NUR 1390 Exam #1 Focused Review PDF

1. Levels of Disease Prevention A. Primary Prevention ​ Intention: Prevent disease or injury before it occurs. ​ Examples: ○​ Vaccinations ○​ Sunscreen to prevent skin cancer ○​ Seatbelt use to avoid injury B. Secondary Prevention ​ Intention: Detect and treat exi...

1. Levels of Disease Prevention A. Primary Prevention ​ Intention: Prevent disease or injury before it occurs. ​ Examples: ○​ Vaccinations ○​ Sunscreen to prevent skin cancer ○​ Seatbelt use to avoid injury B. Secondary Prevention ​ Intention: Detect and treat existing conditions early to halt or slow progression. ​ Examples: ○​ Screening tests (e.g., mammograms, cholesterol checks) ○​ Medication to manage early-stage chronic conditions C. Tertiary Prevention ​ Intention: Reduce the impact of ongoing illness or injury; improve quality of life and function. ​ Examples: ○​ Physical therapy for rehabilitation ○​ Long-term management of chronic diseases (e.g., diabetes education and monitoring) 2. Domains of Learning A. Cognitive Domain ​ Focuses on knowledge acquisition, rational thought, critical thinking, and problem-solving. ​ Example: Teaching a patient the physiology behind insulin production in diabetes. B. Affective Domain ​ Involves emotions, attitudes, values, and beliefs. ​ Example: Encouraging a positive attitude toward dietary changes for heart health. C. Psychomotor Domain  ​ Requires hands-on skills and motor coordination. ​ Example: Demonstrating and practicing proper inhaler use or wound dressing technique. 3. Teach-Back Method (Key Steps) Often recalled by the acronym S.T.E.P.S (though the exact wording may vary, the essence remains the same): 1.​ Speak Slowly 2.​ Use Plain Language 3.​ Teach-Back: Have the client restate the information 4.​ Evaluate Understanding: Rephrase if not clear 5.​ Solicit Questions: Encourage the client to ask 4. Steps in the Nursing Process (“A Delicious PIE”) 1.​ Assessment ○​ Gather subjective and objective data. 2.​ Diagnosis ○​ Identify patient health problems within nursing’s scope. 3.​ Planning ○​ Develop goals/outcomes and plan interventions (SMART format). 4.​ Implementation ○​ Carry out the plan (independent, dependent, collaborative interventions). 5.​ Evaluation ○​ Determine if goals were met; revise plan as needed. 5. Nursing Diagnoses, Medical Diagnosis, and Collaborative Problems ​ Nursing Diagnosis: ○​ Focus: Patient’s response to health conditions. ○​ Scope: Within nursing practice, can change daily. ○​ Example: “Risk for impaired skin integrity.” ​ Medical Diagnosis: ○​ Focus: Identifies a specific disease or medical condition.  ○​ Scope: Made by a physician/advanced provider. ○​ Example: “Diabetes Mellitus Type 2.” ​ Collaborative Problems: ○​ Focus: Require both nursing interventions and physician-directed treatments. ○​ Example: Complex wound management needing physician orders (e.g., antibiotics) and nursing care (e.g., dressing changes). 6. Priorities for Nurses: Critical, Urgent, Normal 1.​ Critical ○​ Highest Priority ○​ Life-threatening or potentially life-threatening issues (e.g., Airway, Breathing, Circulation). 2.​ Urgent ○​ Second Level ○​ Needs quick attention to prevent further deterioration (e.g., pain management, untreated medical issues). 3.​ Normal ○​ Third Level ○​ General patient education, rest, or other interventions that can be addressed after critical and urgent needs. 7. SMART Outcomes/Goals ​ Specific ​ Measurable ​ Appropriate (or Attainable) ​ Realistic ​ Timely Example: “Patient will verbalize three ways to reduce salt intake by the end of this teaching session.” 8. Elements of Nursing Orders 1.​ Date: When the order is written. 2.​ Action Verb: What the nurse will do (e.g., “Administer,” “Teach,” “Monitor”).  3.​ Detailed Description: Exact intervention (e.g., “Apply warm compress to left lower leg”). 4.​ Time Frame: Frequency or specific time (e.g., “q4h,” “Once per shift”). 5.​ Signature: Identifies who wrote the order (e.g., nurse’s name/credentials). 9. Family APGAR Assesses five areas to gauge family functioning and satisfaction: 1.​ Adaptation 2.​ Partnership 3.​ Growth 4.​ Affection 5.​ Resolve 10. Theoretical Approaches to the Family 1.​ Family Systems Approach ○​ Family is an interconnected system; changes in one member affect all others. 2.​ Developmental Theory ○​ Views the family through predictable life cycle stages (e.g., childbearing, launching children). 3.​ Structural-Functional Theory ○​ Emphasizes the family as a social system with specific roles and functions contributing to societal stability. 4.​ Role Theory ○​ Examines how family roles (e.g., caregiver, breadwinner) are ascribed or assumed, and how role conflict or overload may occur. 5.​ Human Ecology Theory ○​ Focuses on the relationship between families and their environments, including how external factors influence family well-being. 11. ASKED: Five Components of Cultural Competency 1.​ Awareness ○​ Self-examination of personal biases and understanding one’s own cultural background. 2.​ Skill  ○​ Ability to perform culturally sensitive assessments and gather relevant cultural data. 3.​ Knowledge ○​ In-depth information about various cultural practices, beliefs, and biological variations. 4.​ Encounters ○​ Direct engagement and interactions with diverse cultural groups to enhance understanding. 5.​ Desire ○​ Motivation and genuine willingness to become culturally competent rather than feeling obligated.