A resident in a long-term care facility has difficulty swallowing and frequently chokes on food and liquids. Because of the threat of aspiration, the nurse initiates a referral for swal-lowing evaluation to a:
1. doctor specializing in throat disorders.
2. dietitian.
3. nutritionist.
4. speech therapist.
4
Speech therapists are qualified to evaluate swallowing disorders.
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A client with terminal cancer has signed an advance directive indicating that no parenteral nutrition or hydration will be implemented
For several days the client has refused food and fluids, pushing the caregiver's hands away when attempts are made to feed the client or offer any kind of fluid. The family is considering placing a gastrostomy tube because they feel the client is "starving to death." Which actions by the nurse are appropriate? Select all that apply. A) Take the case to the hospital's ethics committee. B) Honor the client's refusal of parenteral nutrition and hydration. C) Talk to the healthcare provider so the family's wishes can be acted upon. D) Help the family come to terms with the situation. E) Honor the family's wishes and have them sign a consent form.
Which order should be clarified by a nurse when transcribing orders?
a. Potassium chloride, 80 mEq in 1000 mL D5W in 24 hours b. Potassium chloride, 40 mEq IV in 10 mL D5W IV push c. Potassium chloride, 50 mEq in 500 mL D5W in 4 hours d. Potassium chloride, 80 mEq in 1000 mL D5W in 12 hours
A nursing instructor is lecturing on stress and the stress response to her pathophysiology class. The instructor talks about the body's physiologic response to stress
What would this instructor cite as the longest-acting phase of the physiologic response and its cause? A) Sympathetic-adrenal-medullary response caused by persistent stress B) Hypothalamic-pituitary response caused by acute stress C) Sympathetic-adrenal-medullary response caused by acute stress D) Hypothalamic-pituitary response caused by persistent stress
The home health nurse prepares to teach a Hispanic patient who neither speaks nor reads English how to measure and administer insulin. The most helpful teaching tools would be:
1. a booklet from the American Diabetes Association explaining the effects of too much or too little insulin. 2. a nutrition MyPyramid explanation, discussing amounts of each food group needed each day. 3. an alarm clock, magazine pictures showing sunrise and sunset, several clean insu-lin syringes, and insulin bottles filled with colored water. 4. a large sheet explaining the need for washing hands, times, amounts of insulin to inject, and the nurse's home phone number.