TestBankPharmacologyAPatient-Centered
,I ,I ,I ,I
Nursing Process Approach, 11th Edition by
,I ,I ,I ,I ,I ,I ,I
Linda E. McCuistionChapter 1-58
,I ,I ,I ,I ,I
,Chapter01:TheNursingProcessandPatient-CenteredCare
,I ,I ,I ,I ,I ,I ,I
McCuistion:Pharmacology:APatient-CenteredNursingProcessApproach,11thEdition ,I ,I ,I ,I ,I ,I ,I ,I
MULTIPLE CHOICE ,I
1. Allofthefollowingwouldbeconsideredsubjective data,EXCEPT:
,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Patient-reportedhealthhistory ,I ,I
b. Patient-reportedsignsandsymptomsoftheirillness ,I ,I ,I ,I ,I ,I
c. Financialbarriersreportedbythepatient’s caregiver ,I ,I ,I ,I ,I ,I
d. Vitalsignsobtainedfromthemedical record ,I ,I ,I ,I ,I ,I
ANS: D , I
Subjectivedataisbasedonwhatpatientsorfamilymemberscommunicate tothenurse.Patient- reported ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
healthhistory,signsand symptoms,and caregiverreportedfinancialbarrierswould be considered
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
subjective data. Vital signs obtained from the medical record would be considered objective data.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
DIF: Cognitive Level: Understanding (Comprehension) ,I ,I ,I TOP: NursingProcess:Planning ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
2. Thenurseisusingdatacollectedto defineasetof interventionstoachievethemostdesirable
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I outcomes. Which of the following steps is the nurse applying? ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Generatesolutions(planning) ,I ,I
d. Takeaction(nursinginterventions) ,I ,I ,I
ANS: C , I
When generating solutions (planning), the nurse identifies expected outcomes and uses the patient’s
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
problem(s) to define a set of interventions to achieve the most desirable outcomes. Recognizing cues
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
(assessment) involves the gathering of cues (information) from the patient about their health and
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
lifestyle practices, which are important facts that aid the nurse in making clinicalcaredecisions.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
Prioritizinghypothesisisusedtoorganizeandrankthepatientproblem(s) identified.Finally,taking
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
actioninvolvesimplementationof nursing interventionstoaccomplish the expected outcomes.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
DIF: CognitiveLevel:Understanding (Comprehension) ,I ,I ,I
TOP: Nursing Process: Nursing Intervention
,I , I ,I ,I ,I
MSC: NCLEX:ManagementofClientCare , I ,I ,I ,I ,I
3. A5-year-oldchild withtype1diabetesmellitus hashadrepeatedhospitalizations forepisodesof
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
hyperglycemia. The parents tell the nurse that they can’t keep track of everything that has to be doneto
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
carefortheirchild.Thenursereviewsmedications,diet,andsymptom management with theparents and
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
draws up adailychecklistfor the family to use. Theseactivitiesarecompletedin which step of the
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
nursing process?
,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
, c. Generatesolutions(planning) ,I ,I
d. Takeaction(nursinginterventions) ,I ,I ,I
ANS: D , I
Takingactionthroughnursinginterventionsiswherethenurseprovidespatienthealthteaching, drug
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
administration, patient care, and other interventions necessary to assist the patient in accomplishing
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
expected outcomes.
,I ,I
DIF: Cognitive Level:Understanding (Comprehension) ,I ,I ,I
TOP: Nursing Process: Nursing Intervention
,I , I ,I ,I ,I
MSC: NCLEX:ManagementofClientCare , I ,I ,I ,I ,I
4. The nurse is preparing to administer a medication and reviews the patient’s chart for drug
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
allergies, serum creatinine, and blood urea nitrogen (BUN) levels. The nurse’s actions are
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
reflective of which of the following?
,I ,I ,I ,I ,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Takeaction(nursinginterventions) ,I ,I ,I
d. Generatesolutions(planning) ,I ,I
ANS: A , I
Recognizingcues(assessment)involvesgatheringsubjectiveandobjectiveinformationaboutthe ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
patient and the medication. Laboratory values from the patient’s chart would be considered collection
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
of objective data.
,I ,I ,I
DIF: Cognitive Level: Understanding(Comprehension) ,I ,I ,I
TOP: NursingProcess: Assessment , MSC: NCLEX:ManagementofClientCare
I ,I ,I , I ,I ,I ,I ,I
5. Whichofthefollowingwouldbecorrectlycategorized asobjectivedata?
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Alist ofherbalsupplements regularlyusedprovided bythe patient.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
b. Labvaluesassociatedwiththedrugsthepatientistaking. ,I ,I ,I ,I ,I ,I ,I ,I ,I
c. Theagesandrelationship ofallhouseholdmemberstothepatient. ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
d. Usualdietarypatternsandfoodintake. ,I ,I ,I ,I ,I
ANS: B , I
Objectivedataaremeasuredanddetectedbyanotherpersonandwouldincludelabvalues.The other ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
examples are subjective data.
,I ,I ,I ,I
DIF: Cognitive Level: Understanding(Comprehension) ,I ,I ,I
TOP: NursingProcess: Assessment , MSC: NCLEX:ManagementofClientCare
I ,I ,I , I ,I ,I ,I ,I
6. The nurse reviews a patient’s database and learns that the patient lives alone, is forgetful, and does not
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
have an establishedroutine. Thepatientwill be sent home with threenew medications tobetakenat
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
differenttimesoftheday.Thenursedevelopsadailymedicationchartandenlists a family member to
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
put the patient’s pills in a pill organizer. This is an example of which element of the nursing process?
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Takeaction(nursinginterventions) ,I ,I ,I
, d. Generatesolutions(planning) ,I ,I
ANS: C , I
Takingaction(nursinginterventions)involveseducationandpatientcareinordertoassistthe patient to
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
accomplish the goals of treatment.
,I ,I ,I ,I ,I
DIF: CognitiveLevel: Applying(Application) ,I ,I ,I
TOP: Nursing Process: Nursing Intervention
,I ,I ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
7. A patient who is hospitalized for chronic obstructive pulmonary disease (COPD) wants to go home.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
Thenurseand thepatientdiscussthepatient’s situationanddecidethatthepatientmaygo homewhen
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
able to perform self-carewithoutdyspneaand hypoxia. Thisis an exampleof which phase of the nursing
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
process?
,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Takeaction(nursinginterventions) ,I ,I ,I
d. Generatesolutions(planning) ,I ,I
ANS: D , I
Generating solutions (planning) involves defining a set of interventions to achieve the most ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
desirable outcomes, which, for this patient, means being able to perform self-care activities
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
without dyspnea and hypoxia.
,I ,I ,I ,I
DIF: Cognitive Level: Understanding (Comprehension)
, I ,I ,I ,I TOP: Nursing Process: Planning ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
8. Apatientwillbesenthomewithametered-doseinhaler,andthenurseisprovidingteaching. Which
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I is a correctly written expected outcome for this process?
,I ,I ,I ,I ,I ,I ,I ,I
a. Thenursewilldemonstrate thecorrect useof ametered-doseinhaler tothepatient. ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
b. Thenursewillteachthepatienthowtoadministermedicationwithametered-dose ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I inhaler.
c. Thepatientwillknowhowtoself-administerthemedicationusingthemetered- dose ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I inhaler.
d. Thepatientwillindependentlyadministerthemedicationusingthemetered-dose ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I inhaler at the end of the session. ,I ,I ,I ,I ,I ,I
ANS: D , I
Expected outcomes must be patient-centered and clearly state the outcome with a reasonable ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
deadline and should identify components for evaluation.
,I ,I ,I ,I ,I ,I ,I
DIF: Cognitive Level: Applying (Application)
, I ,I ,I ,I TOP: Nursing Process: Planning ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
9. The nurse is generating solutions (planning) for a patient who has chronic lung disease and hypoxia.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
Thepatient hasbeenadmittedforincreasedoxygenneeds aboveabaselineof2 L/min. Thenurse
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
generates an expected outcomesstating,“Thepatientwill haveoxygen saturations of
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
>95%on roomairatthe time ofdischargefromthehospital.”What iswrongwith this goal?
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Itcannotbeevaluated. ,I ,I ,I
,I ,I ,I ,I
Nursing Process Approach, 11th Edition by
,I ,I ,I ,I ,I ,I ,I
Linda E. McCuistionChapter 1-58
,I ,I ,I ,I ,I
,Chapter01:TheNursingProcessandPatient-CenteredCare
,I ,I ,I ,I ,I ,I ,I
McCuistion:Pharmacology:APatient-CenteredNursingProcessApproach,11thEdition ,I ,I ,I ,I ,I ,I ,I ,I
MULTIPLE CHOICE ,I
1. Allofthefollowingwouldbeconsideredsubjective data,EXCEPT:
,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Patient-reportedhealthhistory ,I ,I
b. Patient-reportedsignsandsymptomsoftheirillness ,I ,I ,I ,I ,I ,I
c. Financialbarriersreportedbythepatient’s caregiver ,I ,I ,I ,I ,I ,I
d. Vitalsignsobtainedfromthemedical record ,I ,I ,I ,I ,I ,I
ANS: D , I
Subjectivedataisbasedonwhatpatientsorfamilymemberscommunicate tothenurse.Patient- reported ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
healthhistory,signsand symptoms,and caregiverreportedfinancialbarrierswould be considered
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
subjective data. Vital signs obtained from the medical record would be considered objective data.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
DIF: Cognitive Level: Understanding (Comprehension) ,I ,I ,I TOP: NursingProcess:Planning ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
2. Thenurseisusingdatacollectedto defineasetof interventionstoachievethemostdesirable
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I outcomes. Which of the following steps is the nurse applying? ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Generatesolutions(planning) ,I ,I
d. Takeaction(nursinginterventions) ,I ,I ,I
ANS: C , I
When generating solutions (planning), the nurse identifies expected outcomes and uses the patient’s
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
problem(s) to define a set of interventions to achieve the most desirable outcomes. Recognizing cues
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
(assessment) involves the gathering of cues (information) from the patient about their health and
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
lifestyle practices, which are important facts that aid the nurse in making clinicalcaredecisions.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
Prioritizinghypothesisisusedtoorganizeandrankthepatientproblem(s) identified.Finally,taking
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
actioninvolvesimplementationof nursing interventionstoaccomplish the expected outcomes.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
DIF: CognitiveLevel:Understanding (Comprehension) ,I ,I ,I
TOP: Nursing Process: Nursing Intervention
,I , I ,I ,I ,I
MSC: NCLEX:ManagementofClientCare , I ,I ,I ,I ,I
3. A5-year-oldchild withtype1diabetesmellitus hashadrepeatedhospitalizations forepisodesof
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
hyperglycemia. The parents tell the nurse that they can’t keep track of everything that has to be doneto
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
carefortheirchild.Thenursereviewsmedications,diet,andsymptom management with theparents and
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
draws up adailychecklistfor the family to use. Theseactivitiesarecompletedin which step of the
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
nursing process?
,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
, c. Generatesolutions(planning) ,I ,I
d. Takeaction(nursinginterventions) ,I ,I ,I
ANS: D , I
Takingactionthroughnursinginterventionsiswherethenurseprovidespatienthealthteaching, drug
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
administration, patient care, and other interventions necessary to assist the patient in accomplishing
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
expected outcomes.
,I ,I
DIF: Cognitive Level:Understanding (Comprehension) ,I ,I ,I
TOP: Nursing Process: Nursing Intervention
,I , I ,I ,I ,I
MSC: NCLEX:ManagementofClientCare , I ,I ,I ,I ,I
4. The nurse is preparing to administer a medication and reviews the patient’s chart for drug
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
allergies, serum creatinine, and blood urea nitrogen (BUN) levels. The nurse’s actions are
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
reflective of which of the following?
,I ,I ,I ,I ,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Takeaction(nursinginterventions) ,I ,I ,I
d. Generatesolutions(planning) ,I ,I
ANS: A , I
Recognizingcues(assessment)involvesgatheringsubjectiveandobjectiveinformationaboutthe ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
patient and the medication. Laboratory values from the patient’s chart would be considered collection
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
of objective data.
,I ,I ,I
DIF: Cognitive Level: Understanding(Comprehension) ,I ,I ,I
TOP: NursingProcess: Assessment , MSC: NCLEX:ManagementofClientCare
I ,I ,I , I ,I ,I ,I ,I
5. Whichofthefollowingwouldbecorrectlycategorized asobjectivedata?
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Alist ofherbalsupplements regularlyusedprovided bythe patient.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
b. Labvaluesassociatedwiththedrugsthepatientistaking. ,I ,I ,I ,I ,I ,I ,I ,I ,I
c. Theagesandrelationship ofallhouseholdmemberstothepatient. ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
d. Usualdietarypatternsandfoodintake. ,I ,I ,I ,I ,I
ANS: B , I
Objectivedataaremeasuredanddetectedbyanotherpersonandwouldincludelabvalues.The other ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
examples are subjective data.
,I ,I ,I ,I
DIF: Cognitive Level: Understanding(Comprehension) ,I ,I ,I
TOP: NursingProcess: Assessment , MSC: NCLEX:ManagementofClientCare
I ,I ,I , I ,I ,I ,I ,I
6. The nurse reviews a patient’s database and learns that the patient lives alone, is forgetful, and does not
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
have an establishedroutine. Thepatientwill be sent home with threenew medications tobetakenat
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
differenttimesoftheday.Thenursedevelopsadailymedicationchartandenlists a family member to
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
put the patient’s pills in a pill organizer. This is an example of which element of the nursing process?
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Takeaction(nursinginterventions) ,I ,I ,I
, d. Generatesolutions(planning) ,I ,I
ANS: C , I
Takingaction(nursinginterventions)involveseducationandpatientcareinordertoassistthe patient to
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
accomplish the goals of treatment.
,I ,I ,I ,I ,I
DIF: CognitiveLevel: Applying(Application) ,I ,I ,I
TOP: Nursing Process: Nursing Intervention
,I ,I ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
7. A patient who is hospitalized for chronic obstructive pulmonary disease (COPD) wants to go home.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
Thenurseand thepatientdiscussthepatient’s situationanddecidethatthepatientmaygo homewhen
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
able to perform self-carewithoutdyspneaand hypoxia. Thisis an exampleof which phase of the nursing
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
process?
,I
a. Recognizingcues(assessment) ,I ,I
b. Analyzecues&prioritizehypothesis(analysis) ,I ,I ,I ,I ,I
c. Takeaction(nursinginterventions) ,I ,I ,I
d. Generatesolutions(planning) ,I ,I
ANS: D , I
Generating solutions (planning) involves defining a set of interventions to achieve the most ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
desirable outcomes, which, for this patient, means being able to perform self-care activities
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
without dyspnea and hypoxia.
,I ,I ,I ,I
DIF: Cognitive Level: Understanding (Comprehension)
, I ,I ,I ,I TOP: Nursing Process: Planning ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
8. Apatientwillbesenthomewithametered-doseinhaler,andthenurseisprovidingteaching. Which
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I is a correctly written expected outcome for this process?
,I ,I ,I ,I ,I ,I ,I ,I
a. Thenursewilldemonstrate thecorrect useof ametered-doseinhaler tothepatient. ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
b. Thenursewillteachthepatienthowtoadministermedicationwithametered-dose ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I inhaler.
c. Thepatientwillknowhowtoself-administerthemedicationusingthemetered- dose ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I inhaler.
d. Thepatientwillindependentlyadministerthemedicationusingthemetered-dose ,I ,I ,I ,I ,I ,I ,I ,I ,I
,I inhaler at the end of the session. ,I ,I ,I ,I ,I ,I
ANS: D , I
Expected outcomes must be patient-centered and clearly state the outcome with a reasonable ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
deadline and should identify components for evaluation.
,I ,I ,I ,I ,I ,I ,I
DIF: Cognitive Level: Applying (Application)
, I ,I ,I ,I TOP: Nursing Process: Planning ,I ,I ,I
MSC: NCLEX: Management of Client Care
,I , I ,I ,I ,I ,I
9. The nurse is generating solutions (planning) for a patient who has chronic lung disease and hypoxia.
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
Thepatient hasbeenadmittedforincreasedoxygenneeds aboveabaselineof2 L/min. Thenurse
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
generates an expected outcomesstating,“Thepatientwill haveoxygen saturations of
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
>95%on roomairatthe time ofdischargefromthehospital.”What iswrongwith this goal?
,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I ,I
a. Itcannotbeevaluated. ,I ,I ,I
