1
Q
abductive reasoning
A
ability to use reflection on an explanation for conclusion or observation about a client
2
Q
accessibility CHA principle
A
Guarantees reasonable access to health care based on medical need, regardless of an individual’s ability to pay.
3
Q
actualization (as a concept of health)
A
A conceptualization of health as the actualization of human potential.
4
Q
ADPIE
A
The five-step nursing process: Assessment, Diagnosis, Planning, Implementation, and Evaluation.
5
Q
behavioural approach
A
A health approach from the mid-1970s that shifted focus to lifestyle, environment, and biology, but placed much of the responsibility for health on the individual.
6
Q
“best practices”
A
Guiding principles that lead to the most appropriate courses of action in specific, standard practice settings.
7
Q
canada health act CHA
A
Federal legislation that amalgamates previous acts to ban extra billing and user fees, based on five key principles (Public Administration, Comprehensiveness, Universality, Portability, Accessibility).
8
Q
clinical inference
A
The process of drawing conclusions from related pieces of evidence and forming patterns of information before making a diagnosis.
9
Q
clinical judgement
A
The observed outcome of critical thinking and decision-making, which involves observing, assessing, prioritizing concerns, and generating evidence-based solutions.
10
Q
clinical reasoning
A
The cognitive process of identifying a client’s actual or potential needs, analyzing data, hypothesizing, performing actions, and evaluating outcomes.
11
Q
comprehensiveness (CHA principle)
A
Ensures all necessary health care services are covered under a provincial or territorial plan.
12
Q
controlled acts
A
Acts considered potentially harmful if performed by an unauthorized person; can only be performed by authorized regulated health professionals.
13
Q
critical thinking
A
A complex process and set of skills involving the use of knowledge and reasoning to make accurate clinical judgements.
14
Q
cultural racism
A
The instillation of an ideology of inferiority in the values, language, imagery, and symbols of the larger society.
15
Q
deductive reasoning
A
The ability to determine specific hypotheses or client problems from multiple general possibilities.
16
Q
disease
A
An objective state of ill health where pathological processes can be detected by medical science.
17
Q
disease prevention
A
Actions taken to avoid or forestall illness or disease.
18
Q
downstream thinking
A
An approach focused on individual health concerns, treatment, and cure, rather than prevention.
19
Q
epp report
A
A key document in the development of the socioenvironmental approach to health.
20
Q
evidence-informed decision making
A
An ongoing process that incorporates evidence from research findings, clinical expertise, client preferences, and other resources to inform decisions.
21
Q
evidence-informed practice
A
The use of evidence in a nurse’s practice.
22
Q
health
A
A state of complete physical, mental, and social well-being (WHO); also conceptualized as a process of functional stability, balance, and integrity.
23
Q
health disparities
A
Differences in health status observed among different population groups.
24
Q
health equity
A
The absence of unfair systems and policies that cause health inequalities.
25
health inequities
Health disparities that are a result of inequitable access to resources due to economic and social policies.
26
health literacy
The skills that enable individuals to obtain, understand, and use information to take actions impacting their health status.
27
health promotion
The process of enabling people to increase control over and improve their health; focuses on increasing well-being and self-actualization.
28
illness
The subjective experience of a loss of health.
29
identity polices
Barriers that specific groups face in their struggle for equality.
30
indian act (1985)
Legislation that outlined the federal government's role in providing health care to Indigenous peoples.
31
inductive reasoning
The ability to make generalizations by observing, identifying, and organizing signs and symptoms into patterns to form a conclusion.
32
information literacy skills
Proficiency in knowing when information is needed and how to effectively find, retrieve, evaluate, and apply it.
33
lalonde report
A 1974 report that introduced a new perspective on health in Canada, identifying health determinants like lifestyle, environment, and human biology.
34
medical approach
A post-WWII health approach that focused on treating disease and physiological risk factors through medical intervention.
35
microaggressions
Brief, commonplace daily indignities (verbal, behavioral, or environmental) that communicate hostile or negative racial slights.
36
missed nursing care
Any aspect of required client care that is omitted or delayed.
37
nightingale model
A model of nursing education established by Florence Nightingale that became the standard in Canada, featuring hospital-based schools where students provided the bulk of patient care.
38
nursing act (1991)
Contains the scope of practice statement and controlled acts authorized for nursing, and includes definitions for class of registration and title protection.
39
nursing process
A systematic method for problem-solving used to make safe, client-centered decisions, now commonly a five-step process (ADPIE).
40
ottawa charter for health promotion
A foundational document for the socioenvironmental approach that identified prerequisites for health such as peace, shelter, education, and social justice.
41
patient-centred approach
An approach where nurses help patients actively participate in their own education and self-manage their care.
42
PICO
A framework for asking quantitative clinical questions: Patient population, Intervention, Comparison, Outcome.
43
portability (CHA principle)
Allows residents to access health care in another province or territory without cost or penalty.
44
primary care
The focus on personal health services; considered the foundation of Canada’s health care system.
45
primary health care
A broader concept that includes primary care as well as health education, nutrition, maternal and child health care, immunizations, and more.
46
PS question frame
A framework for asking qualitative research questions about experiences: Population, Situation.
47
psychosocial risk factors
Psychological experiences, like isolation or low self-esteem, that result from social circumstances.
Labonte (1993)
48
public administration (CHA principle)
Requires health plans to be operated on a non-profit basis by a public authority.
49
racism
An ideology that directly or indirectly asserts one group is inherently superior to others.
50
racialization
The process by which dominant groups in a society construct races as being real, different, and unequal.
51
regulated health professionals act (RHPA)
Regulates all health professionals and defines controlled acts that may only be performed by authorized individuals.
52
research literacy
The ability to locate, understand, and critically evaluate literature for application in practice.
53
self-efficacy
A person's perceived ability to successfully complete a task.
54
social determinants of health (SDOH)
The broad range of personal, social, economic, and environmental factors that determine individual and population health.
55
social exclusion
The process of limiting people's access to resources that support health and participation in the community.
56
social needs
Individual-level, nonmedical acute resource needs related to SDOH, such as housing or food insecurity.
57
social safety net
National, provincial, and territorial social programs designed to protect the most vulnerable members of society.
58
socioenvironmental approach
A health approach from the mid-1980s that links health to social structures like poverty and unhealthy physical/social environments.
59
socioenvironmental risk factors
Social and environmental living conditions, such as poverty or pollution, that increase susceptibility to disease.
Labonte (1993)
60
structural racism
Racism embedded in the laws, policies, and institutions of a society, providing advantages to the dominant racial group.
61
structural vulnerability
A situation where an individual's location in social power hierarchies constrains their ability to access health care.
62
toronto charter
A charter calling on governments to review policies for their impact on social determinants of health and for health agencies to educate members on these impacts.
63
toxic stress
Prolonged stress during early childhood development, often from exposure to poverty, violence, or neglect, which can lead to lifelong health concerns.
64
transferability
The extent to which the findings of a qualitative study are considered meaningful and applicable to other situations.
65
truth and reconciliation commission of canada (TRC)
A commission that created 94 calls to action to foster reconciliation between Indigenous and non-Indigenous peoples in Canada, including 7 directed at health.
66
universality (CHA principle)
Ensures all registered residents have access to health care free from discrimination.
67
upstream thinking
A health promotion and prevention-focused approach that addresses broad social, economic, and environmental factors.
68
weir report (1932)
A report that highlighted poor education standards in hospital-based nursing schools and recommended moving nursing education to universities.
69
wellness
The subjective experience of health.
70
health as stability
maintenance of physiological, functional + social normas
71
health as actualizaiton
actualization of human potential
scholars who use this def often use health/wellness interchagebably
72
health as resource
ottawa charter
capacities to fulfill roles, meet demands + engage in activies in everyday living
73
health as unity
reflecting whole person as process
sybobymous with self-transcendence
74
SDOH examples
- income + income distribution
- education
- unemployment + job security
- employment + working conditions
- early childhood education
- food insecurity
- environment
- housing
- social exclusion
- social safety net
- health services
- indigenous status
- gender
- culture, race and racism
- disability
- social environment
75
medicare
part of social safety net
developed in 1966
based on cost-sharing w/ provinces
provides hospital + med insurance
general taxation
76
federal gov role
- set + administer national principles
- assist in financing health care thru transfer payments
- delivers health services for indigenous, veterans, federal inmates, RCMP
- provides national policy + programming to promote health + prevent disease
77
provincial role
- develop + administer own health care insurance plans
- Manage, finance + plan insurable health care services aligned w/ CHA principles
- Determine organization/location of health services, employ health providers, determine amount of money dedicated to health services
- Reimburse physician + hospital costs and some rehabilitation + long-term care services, w/ co-payment of individual users
78
pillars of primary health care
- TEAMS – ability to see multiple health care providers
- ACCESS – making sure all Canadians have access no matter where they live
- INFORMATION – digital access to health care info
- HEALTHY LIVING – prevention clinics, self-care, chronic illness clinics
79
institutional sector of health care
inpatients + most have outpatients
- Hospitals – most specialized in acute care
- Long-term care
- Psychiatric facilities
- Rehab centres
80
community sector of health care
- Public health
- Physician offices
- Community health centres/clinic
- Assisted living
- Home care
- Adult day support programs
- Community/voluntary agencies
- Occupational health
- Hospice/palliative care
- Parish nursing
81
pillars of health care
1. health promotion
2. disease + injury prevention
3. diagnosis + treatment
4. rehabilitation
5. supportive care
82
mary seacole
biracial woman
turned away by one of nightingale's companions due to race
contributions not as recognized
83
canandian indigenous nurses association
advocates for indigenous control over health services
84
jean goodwill
1950s
one of first indigenous nurses to attend mainstream nursing school
worked for indian health services
was preseident of CINA from 1982-1989
85
first nursing school
1874 in st. catharines
school motto: i see and i am silent
men and recialized women were barred
86
CNA
admission criteria + curricula for nursing schools, as well as rules for practicing nurses
lsgislation used to grant qualified nurses legal authority and use of title registered nurse
1979 new code of ethics developed
87
nursing act
1991
nurses accountable to practice in compliance with it
contains scope of practice statements, controls acts to authorize nursing
88
regulated health professions act
controlled acts defined as acts which may only be performed by authorized health professionals
89
cno code
1. Nurses respect clients’ dignity
2. Nurses provide inclusive + culturally safe care by practicing cultural humility
3. Nurses provide safe and competent care
4. Nurses work respectfully with the health care team
5. Nurses act with integrity in clients’ best interests
6. Nurses maintain public confidence in nursing professions
90
health care + educational reform
nursing students did work in hospitals for low cost education, financially beneficial to hospitals
questionable quality
transitioned to university education
91
WHO divides SDOH in 2 categories
structural determinants - socioeconomical, social class, gender, etc
intermediary determinants - material circumstances, behavioural factors, etc
92
upstream factors
SDOH affect communities in broad, unequitable way; low educational status, income disparity, discrimination etc.
93
midstream factors
social needs; nonmedical acute resource needs lie in causal path between SDOH and health inequities, homelessness, food insecurity, trauma, etc.
94
downstream factors
disease treatment and chronic disease management, typically in settings where health care is delivered
95
clinical quesitons
arise out of nursing practice and represent problems that you wonder or things that do not make sense to you
96
how to know if its an evidence informed artical
usually includes
abstract
introduction
literature review/background
article narrative (purpose statement, methods/design, result/conclusions)
clinical implication
97
steps to researching evidence
1. ask clinical question
2. collect best evidence
3. research literacy: critique evidence
4. integrate evidence
5. evaluate practice decision
98
research
– primary means by which new knowledge is discovered and brought into practice
- Systematic process which questions that generate knowledge are asked + answered
99
nursing research
systematic examination of phenomena important tot the nursing discipline, nurses, their patients and families
100
background researching
usually general, fills gaps in knowledge, risk factors for a specific condition/disease or overview of nursing theory
101
foreground question
questions about client problem
102
clinical question
more specific type of foreground question; PICO and PS questions
103
quantitative nursing research
nursing research than can be precisely measured and quantified
104
qualitative nursing research
cannot be quantified or measured
105
research process
1. research question
2. relevant literature
3. conceptual framework
4. reasearch design
5. setting + sample size
6. data collection procedure
7. collect + analyze data
8. communicate study results, implications, limitations
106
research synthesis
research questions best answered by combining + synthesizing results from multiple research studies already conducted
- Approach is called systematic reviews
107
evidence-informed knowledge
knowledge based on research or clinical expertise – makes you an critical thinker and improves patient outcomes
108
cognitive skills for critical thinking
interpretation
analysis
inference
evaluation
self-regulation
109
dispositions or habits for critical thinking
truth-seeking
open-mindedness
analycity
systematicity
self-confidence
inquisitiveness
maturity
110
levels of critical thinking
basic - concrete
complex - more innovated/patient-centred
commitment - building on complex, taking accountability
111
experience
learn from observing, sensing, talking with patients/families, and reflecting
112
general critical thinking competences
scientific method
problem solving
decision making
113
specific critical thinking competences in clinical situations
diagnostic reasoning
clinical inference
clinical reasoning
114
diagnostic reasoning
process of determining patient’s health status after making physical/behavioural observations and assigning meaning to behaviours, physical signs + symptoms
115
standards of critical thinking
intellectual standards - guideline for rational thought
professional standards
116
professional standards
ethical criteria
criteria for evaluation - like pain assessment scales
professional responsibility - institutional guidelines + legislation
117
pillars of critical thinking
1. Knowledge base
2. Experience
3. Competency
4. Attitudes
5. Standards
118
5 rights of clinical reasoning
1. Right cues
2. Right action
3. Right client
4. Right time
5. Right reason
119
Novice vs expert thinking
o Novice – beginning practitioners, lack experience
o Advanced beginner – marginally acceptable performance based foundation of experience
o Competent – 2-3 years experience
o Proficient – broad experience, allows meaning to be understood in “big picture” rather than isolated observations
o Expert – extensive experiences enable grasp of intuitive grasp of situations + problems
120
tanners thinking like a nurse
thinking ahead
thinking in-action
thinking back
121
patient education
imparting knowledge to patients + caregivers about their health
122
basic learning principles
learning environment
ability to learn
learning in children/adults
learning style/preference
motivation to learn
123
ability to learn
emotional capability
intellectual capability
physical capability
developmental stage
124
transtheoretical model of change
identifies patients stage of change, match learning activities to stage
125
stages of transtheoretical model of change
* Precontemplation – unaware of need for change/no intention of changing
* Contemplation – aware of need and intends to change sometime in future
* Preparation – person alters behaviour in minor way, intending to make substantive changes in immediate future
* Action – person modifies behaviour to make sustainable change
* Maintenance – person focuses on not reverting and solidifying new behaviours
126
domains of learning
cognitive - intellectual
affective - attitudes, opinions or values
psychomotor - motor skills, hands on
127
social learning theory
When people believe they can execute behaviour, they are more likely to perform the behaviour consistently and correctly
self-efficacy
128
teaching methods
one-on-one discussion
group instruction
preparatory instruction - for upcoming procedures
demonstrations
analogies
role playing
simulation
paying attention to learning barriers
illiteracy and learning disabilities
health literacy
sensory alteration + other barriers
heal71020
flashcards
Decks in class (4)
# Cards
