RN-BC: Medical-Surgical Certification Review
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RN-BC: Medical-Surgical Certificati... ASTRO EXAM 3 -- GALAXIES AND I... Christian Ethics (Par
100 terms 6 terms 31 terms
mario_ong Preview maddykehoe8 Preview hei1009
• Participating in intra-professional collaboration
• Avoiding conflicts of interests
• Maintaining respect for human dignity
• Integrating professional values with personal values
The Code of Ethics from the American Nurses Association (ANA)
states in
point 5.3: "Nurses have both personal and professional identities
that are
neither entirely separate, nor entirely merged, but are integrated.
Nursing Code of Conduct In the
process of becoming a professional, the nurse embraces the
values of the
profession, integrating them with personal values. Duties to self
involve an
authentic expression of one's own moral point-of-view in
practice. Sound
ethical decision-making requires the respectful and open
exchange of views
between and among all individuals with relevant interests."
Ethics: moral principles that govern behavior; ideal, standards
Principles:
• Autonomy: duty to allow patient to make independent decisions
• Veracity: duty to tell the truth
• Fidelity: duty to keep promises and commitments
• Justice: duty to provide equal and fair distribution of resources
• Beneficence: duty to promote good and take positive actions
Nursing Ethics • Nonmaleficence: duty to do no harm and avoid negative
actions
• Confidentiality: duty to keep some information from disclosure
without
consent
• Privacy: duty to protect physical body or information from
unauthorized
view
, Issues surrounding quality-of-life, end-of life, and DNR orders
most often
trigger ethical dilemmas, when no clear course of action is
apparent.
Ethical Dilemmas Obtain a referral to ethics committee for disagreements about
treatments:
• Between family members
• Among healthcare providers
• Between healthcare providers and the patient or family
What it is: action or series of actions that argues for, speaks in
favor of,
recommends, or supports another person, place, or thing
Nursing Advocacy:
• Integrates individuality, professionalism, and empowering
• Involves a process of analyzing, counseling, responding, and
shielding
An effective nursing advocate actively participates in supporting
Advocacy patients'
wishes and needs through listening, educating, and
collaborating. The ANA
2001 Code of Ethics includes:
• The nurse's primary commitment is to the patient, whether an
individual,
family, group, or community.
• The nurse promotes, advocates for, and strives to protect the
health, safety,
and rights of the patient. (ANA, 2001)
Patients, families, and other caregivers can progress through
these stages.
• Denial: avoiding the inevitable
Kubler-Ross Stages of Grief • Anger: expressing emotions previously bottled-up
• Bargaining: trying to find a way out
• Depression: acknowledging the inevitable
• Acceptance: moving forward
Autocratic: unilateral, dictatorial, works toward single goal;
meets resistance
from mature, experienced staff
Democratic/participative: team approach, staff participation,
retains responsibility for outcome
Laissez-faire: little control; leaves decision to others; works well
with committed, motivated staff who can analyze well
Charismatic: trigger emotional response; eloquent communicator
and
Leadership Styles
persuader
Transformational: connection between leader and follower
increases motivation for problem -solving
Transactional: compliance via reward/ punishment system
Quantum: flexible, non-controlling, analytical, empathetic,
visionary team player
Situational/Contingency: match style to situation; high-stress
situations are best handled by task-oriented leaders; moderate
situations are best handled by relationship-oriented leader
, What it is:
• A model of nursing practice designed to improve work
environment, satisfaction, and nurse retention
• Champions staff as most important asset of organization
• Encourages autonomy, empowerment, involvement, and
participation
• Teams and groups are designed to be self-led and self-
Shared Governance managed
Nursing Application:
Bedside nurses are given equal footing with managers and
leaders in the
creation of policies, procedures, and other decision-making
processes that
directly affect nursing practice within the organization.
The education process should reflect the nursing process
(assess, plan, implement, evaluate)
• Multiple sensory avenues for learning increases learning and
retention.
• Doing and saying (teach-back) is more effective than reading
and hearing.
• Learning needs: patient goals met through instruction
Adult Learning
• Non-learning needs: patient goals met through something
other than instruction or in combination with instruction
Basic Learning Styles:
• Visual: reading instructions or watching demonstration
• Hearing: listening to instructions while performing
• Tactile: hands-on
Physical Impairments: inadequacies of the five senses; impaired
mobility
• Cognitive: mental disability or impairment; dyslexia, phobias
• Language: aphasic; lack of fluency, reads at less than 8th grade
level
Learning Barriers
• Emotional: fear/superstitions, anxiety, depression
• Religious/cultural: values differ, beliefs focus on healing from a
higher power, dietary restrictions
• Financial: patient perception that they are unable financially to
follow recommended plan of care
, Assess: mental and physical capabilities, perception of the
problem, preferred
learning style
Plan: establish mutual goals with patient that are specific,
practical, attainable, relevant, and culturally sensitive
Intervene: use multiple methods to enhance learning; ensure
methods use vocabulary suited to learner's comprehension
- Oral, written, or electronic information via internet
Teaching Strategies—Adults
- Visual/pictorial information such as DVDs and charts
- Demonstration and return demonstration
- Peer learning
- Group work
Evaluate: observe the patient/family implement new skills,
request a "teachback"
from the patient; assess comments and conversations for
misinformation or gaps in learning
Physiological: basic needs such as air, water, food, shelter, and
freedom from pain (comfort)
Safety: free from harm or threat of harm; stability
Love/Belonging: friendship, acceptance, affection; support
system
Esteem: self-respect, self-confidence, rewarding
Maslow's Hierarchy of Needs
work/relationships
Self-actualization: truth, justice, beauty, personal growth, "born
to do"
These drives (needs) are met in order from physiological to self-
actualization. Illness can change a patient's focus to meeting
basic needs as the priority.
NANDA-II taxonomy, 13 Domains (47 Classes, 216 Diagnoses)
• Activity/Rest
• Comfort
• Coping/Stress Tolerance
• Elimination
• Growth/Development
• Health Promotion
Nursing Diagnoses, Domains
• Life Principles
• Nutrition
• Perception/Cognition
• Role Relationships
• Safety/Protection
• Self-perception
• Sexuality
Save
Students also studied
Flashcard sets Study guides
RN-BC: Medical-Surgical Certificati... ASTRO EXAM 3 -- GALAXIES AND I... Christian Ethics (Par
100 terms 6 terms 31 terms
mario_ong Preview maddykehoe8 Preview hei1009
• Participating in intra-professional collaboration
• Avoiding conflicts of interests
• Maintaining respect for human dignity
• Integrating professional values with personal values
The Code of Ethics from the American Nurses Association (ANA)
states in
point 5.3: "Nurses have both personal and professional identities
that are
neither entirely separate, nor entirely merged, but are integrated.
Nursing Code of Conduct In the
process of becoming a professional, the nurse embraces the
values of the
profession, integrating them with personal values. Duties to self
involve an
authentic expression of one's own moral point-of-view in
practice. Sound
ethical decision-making requires the respectful and open
exchange of views
between and among all individuals with relevant interests."
Ethics: moral principles that govern behavior; ideal, standards
Principles:
• Autonomy: duty to allow patient to make independent decisions
• Veracity: duty to tell the truth
• Fidelity: duty to keep promises and commitments
• Justice: duty to provide equal and fair distribution of resources
• Beneficence: duty to promote good and take positive actions
Nursing Ethics • Nonmaleficence: duty to do no harm and avoid negative
actions
• Confidentiality: duty to keep some information from disclosure
without
consent
• Privacy: duty to protect physical body or information from
unauthorized
view
, Issues surrounding quality-of-life, end-of life, and DNR orders
most often
trigger ethical dilemmas, when no clear course of action is
apparent.
Ethical Dilemmas Obtain a referral to ethics committee for disagreements about
treatments:
• Between family members
• Among healthcare providers
• Between healthcare providers and the patient or family
What it is: action or series of actions that argues for, speaks in
favor of,
recommends, or supports another person, place, or thing
Nursing Advocacy:
• Integrates individuality, professionalism, and empowering
• Involves a process of analyzing, counseling, responding, and
shielding
An effective nursing advocate actively participates in supporting
Advocacy patients'
wishes and needs through listening, educating, and
collaborating. The ANA
2001 Code of Ethics includes:
• The nurse's primary commitment is to the patient, whether an
individual,
family, group, or community.
• The nurse promotes, advocates for, and strives to protect the
health, safety,
and rights of the patient. (ANA, 2001)
Patients, families, and other caregivers can progress through
these stages.
• Denial: avoiding the inevitable
Kubler-Ross Stages of Grief • Anger: expressing emotions previously bottled-up
• Bargaining: trying to find a way out
• Depression: acknowledging the inevitable
• Acceptance: moving forward
Autocratic: unilateral, dictatorial, works toward single goal;
meets resistance
from mature, experienced staff
Democratic/participative: team approach, staff participation,
retains responsibility for outcome
Laissez-faire: little control; leaves decision to others; works well
with committed, motivated staff who can analyze well
Charismatic: trigger emotional response; eloquent communicator
and
Leadership Styles
persuader
Transformational: connection between leader and follower
increases motivation for problem -solving
Transactional: compliance via reward/ punishment system
Quantum: flexible, non-controlling, analytical, empathetic,
visionary team player
Situational/Contingency: match style to situation; high-stress
situations are best handled by task-oriented leaders; moderate
situations are best handled by relationship-oriented leader
, What it is:
• A model of nursing practice designed to improve work
environment, satisfaction, and nurse retention
• Champions staff as most important asset of organization
• Encourages autonomy, empowerment, involvement, and
participation
• Teams and groups are designed to be self-led and self-
Shared Governance managed
Nursing Application:
Bedside nurses are given equal footing with managers and
leaders in the
creation of policies, procedures, and other decision-making
processes that
directly affect nursing practice within the organization.
The education process should reflect the nursing process
(assess, plan, implement, evaluate)
• Multiple sensory avenues for learning increases learning and
retention.
• Doing and saying (teach-back) is more effective than reading
and hearing.
• Learning needs: patient goals met through instruction
Adult Learning
• Non-learning needs: patient goals met through something
other than instruction or in combination with instruction
Basic Learning Styles:
• Visual: reading instructions or watching demonstration
• Hearing: listening to instructions while performing
• Tactile: hands-on
Physical Impairments: inadequacies of the five senses; impaired
mobility
• Cognitive: mental disability or impairment; dyslexia, phobias
• Language: aphasic; lack of fluency, reads at less than 8th grade
level
Learning Barriers
• Emotional: fear/superstitions, anxiety, depression
• Religious/cultural: values differ, beliefs focus on healing from a
higher power, dietary restrictions
• Financial: patient perception that they are unable financially to
follow recommended plan of care
, Assess: mental and physical capabilities, perception of the
problem, preferred
learning style
Plan: establish mutual goals with patient that are specific,
practical, attainable, relevant, and culturally sensitive
Intervene: use multiple methods to enhance learning; ensure
methods use vocabulary suited to learner's comprehension
- Oral, written, or electronic information via internet
Teaching Strategies—Adults
- Visual/pictorial information such as DVDs and charts
- Demonstration and return demonstration
- Peer learning
- Group work
Evaluate: observe the patient/family implement new skills,
request a "teachback"
from the patient; assess comments and conversations for
misinformation or gaps in learning
Physiological: basic needs such as air, water, food, shelter, and
freedom from pain (comfort)
Safety: free from harm or threat of harm; stability
Love/Belonging: friendship, acceptance, affection; support
system
Esteem: self-respect, self-confidence, rewarding
Maslow's Hierarchy of Needs
work/relationships
Self-actualization: truth, justice, beauty, personal growth, "born
to do"
These drives (needs) are met in order from physiological to self-
actualization. Illness can change a patient's focus to meeting
basic needs as the priority.
NANDA-II taxonomy, 13 Domains (47 Classes, 216 Diagnoses)
• Activity/Rest
• Comfort
• Coping/Stress Tolerance
• Elimination
• Growth/Development
• Health Promotion
Nursing Diagnoses, Domains
• Life Principles
• Nutrition
• Perception/Cognition
• Role Relationships
• Safety/Protection
• Self-perception
• Sexuality
