Introduction to Nursing and Professional Formation

🩺 Chapter 1: Introduction to Nursing and Professional Formation — Study Guide‬ ‭ 🧠 Key Definitions‬ ‭ ‭Concept‬ ‭Definition‬ ‭Nursing‬ ‭ he protection, promotion, and optimization of health and abilities, prevention of‬ T ‭illness and injury, facilitation of healing, and alleviation of suffering through diagnosis‬ ‭and treatment.‬ ‭ NA (American Nurses‬ A ‭Association)‬ ‭Professional organization that sets the standards and scope of nursing practice.‬ ‭Scope of Practice‬ ‭Legal range of services and responsibilities defined by state law.‬ ‭Burnout‬ ‭Cumulative state of frustration and stress from prolonged exposure to job demands.‬ ‭Clinical Reasoning‬ ‭Cognitive process that uses critical thinking and data collection to make decisions.‬ ‭Nurse Practice Act‬ ‭Law in each state regulating nursing scope and practice.‬ 🎯 The 4 Aims of Nursing‬ ‭1.‬ ‭Promote health 🏃‍♀️ ‬ ‭2.‬ ‭Prevent illness 🚫 🤒 ‬ ‭3.‬ ‭Restore health ♻️ 🩺 ‬ ‭ ‭4.‬ ‭Facilitate coping with disability or death 🤝‬ 💡 Nursing as a Profession — 7 Criteria‬ ‭ ‭1.‬ ‭Defined body of knowledge‬ ‭2.‬ ‭Strong service orientation‬ ‭3.‬ ‭Recognized authority by professional group‬ ‭4.‬ ‭Code of ethics‬ ‭5.‬ ‭Ongoing research‬ ‭6.‬ ‭Autonomy & self-regulation‬ ‭7.‬ ‭Professional education standards‬ 📈 Current Challenges in Nursing‬ ‭●‬ ‭Aging population 👵 👴 ‬ ‭●‬ ‭Rising healthcare costs 💸 ‬ ‭●‬ ‭Nursing shortage 😓 ‬ ‭●‬ ‭Technology integration 🖥️ ‬ ‭ ‭●‬ ‭Complex care coordination‬ ‭●‬ ‭Globalization and diversity 🌍‬ 🧩 Core Competencies of a Nurse‬ ‭ ‭Competency‬ ‭Example‬ ‭Cognitive‬ ‭Analyzing lab values, prioritizing care‬ ‭Technical‬ ‭Inserting IVs, dressing changes‬ ‭Interpersonal‬ ‭Active listening, emotional support‬ ‭Ethical/Legal‬ ‭Reporting abuse, maintaining confidentiality‬ 💬 Important Trends in Nursing‬ ‭ ‭●‬ ‭Evidence-based practice (EBP)‬ ‭●‬ ‭Interprofessional collaboration‬ ‭●‬ ‭Culturally competent care‬ ‭●‬ ‭Lifelong learning‬ ‭●‬ ‭Self-care to reduce‬‭burnout‬ 🧪 Nursing Process (ADPIE) — Sequencing Question‬ ‭ ‭1.‬ ‭A‬‭– Assessing‬ ‭2.‬ ‭D‬‭– Diagnosing‬ ‭3.‬ ‭O‬‭– Outcome Identification & Planning‬ ‭4.‬ ‭I‬‭– Implementing‬ ‭5.‬ ‭E‬‭– Evaluating‬ 📝 Licensure & Regulation‬ ‭ ‭Term‬ ‭Meaning‬ ‭NCLEX‬ ‭National exam for licensure‬ ‭Endorsement‬ ‭Allowing a nurse to practice in another state‬ ‭Accreditation‬ ‭Credentialing of nursing programs‬ ‭Compact License‬ ‭Allows nurses to practice in multiple states‬ 🧠 NCLEX Sample Focus Areas‬ ‭ ‭●‬ ‭Self-care & coping‬ ‭●‬ ‭Interdisciplinary collaboration‬ ‭●‬ ‭Teaching health promotion‬ ‭●‬ ‭Advocating for patients‬ ‭●‬ ‭Legal responsibility (documentation, consent)‬ 🦠 Chapter 25: Asepsis and Infection Control — Study Guide‬ ‭ 📚 Key Concepts & Definitions‬ ‭ ‭Term‬ ‭Definition‬ ‭Asepsis‬ ‭Absence of disease-producing microorganisms.‬ ‭Medical Asepsis‬ ‭Clean technique; reduces number/spread of microbes.‬ ‭Surgical Asepsis‬ ‭Sterile technique; eliminates all microbes, including spores.‬ ‭Pathogen‬ ‭Microorganism that causes disease.‬ ‭Normal Flora‬ ‭Microorganisms that reside in the body without causing disease.‬ ‭Opportunist‬ ‭Normal flora that becomes harmful in immunocompromised hosts.‬ ‭Fomite‬ ‭Non-living object that can carry infection (e.g., stethoscope).‬ ‭Vector‬ ‭Carrier that transfers an infectious agent (e.g., mosquito).‬ ‭Host‬ ‭Person or animal where pathogens live.‬ 🧪 Types of Microorganisms‬ ‭ ‭●‬ ‭Bacteria‬‭– Single-celled; Gram-positive or negative.‬ ‭●‬ ‭Virus‬‭– Requires host cell to replicate (e.g., COVID-19).‬ ‭●‬ ‭Fungus‬‭– Plant-like (e.g., athlete’s foot).‬ ‭●‬ ‭Parasite‬‭– Lives on/in host; needs nourishment.‬ 🔄 Chain of Infection (Steps)‬ ‭ ‭1.‬ ‭Infectious Agent‬ ‭2.‬ ‭Reservoir‬ ‭3.‬ ‭Portal of Exit‬ ‭4.‬ ‭Means of Transmission‬ ‭5.‬ ‭Portal of Entry‬ ‭6.‬ ‭Susceptible Host‬ 🧼 Infection Control Techniques‬ ‭ ‭●‬ ‭Hand Hygiene‬‭= #1 way to prevent infection!‬ ‭●‬ ‭Disinfection‬‭= Kills most pathogens (not spores).‬ ‭●‬ ‭Sterilization‬‭= Destroys all microorganisms (boiling,‬‭autoclave).‬ ‭●‬ ‭Isolation Precautions‬‭:‬ ‭○‬ ‭Contact‬ ‭○‬ ‭Droplet‬ ‭○‬ ‭Airborne‬ ‭○‬ ‭Protective (for immunocompromised)‬ 📋 Common Isolation Precautions‬ ‭ ‭Precaution‬ ‭Examples‬ ‭PPE Used‬ ‭Contact‬ ‭MRSA, C. diff‬ ‭Gloves, gown‬ ‭Droplet‬ ‭Flu, mumps, rubella‬ ‭Mask‬ ‭Airborne‬ ‭TB, measles, varicella‬ ‭N95 mask, negative pressure room‬ 🧠 Critical Thinking Highlights‬ ‭ ‭●‬ ‭Match precautions to disease transmission type.‬ ‭●‬ ‭Maintain sterile field and proper PPE donning/removal sequence:‬ ‭○‬ ‭Remove PPE in this order‬‭: Gloves → Goggles → Gown‬‭→ Mask‬ 📝 Short Answer Key Points‬ ‭ ‭●‬ ‭Factors influencing infection‬‭: Age, skin integrity,‬‭immune response.‬ ‭●‬ ‭Disease tests‬‭: TB (Mantoux), COVID-19 (nasal swab),‬‭Strep (throat culture).‬ ‭●‬ ‭Microbe exit points‬‭: Skin, blood, tissue, feces.‬ ‭●‬ ‭Nurse's role‬‭: Early detection, education, proper PPE,‬‭hygiene monitoring.‬ 🧪 NCLEX Practice Sample Q’s‬ ‭ ‭1.‬ ‭Best way to promote infection control?‬ ‭○‬ ✅ Using hand hygiene correctly.‬ ‭ ‭2.‬ ‭Droplet precaution needed for?‬ ‭○‬ ✅ Rubella, SARS, Mumps, Diphtheria‬ ‭ ‭3.‬ ‭Disinfection at home?‬ ‭○‬ ✅ Boil items for 10 minutes.‬ ‭ ‭4.‬ ‭Proper hand washing technique?‬ ‭○‬ ✅ Rinse away from fingertips.‬ ‭ ‭5.‬ ‭Order of infection cycle?‬ ‭○‬ ‭Infectious agent → Reservoir → Portal of exit → Transmission → Entry → Host‬ ✨ Tips to Remember‬ ‭●‬ ‭💡 “Clean” = Medical Asepsis 🧼 ‬ ‭●‬ ‭💡 “Sterile” = Surgical Asepsis 🛑 ‬ ‭●‬ ‭💡 Use‬‭soap & water‬‭for‬‭C. diff‬ ‭●‬ ‭💡 Use‬‭alcohol-based rub‬‭when hands are not visibly‬‭soiled‬ ‭●‬ ‭💡 Always‬‭wash hands before and after‬‭patient care‬ ‭ 🛡️ Chapter 28: Safety, Security, and Emergency Preparedness — Study Guide‬ ‭ 🚨 Key Definitions & Concepts‬ ‭ ‭Term‬ ‭Definition‬ ‭Disaster‬ ‭An event of great magnitude needing community or external response.‬ ‭Bioterrorism‬ ‭Intentional spread of pathogens to cause illness/fear.‬ ‭Sentinel Event‬ ‭Unexpected event causing death or serious injury.‬ ‭Root Cause Analysis‬ ‭A tool to investigate errors and prevent recurrence.‬ ‭National Patient Safety Goals‬ ‭Published by The Joint Commission to improve patient safety annually.‬ ‭Safety Culture‬ ‭Encouraging open communication about errors to prevent harm.‬ 🧪 Types of Poisons‬ ‭ ‭Agent Type‬ ‭Effect‬ ‭Biotoxins‬ ‭Poisons from plants/animals.‬ ‭Vesicants‬ ‭Burn eyes, respiratory tract.‬ ‭Toxic alcohols‬ ‭Harm body systems.‬ ‭Nerve agents‬ ‭Affect nervous system.‬ ‭Caustics (acids)‬ ‭Burn eyes, skin, mucosa.‬ 🧒 Age Group Safety Considerations‬ ‭ ‭Age Group‬ ‭Fetus‬ ‭Precautions‬ ‭Avoid radiation/drugs.‬ ‭Infant‬ ‭Prevent choking/suffocation.‬ ‭Toddler‬ ‭Lock away meds/cleaning supplies.‬ ‭School-aged‬ ‭Teach traffic & fire safety.‬ ‭Adolescent‬ ‭Educate on alcohol/drugs/peer pressure.‬ ‭Older Adult‬ ‭Prevent falls, assess medication safety.‬ ❗ Fall Risk Factors‬ ‭ ‭●‬ ‭Older age‬ ‭●‬ ‭Impaired mobility/sensation‬ ‭●‬ ‭Polypharmacy‬ ‭●‬ ‭Cognitive decline‬ ‭●‬ ‭Environmental hazards (poor lighting, rugs)‬ 🧠 Intrinsic vs. Extrinsic Fall Risks‬ ‭ ‭Intrinsic‬ ‭Extrinsic‬ ‭Age, chronic illness, poor vision, weakness‬ 📝 True/False Highlights‬ ‭Loose rugs, poor lighting, cluttered space‬ ‭ ✅ ‭●‬ ‭Postural hypotension =‬‭Intrinsic risk‬‭ ‬ ‭●‬ ‭1 in 5 falls = serious injury in‬‭older adults‬‭ ‬ ‭●‬ ‭Dosing errors‬‭common in pediatric med admin. ‭●‬ ✅ ✅‬ ‭Most toxic fume exposure =‬‭home‬‭, not workplace ❌ ‬ 🛑 Restraint Use Principles‬ ‭ ‭●‬ ‭Use‬‭least restrictive‬‭method.‬ ‭●‬ ‭Requires‬‭provider’s order‬‭&‬‭documentation‬‭.‬ ‭●‬ ‭Check circulation/skin every 2 hours.‬ ‭●‬ ‭Remove restraints at least every 2 hours.‬ ‭●‬ ‭Reassess need‬‭every 24 hours‬‭.‬ 🔥 Emergency Response: RACE‬ ‭ ‭●‬ ‭R‬‭: Rescue those in danger‬ ‭●‬ ‭A‬‭: Activate fire alarm‬ ‭●‬ ‭C‬‭: Contain fire (close doors)‬ ‭●‬ ‭E‭:‬ Extinguish fire (if safe)‬ 🧯 Fire Safety: PASS‬ ‭ ‭●‬ ‭P‭:‬ Pull pin‬ ‭●‬ ‭A‬‭: Aim nozzle‬ ‭●‬ ‭S‭:‬ Squeeze handle‬ ‭●‬ ‭S‭:‬ Sweep at base of fire‬ 📋 Restraint Application: Sequence‬ ‭ ‭1.‬ ‭Explain to patient & family‬ ‭2.‬ ‭Apply per policy‬ ‭3.‬ ‭Secure to bed frame (not rails)‬ ‭4.‬ ‭Monitor patient‬ ‭5.‬ ‭Remove every 2 hrs for ROM‬ ‭6.‬ ‭Document assessment, skin, behavior‬ ❓ NCLEX Prep Tips‬ ‭ ‭●‬ ‭Assess fall risk using history, mobility, meds.‬ ‭●‬ ‭Provide discharge teaching based on environment.‬ ‭●‬ ‭Prioritize emergency response & safe patient handling.‬ 🦴 Chapter 34: Activity — Study Guide‬ ‭ 📌 Key Terms‬ ‭ ‭Term‬ ‭Definition‬ ‭Contractures‬ ‭Permanent tightening of muscles, joints, tendons.‬ ‭Disuse Atrophy‬ ‭Muscle wasting due to immobility.‬ ‭Osteoporosis‬ ‭Weak bones due to lack of weight-bearing activity.‬ ‭Hemiparesis‬ ‭Weakness on one side of the body.‬ ‭Hemiplegia‬ ‭Paralysis of one side of the body.‬ ‭Isometric Exercise‬ ‭Muscle contraction without movement (e.g., pushing against a wall).‬ ‭Isotonic Exercise‬ ‭Active movement (e.g., walking, swimming).‬ ‭Passive ROM‬ ‭Performed by nurse with no patient effort.‬ ‭Active ROM‬ ‭Performed by the patient independently.‬ 🛏️ Patient Positioning (Illustrated)‬ ‭ ‭●‬ ‭a. Supine‬‭— Lying flat on back‬ ‭●‬ ‭b. Dorsal recumbent‬‭— On back with knees flexed‬ ‭●‬ ‭c. Prone‬‭— Lying face down‬ ‭●‬ ‭d. Sims’‬‭— Lying on side with top leg flexed‬ ‭●‬ ‭e. Fowler’s‬‭— Semi-upright, 45-60° (good for breathing)‬ 🦵 Range of Motion Terms‬ ‭ ‭Movement‬ ‭Definition‬ ‭Flexion‬ ‭Bending a joint‬ ‭Extension‬ ‭Straightening a joint‬ ‭Abduction‬ ‭Moving away from midline‬ ‭Adduction‬ ‭Moving toward midline‬ ‭Rotation‬ ‭Twisting movement around axis‬ ‭Circumduction‬ ‭Circular motion at joint‬ 💪 Muscle Tone & Strength‬ ‭ ‭Condition‬ ‭Definition‬ ‭Hypertrophy‬ ‭Increased muscle size‬ ‭Hypotonicity‬ ‭Decreased tone (flaccid)‬ ‭Spasticity‬ ‭Increased muscle tone (stiff, tight)‬ ‭Paralysis‬ ‭Loss of muscle function‬ 📊 Effects of Exercise vs. Immobility‬ ‭ ‭System‬ ‭Exercise‬ ‭Immobility‬ ‭Cardiovascular‬ ‭↑ cardiac output‬ ‭↑ orthostatic hypotension‬ ‭Respiratory‬ ‭↑ lung expansion‬ ‭↓ lung expansion, risk of atelectasis‬ ‭Musculoskeletal‬ ‭↑ strength & tone‬ ‭Disuse atrophy, contractures‬ ‭Metabolic‬ ‭↑ metabolism‬ ‭↓ metabolism‬ ‭Urinary‬ ‭↑ filtration‬ ‭Risk of stasis & infection‬ ‭GI‬ ‭↑ motility‬ ‭Constipation‬ ‭Skin‬ ‭↑ circulation‬ ‭Pressure ulcers‬ ‭Psychosocial‬ ‭↑ well-being‬ ‭Depression, isolation‬ 🧠 Important NCLEX & Practice Reminders‬ ‭ ‭●‬ ‭Encourage use of‬‭cane‬‭on the‬‭stronger side‬‭of the‬‭body.‬ ‭●‬ ‭Dorsiflexion‬‭= moving foot up toward shin.‬ ‭●‬ ‭Use‬‭transfer belt‬‭during ambulation.‬ ‭●‬ ‭ROM exercises should be performed‬‭2x daily‬‭if not contraindicated.‬ ‭●‬ ‭Support‬‭foot drop prevention‬‭with‬‭footboards/splints‬‭.‬ ‭●‬ ‭The‬‭Katz Index‬‭measures‬‭ADL independence‬‭.‬ ✅ Key Nursing Interventions‬ ‭ ‭●‬ ‭Monitor skin & muscle tone.‬ ‭●‬ ‭Promote mobility as early as possible.‬ ‭●‬ ‭Educate about fall risks, especially in the elderly.‬ ‭●‬ ‭Reinforce the importance of proper‬‭body mechanics‬‭:‬ ‭○‬ ‭Keep object close‬ ‭○‬ ‭Bend knees‬ ‭○‬ ‭Avoid twisting spine