NUR 215 Theoretical Foundations |! |! |! |!
Exam 1 with correct detailed |! |! |! |! |!
solutions
What types of questions or statements are therapeutic?
|! |! |! |! |! |! |!
open-ended questions about their thoughts, feelings, and experiences, as well
|! |! |! |! |! |! |! |! |! |!
as validating statements that show active listening and understanding
|! |! |! |! |! |! |! |!
What types of questions or statements are nontherapeutic?
|! |! |! |! |! |! |!
those that can hinder open communication, often by giving advice, making
|! |! |! |! |! |! |! |! |! |! |!
judgments, minimizing feelings, asking leading questions, or probing
|! |! |! |! |! |! |! |!
excessively, essentially preventing a patient from exploring their own
|! |! |! |! |! |! |! |! |!
thoughts and emotions freely |! |! |!
examples include "Why are you so upset?", "You shouldn't feel that way",
|! |! |! |! |! |! |! |! |! |! |! |!
"Everyone goes through this, it's not a big deal", or "Just cheer up."
|! |! |! |! |! |! |! |! |! |! |! |!
What types of nonverbal communication are therapeutic?
|! |! |! |! |! |!
active listening, confronting, focusing, making observations, summarizing,
|! |! |! |! |! |! |!
silence, clarifying |!
what types of nonverbal communication are non therapeutic?
|! |! |! |! |! |! |!
excessive eye rolling, crossed arms, sighing loudly, turning away from the
|! |! |! |! |! |! |! |! |! |! |!
speaker, maintaining a distant physical space, overly aggressive gestures, and
|! |! |! |! |! |! |! |! |! |!
a dismissive facial expression, essentially any body language that conveys
|! |! |! |! |! |! |! |! |! |!
disinterest, judgment, or discomfort to the other person.
|! |! |! |! |! |! |!
◦ What does autonomy mean?
|! |! |! |!
independence or freedom, as of the will or one's actions: the autonomy of the |! |! |! |! |! |! |! |! |! |! |! |! |! |!
individual.
,how do we promote veracity?
|! |! |! |!
To promote veracity, which means truthfulness, you can: prioritize open and
|! |! |! |! |! |! |! |! |! |! |!
honest communication, admit mistakes readily, provide accurate information,
|! |! |! |! |! |! |! |!
be transparent about limitations, actively fact-check, encourage critical
|! |! |! |! |! |! |! |!
thinking, and hold yourself and others accountable for upholding |! |! |! |! |! |! |! |! |!
truthfulness; essentially, creating an environment where honesty is valued |! |! |! |! |! |! |! |! |!
and expected in all interactions.
|! |! |! |!
◦ How do we provide advocacy as nurses?
|! |! |! |! |! |! |!
acting as the patient's voice, ensuring they understand their medical
|! |! |! |! |! |! |! |! |! |!
condition and treatment options, protecting their rights, communicating their
|! |! |! |! |! |! |! |!
needs to other healthcare providers, identifying potential issues in their care,
|! |! |! |! |! |! |! |! |! |! |! |!
and connecting them to necessary resources within and outside the
|! |! |! |! |! |! |! |! |! |!
healthcare system, all while empowering them to make informed decisions |! |! |! |! |! |! |! |! |! |!
about their health |! |!
◦ How do we provide advocacy as nurses?
|! |! |! |! |! |! |!
As nurses, you provide advocacy by acting as the patient's voice, ensuring
|! |! |! |! |! |! |! |! |! |! |! |!
their needs and wishes are heard and understood by the healthcare team,
|! |! |! |! |! |! |! |! |! |! |! |!
which includes educating patients about their conditions and treatment
|! |! |! |! |! |! |! |! |!
options, protecting their rights, identifying potential issues in their care, and
|! |! |! |! |! |! |! |! |! |! |!
connecting them to necessary resources within and outside the healthcare |! |! |! |! |! |! |! |! |! |!
system, all while advocating for their safety and well-being.
|! |! |! |! |! |! |! |!
What's the first thing you should do if the UAP reports abnormal vital signs
|! |! |! |! |! |! |! |! |! |! |! |! |! |!
or blood glucose?
|! |!
immediately assess the patient yourself to verify the abnormality and |! |! |! |! |! |! |! |! |! |!
determine if further intervention is needed; this may include rechecking vital|! |! |! |! |! |! |! |! |! |! |!
signs or blood glucose levels, and then notifying the healthcare provider
|! |! |! |! |! |! |! |! |! |! |!
depending on the severity of the change. |! |! |! |! |! |!
Which tasks can safely be delegated to the UAP or LPN?
|! |! |! |! |! |! |! |! |! |!
, LPNs
Can perform tasks such as:
|! |! |! |!
-Taking vital signs |! |! |!
-Assisting with hygiene and grooming |! |! |! |! |!
-Providing basic wound care |! |! |! |!
-Administering medications |! |!
-Assisting with mobility and ambulation
|! |! |! |!
-Reporting patient status to RNs and doctors
|! |! |! |! |! |! |!
-Following health care plans developed by an RN or a doctor
|! |! |! |! |! |! |! |! |! |!
UAPs
Can perform tasks such as:
|! |! |! |!
-Assisting with activities of daily living and basic patient care
|! |! |! |! |! |! |! |! |! |!
-Helping with tasks such as bathing, dressing, feeding, and toileting
|! |! |! |! |! |! |! |! |! |!
-Providing emotional and support services to patients, their families and
|! |! |! |! |! |! |! |! |! |!
other caregivers |!
◦ Which tasks cannot be delegated to the UAP or LPN?
|! |! |! |! |! |! |! |! |! |!
nursing assessments, medical diagnosis, interpretation of patient data,
|! |! |! |! |! |! |! |!
complex medication administration, formulating a nursing care plan,
|! |! |! |! |! |! |! |!
evaluation of patient response to care, and any task requiring critical thinking
|! |! |! |! |! |! |! |! |! |! |!
or professional judgment; essentially, any activity that necessitates advanced
|! |! |! |! |! |! |! |! |! |!
nursing knowledge and decision-making should not be delegated
|! |! |! |! |! |! |!
What document can help guide delegation by outlining scope of practice?
|! |! |! |! |! |! |! |! |! |!
The National Guidelines for Nursing Delegation is a joint statement from the
|! |! |! |! |! |! |! |! |! |! |! |!
National Council of State Boards of Nursing (NCSBN) and the American
|! |! |! |! |! |! |! |! |! |! |!
Exam 1 with correct detailed |! |! |! |! |!
solutions
What types of questions or statements are therapeutic?
|! |! |! |! |! |! |!
open-ended questions about their thoughts, feelings, and experiences, as well
|! |! |! |! |! |! |! |! |! |!
as validating statements that show active listening and understanding
|! |! |! |! |! |! |! |!
What types of questions or statements are nontherapeutic?
|! |! |! |! |! |! |!
those that can hinder open communication, often by giving advice, making
|! |! |! |! |! |! |! |! |! |! |!
judgments, minimizing feelings, asking leading questions, or probing
|! |! |! |! |! |! |! |!
excessively, essentially preventing a patient from exploring their own
|! |! |! |! |! |! |! |! |!
thoughts and emotions freely |! |! |!
examples include "Why are you so upset?", "You shouldn't feel that way",
|! |! |! |! |! |! |! |! |! |! |! |!
"Everyone goes through this, it's not a big deal", or "Just cheer up."
|! |! |! |! |! |! |! |! |! |! |! |!
What types of nonverbal communication are therapeutic?
|! |! |! |! |! |!
active listening, confronting, focusing, making observations, summarizing,
|! |! |! |! |! |! |!
silence, clarifying |!
what types of nonverbal communication are non therapeutic?
|! |! |! |! |! |! |!
excessive eye rolling, crossed arms, sighing loudly, turning away from the
|! |! |! |! |! |! |! |! |! |! |!
speaker, maintaining a distant physical space, overly aggressive gestures, and
|! |! |! |! |! |! |! |! |! |!
a dismissive facial expression, essentially any body language that conveys
|! |! |! |! |! |! |! |! |! |!
disinterest, judgment, or discomfort to the other person.
|! |! |! |! |! |! |!
◦ What does autonomy mean?
|! |! |! |!
independence or freedom, as of the will or one's actions: the autonomy of the |! |! |! |! |! |! |! |! |! |! |! |! |! |!
individual.
,how do we promote veracity?
|! |! |! |!
To promote veracity, which means truthfulness, you can: prioritize open and
|! |! |! |! |! |! |! |! |! |! |!
honest communication, admit mistakes readily, provide accurate information,
|! |! |! |! |! |! |! |!
be transparent about limitations, actively fact-check, encourage critical
|! |! |! |! |! |! |! |!
thinking, and hold yourself and others accountable for upholding |! |! |! |! |! |! |! |! |!
truthfulness; essentially, creating an environment where honesty is valued |! |! |! |! |! |! |! |! |!
and expected in all interactions.
|! |! |! |!
◦ How do we provide advocacy as nurses?
|! |! |! |! |! |! |!
acting as the patient's voice, ensuring they understand their medical
|! |! |! |! |! |! |! |! |! |!
condition and treatment options, protecting their rights, communicating their
|! |! |! |! |! |! |! |!
needs to other healthcare providers, identifying potential issues in their care,
|! |! |! |! |! |! |! |! |! |! |! |!
and connecting them to necessary resources within and outside the
|! |! |! |! |! |! |! |! |! |!
healthcare system, all while empowering them to make informed decisions |! |! |! |! |! |! |! |! |! |!
about their health |! |!
◦ How do we provide advocacy as nurses?
|! |! |! |! |! |! |!
As nurses, you provide advocacy by acting as the patient's voice, ensuring
|! |! |! |! |! |! |! |! |! |! |! |!
their needs and wishes are heard and understood by the healthcare team,
|! |! |! |! |! |! |! |! |! |! |! |!
which includes educating patients about their conditions and treatment
|! |! |! |! |! |! |! |! |!
options, protecting their rights, identifying potential issues in their care, and
|! |! |! |! |! |! |! |! |! |! |!
connecting them to necessary resources within and outside the healthcare |! |! |! |! |! |! |! |! |! |!
system, all while advocating for their safety and well-being.
|! |! |! |! |! |! |! |!
What's the first thing you should do if the UAP reports abnormal vital signs
|! |! |! |! |! |! |! |! |! |! |! |! |! |!
or blood glucose?
|! |!
immediately assess the patient yourself to verify the abnormality and |! |! |! |! |! |! |! |! |! |!
determine if further intervention is needed; this may include rechecking vital|! |! |! |! |! |! |! |! |! |! |!
signs or blood glucose levels, and then notifying the healthcare provider
|! |! |! |! |! |! |! |! |! |! |!
depending on the severity of the change. |! |! |! |! |! |!
Which tasks can safely be delegated to the UAP or LPN?
|! |! |! |! |! |! |! |! |! |!
, LPNs
Can perform tasks such as:
|! |! |! |!
-Taking vital signs |! |! |!
-Assisting with hygiene and grooming |! |! |! |! |!
-Providing basic wound care |! |! |! |!
-Administering medications |! |!
-Assisting with mobility and ambulation
|! |! |! |!
-Reporting patient status to RNs and doctors
|! |! |! |! |! |! |!
-Following health care plans developed by an RN or a doctor
|! |! |! |! |! |! |! |! |! |!
UAPs
Can perform tasks such as:
|! |! |! |!
-Assisting with activities of daily living and basic patient care
|! |! |! |! |! |! |! |! |! |!
-Helping with tasks such as bathing, dressing, feeding, and toileting
|! |! |! |! |! |! |! |! |! |!
-Providing emotional and support services to patients, their families and
|! |! |! |! |! |! |! |! |! |!
other caregivers |!
◦ Which tasks cannot be delegated to the UAP or LPN?
|! |! |! |! |! |! |! |! |! |!
nursing assessments, medical diagnosis, interpretation of patient data,
|! |! |! |! |! |! |! |!
complex medication administration, formulating a nursing care plan,
|! |! |! |! |! |! |! |!
evaluation of patient response to care, and any task requiring critical thinking
|! |! |! |! |! |! |! |! |! |! |!
or professional judgment; essentially, any activity that necessitates advanced
|! |! |! |! |! |! |! |! |! |!
nursing knowledge and decision-making should not be delegated
|! |! |! |! |! |! |!
What document can help guide delegation by outlining scope of practice?
|! |! |! |! |! |! |! |! |! |!
The National Guidelines for Nursing Delegation is a joint statement from the
|! |! |! |! |! |! |! |! |! |! |! |!
National Council of State Boards of Nursing (NCSBN) and the American
|! |! |! |! |! |! |! |! |! |! |!
