A client states, "I know I have a risk of developing heart disease. Why do we need to spend time doing a risk assessment?" How should the nurse respond?
1. "A risk assessment will help the rest of your family."
2. "Having a risk assessment will help us devise a personalized plan of care for you."
3. "We need to determine just how bad your risk is."
4. "We need to find out what cultural practices you might need to change."
2
Rationale 1: This may be true, but the risk assessment is being done to help the client.
Rationale 2: The purpose of a risk assessment is to develop a plan of care specifically for the client.
Rationale 3: While determining the level of risk is important, this is not the most important use of a risk assessment.
Rationale 4: Talk about changing cultural practices could result in the client resisting the process of risk assessment.
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A nurse on the oncology unit is caring for a patient with an astrocytoma. The patient has just been told that the tumor is growing very fast. The patient asks the nurse how these tumors grow. What is the nurse's best response?
A) "Brain tumors infiltrate the surrounding tissue." B) "Brain tumors grow by invading the surrounding grey matter." C) "Brain tumors grow by invading the surrounding white matter." D) "Brain tumors spread down the spinal cord."
Data collectors should be trained for quantitative studies, but training usually is not necessary in qualitative studies
A) True B) False
When performing a circulatory system assessment, the nurse suspects the client has a total arterial occlusion based on the following findings:
A) Extremity suddenly became white, cold, and painful. B) Client complained of absence of sensation or ability to move the extremity. C) Client complained of pain and numbness in the extremity. D) Extremity became deep red and cool to touch.
The nurse is performing an admission assessment on a client with cognitive impairment. When developing a plan of care for this client, the nurse should plan to
a. provide instructions one step at a time. b. offer several instructions at a time when orienting the client to their room. c. teach the client new skills using complex instructions with multiple steps. d. refrain from mentioning the client's past life experiences when asking questions.