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Describes the inspiration and the relationship of the inspiration to.pdf
1. Describes the inspiration and the relationship of the inspiration to being a
nurse
nursing project and need a sample draft to help me learn.
This question has three parts. I hypothetical letter you would write to yourself as a
graduate. A collage of images and quotes to inspire you as a nurse. Lastly a 650 word paper
on inspiration and lessons learned to be successful in nursing school. I have added the
project guidelines and notes from the course as a guide.
Requirements:
NR103 Transition to the Nursing Profession Final Project Guidelines
Purpose
The purpose of this assignment is to give you the opportunity to reflect back on what
inspiration you will take with you through the program, what lessons you will take away
from the course, and the ability to write a letter to your future self about where you hope
you will be when you graduate from Chamberlain.
Course outcomes: This assignment enables the student to meet the following course
outcomes:
CO 2. Identify characteristics of professional behavior including emotional intelligence,
communication, and conflict resolution.
Due date: Refer to the course calendar for due date information.
Total points possible: 125 points
Preparing the assignment
There are three parts to this assignment. Speak with your faculty member if you have
questions.
Letter for Graduation (30 points/24%)
Write a letter to yourself on your graduation day.
Consider the following questions as you compose your letter.
How do you hope you have changed in terms of knowledge and skills, and personally?
What would you like to remind yourself about your inspiration for choosing this career?
You will be preparing to take the NCLEX exam and to start your first job as a baccalaureate-
prepared nurse. Are there any words of encouragement that you would like to tell your
future self?
Are there any words of caution you want to tell yourself—pitfalls to avoid?
3. audit and improve the delivery of care as needed.
Using electronic written communication allows for even more immediate access to
information and avoids the need for a verbal connection.
Record Keeping: Forms and Examples
There are several different types of forms used for record keeping. The forms can be a paper
chart or an electronic version of the chart.
Kardex
This form/system is used to condense patient orders and is typically found in long-term
care (LTC) facilities. It includes a 24-hour snapshot of the client's care including diet,
activity, elimination, supportive devices, wound care, and hygiene.
Nursing Care Plan
This is developed to meet the nursing care needs of the client using the nursing process.
Each nursing issue is documented with a plan of care to address the client's problem/issue
and improve their health outcomes.
24-Hour Client Care Records and Acuity Charting Forms
This form is used to document all of the vital information for a 24-hour period, including
vital signs, intake and output, hygiene, and diet. An acuity chart would rate the level of
acuity for the client from 1-5, with 1 being a higher acuity (complete care) and 5 a lower
acuity (self-care).
Discharge Summary Form
This form is used to adequately ensure the client is ready for discharge. Ideally, discharge
planning begins upon admission. The client must be given the discharge instructions, which
will be written concisely and clearly.
Becoming a Better Writer
As a student, you will be frequently asked to communicate through the written, or typed,
word. Your writing expertise will grow with practice and experience. Consider trying a
couple of these tips to start, and later add more to your skill set until you become an expert
writer.
The following tips (McAfooes, 2015) will help improve your writing skills. Select each tip
below to learn more!
Create Talking Points
Develop an outline of your ideas before you begin. Construct a list of points you want to
make throughout your paper. Later, when you review your work, check off these points to
be sure that you have covered them all.
Wait to Review
Once you have finished your writing, it’s tempting to give it a quick check and submit it.
Instead, allow time to pass before you re-read it. This lets you critique your writing with a
fresh perspective. You may find errors you originally missed, or better ways to express your
thoughts.
Seek Critique
Chamberlain University offers writing assistance through a tutoring service. Encourage
them to provide constructive comments about the style and substance of your writing as
well as provide feedback on the mechanics such as typos, grammatical mistakes and
4. punctuation errors. Avoid being defensive—they are there to help! Be open to their
suggestions. Chamberlain has an “Essay Review” service where you can submit a rough
draft and receive feedback within a few days of your appointment slot.
Express Yourself
You may be asked to keep a journal or blog to document your experiences. Unlike a formal
paper, this style of writing may call for you to document your thoughts and feelings. Ask to
see an example of this type of writing if you are unsure of what is expected.
Choose Smart Software
Choose software to write your paper that has built-in features such as spell checking and
grammar correction. If you are asked to follow a particular format, check to see if there is a
template available for you to use. The template may aid you in formatting such items as
footnotes, references, and headers. For example, Chamberlain University encourages you to
download and install the “Grammarly” software to your computer.
Avoid Plagiarism
It’s tempting to cut and paste text from an online source into your paper when you feel that
the author is expressing the same opinions that you hold. Although this is easy to do,
copying could be construed as cheating if you do not give proper credit to the source. Follow
the guidelines your teacher has recommended to cite and reference resources. Slightly
changing the words may also be considered plagiarism. Remember, your teacher needs to
assess your understanding of the subject and therefore expects to read your original work.
Submit Your Work
Know the teacher’s rules for submitting your writing. Do you need to use a particular
software application or form or writing template? Is your paper to be submitted online in a
specific way, such as an attachment to a Canvas assignment dropbox? The rules will vary, so
be sure that you know what is expected of you.
Use Writing Aids
Refer to dictionaries, thesauruses, and style guides such as the APA Manual (APA, 2020)
along the way. You may find these online or embedded in your word processing application.
These writing aids help you to find just the right words to convey your ideas. An online style
guide can assist you when you have questions about sentence structure or how to
use citations properly.
Surf Online for Advice
Search online for free advice on how to improve your writing. Use a search engine to help
you narrow your search. For example, type in “how to write a blog” if this is the information
you seek. Avoid .com websites and focus more on using .org and .gov websites.
APA Manual
As you learn the language of the healthcare profession, you will find that it becomes natural
for you to comprehend what you read and hear, to choose the words you use to
communicate, and to document your interactions with others.
One new "language," though, will probably never be easy. That language is the APA style.
Yes, you will remember many aspects of formatting your written assignments, but each new
assignment may include elements of the style with which you are unfamiliar. And that is
where The Publication Manual of the American Psychological Association (or APA Manual)
5. (APA, 2020) can help. The APA Manual can be consulted at any time to answer your
questions and provide examples to help you adhere to the APA style and APA format.
It is recommended that you have the current edition of APA Manual (APA, 2020) on hand to
take notes and highlight important information as you complete assignments. You can also
consult the “APA Style and Grammar Guidelines” resource located within the (Chamberlain
University, n.d.). Used consistently, these will be two of your best resources in school.
APA Style Versus APA Format
Style and format work together to help writers create papers that are credible and accurate,
and present information in a manner that instills confidence.
Numbers and Additional Writing Tips
Some common writing questions revolve around how to use numbers and punctuation.
Your APA Manual (2020) has a section that covers each one in depth. Here are some
highlights.
Numbers:
In general, numbers less than 10 (zero through nine) should be spelled out as words, for
example, nine people (Note: see exceptions in the 2nd bullet).
Numbers representing dates, times, or ages should be expressed in numerals, even if the
number is less than 10 (e.g., 2 hours, 1 month, and 5 years old).
Numbers before a unit of measure should be expressed in numbers (3 liters).
Common fractions should be expressed in words (e.g., three fourths of the meal).
Fractions or decimals (except common fractions) use numerals (e.g., 1.5, 2.27).
At the beginning of a sentence, a numeric value should be expressed in words (“Seven
clients were admitted.”).
Note: Please check out the (APA, n.d.-a) website or consult the APA Manual (APA, 2020) for
more details on when numbers are expressed in words or numerals.
Punctuation:
Punctuation allows the reader to know when they need to pause or stop and reroute to a
different source of information. You will constantly use periods, commas, semicolons,
colons, dashes, quotation marks, parentheses, square brackets, and slashes in your writing
and citations. See the common rules below.
A period ends a complete sentence.
After a period, only one space is used.
You need to use a serial comma between elements in a series of three or more items.
A period is not included after a DOI or URL.
A period is not used when abbreviating locations such as states, territories, and academic
degrees (IL, WI).
A period is not used for metric and non-metric measurements (mL, tsp).
Note: Please check out the (APA, n.d.-b) website or consult the APA Manual (APA, 2020) for
more details on punctuation.
Introduction to Verbal and Nonverbal Communication
Communication is an integral aspect of nursing care. Every time a nurse interacts with
another party, some form of communication takes place. Communication may be verbal or
nonverbal, and the exchange of information is the message.
6. Understanding details about how verbal and non-verbal communication works will help the
healthcare professional receive the correct message while interacting with clients,
coworkers, and administrators.
After finishing this module, you will be able to
Compare and contrast verbal and nonverbal communication.
Recognize and interpret various forms of verbal and nonverbal communication.
Identify mixed messages.
Apply verbal and nonverbal communication to possible real-life situations.
Importance of Communication
Communication impacts a client’s entire healthcare experience. Nurses handle much of the
communication with the client, family, and collaborating professionals.
Surrounding environmental noise, stress, and high emotion are some of the challenges
nurses may experience in communicating with clients, families, and other professionals.
Because of this, it is valuable for nurses to understand and interpret both verbal and
nonverbal communication. Recognizing inconsistencies and mixed messages within these
communications may also identify other social barriers that may need to be addressed,
including language differences, sensory abnormalities, shame, and fear.
Professional Identity in School and Beyond
Effective communication plays an instrumental role throughout your nursing school
experience and will follow you throughout your professional life.
How you communicate says a lot about you. The simplest misinterpretation, or failure to
identify a nonverbal signal could cause significant harm to you or a client. The wrong
communication can cause an explosion of emotions, and even the escalation of violent
behavior. Likewise, the ability to de-escalate a situation by interpreting verbal and
nonverbal signals can be priceless and save lives.
Practicing effective communication starts on the first day of class. Like any other skill,
awareness and practice is essential to the life-long learning process and quality experiences
as a student and a healthcare professional.
Sender and Receiver
A sender and a receiver are necessary for communication. The sender gives the message,
and the receiver receives the message. There may be multiple intended or unintended
receivers. The roles frequently change during the conversation. When these roles reverse, it
goes from being one-way communication to two-way communication. In the graphic below,
in addition to the conversation, note that body position, language, and facial expressions
help interpret what might be communicated as well.
Elements of Communication
When speaking in person or communicating over video, both verbal and nonverbal
communication are present. We rely on both to determine and verify the consistency of the
message. Review the graphic below and note all the different types of nonverbal cues from
the picture and identify the differences between verbal and nonverbal communication.
Remember that written communication lacks both verbal and non-verbal components, and
therefore is very limited in its ability to add meaning and context to any situation.
The Direction of Communication
7. Two-way communication always assures the transfer of information both ways. It allows
the nurse to receive verification that a client understands the instructions. To reassure a
client that the nurse understands their needs, when possible and it is not limited by the
disease process, the nurse should always strive for two-way communication.
Styles of Communication
Style of communication is important. Both verbal and nonverbal communication can
contain a passive, assertive, aggressive, or passive-aggressive style. These are determined
by verbal and nonverbal cues that contain a balance or imbalance of you or the receiver’s
feelings or needs. Review some examples below.
Communication Style
Assertive communication is seen as the most positive communication style as it respects the
needs of the patient yet honors the nurse. Example: “I know you have the right to be
included in this healthcare decision. What is your preferred extended care facility for your
rehabilitation after discharge?”
Aggressive communication is done at the expense of the patient’s personal needs to meet
nursing outcomes. Example: “I understand you don’t eat meat, but the kitchen is closing
soon so just eat the rest of the food on the plate and skip the burger.”
Passive communication can create problems for the nurse as she accepts the requests of the
patient even if they are in opposition to the plan of care. Example: “I will buy you a cookie
from the cafeteria on my lunch break even though you are on a diabetic diet.”
Nonverbal Communication
Non-verbal communication involves messages sent from a sender to a receiver without the
use of words or sound. This type of communication relies on facial expressions, gestures,
and even visual presentation to communicate something.
Type of clothes, hygiene, and hair style can say a lot about someone. Well dressed and
groomed can elicit a professional demeanor and put someone at ease. Whereas poorly
groomed or kept, it can suggest disorganization, confusion, or lack of respect to the receiver.
Gestures and facial expressions can also send positive or negative information. A smile and
maintained (but not prolonged) eye contact can suggest respect. Whereas arms folded in
front or turning away with no eye contact can suggest disrespect or simply a lack of
attention to a receiver.
Cultural interpretation may also be important. For example, some cultures may find eye
contact disrespectful, where others may consider lack of eye contact disrespectful.
Nonverbal communication can define the type of information received, and whether it is
positive or negative.
Do Not Mix the Message
Don’t mix your message. Use word choices, voice tone, and nonverbal language to say the
same thing.
In two 1967 studies of verbal and nonverbal communication, Dr. Albert Mehrabian (1971)
determined that three elements of personal communication—the speaker’s choice of words,
tone of voice, and body language—determine how well the message is received by others.
When these elements are consistent, communication is clear. You may be surprised to learn
8. that word choices account for only 7% of the message, tone of voice contributing 38%, and
nonverbal language 55%.
Review the following example and note the differences when word choices, tone of voice,
and nonverbal language are changed.
When Communication is Limited
Sometimes a sender is unable to use words or vocal tones. Whether this is due to illness or
the environment, only nonverbal communication may be available. It is essential to
understand basic facial expressions or behaviors that may "speak" when the client is unable
to.
At the same time, some clients with mental health problems may speak, but are not able to
use vocal tones or nonverbal communication. Sometimes we describe this as a flat effect.
By understanding the different types of communication, you may better understand
someone not only by what they are saying, but what they are not saying.
Nonverbal communication is positive when it conveys support, caring, and interest in the
receiver. Examples include smiling, eye contact, raised eyebrows, or positive hand signs.
Negative nonverbal communication conveys disinterest, disbelief, or disrespect to the
receiver. Examples include a grimace, folded arms, turning away from someone, or
narrowed eyebrows.
Introduction to Teamwork and Collaboration
No matter the program in which you are enrolled, every colleague at Chamberlain
University is working to help you reach your goal and begin your career. You, our students,
are the focus to which we dedicate our careers. We realize that how we demonstrate
professional communication, teamwork, civility, and collaboration may influence how you
behave in the future.
Upon the completion of this learning module, you will be able to:
Describe what teamwork and collaboration include.
Discuss the role of the nurse in collaboration.
Review teamwork and collaboration in client care.
Collaboration
Your studies will require you at times to be part of a team. It may be a study group you form
with friends, a clinical group to which you are assigned, or with a classmate who has asked
you to review a part of their paper if it makes sense. Each of these situations, though quite
different in purpose and Intended outcome, will require similar things from you, including
commitment, open communication strengths, adaptability, and confidence in your ability to
contribute to the objective. Unfortunately, working with others is not always fun or easy So
what makes learning to be part of a collaborative team so important to you as a student?
The simple answer is that health professionals work together collaboratively to promote
health and wellness. Unfortunately, that may not motivate you right now, when you are
trying to figure out how to work, connect with your friends and family, and go to school. So
here are seven reasons why collaboration is important to you as a student. It helps you to
problem-solve when you hit a dead end. Trying to find a journal article, reaching out to your
instructor or Librarian for guidance and suggestions can help you get past the issue to finish
your task. Collaboration can bring you closer to your classmates and faculty. Perhaps you
9. have admired a classmate whose written work has inspired you. And you want to get to
know that person better. Reach out to ask them about their work or invite them to work on
a group project with you. You can learn from others when you collaborate. Maybe you have
always reached out to the others in your class who are most like you, a recent high school
graduate. Next time you need a project partner, reach out to someone who is older and
changing careers. Find out how that person interprets the instructions. And if their
approach to gathering information differs from yours, it could open your mind in a way that
someone like you cannot. Collaboration forms new lines of communication. As you work
with a peer tutor to understand acid-base balance in the human body, you may be
introduced to a professional nursing tutor who recommends you to check out the
Chamberlain blog. Collaboration boosts the morale of your class and inspires more
collaboration. In organizations, collaboration leads to higher retention rates. In colleges,
when students feel connected and engaged in learning, students graduate. Collaboration
promotes an engagement and connections. Finally, collaboration at the right time can make
you a more efficient learner. Obviously, learning for the most part is the responsibility of
each individual student, but you can find new ways to approach learning from others when
you collaborate.
Defining Teamwork
Teamwork is the action of people working together toward the same end goal. It means
more than just completing a task. A team must work effectively and efficiently with each
other. The strength of a team comes from the support of each other, strong communication,
and shared or balanced responsibility.
Team Members
Some teams include similar skills, autonomy, defined roles, defined leadership, and the
resources to meet goals. Other teams may be more diverse and have different skillsets and
resources available to them.
Team Leaders
A team usually includes one or more leaders who resolve differences and make decisions.
With good leadership, teams are successful in accomplishing functions and goals.
In healthcare, several different types of teams exist. Some teams work inside larger teams.
For example, individual teams of social workers, public health professionals, medical
doctors, nurses, pharmacists, chaplains, and others work alongside each other and
collaborate, forming an interprofessional team caring for clients.
Other teams work together to contribute their part of the process. For example, nursing is
its own team, working together as part of a larger healthcare team.
Defining Collaboration
Collaboration is the process of working together to communicate, solve problems, and
accomplish goals. Collaboration occurs to share knowledge, experience, understanding, and
perspective. For example, a nurse can collaborate with another nurse to gain knowledge
and experience on administering a particular medicine or identifying the cause of a
problem.
Collaboration can occur among professionals as well. This harnesses the power of different
educational disciplines to solve a problem or achieve a goal from different perspectives. An
10. example could be a registered dietitian working with a registered nurse to determine the
most calorie-rich foods or techniques to increase calorie intake for a client with anorexia.
Good collaboration can reduce hospital stays, improve client satisfaction, client safety,
quality of care, and reduce readmission rates to the hospital. Good collaboration also has
better outcomes.
Part of collaboration is understanding and prioritizing who to approach first. For example, a
physical therapist may be the first contact when there is a concern about a client being at
risk of falls.
Collaboration and teamwork often occur together and are not mutually exclusive to each
other.
Intraprofessional and Interprofessional Teams
There are several pieces to the healthcare team. Both interprofessional and
intraprofessional teams are goal oriented, support each other, practice strong
communication, and celebrate success together.
Intraprofessional team
First, your colleagues are part of an intraprofessional team that delivers nursing care to the
client. These team members include:
Certified nursing assistants
Patient care technicians
Licensed practical nurses
Registered nurses
Team leaders
All these team members have the same or similar skillsets and resources available to deliver
effective and efficient patient-centered care. The leadership within this group is well
defined.
Interprofessional Team
The nursing team is a part of a greater team of professionals that have different skillsets,
available resources, and responsibilities, but with the same goal of delivering high-quality
safe care to the client. This interprofessional team can include:
Healthcare providers (physicians, advanced practice nurses, physicians' assistants, and
specialists)
Therapists
Ancillary professionals
Operations team members
The leadership in this group is not as well defined.
Knowledge, Skills, and Attitudes for Teamwork and Collaboration
Collaboration and teamwork require certain knowledge, skills, and attitudes. Review these
competencies from the Quality and Safety Education for Nurses (QSEN) Institute (n.d.).
Collaboration With the Interprofessional Team
The nurse, as a member of the interprofessional team, communicates frequently with others
to optimize care for the client. All members of the team have one main goal—returning the
client to health and wellness prior to the illness or disorder that caused hospitalization.
If the client is diagnosed with a chronic illness that requires them to reside in a long-term
11. care facility or requires home healthcare, the goal of the interprofessional team is to
maintain the most optimal level of health and wellness for the individual.
The nurse has an important role in collaboration to provide safe, effective quality care.
These key roles and responsibilities are the pieces in the puzzle that ensure successful
collaboration with all healthcare teams. Click the + buttons on the puzzle to learn the five
key actions needed for successful collaboration.
1. Involve client and family members in plan of care
2. Participate in planning of care
3. Discuss plan with members of the team
4. Promote teamwork
5. Provide feedback to the team and client
Patient-Centered Care and Collaboration
To best explain patient-centered care and collaboration, think of the team as an umbrella
protecting the client from the elements. As part of the umbrella, the professionals work
together to ensure the client maintains health and wellness.
Below are key terms that describe collaboration and patient-centered care. Click each term
for the definition and additional details.
Collaboration
Intraprofessional team: Collaboration occurs within a team with similar skillsets and
resources.
Example: A nurse asks another nurse for experience administrating medication.
Interprofessional team: Collaboration occurs across professions to meet a common goal.
Example: A physician asks a physical therapist to recommend a treatment plan for a client
after a stroke.
Mutual Respect
It means showing or feeling honor or esteem towards each other.
Example: Listening and acknowledging a healthcare provider's thoughts about a question or
case.
Knowledge of Roles
Team members must understand other members' roles and responsibilities and have clear
expectations of them.
Example: The dietitian understands the role of the speech pathologist in checking a client
for aspiration.
Communication
Information exchange: It occurs when sharing messages within or between teams.
Example: The messaging system in the electronic health record.
Consultation: It occurs when requesting knowledge or skills that are not intraprofessionally
available.
Example: An internal medicine physician requests that a cardiologist make a medication
recommendation concerning a client’s hypertension.
Referral: It occurs when requesting a shift in interprofessional responsibility for a specific
task or problem.
12. Example: A hospitalist requesting that a cardiologist treat a client’s myocardial infarction.
Tools for Teamwork and Collaboration
Having a basic understanding of collaboration and teamwork will improve the care and
outcomes of anything in life. These skills translate into successful experiences both as a
student and as a nurse.
There are many tools available to help with the collaboration and teamwork process. Within
the electronic health record system, you can find built-in communication tools that allow
you to enter, share, or retrieve information for team communication. Technology has also
helped tremendously by having more information available to the healthcare professional
at any given moment. Learning and using these tools can ensure a strong team and good
collaborative success.
Introduction to Teamwork and Collaboration
Collaboration and teamwork are essential for the nurse. Collaboration is required to ensure
positive client outcomes are achieved all while maintaining client safety and providing
effective client care.
Understanding the skills and resources needed for teamwork and collaboration is
important. Knowing the tools and leadership needed will help in planning and
delegating care more effectively while better understanding how and when to collaborate
both interprofessionally (interdisciplinary) and intraprofessionally.
Initiatives like Quality and Safety Education for Nurses (QSEN) and TeamSTEPPS® help
provide evidence-based tools that can be used by any team member to improve teamwork
and collaboration. After completing this learning activity, you will be able to:
Describe available tools used to improve collaboration and teamwork.
Identify characteristics that make a good team leader.
Review social, cognitive, and communication barriers that impact collaboration and
teamwork.
Discuss skills used to analyze clinical judgment and help make decisions.
Apply teamwork and collaboration skills to nursing circumstances.
The Importance of Communication, Teamwork, and Collaboration
Rosen et al. (2018) noted that “the coordination and delivery of safe, high-quality care
demands reliable teamwork and collaboration within, as well as across, organizational,
disciplinary, technical, and cultural boundaries” (p 433). Teamwork, like communication, is
considered a “soft,” or non-technical skill. Non-technical skills are a subset of human factors
that focus on the individual and promote safety through teamwork and awareness (Gordon
et al., 2015). Because there is no widely adopted competency- or outcome-based framework
for non-technical skills training in healthcare, Gordon et al. (2015) conducted a Delphi
(expert panel review) study to identify the soft skills that contribute to effective teamwork.
Clear communication, uniform focus, situational awareness, collaboration, and critical
thinking are skills needed for the coordination and delivery of high-quality care.
Quality and Safety Education for Nurses
The Quality and Safety Education for Nurses (QSEN) project was developed to improve the
13. quality of the healthcare system by identifying behaviors and actions that better prepare
nurses for the future. QSEN is incorporated into many nursing programs and included
throughout the Chamberlain curriculum.
QSEN includes six areas that contain knowledge, skills, and attitudes developed to meet
competencies in these areas:
patient-centered care
teamwork and collaboration
evidence-based practice (EBP)
quality improvement (QI)
safety
informatics
Teamwork and collaboration are major areas of importance to quality care. QSEN defines
teamwork and collaboration as “to function effectively with nursing and interprofessional
teams, fostering open communication, mutual respect, and shared decision-making to
achieve quality patient care” (QSEN, 2020).
Review more about on their website.
Barriers to Communication in Nursing
As a nurse, you will encounter clients with barriers that may affect communication. Click
each tab below to learn more.
Language
As a nurse, you will care for clients who speak many different languages. Larger facilities
may have interpreter services available. Most facilities have an interpreter phone to
translate the communication with clients and families.
When communicating with clients who are non-English speaking, use an interpreter or
interpreter phone. Avoid using family members for interpretation. If an interpreter is not
available, you can use picture boards, pantomime, and actions, and watch the client’s non-
verbal actions for cues.
Culture
As a nurse, you will care for clients from many cultures. The cultural considerations for your
clients will vary and the nurse must seek specific information regarding the cultural
practices and beliefs of the clients. These may include attitudes about touch, sharing
feelings, eye contact, and personal space.
Ask how a client would like to be identified. Ask about how the culture views time and if it
has a past, present, or future orientation towards time.
Altered Thoughts
Another factor that may influence communication is altered client thoughts. The nurse must
assess the level of cognition and tailor the plan of care and communication to the cognitive
level. Factors such as medication, dementia, stroke, and developmental delays may affect
communication.
Medical Conditions
You may care for clients with medical conditions that affect communication. These include,
but are not limited to:
Client on a ventilator: Utilize alternate methods of communication, such as a dry erase
15. Finalize decisions based on team analysis, communication, and collaboration.
Environmental and Social Factors
Social and environmental factors can affect successful teamwork and collaboration.
Ambient noise, stress levels, and a rapid pace of changes can make it difficult to analyze and
make decisions as a team. Strong communication is a key to making teamwork and
collaboration successful when these factors are affected. Here are some strategies that can
help:
Use language clearly.
Share openly.
Organize information.
Ensure the receiver of information has understood.
Confirm understanding after receiving information.
Teamwork and Professionalism
Being professional when working as a team is important to successful collaboration.
Interprofessional skills are reflected in how team members interact with each other and the
team leader. Some strategies that focus on acting professionally include:
Exchange relevant information within the team.
Focus on the client and their care when conflict arises.
Value team input.
As a leader of a team, it is important to additionally consider the following strategies:
Seek and take responsibility when appropriate.
Identify when colleagues are struggling and act appropriately.
Monitor and review task progress within the team.
Coordinate workload with colleagues.
Assess the capabilities of individuals within the team.
Demonstrate shared planning with the team.
TeamSTEPPS®
In 2005, the Agency for Healthcare Research and Quality (AHRQ, 2015) collaborated with
the U.S. Department of Defense to develop TeamSTEPPS® – Team Strategies and Tools to
Enhance Performance and Patient Safety through effective communication and teamwork
skills (Health Research & Educational Trust, 2015).
TeamSTEPPS® is based on a framework of four core competencies: communication,
leadership, situation monitoring, and mutual support.
Many hospitals and care systems are using the TeamSTEPPS® framework to improve their
culture and client safety. TeamSTEPPS® training has driven measurable quality
improvement in various delivery areas (Health Research & Educational Trust, 2015).
Communication: Effectively exchange information among team members, regardless of how
it is communicated.
Leadership: Direct and coordinate, assign tasks, motivate team members and facilitate
optimal performance.
Situational monitoring: Develop common understandings of the team environment, apply
strategies to monitor team members’ performance, maintain a shared mental model.
Mutual support: Anticipate other team members’ needs through accurate knowledge, shift
16. workload to achieve balance during periods of high workload or stress.
Situational Monitoring
In TeamSTEPPS®, situational monitoring is a process of monitoring and checking on the
actions of other team members to ensure new or changing information is communicated
and decided, leading to effective support of the team.
The four components in situational monitoring, remembered by the pneumonic “STEP,” are
status of the patient, team members, environment, and progress toward the goal. For each
component, specific data is required to accurately monitor the situation.
Status of the patient: Patient history, vital signs, medications, physical exam, plan of care,
psychosocial condition
Team members: Fatigue, workload, task performance, skill level, stress level
Environment: Facility information, administrative information, human resources, triage
acuity, equipment
Progress towards goals: Call a huddle, status of the team’s client(s), goal of the team,
tasks/actions that are or need to be completed, is the plan still appropriate
Barriers to Situational Monitoring
There are barriers to situational monitoring, which can lead to poor client outcomes and the
goal or goals not being met. Examples of these barriers include failure to:
Share information with the team.
Request information from others.
Direct information to specific team members.
Include the client or family in communication.
Utilize resources fully (e.g., status board, automation).
Maintain documentation.
Know and understand where to focus attention.
Know and understand the plan.
Inform team members the plan has changed.
Status of Team Members
It is important to monitor the status and well-being of the client and team members.
Using TeamSTEPPS®, the I’M SAFE checklist can be used by each team member to assess
their individual status. This same tool is used by many professionals, including pilots,
surgeons, flight attendants, and police officers.
I’M SAFE stands for Illness, Medication, Stress, Alcohol and Drugs, Fatigue, Eating and
Elimination.
Introduction to the Successful Student
Study skills are techniques the nursing student can use to increase learning both in general
subjects and specific skills for nursing subjects and examinations. Establishing study skills
will promote active learning in the nursing student and increase success in answering test
questions.
This concept focuses on a variety of study approaches. By completing these activities, you
will gain the knowledge and skills needed to:
Incorporate the personal qualities of successful students into your routine.
Identify ways to increase your study effectiveness.
17. Explore alternative ways to take notes.
Reduce distractions while studying.
Discriminate between the levels of test items common in nursing examinations.
Qualities of a Successful Student
In a recent study of undergraduate nursing students in Australia, Walker and Rossi (2021)
identified the personal qualities shared by successful students. The six highest qualities self-
identified by participants include:
enthusiasm to succeed
commitment to learning
self-motivation
confidence
effective communication skills
compassion
The students who took part in the study perceived their enthusiasm to succeed and focusing
on becoming a registered nurse through committing to learning were the key factors in
their success (Walker & Rossi, 2021). Additional support from their family, place of
employment, good time-management skills, and willingness to be active participants in
learning also helped.
Take a moment to reflect on your strengths and weaknesses related to these personal
qualities. Is there any area you want to strengthen? Is there a different area in which you
are strong that is not listed here?
No matter your strengths, you are the most important factor driving your success over the
next several years. Remember to take care of yourself and find time to do activities that
keep you healthy and happy.
Learning Domains
There are three learning domains that influence a student’s ability to understand and retain
information. Everyone learns differently, so as a nursing student, you will engage in the
three domains of learning: cognitive, psychomotor, and affective.
Cognitive learning is based on the acquisition of knowledge—exploring thoughts, ideas, and
concepts. This is acquired through words and pictures, thinking, and problem solving.
Psychomotor learning is concerned with the development of skills and the learner is
actively involved in hands-on activities.
Affective learning is concerned with the development of attitudes, feelings, and emotions.
For example, in a nursing simulation lab, your prebriefing for the lab may include written
information on the disease process your patient will have (cognitive domain). The lab itself
is a hands-on psychomotor experience. The debrief after the simulation lab with your
instructor and fellow students allows you to express the feelings and emotions experienced
during the simulation (affective domain).
Understanding these three learning domains will improve your study skills, help you
answer assessment questions, and increase your success in nursing school. At Chamberlain,
you will be assessed on your skills, knowledge, and attitudes, which reflect the three
learning domains during your studies.
Planning Time to Study
18. When nursing students struggle with success in learning, it is often directly related to the
amount of time they spend studying. For example, David, a nursing student failed a test after
passing the previous tests in the course. When his instructor asked what had changed in his
schedule since the last test, David reflected on the extra shifts at work he picked up,
which decreased his study time.
Like David, you will need to add study time to your weekly schedule in addition to your
classroom and clinical time. But how much time should you plan each week?
According to the Chamberlain University Academic Catalog (Chamberlain University, n.d.),
“The amount of academic work accomplished by a student is expressed in semester credit
hours. A semester credit is defined as a minimum of 16 contact hours of lecture or online
learning activities with an associated 32 hours of out-of-class student work” (p. 165). And
all theory courses are completed in 8 weeks.
Time Management
Once study time and the rest of your commitments are scheduled, it is important that you
manage your time effectively. Here are some ideas on how to do that.
Select each item below for details on a few characteristics needed for good time
management.
Self-discipline involves three important abilities:
The ability to say no.
The ability to avoid time traps.
The ability to self-motivate
Procrastination is defined as the individual putting something off to a later date to decrease
their current anxiety or stress. In the long run, procrastination leads to more stress and
anxiety than if the task was just completed initially, instead of putting it off until the last
minute.
A time trap is anything that distracts a person from doing what they planned, which takes
self-discipline and knowing what needs to be done. Examples of time traps would be
anything that takes time that has no real benefit, such as unwanted phone calls, rush hour
traffic, excessive socialization, social media, binging on Netflix, unnecessary meetings, and
waiting for others.
The acronym SMART is used to recall that goals should be specific, measurable, attainable,
realistic, and timely. Learn more about SMART goals by viewing each tab below.
Specific: What do you want to accomplish?
Example: Earning a good grade in NR104.
Measurable: Can my progress be measured?
Example: Earning a score of 95 or above.
Attainable: Is my goal realistic?
Example: Am I a B student or more of a C+ student?
Relevant: Is my goal appropriate?
Example: Is earning an A appropriate for a first semester nursing student?
Timely: How long do I have to accomplish the goal?
Example: One semester or one session?
19. Delegation is essential for time management. According to Vitale & Nugent (2020), when
you delegate you transfer a task to another person and gain more time and less stress.
Communication is key. Ask for help when needed to improve your time management from a
personal setting to a professional setting. If you need help with the laundry so you can study
for an exam, ask!
Set Study Goals
Setting goals will help keep you on track and successful. A long-term goal is often built off of
many short-term goals. For example, if your long-term goal is to pass this class with an A,
short-term goals will need to be set and met to achieve your long-term goal. Short-term
goals can include reading one assigned chapter a day, taking notes on that chapter, joining a
class study group, and scheduled study time. As to study groups, they have been shown to
support learning. The sharing process promotes comprehension of information due to the
benefits of listening to the impressions and opinions of others, learning new information
from a peer tutor, and reinforcing learning by teaching others.
Whether it’s a long-term goal or short-term goal, strike to follow the SMART rules to
establish your goals—specific, measurable, attainable, realistic, and time-specific.
Example:
David realized he needed to look at his long-term goal to pass the class and update his
short-term goals to be able to pass the upcoming test. His short-term goal of passing the test
was met by not scheduling extra work shifts, reviewing course materials every night, and
joining a study group.
When David teaches others in the study group, his learning is reinforced. The members of
David’s study group correct his misunderstanding of learning, and improve David’s skills for
interpreting information accurately.
Finally, David was able to meet his short-term goal of passing the course tests and his long-
term goal of passing the course by improving his study habits.
Control Distractors
By eliminating both internal and external distractors, you can better focus on your
studies and improve your concentration.
External distractors may include family members, roommates, pets, phone calls, and texts.
Internal distractors could be inner thoughts and feelings that interfere with focus.
Meditation, breathing techniques, and yoga have all been shown to quiet the mind and allow
for better focus.
Look at the image to the right. Marie is trying to study for her upcoming test. She has set
herself in a seated position at a desk, which adds to her studying ability. However, internal
and external distractors are present while Marie is trying to study. As you can see, these
distractors decrease her ability to study and retain information.
Preparing to Learn
Many students prepare to learn by completing the assigned readings and other activities.
Traditionally, the reading load for nursing courses is heavy, with multiple chapters of
complex text assigned each week. The four steps outlined below provide tips to increase
your learning effectiveness when completing assigned readings and learning activites.
Review
20. Review headings, tables, and figures in the chapter.
Skim
Skim the chapter, focusing on capitalized, boldfaced, and italicized information. Highlight
meaningful content.
Create
Create a list of questions to ask in class which have been brought forth from this process.
Read
Read the chapter thoroughly.
SQ3R Method
The SQ3R is another study method to help students comprehend and retain more
information when completing assigned readings. Although more involved than the “Four
Steps: Preparing to Learn” method, the “Five Steps: SQ3R Method” (Nugent & Vitale, 2020)
is a more active process that promotes learning through exploration and questioning.
Survey
Skim the chapter, focusing on headings, sub-headings, introductory sentences, and first and
last paragraphs.
Question
Formulate questions from the chapter: who, what, where, when, why, and how related to
the reading.
Read
Read the chapter, focusing on understanding and answering the questions you
generated. Make notes and highlight key pieces of information.
Recite
Recite the key pieces of information out loud; repeat this process multiple times.
Review
Revisit the information using the 1’s rule: review after 1 day, 1 week, and 1 month.
Note Taking
Taking notes can occur while listening to lectures (live, virtual, or recorded), watching a
video, when completing assigned readings, or studying with a small group.
John, pictured here during a virtual lecture, is taking notes in a notebook using these tips:
The notebook opens flat so they can see what is on both pages while writing.
On the right side of the notebook, John has information that was recorded while reading.
The left page is left blank for lecture notes.
This allows John to see questions that came up while preparing to learn and provides a spot
to jot down information on the same topic.
John does not try to write every word spoken, focusing instead on the topics and concepts
being discussed.
Within 2 days after the lecture, John reviews the notes, reorganizing or rewriting
information to reinforce learning and increase retention.
Questions in the remember domain test the recalled information and are used when
learning terminology, classifications, and theories. In nursing education, remembering is the
lowest level in the cognitive domain.
Study techniques to increase remembering include:
21. Acronyms—It is a way to increase memorization, using the first letters of words to
represent information in a specific order.
Example: “All Cows Eat Grass” is a phrase that represents the bass clef space notes (A, C, E,
and G) on the musical scale.
Acrostics—It is a poem or other writing piece, in which the first letter, syllable, or word of
each line spells out a word or message.
Example: “On old Olympus towering top, A Fin and German viewed some hops” is a poem, in
which the first letters of each word are the same first letters of the 12 cranial nerves in
order.
Memorization—Committing something to memory or knowing it “by heart.” Most
knowledge-level information is memorized so it can be recalled quickly when needed.
Example: A U.S. nickel is worth five cents.
Mnemonics—A made-up name or actual word is used to memorize certain facts. Mnemonics
helps increase the retention of information using short-term memory. The information is
learned by rote without any in-depth understanding of the information learned and can be
quickly forgotten.
Example: The word CAUTION is used to recall the early warning signs of cancer, as seen in
the image.
Repetition—The more you see the information, the better you will recall it during an
assessment.
Example: Carrying flashcards with laboratory values so you can study when you have a few
moments of time.
Questions in the understand domain test the ability to interpret information, rather than
simply recall it as learned.
As a nursing student, understanding occurs when information is interpreted and connected
to the effects or consequences of that information. Comprehension is a key part of critical
thinking and allows the nurse to understand what impact of the information about a client
has on their health.
Study techniques to increase understanding include:
Try to understand why or how information is important by putting it into context of its
significance to a client or the practice of nursing.
Participate in study groups where the discussion of new information promotes your
understanding of the new information’s Sficance to nursing care.
Application uses real-life nursing situations to show, solve, modify, change, utilize, or
manipulate information for the good of the client.
Study techniques to increase application skills include:
Relate new learning to prior learning and experiences. This will build on foundational
knowledge and increase critical thinking skills as a nurse.
Identifying commonalities helps the student nurse to identify different situations that use
the same principle. For example, while caring for two post-op patients with different
surgeries, note that they share the same need for infection prevention.
Analysis questions require the student nurse to look at data and find the similarities,
differences, and interrelationships. Analysis questions are some of the most difficult
22. questions to answer because they include layers of information that must be prioritized
based on client needs.
Study techniques to increase analysis skills:
Student nurses should be able to identify the differences in nursing questions so they can
discriminate and find the best answer. Often, nursing tests and the NCLEX-RN® exam will
have several answers that are correct, but only one is the best answer for the client's
situation presented.
In nursing education, evaluation is the highest level in the cognitive domain. Evaluation
questions require the student nurse to recognize priority cues from previous client physical
assessments and tests to current data to determine if the client’s status is improving,
remaining the same, or getting worse. Evaluation questions can also be difficult due to the
amount and complexity of information that must be sorted to reach an accurate
determination of the client’s status compared to the goals for care.
Study techniques to increase evaluation skills:
You must be able to locate the data that indicated the client was ill, understand the goals of
care, and compare the most recent data before making a conclusion. Most important is that
you read each item carefully to locate the information that is available, then apply
previously learned knowledge to select the best answer available.
Study in a Test Environment
If your study routine includes listening to music or having the television on for the noise,
your studying and test-taking skills may benefit from occasionally studying in a more
typical test environment; mute your phone and leave it out of reach, sit at a table or desk
that is relatively clutter free, and ask family (including training your pets) and friends to not
bother you for about an hour.
Next, answer test questions from textbook resources or an internet source in exam mode,
where you do not see the correct answers until you finish all the questions. Once you
complete the exam, review the feedback and take notes on topics you did not answer
correctly and add those topics to your study plan.
Other benefits of practicing test taking include effectively managing time during a test,
feeling empowered and in control when in the testing environment, and developing a
positive mental attitude towards test taking through practice.
Cognitive learning is based on gaining knowledge. Using flashcards and making up a song
are examples of learning activities to help with memorization of information.
Affective learning develops attitudes, feelings, and emotions. Journaling feelings after a
stressful experience is an example of cognitive learning.
Psychomotor learning occurs when the learning is completing hands-on activities, such as
jumping rope to express mathematical sums and reorganizing and rewriting notes.
Medical Word Origins
Latin and Greek are the basis of 90% of medical words. Although you do not need to learn
these languages to be versed in medical terminology, understanding the word parts will
help you with a multitude of terms. In the beginning medical terminology concepts, you will
learn a basis to help you with various body systems later on in your education.
Ensure you always have the correct spelling for medical terms, otherwise it may create an
23. entirely different meaning from what was intended. There are interactives provided within
this course, but it is suggested that you also write out terms that you do not know to help
you memorize them.
Word roots, combining forms, prefixes, and suffixes are all called "word parts.” These will
be discussed in greater detail as you continue in your nursing education. Here is a quick
overview of the word parts.
Prefix: written before the root word
Word root: main body of a word; word roots have the same meaning for each word in which
it is a part
Suffix: written at the end of the word
Combining vowel: used when combining word roots and suffixes to make the word easier to
pronounce; most often the letter ‘o’ is used
Combining form: word root + the vowel
A&O alert and oriented
ā before
ac before meals
ad lib. as desired, at discretion
ADLs activities of daily living
AMA against medical advice
Bid twice a day
BRP bathroom privileges
c (WITH LINE OVER IT) with
c/o complains of
DNR do not resuscitate
DOB date of birth
Dx diagnosis
h or hr. hour
H&P history and physical
HOB head of bed
ht. height
Hx history
LTG long-term goal
Meds medications
NPO or npo nothing by mouth
Pc after meals
Per by / through
p.o. by mouth
post-op after surgery (operation)
pre-op before surgery (operation)
prn as needed
Pt. or pt. patient
q every
qd every day, once daily
24. qid four times a day
qh every hour
q2h every 2 hours
qod every other day
re: regarding, concerning
Rx prescription
s without
S/P or s/p status post
Tx treatment, traction
OOB out of bed
OTC over the counter
P (WITH LINE OVER IT) after
y/o or y.o. year old
wt. weight
Introduction to the Respiratory System Medical Terminology
The respiratory system is a series of organs responsible for taking in oxygen and expelling
carbon dioxide.
The primary organs of the respiratory system are the nose and mouth (where gases enter
and exit the body), pharynx, trachea, lungs, bronchi, and alveoli (where gas exchange takes
place).
This concept will explore the medical terms associated with the respiratory system.
Respiratory System Medical Terms
Learning respiratory system word parts and using them to analyze terms will help you read
and understand your textbooks, document interactions with those you serve, and speak
with other health professionals, including your classmates and faculty, in a meaningful way.
In this concept, you will interact with the medical terms of the respiratory system through
activities and repetition to help you learn the common terms of the respiratory system.
Let's review this example from a client record that includes several medical terms related to
the respiratory system. Take special note of the italicized terms.
Client Record
Present Illness: Client is an 80-year-old man who was seen in the emergency department
for fever, cough, and lethargy. Experiencing dyspnea, tachypnea, and hypoxia. No breath
sounds are present in the left thorax.
History: The client has a history of carcinoma of the lung and underwent a
left pneumonectomy in August 20xx. Client underwent bronchoscopy in May 20xx for
episodes of hemoptysis. The client is a nonsmoker.
Plan: Consult with pulmonologist.
Prefixes
dys- = painful or difficult
tachy- = fast
hypo- = less than normal, below
Combining Form
pulmon/o = lung
25. pneum/o = lung
hem/o = blood
ox/o = oxygen
bronch/o = bronchus
thorac/o = thorax or chest
Suffixes
-logist = speciaist
-ptysis = spitting
-pnea = breath, respiration
-ia = condition
-scopy = examination
-ectomy = surgical removal
Respiratory Abbreviations
Common abbreviations are used to describe aspects related to the respiratory system.
Review the common abbreviations below.
Cardiovascular Blood Vessels
The five main blood (hem/a, hem/o) vessels (vascul/o) in the cardiovascular (cardi/o +
vascul/o + -ar) system and their combining forms are:
Circulatory System Abbreviations
There are several common abbreviations used when discussing the circulatory system.
Lymphatic System
The lymph vessels, lymph nodes, lymph (lymph/o), tonsils (tonsil/o), thymus (thym/o), and
spleen (splen/o) make up the lymphatic system in the body.
The lymphatic system’s function is to collect escaped fluid from blood capillaries and return
it back into normal circulation.
Lymph/o means lymphatics or fluid lymph. There is not a pump in the lymphatic system,
rather it moves through muscular contraction and valves that carry fluid away from the
tissue.
Electrocardiogram: A record of the electrical movement of the heart
Echocardiography: Recording through ultrasonic sound waves of the heart
Echocardiogram: Record of ultrasonic sound waves through the heart
Arteriography: Recording of the arteries after injection of radiopaque into the bloodstream
Angiocardiography: Recording of the heart and great vessels using a radiopaque injected
into the blood stream
Phlebectomy: Surgical excision of a vein or vein segment
Lymphangiography: Recording of the lymphatic vessels and nodes after injection of a
26. radiopaque into the bloodstream
Splenectomy: Surgical excision of the spleen
Introduction to the Urinary System
The urinary system consists of the kidneys, ureters, bladder, and the urethra.
The purpose of the urinary system is to eliminate waste from the body, regulate blood
volume and blood pressure, control levels of electrolytes and metabolites, stimulate
erythrocyte production, and regulate blood pH.
First, we will explore the urinary system.
Urinary System
Review the structures of the urinary system in the image below. Click on each term to reveal
the combining form.
Urinary Abbreviations
Common abbreviations are used to describe aspects related to the urinary system.
Review the common abbreviations below.
Introduction to the Digestive System
The digestive system provides nutrients, water, and minerals to the body. Alimentation is
the process of providing nutrition to the body.
The digestive system performs ingestion, digestion, absorption, and elimination.
Next, we will explore the digestive system.
Medical Terminology: Mouth
Click on each part of the mouth to reveal the medical terminology for each location.
Structures of the Digestive System
View each part of the digestive track and the medical terminology for each.
Medical Terminology: Intestines
Looking closer at the intestines, review the various terms associated with the intestines.
Self-Care Through Rest
Are you getting enough sleep? Chances are good that, as a resident of the United States, you
are not. On average, an adult between the ages of 18 to 60 requires seven or more hours of
sleep per 24 hour period. The image on the right shows the age-adjusted percentage of
adults who reported short sleep duration (less than 7 hours of sleep per 24-hour period), by
state in the United States in 2014 (CDC, 2017).
How is the quality of your sleep? Although the amount of sleep you get each day is
important, other aspects of your sleep also contribute to your health and well-being. Good
sleep quality is essential. Signs of poor sleep quality include not feeling rested even after
getting enough hours of sleep, repeatedly waking up during the night, and experiencing
27. symptoms of sleep disorders (such as snoring or gasping for air). Sleep quality can be
improved by establishing good sleep habits or being diagnosed and treated for any sleep
disorder an individual may have.
As a student, is being back in school impacting the length and quality of your sleep? If you
are like most students, you might have to stay up long hours to study or have trouble falling
asleep, especially before big tests. All these impact your sleep quality negatively and your
overall health and wellness.
In this concept, the mindfulness resources and activities will provide an opportunity for you
to focus on self-care through rest, so you are better prepared to live your life to the fullest.
Rest is More Than Sleep
Recognizing when the body is experiencing stress is not always easy, since the mind is
occupied with the issue that is causing the stress, whether that is a kitchen fire, having no
money to pay bills, or worrying about those you love. Mindfulness, being in the present for a
few moments to notice the cues your body sends, is a powerful tool for students and nurses
to master. So take a few moments to learn the warning signs of stress and how intentional
breathing can help calm your mind and body through the video below.
Mindful Moments
Mindfulness can be increased through intentional activities scattered throughout your day.
The key is remembering to practice mindfulness.
This next segment offers usable tips that can fit into your day. You will also be introduced to
the benefits of keeping a sleep journal, which is available below.
Peace and Calm Sleep
From previous videos, we know that mindfulness can raise our awareness of stress and its
warning signs, so we can proactively seek ways to stay focused and remain calm. Increasing
the length and quality of sleep can further promote the sense of peace and calmness, and
thus improve our overall health. This video focuses on techniques to help you shut off your
mind and fall asleep.
Restorative Sleep
Unfortunately, falling asleep is just the first step to getting 7 hours of rest. Have you ever
awoken a few hours after going to bed and not being able to go back to sleep? This segment
focuses on improving the quality of your sleep.
Adolescent Sleep Needs
Adolescents have their own sleep needs. The majority do not get enough rest, spending less
than 8 hours sleeping at night. This lack of sleep may cause difficulty in paying attention in
school and concentrating on homework. Academic performance may suffer as a result.
Adolescents with inadequate sleep have a higher incidence of obesity, type 2 diabetes, poor
mental health, and injuries. Some suggestions for improving sleep with adolescents include:
Sticking to a sleep schedule and limiting media devices
Adjusting the sleeping environment to be dark, quiet, and with a comfortable temperature
Encouraging physical activity as daily exercise
Limiting the intake of caffeine and large meals before bed
Chronic conditions that are directly linked with inadequate sleep are diabetes, heart attacks,
stroke, cancer, and obesity.
