RN VATI CERTIFICATION EVALUATION
SCRIPT FULL SOLUTION GRADED A+
●● Prior to delegating client care, consider the following.
Answer: Predictability of outcome ●Will the completion of the task have
a predictable outcome? ●Is it a routine treatment? ●Is it a new
treatment? Potential for harm ●Is there a chance that something negative
can happen to the client (risk for bleeding, risk for aspiration)? ●Is the
client unstable? Complexity of care ●Are complex tasks required as a
part of the client's care? ●Is the delegatee legally able to perform the
task and do they have the skills necessary? Need for problem solving
and innovation ●Is nursing judgment required while performing the
task? ●Does it require nursing assessment skills? Level of interaction
with the client ●Is there a need to provide psychosocial support or
education during the performance of the task?
●● Examples of tasks nurses can delegate to practical nurses and
assistive personnel
Answer: TO PN Monitoring findings (as input to the RN's ongoing
assessment)Reinforcing client teaching from a standard care
planPerforming tracheostomy careSuctioningChecking NG tube
patencyAdministering enteral feedingsInserting a urinary
catheterAdministering medication (excluding IV medication in some
states). TO AP Activities of daily living (ADLs) Bathing Grooming
Dressing Toileting Ambulating Feeding (without swallowing
precautions). Positioning Routine tasks. Bed making. Specimen
collection Intake and output Vital signs (for stable clients).
,●● Right direction/communication (five rights of delegations)
Answer: Data that needs to be collected ●Method and timeline for
reporting, including when to report concerns/findings ●Specific task(s)
to be performed; client-specific instructions ●Expected results,
timelines, and expectations for follow-up communication
RIGHT DIRECTION AND COMMUNICATION: Delegate an AP to
assist the client in room 312 with a shower before 0900 and to notify the
nurse when complete.
WRONG DIRECTION AND COMMUNICATION: Delegate an AP to
assist the client in room 312 with morning hygiene.
●● Steps in providing educational programs
Answer: 1. Identify and respond: Determine the need for knowledge or
skill proficiency 2. Analyze: Look for deficiencies, and develop learning
objectives to meet the need 3. Research: Resources available to address
learning objectives based on evidence-based practice 4. Plan: Program to
address objectives using available resources 5. Implement: Program(s) at
a time conducive to staff availability; consider online learning modules
6. Evaluate: Use materials and observations to measure behavior
changes secondary to learning objectives
●● Tetralogy of Fallot.
Answer: Four defects that result in mixed blood flow: Pulmonary
stenosis, ventricular septal defect, overriding aorta, right ventricular
, hypertrophy. Cyanosis at birth: progressive cyanosis over the first year
of life. Systolic murmur. Episodes of acute cyanosis and hypoxia (blue
or "Tet" spells knee chest position or squating). SURGICAL
PROCEDURES Shunt placement until able to undergo primary repair.
Complete repair within the first year of life.
●● Defects that increase pulmonary blood flow
Answer: Ventricular septal defect (VSD) (20.1) Atrial septal defect
(ASD), Patent ductus arteriosus (PDA),
●● Defects that increase pulmonary blood flow Ventricular septal defect
(VSD)
Answer: _______ A hole in the septum between the right and left
ventricle that results in increased pulmonary blood flow (left‑to‑right
shunt) ●Loud, harsh murmur auscultated at the left sternal border ●Heart
failure ●Many VSDs close spontaneously early in life.
●● Defects that increase pulmonary blood flow Atrial septal defect
(ASD)
Answer: A hole in the septum between the right and left atria that results
in increased pulmonary blood flow (left‑to‑right shunt) ●Loud, harsh
murmur with a fixed split second heart sound ●Heart failure
●Asymptomatic (possibly)
●● Defects that increase pulmonary blood flow Patent ductus arteriosus
(PDA)
SCRIPT FULL SOLUTION GRADED A+
●● Prior to delegating client care, consider the following.
Answer: Predictability of outcome ●Will the completion of the task have
a predictable outcome? ●Is it a routine treatment? ●Is it a new
treatment? Potential for harm ●Is there a chance that something negative
can happen to the client (risk for bleeding, risk for aspiration)? ●Is the
client unstable? Complexity of care ●Are complex tasks required as a
part of the client's care? ●Is the delegatee legally able to perform the
task and do they have the skills necessary? Need for problem solving
and innovation ●Is nursing judgment required while performing the
task? ●Does it require nursing assessment skills? Level of interaction
with the client ●Is there a need to provide psychosocial support or
education during the performance of the task?
●● Examples of tasks nurses can delegate to practical nurses and
assistive personnel
Answer: TO PN Monitoring findings (as input to the RN's ongoing
assessment)Reinforcing client teaching from a standard care
planPerforming tracheostomy careSuctioningChecking NG tube
patencyAdministering enteral feedingsInserting a urinary
catheterAdministering medication (excluding IV medication in some
states). TO AP Activities of daily living (ADLs) Bathing Grooming
Dressing Toileting Ambulating Feeding (without swallowing
precautions). Positioning Routine tasks. Bed making. Specimen
collection Intake and output Vital signs (for stable clients).
,●● Right direction/communication (five rights of delegations)
Answer: Data that needs to be collected ●Method and timeline for
reporting, including when to report concerns/findings ●Specific task(s)
to be performed; client-specific instructions ●Expected results,
timelines, and expectations for follow-up communication
RIGHT DIRECTION AND COMMUNICATION: Delegate an AP to
assist the client in room 312 with a shower before 0900 and to notify the
nurse when complete.
WRONG DIRECTION AND COMMUNICATION: Delegate an AP to
assist the client in room 312 with morning hygiene.
●● Steps in providing educational programs
Answer: 1. Identify and respond: Determine the need for knowledge or
skill proficiency 2. Analyze: Look for deficiencies, and develop learning
objectives to meet the need 3. Research: Resources available to address
learning objectives based on evidence-based practice 4. Plan: Program to
address objectives using available resources 5. Implement: Program(s) at
a time conducive to staff availability; consider online learning modules
6. Evaluate: Use materials and observations to measure behavior
changes secondary to learning objectives
●● Tetralogy of Fallot.
Answer: Four defects that result in mixed blood flow: Pulmonary
stenosis, ventricular septal defect, overriding aorta, right ventricular
, hypertrophy. Cyanosis at birth: progressive cyanosis over the first year
of life. Systolic murmur. Episodes of acute cyanosis and hypoxia (blue
or "Tet" spells knee chest position or squating). SURGICAL
PROCEDURES Shunt placement until able to undergo primary repair.
Complete repair within the first year of life.
●● Defects that increase pulmonary blood flow
Answer: Ventricular septal defect (VSD) (20.1) Atrial septal defect
(ASD), Patent ductus arteriosus (PDA),
●● Defects that increase pulmonary blood flow Ventricular septal defect
(VSD)
Answer: _______ A hole in the septum between the right and left
ventricle that results in increased pulmonary blood flow (left‑to‑right
shunt) ●Loud, harsh murmur auscultated at the left sternal border ●Heart
failure ●Many VSDs close spontaneously early in life.
●● Defects that increase pulmonary blood flow Atrial septal defect
(ASD)
Answer: A hole in the septum between the right and left atria that results
in increased pulmonary blood flow (left‑to‑right shunt) ●Loud, harsh
murmur with a fixed split second heart sound ●Heart failure
●Asymptomatic (possibly)
●● Defects that increase pulmonary blood flow Patent ductus arteriosus
(PDA)
