NCLEX PN Archer Exam with verified |!| |!| |!| |!| |!| |!|
detailed solutions & rationales |!| |!| |!|
The nurse should understand the regulations of nursing practice
|!| |!| |!| |!| |!| |!| |!| |!| |!|
as put forth by the Nurse Practice Act. Which of the following
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
statements are correct? |!| |!|
Select all that apply. |!| |!| |!|
Some other issues covered by the Nurse Practice Act include grounds for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
disciplinary action, licensure requirements, and the rights of the nurse |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
licensee if disciplinary action is taken. |!| |!| |!| |!| |!|
The Nurse Practice Act defines the scope of nursing practice.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
All nurses have the responsibility to know the provisions of the act for the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
state or province in which they work.
|!| |!| |!| |!| |!| |!|
The Nurse Practice Act is a series of statutes enacted by the federal
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
government in order to regulate the practice of nursing. |!| |!| |!| |!| |!| |!| |!| |!|
Some other issues covered by the Nurse Practice Act include
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
grounds for disciplinary action, licensure requirements, and the
|!| |!| |!| |!| |!| |!| |!| |!|
rights of the nurse licensee if disciplinary action is taken.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
The Nurse Practice Act defines the scope of nursing practice.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Rationale:
Nurse practice acts (NPAs) contain a provision that creates and empowers
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
a state board of nursing to regulate nursing practice in that state. All 50
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
states, the District of Columbia, and the four U.S. territories have
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
established nursing boards. Although NPAs can vary from state to state, |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
they all have standard components because states used ANA guidelines in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
developing their regulations. |!| |!|
A state’s nurse practice act usually includes the following:
|!| |!| |!| |!| |!| |!| |!| |!|
The authority of the board of nursing, its composition, and powers
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
A definition of nursing and the boundaries of nursing practice
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Standards for the approval of nursing education programs |!| |!| |!| |!| |!| |!| |!|
The requirements for licensure of nurses
|!| |!| |!| |!| |!|
,Grounds for disciplinary action against a nurse’s license
|!| |!| |!| |!| |!| |!| |!|
The nurse knows that which of the following scenarios are
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
common reasons for disciplinary action against practical nurses by
|!| |!| |!| |!| |!| |!| |!| |!|
the State Board of Nursing? Select all that apply.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Failure to administer medications as prescribed.
|!| |!| |!| |!| |!|
Violation of client confidentiality. |!| |!| |!|
Poor attendance record.
|!| |!|
Engaging in personal relationships with clients. |!| |!| |!| |!| |!|
Failing to maintain continuing education requirements.
|!| |!| |!| |!| |!|
Failure to administer medications as prescribed.
|!| |!| |!| |!| |!|
Violation of client confidentiality. |!| |!| |!|
Engaging in personal relationships with clients. |!| |!| |!| |!| |!|
Failing to maintain continuing education requirements.
|!| |!| |!| |!| |!|
Rationale:
Failure to administer medications as prescribed. This is a valid reason for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
disciplinary action against practical nurses. Failing to administer |!| |!| |!| |!| |!| |!| |!| |!|
medications as prescribed can harm clients and violate nursing standards |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and client safety protocols.
|!| |!| |!|
Violation of client confidentiality. This is a valid reason for disciplinary
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
action against practical nurses. Violating client confidentiality by sharing
|!| |!| |!| |!| |!| |!| |!| |!| |!|
client information without proper authorization or justification breaches
|!| |!| |!| |!| |!| |!| |!| |!|
client privacy and can lead to legal and ethical consequences.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Engaging in personal relationships with clients. This is a valid reason for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
disciplinary action against practical nurses. Engaging in personal |!| |!| |!| |!| |!| |!| |!| |!|
relationships with clients is considered unprofessional and can compromise |!| |!| |!| |!| |!| |!| |!| |!| |!|
client care, boundaries, and ethical standards.
|!| |!| |!| |!| |!|
Failing to maintain continuing education requirements. This is a valid
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reason for disciplinary action against practical nurses. Nursing boards often
|!| |!| |!| |!| |!| |!| |!| |!| |!|
require practical nurses to participate in continuing education programs to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
ensure ongoing competency and keep up-to-date with advancements in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the field. Failing to meet these requirements can result in disciplinary
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
,action, which indicates a lack of commitment to professional growth and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
acquiring the necessary knowledge and skills. |!| |!| |!| |!| |!|
Which of the following are components of the definition of critical
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
thinking?
Select all that apply. |!| |!| |!|
Reasoned thinking |!|
Openness to alternatives |!| |!|
Adherence to established guidelines |!| |!| |!|
Ability to reflect |!| |!|
Loyalty to traditional approaches |!| |!| |!|
Desire to seek the truth |!| |!| |!| |!|
Reasoned thinking |!|
Openness to alternatives |!| |!|
Ability to reflect |!| |!|
Desire to seek the truth |!| |!| |!| |!|
Rationale:
Critical thinking is a combination of reasoned thought, openness to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
alternatives, the ability to reflect, and a desire to seek the truth. There are |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
many definitions of critical thinking. It is a complex concept, and people
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
think about it in different ways. Any situation that requires critical thinking
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
is likely to have more than one “right” answer. You do not need critical
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
thinking to add 2 + 2 and come up with the solution. However, you do
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
need critical thinking for problem-solving essential decisions. A crucial
|!| |!| |!| |!| |!| |!| |!| |!| |!|
aspect of critical thinking is the process of identifying and checking your
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
assumption. This is also a necessary part of the research process. Critical |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
thinking is a combination of reasoned thought, openness to alternatives,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the ability to reflect, and a desire to seek the truth.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
The licensed practical/vocational (LPN/VN) nurse is caring for a
|!| |!| |!| |!| |!| |!| |!| |!| |!|
client with cardiac arrest and assisting the registered nurse (RN)
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
in identifying priorities and delegation. As the LPN/VN assists with
|!| |!| |!| |!| |!| |!| |!| |!| |!|
assigning roles to other staff, this is demonstrating which
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
leadership style? |!|
, A. Authoritative
|!|
B. Situational
|!|
C. Democratic
|!|
D. Laissez-faire
|!|
Authoritative
Rationale:
Authoritative leadership is demonstrated in this situation as the nurse |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
assists with the delegation and provides directives to accomplish tasks.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
This is an appropriate leadership style in an emergency where one
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
individual assigns tasks/roles to decrease confusion and chaos in an
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
emergent situation. |!|
What is the normal level of creatinine in a healthy adult male?
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
A. 0.4 to 0.8 mg/dL
|!| |!| |!| |!|
B. 0.1-0.4 mg/dL
|!| |!|
C. 0.6-1.2 mg/dL
|!| |!|
D. 1.5-2.0 mg/dL
|!| |!|
0.6-1.2 mg/dL |!|
Rationale:
Creatinine values reflect both the amount of muscle a person has and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
their amount of kidney function. Hence, the levels are slightly lower in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
women due to lesser muscle mass. Most men with normal kidney function
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
have 0.6 to 1.2 milligrams/deciliters (mg/dL) of creatinine. Most women
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
with normal kidney function have between 0.5 to 1.1 mg/dL of creatinine.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
The nurse is reviewing labs for a patient with a serum potassium
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
level of 3.3 mg/dL(3.5-5 mEq/L). Which action would the nurse
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
recognize as the highest priority? |!| |!| |!| |!|
A. Educate the patient on potassium-rich foods
|!| |!| |!| |!| |!| |!|
B. Implement telemetry monitoring
|!| |!| |!|
C. Obtain an order for STAT IM KCl
|!| |!| |!| |!| |!| |!| |!|
D. Assess the patient’s neurological status
|!| |!| |!| |!| |!|
detailed solutions & rationales |!| |!| |!|
The nurse should understand the regulations of nursing practice
|!| |!| |!| |!| |!| |!| |!| |!| |!|
as put forth by the Nurse Practice Act. Which of the following
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
statements are correct? |!| |!|
Select all that apply. |!| |!| |!|
Some other issues covered by the Nurse Practice Act include grounds for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
disciplinary action, licensure requirements, and the rights of the nurse |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
licensee if disciplinary action is taken. |!| |!| |!| |!| |!|
The Nurse Practice Act defines the scope of nursing practice.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
All nurses have the responsibility to know the provisions of the act for the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
state or province in which they work.
|!| |!| |!| |!| |!| |!|
The Nurse Practice Act is a series of statutes enacted by the federal
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
government in order to regulate the practice of nursing. |!| |!| |!| |!| |!| |!| |!| |!|
Some other issues covered by the Nurse Practice Act include
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
grounds for disciplinary action, licensure requirements, and the
|!| |!| |!| |!| |!| |!| |!| |!|
rights of the nurse licensee if disciplinary action is taken.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
The Nurse Practice Act defines the scope of nursing practice.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Rationale:
Nurse practice acts (NPAs) contain a provision that creates and empowers
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
a state board of nursing to regulate nursing practice in that state. All 50
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
states, the District of Columbia, and the four U.S. territories have
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
established nursing boards. Although NPAs can vary from state to state, |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
they all have standard components because states used ANA guidelines in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
developing their regulations. |!| |!|
A state’s nurse practice act usually includes the following:
|!| |!| |!| |!| |!| |!| |!| |!|
The authority of the board of nursing, its composition, and powers
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
A definition of nursing and the boundaries of nursing practice
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Standards for the approval of nursing education programs |!| |!| |!| |!| |!| |!| |!|
The requirements for licensure of nurses
|!| |!| |!| |!| |!|
,Grounds for disciplinary action against a nurse’s license
|!| |!| |!| |!| |!| |!| |!|
The nurse knows that which of the following scenarios are
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
common reasons for disciplinary action against practical nurses by
|!| |!| |!| |!| |!| |!| |!| |!|
the State Board of Nursing? Select all that apply.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Failure to administer medications as prescribed.
|!| |!| |!| |!| |!|
Violation of client confidentiality. |!| |!| |!|
Poor attendance record.
|!| |!|
Engaging in personal relationships with clients. |!| |!| |!| |!| |!|
Failing to maintain continuing education requirements.
|!| |!| |!| |!| |!|
Failure to administer medications as prescribed.
|!| |!| |!| |!| |!|
Violation of client confidentiality. |!| |!| |!|
Engaging in personal relationships with clients. |!| |!| |!| |!| |!|
Failing to maintain continuing education requirements.
|!| |!| |!| |!| |!|
Rationale:
Failure to administer medications as prescribed. This is a valid reason for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
disciplinary action against practical nurses. Failing to administer |!| |!| |!| |!| |!| |!| |!| |!|
medications as prescribed can harm clients and violate nursing standards |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
and client safety protocols.
|!| |!| |!|
Violation of client confidentiality. This is a valid reason for disciplinary
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
action against practical nurses. Violating client confidentiality by sharing
|!| |!| |!| |!| |!| |!| |!| |!| |!|
client information without proper authorization or justification breaches
|!| |!| |!| |!| |!| |!| |!| |!|
client privacy and can lead to legal and ethical consequences.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Engaging in personal relationships with clients. This is a valid reason for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
disciplinary action against practical nurses. Engaging in personal |!| |!| |!| |!| |!| |!| |!| |!|
relationships with clients is considered unprofessional and can compromise |!| |!| |!| |!| |!| |!| |!| |!| |!|
client care, boundaries, and ethical standards.
|!| |!| |!| |!| |!|
Failing to maintain continuing education requirements. This is a valid
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reason for disciplinary action against practical nurses. Nursing boards often
|!| |!| |!| |!| |!| |!| |!| |!| |!|
require practical nurses to participate in continuing education programs to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
ensure ongoing competency and keep up-to-date with advancements in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the field. Failing to meet these requirements can result in disciplinary
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
,action, which indicates a lack of commitment to professional growth and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
acquiring the necessary knowledge and skills. |!| |!| |!| |!| |!|
Which of the following are components of the definition of critical
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
thinking?
Select all that apply. |!| |!| |!|
Reasoned thinking |!|
Openness to alternatives |!| |!|
Adherence to established guidelines |!| |!| |!|
Ability to reflect |!| |!|
Loyalty to traditional approaches |!| |!| |!|
Desire to seek the truth |!| |!| |!| |!|
Reasoned thinking |!|
Openness to alternatives |!| |!|
Ability to reflect |!| |!|
Desire to seek the truth |!| |!| |!| |!|
Rationale:
Critical thinking is a combination of reasoned thought, openness to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
alternatives, the ability to reflect, and a desire to seek the truth. There are |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
many definitions of critical thinking. It is a complex concept, and people
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
think about it in different ways. Any situation that requires critical thinking
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
is likely to have more than one “right” answer. You do not need critical
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
thinking to add 2 + 2 and come up with the solution. However, you do
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
need critical thinking for problem-solving essential decisions. A crucial
|!| |!| |!| |!| |!| |!| |!| |!| |!|
aspect of critical thinking is the process of identifying and checking your
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
assumption. This is also a necessary part of the research process. Critical |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
thinking is a combination of reasoned thought, openness to alternatives,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the ability to reflect, and a desire to seek the truth.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
The licensed practical/vocational (LPN/VN) nurse is caring for a
|!| |!| |!| |!| |!| |!| |!| |!| |!|
client with cardiac arrest and assisting the registered nurse (RN)
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
in identifying priorities and delegation. As the LPN/VN assists with
|!| |!| |!| |!| |!| |!| |!| |!| |!|
assigning roles to other staff, this is demonstrating which
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
leadership style? |!|
, A. Authoritative
|!|
B. Situational
|!|
C. Democratic
|!|
D. Laissez-faire
|!|
Authoritative
Rationale:
Authoritative leadership is demonstrated in this situation as the nurse |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
assists with the delegation and provides directives to accomplish tasks.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
This is an appropriate leadership style in an emergency where one
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
individual assigns tasks/roles to decrease confusion and chaos in an
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
emergent situation. |!|
What is the normal level of creatinine in a healthy adult male?
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
A. 0.4 to 0.8 mg/dL
|!| |!| |!| |!|
B. 0.1-0.4 mg/dL
|!| |!|
C. 0.6-1.2 mg/dL
|!| |!|
D. 1.5-2.0 mg/dL
|!| |!|
0.6-1.2 mg/dL |!|
Rationale:
Creatinine values reflect both the amount of muscle a person has and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
their amount of kidney function. Hence, the levels are slightly lower in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
women due to lesser muscle mass. Most men with normal kidney function
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
have 0.6 to 1.2 milligrams/deciliters (mg/dL) of creatinine. Most women
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
with normal kidney function have between 0.5 to 1.1 mg/dL of creatinine.
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The nurse is reviewing labs for a patient with a serum potassium
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level of 3.3 mg/dL(3.5-5 mEq/L). Which action would the nurse
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recognize as the highest priority? |!| |!| |!| |!|
A. Educate the patient on potassium-rich foods
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B. Implement telemetry monitoring
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C. Obtain an order for STAT IM KCl
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D. Assess the patient’s neurological status
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