Module 35 Caring Interventions

Module 35   Caring Interventions

 

Complete Chapter Questions With Answers

 

Sample Questions Are Posted Below

 

The Concept of Caring Interventions

1) The family members of a recently deceased client wrote a letter to the unit manager, expressing their appreciation for the way the client was treated while dying in the hospital. The family mentioned characteristics that indicate the nurses were caring. What behavior(s) did the family most likely use to explain the caring actions of the nurses?

Select all that apply.

1. A) Delivered care with style
2. B) Treated the client as a human being
3. C) Respected the client
4. D) Maintained client confidentiality
5. E) Established limits with the client

Answer:  B, C, D

Explanation:  A) Caring has been described as encompassing various intentions and actions. There are 10 behaviors within caring, which include appreciating the client as a human being, showing respect for the client, and treating client information confidentially. Delivering care with style describes aesthetic knowing, which includes the concepts of empathy, holistic thinking, compassion, and sensitivity. Establishing or setting limits is an action that a nurse would perform as part of self-care actions.

1. B) Caring has been described as encompassing various intentions and actions. There are 10 behaviors within caring, which include appreciating the client as a human being, showing respect for the client, and treating client information confidentially. Delivering care with style describes aesthetic knowing, which includes the concepts of empathy, holistic thinking, compassion, and sensitivity. Establishing or setting limits is an action that a nurse would perform as part of self-care actions.
2. C) Caring has been described as encompassing various intentions and actions. There are 10 behaviors within caring, which include appreciating the client as a human being, showing respect for the client, and treating client information confidentially. Delivering care with style describes aesthetic knowing, which includes the concepts of empathy, holistic thinking, compassion, and sensitivity. Establishing or setting limits is an action that a nurse would perform as part of self-care actions.
3. D) Caring has been described as encompassing various intentions and actions. There are 10 behaviors within caring, which include appreciating the client as a human being, showing respect for the client, and treating client information confidentially. Delivering care with style describes aesthetic knowing, which includes the concepts of empathy, holistic thinking, compassion, and sensitivity. Establishing or setting limits is an action that a nurse would perform as part of self-care actions.

 

1. E) Caring has been described as encompassing various intentions and actions. There are 10 behaviors within caring, which include appreciating the client as a human being, showing respect for the client, and treating client information confidentially. Delivering care with style describes aesthetic knowing, which includes the concepts of empathy, holistic thinking, compassion, and sensitivity. Establishing or setting limits is an action that a nurse would perform as part of self-care actions.

Page Ref: 2301

Cognitive Level:  Analyzing

Client Need:  Psychosocial Integrity

Nursing Process:  Evaluation

Learning Outcome:  1. Discuss the meaning of caring.

 

2) The nurse manager is evaluating behaviors of nurses caring for clients with terminal cancer using Watson’s Carative Factor to Clinical Caritas Processes chart. Which behavior is being demonstrated when a nurse encourages a dying client to “not give up”?

 

Table 35-1   Carative Factor to Clinical Caritas Processes

CARATIVE FACTOR	CLINICAL CARITAS PROCESSES
Forming a humanistic-altruistic system of   values	Practice of loving-kindness and equanimity within context of caring consciousness
Enabling and sustaining faith-hope	Being authentically present and enabling and sustaining the deep belief system and subjective  life world of self and one-being-cared-for
Being sensitive to self and others	Cultivation of one’s own spiritual practice and transpersonal self, going beyond ego self
Developing a help-trusting, caring relationship (seeking transpersonal connections)	Developing and sustaining helping-trusting, authentic caring relationship
Promoting and accepting the expression of positive and negative feelings and emotions	Being present to, and supportive of, the    expression of positive and negative feelings as a connection with deeper spirit of self and the one-being-cared-for
Engaging in creative, individualized problem-solving caring processes	Creative use of self and all ways of knowing a part of the caring process, to engage in artistry of caring-healing practices
Promoting transpersonal teaching-learning	Engaging in genuine teaching-learning experience that attends to unity of being and meaning, attempting to stay within others’ frame of reference
Attending to supportive, protective, and/or corrective mental, physical, societal, and spiritual environments	Creating healing environment at all levels, (physical as well as nonphysical), subtle environment of energy and consciousness, whereby wholeness, beauty, comfort, dignity, and peace are potentiated
Assisting with gratification of basic human needs while preserving human dignity and wholeness	Assisting with basic needs, with an intentional caring consciousness, administering “human care essential,” which potentiate alignment of mind/body/spirit, wholeness, and unity of being in all aspects of care; tending to both embodied spirit and evolving spiritual emergence
Allowing for, and being open to, existential- phenomenological and spiritual dimensions of caring and healing that cannot be fully explained scientifically through modern Western medicine	Opening and attending to spiritual-mysterious and existential dimensions of one’s own life-death; should care for self and the one-being-cared-for

 

Source: Julia B. George (2011). Nursing theories: The base for professional nursing practice, 6th ed., Box 18-2.

Upper Saddle River, NJ: Prentice Hall.

 

 

1. A) Forming a humanistic-altruistic system of values
2. B) Enabling and sustaining faith-hope
3. C) Promoting and accepting the expression of positive and negative feelings and emotions
4. D) Promoting transpersonal teaching-learning

Answer:  B

Explanation:  A) Forming a humanistic-altruistic system of values is practicing loving-kindness and equanimity within context of caring consciousness. Enabling and sustaining faith-hope is being authentically present and enabling and sustaining the deep belief system and subjective life world of self and the one receiving care. Promoting and accepting the expression of positive and negative feelings and emotions is being present to and supportive of the expression of emotions as a connection with the deeper spirit of self and the one receiving care. Promoting transpersonal teaching-learning is engaging in genuine teaching-learning that attends to the unity of being and meaning and stays within the client’s frame of reference.

1. B) Forming a humanistic-altruistic system of values is practicing loving-kindness and equanimity within context of caring consciousness. Enabling and sustaining faith-hope is being authentically present and enabling and sustaining the deep belief system and subjective life world of self and the one receiving care. Promoting and accepting the expression of positive and negative feelings and emotions is being present to and supportive of the expression of emotions as a connection with the deeper spirit of self and the one receiving care. Promoting transpersonal teaching-learning is engaging in genuine teaching-learning that attends to the unity of being and meaning and stays within the client’s frame of reference.
2. C) Forming a humanistic-altruistic system of values is practicing loving-kindness and equanimity within context of caring consciousness. Enabling and sustaining faith-hope is being authentically present and enabling and sustaining the deep belief system and subjective life world of self and the one receiving care. Promoting and accepting the expression of positive and negative feelings and emotions is being present to and supportive of the expression of emotions as a connection with the deeper spirit of self and the one receiving care. Promoting transpersonal teaching-learning is engaging in genuine teaching-learning that attends to the unity of being and meaning and stays within the client’s frame of reference.
3. D) Forming a humanistic-altruistic system of values is practicing loving-kindness and equanimity within context of caring consciousness. Enabling and sustaining faith-hope is being authentically present and enabling and sustaining the deep belief system and subjective life world of self and the one receiving care. Promoting and accepting the expression of positive and negative feelings and emotions is being present to and supportive of the expression of emotions as a connection with the deeper spirit of self and the one receiving care. Promoting transpersonal teaching-learning is engaging in genuine teaching-learning that attends to the unity of being and meaning and stays within the client’s frame of reference.

Page Ref: 2303

Cognitive Level:  Analyzing

Client Need:  Psychosocial Integrity

Nursing Process:  Evaluation

Learning Outcome:  2. Identify theories of caring relevant to nursing practice.

 

3) During a care conference the nursing student differentiates between the different theories of caring when discussing client care. Which type of knowledge is the student demonstrating?

1. A) Aesthetic knowing
2. B) Ethical knowing
3. C) Personal knowing
4. D) Empirical knowing

Answer:  D

Explanation:  A) This student is exhibiting empirical knowing as the student is able to analyze the different theories of caring. Aesthetic knowing is the art of nursing and is expressed in creativity and style in meeting the needs of the client. Personal knowing is concerned with knowing, encountering, and actualizing the concrete, individual self. Ethical knowing focuses on matters of obligation or what ought to be done, and goes beyond simply following the ethical codes of the discipline. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena.

1. B) This student is exhibiting empirical knowing as the student is able to analyze the different theories of caring. Aesthetic knowing is the art of nursing and is expressed in creativity and style in meeting the needs of the client. Personal knowing is concerned with knowing, encountering, and actualizing the concrete, individual self. Ethical knowing focuses on matters of obligation or what ought to be done, and goes beyond simply following the ethical codes of the discipline. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena.
2. C) This student is exhibiting empirical knowing as the student is able to analyze the different theories of caring. Aesthetic knowing is the art of nursing and is expressed in creativity and style in meeting the needs of the client. Personal knowing is concerned with knowing, encountering, and actualizing the concrete, individual self. Ethical knowing focuses on matters of obligation or what ought to be done, and goes beyond simply following the ethical codes of the discipline. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena.
3. D) This student is exhibiting empirical knowing as the student is able to analyze the different theories of caring. Aesthetic knowing is the art of nursing and is expressed in creativity and style in meeting the needs of the client. Personal knowing is concerned with knowing, encountering, and actualizing the concrete, individual self. Ethical knowing focuses on matters of obligation or what ought to be done, and goes beyond simply following the ethical codes of the discipline. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena.

Page Ref: 2305

Cognitive Level:  Analyzing

Client Need:  Psychosocial Integrity

Nursing Process:  Evaluation

Learning Outcome:  3. Analyze the importance of different types of knowledge in nursing.

 

4) While caring for a client with respiratory alkalosis caused by hyperventilation, the nurse decides that having students in the room may increase the client’s anxiety and decides to assign another client for care. Which type of knowledge is the nurse demonstrating when assigning another client for care?

1. A) Empirical
2. B) Aesthetic
3. C) Creative
4. D) Personal

Answer:  B

Explanation:  A) Aesthetic knowledge is the art of nursing and is expressed by nurses in their creativity and style in meeting the needs of clients. This nurse is demonstrating aesthetic knowledge by being sensitive to the client’s needs during the assigned shift. Empirical knowledge ranges from factual, observable phenomena to theoretical analysis. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena. Personal knowledge is concerned with the knowing, encountering, and actualizing of the concrete, individual self. Creativity is part of aesthetic knowledge.

1. B) Aesthetic knowledge is the art of nursing and is expressed by nurses in their creativity and style in meeting the needs of clients. This nurse is demonstrating aesthetic knowledge by being sensitive to the client’s needs during the assigned shift. Empirical knowledge ranges from factual, observable phenomena to theoretical analysis. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena. Personal knowledge is concerned with the knowing, encountering, and actualizing of the concrete, individual self. Creativity is part of aesthetic knowledge.
2. C) Aesthetic knowledge is the art of nursing and is expressed by nurses in their creativity and style in meeting the needs of clients. This nurse is demonstrating aesthetic knowledge by being sensitive to the client’s needs during the assigned shift. Empirical knowledge ranges from factual, observable phenomena to theoretical analysis. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena. Personal knowledge is concerned with the knowing, encountering, and actualizing of the concrete, individual self. Creativity is part of aesthetic knowledge.
3. D) Aesthetic knowledge is the art of nursing and is expressed by nurses in their creativity and style in meeting the needs of clients. This nurse is demonstrating aesthetic knowledge by being sensitive to the client’s needs during the assigned shift. Empirical knowledge ranges from factual, observable phenomena to theoretical analysis. Empirical knowledge is systematic and helps to describe, explain, and predict phenomena. Personal knowledge is concerned with the knowing, encountering, and actualizing of the concrete, individual self. Creativity is part of aesthetic knowledge.

Page Ref: 2306

Cognitive Level:  Analyzing

Client Need:  Physiological Integrity

Nursing Process:  Evaluation

Learning Outcome:  3. Analyze the importance of different types of knowledge in nursing.

 

5) During a performance appraisal, a unit manager praises a staff nurse on the ability to use presencing when caring for terminally ill clients. What did the nurse demonstrate that would exemplify this caring behavior?

Select all that apply.

1. A) Face-to-face discussions with clients
2. B) Instructing clients on how they should perform certain functions
3. C) Sitting quietly with clients
4. D) Taking the time to hold a client’s hand
5. E) Guaranteeing quality and safety in care

Answer:  A, C, D

Explanation:  A) Presencing is a nursing concept that involves the interpersonal arts of perception and communication. Presencing is described as face-to-face discussions, silent immersions, and lingering presence. In this sort of interaction, the nurse lets the other lead, which could involve dialoguing, simply being there (even if silently), and leaving a lasting memory of the interaction in the client’s mind. Instructing clients on how they should perform certain functions empowers the client. Guaranteeing quality and safety in care demonstrates competence.

1. B) Presencing is a nursing concept that involves the interpersonal arts of perception and communication. Presencing is described as face-to-face discussions, silent immersions, and lingering presence. In this sort of interaction, the nurse lets the other lead, which could involve dialoguing, simply being there (even if silently), and leaving a lasting memory of the interaction in the client’s mind. Instructing clients on how they should perform certain functions empowers the client. Guaranteeing quality and safety in care demonstrates competence.
2. C) Presencing is a nursing concept that involves the interpersonal arts of perception and communication. Presencing is described as face-to-face discussions, silent immersions, and lingering presence. In this sort of interaction, the nurse lets the other lead, which could involve dialoguing, simply being there (even if silently), and leaving a lasting memory of the interaction in the client’s mind. Instructing clients on how they should perform certain functions empowers the client. Guaranteeing quality and safety in care demonstrates competence.
3. D) Presencing is a nursing concept that involves the interpersonal arts of perception and communication. Presencing is described as face-to-face discussions, silent immersions, and lingering presence. In this sort of interaction, the nurse lets the other lead, which could involve dialoguing, simply being there (even if silently), and leaving a lasting memory of the interaction in the client’s mind. Instructing clients on how they should perform certain functions empowers the client. Guaranteeing quality and safety in care demonstrates competence.
4. E) Presencing is a nursing concept that involves the interpersonal arts of perception and communication. Presencing is described as face-to-face discussions, silent immersions, and lingering presence. In this sort of interaction, the nurse lets the other lead, which could involve dialoguing, simply being there (even if silently), and leaving a lasting memory of the interaction in the client’s mind. Instructing clients on how they should perform certain functions empowers the client. Guaranteeing quality and safety in care demonstrates competence.

Page Ref: 2307-2307

Cognitive Level:  Analyzing

Client Need:  Psychosocial Integrity

Nursing Process:  Evaluation

Learning Outcome:  4. Describe interventions through which nurses demonstrate caring in practice.