NURS 361 Final Exam Questions With
Correct Answers
Understand the concept of primary prevention and understand different activities
| | | | | | | | |
across the community/public health concepts that are considered primary
| | | | | | | | | |
prevention.
focus on eliminating risk factors for disease/injury
| | | | | |
prevention and education | |
- Modifying risk factors (bike helmets,
| | | | |
tobacco cessation) |
- Bike trails located away from vehicles, policies limiting youth from purchasing
| | | | | | | | | | | |
tobacco
Understand the concept of secondary prevention and understand different
| | | | | | | | |
activities across the community/public health concepts that are considered
| | | | | | | | |
secondary prevention. |
focus on early detection and treatment
| | | | |
- Newborn screenings, mammography, regular checkups for people who smoke,
| | | | | | | | |
-BMI screening, BP measurement
| | |
• Understand the concept of tertiary prevention and understand different
| | | | | | | | | |
activities across the community/public health concepts that are considered
| | | | | | | | |
tertiary prevention. |
attempt to eliminate/moderate disease/disability associated with advanced
| | | | | | |
disease
○ Post-stroke rehabilitation, BS lowering medication for diabetes, PT for back
| | | | | | | | | | |
injury
Understand the characteristics of healthy families
| | | | |
,commitment
positive communications
|
appreciation and affection | |
enjoyable time together | |
ability to cope with stress and crisis
| | | | | |
spiritual well-being |
Understand the considerations when working with families
| | | | | |
structure- who is all in the family | | | | | |
- structure changed several times over a lifetime
| | | | | | |
Demographic changes- single parent, older parent, extended family
| | | | | | |
Cultural differences- different roles for men and women, language
| | | | | | | |
nurses should: |
Identify and develop strengths with families in planning nursing care
| | | | | | | | |
What are your strengths as a family
| | | | | |
What are ur favorite things about each other
| | | | | | |
Know the family assessment tools commonly used
| | | | | |
Know the difference between genogram and eco map
| | | | | | |
☆
- genogram : gather basic information about the family and relationships
| | | | | | | | | |
- health/illness – the study of genetic information how it is
| | | | | | | | | |
influenced and expressed. Use this to determine risks and provide prevention.
| | | | | | | | | |
Eco map: identify family interactions with other groups and organizations
| | | | | | | | |
- identify family’s support network and social risk is gathered.
| | | | | | | | |
SCREEM tool |
, meant to be used as a continuous assessment tool of the family, especially if
| | | | | | | | | | | | |
they have a chronic illness or have terminally ill family members
| | | | | | | | | |
■ SCREEM
|
○ S - Social
| | |
○ C - Cultural
| | |
○ R - Religion
| | |
○ E - Economic
| | |
○ E - Education
| | |
○ M - Medical
| | |
Understand the components of the family health nursing visit
| | | | | | | |
Intiation and previsit phase (preparing for the visit)
| | | | | | |
Whats the purpose of the visit
| | | | |
Who needs to be present during the visit
| | | | | | |
What services does the family need
| | | | |
In home phase (assessment)
| | |
gathering objective and subjective data
| | | |
completing health histories | |
Determine the reason for visit - cheif complaint
| | | | | | |
Help family move towards goal
| | | |
termination/post-visit phase (review and follow up plan) | | | | | |
plans the next follow up visit
| | | | |
document/chart all assessments, observations and interventions done in the visit
| | | | | | | | |
Understand the effects of the increase older adult population in the United States
| | | | | | | | | | | |
Increased elders in a community affect: | | | | |
the economy
|
work and retirement | |
family function |
Correct Answers
Understand the concept of primary prevention and understand different activities
| | | | | | | | |
across the community/public health concepts that are considered primary
| | | | | | | | | |
prevention.
focus on eliminating risk factors for disease/injury
| | | | | |
prevention and education | |
- Modifying risk factors (bike helmets,
| | | | |
tobacco cessation) |
- Bike trails located away from vehicles, policies limiting youth from purchasing
| | | | | | | | | | | |
tobacco
Understand the concept of secondary prevention and understand different
| | | | | | | | |
activities across the community/public health concepts that are considered
| | | | | | | | |
secondary prevention. |
focus on early detection and treatment
| | | | |
- Newborn screenings, mammography, regular checkups for people who smoke,
| | | | | | | | |
-BMI screening, BP measurement
| | |
• Understand the concept of tertiary prevention and understand different
| | | | | | | | | |
activities across the community/public health concepts that are considered
| | | | | | | | |
tertiary prevention. |
attempt to eliminate/moderate disease/disability associated with advanced
| | | | | | |
disease
○ Post-stroke rehabilitation, BS lowering medication for diabetes, PT for back
| | | | | | | | | | |
injury
Understand the characteristics of healthy families
| | | | |
,commitment
positive communications
|
appreciation and affection | |
enjoyable time together | |
ability to cope with stress and crisis
| | | | | |
spiritual well-being |
Understand the considerations when working with families
| | | | | |
structure- who is all in the family | | | | | |
- structure changed several times over a lifetime
| | | | | | |
Demographic changes- single parent, older parent, extended family
| | | | | | |
Cultural differences- different roles for men and women, language
| | | | | | | |
nurses should: |
Identify and develop strengths with families in planning nursing care
| | | | | | | | |
What are your strengths as a family
| | | | | |
What are ur favorite things about each other
| | | | | | |
Know the family assessment tools commonly used
| | | | | |
Know the difference between genogram and eco map
| | | | | | |
☆
- genogram : gather basic information about the family and relationships
| | | | | | | | | |
- health/illness – the study of genetic information how it is
| | | | | | | | | |
influenced and expressed. Use this to determine risks and provide prevention.
| | | | | | | | | |
Eco map: identify family interactions with other groups and organizations
| | | | | | | | |
- identify family’s support network and social risk is gathered.
| | | | | | | | |
SCREEM tool |
, meant to be used as a continuous assessment tool of the family, especially if
| | | | | | | | | | | | |
they have a chronic illness or have terminally ill family members
| | | | | | | | | |
■ SCREEM
|
○ S - Social
| | |
○ C - Cultural
| | |
○ R - Religion
| | |
○ E - Economic
| | |
○ E - Education
| | |
○ M - Medical
| | |
Understand the components of the family health nursing visit
| | | | | | | |
Intiation and previsit phase (preparing for the visit)
| | | | | | |
Whats the purpose of the visit
| | | | |
Who needs to be present during the visit
| | | | | | |
What services does the family need
| | | | |
In home phase (assessment)
| | |
gathering objective and subjective data
| | | |
completing health histories | |
Determine the reason for visit - cheif complaint
| | | | | | |
Help family move towards goal
| | | |
termination/post-visit phase (review and follow up plan) | | | | | |
plans the next follow up visit
| | | | |
document/chart all assessments, observations and interventions done in the visit
| | | | | | | | |
Understand the effects of the increase older adult population in the United States
| | | | | | | | | | | |
Increased elders in a community affect: | | | | |
the economy
|
work and retirement | |
family function |
