NUR 215 Exam 3 2026/2027 | 80+ Questions & Answers | Oxygenation, Medication Administration, Nutrition, NG Tubes, Perioperative Care & Sleep

This NUR 215 Exam 3 2026/2027 is a comprehensive 31-page nursing exam-preparation resource containing 80+ questions, answers, rationales and key review points. The document concentrates on six highly testable areas: oxygenation and respiratory care, safe medication administration, nutrition and enteral feeding, nasogastric tube management, perioperative nursing, and sleep/rest. It combines multiple-choice questions with concise concept reviews and clinical scenarios involving prioritization, patient safety and appropriate nursing interventions. The uploaded document identifies the course as NUR 215, but it does not specify a university, so no unsupported institution has been assigned. A major portion of the exam focuses on oxygenation, hypoxia and respiratory nursing interventions. Students review positioning a patient with dyspnea in High Fowler's position, humidification for oxygen administered by nasal cannula, arterial blood gases in COPD, and appropriate selection of oxygen-delivery devices. The guide distinguishes Venturi masks as providing precise oxygen with humidification from nonrebreather masks, which provide a high oxygen concentration without humidification. It also differentiates early hypoxia manifestations—such as tachypnea, tachycardia, hypertension and restlessness—from late findings including bradypnea, bradycardia, hypotension, cyanosis and stupor. The respiratory content extends into COPD, pneumonia, sputum collection, tracheostomy care and incentive spirometry. Students review ABGs as a direct method of evaluating hypoxemia and learn that patients with COPD may have chronically elevated PCO₂ values. The document emphasizes airway clearance as the priority concern for a patient with a tracheostomy, appropriate deep-breathing and coughing techniques for sputum specimens, humidification to thin respiratory secretions and pneumococcal vaccination as a health-promotion consideration for patients with COPD. The guide also provides practical coverage of oxygen-delivery equipment and home oxygen safety. Nasal cannula assessment includes checking the nares, ears and chin for skin breakdown and examining tubing for patency and kinks. Students review the reservoir bag and valves of a nonrebreather mask, continuous oxygen-saturation monitoring when indicated, oxygen toxicity and safe oxygen-tank storage. Delegation questions clarify that UAPs may obtain vital signs, transport specimens and remind patients to use an incentive spirometer, while respiratory assessment, teaching and certain specimen-collection responsibilities remain with licensed nursing personnel according to the document. Another heavily represented topic is safe medication administration. The resource reviews the six rights of medication administration: right patient, right drug, right route, right dose, right time and right documentation. Students are reminded to use appropriate patient identifiers, never administer medication prepared by another nurse and not leave medications unattended at the bedside. In the event of a medication error, the document prioritizes assessing the patient first, followed by appropriate provider notification after assessment and vital signs. Questions also cover multiple medication administration routes and techniques. Subcutaneous injections are administered at a 45–90° angle into fatty tissue, while larger-volume IM injections are directed toward the vastus lateralis in the study guide. Transdermal-patch administration includes wearing gloves, choosing dry hairless skin and rotating application sites. Eye-drop content addresses nasolacrimal pressure to reduce systemic absorption and removal of contact lenses, while ear-drop technique differentiates pinna positioning for children under and over three years of age. The pharmacology material further integrates pharmacokinetics, food-drug interactions and patient education. One scenario links a low-protein diet with altered drug distribution because reduced plasma proteins can change the amount of free medication. The document identifies the IV route as providing immediate systemic availability compared with other parenteral routes. Students also review appropriate action when a prescription is illegible—contacting the prescribing provider for clarification rather than attempting to interpret the order through another person. Nasogastric tubes and enteral nutrition represent another important exam area. The resource identifies X-ray as the gold standard for initial NG-tube placement verification, describes measuring from the nose to the earlobe and then to the xiphoid process during insertion, and emphasizes having suction equipment available. Aspiration precautions include checking gastric residuals as directed by the source, maintaining the head of the bed at approximately 30–45 degrees during enteral feeding, and monitoring lung sounds for findings such as crackles. The broader nutrition section reviews macronutrient calculations, cardiovascular dietary risk, cholesterol, BMI, vitamins, dietary modifications and malnutrition assessment. Students practice calculating calories using 4 kcal/g for carbohydrates, 9 kcal/g for fat and 4 kcal/g for protein. The document differentiates LDL as “bad” cholesterol from HDL as “good” cholesterol and recommends reducing dietary sources associated with high cholesterol. It identifies a normal adult BMI range of 18.5–24.9 and discusses BMI together with a brief dietary history as nutrition-screening tools. Vitamin and therapeutic-diet concepts include fat-soluble vitamins A, D, E and K; water-soluble B-complex vitamins and vitamin C; calcium sources; low-sodium diets for hypertension; and clear versus full liquid diets. The resource warns that excessive intake of some vitamins can be harmful and explains that fat-soluble vitamins can accumulate in the body. It also reviews hypoglycemia, identifying a blood glucose below 70 within the source's framework and emphasizing prompt nutritional intervention for a conscious patient who can safely eat. The nutrition material incorporates nursing interventions for patients with dysphagia, visual impairment, nausea, diarrhea and age-related nutritional risks. Students review upright positioning and thickened liquids for dysphagia, use of the clock method to help visually impaired patients identify food locations and the increased dehydration risk associated with decreased thirst sensation in older adults. Excessive loose stools are linked with dehydration and hypotension, reinforcing the importance of vital-sign assessment when weakness or lightheadedness occurs. Another exam domain is perioperative nursing and surgical safety. The document distinguishes urgent surgery through a fractured-hip scenario and reviews preoperative risk assessment. On receiving a patient in the operating room, verification of patient identity and informed consent is given high priority. Postoperatively, management of nausea and vomiting in the PACU is connected primarily with protecting the airway and preventing aspiration, reinforcing the recurring ABC-based prioritization approach used throughout the exam. The final major section addresses sleep physiology, sleep disorders and nursing interventions for rest. Students distinguish REM sleep, described in the resource as important for mental and emotional restoration, from NREM stages associated with memory consolidation. Topics include circadian-rhythm disruption, narcolepsy, insomnia, restless leg syndrome, sleepwalking and sleep deprivation. The document defines insomnia as difficulty falling or staying asleep at least three nights per week for at least three months. Sleep-promotion strategies include maintaining consistent sleep and wake schedules, reducing screen exposure before bed, limiting caffeine and alcohol, using calming activities, decreasing nighttime interruptions and coordinating sleep with the patient's circadian rhythm. Sleep deprivation is associated in the guide with daytime drowsiness, impaired concentration and decision-making, irritability, reduced physical endurance and impaired immune function, while safety measures such as bed alarms are discussed for patients prone to sleepwalking. Overall, this NUR 215 Exam 3 study resource is particularly valuable for students preparing for questions that require more than simple memorization. The material repeatedly asks learners to determine the priority nursing action, safest intervention, correct medication technique, appropriate oxygen device, aspiration precaution or patient-teaching point, making it a focused review of bedside nursing judgment across respiratory care, medication safety, nutrition, enteral therapy, surgery and sleep. Relevant students: NUR 215 students, Fundamentals of Nursing students, nursing foundations students, ADN students, BSN students, RN students, LPN-to-RN students, pre-licensure nursing students, medical-surgical foundations students and nursing students preparing for exams covering oxygenation, medications, nutrition, enteral feeding, perioperative care and sleep. Academic Reference Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. Fundamentals of Nursing. Elsevier. This is a relevant supporting academic reference for concepts represented throughout the document, particularly oxygenation, medication administration, nutrition, enteral feeding, perioperative nursing, patient safety and sleep/rest. The uploaded NUR 215 document does not identify a required textbook or journal source, so this reference should be treated as supporting literature rather than the confirmed origin of its questions. 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