Section: Unit 5 - HOLISTIC CARE | Fundamentals of Nursing

Section: Unit 5 - HOLISTIC CARE | Fundamentals of Nursing | NextGenU.org

Unit Objectives:

Identify the nurse's role in health maintenance and promotion and disease prevention

Integrate cultural awareness in planning client care

Discuss the nurse-client relationship

Explore the role of the nurse in client education

Integrate spiritual awareness in the planning of client care

Discuss the role of alternative therapies in client care

Discuss the nurse’s role in grief, loss, and end-of-life care
- Select activity 5.1 - Health Promotion
  
  5.1 - Health Promotion
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the concept of optimal health.
  
  Describe the nurse’s role in health promotion and disease prevention as it relates to diverse racial, ethnic, cultural, and economic populations.
  
  Describe the nurse’s role in promoting health across the lifespan.
  
  Explain the individual and community models that guide health promotion interventions.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 7 minutes.
  
  Required Learning Resources and Activities
- Select activity Constitution
  
  Constitution URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (2 minutes)
  World Health Organization
- Select activity What Is Health Promotion
  
  What Is Health Promotion URL
  
  Students must
  
  Mark as done
  
  Read the first three paragraphs and the contents of the section "WHY IS HEALTH PROMOTION IMPORTANT?" (2 minutes)
  The University of Georgia, College of Public Health
- Select activity The Health Promotion
  
  The Health Promotion URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (1 minute)
  World Health Organization
- Select activity What Is Health Promotion?
  
  What Is Health Promotion? URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (3 minutes)
  World Health Organization
- Select activity What Is Health Promotion?
  
  What Is Health Promotion? URL
  
  Students must
  
  Mark as done
  
  Read the content of the section "What is health promotion?" (1 minute)
  Australian Health Promotion Association
- Select activity Defining Health Promotion and Disease Prevention
  
  Defining Health Promotion and Disease Prevention URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  Rural Health Information Hub, Health Resources and Services Administration, U.S.
- Select activity Mental Health: Strengthening Our Response
  
  Mental Health: Strengthening Our Response URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Key factors" to the section "Mental health care and treatment." (6 minutes)
  World Health Organization
- Select activity Adolescent Mental Health
  
  Adolescent Mental Health URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (9 minutes)
  World Health Organization
- Select activity The Promotion and Disease Prevention
  
  The Promotion and Disease Prevention URL
  
  Students must
  
  Mark as done
  
  Read the section on "Statement of ANA Position." (1 minute)
  American Nurses Association
- Select activity Nurse’s Roles in Health Promotion Practice
  
  Nurse’s Roles in Health Promotion Practice URL
  
  Students must
  
  Mark as done
  
  Read the entire section on "RESULTS." (16 minutes)
  Health Promotion International Journal
- Select activity Theory At A Glance: A Guide for Health Promotion Practice
  
  Theory At A Glance: A Guide for Health Promotion Practice URL
  
  Students must
  
  Mark as done
  
  Read "The Ecological Perspective:..," "Health Belief Model," "Stages of Change Model," "Social Cognitive Theory," and "Theory of reasoned action…" on pages 10-11, 13-14, 15-16, 16-18 and 19-20. (23 minutes)
  National Cancer Institute, U.S. Department of Health and Human Services
- Select activity How Culture Influences Health
  
  How Culture Influences Health URL
  
  Students must
  
  Mark as done
  
  Read contents of the section on ‘Key points’. (2 minutes)
  Canadian Paediatric Society
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Health Promotion
  
  Topic: Health Promotion URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.1
  
  Quiz: Unit 5.1
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Unit 4 Exam is complete and passed
- Select activity 5.2 - Disease Prevention and Health Maintenance
  
  5.2 - Disease Prevention and Health Maintenance
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the concept of disease prevention and health maintenance.
  
  Explain the nurse's role in disease prevention and health maintenance for the general population.
  
  Explain the nurse’s role in disease prevention and health maintenance for the elderly.
  
  Explain the nurse’s role in the health maintenance of people with chronic health conditions.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 26 minutes.
  
  Required Learning Resources and Activities
- Select activity The Disease Prevention
  
  The Disease Prevention URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (5 minutes)
  Institute for Work and Health, Toronto
- Select activity Health Maintenance Activities
  
  Health Maintenance Activities URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  American Academy of Family Physicians
- Select activity Mental Health Protection and Promotion
  
  Mental Health Protection and Promotion URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (9 minutes)
  World Health Organization
- Select activity Promotion and Prevention of Mental Illness in Adolescents
  
  Promotion and Prevention of Mental Illness in Adolescents URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Promotion and Prevention" and "Early detection and treatment." (8 minutes)
  World Health Organization
- Select activity Geriatric Health Maintenance
  
  Geriatric Health Maintenance URL
  
  Students must
  
  Mark as done
  
  Read the contents of the article from the sections "Classification of Preventive Measures" to "Advanced Directives and Health Care Proxy." (47 minutes)
  UpToDate Journal
- Select activity Managing Long-Term Illness and Chronic Conditions
  
  Managing Long-Term Illness and Chronic Conditions URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (11 minutes)
  BetterHealthChannel, Victoria State Government
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Disease Prevention and Health Maintenance
  
  Topic: Disease Prevention and Health Maintenance URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.2
  
  Quiz: Unit 5.2
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.1 is complete and passed
- Select activity 5.3 - Holistic Healing
  
  5.3 - Holistic Healing
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define what is meant by holistic healing.
  
  Describe various types of alternative therapy categories of CAM.
  
  Explain how traditional medicine and CAM can be used in client care.
  
  Detail the nurse's role in client education and CAM.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 25 minutes.
  
  Required Learning Resources and Activities
- Select activity Biofeedback
  
  Biofeedback URL
  
  Students must
  
  Mark as done
  
  Read the entire section. (5 minutes)
  Cleveland Clinic
- Select activity Complementary and Alternative Healthcare: Is it Evidence-Based?
  
  Complementary and Alternative Healthcare: Is it Evidence-Based? URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (20 minutes)
  International Journal of Heath and Science
- Select activity Slide Deck Presentation
  
  Slide Deck Presentation
- Select activity Topic: Holistic Healing
  
  Topic: Holistic Healing URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.3
  
  Quiz: Unit 5.3
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.2 is complete and passed
- Select activity 5.4 - Therapeutic Relationship
  
  5.4 - Therapeutic Relationship
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the term therapeutic relationship.
  
  Explain the stages of the therapeutic relationship.
  
  Discuss ways that the nurse can foster a therapeutic relationship.
  
  Explain strategies to address barriers to a therapeutic relationship.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 29 minutes.
  
  Required Learning Resources and Activities
- Select activity "Therapeutic Relationship"
  
  "Therapeutic Relationship" URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (19 minutes)
  College of Nurses of Manitoba
- Select activity Stages of Therapeutic Relationship
  
  Stages of Therapeutic Relationship URL
  
  Students must
  
  Mark as done
  
  Read the content of the section "Appendix A" on page 17. (3 minutes)
  Association of Registered Nurses of Newfoundland and Labrador
- Select activity Theory of Interpersonal Relations in Nursing
  
  Theory of Interpersonal Relations in Nursing URL
  
  Students must
  
  Mark as done
  
  Read the contents of the section "Theory of Interpersonal Relations in Nursing." (3 minutes)
  Nursing Science Quarterly Journal
- Select activity Barriers to Therapeutic Relationship
  
  Barriers to Therapeutic Relationship URL
  
  Students must
  
  Mark as done
  
  Read the contents of Table 4 and Table 5. (4 minutes)
  Global Journal of Health Sciences
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Therapeutic Relationship
  
  Topic: Therapeutic Relationship URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.4
  
  Quiz: Unit 5.4
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.3 is complete and passed
- Select activity 5.5 - Client and Family Education
  
  5.5 - Client and Family Education
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the nurse’s role in client education.
  
  Discuss the goals of client education.
  
  Describe how the nursing process is used in client education.
  
  Define the elements of a teaching plan.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 31 minutes.
  
  Required Learning Resources and Activities
- Select activity The Client Education
  
  The Client Education URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (24 minutes)
  eviQ Education, New South Wales Government
- Select activity Health Education/Teaching A Key Nursing Role
  
  Health Education/Teaching A Key Nursing Role URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  International Council of Nurses
- Select activity The Patient Education
  
  The Patient Education URL
  
  Students must
  
  Mark as done
  
  Read the contents of the section "Patient Education." (4 minutes)
  Holland-Frei Cancer Medicine (6th Edition)
- Select activity Patient Education Tips for Nurses
  
  Patient Education Tips for Nurses URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (11 minutes)
  Nursing2021, Wolters Kluwer Health
- Select activity Client Education Information
  
  Client Education Information URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (3 minutes)
  MedlinePlus, US National Library of Medicine
- Select activity Client Education Strategy
  
  Client Education Strategy URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Assessment" to "Evaluation of Learning." (15 minutes)
  Home Healthcare Now Journal
- Select activity Maximizing Teaching Moment
  
  Maximizing Teaching Moment URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (6 minutes)
  MedlinePlus, US National Library of Medicine
- Select activity Domains of learning
  
  Domains of learning URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (5 minutes)
  Emporia State University
- Select activity Theories of Client Education
  
  Theories of Client Education URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Overview of theories" to the section "Case study." (20 minutes)
  Orthopedic Nursing Journal
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Client and Family Education
  
  Topic: Client and Family Education URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.5
  
  Quiz: Unit 5.5
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.4 is complete and passed
- Select activity 5.6 - Client Interview
  
  5.6 - Client Interview
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the term "client interview".
  
  Explain the purposes of the client interview.
  
  Discuss the phases of the client interview.
  
  Identify the skills needed by the nurse to perform an effective client interview.
  
  Provide examples of nursing documentation and the client interview.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 25 minutes.
  
  Required Learning Resources and Activities
- Select activity Effective Nursing Health Assessment Interview Techniques. Walden University Resource Articles.
  
  Effective Nursing Health Assessment Interview Techniques. Walden University Resource Articles. URL
  
  Students must
  
  View
  
  Read the entire page. (5 minutes)
  Walden University (2021)
- Select activity The Patient Interview
  
  The Patient Interview URL
  
  Students must
  
  View
  
  Read the contents under the section “Introduction.”
  Fundamental skills for patient care in pharmacy practice
- Select activity Patient Interview Guide
  
  Patient Interview Guide URL
  
  Students must
  
  View
  
  Read the entire page. (7 minutes)
  Nova Southeastern University
- Select activity Effective Patient-Physician Communication - Committee Opinion
  
  Effective Patient-Physician Communication - Committee Opinion URL
  
  Students must
  
  View
  
  Read the entire page. (13 minutes)
  American College of Obstetricians and Gynecologists, 2014
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Client Interview
  
  Topic: Client Interview URL
  
  Students must
  
  View
- Select activity Clinical Skills
  
  Clinical Skills
- Select activity Skin, Hair, Nail Assessment Procedure Checklist
  
  Skin, Hair, Nail Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Eye Assessment Procedure Checklist
  
  Eye Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Ear Examination Procedure Checklist
  
  Ear Examination Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Nose, Mouth, Throat, Neck Assessment Procedure Checklist
  
  Nose, Mouth, Throat, Neck Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Chest Assessment Procedure Checklist
  
  Chest Assessment Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Thorax and lung assessment- Harper College Nursing (Video)
  
  Thorax and lung assessment- Harper College Nursing (Video) URL
  
  Students must
  
  Mark as done
- Select activity Breast Examination Procedure Checklist
  
  Breast Examination Procedure Checklist URL
  
  Students must
  
  Mark as done
- Select activity Assessment of the Abdomen Procedure Checlist
  
  Assessment of the Abdomen Procedure Checlist URL
  
  Students must
  
  Mark as done
- Select activity Abdominal assessment- Harper College Nursing (Video)
  
  Abdominal assessment- Harper College Nursing (Video) URL
  
  Students must
  
  Mark as done
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.6
  
  Quiz: Unit 5.6
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.5 is complete and passed
- Select activity 5.7 - Stress and Adaptation
  
  5.7 - Stress and Adaptation
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  List the different types of stressors.
  
  Describe the stages of general adaptation syndrome.
  
  Detail the stress management techniques for coping with stress.
  
  Describe the nurse’s role in the management of stress.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 21 minutes.
  
  Required Learning Resources and Activities
- Select activity "Stress"
  
  "Stress" URL
  
  Students must
  
  View
  
  Read the content under the section “History of stress and stressors." ( 3 minutes)
  Centre for Studies of Human Stress
- Select activity Stress and Health
  
  Stress and Health URL
  
  Students must
  
  View
  
  Read the entire page. (3 minutes)
  Medlineplus
- Select activity 3 Tips to Manage Stress
  
  3 Tips to Manage Stress URL
  
  Students must
  
  View
  
  Read the entire page. (5 minutes)
  American Heart Association
- Select activity Psychology
  
  Psychology URL
  
  Students must
  
  View
  
  Read the content under the section “Good stress." (3 minutes)
  OpenStax
- Select activity What is General Adaptation Syndrome?
  
  What is General Adaptation Syndrome? URL
  
  Students must
  
  View
  
  Read the entire page. (7 minutes)
  Healthline
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Stress and Adaptation
  
  Topic: Stress and Adaptation URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.7
  
  Quiz: Unit 5.7
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.6 is complete and passed
- Select activity 5.8 - Spiritual Care
  
  5.8 - Spiritual Care
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the concept of spiritual care.
  
  Discuss the significance of spiritual care and client wellness.
  
  Provide examples of spiritual care among varied populations.
  
  List the barriers to spiritual care.
  
  Discuss the role of the nurse and nursing care in the care of the terminally ill client.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 16 minutes.
  
  Required Learning Resources and Activities
- Select activity Unit. XVIII. Spirituality
  
  Unit. XVIII. Spirituality URL
  
  Students must
  
  View
  
  Read the entire unit "Spirituality." (1 hour)
  Open RN Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0.
- Select activity Cultural Beliefs and Values in Cancer Patients
  
  Cultural Beliefs and Values in Cancer Patients URL
  
  Students must
  
  View
  
  Read the content under the section “Spirituality and cancer patients in ME countries." (2 minutes)
  Annals of Oncology
- Select activity The Barriers and Facilitators in Providing Spiritual Care for Parents who have Children Suffering from Cancer
  
  The Barriers and Facilitators in Providing Spiritual Care for Parents who have Children Suffering from Cancer URL
  
  Students must
  
  View
  
  Read the section "Discussion." (14 minutes)
  Journal of Family Medicine and Primary Care
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Spiritual Care
  
  Topic: Spiritual Care URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.8
  
  Quiz: Unit 5.8
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.7 is complete and passed
- Select activity 5.9 - Grief and loss
  
  5.9 - Grief and loss
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Define the terms "grief," "loss," and "bereavement".
  
  Describe types and stages of grief.
  
  Describe the nurse’s role in supporting clients with grief and loss.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 55 minutes.
  
  Required Learning Resources and Activities
- Select activity Grief, Loss and Bereavement
  
  Grief, Loss and Bereavement URL
  
  Students must
  
  Mark as done
  
  Read the contents from the section "Grief and Loss Introduction" to "Care Giver Support" from pages 1091- 1113 and "Bereavement" from pages 1120-1127. (35 minutes)
  
  "OpenRN Nursing Fundamentals" by Chippewa Valley Technical College
- Select activity Complicated Grief
  
  Complicated Grief URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Issues of Concern," "Clinical Significance" and "Other Issues." (7 minutes)
  StatPearls [Internet]
- Select activity Possible Behaviors in Grieving People
  
  Possible Behaviors in Grieving People URL
  
  Students must
  
  Mark as done
  
  Read the content under the section "How long does the grieving process last?" and "Some or all of the following may be seen in a person who is grieving." (2 minutes)
  American Cancer Society
- Select activity Coping with Grief
  
  Coping with Grief URL
  
  Students must
  
  Mark as done
  
  Read the entire article. (8 minutes)
  American Society of Clinical Oncology
- Select activity "Support Groups"
  
  "Support Groups" URL
  
  Students must
  
  Mark as done
  
  Read the contents under the sections "Cancer support groups" and "Types of support groups." (3 minutes)
  National Cancer Institute
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Grief and Loss
  
  Topic: Grief and Loss URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.9
  
  Quiz: Unit 5.9
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
  TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
  
  Not available unless: The activity Quiz: Unit 5.8 is complete and passed
- Select activity 5.10 - Nurse’s Role in End of Life Care
  
  5.10 - Nurse’s Role in End of Life Care
  
  Student Learning Outcomes:
  
  Upon completion of this lesson, you will be able to:
  
  Identify the various aspects of providing support and comfort to terminally ill clients and their families.
  
  Describe the nurse’s role in end-of-life planning and advanced directives.
  
  Provide insights on Legacy and Life Review Projects.
  
  Describe a nurse's role in respect to funeral practices, rituals, and legalities.
  
  Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 45 minutes.
  
  Required Learning Resources and Activities
- Select activity Compassionate Care of the Terminally Ill
  
  Compassionate Care of the Terminally Ill URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "What Characteristics of Treaters Are Important in the Care of Dying Patients?" and "How Can a Clinician Be Helpful to a Patient Who Is Terminally Ill?" (15 minutes)
  Primary Care Companion to the Journal of Clinical Psychiatry
- Select activity Advance Care Planning and Advance Directives
  
  Advance Care Planning and Advance Directives URL
  
  Students must
  
  Mark as done
  
  Read the content under the sections "Advance Care Planning" and "Advance Directives." (16 minutes)
  UpToDate
- Select activity Making Memory Last: The Art of Legacy Work
  
  Making Memory Last: The Art of Legacy Work URL
  
  Students must
  
  Mark as done
  
  Read the entire page. (4 minutes)
  
  The University of Texas
- Select activity Facing End of Life
  
  Facing End of Life URL
  
  Students must
  
  Mark as done
  
  Read the content under the section "Providing psychological supports." (10 minutes)
  Cancer Council Victoria
- Select activity Slide Deck Presentation (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Slide Deck Presentation
- Select activity Topic: Nurses Role in End of Life Care
  
  Topic: Nurses Role in End of Life Care URL
  
  Students must
  
  View
- Select activity Quiz Unit
  
  Quiz Unit
- Select activity Quiz: Unit 5.10
  
  Quiz: Unit 5.10
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
  
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Introduction

Course Registration

Peer Corner

Unit 1 - UNDERSTANDING HEALTH CARE

Nursing Definitions - ICN

Nursing Workforce

Profession vs. Occupation

Nurse Rate Highest in Honesty - GALLUP Poll

Role of Professional Nurse

"Nurse’s Role in Client Education"

Nurse as Client Advocate

Nursing Fact Sheet

Role of Nurse Association: ANA

Role of Nurse Association: ANMF

Role of Nurse Association: NAN

Topic: The Role of the Professional Nurse

Regulatory Board Governance Toolkit 2014

List of Regulatory Bodies

Transforming Education

Nursing Career Paths: How to Become a Nurse and Advance Your Career

Topic: Regulation of Nursing Profession

Healthcare Delivery System Definition

The Healthcare Delivery System

Types of Healthcare Delivery System

Healthcare Financing

Social Health Insurance

Direct Primary Care

Role of Healthcare Professional in Healthcare Delivery System

Roles of Different Healthcare Workers

Topic: Healthcare Delivery System

NCI: Health Belief Model

Definitions of Culture

Should I Bow or Just Pat That Belly?

How Culture Influences Health

Understanding Transcultural Nursing

Cultural Competence

Topic: Transcultural Nursing

Client Centred Care

Brookside Press: The Health-Illness Continuum

Tulane University: How to Improve Cultural Competency in Health Care

Appendix D: Eight Dimensions of Patient-Centered Care

BMJ: The Importance of Patient-Centered Care and Co-Creation of Care...Setting

How Nurses Can Foster Positive Interactions with Patients who have Substance Use Disorders

Discussion Forum: Client-centered care (155 minutes)

Topic: Client Centred Care

Unit 2 - FOUNDATIONAL PRINCIPLES IN THE MANAGEMENT OF NURSING PRACTICE

Definition Critical Thinking and Clinical Reasoning

Defining Problems, Situations, Issues, and Dilemmas

Determining Assumptions

Exploring Alternatives and Independently Analyzing

Rationales and Evidence

Conclusions

Clinical Reasoning, Clinical Judgment, Decision Making, Problem Solving

Critical Thinking and Clinical Judgment

Topic: Critical Thinking and Clinical Judgement

Open RN Nursing Fundamentals by Chippewa Valley Technical College

Nursing Interventions and Their Role in Patient Care

Topic: The Nursing Process

Brief Bedside Assessment Procedure Checklist

Head to Toe Physical Assessment (Older Adult) Procedure Checklist

Older Adult Physical Assessment (Video)

Extremities/Musculoskeletal Assessment Procedure Checklist

Musculoskeletal Assessment- Harper College Nursing (Video)

Extremities/Musculoskeletal Assessment Procedure Checklist

Glasgow Coma Scale Procedure Checklist

Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice

Benefits of Evidence Based Practice

Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context

Igniting a Spirit of Inquiry

Asking the Clinical Question

Searching for the Evidence

Rapid Critical Appraisal

Implementing an Evidence-Based Practice Change

Topic: Evidence Based Practice

"Ethical Principles"

ICN Code of Ethics for Nurses

Nursing Ethical Considerations

Ethical Issue: Do Not Resuscitate

Ethical Issues: When A Patient Refuses Assistance

Risk and Responsibility of Providing Nursing Care

Ernstmeyer, K., & Christman, E. (Eds.) (2021). Open RN Nursing Fundamentals by Chippewa Valley Technical College, Licensed under CC BY 4.0.

Ernstmeyer, K., & Christman, E. (Eds.) (2021). Open RN Nursing Fundamentals by Chippewa Valley Technical College, Licensed under CC BY 4.0.