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NUR 2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE VERSION 2 / NUR2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE VERSION 2 (LATEST - 2021) | RASMUSSEN COLLEGE $20.49   Añadir al carrito
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NUR 2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE VERSION 2 / NUR2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE VERSION 2 (LATEST - 2021) | RASMUSSEN COLLEGE

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  • NUR 2115 Fundamentals Of Professional Nursing (NUR2115)
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  • Rasmussen College

NUR 2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE VERSION 2 / NUR2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE VERSION 2 (LATEST - 2021) | RASMUSSEN COLLEGE

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  • 10 de junio de 2021
  • 39
  • 2020/2021
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  • nur 2115
  • nur2115
  • nur 2115 fundamentals of nursing final exam study guide version 2
  • nur2115 fundamentals of nursing final exam study guide version 2

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  • Rasmussen College
  • NUR 2115 Fundamentals Of Professional Nursing (NUR2115)
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NUR 2115 FUNDAMENTALS OF NURSING FINAL EXAM STUDY GUIDE
VERSION 1

NUR2115- Fundamentals of Professional Nursing
Final Exam Concept Review- Fall 2018
All Modules
 Review various nursing diagnoses related to specific patient problems discussed in
Fundamentals
 Roughly 60% of the final exam will be cumulative over mod 1-7
Module 1-3 Concepts:

 Importance of documentation of assessments & interventions

- Accurate documentation of the patient’s assessment is important to provide a baseline

for later comparisons as the patient’s condition changes

 Types of nonverbal behavior which could promote improved communication

- Body language

- Gestures, movements, touch, appearance, adornments

- Personal appearance

- May express culture, religion, group associations, self-concept

- Posture and gait

- Erect vs. slouched posture

- Facial expression) the most expressive part of the body)

 The importance of QSEN competencies in nursing education

- To prepare nurses who combine the highest level of scientific knowledge and

technologic skill with responsible, caring practice.

, - To challenge students to identify and master the cognitive and technical skills as well

as the interpersonal and ethic/legal skills they will need to effectively nurse the

patients in their care.

- Patient-centered care

- Teamwork and collaboration

- Quality improvement

- Safety

- Evidence-based practice

- Informatics

 What is a sentinel event?

- An unexpected occurrence involving death or serious physical or psychological injury,

or the risk thereof.

- Serious injury specifically includes loss of limb or function.

- An error that causes serious harm to a client and singles out the need for investigation.

 What is the main purpose for incident reporting?

- This helps document what happened to help the healthcare facility learn a way to

prevent the incident from happening again.

 Examples of health promotion activities for primary, secondary and tertiary

- Primary: Directed toward promoting health and preventing the development of

disease processes or injury.

, - EX: Immunizations clinics, family planning services, providing poison control

information, accident prevention education, teaching about a healthy diet, health-risk

assessments.

- Secondary: Focus on screening for early detection of disease with prompt diagnosis

and treatment it identifies an illness, reverse or reduce its severity or provide a cure,

and thereby return the person to maximum health as quickly as possible

- EX: Assessing children for normal growth and development and encouraging regular

medical, dental and vision examinations; screening for BP, cholesterol and skin

cancer, routine GYN exams and mammograms, teaching testicular self-exams to men,

administering medications, caring for wounds.

- Tertiary: Begins after and illness is diagnosed and treated, with the goal of reducing

disability and helping rehabilitate patients to a maximum level of functioning.

Maintaining and preventing progression of severe diseases =, dying with dignity,

assisting to cope with impending death.

- EX: Teaching a diabetic patient how to recognize and prevent complications; using

PT to prevent contractures in a patient who has had a stroke or spinal cord injury;

referring a woman to a support group after removal of a breast because of cancer.

 ISBARR, DARE, SOAPIE notes for team communication

- ISBARR allows for an easy focused way to set expectations for what will be

communicated and how between members of the team, which is essential for

developing teamwork and fostering a culture of patient safety.

, - SOAPIE= used to organize entries in the progress notes of the POMR. The POMR

includes the defined database, problem list, care plans, and progress notes.

- ISBARR= Introduction, Situation, Background, Assessment,

Recommendation/request & Read back of orders or response

- DARE= Database of Abstracts of Reviews of Effectiveness

- SOAPIE= Subjective data, Objective data, Assessment, Plan, Intervention &

Evaluation

 Review teaching for a patient with modifiable health risk factors

- T= Tune into the patient

- E= Edit patient information

- A= Act on every teaching moment

- C= Clarify often

- H= Honor the patient as partner in the education process

 Age related safety concerns across the lifespan

- Infant: Falls, SIDS (must lay on back to sleep), Injury from toys, Burns, Suffocation

and choking, Electrocution, Ingestion of foreign bodies, Child mistreatment (nurse

obliged to report to DCF) **Need rear facing car seat

- Toddlers: Falls, Cuts, Drowning, Concussions, Guns and weapons (locked and

unloaded), Escape from home, Poison (Poison Control # on fridge), Suffocation and

choking, Child mistreatment (nurse obliged to report to DCF) **Front facing car seat

in the BACK seat

- School age children: Sexual abuse, Burns, Broken bones, Concussions, Drowning,

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