N1f03 exam

patient, problem, population

patient, problem, population

intervention

comparison

outcome

situation

the process of enabling ppl to inc control over, and to improve their health

a state of complete physical, mental, and social well-being; means not just the absence of disease

1. Unfreeze

2. Change state

3. Refreeze

breaking the habit

process of actually changing the behavior

at a new stat

the array of critical influences that determine the health of individuals and communities

1. readiness to change

2. value of health to the individual

3. perceived susceptibility to health problems

4. perceived seriousness of disease

5. risk factors based on heredity, race, cultural, medical history

6. benefits of health action

7. perceived barriers to health promotion action

a theory of health behaviours; the model predicts that whether a person practices a particular health habit can be understood by by knowing the degree to which the person perceives a personal health threat and the perception that particular health practice will be effective in reducing that threat

1. pre-contemplation

2. contemplation

3. planning

4. action

5. maintenance

no - not considering change (no desire to take action within 6mo)

maybe - aware of but not considering change soon (desire to take action within 6mo)

ok - seriously thinking about making a change within the next month

do - made a behaviour change and it has persisted for a period of 6 moths

keep going - the period beginning 6mo after action has started and continuing indefinitely

stories and understanding subjective, feelings

numbers and data objective

used to asses articles and research

C - currency

R - relevance

A - authority

A - accuracy

P - purpose

permanent end of ovarian estrogen production - ovulation and menses stop; estrogen is just produced in the adrenal gland

the theme focuses on the humanist aspect of nursing beginning w a focus on the nurse and client as a person, their narrative and the professional, therapeutic relationship between nurse and client

this theme focuses on the internal and external influences on health and the nurses ability to think and act like a nurse in order to provide safe and competent care as part of the health care team within a health care system and broader community

this theme focuses on critical inquiry, ways of discover and appropriate use of technology within nursing to facilitate lifelong learning and reflective practice

communication, nursing as a profession, leadership, advocacy

change interprofessional teamwork, profession nursing care, diversity

critical inquiry, technology, research

concept of healthcare which focuses on the peoples health and uses this as well as social services to plan, develop and monitor care to ensure it meets the peoples health needs

assessment, diagnosis, planning, implementation, evaluation

the ability to find and evaluate the quality of information

small group learning

person based learning within a problem based approach

self directed learning. forming goals and evaluating learning outcomes & assuming responsibility for own learning learning

life long learning

ask question, identify problem, hypothesis, experiment, analyze/conclusion

noticing

interpreting

responding

reflecting

verbal communication techniques that encourage patients to express their feelings and to achieve a positive relationship

humanistic caring and the kaleidoscope curriculum

clinical practice fortified by the knowledge of what to do with stories

what one uses to understand the meaning and significance of stories through cognitive, symbolic, and affective means

shared guidelines or rules for behavior that most group members follow

discussion aimed at reaching an agreement

the process of being guided and directed by a leader in the work environment

the action of leading a group of people or an organization

occurs when group members adopt attitudes and actions that adhere to group norms and are favored by a majority of group members

occurs when a member resists conforming to norms as a way of altering members about problems that may prevent the group from achieving its common goal

expectations concerning the kinds of behaviours and opinions that are acceptable or unacceptable in a particular group

how group members should communicate with one another

how the groups should operate and what structure procedure it should use

levels of influence among group members and how status is established or earned in the group

meaningfulness, choice, competence, and progress

the incentives that come form external sources

consistutes rewards that come from internal sources inherent in particular activity

coordinator, information provider, opinion provider, questioner, clarifier, analyzer, and implementer

the process of enabling people to increase control over, and to improve, their health

efforts to prevent and injury or illness from ever occuring

efforts to limit the effects on an injury or illness that you cannot completely prevent

actions taken to contain damage once a disease or disability has progressed beyond its early stages

medical, behavioural, socioenvironmental

a stability orientation to health; emphasizes that medial intervention restores health

places responsibility for health on the individual, thereby favoring health promotion strategies such as education

the social context of health; the social conditions that influence health, place the responsibility for health on society rather than only on individuals

building health public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services

the process of reducing risks and alleviating disease to promote, preserves and restore health and minimize suffering and distress

health is responsibility of society, social justice, equity, empowerment are important goals for healthcare providers

objective state of ill health

a subjective sexperience of loss of health

whole is greater than the sum of its pats (needs 3+ people)

empirical/scientific, ethical, personal, aesthetic, and emancipatory

expressed in practice as scientific competence

momentary judgments about what is right and responsible

knowing one’s self and one’s self in relation to others

deep appreciation of the meaning of situation and brings forth inner resources that transform the experience into what is not yet real; seeing the bigger picture, empathy

awareness and critical reflection are essential in identifying the inequities that exist in social and political institutions; social justice

when all 5 ways of knowing come together

recognize condition that limit their own/other’s abilties

requires reflection and action in concert with others who are engaged in creating social and political change

founder of modern nursing

nursing + teaching

established 1st secular nursing school in the world

Provisional organization of CAnadian National association of Trained nurses (CNA)`

Pushed for the registration of nurses

questions focusing on basic or general knowledge about a condition/disorder (i.e. how does the brain work?)

questions focusing on specific knowledge to inform clinical decision or actions (i.e. what interventions are effective to improve memory in older adults?)

human behavior drive by forces: driving and restraining forces

urging toward behaviour, initiate change and keeps it going

propelling away from a behaviour

cognitive, affective, psychomotor

used to finding resources for foreground questions. top to bottom

1. system

2. summaries

3. synopses of syntheses

4. syntheses

5. synopses of single studies

6. single studies

1st level of 6S pyramid

2nd level of 6S pyramid

3rd level of 6S pyramid

4th level of 6S pyramid

5th level of 6S pyramid

6th level of 6S pyramid

moral code/ethical policy of academia; i.e. the honour system of the university

identifying potential problems, formulating actions, obstacles addressed, actions carried out

M: main point

E: evidence

A: application

L: linking sentence