SAMPLE NCLEX-LPN

‭Chapter 4:‬ ‭Psychosocial Integrity‬ ‭Overview‬

‭Psychosocial‬ ‭well-being‬ ‭,‬ ‭just‬ ‭like‬ ‭physiological‬ ‭health,‬ ‭constitutes‬ ‭a‬ ‭fundamental‬ ‭requirement‬‭for‬‭all‬ ‭clients.‬‭It‬‭embodies‬‭the‬‭equilibrium‬‭of‬‭psychological‬‭and‬‭sociological‬‭factors,‬‭an‬‭equilibrium‬‭that‬‭can‬‭be‬ ‭disturbed‬ ‭during‬ ‭instances‬ ‭of‬ ‭stress,‬ ‭illness,‬ ‭or‬ ‭crisis.‬ ‭Any‬ ‭challenges‬ ‭to‬ ‭an‬ ‭individual's‬ ‭emotional,‬ ‭mental,‬‭and‬‭social‬‭welfare‬‭have‬‭the‬‭potential‬‭to‬‭disrupt‬‭this‬‭balance.‬‭Even‬‭slight‬‭alterations‬‭in‬‭adaptive‬ ‭and‬ ‭coping‬ ‭reactions‬ ‭might‬ ‭lead‬ ‭to‬ ‭unproductive‬ ‭patterns‬ ‭of‬ ‭thought,‬ ‭communication,‬ ‭emotion,‬ ‭and‬ ‭behavior.‬ ‭As‬ ‭a‬‭caregiver‬‭addressing‬‭clients'‬‭psychosocial‬‭needs,‬‭it's‬‭crucial‬‭to‬‭be‬‭prepared‬‭for,‬‭discern,‬ ‭and evaluate these sorts of reactions.‬ ‭In‬ ‭the‬ ‭NCLEX-LPN‬ ‭examination,‬ ‭roughly‬ ‭7-13%‬ ‭of‬ ‭the‬‭questions‬‭will‬‭pertain‬‭to‬‭psychosocial‬‭Integrity.‬ ‭This‬‭section‬‭centers‬‭on‬‭advocating‬‭for‬‭and‬‭bolstering‬‭the‬‭emotional,‬‭mental,‬‭and‬‭social‬‭welfare‬‭of‬‭clients‬ ‭confronting demanding circumstances, as well as clients with acute or chronic mental health disorders.‬ ‭Learning Objectives‬ ‭1.‬ ‭Demonstrate‬ ‭the‬ ‭ability‬ ‭to‬ ‭assess‬ ‭and‬ ‭intervene‬ ‭in‬ ‭various‬ ‭psychosocial‬ ‭scenarios,‬ ‭including‬ ‭abuse and neglect, substance use disorders, coping mechanisms, and sensory alterations.‬ ‭2.‬ ‭Develop‬ ‭skills‬ ‭in‬ ‭crisis‬ ‭intervention,‬ ‭stress‬ ‭management,‬ ‭and‬ ‭therapeutic‬ ‭communication‬ ‭techniques to effectively address client needs and concerns.‬ ‭3.‬ ‭Recognize‬ ‭the‬ ‭impact‬ ‭of‬ ‭cultural‬‭influences‬‭on‬‭health,‬‭religious‬‭beliefs,‬‭and‬‭spiritual‬‭practices,‬ ‭and provide culturally sensitive care to diverse client populations.‬ ‭4.‬ ‭Explain‬ ‭family‬ ‭dynamics'‬‭influence‬‭on‬‭client‬‭well-being‬‭and‬‭provide‬‭appropriate‬‭care,‬‭including‬ ‭end-of-life care and support.‬ ‭5.‬ ‭Describe‬‭the‬‭stages‬‭of‬‭grief‬‭and‬‭loss‬‭and‬‭grasp‬‭fundamental‬‭concepts‬‭related‬‭to‬‭mental‬‭health‬ ‭conditions and their treatment approaches.‬ ‭6.‬ ‭Identify‬ ‭and‬ ‭utilize‬ ‭support‬ ‭systems‬ ‭in‬ ‭client‬ ‭care‬ ‭plans‬ ‭while‬ ‭also‬ ‭employing‬ ‭behavioral‬ ‭interventions to promote positive client outcomes.‬ ‭7.‬ ‭Create‬‭a‬‭therapeutic‬‭environment‬‭that‬‭considers‬‭sensory‬‭and‬‭perceptual‬‭alterations,‬‭enhancing‬ ‭client comfort and safety.‬

‭A. Addressing Abuse and Neglect‬ ‭Empowering Prevention and Intervention‬

‭Within‬‭the‬‭context‬‭of‬‭the‬‭NCLEX‬‭study‬‭guide,‬‭the‬‭topic‬‭of‬‭abuse‬‭and‬‭neglect‬‭encompasses‬‭various‬‭forms,‬ ‭including‬ ‭physical‬ ‭abuse‬ ‭,‬ ‭physical‬ ‭neglect‬ ‭,‬ ‭sexual‬ ‭abuse‬ ‭,‬ ‭emotional‬‭abuse,‬ ‭and‬ ‭neglect‬ ‭.‬‭Familiarity‬ ‭with‬‭one’s‬‭state's‬‭laws‬‭regarding‬‭the‬‭reporting‬‭of‬‭suspected‬‭or‬‭confirmed‬‭abuse‬‭is‬‭crucial.‬‭Furthermore,‬ ‭one‬ ‭must‬ ‭possess‬ ‭the‬ ‭ability‬ ‭to‬‭identify‬‭factors‬‭that‬‭contribute‬‭to‬‭the‬‭risk‬‭of‬‭abuse‬‭and‬‭neglect‬‭and‬‭to‬ ‭recognize‬ ‭indicators‬ ‭that‬ ‭may‬ ‭suggest‬‭their‬‭presence.‬‭Understanding‬‭these‬‭aspects‬‭is‬‭pivotal‬‭for‬‭one’s‬ ‭role in subsequent care.‬

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