2
NUR 211 Exam 1 with verified detailed answers
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nurse-sensitive patient indicators - ✔✔quality indicators that capture care or patient
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outcomes most affected by nursing care
|| || || || ||
examples of nurse-sensitive indicators - ✔✔patient falls, medication administration errors,
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hospital-aquired pressure ulcers, restraint use, mislabeled specimens, patient deterioration,
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pain management
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purpose of joint commission's national patient safety goals (NPSGs) - ✔✔to promote
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specific improvements in patient quality and safety
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compliance with NPSGs ensures... - ✔✔quality and safe care for patients
|| || || || || || || || || ||
responsibility - ✔✔the obligation to act or direct to accomplish a goal
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accountability - ✔✔being held to answer for personal actions and actions of others
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authority - ✔✔ability or legitimate power to make decisions, implement strategies, or elicit
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work from others
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who does an RN delegate to? - ✔✔nursing care technicians, LPNs, nursing students,
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volunteers, other nurses || ||
who retains the authority and accountability? - ✔✔the RN who delegated the tasks
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,2
what care can the RN delegate? - ✔✔SAFE THINGS! routine tasks and skills, skills that the
|| || || || || || || || || || || || || || || ||
person has been taught, tasks in job description, routine care, care to STABLE patients with
|| || || || || || || || || || || || || || ||
predictable outcomes ||
never delegate... - ✔✔assessment, teaching, or evaluations of interventions
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four rights of delegation - ✔✔right task, right person, right communication, right feedback
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right task - ✔✔routine tasks, skills included in training programs and orientation, skills and
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tasks in which they have demonstrated competency, tasks in job description
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right person - ✔✔properly trained, in job description, demonstrated competency, licensed
|| || || || || || || || || || ||
vs. unlicensed
||
right communication - ✔✔clear directions given, what to report back, safety precautions,
|| || || || || || || || || || || ||
verify understanding that they know what to do, be very clear with what information you
|| || || || || || || || || || || || || || ||
need from them || ||
right feedback - ✔✔monitor performance based on standards of care, policies, and
|| || || || || || || || || || || ||
procedures, RN is accountable, feedback on performance, documentation
|| || || || || || ||
obligation in ethical decisions - ✔✔always put the patient FIRST, maximize the client's
|| || || || || || || || || || || || ||
well-being, balance client's need for autonomy with family members' responsibilities for the
|| || || || || || || || || || || ||
client's well-being, carry out hospital policies, protect nurse's standard of care
|| || || || || || || || || ||
how to enhance ethical decisions and practice? - ✔✔know the dilemma, know the ethics
|| || || || || || || || || || || || || ||
and standards applied to it, familiarity with ANA code of ethics for nurses, respect values
|| || || || || || || || || || || || || || ||
and opinions of other HCPs
|| || || ||
,2
specific ethical issues - ✔✔HIV/AIDS, abortion, organ transplantation, end-of-life issues,
|| || || || || || || || || ||
management of personal health information (HIPPA) || || || || ||
ethical decision-making process - ✔✔be informed and open, put the patient first, identify
|| || || || || || || || || || || || ||
the options, decide which option you can ethically defend
|| || || || || || || ||
principles of nursing - ✔✔autonomy, nonmaleficence, beneficence, justice, distributive
|| || || || || || || || ||
justice, fidelity, veracity, and privacy
|| || || ||
autonomy - ✔✔right to make one's own decisions
|| || || || || || ||
nonmaleficence - ✔✔duty to do no harm || || || || || ||
beneficence - ✔✔doing good || || ||
justice - ✔✔fairness; equal treatment
|| || || ||
distributive justice - ✔✔fairness in allocation of resources
|| || || || || || ||
fidelity - ✔✔be faithful to agreements and promises
|| || || || || || ||
veracity - ✔✔telling the truth
|| || || ||
privacy - ✔✔keeping patient information confidential
|| || || || ||
barriers to time management - ✔✔procrastination, perfectionism, and inability to prioritize
|| || || || || || || || || ||
, 2
goal of the state boards of nursing? - ✔✔protect the public
|| || || || || || || || || ||
licensure is to... - ✔✔verify that you are a safe practitioner
|| || || || || || || || || ||
in order to be licensed by the state board of nursing... - ✔✔successfully complete a nursing
|| || || || || || || || || || || || || || || ||
program, successfully pass the NCLEX || || || ||
standards compared to an RN - ✔✔nursing students are held to the SAME standard of care
|| || || || || || || || || || || || || || || ||
as the RN
|| ||
differences? - ✔✔the assignment and the level of responsibility || || || || || || || ||
roles of the nurse - ✔✔physical and psychological caregiver, perform skills, communicate
|| || || || || || || || || || || ||
findings, teach, advocate, counsel, act as a change agent, leader
|| || || || || || || || ||
scope of nursing - ✔✔promoting health & wellness, preventing illness, restoring health,
|| || || || || || || || || || || ||
care of the dying
|| || ||
nursing process - ✔✔assessment, diagnosis, planning, intervention, evaluation
|| || || || || || ||
diagnosis - ✔✔independent nursing interventions, a statement or conclusion, NANDA-I are
|| || || || || || || || || ||
the the standardized names for diagnoses, can be actual or potential, provides the basis for
|| || || || || || || || || || || || || || || ||
selection of nursing interventions || || ||
prioritize diagnoses with... - ✔✔ABCs (airway, breathing, circulation)
|| || || || || || ||
purpose of standard statements - ✔✔common language, communicates what nurses do,
|| || || || || || || || || || ||
distinguishes nurse's role, promotes quality care || || || || ||
NUR 211 Exam 1 with verified detailed answers
|| || || || || || ||
nurse-sensitive patient indicators - ✔✔quality indicators that capture care or patient
|| || || || || || || || || || ||
outcomes most affected by nursing care
|| || || || ||
examples of nurse-sensitive indicators - ✔✔patient falls, medication administration errors,
|| || || || || || || || || ||
hospital-aquired pressure ulcers, restraint use, mislabeled specimens, patient deterioration,
|| || || || || || || || ||
pain management
||
purpose of joint commission's national patient safety goals (NPSGs) - ✔✔to promote
|| || || || || || || || || || || ||
specific improvements in patient quality and safety
|| || || || || ||
compliance with NPSGs ensures... - ✔✔quality and safe care for patients
|| || || || || || || || || ||
responsibility - ✔✔the obligation to act or direct to accomplish a goal
|| || || || || || || || || || ||
accountability - ✔✔being held to answer for personal actions and actions of others
|| || || || || || || || || || || ||
authority - ✔✔ability or legitimate power to make decisions, implement strategies, or elicit
|| || || || || || || || || || || || ||
work from others
|| ||
who does an RN delegate to? - ✔✔nursing care technicians, LPNs, nursing students,
|| || || || || || || || || || || || ||
volunteers, other nurses || ||
who retains the authority and accountability? - ✔✔the RN who delegated the tasks
|| || || || || || || || || || || ||
,2
what care can the RN delegate? - ✔✔SAFE THINGS! routine tasks and skills, skills that the
|| || || || || || || || || || || || || || || ||
person has been taught, tasks in job description, routine care, care to STABLE patients with
|| || || || || || || || || || || || || || ||
predictable outcomes ||
never delegate... - ✔✔assessment, teaching, or evaluations of interventions
|| || || || || || || ||
four rights of delegation - ✔✔right task, right person, right communication, right feedback
|| || || || || || || || || || || ||
right task - ✔✔routine tasks, skills included in training programs and orientation, skills and
|| || || || || || || || || || || || ||
tasks in which they have demonstrated competency, tasks in job description
|| || || || || || || || || || ||
right person - ✔✔properly trained, in job description, demonstrated competency, licensed
|| || || || || || || || || || ||
vs. unlicensed
||
right communication - ✔✔clear directions given, what to report back, safety precautions,
|| || || || || || || || || || || ||
verify understanding that they know what to do, be very clear with what information you
|| || || || || || || || || || || || || || ||
need from them || ||
right feedback - ✔✔monitor performance based on standards of care, policies, and
|| || || || || || || || || || || ||
procedures, RN is accountable, feedback on performance, documentation
|| || || || || || ||
obligation in ethical decisions - ✔✔always put the patient FIRST, maximize the client's
|| || || || || || || || || || || || ||
well-being, balance client's need for autonomy with family members' responsibilities for the
|| || || || || || || || || || || ||
client's well-being, carry out hospital policies, protect nurse's standard of care
|| || || || || || || || || ||
how to enhance ethical decisions and practice? - ✔✔know the dilemma, know the ethics
|| || || || || || || || || || || || || ||
and standards applied to it, familiarity with ANA code of ethics for nurses, respect values
|| || || || || || || || || || || || || || ||
and opinions of other HCPs
|| || || ||
,2
specific ethical issues - ✔✔HIV/AIDS, abortion, organ transplantation, end-of-life issues,
|| || || || || || || || || ||
management of personal health information (HIPPA) || || || || ||
ethical decision-making process - ✔✔be informed and open, put the patient first, identify
|| || || || || || || || || || || || ||
the options, decide which option you can ethically defend
|| || || || || || || ||
principles of nursing - ✔✔autonomy, nonmaleficence, beneficence, justice, distributive
|| || || || || || || || ||
justice, fidelity, veracity, and privacy
|| || || ||
autonomy - ✔✔right to make one's own decisions
|| || || || || || ||
nonmaleficence - ✔✔duty to do no harm || || || || || ||
beneficence - ✔✔doing good || || ||
justice - ✔✔fairness; equal treatment
|| || || ||
distributive justice - ✔✔fairness in allocation of resources
|| || || || || || ||
fidelity - ✔✔be faithful to agreements and promises
|| || || || || || ||
veracity - ✔✔telling the truth
|| || || ||
privacy - ✔✔keeping patient information confidential
|| || || || ||
barriers to time management - ✔✔procrastination, perfectionism, and inability to prioritize
|| || || || || || || || || ||
, 2
goal of the state boards of nursing? - ✔✔protect the public
|| || || || || || || || || ||
licensure is to... - ✔✔verify that you are a safe practitioner
|| || || || || || || || || ||
in order to be licensed by the state board of nursing... - ✔✔successfully complete a nursing
|| || || || || || || || || || || || || || || ||
program, successfully pass the NCLEX || || || ||
standards compared to an RN - ✔✔nursing students are held to the SAME standard of care
|| || || || || || || || || || || || || || || ||
as the RN
|| ||
differences? - ✔✔the assignment and the level of responsibility || || || || || || || ||
roles of the nurse - ✔✔physical and psychological caregiver, perform skills, communicate
|| || || || || || || || || || || ||
findings, teach, advocate, counsel, act as a change agent, leader
|| || || || || || || || ||
scope of nursing - ✔✔promoting health & wellness, preventing illness, restoring health,
|| || || || || || || || || || || ||
care of the dying
|| || ||
nursing process - ✔✔assessment, diagnosis, planning, intervention, evaluation
|| || || || || || ||
diagnosis - ✔✔independent nursing interventions, a statement or conclusion, NANDA-I are
|| || || || || || || || || ||
the the standardized names for diagnoses, can be actual or potential, provides the basis for
|| || || || || || || || || || || || || || || ||
selection of nursing interventions || || ||
prioritize diagnoses with... - ✔✔ABCs (airway, breathing, circulation)
|| || || || || || ||
purpose of standard statements - ✔✔common language, communicates what nurses do,
|| || || || || || || || || || ||
distinguishes nurse's role, promotes quality care || || || || ||
