The nurse makes the decision to return to school to obtain a bachelor of science degree in nursing. What theme of critical thinking is the nurse displaying?
1. Critical thinking is a productive and positive activity.
2. Critical thinking is a process, not an outcome.
3. Manifestations of critical thinking vary, depending on the context in which they occur.
4. Critical thinking is triggered by both positive and negative events.
ANS: 2
This theme is demonstrated by the belief that continuous learning contributes to the ongoing process of critical thinking.
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The nurse is planning to discharge a child newly diagnosed with HIV infection. Which discharge instruction should be included for this child and her family?
1. Eat raw fruits. 2. Avoid playing sports. 3. Restrict school attendance. 4. Cover open wounds.
An elderly client had surgery to repair a retinal detachment and is being discharged to home the next day. The nurse is concerned that the client will not be able to adjust to the decreased vision. The most appropriate action by the nurse is to
a. arrange admission to a long-term care facility. b. consult with a home health care agency for assistance at home. c. request the physician keep the client in the hospital for a couple more days. d. send the client home with instructions written in large type.
Cost versus benefits analysis is typically done from the perspective of the third-party payer or the health agency administrator. Why is this perspective an issue?
A. Administrators and insurers focus primarily on costs, not benefits. B. Administrators are not experts in cost-benefit analyses. C. Administrators typically lack understanding of health care benefits used in such analyses. D. The perspectives of the clients and their time, energy, and money are ignored.
The nurse enters a room and finds a 6-year-old child who is unconscious. After calling for help and before being able to use an automatic external defibrillator, which steps should the nurse take?
Place in correct order. Provide answer using lowercase letters separated by commas (e.g., a, b, c, d, e, f). a. Place on a hard surface. b. Administer 30 chest compressions with two breaths. c. Feel carotid pulse while maintaining head tilt with the other hand. d. Use the head tilt–chin lift maneuver and check for breathing. e. Place heel of one hand on lower half of sternum with other hand on top. f. Give two rescue breaths.