Exam 1: NSG3130 / NSG 3130 (Latest 2026 / 2027) Fundamental Concepts & Skills for Nursing Practice II | 100% Correct Questions & Answers - Galen

Exam 1: NSG3130 / NSG 3130 (Latest 2026 / 2027) Fundamental Concepts & Skills for Nursing Practice II | 100% Correct Questions & Answers - Galen Question: General delegation rules to follow for the RN: Answer -Always be familiar with your state board rules and regulations for delegation. -Refer to you facility policies and procedures for roles and responsibilities for task delegation. -NEVER assume! Always ensure those you are delegating to (RN, LVN/LPN and/or UAP) have the training and skill set to complete the task delegated to them. -Always validate! If you are unsure if a staff member does not have the knowledge or skills to complete a task, ask them to demonstrate by stating "Please show me how you would do this". Question: UAP Delegation: Answer -Setting bed alarms, VS. -Check patient status as directed by the RN- must report findings to the RN ("are you still having pain?"). -Emptying drainage devices (indwelling urinary cats, suprapubic caths, JP drains, etc). -Record meals/routines. -Typically UAPs do not care for chest tubes (even drainage). UAPs cannot give medication. Question: LVN/LPN Delegations: Answer -Dressing changes. -Apply O2. -Give PO, IM, SQ medications. -Enemas. -Urinary catheter insertion. -Can care for stable patients that are not complex. -No IVs or IV medications. Question: As the RN you MUST complete the following items, they cannot be delegated: Answer -Assessments/ reassessments. -Evaluation (think nursing process). -Education/teaching. -Transfers (on or off the unit-they will need an assessment). -Post mortem care. -Abnormal results. -Plan of care development. -Going to or coming from surgery (includes pre op check lists and initial post op assessment). Question: Things to remember as an RN delegating: Answer -Always remember, as an RN, you will also be delegated too- this means the first step when a patient assignment or task is delegated to YOU is to figure out what is needed or required. -If there are patients/tasks you do not have the knowledge or skill set to care for or complete, report to your charge nurse. Question: Documentation must be: Answer -Timely. -Accurate. -Complete. -Factual. -NO slang or bias language-factual and objective. -ALL CHARTING IS CONSIDERED LEGAL DOCUMENTATION. Question: Documentation Standards: Answer -You can't look up a patient that you had the day before (HIPAA violation). -If you are the interviewing nurse, you can access client's chart. -You can document meds on the patient you gave meds to: do not document medications or tasks you did not complete. -Only need a section witness on required meds. -You can discuss care of a client with the nurse that is precepting you. Question: Rules and Regulations with Documentation: Answer -Ethical and Legal Concerns. -Confidentiality of all patient information. -HIPAA updated April 14, 2003. -Ensuring confidentiality of computer records. Question: Source-oriented: Answer Each profession has a separate section of the record in which to do narrative charting. Question: Problem-oriented medical record (POMR): Answer Integrates charting from the entire care team in the same section of the record. Nurse's notes may be in a narrative format or in a problem-oriented structure, such as... PIE, APIE, SOAP, SOAPIE, SOAPIER, or CBE format. Question: Charting by exception: Answer -Agencies develop standards of nursing practice. -Documentation according to standards involves a check mark. -Exceptions to standards described in narrative form on nurses' notes. Only chart what is significant or abnormal. Question: Flow sheets: Answer -Graphic record. -Intake and output, vital signs, and blood glucose. -Medication administration record. -Skin assessment record, daily weights. -Used when a comparison is required or helpful. Question: Documentation DO'S: Answer -Chart a change in client's condition and that follow up actions were taken. -Read the nurses' notes prior to care. -Be timely with documentation. -Use objective, specific, and factual descriptions. -Correct charting errors- draw a single line through the error with your initials or name above or near the line. The original entry must remain visible. -Chart all teaching that was done. -Record the client's actual words using quotes. -Chart client's response to interventions. -Make sure your notes are clear and reflect what you want to say. Question: Documentation DONT'S: Answer -Don't leave a blank space for a colleague to chart later. -Don't chart before you complete a task (dressing change, procedure, or administer medications). -Don't use vague terms ("appears to be comfortable", "had a good night"). -Don't chart for someone else. -Don't alter a record even if requested by a PCP or supervisor. -Don't record assumptions or words reflecting bias ("complainer", or "disagreeable"). Question: What is the first step to understanding cultural and ethnic differences? Answer To examine your own beliefs, biases, assumptions and attitudes. Question: Health disparities: Answer -An increased burden of disease, illness or injury and mortality depending on race, gender, culture, disability, location, etc. -Increased incidence (new cases or diagnoses) of illness within a community or group. -Always assess what is happening, what are the beliefs and perceptions of care and access points in communities and groups. Question: Equity: This is about access: Answer -Access to care. -Access to services. -Access to medications, treatments. -Facilities. Culture: Answer -The learned, shared, and transmitted knowledge of values, beliefs, and ways of life of a particular group that are generally transmitted from one generation to another and influence the individual's thinking, decisions, and actions in patterned or certain ways, which may change over time. Ethnicity: Answer -An individual's identification with or membership in a particular racial, national, or cultural group and observation of the group's customs, beliefs, and language. Culture competence: Answer -The ability to interact with and appreciate people of different cultures and beliefs. -Divided into two major categories: individual cultural competence and organizational cultural competence. Individual cultural competence: Answer -The care provided for an individual patient by one or more nurses, physicians, social worker, etc. Organizational cultural competence: Answer -Focuses on the collective competencies of the members of the organization and their effectiveness in meeting the diverse needs of their patients, staff, and community. Culturally congruent care: Answer -Uses culturally based knowledge in sensitive, creative, safe, and meaningful ways to promote the health and well-being of individuals or groups and improve their ability to face death, disability, or difficult human life conditions. -When caring for the client, always ask about cultural consideration and for permission to be touched, after explaining what needs to be done. Transcultural Nursing: -Focuses on human caring-associated differences and similarities among the beliefs, values, and patterned life ways of cultures to provide culturally congruent, meaningful, and beneficial health care. -All nurses need to achieve increasing levels of cultural competence throughout their careers in order to provide unbiased, holistic are. -Nurses and all healthcare providers must recognize and respect patients’ cultural beliefs and make every effort to incorporate these beliefs into their treatment plans, in order to provide patient-centered care. Discussing the plan of care with patients is a critical step to ensure patients/families feel valued and included from a cultural perspective. -Always involve your patients/family in the plan of care. Ensure the patient’s beliefs, cultural norms, needs, and preferences are evaluated and incorporated into the plan of care when possible. Interpretor: -Transforms the message expressed in a spoken or signed source language into its equivalent in a target language. Translator: -Converts written material from one language into another. -For non-English speaking clients, the nurse should use a web-based translation application; use a telephone-based medical interpreter or wait until an agency interpreter is available. -Avoid using family members translate information. -Ask the interpreter to interpret as closely as possible the words used by the nurse. -The nurse should address the client and not the interpreter. Health promotion: -The process of enabling people to increase control over, and to improve, their health. Wellness: The process of self-care achieved by making choices leading to a healthy life. Adults: Lifestyle/ medical concerns: -Hypertension. -Obesity. Older adults: Lifestyle/medical concerns: -Falls. -Depression/suicide. -Oral health. -Smoking cessation/ daily activity to improve balance and strength. Risk factor reduction: -Step-by-step improvement of individual health factors. These combined improvements lower the likelihood of developing a disease. -If the client has risk factors for the development of a disease, they are at increased risk of developing the disease within the next 10 years. -This does not mean you will not get the disease - rather that you are trying to control factors that increase risk. -For example: you may still develop lung cancer even if you stopped smoking. -Educating patients about risk allows the opportunity for them to reduce risks through lifestyle and other modifications. For example, a patient with obesity and high blood pressure can reduce the risk of CVD/stroke/heart attack by slow increase in activity and weight loss. Primary prevention: -The goal is to modify risk factors to avoid the onset of disease and prevent pathologic processing from occurring. -Health education: diet, exercise, using seatbelts, wearing helmets. -Immunizations. -Risk assessments for specific disease. -Family planning services. Secondary Prevention: -Goal is early detection and diagnosis of health problems before patients exhibit symptoms of disease. Screening tests may be used to assess for latent disease in vulnerable populations. -Screening: mammograms, PPD skin tests, fecal occult blood. -Encouraging regular medical and dental checkups. -Teaching self-examination for breast and testicular cancer. -Prompt intervention to alleviate health problems. Tertiary Prevention: -Restoration or rehab with the goal to restore the individual to an optimal level of functioning. -Teaching a client who has diabetes to identify and prevent complications. -Referring a client who has a colostomy to a support group. -Referring a client with a spinal cord injury to a rehabilitation center. Holistic Health: -Synergistic relationships between the body and environment. Healing therapies are used. -Incorporates spirituality, emotional security, nutritional status, sleep patterns, energy level. -The body knows how to heal itself when given the proper support. Maslow: Basic human needs model: -Focuses on basic survival needs and the drive for personal growth and development. -Deficits and deficiencies need to be met first! -Lowest level: physical and physiologic needs. -KNOW THE PYRAMID! Health Belief Model (HBM): 3 primary components: -Perception of susceptibility to the illness. -Perception of the seriousness of the illness. -The probability that the individual will act to prevent avoidable health risks. -Please review pages 213-214 in the Yoost textbook for the example on colon cancer! This is a great example of this model! Stages of illness Model: -Describes illness behaviors and how individuals arrive at coping mechanisms necessary for management of the disease process. Pender's Health Promotion Model: -Focuses on promoting health and managing stress. Self efficacy: -One's sense of competence and effectiveness. -This is part of the HBM. -Be sure you understand what this concept means and how you, as the nurse, can promote health efficacy! Patient adherence: -Client motivation to become well. -Degree of lifestyle change necessary. -Perceived severity of health care problem. -Value placed on reducing threat of illness. -Ability to understand & perform behaviors. -Degree of inconvenience of the illness itself or of the regimens. -Beliefs that the therapy or regimen will or will not help. -Complexity, side effects, and duration of the proposed therapy. -Culture heritage, beliefs, or practices that support or conflict with the regimen. -Degree of satisfaction and quality and type of relationship with the heath care providers. -Overall cost of therapy/a client's adherence can be affected by economic status. Final thoughts... -Think about how to reinforce positive changes and patient behaviors. -What are some ways we can engage with patients that do not make positive changes in health behaviors? -Remember we explore; we do not ask why! Think about it as opportunities to better serve your patients! Prejudice A preformed opinion, usually an unfavorable one, about an entire group of people that is based on insufficient knowledge, irrational feelings, or inaccurate stereotypes. Assimilation Attempting to use a new object in the same way that more familiar objects are used. The process by which individuals from one cultural group merge with, or blend into, a second group. Enculturation The process whereby a culture is passed from generation to generation. Stereotype An idea about a person, a group, or an event that is thought to be typical of all others in that category. Generalization Broad statements or ideas about people or things. Discrimination Policies and practices that harm and group and its members.