NUR 1390 Exam #1 Review PDF

1. Basic Concepts of Health ​ Definition and Scope ○​ Health encompasses physical, mental, and social well-being. ○​ Medically, it is the ability to maintain homeostasis and the absence of disease. ○​ Health extends beyond absence of illness. Individuals with chronic condit...

1. Basic Concepts of Health ​ Definition and Scope ○​ Health encompasses physical, mental, and social well-being. ○​ Medically, it is the ability to maintain homeostasis and the absence of disease. ○​ Health extends beyond absence of illness. Individuals with chronic conditions may still consider themselves “healthy” when their conditions are stable and well-managed. 2. Models of Health 1.​ Clinical Model ○​ Focuses on absence of signs and symptoms. ○​ Reflects a conventional medical approach. ○​ Narrow interpretation of health, generally lacks a preventive focus. 2.​ Role Performance Model ○​ Emphasizes the ability to perform social roles (e.g., work, family). ○​ Often used for physical exams required by schools, employers, camps. ○​ Determines if someone is well enough to fulfill certain roles. 3.​ Adaptive Model ○​ Centers on an individual’s ability to adapt to social, mental, and physiological changes. ○​ Illness is considered a failure to adapt. ○​ Highlights positive adaptation to change. 4.​ Eudaimonistic Model ○​ Focuses on exuberant well-being. ○​ Considers the interaction of all aspects of life and the environment. 3. Health-Illness Continuum ​ Ranges from high-level wellness to death. ​ “Normal” health can differ significantly between individuals. ​ Understanding each patient’s position on this continuum is crucial for appropriate care. 4. Factors Affecting Health 4.1 Biological Factors ​ Genetics significantly influence health. ​ Inherited conditions (e.g., issues with cholesterol processing) or traits (like hair color). 4.2 Environmental Factors ​ Physical environment (e.g., climate, weather) and living conditions. ​ Access to healthcare facilities and resources. 4.3 Socioeconomic Factors ​ Income, education level, and social status affect health behaviors and access to services. 5. Health Behaviors and Influences 5.1 Emotional Factors ​ Emotions impact eating habits and stress levels. ​ Emotional state can alter health decisions and behaviors. 5.2 Risk Perception ​ Understanding of health risks influences preventive actions (e.g., wearing bicycle helmets). ​ Younger individuals often have a lower perception of risk. 5.3 Cultural and Educational Influences ​ Traditional remedies (e.g., Vicks VapoRub). ​ Family health practices and beliefs. ​ Information sources, including the internet and social media. 6. Prevention Levels 1.​ Primary Prevention ○​ Activities before disease occurs (e.g., vaccinations, sunscreen, seatbelts). ○​ Aims to prevent onset of illness or injury.  2.​ Secondary Prevention ○​ Early detection and prompt treatment (e.g., screenings, cholesterol medication). ○​ Focuses on managing existing conditions to prevent progression. 3.​ Tertiary Prevention ○​ Rehabilitation and management of long-term conditions (e.g., physical therapy). ○​ Helps individuals return to or maintain optimal function. 7. Healthy People 2030 ​ National health promotion initiative setting objectives for community health. ​ Focuses on social determinants of health and reducing healthcare disparities. ​ Promotes health equity and improved access to care. 8. Level of Functioning ​ Measures self-reliance and independence, ranging from low to high. ​ Any loss of function can indicate health issues. ​ Important for assessing and planning patient care needs. 9. Core Learning Domains 1.​ Cognitive Domain ○​ Involves rational thought, facts, problem-solving, and critical thinking. ○​ Example: Teaching new mothers about breast physiology. 2.​ Affective Domain ○​ Addresses emotions, feelings, beliefs, and values. ○​ Example: Helping mothers recognize the emotional and health benefits of breastfeeding. 3.​ Psychomotor Domain ○​ Involves hands-on skills requiring muscle coordination and dexterity. ○​ Example: Learning new procedures or manipulative skills. 10. Teaching-Learning Relationship  ​ Involves mutual sharing, negotiation, and active participation. ​ Client-focused and individualized. ​ Healthcare professionals and clients are equal participants in the process. ​ Considers a holistic “big picture” approach. 11. Assessment for Learning 11.1 Client Readiness Factors ​ Energy level and age. ​ Emotional state, motivation, and compliance. ​ Sensory/physical status and literacy level. ​ Cultural and language needs. ​ Baseline knowledge. 12. Implementation Strategies 12.1 Teaching Methods ​ Lectures, discussions, demonstrations, role-playing. ​ Return demonstrations, written/oral tests, simulation. ​ Check-off lists. 12.2 Teaching Aids and Resources ​ Pamphlets, audiovisual aids, internet resources, models. ​ Interpreters and translators when needed. 12.3 Best Practices ​ Prioritize immediate needs first. ​ Ensure comfortable learning environment. ​ Individualize teaching sessions. ​ Use clear communication and repetition. ​ Use plain language and avoid medical jargon. ​ Document all teaching activities. 12.4 Teach-Back Method (Five Key Steps)  1.​ Speak slowly. 2.​ Use plain language. 3.​ Have clients repeat information in their own words. 4.​ Rephrase if understanding is unclear. 5.​ Encourage questions. 12.5 Practical Considerations ​ Timing: Consider pain levels, medication effects, and optimal energy for learning. ​ Cultural Sensitivity: Use appropriate interpreters, respect family involvement, adapt methods to cultural norms. ​ Documentation: Record all teaching activities, client understanding, methods used, and progress. 13. Examples from Practice (Teaching & Learning) ​ Inhaler use: Step-by-step demonstration. ​ Breastfeeding education: Models and hands-on demonstration. ​ Nosebleed management: Proper head positioning and pressure. ​ Labor preparation: Breathing techniques and positions. ​ Diabetes management: Blood sugar monitoring and activity adjustments. 14. Goals of Client Education ​ Promote wellness (primary prevention). ​ Early detection (secondary prevention). ​ Restore optimal health and function (tertiary prevention). ​ Reduce healthcare costs, improve quality of care, and enhance client independence. 15. Overview: The Nursing Process ​ A deliberate, problem-solving approach for meeting healthcare needs. ​ Follows a logical sequence (ADPIE) but often involves overlapping steps. ​ Provides a framework for nurses to apply knowledge, skills, and human caring. 16. Assessment 16.1 Types of Assessment 1.​ Initial Assessment ○​ Performed on first admission/encounter. ○​ Establishes comprehensive baseline data. 2.​ Problem-Focused Assessment ○​ Focuses on previously identified problems. ○​ Example: Monitoring fluid intake and output hourly. 3.​ Emergency Assessment ○​ Performed during physiological or psychological crises. ○​ Prioritizes life-threatening issues (e.g., Airway, Breathing, Circulation). 4.​ Time-Lapsed Assessment ○​ Done weeks to months after initial assessment to compare current status with baseline. 16.2 Data Collection ​ Subjective Data: Symptoms reported by the patient (feelings, beliefs). ​ Objective Data: Observable signs measured or noted by healthcare professionals (e.g., vital signs). 16.3 Data Sources ​ Primary Source: Patient. ​ Secondary Sources: Family, healthcare professionals, records, lab results. 17. Nursing Diagnosis ​ Within the nursing scope and based on patient responses. ​ Can change daily, unlike medical diagnoses. 17.1 Types of Nursing Diagnoses 1.​ Actual: Present at assessment. 2.​ Risk: Likely to develop. 3.​ Possible: Evidence unclear, needing more data. 4.​ Syndrome: Cluster of diagnoses. 5.​ Wellness: Indicating a desire for improved health. 18. Planning 18.1 Goal Setting (SMART) ​ Specific, Measurable, Appropriate, Realistic, Timely. 18.2 Priority Levels 1.​ First Priority ○​ Airway, Breathing, Circulation, vital signs. 2.​ Second Priority ○​ Mental status, pain, untreated medical problems. 3.​ Third Priority ○​ Education, rest, activity. 19. Implementation 19.1 Types of Interventions 1.​ Independent ○​ Initiated by nurses without physician orders (e.g., applying ice packs, repositioning). 2.​ Dependent ○​ Requires physician orders (e.g., administering medications). 3.​ Collaborative ○​ Involves interdisciplinary input (e.g., coordinating wound care). 19.2 Components of Orders ​ Who, what, where, when, how, and why (scientific rationale). 20. Evaluation ​ Measures whether goals are met. ​ Ongoing and allows for modifying the plan. ​ Compares patient behavior or outcomes to stated goals. 21. Examples from Text (Nursing Process) ​ Surgical incision care: Goal of reducing pain to 5/10 by end of shift. ​ Nursing student: Improved speed in completing initial assessments (from three hours to 20 minutes). ​ Child with unstable diabetes: Frequent snacks and blood sugar checks. ​ Peanut allergy at a party: Emergency intervention for anaphylaxis. 22. Professional Considerations ​ Documentation requirements and time frames. ​ Importance of measurable outcomes. ​ Patient-centered care and collaboration with the healthcare team. ​ Proper delegation to qualified staff. 23. Family as a Basic Social Unit ​ Comprises two or more persons related by birth, marriage, or adoption, living together. ​ Modern definitions reflect diverse structures and functions. ​ Family-centered care emphasizes partnership between healthcare providers, patients, and families. 23.1 Types of Families ​ Nuclear: Natural parents and siblings. ​ Blended: Step-parents and step-siblings. ​ Extended: Includes grandparents, aunts/uncles, cousins. ​ Single-Parent: One parent as head of household. 24. Family Systems Theory ​ Developed by Dr. Murray Bowen. ​ Families are interconnected systems: each action affects every member. ​ The whole family is greater than the sum of its parts.  ​ Roles and rules become ingrained habits; boundaries must be maintained. ​ Adaptation to change is crucial for family health. 25. Family Life Cycle Stages 1.​ Marriage: Building common expectations. 2.​ Childbearing (birth to 30 months): Adjusting to infant care. 3.​ Preschool (2.5–6 years): Meeting preschooler needs. 4.​ School-age (6–13 years): Integration into school community. 5.​ Teenagers (13–20 years): Balancing freedom and responsibility. 6.​ Launching adult children: Supporting independence. 7.​ Empty nest: Reestablishing couple relationship. 8.​ Aging family: Coping with age-related changes and losses. 26. Role Theory ​ Life structure defined by ascribed or assumed roles. ​ Includes complementary roles (e.g., parent-child, teacher-student). ​ Addresses role conflict, strain, and overload. ​ Instrumental roles: Decision-making, managing resources. ​ Affective roles: Emotional support and motivation. 27. Family Assessment Tools 27.1 Family APGAR ​ Adaptation, Partnership, Growth, Affection, Resolve. 27.2 Genograms ​ Visual tools showing family relationships, health histories, and causes of death. ​ Uses symbols for gender, marriage, divorce, and death across generations. 28. Common Nursing Interventions (Family Care)  ​ Behavior modification, case management, crisis intervention. ​ Family advocacy, collaborative strategies, environmental modification. ​ Role supplementation, teaching strategies, networking with support groups. 29. Impact of Changes on Family Structure ​ Divorce and blended families, relocation, and working outside the home. ​ Long-term illness or disability. ​ Loss of support systems, changing family dynamics. 30. Examples from Text (Family) ​ Parent teaching handwashing and dental hygiene. ​ Family adapting to a child’s diabetes. ​ Coordinating elder care while supporting grandchildren. ​ Managing extended family dynamics during holidays. ​ Supporting a family member’s acute illness (e.g., strep throat). ​ Adapting to cultural differences in merged families. 31. Understanding Culture and Ethnicity ​ Culture: A set of ideals, values, and shared assumptions shaping group norms. ​ Ethnicity: Shared feelings of peoplehood, often with a common history or language. ​ Race: Primarily physical markers and a social classification; people of the same race can have different ethnic affiliations. 32. Cultural Competency in Healthcare ​ Designing care that aligns with a patient’s cultural norms and values. ​ Reduces healthcare costs, increases positive outcomes, and supports health objectives. 32.1 The ASKED Framework 1.​ Awareness: Self-examination of personal biases and cultural background.  2.​ Skill: Ability to conduct cultural assessments and collect data. 3.​ Knowledge: Information on different cultural groups, practices, and biological variations. 4.​ Encounters: Direct interaction with diverse cultures. 5.​ Desire: Genuine motivation to become culturally competent. 33. Cultural Assessment Guidelines ​ Environment and Organization: Observe patient’s environment and community social structures. ​ Communication Strategies: Use skilled interpreters, avoid jargon, maintain confidentiality, be mindful of gender preferences for sensitive topics. 34. Cultural Variations 1.​ Communication: Differences in verbal and non-verbal cues, personal boundaries. 2.​ Time Perception: Some cultures view punctuality as flexible; others are strict. 3.​ Environmental & Biological Factors: Hot/cold preferences, genetic predispositions. 4.​ Dietary Practices: Cultural food preferences, religious restrictions, special occasion foods. 35. Inhibitors to Cultural Competency ​ Stereotyping, prejudice, racism, ethnocentrism. ​ Cultural imposition, cultural conflict, culture shock. 36. Generational Changes ​ First Generation: Strong ties to original culture and traditions. ​ Second Generation: Mix of traditional values and new cultural influences. ​ Third Generation: Often fully assimilated into the new culture, retaining fewer original cultural elements. 37. Key Terms ​ Acculturation: Acquiring behaviors and values of a different culture; e.g., nursing students adapting to healthcare culture. ​ Assimilation: Complete adoption of new cultural values, leaving behind traditional ways.