Adult Health Exam 3

• Nuclear family


  A nuclear family consists of two adults (and sometimes one or more children).
• Extended family

  An extended family includes relatives (aunts, uncles, grandparents, and cousins) in addition to the nuclear family.
• Single-parent family


  A single-parent family is formed when one parent leaves the nuclear family because of death, divorce, or desertion or when a single person decides to have or adopt a child.
• Blended family


  A blended family is formed when parents bring children from previous marriages or other parenting relationships into a new joint-living situation.
• Alternative family


  Relationships include multiadult households, grand families (grandparents caring for grandchildren), communal groups with children, "nonfamilies" (adults living alone), and cohabiting partners.
• critical thinking competency: scientific method

  systematic, ordered approach to gather data and solve problems

  
  

  1. Identify the problem.

  2. Collect data.

  3. Formulate a question or hypothesis.

  4. Test the question or hypothesis.

  5. Evaluate results of the test or study.
• critical thinking competency: problem solving


  obtain information that clarifies the nature of a problem, suggest possible solutions, and try the solution over time to make sure that it is effective
• deductive reasoning

  •moves from the general to the specific. A nurse will start analysis of the facts and observations from a conceptual viewpoint, such as prioritization of needs by Maslow or Nola Pender's health promotion model.

  •the nurse forms an inference and eventually interprets the patient's condition with respect to the conceptual view
• critical thinking competency: decision making


  When you face a problem and choose a course of action from several options, you are making a decision.

  
  

  •Following a set of criteria helps you make a thorough and thoughtful decision.

  •The criteria may be personal, based on an organizational policy or standard, or in the case of nursing, based on a professional standard.
• inductive reasoning

  •moves from reviewing specific data elements to making an inference by forming a conclusion about the related pieces of evidence.

  •Previous experience with the evidence is also considered.
• Maslow's Hierarchy of Needs


  (level 1) Physiological Needs, (level 2) Safety and Security, (level 3) Relationships, Love and Affection, (level 4) Self Esteem, (level 5) Self Actualization
• critical thinking


  •The ability to think in a systematic and logical manner

  •A continuous process characterized by open-mindedness, continual inquiry, and perseverance, combined with a willingness to look at each unique patient situation and determine which identified assumptions are true and relevant

  Recognizing that an issue exists, analyzing information, evaluating information, and drawing conclusions
• reflection


  purposefully visualizing a past situation and taking the time to honestly review everything you remember about it.
• levels of critical thinking

  1. Basic

  2. Complex

  3. Commitment
• components of critical thinking

  specific knowledge base, experience, competencies, attitudes, standards
• when making an inference...


  form patterns of information from data before making a diagnosis
• benefits of diagnostic reasoning

  understanding the nature of a problem more quickly and selecting proper therapies.
• attitudes for critical thinking

  confidence

  thinking independently

  fairness

  responsibility and accountability

  risk taking

  discipline

  perseverance

  creativity

  curiosity

  integrity

  humility
• clinical decision making: delegation


  Decide which, if any, nursing care procedures to delegate to AP so that you can spend your time on activities requiring professional nursing knowledge.
• ethics


  •The study of what is right and wrong in our conduct.

  •It concerns our obligations to individuals, groups and society.
• morals


  Refer to judgment about behavior, based on specific beliefs
• value


  •A deeply held personal belief about the worth a person holds for an idea, a custom, or an object.

  •The values that a person holds reflect cultural and social influences.
• bioethics


  The study of ethics related to issues that arise in health care.
• autonomy


  Refers to freedom from external control.
• beneficence


  Refers to taking positive actions to help others
• nonmaleficence


  The avoidance of harm or hurt.
• justice


  Refers to fairness and the distribution of resources
• fidelity


  Refers to faithfulness or the agreement to keep promises
• ethical dilemma


  When two opposing courses of action can both be justified by ethical principles
• moral distress


  Instead of competing options for action, the nurse feels the need to take a specific action while believing that action to be wrong.
• learning


  Acquiring new knowledge, skills, and/or attitudes that can be measured
• teaching


  The concept of imparting knowledge through a series of directed activities.
• 3 domains of learning: cognitive learning


  remember, understand, apply, analyze (breaking concepts into parts), evaluate, create (putting elements together), methods (lecture, reading, audiovisual etc.)
• 3 domains of learning: psychomotor learning

  •"Hands-on" skill

  •Learning a skill

  •Involves both mental and physical activity

  •Requires both cognitive and affective domain

  •Requires sensory awareness, imitation, and performance of skills to create new skills

  •Methods- demonstration, simulation models, journaling, self-reflection
• 3 domains of learning: affective learning

  •Involves changes in feelings, beliefs, attitudes, and values

  •"feeling domain"

  •Requires receiving and responding to new ideas

  •Integration of new ideas into a value system

  •Methods - role modeling, mentoring, discussion, computer-based modules
• learners needs: motivation to learn


  •An internal state that helps arouse, direct, and sustain human behavior

  •Influenced by the belief of the need to know something
• learners needs: readiness to learn

  •affected by health status, attentional set, and acceptance of the illness experience
• learners needs: ability to learn


  •depends on physical and cognitive attributes, developmental level, physical wellness, and intellectual thought processes. A person's learning style affects preferences for learning.
• learners needs: learning environment


  •The ideal environment for learning is well lit and has good ventilation, appropriate furniture, and a comfortable temperature.
• teaching approaches: telling


  Emergent, simple, explicit instructions