,PN 1002 Midterm exam with verified
| | | | | | |
answers
What |is |the |defining |feature |of |liberalism? |- |✔✔Individualism
What |developed |nursing |knowledge? |- |✔✔Liberalism
True |or |false: |Ill |health |is |a |result |of |failure |to |make |good |choices |- |✔✔true
Liberalism |- |✔✔-Based |on |scientific |knowledge
-Society |is |essentially |fair |and |equitable
-individual |responsibility |to |make |choices |that |support |health
What |is |Objectivity? |- |✔✔-Universal |(one |truth/reality)
- |generalizable |
- |The |'truth' |exists |and |can |be |discovered |via |scientific |method
-Perspective |that |health |care |knowledge |and |practice |is/should |be |grounded |in |this |notion
What |does |objectivity |in |health |care |assume? |- |✔✔- |nurses |are |objective |experts |who |gain |the |facts |
through |assessment
- |Nursing |diagnosis |is |the |label |for |the |real |problem
What |is |non-objective |knowing? |- |✔✔•Experiential, |emotional, |irrational
•Subjective, |biased
•Embodied |knowing
•Ethics |tells |us |what |is |'right' |or |wrong/unjust
•Emotion |tells |us |what |is |meaningful, |important
,What |does |relational |inquiry |challenge? |- |✔✔Liberalism
Why |is |relational |inquiry |important? |- |✔✔-Offers |lenses |and |practice |processes |that |are |relational
-Draw |attention |to |sociohistorical |contextual |factors |and |inequities |that |influence |lived |experience
-Lead |to |the |development |of |political |knowledge
-Support |critique |and |challenge |of |the |status |quo
What |does |relational |inquiry |require? |- |✔✔•A |sound |knowledge |base
•Sophisticated |inquiry, |observational |and |analytical |skills
•Strong |clinical |skills |clinical |judgement, |decision |making, |clinical |competencies
pragmatic |perspective |- |✔✔dealing |with |things |sensibly |and |realistically
What |does |pragmatic |perspective |assume? |- |✔✔-multiple |truths |and |interpretations
-Rejects |the |idea |that |the |mind |and |body |are |separate
-Rejects |the |idea |that |objective |knowing |is |possible
-All |knowledge |is |socially |constructed |by |embedded, |embodied
-People |who |are |in |relation |with |each |other |& |their |context
-Knowing |is |a |relational |process |(vs |an |individual |experience)
Socio-environmental |understanding |- |✔✔-All |people |have |strengths |and |are |capable |of |determining |
their |own |needs, |finding |their |own |answers, |and |developing |their |own |solutions |if |they |have |access |
to |the |resources |to |do |so.
-Every |person |and |family |lives |within |a |social-historical |context |that |helps |shape |their |identity |and |
social |relationships. |This |context |can |lead |to |the |restriction |of |choices, |limited |resources, |and |a |state |
of |perceived |powerlessness.
-Diversity |(race, |gender, |age, |sexual |orientation) |is |positively |valued
-People |with |fewer |privileges |have |as |much |capacity |as |those |with |more |privileges |to |assess |their |
own |needs |(people |have |expert |knowledge |about |their |own |lives).
, Hermeneutic |phenomenological |lens |- |✔✔-Valuing |lived |and |living |experiences
-People |can |only |be |understood |from |within |their |own |context
Nursing |Process |- |✔✔
3 |types |of |assessments |- |✔✔1.Health |Assessment |- |requires |a |holistic, |multidimensional |assessment |
including |subjective |and |objective |data |collection
2.Physical |Assessment |- |Head-to-toe, |focused, |Emergency
3.Functional |Assessment |- |FAST, |Functional |Health |Patterns |Assessment
Screening |Assessment |vs |Diagnostic |Assessment |- |✔✔-Initial |assessment |- |or |triage, |helps |determine |
the |nature |of |the |problem |and |includes |medical |history, |possible |physical |exam |psychosocial, |
subjective |data |and |vital |signs
-Focused |Assessment |- |used |to |identify |symptoms |and |signs |of |problems, |develop |a |diagnosis |and |
used |to |prepare |care |plan. |Usually |includes |a |physical |exam, |system |based |focus |and |other |diagnostic
|tests, |like |X-rays, |blood |work |et.
What |does |SPICES |stand |for? |- |✔✔S: |Sleep |disorders.
P: |Problems |with |eating |or |feeding.
I: |Incontinence.
C: |Confusion
E: |Evidence |of |falls.
S: |Skin |breakdown.
Nursing |diagnosis |vs |medical |diagnosis |- |✔✔Nursing |
-Statement |of |nursing |judgment |made |by |a |nurse |using |their |education, |experience, |and |expertise |
within |their |scope |of |practice
-Describes |the |human |response |to |an |illness |or |health |problem
-Comprehensive |overview |including |psychosocial, |socioeconomic, |environmental, |social |determinants |
of |health |and |individual |characteristics |of |the |patient |and |their |support |system
| | | | | | |
answers
What |is |the |defining |feature |of |liberalism? |- |✔✔Individualism
What |developed |nursing |knowledge? |- |✔✔Liberalism
True |or |false: |Ill |health |is |a |result |of |failure |to |make |good |choices |- |✔✔true
Liberalism |- |✔✔-Based |on |scientific |knowledge
-Society |is |essentially |fair |and |equitable
-individual |responsibility |to |make |choices |that |support |health
What |is |Objectivity? |- |✔✔-Universal |(one |truth/reality)
- |generalizable |
- |The |'truth' |exists |and |can |be |discovered |via |scientific |method
-Perspective |that |health |care |knowledge |and |practice |is/should |be |grounded |in |this |notion
What |does |objectivity |in |health |care |assume? |- |✔✔- |nurses |are |objective |experts |who |gain |the |facts |
through |assessment
- |Nursing |diagnosis |is |the |label |for |the |real |problem
What |is |non-objective |knowing? |- |✔✔•Experiential, |emotional, |irrational
•Subjective, |biased
•Embodied |knowing
•Ethics |tells |us |what |is |'right' |or |wrong/unjust
•Emotion |tells |us |what |is |meaningful, |important
,What |does |relational |inquiry |challenge? |- |✔✔Liberalism
Why |is |relational |inquiry |important? |- |✔✔-Offers |lenses |and |practice |processes |that |are |relational
-Draw |attention |to |sociohistorical |contextual |factors |and |inequities |that |influence |lived |experience
-Lead |to |the |development |of |political |knowledge
-Support |critique |and |challenge |of |the |status |quo
What |does |relational |inquiry |require? |- |✔✔•A |sound |knowledge |base
•Sophisticated |inquiry, |observational |and |analytical |skills
•Strong |clinical |skills |clinical |judgement, |decision |making, |clinical |competencies
pragmatic |perspective |- |✔✔dealing |with |things |sensibly |and |realistically
What |does |pragmatic |perspective |assume? |- |✔✔-multiple |truths |and |interpretations
-Rejects |the |idea |that |the |mind |and |body |are |separate
-Rejects |the |idea |that |objective |knowing |is |possible
-All |knowledge |is |socially |constructed |by |embedded, |embodied
-People |who |are |in |relation |with |each |other |& |their |context
-Knowing |is |a |relational |process |(vs |an |individual |experience)
Socio-environmental |understanding |- |✔✔-All |people |have |strengths |and |are |capable |of |determining |
their |own |needs, |finding |their |own |answers, |and |developing |their |own |solutions |if |they |have |access |
to |the |resources |to |do |so.
-Every |person |and |family |lives |within |a |social-historical |context |that |helps |shape |their |identity |and |
social |relationships. |This |context |can |lead |to |the |restriction |of |choices, |limited |resources, |and |a |state |
of |perceived |powerlessness.
-Diversity |(race, |gender, |age, |sexual |orientation) |is |positively |valued
-People |with |fewer |privileges |have |as |much |capacity |as |those |with |more |privileges |to |assess |their |
own |needs |(people |have |expert |knowledge |about |their |own |lives).
, Hermeneutic |phenomenological |lens |- |✔✔-Valuing |lived |and |living |experiences
-People |can |only |be |understood |from |within |their |own |context
Nursing |Process |- |✔✔
3 |types |of |assessments |- |✔✔1.Health |Assessment |- |requires |a |holistic, |multidimensional |assessment |
including |subjective |and |objective |data |collection
2.Physical |Assessment |- |Head-to-toe, |focused, |Emergency
3.Functional |Assessment |- |FAST, |Functional |Health |Patterns |Assessment
Screening |Assessment |vs |Diagnostic |Assessment |- |✔✔-Initial |assessment |- |or |triage, |helps |determine |
the |nature |of |the |problem |and |includes |medical |history, |possible |physical |exam |psychosocial, |
subjective |data |and |vital |signs
-Focused |Assessment |- |used |to |identify |symptoms |and |signs |of |problems, |develop |a |diagnosis |and |
used |to |prepare |care |plan. |Usually |includes |a |physical |exam, |system |based |focus |and |other |diagnostic
|tests, |like |X-rays, |blood |work |et.
What |does |SPICES |stand |for? |- |✔✔S: |Sleep |disorders.
P: |Problems |with |eating |or |feeding.
I: |Incontinence.
C: |Confusion
E: |Evidence |of |falls.
S: |Skin |breakdown.
Nursing |diagnosis |vs |medical |diagnosis |- |✔✔Nursing |
-Statement |of |nursing |judgment |made |by |a |nurse |using |their |education, |experience, |and |expertise |
within |their |scope |of |practice
-Describes |the |human |response |to |an |illness |or |health |problem
-Comprehensive |overview |including |psychosocial, |socioeconomic, |environmental, |social |determinants |
of |health |and |individual |characteristics |of |the |patient |and |their |support |system
