1. What is SBAR? (page 15)
SBAR is a model for effective transfer of information by providing a standardized structure for
concise factual communication from nurse-to-nurse, nurse-to-physician, or nurse-to-other
healthcare provider.
S=Situation; What is the situation you want to discuss? What i...
1. What is SBAR? (page 15)
SBAR is a model for effective transfer of information by providing a standardized structure for
concise factual communication from nurse-to-nurse, nurse-to-physician, or nurse-to-other
healthcare provider.
S=Situation; What is the situation you want to discuss? What is happening at the present time?
Identify self, unit; Briefly state the problem.
B=Background; What is the background or circumstances leading up to the situation? Provide
admitting diagnosis and date of admission, list of current medications, allergies, IV fluids, most
recent vital signs, date and time of lab tests and results from previous tests, synopsis of treatment
to date, and code status
A=Assessment; What do you think the problem is? What is your assessment of the situation?
State what you think the problem is
R=Recommendation/Request; What should we do to correct the problem? What is your
recommendation? State specific treatments, tests needed, or patient needs to be seen now
2. How do you prioritize patient care?
Base prioritizing care of a patient based on Maslow’s hierarchy of needs. Focus on the patient’s
most essential needs first, including airway, breathing, and circulation, sleep status, pain status,
and risk for injury. Then focus on less pressing matters, such as patient teaching and
demonstration. It is all based on patient needs and safety.
3. What is EBP and how does it impact patient care? (page 11-12)
EBP (evidence-based practice) is a problem-solving approach to clinical decision making
involging the use of the best available evidence (e.g. research findings, data from quality
improvement projects, professional organization standards) in combination with clinician
expertise and patient preferences and values to achieve desired patient outcomes.
It delivers the highest quality of care for the best patient outcome.
Seven critical steps: 1) Creating a spirit of inquiry; 2) Ask the burning clinical question using
PICOT (Patients, Intervention, Comparison, Outcome, Time period); 3) Collect most relevant
best evidence; 4) Critically appraise and synthesize the evidence; 5) Integrate evidence with
clinical expertise and patient preferences and values; 6) Evaluate the practice decision; 7) Share
outcomes of the decision
4. How does a nurse provide culturally appropriate care? What is a cultural assessment
guide? (page 31)
-Treat all patients equally; Be aware of your own biases or prejudices and work toward
eliminating them; Evaluate your own cultural beliefs and values; Learn about services and
programs that focus on specific cultural/ethnic groups; Make sure that the same standards of care
are followed for all patients regardless of culture or ethnicity; Identify healthcare practices and
cultural practices that are important to that patient; Advocate for the patient and their cultural
, beliefs; Ensure availability of culturally appropriate patient educational resources
**See Table 2-4, 2-5, 2-6, 2-7, 2-8**
-Cultural assessment guides facilitate the nursing process when working with different cultures
that assess the patient’s health beliefs and health care practices and the patient’s perspective of
the meaning, cause, and preferred treatment of the illness
5. What is ethnocentrism? (page 24)
The belief that one’s own culture and worldview are superior to those of others from different
cultural, ethnic, or racial backgrounds
6. What factors contribute to health disparities? (page 21)
-Ethnicity and race -Age -Place -Sexual orientation
-Income status -Disability status -Education -HCP attitudes
-Occupation/unemployment -Lack of health care services access
-Gender -Language barrier
7. How does a nurse develop cultural competency? (page 25)
-Cultural awareness (ability to understand patient’s unique cultural needs): identify your own
cultural background, values, beliefs, and biases
-Cultural knowledge (learning key aspects of a group’s culture): learn basic general info about
cultural groups; assess patients for cultural traits; do not make assumptions; research
-Cultural skill (ability to collect relevant cultural data and perform cultural assessment): Be alert
for unexpected responses with patient; become aware of cultural differences; develop assessment
skills, especially those for other cultural groups
-Cultural encounter (direct cross-cultural interactions between people): create opportunities to
interact with cultural groups; attend cultural events; explore ethnic neighborhoods
8. What is the difference between subjective and objective data? (page 37)
Subjective data (symptoms) is collected by interviewing the patient during the nursing history
(what the patient says). Objective data (signs) is data that can be observed or measured.
9. Review all the aspects of a physical assessment (page 43)
**See Table 3-4**
10. What are the different types of patient assessment and when is each used? (page 45)
-Comprehensive: detailed assessment of one or many body systems including those directly not
involved in the problem; head-to-toe; use: onset of care, admission, initial visits
-Focused: abbreviated assessment that focuses on body systems that are the focus of care,
includes assessment related to specific problem and monitors for signs of new problems; use:
throughout hospital stay, revisits
-Emergency: limited to assessing life-threatening conditions and conducted to ensure survival;
use: in any setting where signs and symptoms of a life-threatening emergency is apparent
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