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150 Cards in this Set
- Front
- Back
ADVENTITIOUS SOUNDS
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ABNORMAL BREATH SOUNDS
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ANTIPYRETIC
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FEVER REDUCER
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APNEA
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ABSECNCE OF BREATHING
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AUSCULTATION
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LISTENING FOR SOUNDS WITHIN BODY
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BLOOD PRESSURE
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FORCES OF BLOOD AGAINST ARTERIAL WALLS
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BRADYCARDIA
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PULSE RATE <60 BPM
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CIRCADIUM RHYTHM
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RHYTHM THAT COMPLETES A FULL CYCLE IN 24 HOURS
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CONDUCTION
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TRANSFER OF HEAT BY DURECT CONTACT
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CONVECTION
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DISSEMINATION OF HEAT BY MOTION BETWEEN AREAS OF UNEQUAL DENSITY
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CORE TEMP
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TEMPERATURE OF INTERNAL AREAS OF THE BODY
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CRISIS
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BODY TEMP DROPS RAPIDLY TO NORMAL
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DIASTOLIC PRESSURE
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THE LEAST AMOUNT OF PRESSURE EXERTED ON ARTERIAL WALLS
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DYSPNEA
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DIFFICULT BREATHING
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DYSRHYTHMIA/ ARRHYTHYMIA
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IRREGULAR PATTERN OF HEART BEAT
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ESSENTIAL HYPERTENSION
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ABNORMALLY ELEVATED BLOOD PRESSURE
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EUPNEA
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NORMAL RESPIRATIONS
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EVAPORATION
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CONVERSION OF LIQUIS TO VAPOR
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EXHALATION
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ACT OF BREATHING OUT (EXPIRATION)
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EXTERNAL RESPIRATIONS
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ACT OF LUNG VENTILATION (02 ABSORPTION CO2 ELIMINATION)
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FEVER
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ELEVATIONABOVE NORAML TEMP
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FRICTION RUB
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CRACKLING SOUNDS HEARD IN THE CHEST CAVITY
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HOMEOPATHIC
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ABILITY TO REGULATE AND MAINTAIN NORMAL TEMP
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HYPERPYREXIA
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HIGH FEVER OVER 105.8
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FAHRENTHEIT CONVERSION
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CTEMP X 9/5+32
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HYPERTENSION
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140/90
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HYPOTENSION
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BELOW LOWER LIMITS SYSTOLIC <90
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HYPOTHERMIA
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BELOW NORMAL TEMP
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INHALATION
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ACT OF BREATHING IN
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INSPIRATION
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ACT OF BREATHING IN
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INTEMITTENT FEVER
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FEVER AND NORMAL TEMP ALTERNATING LIKE WHEN YOU USE TYLENOL 103 - 98- 103 - 98
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LYSIS
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GRADUAL RETURN OF BODY TEMP TO NORMAL
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ORTHOPNEA
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WHEN BREATHING BECOMES EASIER WHEN CLIENT IS SITTING OR STANDING
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ORTHOSTATIC HYPOTENSION
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TEMPRARY FALL IN BP WHEN PT STANDS
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PALPITATION
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PERCEPTION OF ON OWNS HEARTBEAT
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POLYPNEA
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FAST RESPIRATION AKA TACHYPNEA
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PREMATURE BEAT
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IRREGULAR RHYTHM
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PULSE DEFICIT
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DIFFERENCE BETWEEM APICAL PULSE AND RADIAL PULSE
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PULSE PRESSURE
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DIFFERENCE BETWEEN SYSTOLIC AND DYSTOLIC
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RADIATION
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DISSEMINATION OF HEAT BY ELECTROMAGNETIC
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RALES
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ABNORMAL LUNG SOUNDS LIKE CRACKLING
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RELAPSING FEVER
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BODY TEMP THAT RETURNS FOR NORMAL FOR 24 HOURS AND THEN FEVER RETURNS
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REMITTENT FEVER
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BODY TEMP THAT FLUCTUATES SEVERAL DEGREES ABOVE NORMAL BUT DOES NOT REACH NORMAL BETWEEN FLUCTUATIONS 104 - 102-103 - 101
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RHONCHI
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ABNORMAL CONTINUOS SOUNDS BY DRY COURSE HEARD OVER LARGE AIRWAYS MAY CLEAR WITH COUGHING
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SECONDARY HYPERTENSION
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ELEVATED BP CAUSED BY PATHOGEN
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SPHYGMOMANOMETER
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INSTRUMENT FOR BP
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STERTOROUS BREATHING
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NOISY RESPIRATION - LIKE SNORING
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STRIDOR
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HARCH HIGH PITCHED SOUND HEARD ON INSPIRATION
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SYSTOLIC PRESSURE
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HIGHEST POINT OF PRESSURE
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TACHYCARDIA
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PULSE ABOVE 100
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VITAL SIGNS
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BP, TEMP, O2 SAT, PULSE, RR, PAIN
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WHEEZE
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CONTINUOS HIGH PITCHED SOUNDS
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FEVER
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TEMP OVER 100.4
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CELSIUS CONVERTER
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F - 32 X 5/9
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PULSE
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60 - 100
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PULSE SITES
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BRACHIAL, CAROTID, TEMPRAL, DORSALIS PEDIS, POPLITEAL, FEMORAL, RADIAL, APICAL, POSTERIOR TIBIAL
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APICAL
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4 - 5TH INTERCOSTALS SPACE MIDCLAVICULAR - TAKEN FOR 1 MINUTE
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RESPIRATION
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14 -22 ADULT
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VENTILATION
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MOVEMENT OF AIR BETWEEN ATMOSPHERE AND LUNGS
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DISTRIBUTION
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DISBURSEMENT OF AIR THROUGH THE LUNGS
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DIFFUSION
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MOVEMENT OF GAS TO AN AREA OF LOWER CONCENTRATION
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PERFUSION
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DISTRIBUTION OF RBCS THROUGH VASCULAR BED
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INCREASES METABOLIC ACTIVITY
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FEVER, EXERCISE, WOUND HEALING, PREGNANCY, HORMONES
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BRADYPNEA
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LESS THAN 12 BPM
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HYPERPNEA
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GREATER DEPTH OF RESPIRATION
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O2 SAT
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99-100 OPTIMAL UNDER 95% PROBLEM
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BLOOD PRESSURE
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120/80 ADULT 140/90 HYPERTENSION
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BP ERRORS HIGH READINGS
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CUFF TO NARROW, CLIENT NOT AT REST, REPEAT TO SOON, CIFF TO LOOSE, DEFLATE TO QUICKLY, DELFATE TO SLOWLY, CLIENT IN PAIN
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BP ERRORS LOW READINGS
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CUFF TO WIDE, REPEAT TO SOON, ARM ABOVE HEART
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HYPO TENSION
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SYSTOLIC BELOW 90
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PUPILLARY RESPONSE
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NORMAL SIZE 3-6MM, ROUND, BRISK RESPONSE
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PERRLA
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PUPILS EQUAL, ROUND, REACTIVE, TO LIGHT AND ACCOMADATION
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CO2 CONSUMPTION
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FOR EVERY 1C 13% META GOES UP
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CIRCADIUM OF TEMP
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4-6AM LOWEST TEMP/ 6PM HIGHEST
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NSAIDS
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IBUPROFEN, ACETAMINOPHEN, ASPIRIN
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SA NODE
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PACEMAKER
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RACE
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REMOVE, ACTIVATE ALARM, CONFINE, EXTINGUISH, EVACUATE
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TYPE A FIRE
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CLOTH , PLASTIC, PAPER RUBBER WOOD
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TYPE B
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GAS, GREASE, OIL, LACQUER, TAR
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TYPE C
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APPLIANCE, CIRCUIT BREAKERS,
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ABC
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used on any fire
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GOALS
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MUST BE MESURABLE, REALISTIC, OVERALL GOAL IS REMAINING FREE FROM INJURY, DONE IN COLLABORATION, PRIORITIZED,
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MEDICAL ASEPSIS
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HANDWASHING, USE OF GLOVES, ROUTINE CLEANING, CLEAN TABLES
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SURGICAL ASEPSIS
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STRERILE TECHNIQUE, OR L&D. CLIENTS BEDSIDE (IV & URINARY CATHETERS, DRESSINGS)
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INTRAPERSONAL
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INSIDE 1 HEAD TO THEMSELF
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INTERPERSONAL
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1 ON 1 , MOST USED IN NURSING
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TRANSPERSONAL
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SPIRITUAL
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SMALL GROUP
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1 PERSON , COMMON GOAL
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PUBLIC
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EYE CONTACT, GESTURES, IN FRONT OF LARGE AUDIENCE
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REFERENT
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MOTIVATION TO TALK
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SENDER
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WHOS SPEAKING
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RECEIVER
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GETTING AND DECOSING MESSAGES, MSG CAN BE ALTERED BY RECEIVER
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CHANNEL
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WAY MSD IS SENT VISUAL AUDITORY, TOUCH
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MESSAGE
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CONTENT - VERBAL & NONVERBAL
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FEEDBACK
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TELLS RECEIVER YOU RECEIVED THE MSG CORRECTLY, VERY IMPT
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DENOTATIVE
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PTS WHO SHARE COMMON BACKGROUND IE FOOTBAL
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CONNOTATIVE
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INTERPRETATION OF MEANING IS INFLUENCED BY INDIV
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INTONATION
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TONE MSD IS CONVEYED IN
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NONVERBAL
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ALL 5 SENSES EXCEPT WORDS
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FACIAL EXPRESSION
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VERY IMPT - 1ST IMPRESSION
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TOUCH
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USE AS LITTLE OR AS MUCH AS PT WANTS
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GESTURES
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USE APPROPRIATE, EMPHASIZE
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TERRITORALITY
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PERSONAL SPACE DIFFERENT FROM PT TO PT
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SILENCE
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LET PT BREAK
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4 PHASES OF THERAPEUTIC COMMUNICATION
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PRE-INTERACTION - GET DATA TALK WITH RN, PCT: ORIENTATION - ACTUALLY MEET PT; WORKING WORK FOR GOAL; TERMINATION - REVIEW WHAT HAPPENED IN WK & ORIENT
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COMPONENTS OF PROFESSIONAL COMMUNICATION
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COURTESY, USE OF NAMES, PRIVACY, TRUST, AUTONOMY, ASSERTIVENESS
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BROAD OPENING
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EMPHASIS ON CLIENT NEEDS
WHAT ARE YOU THINKING ABOUT WHERE WOULD YOU LIKE TO BEGIN THERAPUETIC |
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GENERAL LEAD
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GO ON ... AND THEN....
THERAP |
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SILENCE
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LET PT BREAK
THERAP |
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ACCEPTING
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YES, UH HUN, NODDING
THERAP |
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OFFERING SELF
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I'LL SIT WITH YOU A WHILE
THERAP |
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MAKING OBSERVATIONS
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YOU APPEAR TENSE
I NOTICE YOUR BITING YOU LIP |
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ENCOURAGING COMPARISON
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WAS THIS LIKE
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RESTATING
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PARAPHRASING STATEMENT BY PT
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REFLECTING
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WHAT DO YOU THINK
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FOCUSING
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LOOK AT THIS MORE CLOSELY
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EXPLORING
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TELL ME MORE ABOUT THIS
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GIVING INFO
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MY NAME IS
VISITING HOURS ARE IM TAKING YOU TO |
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SEEKING CLARIFICATION
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IM NOT SURE I FOLLOW
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PRESENTING REALITY
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I SEE NO ONE ELSE IN THE ROOM
YOUR MOTHER IS NOT HERE. IM THE NURSE |
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SEEKING VALIDATION
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LETS SEE IF IM UNDERSTANDING YOU
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ATTEMPT TO TRASLATE INTO FEELINGS
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IM DEAD
DO YOU MEAN THIS |
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COLLABORATION
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PERHAP YOU AND I CAN DISCUSS AND DISCOVER WHAT PRODUCES YOUR ANXIETY
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SUMMARIZE
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HAVE I GOT HTIS STRAIGHT
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ENCOURAGE FORMULATION OF PLAN
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HOW CAN YOU HANDLE THIS THE NEXT TIME
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REASSURING
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I WOULDN'T WORRY ABOUT THAT
NON THERA |
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REJECTING
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LETS NOT DISCUSS THAT
NON THERA |
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DISAPPRIVING
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THATS BAD
NON THERA |
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DISAGREEING
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THATS WRONG
NON THERA |
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ADVISING
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I THINK YOU SHOULD
NON THERA |
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PROBING RELENTLESSLY
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NOW TELL ME ABOUT
NON THERA |
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CHALLENGING
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HES NOT THE PRESIDENT
NON THERA |
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DEFENDING
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THIS HOSPITAL HAS A GREAT REPUTATION
NON THERA |
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REQUEST AN EXPLANANTION
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WHY DO YOU FEEL THAT WAY
NON THERA |
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INDICATING EXISTENCE OF EXTERNAL SOURCE
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WHO TOLD YOU WERE JESUS
NON THERA |
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BELITTLING
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EVERYONE GET DOWN IN THE DUMPS
NON THERA |
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STEREOTYPING COMMENTS
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NICE WEATHER WE ARE HAVING
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GIVING LITERAL RESPONSES
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NON THERA
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USING DENIAL
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NON THERA
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INTERPRETING PREMATURELY
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WHAT YOU REALLY MEAN IS
NON THERA |
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INTRODUCING AN UNRELATED TOPIC
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NON THERA
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BARRIERS TO EFFECTIVE COMMUNICATION
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CHANGING SUBJECT, FALSE REASSURANCE, CLICHES, JUMPING TO CONCLUSIONS, OFFERING SOLUTIONS, DEFENSIVE, STEREOTYPING, JUDGEMENTAL, LEADING
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PHYSIOLOGICAL CONDITIONS
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HEARING IMPAIRED, VISUALLY IMPAIRED, APHASIC CLIENTS, DIMISHED LEVELS OF CONSIOUSNESS
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HEARING IMPAIRED
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SIMPLE SENTENCES, FACE THEM, REDUCE BACKGROUND NOISE
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VISUAL IMPAIRED
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ANNOUNCE WHEN ENTERING/EXITING, WHO YOU ARE WITH, TELL THEM EVERYTHING FIRST,
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EXPRESSIVE APHASIA
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CAN UNDERSTAND BUT CANT EXPRESS THEMSELVES - PICTURES GOOD
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RECEPTIVE APHASIA
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CAN SPEAK FINE BUT CAN'T UNDERSTAND WHAT YOU ARE SAYING
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DIMINISHED CONCIOUSNESS
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TREAT AS IF CONSCIOUS, EXPLAIN EVERYTHING FIRST. DON'T SAY THINGS IN FRONT OF THEM.
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DIMENSIA
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IS NOT NORMAL PART OF THE AGING PROCESS, THERE IS AN UNDERLYING PATHOLOGICAL PROCESS
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COMPLIANCE
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ABILITY TO USE TEACHING AND ACHIEVE TEACHING - DETERMINES INTERVENTION NEEDED
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FACTORS THAT AFFECT MOTIVATION
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BEHAVOIR, HEALTH BELIEFS, PERCEPTIONS, KNOWLEDGE, ATTITUDES, PAIN, FATIGUE, ANXIETY, CULTURAL BELIEFS, LEARNING STYLE
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