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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
5. Explain the concept of the nurse as an instrument of healing in holistic nursing practice.
4. Discuss the use of complementary/alternative modalities throughout the life cycle.
3. Identify the various mind-body, body-movement, energetic-touch healing, spiritual, nutritional, and other modalities that can be used as complementary therapies in client care.
2. Discuss the connection between mind and body and the effect of this relationship on a person’s health.
1. Describe the historical influences on current complementary/alternative modalities.
4. Write your own philosophy of learning.
3. Why is it important for the nurse to use more than one teaching method?
2. List four barriers to learning. What nursing interventions would you implement to overcome each barrier?
1. Give an example of each of the three domains of learning.
10. Have you or has anyone in your family ever had a health-related learning need that was dealt with inadequately? If so: (1) Why do you think that happened?(2) How did you feel as a result?
9. Is it ethical for a nurse to attempt to get a client to change beliefs under the guise of teaching? Think of the many areas in which your value system may conflict with the beliefs of your clients. Whose belief system is “right”? Which belief system should prevail? Should you “teach” a
8. Identify two learning needs of a selected client.What will you do to help the client overcome the knowledge deficits?
7. Develop a flow sheet for client teaching to use in one of your clinical agencies.
6. Compare the teaching roles of the nurse in different practice settings, such as hospitals, extended care facilities, clinics, schools, industries, home environments, and health maintenance organizations.
5. What are some of your own learning needs right now? How are they being addressed?
Evaluation of the teaching-learning process involves two aspects: (1) determination of what the client has learned and (2) efficacy of the teacher.
The teaching-learning process and the nursing process are interdependent dynamic processes.
Elements for documenting client education include the content taught, teaching methods used, who was taught, and response of the learners.
Learning readiness is affected by developmental and sociocultural factors, and is a lifelong process occurring in every developmental stage.
Learning occurs in three domains: the cognitive(intellectual), the affective (emotional), and the psychomotor(motor skills).
Learning is the process of assimilating information with a resultant change in behavior.
Teaching supports behavior change that leads to positive adaptation.
The teaching-learning process is a planned interaction that promotes behavioral change that is not a result of maturation or coincidence.
Client education is done to help individuals achieve optimum states of health.
6. Encourage client to have her husband participate in the breastfeeding process by bringing the baby to her when she cries, stroking the baby’s head while she is nursing, and burping the baby after each feeding. Partner support and involvement in the breastfeeding process will boost client’s
5. Show client video or literature demonstrating successful breastfeeding. Seeing other mothers successfully nursing should promote confidence and maintain desire to learn correct process.
4. Teach client effective techniques for latch-on, such as supporting the breast to correctly position it in the baby’s mouth, and tickling the baby’s lips or cheeks to stimulate rooting. Correct techniques greatly enhance the likelihood of latch-on.
3. Demonstrate correct infant holds and maternal postures. Proper position of both the child and mother facilitates breastfeeding.
2. Explain briefly the mechanics of the breastfeeding process, such as milk letdown, signs of breastfeeding readiness, and signs of infant hunger and satisfaction. Knowledge of the process of correct breastfeeding will help bring client expectations in line with reality.
1. Ask client, or determine through the interview process, what teaching strategies (lecture, literary, visuals)are most likely to be effective for her, and tailor teaching accordingly. Matching teaching strategies to learning styles and needs increases the chance of successful education.
Were learning objectives stated in behavioral terms (i.e., easy to evaluate)?
Did the nurse give frequent feedback and allow for immediate return demonstration?
Did the nurse communicate an interest in the client and in the material?
Was the nurse supportive?
Was client participation encouraged?
Were the teaching aids appropriate for the client and the content?
Did the nurse use a variety of teaching aids?
Was the presentation (session) interesting?
Was content presented clearly and at the client’s level of comprehension?
Does the family understand health problems and know how to help?
Can the client cope better with illnessimposed limitations?
Have the client’s attitudes changed?
Can the client demonstrate skills?
Did the client meet mutually-established goals and objectives?
Is the client able to demonstrate necessary treatment procedures (e.g., colostomy irrigations, injections, blood glucose monitoring)?
Does the client perform self-care activities correctly?
Can the client describe necessary lifestyle modifications?
Is the client able to tell you about medications, purposes, and side effects?
Does the client express uncertainty and/or anxiety over an upcoming procedure?
7. Describe teaching strategies that make learning meaningful to clients.
6. Relate the teaching-learning process to the nursing process.
5. Discuss the nurse’s professional responsibilities related to teaching.
4. Explain how learning varies throughout the life cycle.
3. Identify common barriers to learning.
2. Relate principles of adult education to client teaching.
1. Explain the importance of client education in today’s health care climate.
8. Which therapeutic techniques could be used by the nurse to decrease the client’s confusion?
7. Which unhelpful techniques used by the nurse could cause the client to feel threatened?
6. State four basic principles that direct and guide therapeutic interaction.
5. Define therapeutic communication.
4. How do you recognize nonverbal messages?
3. Why is it important to pay attention to nonverbal communication?
2. What are the major components of the communication process?
1. Explain the following statement: “Communication is reciprocal, irreversible, and continuous.”
7. Explore the barriers to effective therapeutic communication.
6. Identify approaches that facilitate therapeutic communication between nurses and clients.
5. Discuss the principles of therapeutic communication.
4. Describe the benefits of communicating with other health care professionals.
3. Discuss the types of communication.
2. Describe the modes of communication.
1. Explain the process of communication.
b. Name two benefits of implementing humor with a client.c. Answer the following true/false quiz:_____ Humor has no place in health care._____ Humor is universally defined—what is funny to one person is funny to all._____ Medical research shows laughter results in positive physiological
a. What are the risks of using humor with clients?
5. Some nurses believe it is “unprofessional” to laugh with clients, even when laughter is a natural response. What do you think of nurses using humor? Answer the following to help you decide:
c. How you actualized the concept of therapeutic use of self
b. Other actions that let the client know you were actively listening
a. Which attending behaviors you used
4. Analyze your next interaction with a client and determine:
3. Talk with a family member who has been ill. Ask that person what promoted healing for them.
2. Briefly write your philosophy of health, including your beliefs about healing and caring.
1. Interview professional nurses. Ask them to identify specific ways they demonstrate caring.
What will be the impact of the nurse’s behavior on Mrs. Ngyuen?
What do you suppose motivated the nurse’s response?
Involve client in evaluating treatment
Communicate at client’s level of comprehension
Understand client’s expectations of care
Determine client’s perception of problem(s)
Establish therapeutic boundaries
Develop groundwork for trust
Explain own role
Introduce self on initial contact
8. Explore the various roles in which nurses function.
7. Discuss the use of the nursing process as a therapeutic modality.
6. Identify the characteristics of a therapeutic relationship.
5. Discuss therapeutic use of self.
4. Identify the three phases of the therapeutic relationship.
3. Compare selected perspectives on the relationship between caring and nursing.
2. Explore the value of nursing care in today’s technologically advanced health care system.
1. Discuss the therapeutic value of nursing.
6. Develop criteria for conducting a nursing audit related to client safety in an extended-care facility
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