NURS6531 Midterm Exam Review (Week 1-6) NURS 6531 Midterm Exam Review (Week 1-6)/NURS6531 Midterm Exam Review (Week 1-6)

NURSI6531IMidtermIExamIReviewI(WeekI1-6)

**SaveIforIFinal IcomprehensiveIExamIReview**

CompetenciesIofIAdvancedINurseIPractitioners

•HowItoIapplyIadvancedIpracticeInursingIcompetenciesItoIclinical Isettings

UponIcompletionIofIaInurseIpractitionerIprogram, InineIcoreIcompetenciesIwereIdefinedIasItheIfoundational

IcomponentsIinstilledIinItheIgraduateIregardlessIofItheIareasIofIspecialty.ITheseIcompetenciesIconsistIof:I

1. ScientificIfoundation

TheseIcompetenciesIensureIthatInurseIpractitionersIgraduateIwithIaIcomprehensiveIbackgroundIinImedical

Isciences.IAll InurseIpractitionerIstudentsIareIrequiredItoItakeIfoundational IpathophysiologyIand

Ipharmacology, IbutIdependingIonItheirIspecialty, ItheyImayItakeIadditional Icourses.I

o ThinksIcriticallyIaboutIdataIandIappliesIthisIevidenceItoIimprovingIpractice.

o AllowsIknowledgeIfromItheIhumanitiesIandIotherIdisciplinesItoIinformIone’sIworkIinInursing.

o IncorporatesIresearchIfindingsItoIenhanceIpracticeImethodsIandIpatientIoutcomes.

o CreatesIfresh Ievidence-based IapproachesIand Itechniques, Ipaying Ithought Ito Iresearch Ifindings,

IcoreItheory, IandIexperienceIfromIpractice.

2. Leadership

LeadershipIcompetenciesIfocusIonIprofessional Iaccountability, Ischolarship, IandIadvocacy.ITheseIskillsIensure

IthatInurseIpractitionerIstudentsIunderstandItheirIscopeIandIstandardsIofIpracticeIandIthatItheyIareIprepared

ItoIleadIhealthcareIteams.ITheIleadershipIcompetenciesIalsoIencompassIcultural Isensitivity, IengagementIin

Iprofessional Iorganizations, IandIcommunicationIskills.

o EmbracesIhighIleadershipIopportunitiesItoIfacilitateIchange.

o LiaisesIeffectively Ibetween IvariousIpartiesI(e.g., Ihealthcare Iteams, Ipatients, Icommunity, Ipolicy

Iadvocates)IinIeffortsItoIimproveIhealthcare.

o AppliesIcritical IandIreflectiveIthinkingItoIone’sIleadership.

o ActsIasIanIadvocateIforIresource-efficient, Icost-effective, IandIqualityIcare.

o ElevatesIpracticeIbyIincorporatingIinnovations.

o HasIexcellentIoral IandIwrittenIcommunicationIskills.

o JoinsIprofessional Iassociations, IadvocacyIgroups, IandIotherIactivitiesItoIimproveIhealthcare.

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3. Quality

QualityIcare, IasIdefinedIbyItheINONPF, IrefersItoItheIdegreeItoIwhichIhealthIservicesIincreaseItheIdesired

IhealthIoutcomesIconsistentIwithIprofessional IknowledgeIandIstandards.IQualityIcompetenciesIfocusIon

IunderstandingIhowItoIaccessIandIuseIinformationIdatabasesIandIhowItoIcriticallyIevaluateIresearchIfindings.

• TheIqualityIcoreIcompetenciesIincludeItheIfollowing:

o AppliesItheIbestIandImostIcontemporaryIresearchIfindingsItoIclinical Ipractice.

o Considers Ithe Icomplex Irelationships Ibetween Icost, Isafety, Iaccess, Iand Iquality Iin Ihealthcare

Idelivery.

o AssessesItheIeffectsIofIorganizational Istructures, Ifinancial Imanagement, Ipolicy, IandIotherIfactors

IonIhealthcare.

o OffersIfeedbackIinIpeerIreviewsItoI“promoteIaIcultureIofIexcellence.”

o TailorsIcareIforIeachIpracticeIsituationIandIuseIinterventionsIasInecessary.

4. PracticeIinquiry

PracticeIinquiryIcompetenciesIfocusIonItranslational Iresearch, Ii.e., ItakingIacademicIresearchIandIapplyingIitIto

ItheIclinical Isetting.ITheseIcompetenciesIensureIthatInurseIpractitionerIstudentsIunderstandIhowItoIapply

IresearchItoIimproveItheirIpatients’ IhealthIoutcomes.

• TheIpracticeIinquiryIcoreIcompetenciesIincludeItheIfollowing:

o TranslatesInewIknowledgeIintoIpracticeIthroughIleadership.

o UsesIclinical IexperiencesItoIinformIpracticeIandIimproveIpatientIoutcomes.

o AppliesIinvestigativeIabilitiesIinIaIclinical IsettingItoIimproveIhealthcare.

o FacilitatesIpracticeIinquiry, IbothIindividuallyIandIinIpartnerships.

o TransmitsIknowledgeIfromIinquiryItoIothers.

o ThinksIcriticallyIaboutItheIindividual IapplicationsIofIclinical Iguidelines.

5. TechnologyIandIinformationIliteracy

InformationIliteracy, IasIdefinedIbyItheINONPF, IrefersItoItheIuseIofIdigital Itechnology, IcommunicationsItools,

Iand/orInetworksItoIaccess, Imanage, Iintegrate, Ievaluate, Icreate, IandIeffectivelyIcommunicateIinformation.

ITheIgoal IofItheseIcompetenciesIisItoIteachInurseIpractitionerIstudentsIhowItoIuseIavailableItechnologyIto

IenhanceItheIsafetyIandIhealthIoutcomesIofItheirIpatients.IToIachieveItheseIobjectives, INPIschoolsImay

IrequireIstudentsItoItakeIanIinformaticsIcourse.

• TheItechnologyIandIinformationIliteracyIcoreIcompetenciesIincludeItheIfollowing:

o UsesIappropriateItechnologyItoImanageIinformation.

o TranslatesIhealthIinformationIforIvariousIusers.

o ItIhelpsIpatientsIandIcaregiversIunderstandIconditionsIandItreatments.

o InformsItheIdesignIofIeffectiveIclinical IinformationIsystems.

o FacilitatesIhealthIinformationItechnologiesIthatIallowIforItheIevaluationIofIcare.

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6. Policy

HealthIpolicy, IasIdefinedIbyItheINONPF, IrefersItoItheIsetIofIdecisionsIonIhealth, IwhichIinfluenceIhealth

IresourceIallocation.ITheseIcanIbeImadeIatIorganizational, Ilocal, Istate, Inational, IandIglobal Ilevels.IThese

IcompetenciesIteachInurseIpractitionerIstudentsIonIhowItoIinfluenceIlegislationItoIimproveIhealthIissuesIand

Isocial IproblemsIlikeIpoverty, Iliteracy, IandIviolence.I

• TheIpolicyIcoreIcompetenciesIincludeItheIfollowing:

o UnderstandsItheIinterdependenceIofIclinical IpracticeIandIpolicy.

o PromotesIethical IapproachesItoIimprovingIaccess, Icost, IandIquality.

o PaysIthoughtItoIpolicy’sIcontextI(e.g., Ilegal, Isocial, Ietc).

o AssistsIinIcreatingIhealthIpolicy.

o ExaminesItheIcross-disciplinaryIimpactIofIpolicy.

o AnalyzesItheIinfluenceIofIglobalizationIonIhealthcareIpolicy.

7. HealthIdeliveryIsystem

TheIhealthIdeliveryIsystemIcompetenciesIreferItoItheIplanning, Idevelopment, IandIimplementationIofIpublic

IandIcommunityIhealthIprograms.ITheseIcompetenciesIalsoIeducateIstudentsIonIhealthcareIreformIand

Iorganizational Idecision-making.

• TheIhealthIdeliveryIsystemIcoreIcompetenciesIincludeItheIfollowing:

o IncorporatesIknowledgeIofIorganizationsIandIsystemsItoIimproveIhealthcare.

o UtilizesInegotiationIandIrelationship-buildingItoIpositivelyIaffectIhealthcare.

o MinimizesIpatientIandIproviderIrisks.

o DevelopsIculturallyIcompetentIcare.

o AnalyzesItheIimpactIofItheIhealthcareIsystemIonIall Istakeholders.

o ThinksIcriticallyIaboutIorganizational IstructuresIandIresourceIallocation.

o WorksIwithIothersItoIimproveItheIcontinuumIofIhealthcare.

8. Ethics

TheseIcompetenciesIencompassIunderstandingItheIethical IimplicationsIofIscientificIadvancesIandIlearningIto

InegotiateIethical IdilemmasIspecificItoIthatIstudent'sIpatientIpopulation.

• TheIethical IcoreIcompetenciesIincludeItheIfollowing:

o UsesIethicsIinIdecision-making.

o AnalyzesItheIethical IimpactIofIall Idecisions.

o UnderstandsIethical IcomplexitiesIinIhealthcareIdeliveryItoIindividualsIandIpopulations.

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9. IndependentIpractice

TheIindependentIpracticeIcompetenciesIensureIthatIaInurseIpractitionerIcanIfunctionIasIaIlicensed

IindependentIpractitioner.ITheINONPFIdefinesIaIlicensedIindependentIpractitionerIasIanIindividual IwithIa

IrecognizedIscientificIknowledgeIbase, IwhoIisIpermittedIbyIlawItoIprovideIcareIandIservicesIwithoutIdirection

IorIsupervision.ITheseIcompetenciesIencompassItheIassessment, Idiagnosis, IandItreatmentIofIpatientsIwithin

ItheIstudent’sIpopulationIfocus.IForIexample, IaIpsychiatricInurseIpractitionerIwouldIlearnItoIdiagnoseIand

ItreatImental IillnessIandIaddiction.

• TheIindependentIpracticeIcoreIcompetenciesIincludeItheIfollowing:

o WorksIeffectivelyIasIanIautonomousIpractitioner.

o OffersIhealth Ipromotion Iand Iprotection; Ipreventative Icare; Icounseling; ItreatmentIplanning Iand

Iimplementation;IandIpalliativeIorIend-of-lifeIcare.

o ItIcanIdistinguishIbetweenInormal IandIabnormal IhealthIfindings.

o KnowsIscreeningIandIdiagnosticIprotocols.

o PrescribesImedicationsIfollowingIregional Ilaws.

o ProvidesIhealthcareIoverItheIlifespanIofIindividualsIandIfamilies.

o RespectsItheIpatient’sIwishesIandIoffersIculturallyIcompetentIcare.

o FostersIcollaborativeIandIempatheticIpatientIrelationships.

o CultivatesIpatient-centerednessIconcerningIconfidentiality, Imutual Itrust, IandIsupport.

o TakesIintoIconsiderationItheIpatient’sIspiritual IandIcultural IinfluencesI(orIotherIbeliefs).

o ItIreassuresIpatientsIthatItheyIhaveIcontrol IoverIdecisionsIandIoffersIexpertiseIinIcreatingIaIviable

IhealthcareIplan.

•TheoriesIinInursingIpractice

o VirginiaIHenderson:IOftenIcalledI"theINightingaleIofIModernINursing,"IHendersonIwasIaInotedInursing

IeducatorIandIauthor.IHerI"NeedITheory"IwasIbasedIonIpracticeIandIherIeducation.ISheIemphasizedIthe

IimportanceIofIincreasingIaIclient'sIindependenceItoIpromoteItheirIcontinuedIhealingIprogressIafter

Ihospitalization.IHerIdefinitionIofInursingIwasIoneIofItheIfirstItoImarkItheIdifferenceIbetweenInursingIand

Imedicine.I"TheIuniqueIfunctionIofItheInurseIisItoIassistItheIindividual, IsickIorIwell, IinItheIperformanceIof

IthoseIactivitiesIcontributingItoIhealthIorIitsIrecoveryI(orItoIpeaceful Ideath)IthatIheIwouldIperform

IunaidedIifIheIhadItheInecessaryIstrength, Iwill, IorIknowledge.IAndItoIdoIthisIinIsuchIaIwayIasItoIhelpIhim

IgainIindependenceIasIrapidlyIasIpossible.ISheImustIinIaIsense, IgetIinsideItheIskinIofIeachIofIherIpatientsIto

IknowIwhatIheIneeds."

o MarthaIRogers:IRogersIhonedIherItheoryIthroughImanyIyearsIofIeducation.ISheIwasInotIonlyIaIdiploma

Inurse, IbutIsheIalsoIheldIaIMaster'sIofIPublicIHealthIfromIJohnsIHopkinsIUniversityIandIcompletedIher

IDoctorateIofINursingIthereIasIwell.ISheIsawInursingIasIbothIaIscienceIandIanIart.IRogers' ItheoryIisIknown

IasIthatIofIUnitaryIHumanIBeings.INursingIseeksItoIpromoteIsymphonicIinteractionIbetweenIthe

IenvironmentIandItheIperson, ItoIstrengthenItheIcoherenceIandIintegrityIofItheIhumanIbeings, IandIto

IdirectIandIredirectIpatternsIofIinteractionIbetweenItheIpersonIandItheIenvironmentIforItheIrealizationIof

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ImaximumIhealthIpotential.IHerIdevelopmentIofIthisIabstractIsystemIwasIstronglyIinfluencedIbyIanIearly

IgroundingIinIartsIandIbackgroundIofIscienceIalongIwithIherIkeenIinterestIinIspace.

o DorotheaIE.IOrem:IKnownIasItheISelf-CareITheory, IOrem'sIvisionIofIhealthIisIaIstateIcharacterizedIbyIthe

IwholenessIofIdevelopedIhumanIstructuresIandIbodilyIandImental Ifunctioning.IItIincludesIphysical,

Ipsychological, Iinterpersonal, IandIsocial Iaspects.IHerImajorIassumptionsIincludedIthatIpeopleIshouldIbe

Iself-reliantIandIresponsibleIforItheirIcareIandItheIcareIofIothersIinItheirIfamily.ISheIsaidIthatIaIperson's

IknowledgeIofIpotential IhealthIproblemsIisInecessaryIforIpromotingIself-careIbehaviors.IOremIdefined

InursingIasIanIart, IaIhelpingIservice, IandItechnology.

o BettyINeuman:ITheISystemIModel, IdevelopedIbyINeuman, IfocusesIonItheIresponseIofItheIclientIsystem

ItoIactual IorIpotential Ienvironmental IstressorsIandItheIuseIofIseveral IlevelsIofInursingIprevention

IinterventionIforIattaining, Iretaining, IandImaintainingIoptimal IclientIsystemIwellness.INeumanIdefinesIthe

IconcernIofInursingIisIpreventingIstressIinvasion.IIfIstressIisInotIpreventedIthenItheInurseIshouldIprotect

ItheIclient'sIbasicIstructureIandIobtainIorImaintainIaImaximumIlevel IofIwellness.INursesIprovideIcare

IthroughIprimary, Isecondary, IandItertiaryIpreventionImodes.

o HildegardIPeplau:IFourIphasesIdefineIPeplau'sIInterpersonal ITheoryIorInursing.ISheIdefinesIthe

Inurse/patientIrelationshipIevolvingIthroughIorientation, Iidentification, Iexploitation, IandIresolution.IShe

IviewsInursingIasIaImaturingIforceIthatIisIrealizedIasItheIpersonalityIdevelopsIthroughIeducational,

Itherapeutic, IandIinterpersonal Iprocesses.INursesIenterIintoIaIpersonal IrelationshipIwithIanIindividual

IwhenIaIfeltIneedIisIpresent.IPeplau'sImodel IisIstill IveryIpopularIwithIcliniciansIworkingIwithIindividuals

IwhoIhaveIpsychological Iproblems.

o MadeleineILeininger:IOneIofItheInewerInursingItheories, ITranscultural INursingIfirstIappearedIinI1978.

IAccordingItoILeininger, ItheIgoal IofInursingIisItoIprovideIcareIcongruentIwithIcultural Ivalues, Ibeliefs, Iand

Ipractices.ILeiningerIstatesIthatIcareIisItheIessenceIofInursingIandItheIdominant, Idistinctive, IandIunifying

Ifeature.ISheIsaysIthereIcanIbeInoIcureIwithoutIcaring, IbutIthatIthereImayIbeIcaringIwithIcuring.IHealth

IcareIpersonnel IshouldIworkItowardsIanIunderstandingIofItheIcareIandItheIvalues, IhealthIbeliefs, Iand

IlifestylesIofIdifferentIcultures, IwhichIwill IformItheIbasisIforIprovidingIculture-specificIcare.

o PatriciaIBenner:IFromINoviceItoIExpertIisIprobablyItheIsimplestInursingItheoryItoIunderstand.IBenner

IdescribesIfiveIlevelsIofInursingIexperience:Inovice, IadvancedIbeginner, Icompetent, Iproficient, IandIexpert.

ITheIlevelsIreflectIaImovementIfromIrelianceIonIabstractIprinciplesItoItheIuseIofIpastIconcreteIexperience.

ISheIproposesIthatIaInurseIcouldIgainIknowledgeIandIskillsIwithoutIeverIlearningItheItheory.IEachIstep

IbuildsIonItheIpreviousIoneIasItheIlearnerIgainsIclinical Iexpertise.ISimplyIput, IBennerIsaysItheIexperienceIis

IaIprerequisiteIforIbecomingIanIexpert.IBennerIpublishedIherI"NoviceItoIExpertITheory" IinI1982.

•SOAPInoteI–I4Iparts

SI–ILookingIforISubjectiveIEvidence

• InterviewItheIpatientIand/orIfamilyImemberIaboutItheIhistoryIofItheIpresentIillness.

• AskIaboutItheIpresentationIofItheIillnessI(timing, IsignsIandIsymptoms, Ietc.)

• AskIwhetherItheIpatientIisIonIanyImedication, IinquireIaboutIpastImedical Ihistory, Idiet, Ietc.

• BeIalertIforItheIhistorical IfindingsIbecauseItheyIprovideIimportantIcluesIthatIhelpIpointItoItheIcorrect

IdiagnosisI(orIdifferential Idiagnosis).I

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OI-ILookingIforIObjectiveIEvidence

• PerformIphysical IexamI(general IorItargetedItoItheIpresentIcomplaints).

• IfIapplicable, IperformIaIphysical ImaneuverI(Tinel’s, IKernig’s, Idrawer, Ietc.)

• OrderIlaboratory/otherItestsItoI“ruleIin”I(orI“ruleIout”)ItheIdifferential Idiagnosis

• IfItheIlaboratoryItestIresultIisIabnormal, IyouImayIbeIaskedIaboutItheInextIstepI(suchIasIaIfollowIupIlab

ItestIthatIisImoreIsensitiveIorIspecific).I

A-Assessment

• TheImedical IdiagnosesIforItheImedical IvisitIonItheIgivenIdateIofIaInoteIwritten.I IAnIassessmentIisIthe

IdiagnosisIorIconditionItheIpatientIhas.IInIsomeIinstances, IthereImayIbeIoneIclearIdiagnosis.IInIother

Icases, IaIpatientImayIhaveIseveral IthingsIwrong.IThereImayIalsoIbeIotherItimesIwhereIaIdefinitive

IdiagnosisIisInotIyetImade, IandImoreIthanIoneIpossibleIdiagnosisIisIincludedIinItheIassessment.

P-Plan

• ThisIdescribesIwhatItheIhealthIcareIproviderIwill IdoItoItreatItheIpatientI-IorderingIlabs, Ireferrals,

IproceduresIperformed, ImedicationsIprescribed, Ietc.I IHowIyouIareIgoingItoIaddressItheIpatient’s

Iproblem.IItImayIinvolveIorderingIadditional ItestsItoIruleIoutIorIconfirmIaIdiagnosis.IItImayIalsoIinclude

ItreatmentIthatIisIprescribed, IsuchIasImedicationIorIsurgery.ITheIplanImayIalsoIincludeIinformationIfor

Iself-careIandIdepositionIincludingIbedIrestIandIdaysIoffIwork.