NURS 211LFINAL EXAM REVIEW

FINAL EXAM REVIEW ETHICS: Evidence based practice (examples, definition) - Using clinical expertise and guidelines - Using the best data available to make pt. care decisions and to implement pt. care - Ex. ensure proper body mechanics, no more stripping chest tubes (milking is ok), no more suctioning with normal saline, no clamping chest tubes - Increase in technology and research makes it important that all nurses be active in the learning/education process Using ethics in communication with patients - Evaluate pt.’s ability to see and hear - Assess affect of stress when speaking with the pt. and/or family - High stress decreases the ability to process information - Consider cultural and educational factors in the learning process - Provide direct, consistent communication in language that is readily understandable to the pt. and family member - If you don’t know an answer to a question, admit it and instruct the family that you will find the answer - It’s your responsibility to assure the patient/family member has the information needed to make informed decisions regarding care - Communication with non-English speaking patients - Use an interpreter for non-English speaking patients - It is NOT okay to use the family as a means for translation - You could use a translating guide, AP, or whatever else the hospital offers but don’t ask family to translate for you! Priorities with SBAR communication - Introduce self and department before giving out patient information - National Patient Safety Goals for Communication of Care - Read back standard orders (labs, orders, medications) - Use of standard abbreviations - Timely and accurate reporting of critical lab results - Standardization of “Handoff Communication” - Measures to ensure concise communication with verbal and telephone orders - Ask for correct spellings if unsure - Spell out numbers when repeating back orders - Record a verbal order directly onto the physician order sheet - Restrict verbal/telephone orders - Include purpose of drug on the order sheet - Avoid “do not use” abbreviations to prevent errors Patient Teaching - Characteristics of adult learners - Adults value self-direction, are motivated to learn when they perceive that they have a need to learn, bring a variety of life experiences to the learning situation, learn best when they can apply knowledge immediately and learn how to problem solve - Factors in setting objectives and plan for teaching - Identify learning needs, learning style, readiness to learn, what they already know, what they want and need to learn, what they are capable of learning and what would be the best way to teach them - Teach patient when they are comfortable and not in pain - Make sure there are no distractions - If a patient can’t read, give them a visual or demonstration. DO not give reading materials - Use “window of opportunity” where patient states that they are ready to change - ex. “I better change or I’m dead” - Goals: SMART GOALS and always starts with “Patient will….” (no one cares about the nurse) - Evaluation of teaching - Ongoing appraisal of the patient’s learning progress - Use return demonstrations - Ask the patient to restate instructions - Ask questions - Ask the patient to solve a hypothetical situation - Choose the most active options such as patient with teach b