NR-226: Fundamentals: Patient Care
Latest Exam 1 - Chamberlain
University 2025/2026 | Questions
and Correct Answers | Latest Version |
Verified Solution 100%
While assessing a patient, the nurse observes that the patient's intravenous (IV) line is not infusing at
the ordered rate. The nurse assesses the patient for pain at the IV site, checks the flow regulator on
the tubing, looks to see if the patient is lying on the tubing, checks the point of connection between
the tubing and the IV catheter, and then checks the condition of the site where the intravenous
catheter enters the patient's skin. After the nurse readjusts the flow rate, the infusion begins at the
correct rate. This is an example of:
A. Inference.
B. Diagnostic reasoning.
C. Competency.
D. Problem solving.
D. Problem solving
-This is an example of problem solving. The nurse collects information and tries options until she is able
to find a solution to the slowed infusion rate. The focus is on solving the problem with the patient's IV
and not on solving the patient's health problem; thus this is not the diagnostic reasoning process.
The nurse sits down to talk with a patient who lost her sister 2 weeks ago. The patient reports she is
unable to sleep, feels very fatigued during the day, and is having trouble at work. The nurse asks her
to clarify the type of trouble. The patient explains she can't concentrate or even solve simple
problems. The nurse records the results of the assessment, describing the patient as having ineffective
coping. This is an example of:
A. Diagnostic reasoning.
B. Competency.
C. Inference.
D. Problem solving.
A. Diagnostic reasoning
-In this example the nurse collects information about the patient, sees patterns in the data collected,
and makes a nursing diagnosis. This is an example of the diagnostic process.
,A nurse has worked on an oncology unit for 3 years. One patient has become visibly weaker and
states, "I feel funny." The nurse knows how patients often have behavior changes before developing
sepsis when they have cancer. The nurse asks the patient questions to assess thinking skills and
notices the patient shivering. The nurse goes to the phone, calls the physician, and begins the
conversation by saying, "I believe that your patient is developing sepsis. I want to report symptoms
I'm seeing." What examples of critical thinking concepts does the nurse show? (Select all that apply.)
A. Experience
B. Ethical
C. Analyticity
D. Self-confidence
E. Risk taking
C & D.
-Among critical thinking concepts, the nurse shows analyticity (analyzing information, gathering
additional findings, and sensing a problem), and self-confidence (calling the physician, which shows trust
in his own reasoning). The nurse's experience would have influenced the familiarity of patient
symptoms, but in this text experience is considered a component of the critical thinking model and not a
concept. Acting ethically is a critical thinking standard.
.A nurse who is working on a surgical unit is caring for four different patients. Patient A will be
discharged home and is in need of instruction about wound care. Patients B and C have returned from
the operating room within an hour of each other, and both require vital signs and monitoring of their
intravenous (IV) lines. Patient D is resting following a visit by physical therapy. Which of the following
activities by the nurse represent(s) use of clinical decision making for groups of patients? (Select all
that apply.)
A. Consider how to involve patient A in deciding whether to involve the family caregiver in wound
care instruction.
B. Think about past experience with patients who develop postoperative complications.
C. Decide which activities can be combined for patients B and C.
D. Carefully gather any assessment information and identify patient problems.
A&C
-Considering how to involve patients in decisions and how to combine nursing activities to be more
organized and allow for resolving more than one problem at a time are examples of clinical decision
making for groups of patients. Thinking about past experience with patients is an example of reflection,
an approach to strengthen critical thinking skills. Gathering assessment information is part of the
process of diagnostic reasoning, which should be applied to each patient.
The surgical unit has initiated the use of a pain-rating scale to assess patients' pain severity during
their postoperative recovery. The registered nurse (RN) looks at the pain flow sheet to see the pain
scores recorded for a patient over the last 24 hours. Use of the pain scale is an example of which
intellectual standard?
A. Deep
B. Relevant
C. Consistent
D. Significant
, C. Consistent
-Use of the same pain scale for assessing pain acuity is an example of being consistent.
During a home health visit the nurse prepares to instruct a patient in how to perform range-of-motion
(ROM) exercises for an injured shoulder. The nurse verifies that the patient took an analgesic 30
minutes before arrival at the patient's home. After discussing the purpose for the exercises and
demonstrating each one, the nurse has the patient perform them. After two attempts with only the
second of three exercises, the patient stops and says, "This hurts too much. I don't see why I have to
do this so many times." The nurse applies the critical thinking attitude of integrity in which of the
following actions?
A. "I understand your reluctance, but the exercises are necessary for you to regain function in your
shoulder. Let's go a bit more slowly and try to relax."
B. "I see that you're uncomfortable. I'll call your doctor to decide the next step."
C. "Show me exactly where your pain is and rate it for me on a scale of 0 to 10."
D. "Is anything else bothering you? Other than the pain, is there any other reason you might not want
to do the exercises?"
A. "I understand your reluctance, but the exercises are necessary for you to regain function in your
shoulder. Let's go a bit more slowly and try to relax."
-The nurse reviews the position of requiring exercises to restore function and decides to try a different
approach to proceed, which is an example of integrity. In calling the doctor for the next step, the nurse
does not reinforce the importance of exercises, which is likely the standard of care for this type of
patient. In asking the location and strength of the pain the nurse is interpreting further to determine if
any other physical problems are developing. In attempting to learn if any other underlying problems
exist, the nurse is showing curiosity.
The nurse cared for a 14-year-old with renal failure who died near the end of the work shift. The
health care team tried for 45 minutes to resuscitate the child with no success. The family was
devastated by the loss, and, when the nurse tried to talk with them, the mother said, "You can't make
me feel better; you don't know what it's like to lose a child." Which of the following examples of
journal entries might best help the nurse reflect and think about this clinical experience? (Select all
that apply.)
A. Data entry of time of day, who was present, and condition of the child
B. Description of the efforts to restore the child's blood pressure, what was used, and questions about
the child's response
C. The meaning the experience had for the nurse with respect to her understanding of dealing with a
patient's death
D. A description of what the nurse said to the mother, the mother's response, and how the nurse
might approach the situation differently in the future
B, C, & D
-The nurse can reflect on the effects of the treatment and what was difficult or confusing about the
outcome. The nurse reviews the meaning of the experience to help improve understanding of personal
comfort and competence in dealing with death and how to respond in the future. The nurse reflects on
the communication approach used with the mother to consider if it was appropriate.
Latest Exam 1 - Chamberlain
University 2025/2026 | Questions
and Correct Answers | Latest Version |
Verified Solution 100%
While assessing a patient, the nurse observes that the patient's intravenous (IV) line is not infusing at
the ordered rate. The nurse assesses the patient for pain at the IV site, checks the flow regulator on
the tubing, looks to see if the patient is lying on the tubing, checks the point of connection between
the tubing and the IV catheter, and then checks the condition of the site where the intravenous
catheter enters the patient's skin. After the nurse readjusts the flow rate, the infusion begins at the
correct rate. This is an example of:
A. Inference.
B. Diagnostic reasoning.
C. Competency.
D. Problem solving.
D. Problem solving
-This is an example of problem solving. The nurse collects information and tries options until she is able
to find a solution to the slowed infusion rate. The focus is on solving the problem with the patient's IV
and not on solving the patient's health problem; thus this is not the diagnostic reasoning process.
The nurse sits down to talk with a patient who lost her sister 2 weeks ago. The patient reports she is
unable to sleep, feels very fatigued during the day, and is having trouble at work. The nurse asks her
to clarify the type of trouble. The patient explains she can't concentrate or even solve simple
problems. The nurse records the results of the assessment, describing the patient as having ineffective
coping. This is an example of:
A. Diagnostic reasoning.
B. Competency.
C. Inference.
D. Problem solving.
A. Diagnostic reasoning
-In this example the nurse collects information about the patient, sees patterns in the data collected,
and makes a nursing diagnosis. This is an example of the diagnostic process.
,A nurse has worked on an oncology unit for 3 years. One patient has become visibly weaker and
states, "I feel funny." The nurse knows how patients often have behavior changes before developing
sepsis when they have cancer. The nurse asks the patient questions to assess thinking skills and
notices the patient shivering. The nurse goes to the phone, calls the physician, and begins the
conversation by saying, "I believe that your patient is developing sepsis. I want to report symptoms
I'm seeing." What examples of critical thinking concepts does the nurse show? (Select all that apply.)
A. Experience
B. Ethical
C. Analyticity
D. Self-confidence
E. Risk taking
C & D.
-Among critical thinking concepts, the nurse shows analyticity (analyzing information, gathering
additional findings, and sensing a problem), and self-confidence (calling the physician, which shows trust
in his own reasoning). The nurse's experience would have influenced the familiarity of patient
symptoms, but in this text experience is considered a component of the critical thinking model and not a
concept. Acting ethically is a critical thinking standard.
.A nurse who is working on a surgical unit is caring for four different patients. Patient A will be
discharged home and is in need of instruction about wound care. Patients B and C have returned from
the operating room within an hour of each other, and both require vital signs and monitoring of their
intravenous (IV) lines. Patient D is resting following a visit by physical therapy. Which of the following
activities by the nurse represent(s) use of clinical decision making for groups of patients? (Select all
that apply.)
A. Consider how to involve patient A in deciding whether to involve the family caregiver in wound
care instruction.
B. Think about past experience with patients who develop postoperative complications.
C. Decide which activities can be combined for patients B and C.
D. Carefully gather any assessment information and identify patient problems.
A&C
-Considering how to involve patients in decisions and how to combine nursing activities to be more
organized and allow for resolving more than one problem at a time are examples of clinical decision
making for groups of patients. Thinking about past experience with patients is an example of reflection,
an approach to strengthen critical thinking skills. Gathering assessment information is part of the
process of diagnostic reasoning, which should be applied to each patient.
The surgical unit has initiated the use of a pain-rating scale to assess patients' pain severity during
their postoperative recovery. The registered nurse (RN) looks at the pain flow sheet to see the pain
scores recorded for a patient over the last 24 hours. Use of the pain scale is an example of which
intellectual standard?
A. Deep
B. Relevant
C. Consistent
D. Significant
, C. Consistent
-Use of the same pain scale for assessing pain acuity is an example of being consistent.
During a home health visit the nurse prepares to instruct a patient in how to perform range-of-motion
(ROM) exercises for an injured shoulder. The nurse verifies that the patient took an analgesic 30
minutes before arrival at the patient's home. After discussing the purpose for the exercises and
demonstrating each one, the nurse has the patient perform them. After two attempts with only the
second of three exercises, the patient stops and says, "This hurts too much. I don't see why I have to
do this so many times." The nurse applies the critical thinking attitude of integrity in which of the
following actions?
A. "I understand your reluctance, but the exercises are necessary for you to regain function in your
shoulder. Let's go a bit more slowly and try to relax."
B. "I see that you're uncomfortable. I'll call your doctor to decide the next step."
C. "Show me exactly where your pain is and rate it for me on a scale of 0 to 10."
D. "Is anything else bothering you? Other than the pain, is there any other reason you might not want
to do the exercises?"
A. "I understand your reluctance, but the exercises are necessary for you to regain function in your
shoulder. Let's go a bit more slowly and try to relax."
-The nurse reviews the position of requiring exercises to restore function and decides to try a different
approach to proceed, which is an example of integrity. In calling the doctor for the next step, the nurse
does not reinforce the importance of exercises, which is likely the standard of care for this type of
patient. In asking the location and strength of the pain the nurse is interpreting further to determine if
any other physical problems are developing. In attempting to learn if any other underlying problems
exist, the nurse is showing curiosity.
The nurse cared for a 14-year-old with renal failure who died near the end of the work shift. The
health care team tried for 45 minutes to resuscitate the child with no success. The family was
devastated by the loss, and, when the nurse tried to talk with them, the mother said, "You can't make
me feel better; you don't know what it's like to lose a child." Which of the following examples of
journal entries might best help the nurse reflect and think about this clinical experience? (Select all
that apply.)
A. Data entry of time of day, who was present, and condition of the child
B. Description of the efforts to restore the child's blood pressure, what was used, and questions about
the child's response
C. The meaning the experience had for the nurse with respect to her understanding of dealing with a
patient's death
D. A description of what the nurse said to the mother, the mother's response, and how the nurse
might approach the situation differently in the future
B, C, & D
-The nurse can reflect on the effects of the treatment and what was difficult or confusing about the
outcome. The nurse reviews the meaning of the experience to help improve understanding of personal
comfort and competence in dealing with death and how to respond in the future. The nurse reflects on
the communication approach used with the mother to consider if it was appropriate.
