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NR 509 /NR509 FINAL EXAM NEWEST 2024 TEST BANK AND STUDY GUIDE COMPLETE 250 QUESTIONS AND CORRECT DETAILED ASNWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+$22.99
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NR 509 /NR509 FINAL EXAM NEWEST 2024 TEST BANK AND STUDY GUIDE COMPLETE 250 QUESTIONS AND CORRECT DETAILED ASNWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+
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Course
NR509
Institution
NR509
NR 509 /NR509 FINAL EXAM NEWEST 2024 TEST BANK AND STUDY GUIDE COMPLETE 250 QUESTIONS AND CORRECT DETAILED ASNWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+
12/1/23, 5:15 PM NR509 Midterm Exam Study Guide 113021-1
NR 509 Midterm Study Guide
General Study Tips and Recommendations
Topics and content on guides are intended to focus student attention when reading/studying and
some topics may be repeated in multiple chapters.
Multiple test items are derived from the same topic areas to encourage deeper comprehension.
Students must have a broad understanding of content and not simply memorize passages in
textbooks or articles.
Information in red letters in the chapters as well as tables and appendices at the end of the
chapters may include test items.
Exam questions represent various levels of cognitive learning. You are expected to analyze,
synthesis, and evaluate patient scenarios in order to answer the questions.
Read all of the answers BEFORE reading the stem of the question. This will help you focus on the
key content and not get distracted by extraneous information.
Be familiar with “Techniques of Examination” and “Recording Your Findings” for all body system
chapters in the textbook.
Chapter 1 Approach to the Clinical Encounter
C
The interviewing process
o 1. Initiating the encounter
Setting the stage/preparation
on
Greeting the patient and establishing initial rapport
o 2. Gathering information
Initiating information gathering
Exploring patient’s perspective of illness
fid
Exploring biomedical perspective of disease including relevant background and
context
o 3. Performing the physical examination
o 4. Explaining and planning
en
Provide correct amount and type of information
Negotiate plan of action
Shared decision making
o 5. Closing the encounter
tia
Interviewing techniques
o Open ended questions. Have patients tell their own stories.
Setting the stage for the examination
l
o Prepare for the interview. Check your appearance. Make sure the patient in comfortable
o Reflect on any biases you have
o Adjust the environment- make the interview private and comfortable. Confidential
improve communication
Establishing rapport
o First impressions, welcome the patient by introducing your self- first and last name, role.
o Newborns: congratulate the family, feed the baby to keep calm,
o Young and school-aged children 1-10: most challenging, characterized by increasing
feelings of autonomy, socialization, and curiosity.
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Introduce yourself to the patient first,
o Adolescents: ask direct questions,
o Older adults: address by desired name, give enough space, assess cognitive level
o Patients with physical and sensory disabilities: avoid making assumptions about what
assistance is needed.
Gender pronouns
o Have patient tell you how they would like to be addressed
o Ask their preferred name and gender pronouns
Patient-centered medical care
o
The FIFE model
o F-feelings/ I- ideas/ F- function/ E- expectations
Feelings including fears or concerns about the problem
Ideas about the nature and the cause of the problem
The effect of the problem on the patient’s life and Function
Expectations of the disease, of the clinician, or of health care often based on
prior personal or family experiences.
Chapter 2 Interviewing, Communication, and Interpersonal Skills
Fundamentals of skilled interviewing
C
o Active or attentive listening
Carefully attending to what the patient is communicating, connecting to the
on
patient’s emotional state and using verbal and nonverbal skills to encouraged
patient to expand on feelings and concerns
o Guided questioning
Help you avoid questions that prestructure or even shut down the patient’s
fid
responses
Moving from open-ended to focused questions
o Tell me about your chest discomfort?--> to which arm?
Using questions that elicits a graded response
en
o How many steps can you climb before you get SOB?
Asking a series of questions one at a time
o Ask do you have any of the following problems? Pause
Offering multiple choices for answers
tia
o Offer multiple choices to minimize bias- Ex; description of pain
Clarifying what the patient means
o Ask for clarification if story does not make sense
Encouraging with continuers
l
o Cues to encourage patient to say more
Using echoing/repetition
o Empathic responses
Empathy- “ the capacity to identify with the patient and fell the patient’s pain as
your own then respond in a supportive manner”
For a response to be empathic it must convey that you feel what the patient is
feeling
“I cannot imagine how hard this must be for you”
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o Summarization
Communicates that you have been listening, identifies what you do and do not
know.
o Transitions
Tell the patient what you doing next, change in topic.
o Partnering
Express your commitment- continue to care for them
o Validation
To affirm the patient is to validate the legitimacy of his emotional experience
o Empowering the patient
When you empower patients to ask questions express their concerns, and probe
your recommendations, they are most likely to adopt your advice e make
lifestyle changes, or take medications as prescribed
o Reassurance
Identify and acknowledge the patient feelings “you seem upset today”
o Appropriate verbal communications
Understandable language uses simple, recognizable, and clear words.
o Appropriate nonverbal communication
Verbal and nonverbal communication
o Nonverbal
Body orientation toward and physical proximity to patient
C
Gaze orientation (eye contact) toward patients
Head nodding with facial animation
on
Head nodding with gesture
Posture. Use of silence
Tone and use of voice. Use of touch (haptics)
Challenging patient situations and behaviors
fid
o Determine if the patient has decision making capacity
o Set boundaries
Chapter 3 Health History
en
Focused and comprehensive health histories
o Comprehensive
Appropriate for new patients in the office or hospital
tia
Provides fundamental and personalized knowledge about the patient
Strengthens the clinician-patient relationship
Helps identify or rule out physical causes related to patient concerns
Provides a baseline for future assessments
l
Creates a platform for health promotion through education and counseling
Develops proficiency in the essential skills of physical examination
o Focused
Appropriate for established patients, especially during routine or urgent care
visits
Addresses focused concerns or symptoms
Assesses symptoms restricted to a specific body system
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