An older client experiences difficulty swallowing whole wheat bread and crackers. For which age-related change should the nurse assess this client?
a. Dysomia
b. Dyskinesia
c. Xerostomia
d. Leukoplakia
c. Xerostomia
Xerostomia is the development of insufficient saliva production which occurs with the adding process. A dry mouth can lead to altered taste perception and difficulty swallowing. Dysomia is the sensation of unpleasant smell. Dyskinesia is a movement disorder characterized by severe, dystonic, involuntary movement of the facial, oral, and cervical musculature. Leukoplakia is used to describe a thickened, white plaque the will not rub or strip off and is not identifiable clinically or pathologically as any other disease.
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A client with an anxiety disorder uses humor to conceal feelings of inadequacy. The client asks the nurse why the behavior is used. What should the nurse explain to the client?
1. The client is in denial. 2. The client is regressing. 3. The client is sublimating. 4. The client is attempting to cope.
A client has recently been diagnosed with skin cancer. When discussing the diagnosis with the nurse, the client tearfully asks why she could have gotten skin cancer, as she has never sunbathed in her life
What response by the nurse is indicated at this time? A) "We frequently never find out why cancer strikes." B) "Sun exposure can happen as we carry out our daily activities." C) "This is unusual, as skin cancer normally only occurs in sunbathers." D) "Can you tell me more about your feelings?"
A goniometer is a useful assessment tool for measuring:
A) Extremity length. B) Muscle strength. C) Muscle tension. D) Range of motion (ROM).
A school nurse decided to begin a "don't smoke, don't start" program. To determine if the program has any effect, an experimental trial study was planned. The nurse would
A. Break the students into two groups, smokers and nonsmokers, teach the course to both groups, and then observe for changes in beliefs. B. Break the students into two randomly chosen groups, teach the program to all students, and then determine learning and smoking behaviors through a posttest. C. Break the students into two randomly chosen groups, teach the program to one group, and then determine differences in knowledge and smoking behaviors between the two groups. D. Screen each student and look for evidence of smoking behaviors.