Which of the following patients should you identify as having experienced a significant mechanism of injury?
A). A patient who has been struck by a motor vehicle
B). A patient who has been stabbed in the leg
C). A patient who has fallen down three steps
D). A patient who has slipped on an icy sidewalk
Answer: A). A patient who has been struck by a motor vehicle
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While working on the med-surg floor, the nurse has a client who is experiencing an insulin reaction. The client is conscious and can follow directions. The most appropriate intervention would be:
A) Call the physician and wait for him or her to respond to give you orders of what he or she prefers you do for this client. B) Immediately administer 15 g of glucose (preferably via oral route if the client is alert enough to swallow) and wait for 15 minutes. Then repeat this if necessary. C) Start pushing 50% glucose solution slowly and do not stop pushing until the client's repeat blood glucose level is above 100 mg/dL. D) Skip the oral glucose tablets and go directly to giving intramuscular glucagon. Repeat the glucagon in 15 minutes if the blood glucose level is not within a normal range.
Which of the following statements is TRUE regarding genital herpes?
A. After infection, the virus lies dormant in nerve cells and can reactivate at any time. B. The virus can be transmitted to a sex partner even if no lesions are present. C. Genital herpes is a major risk factor in the transmission of HIV worldwide. D. After infection, the virus lies dormant in nerve cells and can reactivate at any time, and the virus can be transmitted to a sex partner even if no lesions are present. E. All of these statements are true.
The cognitive achievement of students can be effectively measured by either written or oral examinations
Indicate whether the statement is true or false
A change in the chemistry of a gene leading to a change in the structure and/or physiology of a microorganism so that it is no longer recognized by the immune system is called
A. shape-shifting. B. mutation. C. memory. D. discrimination. E. specificity.