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    《ISPN学习》总第562期
    日期:2019-11-23 19:29:52    
     
    《ISPN学习》2019年11月22日总第562期
    Saunders 8th 节选1 
     
     
    From the Programs  
    (From the Programs [课程选粹]栏目摘登奥医及国外NCLEX-RN(ISPN)课程视频讲座,旨在帮助读者了解NCLEX-RN(ISPN)考试内容,指导考生复习,加深考生对考试相关内容的学习、掌握[进一步了解请点击底部阅读原文]。您的需要就是我们的努力方向。
     
    7 Test-Taking Strategies
     
     
    想提高专业英语听力吗?想边练听力边增加护理专业知识吗?Listening -- Elementary》(专业英语听力 – 初级)可助你一臂之力。
     
     
     
    ISPN  Review  
     
    Special Population Groups
    特殊人群
    A. The literature identifies numerous groups that may be designated as a special population group (Box 1).

    文献认定了很多群体,这些群体可称为特殊人群。

    B. The certain special groups identified are those that would most commonly be encountered in the health care environment and require sensitivity regarding their health care needs.

    此处确认的这些特殊人群为医疗保健机构最常碰到、其健康护理需要必需高度敏感的群体。

    C. Vulnerable groups typically experience health disparities and inequalities and include people of color, those who are uninsured, those living in poverty or homeless, those with chronic illness or disabilities, immigrants, refugees, those with limited English proficiency, those who are incarcerated, and members of the LGBTQ (lesbian, gay, bisexual, transgender, queer or questioning) community.

    脆弱群体的典型特征是承受健康差异和不平等,这些群体包括有色人种、没有保险的人群、生活贫穷或无家可归者、慢性疾病或失能者、移民、难民、英语能力有限者、被监禁者、LGBTQ(女同性恋、男同性恋、双性人、变性人、同性恋或疑性恋)群体成员等。
     
    Box 1 Some Special Population Groups特殊人群
    Racial and ethnic minorities
    少数种族和少数民族
    Lesbian, gay, bisexual, transgender, and queer or questioning individuals
    女同性恋、男同性恋、两性人、变性人、同性恋或疑性恋个体
    Homeless
    无家可归者
    Socioeconomically disadvantaged individuals and families
    社会经济地位不利的个体和家庭
    Intellectually disabled individuals
    智障个体
    Battered individuals and victims of abuse or neglect
    受虐个体及虐待或忽略受害者
    Single parents
    单亲父母
    Foster children
    领养小孩
    Individuals with mental illness
    精神疾病个体
    Older adults
    老人
    Military veterans
    老兵
    Prisoners
    囚犯
    Immigrants and refugees
    移民、难民
    Individuals with chronic illness
    慢性病个体
     
    E. A comprehensive nursing assessment tool, titled Special Populations Needs Assessment Tool, can be used to obtain information from the client about his or her special needs in order to plan care. This tool can be adapted, based on the individual being cared for.

    名为“特殊人群需求评估工具”的护理评估综合工具可用于获取患者特殊需求信息、制订护理计划时用。该工具可根据护理个体情况进行调整修改。

    F. Health care providers’ self-awareness of their own culture, values, beliefs, ethics, personality, and communication style promotes optimal health outcomes for clients of diverse cultures. Recognizing one’s own biases or prejudices and being respectful to all people despite differences can influence satisfaction of care.

    医疗保健人员对其自己文化、价值观、信仰、伦理观、人格及沟通方式的自我认识将促进不同文化患者的最佳健康结果。对自己偏见或成见的认识和对所有人群的尊重可能影响护理的满意度。

    G. An encounter with a client should elicit the client’s unique perspectives based on their cultural preferences because it will allow the nurse to understand what health care treatment will be realistic and acceptable.

    与患者接触将使医疗保健人员根据患者的文化喜好得知患者的独特看法,因为它将使护士知道何种护理治疗将是现实的,可以接受的。

    H. It is imperative for health care providers to understand that cultural groups share dominant characteristic however subcultures exist and stereotyping must be avoided.

    医疗保健人员必须理解,文化群体共有的主导特点,但是,亚文化群体也是存在的,因此,不应刻板。

    《选自Saunders Comprehensive Review for NCLEX-RN Examination, 8th Edition: Chapter 5, Care of the Special Populations
     
     

    Vocabulary for Today   
     
    designate – v. 命名,指定
    encounter – v. 遇到,碰见,遭遇
    vulnerable – a. 脆弱的,易受影响的
    disparity – n. 差异,悬殊,不一致
    inequality – n. 不平等待遇,不公平
    uninsured – a. 未保险的
    immigrant – n. 移民
    refugee – n. 难民
    incarcerate – v. 下狱,监禁
    LGBTQ -- lesbian, gay, bisexual, transgender, queer or questioning
    racial minority – 少数种族
    ethnic minority – 少数民族
    lesbian – n. 女同性恋
    gay – n. 男同性恋
    bisexual – a. 两性的,双性的
    transgender – a. 变性的n. 变性人
    queer – n. 同性恋者
    questioning – n. 疑性恋
    disadvantaged – a. 处于不利地位的,易伤的
    battered – a. 受虐的,打扁了的
     
    尽快地从茫然中理清复习思路,准确地抓住复习重点,这是每一个考试复习者的一大愿望。“ISPN考试复习要点提示”即是帮您实现这一愿望的利器!该教程已在www.omedin.com陆续上线。
     
     
    Video  
     
    Breast Carcinoma
     
     
    NCLEX-RN Experience
    考试从来不易,前行者的经验可以使后来者少走不少弯路!
     
    Help failed NCLEX twice
     
    So yes I Failed the NCLEX twice. First time took all 265 questions, 2nd time I failed in 75. I’ve used uworld and ATI but now I’m looking for something else to help. I’m a bad test taker I rush/don’t read what the question is asking and I over think things. I’ve been looking into Kaplan and Hurst and was wondering if anyone had any luck with failing and using one of those then passing? 
    L1ttl3b1t:
    I have similar problems with test taking. And I failed NCLEX the first time too. 
    I know you said you used UWorld, but I found it really helpful to use UWorld and with every question, look at the answers and think through why each one is wrong and in what case it would be correct. So basically guess what the rationale is going to be on every single answer. 
    It forced me to read the whole question and I learned a lot more that way because I had to read the rationales to see if I was right. 
    I hope that makes sense and is helpful. 
    good luck! 
    Damion Jenkins, MSN, RN
    (Damion Jenkins is a MSN, RN and specializes in NCLEX Prep Expert)
    Hello Future_BSNRN!
    First, let me say that you are NOT alone! Did you know that more than 20% of new grad nurses have a difficult time passing the NCLEX?!? The most important thing is that it's not even your fault! The NCLEX is written at a very high level, which challenges test-takers to apply and analyze nursing school content - which is something nursing schools don't have the opportunity to really do as students are still learning the information. 
    Therefore, many students do not get enough practice with answering NCLEX style questions that are considered - Passing! Just think about it. IF nursing professors wrote all of their exam questions at the NCLEX passing level - application and analysis - most of the nursing students would fail. This is because the questions are written in a way that challenges you to critically think about information you should already know. This is impossible during nursing school - with the exception of an exit exam *which just isn't enough practice in my professional opinion. 
    I would like to recommend that you consider one-to-one tutoring. Sometimes it requires an expert to help you identify where you need to focus and how to navigate through the overwhelming amount of NCLEX prep resources out there, and focus on test-taking strategy. If you'd like to learn more, please do not hesitate to view my profile or DM me on here where you can view how to contact me.
    Good luck - you can do this!
     
     
     
    Test  
     
    1. Which teaching method is most effective when providing instruction to members of special populations?
    A. Teach-back
    B. Video instruction
    C. Written materials
    D. Verbal explanation
    2. Which health concern(s) should the nurse be aware of as risk factors when caring for clients of African American descent? Select all that apply.
    A. Cancer
    B. Obesity
    C. Hypertension
    D. Heart disease
    E. Hypothyroidism
    F. Diabetes mellitus
     
     
    奥医教育“在线自测”正式上线,复习练习、效果检验,奥医NCLEX-RN/ISPN题库一站完成。需要就来www.omedin.com
     
    答案
    (Answers to Tests)

    1. Answer: A
    Rationale: When providing education to members of special populations, return explanation and demonstration (teach- back) are of particular importance to ensure safety and mutual understanding. This method is the most reliable in confirming client understanding of the instructions. Video instruction, written materials, and verbal explanation are helpful and may be incorporated with the teach-back method.
    2. Answer: A, B, C, D, F
    Rationale: Obesity, diabetes mellitus, hypertension, heart dis- ease, asthma, and cancer are prevalent among this population. Hypothyroidism is not a particular risk factor. It is important to understand risk factors associated with health and the interplay of genetics, which can result in trends or patterns for specific ethnic groups.





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