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statistics for nursing a practical approach
Fundamentals Of Nursing: Standards And Practices 2nd Edition Sue C. DeLaune, Patricia Kelly Ladner - Solutions
Nurses must care for themselves in order to provide quality, compassionate care to the dying person.
After death, the nurse focuses on supporting the family and caring for the deceased body.
Hospice care offers clients an alternative to hospitalization when aggressive medical treatment is no longer an option.
Complicated grief is associated with traumatic death such as by accident, homicide, or suicide.
There are five psychological stages involved in the dying process: denial, anger, bargaining, depression, and acceptance.
The difference between normal and pathologic grief is the inability of the individual to adapt to life without the loved one.
Grief is a psychological response to loss characterized by deep mental anguish and sorrow. Grieving people experience various stages of grief.
3. Weigh the client at the same time of day while he is wearing similar clothing.Provides an accurate reflection of weight stability and fluctuations.
2. Discuss findings about dietary preferences with the family.Providing information to family members is essential because they are the ones preparing meals at home.
8. Inform about the purpose of hospice.
7. Provide written instructions for caregiver to follow. These should include important telephone numbers and persons to be contacted.
6. Teach steps for caregiver to follow if an emergency arises at home.
5. Inform client and family of available community resources; reassure them that they are not alone.
4. Clearly explain the purpose of palliative care while maintaining a sense of realistic hope.
3. Reinforce material frequently.
2. Use adult education principles.
1. Discuss the nature and extent of the disease process.
Unfamiliarity with protocol to follow in case of need for emergency care when not in the hospital
Inexperience with personal threat of death
Inability to anticipate medical crises
Information about the treatment regime
Insufficient information about physical condition
Topical ointments, such as soothing salves, deep-heating rubs, herbal-scented lotions
Massage
Use of heat and cold
Relaxation techniques such as deep breathing, imagery
5. Teach noninvasive pain relief measures:
4. Assist client and family to identify the stressors that influence pain.
3. Administer medication on a regular schedule instead of PRN to ensure maximum pain relief.
2. Discuss pain relief options with client and family.
12. Apply legal and ethical principles in the analysis of complex EOL issues.
7. Use scientifically based standardized tools to assess symptoms experienced by patient at the end of life.
6. Collaborate with interdisciplinary team members during EOL care.
5. Demonstrate respect for the patient’s view and wishes during EOL care.
4. Recognize one’s own attitudes, feelings, values, and expectations about death; acknowledge diversity (individual, cultural and spiritual) in beliefs and customs.
3. Communicate with patient, family, and colleagues about EOL issues.
2. Promote provision of comfort care to the dying.
1. Recognize changes (social, demographic, economic)necessitating improved EOL care.
Unfinished business expressed by client or family
History of previous positive coping skills
Presence of advance directives for health care decisions
Emotional status
Physical condition
Availability of support systems
Client’s awareness of the terminal nature of illness
6. Pursue public discussion about the modern experience of dying, options available to dying patients and families, and community obligations to those nearing death.
5. Make palliative care a defined area of expertise, education, and research.
4. Develop medical education to ensure practitioners have relevant attitudes, knowledge, and skills to provide excellent EOL care.
3. Address deficiencies in the health care system through improved methods for measuring quality, tools for provider accountability, revised financial systems to encourage better coordination of care, and reformed drug prescribing laws.
2. Ask health care professionals to commit themselves to improving care for dying patients and using existing knowledge to prevent and relieve pain and other symptoms.
1. Create and facilitate patient and family expectations for reliable, skillful, and supportive care.
Reinvest the emotional energy into something else (e.g., begin to socialize).
Readjust to the community without the deceased.
Relinquish old attachments of the deceased (e.g., give away some of the deceased’s possessions).
Remember the deceased in a realistic (versus idealistic) manner.
Express feelings related to the loss.
Recognize the loss by acknowledging the loss.
Reinvest the emotional energy once directed at the deceased into another relationship (Worden, 1982).
Adjust to an environment without the deceased.
Experience the emotional pain of grief.
11. Describe ways in which nurses can cope with their own grief.
10. Discuss nursing responsibilities when a client dies.
9. Develop a plan for end-of-life (EOL) care.
8. Define the purpose of hospice care.
7. Discuss use of the nursing process with a grieving individual.
6. Discuss the holistic needs of the dying person and family.
5. Explain the relationship between loss and grief.
4. Differentiate adaptive grief and pathological grief.
3. Describe the characteristics of an individual experiencing grief.
2. Describe various losses that affect individuals at different stages of the life cycle.
1. Discuss theoretical perspectives of loss, grief, and dying.
10. Answer the following as true or false to determine how well you care for yourself.
9. What are some changes you can begin now to improve your ability to handle personal and professional stress in your life?
8. Select one stress management exercise described in this chapter and practice it three times a week for 4 weeks. Keep a journal reflecting your experience, including your emotions, physical responses, and behaviors.
7. Identify some ways you can become a change agent for clients.
6. How can you act as a change agent in your school?
5. List some ways in which your life has changed since becoming a nursing student.
4. Describe how you would explain to a client the relationship between stress and illness.
3. Explain the fight-or-flight response.
1. Identify positive and negative outcomes of an upcoming change in your life.
3. Demonstrate relaxation skills.
2. Report that anxiety is reduced to a manageable level
1. Identify effective coping mechanisms.
Encourage the use of appropriate humor in the workplace.
Listen to your self-talk.
Let go of the need to be perfect.
Remember the power of self-fulfilling prophecies and deliberately focus on the positive.
Expect to be successful
Engage in activity that increases heart rate for a period of time and is followed by a cool-down period
Plan a routine, allow for a warm-up and cool-down period using stretch exercises
Set realistic goals.
Consult with a health care provider about the safety of a specific exercise program.
Explore the availability of different exercise programs.
Verbalizes a plan for stress management, including necessary lifestyle modifications.
Demonstrates the accurate use of selected stress management exercises (e.g., progressive muscle relaxation[PMR], guided imagery, thought stopping).
Classifies stressors into categories of those that can be eliminated, can be controlled, or cannot be controlled directly by self.
Differentiates positive and negative stressors in his or her life.
Verbalizes a plan to decrease effects of common stressors.
Identifies situations that increase stress and anxiety levels.
7. Terminate the role of the change agent.
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