ACTIVE LEARNING TEMPLATE: System Disorder

Anastasia
STUDENT NAME _____________________________________
Young
Acute Lymphoblastic Leukemia
DISORDER/DISEASE PROCESS __________________________________________________________
40
REVIEW MODULE CHAPTER ___________

Alterations in Pathophysiology Related Health Promotion and

Health (Diagnosis) to Client Problem Disease Prevention
uncontrolledproliferationofimmature use maintainbody
Progressive malignant b
leukocytes andtheirprecursors weightandavoidbreathing in
disease ofthe bloodforming particularlyinthebonemarrowspleen
in
mostfreavent children benzene andformaldehyde
tissues andlymphnodes a sy
ASSESSMENT SAFETY
CONSIDERATIONS
Risk Factors Expected Findings
th
leukemiamostcommoncancerofchildhood tarry lowgradefeverpallorbruising petechia
enlargedliverlymph
nodes abdominal
joints legjointpain frequently
maleset up unsteadygait
clients
caucasian orhispanic hematuria ulcerations inmouth
leukemia Late pain Avoidcrowds
familyhistoryof andenlargedkidney
childrenwhohavedown syndrome

Laboratory Tests Diagnostic Procedures

cooked
properly
nm nm and stored
thrombocytopenia lowplatelets analysis cerebrospinalfluidanalysis
lowneutrophils no avoidsharing
neutropenia
immature wBcs my
leukemiablasts yy
mm mmmm

PATIENT-CENTERED CARE Complications

Nursing Care Medications Client Education
provideemotionalsupport maintainadequaterestand
contactitappropriate
encourage peer
scalesteroids ahealthydiet observe hemorrhage
usinganappropriatepain
assesspain adverseeffects ofmedications
interventions
usepharm nonpharm chemotherapy understandproperprocedure
aroundthenowpain
to provide management anrustprocedure
CNSeffects
Therapeutic Procedures radiation Interprofessional Care kidneyimpairment

provide information testicular invasion

Hematopoieticstem cell
services
my regarding support pump
the
radiationtherapy forthechildand
family

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A11

 ACTIVE LEARNING TEMPLATE: Basic Concept
Anastasia
STUDENT NAME _____________________________________
Young
Grief Loss one palliative care
CONCEPT ______________________________________________________________________________ REVIEW MODULE CHAPTER ___________
36

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION, types of loss
ADVANCE DIRECTIVES)

loss
mmmm
necessary
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y
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grief
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and practices not obvious orverifiabletoother
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mins
prior experience w 109 loss
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any lossnormallyexpectedmeto questions paraphrasing clarifying
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andhelppeopledevelop
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assess for evidencefor
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losscausedbyan
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when relatingto
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throughviolenceor in a socially theories of Grief
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lackof hopeor preexistingmental saddened
overwhelmingly myinabilityto
healthissues depressionsubstance Depression thesituation
wage
mum Acceptance
is
acknowledgeswhat happening

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
Anastasia
STUDENT NAME _____________________________________
Young
Client 15
CONCEPT ______________________________________________________________________________ REVIEW MODULE CHAPTER ___________
Performing triage

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES) Emergent or Immediate
is
class1 highestpriority given
Nurses as well as a
ofTriage toaientswhohave life
threatening
Categories other
cross section of
survivaloncetheyare membersofthehealth care
during mass possibilityof
involved inthe
established team are
casualty events department of a disaster
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emergencies
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havemajor
givento clientswho
injuriesthat
arenotyetlifethreatening
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employee
and canusually and
category Class 1 areoutlined

wonurgentor minimalcategory
highestpriority is
class 3 thenext
clientswhohaveminorinjuries designated area forthe
Urgent or delayed givento a
life threateninganddo
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care isnot

Expectant Category
loss 4

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
Anastasia
STUDENT NAME _____________________________________
Young
visual REVIEW MODULE CHAPTER ___________
CONCEPT ______________________________________________________________________________
older Adults as ynandolder Priorityfindings during a 25
screening

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES)
Referral to a Physician
made ifthe patient
thepatient
considerations snowbe
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i glaucoma is one blindness takecertain
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diabetes istheleading riskofglaucoma standorsit
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3 Age related lossin wearsglassesthey
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orsaugercares
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as
macular
agerelated
mm mm

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
Anastasia
STUDENT NAME _____________________________________
Young
First Action When Discharge Planning 9
CONCEPT ______________________________________________________________________________ REVIEW MODULE CHAPTER ___________

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES) Discharge Manning Begin
Transferring discharging

in
ability ofthe client this
different setting induces whethertheyhave

date and time of

at home or if they're
m caregivers

in need ofone well as

client does not need assessment departure as
should includean
ofthe
additional care
of theclientsprevious
residence
the validity residence
if they're returning
there clients future
need
identify if the
dwelling

structural adaptations or
any 2 Arrange for transportation
discussed instructions equipment
details as necessary

utilize patient a referral fromasocial

needed
accessible language i services can bemadeas departure
communicated
3 communicate
patienthas resources detailsto dient
support system or
an accurate understanding documentation
status and
andrational convey health y complete
of instructions concerned parties
forany continuing care at needs to
and prepare
theirnext residence community service 5 Collect
and discharge
providers
thepatients

I aim
theclientto
6 Prepare
brought withor acquired providereither appropriately
from the discharge
disproving of
valuables on
stay
during
and groomed
medications approving or dressed
hold in office cessationof
care certain according to theirdesires
assistive devices medical
havetheright to
leave
report
µ
gents 7 Give a transfer
at any time

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
STUDENT NAME _____________________________________
Anastasia Young
Parish Nursing 5
CONCEPT ______________________________________________________________________________ REVIEW MODULE CHAPTER ___________

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES) Functions oftheparishworse
parish nurses
Parish nurses work personalhealthconsoling
closelywithpastoral care promotethehealthand
healthrole appraisals spiritual
stuff professionalhealthcare
assessments support for numerous wellness of populations of

acuteandchronic actualand
members anddayvolunteers faith communities
to provide a holistic approach potentialhealth
problems

to healingbody mind and thepopulation often

HealthEducation includes churchmembers
and
spirit
available resources classes individualsand groups in
individual andgroup
thegeographical community
teaching

facilitate supportgroups
Coordinate volunteers

Spiritual support toassistchurchmembers

help identifyspiritual withmeals transportation
strengthsforcoping and visits

visitpatients in hospitals
andcarefacilities

counsel parishioners with

healthconcernsandother
healthcareneeds

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
STUDENT NAME _____________________________________
Anastasia Young
Ethical Principals I
CONCEPT ______________________________________________________________________________ REVIEW MODULE CHAPTER ___________

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES)

h Sh Identify whether the

Ethics is thestudyof
support of a clients health issue is indeed an
inn and Mara
safety and personal rights ethical delima
and a codeof ethics is
aguidefortheexpectations
Responsibility which is
y g
andstandardsof aprofession information as possible about
the willingness to respect
Ethicaltheoriesexamine thedelina
principles ideas systemsand
obligation andfollowthrough

thataffect onpromises
philosophies
o state all surrounding
judgement about isright
and
issuesand individuals
goodandbad Accountability whichisthe
wrong and involved
theoriesare
common ethical ability to answer for ones
utilitarianism deontology own actions listandanalyze all
consensus in bioethicsand possible options forresolving
ethics of care I confidentialitywhich is review
thedelimaand
theprotection ofprivacywithout implications ofeachoption
Ethical principles for
diminishingaccessto highquality
individuals groups of individuals
justifyselecting thatone
andsocietiesare
standards of care
option in lightofthe
whatisrightand wrongwith
social
Ethical principlesforClientcare relevant variables
regards toimportant
decisionmade
valuesandnorms applythe
evaluate
valuesarepersonalbeliefsabout Beneficence tothedesimmaand
ideasthatdetermine standards fidelity theoutcomes
thatshape behavior justice values
reflectonyourown
morals arevaluesandbeliefs Nonmalifcence
astheyrelate tothe
delimnd
thatguidebehaviorand
conclusion

making veracity

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
Anastasia
STUDENT NAME _____________________________________
Young
CONCEPT ______________________________________________________________________________
Community Assessment and Education REVIEW MODULE CHAPTER ___________
4

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES) community Assessment

CommunityHealthNurses comprehensive approach that CommunityHealth Education

ri egularlyprovidehealth
educationin
emphasizesthe
community as a education
restorethe in designing community
ordertopromotemaintainand
agentwiththegoalofproviding into
neathof populations theuea as programs nurses musttake
benefittothepeopleof
ratherthanto
individuals
accountthebarriers thatmake
theneedsof
assessing a whole
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interacting andestablishing
contracts

usingthenursingprocess
can
nurses name

iii
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qq.gg
197nmrjgflies
community
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iii ii MI jMf
i components of communitynoses

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raceagegender t unterpopspent population determine
to
naanneedsonthe
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causeofdeath
learningtheoriestouse
meetaspects of
occupation activities educationalpogrom
gamfactors inthe
maritalstatus education
income
qq.gggywyg.gswtftight
mmmm

ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1

 ACTIVE LEARNING TEMPLATE: Basic Concept
Anastasia
STUDENT NAME _____________________________________
Young
care of
CONCEPT ______________________________________________________________________________
specific Populations 7
REVIEW MODULE CHAPTER ___________

Related Content Underlying Principles Nursing Interventions

(E.G., DELEGATION, WHO? WHEN? WHY? HOW?
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES) mob to

safe
createrapportand
provide a
neathoutcomes
Factors that canthreaten
enviornment
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vulnerablepopsinclude knowledgeableaboutpopcharacteristics
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disorders providers
substanceuse facilitatecare
coordination
among
lowincome mentalhealthissues
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community
pantiesand
healthcare
difficulty accessing poverty
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the thepopulationwith
insured
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mm clientto obtainasmuch
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presence of communicabledisease cancerprevention care

higherintent maternalmorbidity
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mentalhealthcare
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higherratesof
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programplanning
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detailedinformationon
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ACTIVE LEARNING TEMPLATES THERAPEUTIC PROCEDURE A1