{"id":110350,"date":"2023-07-26T14:12:31","date_gmt":"2023-07-26T14:12:31","guid":{"rendered":"https:\/\/learnexams.com\/blog\/?p=110350"},"modified":"2023-07-26T14:12:42","modified_gmt":"2023-07-26T14:12:42","slug":"jurisprudence-exam-questions-and-answers-2022-2023-verified-answers","status":"publish","type":"post","link":"https:\/\/www.learnexams.com\/blog\/2023\/07\/26\/jurisprudence-exam-questions-and-answers-2022-2023-verified-answers\/","title":{"rendered":"Jurisprudence Exam Questions and Answers (2022\/2023) (Verified Answers)"},"content":{"rendered":"\n

CNO MISSION<\/a><\/p>\n\n\n\n

regulating nursing in the public interest<\/a><\/p>\n\n\n\n

2 documents that provide the legislative framework for regulating nursing in Ontario:<\/a><\/p>\n\n\n\n

1. Regulated Health Professions Act, 1991
2. Nursing Act, 1991<\/a><\/p>\n\n\n\n

4 regulatory functions:<\/a><\/p>\n\n\n\n

1. practice standards.
2. entry to practice.
3. quality Assurance Program.
4. enforcing standards<\/a><\/p>\n\n\n\n

5 statutory committeess<\/a><\/p>\n\n\n\n

1. Discipline
2. Fitness to Practice
3. Inquiries, Complaints, and Reports
4. Quality Assurance
5. Registration<\/a><\/p>\n\n\n\n

The Outreach Program provides ways for nurses to engage in _____________ ___________ by offering consultation and resources to help members practise according to the practice standards.<\/a><\/p>\n\n\n\n

nursing regulation<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs possess the ________________ required to demonstrate the wide range of competencies in this document.<\/a><\/p>\n\n\n\n

knowledge<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs are beginning practitioners whose level of autonomy and proficiency will grow through ______________ and ______________ from the interprofessional health care team.<\/a><\/p>\n\n\n\n

collaboration
support<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs are _____________ to practise safely, competently and ethically in situations of health and illness with individuals across the lifespan.<\/a><\/p>\n\n\n\n

prepared<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs’ practice decisions are _________-___________ and must take into account the environment, the client’s circumstances and whether the client’s needs can be met by the entry-level RPN.<\/a><\/p>\n\n\n\n

client-specific<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs enter into practice with competencies that are _______________ across diverse practice settings.<\/a><\/p>\n\n\n\n

transferable<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs have a _______________ ___________ in nursing, health and social sciences, ethics, leadership and research.<\/a><\/p>\n\n\n\n

knowledge base<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs are committed to engaging in quality assurance practices, including ____________ _____________.<\/a><\/p>\n\n\n\n

Reflective Practice<\/a><\/p>\n\n\n\n

COMPETENCY ASSUMPTIONS
Entry-level RPNs use ____________ _______________ skills to support clinical decision-making and reflect upon practice experiences.<\/a><\/p>\n\n\n\n

critical thinking<\/a><\/p>\n\n\n\n

The entry-level RPN is accountable for:
All client __________ she or he provides.<\/a><\/p>\n\n\n\n

care<\/a><\/p>\n\n\n\n

The entry-level RPN is accountable for:
All decisions about _____________ _________ to other care
providers<\/a><\/p>\n\n\n\n

assigning care<\/a><\/p>\n\n\n\n

The entry-level RPN is accountable for:
Knowing and recognizing her or his _______________ __________ (knowledge, skill and judgment) when making decisions and providing care to clients.<\/a><\/p>\n\n\n\n

competence level<\/a><\/p>\n\n\n\n

The entry-level RPN is accountable for:
Actively identifying and asking ________________ of self, colleagues (including members of the Interprofessional health care team) and clients.<\/a><\/p>\n\n\n\n

questions<\/a><\/p>\n\n\n\n

The entry-level RPN is accountable for:
The application of _____________ to ______________ via the use of critical thinking and problem-solving skills consistent with the RPN’s educational preparation.<\/a><\/p>\n\n\n\n

theory to practice<\/a><\/p>\n\n\n\n

WHICH COMPETENCY STATEMENT?
Demonstrates professional conduct; practises in accordance with legislation and the standards as determined by the regulatory body and the practice setting; and demonstrates that the primary duty is to the client to ensure consistently safe, competent and ethical care<\/a><\/p>\n\n\n\n

Professional Responsibility and Accountability<\/a><\/p>\n\n\n\n

WHICH COMPETENCY STATEMENT?
Demonstrates competence in professional judgments and practice decisions by applying principles implied in the ethical framework, and by using knowledge from many sources. Engages in critical thinking to inform clinical decision- making, which includes both systematic and analytical processes, along with reflective and critical processes. Establishes therapeutic caring and culturally safe relationships with clients and health care team members based on appropriate relational boundaries and respect<\/p>\n\n\n\n

Ethical Practice<\/a><\/p>\n\n\n\n

WHICH COMPETENCY STATEMENT?
Demonstrates an understanding of the concept of public protection and the duty to practise nursing in collaboration with clients and other members of the health care team to provide and improve health care services in the best interests of the public.<\/a><\/p>\n\n\n\n

Service to the Public<\/a><\/p>\n\n\n\n

WHICH COMPETENCY STATEMENT?
Demonstrates an understanding of professional self-regulation by developing and enhancing one’s competence, ensuring consistently safe practice, and ensuring and maintaining one’s fitness to practise.<\/a><\/p>\n\n\n\n

Self-Regulation<\/a><\/p>\n\n\n\n

DEFINITION
The obligation to answer for the professional, ethical and legal responsibilities of one’s activities and duties.<\/a><\/p>\n\n\n\n

ACCOUNTABILITY<\/a><\/p>\n\n\n\n

DEFINITION
Actively supporting a right and good cause; supporting others for speaking for themselves or speaking on behalf of those who cannot speak for themselves.<\/a><\/p>\n\n\n\n

ADVOCATE<\/a><\/p>\n\n\n\n

DEFINITION
defining lines that separate the therapeutic behaviour of an RPN from any behaviour that, well-intentioned or not, could reduce the benefit of nursing care to clients, families or communities.<\/a><\/p>\n\n\n\n

BOUNDARY<\/a><\/p>\n\n\n\n

DEFINITION
Individuals, families, groups or entire communities across the lifespan who require nursing expertise.<\/a><\/p>\n\n\n\n

CLIENT<\/a><\/p>\n\n\n\n

DEFINITION
To work together with one or more members of the health care team who each make a unique contribution to achieving a common goal. Each individual contributes from within the limits of her or his scope of practice.<\/a><\/p>\n\n\n\n

COLLABORATE<\/a><\/p>\n\n\n\n

DEFINITION
An organized group of people bound together by ties of social, ethnic, cultural or occupational origin; or by geographic location.<\/a><\/p>\n\n\n\n

COMMUNITY<\/a><\/p>\n\n\n\n

DEFINITION
The ability of a nurse to integrate the professional attributes required to perform in a given role, situation or practice setting. Professional attributes include, but are not limited to, knowledge, skill, judgment, values and beliefs.<\/a><\/p>\n\n\n\n

COMPETENCE<\/a><\/p>\n\n\n\n

DEFINITION
Descriptions of the expected performance behaviour that reflects the professional attributes required in a given nursing role, situation or practice setting.<\/a><\/p>\n\n\n\n

COMPETENCY STATEMENTS<\/a><\/p>\n\n\n\n

DEFINITION
Activities that are considered potentially harmful if performed by unqualified people.<\/a><\/p>\n\n\n\n

CONTROLLED ACTS<\/a><\/p>\n\n\n\n

DEFINITION
Reasoning in which one analyzes the use of language, formulates problems, clarifies and explains assumptions, weighs evidences, evaluate conclusions, discriminates between pros and cons, and seeks to justify those facts and values that result in credible beliefs and actions.<\/a><\/p>\n\n\n\n

CRITICAL THINKING<\/a><\/p>\n\n\n\n

DEFINITION
Includes, but is not restricted to age or generation, gender, sexual orientation, occupation and socioeconomic status, ethnic origin or migrant experience, religious or spiritual belief and disability.<\/a><\/p>\n\n\n\n

CULTURE<\/a><\/p>\n\n\n\n

DEFINITION
The formal process that transfers authority to perform a controlled act.<\/a><\/p>\n\n\n\n

DELEGATE<\/a><\/p>\n\n\n\n

DEFINITION
At every stage of life, health is determined by complex interactions among social and economic factors, the physical environment and individual behaviour. They do not exist in isolation from each other. These determinants, in combination, influence health status.<\/a><\/p>\n\n\n\n

DETERMINANTS OF HEALTH<\/a><\/p>\n\n\n\n

DEFINITION
Practice that is based on successful strategies that improve client outcomes and are derived from a combination of various sources of evidence, including client perspective, research, national guidelines, policies, consensus statements, expert opinion and quality improvement data.<\/a><\/p>\n\n\n\n

EVIDENCE-INFORMED PRACTICE<\/a><\/p>\n\n\n\n

DEFINITION
All people sharing a common health issue, problem or characteristic. These people may or may not come together as a group.<\/a><\/p>\n\n\n\n

POPULATIONS<\/a><\/p>\n\n\n\n

DEFINITION
A relationship that is professional and ensures the client’s needs are first and foremost. The relationship is based on trust, respect and intimacy and requires the appropriate use of the power inherent in the health care provider’s role. The professional relationship between RPNs and their clients is based on a recognition that clients (or their alternative decision-makers) are in the best position to make decisions about their lives when they are active and informed participants in the decision-making process.<\/p>\n\n\n\n

THERAPEUTIC RELATIONSHIP<\/a><\/p>\n\n\n\n

DEFINITION
Expectations that contribute to public protection that inform nurses of their accountabilities and the public of what to expect of nurses. These apply to all nurses regardless of their role, job description or area of practice.<\/a><\/p>\n\n\n\n

NURSING STANDARDS<\/a><\/p>\n\n\n\n

What legislation governs health care information privacy in Ontario?<\/a><\/p>\n\n\n\n

Personal Health Information Protection Act, 2004 (PHIPA)<\/a><\/p>\n\n\n\n

TRUE OR FALSE? PHIPA permits the sharing of personal health information among health care team members to facilitate efficient and effective care.<\/a><\/p>\n\n\n\n

TRUE<\/a><\/p>\n\n\n\n

Which legislation provides a broad protection to quality of care information produced by a health care facility or a health care entity, or for a governing or regulatory body.<\/a><\/p>\n\n\n\n

Quality of Care Information Protection Act (QOCIPA)<\/a><\/p>\n\n\n\n

What is the purpose of the Quality of Care Information Protection Act (QOCIPA)?<\/a><\/p>\n\n\n\n

To promote open discussion of adverse events, peer review activities and quality of care information, while protecting this information from being used in litigation or accessed by clients.<\/a><\/p>\n\n\n\n

What is personal health information?<\/a><\/p>\n\n\n\n

Personal health information is any identifying information about clients that is in verbal, written or electronic form.<\/a><\/p>\n\n\n\n

TRUE OR FALSE?
Clients have to be named for information to be considered personal health information.<\/a><\/p>\n\n\n\n

FALSE.
Information is “identifying” if a person can be recognized, or when it can be combined with other information to identify a person. Personal health information can also be found in a “mixed record,” which includes personal information other than that noted above.<\/a><\/p>\n\n\n\n

TRUE OR FALSE?
When a nurse learns information that, if not revealed, could result in harm to the client or others, she\/he must keep this information confidential within the therapeutic relationship.<\/a><\/p>\n\n\n\n

FALSE. He\/she must consult with the health care team and, if appropriate, report the information to the person or group affected.<\/a><\/p>\n\n\n\n

TRUE OR FALSE? Nurses must explain to clients that information will be shared with the health care team and identify the general composition of the health care team.<\/a><\/p>\n\n\n\n

TRUE.<\/a><\/p>\n\n\n\n

TRUE OR FALSE. Nurses must report suspected child abuse.<\/a><\/p>\n\n\n\n

TRUE
Child and Family Services Act, 1990 requires all health care professionals to report suspected child abuse to the Children’s Aid Society; the Health Protection and Promotion Act permits reporting of certain conditions to the Medical Officer of Health.<\/a><\/p>\n\n\n\n

Your client with an acquired brain injury has been stabilized and is being transferred to another hospital for continuing care. The client is unconscious. Her husband is aware of the transfer, but does not know it is happening today. You tried to reach him by telephone, without success. Before the client is transferred, you want to share information about the care she received and the current plan of care with the nurse who will receive her. The client’s cost for this transfer is being covered by private insurance, so you also need to share personal health information with the insurance company. How much information can you share, and with whom, under these circumstances?<\/p>\n\n\n\n

1. the receiving hospital nursing staff. These nurses are members of the health care team; therefore, there is implied consent for the sharing of information with them to provide health care. You can, therefore, share her personal health information.

2. the insurance company. Express consent is required because this disclosure is not to a custodian and is not required to treat the client. Because the client is incapable of providing this consent, her husband (the substitute decision- maker) must provide express consent either in writing or verbally, before you share information. Since you cannot reach him, you may arrange her transfer. Once you obtain express consent from the husband, you may provide the information to an insurance company staff member.<\/p>\n\n\n\n

A man who received severe facial injuries in a motor vehicle crash arrives in your emergency room (ER). He is unable to communicate. No next of kin has come with him. A woman calls in distress and asks if her husband is a patient in your ER. She provides you with details that match the information on the man’s identification. You believe she is the wife of the man with the facial injuries. Can you tell this woman that he is in the ER?<\/p>\n\n\n\n

Normally, a client would have an opportunity to request that the hospital not disclose that he is a client in the facility or his location within the facility. This information may be given out in this case, however, because it is reasonably necessary to provide care. Because the law permits disclosure that a person is a client in a facility, and his\/her location and general health status, you may provide this information to the woman. PHIPA allows you to contact a friend or relative of an injured client for consent. You may provide more information if the woman indicates she is the person who can act as a substitute decision-maker for consent to treatment.<\/p>\n\n\n\n

Your client has reviewed his health record. You answered his questions to ensure he understood the record, but he wants corrections made to a consulting physician’s note. What do you do?<\/a><\/p>\n\n\n\n

The issue is correcting a health record made by another health care professional. If the client requested a correction to your note, and you agreed with the correction the client requested, you could have the client write a correction and include it with the record or make the changes yourself. If you did not agree with the correction the client requested, then you can have the client make a note and append it to the record. You can then make a separate note regarding the client’s request in the health record. A client does not have the right to correct an opinion or professional judgment by a health care professional.

Because this is a note by another health care professional (the consulting physician), you cannot be certain about the accuracy of the information that the client wants corrected. You have two options in this case: you can either contact the health care professional who wrote the note and have this physician speak with the client about the corrections; or you can speak with the person responsible for ensuring compliance with PHIPA in your practice setting.<\/p>\n\n\n\n

You are an OHN. The manager of an employee who is your client has asked questions about the client’s health condition. The manager has also asked if the client has medical notes to substantiate absences on particular dates. Can you provide this information to the manager?<\/a><\/p>\n\n\n\n

There are two issues here. The first is what is included in the definition of personal health information; the second is if a manager has access to personal health information.

Medical notes to substantiate the employee’s absences may be held in an employee’s health file. If the medical note does not contain other personal health information (e.g., symptoms, treatment, diagnosis), then this information can be provided to the manager. Information concerning accommodation for the employee’s needs may be given so the employer can make provisions to meet these needs. Accommodation information does not include the nature of the illness or the diagnosis.

If there is personal health information included in the note, then the OHN can only provide the information that there were notes to substantiate the absences on the applicable dates. The manager is not entitled to any personal health information. This includes information about the nature of the illness, the diagnosis, the plan of treatment or any care provided; therefore, you cannot respond to any questions about the nature of the illness(es) or health condition(s).

In this example, the nurse is the custodian and is responsible for maintaining the confidentiality of the client’s personal health information. Providing information to the employer without the client’s express consent is a breach of PHIPA. However, if a client would like personal health information to be given to the employer, then the client must give express consent to the nurse. In obtaining express consent, the nurse needs to clarify exactly which information the client is requesting be disclosed, and obtain written express consent that includes the employee’s specific request.<\/p>\n\n\n\n

DEFINITION
means by which the authority to perform a procedure is obtained or the decision is made to perform a procedure<\/a><\/p>\n\n\n\n

AUTHORIZING MECHANISM<\/a><\/p>\n\n\n\n

DEFINITION
formal process that transfers the authority to perform a controlled act<\/a><\/p>\n\n\n\n

DELEGATION<\/a><\/p>\n\n\n\n

DEFINITION
A client-specific order can be an order for a procedure, treatment, drug or intervention for an individual client<\/a><\/p>\n\n\n\n

DIRECT CLIENT ORDER<\/a><\/p>\n\n\n\n

DEFINITION
an order for a procedure, treatment, drug or intervention that may be implemented for a number of clients when specific conditions are met and specific circumstances exist<\/a><\/p>\n\n\n\n

DIRECTIVE<\/a><\/p>\n\n\n\n

DEFINITION
a prescription for a procedure, treatment, drug or intervention<\/a><\/p>\n\n\n\n

ORDER<\/a><\/p>\n\n\n\n

Which legislation contains a scope of practice statement that describes in a general way what the profession does and the methods that it uses?<\/a><\/p>\n\n\n\n

NURSING ACT<\/a><\/p>\n\n\n\n

WHAT IS “The practice of nursing is the promotion of health and the assessment of, the provision of, care for, and the treatment of, health conditions by supportive, preventive, therapeutic, palliative and rehabilitative means in order to attain or maintain optimal function.”<\/a><\/p>\n\n\n\n

SCOPE OF PRACTICE STATEMENT<\/a><\/p>\n\n\n\n

HOW MANY CONTROLLED ACTS ARE SPECIFIED BY THE Regulated Health Professions Act, 1991?<\/a><\/p>\n\n\n\n

13<\/a><\/p>\n\n\n\n

HOW MANY CONTROLLED ACTS CAN A NURSE PERFORM?<\/a><\/p>\n\n\n\n

3<\/a><\/p>\n\n\n\n

WHAT ARE THE 3 CONTROLLED ACTS THAT NURSES CAN PERFORM?<\/a><\/p>\n\n\n\n

1. Performing a prescribed procedure below the dermis or a mucous membrane.
2. Administering a substance by injection or inhalation.
3. Putting an instrument, hand or finger beyond the external ear canal, the point in the nasal passages where they normally narrow, the larynx, the opening of the urethra, the labia majora, the anal verge, or into an artificial opening into the body.<\/p>\n\n\n\n

WHAT ARE THE TWO CONDITIONS BY WHICH AN RPN CAN PERFORM A CONTROLLED ACT?<\/a><\/p>\n\n\n\n

1. if initiated (see Appendix D) in accordance with conditions identified in the regulation;
2. if the procedure is ordered by a physician, dentist, chiropodist, midwife or NP.<\/a><\/p>\n\n\n\n

WHAT ARE THE EXCEPTIONS to the Need for Authorization UNDER WHICH AN RPN CAN PERFORM OTHER CONTROLLED ACTS?<\/a><\/p>\n\n\n\n

1. EMERGENCY

2. STUDENT PRACTICING UNDER AN AUTHORIZE PERSON

3. when treating a member of a person’s household and the procedure is within the second or third controlled act authorized to nursing;

4. when assisting a person with his\/her routine activities of living and the procedure is within the second or third controlled act authorized to nursing; or

5. when treating a person by prayer or spiritual means in accordance with the religion of the person giving the treatment.<\/p>\n\n\n\n

There are four standards, each with accompanying indicators, that describe a nurse’s accountabilities when performing any procedure, whether or not it requires delegation, what are they?<\/a><\/p>\n\n\n\n

1. Appropriate health care provider
2. Authority
3. Competence
4. Managing Outcomes<\/a><\/p>\n\n\n\n

STANDARD STATEMENTS
Nurses must consider each situation to determine if the performance of the procedure promotes safe client care, and if it is ______________ for a nurse to perform the procedure.<\/a><\/p>\n\n\n\n

appropriate<\/a><\/p>\n\n\n\n

STANDARD STATEMENTS
Nurses ensure that they have the appropriate _______________ before performing procedures.<\/a><\/p>\n\n\n\n

authority<\/a><\/p>\n\n\n\n

STANDARD STATEMENTS
Nurses ensure that they are ________________ in both the cognitive and technical aspects of a procedure prior to performing it.<\/a><\/p>\n\n\n\n

competent<\/a><\/p>\n\n\n\n

STANDARD STATEMENTS
Prior to performing procedures, nurses ensure that they are able to identify the potential outcomes of procedures, have the authority and competence to ____________ the ________________ , or have the resources available to manage those outcomes.<\/a><\/p>\n\n\n\n

manage the outcomes<\/a><\/p>\n\n\n\n

3 requirements of nursing documentation<\/a><\/p>\n\n\n\n

1. documentation presents an accurate, clear and comprehensive picture of the client’s needs, the nurse’s interventions and the client’s outcomes.
2. documentation of client care is accurate, timely and complete.
3. safeguard client health information by maintaining confidentiality and acting in accordance with information retention and destruction policies and procedures that are consistent with the standard(s) and legislation.<\/p>\n\n\n\n

DEFINITION
therapeutic relationship that enables the client to attain, maintain or regain optimal function by promoting the client’s health through assessing, providing care for and treating the client’s health conditions.<\/a><\/p>\n\n\n\n

NURSING<\/a><\/p>\n\n\n\n

CNO’S 7 ETHICAL VALUES<\/a><\/p>\n\n\n\n

1. client well-being;
2. client choice;
3. privacy and confidentiality;
4. respect for life;
5. maintaining commitments;
6. truthfulness;
7. fairness.<\/a><\/p>\n\n\n\n

TRUE OR FALSE?
All nurses must respond to situations in the same way.<\/a><\/p>\n\n\n\n

FALSE.
Not all nurses experience the same situation in
the same way, and a situation that causes conflict, uncertainty or distress for some nurses may be straightforward for others.<\/a><\/p>\n\n\n\n

TRUE OR FALSE? Ethical disagreements between nurses are acceptable.<\/a><\/p>\n\n\n\n

TRUE.
There is room for disagreement among nurses on how they weigh the different ethical values. But above all, nurses need to choose ethical interventions that meet the needs of clients.<\/a><\/p>\n\n\n\n

TRUE OR FALSE? It is always possible to find a conflict resolution that meets everyone’s satisfaction.<\/a><\/p>\n\n\n\n

FALSE. It is not always possible to find a resolution to a conflict that satisfies everyone. At these times, the best possible outcome is identified in consultation with the client, and the health care team works to achieve that outcome. Nurses may still not be individually satisfied with the resolution; in this case, they need to examine why they’re unsatisfied, and consider the possibility of taking follow-up action.<\/p>\n\n\n\n

TRUE OR FALSE.
Clients are always the best people to make decisions about their own health.<\/a><\/p>\n\n\n\n

TRUE. If a client is competent, then they are the best person to make choices about their health, but… if a client is deemed incompetent, they a nurse must consult a substitute decision-maker<\/a><\/p>\n\n\n\n

WHAT SHOULD A NURSE DO IF THEY DISCOVER THAT A CLIENT’S WISHES CONFLICT WITH THEIR OWN PERSONAL VALUES?<\/a><\/p>\n\n\n\n

When a client’s wish conflicts with a nurse’s personal values, and the nurse believes that she\/he cannot provide care, the nurse needs to arrange for another caregiver and withdraw from the situation. If no other caregiver can be arranged, the nurse must provide the immediate care required. If no other solution can be found, the nurse may have to leave a particular place of employment to adhere to her\/his personal values.<\/p>\n\n\n\n

WHICH ETHICAL VALUE?
facilitating the client’s health and welfare, and preventing or removing harm.<\/a><\/p>\n\n\n\n

CLIENT WELL-BEING<\/a><\/p>\n\n\n\n

WHICH ETHICAL VALUE?
self-determination and includes the right to the information necessary to make choices and to consent to or refuse care<\/a><\/p>\n\n\n\n

CLIENT CHOICE<\/a><\/p>\n\n\n\n

WHICH ETHICAL VALUE?
limited access to a person, the person’s body, conversations, bodily functions or objects immediately associated with the person<\/a><\/p>\n\n\n\n

PRIVACY AND CONFIDENTIALITY<\/a><\/p>\n\n\n\n

WHICH ETHICAL VALUE?
means that human life is precious and needs to be respected, protected and treated with consideration<\/a><\/p>\n\n\n\n

RESPECT FOR LIFE<\/a><\/p>\n\n\n\n

WHICH ETHICAL VALUE?
keeping promises, being honest and meeting implicit or explicit obligations toward their clients, themselves, each other, the nursing profession, other members of the health care team and quality practice settings.<\/a><\/p>\n\n\n\n

MAINTAINING COMMITMENTS<\/a><\/p>\n\n\n\n

WHICH ETHICAL VALUE?
speaking or acting without intending to deceive.<\/a><\/p>\n\n\n\n

TRUTHFULLNESS<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
Omissions are as untruthful as false information.<\/a><\/p>\n\n\n\n

TRUE.<\/a><\/p>\n\n\n\n

WHICH ETHICAL VALUE?
allocating health care resources on the basis of objective health-related factors<\/a><\/p>\n\n\n\n

FAIRNESS<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
In regards to ethical concerns, sometimes the best possible outcome may be the one that is least bad.<\/a><\/p>\n\n\n\n

TRUE. Sometimes a completely good outcome is impossible<\/a><\/p>\n\n\n\n

One of Joanne’s clients in the psychiatric unit, John, confides to her that he is fascinated by young children, boys and girls. He tells Joanne he is
afraid that he will hurt a child some day. Joanne brings that information to the team. A short time later, John is discharged. Some weeks following his discharge, Joanne notices that John is the ice-cream vendor in her neighbourhood. She is concerned for the children in the neighbourhood, her own as well as the others, and wonders what she should do.<\/p>\n\n\n\n

A. ASSESS
There is no absolute duty to respect confidentiality. Confidential information can be disclosed when a person(s) is at serious risk. However, it is preferable if the client discloses the information. Joanne decides that she needs to know more about John’s clinical situation and sees John’s psychiatrist the next time she is working. The psychiatrist shares Joanne’s concerns.

With the information she has, Joanne thinks the dilemma is whether she should break client confidentiality to protect children from the threat of serious harm. Joanne is also concerned about John’s well-being, now that he is living in the community and has found employment. As well, by disclosing confidential information, she will not have maintained a commitment to a client.

Try to meet both her obligation to protect the public and to protect her client’s confidentiality and well-being. Working with the mental health care team, Joanne would arrange for John to be assessed by the team to determine whether he poses a danger to children at this time. If the team determines that John poses a serious danger to children, it must then decide how to respond to this situation. John could be an involuntary client unless he agreed to be admitted to a psychiatric facility. If it were found that John does not pose a danger, then there is no justification to disclose confidential information.

With this option, Joanne can begin to meet her obligations to the client and to the public.<\/p>\n\n\n\n

What is the simplest and most important practice a nurse can do to reduce contamination and spread of infection?<\/a><\/p>\n\n\n\n

Proper hand hygiene is the single most- important infection prevention and control practice.<\/a><\/p>\n\n\n\n

The spread of infection requires an _____________ ____________<\/a><\/p>\n\n\n\n

infectious agent<\/a><\/p>\n\n\n\n

The infectious agent needs a ______________ where it can live, grow and reproduce<\/a><\/p>\n\n\n\n

reservoir<\/a><\/p>\n\n\n\n

The transmission of infection also requires a _______________ _________<\/a><\/p>\n\n\n\n

susceptible host<\/a><\/p>\n\n\n\n

Factors that influence a person’s ________________ include age; general physical, mental and emotional health; the amount and duration of exposure to the agent; and the immune status and inherent susceptibility of the individual.<\/a><\/p>\n\n\n\n

susceptibility<\/a><\/p>\n\n\n\n

How the infectious agent is transmitted from the reservoir to the susceptible host is called the ___________ of ___________________<\/a><\/p>\n\n\n\n

mode of transmission<\/a><\/p>\n\n\n\n

Transfer requires a route for the infectious agent to exit the _____________ (a portal of exit), a mode of travel to the ________________ _______ (a mode of transmission) and a ___________ to enter the susceptible host (a portal of entry)<\/a><\/p>\n\n\n\n

reservoir
susceptible host
route<\/a><\/p>\n\n\n\n

WHICH MODE OF TRANSMISSION?
Direct contact transmission involves contact between the infectious agent and the susceptible host.<\/a><\/p>\n\n\n\n

CONTACT TRANSMISSION<\/a><\/p>\n\n\n\n

WHICH MODE OF TRANSMISSION?
involves contact of the conjunctivae or mucous membranes of the nose or mouth of a susceptible host with large particle droplets (larger than five microns) that contain an infectious agent<\/a><\/p>\n\n\n\n

DROPLET TRANSMISSION<\/a><\/p>\n\n\n\n

WHICH MODE OF TRANSMISSION?
Food, water or medication contaminated with an infectious agent can act as a ________________ for transmission when consumed<\/a><\/p>\n\n\n\n

VEHICLE<\/a><\/p>\n\n\n\n

WHICH MODE OF TRANSMISSION?
Small particle residue (five microns or smaller)
of evaporated droplets may remain suspended in
the _________ for long periods of time, or dust particles may contain an infectious agent.<\/a><\/p>\n\n\n\n

AIR<\/a><\/p>\n\n\n\n

WHICH MODE OF TRANSMISSION?
insects may harbour an infectious agent and transfer it to humans through bites (for example, West Nile virus).<\/a><\/p>\n\n\n\n

VECTORBORNE<\/a><\/p>\n\n\n\n

The four major elements to preventive practice are:<\/a><\/p>\n\n\n\n

1. HANDWASHING
2. PROTECTIVE BARRIERS
3. CARE OF EQUIPMENT
4. HEALTH PRACTICES OF THE NURSE<\/a><\/p>\n\n\n\n

DEFINITION
a waterless antiseptic designed for application to the hands to reduce the number of viable micro-organisms. In Canada, such preparations usually contain 70 percent ethyl alcohol.<\/a><\/p>\n\n\n\n

ALCOHOL-BASED HAND RINSE<\/a><\/p>\n\n\n\n

DEFINITION
a substance that destroys or stops the growth of micro-organisms on living tissue (for example, skin).<\/a><\/p>\n\n\n\n

ANTISEPTIC<\/a><\/p>\n\n\n\n

DEFINITION
viruses found in blood which produce infection, such as hepatitis B virus (HBV), hepatitis C virus (HCV) or human immunodeficiency virus (HIV).<\/a><\/p>\n\n\n\n

BLOOD-BORNE PATHOGENS<\/a><\/p>\n\n\n\n

DEFINITION
an individual who is found to be colonized (culture-positive) for a particular organism, at one or more body sites, but has no signs or symptoms of infection.<\/a><\/p>\n\n\n\n

CARRIER<\/a><\/p>\n\n\n\n

DEFINITION
a chemical agent with a drug identification number (DIN) used on inanimate (non-living) objects to kill micro-organisms.<\/a><\/p>\n\n\n\n

DISINFECTANT<\/a><\/p>\n\n\n\n

DEFINITION
a process that destroys or kills some, but not all, disease-producing micro-organisms on an object or surface.<\/a><\/p>\n\n\n\n

DISINFECTION<\/a><\/p>\n\n\n\n

DEFINITION
a circumstance of being in contact with an infected person or item in a manner that may allow for the transfer of micro-organisms, either directly or indirectly, to another person.<\/a><\/p>\n\n\n\n

EXPOSED<\/a><\/p>\n\n\n\n

DEFINITION
an agent that destroys micro-organisms, especially pathogenic organisms. A product with
the suffix “-cide” indicates that it is an agent that destroys the micro-organism identified by the
prefix (for example, virucide, fungicide, bactericide).<\/a><\/p>\n\n\n\n

GERMICIDE<\/a><\/p>\n\n\n\n

DEFINITION
the physical separation of infected individuals from uninfected individuals for the period of communicability of a particular disease.<\/a><\/p>\n\n\n\n

ISOLATION<\/a><\/p>\n\n\n\n

DEFINITION
microscopic organisms such as bacteria, virus or fungus, commonly known as germs, that can cause an infection in humans.<\/a><\/p>\n\n\n\n

MICRO-ORGANISM<\/a><\/p>\n\n\n\n

DEFINITION
thin sheets of tissue that line various openings of the body, such as the mouth, nose, eyes and genitals.<\/a><\/p>\n\n\n\n

MUCUS MEMBRANES<\/a><\/p>\n\n\n\n

DEFINITION
infection acquired in a health care setting.<\/a><\/p>\n\n\n\n

NOSOCOMIAL INFECTION<\/a><\/p>\n\n\n\n

DEFINITION
specialized clothing or equipment (for example, gloves, masks, protective eyewear, gowns) worn by an employee for protection against an infectious hazard.<\/a><\/p>\n\n\n\n

PERSONAL PROTECTIVE EQUIPMENT<\/a><\/p>\n\n\n\n

DEFINITION
interventions implemented to reduce the risk of transmitting micro-organisms from client to client, client to health care worker, and health care worker to client.<\/a><\/p>\n\n\n\n

PRECAUTIONS<\/a><\/p>\n\n\n\n

CNO’S 8 RIGHTS<\/a><\/p>\n\n\n\n

1. right client,
2. right medication
3. right reason,
4. right dose,
5. right frequency,
6. right route,
7. right site,
8. right time;<\/a><\/p>\n\n\n\n

DEFINITION
any preventable event that may cause or lead to inappropriate medication use or client harm while the medication is in the control of the health care professional, client or consumer.<\/a><\/p>\n\n\n\n

MEDICATION ERROR<\/a><\/p>\n\n\n\n

DEFINITION
giving the wrong medication<\/a><\/p>\n\n\n\n

ERROR OF COMMISSION<\/a><\/p>\n\n\n\n

DEFINITION
not administering an ordered medication<\/a><\/p>\n\n\n\n

ERROR OF OMISSION<\/a><\/p>\n\n\n\n

error does not reach the client, but had it, the client could have been harmed<\/a><\/p>\n\n\n\n

NEAR MISS<\/a><\/p>\n\n\n\n

DEFINITION
Undesirable physical reactions to health products, including drugs, medical devices and natural health products.<\/a><\/p>\n\n\n\n

ADVERSE REACTION<\/a><\/p>\n\n\n\n

DEFINITION
Drugs that bear a heightened risk of causing significant client harm when they are used in error.<\/a><\/p>\n\n\n\n

HIGH ALERT MEDICATIONS<\/a><\/p>\n\n\n\n

DEFINITION
A process that ensures that a second practitioner conducts a verification, either in the presence or absence of the first practitioner.<\/a><\/p>\n\n\n\n

Independent double-check.<\/a><\/p>\n\n\n\n

DEFINITION
An order communicated via telephone by an authorizer who is not physically present to write the order.<\/a><\/p>\n\n\n\n

TELEPHONE ORDER<\/a><\/p>\n\n\n\n

WHAT MUST A NURSE POSSESS BEFORE ACCEPTING A TELEPHONE ORDER<\/a><\/p>\n\n\n\n

The person accepting the order must have knowledge of the client, including his or her health history and treatment plan.<\/a><\/p>\n\n\n\n

DEFINITION
An interactive process of transferring client-specific information from one caregiver to another or from one team of caregivers to another for the purpose of ensuring the continuity of care and the safety of the client<\/a><\/p>\n\n\n\n

TRANSFER OF ACCOUNTABILITY<\/a><\/p>\n\n\n\n

DEFINITION
An order that is communicated by an authorizer who is present in the practice environment but is unable to document the order.<\/a><\/p>\n\n\n\n

VERBAL ORDER<\/a><\/p>\n\n\n\n

MEDICATION TERMS
The administration of an allergen by oral, inhaled or other route in which a positive test is a significant allergic response (for example, anaphylactic shock).<\/a><\/p>\n\n\n\n

Allergy challenge testing<\/a><\/p>\n\n\n\n

MEDICATION TERMS
a prick\/puncture procedure to determine allergies, if any.<\/a><\/p>\n\n\n\n

ALLERGY TESTING<\/a><\/p>\n\n\n\n

MEDICATION TERMS
an intracutaneous injection to desensitize to an allergen<\/a><\/p>\n\n\n\n

DESENSITIZING INJECTION<\/a><\/p>\n\n\n\n

Because allergy testing and desensitizing injections carry a risk of adverse reactions, nurses must be able to do what?<\/a><\/p>\n\n\n\n

recognize side effects, intervene in the event of complications (for example, difficulty breathing, rash or anaphylactic shock) and manage outcomes.<\/a><\/p>\n\n\n\n

MEDICATION TERMS
Any type of drug that the federal government has categorized as having a higher-than-average potential for abuse or addiction. Such drugs are divided into categories based on their potential for abuse or addiction.<\/a><\/p>\n\n\n\n

CONTROLLED SUBSTANCE<\/a><\/p>\n\n\n\n

MEDICATION TERMS
A vaccine.<\/a><\/p>\n\n\n\n

IMMUNIZING AGENT<\/a><\/p>\n\n\n\n

MEDICATION TERMS
Medications and preparations that do not require a prescription; for example, herbal therapies and acetaminophen.<\/a><\/p>\n\n\n\n

OVER THE COUNTER (OTC)<\/a><\/p>\n\n\n\n

DEFINITIONS
A pharmacologically inert substance that has no physiological effect.<\/a><\/p>\n\n\n\n

PLACEBO<\/a><\/p>\n\n\n\n

DEFINITION
Medications that are prescribed and administered as needed.<\/a><\/p>\n\n\n\n

PRN MEDICATION<\/a><\/p>\n\n\n\n

DEFINITION
Dosages, frequencies or routes that are prescribed in ranges (for example, Gravol 50-100 mg for nausea).<\/a><\/p>\n\n\n\n

RANGE DOSES
Most medications are not prescribed in range doses; however, range doses are used in situations in which the need for the amount of a drug varies from day to day or within the same day. Range doses give nurses the flexibility to administer the dose that best suits the assessment of the client.<\/p>\n\n\n\n

DEFINITION
Administrating one’s own medication.<\/a><\/p>\n\n\n\n

SELF-ADMINISTRATION<\/a><\/p>\n\n\n\n

TRUE OR FALSE? A nurse cannot teach a PSW how to administer medication.<\/a><\/p>\n\n\n\n

FALSE
Nurses may teach UCPs medication administration, including the process of administration and documentation, as required.<\/a><\/p>\n\n\n\n

TRUE OR FALSE? If a nurse delegates medication administration to a PSW, they assume all the responsibilities related to med admin.<\/a><\/p>\n\n\n\n

FALSE
The nurse remains responsible for the:
– ongoing assessment of the client’s needs;
– plan of care in conjunction with the health care
team;
– evaluation of the client’s health status; and
– effectiveness of the medication(s).<\/a><\/p>\n\n\n\n

Reasons for using _____________ include protecting clients from injury, maintaining treatment and controlling disruptive behaviour.<\/a><\/p>\n\n\n\n

restraints<\/a><\/p>\n\n\n\n

Many facilities in Ontario use a __________ ____________ philosophy that the quality of life for each client, with the preservation of dignity, is the value guiding the practice of health care practitioners, including nurses. CNO supports this in all settings where nurses practise.<\/a><\/p>\n\n\n\n

least restraint<\/a><\/p>\n\n\n\n

DEFINITION
physical, chemical or environmental measures used to control the physical or behavioural activity of a person or a portion of his\/her body.<\/a><\/p>\n\n\n\n

RESTRAINT<\/a><\/p>\n\n\n\n

___________ restraints limit a client’s movement. These restraints include a table fixed to a chair
or a bed rail that cannot be opened by the client.<\/a><\/p>\n\n\n\n

Physical<\/a><\/p>\n\n\n\n

____________ restraints control a client’s mobility. Examples include a secure unit or garden, seclusion or a time-out room.<\/a><\/p>\n\n\n\n

Environmental<\/a><\/p>\n\n\n\n

_____________ restraints are any form of psychoactive medication used not to treat illness, but to intentionally inhibit a particular behaviour or movement.<\/a><\/p>\n\n\n\n

Chemical<\/a><\/p>\n\n\n\n

___________ _____________ means all possible alternative interventions are exhausted before deciding to use a restraint.<\/a><\/p>\n\n\n\n

Least restraint<\/a><\/p>\n\n\n\n

Jody, a three-year-old, is intubated post-operatively on a ventilator following brain surgery. To prevent her from pulling out the endotracheal tube, her hands are restrained with mittens. Prior to the surgery, the need to use the mittens was explained to her parents and consent was obtained.<\/a><\/p>\n\n\n\n

This is an appropriate use of restraints that will be discontinued as soon as possible. To avoid frightening the child, the nurse arranged for the family to reassure Jody during the post-operative period. As well, using language Jody could understand, the nurse explained to her why she had to wear mittens. There are circumstances in which a nurse may need to restrain clients when they are not capable of understanding the necessity for the intervention. The nurse needs to consider these situations carefully and use the least restraint possible.<\/p>\n\n\n\n

___________ is critical in the nurse-client relationship because the client is in a vulnerable position.<\/a><\/p>\n\n\n\n

Trust<\/a><\/p>\n\n\n\n

___________ is the recognition of the inherent dignity, worth and uniqueness of every individual, regardless of socio-economic status, personal attributes and the nature of the health problem<\/a><\/p>\n\n\n\n

Respect<\/a><\/p>\n\n\n\n

________ ____________ is inherent in the type of care and services that nurses provide. It may relate to the physical activities, such as bathing, that nurses perform for, and with, the client that create closeness.<\/a><\/p>\n\n\n\n

Professional intimacy<\/a><\/p>\n\n\n\n

____________ is the expression of understanding, validating and resonating with the meaning that the health care experience holds for the client.<\/a><\/p>\n\n\n\n

Empathy<\/a><\/p>\n\n\n\n

The nurse-client relationship is one of unequal ___________. Although the nurse may not immediately perceive it, the nurse has more _____________ than the client.<\/a><\/p>\n\n\n\n

power
power<\/a><\/p>\n\n\n\n

DEFINITION
the misuse of the power imbalance intrinsic in the nurse-client relationship. It can also mean the nurse betraying the client’s trust, or violating the respect or professional intimacy inherent in the relationship, when the nurse knew, or ought to have known, the action could cause, or could be reasonably expected to cause, physical, emotional or spiritual harm to the client<\/p>\n\n\n\n

ABUSE<\/a><\/p>\n\n\n\n

DEFINITION
the nurse-client relationship is the point at which the relationship changes from professional and therapeutic to unprofessional and personal. Crossing a _____________ means that the care provider is misusing the power in the relationship to meet her\/his personal needs, rather than the needs of the client, or behaving in an unprofessional manner with the client.<\/p>\n\n\n\n

BOUNDARY<\/a><\/p>\n\n\n\n

DEFINITION
In this approach, a client is viewed as a whole person.<\/a><\/p>\n\n\n\n

CLIENT-CENTRED CARE<\/a><\/p>\n\n\n\n

DEFINITION
relationship involves planned and structured psychological, psychosocial and\/or interpersonal interventions aimed at influencing a behaviour, mood and\/or the emotional reactions to different stimuli<\/a><\/p>\n\n\n\n

PSYCHOTHERAPEUTIC RELATIONSHIP<\/a><\/p>\n\n\n\n

DEFINITION
may include, but is not limited to, the person who a client identifies as the most important in his\/her life.<\/a><\/p>\n\n\n\n

SIGNIFICANT OTHER<\/a><\/p>\n\n\n\n

Nurses use a wide range of effective _____________ _____________ and _____________ __________ to appropriately establish, maintain, re-establish and terminate the nurse-client relationship.<\/a><\/p>\n\n\n\n

communication strategies
interpersonal skills<\/a><\/p>\n\n\n\n

Nurses work with the client to ensure that all professional behaviours and actions meet the _______________ needs of the client.<\/a><\/p>\n\n\n\n

therapeutic<\/a><\/p>\n\n\n\n

Nurses are responsible for effectively establishing and maintaining the limits or ______________ in the therapeutic nurse-client relationship.<\/a><\/p>\n\n\n\n

boundaries<\/a><\/p>\n\n\n\n

Nurses ______________ the client from harm by ensuring that abuse is prevented, or stopped and reported.<\/a><\/p>\n\n\n\n

protect<\/a><\/p>\n\n\n\n

TRUE OR FALSE. It is acceptable for a nurse to spend extra time with one client beyond his\/ her therapeutic needs.<\/a><\/p>\n\n\n\n

FALSE.<\/a><\/p>\n\n\n\n

TRUE OR FALSE. Feeling other members of the team do not understand a specific client as well as you do is a warning sign that a nurse should be mindful of<\/a><\/p>\n\n\n\n

TRUE<\/a><\/p>\n\n\n\n

TRUE OR FALSE. Disclosing personal information to a specific client is a good way of getting a patient to open up to you.<\/a><\/p>\n\n\n\n

FALSE.<\/a><\/p>\n\n\n\n

TRUE OR FALSE. Finding yourself frequently thinking about a client when away from work is a sign of being overly attached to a client.<\/a><\/p>\n\n\n\n

TRUE<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
It is acceptable to spend time outside of work hours with a client.<\/a><\/p>\n\n\n\n

FALSE<\/a><\/p>\n\n\n\n

TRUE OR FALSE. Keeping secrets with the client and apart from the health care team (for example, not documenting relevant discussions with the client in the health record) is an example of crossing an ethical boundary.<\/a><\/p>\n\n\n\n

TRUE<\/a><\/p>\n\n\n\n

TRUE OR FALSE. Your client never has any visitors and discloses extreme loneliness, giving them your phone number so that they can call you when they’re feeling down is a good way to boost their spirits.<\/a><\/p>\n\n\n\n

FALSE.<\/a><\/p>\n\n\n\n

When an unregulated care provider abuses a client, the nurse must ______________ to protect the client and notify the employer.<\/a><\/p>\n\n\n\n

intervene<\/a><\/p>\n\n\n\n

_____________ can take many forms, including verbal and emotional, physical, neglect, sexual and financial.<\/a><\/p>\n\n\n\n

Abuse<\/a><\/p>\n\n\n\n

WHAT KIND OF ABUSIVE BEHAVIOUR?
\u25a0 sarcasm;
\u25a0 retaliation or revenge;
\u25a0 intimidation, including threatening gestures\/ actions;
\u25a0 teasing or taunting;
\u25a0 insensitivity to the client’s preferences;
\u25a0 swearing;
\u25a0 cultural\/racial slurs; and
\u25a0 an inappropriate tone of voice, such as one
expressing impatience.<\/p>\n\n\n\n

VERBAL AND EMOTIONAL<\/a><\/p>\n\n\n\n

WHAT KIND OF ABUSIVE BEHAVIOUR?
\u25a0 hitting;
\u25a0 pushing;
\u25a0 slapping;
\u25a0 shaking;
\u25a0 using force; and
\u25a0 handling a client in a rough manner.<\/a><\/p>\n\n\n\n

PHYSICAL<\/a><\/p>\n\n\n\n

WHAT KIND OF ABUSIVE BEHAVIOUR?
\u25a0 non-therapeutic confining or isolation;
\u25a0 denying care;
\u25a0 non-therapeutic denying of privileges;
\u25a0 ignoring;
\u25a0 withholding clothing, food, fluid, needed aids or equipment, medication, and\/or communication.<\/a><\/p>\n\n\n\n

NEGLECT<\/a><\/p>\n\n\n\n

WHAT KIND OF ABUSIVE BEHAVIOUR?
\u25a0 sexually demeaning, seductive, suggestive,
exploitative, derogatory or humiliating behaviour,
comments or language toward a client;
\u25a0 touching of a sexual nature or touching that may
be perceived by the client or others to be sexual;
College of Nurses of Ontario Practice Standard: Therapeutic Nurse-Client Relationship, Revised 2006
\u25a0 sexual intercourse or other forms of sexual contact with a client;
\u25a0 sexual relationships with a client’s significant other; and
\u25a0 non-physical sexual activity such as viewing pornographic websites with a client.<\/p>\n\n\n\n

SEXUAL<\/a><\/p>\n\n\n\n

WHAT KIND OF ABUSIVE BEHAVIOUR?
\u25a0 borrowing money or property from a client;
\u25a0 soliciting gifts from a client;
\u25a0 withholding finances through trickery or theft;
\u25a0 using influence, pressure or coercion to obtain the
client’s money or property;
\u25a0 having financial trusteeship, power of attorney or
guardianship;
\u25a0 abusing a client’s bank accounts and credit cards;
and
\u25a0 assisting with the financial affairs of a client
without the health care team’s knowledge.<\/p>\n\n\n\n

FINANCIAL<\/a><\/p>\n\n\n\n

TRUE OR FALSE. UNDER NO CIRCUMSTANCES SHOULD A NURSE PROVIDE CARE FOR A SEXUAL PARTNER.<\/a><\/p>\n\n\n\n

FALSE. If a nurse’s sexual partner is admitted to an agency where the nurse is providing care or services, the nurse must make every effort to ensure that alternative care arrangements are made. Until alternative arrangements are made, however, the nurse may provide care.<\/a><\/p>\n\n\n\n

TRUE OR FALSE. If a nurse does not have time to complete an act ordered to her, it is acceptable for her to delegate it to a PSW.<\/a><\/p>\n\n\n\n

FALSE.
They cannot delegate an act that has been delegated to them – sub-delegation<\/a><\/p>\n\n\n\n

TRUE OR FALSE. It is acceptable for a nurse to delegate a patient’s standard dose insulin injection to a family member.<\/a><\/p>\n\n\n\n

TRUE
The RHPA includes an exception allowing UCPs to perform some controlled acts as long as they are considered to be routine activities of living. Procedures are considered to be routine activities of living when the need for, response to, and outcome of the procedure have been established over time and are predictable. For instance, administering the same dosage of insulin to a person with well-controlled diabetes over an extended period of time is a routine activity of living. It is not a routine activity if the dosage or type of insulin requires frequent adjustment.<\/p>\n\n\n\n

How many requirements must be met before a nurse can delegate to an UCP.<\/a><\/p>\n\n\n\n

10<\/a><\/p>\n\n\n\n

How many requirements must be met before a nurse can accept delegation?<\/a><\/p>\n\n\n\n

7<\/a><\/p>\n\n\n\n

DEFINITION
They include a wide range of treatment modalities, such as herbal therapies and manual healing, such as reflexology and acupuncture. The therapies are not discipline-specific, and the knowledge required to provide them is not specific to nursing.<\/a><\/p>\n\n\n\n

COMPLEMENTARY THERAPIES<\/a><\/p>\n\n\n\n

TRUE OR FALSE?
Consent from the client is required regardless if the therapy is requested by the client or proposed by a health practitioner<\/a><\/p>\n\n\n\n

TRUE.<\/a><\/p>\n\n\n\n

A client asks a nurse to perform an act that has an unknown risk, what two things should the nurse do?<\/a><\/p>\n\n\n\n

1. refuse to follow the client’s wishes if she\/he believes it may cause harm.
2. share her\/his reasons for this decision with the client.<\/a><\/p>\n\n\n\n

_________________ is demonstrated through one’s decision-making processes, competency and integrity. It is reflected in accurate documentation and in the nurse’s actions.<\/a><\/p>\n\n\n\n

Accountability<\/a><\/p>\n\n\n\n

3 questions a nurse must ask herself when providing complementary therapy:<\/a><\/p>\n\n\n\n

1. Is it appropriate to provide the complementary therapy?
2. Do I have the required knowledge, skill and judgment to provide this therapy safely and effectively?
3. Do I understand, and can I deal with, the possible outcomes of this therapy?<\/a><\/p>\n\n\n\n

You are a visiting nurse providing palliative care. Your client has been told by the health care team that there are no more “curative” treatment options available to him, and the plan of treatment is to provide comfort and support. The client is having great difficulty accepting this. He has heard about an unconventional treatment involving IV infusion of ozone and is asking you to provide this treatment.
What should you do?<\/p>\n\n\n\n

The client is asking you to participate in an unconventional treatment. You have an obligation to explore with the client his understanding of the treatment and his reason for choosing it. It is important to seek guidance from your agency and colleagues, and as much information about the treatment as possible. If you are unable to obtain adequate information about this treatment to assess the risk and recognize that there may be a significant risk, you would determine that it is not appropriate to get involved in this treatment. You would then explain your decision to the client.<\/p>\n\n\n\n

You have completed Levels 1 and 2 of a therapeutic touch program. In the acute care setting where you work, you have identified some clients you think could really benefit from this intervention.

Is it acceptable for you to suggest it to them?<\/a><\/p>\n\n\n\n

You may propose to a client the use of therapeutic touch if you have the knowledge to believe that the treatment would benefit the client, and therapeutic touch has been recognized by the acute care agency as an appropriate intervention. If the agency has not determined the appropriateness of this intervention, then you may advocate to have it recognized.<\/p>\n\n\n\n

In the long-term care setting where you work, some of the residents are prescribed herbal remedies by a physician who practises Chinese medicine.

What are you accountable for in administering these substances?<\/a><\/p>\n\n\n\n

You must balance client choice with professional responsibility. At a minimum, you would need information about the purpose, action and anticipated effects of the substance to fulfil your professional responsibility to assess the risks and benefits of providing this treatment in relation to the health status of the client. You would also be responsible for evaluating the effects of the treatment. If you had access to sufficient information to meet this expectation, then you may agree to provide this treatment. One way to achieve this would be to arrange for a team conference with the physician to develop a plan of care related to the administration of the prescribed herbal substances.<\/p>\n\n\n\n

TRUE OR FALSE?
All conflict is negative.<\/a><\/p>\n\n\n\n

FALSE.
The experience of dealing with conflict can lead to positive outcomes for nurses, their colleagues and clients.<\/a><\/p>\n\n\n\n

Conflict between a nurse and a client can escalate if a client is:<\/a><\/p>\n\n\n\n

a) intoxicated or withdrawing from a substance-
induced state;
b) being constrained (for example, not being permitted to smoke) or restrained (for example, with a physical or chemical restraint);
c) fatigued or overstimulated; and\/or
d) tense, anxious, worried, confused, disoriented or afraid.<\/a><\/p>\n\n\n\n

Conflict between a nurse and a client can escalate if a client has:<\/a><\/p>\n\n\n\n

a) a history of aggressive or violent behaviour, or
is acting aggressively or violently (for example, using profane language or assuming an intimidating physical stance);
b) a medical or psychiatric condition that causes impaired judgment or an altered cognitive status;
c) an active drug or alcohol dependency or addiction;
d) difficulty communicating (for example, has aphasia or a language barrier exists); and\/or
e) ineffective coping skills or an inadequate support network.<\/p>\n\n\n\n

Conflict between a nurse and a client can escalate if a nurse:<\/a><\/p>\n\n\n\n

a) judges, labels or misunderstands a client;
b) uses a threatening tone of voice or body language (for example, speaks loudly or stands too close);
c) has expectations based on incorrect perceptions of cultural or other differences;
d) does not listen to, understand or respect a client’s values, opinions, needs and ethnocultural beliefs;12
e) does not listen to the concerns of the family and significant others, and\/or act on those concerns when it is appropriate and consistent with the client’s wishes;
f) does not provide sufficient health information to satisfy the client or the client’s family; and\/or
g) does not reflect on the impact of her\/his behaviour and values on the client.<\/p>\n\n\n\n

Nurses can employ client-centred care strategies to _______________ behaviours that contribute to the escalation of conflict.<\/a><\/p>\n\n\n\n

prevent<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by:
continually seek to ________________ the client’s
health care needs and perspectives;<\/a><\/p>\n\n\n\n

understand<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by:
__________________ the feelings behind the client’s behaviour;<\/a><\/p>\n\n\n\n

acknowledge<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by:
ask __________-_____________ questions to establish the underlying meaning of the client’s behaviour;<\/a><\/p>\n\n\n\n

open-ended<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by:
engage in ____________ _____________ (for example, use verbal and nonverbal cues to acknowledge what is being said);<\/a><\/p>\n\n\n\n

active listening<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by:
use open ___________ ______________ to display a calm, respectful and attentive attitude;<\/a><\/p>\n\n\n\n

body language<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by: acknowledge the client’s _______________ about the health care system and his\/her experiences as a client;<\/a><\/p>\n\n\n\n

concerns<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by:
_____________ and address the client’s wishes, concerns, values, priorities and point of view;<\/a><\/p>\n\n\n\n

respect<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by: anticipate _______________ in situations in which it has previously existed and create a plan of care to prevent its escalation<\/a><\/p>\n\n\n\n

conflict<\/a><\/p>\n\n\n\n

Nurses can prevent the escalation of conflict by: _____________ to understand how her\/his behaviour and values may negatively affect the client.<\/a><\/p>\n\n\n\n

reflect<\/a><\/p>\n\n\n\n

Conflict-management strategies should be individually ______________ to each client situation. Nurses need to use their _________________ ____________ to determine which strategy is most appropriate for each client.<\/a><\/p>\n\n\n\n

tailored
professional judgment<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
implement a ____________ ______________ management plan;<\/a><\/p>\n\n\n\n

critical incident<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
remain calm and ______________ the client to express his\/her concerns;<\/a><\/p>\n\n\n\n

encourage<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
__________ arguing, criticizing, defending or judging;<\/a><\/p>\n\n\n\n

avoid<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
focus on the client’s _________________ rather than the client personally;<\/a><\/p>\n\n\n\n

behaviour<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
____________ the client, the client’s family and the health care team members in assisting with the behaviour and developing ______________ to prevent or manage it;<\/a><\/p>\n\n\n\n

involve
solutions<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
state that abusive language and behaviours are ______________, if the nurse believes this will not ______________ the client’s behaviour;<\/a><\/p>\n\n\n\n

unacceptable
escalate<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
_________ ___________ from the client, if necessary (for example, to regain composure or to set personal space boundaries);<\/a><\/p>\n\n\n\n

step away<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
leave the situation to develop a ________ ___ ________ with the assistance of a colleague if the client intends to harm the nurse<\/a><\/p>\n\n\n\n

plan of care<\/a><\/p>\n\n\n\n

To manage conflict, a nurse can:
protect themselves and other clients in abusive situations by ______________ services, if necessary<\/a><\/p>\n\n\n\n

withdrawing<\/a><\/p>\n\n\n\n

Poor relationships among members of the health care team negatively affect the ___________ ____ ___________.<\/a><\/p>\n\n\n\n

delivery of care<\/a><\/p>\n\n\n\n

DEFINITION
Involving the client in making decisions based on the client’s values, beliefs and wishes.<\/a><\/p>\n\n\n\n

ANTICIPATORY PLANNING<\/a><\/p>\n\n\n\n

DEFINITION
Any act or verbal comment that could isolate or have negative psychological effects on a person. Bullying usually involves repeated incidents or a pattern of behaviour that is intended to intimidate, offend, degrade or humiliate a particular person or group of people.<\/a><\/p>\n\n\n\n

BULLYING<\/a><\/p>\n\n\n\n

DEFINITION
Any sudden unexpected event that has an emotional impact that can overwhelm the usually effective coping skills of an individual or a group<\/a><\/p>\n\n\n\n

CRITICAL INCIDENT<\/a><\/p>\n\n\n\n

DEFINITION
Interpersonal conflict among colleagues that includes antagonistic behaviour such as gossiping, criticism, innuendo, scapegoating, undermining, intimidation, passive aggression, withholding information, insubordination, bullying, and verbal and physical aggression.<\/a><\/p>\n\n\n\n

HORIZONTAL VIOLENCE<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
The goals of the HCCA include promoting
individual authority and ______________, facilitating __________________ between health care practitioners and their clients, and ensuring a significant ___________ for family members when the client is _______________ of ________________.<\/p>\n\n\n\n

autonomy
communication
role
incapable of consenting<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
The HCCA deals separately with consent to treatment, consent to a care facility and consent to a personal assistance service. In all cases, consent must be given by a _______________ person<\/a><\/p>\n\n\n\n

capable<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
Consent to treatment, and assessing the capacity to consent to treatment, must relate to a specific treatment or plan of treatment. A person could be _____________ of giving consent to one treatment, but ________________ with respect to another.<\/a><\/p>\n\n\n\n

capable
incapable<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
Consent to treatment involves an ongoing process that can ________________ at any time.<\/a><\/p>\n\n\n\n

change<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
Health care practitioners have no ___________________ to make treatment decisions on behalf of clients, except in an ________________ when no authorized person is available to make the decisions. Similarly, they have no __________________ to make a decision to consent to the admission of a client to a care facility, except in a ________________.<\/p>\n\n\n\n

authority
emergency
authority
crisis<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
_________________ the client’s capacity to make a treatment decision is the responsibility of the health care practitioner proposing the treatment.<\/a><\/p>\n\n\n\n

Assessing<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
An ___________________ determines client capacity to make a decision about admission to a care facility or
a personal assistance service. Registered Nurses (RNs), Registered Practical Nurses (RPNs) and Nurse Practitioners (NPs) may be _________________.<\/a><\/p>\n\n\n\n

evaluator
evaluators<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
The client has the ______________ to ask the Consent and Capacity Board (CCB) to review the finding of _________________.<\/a><\/p>\n\n\n\n

right
incapacity<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
______________ adjustments to a treatment plan for an incapable client can be made without having to seek repeated consent from a substitute decision- maker.<\/a><\/p>\n\n\n\n

Minor<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
One health care practitioner can propose a plan of treatment and obtain consent to the plan on _____________ of all the health care practitioners involved in the plan.<\/a><\/p>\n\n\n\n

behalf<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
When a health care practitioner finds a client is _________________ of making a treatment decision, the legislation requires the practitioner to provide the client with ___________________ about the consequences of the finding. This provision of information must be performed in accordance with __________________ established by the practitioner’s governing body.<\/p>\n\n\n\n

incapable
information
guidelines<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
A _______________ ________________ acting as a substitute decision- maker is not required to make a formal statement verifying his\/her status. The legislation does contain a __________________ of substitute decision-makers.<\/a><\/p>\n\n\n\n

family member
hierarchy<\/a><\/p>\n\n\n\n

The Health Care Consent Act (HCCA)
A person’s ________________ about treatment, admissions or personal assistance services may be expressed _____________, in ______________, in any other form, or they may be _______________.<\/a><\/p>\n\n\n\n

wishes
orally
writing
implied<\/a><\/p>\n\n\n\n

The Substitute Decisions Act (SDA)
An individual may _______________ a specific person to make decisions about his\/her personal care or treatment in the event that he\/she becomes
_______________. The person may also express his\/her wishes about the kinds of decisions to be made or factors to ______________ decisions.<\/p>\n\n\n\n

designate
incapable
guide<\/a><\/p>\n\n\n\n

The Substitute Decisions Act (SDA)
The Office of the PGT is the government department that deals with ____________ ____________ and _________________ _____________.<\/a><\/p>\n\n\n\n

personal care
property matters<\/a><\/p>\n\n\n\n

The Substitute Decisions Act (SDA)
Only trained _____________ _______________ may determine capacity for the purpose of the SDA (i.e., the capacity to make decisions on an ongoing basis). The HCCA requires assessment of capacity to make decisions about a specific treatment.<\/a><\/p>\n\n\n\n

capacity assessors<\/a><\/p>\n\n\n\n

The Substitute Decisions Act (SDA)
A ____________ _____ _______________ for personal care comes into _______________ when the person who granted it becomes mentally incapable, unless it states otherwise.<\/a><\/p>\n\n\n\n

power of attorney
effect<\/a><\/p>\n\n\n\n

DEFINITION
A person identified by the HCCA who may make a treatment decision for someone who is incapable of making his\/her own decision. Usually a spouse, partner or relative.<\/a><\/p>\n\n\n\n

SUBSTITUTE DECISION-MAKER<\/a><\/p>\n\n\n\n

DEFINITION
A board established by and accountable to the government. Its members are appointed by the government. The Board considers applications for review of findings of incapacity, applications relating to the appointment of a representative, and applications for direction regarding the best interests and wishes of an incapable person.<\/p>\n\n\n\n

Consent and Capacity Board (CCB)<\/a><\/p>\n\n\n\n

DEFINITION
Two persons who are married to each other, or who are living in a conjugal relationship and have cohabited for at least a year, or who are the parents of a child or who have a cohabitation agreement under the Family Law Act.<\/a><\/p>\n\n\n\n

SPOUSE<\/a><\/p>\n\n\n\n

DEFINITION
Two persons who have lived together for at least one year and have a close personal relationship that is of primary importance in both persons’ lives.<\/a><\/p>\n\n\n\n

PARTNERS<\/a><\/p>\n\n\n\n

DEFINITION
Two persons related by blood, marriage or adoption.<\/a><\/p>\n\n\n\n

RELATIVES<\/a><\/p>\n\n\n\n

DEFINITION
The PGT is the substitute decision-maker of last resort for a mentally incapable person. The court will not appoint the PGT as guardian of property
or guardian of the person unless there is no
other suitable person available and willing to be appointed.<\/a><\/p>\n\n\n\n

Public Guardian and Trustee (PGT)<\/a><\/p>\n\n\n\n

DEFINITION
Anything done for a therapeutic, cosmetic or other health-related purpose.<\/a><\/p>\n\n\n\n

TREATMENT<\/a><\/p>\n\n\n\n

DEFINITION
A plan that is developed by one or more health care practitioners, dealing with one or more of the health problems that a person has and is likely to have. It provides for the administration of various treatments or courses of treatment. It may include the withholding or withdrawal of treatment in light of the person’s health condition.<\/p>\n\n\n\n

PLAN OF TREATMENT<\/a><\/p>\n\n\n\n

DEFINITION
A series or sequence of similar treatments administered to a person over a period of time for a particular health problem.<\/a><\/p>\n\n\n\n

COURSE OF TREATMENT<\/a><\/p>\n\n\n\n

DEFINITION
Assistance with, or supervision of, hygiene, washing, dressing, grooming, eating, drinking, elimination, ambulating, positioning or any other routine activity of living. It may also include a group or plan of personal assistance services.<\/a><\/p>\n\n\n\n

PERSONAL ASSISTIVE DEVICE<\/a><\/p>\n\n\n\n

DEFINITION
A legal document in which a capable person gives someone else the authority to make decisions about his\/her personal care in the event that he\/she becomes incapable. The document could also contain specific instructions about particular treatment decisions.<\/a><\/p>\n\n\n\n

Power of attorney for personal care<\/a><\/p>\n\n\n\n

DEFINITION
The same as the power of attorney for personal care, except relating to decisions about property.<\/a><\/p>\n\n\n\n

Continuing power of attorney for property<\/a><\/p>\n\n\n\n

According to College of Nurses of Ontario (CNO) standards, nurses are accountable for __________ ______________ whether the intervention or service relates to a treatment (as defined in the HCCA or as required in common law), admission to a facility,
or the provision of a personal assistance service.<\/a><\/p>\n\n\n\n

obtaining consent<\/a><\/p>\n\n\n\n

Consent is required for any treatment except treatment provided in certain ______________ _____________.<\/a><\/p>\n\n\n\n

emergency situations<\/a><\/p>\n\n\n\n

The consent must:
\u25d7 __________ to the treatment being proposed;
\u25d7 be ____________;
\u25d7 be ____________; and
\u25d7 not have been ______________ through misrepresentation or fraud.<\/a><\/p>\n\n\n\n

relate
informed
voluntary
obtained<\/a><\/p>\n\n\n\n

The health care practitioner who proposes the treatment is responsible for taking ______________ __________ to ensure that treatment is not administered without ______________.<\/a><\/p>\n\n\n\n

reasonable steps
consent<\/a><\/p>\n\n\n\n

If consent to admission to a care facility is required by law, then consent is needed in all cases except in a _____________ _____________.<\/a><\/p>\n\n\n\n

crisis situation<\/a><\/p>\n\n\n\n

The HCCA does not specify that consent to
a personal assistance service is ________________.<\/a><\/p>\n\n\n\n

required<\/a><\/p>\n\n\n\n

Consent is informed if, before giving it:<\/a><\/p>\n\n\n\n

1. the person received the information about the
treatment that a reasonable person in the same circumstances would require to make a decision; and
2. the person received responses to his\/her requests for additional information about the treatment.<\/a><\/p>\n\n\n\n

A person is capable of giving consent to a treatment, admission to a care facility and personal assistance services if he\/she:<\/a><\/p>\n\n\n\n

1. understands the information that is relevant to
making a decision concerning the treatment,
admission or personal assistance service; and
2. appreciates the reasonably possible consequences of
a decision or lack of a decision.<\/a><\/p>\n\n\n\n

TRUE OR FALSE?
A person has to be 18 years of age before they can give an informed consent.<\/a><\/p>\n\n\n\n

FALSE. There is no minimum age for giving consent. Health care practitioners and evaluators should use professional judgment, taking into account the circumstances and the client’s condition, to determine whether the young client has the capacity to understand and appreciate the information relevant to making the decision.<\/p>\n\n\n\n

Who must determine capacity in the case of admission to a care facility or provision of personal assistance services?<\/a><\/p>\n\n\n\n

An evaluator. The evaluator may be the person proposing the admission or services, or the evaluator may be identified by facility or agency policies. Nurses and some other health care professionals may be evaluators.<\/a><\/p>\n\n\n\n

A _______________ ______________ conducts assessments of capacity on persons who need decisions made on their behalf on a continuing basis.<\/a><\/p>\n\n\n\n

CAPACITY ASSESSOR
NPs, RNs and RPNs are eligible to become capacity assessors. Designation will require the successful completion of a capacity assessor education or training course approved or required by the attorney general.<\/a><\/p>\n\n\n\n

If a person is incapable, the consent (or refusal to give consent) is to be obtained from who?<\/a><\/p>\n\n\n\n

highest- ranked available substitute decision-maker from the HCCA hierarchy who is willing to make the decision.<\/a><\/p>\n\n\n\n

If a person is incapable, and there is no other substitute decision- maker, who is the substitute decision-maker of last resort.<\/a><\/p>\n\n\n\n

the PGT<\/a><\/p>\n\n\n\n

Treatment in an emergency can be provided immediately if the person is _____________ of giving consent and provides the consent.<\/a><\/p>\n\n\n\n

capable<\/a><\/p>\n\n\n\n

Treatment in an emergency can be provided immediately if communication can’t take place because of a ____________ ____________ or _____________, and reasonable efforts to overcome these have been made, but a ___________ will prolong the suffering the person is apparently experiencing or will put the person at risk of sustaining serious bodily harm, and there is no reason to believe the person does _______ ___________ the treatment.<\/p>\n\n\n\n

language barrier or disability

delay

not want<\/a><\/p>\n\n\n\n

Treatment in an emergency can be provided immediately if incapable with respect to the treatment decision but a __________________________ is available to give consent.<\/a><\/p>\n\n\n\n

substitute decision-maker<\/a><\/p>\n\n\n\n

Treatment in an emergency can be provided immediately if incapable with respect to a treatment, a substitute decision-maker is not readily ___________, it is not ___________ ____________ to obtain a consent or refusal from the substitute, and a __________ will put the person at risk of sustaining serious bodily harm.<\/p>\n\n\n\n

available

reasonably possible

delay<\/a><\/p>\n\n\n\n

DEFINITION
if the person is experiencing severe suffering or is at risk of sustaining serious bodily harm if the treatment is not administered promptly.<\/a><\/p>\n\n\n\n

EMERGENCY<\/a><\/p>\n\n\n\n

An examination or diagnostic procedure that is a treatment may be conducted without ____________ if it is reasonably necessary to determine if there is an emergency.<\/a><\/p>\n\n\n\n

consent<\/a><\/p>\n\n\n\n

Admission to a care facility without consent may be authorized if:<\/a><\/p>\n\n\n\n

1. the person who has been deemed incapable requires immediate admission as a result of a crisis; and
2. it is not reasonably possible to obtain immediate consent or refusal on the incapable person’s behalf.<\/a><\/p>\n\n\n\n

5 Steps to obtaining consent<\/a><\/p>\n\n\n\n

Step 1 Assess capacity.
Step 2 Provide emergency treatment or crisis admission.
Step 3 Inform the client that a substitute decision-maker will make decision.
Step 4 Identify a substitute decision-maker.
Step 5 Obtain consent from the substitute decision-maker.<\/a><\/p>\n\n\n\n

If a health practitioner or evaluator finds that a person is incapable of making a decision about a treatment or admission to a care facility, consent must be obtained from a _________________________<\/a><\/p>\n\n\n\n

substitute decision-maker<\/a><\/p>\n\n\n\n

Hierarchy of substitute decision-makers<\/a><\/p>\n\n\n\n

1. Guardian of the person \u2014 appointed by the court.

2. Someone who has been named as an attorney for personal care.

3. Someone appointed as a representative by the CCB.

4. Spouse, partner or relative in the following order:
a. spouse or partner,
b. child if 16 or older; custodial parent
(who can be younger than 16 years old if the decision is being made for the substitute’s child); or Children’s Aid Society;
c. parent who has only a right of access; d. brother or sister;
e. other relative.

5. PGT is the substitute decision-maker of last resort in the absence of any more highly ranked substitute, or in the event two more equally ranked substitutes cannot agree.<\/p>\n\n\n\n

Clients have a legal and ethical right to
________________ about their care and treatment, and a right to _____________ that treatment.<\/a><\/p>\n\n\n\n

information
refuse<\/a><\/p>\n\n\n\n

Regardless of whether consent has been obtained
by the nurse, nurses should always _____________ to the client the treatment or procedure they are
performing.<\/a><\/p>\n\n\n\n

explain<\/a><\/p>\n\n\n\n

Nurses should not provide a treatment if there is
any ______________ about whether the client understands and is capable of consenting. This applies whether or not there is an _____________, or even if the client has already consented. It does not ________________ if a substitute decision-maker has consented.<\/p>\n\n\n\n

doubt
order
apply<\/a><\/p>\n\n\n\n

A substitute decision-maker has the right to access the same ___________________ that a capable client would be able to access.<\/a><\/p>\n\n\n\n

information<\/a><\/p>\n\n\n\n

Consent can be __________________ at any time.<\/a><\/p>\n\n\n\n

withdrawn<\/a><\/p>\n\n\n\n

Nurses need to __________________ for clients’ access to information about care and treatment if it is not
___________________ from other care providers.<\/a><\/p>\n\n\n\n

advocate
forthcoming<\/a><\/p>\n\n\n\n

Informed consent does not always need to be
______________, but can be oral or implied.<\/a><\/p>\n\n\n\n

written<\/a><\/p>\n\n\n\n

Nurses who obtain consent have a professional ___________________ to be satisfied that the client
is capable of giving consent<\/a><\/p>\n\n\n\n

accountability<\/a><\/p>\n\n\n\n

Also, nurses are professionally accountable for acting as _____________ ______________ and for helping clients __________________ the information relevant to making decisions to the extent permitted by the client’s capacity.<\/a><\/p>\n\n\n\n

client advocates
understand<\/a><\/p>\n\n\n\n

If the nurse proposing a treatment or evaluating
capacity to make an admission or personal assistance service decision determines the client is __________________ of making the decision, then the nurse _______________ the client that a substitute decision-maker will be asked to make the final decision. This is __________________ in a way that takes into account the particular circumstances of the client’s condition and the nurse-client relationship.<\/p>\n\n\n\n

incapable
informs
communicated<\/a><\/p>\n\n\n\n

If there is an indication that the client is uncomfortable with this information, then the nurse ________________ and _________________ the nature of the client’s discomfort. If it relates to the finding of incapacity, or to the choice of substitute decision-maker, then the nurse informs the client of his\/her _______________ to apply to the CCB for a review of the finding of incapacity, and\/ or for the ________________ of a representative of the client’s choice.<\/p>\n\n\n\n

explores
clarifies
options
appointment<\/a><\/p>\n\n\n\n

If there is an indication that the client is uncomfortable with the finding of incapacity when the finding was made by another health care practitioner, then the nurse _______________ and ________________ the nature of the client’s discomfort. If it relates to the finding of incapacity, or to the choice of substitute decision-maker, then the nurse informs the health care practitioner who made the _________________ of incapacity and discusses appropriate _____________-_____.<\/p>\n\n\n\n

explores
clarifies
finding
follow-up<\/a><\/p>\n\n\n\n

The nurse uses _______________ ______________ and _______________ __________ to determine whether the client is able to ________________ the information. For example, a young child or a client suffering advanced dementia is not likely to understand the information. It would not be reasonable in these circumstances for the nurse to inform the client that a substitute decision-maker will be asked to make a decision on his\/her behalf.<\/p>\n\n\n\n

professional judgment
common sense
understand<\/a><\/p>\n\n\n\n

The nurse uses professional judgment to determine the scope of ______________ ______________ to assist the client in exercising his\/her options. The nurse documents her\/his actions according to CNO’s Documentation, Revised 2008 practice standard and agency policy.<\/a><\/p>\n\n\n\n

advocacy services<\/a><\/p>\n\n\n\n

DEFINITION
learned values, beliefs, norms and way of life that influence an individual’s thinking, decisions and actions in certain ways.<\/a><\/p>\n\n\n\n

CULTURE<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
Knowledge of different cultures is critical to client care because a person’s culture dictates the nursing approach required.<\/a><\/p>\n\n\n\n

FALSE.
There is no single right approach to all cultures or all individuals with a similar cultural background. The focus of care is always the client’s needs. Each client and each situation is unique and requires individual assessment and planning.<\/a><\/p>\n\n\n\n

TRUE OR FALSE. A nurse’s age, gender, past experiences, strengths and weaknesses have no impact client interactions.<\/a><\/p>\n\n\n\n

FALSE.
All the attributes of the nurse, including age, gender, past experiences, strengths and weaknesses, have an impact on the interaction with the client. Through reflection, learning and support, nurses will be better able to strengthen the quality of care they provide to the diverse communities they serve.<\/p>\n\n\n\n

TRUE OR FALSE.
Everyone has a culture.<\/a><\/p>\n\n\n\n

TRUE.<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
Culture is individual.<\/a><\/p>\n\n\n\n

Individual assessments are necessary to identify relevant cultural factors within the context of each situation for each client.<\/a><\/p>\n\n\n\n

An individual’s culture is ________________ by many factors, such as race, gender, religion, ethnicity, socio-economic status, sexual orientation and life experience. The extent to which particular factors influence a person will ______________.<\/a><\/p>\n\n\n\n

influenced
vary<\/a><\/p>\n\n\n\n

Culture is _______________. It changes and evolves over time as individuals change over time.<\/a><\/p>\n\n\n\n

dynamic<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
Reactions to cultural differences require a lot of thought and reflection.<\/a><\/p>\n\n\n\n

They are automatic, and often subconscious and influence the dynamics of the nurse-client relationship.<\/a><\/p>\n\n\n\n

A nurse’s culture is influenced by personal ______________ as well as by nursing’s professional ______________. The _____________ of the nursing profession are upheld by all nurses.<\/a><\/p>\n\n\n\n

beliefs
values
values<\/a><\/p>\n\n\n\n

The nurse is responsible for ________________ and _______________ appropriately to the client’s cultural expectations and needs.<\/a><\/p>\n\n\n\n

assessing
responding<\/a><\/p>\n\n\n\n

A nurse, working as a community case manager, visited the home of a toddler with severe physical and developmental delays. She explained to the parents that with their consent she would refer the child to a physiotherapy and occupational therapy program that would help the child be more independent. The parents refused, saying that it was their duty to care for their child because the child’s condition is punishment for having conceived before they were married. They were not supportive of a program to increase independence. The nurse was upset and felt the parents were not acting in the child’s best interests.<\/p>\n\n\n\n

The nurse did not understand the family’s initial refusal of treatment. After reflection and discussion with colleagues, she realized that her personal and professional values of independence were causing her to feel upset with the parents’ refusal. She decided to explore with the family their goals for their child. In doing this, she learned that the parents wanted their child to become stronger and have fewer infections. When the same therapies were described as a means of meeting these goals, the parents were quite willing to participate. The program was developed to meet the goals that the family identified as important.<\/p>\n\n\n\n

Clients differ in their ___________________ of health, well-being and quality of life, as well as their ______________ for treatment and who they consider appropriate providers of care.<\/a><\/p>\n\n\n\n

definitions
goals<\/a><\/p>\n\n\n\n

The client is a woman who has developed a very good relationship with the nurse in the community health clinic. On a visit, she asks the nurse how to arrange for the excision of female genitalia for a member of her community.<\/a><\/p>\n\n\n\n

Regardless of her personal feelings about female genital excision, the nurse needs to understand the meaning of this custom for the client, which is linked to values about family purity and family honour. The nurse, however, also knows that the practice is illegal in Canada. The nurse needs to inform the client, in a nonjudgmental manner, of the potential risks and harm associated with the practice and of the legal implications. By exploring the custom and providing education and support to the woman, the nurse has a better chance of preventing a practice that carries considerable risk of harm.<\/p>\n\n\n\n

A client from a First Nations community requests that a sweetgrass ceremony be performed in the hospital as part of the treatment. The ceremony involves chanting and burning some substances, which will result in small amounts of smoke (similar to that of burning an incense stick). The nurse’s initial reaction is that something like this has never been done, and that it is against hospital policy. However, she also understands the significance of this ritual for the client. The nurse raises the issue with the unit administration and, with the support of colleagues, explores the potential impact on other clients. The nurse also reviews relevant fire policies and consults with appropriate staff in other departments. It is determined that any risk to other clients can be removed by transferring the client to a private room. This is done, and the ceremony is performed.<\/p>\n\n\n\n

The nurse’s commitment to client-centred care prompts her to explore ways of meeting the client’s needs within the limits of the hospital setting. Lack of experience and fear are two of the most common barriers to providing culturally sensitive care. Through collaboration with other colleagues, the nurse is able to address the assumption that it cannot be done and to determine ways of meeting client needs without exposing other clients to discomfort or risk. The nurse succeeds in meeting the needs of her client, not only because of her creativity, but because she takes responsibility for influencing policies and procedures in the practice setting.<\/p>\n\n\n\n

________________ can be essential in situations in which a language barrier exists between the nurse and
the client<\/a><\/p>\n\n\n\n

Interpreters<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
A nurse must obtain consent before using an interpreter in the presence of a language barrier between he\/she and the client.<\/a><\/p>\n\n\n\n

TRUE
When using interpreters to communicate with clients, nurses need to obtain client consent, be sensitive to the issues surrounding interpretation and ascertain that the interpreter is appropriate for the particular client situation.<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
Rules of confidentiality do not apply to interpreters.<\/a><\/p>\n\n\n\n

FALSE.
Interpreters need to recognize that, by virtue of their role, they are gaining access to personal health information that must be protected. To help the client feel comfortable with the interpreter, the nurse should inform the client that confidential information is shared only within the health care team. The interpreter must not disclose client information to anyone. Family members and friends, in particular, need to realize that the role they play as interpreter needs to be separated from their personal role.<\/p>\n\n\n\n

Explain to the interpreter the importance of ______________ everything that the client and the health care provider say, without omissions, summary or judgments.<\/a><\/p>\n\n\n\n

repeating<\/a><\/p>\n\n\n\n

WHAT IS AN INTERPRETER’S ROLE?<\/a><\/p>\n\n\n\n

The interpreter’s role is to be the voice of the client.<\/a><\/p>\n\n\n\n

TRUE OR FALSE?
It is important to maintain eye contact with the interpreter at all times so that valuable information is not missed.<\/a><\/p>\n\n\n\n

FALSE.
Talk to the client, not to the interpreter. Maintain eye contact as appropriate. Looking at the client directly reinforces that the communication is between the provider and the client, assisted by the interpreter. This also allows the provider to assess the non-verbal reactions and responses.<\/p>\n\n\n\n

A woman arrives at a walk-in clinic with her nine- year-old son. She does not speak English, but the child is available to interpret for his mother. The client is clutching her abdomen and showing what appears to be visible signs of pain. The child says he is very worried about his mother.<\/a><\/p>\n\n\n\n

While it is often convenient to rely on children to interpret for their parents, it is important for the nurse to be sensitive to the needs of the parent and the child. If no other interpreter is readily available, the nurse will have to work with the child to do the initial assessment and determine the severity of the situation. The woman and the son may feel uncomfortable talking about health issues such as vaginal discharge, menstruation and pregnancy, thus compromising the accuracy of the health history. An adult, preferably female, interpreter should be sought with urgency to ensure a thorough and comprehensive history. The nurse also needs to address the child’s concerns and fears appropriately, as well as the stress associated with having to interpret for his mother. When using family members as interpreters, the nurse must carefully evaluate each situation on an ongoing basis.<\/p>\n\n\n\n

A nurse is asked to teach a 60-year-old woman of Chinese descent how to perform self-continuous ambulatory peritoneal dialysis. The woman has no family, speaks only Mandarin and lives in a Chinese housing environment. The visiting nurse identifies the language barrier and creates a care plan with the goal of promoting communication. The client identifies her next-door neighbour as an interpreter she would be comfortable with. The nurse asks the neighbour if she is willing to help in this role. The neighbour agrees, and the nurse reviews with the neighbour the need to maintain client confidentiality. A written list of visit dates and times is given to the neighbour, who agrees to be available for scheduled nursing visits. The care plan indicates that the nurse will knock at the neighbour’s door at the start of each visit, the neighbour will accompany the nurse to the client’s apartment, and the nurse will use the interpreter to promote communication throughout the visit.<\/p>\n\n\n\n

The care planning demonstrates a thoughtful process, responsive to the client’s needs. There is evidence of the nurse consulting with the client and supporting the client’s choice of an interpreter. The nurse stresses confidentiality and respects the neighbour’s schedule by providing a list of planned visits.<\/p>\n\n\n\n

A couple comes to a walk-in clinic with a young child who is crying and tugging at his ears. The couple has recently come to Canada, but understands English well enough that the nurse feels language is not an issue. An assessment reveals that the child has an infection in both ears, and the couple is given a prescription for an antibiotic and Tylenol drops for fever and pain. The situation is fairly routine, and an interpreter is not considered necessary. The parents are informed about the diagnosis and treatment, and they nod in understanding. The next day the couple returns with the child whose condition seems to have worsened. There is now pink discharge from both ears, and the entire family is in distress. An interpreter is called to assist. Through the interpreter, the nurse learns that the parents had the prescription filled promptly, and they understood the child was to be given
the medicine every four hours. They had been administering the antibiotic orally, but since they had treated previous ear infections with ear drops, they had administered the Tylenol drops in the child’s ears.<\/p>\n\n\n\n

This example illustrates the importance of confirming that accurate communication has been achieved. To reduce the chance of confusion, the nurse could have demonstrated how to measure, and then administer, both medications. Culturally appropriate client education materials would also have been helpful.<\/p>\n\n\n\n

A woman, 35, is admitted to the general medical unit. While in the hospital, she expresses concern about her partner’s ability to care for her children. She also appears worried about how she will manage at home after she is discharged. The nurse suggests that perhaps a family meeting is necessary and offers to contact her husband. The nurse further suggests that maybe the client’s mother, who has called often to inquire about her daughter, should be involved in the meeting.<\/p>\n\n\n\n

The nurse has made an assumption that the client’s partner is male and that the relationship with the mother is one that will be supportive to the entire family. For many couples in a homosexual relationship, the issue of family can be sensitive. For some people, “family” is often their chosen family as opposed to kin. By using the word “partner,” and asking the client who would be appropriate for a family meeting, the nurse shows openness and a nonjudgmental attitude.<\/p>\n\n\n\n

A home care client has lost sensation and mobility in her legs. On a home visit to provide wound care for a severe burn on the sole of her left foot, the nurse discovers a picture of St. Francis of Assisi covered in plastic and carefully placed between the layers of bandage around the foot. The client describes the picture as a relic that can prevent or positively influence life’s problems, and that St. Francis is known for healing animals and people. She believes that placing the picture in the dressings will help the wound to heal.<\/p>\n\n\n\n

In considering the client’s preference, the nurse considers the risk of harm. In this instance, the request may be unusual, but does not pose a threat to the client if the relic is cleansed appropriately and wrapped in gauze. The spiritual benefits of the relic to the client should be recognized.<\/a><\/p>\n\n\n\n

A nurse is providing direct care to an elderly woman newly diagnosed with angina. She has been prescribed nitroglycerine to manage her angina attacks. The client reveals to the nurse her firm belief that her illness is caused by the “evil eye,” a glance cast upon her by another to cause this condition. She shows the nurse her own remedy, which she claims will lift the curse of the evil eye and cure her.<\/p>\n\n\n\n

The nurse assesses the client’s remedy for possible health risks, such as a high sodium content. As well, the nurse negotiates with the client to take the nitroglycerine. In doing so, the nurse will need to be vigilant to potential objections the client may have to taking the medication. The goal is to have a plan of care that includes the remedy for the evil eye, but also includes the appropriate use of the nitroglycerine. The nurse and the client may not fully understand each other’s preferences, but are willing to accommodate both interventions.<\/p>\n\n\n\n

A 35-year-old client is diagnosed with chronic renal failure and has started peritoneal dialysis. Maintaining adequate protein intake is an essential part of the client’s ongoing treatment, and animal protein is the recommended source. The client is a Hindu by religion and has been eating eggs, chicken and goat all his life. However, since the commencement of dialysis, he has stopped eating these foods and has become a vegetarian. He tells the health care team that he wants to become a good Hindu so that God will help him with his ordeal. He says that even though many Hindus eat meat, not eating meat is a more devout way of life and one he wishes to follow.<\/p>\n\n\n\n

Recognizing that, at times of crisis, clients may revert to more traditional beliefs, the team needs to work with this client to determine the reason for his change in dietary practices. The goal is not to change his beliefs, but to increase the client’s choices about how to achieve adequate protein intake. The team could involve a dietitian to teach ways to increase protein intake from vegetarian sources, such as cheese, lentils, nuts, beans and tofu. They also want to help the client explore his perceptions of what caused his illness and the role religion plays in his care. Involving a Hindu priest may be an effective way of addressing spiritual needs, and the priest may, in fact, be able to assist the client in resuming some intake of animal protein, if he chooses to do so. Regardless of approach, the ultimate decisions about diet remain with the client.<\/p>\n\n\n\n

Who Should Be Involved in Developing a Directive?<\/a><\/p>\n\n\n\n

Although it is by definition a medical document, the collaborative involvement of health care professionals affected directly or indirectly by the directive is strongly encouraged.<\/a><\/p>\n\n\n\n

Steps a nurse should take if they are concerned with the plan of care.<\/a><\/p>\n\n\n\n

\u25a0 assess the situation, consult with the client (as
appropriate), nursing colleagues and other experts (for example, other health care professionals) and refer to relevant reference material;
\u25a0 inform the responsible health care provider of the concern and support the concern;
\u25a0 discuss the concern with the immediate manager (if the concern remains unresolved);
\u25a0 contact the responsible health care provider for further discussion (if the immediate nursing manager shares the concern);
\u25a0 refer to agency policy to identify how to bring the concern to the attention of a higher medical or other authority in the facility (if the health care provider doesn’t consider alternatives to the original treatment plan);
\u25a0 decide whether to report the concern to a higher management authority (if the immediate manager does not share the concern and cannot provide information that will eliminate the concern);
\u25a0 continue to report to higher authorities in the facility until convinced of the appropriateness of the treatment or until the treatment is changed;
\u25a0 inform the health care provider of the decision and the action taken to date (if the decision is to refuse to implement the treatment plan); and
\u25a0 document in the client’s record the concern and
the steps taken that directly relate to client care. If necessary, refer to agency policy for the appropriate format to document information not directly related to client care.<\/p>\n\n\n\n

DEFINITION
The means used to document and communicate to a substitute decision-maker a client’s preferences regarding treatment in the event that the client becomes incapable of expressing those wishes.<\/a><\/p>\n\n\n\n

ADVANCED DIRECTIVE<\/a><\/p>\n\n\n\n

The goal of end-of-life care is to _______________ the quality of living and dying, and ________________ unnecessary suffering.<\/a><\/p>\n\n\n\n

improve
minimize<\/a><\/p>\n\n\n\n

DEFINITION
when, in the opinion of the health care team, the client is irreversibly and irreparably terminally ill; that is, there is no available treatment to restore health or the client refuses the treatment that is available.<\/a><\/p>\n\n\n\n

EXPECTED DEATH<\/a><\/p>\n\n\n\n

DEFINITION
Care that aims to relieve client suffering and improve the quality of living and dying. It strives to help clients and families address physical, psychological, social, spiritual and practical issues, and their associated expectations, needs, hopes and fears.<\/a><\/p>\n\n\n\n

PALLIATIVE CARE<\/a><\/p>\n\n\n\n

DEFINITION
An invasive and immediate life- saving treatment that is administered to a client who has a sudden unexpected cardiac or respiratory arrest. It may include basic cardiac life support involving the application of artificial ventilation (such as mouth-to-mouth resuscitation and bagging) and chest compression. It may also include advanced cardiac life support, such as intubation and the application of a defibrillator.<\/p>\n\n\n\n

RESUSCITATION<\/a><\/p>\n\n\n\n

DEFINITION
What a capable person expresses about treatment, admission to a care facility or a personal assistance service.<\/a><\/p>\n\n\n\n

WISHES<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
The most recent wishes a client expresses while he or she is capable prevail over any earlier wishes the client may have given.<\/a><\/p>\n\n\n\n

TRUE.<\/a><\/p>\n\n\n\n

When assisting clients in making choices and articulating their wishes about end-of-life
care, nurses are guided by two core themes:<\/a><\/p>\n\n\n\n

COMMUNICATION
IMPLEMENTATION<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: using professional ________________ to determine how the interprofessional team needs to be involved in discussions about the client’s end-of-life care wishes;<\/a><\/p>\n\n\n\n

judgment<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: _________________ whether the client has sufficient and relevant information to make an ________________ decision about treatment and end-of-life care, including ____________________;<\/a><\/p>\n\n\n\n

assessing
informed
resuscitation<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: providing an opportunity to discuss, identify and review the client’s end-of-life care ________________;<\/a><\/p>\n\n\n\n

wishes<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: identifying the client’s wishes about preferred treatment and\/or end-of-life care as ___________ as ________________, while considering the client’s condition and the degree to which the therapeutic nurse-client relationship has been established;<\/p>\n\n\n\n

early as possible<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: identifying and using appropriate _______________ ______________ when discussing treatment and end-of-life issues with the client;<\/a><\/p>\n\n\n\n

communication techniques<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: helping and being involved in client and family _________________ about treatment and\/or end-of-life care;<\/a><\/p>\n\n\n\n

discussions<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: _________________ with other health care team members as required, to identify and resolve treatment and\/or end-of-life care _________________. (For example, a nurse could present a client situation during a team meeting or rounds or include an ethicist on the care team, if it is appropriate);<\/a><\/p>\n\n\n\n

consulting
issues<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: knowing the end-of-life care wishes of the client or obtaining that knowledge from:<\/a><\/p>\n\n\n\n

\u25a0 the client’s direct instructions (which include non-verbal means);
\u25a0 the client’s advance directive (such as a living will or power of attorney for personal care);
\u25a0 the substitute decision-maker’s instructions,
if the client is incapable; or
\u25a0 documented instructions from another
member of the health care team;<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: ________________ the client’s wishes to all members of
the interprofessional care team;<\/a><\/p>\n\n\n\n

explaining<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: maintaining ______________ of client and
interprofessional team communications
about treatment and end-of-life care decisions according to organizational policies and procedures as well as the College’s Documentation practice document;<\/a><\/p>\n\n\n\n

records<\/a><\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: contributing to ongoing communication about end-of-life care wishes and implementing the client’s wishes by:<\/a><\/p>\n\n\n\n

\u25a0 reviewing the client’s plan of treatment including resuscitation wishes as needed or when required by organizational policy. (For example, in long-term care settings, the review could be part of the regular client health review);
\u25a0 documenting the relevant information; and
\u25a0 communicating any changes in client’s wishes to the interprofessional team and ensuring the wishes are included in the plan of treatment;<\/p>\n\n\n\n

Nurses communicate the goals of care and treatment by: _______________ for the creation or modification
of practice-setting policies and procedures to support client choices during treatment and end- of-life care, based on College documents.<\/a><\/p>\n\n\n\n

advocating<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: ensuring that the creation of the plan of treatment has involved both the ________________ _______ and the _________, and that the client has given informed consent for the plan of treatment before implementation;<\/a><\/p>\n\n\n\n

interprofessional team and the client<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: acting on behalf of the client to help clarify the plans for treatment when:<\/a><\/p>\n\n\n\n

\u25a0 the client’s condition has changed and it may be necessary to modify a previous decision;
\u25a0 the nurse is concerned the client may not have been informed of all elements in the plan of treatment, including the provision or withholding of treatment;21
\u25a0 the nurse disagrees with the physician’s plan of treatment;22 and
\u25a0 the client’s family disagrees with the client’s expressed treatment wishes;23<\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: initiating treatment when:<\/a><\/p>\n\n\n\n

\u25a0 the client’s wish for treatment is known through a plan of treatment and informed consent;
\u25a0 the client’s wish is not known, but a substitute decision-maker has provided informed consent for treatment; or
\u25a0 it is an emergency situation, there is no information about the client’s wish, and a substitute decision-maker is not immediately available;<\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: not initiating treatment that is not in the plan of treatment, except in emergency situations, when:<\/a><\/p>\n\n\n\n

\u25a0 the client has not given informed consent, and\/or the plan of treatment does not address receiving the treatment;
\u25a0 the incapable client’s wish is not known, and the substitute decision-maker has indicated that he or she does not want the client to receive the treatment;
\u25a0 the attending physician has informed the
client that the treatment will be of no benefit and is not part of the plan of treatment that the client has agreed to. In this situation,
the nurse is not expected to perform life-sustaining treatment (for example, resuscitation), even if the client or substitute decision-maker requests it; or
\u25a0 the client exhibits obvious signs of death, such as the absence of vital signs plus rigor mortis and tissue decay;<\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: __________________ in a written plan of treatment all information that is relevant to the implementation of the client’s wishes for treatment at end of life;<\/a><\/p>\n\n\n\n

documenting<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: __________________ the client’s wish for no resuscitation even in the absence of a physician’s written do-not-resuscitate (DNR) order;<\/a><\/p>\n\n\n\n

following<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: engaging in the following when a client’s death is expected or unexpected:<\/a><\/p>\n\n\n\n

\u25a0 identifying whom to notify when the client dies;
\u25a0 identifying the most appropriate category of health care provider to notify the family;
\u25a0 identifying the client’s and family’s cultural
and religious beliefs and values about death,
and management of the body after death;24
\u25a0 identifying whether the family wants to see
the body after death; and
\u25a0 documenting according to policies and
procedures;<\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: the knowledge, skill and judgment to determine that ___________ has occurred;<\/a><\/p>\n\n\n\n

death<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: deciding, if necessary, the ________________ of health care provider that will pronounce the death;<\/a><\/p>\n\n\n\n

category<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: recognizing that all nurses have the _________________ to pronounce death when clients are _______________ to die and their plan of treatment does not include resuscitation.<\/a><\/p>\n\n\n\n

authority
expected<\/a><\/p>\n\n\n\n

Nurses implement a client’s treatment and end-of- life care wishes by: ___________________ for the creation or modification of practice-setting policies and procedures on the implementation of clients’ treatment and end-of- life care wishes that are consistent with College documents.<\/a><\/p>\n\n\n\n

advocating<\/a><\/p>\n\n\n\n

TRUE OR FALSE. All nurses do not have the authority to certify death in any situation.<\/a><\/p>\n\n\n\n

FALSE.
While RNs and RPNs do not have the authority to certify death in any situation, Nurse Practitioners do have the authority to certify an expected death, except in specific circumstances;<\/a><\/p>\n\n\n\n

Before administering a vaccination to a client, colleague or family member, a nurse must consider four issues:<\/a><\/p>\n\n\n\n

\u25a0 if informed consent has been obtained;
\u25a0 if a prescription\/medical directive is in place;
\u25a0 if she or he is competent to deliver and manage the
vaccine; and
\u25a0 how the administration will be documented.<\/a><\/p>\n\n\n\n

To give informed consent, the client must be provided with the information necessary to make a decision
to consent to or refuse the vaccine. This information must include the following:<\/a><\/p>\n\n\n\n

\u25a0 the nature of the treatment;
\u25a0 expected benefits of the treatment;
\u25a0 material risks and adverse effects of the treatment;
\u25a0 alternative courses of action; and
\u25a0 likely consequences of not having the treatment.<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
Consent for flu shot must be given in writing.<\/a><\/p>\n\n\n\n

FALSE.
Consent can be written or oral. Nurses should document that consent was obtained, either by using a consent form or by recording it in the health record.<\/a><\/p>\n\n\n\n

Nurses may administer the flu vaccine to their colleagues if the employer approves this practice and provides the necessary supports to meet the standards of practice. What should they remember when doing so?<\/a><\/p>\n\n\n\n

It is important to recognize that by administering the vaccine, the nurse is establishing a nurse-client relationship with the colleague and must keep any information obtained in the course of providing the treatment confidential.<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
CNO requires that all registered members receive annual influenza vaccination.<\/a><\/p>\n\n\n\n

FALSE.
Some employers may require that nurses be vaccinated each year during flu season. The College does not establish the requirements for immunization of health care workers. These requirements are established by individual workplaces and by legislation.<\/a><\/p>\n\n\n\n

Who is responsible for ensuring client safety when learners participate in providing client care?<\/a><\/p>\n\n\n\n

a nurse supporting the learner is responsible for ensuring client safety while facilitating a positive learning experience.<\/a><\/p>\n\n\n\n

DEFINITION
the conversion of data into a form called cipher text that cannot be easily understood by unauthorized people.<\/a><\/p>\n\n\n\n

ENCRYPTION<\/a><\/p>\n\n\n\n

DEFINITION
A clinical practice guideline, decision guide, algorithm or standardized interview tool.<\/a><\/p>\n\n\n\n

PROTOCOL<\/a><\/p>\n\n\n\n

DEFINITION
Referring to the extension of communication over a distance, this term covers all forms of distance and\/or conversion of the original communications, including radio, telegraphy, television, telephony, data communication and computer networking<\/a><\/p>\n\n\n\n

TELECOMMUNICATION<\/a><\/p>\n\n\n\n

DEFINITION
The use of communications and information technology to deliver health care services and information over large and small distances<\/a><\/p>\n\n\n\n

TELEHEALTH<\/a><\/p>\n\n\n\n

DEFINITION
The delivery, management and coordination of care and services provided via telecommunication technology<\/a><\/p>\n\n\n\n

TELEPRACTICE<\/a><\/p>\n\n\n\n

Decisions about the utilization of an RN and an RPN are influenced by these three factors:<\/a><\/p>\n\n\n\n

1. Complexity
2. Predictability
3. Risk of negative outcomes<\/a><\/p>\n\n\n\n

The more complex the care requirements, the greater the need for consultation and\/or the need for an _______ to provide the full spectrum of care.<\/a><\/p>\n\n\n\n

RN<\/a><\/p>\n\n\n\n

RN OR RPN?
– care needs well defined and established
– health condition well controlled
– ittle fluctuation in health condition over time<\/a><\/p>\n\n\n\n

either RN\/RPN<\/a><\/p>\n\n\n\n

RN OR RPN?
– coping mechanisms and supports unknown, not functioning or not in place
– requires close, frequent monitoring and reassessment<\/a><\/p>\n\n\n\n

RN<\/a><\/p>\n\n\n\n

RN OR RPN?
– predictable changes in health condition
– predictable outcomes<\/a><\/p>\n\n\n\n

RPN\/RN<\/a><\/p>\n\n\n\n

RN OR RPN?
– unpredictable, systemic or wide- ranging responses
– signs and symptoms subtle and difficult to detect<\/a><\/p>\n\n\n\n

RN<\/a><\/p>\n\n\n\n

RN OR RPN?
high risk of negative outcomes<\/a><\/p>\n\n\n\n

RN<\/a><\/p>\n\n\n\n

RN OR RPN?
recognizes changes, probes further and manages or consults appropriately with other health care team member<\/a><\/p>\n\n\n\n

RPN<\/a><\/p>\n\n\n\n

The more complex the client situation and the more dynamic the environment, the greater the need for the ___________ to provide the full range of care, assess changes, reestablish priorities and determine the need for additional resources.<\/a><\/p>\n\n\n\n

RN<\/a><\/p>\n\n\n\n

TRUE OR FALSE.
An RPN hired to be a PSW is only accountable for working within the PSW scope of practice.<\/a><\/p>\n\n\n\n

FALSE.
An RPN working in a UCP role is still accountable
as an RPN<\/a><\/p>\n\n\n\n

In the event of an _____________ situation, the nurse working as a UCP will immediately function at the RN, NP or RPN level.<\/a><\/p>\n\n\n\n

emergency<\/a><\/p>\n\n\n\n

In the event that symptoms present that are beyond the expectations of a UCP role, a nurse working as a UCP is accountable for:<\/a><\/p>\n\n\n\n

practising as an RN or RPN until a member practising at the RN or RPN level is available<\/a><\/p>\n\n\n\n

A nurse cannot assume that a UCP is _________________ to perform any procedure, regardless of how straightforward the procedure appears.<\/a><\/p>\n\n\n\n

competent<\/a><\/p>\n\n\n\n

A nurse who teaches, assigns duties to or supervises UCPs must:
know the UCP is _______________ to perform the
particular procedure or activity safely for the client in the given circumstances. When ________________ a UCP, a nurse is expected to have first-hand knowledge of the UCP’s competence. A nurse who assigns or supervises is expected to ___________ that the UCP’s competence has been determined.<\/p>\n\n\n\n

competent
teaching
verify<\/a><\/p>\n\n\n\n

A nurse who teaches, assigns duties to or supervises UCPs must ensure that the UCP:
\u25d7 ________________ the extent of her or his
responsibilities in performing the procedure(s)
\u25d7 knows when and who to ask for _______________,
\u25d7 knows when, how and to whom to ___________ the outcome of the procedure.<\/a><\/p>\n\n\n\n

understands
assistance
report<\/a><\/p>\n\n\n\n

A UCP only has the authority to perform a controlled act through an exception or when
an individual who has the authority to order or perform the act ________________ this authority to the UCP.<\/a><\/p>\n\n\n\n

delegates<\/a><\/p>\n\n\n\n

The Regulated Health Professions Act, 1991 identifies a number of exceptions that allow individuals who are not members of a regulated health profession to perform some controlled act procedures. These exceptions include:<\/a><\/p>\n\n\n\n

1. treating a member of her\/his household, and the procedure falls within the second or third controlled acts authorized to nursing,

2. assisting a person with routine activities of living, and the procedure falls within the second or third controlled acts authorized to nursing (see the table below).<\/a><\/p>\n\n\n\n

A nurse may teach a controlled act procedure to a UCP when the nurse meets all of the following six requirements:

Requirement 1
The nurse has the knowledge, skill and judgment to _______________ the procedure __________________.<\/a><\/p>\n\n\n\n

perform
competently<\/a><\/p>\n\n\n\n

A nurse may teach a controlled act procedure to a UCP when the nurse meets all of the following six requirements:

Requirement 2
The nurse has the _________________ knowledge, skill and judgment to teach the procedure.<\/a><\/p>\n\n\n\n

additional<\/a><\/p>\n\n\n\n

A nurse may teach a controlled act procedure to a UCP when the nurse meets all of the following six requirements:

Requirement 3
The nurse accepts ____________ ________________ for the decision to teach the procedure after considering:
\u25a0 the known __________ and _____________ to the client of performing the procedure
\u25a0 the ________________ of the outcomes of performing the procedure<\/p>\n\n\n\n

sole accountability
risks and benefits
predictability<\/a><\/p>\n\n\n\n

A nurse may teach a controlled act procedure to a UCP when the nurse meets all of the following six requirements:

Requirement 4
The nurse has _______________ that the UCP has acquired, through teaching and supervision of practice, the knowledge, skill and judgment to perform the procedure.<\/a><\/p>\n\n\n\n

determined<\/a><\/p>\n\n\n\n

A nurse may teach a controlled act procedure to a UCP when the nurse meets all of the following six requirements:

Requirement 6
Considering the factors in Requirements 3 and 4, the nurse ________________ the continuing competence of the UCP to perform the procedure or reasonably believes that a mechanism is in place to determine the UCP’s continuing competence.<\/p>\n\n\n\n

evaluates<\/a><\/p>\n\n\n\n

DEFINITION
the transfer of authority to perform a controlled act procedure from a person who is authorized to perform the procedure to a person who is not otherwise authorized to perform the procedure.<\/a><\/p>\n\n\n\n

DELEGATION<\/a><\/p>\n\n\n\n

DEFINITION
the act of determining or allocating responsibility for particular aspects of care to another individual. This includes procedures that may or may not be a controlled act. Ideally, a range of care needs, rather than specific procedures.<\/a><\/p>\n\n\n\n

ASSIGNING<\/a><\/p>\n\n\n\n

________________ involves the monitoring and directing of specific activities of UCPs. It does not include ongoing managerial responsibilities. Often, the person who assigns a task also _______________ the performance of that task. This can be direct or indirect, depending on the circumstances. For direct, the supervisor is physically present during the provision of care. For indirect, the supervisor is not physically present but monitors activities by having the UCP report regularly to the supervisor, or by periodically observing the UCP’s activities.<\/p>\n\n\n\n

Supervising
supervises<\/a><\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

Jurisprudence Exam Questions and Answers Review – Alberta<\/p>\n\n\n\n

Practice questionnaires<\/p>\n\n\n\n

1. The Complaints Director can only act on a written complaint: ALSE<\/p>\n\n\n\n

\uf0b7Even if written complaint is not received, but the Complaints Director has<\/p>\n\n\n\n

reasonable grounds to believe the conduct of a regulated or former member<\/p>\n\n\n\n

constitutes unprofessional conduct, he\/she may treat the matter as a complaint<\/p>\n\n\n\n

and act on it<\/p>\n\n\n\n

2. The legislated obligations for the CLPNA in dealing with complaints are stated in:<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

3. The Complaints Director may request an expert to review and assess the issues<\/p>\n\n\n\n

surrounding a complaint. This would involve:<\/p>\n\n\n\n

\uf0b7Opinion as to whether service was acceptable practice, Review of client files, a<\/p>\n\n\n\n

written report<\/p>\n\n\n\n

4. LPNs wishing to set fracture and\/or apply a cast are required to have:<\/p>\n\n\n\n

\uf0b7Advanced authorization restricted activities<\/p>\n\n\n\n

5. LPNs wishing to insert or remove instruments, devices, fingers or hands beyond the<\/p>\n\n\n\n

urethra, anal verge or artificial opening into the body must have:<\/p>\n\n\n\n

\uf0b7Entry-level restricted activities<\/p>\n\n\n\n

6. What level of authorization is required for a LPN to \u201cadminister anything by an invasive<\/p>\n\n\n\n

procedure on body tissue below the dermis for the purpose of administering<\/p>\n\n\n\n

subcutaneous injections\u201d?<\/p>\n\n\n\n

\uf0b7Entry-level restricted activities<\/p>\n\n\n\n

7. The roles, responsibilities and scope of practice of health care aides is defined by the<\/p>\n\n\n\n

HPA<\/p>\n\n\n\n

\uf0b7The ultimate deciding factor in what health care aides can or cannot do is<\/p>\n\n\n\n

determined by the employer\u2019s policy<\/p>\n\n\n\n

8. A random group of LPNs is selected each year to participate in the Continuing<\/p>\n\n\n\n

Competence Program audit: TRUE<\/p>\n\n\n\n

\uf0b7Validation is an annual event of providing proof of. Participation in CCP, and a<\/p>\n\n\n\n

formal means of evaluating learning completed in the previous two years<\/p>\n\n\n\n

9. The Complaints Director can direct the investigated person to submit to specified<\/p>\n\n\n\n

physical or mental examinations if the Complaints Director has ground to believe the<\/p>\n\n\n\n

investigated person in incapacitated: TRUE<\/p>\n\n\n\n

10. LPNs are encouraged to use electronic and social media to communicate and develop<\/p>\n\n\n\n

relationships with Clients: FALSE<\/p>\n\n\n\n

\uf0b7Code of Ethics requires that professional boundaries and strict confidentiality be<\/p>\n\n\n\n

maintained when using electronic or social media<\/p>\n\n\n\n

11. Only regulated RNs, RPNs, and LPNs are permitted to use the term \u201cnurse\u201d: TRUE<\/p>\n\n\n\n

\uf0b7Other rems protected by the HPA are \u201ccollege\u201d, \u201cregistered\u201d, and \u201cspecialist\u201d<\/p>\n\n\n\n

12. Clients are much less likely tofile a complaint if they perceive that their service provider<\/p>\n\n\n\n

cared for, and communicated with them: TRUE<\/p>\n\n\n\n

\uf0b7Poor communication is the root of many unprofessional conduct complaints<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

13. A regulated member must provide certain demographic and employment information<\/p>\n\n\n\n

when there isa change to the information or at the request of the registrar: TRUE<\/p>\n\n\n\n

\uf0b7The information includes such things as current contact information, full names,<\/p>\n\n\n\n

years of registration, birth and gender, employer\u2019s name and other related<\/p>\n\n\n\n

information<\/p>\n\n\n\n

14. A regulated LPN on the temporary register may only practice under supervision: TRUE<\/p>\n\n\n\n

15. Individuals without a valid practice permit are transferred to the temporary register and<\/p>\n\n\n\n

are allowed to work only under supervision: FALSE<\/p>\n\n\n\n

\uf0b7According to the HPA (section 43), individuals without a valid practice permit are<\/p>\n\n\n\n

NOT authorized to work as an LPN nor use the title \u201cLPN\u201d<\/p>\n\n\n\n

16. What constitutes a quorum of all meetings of the CLPNA<\/p>\n\n\n\n

\uf0b715 regulated members present<\/p>\n\n\n\n

17. A quorum at all meetings of the CLPNA consists of 10% of regulated members present:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\uf0b7A quorum consists of 15 regulated members present<\/p>\n\n\n\n

18. Why do LPNs need to be familiar with their regulatory requirements?<\/p>\n\n\n\n

\uf0b7Client safety and well-being, Requirement to register with CLPNA, Affects their<\/p>\n\n\n\n

daily practice decisions, avoid being subject of complaints<\/p>\n\n\n\n

19. All LPNs applying for registration in Alberta must be proficient in: English<\/p>\n\n\n\n

20. The HPA provides the overall framework and authority for CLPNA to regulate its<\/p>\n\n\n\n

members: TRUE<\/p>\n\n\n\n

21. Failure to adequately document or chart is a common element in unprofessional<\/p>\n\n\n\n

conduct complaints: TRUE<\/p>\n\n\n\n

\uf0b7Good documentation practices are the best defense in terms of providing an<\/p>\n\n\n\n

objective account of what happened<\/p>\n\n\n\n

22. Personal difficulties affecting work performance are NOT grounds for unprofessional<\/p>\n\n\n\n

conduct: FALSE<\/p>\n\n\n\n

\uf0b7Individuals should seek help or counselling before they become at risk or<\/p>\n\n\n\n

unprofessional conduct<\/p>\n\n\n\n

23. Which governance document states that CLPNA must establish, maintain and enforce<\/p>\n\n\n\n

standards for registration and continuing competence<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

24. Under what authority does CLPNA have legislated responsibility to establish, maintain<\/p>\n\n\n\n

and enforce standards of registrations?<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

25. Schedule 10 of the HPA applies to the LPN profession: TRUE<\/p>\n\n\n\n

\uf0b7This section describes the services generally provided by regulated members of<\/p>\n\n\n\n

the LPN profession<\/p>\n\n\n\n

26. Under the HPA a college may set and negotiate professional fees: FALSE<\/p>\n\n\n\n

\uf0b7HPA prohibits a college from setting or negotiating professional fees, or from<\/p>\n\n\n\n

being a certified bargaining agent<\/p>\n\n\n\n

27. When a regulated member encounters a difficult situation for which they may not have<\/p>\n\n\n\n

to necessary skills, they should do the best they can: FALSE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7It is important to recognize their limitations and when necessary, to seek<\/p>\n\n\n\n

assistance from a colleague or to refer the client to someone with the<\/p>\n\n\n\n

appropriate skills<\/p>\n\n\n\n

28. The LPN scope of practice is defined only in one document- the HPA: FALSE<\/p>\n\n\n\n

\uf0b7It is defined in multiple documents: HPA, Regulation, Standards of practice, code<\/p>\n\n\n\n

of ethics, and the competency profile<\/p>\n\n\n\n

29. For how many years should Continuing Competence program CCP learning records by<\/p>\n\n\n\n

kept by members:<\/p>\n\n\n\n

\uf0b7Four years<\/p>\n\n\n\n

30. The college\u2019s registration year is January 1 to December 31: TRUE<\/p>\n\n\n\n

31. A practice permit must be on display or made available for inspection upon the request<\/p>\n\n\n\n

of employers or the public: TRUE<\/p>\n\n\n\n

32. CLPNA is governed by council consisting of regulated members and at least 25% public<\/p>\n\n\n\n

members: TRUE<\/p>\n\n\n\n

\uf0b7HPA states that at least 25% of the voting members of a governing council must<\/p>\n\n\n\n

be members of the public<\/p>\n\n\n\n

33. The Complaints Director may appoint an investigator to obtain further information<\/p>\n\n\n\n

regarding a complaint: TRUE<\/p>\n\n\n\n

\uf0b7Investigator may be a qualified, unbiased LPN, or an independent professional<\/p>\n\n\n\n

investigator hired by CLPNA<\/p>\n\n\n\n

34. All applicants for registration as regulated members of CLPNA must provide evidence of<\/p>\n\n\n\n

having good character and reputation: TRUE<\/p>\n\n\n\n

\uf0b7This can be done via written references from colleagues; a declaration stating<\/p>\n\n\n\n

that the applicant has no history of unprofessional conduct or disciplinary<\/p>\n\n\n\n

actions; and the results of a criminal check<\/p>\n\n\n\n

35. Both LPN code of ethics and standards of practice must be available to the public: TRUE<\/p>\n\n\n\n

36. Regulated members of CLPNA have a legal responsibility to report offences and<\/p>\n\n\n\n

instances of professional negligence; such reporting is not considered a breach of<\/p>\n\n\n\n

confidentiality: TRUE<\/p>\n\n\n\n

\uf0b7HPA and the Protection for persons in care Act state circumstances where there is<\/p>\n\n\n\n

a duty to report information to the proper authority<\/p>\n\n\n\n

37. Individual who resigns from the College and wishes to reapply for registration at a future<\/p>\n\n\n\n

date can simply submit a status change form: FALSE<\/p>\n\n\n\n

\uf0b7Individual must meet ALL the registration requirement in place at the time of<\/p>\n\n\n\n

their application<\/p>\n\n\n\n

38. A temporary Registration with CLPNA can be held for three years: FALSE<\/p>\n\n\n\n

\uf0b7Temporary registration is for persons who have not yet successfully passed the<\/p>\n\n\n\n

registration examination. It is only valid for a Maximum of ONE year<\/p>\n\n\n\n

39. Bylaws can be created and\/or amended by simple majority vote of council: FALSE<\/p>\n\n\n\n

\uf0b7A two-thirds majority vote is needed to create or amend a bylaw<\/p>\n\n\n\n

40. Matters such as member registers and registration, restricted activities, continuing<\/p>\n\n\n\n

competences and practice permits are all defined by the College\u2019s Bylaws: FALSE<\/p>\n\n\n\n

\uf0b7These are defined by the LPN regulation<\/p>\n\n\n\n

41. The standards of practice for the LPNs are unique to Alberta: FALSE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7Standards are part of a national framework that was developed and<\/p>\n\n\n\n

implemented<\/p>\n\n\n\n

42. CLPNA regulates LPNs in Alberta as authorized by the HPA: TRUE<\/p>\n\n\n\n

\uf0b7The HPA states that the key regulatory responsibilities of a College, which relate<\/p>\n\n\n\n

to registration and practice permits, professional practice standards, continuing<\/p>\n\n\n\n

competence and professional conduct.<\/p>\n\n\n\n

43. Complaints against regulated members can be made anonymously: FALSE<\/p>\n\n\n\n

\uf0b7Complaints must be made in writing with the name, signature and contact<\/p>\n\n\n\n

information of the person filing the complaint<\/p>\n\n\n\n

44. An investigated person may have their practice permit suspended pending the outcome<\/p>\n\n\n\n

of a professional conduct hearing: TRUE<\/p>\n\n\n\n

45. Self-regulation means that a profession governs and manages itself: TRUE<\/p>\n\n\n\n

\uf0b7Although self-regulation is constrained by the legislation and regulation<\/p>\n\n\n\n

46. Self-regulation means that a health profession, such as LPN, governs and manages itself<\/p>\n\n\n\n

without outside assistance or influence: TRUE<\/p>\n\n\n\n

\uf0b7The government of Alberta, through legislation, grants self-regulating status to<\/p>\n\n\n\n

recognize professions<\/p>\n\n\n\n

47. Under what conditions is registration with CLPNA mandatory for educationally-qualified<\/p>\n\n\n\n

LPNs?<\/p>\n\n\n\n

\uf0b7Teaches practice of regulated profession, Meets registration requirements,<\/p>\n\n\n\n

intends to provide professional services, and supervises regulated members<\/p>\n\n\n\n

48. The registrar has the power to establish and manage college comities such as the<\/p>\n\n\n\n

competence committee: FALSE<\/p>\n\n\n\n

\uf0b7This is the responsibility of Council<\/p>\n\n\n\n

49. The LPN Code of ethics provides ethical guidelines to practical nurses in dealing only<\/p>\n\n\n\n

with their clients and colleagues: FALSE<\/p>\n\n\n\n

\uf0b7The Code of Ethics provides guidelines for dealing with the public, clients, the<\/p>\n\n\n\n

profession, colleagues and one\u2019s self<\/p>\n\n\n\n

50. The Code of Ethics requires LPNs to disclose any personal or legal conflict that makes it<\/p>\n\n\n\n

difficult to participate in an intervention or provide service: TRUE<\/p>\n\n\n\n

\uf0b7Any potential or existing personal or legal conflict should be disclosed to the<\/p>\n\n\n\n

supervisor and\/or employer<\/p>\n\n\n\n

51. A regulated member has the responsibility to inform a college if employment has been<\/p>\n\n\n\n

terminated, suspended or the member resigned for reasons related to professional<\/p>\n\n\n\n

conduct: FALSE<\/p>\n\n\n\n

\uf0b7The Employers have a legal obligation to inform the College<\/p>\n\n\n\n

52. Code of Ethics is one of the mandatory requirements of all regulated health profession in<\/p>\n\n\n\n

Alberta: TRUE<\/p>\n\n\n\n

\uf0b7Code of Ethics is required by the HPA, must be reviewed and approved by the<\/p>\n\n\n\n

government, and must be made available to the public<\/p>\n\n\n\n

53. In which registration category can a member practice only under supervision?<\/p>\n\n\n\n

\uf0b7Provisional register<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

54. If a CLPNA regulated member is found to be guilty of unprofessional conduct by a<\/p>\n\n\n\n

Hearing Tribunal, they may be having their practice permit suspended or cancelled:<\/p>\n\n\n\n

TRUE<\/p>\n\n\n\n

\uf0b7Other penalties are caution or reprimand, counselling or treatment, remedial<\/p>\n\n\n\n

training and\/or a fine<\/p>\n\n\n\n

55. If the Complaints Director of the College has grounds to believe that a regulated<\/p>\n\n\n\n

member is incapacitated, he may direct the individual to seek treatment and to cease<\/p>\n\n\n\n

practice: TRUE<\/p>\n\n\n\n

\uf0b7These condition shall prevail until such time that the Complaints Director is<\/p>\n\n\n\n

satisfied that the member is no longer incapacitated<\/p>\n\n\n\n

56. When a complaint is filed, a formal process is always followed where the regulated<\/p>\n\n\n\n

member of the profession is charges with unprofessional conduct and a hearing is held:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\uf0b7The Complaints Director can attempt to have the concerned parties settle the<\/p>\n\n\n\n

dispute informally by communicating with each other, or through assistance by<\/p>\n\n\n\n

the Complaints Director or a neutral third-party mediator<\/p>\n\n\n\n

57. Health Care Aides are permitted certain restricted activities provided they are done<\/p>\n\n\n\n

under supervision of an LPN: TRUE<\/p>\n\n\n\n

\uf0b7HCA are also permitted to perform ADLs. The employers policies determines<\/p>\n\n\n\n

what HCAs can and cannot do<\/p>\n\n\n\n

58. CLPNA must first receive a formal complaint before it can investigate the conduct or<\/p>\n\n\n\n

competence of a regulated member: FALSE<\/p>\n\n\n\n

\uf0b7If the Complaints Director has grounds to believe that a regulated member is<\/p>\n\n\n\n

incapacitated, they may direct that person to submit to a specified physical<\/p>\n\n\n\n

and\/or mental examination. Failure by the member to do so would constitute<\/p>\n\n\n\n

unprofessional conduct<\/p>\n\n\n\n

59. Council is bound by any resolution passed by a majority of regulated members at an<\/p>\n\n\n\n

annual general meeting: FALSE<\/p>\n\n\n\n

\uf0b7Council is NOT bound by theses solutions. Council does have to provide report on<\/p>\n\n\n\n

the deposition of any resolutions.<\/p>\n\n\n\n

60. The contact information of each LPN is available on the CLPNA\u2019s Public registry: FALSE<\/p>\n\n\n\n

\uf0b7Thein formation provided on the registry includes data on each member\u2019s<\/p>\n\n\n\n

registration and practice permit status and any condition or restriction. NO<\/p>\n\n\n\n

contact information is included.<\/p>\n\n\n\n

61. The LPN Code of Ethics requires regulated members to report unethical behaviour,<\/p>\n\n\n\n

incompetence, impairment or misconduct of one\u2019s colleagues and oneself: TRUE<\/p>\n\n\n\n

\uf0b7Reporting others and self is part of the Code of Ethics<\/p>\n\n\n\n

62. Informed consents mean that the client must have knowledge and be able to<\/p>\n\n\n\n

understand the options and risks associated with proposed treatment or intervention:<\/p>\n\n\n\n

TRUE<\/p>\n\n\n\n

63. Health professions in Alberta are organized into regulatory bodies called:<\/p>\n\n\n\n

\uf0b7Colleges<\/p>\n\n\n\n

64. An example of unprofessional conduct is behaviour that harms the integrity of the<\/p>\n\n\n\n

regulated profession: TRUE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7This includes any type of member action that might harm the integrity or<\/p>\n\n\n\n

reputation of a profession<\/p>\n\n\n\n

65. CLPNA Council may make, amend, or delete bylaws: TRUE<\/p>\n\n\n\n

66. LPN who are registered in one province are permitted to work and use protected titles in<\/p>\n\n\n\n

another province: FALSE<\/p>\n\n\n\n

\uf0b7Healthcare professionals must be registered in the province where they want to<\/p>\n\n\n\n

practice in order to have the right to use the protected titles of their profession<\/p>\n\n\n\n

67. Which of the following is federal (Canada-wide) legislation?<\/p>\n\n\n\n

\uf0b7Controlled Drugs and substances act<\/p>\n\n\n\n

68. Health professions in Canada are regulated by the federal government: FALSE<\/p>\n\n\n\n

69. Practicing in breach of the standards of practice, code of ethics or any other professional<\/p>\n\n\n\n

practice documents may constitute \u201cunprofessional conduct\u201d as defined by the HPA:<\/p>\n\n\n\n

TRUE<\/p>\n\n\n\n

\uf0b7If a regulated member is found guilty of unprofessional conduct, a range of<\/p>\n\n\n\n

penalties, including loss of practice permit may be applied<\/p>\n\n\n\n

70. Restricted activities are defined in the HPA: FALSE<\/p>\n\n\n\n

\uf0b7Restricted activities are defined in Schedule 7.2 of the Government Organization<\/p>\n\n\n\n

Act. Restricted activities are those activities that are considered high risk to the<\/p>\n\n\n\n

public and therefore are restricted to perform such activities<\/p>\n\n\n\n

71. The Complaints Director may hire an expert to determine whether the regulated<\/p>\n\n\n\n

member subject to a complaint is competent to continue to practice: FALSE<\/p>\n\n\n\n

\uf0b7The expert is hired to report on whether the services in question constituted<\/p>\n\n\n\n

acceptable practice<\/p>\n\n\n\n

72. Employers are prohibited by law from knowingly employing any individual who is<\/p>\n\n\n\n

required to be registered with the College but is not: TRUE<\/p>\n\n\n\n

\uf0b7The employer may be guilty of an offence and may be subject to a fine<\/p>\n\n\n\n

73. The individual making a complaint against a regulated CLPNA member has the right to<\/p>\n\n\n\n

appeal a decision of the Hearing Tribunal: FALSE<\/p>\n\n\n\n

\uf0b7Under the HPA, only the member being investigated, and the Complaints Director<\/p>\n\n\n\n

have the right to appeal the decision of a Hearing Tribunal<\/p>\n\n\n\n

74. A complaint against a regulated member:<\/p>\n\n\n\n

\uf0b7Must be in writing<\/p>\n\n\n\n

75. The term of registration for an LPN on a courtesy register is 3 months: TRUE<\/p>\n\n\n\n

76. The registrar may require an applicant want to register with the CLPNA to demonstrate<\/p>\n\n\n\n

English language proficiency: TRUE<\/p>\n\n\n\n

77. If a quorum at the AGM is not present, the College is obliged to call for another meeting:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\uf0b7Council shall be authorized to proceed with the business that was to have been<\/p>\n\n\n\n

done at such a meeting. Council is NOT required to call a further meeting during<\/p>\n\n\n\n

that calendar year<\/p>\n\n\n\n

78. Individuals volunteering their nursing professional services are exempt from mandatory<\/p>\n\n\n\n

registration: FALSE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7Mandatory registration requirements apply regardless of whether an individual<\/p>\n\n\n\n

engages in paid employment or volunteer, or practices full-time, part-time or on<\/p>\n\n\n\n

a casual basis<\/p>\n\n\n\n

79. What Defines the information that must be on a practice permit<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

80. CLPNA is required to notify an employer when a practice permit is suspended, or<\/p>\n\n\n\n

condition are applied: TRUE<\/p>\n\n\n\n

\uf0b7The HPA requires a college to notify an employer when a practice permit is<\/p>\n\n\n\n

suspended, or conditions are applied<\/p>\n\n\n\n

81. Which jurisprudence document states how the College will operate on a day-to-day<\/p>\n\n\n\n

basis?<\/p>\n\n\n\n

\uf0b7CLPNA Bylaws<\/p>\n\n\n\n

82. The document that states how the College will operate on a day-to-day basis is the<\/p>\n\n\n\n

College Bylaws: TRUE<\/p>\n\n\n\n

\uf0b7Also, policies state the principles or rules developed and approved by the College<\/p>\n\n\n\n

to support achievement of its legislated mandate and strategic goals<\/p>\n\n\n\n

83. The LPN Code of Ethics are only suggested guidelines for conduct and behaviour;<\/p>\n\n\n\n

regulated members are free to use their discretion in following them: FALSE<\/p>\n\n\n\n

\uf0b7Unethical practice can lead to a charge of unprofessional conduct. This may lead<\/p>\n\n\n\n

to the suspension or loss of their practice permit<\/p>\n\n\n\n

84. The LPN Standards of practice represent the level of professional performance expected<\/p>\n\n\n\n

of all practical nurses to demonstrate competent, safe and ethical practice: TRUE<\/p>\n\n\n\n

\uf0b7Each health profession is required to have standards of practice; these are<\/p>\n\n\n\n

reviewed and approved by the government<\/p>\n\n\n\n

85. Which level of authorization are restricted activities acquired through experience, on-<\/p>\n\n\n\n

the-job education or post-basic education?<\/p>\n\n\n\n

\uf0b7Additional-restricted activities<\/p>\n\n\n\n

86. Jurisprudence is about the legislation, standards and regulatory requirements that affect<\/p>\n\n\n\n

the nursing practice of LPNs: TRUE<\/p>\n\n\n\n

87. Mandatory registration requirements are only applicable to those LPNs in clinical<\/p>\n\n\n\n

practice: FALSE<\/p>\n\n\n\n

\uf0b7A LPN who teaches or conducts research (as well as other roles) related to their<\/p>\n\n\n\n

profession in Alberta must be registered, even if they are not involved in clinical<\/p>\n\n\n\n

practice<\/p>\n\n\n\n

88. A regulated member has the legal right to refuse to participate in the complaints<\/p>\n\n\n\n

process, alternative complaint resolution, investigations, hearing, decisions and appeals:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\uf0b7In doing so, they can be charged with unprofessional conduct<\/p>\n\n\n\n

89. If a regulated member fails or refuse to comply with CLPNA Continuing Competence<\/p>\n\n\n\n

Program, it is considered unprofessional conduct: TRUE<\/p>\n\n\n\n

\uf0b7According to HPA, unprofessional conduct is failure or refusal to comply with the<\/p>\n\n\n\n

requirements of the Continuing Competence program, or to cooperate with the<\/p>\n\n\n\n

Competence Committee, or with the person make a practice visit<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

90. Any decision by the Hearing Tribunal may be appealed by the investigated person, the<\/p>\n\n\n\n

complaints director or the complainant: FALSE<\/p>\n\n\n\n

\uf0b7Under current legislation, the complainant does NOT have the right to appeal a<\/p>\n\n\n\n

decision made by a hearing tribunal<\/p>\n\n\n\n

91. What enables employers, LPNs and the public to check on the status of any regulated<\/p>\n\n\n\n

member?<\/p>\n\n\n\n

\uf0b7Public LPN registry<\/p>\n\n\n\n

92. Specialty competencies are acquired through completion of approved programs and<\/p>\n\n\n\n

advanced certification: TRUE<\/p>\n\n\n\n

93. Practice permit expires on December 31 of each year: TRUE<\/p>\n\n\n\n

\uf0b7LPNs are not authorized to work without a valid practice permit<\/p>\n\n\n\n

94. All regulated members on the general or specialized practice register are eligible to run<\/p>\n\n\n\n

for Council and cast a vote: TRUE<\/p>\n\n\n\n

95. CLPNA bylaws must be approved by the government and made available to the public:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\uf0b7Only the Standards of Practice and code of ethic have to be approved by the<\/p>\n\n\n\n

government and made available to the public<\/p>\n\n\n\n

96. A regulated LPN on the temporary register may only practice under supervision: TRUE<\/p>\n\n\n\n

97. Regulated members may change their annual learning plan if circumstances or needs<\/p>\n\n\n\n

change during the year: TRUE<\/p>\n\n\n\n

98. CLPNA may approve programs of study and education courses for the purposes of<\/p>\n\n\n\n

registration requirements: TRUE<\/p>\n\n\n\n

\uf0b7This is one of the powers of the College has under the HPA<\/p>\n\n\n\n

99. Which of the following are part of CLPNA\u2019s mandate<\/p>\n\n\n\n

\uf0b7Establish and enforce code of ethics, Set standards for registration, Approve<\/p>\n\n\n\n

educational programs, Govern its regulated members<\/p>\n\n\n\n

100. The Mandate of the Hearing Tribunal is to determine on the basis of the<\/p>\n\n\n\n

evidence, whether the LPN is competent enough to continue to practice: TRUE<\/p>\n\n\n\n

101. The CLPNA Council appoints the registrar, president, complaints director and<\/p>\n\n\n\n

hearing director and college Committees: TRUE<\/p>\n\n\n\n

102. The president and vice-president are elected by the Council from the elected<\/p>\n\n\n\n

members for one-year term: FALSE<\/p>\n\n\n\n

103. Regulated members must meet requirements for participating in the Continuing<\/p>\n\n\n\n

Competence Program (CCP) in order to renew their practice permit: TRUE<\/p>\n\n\n\n

\uf0b7Under the LPN regulation, CLPNA is required to link renewal of practice permits<\/p>\n\n\n\n

to meeting the requirements of the CCP<\/p>\n\n\n\n

104. Practice permit renewals are subject to a member meeting all the requirements<\/p>\n\n\n\n

of the continuing competence program: TRUE<\/p>\n\n\n\n

105. Every regulated LPN may provide immunization services: FALSE<\/p>\n\n\n\n

\uf0b7LPN must have additional approved training and be authorized by the Registrar<\/p>\n\n\n\n

or registration Committee<\/p>\n\n\n\n

106. LPNs who handle and administer narcotic medication should be familiar with the<\/p>\n\n\n\n

Occupational Health and Safety Act: FALE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7They should be familiar with Controlled Drugs and Substances act<\/p>\n\n\n\n

107. College Bylaw can be created and\/or amended by a simple majority vote of<\/p>\n\n\n\n

Council: FALSE<\/p>\n\n\n\n

\uf0b7Two-thirds majority vote of Council is required to create or amend College<\/p>\n\n\n\n

bylaws<\/p>\n\n\n\n

108. The Registrar must compile information on the regulated members and disclose<\/p>\n\n\n\n

such information to the minister and other authorized persons: TRUE. As per HPA<\/p>\n\n\n\n

109. The Standards are authoritative statements that define the legal and professional<\/p>\n\n\n\n

expectations for LPN practice: TRUE<\/p>\n\n\n\n

110. All regulated members on the general register or specialized practice register are<\/p>\n\n\n\n

eligible for nomination, and to cast a vote: TRUE<\/p>\n\n\n\n

\uf0b7LPNs on the courtesy register are NOT eligible to vote<\/p>\n\n\n\n

111. Which piece of legislation requires the College to establish a continuing<\/p>\n\n\n\n

competence program?<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

112. Where can LPNs regulated by CLPNA use their protected titles: ONLY in Alberta<\/p>\n\n\n\n

\uf0b7Titles are not portable. They can only be used in the province where they are<\/p>\n\n\n\n

registered<\/p>\n\n\n\n

113. Which Jurisprudence document deals with Matter such as member registers and<\/p>\n\n\n\n

registration, restricted activities, continuing competence, practice permits and titles<\/p>\n\n\n\n

\uf0b7LPN Regulation<\/p>\n\n\n\n

114. Which jurisprudence document isthe governing legislation for regulated health<\/p>\n\n\n\n

professions in Alberta: HPA<\/p>\n\n\n\n

115. Which register is used for regulated practical nurses from another jurisdiction<\/p>\n\n\n\n

who want to work in Alberta for a short period of time?<\/p>\n\n\n\n

\uf0b7Courtesy register<\/p>\n\n\n\n

116. Which jurisprudence document isa set of guidelines and principles that guide<\/p>\n\n\n\n

the conduct of LPNs and outlines the conduct that regulated members are expected to<\/p>\n\n\n\n

follow?<\/p>\n\n\n\n

\uf0b7Code of ethics<\/p>\n\n\n\n

117. When a complaint is filed, a formal process is always followed where the<\/p>\n\n\n\n

regulated member of the profession is charged with unprofessional conduct and a<\/p>\n\n\n\n

hearing is held: FALSE<\/p>\n\n\n\n

\uf0b7The complaints director will first attempt to have the concerned parties settle the<\/p>\n\n\n\n

dispute informally by communicating with each other or through assistance by<\/p>\n\n\n\n

the Complaints Director or a neutral third-party mediator<\/p>\n\n\n\n

118. The CLPNA registration year is from:<\/p>\n\n\n\n

\uf0b7January 1 to December 31<\/p>\n\n\n\n

119. Which document requires that regulated members on annual basis submit a self-<\/p>\n\n\n\n

assessment, learning plan, and list of continuing competence activities completed during<\/p>\n\n\n\n

the past registration year?<\/p>\n\n\n\n

\uf0b7LPN regulation<\/p>\n\n\n\n

120. The Registrar has the powers to establish and manage College committees such<\/p>\n\n\n\n

as the competence committee: FALSE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7This is the role of Council<\/p>\n\n\n\n

121. The following terms are also protected by the HPA<\/p>\n\n\n\n

\uf0b7College, Regulated, Registered, Regulated Health professional<\/p>\n\n\n\n

122. Which standard of practice requires LPNs to \u201cprovide relevant and timely<\/p>\n\n\n\n

information to clients and co-workers\u201d: Service to the Public and Self-regulation<\/p>\n\n\n\n

(Standard 3)<\/p>\n\n\n\n

123. Which standard of practice requires LPNs to \u201cMaintain documentation and<\/p>\n\n\n\n

reporting according to establish legislation, regulations, laws and employer policies\u201d:<\/p>\n\n\n\n

Professional Accountability and Responsibility (Standard 1)<\/p>\n\n\n\n

124. The investigator has the authority to investigate other matters unrelated to the<\/p>\n\n\n\n

original complaint that are related to the conduct of investigated person: TRUE<\/p>\n\n\n\n

125. CLPNA\u2019s authority to regulate their profession is delegated by the provincial<\/p>\n\n\n\n

government through the: HPA<\/p>\n\n\n\n

126. Which Standard of practice requires LPNs to \u201cPractice with honesty and integrity<\/p>\n\n\n\n

to maintain the values and reputation of the profession\u201d: Ethical Practice<\/p>\n\n\n\n

127. Three specific learning objectives, chosen from the Competency Profile, are<\/p>\n\n\n\n

required in the annual CCP learning plan: FALSE<\/p>\n\n\n\n

\uf0b7Two learning objectives<\/p>\n\n\n\n

128. The following does the College use to protect and serve the public interest:<\/p>\n\n\n\n

Continuing competence, Complaints process, Registration standards, standards of<\/p>\n\n\n\n

practice<\/p>\n\n\n\n

129. The Standards of practice for LPNs in Canada were develop by the CLPNA<\/p>\n\n\n\n

Council: FALSE<\/p>\n\n\n\n

\uf0b7Standards used in Alberta are from a national framework developed for LPNs in<\/p>\n\n\n\n

Canada<\/p>\n\n\n\n

130. What legislation outlines the professions-specific titles that health professionals<\/p>\n\n\n\n

may use<\/p>\n\n\n\n

\uf0b7HPA (part 10, schedules)<\/p>\n\n\n\n

131. The regulated member will receive a copy of the written letter of complaint and<\/p>\n\n\n\n

asked to provide a response<\/p>\n\n\n\n

\uf0b7TRUE<\/p>\n\n\n\n

132. A CLPNA nomination committee seeks a minimum of two nominees from each<\/p>\n\n\n\n

district to run for council: TRUE<\/p>\n\n\n\n

133. Which College committee review Hearing Tribunal decisions? Council appeal<\/p>\n\n\n\n

committee<\/p>\n\n\n\n

134. The College approves programs of study and education courses for the purposes<\/p>\n\n\n\n

of registration as an LPN in Alberta: TRUE<\/p>\n\n\n\n

135. Which Standards of Practice requires LPNs to \u201crecognize the impact of their own<\/p>\n\n\n\n

values and beliefs on nursing practice and nurse-client therapeutic relationships\u201d?<\/p>\n\n\n\n

Ethical practice (Standard 4)<\/p>\n\n\n\n

136. Which Standards of Practice requires LPNs to \u201cprovide relevant and timely<\/p>\n\n\n\n

information to client and co-workers\u201d? Service to the public and self-regulation<\/p>\n\n\n\n

(Standard 3)<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

137. Which governance document outlines the key regulatory responsibilities of<\/p>\n\n\n\n

CLPNA<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

138. Regulation of health profession in Canada occurs at the Provincial level<\/p>\n\n\n\n

139. Which of the following does the College use to protect and serve the public<\/p>\n\n\n\n

interest? Standards of practice, Registration standards, Continuing competence and<\/p>\n\n\n\n

Complaints process.<\/p>\n\n\n\n

140. Which of the following terms are also protected by the HPA?<\/p>\n\n\n\n

\uf0b7Regulated, College, Regulated health professional, registered<\/p>\n\n\n\n

141. Where can LPNs regulated by CLPNA use their protected titles?<\/p>\n\n\n\n

\uf0b7Only in Alberta<\/p>\n\n\n\n

142. Which jurisprudence document prescribe the minimum standards for LPN<\/p>\n\n\n\n

practice? Standards of practice<\/p>\n\n\n\n

143. What should a regulated member do if he or she suspects someone misusing a<\/p>\n\n\n\n

protected title?<\/p>\n\n\n\n

\uf0b7Report to CLPNA and Check the LPN register<\/p>\n\n\n\n

144. Which College committee must be independent of Council or other committees?<\/p>\n\n\n\n

\uf0b7Hearing tribunal<\/p>\n\n\n\n

145. The AGM of the CLPNA is help at a date, time and place determined by Council:<\/p>\n\n\n\n

TRUE<\/p>\n\n\n\n

146. Any resolutions passed by the regulated members by a majority vote at an<\/p>\n\n\n\n

annual meeting shall be considered at the next meeting of Council: TRUE<\/p>\n\n\n\n

\uf0b7Council is NOT bound by these resolutions<\/p>\n\n\n\n

147. For the purpose of election to the CLPNA Council, how many electoral districts<\/p>\n\n\n\n

are there in the province?<\/p>\n\n\n\n

\uf0b77 electoral districts<\/p>\n\n\n\n

148. Which Jurisprudence document deals with the matters such as member registers<\/p>\n\n\n\n

and registration, restricted activities, continuing competence, practice permits and<\/p>\n\n\n\n

titles?<\/p>\n\n\n\n

\uf0b7LPN regulation<\/p>\n\n\n\n

149. LPN in Alberta are:<\/p>\n\n\n\n

\uf0b7Self-regulated<\/p>\n\n\n\n

150. A code of ethics optional for the self-regulating health professions in Alberta:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\uf0b7Under the HPA, Council is required to establish and enforce a code of ethics for<\/p>\n\n\n\n

its regulated members. The code of ethics is subject to review by the government<\/p>\n\n\n\n

151. How often must the College submit reports to the Alberta government?<\/p>\n\n\n\n

\uf0b7Annually<\/p>\n\n\n\n

152. Any additions or changes to the College\u2019s bylaws have to be reviewed and<\/p>\n\n\n\n

approved by the regulated members and the government: FALSE<\/p>\n\n\n\n

\uf0b7Council has the full authority to make changes to the bylaws by a two-thirds<\/p>\n\n\n\n

majority votes<\/p>\n\n\n\n

153. The CLPNA Code of Ethics is a private document for use by regulated LPNs only:<\/p>\n\n\n\n

FALSE<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7The Code of Ethics is a public document. One reason is that it informs public<\/p>\n\n\n\n

about the ethical values and responsibilities of the LPN profession and conveys<\/p>\n\n\n\n

the profession\u2019s commitment to society<\/p>\n\n\n\n

154. The CLPNA Standards of Practice are authorized by:<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

155. In Alberta, the governing legislation for all health professions is the:<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

156. Why do LPNs need to be familiar with their regulatory requirements?<\/p>\n\n\n\n

\uf0b7Requirement to register with CLPNA, Affects their daily practice decisions, Client<\/p>\n\n\n\n

safety and well-being, Avoid being subject of complaints<\/p>\n\n\n\n

Jurisprudence Exam Review Sheet – Alberta<\/p>\n\n\n\n

Health Professions Act:<\/p>\n\n\n\n

\uf0b7the governance document that outlines the key regulatory responsibilities<\/p>\n\n\n\n

\uf0b7Lays out consistent rules by which regulated health professions must provide<\/p>\n\n\n\n

competent, safe and professional service to the public<\/p>\n\n\n\n

Committees<\/p>\n\n\n\n

\uf0b7Competence Committee:<\/p>\n\n\n\n

oConsiders application for registration, review practice permits renewal, place<\/p>\n\n\n\n

conditions or cancel practice permit and address issues referred by registrar<\/p>\n\n\n\n

\uf0b7Registration Review Committee:<\/p>\n\n\n\n

oConducts reviews of registration decision<\/p>\n\n\n\n

\uf0b7Complaints Review Committee:<\/p>\n\n\n\n

oConducts reviews of dismissals of complaints<\/p>\n\n\n\n

\uf0b7Hearing Tribunal:<\/p>\n\n\n\n

oEstablished by council as per HPA, Independent of council or other committees,<\/p>\n\n\n\n

and conducts hearings as required<\/p>\n\n\n\n

\uf0b7Council Appeal Committee:<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

oEstablished by council as per HPA. President, public member and one other<\/p>\n\n\n\n

Council member. Reviews Hearing tribunal decisions<\/p>\n\n\n\n

Function of CLPNA<\/p>\n\n\n\n

\uf0b7Delegated powers by the HPA<\/p>\n\n\n\n

\uf0b7College Role:<\/p>\n\n\n\n

oGovern its regulated members<\/p>\n\n\n\n

oRegulate practice of members<\/p>\n\n\n\n

oStandards for registration, continuing competence and practice<\/p>\n\n\n\n

oCode of ethics<\/p>\n\n\n\n

oCarry out activities of the College<\/p>\n\n\n\n

oApprove education programs<\/p>\n\n\n\n

\uf0b7CLPNA Prohibitions<\/p>\n\n\n\n

oMay not set professional fees<\/p>\n\n\n\n

oProvide guidelines for professional fees or negotiate professional fees<\/p>\n\n\n\n

oMay not be a certified bargaining agent (defined in the labour Relations Code<\/p>\n\n\n\n

\uf0b7MANDATE<\/p>\n\n\n\n

o\u201cTo regulate and lead the profession in a manner that protects and serves the<\/p>\n\n\n\n

public through excellence in Practical nursing\u201d<\/p>\n\n\n\n

\uf0b7VISION<\/p>\n\n\n\n

o\u201cInfluencing a quality person-centered system through regulatory excellence\u201d<\/p>\n\n\n\n

\uf0b7MISSION<\/p>\n\n\n\n

oLPNs are progressive nursing professionals who provide safe, competent and<\/p>\n\n\n\n

ethical person-centered care in collaboration with clients, families and other<\/p>\n\n\n\n

providers<\/p>\n\n\n\n

\uf0b7CLPNA bylaws<\/p>\n\n\n\n

oDefine day-to-day operations of the College<\/p>\n\n\n\n

oCreated or amended by two-thirds majority of Council<\/p>\n\n\n\n

oDo NOT need approval from government<\/p>\n\n\n\n

Council Role (What the College\u2019s Council do)<\/p>\n\n\n\n

\uf0b7Governing body of the College<\/p>\n\n\n\n

\uf0b7Consists of president, vice-president, elected members and public members<\/p>\n\n\n\n

\uf0b7Manages and conducts college\u2019s day-to-day operations and activities<\/p>\n\n\n\n

\uf0b7Creates and manages bylaws and policies<\/p>\n\n\n\n

\uf0b7Appoints registrar. President, complaints director and hearings director<\/p>\n\n\n\n

\uf0b7Establishes committees such as the competence committee<\/p>\n\n\n\n

Elections<\/p>\n\n\n\n

\uf0b7Province divided into 7 electoral districts<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7Nominations committee seeks a minimum of 2 nominees per district<\/p>\n\n\n\n

\uf0b7All active and in good-standing members allowed to run and vote for Council<\/p>\n\n\n\n

membership except where stated in Sec 24 (2) of the bylaws<\/p>\n\n\n\n

\uf0b7President and vice-president elected by Council from elected members for 2 year terms<\/p>\n\n\n\n

Annual General Meeting (AGM)<\/p>\n\n\n\n

\uf0b7Council sets date, time, and place<\/p>\n\n\n\n

\uf0b7Quorum consists of 15 regulated members personally present<\/p>\n\n\n\n

\uf0b7If quorum NOT present (within 30 minutes), Council can proceed with business<\/p>\n\n\n\n

\uf0b7All regulated members vote at AGM<\/p>\n\n\n\n

\uf0b7Resolution passed by members at AGM shall be reconsidered by Council but are not<\/p>\n\n\n\n

binding<\/p>\n\n\n\n

Standards of Practice<\/p>\n\n\n\n

\uf0b7National framework developed for LPNs in Canada<\/p>\n\n\n\n

\uf0b7Define legal and professional expectations<\/p>\n\n\n\n

\uf0b7Describe elements of quality LPN practice<\/p>\n\n\n\n

\uf0b7Applicable to LPN in all settings<\/p>\n\n\n\n

\uf0b7Provide benchmarks to assess performance<\/p>\n\n\n\n

\uf0b7Indicators describe expectation in detail<\/p>\n\n\n\n

\uf0b7Six Foundational Principles<\/p>\n\n\n\n

i. LPNs are self-regulating and accountable for providing safe, competent,<\/p>\n\n\n\n

compassionate and ethical care within the legal and ethical framework or nursing<\/p>\n\n\n\n

regulation<\/p>\n\n\n\n

ii. LPNs are autonomous practitioners and work collaboratively with colleagues in<\/p>\n\n\n\n

health care to assess, plan and deliver quality nursing services<\/p>\n\n\n\n

iii. LPN practice is client centered and includes individuals, families, groups and<\/p>\n\n\n\n

communities<\/p>\n\n\n\n

iv. LPN standards are broadly based and address variations in client needs, provider<\/p>\n\n\n\n

competence, experience and environmental factors<\/p>\n\n\n\n

v. LPN standards allow for growth in the profession to meet changing approaches,<\/p>\n\n\n\n

treatment and technologies within the health care system<\/p>\n\n\n\n

vi. LPN standards encourage leadership through self-awareness and reflection,<\/p>\n\n\n\n

commitment to individual and professional growth, and promotion of the best<\/p>\n\n\n\n

possible service to the public<\/p>\n\n\n\n

\uf0b7Four Standards<\/p>\n\n\n\n

i. Professional accountability and responsibility<\/p>\n\n\n\n

1.1 Practice to their full range of competence within applicable legislation,<\/p>\n\n\n\n

regulations, by-laws and employer policies<\/p>\n\n\n\n

1.2 Engage in ongoing self-assessment of their professional practice and<\/p>\n\n\n\n

competence, and seek opportunities for continuing learning<\/p>\n\n\n\n

1.3 Share knowledge and expertise with others to meet client needs. This also<\/p>\n\n\n\n

applies to mentoring and preceptor situations<\/p>\n\n\n\n

1.4 Recognize their own practice limitations and consult as necessary<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

1.5 Identify and report any circumstances that potentially impede professional,<\/p>\n\n\n\n

ethical or legal practice<\/p>\n\n\n\n

1.6 Take action to avoid and\/or minimize harm in situations in which client safety<\/p>\n\n\n\n

and well-being are compromised<\/p>\n\n\n\n

1.7 Incorporate established client safety principles and quality<\/p>\n\n\n\n

assurance\/improvement activities into LPN practice<\/p>\n\n\n\n

1.8 Advocate in the interest of the public for continuous improvement in LPN and<\/p>\n\n\n\n

health care environment that promote client-centred care. Expect nurses to<\/p>\n\n\n\n

advocate as such<\/p>\n\n\n\n

1.9 Practice in a manner consistent with ethical values and obligations of the<\/p>\n\n\n\n

Code of Ethics for LPN<\/p>\n\n\n\n

1.10 Maintain documentation and reporting according to established<\/p>\n\n\n\n

legislation, regulations, laws, and employer policies<\/p>\n\n\n\n

1.11 Advocate for and participate in the development of policies and<\/p>\n\n\n\n

procedures that support evidence-informed LPN practice<\/p>\n\n\n\n

ii. Knowledge-based practice<\/p>\n\n\n\n

2.1 Possess current knowledge to support critical thinking and professional<\/p>\n\n\n\n

judgement<\/p>\n\n\n\n

2.2 Apply knowledge from nursing theory and science, other disciplines,<\/p>\n\n\n\n

evidence to inform decision-making and LPN practice<\/p>\n\n\n\n

2.3 Access and use relevant and credible information technology and other<\/p>\n\n\n\n

resources<\/p>\n\n\n\n

2.4 Review and integrate relevant nursing research findings into LPN practice<\/p>\n\n\n\n

2.5 Maintain awareness of current trends and issues in health care and society<\/p>\n\n\n\n

that impact clients and nursing outcomes<\/p>\n\n\n\n

2.6 Evolve their own LPN practice in response to changes and new developments<\/p>\n\n\n\n

affecting the profession<\/p>\n\n\n\n

2.7 Demonstrate understanding of their role and its interrelation with clients and<\/p>\n\n\n\n

other health care colleagues<\/p>\n\n\n\n

2.8 Collaborate in the development, review and revision of care plans to address<\/p>\n\n\n\n

client needs and preferences and to establish clear goals that are mutually<\/p>\n\n\n\n

agreed upon by the client and the health care team<\/p>\n\n\n\n

2.9 Provide holistic LPN care considering the whole person, the environment and<\/p>\n\n\n\n

the concepts of health promotion, illness prevention, health maintenance,<\/p>\n\n\n\n

restoration and protection<\/p>\n\n\n\n

2.10 Recognize how LPN practice environments and other environmental factors<\/p>\n\n\n\n

affect professional practice and client outcomes, and develop\/modify care plans<\/p>\n\n\n\n

to assure client safety and well-being<\/p>\n\n\n\n

2.11 Use critical inquiry to assess, plan and evaluate the implications of<\/p>\n\n\n\n

interventions that impact client outcomes<\/p>\n\n\n\n

2.12 Practice in a culturally competent manner<\/p>\n\n\n\n

2.13 Modify and communicate to appropriate person changes to specific<\/p>\n\n\n\n

interventions based on the client response<\/p>\n\n\n\n

iii. Service to public and self-regulation<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

3.1 Engage clients in a therapeutic nurse-client relationship as active partners for<\/p>\n\n\n\n

mutual planning of and decisions about their care<\/p>\n\n\n\n

3.2 Collaborate with clients and co-workers in the analysis, development,<\/p>\n\n\n\n

implantation and evaluation of LPN practice and policy that guide client-focused<\/p>\n\n\n\n

care delivery<\/p>\n\n\n\n

3.3 Support and contribute to an environment that promotes and supports safe,<\/p>\n\n\n\n

effective and ethical practice<\/p>\n\n\n\n

3.4 Promote a culture of safety by using established occupational health and<\/p>\n\n\n\n

safety practices, infection control, and other safety measures to protect clients,<\/p>\n\n\n\n

self and colleagues from illness and injury<\/p>\n\n\n\n

3.5 Provide relevant and timely information to clients and co-workers<\/p>\n\n\n\n

3.6 Demonstrate and understanding of self-regulation by following the standards<\/p>\n\n\n\n

of practice, the code of ethics and other regulatory requirements<\/p>\n\n\n\n

3.7 Attain and maintain professional registration\/licensure with the regulatory<\/p>\n\n\n\n

authority of the jurisdiction in which they practice<\/p>\n\n\n\n

3.8 Practice within the relevant laws governing privacy and confidentiality of<\/p>\n\n\n\n

personal health information<\/p>\n\n\n\n

iv. Ethical practice<\/p>\n\n\n\n

4.1 Practice in a manner consistent with ethical values and obligations of the<\/p>\n\n\n\n

Code of Ethics for LPNs<\/p>\n\n\n\n

4.2 Recognize the impact of their own values and beliefs on nursing practice and<\/p>\n\n\n\n

nurse-client therapeutic relationships<\/p>\n\n\n\n

4.3 Identify ethical issues and communicate them to the health care team<\/p>\n\n\n\n

4.4 Develop ethical decision-making capacity and take responsible action toward<\/p>\n\n\n\n

resolution<\/p>\n\n\n\n

4.5 Advocate for the protection and promotion of clients\u2019 right to autonomy,<\/p>\n\n\n\n

respect, privacy, confidentiality, dignity and access to information<\/p>\n\n\n\n

4.6 Maintain professional boundaries in the nurse\/client therapeutic relationship<\/p>\n\n\n\n

at all times<\/p>\n\n\n\n

4.7 Communicate in a respectful, timely, open and honest manner<\/p>\n\n\n\n

4.8 Collaborate with colleagues to promote safe, competent and ethical practice<\/p>\n\n\n\n

4.9 Support and contribute to healthy and positive practice environments<\/p>\n\n\n\n

4.10 Practice with honesty and integrity to maintain the values and reputation of<\/p>\n\n\n\n

the profession<\/p>\n\n\n\n

Code of Ethics<\/p>\n\n\n\n

\uf0b7Ethical values and responsibilities<\/p>\n\n\n\n

\uf0b7Expected to uphold and promote<\/p>\n\n\n\n

\uf0b7Be accountable<\/p>\n\n\n\n

\uf0b7Purpose of Code of Ethics<\/p>\n\n\n\n

i. Required by the HPA<\/p>\n\n\n\n

ii. Guide ethical reflection and decision-making<\/p>\n\n\n\n

iii. Informs public about ethical value<\/p>\n\n\n\n

\uf0b7Consequences of Unethical conduct<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

i. Clients at risk<\/p>\n\n\n\n

ii. Nurse- client therapeutic relationship<\/p>\n\n\n\n

iii. Health team effectiveness<\/p>\n\n\n\n

iv. Conflict and disharmony<\/p>\n\n\n\n

v. Findings of unprofessional conduct<\/p>\n\n\n\n

\uf0b7LPN Ethical principles<\/p>\n\n\n\n

i. Responsibility to the public:<\/p>\n\n\n\n

oLPN self- regulating professionals, commit to provide safe, effective,<\/p>\n\n\n\n

compassionate and ethical care to members of the public.<\/p>\n\n\n\n

oRespect the rights of all individual regardless of their diverse values, beliefs<\/p>\n\n\n\n

and cultures.<\/p>\n\n\n\n

oProvide only those functions for which they are qualified by education or<\/p>\n\n\n\n

experience<\/p>\n\n\n\n

ii. Responsibility to the Clients:<\/p>\n\n\n\n

oLPN provide safe and competent care for their clients.<\/p>\n\n\n\n

oMaintain professional boundaries in the use of electronic media.<\/p>\n\n\n\n

oRespect and support client choices<\/p>\n\n\n\n

oReport to appropriate authorities and take other action in a timely manner to<\/p>\n\n\n\n

ensure a client\u2019s safety and quality of care when unethical or incompetent<\/p>\n\n\n\n

care is suspected<\/p>\n\n\n\n

iii. Responsibility to the Profession:<\/p>\n\n\n\n

oLPN have a commitment to their profession and foster the respect and trust<\/p>\n\n\n\n

of their clients, healthcare colleagues and the public<\/p>\n\n\n\n

oPractice in a manner that is consistent with the privilege and responsibility of<\/p>\n\n\n\n

self-regulation<\/p>\n\n\n\n

iv. Responsibility to the Colleagues:<\/p>\n\n\n\n

oLPN develop and maintain positive, collaborative relationships with nursing<\/p>\n\n\n\n

colleagues and other health professionals<\/p>\n\n\n\n

oTake appropriate action to address the unprofessional conduct of other<\/p>\n\n\n\n

members of the interprofessional team<\/p>\n\n\n\n

v. Responsibility to the Self:<\/p>\n\n\n\n

oLPN recognize and function within their personal and professional<\/p>\n\n\n\n

competence and value systems<\/p>\n\n\n\n

oPrevent and manage conflict of interest situations<\/p>\n\n\n\n

oDemonstrate honesty, integrity, and trustworthiness in all interactions<\/p>\n\n\n\n

oAccept responsibility for knowing and acting consistently with the principles,<\/p>\n\n\n\n

practice standards, laws and regulations under which they are accountable<\/p>\n\n\n\n

Legislation \u2013 HPA<\/p>\n\n\n\n

\uf0b7Parts 1-9 common for all profession<\/p>\n\n\n\n

\uf0b7Establishment and governance<\/p>\n\n\n\n

\uf0b7Registration and continuing competence<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7Complaint and disciple<\/p>\n\n\n\n

\uf0b7Protection of professional titles<\/p>\n\n\n\n

\uf0b7Schedule 10 specific to LPN profession<\/p>\n\n\n\n

oLegislation that outlines the profession-specific titles that health<\/p>\n\n\n\n

professionals may use<\/p>\n\n\n\n

\uf0b7Sets out practice statements<\/p>\n\n\n\n

\uf0b7Identifies acceptable professional titles<\/p>\n\n\n\n

Protection of Titles<\/p>\n\n\n\n

\uf0b7Only regulated members of CLPNA may use:<\/p>\n\n\n\n

oLPN<\/p>\n\n\n\n

oPN<\/p>\n\n\n\n

oNursing assistant<\/p>\n\n\n\n

oLPN or RNA<\/p>\n\n\n\n

\uf0b7Other terms are also protected by HPA<\/p>\n\n\n\n

Regulation of LPNs<\/p>\n\n\n\n

\uf0b7LPN Registration requirements<\/p>\n\n\n\n

oDiploma or certificate in practical nursing<\/p>\n\n\n\n

oRegistration examination<\/p>\n\n\n\n

oGood character and reputation<\/p>\n\n\n\n

oCriminal records check<\/p>\n\n\n\n

oProficiency in English language<\/p>\n\n\n\n

\uf0b7Registration Categories<\/p>\n\n\n\n

oGeneral register: for most of the regulated members that meet the<\/p>\n\n\n\n

requirements<\/p>\n\n\n\n

oProvisional register: applies to members who have met all the registration<\/p>\n\n\n\n

requirements but have not yet successfully passed the registration. Can only<\/p>\n\n\n\n

be held for a maximum of 1 year. May only practice only under supervision<\/p>\n\n\n\n

oCourtesy register: approved by the registrar. Term only for 3 months or less<\/p>\n\n\n\n

\uf0b7Registration renewals<\/p>\n\n\n\n

oFailure to renew results in suspension or cancellation<\/p>\n\n\n\n

\uf0b7Practice permits<\/p>\n\n\n\n

oRegistration year is Jan 1 \u2013 Dec 31<\/p>\n\n\n\n

oPractice permits expire each Dec 31<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

oPractice permit required to be: authorized to work as an LPN and to use the<\/p>\n\n\n\n

title \u201cLPN\u201d. According to HPA individuals without a valid practice permit are<\/p>\n\n\n\n

not authorized to work as LPN in Alberta nor to use the title \u201cLPN\u201d<\/p>\n\n\n\n

oMust have: full name, name of college, issued pursuant to HPA, registration<\/p>\n\n\n\n

number, category of registration, any practice condition, expiry date<\/p>\n\n\n\n

\uf0b7Other Membership<\/p>\n\n\n\n

i. Associate membership is for members who:<\/p>\n\n\n\n

oDo not plan to practice as LPN<\/p>\n\n\n\n

oWant to receive CARE magazine, practice updates and renewal notices<\/p>\n\n\n\n

oMust meet all registration requirement when reinstating<\/p>\n\n\n\n

\uf0b7Continuing Competence Program<\/p>\n\n\n\n

i. Mandated by HPA:<\/p>\n\n\n\n

oHPA Specifies that Council must establish a continuing competence program<\/p>\n\n\n\n

that provides for regulated members to maintain competence and to<\/p>\n\n\n\n

enhance the provision of professional services<\/p>\n\n\n\n

ii. Annual Continuing competence program process<\/p>\n\n\n\n

oLPN regulation requires that regulated members, on annual basis, submit a<\/p>\n\n\n\n

self-assessment, learning plan, and a list of continuing competence activities<\/p>\n\n\n\n

undertaken during the past registration year<\/p>\n\n\n\n

iii. Continually enhance and expand knowledge<\/p>\n\n\n\n

iv. Practice and conduct meet current standards<\/p>\n\n\n\n

v. Purpose of the CCP<\/p>\n\n\n\n

oIs to legally require regulated LPNs to continually enhance and expand their<\/p>\n\n\n\n

professional knowledge, skills and competence<\/p>\n\n\n\n

oAlso a mechanism that the college can use to ensure that nursing practice and<\/p>\n\n\n\n

conduct meet current professional standards<\/p>\n\n\n\n

\uf0b7Conduct process<\/p>\n\n\n\n

Relevant Documents<\/p>\n\n\n\n

\uf0b7Part 2: Registration<\/p>\n\n\n\n

oApplying for registration: Section 28 to 32<\/p>\n\n\n\n

oRegistration: Section 33 to 37<\/p>\n\n\n\n

oPractice permit renewal: Section 38 to 41<\/p>\n\n\n\n

oSuspension, Cancellation and reinstatement: Section 43 to 45<\/p>\n\n\n\n

oRegistration Required: Section 43 to 45<\/p>\n\n\n\n

\uf0b7Regulation<\/p>\n\n\n\n

oContinuing Competence: Section 22 to 23<\/p>\n\n\n\n

\uf0b7Bylaws<\/p>\n\n\n\n

oPart 4 \u2013 registration and continuing competence<\/p>\n\n\n\n

\uf0b7HPA<\/p>\n\n\n\n

oPart 3: Continuing competence<\/p>\n\n\n\n

Conduct expectations<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

\uf0b7Provide competent, safe and ethical services<\/p>\n\n\n\n

\uf0b7Comply with legislation and practice standards<\/p>\n\n\n\n

\uf0b7Build trust and confidence in their profession<\/p>\n\n\n\n

Unprofessional Conduct define as<\/p>\n\n\n\n

\uf0b7Lack of knowledge, skill or judgement<\/p>\n\n\n\n

\uf0b7Contravention of HPA, Code of Ethics, Standards or applicable legislation. Example,<\/p>\n\n\n\n

failure to practice in compliance with privacy legislation<\/p>\n\n\n\n

\uf0b7Practicing without registration or practice permit<\/p>\n\n\n\n

\uf0b7Not complying with condition on permit<\/p>\n\n\n\n

\uf0b7Failure to comply with CCP requirements<\/p>\n\n\n\n

\uf0b7Failure to cooperate with investigator<\/p>\n\n\n\n

\uf0b7Refusal or ignoring directions of registrar<\/p>\n\n\n\n

\uf0b7Noncompliance with agreement of settlement<\/p>\n\n\n\n

\uf0b7Refusing to undergo examination (section 118)<\/p>\n\n\n\n

\uf0b7Failure to comply with a notice to attend or a notice to produce under Part 4<\/p>\n\n\n\n

\uf0b7Conduct harmful to integrity of profession<\/p>\n\n\n\n

\uf0b7Failure to adequately document or chart<\/p>\n\n\n\n

\uf0b7Personality conflicts: any dispute should be resolved before they escalate to a major<\/p>\n\n\n\n

confirmation<\/p>\n\n\n\n

Professional conduct expectations:<\/p>\n\n\n\n

\uf0b7Maintaining high practice standards<\/p>\n\n\n\n

\uf0b7Providing competent, safe and ethical services<\/p>\n\n\n\n

\uf0b7Building trust and confidence in the profession<\/p>\n\n\n\n

Complaints can be filed\/made by<\/p>\n\n\n\n

\uf0b7Patient\/client or family member<\/p>\n\n\n\n

\uf0b7Regulated or former member<\/p>\n\n\n\n

\uf0b7Another health care professional<\/p>\n\n\n\n

\uf0b7Employer<\/p>\n\n\n\n

\uf0b7Member of the public<\/p>\n\n\n\n

Filing a Formal complaint<\/p>\n\n\n\n

\uf0b7Submitted to Complaints Director in writing and must include:<\/p>\n\n\n\n

i. Name of regulated member<\/p>\n\n\n\n

ii. Description of facts and events<\/p>\n\n\n\n

iii. Any other information \/ documents<\/p>\n\n\n\n

iv. Name, signature, and contact information of complaint<\/p>\n\n\n\n

\uf0b7Complaints Director during review:<\/p>\n\n\n\n

i. Contacting other individuals \/ organizations<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

ii. Review of client files \/ records<\/p>\n\n\n\n

iii. Interviews with involved parties<\/p>\n\n\n\n

\uf0b7Complaints Director of College can direct the individual to seek treatment and to cease<\/p>\n\n\n\n

practice if regulated member is incapacitated<\/p>\n\n\n\n

\uf0b7Complaints Director may dismiss a complaint if<\/p>\n\n\n\n

i. There is insufficient or no evidence<\/p>\n\n\n\n

ii. The complaint is deemed trivial or vexatious<\/p>\n\n\n\n

Appeals<\/p>\n\n\n\n

\uf0b7Decision of Hearing Tribunal may be appealed by:<\/p>\n\n\n\n

i. Investigated person<\/p>\n\n\n\n

ii. Complaints Director<\/p>\n\n\n\n

\uf0b7Complaint does NOT have right to appeal<\/p>\n\n\n\n

Annual Learning Plan<\/p>\n\n\n\n

\uf0b7Must include: Timeline for completion, resources for meeting objectives, Success<\/p>\n\n\n\n

indicators, specific learning objectives<\/p>\n\n\n\n

Hearing Tribunals Penalty<\/p>\n\n\n\n

\uf0b7Fine and costs of hearing<\/p>\n\n\n\n

\uf0b7Counselling or treatment<\/p>\n\n\n\n

\uf0b7Caution or reprimand<\/p>\n\n\n\n

\uf0b7Suspension of practice permit<\/p>\n\n\n\n

Good character and reputation by<\/p>\n\n\n\n

\uf0b7Written references from colleagues; declaration stating that the applicant has no history<\/p>\n\n\n\n

of unprofessional conduct or disciplinary actions; and the results of a criminal records<\/p>\n\n\n\n

check<\/p>\n\n\n\n

Scope of Practice<\/p>\n\n\n\n

\uf0b7Defines: what nursing activities LPNs are allowed and not allowed to do<\/p>\n\n\n\n

\uf0b7There is NO ONE document that defines all the aspects of the LPN scope of practice<\/p>\n\n\n\n

\uf0b7LPN Role and Responsibilities (HPA, Schedule 10 (3))<\/p>\n\n\n\n

i. Apply nursing knowledge skills and judgement to assess patients; needs<\/p>\n\n\n\n

ii. Provide nursing care for patients and families<\/p>\n\n\n\n

iii. Teach, manage and conduct research in the science, techniques and practice of<\/p>\n\n\n\n

nursing<\/p>\n\n\n\n

iv. Provide restricted activities authorized by the regulations<\/p>\n\n\n\n

\uf0b7Professional Nurse: (Standards of Practice)<\/p>\n\n\n\n

i. Professional accountability and responsibility: LPNs are accountable for their<\/p>\n\n\n\n

practice and responsible for ensuring that their practice and conduct meet both the<\/p>\n\n\n\n

standards of the profession and legislative requirements<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

ii. Knowledge-based practice: LPNs possess knowledge obtained through practical<\/p>\n\n\n\n

nurse preparation and continuous learning relevant to their professional LPN<\/p>\n\n\n\n

practice<\/p>\n\n\n\n

iii. Service to the public and self-regulation: according to standards of practice LPNs are<\/p>\n\n\n\n

self-regulating and accountable for providing safe, competent, compassionate and<\/p>\n\n\n\n

ethical care within the legal and ethical framework of nursing regulation. LPNs<\/p>\n\n\n\n

practice nursing in collaboration with clients and other members of the health care<\/p>\n\n\n\n

team to provide and improve health care services in the best interests of the public<\/p>\n\n\n\n

iv. Ethical practice: LPN uphold, promote and adhere to the values and beliefs as<\/p>\n\n\n\n

prescribed in the Code of Ethics (Document Standards of practice)<\/p>\n\n\n\n

\uf0b7LPN Competencies<\/p>\n\n\n\n

i. Competency profile: provides a detailed and comprehensive description of the<\/p>\n\n\n\n

competencies found in the total LPN profession in Alberta. NO ONE LPN is expected<\/p>\n\n\n\n

to be proficient in all of the competencies listed<\/p>\n\n\n\n

oEntry-level competencies: acquired through formal practical nurse education<\/p>\n\n\n\n

oPost entry-level competencies: may be gained through informal or formal<\/p>\n\n\n\n

learning, experience, on-the-job training, post-basic education or certification<\/p>\n\n\n\n

oAdvanced authorization competencies: acquired through completion of<\/p>\n\n\n\n

approved programs and advanced certification<\/p>\n\n\n\n

\uf0b7LPN Scope of practice directed by:<\/p>\n\n\n\n

i. HPA<\/p>\n\n\n\n

ii. LPN regulation<\/p>\n\n\n\n

iii. Standards of Practice<\/p>\n\n\n\n

iv. Code of Ethics<\/p>\n\n\n\n

v. Competency Profile<\/p>\n\n\n\n

Restricted Activities: are those activities that are considered high risk to the public and<\/p>\n\n\n\n

therefore are restricted to those regulated health professionals authorized to perform such<\/p>\n\n\n\n

activities. Defined in Schedule 7.1 of GOA<\/p>\n\n\n\n

\uf0b7Restricted activities for LPN profession is defined by LPN regulation<\/p>\n\n\n\n

\uf0b7Legislative Structure<\/p>\n\n\n\n

i. Governments Organization Act (GOA): Identifies the restricted activities performed<\/p>\n\n\n\n

by<\/p>\n\n\n\n

oAuthorized under professional regulation<\/p>\n\n\n\n

oPerson or group authorized by minister: to perform one or more restricted<\/p>\n\n\n\n

activities subject toany conditions included in the regulations; and, for the<\/p>\n\n\n\n

purpose of preventing, combating or alleviating a public health emergency,<\/p>\n\n\n\n

the Minister may be order authorize a person or category to perform on of<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

the more restricted activities subject to any terms or conditions the Minister<\/p>\n\n\n\n

may prescribe<\/p>\n\n\n\n

oAuthorized by other legislation<\/p>\n\n\n\n

\uf0b7LPN authorizations include:<\/p>\n\n\n\n

i. Entry-level restricted activities taught in basic practical nurse program<\/p>\n\n\n\n

ii. Post entry-level restricted activities: acquired through experience, on-the-job<\/p>\n\n\n\n

education or post-basic education<\/p>\n\n\n\n

iii. Advanced authorization restricted activities: requiring advance education<\/p>\n\n\n\n

recognized by the College<\/p>\n\n\n\n

\uf0b7Only perform restricted activities within competence and area of practice<\/p>\n\n\n\n

Supervision and Delegation<\/p>\n\n\n\n

\uf0b7Health Care Aides (HCA): come from a variety of backgrounds including internationally<\/p>\n\n\n\n

educated nurses who are working towards meeting their licensure requirement,<\/p>\n\n\n\n

students in nursing programs, or those who have no experience in health care. HCA are<\/p>\n\n\n\n

NOT a regulated health profession. Effective communication is critical to ensure the<\/p>\n\n\n\n

sharing of the necessary information between the health care aide and the nurse and to<\/p>\n\n\n\n

integrate the care activities<\/p>\n\n\n\n

i. Part of nursing care staff in variety of settings<\/p>\n\n\n\n

ii. Diverse training health profession<\/p>\n\n\n\n

iii. Nurse and HCA work together to integrate the care activities<\/p>\n\n\n\n

\uf0b7Restricted activities for HCA<\/p>\n\n\n\n

i. HCA permitted certain restricted activities under supervision of regulated nurse<\/p>\n\n\n\n

ii. HCA allowed to perform activities of daily living<\/p>\n\n\n\n

iii. Policy determines what can or cannot be done by HCA (by employer)<\/p>\n\n\n\n

\uf0b7Supervision of HCA\u2019s<\/p>\n\n\n\n

i. Consultation and guidance by regulated nurse<\/p>\n\n\n\n

ii. Supervision may be direct, indirect or indirect remote<\/p>\n\n\n\n

iii. Nurse is responsible for assigning client care to HCA and ongoing evaluation of care<\/p>\n\n\n\n

iv. HCA is responsible for assigned tasks and care provided<\/p>\n\n\n\n

Professional accountability and responsibility<\/p>\n\n\n\n

\uf0b7LPNS are required to:<\/p>\n\n\n\n

i. Demonstrate legal accountability<\/p>\n\n\n\n

oLPNs are required to be accountable for their own practice. This means that<\/p>\n\n\n\n

they must understand the concept of duty of care; adhere to the duty to self-<\/p>\n\n\n\n

report; practice only within their competence and scope of practice<\/p>\n\n\n\n

ii. Adhere to confidentiality requirements<\/p>\n\n\n\n

oThis means managing all client information appropriately; identifying and<\/p>\n\n\n\n

reporting breaches in confidentiality; and recognizing and managing related<\/p>\n\n\n\n

risks<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

iii. Follow informed consent rules<\/p>\n\n\n\n

oThe client must give permission prior to any treatment being provided.<\/p>\n\n\n\n

Informed consent means that the client must have knowledge and be able to<\/p>\n\n\n\n

understand the options and risks associated with the proposed treatment or<\/p>\n\n\n\n

intervention<\/p>\n\n\n\n

iv. Respect professional boundaries<\/p>\n\n\n\n

oLPNs must respect professional boundaries with clients, family, colleagues,<\/p>\n\n\n\n

supervisors and employers. They must recognize and maintain professional<\/p>\n\n\n\n

boundaries both on and off duty. Respecting professional boundaries applies<\/p>\n\n\n\n

to use of technology and social media<\/p>\n\n\n\n

v. Participate in teamwork<\/p>\n\n\n\n

oLPNs must work effectively through inter-professional collaboration and<\/p>\n\n\n\n

communication. They should know and use the principles of team dynamics<\/p>\n\n\n\n

and group processes, including recognizing and managing conflict<\/p>\n\n\n\n

vi. Maintain fitness to practice<\/p>\n\n\n\n

oMaintain physical, mental and emotional health to provide safe, competent<\/p>\n\n\n\n

care. An LPN should inform the appropriate authority if they feel they are<\/p>\n\n\n\n

unable to safely practice<\/p>\n\n\n\n

Other relevant legislation<\/p>\n\n\n\n

\uf0b7Provincial Legislation \u2013 Privacy<\/p>\n\n\n\n

i. Health Information Act (HIA) \u2013 Guidelines and Practical Manual<\/p>\n\n\n\n

oRules for collection, use and disclosure of health information<\/p>\n\n\n\n

oProtects privacy of individuals and confidentiality of their health records<\/p>\n\n\n\n

oHealth records shared, managed and protected properly<\/p>\n\n\n\n

oAlso lays out the requirements as to how health records are to be managed,<\/p>\n\n\n\n

stored, shared, protected and destroyed<\/p>\n\n\n\n

ii. Protection of persons in Care Act (PPCA)<\/p>\n\n\n\n

oPublicly funded service providers required to protect clients form abuse and<\/p>\n\n\n\n

prevent abuse<\/p>\n\n\n\n

oRequires abuse be reported<\/p>\n\n\n\n

oProtected from liability for reporting<\/p>\n\n\n\n

o*Any LPN who suspects or actually observes abuse, they are required by this<\/p>\n\n\n\n

law to report it*<\/p>\n\n\n\n

iii. Occupational Health and Safety Act (OH&S): Focuses on safety in the workplace<\/p>\n\n\n\n

oMinimum legislated standards<\/p>\n\n\n\n

oHealth and safety advice and information<\/p>\n\n\n\n

oEnsures compliance with legislated standards<\/p>\n\n\n\n

\"\"<\/p>\n\n\n\n

oInvestigations of incidents<\/p>\n\n\n\n

oTargeted inspections<\/p>\n\n\n\n

iv. Controlled Drug and Substances Act<\/p>\n\n\n\n

oOutlines regulations around controls of narcotic drugs<\/p>\n","protected":false},"excerpt":{"rendered":"

CNO MISSION regulating nursing in the public interest 2 documents that provide the legislative framework for regulating nursing in Ontario: 1. Regulated Health Professions Act, 19912. Nursing Act, 1991 4 regulatory functions: 1. practice standards.2. entry to practice.3. quality Assurance Program.4. enforcing standards 5 statutory committeess 1. Discipline2. Fitness to Practice3. Inquiries, Complaints, and Reports4. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[],"tags":[],"class_list":["post-110350","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/110350","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=110350"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/110350\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=110350"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=110350"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=110350"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}