HNB-BC cheat sheet

AHNA defines holistic nursing as all nursing practice that has healing the whole person as its goal; the whole includes mind, body, spirit, and environment.

Five AHNA core values: holistic philosophy and education; holistic ethics, theories, and research; holistic nurse self-care; holistic communication, therapeutic environment, and cultural diversity; and the holistic caring process.

Nightingale's environmental theory directs the nurse to put the person in the best condition for nature to act, emphasizing fresh air, light, warmth, cleanliness, quiet, and diet.

Watson's Theory of Human Caring centers on transpersonal caring relationships, the caring moment, and ten Caritas Processes that honor the unity of mind-body-spirit.

Rogers' Science of Unitary Human Beings uses four postulates: energy fields, openness, pattern, and pandimensionality; human and environment are irreducible fields.

Newman's Health as Expanding Consciousness treats health as the evolving pattern of the whole; disease and health are not opposites, and nursing is a caring partnership.

Parse's Human Becoming Theory has three principles: structuring meaning, cocreating rhythmic patterns, and cotranscending with possibles.

Leininger's Culture Care Diversity and Universality theory uses culture care preservation/maintenance, accommodation/negotiation, and repatterning/restructuring.

Ethical decision rule: apply the ANA Code of Ethics provisions and the principles of autonomy, beneficence, nonmaleficence, justice, veracity, and fidelity; when values conflict, honor patient dignity and self-determination.

Health teaching addresses three learning domains: cognitive (knowledge), affective (attitudes and values), and psychomotor (skills).

Teach-back is a confirmatory method: the learner restates or demonstrates information in their own words, and the nurse corrects misunderstandings before concluding teaching.

Plain-language teaching limits content to about three key points, uses short sentences and everyday words, and targets roughly a fifth-to-sixth grade reading level.

Motivational interviewing uses OARS (Open questions, Affirmations, Reflective listening, Summaries), elicit-provide-elicit, and importance/confidence rulers scored 0 to 10.

The transtheoretical model stages are precontemplation, contemplation, preparation, action, maintenance, and termination; the intervention is matched to the person's current stage.

Knowles' adult learning principles: adults are self-directed, bring life experience, are readiness-driven, and prefer problem-centered education with immediate relevance.

Limited English proficiency requires a qualified medical interpreter; family members, especially children, are not appropriate for sensitive or complex information.

Documentation of teaching includes learner readiness, content taught, method used, learner response, barriers, interpreter or language used, and follow-up plan.

The AHNA standard expects holistic nurses to engage in self-care, self-reflection, and self-awareness to optimize personal health and to model whole-person well-being.

Compassion fatigue includes emotional exhaustion, reduced empathy, and diminished sense of accomplishment; it overlaps with burnout but is distinct in its caregiving origin.

Secondary traumatic stress symptoms mirror post-traumatic stress: intrusive thoughts, avoidance, negative mood, and hyperarousal after exposure to others' trauma.

Self-compassion has three components described by Neff: self-kindness rather than self-judgment, common humanity rather than isolation, and mindfulness rather than over-identification.

Evidence-based self-care practices include sleep hygiene, balanced nutrition, physical activity, mindfulness or meditation, breathwork, social support, and professional boundaries.

Reflective tools include journaling, critical reflective inquiry, peer consultation, and debriefing; their purpose is to examine beliefs, biases, and reactions to care experiences.

Decision rule: when fatigue, impairment, or burnout threatens patient safety, the nurse seeks peer support or employee assistance and reduces clinical demands; nurse impairment is a patient safety issue.

The holistic caring process uses assessment, diagnosis, outcome identification, planning, implementation, and evaluation applied to the whole person, family, community, and environment.

Holistic assessment collects physical, emotional, spiritual, cultural, social, and environmental data plus the person's values, beliefs, goals, and preferences.

Spiritual assessment tools include HOPE (Hope sources, Organized religion, Personal spirituality and practices, Effects on care) and FICA (Faith, Importance, Community, Address in care).

NANDA-I diagnoses guide the diagnosis step; holistic examples include spiritual distress, impaired comfort, anxiety, and ineffective coping.

Outcomes must be measurable, person-centered, culturally congruent, and inclusive of mind, body, spirit, and environmental dimensions.

Before any complementary or integrative therapy, the nurse verifies scope of practice, practitioner credentials, evidence, contraindications, and informed consent.

Evaluation compares actual responses with expected outcomes across all dimensions and leads to continuation, revision, or discontinuation of the plan.

Decision rule: the patient's goals and cultural values guide the plan of care; the nurse does not impose personal health beliefs or preferred modalities.

Therapeutic communication techniques include active listening, presence, open-ended questions, reflection, clarification, silence, empathy, and summarizing.

Blocking behaviors include false reassurance, giving unsolicited advice, changing the subject, defensive responses, and minimizing the patient's feelings.

A healing environment includes noise control, natural light, privacy, comfort, aesthetics, safety, cleanliness, and respectful presence.

Leininger's model directs culturally congruent care through culture care preservation/maintenance, accommodation/negotiation, and repatterning/restructuring.

The Campinha-Bacote cultural competence process has five constructs: cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire.

Cultural humility is a lifelong process of self-reflection that acknowledges power imbalances and personal bias and avoids assuming expertise about another person's culture.

For limited English proficiency, use a trained medical interpreter, not family or children, for confidential or sensitive discussions; document the interpreter and language used.

Health disparities are influenced by social determinants of health, including income, education, housing, food security, transportation, and discrimination.