NRSG 105 - FINAL EXAM QUESTIONS AND CORRECT ANSWERS

NRSG 105 - FINAL EXAM QUESTIONS
AND CORRECT ANSWERS
objectiveA2-A2Ans--
AfterA2completingA2anA2initialA2assessmentA2onA2aA2patient,A2theA2nurseA2hasA2chartedA2th
atA2hisA2respirationsA2areA2eupneicA2andA2hisA2pulseA2isA258.A2ThisA2typeA2ofA2dataA2would
A2be:


SubjectiveA2-A2Ans--
AA2patientA2tellsA2theA2nurseA2thatA2heA2isA2veryA2nervous,A2thatA2heA2isA2nauseated,A2and
A2thatA2heA2"feelsA2hot".A2ThisA2typeA2ofA2dataA2wouldA2be:


DatabaseA2-A2Ans--
AA2patient'sA2record,A2laboratoryA2studies,A2objectiveA2data,A2andA2subjectiveA2dataA2com
bineA2toA2formA2the:

ValidateA2theA2dataA2byA2askingA2aA2coworkerA2toA2listenA2toA2theA2breathA2soundsA2-
A2Ans--
WhenA2listeningA2toA2aA2patient'sA2breathA2sounds,A2theA2nurseA2isA2unsureA2aboutA2aA2so
undA2thatA2isA2heard.A2TheA2nurseA2should:

AA2setA2ofA2rulesA2-A2Ans--
NoviceA2nurses,A2withoutA2aA2backgroundA2ofA2skillsA2andA2experienceA2toA2drawA2from,A2
areA2moreA2likelyA2toA2makeA2theirA2decisionsA2using:

ApplyA2theoryA2inA2realA2situationsA2-A2Ans--
CriticalA2thinkingA2inA2theA2expertA2nurseA2isA2greatlyA2enhancedA2byA2opportunitiesA2to:

AnA2individualA2withA2shortnessA2ofA2breathA2andA2respiratoryA2distressA2-A2Ans--
WhichA2ofA2theA2followingA2isA2anA2exampleA2ofA2aA2first-levelA2priorityA2problem?

AbnormalA2laboratoryA2valuesA2-A2Ans--Second-
levelA2priorityA2problemsA2includeA2whichA2ofA2theA2following?

ClusteringA2ofA2relatedA2cuesA2-A2Ans--
WhichA2criticalA2thinkingA2skillA2helpsA2theA2nurseA2toA2seeA2relationshipsA2amongA2theA2d
ata?

NursingA2diagnosisA2-A2Ans--
TheA2nurseA2knowsA2thatA2developingA2appropriateA2nursingA2interventionsA2forA2aA2patie
ntA2reliesA2onA2theA2appropriatenessA2ofA2the:

,Assessment,A2diagnosis,A2planning,A2implementation,A2evaluationA2-A2Ans--
TheA2nursingA2processA2isA2aA2sequentialA2methodA2ofA2problemA2solvingA2thatA2includesA
2whichA2fiveA2steps?


Breathing,A2pain,A2sleepA2-A2Ans--
AA2newlyA2admittedA2patientA2isA2inA2acuteA2pain,A2hasA2notA2beenA2sleepingA2wellA2lately,
A2andA2isA2havingA2difficultyA2breathing.A2HowA2shouldA2theA2nurseA2prioritizeA2theseA2pro
blems?

DiagnosticA2hypothesisA2-A2Ans--
WhichA2ofA2theA2followingA2wouldA2beA2formulatedA2byA2aA2nurseA2usingA2diagnosticA2reas
oning?

PredictA2potentialA2problemsA2-A2Ans--
AA2nursingA2diagnosisA2madeA2byA2aA2criticalA2thinkerA2usingA2aA2dynamicA2nursingA2proc
essA2wouldA2diagnoseA2theA2actualA2problemA2andA2wouldA2also:

AssessmentA2-A2Ans--
WhatA2isA2theA2stepA2ofA2theA2nursingA2processA2thatA2includesA2dataA2collectionA2byA2hea
lthA2history,A2physicalA2examination,A2andA2interview?

HealthA2isA2viewedA2asA2theA2absenceA2ofA2diseaseA2-A2Ans--
WhichA2statementA2illustratesA2theA2biomedicalA2modelA2ofA2WesternA2traditionalA2views?

Lifestyle,A2personalA2habits,A2exercise,A2andA2nutritionA2areA2essentialA2toA2healthA2-
A2Ans--
TheA2public'sA2conceptA2ofA2healthA2hasA2changedA2sinceA2theA21950s.A2WhichA2ofA2theA2f
ollowingA2statementsA2mostA2accuratelyA2describesA2theA2change?

PreventionA2placesA2emphasisA2onA2theA2linkA2betweenA2healthA2andA2personalA2behavior
A2-A2Ans--WhyA2isA2theA2conceptA2ofA2preventionA2essentialA2inA2describingA2health?


EvaluateA2theA2responseA2ofA2theA2wholeA2personA2toA2actualA2orA2potentialA2healthA2probl
emsA2-A2Ans--WhichA2statementA2aboutA2nursingA2diagnosisA2isA2true?A2They:

2x5A2cmA2scarA2presentA2onA2theA2rightA2lowerA2forearmA2-A2Ans--
AnA2exampleA2ofA2objectiveA2informationA2obtainedA2duringA2theA2physicalA2assessmentA2
includesA2the:

AA2completeA2healthA2databaseA2becauseA2ofA2theA2nurse'sA2primaryA2responsibilityA2forA2
monitoringA2theA2patient'sA2healthA2-A2Ans--
AA2visitingA2nurseA2isA2makingA2anA2initialA2homeA2visitA2forA2aA2patientA2whoA2hasA2manyA
2chronicA2medicalA2problems.A2WhichA2typeA2ofA2databaseA2isA2mostA2appropriate A2toA2col
lectA2inA2thisA2setting?

,AA2patientA2inA2anA2outpatientA2clinicA2hasA2coldA2andA2flu-likeA2symptomsA2-A2Ans--
WhichA2situationA2isA2mostA2appropriateA2forA2anA2episodicA2history?

CollectA2aA2follow-upA2databaseA2andA2thenA2checkA2herA2BPA2-A2Ans--
AA2patientA2isA2atA2theA2clinicA2toA2haveA2herA2BPA2checked.A2SheA2hasA2beenA2comingA2to
A2theA2clinicA2weeklyA2sinceA2sheA2changedA2herA2medicationA22A2monthsA2ago.A2TheA2nur
seA2should:

SimultaneouslyA2askA2historyA2questionsA2whileA2performingA2theA2examinationA2andA2init
iatingA2life-savingA2measuresA2-A2Ans--
AA2patientA2isA2broughtA2byA2ambulanceA2toA2theA2emergencyA2departmentA2withA2multipl
eA2traumasA2receivedA2inA2anA2automobileA2accident.A2HeA2isA2alertA2andA2cooperative,A2b
utA2hisA2injuriesA2areA2quiteA2severe.A2HowA2wouldA2theA2nurseA2proceedA2withA2theA2data
A2collection?


TheyA2listA2aA2frequencyA2scheduleA2forA2periodicA2healthA2visitsA2forA2aA2specificA2ageA2gr
oupA2-A2Ans--WhichA2statementA2correctlyA2describesA2theA2age-
specificA2chartsA2forA2theA2periodicA2healthA2examination?

ProvideA2culturallyA2sensitiveA2andA2appropriateA2careA2-A2Ans--AA242-
yearA2oldA2AsianA2patientA2isA2beingA2seenA2atA2theA2clinicA2forA2anA2initialA2examination.A2
TheA2nurseA2knowsA2thatA2itA2isA2importantA2toA2includeA2culturalA2informationA2inA2hisA2he
althA2assessmentA2to:

HelpingA2theA2consumerA2chooseA2aA2healthierA2lifestyleA2-A2Ans--
InA2theA2healthA2promotionA2model,A2theA2focusA2ofA2theA2healthA2professionalA2includes:

AA2patient'sA2perceptionA2ofA2hisA2orA2herA2healthA2statusA2-A2Ans--
WhichA2ofA2theA2followingA2wouldA2beA2includedA2inA2aA2holisticA2modelA2ofA2assessment?

IdentifyingA2potentialA2problemsA2theA2individualA2mayA2developA2-A2Ans--
WhenA2nursingA2diagnosesA2areA2beingA2classifiedA2whichA2ofA2theA2followingA2wouldA2be
A2consideredA2aA2riskA2diagnosis?


EvaluateA2theA2individual'sA2conditionA2andA2compareA2actualA2outcomesA2withA2expected
A2outcomesA2-A2Ans--
TheA2nurseA2hasA2implementedA2severalA2plannedA2interventionsA2toA2addressA2theA2nurs
ingA2diagnosisA2ofA2acuteA2pain.A2WhichA2wouldA2beA2theA2nextA2appropriateA2action?

AA2nurseA2whoA2understandsA2aA2patientA2situationA2asA2aA2wholeA2ratherA2thanA2aA2listA2o
fA2asksA2andA2seesA2long-termA2goalsA2forA2theA2patientA2-A2Ans--
WhichA2termA2bestA2describesA2aA2proficientA2nurse?

Intuition.A2-A2Ans--
ExpertA2nursesA2learnA2toA2attendA2toA2aA2patternA2ofA2assessmentA2dataA2andA2actA2witho
utA2consciouslyA2labelingA2it.A2TheseA2responsesA2areA2referredA2toA2as:

, EBPA2emphasizesA2theA2useA2ofA2bestA2evidenceA2withA2theA2clinician'sA2experience.A2-
A2Ans--TheA2nurseA2isA2reviewingA2informationA2aboutA2evidence-
basedA2practiceA2(EBP).A2WhichA2statementA2bestA2reflectsA2EBP?

Nurses'A2lackA2ofA2researchA2skillsA2inA2evaluatingA2theA2qualityA2ofA2researchA2studies.A2-
A2Ans--BarriersA2toA2incorporatingA2EBPA2include:


TeachA2theA2nursesA2howA2toA2conductA2electronicA2searchesA2forA2researchA2studiesA2-
A2Ans--
DuringA2aA2staffA2meeting,A2nursesA2discussA2theA2problemsA2withA2accessingA2researchA
2studiesA2toA2incorporateA2evidence-
basedA2clinicalA2decisionA2makingA2intoA2theirA2practice.A2WhichA2suggestionA2byA2theA2nu
rseA2managerA2wouldA2bestA2helpA2theseA2problems?

HolisticA2healthA2viewsA2theA2mind,A2body,A2andA2spiritA2asA2interdependentA2-A2Ans--
WhenA2reviewingA2theA2conceptsA2ofA2health,A2theA2nurseA2recallsA2thatA2theA2component
sA2ofA2holisticA2healthA2includeA2whichA2ofA2these?

PreventionA2placesA2theA2emphasisA2onA2theA2linkA2betweenA2healthA2andA2personalA2beh
avior.A2-A2Ans--
TheA2nurseA2recognizesA2thatA2theA2conceptA2ofA2preventionA2inA2describingA2healthA2isA2
essentialA2because:

PatientA2inA2anA2outpatientA2clinicA2hasA2coldA2andA2influenza-likeA2symptoms.A2-A2Ans--
WhichA2situationA2isA2mostA2appropriateA2duringA2whichA2theA2nurseA2performsA2aA2focuse
dA2orA2problem-centeredA2history?

InspiratoryA2wheezesA2notedA2inA2leftA2lowerA2lobes,A2NonproductiveA2cough,A2PatientA2re
portsA2dyspneaA2uponA2exertion,A2RateA2ofA2respirationsA216A2breathsA2perA2minuteA2-
A2Ans--
TheA2nurseA2isA2reviewingA2dataA2collectedA2afterA2anA2assessment.A2OfA2theA2dataA2liste
dA2below,A2whichA2wouldA2beA2consideredA2relatedA2cuesA2thatA2wouldA2beA2clusteredA2to
getherA2duringA2dataA2analysis?

First-levelA2priorityA2problemA2-A2Ans--WhatA2priorityA2level?
AA2teenagerA2whoA2wasA2stungA2byA2aA2beeA2duringA2aA2soccerA2matchA2isA2havingA2troub
leA2breathing.

Second-levelA2priorityA2problemA2-A2Ans--WhatA2priorityA2level?
AnA2olderA2adultA2withA2aA2urinaryA2tractA2infectionA2isA2alsoA2showingA2signsA2ofA2confusi
onA2andA2agitation.

Third-levelA2priorityA2problemA2-A2Ans--WhatA2priorityA2level?
AA2patientA2newlyA2diagnosedA2withA2typeA22A2diabetesA2mellitusA2doesA2notA2knowA2howA
2toA2checkA2hisA2ownA2bloodA2glucoseA2levelsA2withA2aA2glucometer.