The nurse is caring for a client who developed an infection after admission to the hospital. Which term would the

Chapter 1 Question 1

Type: MCSA

The nurse is caring for a client who developed an infection after admission to the hospital. Which term would the nurse use when documenting this infection?

1.Nosocomial infection 2.Bacterial infection 3.Health care-associated infection 4.Therapeutic infection

Correct Answer: 1

Rationale 1: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health care-associated infection can originate in any health care setting. Not enough information is provided to determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.Rationale 2: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health care-associated infection can originate in any health care setting. Not enough information is provided to determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.Rationale 3: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health care-associated infection can originate in any health care setting. Not enough information is provided to determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.Rationale 4: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health care-associated infection can originate in any health care setting. Not enough information is provided to determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.Global Rationale: A nosocomial infection is an infection that originates specifically in the hospital, whereas a health care-associated infection can originate in any health care setting. Not enough information is provided to determine whether the infection is bacterial in nature, and there is no such thing as a therapeutic infection.

Cognitive Level: Applying

Client Need: Physiological Integrity

Client Need Sub: Physiological Adaptation

QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support safety and quality AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are complex system issues that involve individuals, families, groups, communities, populations, and other members of the health care team Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition Copyright 2016 by Pearson Education, Inc.Berman/Snyder, Test Bank for Skills in Clinical Nursing 8t h Edition Skills in Clinical Nursing 8e (Global Edition) Audrey Berman (Test Bank All Chapters, 100% Original Verified, A+ Grade) 1 / 4

NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe client care Nursing/Integrated Concepts: Nursing Process: Assessment Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and clients.

Page Number: p. 6

Question 2

Type: MCMA

The nurse would use a Situation, Background, Assessment, and Recommendation (SBAR) process in which situations?

Standard Text: Select all that apply.

1.Discharging a client 2.Transferring a client to another unit 3.Contacting the primary care provider 4.Changing from day to evening shift 5.Informing family members of client status

Correct Answer: 2,3,4

Rationale 1: The SBAR is used to enhance the safety of the client in situations where nurses are communicating with other members of the health care team, such as when transferring the client to another unit, conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or notifying family members of the client's status.Rationale 2: The SBAR is used to enhance the safety of the client in situations where nurses are communicating with other members of the health care team, such as when transferring the client to another unit, conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or notifying family members of the client's status.Rationale 3: The SBAR is used to enhance the safety of the client in situations where nurses are communicating with other members of the health care team, such as when transferring the client to another unit, conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or notifying family members of the client's status.Rationale 4: The SBAR is used to enhance the safety of the client in situations where nurses are communicating with other members of the health care team, such as when transferring the client to another unit, conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or notifying family members of the client's status.Rationale 5: The SBAR is used to enhance the safety of the client in situations where nurses are communicating with other members of the health care team, such as when transferring the client to another unit, conducting Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition Copyright 2016 by Pearson Education, Inc. 2 / 4

change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or notifying family members of the client's status.Global Rationale: The SBAR is used to enhance the safety of the client in situations where nurses are communicating with other members of the health care team, such as when transferring the client to another unit, conducting change-of-shift report, or contacting the primary care provider. The SBAR is not used for discharge teaching or notifying family members of the client's status.

Cognitive Level: Applying

Client Need: Safe and Effective Care Environmnet

Client Need Sub: Management of Care

QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support safety and quality AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are complex system issues, that involve individuals, families, groups, communities, populations, and other members of the health care team NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe client care Nursing/Integrated Concepts: Nursing Process: Implementation Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and clients.

Page Number: p. 15

Question 3

Type: MCSA

The nurse is caring for a client with a medical diagnosis of HIV/AIDS admitted to the hospital with Pneumocystis carinii infection. In order to reduce the spread of infection, which is the priority nursing intervention?

1.Teaching the client to provide self-care 2.Teaching respiratory/cough etiquette 3.Teaching the use of sexual barriers 4.Teaching the use of standard precautions

Correct Answer: 2

Rationale 1: The client with a respiratory infection would benefit most from learning how to use respiratory hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.Standard precautions are used by the health care provider, and are not generally taught to clients.Rationale 2: The client with a respiratory infection would benefit most from learning how to use respiratory hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition Copyright 2016 by Pearson Education, Inc. 3 / 4

sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.Standard precautions are used by the health care provider, and are not generally taught to clients.Rationale 3: The client with a respiratory infection would benefit most from learning how to use respiratory hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.Standard precautions are used by the health care provider, and are not generally taught to clients.Rationale 4: The client with a respiratory infection would benefit most from learning how to use respiratory hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.Standard precautions are used by the health care provider, and are not generally taught to clients.Global Rationale: The client with a respiratory infection would benefit most from learning how to use respiratory hygiene/cough etiquette in order to reduce the risk of spreading infection to others. Although teaching the use of sexual barriers would reduce the risk of sexually transmitted infections, it is not the priority need at this time.Teaching self-care might be indicated for this client, but it is not related to reducing the spread of infection.Standard precautions are used by the health care provider, and are not generally taught to clients.

Cognitive Level: Analyzing

Client Need: Physiological Integrity

Client Need Sub: Reduction of Risk Potential

QSEN Competencies: V.B.1. Demonstrate effective use of technology and standardized practices that support safety and quality AACN Essential Competencies: II.5. Participate in quality and client safety initiatives, recognizing that these are complex system issues that involve individuals, families, groups, communities, populations, and other members of the health care team NLN Competencies: Knowledge and Science: Relationships between knowledge/science and quality and safe client care Nursing/Integrated Concepts: Nursing Process: Implementation Learning Outcome: Define the key terms used in foundational skills and equipment that protect nurses and clients.

Page Number: p. 4

Question 4

Type: MCMA

Which tasks would be appropriate for the nurse to delegate to the unlicensed assistive personnel (UAP)?

Standard Text: Select all that apply.

1.Taking vital signs 2.Measuring and recording intake and output 3.Postmortem care Berman/Snyder, Test Bank for Skills in Clinical Nursing 8th Edition Copyright 2016 by Pearson Education, Inc.

• / 4