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A postoperative client has three different PRN analgesics prescribed for varying levels of pain. The nurse inadvertently administers a dose that is not within the prescribed parameters. What action should the nurse take first?
- A. Assess for side effects of the medication.
- B. Document the client's responses.
- C. Complete a medication error report.
- D. Determine if the pain was relieved.
Correct Answer: A
Rationale: In the scenario where a nurse administers a medication outside the prescribed parameters, the immediate action should be to assess the client for any potential side effects of the medication. This is crucial to ensure the client's safety and well-being. By promptly assessing for side effects, the nurse can address any adverse reactions promptly and provide necessary interventions. Once the client's safety is ensured, documenting the client's responses, completing a medication error report, and assessing pain relief can follow as part of the broader response to the medication error. Choice B is not the first priority because the immediate concern is the potential harm from the incorrect dose. Choice C is also important but comes after ensuring the client's safety. Choice D focuses on the outcome rather than the immediate need to address any side effects of the medication.
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While reviewing the side effects of a newly prescribed medication, a 72-year-old client notes that one of the side effects is a reduction in sexual drive. Which is the best response by the nurse?
- A. How will this affect your present sexual activity?
- B. How active is your current sex life?
- C. How has your sex life changed as you have become older?
- D. Tell me about your sexual needs as an older adult.
Correct Answer: A
Rationale: Option A is the best response as it directly addresses the client's concern about the reduction in sexual drive caused by the medication. It encourages the client to express their thoughts and feelings about how this side effect may impact their current sexual activity, facilitating open communication and understanding between the nurse and the client. Choices B, C, and D are not as appropriate as they do not directly address the client's immediate concern regarding the impact of the medication on their sexual drive.
What is the most important action for the nurse to take when caring for a client with a spinal cord injury experiencing autonomic dysreflexia?
- A. Elevate the head of the bed to 45 degrees.
- B. Monitor the client's respiratory rate.
- C. Administer an antihypertensive medication.
- D. Assess the client's blood glucose level.
Correct Answer: A
Rationale: In a client with autonomic dysreflexia, the most critical action is to elevate the head of the bed to 45 degrees (A). This positioning helps reduce blood pressure, which is essential in managing autonomic dysreflexia. Monitoring the client's respiratory rate (B) is important for overall assessment but not the priority in this situation. Administering an antihypertensive medication (C) without addressing the positioning issue first can lead to further complications. Assessing the client's blood glucose level (D) is not directly related to autonomic dysreflexia and is not the initial priority in this scenario.
When entering the room of an adult male, the nurse finds that the client is very anxious. Before providing care, what action should the nurse take first?
- A. Divert the client's attention
- B. Call for additional help from staff
- C. Document the planned action
- D. Re-assess the client's situation
Correct Answer: D
Rationale: Before providing care to an anxious client, it is crucial for the nurse to first re-assess the client's situation. By re-assessing, the nurse can understand the underlying cause of the client's anxiety, which will help in tailoring appropriate care interventions. Re-assessment ensures that care provided is individualized and addresses the client's specific needs, promoting effective and client-centered care delivery. Diverting the client's attention (Choice A) may not address the root cause of the anxiety. Calling for additional help (Choice B) may be necessary in some situations but should not be the first action. Documenting the planned action (Choice C) should come after re-assessing the client's situation to ensure accurate documentation based on the current assessment.
You are assigned to teach a student how to suction an adult patient with a tracheostomy. Which of the following actions by the student would be incorrect?
- A. Pre-oxygenating the patient with a Resuscibag at 100% O2 several times before suctioning.
- B. Maintaining wall suction pressure at 110-150 mmHg.
- C. Not suctioning for greater than 10-15 seconds at a time.
- D. Applying gentle intermittent pressure and rotating the catheter during the insertion phase of suctioning.
Correct Answer: D
Rationale: The incorrect action by the student is applying gentle intermittent pressure and rotating the catheter during the insertion phase of suctioning. This technique can cause trauma to the tracheal walls, increasing the risk of injury to the patient. It is essential to perform suctioning gently and without rotation to prevent complications in patients with a tracheostomy. Pre-oxygenating the patient, maintaining appropriate suction pressure, and limiting suctioning time are all correct actions when suctioning a patient with a tracheostomy.
A high school senior is complaining of a persistent cough and admits to smoking 10 to 15 cigarettes daily for the past year. He is convinced that he is hopelessly addicted to tobacco since he tried unsuccessfully to quit smoking last week. Which intervention is best for the nurse to implement?
- A. Encourage the student to associate with non-smokers only while attempting to stop smoking.
- B. Tell the student that he is still young and should continue trying various smoking cessation methods.
- C. Describe cigarette smoking as a habit that requires a strong will to overcome its addictiveness.
- D. Provide the student with the latest research data describing the long-term effects of tobacco use.
Correct Answer: A
Rationale: Adolescents are particularly influenced by peers, so associating with non-smokers may help the student quit smoking. By being surrounded by non-smokers, the student is less likely to feel pressured to smoke and may be encouraged to adopt healthier behaviors. This intervention leverages the power of social influence to support smoking cessation efforts and create a more conducive environment for the student to quit smoking. Choices B, C, and D do not address the social aspect of smoking behavior and the influence of peers on smoking habits, making them less effective interventions in this case.