NU 518
EXAM 1
STUDY GUIDE
University of South Alabama.
This document provides a focused
study guide
It summarizes key concepts, lecture highlights, and
exam-relevant material to support efficient last-
minute review. The guide is structured to help
students reinforce understanding, identify weak areas, and
prepare confidently for the assessment.
, Exam 1 Study Guide
Chapter One
Sequence of the clinical encounter – page 4
1) Initiating the encounter
Setting the stage/preparation
Greeting the patient and establishing initial rapport
2) Gathering information
Initiating information gathering
Exploring patient’s perspective of illness
Exploring biomedical perspective of disease including relevant background and context
3) Performing the physical examination
4) Explaining and planning
Provide correct amount and type of information
Negotiate plan of action
Shared decision making
5) Closing the encounter
Exploring the patient’s perspective (FIFE)– pg 13, box 1-8
The patient’s Feelings, including fears or concerns, about the problem
The patient’s Ideas about the nature and the cause of the problem
The effect of the problem on the patient’s life and Function
The patient’s Expectations of the disease, of the clinician, or of health care, often based on
prior personal or family experiences
Shared decision making – pg 16
Shared decision making has been called the pinnacle of patient-centered care. Experts
recommend a three-step process: introducing choices and describing options using patient
decision support tools when available; exploring patient preferences; and moving to a
decision, checking that the patient is ready to make a decision and offering more time, if
needed.
Promotes optimal therapy, adherence to treatment, and patient satisfaction.
Social Determinants of Health – pg 18, box 1-11
Economic stability (employment, food insecurity, housing instability, poverty)
Education (early childhood education and development, enrollment in higher education,
high school graduation, language and literacy)
Social and community context (civic participation, discrimination, incarceration, social
cohesion)
Health and health care (access to health care, access to primary care, health literacy)
Neighborhood and built environment (access to foods that support healthy eating, patterns,
crime and violence, environmental conditions, quality of housing)
, Exam 1 Study Guide
Cultural Humility – pg 21, box 1-13
It is a process that includes “the difficult work of examining cultural beliefs and cultural
systems of both patients and providers to locate the points of cultural dissonance or synergy
that contribute to patients’ health outcomes.
Box 1-13
Self-awareness. Learn about your own biases; we all have them.
o Values are the standards we use to measure our own and others’ beliefs and
behaviors. Biases are the attitudes or feelings that we attach to perceived
differences.
Respectful communication. Work to eliminate assumptions about what is “normal.”
Learn directly from your patients; they are the experts on their culture and illness.
Collaborative partnerships. Build your patient relationships on respect and mutually
acceptable plans.
Core Values of Medical Ethics – pg 25
Nonmaleficence (“first, do no harm”) directive that health care professionals should avoid
causing harm to patients and minimize the negative effects of treatments.
Beneficence dictum that clinicians are to act for the patients’ good by preventing or treating
disease.
Respect for autonomy commitment to accept the choices patients with decisional capacity
make about which treatments to undergo, including to reject treatment. The addition of this
value to medical ethics changed the clinician–patient relationship from a paternalistic one to
a more collaborative one.
Decisional capacity ability to make an autonomous choice that clinicians should respect.
Confidentiality duty to prevent the disclosure of patients’ personal information to parties
who are not authorized to learn that information.
Informed consent principle that clinicians must elicit patients’ voluntary and informed
authorization to test or treat them for illness or injury. Because patients cannot consent to
treatment without knowing what they are being treated for, this principle also encompasses
the responsibility to inform patients of diagnoses, prognoses, and treatment alternatives.
Truth telling value that clinicians should disclose information beyond that required by
informed consent that may be relevant to patients (e.g., the number of similar procedures a
physician has performed).
Justice value that all patients with similar medical needs should receive similar medical
treatment and should be treated fairly by clinicians.
Chapter Two
EXAM 1
STUDY GUIDE
University of South Alabama.
This document provides a focused
study guide
It summarizes key concepts, lecture highlights, and
exam-relevant material to support efficient last-
minute review. The guide is structured to help
students reinforce understanding, identify weak areas, and
prepare confidently for the assessment.
, Exam 1 Study Guide
Chapter One
Sequence of the clinical encounter – page 4
1) Initiating the encounter
Setting the stage/preparation
Greeting the patient and establishing initial rapport
2) Gathering information
Initiating information gathering
Exploring patient’s perspective of illness
Exploring biomedical perspective of disease including relevant background and context
3) Performing the physical examination
4) Explaining and planning
Provide correct amount and type of information
Negotiate plan of action
Shared decision making
5) Closing the encounter
Exploring the patient’s perspective (FIFE)– pg 13, box 1-8
The patient’s Feelings, including fears or concerns, about the problem
The patient’s Ideas about the nature and the cause of the problem
The effect of the problem on the patient’s life and Function
The patient’s Expectations of the disease, of the clinician, or of health care, often based on
prior personal or family experiences
Shared decision making – pg 16
Shared decision making has been called the pinnacle of patient-centered care. Experts
recommend a three-step process: introducing choices and describing options using patient
decision support tools when available; exploring patient preferences; and moving to a
decision, checking that the patient is ready to make a decision and offering more time, if
needed.
Promotes optimal therapy, adherence to treatment, and patient satisfaction.
Social Determinants of Health – pg 18, box 1-11
Economic stability (employment, food insecurity, housing instability, poverty)
Education (early childhood education and development, enrollment in higher education,
high school graduation, language and literacy)
Social and community context (civic participation, discrimination, incarceration, social
cohesion)
Health and health care (access to health care, access to primary care, health literacy)
Neighborhood and built environment (access to foods that support healthy eating, patterns,
crime and violence, environmental conditions, quality of housing)
, Exam 1 Study Guide
Cultural Humility – pg 21, box 1-13
It is a process that includes “the difficult work of examining cultural beliefs and cultural
systems of both patients and providers to locate the points of cultural dissonance or synergy
that contribute to patients’ health outcomes.
Box 1-13
Self-awareness. Learn about your own biases; we all have them.
o Values are the standards we use to measure our own and others’ beliefs and
behaviors. Biases are the attitudes or feelings that we attach to perceived
differences.
Respectful communication. Work to eliminate assumptions about what is “normal.”
Learn directly from your patients; they are the experts on their culture and illness.
Collaborative partnerships. Build your patient relationships on respect and mutually
acceptable plans.
Core Values of Medical Ethics – pg 25
Nonmaleficence (“first, do no harm”) directive that health care professionals should avoid
causing harm to patients and minimize the negative effects of treatments.
Beneficence dictum that clinicians are to act for the patients’ good by preventing or treating
disease.
Respect for autonomy commitment to accept the choices patients with decisional capacity
make about which treatments to undergo, including to reject treatment. The addition of this
value to medical ethics changed the clinician–patient relationship from a paternalistic one to
a more collaborative one.
Decisional capacity ability to make an autonomous choice that clinicians should respect.
Confidentiality duty to prevent the disclosure of patients’ personal information to parties
who are not authorized to learn that information.
Informed consent principle that clinicians must elicit patients’ voluntary and informed
authorization to test or treat them for illness or injury. Because patients cannot consent to
treatment without knowing what they are being treated for, this principle also encompasses
the responsibility to inform patients of diagnoses, prognoses, and treatment alternatives.
Truth telling value that clinicians should disclose information beyond that required by
informed consent that may be relevant to patients (e.g., the number of similar procedures a
physician has performed).
Justice value that all patients with similar medical needs should receive similar medical
treatment and should be treated fairly by clinicians.
Chapter Two
