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PPN 201 Midterm questions well answered already passed graded A+-50.docx
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knowing
Know- ing: Science of Nursing
personal knowl- edge
Requires the nurse to consider the context of care -The nurse must examine the "taken for granted" assumptions -The nurse must consider the culture of the client and family-their understand- ing of health, disease, language, and identity -Ex. social determinants of health, the context of the client facts and observations relevant to nursing. Analysis and theories that attempt to explain the purpose of nursing. -We select the sources of knowledge to attend to and use -All knowledge is filtered through our personal frameworks of values and beliefs -Self-knowledge is part of the process of "reflexivity"; this knowledge herpes us move beyond selective self-interests -Ex. How do I see this? What do I think about this? How are my beliefs similar or ditterent?
interactions with other people, especially people in close relationships
relational inquiry? Relational inquiry is a highly reasoned, skilled action that involves
analytical
clinical judgement, decision-making and clinical compe- tencies
Interpersonal lens -What questions might you ask yourself as you care for this young woman? -What do you find yourself wanting to know more about? -What biases/assumptions are you drawing upon as you read this case? -What do you think the head nurse is thinking? Valuing? -What do you think the young woman is feelings? thinking?
contextual lens
ing
if you are unable to do this?
Hospital? How is your personal context shaping your perceptions?
in a technologically dominated setting
despite involving trust, intimacy and responsibility
challenge "time" to spend caring
gale, leininger and rogers aruges... that caring is essence of nursing their theories/philosophies
(2013) suggets...
Framework: Wat- son's Human Car- ing Model
tive Factors: 1. and soul of the other through the processes of caring and healing and being in authentic relation in the moment" Dr. Jean Watson originally created Caring Science and Human Caring Theory in the 1970s.
of mind/body/spirit
Grounded in concern, kindness and empathy "Starting point and an attitude that becomes a will, an intention, a commitment The information of and conscious judgement that manifests itself in concrete acts of caring" a humanistic-altru- isic system of val- ues
Cura- tive Factors:
of faith-hope
Cura- tive Factors: "Hope comes when patients know that others care and have hope for them" Hope provides meaning to life and reason for living "By being sensitive to others' feelings, nurses show empathy, compassion, and understanding." An awareness that what happens to one attects the other and
sensitivity to ones
self and to other
Cura- tive Factors:
ment of a helping trust relationship "To develop a helping-trusting relationship, the nurse must first know the client person"
Acceptance of positive and negative feelings "Nurses use knowledge from the attective, cognitive and psychomotor domains. Creativity involves generating fresh ideas, originality and independent thought rather than realaying on learned ways to solve problems" Exemplar- Sensation information Exemplar- Milieu therapy Exemplar- Purposeful touch
the grafitication of human needs
Cura- tive Factors:
for existential- phe- nomenologi- cal-spiritual dimensions of caring Exemplar-sensitivity to client's culture, religious beliefs
supported. Compassion
mati- ti's findings on compassion it involves noticing another persons vulnerability, experiencing an emotional reaction to this and acting in some way with them, in a way that is meaningful for people"
individuals. sion
Compassionate Compassion was considered essential for building a strong patient-nurse rela- tionship. Patients had varying opinions on whether compassion could be taught or was an inherent quality. Some believed that compassion could be taught and learned, while others thought it was a trait that individuals possessed naturally. The role of culture within nursing and the influence of organizational culture on compassionate behavior were also discussed. Ettective communication was universally recognized as a critical component of compassion.
the sion patients experience and maintaining their dignity and independence
services for Canadians
Canada Health Act (1984)
care does not ap- ply to....
-health promotion/health education -extended health care services (nursing homes, adult residential care) -supplementary care services (chiropractic, physiotherapy, dental services)
is perceived
Chronic Illness Acute illness- sudden onset, resolved fairly quickly recovery and resumption of pre-illness activities
is shaped by the disease
good or excellent despite significant impaired physical functioning. That view was not a distortion of reality but a revisioning of what was possible and normal
place on a distance altering the relationship between mine and body so that the body is separate and "out there"
learning as much as they can about the
well- ness to illness in the foreground
ness to wellness in the foreground disease, creating supportive environments, developing personal skills such as negotiating, identifying the bodies unique patterns of response, and sharing their knowledge of the disease with others
as unworthy of attention.
hopelessness, disease progression
cause a shift in perspective from wellness to illness in the foreground "I had to become self-centred in order to control my condition"
require that the person focus on the sickness to participate in group discussions
because of her employers discomfort with her disability this situation caused her to abandon appropriate mobility aids and her resultant fatigue increased her focus on the illness The return to a wellness in the foreground perspective from the focus on sickness has been referred to by researchers as "bouncing back" with renewed hope and optimism. Can be gradual or sudden awareness. Returning to a wellness in the foreground perspective requires that the person recognizes that a shift an illness-in-the-foreground perspective has occurred, identify a need to return to the wellness perspective, and
Significant other or a person with the same disease was often a major influence on people with chronic illness to make a shift towards a wellness perspective
with chronic illness distant, the illness requires attention in order NOT to pay attention to it (the person must recognize the disease as a fact of life while at the same time rejecting the limitations and significance of it) (people with chronic illness, have to plan and anticipate even minor activities of daily life, spontaneity must be curtailed so they can participate in the experience of the value.)
well- ness-in-the-foreground may have to assume an illness-in- foreground (ex. one must justify the need for home care by focussing on one's limitations, symp- toms, and disability, not one's wellness.)
who attend to their illness in an absorbed way may be regarded as hypochondriacs. In an ettort to mediate that other may avoid discussing the illness. Consequently people may perceive that they lost the support of others and as a result the powerlessness and suttering of the illness experience are reinforced.)
attrib- utes of living well with a chronic ill- ness (cyclic not lin- ear)
aware that they have a ci, aware of changes ci brings, ready to cope with changes, no more feeling of denial or anger willing to make changes and reaching out to healthcare professionals to actively seek help and implementing those changes, emotion and problem-focused