To make the most relevant assessment of a client within the context of the family the nurse must
think in terms of
a. cause and effect.
b. circular causality.
c. insight orientation.
d. emotional reactivity.
B
In circular causality, the presenting problem of the identified patient must be viewed from many
different perspectives: stressors, strengths, family's current life cycle stage, sociocultural context,
mutigenerational issues, and so forth rather than from a single cause and effect. Option A: Cause and
effect is too simplistic a framework. Option C is terminology without meaning to family theory.
Option D: Emotional reactivity is a term that is too narrow to be correct.
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A severely cognitively impaired adult has had a surgical procedure, and the nurse is having a difficult time assessing the level of pain the client is having postoperatively. What method can the nurse use to obtain data about the client's pain?
A) Have the client point to a smiley face or a frown. B) Ask the client to point to a pain level between 0 and 10 on a chart. C) Use behavioral comparison of the client's current and previous behavior patterns. D) Ask the client loudly if he is having any pain and what level it is.
An older adult client presents to the emergency room with a severe acid-base imbalance after taking "cold medicine" for a week. The client has a history of arthritis and reports daily use of aspirin. Which late effect acid-base imbalance does the nurse suspect the client is experiencing?
A) Respiratory alkalosis B) Respiratory acidosis C) Metabolic alkalosis D) Metabolic acidosis
The client scheduled to have surgery within the next 2 hours tells the nurse during the admission interview the following information
Which piece of information should the nurse be certain to communicate on the outside of the chart for the entire surgical team to know? A. The client is allergic to cats. B. The client is hard of hearing. C. The client had a glass of wine 12 hours ago. D. The client takes 2000 mg of vitamin C each day.
The nurse is instructing a group of parents on the development of self-esteem in children. This instruction should:
a. focus primarily on the children's weaknesses b. focus only on the children's accomplishments c. give realistic feedback concerning abilities and limitations d. recognize that self-esteem does not develop until adolescence