HESI Fundamentals Remediation

Building Competency in Patient-Centered Care You are admitting Mrs. Padavil, a Pakistani Muslim woman, for elective surgery. Her husband and two grown children are with her. As you are completing your admission database, what questions should you ask Mrs. Padavil to ensure that you provide patient-centered care while she is in the hospital? I would consider the patient’s expectations, preferences, knowledge, cultural beliefs, and values. You want to develop a trusting relationship with her. Possibly try to get an interpreter for the language barrier, make sure her family is ok being in there while you ask questions, along with educating the patient about the surgery, and any cultural barriers anything could do. Chapter 04: Theoretical Foundations of Nursing Practice Case Study Jennifer is a first-semester nursing student who is studying the theoretical foundations of nursing practice. She learns that nursing theory is the foundation of nursing research, which builds the scientific knowledge base of nursing that is applied to practice. As more research is conducted, the discipline learns to what extent a given theory is useful in providing information to improve patient care. Once Jennifer completes nursing school, she plans to obtain her master’s degree in nursing research. Therefore Jennifer is interested in learning how components in a theory help drive research questions to improve nursing. 1. Jennifer knows that describe phenomena, speculate on why they occur, and describe their consequences. Descriptive theories 2. Jennifer learns about the focus of nursing theories. Nursing theories focus on the of nursing and nursing care. Phenomenon 3. Jennifer learns the difference between internal and external patient factors. Which of the following is an example of an external factor that affects the patient? (Select all that apply.) A. Change in health care policy B. Increase in health insurance premium C. Change in cognitive function D. Increase in respiratory rate A,B Chapter 05: Evidence-Based Practice Case Study Tracy is in her last semester of nursing school where she is taking a course in which her class learns about the importance of evidence-based practice. Dr. Minturn, the nursing professor who teaches the course, has asked the students to write a paper about a mock research study of their choosing. The students are to pose a clinical question and then map how they would create a research study around the question. They are not to actually carry out the research, but they are to envision what their study would look like and then map it on paper. 1. Tracy uses the six steps of evidence-based practice to help formulate her mock research study. Rank in order the six steps of evidence-based practice. A. Evaluate the practice decision or change. B. Ask a clinical question. C. Critically appraise the evidence you gather. D. Collect the most relevant and best evidence. E. Share the outcomes of evidence-based changes with others. F. Integrate all evidence with one’s clinical expertise and patient preferences and values in making a practice decision or change. B, D, C, F, A, E 2. Tracy relies on PICOT to help her develop a clinical question for the research project. She knows that the “C” in PICOT refers to which of the following? A. Caring B. Clinical component C. Comparison of interest D. Compiled data E. Complicated patient C 3. Tracy writes her mock research purpose statement. In the purpose statement she includes a that predicts the relationship between the study variables. Hypothesis 4. Tracy knows that the is the foundation of research; thus she includes this in her mock research paper objectively test her hypothesis. Scientific method Chapter 05: Evidence-Based Practice Building Competency in Evidence-Based Practice While attending a professional nursing conference about the care of surgical patients, Rick hears a report about a research study in which nurses at one hospital had their patients chew gum following abdominal surgery. The results of the research study indicated that patients who chewed peppermint gum three times a day had reduced nausea and a return of bowel sounds sooner after surgery compared with patients who did not chew gum. Using this information, develop a PICOT question that Rick could use to further investigate this intervention. Identify each part of the PICOT question. In patients who have had abdominal surgery (P), what is the effect of chewing gum (I) three times a day during the hospital stay (T) on nausea and return of bowel function (O) when compared with patients who do not chew gum following surgery (C) Chapter 09: Culture and Ethnicity Case Study Mrs. Angela Lasky is a 52-year-old Polish woman who has moved to the United States to be closer to her daughter. She has high blood pressure and diabetes mellitus, both of which require her to be on medication. She goes to the local health clinic every 2 weeks to have her blood pressure checked and blood glucose log reviewed to ensure that she is on the correct dosage of medications. Jeffrey is the nursing student who helps Mrs. Lasky in the clinic. Jeffrey takes her blood pressure, reviews her blood glucose log, and discusses the prescribed medication regimen with her to clarify any confusion. 1. Jeffrey asks Mrs. Lasky about her transition to American culture. Mrs. Lasky assures Jeffrey that she is now bicultural. Which of the following statements clarifies the term biculturalism? A. Mrs. Lasky does not identify with America or Poland. B. Mrs. Lasky identifies with America more than Poland. C. Mrs. Lasky identifies with Poland more than America. D. Mrs. Lasky identifies with both America and Poland equally. D 2. Jeffrey tells Mrs. Lasky that it sounds as if she has into American culture since she has American friends and follows many of the American traditions. Assimilated 3. For Jeffrey to deliver acceptable care to Mrs. Lasky, he must exhibit cultural competence. Which of the following are the interlocking components of cultural competence? (Select all that apply.) A. Cultural awareness B. Cultural imposition C. Cultural knowledge D. Cultural skills E. Cultural encounters