Input: Disclosing supervisee confidences

Output: MFTs do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In education or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for the training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How should investigators make careful examinations of ethical acceptability in planning studies?

Output: To the extent that services to research participants may be compromised by participation in research, investigators seek the ethical advice of qualified professionals not directly involved in the investigation and observe safeguards to protect the rights of research participants.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: What must investigators requesting participant involvement in research do with regard to potential participants?

Output: They must inform participants of the research of the aspects of the research that might influence willingness to participate. They must be sensitive to the possibility of diminished consent when participants are also receiving clinical services, or have impairment which limit understanding and/or communication, or when participants are children.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Participants freedom to decline participation or withdraw from research studies.

Output: Investigators respect participant's freedom to decline participation in or to withdraw from a research study at any time. This is especially important when researchers have authority or influence over participants. MFTs, therefore, make every effort to avoid multiple relationships with research participants that could impair professional judgment or increase the risk of exploitation.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Confidentiality in research

Output: Information obtained about a research participant during the course of an investigation is confidential unless there is a waiver previously obtained in writing. When the possibility exists that others, including family members, may obtain access to such information, this possibility, together with a plan for protecting confidentiality, is explained as part of the procedure for obtaining informed consent.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: What do MFTs do when the AAMFT Code of Ethics conflicts with the mandates of an organization with which an MFT is affiliated through employment, contract, or otherwise?

Output: The MFT makes known to the organization their full commitment to the AAMFT Code of Ethics and attempts to resolve the conflict in a way that allows the fullest adherence to the Code of Ethics.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Assigning publication credit

Output: MFTs assign publication credit to those who have contributed to a publication in proportion to their contributions and in accordance with customary professional publication practices.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs publishing with a student

Output: MFTs do not accept or require authorship credit for a publication based on research from a student's program, unless the therapist made a substantial contribution beyond being a faculty advisor or research committee member. Coauthorship on a student thesis, dissertation, or project should be determined in accordance with the principles of fairness and justice.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Plagiarizing

Output: MFTs who are the authors of books or other materials that are published or distributed do not plagiarize or fail to cite persons to whom credit for original ideas or work is due.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs who are the authors of books or other materials published or distributed by an organization...

Output: take reasonable precautions to ensure that the organization promotes and advertises the materials accurately and factually.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs participate in activities that contribute to...

Output: MFTs participate in activities that contribute to a better community and society, including devoting a portion of their professional activity to services for which there is little or no financial return.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and developing laws and regulations

Output: MFTs are concerned with developing laws and regulations pertaining to marriage and family therapy that serve the public interest, and with altering such laws and regulations that are not in the public interest.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs encourage public participation in...

Output: the design and delivery of professional services and in the regulation of practitioners.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and referrals

Output: MFTs do not offer or accept kickbacks, rebates, bonuses, or other renumeration for referrals; fee-for-service arrangements are not prohibited.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Prior to entering into the therapeutic or supervisory relationship, MFTs clearly disclose and explain to clients and supervisees:

Output: a. all financial arrangements and fees related to professional services, including charges for canceled or missed appointments b. the use of collection agencies or legal measures for nonpayment c. the procedure for obtaining payment from the client, to the extent allowed by law, if payment is denied by the third-party payor. Once services have begun, therapists provide reasonable notice of any changes in fees or other charges.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and clients with unpaid balances

Output: MFTs give reasonable notice to clients with unpaid balances of their intent to seek collection by agency or legal recourse. When such action is taken, therapists will not disclose clinical information.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs represent facts truthfully...

Output: to clients, third-party payors, and supervisees regarding services rendered.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs ordinarily refrain for accepting goods and services...

Output: from clients in return for services rendered. Bartering for professional services may be conducted only if: a. the supervisee or client requests it b. the relationship is not exploitive c. the professional relationship is not distorted. d. a clear written contract is established.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs withholding records when client hasn't paid

Output: MFTs may not withold records under their immediate control that are requested and needed for a client's treatment solely because payment has not been received for past services, except as otherwise provided by law.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs accurately represent their...

Output: competencies, education, training, and experience relevant to their practice of marriage and family therapy.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs ensure that advertisements and publications in any media (such as directories, announcements, business cards, newspapers, radio, TV, internet, and facsimiles)...

Output: convey information that is necessary for the public to make an appropriate selection of professional services. Info might include: a. office info b. qualifying clinical degree c. other earned degrees and state or provincial licensures/certifications d. AAMFT clinical member status e. description of practice

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not use names that could...

Output: mislead the public concerning the identity, responsibility, source, and status of those practicing under that name, and do not hold themselves out as being partners or associates of a firm if they are not.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs do not use any professional identification (such as a business card, office sign, letterhead, internet, or telephone or association directory listing)...

Output: if it includes a statement or claim that is false, fraudulent, misleading, or deceptive.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: In representing their educational qualifications, MFTs list and claim as evidence only those earned degrees:

Output: a. for institutions accredited by regional accreditation sources recognized by the U.S. Dept. of Education. b. from institutions recognized by states or provinces that license or certify marriage and family therapists c. from equivalent foreign institutions.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs correct, wherever possible...

Output: MFTs correct whenever possible, false, misleading, or inaccurate information and representations made by others concerning the therapist's qualifications, services, or products.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs make certain that the qualifications of their employees or supervisees...

Output: are represented in a manner that is not false, misleading, or deceptive.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs and specialized services

Output: MFTs do not represent themselves as providing specialized services unless they have the appropriate education, training, or supervised experience.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: MFTs who are uncertain about the ethics of a particular course of action...

Output: are encouraged to seek counsel from consultants, attorneys, supervisors, colleagues, or other appropriate authorities.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: The practice of marriage and family therapy is governed by...

Output: both law and ethics.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: What if the AAMFT Code of Ethics prescribes a standard higher than that required by law?

Output: then MFTs must meet the higher standard of the AAMFT Code of Ethics. MFTs comply with the mandates of law, but make known their commitment to the AAMFT Code of Ethics and take steps to resolve the conflict in a responsible manner. The AAMFT supports legal mandates for reporting of alleged unethical conduct.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: Who is bound by the AAMFT Code of Ethics?

Output: Members of AAMFT in all membership categories: AAMFT-Approved Supervisors applicant for membership AAMFT members

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: How does the AAMFT Ethics Committee view persons accused of unethical conduct?

Output: Persons are considered innocent by the Ethics Committee until proven guilty, except as otherwise provided, and are entitled to due process.

AAMFT Code of Ethics Flashcards - Cram.com

race, ethnicity, SES, disability, gender, health status, religion, national origin, or sexual orientation.


Input: [1] pedantic [2]

Output: stressing trivial points of learning lacking a sense of proportion in scholarship

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] pertinacious [2]

Output: stubborn unyeilding holding firmly to one belief

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] pontificial [2]

Output: ornate stiff having the dignity of a priest or pope

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] pretentious [2]

Output: making claims against distinctions showy

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] prolix [2]

Output: wordy long winded

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] puerile [2]

Output: childish silly young

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] quiescent [2]

Output: inactive, in respons, latent

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] recalcitrant [2]

Output: unruly, refusing to obey authority

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] restive [2]

Output: hard to control, restless, contrary

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] ribald [2]

Output: course, vulgar in language, irreverent

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] sardonic [2]

Output: sarcastic, bitterly sneering

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] sedulous [2]

Output: busy, working hard, diligent

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] sleazy [2]

Output: flimsy or thin in texture or substance, of poor quality

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] supercilious [2]

Output: naughty, arrogant, contemptuous

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: [1] voluptuous [2]

Output: sensuous, full of sensual delight and pleasures

601 Words Chapter 27 Foreign Language Flashcards - Cram.com


Input: The sinuses that are accessible to examination are the: [Kiesselbach's plexus]

Output: frontal and maxillary sinuses

Physical assessment: Nose Flashcards - Cram.com


Input: The frenulum is: [Kiesselbach's plexus]

Output: the midline fold of tissue that connects the tongue to the floor of the mouth

Physical assessment: Nose Flashcards - Cram.com


Input: the largest salivary gland is located: [Kiesselbach's plexus]

Output: within the cheeks infront of the ear

Physical assessment: Nose Flashcards - Cram.com


Input: A 70 year old woman complains of a dry mouth. The most frequent cause of this problem is: [Kiesselbach's plexus]

Output: related to medications she may be taking

Physical assessment: Nose Flashcards - Cram.com


Input: Because of a history of headaches, the examiner uses transillumination to assess for an inflamed sinus. The findings in a healthy individual would be: [Kiesselbach's plexus]

Output: a diffuse red glow

Physical assessment: Nose Flashcards - Cram.com


Input: During an inspection of the nares, a deviated septum is noted. The best action is to: [Kiesselbach's plexus]

Output: document the deviation in the medical record in case the person needs to be suctioned

Physical assessment: Nose Flashcards - Cram.com


Input: Oral malignancies are most likely to develop: [Kiesselbach's plexus]

Output: under the tongue

Physical assessment: Nose Flashcards - Cram.com


Input: In a medical record, the tonsils are graded 3+, the tonsils would be: [Kiesselbach's plexus]

Output: touching the uvula

Physical assessment: Nose Flashcards - Cram.com


Input: The function of the nasal turbinates is to: [Kiesselbach's plexus]

Output: warm the inhaled air

Physical assessment: Nose Flashcards - Cram.com


Input: The opening of an adult's parotid gland (Stensen's duct) is opposite the: [Kiesselbach's plexus]

Output: upper 2nd molar

Physical assessment: Nose Flashcards - Cram.com


Input: A nasal polyp may be distinguished from the nasal turbinates for 3 reasons: [Kiesselbach's plexus]

Output: the polyp is moveable, the polyp is pale gray in color, the polyp is non-tender

Physical assessment: Nose Flashcards - Cram.com


Input: - also called short term memory -stage at which further processing is carried out to make info ready fo rlong term storage -holds limited amount of info and for limited amount of time [sensory memory]

Output: working memory

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: -permanent storehouse of information -once information is processed in long term memory it can never be fully lost [sensory memory]

Output: long-term memory

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: abililty to process some information whiel ignoring other information [sensory memory]

Output: selective attention

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: when tasks are overlearned or sources of information became habitual [sensory memory]

Output: automaticity

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: environmental stimuli are recognized as exemplars of concepts and princicples already in memory - when you match incomming information to the appropriate template in your memory [sensory memory]

Output: patttrn recognition

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: distinctive, specific features are stored in your memory [sensory memory]

Output: feature analysis

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: working memory capacity may be increased through creating larger bits [sensory memory]

Output: chunking

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: making things meaningful, relating them to concepts or ideas already in memory [sensory memory]

Output: encoding

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: memory for specific eventsq [sensory memory]

Output: episodic memory

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: all general information stored in the memory [sensory memory]

Output: semantic memory

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: suggests that memory is stored in interconnected hierarchies [sensory memory]

Output: Network Model of LTM

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: things in the memory are organized by sets of defining features [sensory memory]

Output: Feature Comparison Models of LTM

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: model by John R. Anderson, distinguished between procedural and declarative knowledge [sensory memory]

Output: ACT

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: cognitive operations occur simultaneously as opposed to sequentially [sensory memory]

Output: Parallel Distributed Processing

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: whatever cues used by a learner to facilitate encoidng wil aso serve as the best retrieval cues [sensory memory]

Output: encoding specifity

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: 1. failure to encode 2. failure to retrieve 3. interverence [sensory memory]

Output: why do we forget things?

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: one's awareness of thinking and the self-regulatory business. [sensory memory]

Output: metacognition

Pysch Of Learning- cognitive information Processing Flashcards - Cram.com


Input: [1] The dependent variable is assumed to be the [2]

Output: effect


Input: [1] According to differential association theory, criminal behavior is [2]

Output: learned


Input: [1] Suppose the police arrive at the scene of a car accident. The car is too damaged to drive and the police believe that the driver is intoxicated. They see no liquor in the passenger compartment. Under which of the following exceptions might police be able to make a warrantless search of the trunk? [2]

Output: search incident to an arrest


Input: [1] An Ex Post Facto Law [2]

Output: is unconstitutional and applies to the states through the 14th amendment.


Input: [1] The Court's acceptance of DNA testing was based on the ________ standard whereby a new technology must be sufficiently established to have gained general acceptance in the field of application. [2]

Output: Frye


Input: [1] Police must observe the requirements imposed by the Miranda rule only when [2]

Output: Look this one up in the book


Input: [1] Insanity is a legal defense in criminal cases. Once the issue of insanity has been raised by the defense, the burdon of proving the defendant's sanity shifts to [2]

Output: the defense


Input: [1] Where there is no probable cause for an arrest, but the officer reasonably believes in light of his experience and training that criminal activity may be in progress, a person may be stopped in accordance with Terry v. Ohio if [2]

Output: the sole justification for the search would be the protection of the officer and others nearby


Input: [1] Probably the most important factor to consider when making the decision to parole or release an offender from an institution is the offender's [2]

Output: age


Input: [1] The conditional release, by an administrative act, of a convicted offender from a penal institution is usually referred to as [2]

Output: parole


Input: [1] A sentence of imprisonment in which the duration is not fixed by the court is the [2]

Output: indeterminate sentence


Input: [1] An independent variable is assumed to be the [2]

Output: cause


Input: [1] What is it called when a victim receives money from the state to pay for damages associated with a crime? [2]

Output: victims compensation


Input: [1] What are the two basic components of correctional treatment? [2]

Output: community-based corrections and secure confinement


Input: [1] Which is considered to be the most severe form of punishment on the punishment ladder [2]

Output: boot camps


Input: [1] Which of the following is NOT a Routine Investigative Action performed by an investigator as stated in the "Criminal Investigation Process"? [2]

Output: checking blood for a DNA match


Input: [1] 0 out of 2 points Prior to the Supreme Court's ruling in Gideon v. Wainwright, indigent persons enjoyed all of the following rights to counsel except [2]

Output: the right to have counsel appointed to represent them at trial if they were unable to rep


Input: [1] Protection against double jeopardy is provided in the [2]

Output: 5th and 6th amendments.


Input: [1] No level of suspicion is required to [2]

Output: approach a person on a public street and ask for identification.


Input: [1] Theories which view criminal behavior as a result of forces operating in deteriorated and depressed lower class areas are known as what? [2]

Output: social structure theories


Input: [1] When the circumstances permit, the preferred method ofmaking a search is [2]

Output: with a search warrant


Input: [1] Whose writings serve the basis for all conflict theory? [2]

Output: Marx


Input: [1] Which theory stems from Cesare Lombroso's famous work? [2]

Output: biological trait theory


Input: [1] Nolle prosequi: [2]

Output: is the same as an acquittal


Input: [1] Social disorganization theory links crime rates to what? [2]

Output: neighborhood ecological characteristics


Input: [1] Which of the following cases established the concept of "the fruit of the poisonous tree [2]

Output: Wong Sun v. United States


Input: [1] The use of forfeiture in American law has been reintroduced with the passage of what law [2]

Output: the Racketeer Influenced and Corrupt Organization act


Input: [1] Awarding prisoners days off of their sentences for maintaining appropriate behavior is a practice referred to as [2]

Output: good time/gain time


Input: [1] Social process theorists focus their attention on what factors? [2]

Output: the socialization of the youth and their developmental factors


Input: [1] The opportunity reduction approach to crime prevention strategies includes one of the oldest and most widely used tactics ____________________. From castle moats to deadbolt locks, these measures are designed to remove access to or to increase the physical security of certain property. [2]

Output: target hardening


Input: [1] At which of the following stages does the correctional process formally begin [2]

Output: conviction


Input: [1] Social conflict theory considers true crimes to be [2]

Output: racism


Input: [1] Strain theory has its roots in the concept of [2]

Output: anomie


Input: [1] State one example of a Part II offense. [2]

Output: kidnapping, embezzlement, etc. etc. (Instructor will hand score)


Input: [1] The Bill of Rights contains _____ amendments that refer to procedural safeguards. [2]

Output: 4


Input: [1] Give one example of a white collar crime. [2]

Output: tax evasion, fraud, computer crimes, etc.


Input: [1] Speedy trial falls under what amendment [2]

Output: 6th


Input: [1] An integrated model of crime involves the ideas that [2]

Output: Look up


Input: [1] What do the initials NIBRS stand for [2]

Output: National Incident Based Reporting System


Input: [1] What is the standard of proof for civil law [2]

Output: preponderence of evidence


Input: [1] Due process falls under what two amendments [2]

Output: 5th/14th


Input: [1] Alcohol intoxication can be used as a defense when [2]

Output: Its Involuntary


Input: [1] State one example of a Part I crime. [2]

Output: murder, rape, aggravated battery, arson, motor vehicle theft, robbery, larceny, burglary


Input: [1] The Chicago School showed a correlation between crime and [2]

Output: Look up


Input: [1] Public order crime is often technically referred to as [2]

Output: victimless crimes


Input: [1] Social process theories include [2]

Output: Look up


Input: [1] The Department of Homeland Security includes the [2]

Output: Look up


Input: [1] In the Reform Era of policing, police [2]

Output: Look up


Input: [1] The Broken Windows theory [2]

Output: is based on order maintenance


Input: [1] Kreb's Cycle [2]

Output: step after glycolysis occurs in the mitochondria produces 2 ATP


Input: [1] General patrol is [2]

Output: both random and preventive


Input: [1] The case of Katz v. U.S. established the standard for [2]

Output: reasonable expectation of privacy


Input: [1] What law enforcement agency typically maintains the county jail [2]

Output: county sheriff


Input: [1] Police cynicism [2]

Output: considers citizens to be weak and dangerous


Input: [1] Some steps in DNA profiling are [2]

Output: Look up


Input: [1] Municipal law enforcers usually police what areas of a state [2]

Output: cities


Input: [1] Searches incidental to an arrest are valid when [2]

Output: police need to find a weapon a suspect may be carrying and there is a need to protect evidence on the suspect from being destroyed


Input: [1] In the Community Era of policing, the police [2]

Output: Look up


Input: [1] What amendment does search and seizure fall under? [2]

Output: 4th


Input: [1] What level of evidence is needed for an arrest warrant [2]

Output: probable cause


Input: Stand on L (involved side) and hold the opposite superior iliac spine

Output: A patient presents with a L posterior innominate. How should you position yourself to perform Posterior Innominate ME?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: Pull PSIS laterally Patient pushes knee laterally

Output: A patient presents with R innominate out-flare. You decide to treat with muscle energy. Which way should you pull the PSIS and how should the patient push against your resistance?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: -Stand on opposite side on inflair -Hold opposite ASIS and have patient push knee medially against your resistance

Output: A patient presents with R innominate in-fair. How should you set up a muscle energy tx?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: patient on back lift leg 30 degrees and slightly aBduct and INTERNALLY rotate (posterior innominate thrust is basically the same except you don't lift 30 degrees)

Output: You decide to perform anterior innominate HVLA on a patient with a right anterior innominate. How do you position the patient's right leg before performing the thrust?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: Patient is lying on axis side CHEST DOWN (front down) Legs hang off table (over your thigh) Have them push feet toward ceiling

Output: How should you position a pt. for forward sacral torsion ME?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: Patient lies on axis side BACK DOWN (on table) Extend leg on table, flex top leg Patient pushes flexed (top) knee toward ceiling

Output: How should you position a pt. for backward sacral torsion ME?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: -patient lies face down -RESIST sacral extension during inhalation -push sacrum into flexion during exhalation

Output: How should you treat a patient with unilateral sacral extension?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: -patient lies face down -PUSH SACRUM INTO EXTENSION during inhalation -RESIST FLEXION during exhalation

Output: How should you treat a patient with unilateral sacral flexion?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: UNINVOLVED SIDE - patient holds breath while you flex hip to barrier -slowly aBduct and externally rotate to barrier -maintain aBduction barrier and slowly extend hip fully

Output: What side does a patient lay on for Sacroiliac OMT?

OPP2 Test: OMT Questions Flashcards - Cram.com

A patient presents with an R anterior innominate. In order to properly perform ME, which way should you pull the ischial tuberosity?


Input: CT of neck with IV contrast

Output: What type of imaging would you use in a Retropharyngeal Abscess

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: Endovaginal for gym imaging Endorectal for prostate imaging

Output: Use of round transducer

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: Hysterosalpingogram

Output: What type of imaging can be used to asses for patency of the fallopian tubes

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: Avascular necrosis SCEFE Toxic septic arthritis Joint effusion

Output: DDX for a child that Limps

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: 5cm above the carina most common mispositioning is the right main stem bronchus

Output: Where should the endotracheal tube be?

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: Tip should lie within the SVC

Output: Where is the correct placement of the PICC line?

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: Pros: minimally invasive cheap easy access cons: daily flushes to prevent clots can migrate out of the vessels limits strenuous use of arm

Output: What are some pros and cons of PICC lines?

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: soft tissue of the neck and chest xray

Output: What is the image modality is first ordered with upper airway problems?

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: Epiglottis

Output: What causes the thumb sign of x ray of the soft tissue

Radiology (nothing but gray and white lines) Flashcards - Cram.com

what is the ddx of upper airway obstruction


Input: [Kiesselbach's plexus] frontal and maxillary sinuses

Output: The sinuses that are accessible to examination are the:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] the midline fold of tissue that connects the tongue to the floor of the mouth

Output: The frenulum is:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] within the cheeks infront of the ear

Output: the largest salivary gland is located:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] related to medications she may be taking

Output: A 70 year old woman complains of a dry mouth. The most frequent cause of this problem is:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] a diffuse red glow

Output: Because of a history of headaches, the examiner uses transillumination to assess for an inflamed sinus. The findings in a healthy individual would be:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] document the deviation in the medical record in case the person needs to be suctioned

Output: During an inspection of the nares, a deviated septum is noted. The best action is to:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] under the tongue

Output: Oral malignancies are most likely to develop:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] touching the uvula

Output: In a medical record, the tonsils are graded 3+, the tonsils would be:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] warm the inhaled air

Output: The function of the nasal turbinates is to:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] upper 2nd molar

Output: The opening of an adult's parotid gland (Stensen's duct) is opposite the:

Physical assessment: Nose Flashcards - Cram.com


Input: [Kiesselbach's plexus] the polyp is moveable, the polyp is pale gray in color, the polyp is non-tender

Output: A nasal polyp may be distinguished from the nasal turbinates for 3 reasons:

Physical assessment: Nose Flashcards - Cram.com


Input: Extraordinary items are not allowed [Discontinued ops]

Output: Extraordinary items


Input: Cumulative adjustment is made at the beginning of the prior period must present 3 BS [Discontinued ops]

Output: Accounting changes


Input: Does not exist in IFRS [Discontinued ops]

Output: Change in accounting entity


Input: Key management compensation arrangements are required to be disclosed [Discontinued ops]

Output: Related party disclosures


Input: There must be an actual statement that says that everything is in compliance - and ALL of them [Discontinued ops]

Output: Notes to the financial statements


Input: Includes liabilities in segment reporting if they are reported to CFO regularly [Discontinued ops]

Output: Segment reporting


Input: Research costs related to internally developed intangible assets must be expensed, but development costs may be capitalized [Discontinued ops]

Output: Intangible costs


Input: Research must be expensed Development costs can be capitalized [Discontinued ops]

Output: R&D


Input: No specific IFRS guidance, just follow regular intangibles that are internally developed [Discontinued ops]

Output: Computer software development costs


Input: Impairment calculated using a one-step approahc where CV is compared to the assets recoverable amount = greater of the assets FV - costs to sell and the assets value in use (PV of CF). Reversal permitted. [Discontinued ops]

Output: Impairment of Intangible Assets other than Goodwill


Input: Two step model. First compare CV to undiscounted cash flows, and if it is lower then impairment amount is FV-CV. Reversal not permitted unless held for sale. [Discontinued ops]

Output: US GAAP Finite life intangibles


Input: One step approach compared CV to FV = impairment. Reversal not permitted unless held for sale. [Discontinued ops]

Output: US GAAP Indefinite life intangibles


Input: GW impairment calculated using the one step approach at the cash generating unit level, allocate to GW first [Discontinued ops]

Output: Goodwill impairment IFRS


Input: Two step test at the reporting unit level, first determine the fair value of the reporting unit and if it less than the CV on the BS then there has been an impairment of GW. [Discontinued ops]

Output: Goodwill US GAAP


Input: Percentage of completion method required unless hard to estimate outcome, then cost recovery. Completed contract NOT allowed. [Discontinued ops]

Output: Construction contracts


Input: Percentage of completion and cost recovery methods allowed [Discontinued ops]

Output: Construction contracts US


Input: Similar assets have no commercial substance, no gain, and losses are recognized [Discontinued ops]

Output: Nonmonetary exchanges


Input: Exchanges that lack commercial substance, gain only recognized when boot is received and not if cash is paid, losses always recognized [Discontinued ops]

Output: Nonmonetary exchanges US


Input: UH gains and losses are reported in OCI except for FX G/L on AFS debt securities which are reported directly on the I/S [Discontinued ops]

Output: AFS


Input: impairment losses are recognized in earnings and the security is written down [Discontinued ops]

Output: Impairment losses on marketable securities


Input: Must account for the changes that occurred between the two year ends. In the US, it just requires disclosure, not an actual adjustment like in IFRS [Discontinued ops]

Output: Consolidation with differing year ends


Input: NCI can be calculated with partial or full goodwill methods [Discontinued ops]

Output: Acquisition method


Input: Lower of cost or NRV, reversal of write downs is allowed for subsequent recoveries [Discontinued ops]

Output: Inventory cost


Input: Inventory reported at lower of cost or market [Discontinued ops]

Output: Inventory cost US


Input: LIFO is not allowed Method used to account for inventory should match the actual flow [Discontinued ops]

Output: Inventory cost flow assumptions


Input: Cost model: CV= Hist cost-ad-impairment Revaluation model: CV= FV on revaluation date - sub AD-sub impairment Revaluation losses reported on the IS Revaluation gains reported in OCI as revaulation surprlus [Discontinued ops]

Output: Fixed asset valuation


Input: Fair value model - gains and losses on IS and it is not depreciated [Discontinued ops]

Output: Investment property only IFRS


Input: component depreciation is required [Discontinued ops]

Output: IFRS depreciation


Input: IFRS one step test just like other impairment, and US two step approach just like finite life intangibles [Discontinued ops]

Output: Fixed asset impairment


Input: Operating or finance [Discontinued ops]

Output: Leases classification


Input: Both lessee and lessor classify lease as a finance lease if it transfers all risks and rewards of ownership to the lessee [Discontinued ops]

Output: Finance lease criteria


Input: Ownership transfer Written bargain purchase option 90% or more lease payment 75% life of asset [Discontinued ops]

Output: US capital lease criteria


Input: IFRS: costs are added to the amount recognized as a finance lease asset US: costs are expensed when incurred [Discontinued ops]

Output: Initial direct costs of lease


Input: IFRS: operating gain is recognized and capital is deferred US: does not depend whether operating or capital, more on the amount of payments [Discontinued ops]

Output: Sale-leaseback transactions


Input: Deducted from the CV of the liability and amortized using the effective interest method US: recorded as an asset and amortized using the SL method [Discontinued ops]

Output: Bond issue costs


Input: Effective interest method is required, cannot use SL method. US: SL can be used if it's not that much different than the effective int method [Discontinued ops]

Output: Bond discount/premium amortization


Input: A liability and equity component should be recognized, bond at FV and the difference between actual cash and the bond is what goes to the equity feature of the convertible [Discontinued ops]

Output: Convertible bonds


Input: No separate recognitiion given to the conversion feature under US [Discontinued ops]

Output: Convertible bonds - US


Input: IFRS: report them separately on the income statement US: put them all together [Discontinued ops]

Output: Periodic pension expense


Input: Do NOT put past service cost into OCI, it just increases the obligation US: PSC increases the PBO and OCI in ther period incurred and then amortized over the remaining years of service [Discontinued ops]

Output: Prior service cost/past service cost


Input: IFRS: gains and losses are remeasurements of the DBO and are reported in OCI but are not amortized into IS US: can either recognize into the IS or in OCI and amortize using corridor approach [Discontinued ops]

Output: Gains and losses of pensions


Input: valuation allowances are not allowed under IFRS. US: valuation allowance is recognized when it is more likely than not that part or all of the deferred tax asset will not be realized [Discontinued ops]

Output: Valuation allowances


Input: IFRS: not addressed US: recognition and measurement of the tax benefit [Discontinued ops]

Output: Uncertain tax positions


Input: IFRS: enacted or substantively enacted US: only enacted [Discontinued ops]

Output: Rates to use in deferred taxes


Input: IFRS: all are noncrrent US: depending on the classification of the related item, and net them [Discontinued ops]

Output: Status of Deferred Taxes


Input: IFRS: cost method US: cost or par value method [Discontinued ops]

Output: Treasury stock


Input: IFRS: when the direct method is used, not required to reconcile [Discontinued ops]

Output: SCF


Input: Interest/div rec: CFO or CFI Interest/div paid: CFO or CFF Taxes paid: CFO, CFI, CFF US: all of them are CFO except div paid are CFF [Discontinued ops]

Output: SCF classficiation


Input: IFRS must disclose all risks arising, while US only has to do risk from concentrations of credit risk. [Discontinued ops]

Output: Financial Instruments


Input: A person who starts and/or operates a business. [entrepreneurial opportunity]

Output: entrepreneur


Input: A person who becomes an entrepreneur as a result of some severe hardship. [entrepreneurial opportunity]

Output: reluctant entrepreneur


Input: A person who becomes an entrepreneur to escape an undesirable situation. [entrepreneurial opportunity]

Output: refugee


Input: An entrepreneur who brings a new firm into existence. [entrepreneurial opportunity]

Output: founder


Input: An entrepreneur whose power is limited by a contractual relationship with a franchising organization. [entrepreneurial opportunity]

Output: franchisee


Input: A small firm that has great prospects for growth. [entrepreneurial opportunity]

Output: high-potential venture


Input: A small firm that provides substantial profits to its owner. [entrepreneurial opportunity]

Output: attractive small firm


Input: A small firm that provides minimal profits to its owner. [entrepreneurial opportunity]

Output: microbusiness


Input: A microbusiness that permits the owner to follow a desired pattern of living. [entrepreneurial opportunity]

Output: lifestyle business


Input: Two or more prople who work together as entrepreneurs on one endeavor. [entrepreneurial opportunity]

Output: entrepreneurial team


Input: A person with primarily technical skills and little business knowledge who starts a business. [entrepreneurial opportunity]

Output: artisan entrepreneur


Input: A person with both sophisticated managerial skills and technical knowledge who starts a business. [entrepreneurial opportunity]

Output: opportunistic entrepreneur


Input: A belief that one's success depends on one's own efforts. [entrepreneurial opportunity]

Output: internal locus of control


Input: A belief that one's life is controlled more by luck or fate than by one's own efforts. [entrepreneurial opportunity]

Output: external locus of control


Input: An event, such as losing a job, that moves an individual to become an entrepreneur. [entrepreneurial opportunity]

Output: precipitating event


Input: Material assets and intangible qualities passed on to both heirs and society. [entrepreneurial opportunity]

Output: entrepreneurial legacy


Input: An uncompromising adherence to doing what is right and proper. [entrepreneurial opportunity]

Output: integrity


Input: Questions of right and wrong. [entrepreneurial opportunity]

Output: ethical issues


Input: Individuals who can affect or are affected by the performance of the company. [entrepreneurial opportunity]

Output: stakeholders


Input: Ethical obligations to customers, employees, and the community. [entrepreneurial opportunity]

Output: social responsibilities


Input: Original intellectual creations, including inventions, literary creations, and works of art, that are protected by patents or copyrights. [entrepreneurial opportunity]

Output: intellectual property


Input: The belief that the ethical standards of one's own country can be applied universally. [entrepreneurial opportunity]

Output: ethical imperialism


Input: The belief that ethical standards are subject to local interpretation. [entrepreneurial opportunity]

Output: ethical relativism


Input: Unarticulated ethical beliefs that provide a foundation for ethical behavior in a firm. [entrepreneurial opportunity]

Output: underlying values


Input: Official standards of employee behavior formulated by a firm. [entrepreneurial opportunity]

Output: code of ethics


Input: An insincere offer to sell a product or service at a very low price, used to lure customers in so that they can be switched later to a more expensive product or service. [entrepreneurial opportunity]

Output: bait advertising


Input: The effort to protect and preserve the environment. [entrepreneurial opportunity]

Output: environmentalism


Input: Sleep 14-15 hours per day; wake every 3-4 hours; wakefulness increases with age; 50% of sleep in in stage 4 and 50% in light sleep [What is sleep hygiene]

Output: What is the sleep pattern of infants

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: seratonin - lessons respons to sensory stimulation; melatonin - secreated by pinal gland at darkenss, causes the decrease in RAS stimulation; Cortisol is inhibited during sleep; Wakefulness associate with higher levels of Acetylcholine, dopamine, noradrenaline [What is sleep hygiene]

Output: neurotranittors affecting wake/ sleep cycle

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: depresses the CNS; Unnatrual sleep; Daytime drowsiness and morning hangover may occur; Possible insomnia rebound when discontinued; REM or Nrem sleep is altered; New meds (ambien) do not alter REM or NREM [What is sleep hygiene]

Output: What do seditive-hypnotic meds do to enhance sleep and what effects on sleep do they have

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: by decreasing arousal by facilitating the action of the neurons in the CNSthat suppresses resonce to stimuli. Cannot be used during pregnacy [What is sleep hygiene]

Output: How can taking anti-anxiety meds enhance sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Par = during Somnia = sleep Behaviors that interfere with sleep or occur during sleep [What is sleep hygiene]

Output: Parasonmia's

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Mistakes to be made, daytime sleepiness and fatigue; Staying awake 19 hours will make same affects a s Blood alcohol level of .05 [What is sleep hygiene]

Output: Unsufficent sleep causes what

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Cause is lack of hypocretin in the CNS. [What is sleep hygiene]

Output: What causes narcolepsy

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: A sleep disorder caused by lack of hypocretin in the CNS. Clients have sudden sleep attacks. Nightime sleep begins with REM; [What is sleep hygiene]

Output: What is narcolepsy

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Person get enough sleep during the night but cannot stay awake during the day. Can be caused by a medical condition;(EX: ENS damage, metabolic disorder, hyperthyroidism) rarely caused by psycholoigical diorder [What is sleep hygiene]

Output: Hypersomnia

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: hypersomnia, narcolepsy, sleep apnea and insuffienct sleep [What is sleep hygiene]

Output: what disorders can cause excessive daytime sleepiness

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: the inablity to fall asleep or remain asleep. Ther person awakes feeling not rested it is the most common complaint Acute = 1 to several nights; Chronic = More than a month [What is sleep hygiene]

Output: What is insomnia

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Waken 1.3 hours eariler each day and go to bed 1 hours earlier each day. increases in sleep disturbances; Quality of sleep decreases; The ablility to go to sleep decreases. Short nap may be restorative; [What is sleep hygiene]

Output: What is the sleep schedule of an elderly person

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: A syndrome of dementia clients that experience a patterns of symptoms in the late afternoon of aggression, anxiety, agitation, delutions [What is sleep hygiene]

Output: What is Sundowners syndrome

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Illness; environment; lifestyle (activity) emotional stress; stimulant and alcohol, diet, motavation, medications [What is sleep hygiene]

Output: What factors can interrupt your sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 9-10 hours per day; Boys begin nocturnal emission; Circadum rhythem shifts so it is normal for then to sleep in and stay up late [What is sleep hygiene]

Output: What is the usual adolescent sleep schedule

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 10-11 hours per day; TV, computers and social activites may decrease the amount of sleep. A regular constant schedule and bedtime routine will help [What is sleep hygiene]

Output: What is the usual school aged childs sleep schedule

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 7-10 but it varies (6-10); People will say they dont need that much sleep, but actullay the body needs it. It must gets use to the amount given (routine) [What is sleep hygiene]

Output: How much sleep should and adult get per night

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 11-13 hours per day;; Sleep fluctuates with growth pattern and activites; may dislike bedtime; may become irratable if requirements are not met; Maintain a regular constant bedtime [What is sleep hygiene]

Output: What is the usual sleep pattern of a pre-schooler

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 12-14 hours per day; needs afternoon naps; may exhibit resistance to going to bed; may waken with nighmares or night fears (afraid of the dark) [What is sleep hygiene]

Output: What is the usual sleep pattern of a toddler (age 2-3)

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 16-18 hours per day; the enter REM right away; 50% of their sleep is in REM [What is sleep hygiene]

Output: What is the usual sleep pattern of newborns

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: A physio and pysco restorative time; A time to conserve energy; Time for dreaming; Nescessary for protein synthesis - allows for repairs; Restores balcne and normal activity levels of the nervous system; Plays a role in pschological well being [What is sleep hygiene]

Output: What are the functions of sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: poor concetration, irritabiltiy, trouble with desision makeing [What is sleep hygiene]

Output: What will inadequate sleep cause

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: 1 cycle will last 90-110 minutes; a person goes through 4-6 cycles per night 1 cycle = NREM 1-2-3-4-3-2-REM [What is sleep hygiene]

Output: describe the normal sleep cycle

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: you will beging again in stage 1 NREM [What is sleep hygiene]

Output: if you wake up from sleeping what cycle of sleep will you restart in

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: NREM 3 and 4; essential for restoring engergy and releasing hormones [What is sleep hygiene]

Output: What are the deepest stages of sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: (deep sleep stages = 3 & 4 NREM) the HR,RR decrease; sketeton muscles relaxed refexes are diminished; snoring occures; saliva and swallowing are reduced; deep sleep brain waves [What is sleep hygiene]

Output: What physical changes happen in deep sleep stages

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: a period of light sleep. the body processes continue to slow down, the eyes are generally still; HR and RR fall; body temp falls; harder to awaken than stage 1 [What is sleep hygiene]

Output: describe the stage 2 NREM sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: a period of light sleep that last only minutes; The person feels drowsy and relaxed. The sleeper can readily be awakend and may deny they were sleeping [What is sleep hygiene]

Output: Describe Stage 1 NREM sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Brain waves are highl active; Brain metabolism increases by 20%; GI secretions increase; HR and R are irregular; EEG activity resembles wakefullness; Distinct Eye movement; Learning, thinking and organizing part of the brain are stimulated; Acetycholine and dopamine are increased; You have detailed dreams [What is sleep hygiene]

Output: What are the characteristics of REM sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Physiologic disturbances; Immunosupression; slow tissue repair; Lower pain tolerance; Profound fatigue; Increased infections [What is sleep hygiene]

Output: Loss of NREM sleep can cause what

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: psychological distrubances such as apathy, depression, irritability, confussion, disorientation, hallucination, imparied memory, parania [What is sleep hygiene]

Output: Loss of REM sleep can cause what

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: hypertension, diabetes, obestiy, depression, heart attacks strokes [What is sleep hygiene]

Output: Chronic sleep loss increase risk of what disease process

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Occurs when activity ofRAS is inhibited; 75-80% of your sleep is spent here; Has 4 stages; Pulse,B/P, Cardiac outpu all decrease, sketetal muscles relax, BMR decreases; Growth hormones increase; Intracranial pressure decreases [What is sleep hygiene]

Output: Characteristics of NREM

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: an altered stae of consciousness in which a persons perception and reaction to the enviroment is decreased [What is sleep hygiene]

Output: What is the definition of sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: mimimal physical activity; variable levels of consciousness; changing in the bodys physio proceses; Decreased response to external stimuli; Selective response to outside stimuli; Decrease perception of things around you [What is sleep hygiene]

Output: What are the characteristics of sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: You are very aware but you are slowed down [What is sleep hygiene]

Output: What is the definition of resting

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: the cycle is controlled from within the body and sychronized with the enviromnetal factors such as light and darkness; Body temp, B/P, and other physio function follow the cycle [What is sleep hygiene]

Output: Explain the effect of the 24 hour sleep-wake cycle in biological function

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Frequesnt short breathing pauses (>10 seconds) during sleep, may include loud snoring, frequent awakening; morning headackes, irratabilty. Can cause rise in B/P and cardiac arrest or arythmias there are 3 types: Obstructive, Central and Mixed [What is sleep hygiene]

Output: What is sleep apnea

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: It looks like the person is awake but they are in deep sleep and are active; the person does not recall the actions [What is sleep hygiene]

Output: What are sleep terrors

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Clenching or grinding teeth; occurs in stage 2 of Nrem sleep; can lead to deteration of the TMJ joint causeing TMJ syndrome [What is sleep hygiene]

Output: What is bruxism and what stage of sleep does it occur

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: bed wetting that occurs 2-3 hours after going to bed; occurs during deep sleep (3-4) [What is sleep hygiene]

Output: What is Enuresis

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: PLM - periodic limb movement; Legs jerk 2-3 times per minute during sleep; Most common in elders; RLS occrs during rest (before sleep) [What is sleep hygiene]

Output: What is PLM and RLS

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: occurs during NREM sleep before REM, rarely a problem for the person but can be for others [What is sleep hygiene]

Output: What is sleep talking and when does it occur

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Sleep walking; Occurs in stage 3 a nd 4 NREM. usually occurs 1-2 hours after falling asleep; sleep walkers tend to not notice dangers a nd meed to be protected Somma(sleep) ambul(move)ism(syndrome) [What is sleep hygiene]

Output: What is sommonbulism

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: an active inhibitory process; a complex biological process that enhances daytime functioning; a basic human need required in order to cope with stresses; vital for optimual psyco and physio functioning; needed for healing of damaged tissue [What is sleep hygiene]

Output: What is sleep

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Sleep hx, Health hx Physical exam Sleep diary Diagnostic studies [What is sleep hygiene]

Output: What should a nurse use to assess a clients sleep patterns

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: the study of sleep [What is sleep hygiene]

Output: What is somnology

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Several test that are perfomed on a client when they are sleeping and not aware of the testing. All test a recored at the same time to measure sleep disorders [What is sleep hygiene]

Output: what is Polysommography

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: an Electroenephalgram = measures brain waves [What is sleep hygiene]

Output: what is a EEG

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Electromylogram = meaures muscle movment [What is sleep hygiene]

Output: what is a EMG

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: Electrooculogram = meaurse eye movement [What is sleep hygiene]

Output: What is EOG

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: EEG,EMG, EOG , RR, 02 saturation, Pulse, HR Light sensitive cells measure the light effect on sleeping [What is sleep hygiene]

Output: What test are used ind a polysommography

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: the basic organization of normal sleep (nrem1-2-3-4 and REM) Orgainisedi into 2 types REM and NREM [What is sleep hygiene]

Output: What is sleep arcitecture

Kozier Chapt 45 Sleep and Rest Flashcards - Cram.com


Input: [Planning] Priority setting

Output: the ordering of nursing diagnoses or client problems using notions of urgency and/or importance to establish a preferential order for nursing actions.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] High priority nursing diagnosis

Output: diagnoses that, if untreated, result in harm to the client or others. They can be either physiological or psychological

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Intermediate priority nursing diagnosis

Output: involve the non-emergent, non-life threatening needs of the client

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Low priority nursing diagnosis

Output: not always directly related to a specific illness or prognosis but affect the clients' future well-being.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Initial planning

Output: development of preliminary plan of care following admission assessment and initial selection of nursing diagnoses. Important in addressing nursing dx and collaborative problems to hasten problem resolution

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Ongoing Planning

Output: continuous updating of the clients' plan of care. as condition changes sometimes revise the initial plan of care and further individualize your interventions.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Discharge panning

Output: involves critical anticipation and preparation for meeting the clients needs after discharge

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] cognitive shift

Output: shifts in attention from one client to another during the conduct of the nursing process. shift of attention occurs in response to client needs changing, new procedures being ordered, or environmental processes interacting.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Goal

Output: is an aim, intent, or end. A broad statement that describes the desired change in a client's condition or behavior

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Expected outcomes

Output: measurable criteria to evaluate goal achievement, which you expect to occur in response to nursing care.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Purpose of goals and expected outcomes

Output: provide specific statements of client behavior or physiological responses that you set to achieve nursing diagnosis or collaborative problem resolution. Provide a clear focus for the type of interventions necessary

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] client-centered goal

Output: a specific and measurable behavior or response that reflects a clients highest possible level of wellness and independence in function.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] short-term goal

Output: an objective behavior or response that you expect a client to achieve in a short time, usually less than a week

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Long-term goal

Output: an objective behavior or response that you expect a client to achieve over a longer period of time, usually several days, weeks, or months.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] nursing-sensitive client outcome

Output: an individual, family, or community state, behavior, or perception that is measurable along a continuum in response to a nursing intervention

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for writing goals and expected outcomes

Output: client-centered, singular, observable, measurable, time-limited, mutual, and realistic

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for writing goals- Client-centered

Output: write a goal to reflect client behavior, not to reflect nursing goals. ex. Client will ambulate in the hall 3 times a day

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for writing goals- Singular

Output: be precise in evaluating a client response to a nursing action, each goal/outcome addresses only one behavior or response. Ex. lungs will be clear to auscultation by 8/22

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for writing goals- Observable

Output: need to be able to observe if a change takes place in a clients status. occur in physiological findings and the clients knowledge, perceptions, and behavior. Observe by assessment or asking client directly. Ex. client will be able to self-administer insulin

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for Writing Goals- Measurable

Output: set goals/outcomes that set standards against which to measure the client's response to nursing care, do not use vague qualifiers but use terms that describe quantity, quality, frequency, length or weight allow you to evaluate precisely

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for Writing Goals- Time-limited

Output: each goal/income should indicate when you expect the response to occur which assist in determining if client is making progress, and they promote accountability in the delivery and management of nursing care

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for Writing Goals- Mutual Factors

Output: mutually set goals to ensure client and nurse agree on the direction and time limits of care which will increase the client's motivation and cooperation

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Guidelines for Writing Goals- Realistic

Output: set goals that client is able to reach, but realistic goals provide hope which increases motivation and cooperation. be aware of limitations, and client ability.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Independent Nursing Interventions

Output: actions that are initiated by the nurse, and do not require direction or an order form another health care professional. These pertain to ADL's, health education, health promotion, and counseling

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Dependent Nursing Interventions

Output: actions that require an order from a physician or another health care professional, which are based on treatment/management of medical diagnosis. You intervene by carrying out the orders

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Collaborative Interventions/interdependent interventions

Output: require the combined knowledge, skill, and expertise of multiple health care professionals.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Selection of interventions

Output: consider six important factors: characteristics of the nursing dx; goals and expected outcomes; evidence base for the interventions; feasibility of the intervention; acceptability to the client; and your own competency

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Nursing Care plan

Output: enhances the continuity of nursing care by listing specific nursing interventions needed to achieve the goals of care.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Student care plan

Output: useful for learning the problem-solving technique, the nursing process, skills of written communication, and organizational skills needed for nursing care.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Scientific Rationale

Output: the reason that you chose a specific nursing action, based on supporting evidence. Needs to include a reference, document the source from the scientific literature

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Institutional care plans

Output: Does not have a scientific rationale, as it is assumed that the nurses know the rationales for recommended interventions, and the focus will differ by setting and evolving client situation

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Critical Pathways

Output: multidisciplinary treatment plans that outline the treatments or interventions clients need to have while they are in a health care setting for a specific disease or condition

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Consultation

Output: a process in which you seek the expertise of a specialist, such as your nursing instructor, to identify ways to handle problems in client management or the planning and implementation of therapies.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Implementation

Output: begins after the nurse develops a plan of care, the nurse initiates interventions that are most likely to achieve the goals, and expected outcomes needed to support or improve the clients health status

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] nursing intervention

Output: any treatment, based upon clinical judgment and knowledge, that a nurse performs to enhance client outcomes

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] direct care interventions

Output: treatments performed through interactions with clients

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] indirect care interventions

Output: treatments performed away from the client but on behalf of the client or group of clients

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Standing orders

Output: a preprinted document containing orders for the conduct of routine therapies, monitoring guidelines, and/or diagnostic procedures for specific clients with identified clinical problems. give the nurse legal protection to intervene appropriately in the client's best interest.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] What should be done before implementation?

Output: reassessing the client, reviewing and revising the existing plan of care, organizing resources and care delivery, anticipating and preventing complications, and implementing nursing interventions

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Clinical Guideline

Output: a document that guides decisions and interventions for specific health care problems or conditions

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Reassessing the Client

Output: assessment should be a continuous process that occurs each time you interact with the client. It helps you decide if the proposed nursing action is still appropriate.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Reviewing and Revising the care Plan

Output: Care plans have to modified to reflect the patients most current status. Revise data in assessment column to reflect current status. Revise the nursing diagnosis as needed. Revise specific interventions that correspond to each new diagnosis or goal. Determine the method of evaluation for determining achieved outcomes.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Preparing for Care

Output: Make sure needed equipment is available, in working order, and safe for client. make sure the personnel needed for action are available. Make sure that the environment is safe and conducive to the implementation of therapies. Be sure the client is as physically and psychologically comfortable as possible.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Anticipate and Prevent Complications

Output: Be alert for and recognize risks, adapt choice of interventions to the situation, evaluate the relative benefit of the treatment versus the risk, and then initiate risk preventive measures

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Implementations Skills

Output: include: Cognitive skills, interpersonal skills, and pyschomotor skills.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Cognitive Skills for Implementation

Output: involve the application of critical thinking in the nursing process. use good judgment and make sound clinical decisions. no intervention should be automatic.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Interpersonal Skills for Implementation

Output: Developing a trusting relationship, expressing a level of caring, communicating clearly with client and family. Good skills are critical for keeping clients informed, providing individualized teaching, and effectively supporting clients with challenging emotional needs.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Direct Care

Output: Includes: Activities of Daily living, instrumental activities of daily living, physical care techniques, lifesaving measures, counseling, teaching, controlling adverse reactions, and preventive measures

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Activities of Daily Living-direct care

Output: activities usually performed in the course of a normal day, including ambulation, eating, dressing, bathing, brushing teeth and grooming. Assistance with ADL may be partial or complete.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Instrumental Activities of Daily Living-direct care

Output: skills such as shopping, preparing meals, writing checks, and taking medications. (occupational therapists are useful for training clients to adapt approaches with IADL)

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Physical Care Techniques-direct care

Output: include turning and positioning; performing invasive procedures/ administering medication, and providing comfort measures. often involve protecting you and client from injury, using proper infection control practices, staying organized and following applicable practice guidelines.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Lifesaving measures- direct care

Output: a physical care technique that you use when a client's physiological or psychological state is threatening, and the purpose is to restore equilibrium. Include: administering emergency medications, instituting CPR, intervening to protect a confused or violent client, and obtaining immediate counseling from a crisis center for severely anxious clients.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Counseling-direct care

Output: a direct care method that helps the client use a problem-solving process to recognize and manage stress and to facilitate interpersonal relationships. Involves emotional, intellectual, spiritual, and psychological support, and can foster cognitive, behavioral, developmental, experiental, and emotional growth in clients.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Teaching-direct care

Output: usually closely aligned with counseling, but is focused on the intellectual growth or the acquisition of new knowledge or psycho-motor skills. Correct principles, procedures, techniques of health care are taught, and clients are informed of health status. include topics such as medication administration scheduled, activity restrictions, health promotion activities, and knowledge about disease and related complications.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Adverse reactions-direct care

Output: a harmful or unintended effect of a medication, diagnostic test, or therapeutic intervention. Nursing actions must know how to reduce or counteract adverse reactions. Must be able to recognize signs and symptoms of an adverse reaction and intervene in a timely manner.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Preventive Measures-direct care

Output: promote health and prevent illness to avoid the need for acute or rehabilitative health care. Includes assessment and promotion of client's health potential, application of prescribed measures, health teaching, and identification of risk factors for illness and/or trauma

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Indirect Care Measures

Output: Include communicating nursing interventions, and delegating, supervising, and evaluating the work of other staff members

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] interdisciplinary care plan

Output: plans that represent the contributions of all disciplines caring for a client.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Communicating Nursing interventions- indirect care

Output: any intervention you provide must be communicated in a written and/or oral format. The information written in a medical records about interventions/and need for them will allow other personnel to know what is being done for the client. Verbally communicating also allows others to know what is being done and what still needs to be done. Communication helps reduce duplication of services, prevents delays in care, and helps tasks to get completed.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Delegating, supervising, and evaluation of the work of other staff members

Output: Some care tasks may be delegated to other staff members, but the nurse is accountable for the care provided/not provided.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Achieving goals

Output: Nursing care is implemented to meet client goals and outcomes

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Client adherence

Output: clients and families invest time in carrying out required treatments (another way to achieve goals)

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Evaluation

Output: An ongoing process that occurs anytime you have contact with a client. Involves two components: an examination of condition or situation and then a judgement as to whether change has occurred. You conduct evaluative measure to see if outcomes/goals are met, not if nursing interventions were completed!

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Five Elements of the Evaluation Process

Output: Identifying evaluative criteria and standards; collecting data to determine whether the criteria or standards are met; interpreting and summarizing findings; documenting findings and any clinical judgments; and terminating, continuing, or revising the care plan

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Evaluative Measures

Output: assessment skills and techniques (auscultation, observation, discussion, and inspection) are actually the same as the assessment but performed at the point of care when you make decisions about the client's status and progress

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Standard of Care

Output: the minimum level of care accepted to ensure high quality of care to clients, and define the types of therapies typically administered to clients with defined problems.

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Quality improvement (QI)/Performance improvement (PI)

Output: describe an approach to the continuous study and improvement of the processes of providing health care services to meet the needs or clients and others

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [Planning] Outcomes Management

Output: managing the individual clinical outcomes of clients as a result of prescribed treatments (used to conduct a formal measurement of system-level performance and effectiveness ex. # of hospital re-admissions, infection rates, # of missed appointments)

Key Terms- N210 Chapters 18-20 Unit 2 Flashcards - Cram.com

(the third step of the nursing process) a category of nursing behaviors in which a nurse sets client-centered goals and expected outcomes and plans nursing interventions


Input: [herpes HIV HPV Hepatitis B] Hemolysis, ELevated liver enzymes, Low Platelets, Associated with Preeclampsia and Eclampsia [The viral STIs are]

Output: HELLP Syndrome can be described as:


Input: [herpes HIV HPV Hepatitis B] A breastfeeding wm more than a week postpartum [The viral STIs are]

Output: which women are most likely t suffer from Mastitis?


Input: [herpes HIV HPV Hepatitis B] Impending fetal demise [The viral STIs are]

Output: A wandering baseline FHT is associated with which of the following?


Input: [herpes HIV HPV Hepatitis B] Contraction of longer and stronger duration in the fundus to minimal or non existent toward the cervix [The viral STIs are]

Output: Describe the nrml uterine contraction pattern


Input: [herpes HIV HPV Hepatitis B] Attempt to get the newborn to feed and repeat the glucose test in 30 min. [The viral STIs are]

Output: A newborn under your care is exhibiting symptoms of hypoglycemia so you decide to perform a heel stick on the infant to determine his glucose level. GLucose level tests at 42 mg/dl. What is the MOST appropriate action to take.?


Input: [herpes HIV HPV Hepatitis B] The last day during which the cervical mucus is clear, slippery and stretchy. [The viral STIs are]

Output: Which f the following changes in cervical mucus signals "peak day" in the menstrual cycle during which ovulation is most likely to occur.


Input: [herpes HIV HPV Hepatitis B] Immediate postpartum [The viral STIs are]

Output: At which of the following times is maternal cardiac output highest?


Input: [herpes HIV HPV Hepatitis B] To speed up normal labor. [The viral STIs are]

Output: Which of the following is NOT an indication for AROM during first stage of labor?


Input: [herpes HIV HPV Hepatitis B] AKA the "mask of pregnancy" discoloration of the skin, most usually in dark skinned women. [The viral STIs are]

Output: What is chloasma?


Input: [herpes HIV HPV Hepatitis B] Irreversable [The viral STIs are]

Output: If a fetus suffers from malnutrition during the time f defelpment when cells are increasing in number, then the damage suffered by the fetus is BEST characterized as which of the following?


Input: [herpes HIV HPV Hepatitis B] FLexion then extension [The viral STIs are]

Output: Birth of the head occurs through which of the following mechanisms fr an occiput-posterior delivery?


Input: [herpes HIV HPV Hepatitis B] Approximately two-thirds of the way between the symphysis pubis and the umbilicus. [The viral STIs are]

Output: Where is the uterine fundus normally palpated in the immediate pstpartum period, (after delivery of the placenta)?


Input: [herpes HIV HPV Hepatitis B] It is a benign pattern associated with both cord compression and fetal movement in which anb acceleratin is followed immediately by a deceleration, irrespective of the timing of the decel. Not associated with adverse outcome. [The viral STIs are]

Output: What is a lamda FHT pattern?


Input: [herpes HIV HPV Hepatitis B] Vagal nerve response to head compression. Usually not below 100 bpm- mirrors contraction. [The viral STIs are]

Output: Describe early decel.


Input: [herpes HIV HPV Hepatitis B] Utero-placental insufficiency [The viral STIs are]

Output: What causes a late decel?


Input: [herpes HIV HPV Hepatitis B] late in labor, cord compression [The viral STIs are]

Output: What causes variable decels


Input: [herpes HIV HPV Hepatitis B] 14 weeks gestational age by LMP [The viral STIs are]

Output: The sex of the fetus is discernable by how many weeks?


Input: [herpes HIV HPV Hepatitis B] ketone uria elevated temp elevated pulse [The viral STIs are]

Output: Maternal exhaustion ketoacidosis, blood becomes acidic, during labr, clinical exhaustion, nutrition immediately.