Input: [Rape] Sexual Assault

Output: any type of sexual contact or behavior that occurs without the consent of the recipient or unwanted sexual activity, which includes unwanted penetration, forced oral sex, masturbation, touching, fondling, or kissing, as well as, forcing someone to view sexually explicit materials

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Reasons victims do not report rape

Output: shameful, guilty, embarrassed or humiliated and do not want people to know; worry that their reports will not be taken seriously, their confidentiality will not be maintained, or the attacker will retaliate; and may not feel comfortable reporting because they know their attacker

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Demographics of majority of rapists

Output: male, young, single, and between the ages of 15 and 30.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Characteristics of male rapists

Output: have sexist views about women; accept myths about rape; have low self-esteem; are politically conservative; have been the victim of past sexual abuse; used violent and degrading pornography while holding negative views of women; had overwhelmingly negative early interpersonal experiences, largely with their fathers; and tend to be later born to older mothers and fathers.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Type of rapes

Output: Power rapists are motivated by domination and control. Anger rapists use anger in overt ways (macho image, force, weapon). Sadistic rapists are motivated by sexual and aggressive fantasies.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Rapist Psychopathology: Disease Model

Output: either disease or intoxication forces men to rape and that if they did not experience these conditions, they would not rape

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Victim Precipitation Theory: Blaming the Victim

Output: The theory focuses on the victim and ignores the motivations of the attacker, which shifts the responsibility from the person who knowingly attacked to the innocent victim.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Feminist Theory: Keeping Women in Their Place

Output: rape and the threat of rape are used in society to keep women in their place

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sociological Theory: Balance of Power

Output: expression of power differentials in society

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Evolutionary Theory: Product of Evolution

Output: men and women have developed differing reproductive strategies in which men desire frequent mating to spread their seed, and women are designed to protect their eggs and be more selective in choosing mates

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Primary cultural factors that affect incidence of rape

Output: relations between the sexes, the status of women, and male attitudes.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Rape Trauma Syndrome

Output: two-stage stress response pattern characterized by physical, psychological, behavioral, or a combination of these, and it occurs after forced, non-consenting, sexual activity.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Acute phase of RTS

Output: begins immediately following the assault, may last from days to weeks, and involves several stress-related symptoms (shock, fear, anger)

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Long-term reorganization phase of RTS

Output: restoring order in the victim’s lifestyle and reestablishing control.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Silent rape reaction

Output: type of trauma syndrome in which a rape victim never talks to anyone after the rape

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Avoidance strategies

Output: Humanization, verbal strategies, escape, self-defense classes

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] First thing for men to do in treatment

Output: accept responsibility for their actions.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sexual abuse of children

Output: sexual behavior that occurs between an adult and a child

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sexual abuse of children behavior

Output: inappropriate touch, removing a child’s clothing, genital fondling, masturbation, digital penetration with fingers or sex toys, oral sex, vaginal or anal intercourse

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Incest

Output: sexual contact between persons who are related to, or have a caregiving relationship with, a child or adolescent

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Reported rates are child sexual abuse are lower for males than females

Output: 1) boys believe they must be self-reliant and may feel they should be able to handle it; 2) male sexual abuse is entwined with the stigma of homosexuality, because most offenders are male and; 3) boys have much to lose because they often have more freedom in society than girls.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Dissociative disorder

Output: psychological condition that involves a disturbance of memory, identity, and consciousness,

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Traumatic sexualization

Output: child displays compulsive sex play or masturbation and shows an inappropriate amount of sexual knowledge

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Child molester characteristics

Output: poor social skills, lower IQs, unhappy family histories, lower self-esteem, and less happiness in their lives than nonmolesters.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] most effective treatment for victims of child sexual abuse

Output: combination of cognitive and behavioral psychotherapies, which teach victims how to understand and handle the trauma of their assaults more effectively.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Intimate partner violence

Output: coercive behavior that uses threats, harassment, or intimidation, and can involve physical, emotional, or sexual abuse.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sexual harassment

Output: unwanted sexual attention from someone in school or the workplace

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Types of sexual harassment

Output: unwelcome sexual jokes, glances, or comments, or the use of status or power to coerce or attempt to coerce a person into having sex

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Quid pro quo harassment

Output: submission to a particular type of conduct, either explicitly or implicitly, to get education or employment.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Hostile environment harassment

Output: individual is subjected to unwelcome repeated sexual comments, innuendoes, or visually offensive material or touching that creates a hostile environment and interferes with school or work

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Paraphilia

Output: sexual behaviors that involve a craving for an erotic object that is unusual or different

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Features of paraphilias

Output: -recurrent, intense, sexually arousing fantasies, -sexual urges or behaviors, -generally involves nonhuman objects or, -the suffering or humiliation of oneself or one’s partner, a child, or a non-consenting person.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Biological theory of paraphilia

Output: temporal lobe epilepsy, brain tumors, and disturbances of the brain

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychoanalytical theory of paraphilia

Output: traced back to the difficulty the infant has to negotiate the Oedipal crisis and castration anxiety

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Developmental theory of paraphilia

Output: due to auditory, tactile, and especially visual stimuli experienced during childhood sex play that form a template in the brain that defines our ideal love and ideal sexual situation.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Fetishism

Output: Primary or exclusive focus of sexual arousal and orgasm on an inanimate object or body part not usually associated with the sex act.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sadism

Output: intentional infliction of physical or psychological pain (e.g., humiliation) on another person as the preferred or exclusive method to achieve sexual arousal or orgasm

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sadistic fantasies include...

Output: restraint, beating, burning, spanking, whipping, among others

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Masochism

Output: sexual pleasure preferably or exclusively through one’s own physical pain or psychological humiliation as the method of sexual arousal and orgasm

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sadomasochism (S&M)

Output: sexual activities of partners in which one takes a dominant, “master,” position, and the other takes a submissive, “slave,” position

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Exhibitionism

Output: exposing one’s genitals, nudity, or sexuality to strangers as a preferred or exclusive means of sexual arousal and orgasm

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Scatolophilia

Output: form of exhibitionism in which sexual arousal is obtained from obscene telephone calls

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Voyeurism

Output: main means of sexual gratification involve watching unsuspecting persons undressing, naked, or engaging in sexual activity

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] pedophilia

Output: sex with children as a preferred or exclusive mode of sexual interaction in an adult (child molestation, child sexual abuse).

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] ephebephilia

Output: Attraction to postpubertal boys and girls

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Most common in pedophilia

Output: fondling and exhibitionismhan penetration.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Frotteurism

Output: intense and recurrent fantasy or behavior that involves touching and rubbing the genitals against a nonconsenting person in a crowded place

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] toucherism

Output: compulsively touching with the hands

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] zoophilia

Output: sexual attraction to animals in fantasy or through sexual contact

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Necrophilia

Output: sexual attraction to dead bodies in fantasy or through sexual contact as a preferred or exclusive means of sexual arousal or orgasm

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Assessment of paraphilia

Output: Behavioral observation Personality inventory Physiological test Penile plethysmography

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Treatment of paraphilia

Output: include individual, group, family therapy; medication; education; and self-help groups

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Most important goal of paraphilia therapy

Output: Change person's behavior

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sexual addiction

Output: compulsive sexual behavior, characterized by recurrent and intense sexual urges, fantasies, and behaviors that typically interfere with daily functioning

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological problems in dysfunction

Output: Performance fears, or not being able to perform during sexual behavior; excessive need to please a partner; and spectatoring, acting as an observer or judge of one’s own sexual performance, interfere with sexual functioning

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Physical problems in dysfunction

Output: Disease, disability, illness and commonly used drugs, as well as, use of tobacco, alcohol, marijuana, LSD, and cocaine can lead to sexual dysfunction

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Primary sexual dysfunction

Output: one that always existed

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Secondary sexual dysfunction

Output: one that occurs after a period of adequate or normal sexual functioning

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Situational sexual dysfunction

Output: difficulty that occurs only in specific situations

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Global sexual dysfunction

Output: occurs in every sexual situation, during every type of sexual activity, and with every sexual partner

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Hypoactive sexual desire

Output: sexual dysfunction in which a person experiences diminished or absent sexual interest or desire

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Primary hypoactive sexual desire

Output: lifelong complete disinterest in sex

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Secondary hypoactive sexual desire

Output: that was normal for a certain period of time but then diminished

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Hypoactive sexual desire - psychological factors

Output: lack of attraction to one’s partner, fear of intimacy or pregnancy, marital or relationship conflicts, religious concerns, depression, and other psychological disorders

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Hypoactive sexual desire - biological causes

Output: hormonal problems, medication side effects, and illness

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Treatment for hypoactive sexual desire

Output: Sex and marital therapy Cognitive-Behavioral therapy Pharmacological drugs

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Sexual Aversion

Output: persistent or recurrent extreme aversion to and avoidance of all genital contact

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Primary sexual aversion

Output: negative response to sexual interactions from earliest memory to the present

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Secondary sexual aversion

Output: involves a period of pleasurable and desirable sexual activity before the aversion started

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Treatment for Sexual Aversion

Output: discovering and resolving the underlying conflict that contributes to the sexual aversion & Cognitive-Behavioral Therapy

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Female Sexual Arousal Disorder (FSAD)

Output: persistent or recurrent inability to either obtain or maintain an adequate lubrication response of sexual excitement

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Physiological factor of Female Sexual Arousal Disorder

Output: decreased blood flow to the vulva

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological factors of Female Sexual Arousal Disorder

Output: fear, guilt, anxiety, and depression.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Persistent Sexual Arousal Disorder

Output: women experience persistent sexual arousal

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Male Erectile Disorder

Output: persistent diminished or absent ability to attain or maintain an erection until completion of the sexual activity

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Physiological factors of male erectile Disorder

Output: persistent diminished or absent ability to attain or maintain an erection until completion of the sexual activity

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological factors of male erectile disorder

Output: fear of failure and performance anxiety

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Female Orgasmic Disorder

Output: a delay or absence of orgasm following a normal phase of sexual excitement

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Primary orgasmic disorder

Output: never having had an orgasm

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Secondary orgasmic disorder

Output: the ability to have an orgasm previously but later having trouble

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] situational orgasmic disorder

Output: the ability to only have orgasms with only one type of stimulation.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Physical factors of sexual orgasm disorders

Output: severe chronic illness and disorders such as diabetes, neurological problems, hormonal deficiencies, and alcoholism

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological factors of sexual orgasm disorder

Output: less relationship satisfaction, less emotional closeness, and difficulty to ask the partner for direct clitoral stimulation

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Treatment for sexual orgasmic disorder

Output: teach woman to masturbate System desensitization Bibliotherapy

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Systematic Desensitization

Output: neutralizing the anxiety-producing aspects of sexual situations and behavior by a process of gradual exposure

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Bibliotherapy

Output: use of books and educational materials

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Premature ejaculation

Output: reaching an orgasm just prior to, or directly following, penetration

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Treatment for premature ejaculation

Output: behavioral cognitive therapy, drug treatments, and two behavioral techniques- the squeeze technique, and the stop-start techniques.

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Retarded ejaculation

Output: ejaculation is impossible or occurs only after strenuous efforts (30-45 minutes)

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Retrograde ejaculation

Output: the backward flow of ejaculate into the bladder instead of released through the urethra

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological factors of ejaculatory dysfunction

Output: trict upbringing, unique or atypical masturbation patterns, fear of pregnancy, or ambivalence over sexual orientation

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Physical factors of ejaculatory dysfunction

Output: medications, drug use, diseases, injuries, and various urological surgeries

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Vaginismus

Output: to involuntary spasms of the muscle around the entrance to the vagina that controls the vaginal opening that makes penetration during sexual intercourse virtually impossible

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Dyspareunia

Output: painful intercourse, may before, during, or after sexual intercourse and when extreme may make sexual intercourse difficult, if not impossible

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Physical factors for vulvar vestibulus

Output: allergies infections

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Psychological factors for vulvar vestibulus

Output: performance anxiety fear of intimacy

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [Rape] Treatment for vulvodynia

Output: psychotherapy biofeedback surgery Counseling

Sexual Power, Sexual Variation, and Sexual Dysfunction Flashcards - Cram.com

sexual intercourse that can include psychological and physiological coercion


Input: [fluid found inside cells] fluid found outside cells [Intracellular]

Output: Extracellular

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] fluid in blood plasma [Intracellular]

Output: Intravascular

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] fluid between cells & outside blood vessels [Intracellular]

Output: Interstitial

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] solutes that separate into electrically charged particles called ions when dissolved in a solvent [Intracellular]

Output: Electrolytes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] negatively charged ion [Intracellular]

Output: Anion

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] positively charged ion [Intracellular]

Output: Cation

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] process in which particles in a fluid move from higher to lower concentration [Intracellular]

Output: Diffusion

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] movement of a pure solvent thru a differentially permeable membrane from a solution with lower to higher solute concentration [Intracellular]

Output: Osmosis

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] movement across membrane from a less to more concentrated solution which expends metabolic energy [Intracellular]

Output: active transport

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] process by which water & diffusable substances move together in response to fluid pressure from a higher to lower pressure [Intracellular]

Output: Filtration

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] body fluids are regulated by intake, hormonal control, & fluid output [Intracellular]

Output: Fluid Regulation

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] intake regulated primarily by the thirst mechanism [Intracellular]

Output: Intake Regulation

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] regulated by sympathetic nervous system [Intracellular]

Output: Skin Fluid Loss

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] regulated by rate & depth of respirations [Intracellular]

Output: Lung Fluid Loss

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] loss thru feces & disease [Intracellular]

Output: GI Fluid Loss

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] major regulatory organs of acid-base balance [Intracellular]

Output: Kidneys

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] metabolic processes maintain a steady balance between acids & bases for optimal cell functioning [Intracellular]

Output: Acid-Base Balnace

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] a substance or group of substances that can prevent excessive pH changes by removing or releasing hydrogen ions [Intracellular]

Output: Buffer

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] adapt rapidly to imbalance by changing rate & depth of respirations to release or retain CO2 [Intracellular]

Output: Respiratory Control

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] kidneys regulate balance by excreting or conserving bicarbonate or hydrogen ions [Intracellular]

Output: Renal Control

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] body uses to maintain proper extracellular fluid concentration [Intracellular]

Output: Sodium

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] 135 - 145 mEq/L [Intracellular]

Output: Sodium Values

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] bacon, ham, & processed foods [Intracellular]

Output: Sodium Sources

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] thirst mechanism, ADH, & kidneys [Intracellular]

Output: Sodium Control

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] deficiency (< 120 mEq/L) of Na in relation to body water [Intracellular]

Output: Hyponatremia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Na loss (burns, diuretic, perspiration), fluid increase, & pituitary disfunction [Intracellular]

Output: Hyponatremia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] LOC changes, lethargic, skin & mucous dry, tachycardia, hypotension, & N/V [Intracellular]

Output: Hyponatremia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Identify cause & correct, regulate Na intake, & administer IV (0.3% NS) [Intracellular]

Output: Hyponatremia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor LOC, labs, & I&O [Intracellular]

Output: Hyponatremia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] excessive (> 155 mEq/L) Na levels [Intracellular]

Output: Hypernatremia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Na gain, water loss, & inadequate water intake [Intracellular]

Output: Hypernatremia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] LOC changes, confusion, increased muscle tone, skin dry & flushed, thirsty, N/V, & edematous [Intracellular]

Output: Hypernatremia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Dietary control & diuretics [Intracellular]

Output: Hypernatremia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor LOC, labs, I&O, & frequent oral care [Intracellular]

Output: Hypernatremia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] cardiac, nerve, & muscle function [Intracellular]

Output: Potassium Functions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] 3.5 - 5.0 mEq/L [Intracellular]

Output: Potassium Values

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] bananas & orange juice [Intracellular]

Output: Potassium Sources

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] deficiency (<2.5 mEq/L) [Intracellular]

Output: Hypokalemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] insufficient intake, or loss [Intracellular]

Output: Hypokalemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] muscle cramps, irregular HR, & hyporeflexia [Intracellular]

Output: Hypokalemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] identify cause & correct, dilute oral K [Intracellular]

Output: Hypokalemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor VS, labs, & dietary intake [Intracellular]

Output: Hypokalemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] > 7 mEq/L [Intracellular]

Output: Hyperkalemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] increased intake, decresed urinary excetion, & renal failure [Intracellular]

Output: Hyperkalemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] muscle weakness & tingling, bradycardia, [Intracellular]

Output: Hyperkalemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] identify & correct, limit intake, & Kayexalate [Intracellular]

Output: Hyperkalemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor VS, I&O, restrict intake [Intracellular]

Output: Hyperkalemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] formation & structure of bones & teeth, cell membrane permeability, & blood clotting [Intracellular]

Output: Calcium Functions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] negative feedback, dietary intake, & body storage [Intracellular]

Output: Calcium Control

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] 8.4 - 10.2 mg/dL [Intracellular]

Output: Calcium Values

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] milk, dairy products, dark leafy veggies [Intracellular]

Output: Calcium Sources

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] < 6 mg/dL [Intracellular]

Output: Hypocalcemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] insufficient intake, improper absorption, excessive losses [Intracellular]

Output: Hypocalcemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] muscle spasms, tetani, Chevostek's sign, Trousseau's sign, increased risk of bleeding & bruising [Intracellular]

Output: Hypocalcemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Ca & Vit D supplements [Intracellular]

Output: Hypocalcemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor cardiac functions [Intracellular]

Output: Hypocalcemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] > 13 mg/dL [Intracellular]

Output: Hypercalcemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] excessive intake, thyroid & parathyroid conditions, & cancer [Intracellular]

Output: Hypercalcemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] decreased DRTs, heart block, disarrythmias, N/V, & flank pain, [Intracellular]

Output: Hypercalcemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] loop diuretic, [Intracellular]

Output: Hypercalcemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor Ca levels, VS, & cardiac finctions [Intracellular]

Output: Hypercalcemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] neuromuscular conduction, cardiac function, & blood clotting [Intracellular]

Output: Magnesium Functions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Mg & K tend to be higher/lower @ same time. High Ca may reduce absorption of Mg which lowers Mg level [Intracellular]

Output: Magnesium Control

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] 1.2 - 2.6 mg/dL [Intracellular]

Output: Magnesium Values

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] green leafy veggies, oatmeal, chicken, tuna, & raisins [Intracellular]

Output: Magnesium Sources

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] < 1 mg/dL [Intracellular]

Output: Hypomagnesemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Mg loss, inadequate intake, steroid use [Intracellular]

Output: Hypomagnesemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] disorientation, confusion, Chvostek's & Trousseau's signs, tachycardia, & sudden cardiac death [Intracellular]

Output: Hypomagnesemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Mg w/ antacids containing Mg, IV Mg w/ a dilute [Intracellular]

Output: Hypomagnesemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor cardiogram, muscle spasms, reflexes, & Ca tests [Intracellular]

Output: Hypomagnesemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] > 5.0 mg/dL [Intracellular]

Output: Hypermagnesemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] increased intake [Intracellular]

Output: Hypermagnesemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] decreases DRTs, lethargic & c/o parathesia, irregular HB (bradycardia), & disarrythmias [Intracellular]

Output: Hypermagnesemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] Mg, IV Ca gluconate is Mg antagonist. Stop all meds w/ Mg [Intracellular]

Output: Hypermagnesemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor LOC, cardiograph, & neuro functions [Intracellular]

Output: Hypermagnesemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] interdependent w/ Ca, required for muscle function, primary buffer to maintain urinary pH [Intracellular]

Output: Phosphorous Functions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] parathyroid hormone [Intracellular]

Output: Phosphorous Control

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] 2.5 - 4.5 mg/dL [Intracellular]

Output: Phosphorous Values

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] milk, cheese, egg yolks, meat, & fish [Intracellular]

Output: Phosphorous Sources

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] < 1.0 mg/dL [Intracellular]

Output: Hypophosphatemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] decreased P, Al antacid overuse, & hyperthyroidism [Intracellular]

Output: Hypophosphatemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] LOC, seizure activity, decreased reflexes & parathesia, generalized fatigue & muscle weakness, & high risk of bleeding [Intracellular]

Output: Hypophosphatemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] increased dietary intake & IV w/ K & P [Intracellular]

Output: Hypophosphatemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor LOC, bleeding, & respirations [Intracellular]

Output: Hypophosphatemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] > 4.5 mg/dL [Intracellular]

Output: Hyperphosphatemia

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] renal failure & high use of P laxatives/enemas [Intracellular]

Output: Hyperphosphatemia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] muscle spasms, tetani, & tachycardia [Intracellular]

Output: Hyperphosphatemia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] limit intake [Intracellular]

Output: Hyperphosphatemia Treatment

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor respiratory, cardiac, labs, muscles, & stool colors [Intracellular]

Output: Hyperphosphatemia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] 98-106 mEq/L [Intracellular]

Output: Chloride Values

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] diet high in salt [Intracellular]

Output: Chloride Sources

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] r/t GI loss, diuretics, & aggressive diaphoresis [Intracellular]

Output: Hypochloremia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] neuromuscular twitching [Intracellular]

Output: Hypochloremia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] monitor respirations [Intracellular]

Output: Hypochloremia Interventions

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] r/t dehydration [Intracellular]

Output: Hyperchloremia Causes

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] LOC & lethargy [Intracellular]

Output: Hyperchloremia S/S

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] dietary habits, stress, job, activity level, & work indoor or outdoor [Intracellular]

Output: Assessment Lifestyle

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] sudden changes & intentional or unintentional [Intracellular]

Output: Assessment Weight

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] any changes in fluid intake more/less [Intracellular]

Output: Assessment I&O

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] kidney problems [Intracellular]

Output: Assessment Preexisting diseases

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: [fluid found inside cells] NOT A MEASUREMENT OF BODY FLUID VOLUME!!! WEIGHT IS BEST WAY TO CHECK [Intracellular]

Output: I&O

Fluids_Electrolytes (DSCC) Flashcards - Cram.com


Input: Compounds that cells can use for energy. Glucose, fatty acids, and amino acids make up the majority of these; others include ketone bodies, lactate, glycerol, and alcohol [Photosynthesis]

Output: Fuel

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: The sum total of all the chemical reactions that go on in living cells. [Photosynthesis]

Output: Metabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: All the reactions by which the body obtains and expends the energy from food. [Photosynthesis]

Output: Energy Metabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: reactions in which small molecules are put together to build larger ones; they require energy [Photosynthesis]

Output: Anabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: reactions in which large molecules are broken down to smaller ones; these reactions release energy [Photosynthesis]

Output: Catabolism

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Adenosine triphosphate [Photosynthesis]

Output: ATP

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: ATP - high energy compound composed of a purine (adenine), a sugar (ribose), and three phosphate groups [Photosynthesis]

Output: Adenosine triphosphate

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Pairs of chemical reactions in which some of the energy released from the breakdown of one compounds is used to create a bond in the formation of another compound [Photosynthesis]

Output: Coupled Reactions

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Complex organic molecules that work with enzymes to facilitate the enzymes' activity; they have B vitamins as part of their structures [Photosynthesis]

Output: Coenzymes

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: a 3-carbon compound that plays a key role in energy metabolism [Photosynthesis]

Output: Pyruvate

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: a 2-carbon compound to which a molecule of CoA is attached [Photosynthesis]

Output: Acetyl CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the coenzyme derived from the B vitamin pantothenic acid and central to energy metabolism [Photosynthesis]

Output: CoA

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Tricarboxylic Acid Cycle [Photosynthesis]

Output: TCA cycle (full name)

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: a series of metabolic reactions that break down molecules of acetyl CoA to carbon dioxide and hydrogen atoms [Photosynthesis]

Output: TCA cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Kreb's cycle, named for the biochemist who elucidated its reactions [Photosynthesis]

Output: Another name for the TCA cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the final pathway in energy metabolism that transports electrons from hydrogen to oxygen and captures the energy released in the bonds of ATP [Photosynthesis]

Output: Electron transport chain

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the metabolic breakdown of glucose to pyruvate; it does not require oxygen [Photosynthesis]

Output: Glycolysis

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: not requiring oxygen [Photosynthesis]

Output: Anaerobic

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: requiring oxygen [Photosynthesis]

Output: aerobic

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the cellular organelles responsible for producing ATP; made of membranes (lipid and protein) with enzymes mounted on them [Photosynthesis]

Output: Mitochondria

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: a 3-carbon compound produced from pyruvate during anaerobic metabolism [Photosynthesis]

Output: Lactate

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the path from muscle glycogen to glucose to pyruvate to lactate (which travels to the lvier) to glucose (which can travel back to the muscle) to glycogen; named after the scientist who elucidated this pathway [Photosynthesis]

Output: Cori Cycle

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the metabolic breakdown of fatty acids to acetyle CoA; also called beta oxidation [Photosynthesis]

Output: Fatty Acid Oxidation

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: same as Fatty Acid Oxidation [Photosynthesis]

Output: Beta oxidation

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: an organic acid that contains a carbonyl group (C=O) [Photosynthesis]

Output: Keto Acid

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: a compound with the chemical formula NH3; produced during the deamination of amino acids [Photosynthesis]

Output: Ammonia

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the transfer of an amino group from one amino acid to a keto acid, producing a new nonessential amino acid and a new keto acid [Photosynthesis]

Output: Transamination

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: the principle nitrogen-excretion product of protein metabolism, two ammonia fragments are combines with carbon dioxide to form urea [Photosynthesis]

Output: Urea

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: a carbohydrate intermediate of the TCA cycle [Photosynthesis]

Output: Oxaloacetate

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: 2 ATP [Photosynthesis]

Output: What is the net ATP produced from glycolysis?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: 1 Glucose generates 2 Pyruvate and 2 ATP [Photosynthesis]

Output: What is glucose converted to in aerobic glycolysis?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: 1 Glucose generates 2 Lactate and 2 ATP [Photosynthesis]

Output: What is glucose converted to in anaerobic glycolysis?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Mitochrondria [Photosynthesis]

Output: Where does the conversion of pyruvate to Acetyle CoA occur?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Pyruvate to Acetyl CoA [Photosynthesis]

Output: Pyruvate may follow several reversible path, but which path is not reversible?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Glucose yields 2 pyruvate which yield 2 CO2 and 2 Acetyl CoA [Photosynthesis]

Output: What is the end result of glucose?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Glucose + Glucose [Photosynthesis]

Output: What anabolic reaction nets glycogen?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Glycerol + Fatty Acids [Photosynthesis]

Output: What anabolic reaction nets Triglycerides?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Amino acids + Amino acids [Photosynthesis]

Output: What anabolic reaction nets Protein?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: glucose + ATP [Photosynthesis]

Output: What catabolic reaction starts with glycogen?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: glycertol + ATP and Fatty Acids + ATP [Photosynthesis]

Output: What catabolic reaction starts with triglycerides?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: amino acids + ATP [Photosynthesis]

Output: What catabolic reaction starts with protein?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: 2 CO2, 3 NADH, 1 FADH2 and 1 Guanosine triphosphate (GTP) are produced each turn of the cycle [Photosynthesis]

Output: With each turn of the Kreb's Cycle, what is the result?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: TCA cycle or Citric Acid Cycle [Photosynthesis]

Output: What is another name for the Kreb's Cycle?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: oxaloacetate [Photosynthesis]

Output: What compound starts the TCA cycle?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: pyruvate [Photosynthesis]

Output: What is oxaloacetate primarily made of?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Electron Transport Chain [Photosynthesis]

Output: Where is the primary site of ATP synthesis?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: 32 ATP [Photosynthesis]

Output: How many ATP are produced from 1 molecule of glucose through the electron transport chain?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: O2 is consumed, H2O and CO2 are produced and energy is captured in ATP [Photosynthesis]

Output: What are the results of the electron transport chain?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Glucose [Photosynthesis]

Output: What is the source of pyruvate?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: low carbohydrate intake or insufficient insulin [Photosynthesis]

Output: What are 2 causes of ketogenesis?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: ketones [Photosynthesis]

Output: What is the product of incomplete fatty acid oxidation?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: pruvate, fatty acids, or amino acids (via ketogenic) [Photosynthesis]

Output: Acetyl CoA can be derived from what?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Glucose, Lactate, or Amino Acids (glucogenic) [Photosynthesis]

Output: Pyruvate can be derived from what?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: converted to urea and excreted [Photosynthesis]

Output: What is the end result of the amino group during deamination?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Amino Acids that can be used to produce glucose [Photosynthesis]

Output: Glucogenic

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Amino Acids that can be used to produce acetyl CoA [Photosynthesis]

Output: Ketogenic

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: The liver contains all the enzymes necessary to convert amino acids to ammonia +CO2 to form urea. Urea is excreted through the kidneys in the urine. [Photosynthesis]

Output: Explain urea excretion from amino acids to urine

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Acetyl CoA [Photosynthesis]

Output: What compound is at the center of all metabolism pathways?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Alcohol dehydrogenase pathway or MEOS pathway [Photosynthesis]

Output: Name the 2 pathways alcohol metabolism may take

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: alcohol dehydrogenase pathway [Photosynthesis]

Output: When consumption of alcohol is low, which metabolism pathway is used?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: MEOS [Photosynthesis]

Output: When consumption of alcohol is high, which metabolism pathway is used?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Ethanol to acetaldehyde to acetate to Acetyl CoA [Photosynthesis]

Output: What are the steps of the alcohol dehydrogenase pathway?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Microsomal Ethanol Oxidizing System [Photosynthesis]

Output: What does MEOS stand for?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: in the cytosol of the cell [Photosynthesis]

Output: Where does MEOS take place?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Fatty Acid or broke down into CO2 and H2O [Photosynthesis]

Output: What can Acetyl CoA be used to make?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: uses ATP [Photosynthesis]

Output: Does the MEOS pathway use or create ATP?

Principles of Nutrition Chapter 7 Flashcards - Cram.com


Input: Changes in patients and providers, medical advances, info technology, changes to reimbursement. Goals of new model: patient’s wants and needs, span sites, demonstrate measurable improvement in patient satisfaction. Quality outcome over time.

Output: Discuss factors influencing the creation of new models of nursing care delivery


Input: The case management practice model, while focusing on patient care just as extensively as the magnet model, it also places a large amount of attention on reducing costs. This model of care increases patient, nurse and physician satisfaction, improves quality of care, and reduces length of stays, thereby reducing costs.

Output: Case Management Practice Model


Input: Within this model, hospitals are characterized by nurses as being good places to work and are recognized for administering exceptional patient care, and for providing good nursing environments. -Magnet hospitals have slightly higher RN to patient ratios and a richer skill mix than other hospitals. They also exhibit higher rates of patient satisfaction, lower rates of burnout and a safer work environment.

Output: Magnet Practice Model


Input: This model appropriately groups similar patient populations together, simplifies processes, brining services closer to the patients, and broadening staff skills by cross training care providers.

Output: Patient - Focused Care Model


Input: One criticism was an increase in job dissatisfaction among RN’s, LPN’s and Techs, a decreased feeling of collaboration by physicians and managers, and an increased feeling by LPN’s and techs that they had less discretion in their work. An advantage is there is a reduction in medication errors using this plan due to the increase in technology.

Output: Advantages & Disadvantages of Patient - Focused Care Model


Input: Primary nursing focuses of continuity of care beginning with the admission and ending with discharge. A primary nurse is responsible for the same patient’s care throughout the patients stay.

Output: Primary Nursing Model


Input: One criticism is that this model is not cost effective or efficient because RN’s are required to perform both direct and indirect care activities. The advantage of this model is that patient stress was decreased because the nurse/ patient relationship had more time to form and progress.

Output: Advantages & Disadvantages of Primary Nursing Model


Input: Team nursing is based collaboration and division of responsibilities for the nursing care of patients. In this model, the team leader, usually an RN coordinated activities of the team staff, delegating major tasks, making assignments and rounding with MD’s.

Output: Team nursing model


Input: This model has been criticized of being to task oriented, increasing fragmentation of care, and reducing the amount of direct nursing care provided by the RN. However, team nursing care may conserve costs and human resources when the ratio of caregivers to patients is low, which we have to be honest, doesn‘t happen very often.

Output: Advantages & Disadvantages of Team nursing model


Input: -Changes in the nurses roles and the organization of care delivery may impact their style of practice and outcomes of their patients. -At the heart of this challenge lies the need to maximize both nurse satisfaction with the work environment and effective and efficient care delivery, while also maintaining highest standards for quality of care and patient safety. -Another obstacle that must be met is the balance between supply and demand, organizational effectiveness, staff satisfaction, and financial feasibility.

Output: Identify factors that can influence nursing care delivery models


Input: is a model that illustrates the framework for professional nursing practice throughout all the industry. The nursing care delivery model explains the process in which a dynamic solution can meet the ever-changing needs of the patients and their families. The nursing care delivery model combines the values of human dignity of the nursing practice, evidence-based practice, and group collaboration to promote a more full-filling environment for professional growth and development of nurses with lasting outcomes in the quality of patient care.

Output: The Nursing Delivery Model


Input: Compact states- a RN receives a license it is either in a compact or non-compact state, a compact stat allows the nurse to practice under his/her current license in multiple states. A non-compact allows the nurse to practice only in the state the license was granted. There are 24 states involved in the nurse licensure compact.

Output: Discuss the implications of licensure in a compact state


Input: a. Licensure- 1. Regulated by the state boards or nursing, legal permission to practice, and protects the public. b. Certification- 1. Voluntary, not regulated by individual states, board certification and recognition empowers nurse within their professional sphere of activity and contributes to better patient outcomes, and a measurable means to validate nurse’s skills, knowledge, and abilities.

Output: Describe the role/function of licensure and of certification


Input: a. small incidents- change in voice, loud talking or chanting, shallow or rapid breathing, scowling or sneering or use of abusive language, glaring or avoiding eye contact, or violating your personal space. b. other signs- HX of violence, threatening behavior, intimidating behavior, increase in personal space, negative personality characteristics, changes in mood or behavior, social isolation, and the use of drugs and alcohol.

Output: Identify warning signs of impending violence and appropriate actions to diffuse/de-escalate someone becoming violent.


Input: a. family member or patient against the nurse- This type can be very brutal and violent, any of the three forms of violence. b. coworker against the nurse- homicide the most severe form of violence, is the second leading cause of death in the work place. Can be any of the 3 types of violence though. c. student nurse- horizontal violence is a term use to depict abusive behavior between coworker of similar status such as staff nurses in the workplace

Output: Identify risk factors for violence


Input: a. Non-physical- intimidation, abuse, threats, harassment, and bullying. Report any incident to attempt to reduce the risk of precipitating violence. b. Physical- punching, kicking, biting, pushing, the assault should be reported immediately with the perpetrator being removed by the police or security guard. c. Aggravated physical- weapons included but not limited to: guns, knives, syringes, furniture, bottles, glasses, etc. should never be tolerated require immediate action and removal of perpetrator by police or security guard.

Output: Discuss types of workplace violence


Input: a. Situation b. Background c. Assessment d. Recommendation

Output: Identify components of SBAR’


Input: Problem solving and the nursing process is comparable, the steps for this are a. Define the problem b. Identify the solution c. Select and implement solutions d. Evaluate outcome

Output: Discuss components of problem-solving/team building


Input: Use assertive communication: therapeutic communication, active listening, and have the willingness to compromise. Communication must be clear, miscommunication is a threat to patient safety, your actions impact everyone, you are in control of your behavior, and your response to a situation must be guided by critical thinking, assertive communication, active listening, and the ability to move on.

Output: Discuss communication strategies to improve communication


Input: a. Image b. Gender Differences c. Cultural diversity

Output: Identify factors affecting communication


Input: religion, ethnicity, language proficiency and reading comprehension, gender, age, education level, mobility, economic status. Culture is defined as the customary beliefs, social forms, and material traits of a racial, religious, or social group.

Output: Identify types of diversity


Input: America is a melting pot - our culture is extremely diverse and growing. U.S. Census: minorities make up 35% of the US population; by 2050, about half the U.S. population will be made up of people who are of a race other than white. AMA nation wide study (2005): 87% of physician’s who participated in the study reported having cared for a patient within the past month who did not speak English fluently. Nearly 2/3 of the nation’s physicians (62%) report they have witnesses a patient receive poor quality health care because of the patient’s race or ethnicity.

Output: Discuss changes in US in terms of population diversity


Input: become a culturally competent nurse:a nurse that has the enhanced ability to provide quality care, which fosters a better understanding of the plan of care.In a global society that is becoming extremely diverse, cultural competence is necessary for excellence in nursing care. Nurse must be culturally competent in order to provide quality care to patients. We must be culturally competent and we must take active steps to become so. Implement cultural diversity training and research to determine impact of cultural competency training for staff. Use internal and external resources to educate staff on different culture and religions. Expand the joint commission national patient safety goal #1310 to address diversity. Standardize the process of collecting and analyzing data from culturally diverse patients. Regulate the usage and implementation of diverse data in hospitals. Appropriate categorization of race, ethnicity, and language data. Employ multi-lingual health care interpreters, establish written guidelines regarding the usage of language services. Disallow the use of family members for interpreting during medical encounters. Require training on the practice of health care interpreting for all interpreters. Provide financial incentives to attract and retain qualified health care interpreters.

Output: Identify nursing strategies to deal with culturally diverse patients


Input: In the early 1940’s, most nurses working in hospitals were subject to arbitrary schedules, uncompromised overtime, no health or pension benefits, and no sick days or personal time. During this era, 75% of all hospital-employed nurses worked 50-60 hours a week meeting these arbitrary schedules and uncompensated overtime. In 1946 the ANA house of delegates unanimously approved a resolution that formally initiated the journey of RN’s down the road of collective bargaining. Activist nurses within the ANA founded the United American Nurse in 1999. (seen in #2). In 2000 the UAN held its first National Labor Assembly annual meeting. The participants in this meeting were staff delegates. Many formally organized unions have competed for the right to represent nurses. It was the opinion of nurses supporting this precedent that the state nurses associations were the proper and legal bargaining agents and were also the preferred representatives for nurses in this country for purposes of collective bargaining. During the late 1980’s, the demand among nurses for representation continued to grow; yet efforts to organize nurses for collective bargaining were being stymied by a decision from the National Labor Relations Board (NLRB) that stopped approving all-RN bargaining units. A legal battle then ensued with the ANA and other labor unions against the American Hospital Association (AHA). The NLRB issued a ruling that reaffirmed the right of nurses to be represented in all-RN bargaining units.

Output: Identify the hx of collective bargaining and why nurses participate in collective bargaining


Input: United American Nurse - The traditional collective bargaining unit affiliated with the American Nurses Association and a member of the AFL-CIO. Believed in the creation of a powerful, national, independent, and unified voice for union nurses. Center for American Nurses: An organizational member of the American Nurses Association that represents the interests of nurses who are not formally represented by a collective bargaining unit or union.

Output: Identify organizations/groups identified in collective bargaining


Input: Traditional Collective bargaining - a legally regulated collective bargaining unit or a union that assists members to gain control over practice, economics in the health care industry, and other health care issues that threaten the quality of patient care. Nontraditional Collective bargaining - shared governance, or interest-based bargaining (IBB); a collaborative-based, problem-solving approach to assist nurses to have a voice in the workplace and control over issues that affect their practice.

Output: Differentiate between types of collective bargaining


Input: •Clinical Nurse Specialist •Nurse Practitioners •Certified Nurse Midwife •CRNA •Nurse Educators

Output: What are the roles of nurses in managed care?


Input: •Medication Administration Records (MAR) not consistently used or referenced when administering medication. •Dose omissions or extra doses when staff share medication administration responsibilities. •Nonstandard medication times resulting in dose omissions. •Unfamiliarity with lab values and vital signs that should be monitored prior to administering medications. •Preparing drugs for multiple patients can lead to giving medications to the wrong patient. •Lack of information about the drug. •Use of nonstandard, flawed, or unsafe medication delivery devices. •Unsafe storage and distribution of drugs. •Failure to work as a team and communicate. •miscommunication of drug orders, which can involve poor handwriting, confusion between drugs with similar names, misuse of zeroes and decimal points, confusion of metric and other dosing units, and inappropriate abbreviations.

Output: Describe medication administration safety issues


Input: HAI’S: Are commonly transmitted when hospital officials become complacent and personnel do not practice correct hygiene regularly. Hand washing frequently is called the single most important measure to reduce the risks of transmitting skin microorganisms. Although hand washing may seem like a simple process, it is often performed incorrectly

Output: Identify issues/trends related to Hospital Acquired Infections and strategies to combat HAI’s


Input: Aquinas Requirements for RN-BSN: a.Graduate of an NLNAC credited diploma or Associates of Nursing Program b.2.5 GPA c.2 letters of recommendation from two medical professionals with a BSN degree or higher level of education. (See, with your BSN you can write letters of recommendations for students who want to go to Aquinas!) d.General education courses should be completed prior to RN-BSN program

Output: Discuss requirements in BSN education


Input: •The benefits of specialty certification reach throughout the healthcare system—from nurses, the nursing profession, and employers to hospitals, patients, and families. •Certification validates nurses’ knowledge and skills, improves quality and safety, and gives patients a benchmark to measure the level of care they can expect to receive at a healthcare facility.

Output: Describe the role of certification


Input: •Evidence Based Practice first came about with the “Legend Lady”, Florence Nightingale. •She changed the way patients were taken care of by noting a connection between poor sanitary conditions among hospitals and the rising death rates of wounded soldiers. •The first time Evidence Based Practice initially gained recognition was in 1992 when the journal of The American Medical Association published an article by Evidence Based Medicine Working Group.

Output: Discuss the history of evidence based practice in nursing


Input: The challenges that new graduates experience on entering clinical practice have been well documented in nursing literature. Although new graduates and their employers are forewarned about the difficult transition, the challenges continue, and may be even more difficult as the health care system embraces evidence-based practice (EBP). The transition to graduate nurse responsibilities is a challenging one for new nurses. Because new nurses focus on the task and organizational demands of the workplace , their abilities to practice EBP is compromised by their anxiety, and limited experiential knowledge .

Output: Identify factors influencing utilization of EBP by new graduates


Input: Licensure affords protection to the public by requiring an individual to demonstrate minimum competency by examination before practicing certain trades. Nursing licensure is a process by which a governmental agency grants “legal” permission to an individual to practice nursing. This accountability is maintained through state boards of nursing, which are responsible for the licensing and registration process. All Grads must successfully complete the NCLEX-RN.

Output: Describe licensure


Input: certification is defined as a “voluntary process by which a nongovernmental agency or association certifies that an individual licensed to practice a profession has certain predetermined standards specified by that profession for specialty practice”. The nursing license is recognized as indicating minimum competency, whereas the certification credential indicates preparation beyond the minimum level. Certification is the credential that provides recognition of professional achievement in a defined functional or clinical area of nursing practice

Output: Describe certification


Input: Burnout-Issues in nursing that cause new nurses to leave p only a few yrs. The increase in patient acuity, coupled with shortened hospital stays, is not compatible with the emphasis on high-quality, safe patient care and consumer satisfaction. These opposing philosophies create conflict for nurses and lead to burnout that is not as easily remedied as burnout caused by internal factors. Therefore, it is important to recognize clearly the mission of the hospital or corporation when you apply for your first job. Is their mission similar to yours? Will you be able to give the quality care that you want to deliver, or will you be required to compromise your values to fit into the system? Nurses need to determine whether their burnout is caused by internal or external factors. A nurse who neglects his or her own needs can develop feelings of low self-esteem and resentment. These feeling could affect the care you provide to others, Therefore, by taking care of yourself, you are ultimately able to provide better care for others.

Output: What is burnout and what are strategies to prevent/decrease burnout?


Input: Nurse= Nourishing Early Christian Influence- Deacons, Deaconesses, Nuns Women sympathetic to the Christian cause of aiding the poor were encouraged in this work by the bishops and deacons. Eventually, the deacons relinquished this work to women and established the position of deaconess for that purpose. To maintain a pure heart, these women were required by the Church to be either virgins or widows. Could only be married once. The deaconesses, widows, and virgins continued to minister to and nurse the ill within the safety of the convent. Knight Influence- Hospital of St. John was built Often the knights were accompanied into battle by men trained in the healing arts. These male nurses cared for wounded or otherwise stricken knights. They usually wore a red cross emblazoned on their tunics so that in the heat of battle they could be easily identified and avoid injury or death. Male nurses dominated these orders. Crimean War - More people died from disease than injury from war American Nursing – Colonial influence – Women were preferred but most of the individuals who delivered nursing care in the five largest hospitals were men. Civil War – Volunteer Nurses Improvement in patient care through control of the environment in which the patient recovered. The greatest problems for the Army stemmed from the poor sanitary conditions in the camps, which bred diseases such as smallpox and dysentery. The results were many deaths from inadequate nutrition, impure water, and a general lack of cleanliness. It was in this era that the value of primary prevention, or the prevention of the occurrence of disease by measures such as immunization and the provision of a pure water supply, became understood. Victorian Age – Man had total control of the house. Nursing provided an escape. Power of the Doctor, Better education, New legislation, had to be licensed. A time of repression but also a time of reform. Nurses generally were women who wanted to avoid the drudgery of a Victorian marriage. They were required to be single to make a complete commitment to their vocation. Schooled in submission, women were expected to be equally accommodating within the hospital organization. Reformers focused on establishing standards for nursing education and practice. Among their accomplishments were the organization of the American Nurses Association and the creation of its journal, the American Journal of Nursing, and the enactment of legislation to require the licensure of prepared nurses. This protected the public from inadequate care given by people who were not trained to nurse

Output: Describe key changes in nursing during historical periods discussed in class


Input: Florence Nightingale - Victorian times - beautiful, intelligent, wealthy, socially successful, and educated. Nightingale's interest in hospital reform was insatiable. She visited hospitals and took copious notes on nursing care, treatments, and procedures. She sent reports on hospital conditions to Sidney Herbert, the British Secretary of War. Secretary Herbert then assigned her other hospitals to review. The reviews always included recommendations for improving nursing care. Nightingale's great success prompted her to begin developing schools of nursing based on her knowledge of what was effective nursing.

Output: Identify Florence Nightingale’s role and contributions to nursing.


Input: overuse of the insurance based payment system. Low labor productivity growth. Constrained supply of healthcare providers. Enough wealth to support the costs. Money to hospitals, Dr’s and technologies. Fragmentation of insurers and providers = Increased administrative costs. Success, creates more costs (more people surviving and need lifetime healthcare = more $ spent on patient)

Output: Describe issues related to healthcare access and cost both historically and in the present


Input: -Managed care organizations often enroll members who have a specific disease, such as diabetes, in a program tailored for the needs of clients with that condition. -The program focuses on prevention and educational activities when members are NOT in the acute stage of the disease, so that they will be prepared to understand and manage symptoms throughout their lives. -Nurses, often employed by health plans, are frequently involved in this component of disease management. -Disease-Management protocols also outline standard interventions to be implemented during the acute stage of the illness, although physicians or other providers may make modifications to provide individualized care. -Disease-management programs are primarily for clients with chronic diseases that occur frequently, those that vary widely in treatment options, and those that are very expensive to treat.

Output: Recognize characteristics of Managed Care organizations


Input: In 2000, the Institute of Medicine (IOM) released a report, “Crossing the Quality Chasm: A New Health System for the 21st Century”. This report noted that it takes 17 years for the results of research in health care to be transmitted into consistently used practice. Evidence based practice is one strategy to reduce the amount of time required to integrate new health care findings into practice. EVP is the conscientious use of current best evidence in making decisions about client care. EVP uses the following steps to answer clinical questions: 1. A systematic search for the most relevant evidence to the question. 2. Critical evaluation of the evidence found (Is the evidence logical and valid?) 3. Your own clinical experience (Does your experience fit with the evidence?) 4. Client preferences and values (Will your clients accept the recommendations drawn from the evidence?) The answer to the questions can then be implemented in practice or incorporated into critical pathways and disease-management processes.

Output: Describe the time frame required to translate research into practice


Input: Resume: be current, concise, and honest. Be open to suggestions recruiters may have. Your resume is the 1st intro a prospective employer has with you. Define your strengths and skills. Avoid using I or me in your resume. Proofread. Don’t inquire about salary or benefits in the resume. Include: Who you are. Professional objective. Education. Professional experience. Licensure. Professional organizations. Honors and awards. References (if asked for). Interview: Dress the part. Be conservative with hair and makeup. Wear minimal jewelry. Wear hose with a skirt or a dress. Men, consider a suit or jacket with coordinating slacks. Don’t bring kids. Arrive early. Ask how long it might take (prior to). Identify and control your nervous habits. Consider a portfolio (examples of work you have done; papers, etc.). Sell yourself, but let the institution sell themselves too. Ask questions (prepare before hand). Use buzz words; critical thinking, communication, problem solving. Salary and benefits are usually discussed after a position has been offered. You may even need to get the info about that from the HR department. Interviews have 3 phases. 1. introduction. 2. Fact finding (your resume and you do most of the talking). 3. Closing (summary and your questions).

Output: Identify appropriate interview behaviors and resume strategies to facilitate obtaining a first nursing position


Input: Healing relationship model: A dynamic interaction developed over time between 2 persons: one person, vulnerable, exploitable, suffering and seeking help; one person, who offers to help and to heal, to restore health, and when this is not possible, restoration to wholeness.

Output: Identify the components of the Healing Relationship Model central to understanding ethics in the practice of nursing


Input: Promise made to one who is sick, in need, and vulnerable. Relationship is one of inequality where the clinician holds the balance of power. Inequality of power possesses special obligations on the clinician who professes to help. An active, conscious declaration, voluntarily entered into that signifies willingness to assume the obligation to make this promise authentic. Implicitly occurs during every clinical encounter during which the clinician promises to help. The promise to help and to heal is always above that of the clinician. The promise must be true and authentic and built on a covenant of trust-not a contract.

Output: Describe the role of authenticity in Nurse-Patient Relationships


Input: Technology Informatics Guiding Information Reform - Who are informatics experts? Invited these people to address the issue of electronic health records. How to engage nurses? Hot to implement the plan of action? What capabilities are needed? How to come up with programs, systems and applications to meet this goal? Tiger initiative outlined competencies for nurses. These are: computer skills, information literacy, and information management.

Output: Describe the activities of the Tiger Initiative and its competencies for practicing nurses


Input: first recognized by ANA in 1994. ANA defined informatics as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, and knowledge in nursing practice. -NI facilitates the integration of data, info, and knowledge to support clients, nurses, and other providers in their decision making in all roles and settings. This support is accomplished through the use of information structures, info processes, and info technology. -The extensive clinical background of the NI is invaluable to the success of the implementation of these outline, computer applications. -Nurses have a unique understanding of workflow, the hospital and clinical environments, and specific procedures that are necessary for effective health info infrastructure. -Moreover, the NI is critical to the translation of standard info into practical models that can be applied to improve the health care work environment.

Output: Describe the development of nursing informatics


Input: NI must have clear understanding of regulations to guide organizations within boundaries. HIPPA - ensures that health care organizations collect right data in common format. Standards signed into law that protect the privacy and security of client data. Ex. Health information privacy law, Data security law, and Electronic transaction standards. (privacy laws) The Joint Commission - inspects and reviews variety of areas within each organization. Implemented information management standards in the mid 1990’s (total of 10). Ensures that facilities are meeting high performance standards through certification. Need for information management regulation.

Output: Identify examples of regulation influencing informatics


Input: Remember CAFÉ - Challenge information and demand accountability. Adapt and require more credibility and evidence for stronger claims - be skeptical of info. File new information in you mind rather than immediately believing or disbelieving. Evaluate and reevaluate regularly - recognize dynamic and fluid nature of information. Remember CARS - Credibility - authoritative source? Accuracy - correct today? Reasonableness - engages subject thoughtfully, reasonably, truthfully? Support - triangulated sources?

Output: Identify issues in evaluating material from internet web sites


Input: Clinical Info Systems - CIS’s have replaced paper and pencil charting. Development and application of CIS’s are essential for health care to leverage state of the art technology to deliver highest quality, lowest cost care. EHR - electronic health record. A longitudinal electronic record of patient health information generalized by one or more encounters in any care delivery setting. Includes patient demographics, process notes, problems, meds, VS, past hx, immunizations, lab data, and radiology reports. The EHR automates and streamlines the clinician’s workflow. it can generate a complete record of a clinical patient encounter, as well as support other care related activities directly or indirectly via interface - including evidence-based decision support, quality management, and outcome reporting. Benefits - interactive to all components of care, interactive flow sheets, tailored order sets, and multiple components of care can be integrated. PHR - Patient health record - an electronic record of health related info on an individual that conforms to nationally recognized interoperability standards and that can be drawn from multiple sources while being managed, shared and controlled by the individual. EMR - electronic medical record - an electronic patient care record created by an agency or agencies having common ownership. Although these are often called EHR’s, they are not true EHR’s because the data is nor shared between providers in agencies under different ownership. email - few Dr’s use this. Could eliminate phone tag. Drug-refill requests and educational info could be accessed. Never use personal email as a nurse or Dr. PDA - allows bedside collection and charting. Conserves time and reduces steps to and from nurses station. Offers easier information transmission between workers. Portability and info at your fingertips. Can use to monitor: BG, BP, diet, activity. Can: calculate dosages, analyze lab results, access reference materials, check for drug interactions, schedule procedures, order meds, “beam” assignments.

Output: Identify record/information systems being developed in health care settings


Input: Define the term transitions as it is used in nursing role transitions? Transitions are passages or changes from one situation, condition, or state to another that occur over time. They have been classified into the following four major types: developmental (e.g., becoming a parent, midlife crisis), situational (e.g., graduating from a nursing program, career change, divorce), health/illness (e.g., dealing with a chronic illness), and organizational (e.g., change in leadership, new staffing patterns)

Output: Define the term transitions as it is used in nursing role transitions


Input: Some of the most important decisions you will make in your professional life are the decisions and choices you make about how you think about and deal w/ transitions. Your thoughts, expectations, attitude and actions will influence your transition experiences. Think post, be flexible, get organized, stay healthy

Output: Identify your role in transitions


Input: Reality Shock is a term often used to describe the reaction experienced when one moves into the work force p several yrs of educational preparation. Phases dev in 1974 – Honeymoon phase - The recent graduate is thrilled with completing school and accepting a first job. During this exciting phase, your perception of the situation may feel unreal and distorted, and you may not be able to understand the overall picture. Shock and rejection - Has excessive mistrust, Experiences decrease in energy and feels excessive fatigue, Feels like a failure and blames self for every mistake, Bands together and depends on people who hold the same values, Experiences increased concern over minor pains and illness Recover- Beginning to have sense of humor, decrease in tension, Increase in ability to be objective

Output: Define the Stages of Reality Shock(Kramer) and Novice to Expert Model(Benner)


Input: Developmental - becoming a parent Situational - coming to nursing school, career changes, divorce Health/ illness - new disease, diet changes, medication needs. Organizational - changes in leadership, staffing organization, medical reimbursement.

Output: Identify examples of the four different types of transitions discussed in class.


Input: The problem - complex health care needs, practice readiness, expertise gap, variable transition experiences, risk for practice errors, turnover/ retention. The impact - med errors, newly licensed nurse errors, life threatening complication recognition, patient safety, error reduction and better outcomes r/t transition programs, cost savings.

Output: Discuss safety issues and impact of role transition issues identified by the NCSBN


Input: Recognize the importance of attitude, Surround yourself w/ supportive people, Set realistic expectations, Find Mentors

Output: Identify strategies to assist the nurse in role transition


Input: Transition to Practice Regulatory Model is intended to be collaboratively implemented w/ education and practice but through regulation. Models included - preceptor model Time period – 6months Five Transitions Modules- Communication and teamwork Pt centered care Evidence based practice Quality improvement Informatics

Output: Describe the NCSBN proposal for Transition into Practice Models


Input: Licensure to practice is regulated by licensing authorities w/in each state To ensure public protection states require candidates for licensure to pass exam to measure competencies need for entry level practice The NCSBN develops the licensure exam Questions are based on defined test plan The test plan is a blueprint for entry level practice Test plan researched q 3 yrs According to the NCSBN, the NCLEX is designed to test “knowledge, skills and abilities essential to the safe and effective practice of nursing at the entry level” Analysis guides development of framework for entry level practice that incorporates specific client needs and processes fundamental to practice of nursing The examination is constructed from questions that are designed to test the candidate's ability to apply the nursing process and to determine appropriate nursing responses and interventions to provide safe nursing care. The distribution of content is based on the areas of client needs, and the nursing process is integrated throughout. There are four levels of client needs identified in the Job Analysis Study

Output: Identify the process of development of the NCLEX –RN exam


Input: Administered by Computerized Adaptive Testing (CAT) – uses computer tech and measurement theory Maximum test time is 6hrs Answer between 75-265 questions Instructions and breaks included in the time Test items go through extensive review process Types of test items Multiple choice Multiple response Fill in blank Drop and Drag Hot spots Prepare 6months b4 test Practice NCLEX questions Start using review books now!!!

Output: Identify test item formats used in the NCLEX-RN exam?


Input: EHR major goal of NI.

Output: what is major goal of Nursing infromatics


Input: Deacons, Deaconesses, Nuns Women sympathetic to the Christian cause of aiding the poor were encouraged in this work by the bishops and deacons. Eventually, the deacons relinquished this work to women and established the position of deaconess for that purpose. To maintain a pure heart, these women were required by the Church to be either virgins or widows. Could only be married once. The deaconesses, widows, and virgins continued to minister to and nurse the ill within the safety of the convent.

Output: Describe key changes in nursing during historical periods discussed in class: Early Christian Influence


Input: Hospital of St. John was built Often the knights were accompanied into battle by men trained in the healing arts. These male nurses cared for wounded or otherwise stricken knights. They usually wore a red cross emblazoned on their tunics so that in the heat of battle they could be easily identified and avoid injury or death. Male nurses dominated these orders.

Output: Describe key changes in nursing during historical periods discussed in class: Knight Influence


Input: More people died from disease than injury from war

Output: Describe key changes in nursing during historical periods discussed in class: Crimean War


Input: Women were preferred but most of the individuals who delivered nursing care in the five largest hospitals were men

Output: Describe key changes in nursing during historical periods discussed in class: American Nursing – Colonial influence