NURS 211 - Exam 1
Professional Identity - ANS A sense of oneself that is influenced by characteristics, norms, and
values of the nursing discipline, resulting in an individual thinking, acting, and feeling like a
nurse.
LCC end of program student learning outcomes - ANS 1. Patient-centered care
2. Nursing judgment and evidence-based care
3. Professional identity
4. Safety and quality
5. Teamwork and collaboration skills
6. Informatics
Primary roles and functions of the nurse. - ANS 1. Care provider
2. Educator
3. Advocate
4. Leader
5. Change agent
6. Manager
7. Researcher
8. Collaborator
9. Delegator
Nurse Practice Acts - ANS These acts provide the scope of practice defined by each state or
jurisdiction and set forth the legal limits of nursing practice.
Standards of practice - ANS Part 1: assessment, diagnosis, outcomes identification, planning,
implementation, and evaluation. Part 2: standards of professional performance; this includes
ethics, culturally congruent practice, communication, collaboration, leadership, education, EBP
and research, quality of practice, professional practice evaluation, resource utilization, and
environmental health.
Nursing Licensure - ANS Two types: LVN/LPN and RN. Legal permission to practice is granted
by the Commission on Collegiate Nursing Education, Accrediting Commission for Education in
Nursing, and the Commission for Nursing Education Accreditation.
Socialization and transformation process of a nurse. - ANS 1. Novice
2. Advanced beginner (beginning situational perception but still limited)
3. Competent (has been working 2-3 years)
4. Proficient (Sees situations holistically rather than in terms of aspects, uses maxims for
guidance)
, 5. Expert (no longer relies on rules, guidelines, or maxims)
Factors that affect future directions in nursing. - ANS 1. Nursing shortage
2. Quality and safety education for nurses
3. Institute of medicine (aka national academy of medicine) report
4. National patient safety goals
5. Independent nursing practice
(Yoost, p. 16-17)
Behaviors that communicate professionalism in the nursing role. - ANS Listen to others, and
provide information and advice clearly so every patient can understand. Make well-informed
decisions that are best for the patient. Do not accept gifts for preferential treatment. Individual
Treatment - Treat patients and colleagues as individuals with their own unique values, beliefs,
and needs.
Compare and contrast research and evidence-based-practice - ANS Research applies a
methodology (quantitative or qualitative) to develop new knowledge. EBP seeks and applies the
best clinical evidence, often from research, toward making patient-care decisions. QI uses
systematic processes to improve patient outcomes.
Professional Identity Formation - ANS Institutional roles, behavioral competencies, and
emerging identities. Becoming an individual who thinks, acts and feels like a nurse.
Evidence-based Practice - ANS Clinical decision making that integrates the best available
research with clinical expertise and patient characteristics and preferences
Nursing - ANS the protection, promotion, and optimization of health and abilities, prevention of
illness and injury, alleviation of suffering through the diagnosis and treatment of human
response, and advocacy in the care of individuals, families, communities, and populations
Human Response - ANS reactions to an event or stressor such as disease or injury
Holistic - ANS concerning the whole rather than the parts
Profession - ANS a job that needs special education and training
Care Provider - ANS one who helps identify the health care needs of an individual and also
personally performs the caregiving service
Nursing Process - ANS five-step systematic method for giving patient care; involves assessing,
diagnosing, planning, implementing, and evaluating
Educator - ANS Promoting health literacy towards your patients. Ensuring that patients receive
sufficient information on which to base consent for care and related treatment.
Professional Identity - ANS A sense of oneself that is influenced by characteristics, norms, and
values of the nursing discipline, resulting in an individual thinking, acting, and feeling like a
nurse.
LCC end of program student learning outcomes - ANS 1. Patient-centered care
2. Nursing judgment and evidence-based care
3. Professional identity
4. Safety and quality
5. Teamwork and collaboration skills
6. Informatics
Primary roles and functions of the nurse. - ANS 1. Care provider
2. Educator
3. Advocate
4. Leader
5. Change agent
6. Manager
7. Researcher
8. Collaborator
9. Delegator
Nurse Practice Acts - ANS These acts provide the scope of practice defined by each state or
jurisdiction and set forth the legal limits of nursing practice.
Standards of practice - ANS Part 1: assessment, diagnosis, outcomes identification, planning,
implementation, and evaluation. Part 2: standards of professional performance; this includes
ethics, culturally congruent practice, communication, collaboration, leadership, education, EBP
and research, quality of practice, professional practice evaluation, resource utilization, and
environmental health.
Nursing Licensure - ANS Two types: LVN/LPN and RN. Legal permission to practice is granted
by the Commission on Collegiate Nursing Education, Accrediting Commission for Education in
Nursing, and the Commission for Nursing Education Accreditation.
Socialization and transformation process of a nurse. - ANS 1. Novice
2. Advanced beginner (beginning situational perception but still limited)
3. Competent (has been working 2-3 years)
4. Proficient (Sees situations holistically rather than in terms of aspects, uses maxims for
guidance)
, 5. Expert (no longer relies on rules, guidelines, or maxims)
Factors that affect future directions in nursing. - ANS 1. Nursing shortage
2. Quality and safety education for nurses
3. Institute of medicine (aka national academy of medicine) report
4. National patient safety goals
5. Independent nursing practice
(Yoost, p. 16-17)
Behaviors that communicate professionalism in the nursing role. - ANS Listen to others, and
provide information and advice clearly so every patient can understand. Make well-informed
decisions that are best for the patient. Do not accept gifts for preferential treatment. Individual
Treatment - Treat patients and colleagues as individuals with their own unique values, beliefs,
and needs.
Compare and contrast research and evidence-based-practice - ANS Research applies a
methodology (quantitative or qualitative) to develop new knowledge. EBP seeks and applies the
best clinical evidence, often from research, toward making patient-care decisions. QI uses
systematic processes to improve patient outcomes.
Professional Identity Formation - ANS Institutional roles, behavioral competencies, and
emerging identities. Becoming an individual who thinks, acts and feels like a nurse.
Evidence-based Practice - ANS Clinical decision making that integrates the best available
research with clinical expertise and patient characteristics and preferences
Nursing - ANS the protection, promotion, and optimization of health and abilities, prevention of
illness and injury, alleviation of suffering through the diagnosis and treatment of human
response, and advocacy in the care of individuals, families, communities, and populations
Human Response - ANS reactions to an event or stressor such as disease or injury
Holistic - ANS concerning the whole rather than the parts
Profession - ANS a job that needs special education and training
Care Provider - ANS one who helps identify the health care needs of an individual and also
personally performs the caregiving service
Nursing Process - ANS five-step systematic method for giving patient care; involves assessing,
diagnosing, planning, implementing, and evaluating
Educator - ANS Promoting health literacy towards your patients. Ensuring that patients receive
sufficient information on which to base consent for care and related treatment.
