NSG 3130 Exam 3 Study Guide Dabu Fundamentals 2
| Actual verified study complete Solutions | 2026
Updates | 100% correct | Galen
Study guide for Exam 3
1. Identify and describe different methods to assist the client to develop and use strategies to
decrease anxiety (mild, moderate, extreme, and panic).
Roy’s Theory
• Meeting physiological needs
• Developing a positive identity
• Performing social role functions
• Balancing dependence and independence
• Nurses role is to help patients adapt to illness or develop positive adaptive
behaviors
2. Describe and define the following: Anti-diuretic hormone (ADH), adrenocorticotropic
hormone (ACTH), Thyroid-stimulating hormone (TSH), Epinephrine, and
norepinephrine.
Anti-diuretic hormone (ADH)
• Crucial in regulating water balance and BP
• Produced in hypothalamus and released by the pituitary gland
• Primary function is to increase water reabsorption in the kidneys – this leads to a
reduced urine production and helps maintain a stable water balance in the body
Adrenocorticotropic hormone (ACTH)
• Produced by pituitary gland
• Crucial role in regulating adrenal glands
• Stimulates the adrenal cortex to release cortisol and other hormones
• Known to influence skin pigmentation
Thyroid-stimulating hormone (TSH)
• Produced by pituitary gland
• Regulates thyroid gland activity
• Stimulates release of T3 and T4 – essential for metabolism and various bodily
functions
Epinephrine
• Fight or flight response
• Released during stress
• Triggers a cascade of physiological effects to prepare the body for action
• Adrenaline
Norepinephrine
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, • Increases BP
• Helps maintain focus and attention during stressful situations
• Sleep-wake cycle
• Also released in fight or flight response preparing the body for action
• Plays a role in mood regulation and arousal
3. Provide examples of how to evaluate the client's coping and fears related to grief and
loss.
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, • People who are grieving need to demonstrate that they can talk about the meaning
of their loss, use available support systems, and navigate the loss as they move
through the stages of grief
• A return to life and a level of functioning – physically, socially, emotionally, and
spiritually – that existed before the loss is evaluated
• An ability to discuss their concerns about their impending death and feelings
associated with dying are findings that demonstrate effective nursing
interventions and individual coping
4. Identify how to provide end-of-life care and education to clients.
Providing care
• Patient and family are considered the unit of care
• May occur in any setting – acute, long-term, home care
• Supportive environment is crucial
• Encourage patient to bring personal belongings if they are not at home – pictures,
pillows, stuffed animals, blankets
• Allowing pets
• Unrestricted visiting hours
• Time for privacy
• “Actively dying” patient would not benefit from a transfer to another facility this
can cause distress and be disruptive
• Patient care setting and patient and family wishes are a priority
• Nurse advocates for where the patient and family want the death to take place
Education
• Teach patients and families the signs and symptoms of the dying process in terms
they can understand. Knowing what to expect can empower family caregivers
during this very difficult time
• Explain measures used to control symptoms and to maintain quality of life for the
patient – decreases the stress the family may feel
• Provide assurance that members of the health care team are available and ready to
provide assistance and support
• Educate caregivers about how to provide physical care measures to allow the
family to provide safe care in a manner that will allow comfort for the patient as
well as the family
• Remember that patients and families may need repeated education and
reassurance because of their grief
5. Describe and incorporate client cultural practices and beliefs when planning and
providing care for patients suffering from grief and loss.
African American
• Friends and family often gather at the home of the deceased to offer support and
share in the grief process
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| Actual verified study complete Solutions | 2026
Updates | 100% correct | Galen
Study guide for Exam 3
1. Identify and describe different methods to assist the client to develop and use strategies to
decrease anxiety (mild, moderate, extreme, and panic).
Roy’s Theory
• Meeting physiological needs
• Developing a positive identity
• Performing social role functions
• Balancing dependence and independence
• Nurses role is to help patients adapt to illness or develop positive adaptive
behaviors
2. Describe and define the following: Anti-diuretic hormone (ADH), adrenocorticotropic
hormone (ACTH), Thyroid-stimulating hormone (TSH), Epinephrine, and
norepinephrine.
Anti-diuretic hormone (ADH)
• Crucial in regulating water balance and BP
• Produced in hypothalamus and released by the pituitary gland
• Primary function is to increase water reabsorption in the kidneys – this leads to a
reduced urine production and helps maintain a stable water balance in the body
Adrenocorticotropic hormone (ACTH)
• Produced by pituitary gland
• Crucial role in regulating adrenal glands
• Stimulates the adrenal cortex to release cortisol and other hormones
• Known to influence skin pigmentation
Thyroid-stimulating hormone (TSH)
• Produced by pituitary gland
• Regulates thyroid gland activity
• Stimulates release of T3 and T4 – essential for metabolism and various bodily
functions
Epinephrine
• Fight or flight response
• Released during stress
• Triggers a cascade of physiological effects to prepare the body for action
• Adrenaline
Norepinephrine
Mtd_052825
, • Increases BP
• Helps maintain focus and attention during stressful situations
• Sleep-wake cycle
• Also released in fight or flight response preparing the body for action
• Plays a role in mood regulation and arousal
3. Provide examples of how to evaluate the client's coping and fears related to grief and
loss.
Mtd_052825
, • People who are grieving need to demonstrate that they can talk about the meaning
of their loss, use available support systems, and navigate the loss as they move
through the stages of grief
• A return to life and a level of functioning – physically, socially, emotionally, and
spiritually – that existed before the loss is evaluated
• An ability to discuss their concerns about their impending death and feelings
associated with dying are findings that demonstrate effective nursing
interventions and individual coping
4. Identify how to provide end-of-life care and education to clients.
Providing care
• Patient and family are considered the unit of care
• May occur in any setting – acute, long-term, home care
• Supportive environment is crucial
• Encourage patient to bring personal belongings if they are not at home – pictures,
pillows, stuffed animals, blankets
• Allowing pets
• Unrestricted visiting hours
• Time for privacy
• “Actively dying” patient would not benefit from a transfer to another facility this
can cause distress and be disruptive
• Patient care setting and patient and family wishes are a priority
• Nurse advocates for where the patient and family want the death to take place
Education
• Teach patients and families the signs and symptoms of the dying process in terms
they can understand. Knowing what to expect can empower family caregivers
during this very difficult time
• Explain measures used to control symptoms and to maintain quality of life for the
patient – decreases the stress the family may feel
• Provide assurance that members of the health care team are available and ready to
provide assistance and support
• Educate caregivers about how to provide physical care measures to allow the
family to provide safe care in a manner that will allow comfort for the patient as
well as the family
• Remember that patients and families may need repeated education and
reassurance because of their grief
5. Describe and incorporate client cultural practices and beliefs when planning and
providing care for patients suffering from grief and loss.
African American
• Friends and family often gather at the home of the deceased to offer support and
share in the grief process
Mtd_052825
