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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
7. Explain how nurses maintain sensitivity to cultural diversity.
6. Describe the process of transcultural nursing.
5. Recognize the impact of cultural values on utilization of health care services.
4. Discuss the six organizing phenomena of culture.
3. Discuss the impact of culture on health beliefs and health behaviors.
2. Describe dominant values in the United States.
1. Identify the concepts of culture, ethnicity, race, ethnocentrism, and stereotyping.
7. What health promotion activities or programs are currently available for vulnerable populations in your community?
6. What do you think are the three most important issues that affect the health of Americans today? List in terms of priority.
5. Think about motivation and lifestyle changes. What motivates you to engage in healthy behaviors? How can you find incentives to “use” in teaching clients about the need to modify habits that affect health?
4. Interview five people in your community. Ask them how they know when they are healthy. Compare the answers and develop a brief list of determinants of health.
3. Select a classmate to interview. Note any relationship between attitudes and physical symptoms. Does your partner feel better physically when mentally relaxed?Vice versa?
2. Critique one article from your local newspaper about a sociopolitical or economic issue that currently affects the health of the citizens in your community.
1. What are the nursing implications of Maslow’s hierarchy of basic needs?
5. Make referrals to clergy when appropriate.Ask the client’s permission first to avoid imposing own values on the client.
4. Provide privacy for the client to perform religious practices or rituals. For example, if the client’s religious practice involves chanting, find a location where this can be done.
3. Respect the client’s beliefs. For example, allow the client to pray without interruption.
2. Demonstrate an interested, empathetic response to the client’s comments.
1. Listen actively. Avoid using cliches, and take the client’s concerns seriously.
Do you think nurses have an obligation to demonstrate healthy behaviors? Explain the rationale for your answer.
9. Discuss the nurse’s role in promoting the sexual health of clients.
8. Describe the nurse’s roles regarding clients’ spirituality.
7. Discuss the influence of a holistic viewpoint on health and health care delivery.
6. Discuss nursing’s role in health promotion.
5. Describe the three approaches to health maintenance.
4. Explain the relationship of variables such as lifestyle, locus of control, self-efficacy, health care attitudes, and self-concept to health behaviors.
3. Relate the achievement of basic needs to health status.
2. Identify the theoretical models of health and their assumptions.
1. Differentiate health, illness, and wellness.
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.
2. Reflect on the past 4 months. List some of the changes that you experienced during that time.What were the outcomes of the changes? Would you now respond differently in similar situations?If so, what would be altered
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.
6. After change has occurred, maintain it.
5. Determine the role of the change agent.
4. Establish objectives for change.
3. Assess the change agent’s motivation and capacity for change.
2. Assess the change target’s motivation and capacity for change.
1. Diagnose the problem (need for change).
7. Develop an individualized stress management plan for use as a nurse.
6. Explain nursing interventions that promote positive adaptation to stress.
5. Discuss the role of the nurse as a change agent.
4. Explain stressors inherent in the change process.
3. Describe the general adaptation syndrome.
2. Identify factors contributing to the stress response.
1. Discuss stress, anxiety, and adaptation as they affect health.
4. Refer to the chapter nursing care plan. What other assessments might you expect to find in this client?How could the plan of care be modified to reflect these additional findings?
3. What are some specific nursing strategies that you could use to promote the self-concept and comfort of a hospitalized client?
2. Outline some of the specific factors that contribute to the development of self-concept throughout the life span.
1. Consider self-concept and the four factors that comprise it. Would you consider any one of these factors more important than another in contributing to overall self-concept?
3. Verbalize satisfaction with role performance.
2. Demonstrate role competence.
1. Explain specific concerns about new roles.
Adapt to stressors in a positive manner
Care for self in order to meet basic needs
Develop and maintain appropriate relationships
5. Discuss application of the nursing process with clients experiencing self-concept alterations.
4. Describe behaviors indicative of altered self-concept.
3. Discuss factors affecting self-concept.
2. Explain the development of self-concept throughout the life span.
1. Describe the four components of self-concept.
8. As the nurse manager of a nursing home, you want to establish a program to encourage clients to engage in life review. You decide to conduct a weekly class for interested residents who want to share their life experiences. How would you prepare for the class? What agenda would you establish?How
7. Develop guidelines for teaching the older client.
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