Nursing History Essay Example | Topics and Well Written Essays - 1000 words

Nursing History - Essay Example The question arises whether the public have gone past the traditional image of nursing which projected nurses as unintelligent, passive and highly dependant hand-maidens (Kaler, Levy and Schall, 1989) In 1868, a Nightingale protà ©gà © called Lucy Osburn, made a significant beginning in Nursing reform. It was during this time that great advancement was made in medical science and technology such as discovery of anesthetics and disease pathophysiology. As a result of all this medical authorities demanded better improvements in nursing in order to facilitate improved patient outcomes and survival rates. (Keneley, 1988). Lucy Osburn, who was made Superintendent of the Sydney infirmary, made a significant achievement of how the public viewed nurses and their work, just by her remarkable positive influence. Lucy Osburn also introduced the wearing of uniforms and adherence to strict codes of hygiene. She also set the initial foundation for formal nurses training, incorporating formal lectures and teaching sessions into the daily hospital routine (Brodsky, 1968) The image of Nursing began to move towards a very positive direction (Forsyth, 1994) since formal training was introduced and it began to be looked upon as an admirable vocation and soon picked up momentum among all classes of women. It is one of histories greatest paradoxes of the 20th century, for even though it had poor and extremely harsh working conditions, it still remained to be the most sought after and popular female occupations. Life was tough for nurses during the 1950’s – 1960’s. Strong emphasis was laid on personal attitudes which contributed to being an â€Å"ideal nurse† like selflessness, obedience, kindness, devotion and dignity (Bridges, 1990). The trainees were required to live in hospital accommodation in order to instill morals, good manners and behavior which were

Case Study Essay Example | Topics and Well Written Essays - 3750 words

Case Study - Essay Example settings in which there are various forms of actors and factors interacting with each other and eventually contributing to the organizational framework, Bolman’s and Deal’s leadership frames attempt to provide different scopes under which managers perceive issues/problems raised and behave towards implementing solutions (Mabey and Finch-Lees, 2008; Newstrom and Davis, 1997; Sasnett and Ross, 2007). The four frames of organizational leadership are: the structural frame, the human resources frame, the political frame and the symbolic frame. The structural frame underlines the essence and importance of rules, regulations, structures, organizational design and policies; the human resources frame emphasizes the aspect of ‘people’ within the organization by placing significant weight on the fit between organizational structures and employees; the political frame focuses predominantly on the concentration of power and competition between organizational members; and the symbolic frame emphasizes the cultural orientation of organizations as means of inspiring and motivating organizational members (Bolman and Deal, 1991; Bolman and Deal, 2003; Crist, 1999; Sasnett and Ross, 2007). Drawing upon the four frames proposed, this project deals with an analysis and theoretical application of the theory over the case of Nasa’s Challenger and Columbia shuttles disasters in 1986 and 2003 respectively. The aftermath of the Challenger and Columbia disasters revealed that the physical causes of the two incidents were less important than the internal – organizational ones that hindered greater problems in the overall communication and interaction between critical organizational departments. In both cases the lack of an integrated approach towards quality and safety procurement as well as the insufficient and ineffective communication amongst management and organizational members proved to be great contributors to the overall disaster. Palestini (2004) states that the

Reflective Practice In Pastoral Ministry Education Essay

Reflective Practice In Pastoral Ministry Education Essay The focus of this paper is reflective practice, which is the ability of individuals to learn from critically analysing events and experiences that they encounter in their daily lives besides the values and theories that support those activities. This is employed in various professionals such as in teaching, nursing, environmentalists among other professionals as a supplement for formal professional learning. In this study, reflective practice will be examined from a pastoral point of view. The term reflective practice will be examined with reference to its definition, the various types of reflective practice that exist and the models of reflective practice that are in use today. Additionally, reflective practice will be analysed from a pastoral point of view whereby the various ways in which it can be used in Christian ministry will be explored as well as the ways in which it has enabled the writer of this paper to develop or change their public relations as far as the ministry is concerned. Finally, the role of reflective practice in the learning experience of the writer will be examined. 2.Reflective practice 1)Definition Reflective practice is one of the core characteristics in professions such as education, health, environmental management and theology among others and usually refers to the ability of an individual to reflect on actions or acts in a way that facilitates further learning for the individual. This usually involves paying special attention to the activities of everyday life with special reference to the values and theirs that are the basis for these actions. Reflective learning encourages practice-based professional learning whereby individuals are able to learn from their experiences as opposed to formal and structured teaching. The term reflective practice is composed of two words; reflection and practice whereby the term reflection means to critically and accurately evaluate an item, an individual or a situation while experiencing them or after one has encountered them. Practice on the other hand refers to learning or mastery through repetition. Reflective practice has been defined by Moon as a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind whereas Cowan has defined reflective thinking as the situation when they analyse or evaluate one or more personal experiences and attempt to generalise that from thinking. Biggs on the other hand defined reflective thinking as a reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be an improvement of the original . In conclusion therefore, the process of reflective learning may be thought of as a process through which individuals critically evaluate their actions, thoughts and experiences and through this critical appraisal, are able to experience autonomous learning. The connection between knowledge and practice is further facilitated by the availability of an experienced professional within the discipline, in this case theology and pastoral ministry. In laymans terms, the practices and strategies for reflective practice includes questioning the manner in which one carries out various activities and comparing it to the manner in which others carry out the same activities; the search for alternatives in the course of accomplishing the same activities; comparing and contrasting; keeping an open mind; looking for the framework, theoretical basis and underlying rationale for those activities; viewing from various perspectives by asking for the viewpoints of others; consideration of the consequence s; hypothesising, testing, seeking, identifying and resolving problems . 2)Advantages of practice reflective Reflective practice in pastoral ministry is associated with a higher understanding for the minister of his or her own style in the course of ministry besides validation of his or her own ideas, beneficial challenges to traditional approaches, recognition of the role of ministry in society and the respect for diversity in the course of applying theories in practice . 3.Types Of Reflective Practice 1)Content Reflection This refers to the recounting of something that happened by the practitioner who in this case is the minister . This may be the outright description of a situation or of a problem such as Mr. Stan did not tell me anything that may have been troubling him in spite of the fact that I reassured him that I was ready to listen and despite his revelation that his family was unreceptive to him 2)Process Reflection This is where a practitioner the process that was involved in the happening of an event such as as I narrated in the encounter with Mr. Stan what my purpose was, then I began to carry out an intense physical assessment. I asked again about any concerns once in the middle of taking temperature, and did not mention it again. Mr. Stan failed to make eye contact when he said everything was ok. 3)Premise Reflection Premise reflection is where a problem, issue or situation is evaluated with the view of understanding why it happened or occurred. For example I wonder why he failed to respond to my questions. How come I didnt notice and respond to his body language then? Why did I not feel comfortable digging a little more? Did I ask about her problems too early in the interview and too often again when in the middle of the task? Was I comfortable? What should I do differently in a future situation? Do I feel comfortable acting differently in the future? What would assist me in the future? 4)Action Reflection This is also known as reflection on action and is used to refer to the reflection of actions, activities and events that happened in the past and may involve documentation of those past events and experiences and may be referred to as Schons model of reflection. 5)Critical Reflection Critical reflection is the process of analysing, reconsidering, and questioning experiences within a broad context of issues and can be broken down into various dimensions for the purposes of addressing various activities besides various levels of reflection. The first, second and third dimensions constitute the ordinary process of reflection whereas the fourth dimension constitutes the core of critical reflection. The first dimension involves critical observation for the purposes of understanding the issues in a deep and accurate way through the use of frameworks such as past experiences. The second dimension involves an exhaustive description of what has been observed whereas the third dimension involves the making of the meaning of what has been described. Finally, the fourth dimension refers to the addition of breadth and depth to the issue through asking questions about and relating meanings to a variety of professional and personal issues. 6)Reflection In Action Reflection in action refers to the reflection of an individual on action while in the course of carrying out the action. This is manifested in constant thinking throughout the duration of the action and is referred to as knowing in action, thinking on your feet and keeping your wits about you besides learning by doing as described by Schon. 4.Models Of Reflective Practice The purpose of these models is to enable professionals to draw lessons out of experiences in the course of enabling professionals to develop independence and to create a continuous, life long, learning experience. 1)Argyris and Schon 1978 In 1978, Argyris and Schon proposed the single loop and the double loop models of reflective practice on the basis of the identification and correction of an error, fault or mistake. Single loop learning is where the individual continues to rely on the old procedures in spite of the identification and resolution of a problem whereas double loop learning is where upon the identification and resolution of a problem, new procedures are adopted and in case the same problem appears again, a new solution is found. Later, Schon brought up the idea of reflection-in-action and reflection-on-action whereby the former may be defined as thinking on their feet and the latter may be described as felt knowing. The idea behind these two concepts is that in the course of any practice, a professional normally experiences feeling, emotions and thoughts that are derived from a similar past experience and which enables them to face the situation at hand directly. 2)Kolb 1984 This model was heavily influenced by the works of Dewey and Piaget in the 1970s and besides focussing on experimental learning, is centred on the change of information into knowledge. This occurs when an event has already come to pass and involves the reflection of the individual on the experience in order to gain understanding and insight of the concepts, which are then transferred into a new situation. Thus, knowledge obtained from a specific situation is constantly and regularly utilised and builds on an individuals experience and knowledge . 3)Gibbs 1988 This is an improvement of Kolbs experimental learning cycle whereby structured debriefing is used as a way of enabling reflection. The stages of a full structured debriefing in order are: the initial experience, the description of the experience, the description of the feelings that an individual encountered, the valuation of the experience, an analysis of the experience, the general conclusions that an individual makes from the experience and analysis, the specific conclusion and the personal action plans in case a similar situation is encountered in future. These steps are also known as the Gibbs model of reflection or the Gibbs reflective cycle and are summarised as: description, feelings, evaluation, analysis, and conclusion and action plan. 4)Johns 1995 This is a structured model of reflection that consists of a guide for individuals to gain higher understanding and is designed to include the participation of a colleague or a mentor, who facilitates faster transformation of the experience to learnt knowledge. This model is based on the earlier works of Carper and puts emphasis on the ability of a professional to access, understand and put into practice information gathered empirically through looking in on ones thoughts and emotions and looking out at the events that took place. This model includes Carpers four patterns of knowing which are: empirical, personal, ethical and aesthetic and reflexive. 5)Rolfe 2001 The basis of this model is Bortons developmental model of 1970 and involves a simplistic cycle consisting of three questions that a professional asks. These are: what, so what and what next. This enables an individual to describe a situation accurately, which further enables scrutiny of the situation and construction of knowledge that was learnt through the experience. After this, the various ways and methods in which one may improve as well as the results of ones response to the situation are evaluated . 6)Bauds model Bauds model places emphasis on the feelings and emotions of an individual besides being cyclical. This model recommends a critical analysis of an experience or an event with reference to the emotions or feelings that were experienced in the course of the event or after the event and application of the lessons that were learnt from this experience. 7)Greenaway 3-stage Model This model is based on three activities that are performed in cyclical progression. These are plan, followed by do, which is followed by review and so on. It is suggested that this model is closely related to the Gibbs model of reflective practice. 5.Use Of Reflective Practice In Christian Ministry The role of reflective practice in Christian ministry and Pastoral work cannot be overemphasised. This is especially so taking into consideration that ministry involves the delivery of the word of a perfect God, through an imperfect individual to other imperfect individuals with the aim of bringing them close and closer and closer to the fold. Additionally, Christian ministry is much more than preaching and one of its other components is to set a good example to the congregation and thus the need for reflective practice among the Christian ministers. 1)Reflective Practice in Church Ministry Leadership To begin with, reflective practice is important for a pastoral minister to accomplish his or her leadership role within a ministry. The leadership of any ministry is important in the achievement of the goals and objectives of that particular community in addition to influencing their congregations to view and value these in the same way. The role of leadership demands certain behaviours from the Christian minister and hence the minister needs to constantly reflect on his or her behaviour and adopt behaviour and actions that will serve as an example to the community. This would enable the attainment of goals and objectives besides steering the congregation to greater heights . 2) Reflective Practice in Prayer and Instruction Reflective practice may be used by the ministers to encourage congregation to reflect on their thoughts, experiences and events with reference to Biblical teachings as well as prayer as a way of encouraging them to live lives that are more godly. This may also be used by the ministers themselves as well in striving to live lives that are more godly. 3)Reflective Practice in Improving the Running of the Churchs Affairs. In the course of management of the affairs of the church, not everything that the minister comes across will have been taught in class and it is prudent for him or her to come up with ways of handling such situations. Additionally, the minister may find that some of the management that he or she may have learnt in the classroom are not so practical in some situations and it is in such times when reflective practice should be used to invent more olutions to management problems. 6.Role Of Reflective Practice In The Course Of Learning 1) Reflective Practice in Time Management In the course of learning, reflective practice has come in handy especially in the course of time management. By looking at past events and experiences, I have learnt how to plan ahead for activities, how to prioritise activities and the importance of allocating time both for working and for relaxation purposes. Unlike in the past, I am now able to meet my obligations and the stress that comes with undone work has dramatically reduced in my life. Consequently, in spite of fulfilling my responsibilities, I am able to engage in activities that I like. 2 )Reflective Learning in Accommodating Others Accommodation of others has been a challenge all along in my life and more so in the course of Christian ministry studies as a result of the diverse viewpoints that are held by my fellow students. However, by reflecting past instances of my intolerance towards the opinion of others, I was persuaded to try and accommodate the feelings of others. This turned out to be worthwhile as I learnt that it is important to accept the views and opinions of others no matter how offensive they are to me, since I realised that people like being listened to and understood even if not necessarily agreed with. This, I have learnt is perfect for harmonious living and coexistence even with my classmates. 3)Reflective Practice and Challenges at Work and in personal life Reflective practice has been instrumental in assisting me to deal with challenges at work and at home. In the past, difficulties and work would spill over when I got home and difficulties I experienced at home would affect my work. As a result of reflecting on these situations, I learnt that there is a time and place for everything and that what happens at home should not affect what happens at work and what happens at work should not impact my life away from work. This has enabled me to find fulfilment at home and at work in spite of whatever difficulties I may be experiencing. This has made me more effective in my work and responsibilities. 7.Conclusion This paper has been centred on reflective practice within the context of pastoral ministry. To begin with, the definition of the term reflective practice has been defined in laymans terms but the definitions of various experts such as Moon, Cowan and Biggs have also been included. The advantages of the practice of reflective practice especially among pastoral ministers have also been mentioned besides the types of reflective practice. The types of reflective practice that have been discussed in this study are: content reflection, process reflection, premise reflection, action reflection, critical reflection and reflection on action. This paper also contains brief discussions on the various models of reflective practice that have been proposed by experts over the years which are: Argyris and Schon model of 1978, Kolb model of 1984, Gibbs model of 1988, Johns model of 1995, and Rolfes model of 2001. Additionally, the importance of reflective practice in Christian ministry has been expl ored and in this case, its role in church leadership, prayer and instruction and in the running of the affairs of the church has all been discussed. The impact of reflective practice in my personal life has also been outlined with reference to its effects on the challenges that I encounter in my personal and professional life, in accommodating others, and in time management.

Management Functions :: essays research papers

Outline I.  Ã‚  Ã‚  Ã‚  Ã‚  Overview II.  Ã‚  Ã‚  Ã‚  Ã‚  Current Technology Assessment III.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Analysis A.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Defined B.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain and the Customer C.  Ã‚  Ã‚  Ã‚  Ã‚  Technology Supporting Business Functions in the Value Chain D.  Ã‚  Ã‚  Ã‚  Ã‚  Technology and Partnering Activities IV.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract   Ã‚  Ã‚  Ã‚  Ã‚  A.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract Defined   Ã‚  Ã‚  Ã‚  Ã‚  B.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in History   Ã‚  Ã‚  Ã‚  Ã‚  C.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in the Business Perspective   Ã‚  Ã‚  Ã‚  Ã‚  D.  Ã‚  Ã‚  Ã‚  Ã‚  Regional issues with Social Contracts V.  Ã‚  Ã‚  Ã‚  Ã‚  Global Issues VI.  Ã‚  Ã‚  Ã‚  Ã‚  Managing Changes VII.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion Overview   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1991, Microsoft Corp. became the first software company to create its own computer science research organization. Microsoft has developed into a unique entity among corporate research labs, balancing an open academic model with an effective process for transferring its research to product development teams. Microsoft recognizes that to create the foundation for future technology breakthroughs, it is necessary to support long-term computer science research that is not bound by product cycles† (http://www.calibex.com/serv/calibex1/buyer/outpdir.jsp?search=microsoft+products). Today, the world-renowned scientists of Microsoft Research make up one of the largest, fastest-growing, and most highly respected software research organizations in the world — one that will help define and redefine the computing experience for millions of people for decades to come† Microsoft offers a variety of products such as operating systems, business/personal management software, multi-media software, databases, and exchange servers. They also provide help centers online and provide services over the telephone to help you with any problem you are having with their products (http://support.microsoft.com/default.aspx?LN=EN-GB). Value Chain Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Before you can discuss Microsoft’s value chain, you must first understand what a value chain is. According to the Internet Center for Management and Business Administration, Inc., the value chain can be described as: A way to analyze the specific activities through which firms can create a competitive advantage by modeling the firm as a chain of value-creating activities. (QuickMBS.com) The article further describes the value chain as maintaining five primary activities (Inbound Logistics, Operations, Outbound Logistics, Marketing & Sales, and Services). The goal of these activities is to â€Å"create value that exceeds the cost of providing the product or service, thus generating a profit margin.† (QuickMBS.com) The primary activities can be defined as: â€Å"Inbound logistics include the receiving, warehousing, and inventory control of input materials. Operations are the value-creating activities that transform the inputs into the final product. Outbound logistics refer to the activities required to get the product to the customer, including warehousing, order fulfillment, etc. Marketing & Sales are those activities associated with getting buyers to purchase the product, including channel selection, advertising, pricing, etc. And Service, defined as activities that maintain and enhance the product’s value including customer support, repair services, etc.† (QuickMBS. Management Functions :: essays research papers Outline I.  Ã‚  Ã‚  Ã‚  Ã‚  Overview II.  Ã‚  Ã‚  Ã‚  Ã‚  Current Technology Assessment III.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Analysis A.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain Defined B.  Ã‚  Ã‚  Ã‚  Ã‚  Value Chain and the Customer C.  Ã‚  Ã‚  Ã‚  Ã‚  Technology Supporting Business Functions in the Value Chain D.  Ã‚  Ã‚  Ã‚  Ã‚  Technology and Partnering Activities IV.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract   Ã‚  Ã‚  Ã‚  Ã‚  A.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract Defined   Ã‚  Ã‚  Ã‚  Ã‚  B.   Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in History   Ã‚  Ã‚  Ã‚  Ã‚  C.  Ã‚  Ã‚  Ã‚  Ã‚  Social Contract in the Business Perspective   Ã‚  Ã‚  Ã‚  Ã‚  D.  Ã‚  Ã‚  Ã‚  Ã‚  Regional issues with Social Contracts V.  Ã‚  Ã‚  Ã‚  Ã‚  Global Issues VI.  Ã‚  Ã‚  Ã‚  Ã‚  Managing Changes VII.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusion Overview   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1991, Microsoft Corp. became the first software company to create its own computer science research organization. Microsoft has developed into a unique entity among corporate research labs, balancing an open academic model with an effective process for transferring its research to product development teams. Microsoft recognizes that to create the foundation for future technology breakthroughs, it is necessary to support long-term computer science research that is not bound by product cycles† (http://www.calibex.com/serv/calibex1/buyer/outpdir.jsp?search=microsoft+products). Today, the world-renowned scientists of Microsoft Research make up one of the largest, fastest-growing, and most highly respected software research organizations in the world — one that will help define and redefine the computing experience for millions of people for decades to come† Microsoft offers a variety of products such as operating systems, business/personal management software, multi-media software, databases, and exchange servers. They also provide help centers online and provide services over the telephone to help you with any problem you are having with their products (http://support.microsoft.com/default.aspx?LN=EN-GB). Value Chain Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Before you can discuss Microsoft’s value chain, you must first understand what a value chain is. According to the Internet Center for Management and Business Administration, Inc., the value chain can be described as: A way to analyze the specific activities through which firms can create a competitive advantage by modeling the firm as a chain of value-creating activities. (QuickMBS.com) The article further describes the value chain as maintaining five primary activities (Inbound Logistics, Operations, Outbound Logistics, Marketing & Sales, and Services). The goal of these activities is to â€Å"create value that exceeds the cost of providing the product or service, thus generating a profit margin.† (QuickMBS.com) The primary activities can be defined as: â€Å"Inbound logistics include the receiving, warehousing, and inventory control of input materials. Operations are the value-creating activities that transform the inputs into the final product. Outbound logistics refer to the activities required to get the product to the customer, including warehousing, order fulfillment, etc. Marketing & Sales are those activities associated with getting buyers to purchase the product, including channel selection, advertising, pricing, etc. And Service, defined as activities that maintain and enhance the product’s value including customer support, repair services, etc.† (QuickMBS.

Competency Statement Essay

To ensure a well-run, purposeful program that is responsive to participants needs. The observation tool that I have provided for Resource V is used to assess the developmental growth in Discovery Preschool children. It is designed to assist teachers in observing, recording and understanding a child’s skills, knowledge, behavior and accomplishments. It allows both parents and teachers to understand what children know and can do. Assessments are completed every fall, winter and spring with parent-teacher conferences to follow. Parents and teachers use these conferences to discuss the assessment. Observation and documentation are important parts of program management because it allows parents and teachers to discuss what children are learning and understanding. There are five areas that are assessed; physical and motor development, social and emotional development, approaches toward learning, language and communication skills and cognition/ general knowledge. Teachers use these assessments to record progress over time. It allows them to see how each child is developing which area, if any, parents and teachers need of focus more on. It also helps teachers provide developmentally appropriate lessons and materials for the children. I ensure that I am accurately and objectively observing and tracking each child’s developmental and learning progress by providing lesson plans that are developmentally appropriate. The assessment is not completed by testing the children. I use my observations and collect classwork don by the children to assess them. I also constantly interact with the children and set up activities that enable the children to demonstrate specific skills and integrate them into everyday activities. For example, while outside with the children, I will play catch with the children. I will observe if they  can catch, throw, and kick a ball. I also ask them various questions throughout the day like, â€Å"What color is the school bus?† or â€Å"Can you tell me what shape this cracker is?† I record all my observations on index cards and place each one in the child’s portfolio. Assessments are a very important tool for both parents and teachers to monitor a child’s know ledge and development. With this documentation parents and teachers can work together to guide children into becoming well- rounded individuals.

Nursing MedSurg Lewis

The nurse is caring for a patient suffering from anorexia secondary to chemotherapy. Which strategy would be most appropriate for the nurse to use to increase the patient's nutritional intake? A. Serve three large meals per day plus snacks between each meal. B. Add items such as skim milk powder, cheese, honey, or peanut butter to selected foods. C. Increase intake of liquids at mealtime to stimulate the appetite. D. Avoid the use of liquid protein supplements to encourage eating at mealtime. 2. The patient Is receiving an IV visitant chemotherapy drug. The nurse notices swelling and redness at the site.What should the nurse do first? A. Call the ordering health care provider. B. Ask the patient If the site hurts. C. Administer sterile saline to the reddened area. D. Turn off the chemotherapy infusion. 3. The female patient is having whole brain radiation for brain metastasis. She is concerned about how she will look when she loses her hair. What is the best response by the nurse to this patient? A. â€Å"When your hair grows back it will be patchy. † â€Å"You should contact â€Å"Look Good, Feel Better† to figure out what to do about this. † B. â€Å"You can get a wig now to match your hair so you will not look different. D. C. Don't use your curling iron and that will slow down the loss. † 4. The patient has been diagnosed with non-small cell lung cancer. Which type of targeted therapy will most likely be used for this patient to suppress cell proliferation and promote programmed tumor cell death? A. BCC-ABLE tyrosine kinas inhibitors B. Protease inhibitors C. Epidermal growth factor receptor-tyrosine kinas inhibitors. CD monoclonal antibodies (Mob) 5. A 33-year-old patient has recently been diagnosed with stage II cervical cancer. What should the nurse understand about the patient's cancer? A. It has diastase. B. It Is In situ. C.It has spread locally. D. It has spread extensively. 6. The patient was told that he would have Inter personal chemotherapy. He asks the nurse when the IV will be started for the chemotherapy. What should the nurse teach the patient about this type of chemotherapy delivery? A. A Classic catheter will be preposterously placed into the peritoneal cavity for chemotherapy administration. B. It is delivered via an Mayo reservoir and extension 3 hours. D. The arteries supplying the tumor are accessed with surgical placement of a catheter connected to an infusion pump. . The patient is being treated with peripherally for cervical cancer.What factors must the nurse be aware of to protect herself when caring for this patient? A. The time the nurse spends at what distance from the patient B. The nutritional supplements that will help the patient C. The medications the patient is taking D. How much time is needed to provide the patient's care 8. The patient and his family are upset that the patient is going through procedures to diagnose cancer. What nursing actions should the nurse use first to facilitate their coping with this situation (select all that apply)? A. Give them antiquity medications. B. Maintain hope. C. Exhibit a caring attitude. D.Be available to listen to fears and concerns. E. Teach them about all the types of cancer that could be diagnosed. F. Plan realistic long-term goals. 9. The laboratory reports that the cells from the patient's tumor biopsy are Grade II. What should the nurse know about this histologist grading? A. Cells are abnormal and moderately differentiated. B. Cells are very abnormal and poorly differentiated. C. Cells are immature, primitive, and undifferentiated. D. Cells differ slightly from normal cells and are well-differentiated. 10. Previous administrations of chemotherapy agents to a cancer patient have resulted in diarrhea.Which dietary modification should the nurse recommend? A. A diet emphasizing whole and organic foods B. A bland, low-fiber diet C. A diet high in fresh fruits and vegetables D. A high-protein, high-calorie diet 1 1 . When caring for the patient with cancer, what does the nurse understand as the response of the immune system to antigens of the malignant cells? A. Tumor misdiagnoses B. Immunologic surveillance C. Immunologic escape D. Metastasis 12. The patient with breast cancer is having telegraphy radiation treatments after ere surgery. What should the nurse teach the patient about the care of her skin? A.Avoid heat and cold to the treatment area. B. Scented lotion can be used on the area. D. Wear the new bra to comfort and support the area. 13. Which cellular dysfunction in the process of cancer development allows defective cell proliferation? A. Cell differentiation B. Activation of nosecones C. Proto-nosecones D. Dynamic equilibrium 14. The patient is receiving biologic and targeted therapy for ovarian cancer. What medication should the nurse expect to administer before therapy to combat the most common side effects of these medications? A. Acetaminophen (Ethylene) B. Anderson (Saffro n) C. Ibuprofen (David) D.Morphine sulfate 15. The nurse is caring for a patient receiving an initial dose of chemotherapy to treat a rapidly growing metastasis colon cancer. The nurse is aware that this patient is at risk for tumor lists syndrome (TLS) and will monitor the patient closely for which abnormality associated with this oncology emergency? A. Hypoglycemia B. Hypoglycemia C. Hypothermia's D. Hypoglycemia 16. Which nursing diagnosis is most appropriate for a patient experiencing multiprocessing secondary to chemotherapy for cancer treatment? A. Hypothermia B. Acute pain C. Powerlessness D. Risk for infection 17.The patient has stomachache of the right leg. The unlicensed assisting personnel (ASAP) reports that the patient's vital signs are normal, but the patient says he still has pain in his leg and it is getting worse. What assessment question should the nurse ask the patient to determine treatment measures for this patient's pain? A. â€Å"Where is the pain? † B. â€Å"Do you use medications to relieve the pain? † C. â€Å"Is the pain getting worse? † D. â€Å"What does the pain feel like? † 18. Which item would be most beneficial when providing oral care to a patient with atheistic cancer who is at risk for oral tissue injury secondary to chemotherapy?A. Hydrogen peroxide rinse B. Alcohol-based mouthwash C. Firm-bristle toothbrush 19. What can the nurse do to facilitate cancer prevention for the patient in the promotion stage of cancer development? A. Teach the patient to exercise daily. B. Teach the patient promoting factors to avoid. C. Tell the patient to have the cancer surgically removed now. D. Teach the patient which vitamins will improve the immune system. 20. The patient is told that the adenoma tumor is not encapsulated but has normally fractionated cells and that surgery will be needed.