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PRN1032 Client-Centered Care I Exam 2 | LATEST 2026/2027 | Comprehensive Questions with Verified Questions and Answers and Detailed Rationales | Rasmussen University CCC1 Practical Nursing Prep | Get HighScore

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INSTANT PDF DOWNLOAD — This is the comprehensive exam preparation guide for the PRN1032 Client-Centered Care I (CCC1) Exam 2 for the 2026/2027 academic year, featuring verified questions and answers with detailed rationales including multiple-choice and select-all-that-apply (SATA) question formats. Designed for Practical Nursing students enrolled in the PRN1032 course at Rasmussen University, this resource consolidates the critical nursing fundamentals concepts required to achieve a top score on the second examination. The guide is meticulously aligned with the current Rasmussen University PRN1032 curriculum, covering essential topics including nutritional concepts, vitamin and mineral functions, electrolyte imbalances, immobility complications, musculoskeletal system anatomy, and infection control principles . This verified resource provides comprehensive coverage of key PRN1032 Client-Centered Care I Exam 2 topics, including: Nutritional Concepts and Metabolism: Basal Metabolic Rate (BMR) : The sum of all internal activities of the body while at total rest; the amount of energy needed to maintain the body at rest Energy Sources: Humans obtain energy from outside sources, primarily food; energy is required to sustain life Five Dietary Guidelines: 1) Follow a healthy eating pattern across the lifespan, 2) Focus on variety, nutrient density, and amount, 3) Limit calories from added sugars and saturated fats, and reduce sodium intake, 4) Shift to healthier food and beverage choices, 5) Support healthy eating patterns for all My Plate Program: Government program to help people eat healthy; provides guidance on how to plan a nutritious balanced diet Nutrient Density vs Energy Density: Nutrient-dense foods are high in nutrients in a smaller volume (vegetables, fruits, legumes, whole grains, lean protein); energy-dense foods have high concentration of energy in a small amount of food (butter, oil, French fries, fried meats, ice cream) Obesity Classification: Class 1 obese: BMI 30-35; Class 2 obese: BMI 35-40; Class 3 obese: BMI 40 Recommended Diet for Older Adults: Slightly more protein, B12 foods, and higher fiber foods Recommended Diet for Diabetic Patients: Nutrient-rich, low-fat, low-carb, low added sugar, reduced calories Vitamins and Micronutrients: Vitamin Definition: A compound which an organism requires but is unable to synthesize in sufficient quantities, so must obtain through its diet Pro-Vitamin Definition: A substance that an organism can transform into a vitamin Riboflavin-Rich Foods: Cereal, almonds, beef liver, chicken liver, soybeans, milk, yogurt Vitamin A Functions: Vision and immunity; deficiency can cause night blindness, failure to grow (children), infection/sickness, xerophthalmia (ocular diseases), Bitot's spots Vitamin C Critical Function: Antioxidant Vitamin E Benefits: Antioxidant, helps stabilize cell membranes, immune function, reproduction Most Important Nutrient for Humans: Water Percentage of Water Intake from Food: 9% Dehydration and Fluid Balance: First Symptom of Dehydration: Thirst Serious Symptoms of Dehydration: Disorientation, irritability, no urine output, rapid pulse, complete exhaustion Dehydration Manifestations: Poor skin turgor, weight loss, weakness, dizziness, postural hypotension, decreased urine output, dark concentrated urine, dry cracked lips and tongue, dry mucous membranes, flat neck veins when lying down, rapid weak thready pulse, elevated temperature 100.6°F Fluid Overload Risk Factors: Any patient with cardiac problems such as congestive heart failure, older adult patients receiving large amounts of intravenous fluids, patients with kidney conditions, patients with liver conditions, pregnancy Furosemide (Lasix) : A loop diuretic medication that treats fluid build-up; if a patient takes too much, it can pull out too much water and electrolytes, causing increased urination and potentially dehydration Diabetes and Water Requirements: More water needed to help regulate blood glucose levels Electrolyte Imbalances: Normal Sodium Levels: 135-145 mEq/L; sodium and chloride work together to maintain water balance Normal Potassium Levels: 3.5-5.0 mEq/L Normal Calcium Levels: 8.4-10.6 mg/dL Normal Magnesium Levels: 1.3-2.1 mEq/L Normal Phosphate Levels: 3.0-4.5 mg/dL Normal Chloride Levels: 96-106 mEq/L Normal Bicarbonate Levels: 22-26 mEq/L Hypophosphatemia (Low phosphate): Causes include Vitamin D deficiency, hyperparathyroidism, or use of aluminum-containing antacids; symptoms include confusion, seizures, numbness, weakness, possible coma; chronic state: rickets and osteomalacia Hyperphosphatemia (High phosphate): Causes include renal insufficiency; symptoms include anorexia, nausea, vomiting; nursing interventions include assessing for restlessness, confusion, chest pain, cyanosis, monitoring respirations, checking all electrolyte levels Chvostek's Sign: Tap on zygomatic bone (cheek) results in twitching of the ipsilateral (same side only) facial muscles; indicates hypocalcemia Immobility Complications: Musculoskeletal System Functions: Support body and produce movement; protect internal organs from mechanical injury; protect bone marrow; store excess calcium in bones; muscles produce heat Complications Related to Immobility: Pressure sores, constipation, joint pain, weakness, contractures, ankylosis (permanent fixation of a joint), loss of muscle tone, decreased muscle mass, atrophy Priority Complications for Immobility: DVT (deep vein thrombosis), UTI, pneumonia, pressure ulcers Cardiovascular Effects of Immobility: Decreased circulation, increased heart rate, increased risk of venous stasis/DVT Respiratory Effects of Immobility: Pneumonia, increased congestion in airways, increased secretions, decreased lung expansion, atelectasis GI Effects of Immobility: Constipation, paralytic ileus, diminished appetite, slow digestion, decreased peristalsis, delayed gastric emptying GU Effects of Immobility: UTIs, decreased bladder tone, renal calculi Repositioning Frequency: Every 2 hours to prevent pressure sores Diet Teaching for Immobile Patients: Eat protein, fiber, and water Musculoskeletal System: Bone Types: Long bones (arms, legs, hands, feet - include diaphysis and epiphyses); Short bones (wrists and ankles); Flat bones (ribs, shoulder blades, hipbones, cranial bones); Irregular bones (vertebrae and facial bones) Periosteum: Covers the rest of the bone (outer surface except joints) Articular Cartilage: Covers joint surfaces Tendons: Inelastic fibrous tissue that connects muscle to bone Ligaments: Connect bone to bone Elbow Joint Type: Hinge joint

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PRN1032 Client-Centered Care I Exam 2 2026/2027 |

Comprehensive Questions with Verified Answers and

Detailed Rationales Grade A | Rasmussen University


Question 1

The Electronic Health Record (EHR) was set up as a goal of the 2009 American

Recovery and Reinvestment Act for the purpose of providing a:

A. basic record of a patient's current admission only

B. comprehensive record of a patient's history and care across all facilities and

admissions

C. billing record for insurance reimbursement

D. legal document for malpractice defense

Correct Answer: B. comprehensive record of a patient's history and care across all

facilities and admissions

Rationale: The EHR was designed to provide a comprehensive, longitudinal record of a

patient's health history and care across all healthcare facilities and admissions.

,2|Page


Question 2

A home health patient with a bleeding ulcer informs the nurse that she ate a bowl of

chili with jalapenos. An inappropriate communication block with a judgmental tone by

the nurse would be:

A. "Spicy foods can irritate ulcers. Let's talk about dietary choices."

B. "I don't think that was a smart thing for you to do considering your ulcer."

C. "What made you choose to eat chili with your ulcer history?"

D. "Let's review your dietary restrictions together."

Correct Answer: B. "I don't think that was a smart thing for you to do considering

your ulcer."

Rationale: This statement is judgmental and critical, which blocks therapeutic

communication. It uses a blaming tone that may damage the nurse-patient relationship.



Question 3

A patient needs to have a triangular bandage applied. The nurse should position the

sling so that the hand is _____ inch(es) below the elbow.

A. 1

B. 2

,3|Page


C. 3

D. 4

Correct Answer: D. 4

Rationale: When applying a triangular bandage sling, the hand should be positioned

approximately 4 inches below the elbow to ensure proper support and comfort.



Question 4

A clinic nurse is documenting in a patient medical record about the pain that brought

the patient to seek medical attention. The best description is:

A. "Patient complains of stomach pain"

B. "Periumbilical sharp pain at pain level of 7 to 8 for last 3 hours, started 2 hours after

lunch. No relief from antacids."

C. "Patient has severe abdominal pain"

D. "Abdomen hurts, probably from something he ate"

Correct Answer: B. "Periumbilical sharp pain at pain level of 7 to 8 for last 3 hours,

started 2 hours after lunch. No relief from antacids."

Rationale: This documentation is objective, specific, and includes pain location, quality,

intensity, duration, onset, and aggravating/relieving factors, following best

documentation practices.

, 4|Page




Question 5

The nurse has selected an outcome for the patient to eat all of the food on the

breakfast tray each day. Assessing that the patient has eaten all of the breakfast, the

nurse would give positive feedback by saying:

A. "Good job."

B. "You finally ate everything."

C. "Hurray! You finished your whole meal! What would you like for tomorrow?"

D. "It's about time you ate everything."

Correct Answer: C. "Hurray! You finished your whole meal! What would you like

for tomorrow?"

Rationale: This response provides specific, positive reinforcement and engages the

patient in future planning, which promotes continued success.



Question 6

The best way for a nurse to reinforce learning during a return demonstration by the

patient is for the nurse to:

A. correct every mistake immediately

B. give recognition and praise for the parts the patient does well and to assist or teach

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