NUR 111 - Final Exam - All Modules questions with correct answers

NUR 111 - Final Exam - All Modules questions
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with correct answers
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Pre-interactive phase of a nurse-patient relationship - CORRECT |\ |\ |\ |\ |\ |\ |\ |\


ANSWERS ✔✔Begins before the nurse's first contact w/the
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patient. The nurse's role is self-exploration and gathering data
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about the patient.
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Introductory or orientation phase of a nurse-patient relationship -
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CORRECT ANSWERS ✔✔When the nurse & client first meet. The
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nurse seeks to find out why the client sought help. The tasks
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during this phase are to establish trust, understanding,
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acceptance, open communication and formulate a contract with
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the patient.
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The working phase of a nurse-patient relationship - CORRECT
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ANSWERS ✔✔Where most of the therapeutic work is carried out.
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The nurse & patient explore stressors and promote the
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development of insight in the patient by linking perceptions, |\ |\ |\ |\ |\ |\ |\ |\ |\


thoughts, feelings and actions. |\ |\ |\




Termination phase of a nurse-patient relationship - CORRECT
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ANSWERS ✔✔The most difficult, a summarizing process, discuss
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termination and allow time for patient adjustment to
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independence. Also a time to exchange feelings and memories |\ |\ |\ |\ |\ |\ |\ |\ |\


and to mutually evaluate the patients progress and goal
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attainment.

,Communication skills needed by a nurse during the working |\ |\ |\ |\ |\ |\ |\ |\ |\


phase of a nurse-patient relationship - CORRECT ANSWERS
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✔✔Empathetic listening and responding, respect, genuineness, |\ |\ |\ |\ |\ |\


concreteness (holding the patient accountable), reflecting, |\ |\ |\ |\ |\ |\


paraphrasing, clarifying and confronting. |\ |\ |\




Elements of the communication process - CORRECT ANSWERS
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✔✔Communication involves the sender, aka the source encoder. |\ |\ |\ |\ |\ |\ |\ |\


Encoding involves the selection of signs or symbols to transmit
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the message, such as which language to use or how to arrange
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the words. The message is the second component and is
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conveyed via a channel (i.e. talking face to face or writing a
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message). The third component is the receiver who must listen or
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observe. The receiver is also the decoder and must perceive
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what message the sender intended. The fourth component is the
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response or feedback which allows the sender to correct or
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reword a message |\ |\




Verbal communication - CORRECT ANSWERS ✔✔Uses the spoken
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or written word and includes noticing things such as pace of
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speech, intonation (tone of voice), simplicity, clarity (saying
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precisely what is meant) and brevity (using the fewest words
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possible), timing & relevance, adaptability, credibility and humor.
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Non-verbal communication - CORRECT ANSWERS ✔✔Uses other |\ |\ |\ |\ |\ |\ |\


forms such as gestures, facial expression and touch known as
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body language which is less controlled than verbal behavior
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because it reinforces or contradicts what is said. Body language
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requires a systematic assessment of the overall physical
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appearance, posture, gait (how the patient walks/moves), facial |\ |\ |\ |\ |\ |\ |\ |\


expressions and gestures. Patients with autism have a hard time |\ |\ |\ |\ |\ |\ |\ |\ |\ |\


decoding non-verbal behavior. Patients w/communication
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,problems rely on non-verbal communication such as sign
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language or reading lips for deaf/hoh, finger taps, eye blinks or
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object boards for expressive aphasia.
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Factors that influence the communication process - CORRECT
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ANSWERS ✔✔Development, gender, values & perceptions, |\ |\ |\ |\ |\ |\


personal space, territoriality, roles and relationships,
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environment, congruence and attitudes. Development - age of |\ |\ |\ |\ |\ |\ |\ |\


the client. Gender - males vs. females communicate in very
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different ways. Territoriality - patients claiming items in the
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hospital room as their own. Roles and relationships - nursing
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student & instructor, client & primary care provider or parent &
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child. Environment - must be comfortable, temperature extremes
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or excessive noise can be barriers. Congruence - when the verbal
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& nonverbal aspects of the communication match.
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Communicating w/children - CORRECT ANSWERS ✔✔For young |\ |\ |\ |\ |\ |\ |\


children, they need plenty of time to be able to verbalize their
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thoughts. Adults should ask simple questions, provide simple
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answers and use one-step directions due to the child's short
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attention span. Avoid sudden or rapid advances, threatening
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gestures or prolonged eye contact. Communicate through
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transitional objects such as a stuffed animal. Speak in a quiet, |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\


unhurried, confident tone. For school age children, talk to the
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child at eye level and try to include the child in the conversation
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if the parents or caretakers are present. Be honest and offer a
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choice only when one exists. |\ |\ |\ |\




Communicating w/adolescents - CORRECT ANSWERS ✔✔Allow |\ |\ |\ |\ |\ |\


time to build rapport. Be honest and offer a choice only when
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one exists. Use active listening skills and be non-judgmental or
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non-reactive if the adolescent makes disturbing comments. |\ |\ |\ |\ |\ |\

, Communicating w/elderly patients - CORRECT ANSWERS |\ |\ |\ |\ |\ |\


✔✔Ensure the client is using assistive devices like glasses or
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hearing aids and that they are in working order. Use
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communication aids such as communication boards, or pictures, |\ |\ |\ |\ |\ |\ |\ |\


when possible. Speak in short, simple sentences and focus on
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one subject at a time. Always face the client because coming up
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behind someone can be frightening. Include family & friends in
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conversation. Reminisce with the client to maintain memory |\ |\ |\ |\ |\ |\ |\ |\


connections, enhance self-identity & self-esteem. When verbal & |\ |\ |\ |\ |\ |\ |\ |\


non-verbal communication is incongruent, believe the non-verbal.
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Find out what is important and has meaning to the client and try
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to maintain these things as much as possible.
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Primary group - CORRECT ANSWERS ✔✔Small & intimate.
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Personal, spontaneous, sentimental, cooperative and inclusive.
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Communicate primarily face to face. Support each other in times |\ |\ |\ |\ |\ |\ |\ |\ |\ |\


of stress.
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Secondary groups - CORRECT ANSWERS ✔✔Larger and less |\ |\ |\ |\ |\ |\ |\ |\


personal, less sentimental. Once group goal has been achieved
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the group usually disbands. Members don't have to know each
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other. Communication is not always face to face. Member
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expectations administered through impersonal controls & |\ |\ |\ |\ |\ |\


external restraints (i.e. NUR 111 class) |\ |\ |\ |\ |\




Formal groups - CORRECT ANSWERS ✔✔Rigidity of purpose, rules
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& authority comes from above, managers are symbol of
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authority, power (i.e. corporations) |\ |\ |\