Examen
Rasmussen Mental Health Final Exam Questions and answers SOLVED 2024/2025
- Grado
- Institución
Rasmussen Mental Health Final Exam Questions and answers SOLVED 2024/2025
[Mostrar más]Vista previa 4 fuera de 35 páginas
Vista previa 4 fuera de 35 páginas
Añadir al carrito
Añadir al carrito
Vendedor
Seguir
NewMatic
Comentarios recibidos
Vista previa del contenido
Rasmussen Mental Health Final ExamQuestions and answers | Newest RATED
A+
• Listening to and understanding the person in the context of the social setting of his or her
II II II II II II II II II II II II II II II II II
life
II
• Listening for "false notes" (i.e., inconsistencies or things the patient says that need more
II II II II II II II II II II II II II II
clarification)
II
• Providing the patient with feedback about himself or herself of which the patient might be
II II II II II II II II II II II II II II II
unaware
II
Restating - Repeats the main idea expressed. Gives the patient an idea of what has
II II II II II II II II II II II II II II II II II II
II been communicated. If the message has been misunderstood, the patient can clarify it.
II II II II II II II II II II II II
Patient: "I can't sleep. I stay awake all night."
II II II II II II II II
Nurse: "You have difficulty sleeping?"
II II II II
Patient: "I don't know ... he always has some excuse for not coming over or keeping our
II II II II II II II II II II II II II II II II
appointments."
II
Nurse: "You think he no longer wants to see you?"
II II II II II II II II II
Reflecting - Directs questions, feelings, and ideas back to the patient. Encourages the
II II II II II II II II II II II II II II II II
patient to accept his or her own ideas and feelings. Acknowledges the patient's right to
II II II II II II II II II II II II II II II
have opinions and make decisions and encourages the patient to think of self as a capable
II II II II II II II II II II II II II II II II
person.
II
Patient: "What should I do about my husband's affair?"
II II II II II II II II
Nurse: "What do you think you should do?"
II II II II II II II
Patient: "My brother spends all of my money and then has the nerve to ask for more."
II II II II II II II II II II II II II II II II
Nurse: "You feel angry when this happens?"
II II II II II II
Exploring - Examines certain ideas, experiences, or relationships more fully. If the
II II II II II II II II II II II II II II II
patient chooses not to elaborate by answering no, the nurse does not probe or pry. In such
II II II II II II II II II II II II II II II II II
a case, the nurse respects the patient's wishes.
II II II II II II II II
"Tell me more about that."
II II II II
"Would you describe it more fully?" II II II II II
"Could you talk about how it was that you learned your mom was dying of cancer?"
II II II II II II II II II II II II II II II
, Summarizing - Combines the important points of the discussion to enhance
II II II II II II II II II II II II II II
understanding. Also allows the opportunity to clarify communications so that both nurse
II II II II II II II II II II II II
and patient leave the interview with the same ideas in mind.
II II II II II II II II II II II
"Have I got this straight?" II II II II
"You said that..." II II
"During the past hour, you and I have discussed..." II II II II II II II II
II IIGiving premature advice - Assumes the nurse knows best and the patient cannot think
II II II II II II II II II II II II II II II
II for self. Inhibits problem solving and fosters dependency.
II II II II II II II
"Get out of this situation immediately."
II II II II II
II IIMinimizing feelings - Indicates that the nurse is unable to understand or empathize with II II II II II II II II II II II II II II II
II the patient. The patient's feelings or experiences are being belittled, which can cause the
II II II II II II II II II II II II II
II patient to feel small or insignificant. II II II II II
Patient: "I wish I were dead." II II II II II
Nurse: "Everyone gets down in the dumps." II II II II II II
"I know what you mean."
II II II II
"You should feel happy you're getting better."
II II II II II II
"Things get worse before they get better." II II II II II II
Making value judgments - Prevents problem solving. Can make the patient feel guilty,
II II II II II II II II II II II II II II II II
II angry, misunderstood, not supported, or anxious to leave.
II II II II II II II
"How come you still smoke when your wife has lung cancer?"
II II II II II II II II II II
Asking "why" questions - Implies criticism; often has the effect of making the patient feel
II II II II II II II II II II II II II II II II II II
defensive
II
.
"Why did you stop taking your medication?" II II II II II II
Boundaries - A well-defined therapeutic relationship allows for the establishment of
II II II II II II II II II II II II II II
clear patient boundaries that provide a safe space through which the patient can explore
II II II II II II II II II II II II II II
feelings and treatment issues.
II II II II II
In reality, boundaries are at risk of blurring, and a shift in the nurse-patient partnership
II II II II II II II II II II II II II II
may lead to nontherapeutic dynamics. Examples of circumstances that can produce
II II II II II II II II II II II
blurring of boundaries include the following:
II II II II II II
• When the relationship slips into a social context
II II II II II II II II
,• When the nurse's needs are met at the expense of the patient's needs
II II II II II II II II II II II II II
II IIWarning signals that indicate a nurse may be blurring boundaries - • Overhelping: Doing
II II II II II II II II II II II II II II II
II for patients what they are able to do themselves or going beyond the wishes or needs of
II II II II II II II II II II II II II II II II
II patients
• Controlling: Asserting authority and assuming control of patients "for their own good"
II II II II II II II II II II II II
• Narcissism: Having to find weakness, helplessness, and/or disease in patients to feel
II II II II II II II II II II II II
helpful, at the expense of recognizing and supporting patients' healthier, stronger, and
II II II II II II II II II II II II
more competent features
II II II
Transference - The process whereby a person unconsciously and inappropriately
II II II II II II II II II II II II II
displaces (transfers) onto individuals in his or her current life those patterns of behavior
II II II II II II II II II II II II II II
and emotional reactions that originated in relation to significant figures in childhood. The
II II II II II II II II II II II II II
patient may even say, "You remind me of my ______" (mother, sister, father, brother)
II II II II II II II II II II II II II II
Patient: "Oh, you are so high and mighty. Did anyone ever tell you that you are a cold,
II II II II II II II II II II II II II II II II II
unfeeling machine, just like others I know?"
II II II II II II II
Nurse: "Tell me about one person who is cold and unfeeling toward you." (In this example,
II II II II II II II II II II II II II II II
the patient is experiencing the nurse in the same way she did with significant other[s]
II II II II II II II II II II II II II II II
during her formative years. It turns out that the patient's mother was very aloof, leaving
II II II II II II II II II II II II II II II
her with feelings of isolation, worthlessness, and anger.)
II II II II II II II II
II IICountertransference - The tendency of the nurse to displace onto the patient feelings II II II II II II II II II II II II II II
II related to people in his or her past. II II II II II II II
Frequently, the patient's transference to the nurse evokes countertransference feelings in II II II II II II II II II II
the nurse.
II II
If the nurse feels either a strongly positive or a strongly negative reaction to a patient, the
II II II II II II II II II II II II II II II II
feeling most often signals countertransference in the nurse. One common sign of
II II II II II II II II II II II II
countertransference in the nurse is overidentification with the patient.
II II II II II II II II II
II II Pre-orientation phase - Prep work prior to going to clinicals II II II II II II II II II II II
Getting the patients chart and being acclimated to their record PRIOR to meeting them.
II II II II II II II II II II II II II
II II Orientation phase - The first time you meet your patient. Interview includes: II II II II II II II II II II II II II
-Establishing rapport II
, -Parameters of relationship II II
-Formal/informal contract II
-
Confidentiality
-BEGINNING of termination begins (time-frame set) II II II II II
II II Working phase - • Maintain the relationship
II II II II II II II II
• Gather further data
II II II
• Promote the patient's problem-solving skills, self-esteem, and use of language
II II II II II II II II II II
• Facilitate behavioral change
II II II
• Overcome resistance behaviors
II II II
• Evaluate problems and goals, and redefine them as necessary
II II II II II II II II II
• Promote practice and expression of alternative adaptive behaviors
II II II II II II II II
II IITermination phase - The final, integral phase of the nurse-patient relationship. Basically,
II II II II II II II II II II II II II
II the tasks of termination are as follows:
II II II II II II
• Summarizing the goals and objectives achieved in the relationship
II II II II II II II II II
• Discussing ways for the patient to incorporate into daily life any new coping strategies
II II II II II II II II II II II II II II
learned during the time spent with the nurse
II II II II II II II II
• Reviewing situations that occurred during the time spent together
II II II II II II II II II
• Exchanging memories, which can help validate the experience for both nurse and
II II II II II II II II II II II II
patient and facilitate closure of that relationship
II II II II II II II
II II Autonomy - Respecting the rights of others to make their own decisions.
II II II II II II II II II II II II II II
Ex: Acknowledging the patient's right to refuse medication.
II II II II II II II
Justice - The duty to distribute resources or care equally, regardless of personal
II II II II II II II II II II II II II II II II
attributes.
II II
Ex: When an intensive care unit (ICU) nurse devotes equal attention both to a patient who
II II II II II II II II II II II II II II II
has attempted suicide and to another patient who suffered a brain aneurysm.
II II II II II II II II II II II II
Los beneficios de comprar resúmenes en Stuvia estan en línea:
Garantiza la calidad de los comentarios
Compradores de Stuvia evaluaron más de 700.000 resúmenes. Así estas seguro que compras los mejores documentos!
Compra fácil y rápido
Puedes pagar rápidamente y en una vez con iDeal, tarjeta de crédito o con tu crédito de Stuvia. Sin tener que hacerte miembro.
Enfócate en lo más importante
Tus compañeros escriben los resúmenes. Por eso tienes la seguridad que tienes un resumen actual y confiable. Así llegas a la conclusión rapidamente!
Preguntas frecuentes
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
100% de satisfacción garantizada: ¿Cómo funciona?
Nuestra garantía de satisfacción le asegura que siempre encontrará un documento de estudio a tu medida. Tu rellenas un formulario y nuestro equipo de atención al cliente se encarga del resto.
Who am I buying this summary from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller NewMatic. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy this summary for $12.99. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
45,681 summaries were sold in the last 30 days
Founded in 2010, the go-to place to buy summaries for 14 years now