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ATI Capstone Post Assessment Assignment WEEKLY, Exams of Psychology

A.T. Still University of Health Sciences (ATSU)Psychology

ATI Capstone Post Assessment Assignment WEEKLY

Typology: Exams

2024/2025

Available from 02/26/2025

DrShirley 🇺🇸

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ATI Capstone Post Assessment Assignment WEEKLY

1.

A client is

receiv- ing

home oxy- gen.

What teach- ing

points should

Since oxygen is combustible, the following nursing actions are important for

the

nurse to implement:

-

Post ""No Smoking"" or ""Oxygen in Use"" signs to alert others of the fire

hazard.

-

Know where to find the closest fire extinguisher.

the nurse provide - Educate about the fire hazard of smoking with oxygen use.

the

client

and

the

-

Have

clients

wear

a

cotton

gown

because

synthetic

or

wool

fabrics

can

generate

caregiver regard-

ing home

oxygen safety?

static

electricity.

-

Ensure that all electric devices (razors, hearing aids, radios) are working

well.

-

Make

sure

all

electric

machinery

(monitors,

suction

machines)

is

grounded.

-

Do not use volatile, flammable materials (alcohol, acetone) near clients

receiving

oxygen

2. List two (2) exam- 1. Macule

ples of a prima-

ry skin lesion

in- cluding

descrip- tion

and exam- ple

of each. Pro-

vide an exam-

ple of appropri-

ate

documenta-

tion of the in-

tegumentary

sys-

tem.

Discover Exams of Psychology A.T. Still University of Health Sciences (ATSU)

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ATI Capstone Post Assessment Assignment WEEKLY

A client is receiv- ing home oxy- gen. What teach- ing points should Since oxygen is combustible, the following nursing actions are important for the nurse to implement: - Post ""No Smoking"" or ""Oxygen in Use"" signs to alert others of the fire hazard. - Know where to find the closest fire extinguisher. the nurse provide - Educate about the fire hazard of smoking with oxygen use. the client and the - Have clients wear a cotton gown because synthetic or wool fabrics can generate caregiver regard- ing home oxygen safety? static electricity. - Ensure that all electric devices (razors, hearing aids, radios) are working well. - Make sure all electric machinery (monitors, suction machines) is grounded. - Do not use volatile, flammable materials (alcohol, acetone) near clients receiving oxygen
List two (2) exam- 1. Macule ples of a prima- ry skin lesion in- cluding descrip- tion and exam- ple of each. Pro- vide an exam- ple of appropri- ate documenta- tion of the in- tegumentary sys- tem.

ATI Capstone Post Assessment Assignment WEEKLY

Papule
Nodule/tumor
Vesicle
Pustule
Wheal
- EXAMPLE: Skin is pink, warm, and dry. Turgor is brisk and skin is elastic. Rough, thickened skin over heels, elbows, and knees; otherwise, skin is smooth. A 0.5 cm brown papule on right forearm and a 2.5 cm scar on left knee that is healed. Capillary refill is < 3 seconds. No edema is noted.
Macule - Nonpalpable, skin color change, < 1 cm.

Example: Freckle

Example: Acne

Wheal - Palpable, irregular borders, edematous.
- Example: Insect bite
Identify two (2) areas of injury prevention ap- plicable to the adolescent client. Provide one (1) example for each area identified. - Bodily harm - Keep firearms in a locked cabinet or box. - Teach proper use of sporting equipment prior to use. - Insist on helmet use and/or pads when roller skating, skateboarding, bicycling, riding scooters, skiing, and during any other activities that increase injury risk. - Avoid trampolines. - Be aware of changes in mood and monitor for self-harm in at-risk adolescents. Watch for the following: Poor school performance, Lack of interest in things of previous interest, Social isolation, Disturbances in sleep or appetite, & Expression of suicidal thoughts - Burns - Drowning - Motor-vehicle injury - Substance use - Sexually transmitted infections (STIs)

Drowning Educa- tion
Motor Vehicle In- jury Education
Substance Use Education
Sexually Trans- mitted Infections (STIs) Education
Pregnancy Pre- vention
What points would the nurse discuss when teaching cane walking to a client for the first time?
1. Provide 2 exam- ples of gross mo- tor skills and 2 examples of fine

Teach swimming skills and safety.
Encourage attendance at drivers' education courses.
Emphasize seat belt use.
Discourage use of cell phones, including texting, while driving.
Teach the dangers of combining substance use with driving.
Monitor at-risk adolescents.
Teach adolescents about the dangers of smoking
Teach adolescents to say ""no"" to drugs and alcohol.
Present a no-tolerance attitude.
Identify risk factors through the assessment and interview process.
Provide education about prevention of STIs, and resources for treatment.
Provide education.
- For pregnant adolescents, provide resources for supervision of pregnancy, nu- trition, and psychological support.
- Maintain two points of support on the ground at all times.·
- Keep the cane on the stronger side of the body.· - Support body weight on both legs.·
- Move the cane forward 15 cm (6-10 inches).·
- Then move the weaker leg forward toward the cane.·
- Next advance the stronger leg past the cane. Gross Motor Skills:
- Walks without help.
- Creeps up stairs.
- Assumes standing position

A nurse is car- ing for a client who is pre- scribed digoxin. What is the ther- apeutic digoxin level range? What
- Therapeutic serum levels may vary, but usually range from 0.5 to 2 ng/ml.
- Manifestations of digoxin toxicity include fatigue, weakness, vision changes, and GI ettects.

are three (3) manifestations of digoxin toxicity?

A nurse has an or- - Osmotic diuretics reduce intracranial pressure and intraocular pressure by raising der to administer serum osmolality and drawing fluid back into the vascular and extravascular space. mannitol to a crit- Depending on therapeutic intent, ettectiveness may be evidenced by normal re- ical care client. What should the nurse expect fol- lowing mannitol administration ?
The client with Klebsiella in the urine is ordered the medication ciprofloxacin. Identify three (3) complications associated with this medication the client can develop with administration of this medication.
A nurse has provided educa- tion to a client with hypothy- roidism who has

a new prescrip- tion for levothy- roxine. What statements by the client would indicate they un- derstand the in- structions?

A nurse is ad- ministering van- comycin to a client who devel- ops an infusion reaction some- times referred to as red man syn- drome. What ac- tion by the nurse could have pre- vented this reac- tion?
A nurse has provided educa- tion to a client who has a new prescription for exenatide. What statements by the client would indicate they un-

will monitor and report signs of cardiac excitability (angina, chest pain, palpita- tions, dysrhythmias)
will have T4 and TSH levels drawn as directed by their provider.
Infusion reactions (rashes, flushing, tachycardia, and hypotension, sometimes called "red man syndrome") is an adverse ettect of vancomycin administration that could be prevented by administering vancomycin slowly over 60 min.
Typically, if the patient begins to flush, the nurse can decrease the rate and it should correct the problem.
- Exenatide injection should be given within 60 min before the morning and evening meal. Never administer after a meal
- keep the injection pen in the refrigerator and to discard after 30 days
- the client will notify the provider if nausea, vomiting and diarrhea becomes intolerable
- the client will notify the provider for severe and intolerable abdominal pain which can indicate pancreatitis.

Pregnancy, misoprostol is pregnancy risk category X.
Misoprostol is a category X medication Adverse Ettects of oxybutynin:
Constipation
dry mouth
blurred vision
photophobia
dry eyes
CNS ettects (hallucinations, confusion, insomnia and nervousness) Client Actions:
Increase dietary fiber
Consume 2 to 3 L/day of fluid from beverage
Avoid hazardous activities if my vision is impaired
Anticholinergic medications block the muscarinic receptors, which assist in main- taining balance between dopamine and acetylcholine receptors in the brain.

extrapyramidal symptoms. What is the expected pharmacologic al action?

The nurse is car- ing for a client taking spirono- lactone. Identify the adverse ef- fects of spirono- lactone and what findings should be reported to the provider.
Stress Inconti- nence
Functional Incon- tinence
Total Inconti- nence
A client has been diagnosed with tuberculosis and has been pre- scribed rifampin. What should the nurse include in

teaching about this medication?

A nurse is caring for a client with a tension pneu- mothorax. What
- A tension pneumothorax occurs when air enters the pleural space during in- spiration through a one-way valve and is not able to exit upon expiration. The trapped air causes pressure on the heart and the lung. As a result, the increase in pressure compresses blood vessels and limits venous return, leading to a decrease is a tension pneu- in cardiac output. Death can result if not treated immediately. mothorax?
What manifesta- tions should the nurse expect?
A nurse is provid- ing teaching to a client who has peptic ulcer dis- ease. What in- formation should the nurse include about diet and other measures to help manage this condition?
1. A nurse is car- ing for a client with a spinal cord injury. What

As a result of a tension pneumothorax, air and pressure continue to rise in the pleural cavity, which causes a mediastinal shift.
Signs of respiratory distress (tachypnea, tachycardia, hypoxia, cyanosis, dyspnea, and use of accessory muscles)
Tracheal deviation to the unattected side (tension pneumothorax)Reduced or absent breath sounds on the attected side
Asymmetrical chest wall movement
Instruct clients to avoid foods that cause distress (cottee, tea, carbonated bever- ages).
Take medications as prescribed.
Decrease environmental stress.
Encourage adequate rest.
Encourage smoking cessation. - Avoid alcohol consumption. - Distended bladder is the most common cause (kinked or blocked urinary catheter, urinary retention, or urinary calculi) - Fecal impaction - Cold stress or drafts on lower part of the body

ATI Capstone Post Assessment Assignment WEEKLY, Exams of Psychology

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