key terms

Question 1

cognitive skills in critical thinking

Answer 1

interpretation

Analysis

Inference

Evaluation

Self-regulation

Question 2

dispositions for crticial thinking

Answer 2

Truth-seeking

Open-mindedness

Analyticity

Systematicity

Self-confidence

Inquisitiveness

Maturity

Question 3

phases of critical reasoning

Answer 3

problem presentation
assessment
analysis
hypothesis
evaluation

Question 4

benner’s lvls of critical thinking

Answer 4

Novice – beginning practitioner, lack experience

Advanced beginner – marginally acceptable performance based on limited experience

Competent – ~2–3 years of experience

Proficient – broad experience, sees the “big picture”

Expert – extensive experience; intuitive grasp of situations

Question 5

general critical thinking competencies

Answer 5

a
Scientific method – systematic, ordered data gathering and problem-solving

Problem solving – use information to reach a solution, then evaluate if it remains effective

Decision making – product of critical thinking that focuses on problem resolution

Question 6

standards for critical thinking

Answer 6

Intellectual standards – guidelines for rational thought

Professional standards:

Ethical criteria from the CNA Code of Ethics (safe, compassionate, competent, ethical care)

Criteria for evaluation – use of clinical guidelines (e.g., pain scales)

Professional responsibility – institutional guidelines and legislation

Question 7

pillars of critical thinking

Answer 7

a
Knowledge base

Experience

Competency

Attitudes

Standards

Question 8

L.E.A.R.N.S model RNAO

Answer 8

Listen to patient needs
o Establish therapeutic partnership relationships
o Adopt an intentional approach in every learning encounter
o Reinforce health literacy
o Name new knowledge via teach-back
o Strengthen self-management via links to community resources

Question 9

social learning theory

Answer 9

 When people believe they can execute behaviour, they are more likely to perform the behaviour consistently and correctly

Question 10

transtheoretical model of change

Answer 10

Precontemplation – not aware/no intention to change

Contemplation – aware, intends to change in future

Preparation – minor behaviour changes, intends major change soon

Action – modifying behaviour to create sustained change

Maintenance – prevent relapse and solidify new behavioursy

Question 11

domains of learning

Answer 11

Cognitive (intellectual): remembering, understanding, applying, analyzing, evaluating, creating

Affective (attitudes/values): receiving, responding, valuing, organizing, characterizing

Psychomotor (motor skills): perception, set, guided response, mechanism, complex overt response, adaptation, origination

Question 12

teaching approaches

Answer 12

Telling – direct, no feedback, limited information

Selling – two-way, persuasive

Participating – nurse and patient set objectives together

Entrusting – patient manages self-care

Reinforcing – use stimuli (social, material, activity) to increase desired responses

Question 13

relational capacities

Answer 13

Collaboration
Commitment
Compassion
Competence
Leadership
Orienting
Scrutinizing
Curiosity
Corresponding

Question 14

reflexivity

Answer 14

being aware of your own patterns of communication + response to communication and responses you are evoking in others

Question 15

transpersonal comm

Answer 15

o Occurs within a person’s spiritual domain
o Spiritual inquiry – approach to communication whereby nurses can join patients to create road map of what is meaningful, significant and important in their unique context

Question 16

% of verbal, nonverbal comm

Answer 16

(38% of communication vocal cues, 55% nonverbal body cues, 7% words)

Question 17

zones of personal space

Answer 17

Intimate: 0–45 cm (usually loved ones, nurses too)

Personal: 45 cm–1 m

Social: 1–4 m

Public: 4 m+

Question 18

zones of touch

Answer 18

Social zone – hands, arms, shoulders, back: assess for permission

Consent zone – mouth, wrists, feet: need consent

Vulnerable zone – face, neck, front of body: consent & special care

Intimate zone – genitalia, rectum: consent & great sensitivity

Question 19

values

Answer 19

strong personal belief and an ideal believe to have merit

Question 20

values of nursing

Answer 20

o Providing safe, compassionate, competent and ethical care
o Promoting health + well-being
o Promoting + respecting informed decision making
o Preserving dignity
o Maintain privacy + confidentiality
o Promoting justice
o Being accountable

Question 21

ethics

Answer 21

study of philosophical ideals of right and wrong behaviour
- What one thinks one ought or not to do
- Values + standards in nursing individually or professionally

Question 22

values clarification

Answer 22

Clarifying values helps you articulate what matters most + priorities
Values change over time
Value clarification – process of appraising personal values
o A process of personal reflection, making conscious decisions about what’s most important

Question 23

CNA says nurses who are professionally accountable are:

Answer 23

 Keeping up w/ professional standards, laws + regulations
 Ensuring they have competence to provide these practices
 Maintaining fitness to practise
 Sharing knowledge with other nurses, students + health care providers and giving feedback
 Advocating for comprehensible + equitable mental health care services

Question 24

constrained moral agency

Answer 24

feeling of powerless to act for what you think is right or if you believe your actions will not effect change\
o If you experience constrained moral agency, you will have difficulty being an effective advocate

Question 25

layers of CNA code

Answer 25

a 7 values guiding principles under each value context + ethical responsibilites under each guiding principle

Question 26

7 values of CNA code of conduct

Answer 26

o Honouring dignity + autonomy of all people o Valuing relationships and humanizing care o Maintain integrity and accountability in nursing practice o Pursuing truth and reconciliation o Promoting social justice o Providing competent professional nursing practice o Preserving privacy and confidentiality

Question 27

descriptive moral theory

Answer 27

explains what people do or think about moral issues --

Question 28

normative ethics

Answer 28

normative ethical theory is prescriptive, tells us how we ought to think about moral questions, judge the quality of and evaluate decisions based on obligations to others

Question 29

applied ethics

Answer 29

aka practical ethics, looks at how decisions should be made in particular situations and ask questions about what moral beliefs + values should apply in specific contexts

Question 30

deontology

Answer 30

system of ethics that defines actions as right or wrong according to moral duties, principles, rules or imperatives (from Immanuel Kant) o Role of nurse is to discern what their duties are and act consistently with, and in the spirit of those duties o Do not look at consequences, but instead critically examine a situation for existence of essential rightness or wrongness o Concerned with presence of principle regardless of outcome

Question 31

utilitarianism

Answer 31

aka consequentialism, or sometimes teleology, emphasis on outcome or consequence of action, value of something determined by its usefulness o Guiding principle is greatest good for greatest number of people o Concerned with effect an act will have

Question 32

bioethics

Answer 32

1970s theory, decided that then-current ethical theories not sufficient for health care, broad general term across health care professions o Biomedical ethics – denote ethical reasoning for physicians o Based on obligation, outcome and reason o Central idea – health care ethics, moral decision making in health care guided by four principles, examine situation, determine which principle has priority, use it to guide actions

Question 33

bioethics principels

Answer 33

Autonomy – self-determination/freedom of patient Beneficence – promote patient’s good Nonmaleficence – avoid harm Justice – fairness and equity; includes social justice

Question 34

ethical dilemma

Answer 34

a conflict between two sets of human values, both of which are judged to be “good” but neither of which can be fully served

Question 35

stages of cultural competence

Answer 35

Cultural destructive ness (hating) Cultural incapacity (blaming) Cultural blindness (not seeing) Cultural sensitivity (tolerance) Cultural competence (understanding) Cultural proficiency (embracing + working together

Question 36

cutural pluralism

Answer 36

Diverse groups maintaining their unique cultural identities while living together harmoniously

Question 37

value orientation

Answer 37

o Values learned and shared through socialization o Reflect “personality type” of particular society

Question 38

medication order components

Answer 38

Medication name Administration route Administration frequency Medication dose Qualifying phrases (for specific reason/condition

Question 39

types of medication orders

Answer 39

a Scheduled – at specific times PRN – as needed One-time/short series – limited number of doses or one-time STAT – immediately Verbal – given verbally, written by nurse, later signed by prescriber Standing/preprinted – standard sets for common conditions/procedures

Question 40

public health agency of canada

Answer 40

Core Responsibility #2: Protect Canadians from infectious diseases by: Predicting, detecting, assessing, and responding to outbreaks Preventing, controlling, and reducing the spread of infectious diseases PHAC also sets targets and tracks national data related to: Immunization rates HIV transmission Antimicrobial resistance Foodborne illnesses Pathogens of international concern

Question 41

traditional + complementary medicine

Answer 41

a Many cultural groups use traditional healing systems, based on their own beliefs and practices. Traditional medicine may be used as a first-line approach. Non-conventional treatments may be called complementary or alternative medicine. Integrative medicine combines biomedical, traditional, and complementary approaches in an evidence-informed way