84 doing no harm to clients | back 84 nonmaleficence |
front 85 the norm of being fair to all and giving equal treatment, including distributing benefits, risks, and costs equally | back 85 justice |
front 86 provide guidance in dealing with ethical dilemmas: | back 86
|
front 87 standards of nursing practice & provides autonomy | back 87 code of ethics |
front 88 fundamental aspect of a nurse's role; the process for a nurse to direct another person to perform nursing tasks and activities | back 88 delegation |
front 89 ________________ viewed delegation as a critical skill | back 89 Florence Nightingale |
front 90 delegation issues have become connected to issues of: | back 90
|
front 91 process of delegation: | back 91
|
front 92 5 factors to assess when making a decision about delegating nursing tasks: | back 92
|
front 93 what are the 5 rights of delegation? | back 93
|
front 94 what is the #1 factor to consider when delegating? | back 94 safety |
front 95 what are the 8 principles for RN delegation? | back 95
|
front 96 what are the steps of the nursing process? | back 96
|
front 97 what are the sources of data collection and assessment? | back 97 primary and secondary (objective and subjective from both) |
front 98 what is primary subjective data? | back 98 what the client tells the nurse |
front 99 what is primary objective data? | back 99 data the nurse obtains through observation and examination |
front 100 what is secondary subjective data? | back 100 what others tell the nurse based off what the client has told them |
front 101 what is secondary objective data? | back 101 data the nurse collects from other sources (family, friends, caregivers, healthcare professionals, literature review, medical records) |
front 102 use of critical thinking skills to identify client's health statuses or problem(s), recognition of patterns or trends, compare data w/ expected standards or reference ranges, & arrive @ conclusions to guide nursing care | back 102 analysis/data collection |
front 103 the nurse establishes priorities and optimal outcomes of care they can readily measure and evaluate, work w/ clients to identify goals & outcomes, & identify actions & interventions that help achieve optimal outcomes | back 103 planning |
front 104 the nurse bases the care they provide on assessment data, analyses, and the plan of care in the previous steps and use problem solving, clinical judgement, and critical thinking | back 104 implementation |
front 105 the nurse uses evidence-based rationale for selection and implementation of therapeutic interventions and perform nursing actions, delegate tasks, supervise other health care stuff, and document care and clients' responses | back 105 implementation |
front 106 the nurse evaluates clients' responses to nursing interventions and form a clinical judgement about extent to which clients have met goals and outcomes | back 106 evaluation |