The nurse is preparing to admit an elderly patient who is deaf. What should the nurse do to ensure effective communication with the patient?
1. Use the hospital-approved interpreter program.
2. Use the patient's family members to communicate with the patient.
3. Ask the patient to read assessment questions off of the computer screen.
4. Ask if anyone who is currently working could help communicate with the patient.
1
Rationale: Using the hospital-approved interpreter program is the intervention of choice when communicating with any patient who is deaf or has limited English proficiency.
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Which of the following statements best describes how the American Red Cross (ARC) is different from the Federal Emergency Management Agency (FEMA) or the National Incident Management System?
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A high-risk client in labor is having electronic fetal monitoring (EFM). Which of these interpretations should the nurse recognize as normal, requiring no intervention?
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A client accompanied her boyfriend to the emergency department after the two had been in a
motorcycle accident. The boyfriend was badly hurt, but the client had only minor cuts and bruises and was discharged. She mentioned to the nurse that since she was driving, she should have been the one to be injured. Twenty-four hours later, while visiting her boyfriend, the client reported that she was unable to move from her chair and unable to walk. Diagnostic workup revealed no physical reason for the problem. The anxiety relief behavior the client is demonstrating is a. acting out. b. somatization. c. withdrawal. d. problem solving.
The client who was diagnosed with diabetes mellitus 1 year ago is hospitalized in diabetic ketoacidosis after a religious fast. The client tells the nurse, "I have fasted during this season every year since I became an adult
I am not going to stop now." The nurse is not knowledgeable about this particular religion. What is the best action for this nurse? A) Tell the client that it is different now because of the diabetes. B) Request a consult from a diabetes educator. C) Ask family members of the same religion to discuss fasting with the client. D) Do some research into the meaning of fasting in this religion.