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Summary NUR 1025C Exam 1 Review
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Exam 1 review for NUR 1025C. *Essential Study Material!!
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NUR 1025 Exam # 1à HIPPA: The health insurance Portability and Accountability Act of 1996.
o Protects and safeguards the security and confidentiality of health information.
o Records can only be viewed by those with an active role in caring for the Pt or when given signed
consent with permission from the Pt.
o Unknowing violation: $100
o Knowingly: up to $50k fine and imprisonment for up to a year.
o Knowingly with intent for personal gain: fine up to 250k and imprisonment for up to 10 years.
• FERPA: Protects student information.
à Family Commun
Communication:
ication:
• Assess communication techniques and effectiveness of a couple &/or family to be able to counsel &/or
refer appropriately as needed.
• Family is the primary unit of socialization.
o Plays a pivitol role in health care decisions.
o Family centered care is the target of health delivery for maternal/newborn nurses.
§ All members are important in the health care decision making. The family is the only
constant in the child's life.
o Family is whatever the Pt says it is.
• Genogram
Genogram: : 3 generations; family tree format; depicts relationships of family members.
¥ It provides valuable information regarding the family & health.
• Ecomap: shows social relationships of the woman and family. This may also help the nurse understand the
social environment of the family & better identify support systems.
à Family Assessm
Assessment:
ent: When selecting a family assessment framework, an appropriate model for a perinatal nurse is
one that is a health-promotion rather than an illness-care model.
o The low-risk family can be assisted in promoting a healthy pregnancy, childbirth, and integration
of the newborn into the family.
o The high-risk perinatal family has illness-care needs, and the nurse can help meet those needs
while also promoting the health of the childbearing family.
¥ Calgary fa family
mily asse
assessment
ssment (CFAM): Can be used as a guide for assessing the family, but it is based on
(CFAM):
the nurses personal/ professional experiences" * It is not factual, but a perspective at the time.
¥ Structural: members of the family and their relationships; how each family member is influenced.
¥ Developmental: considers concurrent development of individuals within the family life cycle.
• Also considers variations of life events: predictable/ unpredictable
¥ Functional: assessment of family member interactions and behaviors towards one another.
• Instrumental: family activities day to day
• Expressive: communication, problem solving, values, beliefs
à Cultur
Cultural
al Factors Related tto
o Family Health
¥ The culture of an individual and a group is influenced by religion, environment, and historic events and plays
a powerful role in the individual's and group's behaviors and patterns of human interaction.
o Culture is not static; it is an ongoing process that influences a woman throughout her entire life,
from birth to death.
o Culture has also been shown to have a direct effect on health behaviors.
nowledge includes beliefs and values about each facet of life and is passed from one
o Cultural kknowledge
generation to the next.
¥ Subcultu
Subculture
re : a group existing within a larger cultural system that retains its own characteristics. A subculture
may be an ethnic group, or a group organized in other ways.
, ¥ Accultura tion: changes that occur within one group or among several groups when people from different
Acculturation
cultures come into contact with one another. People may retain some of their own culture while adopting
some cultural practices of the dominant society.
o During times of family transitions such as childbearing or during crisis or illness, a woman may rely on
old cultural patterns even after she has become acculturated in many ways. This is consistent with the
family developmental theory that states that during times of stress, people revert to practices and
behaviors that are most comfortable and familiar.
¥ Assimilati
Assimilation
on : when a cultural group loses its cultural identity and becomes part of the dominant culture.
o "melting pot" in the US.
à Implications for Nursing:
Implications
• Ethnocen
Ethnocentrism
trism: the view that one's own way of doing things is best.
o This is important to consider bc in the US we tend to think the biomedical perspective for pregnancy and
child birth is the best method, but many cultures don't.
• Cultural rrelativism
elativism is the opposite of ethnocentrism. It refers to learning about and applying the standards of
another's culture to activities within that culture.
o Affirms the uniqueness and value of every culture.
à Interp
Interprofession
rofession
rofessional
al commu
communication:
nication:
¥ SBAR: situation, background, assessment, recommendation.
I- identification: 2x identifiers
S - situation: what is going on?
B- background: what has led to this Pts status? Leading up to this?
A - assessment: What do you think is happening based on your physical assessment?
R - recommendation: what do you think you should happen?
R- readback: receiver reads back and acknowledges the info given.
¥ Delegatio n: The transferring of a specific task in a specific situation to a competent designee.
Delegation:
o Be familiar with the training/ experience of delegate
o Provide clear and specific directions with a time-frame
o Evaluate & provide feedback
o The nurse who delegates maintains accountability!
o Do NOT Delegate what you can EAT: Evaluate, Assess, Teach
• 5 rights of delegatio
delegation:
n:
1. Right task
2. Right circumstance
3. Right person
4. Right communication
5. Right supervision
, • Informatics: used for better communication.
Informatics:
o To manage knowledge, mitigate errors & support decision-making
• QSEN - Quality & Safety Education for Nurses
o Validated IOM competencies
o Added safety as a separate competency
o Knowledge, skills, attitudes (KSAs) added to develop each core competency
o QSEN KSAKSAs:
s: Communication, Compassion, Culture, Patient education and empowerment, Respect
for patients and families.
o The Joint Commission: Speak Up™ campaign
o Observation of ethical principles
• Evidence Based Pra
Practice:
ctice: research guided. Tells you if it’s safe. Does the Pt benefit?
o Integration of the best current evidence to make decisions about patient care
o Considers patient preferences and values
o Considers one’s own clinical expertise for delivery of optimal health care
o Team STE
STEPPS-
PPS- Provides an evidence-base to improve communication and teamwork skills
• Most Vul
Vulnerable
nerable P
Populations
opulations
o Women
o Racial and ethnic minorities
o Adolescent girls
o Older women
o Incarcerated women
o Immigrants, and refugees
o Homeless women
¥ Patient sa
safety-
fety- nursing interventions specific to delivery of safe Pt care to mitigate error.
¥ Medication: 3x checks, don't distract while pulling meds
¥ Personal identifiers x2
¥ 6 rights of med administration: right- drug, dose, time, route, patient, document.
à Nation
National
al Patient Safety G
Goals:
oals:
¥ Identify Pt
¥ Identify Pt safety risks
¥ Prevent med error
¥ Use alarms safely
¥ Prevent infection
¥ Prevent mistakes in surgery! - Time out!
¥ The joint C
Commissi
ommissi
ommission
on (TJC/ JC
JCO):
O): provides accreditation and certification of health care organizations based
on quality and safety outcomes.
¥ Tracer me
methodology
thodology audit too
tool:l: Designed to trace the Pt during the continuum of care. It analyzes the
quality/level of care. It identifies risk points and safety concerns.
¥ "Best in-depth evaluation of the system and process"- TJC.
¥ Measures QI performance.
à Teachi
Teaching
ng and Le
Learning
arning Pr
Process
ocess
¥ Health Lit
Literacy:
eracy: the ability to obtain, process & understand basic information & services needed to make
appropriate health decisions and follow instructions for treatment.
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